Cambridge Business
English Activities
Serious fun for Business English students

Jane Cordell

CAMBRIDGE
UNIVERSITY PRESS

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First published 2000
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to Jayshree · Ramsurun for taking the book through pilot stage and for keeping the project well on course. Germany. I have been incredibly lucky to have the support of a number of people whilst writing this book. Professor Suchada Nimmannit. to Sally Searby for steering the book safely through to publication. Testing each other This activity is based on a favourite teaching technique of my stalwart colleague at the College of North West London. University Of Pennsylvania. USA. British Council. and Nick White. limitless patience. The author and publishers are grateful to the following photographic Sources: Burgum Boorman. Digital Vision. V. finally to Colin Bagnall for his inspired artistic work with the group mentioned above when he visited us in Poland. Bangkok. Martha Bordman. Joan Friedman. Argentina. I would like to thank them for providing the inspiration for many of the activities in this book and for their enthusiasm and patience as my guinea pigs. Korea. Thailand. Glen Penrod. Moira Hotz-Hart. Stephen Simpson. Centum. Roy Gooding. Santiago. American Language Institute.C. Veronica Lee. Nicky Pierre. Switzerland. clear and practical guidance and encouragement. John Crowther-Alwyn. support and love and to Sean Cordell and Helen Krawczyk for advice on culinary matters. Jane Ross. Chile. to Tina Ottman for her good humoured and careful copy editing. Assimilation. Martin Parrott. Kevin McNally. Korea. UK. Hampstead School of English. Instituto Chileno Britanico. Hong Kong. Samsung Human Resources Development Center. Germany. Richard Oakes. Thanks and acknowledgements are also due for the following activities: Intonation dictation This activity is inspired by an introduction to teaching intonation given during my initial training by the wonderful teacher. USA. International House. Tess Pacey. France. I thank him both for this idea and for many other useful ones. Daejeon. Carolyn Heard. 1993-4. Korean Register of Shipping. The author and publishers would like to thank the following individuals and institutions for their help in piloting and commenting on the material and for the invaluable feedback which they provided: Maria Cristina Brieba. Bolligen. so would like to thank Sarah Almy for her vision. Chulalongkorn University. Paris. Angela Winkler. Buenos Aires. Swiss Telecom. Jioanna Carjuzaa. New York University. to Olive and Jim Cordell for unstinting practical advice. France. Poland.L/Nick Clements. · . Richard Radstone.Jhanks and acknowledgements This book is dedicated to the business English group at ABB Zam~ch Ltd in Elbl~g.

2 This is me 2 1.1 Four skills needs analysis p9 1. pB Activity and page number Business/ social function 1.Map of the book .5 Identity swap Formal introduction and polite interruption Recognizing common social exchanges .4 Personality scales p16 1.3 Graph skills analysis p14 1. Introduction.

1 A telephone maze p33 3.2 Writing aCV p45 4.3 What not to do Recognizing register in letters p41 4.2 Napoleon's decisionmaking p64 .3 A letter to correct 12 minutes or 22-37 minutes with extension activity Writing a memo/fax after scan and skim reading 5.2 Phone quartets p36 3.3.

2 Talking pictures Describing and speculating 30-40 minutes p88 8.3 My working day 35-55 minutes .5.1 Describe p87 8.3 How shall we market it? 75-90 minutes p67 Recognizing the other party's position in a negotiation 60-80 minutes 35-45 minutes 8.

4 Testing each other Using variety of numbers 15-25 minutes p122 p128 .2 Checking the details Using variety of numbers 15-25 minutes 14.3 Shared number dictations p124 Using variety of numbers 20-30 minutes 14.2 Pairs to 10-20 minutes 14.1 Number noughts and crosses p120 14.1 Intonation patterns p1 05 11.2 A phonemic phone call p107 20-30 minutes 11.1 Amemo to your students p113 12.3 Strong or weak? 12.30-40 minutes 11.

As this material is designed to be as flexible as possible. is a stimulating and revealing way of gathering information and means that students can participate in analyzing good use of language and their own errors. giving a complete breakdown of each activity. advice is given in the Teaching notes. However. use the walls of the room in which you teach to display students' work or the results of some of the activities (e. As many of the activities are designed to provide students with conversation practice. you could think about using them to provide feedback Giving feedback Each teacher has his/her own methods for observing students' language and providing feedback on it. Be prepared to change your own position. But if you need a few more ideas. where appropriate. they can also be used successfully with students of general English. the Four skills needs analysis chart. The activities foster a cooperative approach to learning that can help mixed level groups work better together. step-by-step description of how to carry out that activity in class. What is Cambridge Business English Activities? Cambridge Business English Activities is a book of 43 activities for enlivening business English classes. The actual language used by each group of students will depend on their ability. Please write to me at the publisher if you have any comments to make. small group and pairwork activities. I would be delighted to get feedback from you. and if necessary. most students see the benefits it can bring. or Graph skills analysis results). A Map of the book follows this introduction. however. and. highly participative and designed to complement most business English syllabi and coursebooks. Suggestions are made as to how to give feedback and. . and there is a section which describes any pre-class preparation needed. Who is the book for? The book can be used with both experienced business people and pre-experience learners. It has been designed as a flexible resource. once encouraged. to some extent. Videoing or recording your students. If possible. Finally. The activities are student-centred. there are two activities in the final section of the book called Giving feedback that you might like to try. Ask yourself where you can stand or sit so that the students do not always feel obliged to acknowledge your presence. an OHP or flip-chart will enhance a particular stage of a lesson and where this is the case. If you have access to a cassette recorder and/ or video camera and VCR. but a little physical movement in class can be very energizing and. Facilities The material in this book marked© Cambridge University Press 2000 may be reproduced and can be used in any classroom with a blackboard or a whiteboard. how to follow up the activity. group changes? Initially you may find your students resistant to any sort of change in the classroom hierarchy or system. in a variety of learning contexts. a precise list of language components is not provided for each activity. the language you choose to emphasize. This will be particularly useful for teachers who need to select an activity very quickly.lntrodu·ction Welcome to Cambridge Business English Activities! I hope that you will enjoy using it with your students. with their prior permission of course. similar to those used in many business English coursebooks so that the activities can be used alongside such books. Using it in a one-to-one situation is also given special comment.g. and occasionally. Class management Many of the activities in the book require the focus to be placed on the students. For some activities. Also. with information in the Teaching notes on adapting the material for different-sized groups. the teachers using the material. Also. and many of the activities also have a feedback stage described. There are whole group. the Teaching notes indicate when an activity can be adapted easily to other levels. how can the furniture be best positioned to allow for good communication. Almost all the activities can be used with a micro group or in a one-to-one class. The Teaching notes for each activity provide a clear. an indication is made at the start of the notes of which language areas will be practised. to rearrange the classroom or training room to facilitate this. Which levels can the material be used with? There are activities for elementary up to advanced levels in this book and the Teaching notes for each activity indicate the most appropriate level(s) for use. Using the activities The Map of the book has been divided into sections under functional headings.

you could redesign the cards using more general categories for pre-experience learners. You will need One copy of each of the Worksheets those students who already have some business experience and wish to use their English at work. Note down the information from this class and produce a poster with a heading such as 'Our class priorities' for the wall. using them as a basis for discussing the student's needs and possibly also for devising a course syllabus.Finding out about your students 9 1. . or make a handout. Periodically. If you have one extra student. One-to-one Not ideal. sfhe should pair up with another student and share a qu·estion card. but teacher and student can analyze the student's marks. check whether the list is still relevant to your students and revise it as appropriate. they can double up their cards. Pre-experience learners This is an activity aimed at Timing 30-40 minutes. cut into four. Procedure · Follow up . A flipchart is an advantage for stage four. (pl0-11). However. per group offour students. Class size Ideally four students or multiples of four. With two or three extra students. discussing English language needs and presenting information. Level Lower-intermediate and above.1 Four skills needs analysis Teaching notes To practise Asking questions.

Then ask the other stUdents in your group and put their marks in the other columns.10 1. B listening . Then ask the other students in your group and put their marks in the other columns. How important is it for you to be able to listen to and understand these things in English? Mark each one from 1 (not important/never do it) to 5 (very important/! really need to be able to do this) in the 'Me' column.1 Four skills needs analysis A Reading ~ How important is it foryoutobe able to read these things in English? Markeach one from 1 (not important/never do it) to 5 (very important/! really need to be able to do this) in the 'Me' column. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .

7. 7 Four skills needs analysis cw~~ 11 . Then ask the other students in your group and put their marks in the other columns. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . D Speaking i How important is it for you to be able to do these things in English? Mark each one from 1 (not important/! never do it) to 5 (very important/! really need to be able to do this) in the 'Me' column. How important is it for you to be able to write these things in English? Mark each one from 1 (unimportant/! never do it) to 5 (very important/! really need to be able to do this) in the 'Me' column. Then interview the other students in your group and fill in their answers in the other columns.

To practise Using adjectives and their antonyms One-to-one You could lay the words out on the to describe feelings and personality in the present continuous and simple tenses. and another colour for column B words). provide double copies of the words. Write one word from column A orB (see worksheet) on each card or sticker (use one colour for column A words.. Pre-experience learners No special preparation needed. Overall timing 40 minutes.2 Th·is is· me Teaching notes . Stickers or small cards in two colours. table rather than putting them on the walls. but the walking around can energize andfor break the ice. Class size Four or more works best. Follow up . With large classes of ten plus. Write each word once only. Level Intermediate. You will need Copies of the worksheet Words to describe ourselves (p13) for each member of class. Procedure . Vocabulary from this activity can be recycled in a future lesson by asking students to choose from the worksheet those words which reflect qualities needed to do different jobs. but easily adapted to other levels with different lists of words. .Finding out about your students 12 1.

tired/energetic eutted'lbored tenselre Iaxed anxious/calm enthusiastic/unenthusiastic inspir~d/uninspired cheerful/sombre HOT/cold alert/unresponsive enthusiastic/unenthusiastic Where is the stress on each word? Il--e olread~ completed the repot"'f:..1.h .• Cambridge Business English Activities! © Cambridge University Press 2000 PHOTOCOPIABLE . on ..2 This is me 13 Words to describe ourselves : A At the moment I'm feeling . Did ~ou SeE> -the fV't"tc:....

14 Finding out about your students 1.3 Graph skills analysis Teaching notes To practise Describing English language ability · and discussing it with class members. but even working to a fairly strict syllabus. enlarged if possible or copied onto an OHT. Pre-experience learners No special requirements. a graph about your ability in a language other than English for comparison. or prescribed textbook. Class size Any. you can shift the skills emphasis. if you wish. (How far you can do this will depend very much on the freedom you have to determine the syllabus and lesson content. Potentially difficult vocabulary bar chart.) . this can be used. Timing 35-45 minutes depending on level. horizontal axis. You will need One copy of the worksheet Our Level Lower-intermediate and above. Feedback : Tell students how you intend to incorporate the data from the discussion into their lessons. vertical axis Procedure . You could fill in English now (p15) per student and one for yourself. One-to-one Yes.

quite well.1...._j---~+-~~·~·'t-·'··1"-···~-·-··•f i ·$··~ . .3 Graph skills analysis 15 Worksheet Graph skills analysis · Our English now We can do this -1 ·~r...~·-o~+w·····"""'--i···-~"·~. We need more practice of this.•+···H··!~+·"'··++·~-''t·~:~·~-~--l·""""'=t+·+·J-"'!'". We need much more -t~r~..-+···~jr0*-·•~*~~ practice of this. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE.

plus two copies of Sheets one and two for your demonstration. so that each student only asks half the questions. -: warmer. . not psychoanalysis! If time is short.4 Personality scales Teaching notes To practise Using personality adjectives and second conditional questions to find out about someone. Overall timing Approximately 50-55 minutes. Class size Two or more. Sheet two is not needed in this case but more support will be necessary during the activity. trying to find the author of their piece by asking questions. you could ask students to write three sentences using this formula. NOTE: Do emphasize the light-hearted nature of this activity.' If you wish to provide a writing activity at this stage. imaginative You will need Two copies of Sheet one (p17) per student and enough copies of Sheet two for half your class. using the appropriate adverb. or you wish to use this as a Procedure . or put on the board. Variation: With higher level groups. impulsive. Feedback Elicit. 'very' and 'extremely'. it is for language practice.Finding out about your students 16 1. intuitive. split Sheet two (p18) into two. such as 'Person X is very open because sfhe said that sfhe would enjoy hearing about a new person and would tell that person all about her/himself. One-to-one Yes. Ask students to choose one or two of the adjectives which describe their partner. Students go around the class. some qualifying adverbs such as 'a bit'. good for students and teacher to get to know one another better. Level Mid-intermediate and above. Potentially difficult words flexible. Then take in the writing. secretive. mix it up and redistribute it. 'quite'. allow students to write their own interview questions to discover what their partner is like. Pre-experience learners No special requirements. not mentioning their partner's name. Give an example.

+----------------------+ imaginative~----------------------+- gentle cautious unambitious +-------------------------+- II well-organized 12 secretive +--------------------------..4 Personality scales 17 ~ Sheet one What sort of person are you? ~-------------------------. sociable 4 flexible +-------------------------.. I egocentric 2 competitive +-----------------------... 8 impulsive I0 careful intuitive careless disorganized unimaginative Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE .1.. stubborn 5 rational 6 open +-------------------------. +--------------------------+ 7 aggressive +------------------------+- 9 ambitious +---------------------------. selfless uncompetitive 3 solitary +----------------------------.

18 1. how would you feel? 4 How would you react if a colleague disagreed with your way of approaching a work problem? 5 If you were given a new project to attempt. Questions to ask 1 Would you take the last piece of cake at a reception.by analysis first or by following your instinct? 6 If a new friend whom you didn't know well told you everything about her/himself. how would you feel? 8 If you found a fantastic jacket in a shop which fitted you well and really suited you. higher level job within the next five years? lOWould it be unusual if you lost your house or office keys? 11If you received a lot of handouts at a conference or training day. some of which were more relevant to you than others. but which you could not afford. interior designer or TV producer? Why?/Why not? PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .4 Personality scales Sheet two . were hungry? if you 2 How would you feel if a colleague of yours got the job you really wanted? 3 If you went to a party where you knew almost no one. what would you do and how would you feel? 7 If a colleague at work got angry with you about something you had done. how would you start work on it . what would you do with them when you got back to your office? 12Do you think that you could be successful as a writer. would you still buy it? 9 How happy would you be if you did not obtain a better paid.

Procedure .Finding out about your students 19 1. see if the class can identify to whom the feature or features belong. You will need Name cards which can stand up on the desk for each student. Follow up You could write a list of the special features of your students and in the next lesson.5 Identity' swap Teaching notes To practise Asking questions to obtain information about someone you do not know and summarizing the information received. Level Lower-intermediate and above.) Pre-experience learners No special preparation. (You will need to spend longer on stage two below if you have lower-intermediate students. Timing 30-40 minutes. Make these from fairly stiff card. One-to-one Not suitable. . folded over horizontally. Class size Four plus. but works especially well with larger classes.

Procedure You will need One set of the Role play cards. spelling and checking names and giving and taking down telephone numbers. Level Lower-intermediate and above. It would probably also be of value to discuss which nationalities expect to be addressed particularly formally. but you could use the Role play cards (p21-2) as the basis for mini role plays or for writing practice of taking down details (name.1 Introducing yourself and others Teaching notes · conversations with people for the first time. To practise Formal introductions. starting Pre-experience learners This activity should be fine for such learners if they are able to use the language of introductions and simple questions.20 Socializing in English 2. company and nationality). Timing 10-30 minutes. this activity works best with a larger class (maximum 22). Note: Students need to be familiar with the language of formal introductions and polite questions to do the activity. Class size Minimum six. joining in an existing conversation. This activity is useful for encouraging students to speak to other students in class with whom they may not have previously spoken. and level. cut up and put into numerical order. . but do not have to be for the activity to be successful. interrupting politely. However. One-to-one This is a group activity so is not suitable for one-to-one classes. The cards create a business atmosphere. depending on class size Conversations among higher level students will often be longer and more sophisticated.

...... Ms Anna(Mr Sven Larsson (Sweaentviva) M$ Greta/Mr Can...... Tel Name Tel Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE ...........2... ............................••...............................................JumilMr Aklra Hara (Japan/Hit Sport cars) ••··••··•·•••···••··•········•······•·······•···· f· Tel +81-3-785600 You want to talk to a Zap representative about arranging a meeting....... You are interested in meeting a representative for Langhams Luxury Saloons....•• ~ Ms A!:................ ......................................•••.... Tel .................. ....................... 7 Ms Alina/Mr Piotr Kowalski (Poland/Brodski transport) Tel +48-22-794107 You would like to meet someone from a truck company because your company would like to move into truck production with a foreign company. Name .................. 5 6 Ms INDIRA/MR ALI RAzA (INDIA/lANGHAMS LUXURY SALOON) TEL +91-22-555273 You would like to make contact with a Hit Sports cars representative............................... •... Tel ..................................................................•••..................... 11 12 ms mary/mr Harry Denq (Hong Kong/ Journalist with the Hong Kong news) Tel +852-447619 ext 47 You would like to orrange interviews with the representatives called Holmes and Hora.......••.... Name ................. Tel .. Tel ............................... .......................... ..................................... Name .................................................................................................. Name ... ................................ Tel .................. ...ten Gari:Hwn (G~rmany/MBW) T~l +49-89-6794040 Tel +46-8-9701123 You want to make contact with a British representative............... .............................. Name ........................................ 9 Name ......1 Introducing yourself and others Role play cards 1 ·····~············ 21 : ...... Name Tel ~-----------------------------------------------------------------------------------------+-------------------------------------------------------------------------------------------- I4 3 You have had many letters from the Reno representative and would like to meet face to face now and maybe arrange for her/him to visit England................

.................................. .... ....... I I Name .................. I I I 22 I I Name .................... ............................................................... ......22 13 2. Manufacturers· Union representative) : I I I Tel +234-62-562134 You wan11o lllk 10 a ladJ represenllllve............... Ms Jai Quing/IIan )(mg \\'onn Name ................ I I I I I You want to make contact with a Viva representative....................... .................. I I ~--------------------------------~ I I PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ................. I I Tel +61-2·978461 Tel ............... I I Tel ... ... 1sr------------------------------.......... I Tel . Ms NataliajMr Aleksander Malachov (Russia/Lady) Tel +7-095-37614 I I I You would like to meet a Lada representative from a different country...................................../Car (SoUTH AFRicA/CLAssic REPRonucnoNs) r---------------------------------........................................................................987 You would like to make contact with someone from South Africa........ I I Tel +27 _41 _742918 You want to make contact with a rel?resentative from Finland............ Tel +53-7-611324 You would like to meet another union representative at the conference./M r Ken om N IN"1ger1a ... ................... Ms Caterina/Mr Carlos Sanchez (Cuba/Car Ms Dolores!Mr Samuel Looez Dos Santos Manufacturers' Union representative] (Brazil/Supreme Saloons) Tel +55-61-243754 ext. Name ....... Tel................................. I ~--------------------------------~ ----------------------------------------------~----------------------------------------------- : 19~--------------------------------~: 20~--------------------------------~ Ms Felicity(Mr Freaerick Brew (Australia/Photographer for That Car magazine) I I I I You woula like to meet another journalist............................................. ~--------------------------------~ ~--------------------------------------------~----------------------------------------------15 : 16 · Ms ANrrA}MR PAUL MACHEBE : Ms Kann .. ................. Tel ....... I Tel I I I (China/Lacl~) Tel +86-10-893651 You want to make contact with anyone from Hong Kong................. I I Name ........... I I I Tel .......................................................................................................... I I I I I I Name . ..... ............................................ · Name ................................................................ ............................................................................. I I I ~--------------------------------~ : ----------------------------------------------~----------------------------------------------- 21 ~--------------------------------~ Ms Katerina/Mr Tiberiu Lymski :1 1 (Bulgaria/Bulgarian National Commission for Pollution Control) : : Tel +359-2-753621 : You would like to make contact with someone from Finland......................................................................................................................Tel I : ~--------------------------------~ : ______________________________________________ J ______________________________________________ _ 17r------------------------------..... Name ......... I I Tel ...............................................................................1 Introducing yourself and others ................................ ................. where there is great mterest in reproductions of 1950s American cars...------------------------X Ms Tarja/Mr Pekka Salonen I I I I I I I I (Finland/Star cars) Tel +358-13-523376 14 Name ..............

. typical(ly).2 Restaurant board game Teaching notes To practise The language of business lunches and making polite requests. One to one Difficult. Discovery and Cooperation cards (p25-7). photocopy and cut out one set each per group of the Initiative. leave feedback until after you have had an opportunity to analyze the material. As this is a free practice activity you simply round off by asking the students who won in each group.Socializing in English 23 2. spill. Discovery cards: Information sheet (p24) and of the Board (p27. Pre-experience learner Use the special questions in stage 1 of the Procedure. Spend as long as you need on this to ensure that your students are familiar with the notion of the business lunch and what it entails. tactful(ly). enlarged to A3 size if possible). host(ess). but if the teacher is sensitive and discussion of all the answers is encouraged. discussion of each other's performance in English. provide a set of markers. Level Lower-intermediate and above. Class size Two or more. If you record or video parts of students' games. and a die or hexagonal spinner. Procedure Feedback Focus on general use of good expressions and common errors. to run out of something You will need One copy per group of the Student instructions. it can be used. Four can play easily around the board. Potentially difficult vocabulary vegan. enquiries and suggestions. Prepare an OHT or poster if desired (see stage 1). mild. . hot (as in peppery). The game centres on group Overall timing Approximately 70-95 minutes. vegetarian.

HAHIRA is a thick chicken. 5 sfhe takes an Initiative card. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ~-------------------------------------------------------------------------------------------- Student instructions 1 Each person throws the die. so is suitable for a vegan.g. e. s/he takes a Discovery card. a sweet pepper and various fresh herbs. very expensive. 2. chopped raw onions and seasoning. GUACAMOLE is a thick. oil and garlic. black cherries and a lot of cream. If s/he arrives on an odd numbered square. peppers. CABBAGE WITH COCONUT uses only vegetables. chilli and soy sauce.mberginesand courgettes). GAZPACHO is a tomato soup with garlic served with VINEGAR FISH contains fish so is not suitable for pieces of cucumber in it. good enough. chilli.g. The person reads aloud the instructions on the card. chickpea and vegetable soup. (tomatoes. 4. plate-sized crispy crackers called poppadums. e. spices. NOTE: If someone lands on the same square as another person. both of them pick up a Cooperation card and do the role play described. then does what the instructions say. spices and oil. It is served upside down and is very sweet. RATATOUILLE is a French dish made of vegetables KORMA is a mild and creamy one made with coconut. (Keep this face down near the board until you need it. TARTE lATIN is an apple pie with a caramel layer on STEAK TARTARE is made of raw (uncooked) minced top. You can check the answers to the Discovery card questions by using the Information sheet. garlic.) PHOTO CO PIABLE Cambridge Business English Activities © Cambridge University Press 2000 . according to the description your teacher discussed with you. SNAKE is considered a delicacy in Taiwan and is CURRIED GOAT is a speciality from Jamaica. CUBAN BLACK BEANS are fried with onion. BLACK FOREST GATEAU is made with chocolate.2 Restaurant board game Discovery cards: Information GOt. 4 The next person throws the die and the game continues until the first player reaches the finish. steak and is usually served with a raw egg. CHICKEN KIEV is chicken cooked with garlic butter and OAK JIM is a strong flavoured dish using garlic. If s/he arrives on an even numbered square. It tastes delicious but would not be suitable for someone on a diet! LIME PICKLE is an extremely hot pickle often eaten on deep fried. VINDALOO curry is very hot and peppery. s/he must stay on the same square. spoon or cup). The person with the highest score starts.. 2 Each person chooses a marker (knife. If not. 1. CARROT TAJINE does contain a lot of carrots but also lamb and chicken. It is hot and peppery tasting. It is unusual because it is always served cold. It also uses chillies. creamy green dip made of avocado and chilli pepper. If the group agrees that what the person says is . together. If the role play is good enough. so it is not suitable for vegetarians.24 2. herbs in the middle. the player moves forward an extra square. someone who does not like fried food. 3. 3 The person starting throws the die again and moves her/his marker forward the relevant number of squares on the board. fork.ONKO ispig's knee in jelly. lemon and vinegar. BOTH players can move forward TWO squares.

In Havana you have a delicious dish called Cuban black beans. Ask why politely. I I You see what you think is snake meat on a menu in Taiwan. Check if a Vindaloo or Korma curry would be better for your guest who prefers mild food to hot.You see golonko on a menu in Poland.:::.· en You don't like fried food.. If you have a sweet tooth. You are a vegan. c. Ask where the dish comes from. Don't you?/lsn't it?). c.:1 C"1 . Check with the waiter what it contains. In an English restaurant you see Toad in the Hole on the menu.· en CD You don't like garlic. In Algeria.. At a special conference dinner.:1 c::::l c::::l c::::l 4. ~ I» 3 cr :::!. you are served curried goat. @ C'":) Co> In Libya you want to try Carrot Tajine.g. = CD c:: :::s :.. Cabbage with coconut is on a menu in southern India. cz. spicy food.· =:r:a ~ c. Check that it is suitable for you.. will you like Tarte Tatin? Ask what it is. CD en en r-. Your guest tells you they are trying to slim. en en m = cs.. 8" Q. You see Guacamole on the menu at a Mexican restaurant. Politely ask how to make it.. Ask a question to check what it is. On a menu in Malaysia you see Vinegar Fish. Ask politely how strong it is. Ask. 3 c::r ::::!. CCI CD I I ~ Check that you will enjoy steak Tartare by asking the waiter what it is made of. Check if the Italian dessert Tiramisu contains any. Check with your hosts that it is a vegetarian dish. I'¢..§ c.l a ~ ~ CICI = :. you see a chicken dish called Oak Jim. S' E.! . Check if it is fried. You do not drink alcohol. Can you eat ratatouille? Ask your colleague. You are vegetarian. Ask what it is.: I ~ I I ~ I I ~ I I ~ '< -c . Restaurant board game markers \ \ ~ r-.. You see Harira on a menu in North Africa and want to know about it before you order.. Check.. Lime pickle is on offer in an Indian restaurant.. Ask the waiter if Black Forest Gateau would be suitable for your guest. Ask about the taste. Ask what Chicken Kiev contains . using a question tag (e..:· CD Cri .) ::::s .. Your Spanish host says Gazpacho is an unusual soup. to see if you will like it.

::. Decide what is important about the restaurant you will choose. one of you playing the Italian. Role play the situation. Complain politely.. Ask the waiter or waitress for a recommendation.00 not £48. Suggest something. roast beef. What do you say to your guest and what do you do next? vegetarian guest and the menu is full of meatl (You didn't know before the meal that the guest didn't eat meat.: '< -c . What do you tell your guest. You must leave soon to get back to the office but the waiter is very busy. t::r- ~ a ~ fg . If you were entertaining a group of guests and one of them started to look very ill. ~ § ~ . @ C"') c. what would you do? Discuss it. The waiter tells you that they have run out of brandy. = ct> c::: :l :::- ct> Cil . Ask the waiter or waitress for help.. The people at the next table are being very noisy. has ordered brandy. It is too high. Your guest doesn't like the food she ordered and is not eating it.) ~ c. The lunch is private. and your boss? Discuss what to do when your American visitor wants to work through the lunch break and you had hoped to discuss things informally then. What do you say and to whom? The bill arrives. You arrive at a restaurant with a third person who is a guest. Sav somethinq. The bill is large.. c. you realize that only seven places are set. Discuss what to do. Say something to get your bill. who doesn't speak much English. You had agenerous spending limit but your guest was extravagant! Role play the conversation with your boss.) Role play the conversation with the waiter or you to take aclient out to lunch. Aformer colleague lunches with you in your city. The menu is very long and complicated. You booked a table for eight people and now you are at the restaurant. You are at a business lunch where you must discuss a contract. Your main course. You have 90 minutes for lunch. What do you say.You are a guest in London.. Both of you should be back in the office already... The table you reserved is occupied. Your guest from Italy has eaten almost all his meal and still does not seem to want to talk business.. You have foreiQn guests to lunch next week... Explain this in simole words.. You are lunching with a Spanish client. and to whom? C" :::l. .> 3 I You would like a dessert. It should be £35. Agree on how to pay it. arrives and the meat is red.00. You take your guest to the only good restaurant in town for lunch but it is closed.:... ~ !'. ct> Cf) Cf) ~ c::l c::l c::l I Disco~ how long to spend over lunch in the schedule you are preparing for a French guest next week. Your colleague.

2 Restaurant board game 27 C() L{) ' L{) '' ' 0 ~ ' Cambridge Business English Activities © Cambridge University Press 2000 PHOTO CO PIABLE .2.

either by mounting them on a different coloured card or by putting a large question mark on each of them. You will. cut up for each group of four in your class. One-to-one You can play the game with the Timing 12-15 minutes. .28 Socializing in EnglisJ 2. deciding on the context themselves. but during your turn. Procedure Follow up In a later lesson you could use the whole worksheet (i.3 Question and answer Pelmanism Teaching notes To practise Recognizing and matching common questions and answers. not cut up into cards) for further practice. need A set of Question and answer Pelmanism cards (p29). level Pre-intermediate-intermediate.e. The question cards (printed in bold) need to be identified on the reverse side. Pre-experience learners No special preparation needed as this is social language. first ask your student to spot any pairs in your hand. asking students to put together several exchanges and expand them into a dialogue. · Class size Two plus. student.

_----------------------------1 I : : I I Oh. I I I I I I I l l I I I I I I I I I I I I I : : '--------------------------' Oh. 1 I ------------------------------~-------------------------------~------------------------------I I I I I I I I : : I I don't think we have. sorr~ I I I I : : I I I I I ------------------------------~-------------------------------~----------~-------------------' I I I I I From Saudi Arabia. I : I I I I I X Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE' . thanks. nothing for me thanks. he's very reliable. but OK. I I I ~------------------------------t-------------------------------~-----------------------------1 I Yes. :______________________________ '--------------------------'_ : ------------------------------~-------------------------------J I I I I I I I I I I I : I I I I A bit long. that's right.I 'I I -------------------------------1-----------------------------__. I am. I I I I I I I I I I I . nothing special. I : I I I I I I 1 I -------------------------------~-------------------------------~------------------------------- How do you do. I I I I I I I I I I I I I I I I I I I I I I I I I I Oh no. tea.3 Question and answer Pelmanism Worksheet: Question and answer Pelmanism cards · I I I I I I I I I I I Oh. : : I I I I I I I I -------------------------------·-------------------------------~------------------------------1 I Oh. I I I I I I I I I Thanks very much. the usual things.29 2. I I I I I I I I I I I I I I I I I I I I Yes please. for about three days. -------------------------------~------------------------------~------------------------------1 I I I I I I I : I I I I I I I I Fine. just from the hotel across the road.

One-to-one Yes. situations. Copy one extra photo for you to use for demonstration purposes. Comment on good language used and any common problems. Pre-experience learners No special preparation needed. Overall timing 35-45 minutes. Follow up If there was a dispute in stage four. Written follow up could be in the form of the imaginary dialogue with the person in the picture. . You will need Sufficient copies of the Photos Level Elementary and pre-intermediate. because the pictures provide the (pp31-2) so that each student has one photograph of a person.4 Asking questions Teaching notes To practise Forming basic questions for social extra 'people'. Discuss how to avoid difficulties where possible. fairly formal conversation with someone in their country.30 Socializing in Englis1 2. organize a class discussion of what is and is not acceptable in a first. Class size Two plus. Procedure Feedback .

2. .4 Asking questions 31 Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE.

32 PHOTOCOPIABLE' Cambridge Business English Activities © Cambridge University Press 2000 2.4 Asking questions .

One-to-one This works best if the teacher is the receiver of the calls. Level Mid-intermediate and above. and an equal number of Receiver sheets (p35) for the other half of the class. Provide brief oral feedback from your notes in stage four. Before class Copy sufficient Caller sheets (p34) introduced to standard functional language for telephoning and to practise recognizing etiquette for calling.1 Atelephone maze Teaching notes To practise Telephone language and responding to a range of problems on the phone. for half the class. Cut out the cards on the Caller sheets. Remember to start with praise! . Pre-experience learners Sfhe will need to be Overall timing 30-35 minutes. Class size Two plus. Recorded material from the business English repertoire could be used in the process.33 Using the phone 3. ·Procedure 1 Feedback .

Your ~-----------------------------------------------~---------------------------------------------1 I I I I I I I I I I I I I @ Phone Sandra Brown.1 A telephone maze Sheet 1: Caller . A telephone maze: Canyoufmd your way out? partner receives your calls and has instructions about how to respond to you. polite and check everything. starting with the instructions on card A. so beware! You are the caller: phone your partner. A short meeting would be OK and you can make any time this week. etc. I I I I I I I I I I I I I I I I I I I I I I I I I I I X PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . C. you will be delayed. Your number is 01625 328 4994. you will progress quickly. I I I I I I I I I I I I I I I I 1 -----------------------------------------------~---------------------------------------------I I I I I I I I I I © Phone Sandra Brown again. Ifyou are clear. I I I I I I I I I I I I I I I -----------------------------------------------r---------------------------------------------1 I I I I I I I ® Explain that you would like to meet her this week to discuss an important matter. I I I I I I I ®Try to contact Sandra Brown using the new number. I I I I I I I I I I I I @Sandra Brown does not phone back. If not. Try again. and following on with B.34 3. You wish to arrange a meeting with her. Your aim is to reach card E and arrange a meeting in as few moves as possible.

go to Dl. Now go to D. but reacts politely. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . Ask the caller to spell her/his name.1. go to II.35 3. Now go to Ill. Ask the caller to repeat her/his name and company clearly. Explain that you are going abroad in a few days and ask if the meeting can wait until the end of next week. Thank the caller and finish the call. go to IJ!I. The caller has the wrong number. go to fE. You are Sandra Brown. Your number is 0155 918 5333. go to Ill. m lEI II!J m lliJ m 11!1 miJ m. You had urgent business. If the caller asks you to take a message. Agree on a date for a short meeting and then finish the call. If the caller makes an alternative suggestion for a meeting date. go to 1!1. Offer the caller another number where s{he might get Sandra Brown: 0155 908 5333. If not. Say that you did not recognize the caller's name and ask to check it. If not.) The caller's aim is to get to box 20 in the smallest number of moves. mark it in the box below. go to II. Ask the caller to repeat the number to you. If not. go to IU. go to D. If not. CONGRATULATIONS! YOU HAVE REACHED THE END OF THE MAZE. Offer an early morning meeting time this week. thank the caller and ask h~him what s{he was calling for. If the caller gives her/his name clearly. Ask the caller to check the number s{he requires. go to 11!. If the caller ~ells her/his name. If not. If not. go to fE. go to Iii. Finish the call and go to I1!J. If not. mTake the message. go to Explain firmly that your trip abroad cannot be cancelled and is very important. before you go away. If the caller is impatient or rude. Now go to ID. (You may do this more than fl IJ IJ II Ill D liJ I: I: I: I: I: D once. go to fl. liJ II!J You are Sandra Brown's colleague. Ask for the caller's name and company. If the caller checks her{his number. go to II. Write down the name. Apologize that you did not phone back. then go tom. Your job is to check that the caller is as clear and polite as possible on the phone. Ask the caller if s{he would like you to take a message for Sandra. Explain that Sandra is not in the office. go to 11!1. Now go to II. to check it. go tom. Now go to fE. If the caller offers an alternative meeting date. Every time you use one of the instructions. Finish the call and go to D. mAsk the caller to repeat her/his message more clearly. There is a chart at the bottom of the page to show you the possible moves. go to 1!:1. Now go tom. If the caller repeats the number to check it. Answer the call. go tom. If s{he speaks slowly and clearly. If the caller does not offer a date. Now go to Dl. If not.1 A telephone maze Sheet 2: Receiver A telephone maze: Can your partner find the way out? You are the person receiving the calls. If the caller~ves the messa~ slowly and clearly.

cardboard cutout telephone handsets for stage five. Higher level students can elaborate on and extend the role plays. : One-to-one This is not a suitable activity. Ask each quartet which pair scored the highest overall and why. Procedure :.36 Using the phom 3. .2 Phone quartets Teaching notes To practise Telephone language for a variety of purposes and recognizing good use of language in others. Level Lower-intermediate and above. Pre-experience learners Yes. but extra students can join a quartet as an extra monitor or agree to share a particular role. available You will need One copy each ofSheets A and B (p37-8) per group of four students. Cut out the Role play cards. clockwork (mice).g. Potentially difficult vocabulary react. Provide feedback from your notes. Overall timing 40-60 minutes. but emphasize stage one of the procedure below. Optional: sticky labels in stage three. Class size Multiples of four are best. Feedback . Keep A and B groups separate. e. they alternate Bl's roles.

They all leave at 08. Single economy fare is $870.200.350.15. Check all the details! 1 I I I I I I I I I @Fourth co The order mentioned has not yet been sent. Don't forget to write the order number down! -----------------------------------------------+-----------------~---------------------------- @Fifth co Direct flights to ew York are available on Mondays. @ Eighth conversation Mr Jonkins is not available today. (YOU think of a reason. Cambridge Business English Activities © Cambridge University Press 2000 PHDTOCDPIABLE . Thursdays and Saturdays.050. Return (economy) is $1. I I I I I I I I Phone 82 in the other pair and ask for his/her bank account number. Return (business) is $2. Remember to check everything.at your company . Business class single is $1.00 or Wednesday at 17. (Don't forget to check and be polite!) I I I I I I I -----------------------------------------------T---------------------------------------------- @Third con Phone 81 in the other pair and arrange a meeting: .00. Apologize and explain that there have been production problems recently for those goods.) I I I I I -----------------------------------------------~---------------------------------------------1 @ Seventh conversation Phone 81 and cancel the meeting you arranged for Monday.3.on either Monday at 14.2 Phone quarlets 37 Sheet A: role play cards ~-----------------------------------------------r---------------------------------------------1 I I I @ Second conversation @ First conversation Give the information requested. Explain why. Explain the reason (YOU think of one!) and suggest another time. @ Sixth conversation I 'I I I I I I I I I I f I I Phone 82 and explain that you cannot attend the board meeting on Friday. Take a message.

30 p. . Ask about days.The clockwork mice have arrived and will be stored in Montreal. (Don't forget to check and be polite!) Second conversation I I -----------------------------------------------T---------------------------------------------1 I I I @ Third conversation @ Fourth conversation You are free to attend a meeting only on Wednesday after 5. React suitably to the caller's comments.50 each. (It's a very busy week. I I I I I I I I I I -----------------------------------------------~---------------------------------------------1 I I @Seventh c @Eighth co You cannot attend any meetings next week because you will be in St. Write down all the details and check that you have got them right. The week after next you are quite free. I X PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .They cost $1. -----------------------------------------------~---------------------------------------------1 I I 'on Phone Al and ask about flights to New York City from your city. I I I I I I I I I I I @ Sixth conversation I I I I I I I I I React to the caller's comments appropriately. Petersburg.2 Phone quartets Sheet B: role play cards : ~-----------------------------------------------r---------------------------------------------1 I I @ First conversation @ Phone Al and ask him/her to give you his/her address.38 3. Phone A2 and give Mr Jonkins in the Sales Department this information: .m.) Phone A2 and ask if the order for goods Ref: AXJ 429 /Z has been dealt with yet. Don't forget to be polite and check everything! Phone 82 in the other pair and ask for his/her bank account number. times and prices.

Class size Two or more. One-to-one This can be done if you swap caller and receiver roles and maybe record the lesson to discuss intonation afterwards. With a maximum of seven. cut out. being tactful and dealing with impolite behaviour on the phone. Procedure : Feedback J Provide feedback. although a better atmosphere is usually achieved with slightly larger classes. for example. students have the chance to play just one of these roles. Overall timing If all the cards are used. Level Intermediate and above. or 'Perhaps we can come to some sort of compromise?' . focusing on tone of voice and expressions for being tactful. 'I understand that you are feeling angry about this. with 14. but I am afraid that I cannot change the situation'. up to 40 minutes. You will need One copy of the Role play cards (p40).3 What not to do Teaching notes To practise Telephoning and negotiating language.llsing the phone 39 3. a minimum of20 minutes. with students who develop the role plays further. Pre-experience learners This activity can be used when students have become familiar with the conventions ofbusiness calls. each student gets the chance to be both a caller and receiver.

3. You will be back late on Friday evening.) Phone the company to check this and ask for a replacement to be sent urgently. You notice that one of the senior managers always parks their car by the front door. making it difficult for people to get in and out. -----------------------------------------------~---------------------------------------------1 (J) You have t abroad on urgent business. I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . Phone and politely suggest that they use the staff car park nearby. -----------------------------------------------r---------------------------------------------- ® You have r ® You are a secretary. Phone and ask your boss. '' ' ® A relative from abroad is coming to visit you for the first time. Phone the catering manager to ask if it is possible to offer some healthier options in the staff canteen. Phone and politely ask your boss if this is possible. I I I I I I I I d an invoice from a consulting company which seems to be far too high. (It is £600 and you expected it to be £350. You need to leave early on Friday to meet her at the airport. Phone your colleague to explain that you cannot make the meeting you arranged for Friday.3 What not to do 40 Role play cards I I I I I I @ You need a day off next month to take your English language exams. You are a n urity guard. 1 I I I I I ' I I I I I I I I I I ' I I ~----------------------------------------------1---------------------------------------------- 0 ® You were working on your computer at the office when suddenly all the material has disappeared from the screen. Phone technical support and ask for advice and help. Suggest a Saturday meeting instead.

Class size One plus. Procedure . or photocopy the letters onto OHTs. and organizing a letter logically.Business writing 41 4. cut into strips. to be snowed under (by paperwork). a bulk supply. expand (a range). sufficient for each student. Overall timing About 30 minutes. a get-together You will need One copy of the three Letters (pp42-4) for every three students in your group.1 Format ·or informal? Teaching notes To practise Recognizing formal and less formal register in letters. You could then get students to correct each other's letters in the following lesson. mixed up together and kept as a set. Optional: copies of the letters not cut up. retail. Follow up ~ Students write a reply to one of the letters. Level Intermediate and upper-intermediate. Potentially difficult vocabulary wig. Possibly omit stage one below with an experienced class and see **below for higher levels. One-to-one A good activity for one-to-one that allows the student to take the initiative. .

I am hardworking. I enclose a copy of my CV as requested and would also like to briefly explain why I think that I am suitable for the job. the second is a business letter written to a colleague whom the writer knows qUite well and the third is a letter to a friend. Which letter would you expect to be most and least formal? ~------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Z.1 Formal or informal? Instructions There are three letters b.G Recruitment Agency Block 5 Burnton Business Park Dorset DS12 9LK 12 February 2000 Dear Sir or Madam I am writing in reponse to your advertisement in the Evening Herald yesterday for a legal secretary.F. Prior to this. I worked for several solicitors as a general administrative assistant. I recently obtained a diploma from the Association of Legal Secretaries.ere. I feel that I fulfil the criteria which you describe in your advertisement and would ask you to consider me for the post. One is a letter of application for a job. with distinction. Yours faithfully Miss Jean A Dobson PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . I look forward to hearing from you.42 4. well-organized and have a good telephone manner.

4.1 Formal or informal?

43

:?<-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Mr Harold Green
Theatre Suppliers
56 Walden Lane
Ludlow
SJ4 SHU
12 February 2000
Dear Mr Green
Thank you for sending me the information which I asked you for concerning your
company's new wig range.
We are pleased that you have been able to expand the range considerably since last
year and feel sure that we will wish to order a bulk supply from you shortly.
However, you omitted to supply a price list with the new catalogue and this makes
it very difficult for us to do our costings.
Are your products remaining at last year's prices, or is that over optimistic of us to
assume?(!)
I would be grateful if you could send on the new price list as soon as possible as we
will need to order our retail stock within the next three weeks.
I look forward to receiving the list soon. Meanwhile, I hope that the business is
going well.
Please pass on my best regards to your colleague, John Harvard, whom I had the
pleasure of meeting at the recent trade fair.
Yours sincerely
Jerome K Linden
Co-Director
Linden and Linden Ltd

Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE

44

4.1 Formal or informal?

Bickerton's Pickles
16 Palace Crescent
Bromley
BR2HT7
;}<-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Friday, 5th September 2000
Dear Sally

It was great to see you again at the conference last week and catch up a bit.
It was a good event, don't you think?
I managed not to fall asleep in any of the presentations!
(Only joking of course!)
I thought your workshop was particularly good by the way.
I am glad that your new job is going well but worry that you are getting a bit
snowed under with paperwork.
(I suppose that that is a danger for all of us at times though!)
We all miss you here at Bickerton's.
So how about coming over here for lunch one Friday and having a get-together
with all your old pals from the company?
How about Friday 28th?
Let me know whether you can make it and I'll book a table.
If not, don't worry. Send me some other dates you could do.

Look forward to hearing from you soon then.
Best wishes
Nina

PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000

Business writing

45

4.2 Writing a CV
Teaching notes
To practise Asking past tense questions, talking

One-to-one This is a good activity to do with your

about past experience, obtaining basic
information about someone, using time
prepositions and spelling.

student as it helps you to get to know each other
better. If, however, you or the student do not
wish to divulge your secrets, you could use
imaginary lives or the lives of famous people.
This also applies to groups who do not wish to
provide details of themselves.

Level Lower-intermediate and above.
Pre-experience learner Where students have not
yetgained any work experience this will make
the activity a little shorter, as that section of the
CV cannot be filled. If they wish, students can
imagine a job they would like to do, or would
like to have done.

Overall timing 35-60 minutes depending
on level.

You will need One copy of the blank cv (p46)
per student.

Class size An even number is best; if you have an
odd number, make one group of three.

Procedure

:

46 4.2 Writing a CV SURNAME FIRST NAME(S) ADDRESS TELEPHONE (Work) (Home) Fax Email EDUCATION Dates Institution Qualifications WORK EXPERIENCE Dates Company/Organization Job titles/duties OTHER RELEVANT INFORMATION/SKILLS HOBBIES AND INTERESTS REFERENCES PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .

Pre-experience learners Students will need to be familiar with the format of business letters and standard phrases from them before doing this activity. . student to correct the letter during self-study so that discussion of their answers takes place during the lesson. . Overall timing 30-45 minutes. but it may be better for the letter. plus OHTs and OHT pens or a large sheet of paper (A1 size if possible) and marker pens.letter to correct Teaching notes To practise Recognizing errors in a business One-to-one Yes. One copy of the Model letter per student. You· will need One copy of the Worksheet (p48) per student. Level Intermediate and upper-intermediate. Class size Any.Business writing 47 4. Correcting errors and editing written work.3 A. Procedure Follow up Students could write a short reply to Mrs Sztuk's letter.

2-28-1999. Krakowa 48 60700 Poznan Poland Dear Ms Jean Lewis! I am writting thanking you for your letter which has arrived recently. You will . For contact: · +48-61-46289 extention 209. I will defintly recomend a hat also and hevy coat too. Sztuk PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . Then you would be take up to my office. Hotel Orit is small but frendly with restaurant and room servis.3 Aletter to correct VVorksheet Ms J Lewis Slimtone pic.be stay at local hotel named Hotel Orit. Mrs. I am such pleased that you can visiting us next month. With all good greetings. 13 Broad Walk Birmingham BR5 6BY UK . please inform immediately. weather here is being still quiet cold so please bring the warm cloths with you. please to call at reception firstly. Manager of Human Resources. If you are having any questions. Ad res of hotel is Zwycestwa street number 56 and number of telephone is +48-61-95483. Chemikraz Ltd ul.48 4. We looking forward to the welcome of you! In here are some informations about our country and yours accomadations. Yours sincerly. Despite it is spring. asking for myself. almost. You will eat there your brekfasts but I will invite you for lunchis and dinners in others places. P. When you visit our company.

Hotel Orit is small but friendly with a restaurant and room service. We are looking forward to welcoming you. The address of the hotel is 56 Zwycestwa Street and the telephone number is +48-61-95483. If you have any questions. There are many others which are accurate and valid.4. I am so pleased that you can visit us next month. You will be staying at a local hotel called the Orit Hotel. When you visit our company. Then you will be taken up to my office. Yours sincerely Mrs P Sztuk Human Resources Manager Cambridge Business English Activities © Cambridge University Press 2000 PH DTD CO PIABLE . the weather here is still quite cold so please bring warm clothes with you. You will eat your breakfast there but I will invite you for lunch and dinner in other places. Krakowa 48 60700 Poznan Poland Dear Ms Lewis I am writing to thank you for your letter which arrived recently. Here is some information about our country and your accommodation. please contact me immediately. My telephone number is: +48-61-46289 extension 209. Ms J Lewis Slimtone PLC 13 Broad Walk Birmingham BR5 6BY 28 February 1999 UK Chemikraz Ltd ul. please call at reception first and ask for me. but please note that this is only one possible correct version of the letter. Despite it being almost spring. I would definitely recommend a hat and a heavy coat too.3 Aletter to correct 49 Model letter " Co#ectedwords and phrases are in bold.

. 7-16 students. 22 minutes. . . With the extension activity.) Pre-experience learners Use the activity in the context of writing business letters after students are fairly familiar with their format. Overall timing About 12 minutes. Class size Ideally. checking and spelling. the strips in order. Extension activity At the end of stage three above. Level Lower to intermediate. Procedure · Feedback : Ask the group to tell you about any differences they noticed between their version of the letter and the original one. listening for detail.50 Business writin1 4. each student reading out their strip(s). plus one letter: original version (p52) per student. give students a copy of the original letter to check against their version. Once they have finished. Follow up You could ask your students to write a reply to the letter saying whether or not they can come to the interview. It can be done with smaller groups but is less challenging if it is. or b) keep the second half of each sentence yourself and ask the student to predict what follows each of herfhis strips before providing the appropriate one. (Can be used as a warmer activity at higher levels.4 A group letter Teaching notes :· To practise Organizing a simple business letter One-to-one You can ask your student to: a) Put using conjunctions and working cooperatively. This is good practice for speaking clearly. You will need One cut-up letter: strip version (p51 for the whole class. ask students to dictate the letter to each other.

Please could you confirm that you will be able to attend. The interview will take place in room 62. Yours sincerely Ms Joan Armatring Personnel manager Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . which is opposite the reception desk. NW3 SUH ~------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Dear Mrs Jones Thank you for your letter applying for a post in our sales department. which we received yesterday. 23 Kensington Way. We are very interested in your application and would like to interview you. The interview we have arranged for you is on Thursday 14 December at 2 pm.4. London.4 Agroup letter 51 Letter: strip version · Ella Haircare Products PLC. We look forward to hearing from you soon.

We look forward to hearing from you soon. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------··------------1 The interview we have arranged for you is on Thursday 14 December at 2 pm. Yours sincerely Ms ] oan Armatring Personnel manager PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . The interview will take place in room 62 which is opposite the reception desk. We are very interested in your application and would like to interview you. which we received yesterday. Please could you confirm that you will be able to attend.4 Agroup letter Letter: original version Elia Hairtare Products PLC 23 Kensington Way London NW38UH --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------! 4 December 1999 Mrs R]ones 67 Made Avenue London W83NM 1----··------------------------------------------------------------------------------------------------------------------------------------------------------------------------··-----------~ Dear Mrs ]ones --------------------------------------------------------------------------------------------------------------------------------------------------------------------------··------------1 Thank you for your letter applying for a post in our sales department.52 4.

display to the class. take them in. You will need One copy of the appropriate level Pre-experience learners No special preparation needed. Intermediate/upper-intermediate: 45-75 minutes. A newspaper or company report and a local transport timetable. Class size Two plus. mark and provide group feedback next session (see section on this).5 Keeping it brief Teaching notes : To practise Writing a memo or fax after Potentially difficult vocabulary Elementary: squid. cod. praise good language and invite peer/selfcorrection of errors. trout. . Questions (p54-5) and a Worksheet (p56-7) per student. With texts written on OHT. Overall timing Elementary: 75-90 minutes. If the texts are on paper. skimming and scanning a text. Procedure ·' Feedback . Blank OHTs and non-permanent pens.Business writing 53 4. The two sets of questions for that level on either separate OHTs or different sheets of a flipchart/poster. prawns. One-to-one Yes. pastry Level Elementary or intermediate/upperintermediate.

what can you eat at this restaurant? 3 What would you ask for if you liked fish? 4 Which is the best dessert if you do not like sweet food? 5 If you like salad with your main course. one with a strawberry instead of a cherry . The memo should be as briefas possible and answer the manager's questions: 1 The company wants to pay a maximum of £17. Note: You have an important meeting in half an hour. including at least one vegetarian option? 3 Can we book for a party of 15 people the day before? (The visitors' schedule has to be flexible. one without the cherry. so you must write this memo before then.5 Keeping it brief Questions: Elementary Part A 1 Are four courses offered on this menu? 2 If you do not eat meat or fish. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .. She has asked you to find out what The] ally Robin offers and send her a memo today..00 per person.) So for starters. How much would an average three course lunch with drinks be at The Jolly Robin? 2 Is there a reasonable choice of dishes. that's four melons. what should you order? Part B Writing a memo Your manager is going to have some visitors next week and wants to take them out for an informal lunch locally.54 4.

They have heard that Wigglington Hall may be suitable and have asked you to check.30 am. allowing ten minutes to send it.15 am.) Scan the leaflet for the information you want to include and write the fax. 1 Does the venue seem to offer a good range of catering and leisure facilities? 2 Are all prices inclusive? 3 Which facilities do you have to book in advance? 4 What's the cheapest way to accommodate a group of 40 people together for one night? 5 What's the price difference between the cheapest twin room and the most expensive single room? 6 If you ordered three meals a day plus morning coffee and full afternoon tea.4. how much would be the catering cost per person. The leaflet from the Hall has been on your desk for over a week and now your secretary has left you this urgent message. It is now 11. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCDPIABLE . per day? 7 If a train arrived at Wigglington station at 7.5 Keeping it brief 55 Questions: Intermediate/upper-intermediate hrtA . You have about 20 minutes to write the fax. (The machine is sometimes busy. how long would participants have to wait for the first special conference coach? hrtB I Writing a fax A small group of Scandinavian employees from your Swedish and Danish subsidiaries are corning to visit next week and wish to hold a three-day conference to present ideas and information to managers from your head office.

. .00 ' ... SOp extra) English trifle (sponge cake with sherry...4...00 Desserts Drinl<s w~ £1. See wine list. . ......10 £1.... (Please book at least 24 hours in advance) PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ..~~~i~~ &~~ J ~2.95 • £5. to £20 for champagne... ........iili ~h·i~~--~~ci ~~i~ci • ' Double chocolate gateau served with fresh cream Fresh fruit salad (plus ice cream.... .95 £5.........minced beef. .half a melon with cherry and a slice of orange Cream of mushroom soup Prawn cocktail... ............. £~. ........... ..made with lamb's liver Garlic mushrooms.... .. .. ..... minerals and sparkling water Coffee Tea Herbal teas A full range of liqueurs available from £2..75 £1..... ..... ....... wi~~~ ... Steak au poivre with baked potato and two vegetables Shepherd's pie .00 £2. ... .. ..... £1... . . fiJ Melon boat..95 £5.95 £6.~d. ................00 £1.. .. ...·.. h~~~~-...cod in a creamy sauce with mashed potato and cheese topping Vegetarian vol-au-vent ... Fruit juices.. £7:·aa.10 PARTY BOOKINGS WELCOMED. . garlic and herbs Main Courses ..............95 £7. ..... .... ..... . onion and tomatoes topped with crispy mashed potato.... ......... ....... . served with salad ~. served with two vegetables Fisherman's pie ...... .seafood favourite with tangy mayonnaise Pate and toast .50 £2.50 £3........ ........ ...beef in a tomato.... - :t £8.20-£3.a mixture of fresh vegetables in a light. ~ . ~ I>~~~ fri~d ~~~id·...45 I . ~.... puff pastry case served with a large salad Trout with almonds accompanied by bread and butter and a green salad Spaghetti supreme ..35 £2...50 £2. ........a frozen dessert made with fruit. .. .50 each 90p £1.............. .... .... ..... mushroom and onion sauce on a bed of fresh pasta.90 ..... .... .. . fruit.. custard and cream) Fruit sorbet ........ ~~....... ... .. ...35 £3... sugar and water A selection of cheese and biscuits .. ... ..5 Keeping it brief 56 Worksheet: Elementary · 8ft Menu ·------------------------------------------------------------· Starters .. .. £7:8·0.gently cooked in butter.. . b~-~~~~.hi~~... ...

.......~~-~-~~. .. .00 Extra facilities Coach transportation from the railway station (holds 52 persons) Arrives at the station on the hour and half-past the hour.........................~Y....... .......00 each day. ~~.:eseroeci"i:n··-aa"Vance··-ai··:na··-e-xir-a··-ci/a·r-ie·... ...... ······························································································································································································································································································ --------- ~--------- Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . seat 25 people) £25 per day 20 twin standard* rooms £40 one night for two people Four single standard* rooms £35 one night (AU prices for one day......00 per child per day. Leisure Dance hall with disco facilities £300 per day Theatre (seats 350) £600 per day Gymnasium (price includes staffing) £400 per day ..... ......................... ---------~--------WIGGLINGTON HALL CONFERENCE FACIIJTIES Accommodation Lecture hall (seats 300) £500 per day Catering Minor hall (seats 50) £100 per day Lecture rooms (15 available......i7... ..00 Half board ........ .........breakfast and evening meal £9......... .1........ ..............................50 ..P.................... .......··ae.....::..... ........n.57 4....-e··:.... £25.............400 Full-day service (8.21.. ...?...... .00 Morning coffee £1...... VAT at 17........ Cost: £4.....00 .-·24="haur·-s-ez:u:riiJi... .......... .. sauna ~-~-~...... ........... .......... ...~....... ............... Half-day service (8..............00) £175 ..i:n·"lirieii... ..:up-eiVisericar"Par"kiii·g....... Single room provision is limited.5% will be added to all bills...... Five luxury twin rooms with ensuite bathroom £60 one night Full afternoon tea (with fresh pastries) Two luxury single rooms with ensuite bathroom £50 one night Conference special banquet (please book at least one month ahead) 15 basic rooms for four people sharing with washing facilities outside the room £60 one night Five family rooms (double bed plus bunk beds) £65 one night *Standard rooms have their own washbasin but no shower or bath...........~~.. .......... PLEASE NOTE THAT PRICES ARE PER ROOM......00 ....) per person ··································································································································- Continental breakfast £4......._ Tea and biscuits £1..···································································································· "A"iTraani"Jjri"Ce-s··i:na:uete··..16...... "A":Uetia:vis:Uareq_:uijjmerii··........ ... Use of swimming pool...... NOT PER PERSON...... .. ... MUST BE BOOKED WELL IN ADVANCE AS THERE IS A LIMITED NUMBER OF PLACES.......5 Keeping it brief Worksheet: Intermediate/upper-intermediate ....... ................ ......50 ....?.. . ........13......................... ......................................00 ··································································································································- Ooo••>•••••••••••••••••••••••••••••ooonoo••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••o•M Full boardthree meals per day £15...?.. ............and··-ra"O·:m··-ser:viz-e..... please book well in advance....00) Creche facilities for children age three to ten years are available from 9...00 .........50 £3....···a-s··w-ellas··a········· supply of tea and coffee in all standard and luxury rooms....... .......

strategy. arrangements in everyday life. invoice (as verb and noun). subsidiary. trade fair. To practise Arranging a meeting. using time expressions and the present continuous for future arrangements. Make sure that students are familiar with the vocabulary below. discussing One-to-one This is not ideal. minutes (for a meeting).58 Making decisiom 5. first and second diaries and look for three meeting times. quality control Class size Multiples of four are ideal but twos and You will need Enough copies of all four Diary threes can do the activity too. cocktail. draft (verb). there may be one or two extra possible meeting times. but you can use the schedules. Pre-experience learners As most of us make Potentially difficult vocabulary negotiating. sheets (p59-62) to give one to each student in your class. Level Lower-intermediate and above. pension scheme. (In this case. this activity shouldn't cause problems.1 Bingo diaries Teaching notes :. pay deal. .) Procedure PR.

g a customer Busin.1 Bingo diaries 59 Person 1 Your diary for next week 1 Below is your diary for next week.edute ma~or Cambridge Business English Activities © Cambridge University Press 2000 PHDTOCOPIABLE · . Don't show your diary to the others. 'Monika. Busin.in.g h. Givin. FREE Visiting a customer Business trip Sales meeting FREE Negotiation. meetin.g a presentation. am Meet town. FREE Business trip FREE In. You are going to be quite busy! The other people in your group work for the same company as you but in different departments. cross out that time in your diary. Business trip Travel to Birmin.ess trip FREE Meet telesales staff Departmental meeting Negotiation.g Negotiation. are you free between 4. Plan.g FREE Negotiation.g officer Invoicing Departmental meetin.voicin.00 and 5.g a customer Business trip FREE Giving a presentation.5. for example. Han Yang?' or.riext week's sch. Continue to do this until you discover the two meeting times. Visitin.ess trip Sales meetin.00.g FREE FREE Business trip Meet train. You have to find two separate hours when you can all meet together.g Visitin.00 on Monday?' As soon as you discover that one of you is not free. but find out by asking when they are free. . 'What are you doing on Thursday morning at 9.

'Monika. but find out by asking when they are free.ens trip Fl~ Travelling Plan next month.1 Bingo diaries Person 2 Your diary for next week Below is your diary for next week. Don't show your diary to the others. As Interviewing meeting Meeting FREE Interviewing Travelling Prepare weekl~ financial report Visiting a client Meet PR manager Interviewing Travelling Prepare weekl~ financial report Business lunch.60 5.e office Factor~ visit Guest from Tunisia: tour of building German lesson FREE PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 to Ath. Dentist's appointment (Urgent!) FREE Business lunch. 'What are you doing on Thursday morning at 9. cross out that time in your diary.'s strateg~ Factor~ visit FREE FREE Return to th. You have to find two separate hours when you can all meet together.00 and 5. Continue to do this until you discover the two meeting times.00. for example.00 on Monday?' soon as you discover that one of you is not free. Han Yang?' or. You are going to be quite busy! The other people in your group work for the same company as you but in different departments. are you free between 4. German lesson Seeing a customer Travelling FREE FREE FREE Seeing a customer Travelling Planning for Ath.ens Fl~ing Ath.ens to .

Fl~ to Edinburgh meeting Out of the office Edinburgh (conference) FREE FREE Prepare minutes from morning meeting Out of the office Edinburgh (conference) Reporting on conference to MD Feedback session with John Brown Meeting MD to discuss restructuring Visit quallt~ control consultant Edinburgh (conference) Interviewing job candidates Business lunch Local TV interview Involcing Edinburgh (conference) Interviewing job candidates Business lunch FREE Invoicing Edinburgh (conference) Meet new PA FREE Travelling to London Preparing presentation for conference Presentation in Edinburgh FREE FREE Travelling to London Cocktails at The Elms Hotel (French guest) FREE Trade fair exhibition.00 on Monday. Continue to do this until you discover the two meeting times. . 'Are you free between 4. for example. 'What are you doing on Thursday morning at 9. Han Yong?' or. cross out that time in your diary.London Meeting chief Travel back accountant from Edinburgh Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE- .00 and 5. but find out by asking when they are free. You have to find two separate hours when you can all meet together.00. You are going to be quite busy! The other people in your group work for the same company as you but in different departments.61 5. Monika?' As soon as you discover that one of you is not free. Don't show your diary to the others.1 Bingo diaries Person 3 Your diary for next week Below is your diary for next week.

for example. cross out that time in your diary. 'Monika. Han Yong?' or. Don't show your diary to the others.1 Bingo diaries Person 4 Your diary for next week ' Below is your diary for next week You are going to be quite busy! The other people in your group work for the same company as you but in different departments. but find out by asking when they are free. accounting . You have to find two separate hours when you can all meet together. 'What are you doing on Thursday morning at 9.62 5.00.00 apa~ subsidiar~ Interviewing Visitor from Indian subsidiar~ Interviewing Reception for visitor Decision about interviews candidates Escort visitor to railwa~ station of PR event with organizer PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 Check end of month. are you free between 4.00 and 5.00 on Monday?' AB soon as you discover that one of you is not free. Continue to do this until you discover the two meeting times. Prepare for discussion with MD Negotiating a pa~ deal meeting Negotiating deal PR event Seeing a new client Pension scheme discussion with MD Meet marketing director PR event Seeing a new client Counselling course Pension scheme discussion Meet marketing director PR event: gala lunch Local radio interview about aPR event Counselling course Visitor from Indian FREE Draft report on event FREE Visit design office to see new adverts Plan new public it~ about new product FREE FREE Accounting Plan details Meet editor of local papergive report Present accounts to director Report writing Prepare figures for discussion Reports must be finished b~ 12.

4 PR event: gala lunch. Invoicing Counselling course 1 Business trip 2 German lesson 3 Edinburgh (conference) 4 Visitor from Indian subsidiar~ 1 FREE 2 Seeing a customer 3 Interviewing job candidates 4 FREE 1 Invoicing 2 Travelling 3 Business lunch 4 Draft report on event 1 FREE 2 FREE 3 FREE 4 FREE FREE FREE Invoicing Interviewing 1 Business trip 2 FREE 3 Edinburgh. guest) Edinburgh. (conference) 4 Pension scheme discussion with.00 1 Business trip 2 Meet PR manager 3 Edinburgh. Bingo diaries 63 Teacher's master Meeting Out of the office Report writing = Business trip Meeting with sales director 3 Fl~ to Edinburgh 4 Prepare for discussion with MD Interviewing FREE Negotiating a pa~ deal Board meeting Board meeting Board meeting Board meeting 2 3 4 PR event Visiting a customer Meeting Out of the office Report writing 1 Business trip 2 FREE 3 Edinburgh. (conference) 4 Visitor from Indian subsidiar~ Meet training officer 2 Seeing a customer 3 Meet new PA 4 Visit design office to see new adverts 1 Invoicing 2 Travelling 3 FREE Departmental meeting 2 Planning for Athens trip 3 Travelling to London 4 Check end of month. 1 Negotiation 2 Plan next month's strateg~ 3 Local TV interview 4 Local radio interview about aPR event FREE Business lunch.5. 4 Escort visitor to 4 Plan details of PR event with. (conference) 4 Prepare figures for discussion 1 FREE 2 Interviewing 3 FREE 4 Negotiating a pa~ deal Giving a presentation 2 Travelling 3 FREE 4 PRevent Visiting a customer Visiting a client Out of the office Report must be finished b~ 12. MD 1 Sales meeting 2 Interviewing 3 Reporting on conference to 4 Meet marketing director 1 FREE 1 Negotiation 2 Travelling 2 Prepare week. 4 Reception for visitor Negotiation visit Meeting chief accountant Decision about interviews Travel to 1 Business trip Birmingham 2 Guest from 2 German lesson Tunisia: tour of building 3 Cocktails at The Elms Hotel 3 Travel back from (French. (conference) 4 Pension scheme discussion 1 Sales meeting 2 FREE 3 Interviewing job candidates 4 Meet marketing director 1 FREE 2 Travelling 3 Business lunch. railwa~ station Factor~ Factor~ 2 FREE 3 FREE 4 FREE 0 4 Plan new publicit~ about new product 4 Meet editor of local paper give report 1 FREE 2 Prepare weekl~ financial report 3 Prepare minutes from morning meeting 4 Seeing a new client .1. London 4 Present accounts to director Negotiation visit Preparing presentation for conference Interviewing 1 Business trip 2 FREE 3 Presentation in Edinburgh. Visit qualit~ control Counselling course 1 Business trip 2 Dentist's appointment (Urgent!l 3 Edinburgh.l~ 3 Feedback session financial report with. accounting 1 FREE Meet telesales staff 2 Return to the office 3 FREE 4 FREE Departmental meeting 2 Fl~ to Athens 3 Travelling to London 4 Accounting 1 Meet town 2 FREE 3 FREE Plan next week's schedule 2 Fl~ing to Athens 3 Trade fair exhibition. John Brown 3 Meeting MD 4 PR event to discuss restructuring 4 Seeing a new client Visiting a customer Business lunch.

The activity can be adapted for lower levels if the teacher simplifies the language of the Worksheet (p67) and provides a list of points for discussion in step three below. Procedure ~ Follow up ' You could organize the class into groups of four or five to discuss the problem on the worksheet as a 'family role play'. . Level Upper-intermediate. depending on the Pre-experience learners Before starting. degree of student initiative. Potentially difficult vocabulary spouse. To practise Agreeing and disagreeing.64 Making decisions 5.2 Napoleon's decision-making Teaching notes . Overall timing 30-60 minutes. in order to advance their careers. Including a 'grandparent' (real or imagined) in the group will give the discussion a wider perspective. ask how far away your students would be prepared to work and for how long. giving an One-to-one Possible. but is obviously less lively opinion and discussing a decision. than with several students giving their opinions. Optional: One copy per student of the Worksheet (see stage two). relocating You will need One copy per student of the Student instruction sheet (p.65) with the 'Mterwards' sections cut off and set aside. se1fappraisal. Class size Four plus is best but two is possible if you add ideas.

Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE · . which you are still repaying. You have been hoping for promotion within your company for some time and in staff appraisal sessions you have had very positive feedback. The job. however. Napoleon is said to have used this method when malting his decisions. The company is in a country which is on a different continent and although English is used there as a second language. You borrowed a large amount of money to buy your house. Which column has the most points in it? Do you think this is the right decision? Compare your distribution of points with those of the other pair. You have two children aged 14 and 17 to support. The new job is much better paid than your current one and the company would pay relocation expenses if you accepted it. All of you have friends in the area and are members oflocal sports clubs. Afterwards . you have suddenly been offered such a job in your firm's sister company abroad. the first language of the country is one that you do not speak. You have been considering looking for a higher level job elsewhere. Both the children are going to take important school exams within the next two years. You are married and your spouse has a job here which sfhe enjoys. Your bosses have suggested that this career move would probably lead to an even better promotion later on. however. You know that this is probably the only opportunity you will have of gaining promotion within your company. few people are leaving and almost no new jobs are being created.5. How useful and objective do you think it is? Be ready to summarize your discussion and tell the rest of the class about it. The problem is that financial constraints have meant that there is very little mobility in the company.2 Napoleon's decision-making 65 Student instruction sheet Situation . offers more responsibility in a developing market and would therefore be more exciting than your present one.

66 5.2 Napoleon's decision-making VVorksheet FOR takiHg the job abroad · AGAINST takiHg the job abroad PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .

p68. reliable. The game is best played in threes or fours. cut into 20 cards and one copy of Sheet three: Record of spending. one copy of To practise Giving opinions. You could also get the students to produce pie charts showing the proportion of units spent on each method and get them to present them to the class. Possible. p70. Potentially difficult vocabulary unisex. provide collated feedback from the notes you made during the game. Pre-experience learners No special preparation (account).followup You could ask each group to prepare a short formal presentation of their marketing plan to give to the board of directors of the company whichhas created the product. Procedure · Feedback If there is time. cut into five. . Note: Teachers can devise their own product cards to make them relate to their students' . one copy of Sheet two: Game cards. campaign. fuel consumption.3 How shall we market it? Teaching notes disagreeing and reaching a group decision. broad sheet. telesales needed. high interest Level Mid-intermediate to advanced. One-to-one Not ideal. You may choose to spend a little longer on stage one. Overall timing 75-90 minutes. leaflet. glossy magazine. charity. p69. You will need Per group of players.Making decisions 67 5. The rest of the class can be the board and ask questions which they have. agreeing and Class size Two or more.professio11s when appropriate. Sheet one: Product descriptions.

Comes in a wide range of bright colours.3 How shall we market it? Sheet 1: Product descriptions Name of product/service: Type of product/service: Price range: Intended market: Special features? Name of productjservice: Type of product/service: Price range: Intended market: Special features? Name of productjservice: Type of product/service: Price range: Intended market: Special features? Gazelle Perfume spray for men or women. Middle managers. It is unisex. Investors. Optional sun roof and central locking (at extra cost). Travelling business people on a budget. Medium to expensive. Name of product/service: Image Plus Type of product/service: Wardrobe consultancy. 'wild' smell. Medium to expensive Higher paid professionals in their late 20s to mid-40s. It helps each person Special features? to develop a clear style for themselves. young couples and single drivers. A guaranteed minimum percentage return on your investment which is 1% higher than other banks' offers. Complete car valeting service available at a discount rate for clients of the motel. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . Room prices include breakfast and a guaranteed. which lasts a long time and is a product with an exclusive image. Eno Small two-door car with low fuel consumption. A follow-up service is offered as well as a purchase advisor to assist clients when they go clothes or accessory shopping.68 5. professionals. Economy First-time car buyers. No charges if the customer abides by the rules of the account. Minor repairs also undertaken. Hourly rate charged to individual Price range: clients or package price for groups or companies. Pro Per Cent A new high interest bank savings account. protected garage space. home owners and reliable savers age 40-plus. Economy to middle. particularly women age 25+. Name of product/service: Type of product/service: Price range: Intended market: Special features? Motorel Motel offering extra services for clients' cars. has a fresh. Intended market: The service is individual and independent.

. banking and car owner magazines). c. COST: Weekday = 20 units Weekend = 30 units 0') co .. COST: half page= 150 units full page = 250 units double page = 350 units Advert in fortnightly trade magazines (e. COST: 50 units per advert Hiring a well-known celebrity to promote the product for one year.:::. COST: 500 units Radio advert on light classical music station. - ::::. COST: 150 units COST per 10 seconds: Morning broadcast: 100 units 4.00-11 .rge poster campaign in all major cities.:- a: CD 0 @ Charity fashion show featuring the new product/ service. Cl. COST: Full page advert 50 units I t.. C'D en en .ODD units Advert on back inside cover of these new books (sold at all major railway stations and airports): 1 The Psychology of Scent 2 Personal Rnance: aguide ~ I» 3 =- :::::!.with celebrity guests. but asignificant contribution would be 200+ units.. Three days' large stand at a national trade exhibition.::l Special promotional hot air balloon to fly over the country and stop off to distribute leaflets and samples. COST: 1. COST: 400 units for 6 months Poster campaign on capital city's public transport.g.00-6. buses and trains. COST: FREE if the product is not mentioned. including underground stations. C) C) C) 250. Advert in weekly women's magazine (national distribution Employing telesales staff to contact potential customers and give out product information.liona broadsheet newspaper..~ Opening gala event for the product .. Cannot mention the product but it will give the company a positive image and provide reports on local radio and TV..:· :::1 C'D Cil . c:: 0 ::r CD 0 0 m = ce... = C'D c:= :..: ·.: '< -c -. 1:0 :::::::: ~ ~ ~ ..DO pm broadcast: 250 units t"') c... .. COST: 35 units Advert in monthly 'glossy' women's magazine.000 units I Ad~rt in n.. COST: 500 units Display in all the branches of a wellknown department store.000). COST per 20 seconds: 50 units t.r MaWBnance 4 DIY Image Creation 5 Budget Travel Guide COST: 250 units each book Leaftet campaign to one million households..· ::r - > n :::.. CCI CD ca 13 r. COST: 500 units ~ ::E: rs.::.> 3C" ::l. COST: 300 units Company representative interviewed on a national radio talk show. 50 units if it is. COST: Capital city = 350 units Industrial provincial city = 250 units Large city which is an important cultural centre = 300 units Contribution to national children's charity.00 pm broadcast: 150 units 8. COST: 1. COST: 200 units Organizing acharity marathon race (with the new product name mentioned).: beauty and make up. COST: Your choice.

3 How shall we market it? Sheet 3: Record of spending Total cost: Total cost: Total cost: Total cost: Total cost: PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .70 5.

therapeutic a pre-activity discussion about how a company can keep its workforce healthy and the importance of this in today's often stressful work environments. nationality groups can compare the different approaches of their colleagues. Procedure Follow up Students can consider the different roles they took in the discussion and why. agreeing < and disagreeing. but you can attempt it with fewer. asking for and giving opinions and reaching a compromise. Class size Four or more makes a good discussion. One-to-one Although you could discuss the issues involved with your student. Pre-experience learners You may need to organize Overall timing About 60 minutes. Mixed . (massage) You will need One copy of the Worksheet (p72) per student. . Potentially difficult vocabulary subsidized. you will not have the variety of opinions of a group. Level Upper-intermediate.Making decisions 71 5.4 A meeting Teaching notes To practise The language of meetings.

2 The physiCal and mental health advantages. Introduction of flexitime for all workers.000 £20.00 pm). £40. etc. to work 2.30 pm to 10.000 On-site professional counsellor one day per week. £90.000 . newspapers.5.000 On-site therapeutic masseur one day per week. £36.4 Ameeting 72 Worksheet You are the senior managers of a large consult:iri.g company which employs approximately 400 people.000 Build a medium-sized swimming pool in the company.000 On-site doctor available in the company 2. When discussing the options below. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 £150.000. (Twenty-five people at once. You have a budget of £200. Last year staff absences due to stress-related illnesses cost the company £90. £50.000 Training a volunteer employee as a counsellor. You must make a decision during this meeting as the managing director must report your suggestions to the board of directors tomorrow. (Fifteen people at once.000 Introduction of subsidized healthy options in the staff canteen.000 Hire of local sports hall one evening per week for team games (two large halls from 5. WELL COMPANY PLAN PROVISION COST Build and maintain a small multi-gym in the company. £30.000 Hire of local swimming pool four hours per week for employees.5 days per week.) £200.000 On-site dental surgeon available half a day per week.000 Off-site weekend stress management course for 50 employees. consider: 1 How many employees could benefit. 3 How long the benefits might last. £36.5 days per week. £50. £15. Providing ten special rooms in the company where staff can relax in their breaks with comfortable furniture. Note: All costs include any initial investment plus running costs for three years. plants.000 to spend over the next three years on reducing staff stress levels.000 £100.) £200.

Procedure c One-to-one This can be used as a table-top matching-and-ordering activity. Potentially difficult vocabulary bulk buying You will need One set of the Cards on the next page (74). Pre~experience learners No special preparation needed. Level Upper-intermediate plus.1 Conditionals in a negotiation Teaching notes To practise Forming different conditional sentences used in a negotiation and recognizing appropriate usage of different conditional forms.Negotiating 73 6. ' . Class size Six plus is ideal. Overall timing 30 minutes. cut up and (optional) one whole copy for each student.

. I . J ______________________________________________ _ : r----------------------------------------.. I I I I I I I ..-C. we'll give free delivery and the option of our super express service which arrives in 36 hours. ~----------------------------------------------1 I I I I I I I I I ' I I . you'll be offered a special one-year guarantee on all the products you buy.. would you have anything to offer in the way of a reduction? : ~---------------------------------------J -·----------------------------------------------I i c I . : ~---------------------------------------J r----------------------------------------.. I I ~---------------------------------------J PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ...-----. I I I I I I .. c.I : .. when clients sign the same day.... we may be able to sign the contract early.1 Conditionals in a negotiation Cards -------.-.. Is that still so? I : ~---------------------------------------J ~----------------------------------------------- ' I I I I I I I . you offered a one-year guarantee. I l : L----------------------------------------J ~----------------------------------------------­ : r----------------------------------------. I :I ... would you still be able to offer a discount later on? : r-~----------~-------------------------.. you will give us a 10% discount for signing today. I I ~---------------------------------------J ~----------------------------------------------1 I I I 1 I I ••• and we'll give you an extra 10% discount.. a 5% discount for the large order.. we'll prepare all the papers for you to sign. free delivery with super express option and a oneyear guaranteecon the goods. Is that right? ~---------------------------------------J J----------------------------------------------: r----------------------------------------..... we will give you 5% off. right? I ~---------------------------------------J -:---------------------------------------------I I I I I I I I . ~---------------------------------------J ~----------------------------------------------1 I I I I I I ..---. we could expect free delivery. l : ~---------------------------------------J ~----------------------------------------------- .-----1---------------------------------------------1 :I .74 6.c-----......

discount You will need Enough copies of Sheets one and two (p76) so that each student has either A or B.ck from. Overall timing 80-90 minutes.Negotiating 75 6. your notes taken in stages three and five above. To practise The language of negotiating. Pre-experience learners No special requirements. Level Mid-intermediate and above. reinforcing positive examples of good negotiating where you can. The activity can be successfully used for awareness-building prior to examining the language of negotiation. Provide brief fe~dbq. evaluating one's own performance in a negotiation. An 'extra' student could act as an observer for one pair. and enough of Sheet three part one and Sheet four part two (p78-79) for each student to have one. opportunity to examine the negotiating process and what it feels like to step into another person's shoes. Potentially difficult vocabulary wholesale. One-to-one This is not recommended for one-to- recognizing the other party's position and being sensitive to it. one classes as it is based on the assumption of linguistic parity. .2 Someone else's shoes leaching notes . Class size Any even number. dealing in bulk. Note: This activity primarily provides the. Feedback . so I suggest that you do not focus on language errors during cit. Procedure .

a pa1r.. *You would like a minimum order of 10.. *You can give a discount of 8% on an order of 20.eather men's and women's shoes in stand_ard s Y es (n_ o t · h 1gh fashion). PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . You should negotiate . Normal wholesale price = U ·S · $40 . the size of the first order to supply to person B's company (in a developing country) and the price. Points to bear in mind . international sales manager for a large shoe manufacturing company in a developed country.2 Someone else's shoes Sheet one: role A You are an .000 pairs.76 6.000 *Your company has warned pairs or more and 3.. The product .000 pairs and a maximum of 50. Recently it has customer. (These are dealing with a developing the terms for any country.. *You are visiting your *The normal credit period partner's country.5% on you about the risk of an order of between 10 and being too generous when 20. two months from the delivery date but you can *You know that inflation is extend this to three very high in this country months if necessary.000. gtoodl_ quality l.) lost quite a lot of money in this way... and the local currency is weak... you are for payment of goods is a guest there.

.000 pairs of shoes if possible...2 .10U h ope £or a 1 5-20% discount on such a big order and need a minimum of 8 weeks' credit from the date that the goods are delivered.. the import manager for a large private import-export company in a country which does not have hard currency and which has only been importing goods from hard currency countries for a short time. * You know that westerners often see your country as very unstable economically and that that might make them unsure about doing business with firms there. * Your country has a lot of potential as a new market and the economy has improved a lot recently. * Your partner is the sales manager for the western country. Points to bear in mind .. Cambridge Business English Activities © Cambridge University Press 2000''' PHOTOCOPIABLE . ens and h. as you deal in bulk and that is your normal size order. your partner is a guest. ormal whole 1 US $ sa e Pnce == . . This t n ard styles (not not yet available in YPe of quality is N your country . s oes In sta d Igh fashion). *Negotiations are taking place in your country.Soineone else's shoes 77 Sheet one: role 8 You are .B. good quality 1eath er m ' Women's h .. the size of the first order from a big western manufacturer and the price of the goods.. This is because the distribution network in your country is still rather ineffective and slow due to transport and other problems. 25 a pair. *You would like to place a bulk order for 100. You should negotiate . * 'r.

I felt that: I was in a stronger position. We were moving towards a compromise.78 6. We were more or less equal. (Tick one box) PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . D I was in a weaker position than my partner. D D We were more or less equal. The main points which my partner made: At the beginning of the discussion I felt that: Just before we were asked to stop. D I was in a stronger position. D D I was in a weaker position than my partner. D D We were moving towards a compromise.2 Someone else's shoes Sheet three: Part one .

· 6. D D We were more or less equal. D (Tick one box) Cambridge Business English Activities © Cambridge University Press 2000 ·· PHOTOCOPIABLE . D D We were moving towards a compronnse. We achieved a compronnse. I felt that: My partner was in a stronger position.2 Someone else's shoes 79 Sheet four: Part two : Playing my partner's role was*: impossible very difficult quite easy easy difficult no problem at all (*Circle one word) Did you notice anything about changing roles which surprised or interested you? Write here: Just before we were asked to stop. We were more or less equal. D My partner was in a weaker position.

but it may be a bit too intimate. as it is quite a personal activity. level and openness of the class. The closer the group is. (I have mostly used this activity at the end of courses. As a rough guide.1 The crystal ball game Teaching notes To practise Using the future forms will and going to to discuss future possibilities and changes and make predictions. Pre-experience learners This activity is based on the students' knowledge of each other from working in class. so no special preparation is needed. Follow up If you are using this activity at the end of a course. you could distribute a class list of addresses and invite students to write to you in English telling you whether the predictions ~ came true or not. . allow five minutes per student for predictions. You could try it with two students. However. If enough students do this.80 Describing changE 7. Level Lower-intermediate and above. Note: This activity is best suited to students who have already got to know each other. Class size Three or more. you could send out a mini 'class newsletter' to them containing the responses. One-to-one This is not a suitable activity for such classes but you could try asking the student to .one each for the students and you. write you a prediction and you write the student one. the better the activity will work. You could read them in private and reply in writing or by recording your comments onto tape. The teacher should be part of the class for this activity. Overall timing This depends on the size. You will need To clear any tables to the side of the room and set out a ring of chairs .) Procedure : Feedback " It is not recommended that a formal feedback session is given after this activity as it will break the atmosphere of trust created by doing it. you could encourage peer correction during it and/or offer reformulated versions of inaccurate utterances.

Level Upper-intermediate/intermediate with preparation. ~ One-to-one This is not a suitable activity. to pay off a loan. such as how they feel their English has improved since they started (many students. for instance.2 A· eompany's progress Teaching notes . Procedure • Follow up l Ask students to prepare a graph on a different topic. Potentially difficult vocabulary market share. Alternatively students might like to depict how their energy levels go up and down on a typical working day. or over a week If students work for the same company or department.Describing change 81 7. Class size Two plus. soya. reach plateaux of learning at certain stages). they might be prepared to discuss its progress. quality control You will need One copy each of Sheet A (p82) for half the students in your class and one copy each of Sheet B (p83) for the other half of the class. Overall timing 30 minutes. To practise Describing a line graph and presenting information. Pre-experience learners It would be useful to have a discussion about the type of problems a small company starting in business may encounter in the first few years. launch (a campaign). (However. brand name. you need to check whether this would be acceptable before suggesting it.) .

...ca Jr..:::::= e= c... C) C) C) ... .5 cu 5 .~~.24++t ~ ...l ~ N - . With the other student As. Note your ideas at suitable points on the graph..ca CCI ~ ....... cu~ z- PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . ~ . r-ca ~ ~ ~ .cu ......= ..= c::l ... C) ~­ ~ .~i~~~~~~~~~.s:Il~..ca cu c CCI ·r... suggest why the variations occurred...c c ...l ~ --= :... C) = C) CCI C) C) C) C) CCI Jr... ..cz = ...Z2 Acompany's progress 82 Sheet A Look at the company's profits over ten years... oo:r ca ~ . C) ca !~:....

10 It also started to sell a new range of healthy alternatives to dairy products. 3 Later on.petitors aggressively challenged the company's market share but did not succeed in seriously affecting a period of rapid growth. by now. 6 Some con1.Z2 Acompany's progress 83 Sheet B Rete are some factors which influenced a dairy food company's first ten years of business. 9 The company's response was the introduction of much stricter quality controls. during which the company could rely on its. 5 Factors three and four resulted in the company obtaining a steady market share. It is a small firm which distributes its goods mainly through supermarkets. 2 Not much could be spent on marketing at first. 7 A period of stability followed this. the company launched a successful marketing campaign to get its brand name recognized. FACTORS AFFECTING BUSINESS 1 Bank loans taken out to start the business had to be paid off early on. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . well-known. brand name. made of soya. 8 A nationwide health scare about one of the company's best-selling cheeses caused the worst decline in the company's history. 4 They also introduced some new products. Read the information below and sketch a rough graph of how you would predict the company's profits to increase or decrease over the ten years. Use the vertical axis for profit and the horizontal axis for time.

3 Copy some graphs from e. which the whole class can use. the financial pages of a newspaper. line graphs. decline. Higher level students may not need to use Sheet one (p85). Then get students to fill in an empty graph with suitably labelled axes prepared by you. To practise The language of change in describing pair with a remaining student. plus one copy of Sheet two (p86) per pair of students. steadily You will need One copy of Sheet one. Feedback ' Give feedback immediately. A tapescript for checking is a good idea.84 Describing changl 7. Pre-experience learners Pre-teach the topic of graphs as used in business. Potentially difficult vocabulary fluctuate. One-to-one Yes. Level Lower-intermediate and above. Remember to start with some positive comments before giving constructively critical ones. The teacher can form a Procedure . cut into two as indicated. 2 Record a financial report from the radio which could be fairly easily represented in graph form. suddenly. This activity can be used as part of an exercise on making presentations. Overall timing 35-45 minutes.g. or a student.3 Graph dictations Teaching notes . cut up. stages one to three in the procedure can be omitted. . Try using some authentic material from the financial press. You. Class size Two or more. In this case. slump. Follow up There are a number of possible activities that you could use in the lessons that follow: 1 Students draw a graph illustrating a development at work or in their country and dictate it to the rest of the class. describes one of the graphs and the others identify as quickly as possible which one it is.

Graphdictations Sheet one I I I I I I I I I I I I ' ' I ~----------------------------------------------~----------------------------------------------1 I I I I I I ' I I I I I I I I I I I I I I I I I I -----------------------------------------------~---------------------------------------------1 I I I I I I I I I I I I I I I I -----------------------------------------------~----------------------------------------------1 I I I I I I I I I I I I I I I I I I I I I ' ' I I -----------------------------------------------~----------------------------------------------1 I I I I I I I ' I I I I Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE. .85 7.3.

3 Graph dictations Sheet two 1 Describe this line graph to your partner. 100% 80% 60% 50% 40% 25% 0 20% 0 ~--------------------------------------------------------------------------------------------1 Draw the line which your partner describes. 100% 75% 100% 80% 60% 50% 40% 25% 0 20% 0 PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . 2 Describe this line graph to your partner. 100% 75% · 2 Draw the line which your partner describes.86 1.

g. provide them with organizational charts to describe.: senior to.· }. reports to. You will need Sufficient pencils.1Jescnbing companies and jobs 87 8. Pre-experience learners Ask learners to describe a Class size Two plus. Overall timing so-so minutes. One-to-one Yes. if the teacher works for an organization. e. The teacher can draw the diagram dictated by the student and vice versa. Otherwise use another company's organizational chart from its brochure.1 Describe an organigram · Teaching notes To practise Describing a company's structure and jobs using the language of relative position. Alternatively. Procedure ' . or squared paper for all students in your class. erasers and blank company they know well. Level Intermediate and above.

88 Describing companies and jobs 8. If you teach in a room where the walls can be decorated. You will need In a small class. In a larger class. agreeing and disagreeing.2 Talking pictures Teaching notes To practise The language of description and speculation. Pre-experience learners No special requirements. of the student. Overall timing 30-40 minutes. . One photo of your own. pairs or threes should all have different photos to look at which are then rotated around the groups. one photo of a business person per student (see pp89-90). asking for and giving opinions. level Intermediate. One-to-one This is possible but will demand a lot : different picture from the student's and both could do the brainstorming below (stage one). mounted. display the final drafts of their work. next to the photographs. The teacher could look at a Procedure ~ Follow up · Ask students to write up the ideas from their discussions. Class size Two plus.

2 Talking pictures 89 Cambridge Business English Activities © Cambridge University Press 2000 PHDTDCDPIABLE. .8.

2 Talking pictures .90 PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 8.

to btabl~ to use simple mathematical tenris fu English. With elementary students. .ilescribing companies and jobs 91 8. e. less and the gerund. ·- . . level Elementary to mid-intermediate. Praise good examples of language that you noted during stage four above and present any common errors. part-time students consider their domestic routine and how their study fits into it. Full-time students could discuss study habits.g._. The teacher acts as the student's partner. My partner spends less time using the computer than me. See if the students can guess how those errors could be improved. How long do you spend each day doing X? and malting comparisons using more. Pre-experience learners Adjust for these learners. telephoning phrases.. (It is often necessary for students to adjust their charts. most. e. J . you may like to take their work§heets in at the end to check. Overall timing 35-55 minutes. ' 1 You could followup this with a 'whole class' 2 You could also collect in the charts and blank · ~c~yit:y. Feedback . writing letters.g. Also a 'get to lmow you' activity for higher levels. Potentially difficult vocabulary for elementary students: to spend time(+ ing). This would be useful for a group which needs. and the way they use it. Note: This activity can also be used as a way of finding out how much time students spend using English normally. speaking face to face. You will need One copy of the Worksheet (p92) per student plus some spare pencils for those students and a few erasers. or to· talk about statistics in a presentation.Studentswork out the class averages . telephoning. for needs analysis. >': - .:f·-. language relating to using a computer and having meetings.3 My working day Teaching notes : To practise Describing a work routine. e. asking simple questions about someone else's work routine.) Class size Two or more. .g. Then ask students to go around and guess to whom the charts refer. e. One-to-one Yes. etc. Procedure . -. the least.g. out the names with paper. of ti:ffi~spent at work and spent doing different things. Display with charts on the walls at the next lesson... but reduce the times indicated. Follow up .·· · ·. phrases connected with students' work.

.. fill in eight of the sections.......................... PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .... ing than me at work..... for example: 'How many hours a day do you spend talking on the phone?' Fill in and label the chart to show the answers..... If your partner's working day is eight hours..............3 My working day VVorksheet ...... ing.. ............92 8.. but you could also ask such questions as 'How long do you spend travelling to and from work?' 12/0 4 I number of hours 6 / 2 When you have finished the chart.............................................. d My partner spends more time ....... b S/he spends the least time .... ing............. ing than ......... 1 Ask your partner about his or her working day.... than me...... e My partner spends less time ..... c My partner spends more time ....... fill in the gaps in these sentences: a My partner spends most of his/her time ................ ing............ Your partner's name .......

Class size Four plus ideally. Divide one of the sets of strips into two piles. Potentially difficult vocabulary solicitor (US lawyer). Discuss differences. compare it with the original. One-to-one Yes.1 A. Stage four is done by the student alone. valuation report. consider missing out stage two below. ~ . Once sfhe has decided the order sfhe is happy with. Level Upper-intermediate and above. In stage three below. Pre-experience learners No special problems. This reduces the student's workload. insurance. share out beginnings Procedure and endings so that you have half of each type (both ensure that neither of you has matching pairs).roof over your head? Teaching notes To practise Recognizing the key words for describing a process (buying property in the UK) and using them to put a description in order. Note: If you are teaching in a context in which it is not common for people to purchase their own home. but property-buying practices vary from country to country. take all the beginnings of the sentences. You will need Three copies of the Worksheet (p94) cut up into strips.lJespribiQg processes 93 9. with equal numbers of the unshaded and shaded strips in each. Your student can spread out the endings and choose a response. sit opposite your student and read them aloud. Ensure that there are no matching pairs in either pile. as suggested. deposit (US down payment) move in Timing 45-60 minutes. Alternatively. mortgage.

I I I I I I I I Before completion.__________________________________________. ----------------------------------------------~----------------------------------------------­ ~---------------------------------------. I I I I I I I ______________________________________________ JI ______________________________________________ _ ~----------------------~---------------J : r----------------------------------------..________________________________________-J : I ----------------------------------------------~----------------------------------------------­ ~---------------------------------------.__________________________________________. :I .. I ----------------------------------------------~----------------------------------------------- If your offer is accepted. ---------------------------------------------... ______________________________________ ~. .(---------------------------------------------l I I I I I I I I Find out from us how much you are able to borrow.__ __. your solicitor will ask you to : .: ----------------------------------------------~----------------------------------------------­ I I Once you have found your ideal horne. ~---------------------------------------J: ----------------------------------------------~----------------------------------------------1 I I I I I your solicitor will arrange for you to sign the purchase contract and will ask you for I I I a deposit. : I I I : I I I I I The property is now yours...1 A roof over your head? Worksheet ~----------------------------------------------1.----------------------------------------------1 I I I I I I I Your solicitor will complete the purchase and : .. Start looking for the property you want : I I I I I I I I I ..----------------------------------------------I I 1 I Contact your solicitor and I I I I I I I ....94 9..________________________________________-J : ----------------------------------------------~----------------------------------------------I I I I I I I I your solicitor will exchange contracts with the seller's solicitor I I : ~---------------------------------------J r----------------------------------------..:.. ~--------------------------------------~ PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . ----------------------------------------------..

to shortlist.Describing processes 95 9. e. See note at end for lower levels. and referential words. Procedure . and prepare some blank A4 card and a class set of scissors. next. (Do in twos/threes. to eliminate. Total: 85-120 minutes. (Parts one and two can be carried out in different lessons. a (company) policy. stage two is worked on individually. to fulfil criteria You will need For each pair/three in your class: one copy of Sheets one. this. Part two: 50-75 minutes. two and three (pp96-8).) Potentially difficult vocabulary essential requirements. using and recognizing key words marking stages of a process e.) But in a class of two students. desirable (qualities for a job). Level Mid-intermediate and above. Allow the student to take the initiative and produce your own jigsaw in stage two.g. that. One-to-one Work with the student. Overall timing Part one: 35-45 minutes. Class size Two plus. _ . Have some paper clips ready in Part two to keep the student-produced material together. finally.2 Ihe process jigsaw Teaching notes To practise Describing processes.Cut up Sheets one and two and keep each set in a labelled envelope for ease of organization.g. Pre-experience learners No special preparation.

.. I I I I I I I I I I The whole process just described usually takes from four to six weeks.. if no one suitable is found.. 'B' shows a good candidate and 'C' a satisfactory one. lastly.. I I ~--------------------------------------~ : ~--------------------------------------~ ----------------------------------------------~----------------------------------------------­ r----------------------------------------. ~--------------------------------------~ ~--------------------------------------~ I : ----------------------------------------------~----------------------------------------------­ .. I I I I I I The third stage of selection is deciding who to interview. ~---------------------------------------J : ~--------------------------------------~ ----------------------------------------------. I I ~---------------------------------------J: ~--------------------------------------~ ----------------------------------------------~----------------------------------------------­ .-----~---------------------------------. including the extra.2 The process jigsaw Sheet one · ~----------------------------------------------~---------------------------------------------I I First a job description is prepared. two or three candidates are shortlisted and invited to attend final interviews.... the best candidate is offered the job.. I I I I : Generally about ten candidates are interviewed..usually on the company notice board. candidates have two weeks to apply.... : r---------------------------------------~ I I .. 'desirable' ones... ~---------------------------------------J : ~---------------------------------------.. I I I I I then. It proceeds by the remaining candidates being graded from 'N to 'C' ~--------------------------------------~ ----------------------------------------------~----------------------------------------------­ ... 'N indicates a candidate who fulfils all the 1 I Here.. .. ----------------------------------------------i----------------------------------------------1 I I we carry out the second advertising stage in the newspaper. L---------------------------------------~ PHOTO CO PIABLE Cambridge Business English Activities © Cambridge University Press 2000 .----------------------------------------.... As first.. : r----------------------------------------.. The selection process starts by eliminating This breaks the job down into its different : any candidates who do not have the essential elements. the post is advertised internally.. L---------------------------------------~ I I I I I I I I ..----------------------------------------.. II I I Then the job description is used to write an advert. The final interviews take place a week or so later.. ~--------------------------------------~ : ~--------------~----------------------~ ----------------------------------------------~----------------------------------------------- After advertising internally. I I I After that we accept no more applications.96 9..... I : ~--------------------------------------~ ----------------------------------------------~----------------------------------------------~--------------------------------------~ I I I This is because our company has a policy of using our own employees first for new jobs.----------------------------------------------1 I Next... salary and conditions are included. : requirements mentioned in the newspaper : advert.. : : : I advert's criteria.. I I I I : I After interview. I I I I ______________________________________________ j ______________________________________________ _ I ~--------------------------------------~ : ~--------------------------------------~ r---------------------------------------~ : ..---------------------------------------~ Normally. then Bs and Cs are considered.

The final interviews take place a week or so later. candidates have two weeks to apply. Normally.'~~ This breaks the job down into its different elements. The selection ~rocess starts by eliminating anycandidates who do not have the essential requirements mentioned in the newspaper advert. ~ <:~> ~: ~ :liE After advertising internally. salary andconditions are included. Then the job description is used to write an advert. The whole ~rocess just described usually takes from four to six weeks. lastly. The third stage of selection is deciding who to interview. . then.two or three candidates are shortlisted and invited to attend final interviews. we carry out the second advertising stag~ in the newspaper. the best candidate is offered the job. if no one suitable is found. !!_~roceeds by the remaining candidates being graded 'N to 'C'. co __. 51· ~ i:s ~ Here. After interview.

9.2 The process jigsaw

98

Sheet three

PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000

·M~ki#fflioinparisons

99

10.1 Jhe best offer
-·' .. < ,

Teaching notes
To practise Using comparative and superlative
forms, e.g. bigger, the biggest; more expensive, the
most expensive; making suggestions, e.g. How
about ... ? Why don't we ... ?; agreeing and
disagreeing, persuading and reaching a decision
in a group.

Level Lower to upper-intermediate. With upperintermediate student, omit stages one and two of
the procedure.

Pre-experience learners No special requirements.
Class size Multiples of four are best. Can also be
played in threes.

One-to-one Not really suitable. However, you

up at the same time, and ask your student to
make comparisons and use the superlative form
to make a choice.

Overall timing 60-80 minutes.
Potentially difficult vocabulary double glazing, satellite
TV dish, security system, balcony, liqueurs, Bingo hall,
burglar alarm, smoke alarm, fitted kitchen, fish pond,
terraced and semi-detached houses, cottage

You will need One copy of each sheet of Game
cards (ppl00-2) per group of four (or three)
students, with all the cards cut out. Clip each set
of cards ('holiday', 'restaurant' and 'conference
venue') together.

could turn all the cards from one category face

Procedure

:

Feedback

:

Use your notes from stage six above to provide
feedback at the end.

Note: You can adapt this m~terial tg YQ-u'r s~M,e~tsi: .
specific situation by devising cards with products
services provided by their company and competitors.

or

100

10.1 The best offer

Game cards: Conference venue

PLACE:

Small seaside town.

PLACE:

Big city.

PRICE:

£100 per person per day.

PRICE:

£200 per person per day.

FOOD:

One choice of hot and cold dish at
each meal.

FOOD:

large choice of menu at each meal.
(At least four dishes per course.)

FACILITIES: Small bar, karaoke three times a week,
live entertainment once a week.
FEATURES: Beautiful view, fresh air, beach.

FACILITIES: Gym, sauna, steam room, large bar,
five star restaurant, small cinema,
laundry service.

ACCESS:

FEATURES: City night life, cultural events.

Station is 3km away - taxis available.
Bus station 1km.

ACCESS:

By train, metro, bus or taxi. Airport
12km away.

I
I
I
I
I

~----------------------------------------------J

______________________________________________ _

PLACE:

Mountain village ranch.

PLACE:

Edge of town, purpose-built.

PRICE:

£120 per person per day.

PRICE:

£160 per person per day.

FOOD:

Wide variety, healthy, vegetarian and
vegan menu. (Four to six dishes for
main course.)

FOOD:

Choice of three dishes at each meal.

FACILITIES: Massage, natural spa, horse riding,
canoeing, climbing.
FEATURES: Extremely peaceful atmosphere.
ACCESS:

FACILITIES: large gym, sauna, video, bar.
FEATURES: Quiet location, efficient staff.
ACCESS:

Regular shuttle bus service from the centre of the town. This is included in the
price.

By minibus only - can be booked with
the centre.

PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000

00-£13. PRICE: Expensive . CHARACTER: Very friendly and polite service.00 per person for two courses and a drink. TYPE OF RESTAURANT: Indian curry house.00 per person for three courses with wine. DRINKS: DRINKS: Afull bar available. Cheap . CHARACTER: Formal and exclusive.50 for the set three course lunch with a glass of wine. POSITION: In the countryside. · PRICE: DRINKS: CHARACTER: Town centre. POSITION: Town centre . Noisy. TYPE OF RESTAURANT: French.00-£11. DRINKS: Avery wide choice of wines and liqueurs.ten minutes' walk away.about £30. a few wines and liqueurs. Nice view over the hills. half an hour's drive away. POSITION: POSITION: On the edge of town25 minutes' walk or ten minutes' taxi drive away. Mostly beer and soft drinks. PRICE: £9. but you can bring your own wine or beer.00-£35.101 Game cards: Restaurant " TYPE OF RESTAURANT: Italian pizza parlour.part of a hotel. ~----------------------------------------------~----------------------------------------------- TYPE OF RESTAURANT: English. Only non-alcoholic drinks served.about £8. five minutes' walk from the classroom. PRICE: £12. CHARACTER: Quiet and intimate.00 for three courses with no drinks. . busy and cheerful.

PRICE: £500 per person. restaurants. FOOD: All meals included in the price. ten Bingo halls. FOOD: You make your own. £600 per person. (Tour guide included. ATMOSPHERE: Abusy tourist resort with a lot of young UK tourists. ATMOSPHERE: Crowded. ENTERTAINMENT: Some local festivals and barbecue parties on the beach. WEATHER: Hot and sunny all year round. India. UK. Tenerife. Trekking in Nepal. Occasional mountain village party. FOOD: ENTERTAINMENT: Alot of cafes. Four-star hotel. WEATHER: Cold at night and hot during the day. LENGTH: PLACE: PRICE: ACCOMMODATION: Ten days. LENGTH: PLACE: PRICE: ACCOMMODATION: Two weeks. Goa. WEATHER: Can rain a lot.) ACCOMMODATION: In tents. FOOD: Breakfast and evening meal included. One-star hotel in a town. PHOTOCDPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . Local food is very cheap. WEATHER: Mostly very warm. 12 cinemas plus dance halls and two theatres. 10. but not all year round. £200 per person. ENTERTAINMENT: Fun fairs. 0 ~----------------------------------------------~----------------------------------------------- LENGTH: PLACE: PRICE: Two weeks. camping. Himalayas. ATMOSPHERE: Peaceful. £700 per person. few people and beautiful scenery.1 The best offer . Thirty minutes to the beach. even in summer. ACCOMMODATION: Two-star hotel. ENTERTAINMENT: Socialize with the other people on the trip. quiet. night clubs and discos to go to. 100 metres from the beach. Canary Islands. PLACE: Blackpool. ATMOSPHERE: Mountainous. 500 metres from the beach. Breakfast only provided. noisy and fun.102 Game cards: Holiday LENGTH: Three weeks.

Provide feedback immediately. Overall timing 30-40 minutes. Feedback Ask each pair to comment briefly on how their interview went.Pre-experience learners This is not a suitable activity for such learners as it is based upon work skills analysis. However. or next lesson. on students' comments during their interviews. Procedure . . You will need One copy of the Worksheet (p104) per student in your class and some pairs of scissors. If the numbers are uneven.2'Sftnng yourself Teaching notes >t~:~~ctise Using the comparative and superlative forms. Level Pre-intermediate and intermediate. such as their skills in English.103 10. describing oneself and preparing for an interview. Class size Two plus. you could consider using a different topic. have one group of three. One-to-one As long as the student is comfortable with discussing his or her work skills. ·. this is fine.

g.: I am better aHd quicker at orgat1izit19 files How.104 10. e. organize files e. What are your best points? Underline them in the sentences above.g. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .2 Selling yourself Worksheet e.g.g. very good and quick Write some sentences comparing your abilities now (in the third column) with what they were like when you started work. quite good but slow e.

Pairs could discus~Jhe ~ffect ofthe speaker who lacks intonation var:la. encotliagmg a general dis:cus!lion. ChlSS size Two plus. One-to-one You read the examples and discuss for detailed discussion of the differences in intonation between English and the student's first language. Overall timing 20-30 minutes. An optional cassette recording of you reading the words on the Worksheet (see stage three below). possibly using the role play material from Someone else's shoes. The 'smileys' guide elementary learners to the meaning. You will need One Worksheet (p106) per student. Level All levels. and the other student speaks expressively.Pronunciation 105 11. . your student's choices afterwards. Pre-experience learners No special requirements. There is scope Procedure 1 Follow up l Students can try a negotiating activity. where one student tries to use as little intonation as possible.tiorE~< One pair can perform to the class.1 Intonation patterns Teaching notes To practise Listening to and observing the effect of intonation in English.

106

77. 7 Intonation pattems

Worksheet
1 Hello

A

3 No

8

8

A

High

High

]1

]1

Low

Low

-Time-

J
+--Time-

c

c

\
.

?

Qo

1 What a surprise and a pleasure to see you.

Go

2 What is going on? I am suspicious.
3 You again. We meet ten times a day at work.

Q0

2 Yes
A

Hill\

2 I hadn't heard that. It's new to me.

A

8

High

/

]!

8

_J

Low

-Time-

1 I don't really agree with you.

2 I've got that job I really wanted.
3 Oh no, not someone else coming to interrupt
me - but I must be polite.

c

GJo

Qo
Qo

Go

Qo

G)o

3 It's not possible, surely!

4 Really?

Low

c

1 You cannot go home early. No discussion!

+--Time-

1 Do you have to keep talking in such a
boring way?
2 That's disgusting! How can you be so rude?!
3 That's amazing. You surprize me.

PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000

107

Pronunciation

11.2 A phonemic phone call
Teaching notes
To practise Recognizing the phonemic symbols
and organizing a business telephone call into the
correct order.

Level Intermediate.
Pre-experience learners No special preparation
needed.

Class size Two plus. This activity can be done
with a large class.**
One-to-one This is possible if the teacher takes
the role of the other half of the pair.

You will need Smaller class option*: One cut up
version of the Worksheet (p108) per pair with A
and B strips in two sets, mixed up; or if you are
using the large class option below,** one cut up
version for the class.
Students need to be familiar with The phonemic
symbols for English sounds. These are available
with a key in any good monolingual English
dictionary. This activity is a good follow up to
drilling the sounds and symbols or for revising
them later.

Overall timing 20-30 minutes.

Procedure

,

Key
A: Brown's carpets. Good morning.
B: Good morning. Can I speak to Ms Brown please?
A: I'm sorry, she's in a meeting. Who's calling
please?
B: It's John Davis from London here.
A: Right, Mr Davis. Can I take a message?
B: Er ... OK. Can you ask her to call me today?
A: Yes, of course. She has your number, doesn't
she?
B: I think so, but I'll give it to you just in case.
A: Right. I've got a pen ready. Go ahead.

B: It's 0171-336-9842.
A: Can you repeat that please? The line is bad.
B: Yes, sorry. 0171-336-9842. Did you get it that
time?
A: Yes, thank you. I'll pass on the message once Ms
Brown finishes her meeting.
B: Thanks and could you tell her that it's about the
Italian order?
A: Yes of course. Goodbye Mr Davis.
B: Bye -and thanks.

11.2 Aphonemic phone call

108

·

~orksheet

~----------------------------------------------------------------------------------------------

A braunz ka:p1ts gud IE :nrniiJQ
B gud

IE

:niiJQ kan m spi:k J

IE

§ :liiJQ pli:z

A mm sori: fi:z Ifb mi:tii)g hu:z

B Its d3on denv1s ~ m

B 3: .. ~ u ke1

~

z braun pli:z

1 ng n l!J

n ju: a:sk h3: tu:

§ :1 mi: J

de1

B ai Srnk a u 8 t ml QIV ItJ ju: dvzst Ill keiS
A rmt mv gob pen redi: g ug hed

B It83 u won

A

~

se~

n won

n ju: npi:t Sret pli:z?

B yes, ~

ri~

u won

se~

~

8 1 Sri: siks nam ert J : tu:

g

lam IZ bred

n won

A yes Srenkju: ml pa:s on

g

~

8 1 Sri: siks narn e1t J : tu: did ju: get rt oret tmm?

mes1d3 wons m z braun fimfiz h3: mi:tii)g

B Srenksg n kud ju: tel h3: oret ItSg bout oi:

rtre~

lb

:g 7

A yesg v § :s gudbm misJ denv1s

B bah n Srenks

PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000

etc. (This is particularly useful for monolingual groups whose first language does not have articles:) 2 Ifstudents are keen. .· . launch (these words are in italics in the text). Level Intermediate and above.. (See Key. cut into three.). financial backing..vowel sounds are used. Cl~ss size Multiples of three are ideal but you can give sections 1 and 2 of Sheet A (pllO) together with different numbers.~j. in the context of a description of a process. f. Overall timing 45 minutes. One-to-one Yes. they could identify all the weak forms in the text (of. pl12. means (n). 3 Students find all the marker words for describing a process. of. feasibility. You will need One copy of Sheet A. .~~ufi~iation··· 109 1t3i8Jl1Jng or weak? - ·:7··'. ··_. for every three students and one copy of Sheet B (plll) per student.) . Potentially difficult vocabulary crucial. Pre-experience learners No special requirements. Procedure : Follow up ~ 1 Students focus on the use of the in the text. . Students need to be familiar with The phonemic symbols for English or at least those for the single vowels. as. Work on Sheet A together.• .o - Teaching notes · Jopractise Recognizing how strong and weak .

.. Normally for is pronounced {f I except when it is .. . ~---------------------------------------------------------------------------------------------- 2 for Mark the stressed words in each sentence as shown in the example: I I I I I Are you for or against this proposal? a) I am waiting for a reply from our agent............ it's the aftermath.3 Strong or weak? Sheet A · 1 to Mark the stressed words in each sentence... Which sound does the have in each case ICJi:/ or I? 19 a) b) c) d) e) I don't like the idea of redundancies..... Otherwise it is pronounced I I. ... Then it has the sound I I.. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .. . b) Time for coffee! Read each sentence aloud...... the word for some reason........... What sound does to have in each case? Now complete this rule about the pronunciation of to......... b) Do you have access to your personal file? C) He's trying to improve efficiency.... Complete this rule: the is pronounced /ai:/ when it comes before a word starting with a .each sentence aloud....... That's the last time I work late this month! Why didn't you come to the opening of the new building? It's not just a new product........................ 3 the Read the following sentences aloud.......... or when the speaker wants to ............ Normally to is pronounced{! I except when the word following it starts with a ..110 17. Read .. as shown in the example: I I I I I I went to my bank to try to get a loan but they refused! a) We want to extend our product range... it's the new product on the market! It's not the meeting itself I fear. What sound does for have in each case? Now complete the rule about the pronunciation of for.....

...................................................... first stage of ....................... help .......................................' Cambridge Business English Activities © Cambridge University Press .. ' .. Here a bank employee working in the special advisory unit for small business owners.................. We send detailed material ............... next stage which is ............................ .............................................................................................2000 PHOTOCOPIABLE . client............................................... client ................... questions they have.... person concerned .................... starting their business..... provide financial support........................... as well as responding .............. ................... "predicted costs" section of it as people are often rather unrealistic about these! 'The plan is considered by a group of senior bankers and if our client's application is successful........... we usually give ........ .............................................. What's crucial is usually whether there's a market ... but also a full range of services and advice as they launch their new venture and as it develops.............. idea and puts down any questions they have....................................... At this stage we don't ask ........ 'Once .............. ..... write a business plan..................... any which ..................... process is . client write ...... If there is. 'After this meeting................ They then arrange ....... plan is written. new business................ Complete the gaps with the appropriate word or words from Sheet A... new product or service and also whether ................................................ we usually go through it with ....... plan............................. someone ...... approach us with an idea ............ meet ....... All in all I think that we offer a very practical and useful service........ talks about what happens when a new client comes to them for help.............................................. .. our manager liaises with a senior manager about .. go-ahead ............................... 'Next... convince us ..............Strong or weak? Sheet B 111 · . client has the security and means ....... a preliminary discussion and ask ....13 ... paying particular attention ........... we not only provide financial backing............ one of my unit's advisors looks at .... feasibility of ................ any detailed plans or documentation as we like ............. client has. keep it fairly informal...................

We send detailed material to help the client to write the business plan. The two exceptions are followed by words starting with vowels so *the = loi:l and *to = ltu:l. 'Next.112 71. I I I b) Do you have access to your personal file? I I I C) He's trying to improve efficiency. but also a full range of services and advice as they launch their new venture and as it develops. 19 I in b) and the second 'the' in d). I I b) Time for coffee! Normally for is pronounced tJ /except when it is emphasized. The is pronounced loi:J when it comes before a word starting with a vowel or when the speaker wants to emphasize the word for some reason.' Pronunciation note: Apart from the words with* before them. 'Once the plan is written. one of my unit's advisors looks at *the idea and puts down any questions they have. we usually go through it with the client. All in all I think that we offer a very practical and useful service. 2 pronounced~ I except when the word following it starts I I I a) I am waiting for a reply from our agent. They then arrange to meet the person concerned for a preliminary discussion.3 Strong or weak? Sheet A 1 I I I a) We want to extend our product range. Otherwise it is pronounced 19 I. we not only provide financial backing. If there is. as well as responding *to any which the client has. Sheet B 'The first stage of the process is for someone to approach us with an idea for starting their business. At this stage we don't ask for any detailed plans or documentation as we like to keep it fairly informal. 'Mter this meeting. all the underlined (inserted) words are weak forms with the 19 I at the end. Then it has the sound IJ :1. paying particular attention to the "predicted costs" section of it as people are often rather unrealistic about these! 'The plan is considered by a group of senior bankers and if our client's application is successful. c) and the first 'the' in d). 3 loi:l in a). Normally to is with a vowel. our manager liaises with a senior manager about the feasibility of the new business. PHDTOCDPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . and ask the questions they have. we usually give the go ahead for the next stage which is for the client to write a business plan. What's crucial is usually whether there's a market for the new product or service and also whether the client has the security and means to convince us to provide financial support.

. : One~to-one Yes.<·-~.1 Atifigmo.. ··). ' - · ~·..:. depending on the number of examples on your memo and the speed of your students' response to them.uctive written feedback on your I~~~~. Class size Any. ~ ' :. .ft. :·f·. -- :?-·_-....___ -~ Teaching notes I. pre-experience learners No special requirements.ij~~i~feJiiiifq~!ttfo/our'~tt1del1ts 113 --[>~ --~·_.~-: . 12.•)-_<·.b~~lwork. Procedure ...-.~vide.---:. •. It can be useful as a way of commenting on your student's presentation or speech. to your students '.~-· .. 1 .. Overall timing Average 15-20 minutes.£onstr.

PHOTO CO PIABLE Cambridge Business English Activities © Cambridge University Press 2000 . Jane (minutes) Comment: Thanks to Agnieszka for being a firm and fair chairperson who made sure that everyone had a chance to speak.' 'I agree with you completely. I can't agree with you. 'I would propose the coffee cups. 7 Amemo to your students 114 Worksheet Example memo to your students MEMORANDUM To: All members of the Business English class From: Jane Cordell Re: Last lesson's practice meeting Present: Agnieszka (chairperson).' 'How can we make business in such an office?' 'Have we an information about this?' THANK YOU' ALL FOR PARTICIPATING WELL.4. Ahmed. . Sin Jong. Here are some examples of good phrases used during the meeting: 'Can I interrupt here.' These phrases are incorrect.72. See if you can correct them. please?' 'If we were to spend so much money on a printer we would have nothing left to improve the office.' 'We shouldn't choose neither the painting or the printer.' 'I am not agree. Date: 1. they're too expensive.1 999 Anna. Ziad.' 'Don't you think that we should listen to everyone's opinion?' 'I'm sorry.

115 Worksheet MEMORANDUM Date: Re: 'Thank you for your participation in last lesson's discussion. Congratulations on the examples of good language below. Good language used: Expressions which could be improved: Cambridge Business English Activities © Cambridge University Press 2000 PHOTO CO PIABLE . See if you can correct the phrases in the second section.

Pre-experience learners No special requirements. Procedure ·. one below.2 Pairs to compare Teaching notes · . it is best to include only one error per sentence. containing varied examples of errors taken from your students' written work. but be careful not to inhibit particularly shy students from developing fluency. (You can use material from oral work. . To practise Recognition of errors and self- You will need Your own sheet such as the sample correction. If you include more than one error per sentence for higher levels. Level Any.) Try to choose errors which are representative of your students. .116 Giving feedback to your students 12. Class size Any. Copy one sheet per student or put the sentences on an OHT. indicate this clearly. For lower levels in particular. This can be a good starting point for discussion of the student's errors. as you use your students' work. as below. Overall timing 10-20 minutes. One-to-one Yes. depending on the number of sentences included and amount of discussion generated. paired up with correct examples.

}:)x~iofvillf}aovice 117 13.g. ·Procedure blank paper and pens. writing in English. . level Elementary and pre-intermediate. e. etc. students. Overall timing 45 minutes. .Pre-experience learners These learners will not One-to-one This is really a group activity.··. Class size Works best with three or more modals. with their studies. . You will need To ensure that all students have ··· have business problems to comment on but could write about other difficulties that they have.1 WbPn it goes wrong -. their accommodation."£'': -' ' Teaching notes _ To practise Giving advice.

Also: petty cash.2 Business scruples Teaching notes To practise Giving advice using the second conditional form.. e. Students need to be familiar with A range of expressions for giving advice and their pronunciation and stress in context... e. Optional: You can distribute one copy per group of the Glossary if needed. I'd .. I think you should try doing X because . . Alternate the roles of advisor and the person seeking advice. I would .g. Pre-experience learners This activity presents moral dilemmas in the business world. Feedback ~ From your notes made in stage three above provide oral comments or later. /I think she was wrong to do Y because . Before you start you might like to get your preexperience learners to predict what these dilemmas might be. One-to-one You can use this activity easily with one student. to be distracted. Level Mid-intermediate plus. Overall timing 40-65 minutes. The game can be played in threes or fours. If I were you.. ' Procedure .118 Giving advice 13. promotion and hint (v) You will need A set of prepared Game cards (p119). 'It'd be a good idea if you told him.. and expressing opinion..g. written ones.g. per group of three or four students in your class. . Potentially difficult vocabulary fiddling the expenses..' 'I think you should probably .. a bribe (see Glossary after cards).' 'Ifl were you. e. Class size Two plus.

-------------------------------~------------------------------~-----------'~'------------' My best friend at work has been complaining that her husband doesn't seem to be at home very much these days. I want promotion and I want to keep on good terms with her/him. working late. hinting that if I go. I must reduce the department to ten. ·. How do I deal with this situation? I I I I I I I I I I am head of a department of 11 employees.-------------. i< Just b!3fore leaving the office. S/he is a good boss. S/he works very hard once s/he arrives. I went into another office to get a file I needed.1 Business scruples Game cards . Do I change? I I I I I I ' I '' ' ' I I I I I One evening.. < .· . No one else was around and he did not see me.119 ·13. I was shocked to see two of the firm's senior financial controllers apparently changing the figures for the company on the computer...Scan1~riilue Qusiri~ss ·English Activities ©cambridge University PHOTOCOPIABLE .-------------.:. Yesterday evening I saw her husband with an attractive woman entering a hotel. but I am worried that s/he wants to have a romantic relationship with me. What should I do now? I've discovered accidentally that a colleague has been fiddling her expense forms to get herself more money than she should. What do you do? I am in a job which is secure and well-paid but which I find boring.· . what? I I I I I I I ~----------------------~ : -------------------------------r------------------------------~------------------------------1 I I One of my assistants comes into work about half an hour late every day. . but you notice that the other people in the 9ffice are starting to resent the ··situation. l~aw a colleague whom I like very much taking money out of the petty cash box. What should I say and do? ·· ·: . I have been offered a more interesting job by another company but it's not as well-paid as the one I have now and is only a two-year contract to start with. I I I I I I I I How do I decide who will go? And how do I arrange for the person to be told the bad news? ' I I I ' Do I say anything? If so. It could have been a customer I suppose. What should I do about the dinner invitation? ~------------------------------. promotion may be possible. I found out that a junior employee who reports to me has been using the office phone to call his friends in New Zealand. They were surprised to see me and immediately offered a bribe of 5% of the money they expect to make if I keep quiet. My director says that due to cuts. I I I I I I I I I I Should I do anything about this? What should I do? I I I I I I I I I I I I I I I I I My boss has been paying me a lot of attention recently and today invited me out for an evening meal. .

Note: The grid format can also be used to test spelling and pronunciation of words. nought) is entered in the box. own copy of the game. Class size Two or more. . but very easily adapted for lower levels.g. numbers shown on the sheet.120 Using numbers 14. make a note of the types of number which they found difficult and go over these at the end or next lesson. Level Mid-intermediate and above using the ~: correctly. but for every incorrect number the other symbol is entered. One-to-one Your student could play the game against themselves. Each time they say a number Procedure · Feedback 1 While the students are playing. Even numbers work best Students need to be familiar with saying the type of as it is a two team game. approximately 20-25 minutes. their symbol (e. Overall timing This depends partly on level.1 Number noughts and crosses Teaching notes To practise Saying a variety of numbers and measurements. but Pre-experience learners No special business You will need A board and chalk/marker plus your experience is required to do this activity. version provided.

'S'- 1 1.001 0171-624-7780 (tel.2004 (date) 5 12.45 (time) 4 60cm3 7.10.64kg 2 4.) 18.42 = 444 . no.1642 4:1 (ratio) 23.4m 31.50 212km/h £16Kpa $1.932 95°C 670DM $56.409 +33-49-272224 (tel.89% 98.227.58 (time) 34m 2 486.97% 1~ 03. no) 4 3 24 x 33 mm 14.12.121 B c E 0 :'-':.

this is not important.2 Checking the details leaching notes ~ To practise Saying a variety of numbers. one copy of the B roles for each student and one copy of the A roles for you. estate agent Procedure You will need One copy of the Role play cards (p123) per pair of students in your class if you choose to do the activity in pairs. if you do the activity in pairs. this works well. Class size An even number. level and format chosen. this should not present special problems. decimals and fractions. listening Overall timing 15-25 minutes. Students need to be familiar with Saying and pronouncing correctly large numbers. Asking questions and checking information.122 Using numbers 14. but if it is done as a teacher-led activity. One-to-one Yes. times (in 24-hour clock and 12-hour clock). depending on class to and checking numbers. percentages. per (as in 'price per metre'). dates. If you lead the activity. mortgage. Cut each sheet into four. deputy. Level Pre-intermediate and above. profile. Pre-experience learners Assuming that the vocabulary and numerical terms listed below are familiar. amounts of money. ~ . contrastive or 'correcting' stress. as indicated. Potentially difficult vocabulary fixed rate of interest. including years.

.-..-· c" :."'"' ~------ i ------------------------------------ . person B is a business person.·. ·. . Person B is a journalist who has come to interview you. Number of employees: 4. Cambridge University .6 million Joined the company in 1990 as marketing director. '' .3. Make sure that your customer has all the right details.:Press .015. . Became a deputy director in 1995. Correct politely where necessary.2 /Checking the details 123 Role play cards ' ~":'. Make sure the journalist has all her/his facts right. Became managing director in 1998.50 pm. Born: 28. .250 m Price per square metre: $17. Below is all the correct information on the offices.1955.~-~<_~:."(. Below are some facts about you. Profit last year: £14. Correct politely where necessary. PHOTOCOPIABLE . They want to buy a larger set of offices for their business.35 Fixed interest rate mortgage for five years: 7.348 Bonus: up to 33% of salary. ------------------------------------------~--- Cambridge Business English Activities· •@). . 2 Area of office: 8.~!1~. Anllual salary: £651. ":ROLE PLAY 1 PERSON A You are an estate agent.· _-.137.50 Meeting to see the offices arranged for 6 February at 2.~.20QO ••.14% Total cost of office (without interest): $143. ROLE PLAY 2 PERSON A You are a highly successful business person. Proportion of women working for the company: one in six.

as this is a pairs activity. listening to and writing a range of numbers. This is good revision. . Level Intermediate and above.3 Shared number dictations Teaching notes To practise Saying. One-to-one Yes. raw materials You will need Enough copies ofboth Worksheets (p125-6) for each pair of students in your class. Students need to be familiar with Pronouncing a wide range of numbers. ask a student to read aloud one or two sentences. Potentially difficult vocabulary blade. Pre-experience learners No special requirements. removing all the prepositions..124 Using numbers 14. foreman. pivot. diameter. Encourage peer checking of number pronunciation as well as the prepositions. After pairs have checked their answers. spin. If you have an odd number. dimensions. compound. Procedure · Follow up : Make a new version of the Worksheet(s) from the teacher's master copy. . Class size Any even number. You may need to check that the types of numbers used have been covered before. join in.

.. It weighs 600 kg. you would have to pay .................... it can take longer.......' The visitor asked about delivery and the representative answered: 'We can normally deliver within 90 days of a customer placing an order.000 kilowatts of energy..' The visitor was impressed and said that he had found the visit very interesting......Student A : The visitor looked at the object..... She said. Its diameter is ..' 'And when would I have to pay ifl wanted to buy oneT 'Well. They are attachedtoa central pivot which has a radius of 5 em............ Can you guess what the product was? PHOTO CO PIABLE .... As he was travelling home...125 Worksheet . It was big........ thick and is made up of 56 blades which have the dimensions: ................ 'Well.2 m • It is .............. and then the remaining amount by the delivery date. He asked the company representative who was showing him around to explain the product to him in detail.................... 'When operating.. as it involves precision work.. and produces 4.... and 2 it has a surface area of 2.... For products with a diameter of more than ... the product spins at a speed of ....... made of metal....... this product is made of steel.... 000 for one like this.... immediately to cover the cost of raw materials......... .. he realized that he had got all that information and had still not asked the name of the product.......... 'Oh.' 'How much does one cost?' asked the visitor.. around £10..... quite a lot. circular and consisted of lots of blades....

.... For products with a diameter of more than 1. Can you guess what the product was? PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ......5 m and it has a surface area of .......... around ................. you would have to pay 40% immediately to cover the cost of raw materials.3 Shared number dictations : The visitor looked at the object.... 'Well.. and then the remaining amount by the delivery date.....3 em thick and is made up of ... It weighs 600 kg.. 'When operating..... It was big........ the product spins at a speed of 200 km per hour and produces .. blades which have the dimensions: 70 X 30 X 4.... for one like this..... days of a customer placing an order. quite a lot. They are attached to a central pivot which has a radius of ..... As he was travelling home. He asked the company representative who was showing him around to explain the product to him in detail.. as it involves precision work.' 'How much does one cost?' asked the visitor.. Its diameter is 1... he realized that he had got all that information and had still not asked the name of the product. It is 4......Student B 74..........126 Worksheet .......3 em........... 'Oh............. She said.' The visitor was impressed and said that he had found the visit very interesting.. ..7 mit can take longer.................... made of metal. of energy.............' 'And when would I have to pay ifl wanted to buy one?' 'Well.... this product is made of steel.' The visitor asked about delivery and the representative answered: 'We can normally deliver within .......... circular and consisted oflots of blades.....

It is _4.. as it involves precision work.000 (ten thousand pounds) for one like this.127 Key ·t. They are attached to a central pivot which has a radius of 5 em. Its diameter is 1.3em (four point three centimetres) thick and is made up of 56 blades which have the dimensions: 70 X 30 X 4. . and then the remaining amount by the delivery date. he realized that he had got all that information and had still not asked the name of the product. around £10.g an order..' The visitor was impressed and said that he had found the visit very interesting.7m (one point seven metres) it can take longer..' The visitor asked about delivery and the representative answered: 'We can normally deliver within 90 days of a customerpladlJ. the product spins at a speed of 200 km per hour and produces 4. circular and consisted oflots of blades. She said._ ~~::fh~'tigures "':. you would have to pay 40% (forty per cent) immediately to cover the cost of raw materials. -~. It was big. · E"ffte visitor looked at the object. As he was travelling home.3 em (seventy by thirty by four point three centimetres). : _.:. . made of metal. the students had to ask each other for are in bold. 'Well. __ . quite a lot.5m (one point five 2 metres) and it has a surface area of 2.' 'And when would I have to pay if I wanted to buy one?' 'Well._-. ·. For products with a diameter of more than 1. He asked the company representative who was showing him around to explain the product to him in detail.000 kilowatts of energy.. 'When operating. It weighs 600 kg. this product is made of steel.' 'How much does one cost?' asked the visitor.2m (two point two square metres). 'Oh.

but which contain some challenges. dates. Pre-experience learners No special problems. 30-40 minutes depending on the level of the class. You can shorten or lengthen the activity by reducing or increasing the number of test items. Note: The same game can be used to test and revise vocabulary items. Class size Two or more. dimensions. Feedback ~ In a future lesson. and saying a variety of terms using numbers. go over the types of numbers that you observed students had difficulty with. One-to-one This is not suitable.128 Using numbers 14. ~ Overall timing If the suggested ten items are used. You will need A list of ten numerical items which students have encountered before. with the teams writing definitions of words. as the game is based on the idea of students testing each other as equals. .4 Testing each other Teaching notes To practise Forming questions about. level Pre-intermediate and above. e. weight and measurements. Procedure .g.

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