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

Introduction.4 Personality scales p16 1.Map of the book .3 Graph skills analysis p14 1.2 This is me 2 1.5 Identity swap Formal introduction and polite interruption Recognizing common social exchanges .1 Four skills needs analysis p9 1. pB Activity and page number Business/ social function 1.

2 Writing aCV p45 4.2 Napoleon's decisionmaking p64 .3.3 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 What not to do Recognizing register in letters p41 4.1 A telephone maze p33 3.

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 8.5.3 My working day 35-55 minutes .2 Talking pictures Describing and speculating 30-40 minutes p88 8.

2 Pairs to 10-20 minutes 14.4 Testing each other Using variety of numbers 15-25 minutes p122 p128 .2 A phonemic phone call p107 20-30 minutes 11.1 Number noughts and crosses p120 14.3 Strong or weak? 12.2 Checking the details Using variety of numbers 15-25 minutes 14.3 Shared number dictations p124 Using variety of numbers 20-30 minutes 14.1 Amemo to your students p113 12.30-40 minutes 11.1 Intonation patterns p1 05 11.

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

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

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.10 1. 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. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . B listening . Then ask the other students in your group and put their marks in the other columns. Then ask the other stUdents in your group and put their marks in the other columns.

Then interview the other students in your group and fill in their answers in the other columns.7. 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. Then ask the other students in your group and put their marks in the other columns. 7 Four skills needs analysis cw~~ 11 . Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE . 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.

Pre-experience learners No special preparation needed.2 Th·is is· me Teaching notes . Write each word once only. but easily adapted to other levels with different lists of words. table rather than putting them on the walls. Follow up . Stickers or small cards in two colours. Procedure .Finding out about your students 12 1. and another colour for column B words). Level Intermediate. Write one word from column A orB (see worksheet) on each card or sticker (use one colour for column A words. You will need Copies of the worksheet Words to describe ourselves (p13) for each member of class.. but the walking around can energize andfor break the ice. Overall timing 40 minutes. . 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. 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. With large classes of ten plus. Class size Four or more works best. provide double copies of the words.

h .1.2 This is me 13 Words to describe ourselves : A At the moment I'm feeling ....• Cambridge Business English Activities! © Cambridge University Press 2000 PHOTOCOPIABLE . Did ~ou SeE> -the fV't"tc:.. 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:. on ..

You could fill in English now (p15) per student and one for yourself. but even working to a fairly strict syllabus. (How far you can do this will depend very much on the freedom you have to determine the syllabus and lesson content. Pre-experience learners No special requirements. or prescribed textbook. Potentially difficult vocabulary bar chart. horizontal axis. Timing 35-45 minutes depending on level. One-to-one Yes. you can shift the skills emphasis.) .3 Graph skills analysis Teaching notes To practise Describing English language ability · and discussing it with class members. Feedback : Tell students how you intend to incorporate the data from the discussion into their lessons. vertical axis Procedure . Class size Any. this can be used. if you wish.14 Finding out about your students 1. You will need One copy of the worksheet Our Level Lower-intermediate and above. a graph about your ability in a language other than English for comparison. enlarged if possible or copied onto an OHT.

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

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

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

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. would you still buy it? 9 How happy would you be if you did not obtain a better paid. but which you could not afford. how would you start work on it . 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.18 1. Questions to ask 1 Would you take the last piece of cake at a reception. how would you feel? 8 If you found a fantastic jacket in a shop which fitted you well and really suited you. 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. what would you do with them when you got back to your office? 12Do you think that you could be successful as a writer. 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. some of which were more relevant to you than others.4 Personality scales Sheet two . interior designer or TV producer? Why?/Why not? PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .

You will need Name cards which can stand up on the desk for each student. folded over horizontally. Make these from fairly stiff card. Level Lower-intermediate and above. Timing 30-40 minutes.Finding out about your students 19 1.5 Identity' swap Teaching notes To practise Asking questions to obtain information about someone you do not know and summarizing the information received. but works especially well with larger classes. Procedure . Follow up You could write a list of the special features of your students and in the next lesson. (You will need to spend longer on stage two below if you have lower-intermediate students. One-to-one Not suitable. Class size Four plus. . see if the class can identify to whom the feature or features belong.) Pre-experience learners No special preparation.

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

................... Name ....•••.......................... You are interested in meeting a representative for Langhams Luxury Saloons.. Tel ....... Tel ....... 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 ...........2........................................................................................................ ................ Name ....... ......................••............ Tel .................... .......................... •..... Tel ..................•• ~ Ms A!:..............................................................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........ 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......... ..................JumilMr Aklra Hara (Japan/Hit Sport cars) ••··••··•·•••···••··•········•······•·······•···· f· Tel +81-3-785600 You want to talk to a Zap representative about arranging a meeting..... Ms Anna(Mr Sven Larsson (Sweaentviva) M$ Greta/Mr Can....... Name . Tel Name Tel Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE ................................................................................. 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...... .............. ..... 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......................................................••..............

................................................. ... I Tel ..................................................................................... ............... 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 ..1 Introducing yourself and others ............ ...... · Name .... Tel +53-7-611324 You would like to meet another union representative at the conference............................ Manufacturers· Union representative) : I I I Tel +234-62-562134 You wan11o lllk 10 a ladJ represenllllve. I Tel I I I (China/Lacl~) Tel +86-10-893651 You want to make contact with anyone from Hong Kong............................................... .................. I I 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........... ................................................................987 You would like to make contact with someone from South Africa....... 1sr------------------------------.. Tel......... I I I 22 I I Name ................ I I I I I You want to make contact with a Viva representative.......................... ................................... I I Tel ......... Name .......................................................................................................................................................................................... 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................. I I Tel ......................... ................. I I I I I I Name .................. where there is great mterest in reproductions of 1950s American cars.............. 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 ........... ~--------------------------------~ ~--------------------------------------------~----------------------------------------------15 : 16 · Ms ANrrA}MR PAUL MACHEBE : Ms Kann .. I I Tel +27 _41 _742918 You want to make contact with a rel?resentative from Finland.. I I Tel +61-2·978461 Tel ............................22 13 2......... ................../Car (SoUTH AFRicA/CLAssic REPRonucnoNs) r---------------------------------.................. . ..... I I Name ..... I I ~--------------------------------~ I I PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .................... Ms Jai Quing/IIan )(mg \\'onn Name ....................------------------------X Ms Tarja/Mr Pekka Salonen I I I I I I I I (Finland/Star cars) Tel +358-13-523376 14 Name .Tel I : ~--------------------------------~ : ______________________________________________ J ______________________________________________ _ 17r------------------------------........................................ I I Name ......................................................................... ................................................................. ............../M r Ken om N IN"1ger1a ................

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

SNAKE is considered a delicacy in Taiwan and is CURRIED GOAT is a speciality from Jamaica. herbs in the middle. chopped raw onions and seasoning. fork. BLACK FOREST GATEAU is made with chocolate. CUBAN BLACK BEANS are fried with onion.. If s/he arrives on an odd numbered square. e.g. BOTH players can move forward TWO squares. NOTE: If someone lands on the same square as another person. CHICKEN KIEV is chicken cooked with garlic butter and OAK JIM is a strong flavoured dish using garlic.) PHOTO CO PIABLE Cambridge Business English Activities © Cambridge University Press 2000 . e. 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.g. It also uses chillies. spices. peppers. s/he must stay on the same square. black cherries and a lot of cream. spoon or cup). If the group agrees that what the person says is . You can check the answers to the Discovery card questions by using the Information sheet. 4. the player moves forward an extra square. TARTE lATIN is an apple pie with a caramel layer on STEAK TARTARE is made of raw (uncooked) minced top. chilli. 3 The person starting throws the die again and moves her/his marker forward the relevant number of squares on the board. spices and oil. chilli and soy sauce. CARROT TAJINE does contain a lot of carrots but also lamb and chicken.ONKO ispig's knee in jelly. GUACAMOLE is a thick. a sweet pepper and various fresh herbs.mberginesand courgettes). very expensive. 2 Each person chooses a marker (knife. 4 The next person throws the die and the game continues until the first player reaches the finish. together. 1. (Keep this face down near the board until you need it. HAHIRA is a thick chicken. lemon and vinegar. plate-sized crispy crackers called poppadums. It is served upside down and is very sweet. It is hot and peppery tasting. then does what the instructions say. chickpea and vegetable soup. oil and garlic. s/he takes a Discovery card. 2.2 Restaurant board game Discovery cards: Information GOt. 3. garlic. according to the description your teacher discussed with you. CABBAGE WITH COCONUT uses only vegetables. If s/he arrives on an even numbered square. If not. RATATOUILLE is a French dish made of vegetables KORMA is a mild and creamy one made with coconut. good enough. The person reads aloud the instructions on the card. someone who does not like fried food.24 2. GAZPACHO is a tomato soup with garlic served with VINEGAR FISH contains fish so is not suitable for pieces of cucumber in it. (tomatoes. so is suitable for a vegan. steak and is usually served with a raw egg. 5 sfhe takes an Initiative card. If the role play is good enough. The person with the highest score starts. so it is not suitable for vegetarians. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ~-------------------------------------------------------------------------------------------- Student instructions 1 Each person throws the die. both of them pick up a Cooperation card and do the role play described. creamy green dip made of avocado and chilli pepper. It is unusual because it is always served cold.

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

... It should be £35. @ C"') c. Explain this in simole words. The people at the next table are being very noisy. Ask the waiter or waitress for a recommendation.::. 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. If you were entertaining a group of guests and one of them started to look very ill.. The bill is large. It is too high. Suggest something. Your colleague. and to whom? C" :::l. c. you realize that only seven places are set. Say something to get your bill. Role play the situation. has ordered brandy.. ~ !'. Complain politely. The menu is very long and complicated. You take your guest to the only good restaurant in town for lunch but it is closed. Discuss what to do.: '< -c . The waiter tells you that they have run out of brandy. Your guest from Italy has eaten almost all his meal and still does not seem to want to talk business.00.00 not £48. one of you playing the Italian. Ask the waiter or waitress for help. You are at a business lunch where you must discuss a contract. You had agenerous spending limit but your guest was extravagant! Role play the conversation with your boss.. The table you reserved is occupied. ~ § ~ .. Both of you should be back in the office already. You have 90 minutes for lunch. You booked a table for eight people and now you are at the restaurant.) Role play the conversation with the waiter or you to take aclient out to lunch. Your main course. What do you say. Your guest doesn't like the food she ordered and is not eating it. The lunch is private. What do you say and to whom? The bill arrives. 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. = ct> c::: :l :::- ct> Cil ..:. What do you tell your guest.> 3 I You would like a dessert... You have foreiQn guests to lunch next week. Sav somethinq. Aformer colleague lunches with you in your city. what would you do? Discuss it. Decide what is important about the restaurant you will choose. You are lunching with a Spanish client. Agree on how to pay it. 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. You must leave soon to get back to the office but the waiter is very busy.. roast beef.) ~ c. . arrives and the meat is red.. You arrive at a restaurant with a third person who is a guest. who doesn't speak much English. t::r- ~ a ~ fg .You are a guest in London.

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

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

_----------------------------1 I : : I I Oh. nothing for me thanks. for about three days. but OK. nothing special. -------------------------------~------------------------------~------------------------------1 I I I I I I I : I I I I I I I I Fine. I I I I I I I l l I I I I I I I I I I I I I : : '--------------------------' Oh. :______________________________ '--------------------------'_ : ------------------------------~-------------------------------J I I I I I I I I I I I : I I I I A bit long. I I I I I I I I I Thanks very much. I : I I I I I I 1 I -------------------------------~-------------------------------~------------------------------- How do you do.29 2. I I I I I I I I I I I I I I I I I I I I Yes please.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. thanks. he's very reliable. 1 I ------------------------------~-------------------------------~------------------------------I I I I I I I I : : I I don't think we have. I I I I I I I I I I I . the usual things. tea. 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. that's right. I : I I I I I X Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE' . I am. I I I ~------------------------------t-------------------------------~-----------------------------1 I Yes. sorr~ I I I I : : I I I I I ------------------------------~-------------------------------~----------~-------------------' I I I I I From Saudi Arabia. just from the hotel across the road.I 'I I -------------------------------1-----------------------------__.

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

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

4 Asking questions .32 PHOTOCOPIABLE' Cambridge Business English Activities © Cambridge University Press 2000 2.

Class size Two plus. One-to-one This works best if the teacher is the receiver of the calls. Remember to start with praise! . Recorded material from the business English repertoire could be used in the process. and an equal number of Receiver sheets (p35) for the other half of the class. for half the class. Cut out the cards on the Caller sheets. Before class Copy sufficient Caller sheets (p34) introduced to standard functional language for telephoning and to practise recognizing etiquette for calling. ·Procedure 1 Feedback . Level Mid-intermediate and above. Pre-experience learners Sfhe will need to be Overall timing 30-35 minutes.33 Using the phone 3.1 Atelephone maze Teaching notes To practise Telephone language and responding to a range of problems on the phone. Provide brief oral feedback from your notes in stage four.

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

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

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

@ 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.2 Phone quarlets 37 Sheet A: role play cards ~-----------------------------------------------r---------------------------------------------1 I I I @ Second conversation @ First conversation Give the information requested. Remember to check everything. Explain why. They all leave at 08. Return (business) is $2. Cambridge Business English Activities © Cambridge University Press 2000 PHDTOCDPIABLE . Check all the details! 1 I I I I I I I I I @Fourth co The order mentioned has not yet been sent.00. Don't forget to write the order number down! -----------------------------------------------+-----------------~---------------------------- @Fifth co Direct flights to ew York are available on Mondays.at your company .) I I I I I -----------------------------------------------~---------------------------------------------1 @ Seventh conversation Phone 81 and cancel the meeting you arranged for Monday. (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: . Return (economy) is $1.200. Apologize and explain that there have been production problems recently for those goods.on either Monday at 14.3.350. Thursdays and Saturdays. Take a message. Single economy fare is $870. Business class single is $1. Explain the reason (YOU think of one!) and suggest another time.050. I I I I I I I I Phone 82 in the other pair and ask for his/her bank account number.15. @ Eighth conversation Mr Jonkins is not available today.00 or Wednesday at 17. (YOU think of a reason.

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.) Phone A2 and ask if the order for goods Ref: AXJ 429 /Z has been dealt with yet. The week after next you are quite free. Petersburg.m.38 3. I X PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .The clockwork mice have arrived and will be stored in Montreal. Write down all the details and check that you have got them right. times and prices. 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. Don't forget to be polite and check everything! Phone 82 in the other pair and ask for his/her bank account number.30 p. React suitably to the caller's comments. 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. (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. -----------------------------------------------~---------------------------------------------1 I I 'on Phone Al and ask about flights to New York City from your city. (It's a very busy week.They cost $1. . Ask about days.50 each. Phone A2 and give Mr Jonkins in the Sales Department this information: .

with students who develop the role plays further. cut out. with 14. With a maximum of seven. One-to-one This can be done if you swap caller and receiver roles and maybe record the lesson to discuss intonation afterwards. up to 40 minutes. or 'Perhaps we can come to some sort of compromise?' . but I am afraid that I cannot change the situation'. Pre-experience learners This activity can be used when students have become familiar with the conventions ofbusiness calls. being tactful and dealing with impolite behaviour on the phone. focusing on tone of voice and expressions for being tactful. for example. although a better atmosphere is usually achieved with slightly larger classes. each student gets the chance to be both a caller and receiver. Overall timing If all the cards are used. students have the chance to play just one of these roles. Procedure : Feedback J Provide feedback. Level Intermediate and above. Class size Two or more. a minimum of20 minutes.llsing the phone 39 3.3 What not to do Teaching notes To practise Telephoning and negotiating language. You will need One copy of the Role play cards (p40). 'I understand that you are feeling angry about this.

Suggest a Saturday meeting instead. -----------------------------------------------~---------------------------------------------1 (J) You have t abroad on urgent business. -----------------------------------------------r---------------------------------------------- ® You have r ® You are a secretary. 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 . You notice that one of the senior managers always parks their car by the front door. You will be back late on Friday evening. making it difficult for people to get in and out.) Phone the company to check this and ask for a replacement to be sent urgently. 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. '' ' ® A relative from abroad is coming to visit you for the first time.3. Phone and politely suggest that they use the staff car park nearby.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. Phone technical support and ask for advice and help. Phone your colleague to explain that you cannot make the meeting you arranged for Friday. 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. You are a n urity guard. You need to leave early on Friday to meet her at the airport. 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 and ask your boss.

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

ere. 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. I look forward to hearing from you. One is a letter of application for a job.1 Formal or informal? Instructions There are three letters b. well-organized and have a good telephone manner. I worked for several solicitors as a general administrative assistant. with distinction. I feel that I fulfil the criteria which you describe in your advertisement and would ask you to consider me for the post. I am hardworking.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. I recently obtained a diploma from the Association of Legal Secretaries.42 4. Prior to this.F. 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. Yours faithfully Miss Jean A Dobson PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .

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

:

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 .46 4.

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

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

You will eat your breakfast there but I will invite you for lunch and dinner in other places. There are many others which are accurate and valid. The address of the hotel is 56 Zwycestwa Street and the telephone number is +48-61-95483. Ms J Lewis Slimtone PLC 13 Broad Walk Birmingham BR5 6BY 28 February 1999 UK Chemikraz Ltd ul. Despite it being almost spring. We are looking forward to welcoming you. Then you will be taken up to my office. I would definitely recommend a hat and a heavy coat too. My telephone number is: +48-61-46289 extension 209.4.3 Aletter to correct 49 Model letter " Co#ectedwords and phrases are in bold. the weather here is still quite cold so please bring warm clothes with you. I am so pleased that you can visit us next month. please contact me immediately. You will be staying at a local hotel called the Orit Hotel. please call at reception first and ask for me. Krakowa 48 60700 Poznan Poland Dear Ms Lewis I am writing to thank you for your letter which arrived recently. When you visit our company. Hotel Orit is small but friendly with a restaurant and room service. but please note that this is only one possible correct version of the letter. If you have any questions. Here is some information about our country and your accommodation. Yours sincerely Mrs P Sztuk Human Resources Manager Cambridge Business English Activities © Cambridge University Press 2000 PH DTD CO PIABLE .

Class size Ideally. (Can be used as a warmer activity at higher levels. 22 minutes. checking and spelling. You will need One cut-up letter: strip version (p51 for the whole class. With the extension activity. 7-16 students. Extension activity At the end of stage three above.) Pre-experience learners Use the activity in the context of writing business letters after students are fairly familiar with their format. Level Lower to intermediate. ask students to dictate the letter to each other. It can be done with smaller groups but is less challenging if it is.50 Business writin1 4. Once they have finished. plus one letter: original version (p52) per student. 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. each student reading out their strip(s). . Overall timing About 12 minutes.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. Follow up You could ask your students to write a reply to the letter saying whether or not they can come to the interview. . the strips in order. 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. This is good practice for speaking clearly. . give students a copy of the original letter to check against their version.

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

Yours sincerely Ms ] oan Armatring Personnel manager PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . We are very interested in your application and would like to interview you.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. which we received yesterday. The interview will take place in room 62 which is opposite the reception desk. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------··------------1 The interview we have arranged for you is on Thursday 14 December at 2 pm. We look forward to hearing from you soon. Please could you confirm that you will be able to attend.52 4.

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

. 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..) So for starters. that's four melons. Note: You have an important meeting in half an hour. She has asked you to find out what The] ally Robin offers and send her a memo today.00 per person. so you must write this memo before then. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .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. How much would an average three course lunch with drinks be at The Jolly Robin? 2 Is there a reasonable choice of dishes. 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. The memo should be as briefas possible and answer the manager's questions: 1 The company wants to pay a maximum of £17. one with a strawberry instead of a cherry . one without the cherry. 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.

15 am.) Scan the leaflet for the information you want to include and write the fax.30 am. It is now 11. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCDPIABLE . The leaflet from the Hall has been on your desk for over a week and now your secretary has left you this urgent message. You have about 20 minutes to write the fax. allowing ten minutes to send it. 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. per day? 7 If a train arrived at Wigglington station at 7. how much would be the catering cost per person. 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.5 Keeping it brief 55 Questions: Intermediate/upper-intermediate hrtA . (The machine is sometimes busy. They have heard that Wigglington Hall may be suitable and have asked you to check.4.

...75 £1... ....seafood favourite with tangy mayonnaise Pate and toast .... . SOp extra) English trifle (sponge cake with sherry.a frozen dessert made with fruit. sugar and water A selection of cheese and biscuits ..90 .......4. ~ I>~~~ fri~d ~~~id·. wi~~~ .. .... .. . served with two vegetables Fisherman's pie .... ...... . Fruit juices...95 • £5....50 each 90p £1.. £1... ...~~~i~~ &~~ J ~2. . ... mushroom and onion sauce on a bed of fresh pasta.10 £1. ....00 £1. £~......35 £2. .......00 Desserts Drinl<s w~ £1......... ~ .. .... . puff pastry case served with a large salad Trout with almonds accompanied by bread and butter and a green salad Spaghetti supreme . ....cod in a creamy sauce with mashed potato and cheese topping Vegetarian vol-au-vent ... b~-~~~~.... ..00 ' . .half a melon with cherry and a slice of orange Cream of mushroom soup Prawn cocktail. ..hi~~..minced beef....... . .. . ....... . .... .. . ... fiJ Melon boat....... custard and cream) Fruit sorbet . .......... . ... Steak au poivre with baked potato and two vegetables Shepherd's pie .50 £3..........5 Keeping it brief 56 Worksheet: Elementary · 8ft Menu ·------------------------------------------------------------· Starters ... ~~. garlic and herbs Main Courses .00 £2........... .. onion and tomatoes topped with crispy mashed potato..gently cooked in butter......... ~.95 £6...... ...... .made with lamb's liver Garlic mushrooms.. (Please book at least 24 hours in advance) PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ..beef in a tomato...95 £7.... - :t £8. minerals and sparkling water Coffee Tea Herbal teas A full range of liqueurs available from £2. ... .. £7:·aa... ...... . ......35 £3..20-£3...·..95 £5....... ...... ... ..... fruit.. ......... ..iili ~h·i~~--~~ci ~~i~ci • ' Double chocolate gateau served with fresh cream Fresh fruit salad (plus ice cream....... . . £7:8·0... to £20 for champagne........... h~~~~-. .... See wine list..... ..... served with salad ~....... ........~d.10 PARTY BOOKINGS WELCOMED. ....50 £2. ....a mixture of fresh vegetables in a light.....45 I .....95 £5.50 £2.

........?. ...00 .......13.... . ............ .. ...and··-ra"O·:m··-ser:viz-e...-e··:........1.... sauna ~-~-~........···a-s··w-ellas··a········· supply of tea and coffee in all standard and luxury rooms.................P..........16.00 Morning coffee £1.00 each day...57 4.. ....... ............. ...breakfast and evening meal £9.:eseroeci"i:n··-aa"Vance··-ai··:na··-e-xir-a··-ci/a·r-ie·.00) Creche facilities for children age three to ten years are available from 9. NOT PER PERSON.~~.....···································································································· "A"iTraani"Jjri"Ce-s··i:na:uete··............... .. £25.....5% will be added to all bills.....i:n·"lirieii.....~~-~-~~... ................. VAT at 17.5 Keeping it brief Worksheet: Intermediate/upper-intermediate ...........400 Full-day service (8............. 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.-·24="haur·-s-ez:u:riiJi... ~~........... .............00 .. MUST BE BOOKED WELL IN ADVANCE AS THERE IS A LIMITED NUMBER OF PLACES... ..... ............. .......................n....... please book well in advance... ....00 ...... ......... . ... ..........50 ........._ Tea and biscuits £1................00 ··································································································································- Ooo••>•••••••••••••••••••••••••••••ooonoo••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••o•M Full boardthree meals per day £15................................) per person ··································································································································- Continental breakfast £4...00 Extra facilities Coach transportation from the railway station (holds 52 persons) Arrives at the station on the hour and half-past the hour.. Single room provision is limited.. ............ .::. .00) £175 . ---------~--------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....21.........?. Leisure Dance hall with disco facilities £300 per day Theatre (seats 350) £600 per day Gymnasium (price includes staffing) £400 per day ..........?..~Y......... .. Cost: £4.................00 per child per day................ "A":Uetia:vis:Uareq_:uijjmerii··.. ······························································································································································································································································································ --------- ~--------- Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE ..50 £3.......00 Half board .....~...................... ....... .......... PLEASE NOTE THAT PRICES ARE PER ROOM..... 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.... ................ Use of swimming pool.......:up-eiVisericar"Par"kiii·g........50 .......··ae......... Half-day service (8.......... ... .. ....

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

g a presentation. Busin.voicin. You are going to be quite busy! The other people in your group work for the same company as you but in different departments.riext week's sch. cross out that time in your diary. 'What are you doing on Thursday morning at 9.1 Bingo diaries 59 Person 1 Your diary for next week 1 Below is your diary for next week.g Negotiation. meetin.00.g FREE Negotiation. Business trip Travel to Birmin. Han Yang?' or. Don't show your diary to the others.edute ma~or Cambridge Business English Activities © Cambridge University Press 2000 PHDTOCOPIABLE · . Visitin. FREE Business trip FREE In. Givin. . am Meet town.00 on Monday?' As soon as you discover that one of you is not free. Plan.in. but find out by asking when they are free.g a customer Business trip FREE Giving a presentation.g a customer Busin.5. FREE Visiting a customer Business trip Sales meeting FREE Negotiation. 'Monika. You have to find two separate hours when you can all meet together.ess trip Sales meetin.g h. for example.ess trip FREE Meet telesales staff Departmental meeting Negotiation.00 and 5.g Visitin. Continue to do this until you discover the two meeting times.g FREE FREE Business trip Meet train. are you free between 4.g officer Invoicing Departmental meetin.

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

61 5. 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. but find out by asking when they are free.00 and 5. 'Are you free between 4. Don't show your diary to the others. cross out that time in your diary.00. Monika?' As soon as you discover that one of you is not free.1 Bingo diaries Person 3 Your diary for next week Below is your diary for next week.00 on Monday. Han Yong?' or.London Meeting chief Travel back accountant from Edinburgh Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE- . . for example. Continue to do this until you discover the two meeting times. You are going to be quite busy! The other people in your group work for the same company as you but in different departments. 'What are you doing on Thursday morning at 9. You have to find two separate hours when you can all meet together.

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~ 12.00. 'Monika. Continue to do this until you discover the two meeting times. are you free between 4.62 5. Don't show your diary to the others. for example. Han Yong?' or.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.00 on Monday?' AB soon as you discover that one of you is not free. cross out that time in your diary. 'What are you doing on Thursday morning at 9.1 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. accounting .00 and 5. You have to find two separate hours when you can all meet together. but find out by asking when they are free.

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. guest) Edinburgh. (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. 4 Escort visitor to 4 Plan details of PR event with. John Brown 3 Meeting MD 4 PR event to discuss restructuring 4 Seeing a new client Visiting a customer Business lunch. (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. 1 Negotiation 2 Plan next month's strateg~ 3 Local TV interview 4 Local radio interview about aPR event FREE Business lunch.5. 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. MD 1 Sales meeting 2 Interviewing 3 Reporting on conference to 4 Meet marketing director 1 FREE 1 Negotiation 2 Travelling 2 Prepare week. 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. 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 with.l~ 3 Feedback session financial report with.00 1 Business trip 2 Meet PR manager 3 Edinburgh. 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 . (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. Visit qualit~ control Counselling course 1 Business trip 2 Dentist's appointment (Urgent!l 3 Edinburgh. London 4 Present accounts to director Negotiation visit Preparing presentation for conference Interviewing 1 Business trip 2 FREE 3 Presentation in Edinburgh.

Level Upper-intermediate. 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. giving an One-to-one Possible. se1fappraisal.2 Napoleon's decision-making Teaching notes . than with several students giving their opinions. in order to advance their careers. degree of student initiative. To practise Agreeing and disagreeing. 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'. but is obviously less lively opinion and discussing a decision. Optional: One copy per student of the Worksheet (see stage two). Including a 'grandparent' (real or imagined) in the group will give the discussion a wider perspective. relocating You will need One copy per student of the Student instruction sheet (p.65) with the 'Mterwards' sections cut off and set aside. depending on the Pre-experience learners Before starting. Overall timing 30-60 minutes. ask how far away your students would be prepared to work and for how long. Potentially difficult vocabulary spouse.64 Making decisions 5. . Class size Four plus is best but two is possible if you add ideas.

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

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 .

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

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

COST: 200 units Organizing acharity marathon race (with the new product name mentioned). COST: 1.::.:- a: CD 0 @ Charity fashion show featuring the new product/ service.r MaWBnance 4 DIY Image Creation 5 Budget Travel Guide COST: 250 units each book Leaftet campaign to one million households.~ Opening gala event for the product . buses and trains. COST: FREE if the product is not mentioned. COST: Your choice. COST: half page= 150 units full page = 250 units double page = 350 units Advert in fortnightly trade magazines (e..g.00-11 .: ·. C'D en en . c:: 0 ::r CD 0 0 m = ce. Cannot mention the product but it will give the company a positive image and provide reports on local radio and TV. COST: 1. banking and car owner magazines)..:::. COST: 150 units COST per 10 seconds: Morning broadcast: 100 units 4. = C'D c:= :. CCI CD ca 13 r.. COST: 500 units Display in all the branches of a wellknown department store. - ::::. COST: 300 units Company representative interviewed on a national radio talk show.rge poster campaign in all major cities. COST: 50 units per advert Hiring a well-known celebrity to promote the product for one year.::l Special promotional hot air balloon to fly over the country and stop off to distribute leaflets and samples.: beauty and make up. c.> 3C" ::l.. COST: Weekday = 20 units Weekend = 30 units 0') co .. Cl.000).liona broadsheet newspaper. but asignificant contribution would be 200+ units...with celebrity guests. 1:0 :::::::: ~ ~ ~ .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 =- :::::!. Advert in weekly women's magazine (national distribution Employing telesales staff to contact potential customers and give out product information.00 pm broadcast: 150 units 8.00-6.. 50 units if it is. COST: Full page advert 50 units I t..· ::r - > n :::.:· :::1 C'D Cil . COST: 500 units ~ ::E: rs..... C) C) C) 250.: '< -c -. COST: 35 units Advert in monthly 'glossy' women's magazine.. COST: 500 units Radio advert on light classical music station. Three days' large stand at a national trade exhibition.. COST per 20 seconds: 50 units t.. 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. .. including underground stations.000 units I Ad~rt in n.DO pm broadcast: 250 units t"') c. COST: 400 units for 6 months Poster campaign on capital city's public transport.

70 5.3 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 .

. 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. Mixed . Level Upper-intermediate. One-to-one Although you could discuss the issues involved with your student. agreeing < and disagreeing. but you can attempt it with fewer. Potentially difficult vocabulary subsidized. Class size Four or more makes a good discussion. asking for and giving opinions and reaching a compromise. you will not have the variety of opinions of a group. (massage) You will need One copy of the Worksheet (p72) per student. Pre-experience learners You may need to organize Overall timing About 60 minutes.4 A meeting Teaching notes To practise The language of meetings. nationality groups can compare the different approaches of their colleagues.Making decisions 71 5. Procedure Follow up Students can consider the different roles they took in the discussion and why.

When discussing the options below. WELL COMPANY PLAN PROVISION COST Build and maintain a small multi-gym in the company. 2 The physiCal and mental health advantages.000 £100.5. £40. £15.5 days per week.4 Ameeting 72 Worksheet You are the senior managers of a large consult:iri.) £200.000 Hire of local sports hall one evening per week for team games (two large halls from 5. £50. Introduction of flexitime for all workers.000 On-site doctor available in the company 2. newspapers.g company which employs approximately 400 people.000.00 pm). Note: All costs include any initial investment plus running costs for three years. 3 How long the benefits might last. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 £150. £90.000 Build a medium-sized swimming pool in the company. £30.) £200.000 Training a volunteer employee as a counsellor. etc. Last year staff absences due to stress-related illnesses cost the company £90.5 days per week. consider: 1 How many employees could benefit.000 On-site dental surgeon available half a day per week. (Twenty-five people at once.000 to spend over the next three years on reducing staff stress levels. £36.30 pm to 10. You have a budget of £200. £36. (Fifteen people at once.000 Hire of local swimming pool four hours per week for employees. £50.000 Introduction of subsidized healthy options in the staff canteen. Providing ten special rooms in the company where staff can relax in their breaks with comfortable furniture.000 .000 £20.000 Off-site weekend stress management course for 50 employees.000 On-site therapeutic masseur one day per week. to work 2. plants.000 On-site professional counsellor one day per week. You must make a decision during this meeting as the managing director must report your suggestions to the board of directors tomorrow.

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

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

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

Normal wholesale price = U ·S · $40 ..000 pairs. Recently it has customer. you are for payment of goods is a guest there.76 6.5% on you about the risk of an order of between 10 and being too generous when 20.eather men's and women's shoes in stand_ard s Y es (n_ o t · h 1gh fashion).. 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. *You would like a minimum order of 10.2 Someone else's shoes Sheet one: role A You are an . Points to bear in mind . a pa1r. (These are dealing with a developing the terms for any country. You should negotiate . the size of the first order to supply to person B's company (in a developing country) and the price. The product .000..000 *Your company has warned pairs or more and 3...) lost quite a lot of money in this way. and the local currency is weak. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .. international sales manager for a large shoe manufacturing company in a developed country..000 pairs and a maximum of 50. *You can give a discount of 8% on an order of 20. *You are visiting your *The normal credit period partner's country. gtoodl_ quality l..

This t n ard styles (not not yet available in YPe of quality is N your country . * 'r.Soineone else's shoes 77 Sheet one: role 8 You are .. Points to bear in mind . *Negotiations are taking place in your country. You should negotiate .2 .. ormal whole 1 US $ sa e Pnce == .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. . your partner is a guest. ens and h. 25 a pair. * Your country has a lot of potential as a new market and the economy has improved a lot recently. Cambridge Business English Activities © Cambridge University Press 2000''' PHOTOCOPIABLE . s oes In sta d Igh fashion). good quality 1eath er m ' Women's h .B..000 pairs of shoes if possible.... * Your partner is the sales manager for the western country. the size of the first order from a big western manufacturer and the price of the goods.. as you deal in bulk and that is your normal size order. 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. This is because the distribution network in your country is still rather ineffective and slow due to transport and other problems. *You would like to place a bulk order for 100.

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

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. D My partner was in a weaker position. We were more or less equal. I felt that: My partner was in a stronger position. D D We were moving towards a compronnse. D D We were more or less equal. We achieved a compronnse. D (Tick one box) Cambridge Business English Activities © Cambridge University Press 2000 ·· PHOTOCOPIABLE .· 6.

However.) 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. the better the activity will work. You could read them in private and reply in writing or by recording your comments onto tape. You could try it with two students. Overall timing This depends on the size. . If enough students do this. Pre-experience learners This activity is based on the students' knowledge of each other from working in class. As a rough guide. level and openness of the class. (I have mostly used this activity at the end of courses. you could encourage peer correction during it and/or offer reformulated versions of inaccurate utterances. One-to-one This is not a suitable activity for such classes but you could try asking the student to . as it is quite a personal activity. you could send out a mini 'class newsletter' to them containing the responses. The closer the group is. 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. Level Lower-intermediate and above. Note: This activity is best suited to students who have already got to know each other. The teacher should be part of the class for this activity. You will need To clear any tables to the side of the room and set out a ring of chairs . so no special preparation is needed. write you a prediction and you write the student one.80 Describing changE 7. Follow up If you are using this activity at the end of a course. allow five minutes per student for predictions. Class size Three or more.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.one each for the students and you. but it may be a bit too intimate.

Alternatively students might like to depict how their energy levels go up and down on a typical working day.2 A· eompany's progress Teaching notes . for instance. 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. Potentially difficult vocabulary market share. to pay off a loan. reach plateaux of learning at certain stages). (However. launch (a campaign). Procedure • Follow up l Ask students to prepare a graph on a different topic. Level Upper-intermediate/intermediate with preparation.Describing change 81 7. 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. ~ One-to-one This is not a suitable activity. brand name. To practise Describing a line graph and presenting information. Overall timing 30 minutes. they might be prepared to discuss its progress. Class size Two plus. you need to check whether this would be acceptable before suggesting it.) . soya. such as how they feel their English has improved since they started (many students. or over a week If students work for the same company or department.

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

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

cut up. Pre-experience learners Pre-teach the topic of graphs as used in business. One-to-one Yes. Potentially difficult vocabulary fluctuate. You.g. Then get students to fill in an empty graph with suitably labelled axes prepared by you. The teacher can form a Procedure . suddenly. slump. In this case. Level Lower-intermediate and above. To practise The language of change in describing pair with a remaining student. decline.84 Describing changl 7.3 Graph dictations Teaching notes . the financial pages of a newspaper. stages one to three in the procedure can be omitted. or a student. Remember to start with some positive comments before giving constructively critical ones. plus one copy of Sheet two (p86) per pair of students. Overall timing 35-45 minutes. 2 Record a financial report from the radio which could be fairly easily represented in graph form. 3 Copy some graphs from e. 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. steadily You will need One copy of Sheet one. line graphs. Higher level students may not need to use Sheet one (p85). . Try using some authentic material from the financial press. This activity can be used as part of an exercise on making presentations. which the whole class can use. A tapescript for checking is a good idea. cut into two as indicated. Class size Two or more. Feedback ' Give feedback immediately. describes one of the graphs and the others identify as quickly as possible which one it is.

.3.85 7. 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.

3 Graph dictations Sheet two 1 Describe this line graph to your partner. 100% 75% · 2 Draw the line which your partner describes. 2 Describe this line graph to your partner.86 1. 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 .

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

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

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

90 PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 8.2 Talking pictures .

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

... 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.. ing than me at work.......... ing........... If your partner's working day is eight hours.................... 1 Ask your partner about his or her working day... fill in eight of the sections...... ing than .... e My partner spends less time . c My partner spends more time ............................. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 .. ing... b S/he spends the least time .. ing.3 My working day VVorksheet ..... Your partner's name .........................................92 8.......... d My partner spends more time .. fill in the gaps in these sentences: a My partner spends most of his/her time ................... ............ for example: 'How many hours a day do you spend talking on the phone?' Fill in and label the chart to show the answers.............. than me..............

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

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

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

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

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

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

CHARACTER: Formal and exclusive. PRICE: Expensive . CHARACTER: Very friendly and polite service. PRICE: £9. half an hour's drive away. DRINKS: Avery wide choice of wines and liqueurs. a few wines and liqueurs.about £8.00 for three courses with no drinks.101 Game cards: Restaurant " TYPE OF RESTAURANT: Italian pizza parlour.ten minutes' walk away.00-£13.part of a hotel. POSITION: In the countryside.about £30. POSITION: POSITION: On the edge of town25 minutes' walk or ten minutes' taxi drive away. busy and cheerful. Only non-alcoholic drinks served.00-£11.00 per person for two courses and a drink.50 for the set three course lunch with a glass of wine. · PRICE: DRINKS: CHARACTER: Town centre. PRICE: £12. Mostly beer and soft drinks. TYPE OF RESTAURANT: Indian curry house.00-£35.00 per person for three courses with wine. TYPE OF RESTAURANT: French. DRINKS: DRINKS: Afull bar available. Cheap . . ~----------------------------------------------~----------------------------------------------- TYPE OF RESTAURANT: English. Nice view over the hills. Noisy. CHARACTER: Quiet and intimate. but you can bring your own wine or beer. POSITION: Town centre . five minutes' walk from the classroom.

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

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

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

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

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

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

...... it's the new product on the market! It's not the meeting itself I fear.............. 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....each sentence aloud................ What sound does for have in each case? Now complete the rule about the pronunciation of for. .. the word for some reason.. . Then it has the sound I I.. 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...... ~---------------------------------------------------------------------------------------------- 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. Complete this rule: the is pronounced /ai:/ when it comes before a word starting with a ........... b) Time for coffee! Read each sentence aloud. 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..... b) Do you have access to your personal file? C) He's trying to improve efficiency.......... Read . 3 the Read the following sentences aloud.. Normally to is pronounced{! I except when the word following it starts with a ....... Otherwise it is pronounced I I... ............ Normally for is pronounced {f I except when it is ... it's the aftermath...3 Strong or weak? Sheet A · 1 to Mark the stressed words in each sentence........... PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 ...110 17.. or when the speaker wants to ... What sound does to have in each case? Now complete this rule about the pronunciation of to.

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

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

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

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

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

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

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

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

but you notice that the other people in the 9ffice are starting to resent the ··situation. What should I say and do? ·· ·: . S/he is a good boss. My director says that due to cuts. working late. I was shocked to see two of the firm's senior financial controllers apparently changing the figures for the company on the computer. 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. i< Just b!3fore leaving the office.· . They were surprised to see me and immediately offered a bribe of 5% of the money they expect to make if I keep quiet.. I want promotion and I want to keep on good terms with her/him. I must reduce the department to ten. l~aw a colleague whom I like very much taking money out of the petty cash box. I found out that a junior employee who reports to me has been using the office phone to call his friends in New Zealand. Do I change? I I I I I I ' I '' ' ' I I I I I One evening. 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. but I am worried that s/he wants to have a romantic relationship with me.Scan1~riilue Qusiri~ss ·English Activities ©cambridge University PHOTOCOPIABLE . .-------------. 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.1 Business scruples Game cards . 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. What do you do? I am in a job which is secure and well-paid but which I find boring. I went into another office to get a file I needed. Yesterday evening I saw her husband with an attractive woman entering a hotel.. ·. .:.-------------------------------~------------------------------~-----------'~'------------' My best friend at work has been complaining that her husband doesn't seem to be at home very much these days. S/he works very hard once s/he arrives.-------------. hinting that if I go. What should I do about the dinner invitation? ~------------------------------.119 ·13..· . No one else was around and he did not see me. < . It could have been a customer I suppose. promotion may be possible. 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. 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.

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

121 B c E 0 :'-':.'S'- 1 1.97% 1~ 03.2004 (date) 5 12.64kg 2 4. no.45 (time) 4 60cm3 7.50 212km/h £16Kpa $1.58 (time) 34m 2 486.1642 4:1 (ratio) 23.89% 98.4m 31. no) 4 3 24 x 33 mm 14.932 95°C 670DM $56.12.10.227.42 = 444 .409 +33-49-272224 (tel.) 18.001 0171-624-7780 (tel.

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

1955.35 Fixed interest rate mortgage for five years: 7. They want to buy a larger set of offices for their business. Correct politely where necessary. Number of employees: 4.-· c" :.-. Profit last year: £14. 2 Area of office: 8. .137."'"' ~------ i ------------------------------------ .3. . Make sure that your customer has all the right details.·. . ROLE PLAY 2 PERSON A You are a highly successful business person.· _-.250 m Price per square metre: $17. Became a deputy director in 1995.~. Born: 28. PHOTOCOPIABLE .:Press . Proportion of women working for the company: one in six. Make sure the journalist has all her/his facts right. person B is a business person. Below is all the correct information on the offices. ..~-~<_~:.6 million Joined the company in 1990 as marketing director."(. Person B is a journalist who has come to interview you. ":ROLE PLAY 1 PERSON A You are an estate agent. Anllual salary: £651.2 /Checking the details 123 Role play cards ' ~":'.14% Total cost of office (without interest): $143. ------------------------------------------~--- Cambridge Business English Activities· •@).348 Bonus: up to 33% of salary.50 pm. ·. Below are some facts about you.50 Meeting to see the offices arranged for 6 February at 2. '' .~!1~.015. . Cambridge University . Became managing director in 1998. Correct politely where necessary.20QO ••.

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

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

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

you would have to pay 40% (forty per cent) immediately to cover the cost of raw materials. quite a lot._ ~~::fh~'tigures "':.. They are attached to a central pivot which has a radius of 5 em. as it involves precision work. · E"ffte visitor looked at the object. around £10. this product is made of steel. ·.3 em (seventy by thirty by four point three centimetres). 'Well. It weighs 600 kg.. 'When operating. __ .' The visitor asked about delivery and the representative answered: 'We can normally deliver within 90 days of a customerpladlJ. Its diameter is 1. and then the remaining amount by the delivery date.000 kilowatts of energy. As he was travelling home.g an order. . She said.2m (two point two square metres). For products with a diameter of more than 1. the students had to ask each other for are in bold.3em (four point three centimetres) thick and is made up of 56 blades which have the dimensions: 70 X 30 X 4. It is _4. 'Oh. made of metal.' 'And when would I have to pay if I wanted to buy one?' 'Well._-. He asked the company representative who was showing him around to explain the product to him in detail.' 'How much does one cost?' asked the visitor.. .' The visitor was impressed and said that he had found the visit very interesting. It was big. circular and consisted oflots of blades..127 Key ·t.7m (one point seven metres) it can take longer. : _. the product spins at a speed of 200 km per hour and produces 4.000 (ten thousand pounds) for one like this.5m (one point five 2 metres) and it has a surface area of 2.:. -~. he realized that he had got all that information and had still not asked the name of the product.

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

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