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

Map of the book .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. Introduction.3 Graph skills analysis p14 1. pB Activity and page number Business/ social function 1.4 Personality scales p16 1.

1 A telephone maze p33 3.3.2 Phone quartets p36 3.3 What not to do Recognizing register in letters p41 4.3 A letter to correct 12 minutes or 22-37 minutes with extension activity Writing a memo/fax after scan and skim reading 5.2 Napoleon's decisionmaking p64 .2 Writing aCV p45 4.

3 My working day 35-55 minutes .5.2 Talking pictures Describing and speculating 30-40 minutes p88 8.1 Describe p87 8.3 How shall we market it? 75-90 minutes p67 Recognizing the other party's position in a negotiation 60-80 minutes 35-45 minutes 8.

4 Testing each other Using variety of numbers 15-25 minutes p122 p128 .2 A phonemic phone call p107 20-30 minutes 11.3 Strong or weak? 12.1 Intonation patterns p1 05 11.30-40 minutes 11.1 Amemo to your students p113 12.3 Shared number dictations p124 Using variety of numbers 20-30 minutes 14.2 Checking the details Using variety of numbers 15-25 minutes 14.2 Pairs to 10-20 minutes 14.1 Number noughts and crosses p120 14.

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

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

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. B listening .10 1. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . 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.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.

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

Overall timing 40 minutes. Class size Four or more works best. 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.. 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. provide double copies of the words. Follow up .Finding out about your students 12 1. Pre-experience learners No special preparation needed. table rather than putting them on the walls. Level Intermediate. With large classes of ten plus. Write one word from column A orB (see worksheet) on each card or sticker (use one colour for column A words. Stickers or small cards in two colours.2 Th·is is· me Teaching notes . Procedure . . Vocabulary from this activity can be recycled in a future lesson by asking students to choose from the worksheet those words which reflect qualities needed to do different jobs. Write each word once only. but easily adapted to other levels with different lists of words. and another colour for column B words).

.1...h .• Cambridge Business English Activities! © Cambridge University Press 2000 PHOTOCOPIABLE . Did ~ou SeE> -the fV't"tc:. on . 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:...2 This is me 13 Words to describe ourselves : A At the moment I'm feeling .

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

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

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

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

higher level job within the next five years? lOWould it be unusual if you lost your house or office keys? 11If you received a lot of handouts at a conference or training day. what would you do with them when you got back to your office? 12Do you think that you could be successful as a writer.18 1.by analysis first or by following your instinct? 6 If a new friend whom you didn't know well told you everything about her/himself. how would you feel? 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 and how would you feel? 7 If a colleague at work got angry with you about something you had done. how would you start work on it . 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. 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.4 Personality scales Sheet two . some of which were more relevant to you than others. interior designer or TV producer? Why?/Why not? PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . but which you could not afford. would you still buy it? 9 How happy would you be if you did not obtain a better paid.

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

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

........ ..•••................................. 9 Name ........... Tel ............. Name ....JumilMr Aklra Hara (Japan/Hit Sport cars) ••··••··•·•••···••··•········•······•·······•···· f· Tel +81-3-785600 You want to talk to a Zap representative about arranging a meeting......................... .......... ......................................... Name ...... Name ..............................................••........................... 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.................... 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 ................................. Name ....... Tel ............ 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...................••.................................................... ....... ............................................... •...........................................................................................................2...•• ~ Ms A!:....•••. 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............. ..1 Introducing yourself and others Role play cards 1 ·····~············ 21 : ....... ....................................... Tel Name Tel Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE ............. 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................. Tel . Ms Anna(Mr Sven Larsson (Sweaentviva) M$ Greta/Mr Can......................................................... You are interested in meeting a representative for Langhams Luxury Saloons.......................... Tel ................. ........

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

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

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

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

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

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

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

that's right. for about three days. I I I I I I I l l I I I I I I I I I I I I I : : '--------------------------' Oh. sorr~ I I I I : : I I I I I ------------------------------~-------------------------------~----------~-------------------' I I I I I From Saudi Arabia. nothing for me thanks. I I I I I I I I I I I I I I I I I I I I Yes please. : : I I I I I I I I -------------------------------·-------------------------------~------------------------------1 I Oh._----------------------------1 I : : I I Oh. I I I ~------------------------------t-------------------------------~-----------------------------1 I Yes. he's very reliable. just from the hotel across the road. I I I I I I I I I I I . :______________________________ '--------------------------'_ : ------------------------------~-------------------------------J I I I I I I I I I I I : I I I I A bit long. 1 I ------------------------------~-------------------------------~------------------------------I I I I I I I I : : I I don't think we have. but OK. I am. -------------------------------~------------------------------~------------------------------1 I I I I I I I : I I I I I I I I Fine. I I I I I I I I I Thanks very much. tea. thanks.29 2.3 Question and answer Pelmanism Worksheet: Question and answer Pelmanism cards · I I I I I I I I I I I Oh. nothing special. I : I I I I I I 1 I -------------------------------~-------------------------------~------------------------------- How do you do. I : I I I I I X Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE' .I 'I I -------------------------------1-----------------------------__. the usual things. 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.

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

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

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

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

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

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

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

Return (economy) is $1. @ Eighth conversation Mr Jonkins is not available today. @ 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.on either Monday at 14.at your company . Remember to check everything.2 Phone quarlets 37 Sheet A: role play cards ~-----------------------------------------------r---------------------------------------------1 I I I @ Second conversation @ First conversation Give the information requested. (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: .) I I I I I -----------------------------------------------~---------------------------------------------1 @ Seventh conversation Phone 81 and cancel the meeting you arranged for Monday. Don't forget to write the order number down! -----------------------------------------------+-----------------~---------------------------- @Fifth co Direct flights to ew York are available on Mondays. Take a message. Single economy fare is $870. Cambridge Business English Activities © Cambridge University Press 2000 PHDTOCDPIABLE .15. (YOU think of a reason.00.00 or Wednesday at 17. Explain the reason (YOU think of one!) and suggest another time. Check all the details! 1 I I I I I I I I I @Fourth co The order mentioned has not yet been sent. They all leave at 08.3. Business class single is $1.200. Return (business) is $2.350. Apologize and explain that there have been production problems recently for those goods. Thursdays and Saturdays. I I I I I I I I Phone 82 in the other pair and ask for his/her bank account number.050. Explain why.

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

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

Suggest a Saturday meeting instead. -----------------------------------------------~---------------------------------------------1 (J) You have t abroad on urgent business. Phone and ask your boss. Phone your colleague to explain that you cannot make the meeting you arranged for Friday. I I I I I I I I d an invoice from a consulting company which seems to be far too high. Phone the catering manager to ask if it is possible to offer some healthier options in the staff canteen. '' ' ® A relative from abroad is coming to visit you for the first time. You will be back late on Friday evening. Phone and politely suggest that they use the staff car park nearby. Phone and politely ask your boss if this is possible. Phone technical support and ask for advice and help. -----------------------------------------------r---------------------------------------------- ® You have r ® You are a secretary. You notice that one of the senior managers always parks their car by the front door. making it difficult for people to get in and out.3 What not to do 40 Role play cards I I I I I I @ You need a day off next month to take your English language exams. You are a n urity guard.) Phone the company to check this and ask for a replacement to be sent urgently. 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 . (It is £600 and you expected it to be £350.3. 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.

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

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

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.

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

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

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

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

Please could you confirm that you will be able to attend. The interview will take place in room 62.4 Agroup letter 51 Letter: strip version · Ella Haircare Products PLC. 23 Kensington Way. We look forward to hearing from you soon. which we received yesterday.4. which is opposite the reception desk. We are very interested in your application and would like to interview you. The interview we have arranged for you is on Thursday 14 December at 2 pm. NW3 SUH ~------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Dear Mrs Jones Thank you for your letter applying for a post in our sales department. London. Yours sincerely Ms Joan Armatring Personnel manager Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE .

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

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

one without the cherry.. How much would an average three course lunch with drinks be at The Jolly Robin? 2 Is there a reasonable choice of dishes.54 4. She has asked you to find out what The] ally Robin offers and send her a memo today. one with a strawberry instead of a cherry . 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. Note: You have an important meeting in half an hour.00 per person. that's four melons. 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.) So for starters.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. The memo should be as briefas possible and answer the manager's questions: 1 The company wants to pay a maximum of £17. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . so you must write this memo before then. 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..

They have heard that Wigglington Hall may be suitable and have asked you to check.15 am. allowing ten minutes to send it.4. (The machine is sometimes busy. Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCDPIABLE .30 am. It is now 11.) Scan the leaflet for the information you want to include and write the fax. The leaflet from the Hall has been on your desk for over a week and now your secretary has left you this urgent message. how much would be the catering cost per person. 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 7.5 Keeping it brief 55 Questions: Intermediate/upper-intermediate hrtA . You have about 20 minutes to write the fax. 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.

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

... 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..?... ······························································································································································································································································································ --------- ~--------- Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE ... 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...........00 ··································································································································- Ooo••>•••••••••••••••••••••••••••••ooonoo••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••o•M Full boardthree meals per day £15...... "A":Uetia:vis:Uareq_:uijjmerii··.............. ............... ...) per person ··································································································································- Continental breakfast £4.......···a-s··w-ellas··a········· supply of tea and coffee in all standard and luxury rooms..................00 Morning coffee £1...5% will be added to all bills.....57 4............. .. ..........00 per child per day......00 Extra facilities Coach transportation from the railway station (holds 52 persons) Arrives at the station on the hour and half-past the hour... .............?..........00 .50 . sauna ~-~-~.... ................ ..... MUST BE BOOKED WELL IN ADVANCE AS THERE IS A LIMITED NUMBER OF PLACES..............P..16.. ..........:up-eiVisericar"Par"kiii·g...........00 .........i:n·"lirieii........................... PLEASE NOTE THAT PRICES ARE PER ROOM....1.··ae.. NOT PER PERSON... VAT at 17...:eseroeci"i:n··-aa"Vance··-ai··:na··-e-xir-a··-ci/a·r-ie·.......... . .......................i7... ... ...........5 Keeping it brief Worksheet: Intermediate/upper-intermediate ...n.....................00) Creche facilities for children age three to ten years are available from 9............50 ......breakfast and evening meal £9....... ...?..400 Full-day service (8.-·24="haur·-s-ez:u:riiJi... . Half-day service (8...................... .00 each day.~.....................-e··:.... Use of swimming pool.13... Single room provision is limited.... ....... ....... ..~~.... .and··-ra"O·:m··-ser:viz-e..............···································································································· "A"iTraani"Jjri"Ce-s··i:na:uete··........... ...... .21................ ~~... ....... . ...~Y....._ Tea and biscuits £1..00 Half board .. £25.........::.............. please book well in advance.... ..........50 £3......... ..~~-~-~~...00 .. Cost: £4.. .... ......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...... Leisure Dance hall with disco facilities £300 per day Theatre (seats 350) £600 per day Gymnasium (price includes staffing) £400 per day .. ... ....................... ...

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

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

ens Fl~ing Ath.1 Bingo diaries Person 2 Your diary for next week Below is your diary for next week.'s strateg~ Factor~ visit FREE FREE Return to th. 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. for example. cross out that time in your diary. Don't show your diary to the others.60 5.00 and 5.00. German lesson Seeing a customer Travelling FREE FREE FREE Seeing a customer Travelling Planning for Ath. You are going to be quite busy! The other people in your group work for the same company as you but in different departments. Dentist's appointment (Urgent!) FREE Business lunch. 'What are you doing on Thursday morning at 9. but find out by asking when they are free.00 on Monday?' soon as you discover that one of you is not free.ens to . 'Monika. are you free between 4.e office Factor~ visit Guest from Tunisia: tour of building German lesson FREE PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 to Ath. Continue to do this until you discover the two meeting times. You have to find two separate hours when you can all meet together.ens trip Fl~ Travelling Plan next month. Han Yang?' or.

for example. 'Are you free between 4.00.00 on Monday.London Meeting chief Travel back accountant from Edinburgh Cambridge Business English Activities © Cambridge University Press 2000 PHOTOCOPIABLE- .00 and 5. 'What are you doing on Thursday morning at 9. Don't show your diary to the others.61 5. You have to find two separate hours when you can all meet together. 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. Continue to do this until you discover the two meeting times. but find out by asking when they are free. Han Yong?' or. 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. . cross out that time in your diary. You are going to be quite busy! The other people in your group work for the same company as you but in different departments.

Continue to do this until you discover the two meeting times.00 on Monday?' AB soon as you discover that one of you is not free.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. Han Yong?' or. 'Monika.00 and 5. accounting . 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. are you free between 4. but find out by asking when they are free. 'What are you doing on Thursday morning at 9. You have to find two separate hours when you can all meet together. for example.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. cross out that time in your diary.62 5. Don't show your diary to the others.

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

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

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

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 .66 5.

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

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

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

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

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

g company which employs approximately 400 people.5. etc.000 On-site dental surgeon available half a day per week.000 Build a medium-sized swimming pool in the company. £15. plants. 2 The physiCal and mental health advantages. (Fifteen people at once. £50.000 On-site doctor available in the company 2.4 Ameeting 72 Worksheet You are the senior managers of a large consult:iri. Providing ten special rooms in the company where staff can relax in their breaks with comfortable furniture. 3 How long the benefits might last. You must make a decision during this meeting as the managing director must report your suggestions to the board of directors tomorrow. £50. £36. Note: All costs include any initial investment plus running costs for three years.000 Training a volunteer employee as a counsellor.) £200.000 On-site therapeutic masseur one day per week.30 pm to 10.000 Hire of local swimming pool four hours per week for employees. to work 2. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 £150. newspapers. £40.5 days per week.000 to spend over the next three years on reducing staff stress levels. When discussing the options below.000 £20.000 .5 days per week.00 pm).000 On-site professional counsellor one day per week. Introduction of flexitime for all workers. WELL COMPANY PLAN PROVISION COST Build and maintain a small multi-gym in the company. You have a budget of £200.000 Introduction of subsidized healthy options in the staff canteen. £90.000.000 Off-site weekend stress management course for 50 employees. consider: 1 How many employees could benefit.000 Hire of local sports hall one evening per week for team games (two large halls from 5.000 £100. £30.) £200. Last year staff absences due to stress-related illnesses cost the company £90. (Twenty-five people at once. £36.

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.Negotiating 73 6. ' . Level Upper-intermediate plus. Class size Six plus is ideal. 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. Pre~experience learners No special preparation needed.

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

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

a pa1r.. The product .2 Someone else's shoes Sheet one: role A You are an . 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.. Points to bear in mind .000 *Your company has warned pairs or more and 3.76 6.000 pairs. international sales manager for a large shoe manufacturing company in a developed country. Normal wholesale price = U ·S · $40 ..eather men's and women's shoes in stand_ard s Y es (n_ o t · h 1gh fashion). *You can give a discount of 8% on an order of 20. you are for payment of goods is a guest there.000 pairs and a maximum of 50.) lost quite a lot of money in this way. gtoodl_ quality l. (These are dealing with a developing the terms for any country....000.. the size of the first order to supply to person B's company (in a developing country) and the price. *You are visiting your *The normal credit period partner's country. Recently it has customer. *You would like a minimum order of 10..5% on you about the risk of an order of between 10 and being too generous when 20. PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . and the local currency is weak. You should negotiate .

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

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

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

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

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

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

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

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

85 7.3. . 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% 80% 60% 50% 40% 25% 0 20% 0 ~--------------------------------------------------------------------------------------------1 Draw the line which your partner describes. 100% 75% · 2 Draw the line which your partner describes. 100% 75% 100% 80% 60% 50% 40% 25% 0 20% 0 PHOTOCOPIABLE Cambridge Business English Activities © Cambridge University Press 2000 . 2 Describe this line graph to your partner.86 1.

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

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

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

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

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

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

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

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

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

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

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

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

about £30. Only non-alcoholic drinks served.50 for the set three course lunch with a glass of wine. ~----------------------------------------------~----------------------------------------------- TYPE OF RESTAURANT: English. TYPE OF RESTAURANT: Indian curry house. DRINKS: Avery wide choice of wines and liqueurs. · PRICE: DRINKS: CHARACTER: Town centre. POSITION: POSITION: On the edge of town25 minutes' walk or ten minutes' taxi drive away. half an hour's drive away. PRICE: Expensive . CHARACTER: Very friendly and polite service. POSITION: Town centre .00-£35.00-£13.about £8. TYPE OF RESTAURANT: French. PRICE: £9.00-£11. five minutes' walk from the classroom.00 per person for three courses with wine. DRINKS: DRINKS: Afull bar available. but you can bring your own wine or beer.101 Game cards: Restaurant " TYPE OF RESTAURANT: Italian pizza parlour. Nice view over the hills.00 for three courses with no drinks.part of a hotel. Noisy. a few wines and liqueurs.00 per person for two courses and a drink. Cheap . CHARACTER: Formal and exclusive. busy and cheerful.ten minutes' walk away. Mostly beer and soft drinks. CHARACTER: Quiet and intimate. PRICE: £12. POSITION: In the countryside. .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

no.1642 4:1 (ratio) 23.45 (time) 4 60cm3 7.932 95°C 670DM $56.4m 31.12.2004 (date) 5 12.64kg 2 4.50 212km/h £16Kpa $1.58 (time) 34m 2 486.121 B c E 0 :'-':.10.42 = 444 .89% 98. no) 4 3 24 x 33 mm 14.97% 1~ 03.) 18.'S'- 1 1.227.001 0171-624-7780 (tel.409 +33-49-272224 (tel.

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

'' .-.2 /Checking the details 123 Role play cards ' ~":'. .348 Bonus: up to 33% of salary.14% Total cost of office (without interest): $143. ROLE PLAY 2 PERSON A You are a highly successful business person. Became managing director in 1998. Correct politely where necessary. . 2 Area of office: 8.:Press . Became a deputy director in 1995.20QO ••.~!1~.6 million Joined the company in 1990 as marketing director.-· c" :.~-~<_~:.. ":ROLE PLAY 1 PERSON A You are an estate agent. .137. ·. Profit last year: £14. . They want to buy a larger set of offices for their business. Below are some facts about you.250 m Price per square metre: $17. person B is a business person. Below is all the correct information on the offices. Cambridge University . Make sure that your customer has all the right details.015.3. Make sure the journalist has all her/his facts right.· _-."(.1955. Anllual salary: £651. Number of employees: 4.50 pm. PHOTOCOPIABLE . Correct politely where necessary. Proportion of women working for the company: one in six. Born: 28.·. Person B is a journalist who has come to interview you. .50 Meeting to see the offices arranged for 6 February at 2.35 Fixed interest rate mortgage for five years: 7.~."'"' ~------ i ------------------------------------ . ------------------------------------------~--- Cambridge Business English Activities· •@).

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

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

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

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

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

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