TEACHER'S NOTES Right person for the job EEE sue Type of activity Speaking. Group work Aim c ‘To practise presenting information, discussing and decision-making, Task ‘To compare and rank three potential candidates, for a job. Preparation Make one copy of the worksheet foreach group of three students. Cu up the worksheet as indicated Timing 50 minutes Procedure 1. Introduce the topic by asking the students about job applications and advertisements: Have you ever applied for a job? Where was it advertised? Did you get the job? 2 Divide the class into groups of three students and give each group a copy of the job advertisement. Ask the students to read it and decide whether or not they think it would be an interesting /challenging job. 3 Ask the students to circle the qualifications, skills and experience which are essential, and “underline those which are desirable. 4 Explain that there are three applicants for this job and that each student in the group is ‘going to read about one of them. Give each ‘group a set of the interviewer's notes and ask ‘ach student to take one applicant. Each student should decide what his/her candidate's strengths and weaknesses are, based on the requirements laid out in the job advertisement and their own opinions. 5 Ask the students to imagine that they work fora recruitment company and they need to ecice on one candidate to call for a second interview. Ask the students in their groups to put forward their conclusions on the candidates they read about. Circulate and monitor, helping as necessary. 6 Ask each group to present its decision to the class, The class should then try to reach 2 consensus. Follow up Ask the students to role-play the second interviews ofthe two strongest candidates for the job. Two students could play the roles ofthe job applicants while the rest ofthe class is the interview panel. Allow time for interviewers to prepare thei questions and applicants to decide what they want to sayRight person for the job Media Appointments Personal Assistant ‘Our client i an internationally renowned media personality who has recently been suffering health problems. An opportunity has arisen for @ personal assistant. Medical support isto be provided separately, Job specification ‘The duties will include: + driving our client to and from public engagements «+ organising overseas travel + overseeing the general running of the household «+ assisting with word processing and providing secretarial support Key skills Qualifications + An ability to prioritise and work to deadlines + full, clean driving licence + French would be an advantage «high degree of computer literacy « first aid certificate (desirable) Person specification We are looking for somebody who: « can offer flexibility, as some evening and weekend work will be necessary is enthusiastic and professional, with a good sense of humour « has previous experience of a PA-type role Employment conditions A contract will be offered for a six-month fixed term inthe first instance, A generous package will include a non-contributory pension allowance, thirty-five days" holiday, the use of 2 car, and free self-contained accommodation, lease send your CV with covering leer outning your suitability forthe position to Frances Muay, Media Appointments, 37-39 Wallon Sts, London WI Interviewer's notes y Logan +54 # Fluent in French + Single parent ~ lwo young} « Elementary French + Has been offered a place at; children + Degree in paychology Osford university + Can't speak French + Can dee + Can't drive but is learning =» Degree in nursing + Some computer literacy + Some compuler Ieracy + Can drive + Experience as a PA + No previous work + Computer literate # Recenlly divorced — had to experience, bul voluntary + Former travel agent give up her last job as a work with elderly people + Available immediately result of stress + Very confident, mature for © Shy, withdrawn, but very E « Available immediately her age, easygoing professional persona + Lively, good sense of oe In, unflappable ‘humour, very energelic11 A difficult choice Activity type Role-play Number of students Minimum of 6, Groups. Business functions practised Expressing opinions, agreeing and disagreeing Lexical area Products Typical syntax In my opinion That's a good idea. I quite agree. 1'm afraid | see that differently. I'm afraid I don't think that is a good idea. Is that really such a good idea? Don't you think it would be better to ...? Itis surely far more important to... We can't ignore the fact that Grammar involved Present Simple, modals — Setting up Photocopy Game Sheets 11a and 11 so that there is a role-card and an information-card for every student in the class. Put the students in groups of six or more. Six of the students in the group will need the role-cards describing their position in a fictitious company; any extra students are observers with the task of listening for the proper use of exponents, Playing the game First review or brainstorm the language of expressing opinions, and agreeing and disagreeing politely. Then give the students time to read the information on their role-cards; make some notes to help them formulate their arguments and to study the exponents gathered on the board. When everyone is ready, let the Managing Director in each small group call the meeting to order. The ‘Managing Director should listen to each individual’s opinion as well as expressing his or her own. ‘The aim of the game is to try to convince the others that the option you've chosen is best. ‘However, the group must ultimately reach consensus. After giving groups plenty of time to argue, the teacher should tell students that compromise will be necessary to make a decision. In a second round, every company member may cast a final vote, based on the arguments that convinced them most during the simulation, Make it clear that they do not have to vote for the product they argued for! The product with the most votes wins. If the observers are also given a vote, there is less danger that the result will be undecided. If the result is still a tie, the Managing Director may make the final decision. Compare the results and experiences of the small groups as a class. Ask any observers for their comments. Variation: You could let six students carry out this role-play in front of the rest of the class, with all the watching students listening for the proper use of exponents. Then let the whole class vote on their favourite product.The Polar Bear Ice Cream Company, Ltd plans to introduce one of the following to the market next year: a) Teddy bars: chocolate ice-cream on a stick shaped like teddy bears to appeal to children. b) Multivitamin bars: A 10-fruit sherbet ona stick with vitamins added for the health-conscious. c) Champagne-truffle bars: champagne- flavoured ice-cream with a chocolate truffle coating to appeal to adults. The Polar Bear Ice Cream Company, Ltd plans to introduce one of the following to the market next year: a) Teddy bars: chocolate ice-cream on a stick shaped like teddy bears to appeal to children. b) Multivitamin bars: A 10-fruit sherbet ona stick with vitamins added for the health-conscious. c) Champagne-truffle bars: champagne- flavoured ice-cream with a chocolate truffle coating to appeal to adults, The Polar Bear Ice Cream Company, Ltd plans to introduce one of the following to the market next year: a) Teddy bars: chocolate ice-cream on a stick shaped like teddy bears to appeal to children. b) Multivitamin bars: A 10-fruit sherbet ona stick with vitamins added for the health-conscious. c) Champagne-truffle bars: champagne- flavoured ice-cream with a chocolate truffle coating to appeal to adults, The Polar Bear Ice Cream Company, Ltd plans to introduce one of the following to the market next year: a) Teddy bars: chocolate ice-cream on a stick shaped like teddy bears to appeal to children. b) Multivitamin bars: A 10-fruit sherbet ona stick with vitamins added for the health-conscious. c) Champagne-truffle bars: champagne- flavoured ice-cream with a chocolate truffle coating to appeal to adults. ‘The Polar Bear Ice Cream Company, Ltd | plans to introduce one of the following to! the market next year: i a) Teddy bars: chocolate ice-creamona | stick shaped like teddy bears to appeal} to children. ; b) Multivitamin bars: A 10-fruit sherbet | on astick with vitamins added forthe | health-conscious. ! ©) Champagne-truffle bars: champagne- | flavoured ice-cream with a chocolate truffle coating to appeal to adults, } ‘The Polar Bear Ice Cream Company, Ltd plans to introduce one of the following to the market next year: a) Teddy bars: chocolate ice-cream on a stick shaped like teddy bears to appeal to children. b) Multivitamin bars: A 10-fruit sherbet oma stick with vitamins added for the health-conscious. c) Champagne-truffle bars: champagne- flavoured ice-cream with a chocolate truffle coating to appeal to adults.You are the Managing Director of the Polar Bear Ice Cream Company Ltd. You will chair the meeting which is being held to choose your company’s new product. Everyone at the meeting will help to make the decision. You are very interested in hearing the arguments and hope the group can achieve consensus. You personally favour option b and are against option c. When presenting your opinion, emphasize your concern for the image of the company and with making a profit. 1 You are the Marketing Manager of the Polar Bear Ice Cream Company Ltd. The General Manager has called a meeting to choose a new product. You are very much for option a and definitely against option b. When presenting your opinion at the meeting, remember to bring up market research reports and promotional issues to support your argument. You are the Domestic Sales Manager of the Polar Bear Ice Cream Company Ltd. The General Manager has called a meeting to choose a new product. You are very much for option c and definitely against option a. When presenting your opinion at the meeting, remember to bring up your knowledge of the domestic market to support your argument. You are the Export Sales Manager of the Polar Bear Ice Cream Company Ltd. The General Manager has called a meeting to choose a new product. You are very much for option ¢ and definitely against option b. When presenting your opinion at the meeting, remember to bring up your knowledge of the export market to support your argument, You are the Production Manager of the Polar Bear Ice Cream Company Ltd. The General Manager has called a meeting to choose a new product. You are very much for option b and definitely against option a. When presenting your opinion, remember to bring up issues of production costs and feasibility to support your argument. You are the Purchasing Manager of the Polar Bear Ice Cream Company Ltd, The General Manager has called a meeting to choose a new product. You are very much for option a and against option c. When presenting your opinion at the meeting, remember to bring up the varying costs for the different ingredients involved to support your argument.PAB ee RSE ad TT Activity type Role-play Number of students Minimum of 4. Groups. Business functions practised Analysing criteria; expressing opinion; persuading Lexical area Choosing a factory site Grammar involved Present Simple, modals, comparatives, first conditional Extras Aviat, basket, or paper bag to contain the cards OT Setting up You will need one copy of the product sheet (Game Sheet 26a) and one copy of the criteria sheet (Game Sheet 26b) with all the cards cut out. Divide your students into small groups of even numbers. There should be no more than six in a group. Put the product cards in a hat and let a student choose one. The product on the card will be the product that all the groups are producing in their fictitious companies. Or, if you have a large class, give half the class one product and half the class another. Playing the game Step 1 Give each group four or five of the twenty criteria cards, which you deal out at random, Each group's criteria will differ from those of its partner group. Tell the groups that they are members of a very successful company in their home country which wants to build a subsidiary abroad. Now they must propose an appropriate location. Ifit isa large country, they should specify the region as well, It should be a country that has the advantages mentioned on their criteria cards. But their Partner group (a group producing the same product) will be proposing a different location and they must be prepared to argue and persuade. (Nove: Be sure that the parallel groups producing the same product really do choose two different regions as potential sites, or they will have no conflict to work out when they meet for the role-play.) After choosing a potential site, the group should discuss which of the four or five advantages they will want to emphasize in the role-play. They may add any other advantages which they feel the country or region really has, Give them some time to prepare their arguments. Step 2 Now the role-play can begin. The aim of the role-play is to convince your partner that your location is the better one. If your students’ language skills are very good, you can pair up two from corresponding groups with the same product but different criteria. If some of the students are not So confident, you might prefer to do the role-play in groups of four (put two students from one group with two from another) so that they can share the task of persuading. Tell your students that although they should defend their proposal, at some point in the game they are going to have to make a decision. When the game is over, see how many pairs were able to reach consensus.3 8g S 3 oe s ' & z t an E e. 8 g 2 8 : : E a ‘ = E 3 | 3 x E | 3 3 2 H i a 2 2 3 | ical g 3 B 2 a e or 5 E g a 2 g 3 g s me B 8 pn 2 & g ; 7 E g 4 ‘ § & § 3 g 5 i : : E : z = g 5 3 2 °o A o a & g 8 5' tax incentives to attract new business to the area loans for companies at attractive interest rates good telecommunications systemLee Chocolate NOTE: This lesson requires some business experience on the part of the students, or at least some interest in marketing and/or competition strategy. ACTIVITY Groupwork: reading, speaking AIM To act out a meeting to discuss the marketing ofa prexluct, GRAMMAR AND FUNCTIONS. Expressing opinions Disagrecing ‘Comparing VOCABULARY ‘market shave, breakdown, cost of production, marketing ‘and distribution, administration, admin, a dectine, «a growing market, fo explott (an opportunity), pubtcse, «a classic brand, to promote an image, established, ‘an attractive option, economies to free up (money) PREPARATION “Make one copy of the worksheet for each student in the class TIME 15-20 minutes PROCEDURE 1. Tell the smadents that they are going to act outa meeting. Set up the situation, Pu the following table on the board, explaining it as you go asin the example. The students don't need to copy te table, Caprice | Oakland | Kruuk Ferm ois Established | 100yrsago | 2yrsago_ | Sytsago Market share | te ising | Rising Key ‘Chocolate | Farms, rain | Money, advertising forests, | beautiful images | community | people Caprice, 10Oyearctt company, produces high quality Belgian chocolat. They are lasing market share to 00 new competitors Oatland Farm started to years ago tnth a heavily promoted policy of using natural ingredients only and an ecitendy image. Kru Lois ated fve years go and hate promoted to adults They ‘pend att on advertising (Doautfl poop, adult ‘Suations) and are very expensive. 2 Ask the students to work in groups of three or four and sive out the worksheets, 3 Allow time for reading. Ask the students to list the words Jn the report which nobody in the group knows. 4 ici or give definitions and examples to explain the words. 5 ‘Tell the students that they are going to hold a meeting to discuss the advantages and disadvantages of the four suggestions and see if they can think of any other possilts. 6 Appoint a chair in each group and ask the chairs to open the meetings. 7 When most groups have finshed, regroup the students. Make new groups including students from several different ss0ups to compare ideas 8 When the second stage ofthe discussion is finished, bring the students together as a clss and ask fora few ‘comments on Caprice’ stution and the options. FOLLOW-UP Ifappropriate, ask the students to tak sbont different images which are or could be used to sel their proxtucts or their competitors’ products,Sa Relative price per 100gsm Others Market share Kruuk-Lois Oakland Far, Caprice 20% 30% Caprice / f land Fann ‘Keuuk-Lois 45% Sales dollar breakdown 200 Sales over the last 3 years Costof Marketing & Admin & Pretax 180) duction distribution co fi production distibotion costs profits Caprice 42 6 15 0 140 Kruuk-Lois 36 a 2 w Fil 100) Oakland 54 2» 10 16 A Farm : 60 40 - 20 fond Farm Caprice Belgian chocolates: long term sales 7 ‘The decline in our sales is taking Year 1 ‘Year 2 Year3 place in a market which is growing. Our competitors are exploiting opportunities more efficiently than we are. This is a problem which should be treated with the greatest possible urgency. The consultants Lox Fernhill Associates have suggested four alternatives, which I have summarised below. 1 Budget range ‘Accept Caprice’s declining share in the luxury market ~ the brand is the oldest of the three and perhaps its time is past. Introduce a heavily-promoted budget brand. Marketing costs ‘would be high but the potential market would be far larger. 2 Natural classic Publicise our use of natural ingredients. Research shows that consumers do not know that this is our policy: they associate these qualities with Oakland Farm products. Aim at consumers ‘who want natural ingredients but dislike Oskland’s eccentric image. Promote Caprice as the classic brand. 3. Family values Maintain product quality and promote an image of traditional quality, exploiting the Fact that Caprice is the oldest (best established) of the three main companies. Use images of shared, family experiences in advertising, An aging population could make this an attractive option. 4 Adults only ‘Cut production and administration costs in order to free up more money for marketing. Introduce a new quality range (Caprice Extra?) and promote it aggressively to adults, showing people enjoying the product while engaged in adult activities to compete with Kruuk-Lois. I suggest we meet to look at these possibilities and any others we can come up with asap.CAMPAIGN COMPETITION Materials: one copy of the worksheet per group Explain that the Ss are advertising executives and they are ‘going to plan the launch campaign for a new energy drink. Ss work in groups of three and four and spend a few minutes reading the information on the worksheet. Check/pre-teach key vocabulary items, such as sponsorship, endorsement, billboard, slogan, logo and prime-time. Ss discuss their ideas and put together their campaign. Remind them to make notes about their decisions to help them with the presentation later. Encourage Ss to use the functional language from 5.3 when putting forward their ideas and making suggestions and to express reservations about ideas. Monitor and help them with any language they need. When the campaigns are ready, Ss present them to the rest of the class and they vote on which one is the best.You are a team of advertising executives in the marketing department of a soft drinks company, ‘Swapps. The company is going to expand its portfolio of high-profile brands by launching its first energy drink. The energy drinks sector is very competitive and there is a lot of money at stake, so it is essential that the marketing campaign to launch this new product is dynamic and effective. Hold a meeting with your colleagues to put together your complete marketing campaign. Discuss the categories below and decide on a strategy for each. Prepare to present your campaign to the board of directors. 1. Decide on the market. Describe the typical drinker. What are they like? (Think about age, gender, interests, what is important to them.) What do they do for a job and in their free time? Why do they need an energy drink? 2 Decide on the name. Suggestions for the name include: Tiger Teeth, Sharp, Kick, Hyper, Shark Bite, Black Wolf, Blue Monkey and Craze, but maybe you have better ideas? 3. Decide on the slogan. It needs to be something short and catchy. 4 Decide on the packaging. Whaat should the can look like? What are the colours and what's the logo? 5. Decide on how to spend the budget. You have a budget of €30m. Decide how you're going to spend the money. 6 Decide on the adverts. | What happens in the TV and cinema ads? What are the printed ads going to show? “Type of advert Cost ; Prime-time TV ads on six major channels (two weeks) | $20m | Which channels? 1 TN iitote page ads nen magazines (vee months) | $5m | What kind of magazines? + | Adsinal national cinemas (two months) $10m : ‘Whole page ads in five national newspapers 5m | Which newspapers? + | (one month) + [Viral advertising (three months) $25m | Which sites? Sponsor six major sporting events 35m | Which events? Sponsor six other major events 35m | Which events? Bilboards in the ten argest ces $25m (three months and across the whole cy) Free Samples to public nthe ten largest ces 825m _ | Which places —in the stret, bars, (60,000 cans over three months) clubs te? Celebrity endorsement (two year contract) sim | Whois itTEACHER'S NOTES SOUND INVESTMENTS Materials: One set of role cards per group Lead into the a ivity by eliciting things a company may need to invest in, Review the language for clarifying opinions from, unit 7.3 and write some examples on the board for Ss to refer to during the activity. Arrange Ss into groups of four (or if you don't have the right number of Ss, have some groups of three and omit role card 4). Give out a role card to each member Of the group, and give Ss time to read theirrole and think of ‘two more reasons for their choice. Go round and help with vocabulary and ideas. When they are ready, Ss carry out the role-play, giving their reasons and trying to reach a decision on how the money can be spent. They could choose to invest it all in one or two of the options, but they must spend at least 75% of the money ‘on one of the options. Monitor and check Ss are using the language correctly. Elicit their decisions for feedback.Role card 1 You are one of the directors of ¥Starz, a clothing company aimed at the teenage market. Last year you made record profits, and now you have to decide how you are going to spend the money this year. ‘You believe the best option is to spend at least 75% of the money on paying rewards to shareholders, for the following reasons: + You didn't pay them last year, and they are expecting to receive some money this year. + The economy is going to get worse this year, and if you don’t pay them, they might sell, their shares. Role card 3 You are one of the directors of ¥Starz, a clothing company aimed at the teenage market. Last year you made record profits, and now you have to decide how you are going to spend the money this year. You believe the best option is to ‘go global’, by spending at least 75% of the money on setting up factories and shops in places such as China and Brazil, for the following reasons: + These markets are growing, and it would mean growing the business over the next few years. + The economy in the country where you are based is predicted to get worse this year. Role card 2 You are one of the directors of ¥Starz, a clothing company aimed at the teenage market. Last year you made record profits, and now you have to decide how you are going to spend the money this year. You believe the best option is to spend at least 75% of the money on improving the environmental aspects of the company, such as ‘eco-friendly machinery, reducing pollution, etc. for the following reasons: + Your competitors have recently invested a lot of money in this, and if you don't, you might geta bad reputation with your customers. + The government has announced plans to give tax cuts to companies investing in the environment, and you would receive this money next year if you invest now. Role card 4 You are one of the directors of ¥Starz, a clothing company aimed at the teenage market. Last year you made record profits, and now you have to decide how you are going to spend the money this year. You believe the best option is to spend at least 75% of the money on new technology, for the following reasons: + There have been a number of new innovations in machinery for producing clothes, which can cut costs. + Your competitors are also doing this at the moment.6b ‘Consultancy’ Overview Students work as teams of management consultants to solve problems of inappropriate behaviour in meetings. Preparation ‘One copy of the worksheet per two groups of students Cut the Worksheet into two, Procedure 1 Divide snicents into an even number of groups of two or ‘more students: A and B. Give Groups A worksheet A, and Groups B worksheet B. 2 Ask students to read the instructions. Make sure students understand that they are going to take on the role of both ‘management consultants and directors 3 Ask students to discuss the problem they have been siven as management consultants and to think of Suggestions to give the directors to remedy the situation. Monitor the activity, helping with vocabulary if necessary.Consultancy team Group A 4 You are a team of management consultants who have been asked by the directors of a company to provide advice on a probiem they are experiencing with their management meetings ‘The problem ‘The managers in the company are being difficult and uncooperative in the weekly management meetings Which take place at 9.00 a.m. on Monday mornings © attendance is poor © the managers frequently arrive late or leave early © the managers are quiet and unresponsive © there isa sense of a group secret or private joke going on Discuss the problem and decide on your solutions to present 10 the directors of the company. 2 You are the directors of a company. You have asked a team of management consultants to provide advice on a problem you are experiencing with your management meetings. The problem The managers in the company are being dificult and uncooperative in the weekly management meetings Which take place at 9.00 a.m. on Monday mornings. © one or two of the managers are dominating the meeting © the discussion frequently goes off the point and becomes irrelevant. @ the managers are not listening to each other ©. the managers have not prepared adequately for the meeting Listen to the management consultants’ solutions to your problem. Ben —— enn Group B 4 You are the directors of a company. You have asked a team of management consultants to provide advice on a problem you are experiencing with your management meetings. The problem ‘The managers in the company are being difficult and uncooperative in the weekly management meetings which take place at 9.00 a.m. on Monday mornings. © attendance is poor © the managers frequently arrive late or leave eariy © the managers are quiet and unresponsive © there is a sense of a group secret or private joke going on Listen to the management consultants’ solutions to your problem, 2 You are a team of management consultants who have been asked by the directors of a company to provide advice on a problem they are experiencing with their management meetings. The problem The managers in the company are being difficult and uncooperative in the weekly management meetings which take place at 9.00 a.m. on Monday mornings. © one or two of the managers are dominating the meeting © the discussion frequently goes off the point and becomes irrelevant © the managers are not listening to each other © the managers have not prepared adequately for the meeting Discus the problem and decide on your solutions to present to the directors ofthe company.4.1 ng and asking for opinions Business Builder Teacher Resource Series To practise giving and asking for opinions in informal and formal contexts. 40-50 minutes EEN Make one copy of the worksheet for each student in the lass. 1 Write up on the board the heading Giving opinions and underneath the two sub-headings Informal/Direct and Formal/Careful. Write I think in both columns as a simple example. Then elicit a few further examples discussing with the group each time whether the phrase is informal, formal or both. Finish by pre-teaching one example that is clearly informal (F reckon) and one that is clearly formal (Don't you think that ...? ~ a negative question), 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the text, box and instructions. Divide the class into pairs, Start the activity and circulate. Informal discussion: Basically /I reckon / Actually / Wait 2 minute, Formal meeting: May I come in here? / | wonder if | could say something? / Well, from my point of view / Don’t you think that ..? 3. Explain that your voice can show the strength of your opinion. Model some complete sentences said in two ways: first strongly with a forceful voice, then tentatively with a hesitant, higher-pitched voice. For example say each of these both ways: It seems to me that August is too late. Well, from my point of view plan A would be better Ask students if they can hear a difference and then ask them to try saying the sentences both ways. 4 Refer to the instructions for section B. Divide the class into pairs, start the activity and circulate. 5 10 Informal discussion: What about you, Li? / Walter? Formal meeting: What's your reaction to that, Luca? / ‘Would you like to add anything, Ginta? Refer to the instructions for section C. Divide the class into pairs for the first speaking activity Remind the students that they can use phrases from the first columns in sections A and B. Start the activity, circulate and make a note of good/bad language use. Finish the activity relatively quickly and do not do any feedback yet. Divide the class into larger groups (up to six people) for the second speaking activity. Do not appoint a chair. Remind the students that they can use phrases from the second columns in sections A and B and that they should give their opinions in a ‘more careful way. Start the activity, sit out of the way and make a note of good/bad language use. Refer to the discussion questions in section D. Have a whole class discussion. Typical differences between the discussion and the meeting will include: + ease of entering the discussion + use of shortv/longer sentences + quick turn-taking vs. speaking for a longer time + disagreeing directly or diplomatically ‘+ need for special interrupting phrases + need for a chairperson, Hold a short feedback slot on language from the cearlier discussion and meeting in section C. Ask students what kind of meetings they have in their jobs. Develop a short class discussion. (Option) The two lists in section C can be returned to in later lessons. Having a short discussion in pairs first before a meeting often makes the meeting much more productive in terms of language and fluency.Giving and asking for opinions 0» son's need any special phrases to give an opinion, However, using. afew opening words wll: + show other people that you want to start speaking (useful in a formal meeting) * give you a few seconds ‘thinking time’ to decide what you are going to say + show how strongly you feel De ce ee Actually, .... Well, from my point of vi Pees Write the phrases in the box in the appropriate column below. Informal, direct language - for example Formal, careful language - for example aes F a The point is I tend to feel that Frankly, It seems to me that © Afeer giving your own opinion you need to ask other people for their opinions and keep the discussion moving. Write the phrases in the box in the appropriate column below. Piers eee ek eee ecd Walter? Would you like to add anything, Ginta? An informal discussion A formal meeting What do you think, Harumi? How do you feel about that, Pedro? @ Pere totowine 1 Work in pairs. Choose a topic from the ‘General’ list, and have an informal, direct discussion. 2° Then form a larger group, choose a topic from the ‘Business’ list, and have a more formal, careful meeting to discuss the topic. General Business Violence on television Doing business on the Internet The future of China (or Russia) Recruitment and selection techniques Cars in cities The impact of globalization Traveling abroad Management: the latest ideas A current general news ite A current business news item Discuss: + Did you notice any language differences between the discussion and the meeting? + What language did you need?4.3 Agreeing and disagreeing Business Builder Teacher Resource Series Tommucise a variety of techniques for agreeing and dinaprecing such at using standard pases, agreeing witha eymtcy or example using Yes, but» for Cinagrcing and wing qustons to show double 40-50 minutes Herero tne workshost for each sade in he eae ST te board a controversial opinion which your precy wil find smasing bot nox oles” Tiki Brstions are he best footballers the ror Say the phrave ala aad wat for 4 sade toreac Wit up tei comment Say the phrase seein sal writeup oer comment at ede make When you have afew comments onthe Dourd,dscie withthe group wheter they ‘Cprtent any special ahriqus for apron and Cieagrecing (ep preteach some ofthe tccwiques 1c fom sion A ofthe worksheet) 2 Give outa copy ofthe worksheet cerystudet and ask them to look at section A. Refer to the innrations Divige the class mo ps, sat he savy and relate FET eight. 2Yex ts marvelous. 3 (ger) ay csth cea Taal spe ea Sigven) 7 bo you? Bree attest n popes? 3 Refer to the instructions for section B. Divide the ‘class into pairs, start the activity and circulate. a6 bi/4 ¢2 d7(twoexamples) e1 f5/8 g6 his (Notice that @ is a confirmation, not a question, and will have a falling intonation at the end) 4 Refer to the instructions for section C. Remind the students that two techniques can be combined, like in some of the examples in section B. Start the activity and circulate: students write their responses individually. When they finish take class feedback by reading out the original comments 1-6 yourself and asking a few students to respond each time. ‘Write up on the board a few good responses. 5 (Now, or in the next class as recycling). Refer to the instructions for section D. Allow time for the students to write their opinions. Explain that each student will read out their opinion in turn and that other students can then respond. Divide the class, into small groups (three or four students). Ask one student in each group to begin, Circulate and make a note of good/bad language use. 6 Hold a short feedback slot. In America and northern Europe disagreements are brought up quickly. Americans, Germans and ‘Australians are particularly direct. The English are indirect. YY In Latin America and southern Europe disagreements are brought up more slowly but people are direct. Yin Japan and south-east Asia open disagreement is very rare. Instead, disagreement is signalled by open questions that express doubt. Remaining silent is alsoAgreeing and disagreeing ‘I think alian food is fantastic.’ Complete the table below using phrases from the box. Isn't it a little difficult to prepare eae with you. Do you? Esper Agreeing 11 Using a ‘standard phrase’ for agreeing on any topic Using another word that means the same (a synonym) Making a general comment Yes, all Mediterranean food is. awn Giving an example isagreeing Using a ‘standard phrase’ for disagreeing on any topic aaaeeee eee ves but. Maybe, but Thai food is better. Asking an open question evoauw Asking a negative question Below are more responses to the comment about Italian food. Write the appropriate technique number 1-8 from section A next to each response. The first one has been done for you. Well, it's OK, but I don’t think its as good as our food. _6 Me too. | love Italian ice-cream, and _ Yes, its absolutely delicious. —_ Really? Do you think so? Yes itis, isn't it I'm not sure | agree with you. It's all just tomatoes and herbs, isn’t it?__and Yes, but I prefer French myself. It more varied Yes, | agree. It's one of the best in the world yereancy and First agree then disagree with these six opinions. Write your responses. Use techniques from section ‘A and your own ideas. 1 Cold in here, isn’t it? This wine is very good. My Volkswagen is very reliable. | think we should cancel the whole project right now. | think SuperAudit should audit our accounts next year. I think we should move production to a country where labour costs are cheaper. aunwn Write an opinion about a topic of your choice. Choose something of general interest that will create a lively discussion. I think = — Form small groups. Read out your opinion and continue the discussion. Remember to ask other people for their opinion (What about you? What do you think, Hans?)4.5 Making suggestions Business Builder Teacher Resource Series To practise solving business problems through making, accepting and rejecting suggestions. 40-50 minutes ‘Make one copy of the worksheet for each student in the class 'T Write up on the board the three headings: Making a suggestion Accepting a suggestion Rejecting a suggestion Elicit one or two phrases under each one (e.g. J suggest ...What about... ?; That's a good idea/Let's do that; I’m not sure about that/Do you think that's a good idea?). ‘Then write up: Problem: you want to give all your customers an Inexpensive but unusual gift next Christmas. It should be something that will continue to remind them of your company for many months. What do you suggest? Divide the students into small groups (three/four students) and ask them to think of some ideas. Set a time limit of 5 minutes for the task. Start the activity, circulate and make a note of good/bad language use. Take class feedback on their suggestions then hold a short language feedback slot. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate. Fee 2 2 Cant make a aggeston? Why Sere? Bits [aa an db: oe whet ab? fete Pehaps we shoul? 5 OF lets do tat. Sher thee bee eel ork Teal 2 Yes, hat might be wor ying, ight can see SAS VT ce ecu i ES vatinetides "19 Tha sounds ie a goed iden ut Tort Sink K would woe It Fence eal ne 5 Refer the instructions for setion B. Divide the Shas imo puts and appoint As and Bs. Make sure th tnt B knows they have to ead the at par of an socepungjecing pias and then yf Fees oe a Gea cms eee seecpuble Start he sctvity and chelate Tel the Stodents to change oes a the end 4 Referto the iuucons for action C. Elicit farther parson fon the clas a eres work fsb nek fan gy ah ta Teas comps i ore 5 Refer to the instructions for section D. Remind students that small variations in the phrases they have seen are quite acceptable. Divide the class into pairs and appoint As and Bs. Start the activity and circulate. Tell the students to change roles at the end 6 Refer to the instructions for section E and allow time for students to read through the four problems. Divide the class into small groups (three/four people), perhaps on the basis of which problem they are interested in. Set a time limit of 10 minutes for the discussion. Start the activity, circulate and make ‘note of good/bad language use. At the end ask the ‘groups to summarize the problem and the discussion land tell the class what they decided and why. 7 Hold a short feedback slot.Making suggestions oo 80 8 Underline the phrases used for making suggestions in examples 1-4 below. 1. Shallwe postpone the launch of the new product until the spring? 2 Can I make @ suggestion? Why don’t we try a poster campaign on bus stops? 3 It'S just an idea, but what about using an outside company to recruit and select our senior managers? 4 Let's go back for a moment, if that’s OK. Perhaps we should rethink the whole project? ‘Match the beginnings and endings below to make replies used for accepting a suggestion. 5) OK, lets worth trying, 6 Yes, | think that would .. do that. 7 Yes, that might be what you mean 8 Right. I can see work really well Now do the same for these replies used for rejecting a suggestion. 9 Ican see one or two about that, to be honest 10. That sounds like a good idea, but |... .. think so? 11 I'm not really sure don’t think it would work 12 Do you problems with that idea Work with a partner, Student A read out each suggestion 1-4 above. Student B cover the second half of the replies 5~12 with a piece of paper and reply by accepting or rejecting. Change roles and repeat when you finish. The rejecting phrases above are all quite diplomatic, Below is a stronger phrase. Add one more. 'm sorry, | don’t think that’s a good idea ‘Work with a new partner. Student A make suggestions (invent your own ideas). Student B reply by accepting or rejecting. If you reject the suggestion, add a reason. Work in small groups. Choose one of the problems below. Make suggestions and decide on the best solution. At the end tell the class what you decided. 1. You live in a country with a lot of rainforest. Your company is a timber company (you cut down trees and export the wood). You contribute to the development of your country by providing jobs and paying taxes. Environmental groups are trying to restrict your activities. 2 You work for a Sunday newspaper which is second in the market. Your newspaper is a good product, but the market leader has just cut their price and started a very aggressive advertising campaign. You need to think of a loyalty scheme to keep your readers. 3 One of your main customers has not paid their last three invoices. They now owe you $100,000. You have already sent a polite letter asking them to pay as soon as possible. They are a large company and you don't want to lose their business. 4 One of you (decide who) has just inherited $20,000 from a rich aunt. Suggest how to invest the money for long-term growth.4.11 Problems, problems Business Builder ‘Teacher Resource Series To practise solving everyday problems through making, suggestions, agreeing and disagreeing 30-40 ‘Make one copy of the worksheet for each student in the class. Prepare 10 pieces of paper numbered 1-10. You will, rnced one set of numbers for each group of students at stage 3. 1 Read out a few of the ‘problems’ from the worksheet and get initial reactions, suggestions and ‘humorous comments from the students. Establish a light-hearted atmosphere where all suggestions are interesting and valid, no matter how crazy. Write up ‘on the board the headings Making suggestions, Agreeing and Disagreeing and elicit a few phrases for each, 2 Give out a copy of the worksheet to every student ‘and refer to the instructions and phrases, Then refer to the ten “problems” and allow time for the students, to read through. Remind the students that they can invent details and personalize the problems. 3 Divide the class into small groups. Explain that it is ‘an informal discussion, not a formal meeting, so chairing will not be necessary. However the person who leads the discussion should take responsibility for trying to clarify any suggestions that are unclear, Place the 10 pieces of paper face down in the middle of each group. Ask students to take turns picking a number. Start the activity, circulate and make a note of good/bad language use. (Note: This activity always works better if students are forced into choosing a number randomly.) 4 Hold a short feedback slot.Problems, problems Form small groups to have a discussion, Follow this sequence: 11 One person choose a problem from the list and explain it in your own words to the others 2 Everyone think of possible solutions to the problem. Choose the best solution 3. Repeat for the other people in the group. Making suggestions How about ... (+ ing)? Why not .. ? Its just an idea, but why don t you ...? Have you ever thought of ... (+ -ing) I know, maybe you could Agreeing Disagreeing That sounds like a good idea. I'm not sure about that because That might be worth trying Dont you think a better alternative Yes, | think that would work really well would be... ? because. Im afraid | don't really like that idea. 11 You ve been feeling very tired recently, although at bedtime you can't get to sleep. You seem to have little energy for doing anything at the moment. 2 You have a debt of $3000 on your VISA card. You don t have much cash at the moment. 3 You feel that you are a little overweight. You have tried dieting and exercise many times but each time you give up after a few weeks. 4 Your son has recently been caught trying to break into a car and steal the radio. You can t Understand it as he is normally so well-behaved. He refuses to talk about i. 5 A friend of yours has just lost her jab at the age of 50 due to reorganization in her company. She was a Marketing Manager, and was successful in her work. She has applied for many jobs but never even gets an answer. 6 You have invited your boss for dinner at your house tonight and have prepared a beautiful meat dish. Suddenly you remember that your boss is vegetarian. He/She is due to arrive in 45 ‘minutes. What dish can you prepare to impress himyher? 7 You ve got to buy a present for your retired aunt. You don't have much money or much time to go looking 8 Your mother-in-law lives in the same block. She often visits and usualy finds something to criticize 9 Your job is boring, badly paid and you don t really ike your colleagues. Unfortunately new jobs are hard to find these days. 10 You want to improve your English but you have very little time and itis impossible to attend regular classes, 1 Fa Emer 1599 PUBNED by MTivon Heenan Engin LBNGIaGE RTD PHOTOCOPIABLELaying-off staff. You are the manager of a small company. Your company has been selling less of its products recently. You have decided that the only way thing to do is lay off one of your staff. (There is no recognized way of doing this and you do not have to make redundancy payments in your country.) Which ‘one of these people will you sack? will is an irregular time-keeper but when she is on form she is probably the best worker you have. She is thirty. Bill, is the foreman. He does very little, The workers like him as a person. He is fifty. Henry is the shop steward and he keeps the workers quiet by promising action when they get angry, and then doing nothing. He is forty-five. Jenn is not a good worker but she has been with the firm for twenty years. She has eight children. She is forty-seven. John is very lazy. He knows one or two things about your private life that you don’t want him to tell anyone. He is twenty-four. David is left wing. He is aggressive at union meetings. He has a following among the workers. He is a local councillor. ‘Six months after the sacking, you find that you still haven’t solved the problem of falling sales. Will you sack someone else? If not, what other courses of action are there?