T a er ees B ‘Es BUS ig 235300 09D) FV i[tt belt eel eM Oats vss FOUR CO ace R CO CEE E Seto CRT LCC. ae MACMILLANCorporate culture: Subjact background 1.4 About business 1.2 Vocabulary 13 Grammar 1a Speaking 15 Writing 116 Case study 2 Customer support: Subject background 2.1 About business 22 Vocabulary 23 Grammar 244 Speaking 25 witing 26 Cate study ‘Review 1 and 2 Answer key 2 Products and packaging: Subjact background 3.1 About business 32 Vocabulary 33 Grammar 3.4 Spoaking 235 Writing 3.6 Case study 4 Careers Subject background 4.1 About business 42 Vocabulary 43 Grammar 44 Speaking 45 writing 5) Making deals: subject background 5.1 About business 5.2 Vocabulary 53 Grammar 5.4 Speaking 55 Writing 5.6 Case study "5 Company end community: Subject background = BTS 6.1 About business 152 Vocabulary 63 Grammar 64 Speaking 85 Writing 6.6 Case study Review 5 and 6 Answer key 7 Mergers and acquisitions: Subject backoround 7.1 About business 7.2 Vocabulary 73 Grammer 7.4 Speaking 75 Writing 7.6 Cose study “O Internationsl trade: Subject background 8.1 About business 182 Vocabulary 83 Grammar BA Speaking 185 Writing 6 Case study Review 7 and Arswer key (Grammar and practice Answer key ‘Additional activities (photocopiable speaking & reading activities) can 'be found on the Teacher's Resource Disc. p10 pia p13 The Business 2.0 a4 TheBusinose 2.0 - TheBusiness 2.0 B1+ INTERMEDIATE To the Teacher ‘The objective of 77 Business +0 isto help students learn two things: how to do business in English and the language they need to do it. The new language and structures are presented in the Student's ‘Book whilst the eWorkbook provides language practice and extension, Here is a summary of what you will find in cach Student's Book ‘The modules ‘The Student's Book contains 48 modules in eight units. Each unit deals with a key sector of activity in the business world. There are six different types of module; fede ‘These modules contain information and language for the topic area of each unit. The focusis on. ‘understanding the topic and the general sense of the texts - don't worry too much about details such asnew vocabulary. eee ‘These moduies build on the important words and phrases associated with the topic and provide: thorough practice Excel “These modules help students practise the grammar in a communicative and meaningful way, in ‘business situations relating to the unit topic. Before they start, students read the Refresh your memory bbox to remind themselves of the key grammar points. Use the Grammar and practice section at the 'back of the book tor consolidation. Beard ‘These modules develop understanding and speaking skills in typical business situations. In these ‘modules, students build up a checklist of useful expressions to use in the speaking activities. The activities themselves allow students to practise these expressions and their speaking skils in realistic situations with other people. ed ‘These modules provide practice for the most important types of document student will need to write at work, They analyse a model tox, focus on key language an use both as a basis for doing a writing output activity 6 Case study ‘The case studies provide an opportunity to apply all the language, skill and ideas students have ‘worked on in the unit. They present authentic problem-solving situations similar to those students wil meetin business. oe 1 Every module includes an Internet research task to encourage you to explore the topic in more detail, ‘The tasks can be done before or after working on the module. Remember that to search for an exact phrase, you may get more accurate results if you put quotation mars around it Py 9 i p cyuch ting detail wact Other features In addition to the eight main units, the Student's Book contains the following Business fundamentals This opening section introduces students to basic business principles and vocabulary. It provides 4 solid foundation for you to build on in the course and will help them get the most out of all. components of Business Reviews ‘These units can be used in three ways: to consolidate studlents! work on the units, to eatch up quickly if they have missed a lesson, and to revise before tests or exams. Additional material This section contains all the extra materials students need to do pair- or group-work activities. (Grammar and practice This section gives a useful summary of grammar rules with clear examples, and also provides further practice of the essential grammar points in this level of the course Recordings Full scripts of all the audio recordings are provided, allowing students to study the audio dialogues in detail Glossary In each module, there is short glossary of words students may not know. The definitions for these are in the Glossary at the back of the book. Words in red are high-frequency items, which students should try to learn and use. The others, in black, ate words they just need to understand. Workbook Business 2: eWorkbook provides everything you would find in a printed Workbook, as well as extra muhimedia resources. It is mainly intended for self-study or home study and contains material to support and enhance the activities in the Student's Book. Language practice This section contains activities to consolidate the language presented in the Student's Book. Students ccan practise grammar, vocabulary, listening, pronunciation, reading and writing, ‘Watch ‘This section contains a video clip and worksheet to accompany each unit in the Student's Book, ‘The video clips are episodes of 2 mini-drama that illustrate the communication and people skills in ceach unit, The exercises allow students to practise the functional language in the video. Tests Students can test themselves at any point in the course using the eWorkbook, by setting either the time or the number of questions. Their test scores are recorded for their reference. Print and work “This section offers a pen-and-paper version of the activities in the Language practice section, ‘Students can also download the audio tracks required for these activities. Grammar help ‘Students can refer to this section for helpful grammar rules and examples. Word lists ‘This section contains the key words and definitions from the Vocabulary modules in the Student's Book, Dictionary Use the Dictionary Tool to link to the Macmillan Dictionary online. hitp://worw.macmillandictionary.com. Writing tips ‘This section provides explanations and e. and paragraphing, Listen ‘This section contains all the audio recordings from the Student's Book and eWorkbook, together ‘with the audio scripts, Students can download all the material in this section to a mobile device for listening on the move, reises on espects of writing, such as spelling, punctuation TheBusiness 2.0 56 TheBusinese 2.0 Teacher's Book ‘This Teacher's Book aims to make using 1 Business 2» Student's Book easy. It provides ideas for lead-in activities for each unit, for further practice and for extension and personalization activities, as well as answers and recording seripts and additional, photocopiable reading and speaking activities. Subject background Each unit begins with a page of background notes about the sector of activity inthe business ‘world that is dealt with in the unit. These subject background notes contain lists of useful websites that will provide you and/or your students with more in-depth knowledge and information about the topic of each wnt. Teaching notes ‘The teaching notes for each module contain the following = Classroom procedure and! task management notes. ~ Ideas for lead-in activities in the About business modules. = Ideas for further practice and extension activities. ~ A full answer key forthe exercises in the Student's Book. = Full recording scripts for al the listening activities = Suggestions on how and when to use the Internet research tasks, Tips for tailoring activities to suit lower- or higher-level classes Answer key for Reviews and Grammar and practice The full answer key for the Review sections can be found after every two units The full answer key for Grammar and practice is at the end of the teaching notes for the Student's Book units on page 15. Teacher's Resource Disc ‘The Teacher's Resource Disc provides a wide range of additional multimedia material to support and enhance your lessons. For each unit you can find: ‘PowerPoint presentation that supplements the language and skills areas for each unit. ing video featuring the skills and language taught inthe speaking module. 0 is supported by worksheets and teaching notes ‘The Teacher's Resource Dise also provides a wide range of tests, including unit-by-unit progress tests and two review tests, one after Unit 4 and the second after Unit 8 You can also find + the Student's Book audio, audioscript and glossary. + the answer Key forthe exercises in downloadable form additional photocopiable reading and speaking activities which can be used for revision oF to fill outa lesson with a higher-level group. Tips for using this book Answers The answers o all the module exercises are on a grey panel atthe end of the teaching notes for ‘each exercise. Items that are gapped/missing in the Student's Book are underlined. Teaching notes Words, sentences and questions i italics are items that can be read out to the class. Expected answers follow in brackets. For example: ‘Get students to guess these words” This means the Sante as buying. (purchasing) When you pay someone money for working, you give ther this, (salary), ete Words, sentences and questions jr italics and underlined are items that can be written up on the board. For example: ‘If students are unsure of the words, write them in two columns on the board under the headings Adiectives and Nowis. Adjectimes Nouns ish lucight wide wide long length Terminology ‘The following terms are used frequently and you may wish to remind students what they mean: to read something very quickly to get a general idea of its meaning or to find particular information. Itis not necessary to understand every wordrogress tes for ected pon mean: o find Introduction ~ Skim reading: to read something very quickly to find the main point or particular points ‘As with scan reading it is not necessary to understand each end every word, = Listening for gist: to listen to something to get a general idea of what its about without focusing on specific information or language that’s used. = Brainstorming: to get lots of ideas from a group of students without stopping to evaluate suggestions. The best ideas/suggestions can be discussed after the brainstorming session. I's important to write up all suggestions however unusual they might seer We sincerely hope you will enjoy working with 7/: Business «o. Good luck! John Allison Paul EmmersonEte Lsiness fundamentals introduces students to besic business principles and vocabulary. This material is designed to prepare students for the course and to provide a solid, foundation on which they can build as they make their way through the material ‘The first section, Company types and structure, reviews the main sectors of industry, different types of companies and possible business models. This is followed in section ‘two, Company finance, by a look at how compari ‘the moverient of money in the business cle. Section three, Supply chain, deals with systems wihich enable products to make their way from suppliers and manufacturers to the customer. Finally, section four, Recruitment, looks at how" to sell yourself and your skills in ‘the workplace by reviewing possible structures for CVs /résumés and introducing useful phrases for cover letters. Come This section focuses on describing different types of industries and businesses and the way they sre organized and trsetured LEADAN ACTIVITY ind out how much students know about the (ers used In this module, Write the following on the board and ask students to tell you what they think they mean: PLC mac ole acer teria indus Alternatively, write some diferent jobs and get the students to tell you what kind of company oF ‘organization the people doing such jobs would probably work for and whot kind of business structure oF mode! the company would be based one. mechanic - might work fora garage/car repairers. ‘Garages are often small business, such a8 a partnership ‘ors small-scale limited company, They don' normally ‘manulaetur oF produce goods but provide a service repairing and maintaining vehicles and often also buying an selling them. Garage's customers may be private individuals, ut they may also have contracts with ‘companies, for example to maintain and service a feet of company vehicles 2 freclance web designer ~ would probably work for themselves as a sole trader. their revenue was big ‘enough, they might consider registering der activities as limited company in order (o pay less tax. He or she || would probably work fora numberof cliems; these might be private individuals but are more likely to be companies fof some kind with websites that needed tobe designed or maintained, = petrochemical engineer - would often work for an oil company, many of which are large multi-national pubic limited companies, eated on the stockmarket, The business model would be 828. Vocabulary HEB Give students couple of sites to vad tough the ‘hart Tle the tudents through the diferent sections of the chart end moks sure they understand that the terms gen inthe busines type action rer to the system in Be and the United States. Et the terms forthe equivalent of Ld ora PLC company in the stadents' own countries, for example France ~ SARL (Société @ responsabilité Umitée: private limited company; SA (Socitié anonsme): public limited compan are financed, company accounts and Germany ~ Gol (Gesellschaft mit beschritnkier Hafturg) pricate limited company; AG (Aktiengesellschajt): public lintted company Spain - S.L. (Sociedad Limitada): pricatetinited company; SA. (Sociedad Andnima: public linted company Stuclnts categorize the products and services, Let them ‘compare their answers with a partner rdustry Business Business type ‘ype model Your tertary it your internat | 82c Imeenet | ervice) services provided onnection| by abig telecoms company, this istikaly tobe a public tmites company, Your bieyde Pivateliniied [B28 (anufecturing) | compan Spare parts [secondary |privatetinited | 6262, for your car | manufacturing) | company Your mike | primary Privatolinited [BP and choose_| farming) company Your hairet tertiary The hairdresser )B2C service) could be working independently ss sole tocer, or bepartof partnership or 8 private lived company. Your desta [ertiony "Your dente may | SIC cre corvice) bbe working for partnership or private limited company. Students workin pairs o small groups to match the companies othe snes stractares. Is Fedak, ask stents ‘eth experience ofthese types of ructures to describe ow the organization works iin ‘Small family business = product structure Global line retcilor = ‘erarehical structure [Matinational conglomerate. = funcional structure Medium-sized manufacturer = matix structureur pan aes rode! 2 Listening at A good way to approsch this is vo play the frst recording (Mina) with a foci question: What does Mina’s cavnpany do? (enning) Then give students a moment 0 ‘complete the table for Mins. Let them compare answers with a partner. Then play the other recordings in the seme way. Play the rezordings a second tine if students haven't completed the table on firs listening, ‘Speaker 1 geologist ~ primary = 828 = PLC. matric Speaker 2 photographer — service €2C sole trader ‘Speaker 3 production supervisor -eacendary B28 - Led hierarchical ‘Speaker 4~ lawyer ~ service ~ 828 partnership - product ‘Speaker 5~ business development manager ~ service B282¢— PLC mierarenea, a RECORDING SCRIPT 2 Mina: a geologist with a welenown mutational corporation maybe you even own share in our company. Qurcore businosis mining gel sites, copper ron andso.on. We have acomples s-ucture; each geographical region hasa loca merogerentsructure, but indcual predict managers ao report to different funcional managers at HO ~ R&D. france ‘mareating ote Its huge operation, to dedion-making can b> vary ow! Mort:t' a freelance photographer, 201 run my own busines |1d0 lot of weddings, parties and so on. Because fm slt employed, can do things my way. which is great, on the fther hang, i's nancial ist, For example, i the business fot nto robe, 1 Zou lve my home: Owen: We make funiture for firms ike hea. | sort of serve ‘production, ord my sster runs tre office, but infact my 606 ecices everything. He's the General Menger. Its a fay [usress; there ate six shareholders altogether, But we cart really do anything without Oad Ieabote snare an otice and an asst ith three othor ayers. specialize in employmont lav, advising companies ‘on HR izues; my partnor each have their own specialization, fond Sarah, or assistant, works fr el of ws. In theory, 38 ‘managing partrer, Im the boss, but in practice we each look after our vn ches So tsa very at Stuer, tneres no ‘eal hierarchy. Frank work for a halterosing Franchise my jb ito recruit ‘and manage new franchisees: | report diet to the CEO. We help franchisees to set up selon, promote our products, ‘and ultenetely increase our shareholier value. i's good business for them, but although they manage thew Li ‘they don't have any real sayin how things are done; there's 12 procedure fer everything ~ andi moan everything! EXTENSION ACTIVITY Aske students to propate a brie! presentation oftheir company structure. Tell ther to think in terms of industry {ype business model and type, ad of company structure Waite the following expressions from Exercise 3 nthe boned to help siucents siruciite their presentation Meta umpc te, ‘Whe manager cporis dicey 10 (share a. office eth. spectais i. Choos lor Business fundamentals Eanes This module looks at company finances and introduces or revises the terms for talking about company accounts and the ‘movernent of mney inthe business evele LEAD-IN ACTIVITY Write the word Money on the board. Divide the elas into pairs or threes and tell hem to think of and write down. aS many wores connected with money a8 they caw in WO rinutes. In feedback, elicit and write up interesting words (or asic students to come tothe board an write their own ‘words), and ind out which pair or group thought of mos words. Posse ist: (verbs) pay, Buy sel, lend, Borroze, 218, deposit, withdraw, exchange (oouns) profit lass, costs, revenue, debt, eredit, tax cass | change, toon | tatjetves cn, poor, teeth, prosperous, profitable Reading HEB Ask students to look at the picture and magazine article Tayout and guess what sort of company Baker's Dozen might be: In feedback, point ou! thet i's a company that makes and sels bread and cakes. Tell students that dozen usualy means twelve, but that the common English expression a baker's dozen means thieeon Stadents read the article and choose the best sum. Vocabulary Ei Students match the words in bold in the tex to the Sefinivons in the diagram. Let them compare vir answers in pots before discussing in whole class feechack. avenue 2 costof goods sold 2 gross profit ‘operating costs 5 operating profit ‘ax and deprecation 7 net profitafer tax 8 retained protie slvidends EXTENSION ACTIVITY Point out the strong stres in some ofthe longer words and ask students to repeat the words after your model revenue qperating profit depreciation —doidends EE chock the students understand the terms assets and abilities and elicit afew examples of cach before they start the exercise. They can work on their own to categorize the ‘sees ad abides and shen check their anewers pales, Curent assets: unpaid customer involeee aw materiale, inventory Long-term assets: office furniture, cars, production mechinery, patents, bulings, land Curent liabilities: unpaid supplier invoices, unpaid salaries, Lunpai ineuranes premiums Long tam labile: bank loans, mortgages TheRusinons 2.0 910 ‘Business funcamentals ES ‘This section focuses on describing a supply chain, { teaoan acrry Site he ng rods onthe ond chewing sum yoghurt — Ue bult ‘Asc whole class activity, ask students to imagine and ‘desribe supply chains foreach ofthese products EI Give sugents a moment to took atthe diagram of the supply chai andl as students to deseribe how t works, ‘Stuclents ceed the ext and fii the gaps with the names of the companies ia the supply chain. High Street Pce Led General Pasties Corp. Cherry Computer Ine lecironic Distribution Lid 2 China Keyboards Ltd |4Glecttonie Distribution PLC 5 China Keyboords te FEM Ask students to complete the sentences with the correct preposition, Let them compare their answers in pats before Aiscussing in wholeclass feedback. ‘from 2with 3t> 4 from Swith 6to 70 8 for Bin pairs studonts complete the diagram. In feedback, ask pairs to deseribe the way the financial supply chain works in theit own words 1 goods despatched 2 goods delivered 3 doliverynetesignes ——@_dlivery note copy returned 5. delivery confirmed 5 invoice gonerated The goods are despatched and then delivered tothe customer. When the customer receives the goods, the delivery note i signed and the dlivery note copy is returned tothe supalen The delivery Is confirmed when the supplier receives this Once the siplier knows the customer hat received the goods, an invciee iz genecsted and sent to tho custome. Payment made by the customer afta they have received the invoice [start by clcting ideas from students verbally Ask them te say how they think a supply chain might work in each of these sectors, and write up any words students might need on the board. In pairs, students choose one ofthe sectors and draw a diggram. Give them time 1 practise how to describe their diagram then put pais together to make groups of four Pairs take tums to describe thei diagram, As students deserbe ther diagrams, monitor and listen ‘carefully. Note down any errors or examples of poor Janguage use that you hear. At the end, write up erors on the board and ack students 6 comect them, If students ‘dnt deseribe their diagrams all that well the fis ime, [you could get them to describe them again using the corrected language from the board. EXTENSION ACTIVITY ] The Business 2.9 Cea Vs and cover letters ‘This module focuses on providing 2 model text for both a stanudard CV and cover letter, and on providing practice for students so that they ean write their own CV and cover letter. LEAD-IN ACTIVITY Bring in copies of your own CV and pass i round the less, Encourage students to ask you questions about yous career from the information on the CV, ané to make comments about how it could be improved Writing El Give students two minutes to skim read Lina's CV. Aska few focus questions. Wats Lina’s surnarue? Which school {she go to? What langueges ces she (probabh) speak? Using the mod, stadents create their own CV. It is ¢ good idea (and more realistic) if you get students to write their CV ‘na PC rather than hand-written So, if you have aceess to ‘computers in school, get students to we them. Alternatively, You coulé set up this task atthe end ofa lesson and ask ‘uudens to produce their CV sn Lime for the next lesson. Speaking Elin pais, students ak and answer questions about theie CVs. Monitor and check that sixdents have writen information for each section. Afr the dccastion, give students time to adapt their CVs based on the question and answer section. Writing El Give students two minutes to skim read the cover letter. Aske few focus questions: Who has written the eter? Where is he studying now Whe las he written to? In pairs studonts re-order the phrases in the cover letter. 1 1am keon to gain business experience {have extonsive knowledge of ‘considerable experience of assembling computers thas given mea strong interes in retailing hard-working and highly motivated intern ‘make a valuable contibution to your organization wats be happy to accept any pasion "ul cll you next week to areiner ary question€ plate feel ree to contact me atany time 10 for your time and considera students use the model of a cover letter to help them to write their own, You could se this for homework EXTENSION ACTIVITY Bring in some 363 Yor student to look a. You cul bring in job ses page irom 4 newspaper ora website with vary ‘jobs on it, fr if yosr stents have similar professions, | you could bringin a page of obs relevant to them) Ask students te skim red the obs ané ask some focus Guesions: Wick ob pays best? Which job is most Ieresting or relevant for you? ‘ak students o choose one a the jobs to apply for. ‘Studs must look back at theie CV3 and cover leters and decide how to rewrlie or adapt them so that they are more | appropiate when applying fore ob hey chose ‘As a follow-up aciviy, put studensin pues and ask thea | totake tums interviewing each oher forthe jobs they | chose to apply for«for eleter Snteroctve & printable ] (grammar, vocebulan, ‘exening & pronunciation eclass. | practice activities, extra worksheets XUsten: Students Book ‘gesio, language practice dio Watch: video & video eovtsheets (fess Interactive multiple. “oie tost ‘Resources: word list, BS hiras fee a stood ey Recurcec Ponerbont Uni e esreis document Unit career | ‘printable reading & writing oe Se Ecc “Sedent’s Book gloscary hemo ‘academic and one academic. In the non-academic approach, the basic definition of corporate culture is ‘the personality of an organization’, or simply how things are done around here’, 1 includes + core values and beliefs. + corporate ethics, ‘+ rules of behaviour. Corporate culture can be expressed in the company’s mission statement and other communications, in the architectural style or interior decoration of offices, by what people wear to work, by how people address each other, and in the titles given to various employees. Then there is the academic approach to corporate culture (often called ‘erganizaticnal culture’ in this context). There are many gurus in this field, and perhaps the best known is Geert Hofstede. He has developed e Cultural Orientation Model which classifies cultures based on vinare they fall on five continuums (highly simplified below) W: Is corporate culture? There are two answers to this question, one non- 1 Individual vs. collective (At what level in the organization is behaviour regulated?) 2 Power distance (00 less powerful parties accept the existing distribution of power?) 3. Uncertainty avoidance (00 employees feel threatened by ambiguity? How important are rules?) 4 Dominant values (What are the dominant values? Assertiveness? Money? Job satisfaction?) 5. Short-term vs. long-term (Go employees expect immediate or deterred gratification?) Company culture affects employees in many ways. For example: + the hours you work, including options such as flextime and telecommuting, ‘the work environment, including hove employees interact, the degree of competition, and whether Its a fun or hostile environment. + the dress code, including accepted styles of clothing and things such as casual days. ‘he office space, including things such es cubicles, window offices, and rules regarding splay of personal items. ‘training and skills development available to employees. Cnsite perks, such as break rooms, gyms, daycare facilities, etc ‘the amount of time outside the office you're expected to spend with co-workers interaction with other employees, including managers and top management. ‘Another key issue is whether the company hierarchy is tall (with many layers) or flat’ (with few layers). This links to the issue of the delegation (or not) of responsibilities. The importance of corporate culture is growing as the result of several recent developments, ‘some of which are listed below. ‘+ Companies are encouraging employees to be more responsible and act and think like owners. + With the decline of more traditional communities (¢.9. neighbourhoods) companies are filling their employees’ need to belong to a community + Companies are encouraging teamwork. For all these reasons, organizations need to make their culture explicit, and itis increasingly referred to in mission statements and emphasized in company-sponsored training and company communications. \Wobsites with background information on company culture include: bhttoihumanresources.about.com/od/organizationalculture bhetp:/www.answers.comitopic/organizational-culture For individual companies, look for the ‘investor relations’ button on the company website, Donnioad the annual report and look at the CEO's opening comments. Job seekers might be intorested in how to research a company before an interview. Try sitos like this one: hittpd/interview.monster;com/articlesicompeulture1.1 About business percent ted 5 ‘This module focuses on the culture ofthe workalace ane the unvriten rules of behaviour that can be found in every organization. cae ee Ute is Sent wap es aurdon ser tea eave cine: amnusrannasariccs me ‘An Internet search of work fun’ will reveal references to office pares and outings. celebrating employees’ birthdays, ‘ompatiions or contests in which employees win prizes, ‘, However, having fan at work can produce benefits fora company. It can contribute to greater ob satisfaction, help to improve productivity and morale, ceduce ebsentecisin, and improve employee retention rates. Other factors that would take employees happier at work might be meaningful and challenging work: good people skills in their managers: a pleasant physical environment; good facilites LEAD-IN ACTIVITY Ask students ell you what their ideal workplace would be ike. The purppse here is simply to get students thinking about the topie of corporate culture and what i entails Encourage students to be as imaginative as they can ané to tall about a range of topics: physical environment, ‘working hours, mangers, meetings, anna leave, physica Cnvizonment, business travel, ete Discussion HEB Check that students know the meaning of wore placertent (a period of work, usually unpaid, that someone does inorder to get experience inthe world of work: also known as work experience, and in American English as an internship). Ask students to discuss the questions in small groups. Use words and expressions that may arise from this discussion are: to conform (to follow generally accepted rales). to itn (to be in hasmony with something or someone). to step out offre (to behave ine different way from what is expected), 1 22ek the boat (to do something that causes problems oF difficulties), Take whole cless feedback, {depends on company culture, New employees need 0 try ‘to work out quickly what is expected in each of the three “itations and to adjust tothe eampary culture a6 s00n ac hoy ‘an To start off though its probably safest to dress smartly not be the firs ar the lat to leave the office, maybe make one ‘or two contributions to a meeting, but more importantly to Tisten-and lam a ficst. Scan reading Ask stadears to ead the frst two paragraphs ofthe ertisle auch then to close ther books. Get students o explain what haprened in dhe experiment ead aloud the thee pieces of information that studonts have to Gindin the are. Remind sdents wha sca eading is (see eee 7. Students open thelr books, and read the whole artic stent. Help with new vocabulary, if necessary. Reming students to use the Glossary on page 152 inthe Students Boo. Get students to compare their answers with a partner. Take ‘whole-lass feedback 2) Taeexpariment demonstrated how an unwritten rule ie created, b) Below ace saven examplee of unuttan rues -Nebody should ever dimb the ladder Working long hours is more important than achieving results The boss is always right even when he's wrona If you're not at your desk you're not working “Nobody complain, becaves nothing éhangoe “Women, ethnic minorities and the over Soe are ot promoted, ~The customer i king, but dott tll anyone, because ‘management are more interested in profitably. New staff quickly learn when thelr kieas and opinions are stoned to ard valued, an when its bette to keep ‘them to themsoves: which assignments and aspects of their pariermance willbe checked and evaluated, and ‘whos objectives afd inetructions they con safaly ignore. “They eam from the way stoff speak te management, to ‘eustomers and to each other, and from the differences ‘between what is sai, decided or promised, and what actualy gets done, Discussion EB Ask students to keep o list of points made in this siscussion as they will be useful for Exercise 6. After exch ‘question take whole-class feedback Question 1: Ask studerts to look atthe unwritten rales they Lincerlined in the article and to thle about how eompanies ean avoid them. STENT (Organizations and companies can ty to avoid negative Unwritten rules by respecting commitments lving anc listening to feedback, defining and applying clear procesurs, providing training to develop a poitve wor cule Question 2 Ask the whole lass to deseribe the kind of ‘ork that goes on in each type of organization and to suggest some adjectives to deseribe them, eg. government ‘department traditional, hiorarchical, a small public reations| firm (relaxed, injornal) a manufacturing company (high stuctured. organteed, Re aaT err “fr cdquete rel rs code sie olen hear, Euan e oan ore iste ebo ili ple an Paes poste erate ind ose Aaaeyeter esta eiah ao rerun pete saa pea er Sore eect ey yi mtn made ebcan ae eat ee oes tiesto eneyecs mahogivert ond dae Eason pres Sun ond prtapaie Ye ore vie teera Recon Ea bales eddieQuestion 5: Students! answers will vary; but am to drew out the reasons for their answers EXTENSION ACTIVITY Ask students to compare the two types of ons Exercise 5 with their onn companies or organizations ot ‘ones they know. Encourage thom to mention the topics listed in Exercise 5. Listening for gist ge ‘Remind students that they are listening for fst (See pape 7) Get students 10 compare thei answers with a Partner aftr listening, Check ansivers with the whole class 1 Sendra was not accepted by her colleagues because they {ost that she let work too early ave upset an intarn who arrived lat. 2. Sendra misunderstood the (unwritten) office ules on ‘working hours. David assumed Monica (the intern) would know to inform him she had a dentists appointment, but she didn't Monica misinterpreted David's friendliness a¢ ‘hanging the superviso-intern lationship. RECORDING SCRIPT 2 Sana got my fst placement in 2 PR frm i Pais. Out tezehors nad told ueto be careful about des: code, being on time, and 0 fn. But had a problem | ealy wast expecting. ‘The fst day |artived at eight tity and twas abit surprised because as to walt an nour an a halt for my supenvsce to arrive. n fac, most people came in at about eleven o'lock. But veryoady was very friendly. They gove me 8 project to work on| and though, great, an really do a good joo here and, you know make a good impression ‘Well, forthe test wo weeks | worked trom nine in the marning 10 about seven inthe evening. | diet really have 3 zocal fe because only got home about eight, but, ke Isai, | wanted {o mcke a good impression. But then gradually, people became les friendly and stopped talirg to me | coulen’ understand vey they wore giuing me these funny looks, especially when ‘went home in the evening. [Anymay, in he end, went and esked my supervisor what Pd done vrore, And, Infact the problem was that most people fice go Rome unit or 10pm. So becaie | oft a8 about seven I was breaking the unirtten rules. They al thought | ‘wos zy! mean, I knew | wos the frst t leave, but arived 21 3am, and | was working realy hard, you know?! But as ar fas they were concered. you couldn't do ary real work before leven 40 arriving at nine in the morning id't count! 2 Davie ma department manager inthe chil service. The department's ‘actually very informal ond friendly ~ vee al quite young ard fereryones on firstname terms. We ll have lurch together in ‘the cantoon and we ofton go 0 the pu fora dint ater work We have one or two intarns ar year. We try to make them feel ‘at home and port ofthe team, and usally it's fine But, @ year oF two ago, | hada problem nith an intern was Supervising. At fist, everything was fine. Monica was ery bright and treraly, ane got on well wth everyoody. But then. ‘one day we hoe a eri inthe office. My manager needed ‘one of Manica ile for an impoctent meeting ot iGem, We ‘ould find it ane unfortunately Monica wasc'tin the oie: ‘the waent answering Rar phono, and sho cid’ arrive until ton ‘ifteont In fact she'd beer te the dents’, but she hadr't told me that she'd be late. Well as you can imagine, lwas stressed 1.4 About business ‘ut ond made it very lear that this was unacceptable. And ‘Monica just burst inte tears, 0 had to tll her that, you know, that was unprofesionel too. “Anyway, ater that. things were never thesame. She stopped gocalizing with the rest ofthe team; she would say anything inmeetings and she didnt even eatin the canteen with us ‘anymore. ried to explain that it os my jb to tel her when ‘here wasa problem, anc tht ic wasn't personal. But she couldn't accept that Forney a boss wae a bass, a friend wat 2 friend, and you couldnt be 3 bors and rien. istening for detail Be: ‘gain, Pause the recording at appropriate places and ask students to use their own words to Cescribe the mistakes each student and supervisor made, Student! mistakes: Sandia's story: dit ask about was not sensitive to Unwritten rules; dct ak to colleagues Dave's story: tok friendly culture at face value: didnt accept treme int learn from the peoblom Supervisors! mistakas: Sandra's story: dirt tell student about unwritten rules; gove Student too much autonomy; didn't make sure student met alesgues David's story: didn’t expan local work culture: di’t keep ‘enough eatanes from inter: gidn't understand the intern’s contusion EXTENSION ACTIVITY ‘Ask students {o work in small groups and deseribe any fexperiences they have had themselves as an intern or asa superwsor They should explain what happened and what ‘mistakes were made. Each group then chooses one stony to share with the whole class. Brainstorming and presentation TB Remine suderts what brainstorming i e page 7) Students could use the ideas the noted down in Exerise 3 0 help them write the guidelines, TheRusiness 20 2uy 8 412 Vocabulary 1.2 Vocabulary akaias Cee ‘This module focuses on the vocabulary of organizational sseture, role and responsibililes, and eniploymer ‘Some possible rests fr this search might be: C10 (Chief Information Oificer, CMO [Chief Medical Otficer). COPE (Chie! Officer for Planning ane Environment), CTO (Chiet ‘Technology Officer), C80 (Chief Security Officer), CCO. (Chief Compliance Officer ~ responsible for ensuring that company’ and ts employees are in compliance ‘with government regulations and intemal policies), CNO (Chie! Nursing Officer), CPO (Chief Police Officer), CEO (Chief Fite Office ‘Students could do search under Chief x Officer’, CXO now frequently used asa generie term covering ll Chief “Something Officers (c= something). Students may come across some humorous examples, such a ‘CCO (Chiel Chocoiste Officer), C1O (Chie Intimidation ‘Otficer) and CXO (Chie! Xeroxing Oficen), Discussion HEB Ack some students to read the words aloud end check pronunciation. Explain any new vocabulary or allow students to.use their dictionaries. Some answers may vary. ‘Check answers withthe whole class. SSI 11 work - Work isan uncountable noun refering to 2 general Cencopt. The other words al ater to specific ome 2. deputy Your deputy isa subordinate whe reports to you The other words refer to people above you in the ‘managerial hierarchy. 3. collaborator ~ A collatorator i someone trom a citferent ‘company who works with you. The other words refer to people who work in the same company a8 you Listening for detail EDD Ask students why organigrams are useful In this context it helps en inter to get clear picture of the structure ofthe onznization and where responsibilities lie, In ather contexts, it the organigram is rom 4 casiomer’s ‘company, it ean help you identify contacts: fit is rom a it ean help you understand how they ran their Give students a few minutes to lock atthe organigram. Get them to ty to predict the words that ate needed to complete it. Remind studen's that they are only lstening for depattments and job ites. Pay the recording again if necessary. Check ansovers with the whole class 1 coo 2 oMfce 3 secountante 4 Business 5 Pr {6 RUD (Research and Development) 7 repeater seontists 8 Engincaring 9 technical iter 10 IT Manager 11. web devel 12 support enginecrs TheBustness 2.0 RECORDING SCRIPT > Berttom: Allright, Sam, welcome to San Antonio. Now, just ‘want to tellyou nhs who at Werndar, 0 you know who to.go to when you have questions, OK Sam: 0% 1: Now, let's stort here in Marketing: the Business Development Marecer, and | have @ tea of four reporting in tome: tno salesmen, Jake Smith, our Art Ditectou and Saidah Hussain, whos our PR Oticer You'll De working ‘rainy with Jake ane Saidah in PR, but you're going te repor direct to me Allright [ASI fold you, we're a small compary, so the organization iesimple forthe moment, but we're groning fst, so thats going te change ar we hire news staf, For example, ight now we don't really have an HR Department ~ Monica (Overstreet. ur Office Manager cakes care of HR. ': Yor, met Me Overstret as time | was nero B: That’ right. She alo looks after Finance, and she has two accountants working under her Now then, 9s 0u probably know, Warner Technologies was founded by Merit Warner, eur CEO, and Davia Darren, unos neve COO. coor 8: Yeah. Chief Operating Officer. Basically, David runs the ‘nines: on «day-to-oy bes'. Metin deals nth sategy, she’soften away at our parent compery in Houston. Unsnun=s0 Waendar ica tubelary ofthe Isis OUP. eight? 2: That's right. They took us over a couple af yoars 390 Arywray, there are these other department heads who ol ‘report to David. Roxane Pane i our T Manager in charge Cf T and Technica Support Shes new ~sne joined six ‘months age when our ols IT Manager resigned. S: Really? B Yeah He wos appointed Head of Tn a big fem up in ‘Washington. ice job, but too much sess, They fred him ater only three months! Wout 8; Yeah. Anyaay, Roxane hata web developer and two support engineers reporting to her, OK? Nove the biggest ‘cepartment neve R&D. Doug Pearson nas seven research ‘clans in the Iab, Doug coordinates ur development program; 20 he ies with me in Marketing are with ‘ur Program Manager, Hero Monroe, Herb manages the Engineering Departmen, and he's responsible for building ‘ur product package. He hava team of three two sofware lengineers and 3 technical writer ox 8: All vight, think that’s everyone. So, les go and meet Saidah ~ unless you have any questions? EB Ask stucients to read the questions before they listen 10 ‘gain, With lower Jove classes, you could pause the recording at appropriate places (o allow students to answer the ‘questions one by one. sles Wari Wired oe SRS wees upon cr evacine w cians Seylener nat 35 The CO rh uses on a ay tday bs The C2 ‘eecileetaeat neta nanioram pace oan 1 Fern Waa etd cone bone eat Couus. 15 Tyo Waar ir ei fant on T Dctepineea meres optarpssarenee rengead Seat itwersnparne bent rorailp outa Gerber Sed ter ee metvrght? sal woe wer the Ii sera time limit or students to do the exorcise, then ask them to chook their answers with a partner. Make alist of the key words and phrases on the board: report, look aftr, ‘wok ander, nn isomeihing) on, dea ith take care of, responsible for incharge of my role x10 Laie rath CET 19 20) 34) 43) 55) si 7h @p 99 109) FURTHER PRACTICE 1 Working with a pariner, students take tums vo meke true / fase statements about the organigram in Exercise 2 using the words and phrases they hae practised, eg: Herb Monroe i responsible or eo software ongincers. (True) Monica Oversvect isin charge of to salesmen. (False) ‘This sould aso be done in smal groups or as a wholeclass activity FURTHER PRACTICE 2 Prepare some sentences about the organigram using the \wonts and phrases in Exerose 4. Read them aloud or write them on the board and ask studens to correct them, og: Tiree accountants report to the Office Manager. (Two, not ‘three accountants report (othe Office Manager.) The RED Manager manages seven technical riers. (He manages seven research seiomtsts, not seven technical writers) The IT Manager is ix charge of one support engincer te Students could also prepare their own sentences, Prepositions Eh This exorcise focuses on the use of various prepositions: With to zor. When students have completed the exorcise, these phrases ean be added to thelist compiled in Exercise 4 Studenis can ten refer to this ist when they are doing Exercise 5 ‘alongside 2under 325 4. Sin Gen EXTENSION ACTIVITY ‘To personalize the activity in Exercise 5, ask students to rake sentences about their own company or job (oF a company o7 jab they knov), using words and phrases from Exercises 1-3, 6: {report the Preduct Development Manager My role isto research new products for the over-SOs market (Or: My sistor i a research scientist. Ske i in charge of @ project teant with fice engincers working under her. She reports to the RED Manager ‘Students could also bring in organigrams fr their own Companies or companies they know for somparson and aiseussion, 12.vocabulary Discussion and presentation TG To introduce the topo, ask ifany students have ever had music lessons ata musi schoo. Hany heve, ge the other Suidents 1 ask questions about the muse sehool. I at ask students o brainstorm (seepage 1) what they think a music School might be like and what might happen there, eg. they provide lessons in singing and paying instruments; you can fet qualifications in muse; they put on concerts, customers have exoectations of good service set by other companies. Cestomer support sat ae usally given pre-defined ‘performance standards! which sarve at ‘uidelines in ther coy-to-dy work. Here ae some typical examples of such standards + Get tegnt fist time ‘+ Only make promises that are realistic. + When you ‘inherit’ an erro fom elsewhere in the organization, do not pass itn agein (instead reer ito your supervisor i you cannot deal with + Make all written work lear and simple (use standard formats where availble). 1+ Teat customers with the aximum courtesy and helpfulness at all times. + Leave all ecords and fies na state tat they canbe easily dealt with by someone who «oes rot normally handle them + Answer all aiephone cals within three ring, then give a name and a friendly greeting. + Direct the conversation so that you identify the needs of the customer a5 Soon as possible, ‘then previde that information at the time its needed. ‘Most customers are satisfied if their complaint is dealt with quickly and helpfull. They only (eet iritated or angry when their attempts to complain lead them nowhere. ‘Many modern companies sae complaints as an opportunity. They are an excellent way of iscovering problems, and once the cause of the complaint has been eliminated it should never happen again. So an efficient complaints procedure leeds directly to constantly Improving quality. In edeition, customers whose complaints have been resolved satisfactorily tend to become sirong, long-term customers. The reeson is simple: they are impressed with the care and. ‘attention given to their complaint - and how that contrasts with the indifference they have ‘met in other companies. A-key skill for customer support staff is active listening, This mea ‘= letting the customer fully explain the problem with no interruptions (except for latitication questions). Only move to the problem-solving part of the conversation when they have ‘et off steam’ + paying full attention while the customer Is speaking. From time to time give a brief ‘summary of what they have been saying, This shows that you are listening and are on commen ground. + resisting the urge to argue, defend or excuse. Apologize sincerely and acknowledge ery inconvenience caused, ‘= using the other person's name, ‘+ making written notes of key points. + if the conversation is face-to-face, then meintaining frequent eye contact and en open, body posture leaning slightly towards the other person. ‘+ 2s the conversation progresses, focusing on positive action for the future. “The Uk’s professional body for customer service has a website: Inttpulwwwinstitutoofcustomerservice.com Follow the links for ‘information Centre’ and then ‘Glossary of terms’ for useful teaching material, “These two sites have useful background Information: Inttpsfen.wikipedia.org/wiki/Customer service httpu/money.howstuffworks.com/customerservice.htm T: phrase ‘customer service’ refers to pre-sales (enquiries), sales itself (including order