TheBusiness INTERMEDIATE — a IGNITEContents Introduction 11 Corporate culture: Subject background 1.1 About business 112 Vocabulary 13 Grammar 14 Speaking 15 Writing 15 Case study 2 Customer support: Subject background 2.1 About business 22 Vocabulary, 233 Grammar 2.4 Speaking 25 Writing 26 Case study Review 1 '3 Products and packaging: Subject background 3.1 About business 3.2 Vocabulary 3.3 Grammar 3.4 Speaking 25 writing 3.6 Case study 4 Coreers: Subject beckground 41 About business 142 Vocabulary 443 Grammar 44 Speaking 45 writing 46 Case study Review 3 and 4 answers '5 Making deals: Subject background 5.1 About business 52 Vocabulary 53 Grammar 54 Speaking 55 Writing 5.6 Case study {6 Company and community: Subject background 65.1 About business 62 Vocabulary, 63 Grammar 6.4 Speaking 55 wating 55 Case study Review 5 and 6 answers 7 Mergers and acquisitions: Subject background 7.1 About business 722 Vocabulary 7.3 Grammar 74 Speaking 755 writing, 76 Case study {8 International trade: Subject background 1 About business 82 Vocabulary 83 Grammar 8.4 Specking 85 Whiting 86 Case study Review 7 and 8 answers Grammar and practice answers Additional activities (photocopiable speaking ond reading activites) pant pis pus pit6 120Corporate culture eee i hat i corporate culture? There are two ansivers to this question, one non- ‘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’. It includes: ‘= core values and beliefs ‘+ corporate ethics ‘+ ‘les of behaviour. Corporate culture can be expressed in the company’s mission statement and other ‘communications, in the architectural tyle 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 ‘organizational culture’ inthis context). There are many gurus inthis field, and perhaps the best known is ‘Geert Hofstede. He has developed a Cultural Orientation Model which classifies cultures based on where they fll on five continuums (highly simplified below): 1 Individual vs. collective (at what level in the organization is behaviour regulated?) 2. Power distance (Go less powerful parties accept the existing distribution of power?) 3 Uncertainty avoidance (Go 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 deferred 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 how employees interact, the degree of competition, and whether it's a fun or hostile environment. + the dress code, including accepted styles of clothing and things such as casual days, the office space, including things such as cubicles, window offices, and rules regarding display of personal items + training and skills evelopment available to employees. *+ onsite perks, such as break rooms, gyms, daycare facilities, et ‘= 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). Tis 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 ‘+ With the decline of more traditional communities (e.g. 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 its increasingly referred to in mission statements and emphasized in company-sponsored training and company communications. Websites with background information on company culture include: bhttp:humanresources.about.com/odorganizationalculture Inttp:/www.answers.com/topiciorganizational-culture For individual companies, look for the ‘investor relations’ button on the company website. Download the annual report and look at the CEO's opening comments. Job seekers might be interested in how to research a company before an interview. Try sites like this one: http:finterview.monster.com/articles/compeultureQuestion 3 Students’ answers will vay but aim to draw out the easons for ther answers, EXTENSION ACTIVITY ‘Ask students to compare the three types of organization in exercise 3 with their own companies or organizations ‘or ones they know, Encourage them to mention the topics listed in exert 5. Listening for gist BD 1:01, 1:02 Reniind students that they are listening for ‘st (Se page 7), Get students to compare their answers with a Partner after listening, Check answers with the whole clas. 1 Alessandra was not acepted by her colleagues. David upset an intern 2 Alessandra misunderstood the (unwritten) office rules on working hours. David assumed Manica would know to Inform him she had a dentist’ appointment, but she did't ‘Monica misinterpreted Davi’ friendliness as changing the supervsor-inter relationship. RECORDING SCRIPT Biot "got my ist placement in 2 PR firm in Pais which Iwas pleased about, ‘cos 'm realy interested in communication ‘nd image management, We'd been well prepared, and our Teachers had warned us about dres code, being on time, {especting our commitments. you know, ll the usual tings ut hada problom | ely wasnt expecting, ‘The fist doy, arrived at 8.30 and | was abt surprised because "had te wait an hour and hall for my superior to turn up, tn fact, most people seemed to get in a about 11 o'dock~ and by the ime they haa their coffee ad read thei mai, and so con, they dt really tat work much before 12. But everybody wae very relaxed and very friendly, My superior gave me 8 project to work on and told me to be autonomous and take initiative. you know. which enjoy. Se, tthought reat can really do a good job here and, you know, make a really good Impression. ‘Aaystay, forthe fist two weeks | worked fom nine nthe ‘morning to about seven inthe evening didnt real tak ‘oother people very much because when they arived twas alteady working, ar when | stopped fr lunch, they were all busy My boytiend wasnt very happy about me geting home Tate, but, ke sod, wanted to impress the company and | ve never been afta of hard work. But the, after the fist couple of weeks, people seemed tobe ls rendly than ween | started. couldnt understand why they were giving me these funny looks, especaly when | went home in the evening, ‘Aasytay, nthe ond, went and asked my superior what Pd ‘done wrong. andi turned ou that it wasnt the done thing ‘to. home until 1 or midnight ~and, because eft at about seven | vas breaking the unwritten rules. They all thought | was jst some lazy student skiving off work! mean, ke "was the fist leave, but Fd ben there since 3am, and! ‘was working relly haa, you know?! But os fara they vere ‘onceined, you couldnt do any work before 12,30 being inthe office from nine inthe moming did't count DBi02 Him a department manager in the cil service. My office i just 0 ‘few minutes walk from the Houses of Pariment. Contrary to what you might thnk, we're actualy very informal and fiendly Inthe department we're al quite young and everyone’ on fist name tor. We all have lunch together inthe canteen and well afte go tothe pub fora rink together ater work, We have ane or two interns per year and we try to make them fee! at home an part ofthe team, and usualy it fine But, yeor o two ago, had a problem with astucent | was supervising, At fst, everything was fine. She was very bright ‘and trendy, and immediatly got on wel with everybody, For ‘example, the whole department was irvited to her birthday party. But then, one day we had abit of a crissin the office. ‘We'd got behind schedule on one particular project. which Monica, the Intern, was working on, and my manager wanted 23 report fora meeting at 10am. OF curse, Monica wa the ‘only person who knew there the file was - only that day she ict arive at the office until 10.15 Infact, she'd been to the dentist's but she hadn't told me that she'd be late. Wel as you ‘an imagine | was pretty stressed out and I made very deat ‘that this was unacceptable. suppose | sounded angrier than | really was. And Menica jut burst int tears, shad to tel her that. you know, that was unprofesional too, [Anyway after thet, things were never the same, She became ety aut and reserved and stepped scaling with the rest of ‘the team. She wouldnt say anything in meetings and she cid’ even eat nthe canteen with us any more. Obviously, her work suffered and I dont think she enjoyed the placement. | ted to explain that was her bos and that t vas my ob to tel her ‘when there mas a problem, but that It wasnt personal andi it mean we couldnt be friendly. But she didnt seem able to accept that. For her, a boss was a boss, and a eiend wos {tienda you couldn’ be a bos and a fiend Listening for detail EB Pray B 1:01 and 1:02 again, Pause the recording at appropriate places and ask students to use their own words to {describe the mistakes each student and supervisor made Students mistakes: ‘Alessandea’s story: did't ask about / was not sensitive to tunwriten rules; dda’ talk to colleagues David's story: took fendly culture at fa criticsme did't learn from the problem Supervisors’ mistakes: value de® accept Alessandra's story: didn't tll student about unwritten rules; ‘gave student too much autonomy; didn't make sure student met colleagues Davi’ story: didnt explain focal work culture; didnt keep ‘enough distance from intern; did't understand the Intern's contusion EXTENSION ACTIVITY Ask students to workin small groups and describe any experiences they have had themselves as an intern or as 4 | supervisor. They should explain what happened and what mistakes were made. Each group then chooses one story (0 share with the whole cass. jrainstorming and presentation envi students what branstonning i (ee page 7). Students could we the ideas they noted down in exten 5 hep them write the gidelines1.2 Vocabulary ear ules eueuebkeaasleaed ‘This module focuses on the vocabulary of organizational structure, roles and responsibilities, and employment Some possible results fortis search might be: C1O (Chie Information Officer), CMO (Chie Medical Oicer), COPE (Chief fice for Planning and Environment) CTO (Chiet Technology Officer), CSO (Chief Security Omice, CCO (Chief Compliance Ocer - responsible for ensuring that a company and its employees ae in compliance with government regulations and internal polices), CNO (Chief ‘Nursing Otficen, CPO (Chief Police Oticer), CFO (Chie Fire Otcer Students could doa search under “Chief r-Otficer”, CXO Is now frequently used as a generic term covering all Chief ‘Something’ Officers (= something). Students may come across some humorous examples, such a8 CCO (Chiet Chocolate Officer), CIO (Chief Intimidation Oiier) and CXO (Chief Xeroxing Officer), Discussion IB Ask some students to read the words loud and check pronunciation. Explain any new vocabulary, eg. subsidiary {owned or controlled by another company) or allow students touse their dictionaries, Some answers may vary, especially in. {Cheek answers with the whole class. SO (by hierarchical stats) 2 section, department offic, branch, unt subsidiary, division, company (by size) 3. task job, assignment project (by importance) Listening for detail EBD 103 Ask students why organigrams are usoful Imthis context, it helps an inter to get a clear picture of the iriure ofthe organization and where responsibilities lie Inother contexts ifthe organigram is from a customer's company ican help you identify contacts: fis from a ‘competitor, it ean help you understand how they run their business Give students few minutes to look at the onganigram. Get them to try to predict the words that are needed to complet it Remind students that they are only listening for departments, ‘nd job tiles. Play the recording again if necessary. Check Answers with the whole cass, David Darren = OO Adminstration: Monica Oversticet = Office Manager + two ecountants| Marketing and Sales: Bertram Newman = Marketing and Sales Manager + one art director, one PR officer and two salesmen R&D: Douglas Pearson = RAD Manager + seven research. scientists Engineering: Herb Munroe = Program Manager + two software engineers and one technical writer Trend Technical Support: Roxane Pave = IT Manager + one web developer and two support engineers RECORDING SCRIPT D103 ‘8 Allright, Samantha, welcome t San Antonia. Now, just ‘want to ave you an overview ofthe company and who does ‘what, so you know who to ask when you need information, on? 8: OK, Me New | And pease cal me Beram, Samantha we're very informal herein Texas. 1: Allright Mr Newer, Bertram. And, er, everyone calls me Som [A Right, Sor Now, 38 you know, my role ito manage ‘Marketing and Sales you'llbe working with Jake, our Art Director, and Sadah, who's our PR Officer, but you're going torepor drecty tome ilinttoduce you to Sadah and Jaki in afew minutes. &: allright 2: As told you, we'e a smal company, so the organization {simple forthe moment, but we'e grosting fart, 0 thts ‘going to change 35 we hire new staf. For example, right ‘Row we don't have an HR department as such = Monica Overstrent, our Office Manager, take ate of personne, so shes the person to see you have any admniseative questions. 1: Yes, | met Ms Overstreet last time | was here [As That night She alt looks after finance, ard she has Wo Accountants working und her Now then, 2s u probably know, Warndar Technologies was founded by Merlyn ‘Warner, our CEO, ond David Daren, viho's now COO. 8: coor 2: Yuh. Chet Operating Officer Basically David runs the business on a day-to-day basi. Meriym deals with strategy tnd she's on the board of eur parent company, so shes fften away in Houston 1: Unsnun and Warndar is a subsidiary of the ysis aroup, right? 1 Thats right. They tok us over a couple of years 390. Anpway, as well as Monica and myself, there oe tree other department heads who al report to Davi. The woman we met just nvr in the corridor i Roxane Pale. Roxane Is 0 Charge of IT and Technical Suppor She's new ~she ines Sixmonths ago when our old IT Manager resigned. He wat ‘ppointed Head of atone ofthe big consultancy fms up in Washington. Nice job, but too much tres. They fied him after three months. Hes working as a bar tender now! [i Yeah. Glad you chore marketing, oh? Ws dog at dog In If Anyway, Roxane hata web developer and two support engineers reporting to her OK? Now, the biggest ‘department here is RAD. We have seve research scientists In the lab, plus Doug Pearson who coordinates our development programmes. Meliss with me in Marketing ‘nd with our Program Manager, Het Monroe. Herd ‘manages the Engineering Department, and he's responsible {or building our praduct package ~CO.ROMs, user marl, and 40 on. Herb hata team of three: two software ‘engineers and a technical writer. OK. ‘A: Alleght, think that’ everyone. Unless you have any {questions well go and meet aidan and Jake. Oh, and ‘thing David wants to see you in his offic... dont ook so Worried hes not going to fre you an your fest ay! ‘Ask students to read the questions before they listen to 1103 agin, With lowerlevel classes, you could pause the Fecording at appropriate places to allow students to answer the ‘questions one by one. Viewusiness 111 Because Worndar sa small company. 2. Because Warndor is growing fst, so Its going to change as. they hie new stat. 4 Because ight now they dont have an HR department as such 44 The COO runs the business on a day-to‘day basis. The CEO deals with strategy and she's on the board of the parent ‘company. 5 Inysisis Wemdar’s parent company. They took Warndar over couple of years age, {6 He resigned when he was appointed Head of Tata big consultancy firm, but wos fied after three months. 7 Research and Development, Engineering, and Marketing. | Doug Pearson coordinates development programmes: aises with Marketing and Engineering Seta time limit for students to do the exercise, then ase them to check their answers with a partner. Make a ist ofthe FURTHER PRACTICE 1 Working with a partner, students take tums to make true/false statements about the organigram in exereise 2, using the words and phrases they have practised, e.: Herb Monroe is responsible for vo software engineers. (rue) Monica Overstreet isin charge of to salesmen. (False) This could also be done in small groups or asa ‘whole-clas activity, FURTHER PRACTICE 2 Prepare some sentences about the organigram using the ‘words and phrases in exerese 4. Read them aloud or write them on the board and ask students o correct theme Three accountants report to the Office Manager (Tso, not three accountants report tothe Office Manager) ‘The RED Manager manages seven technical writers (te manages seven research scientists, not seven technic writers) ‘The IT Manager sin charge of one support engineer ‘Students could also prepare thelr own sentences Prepositions Fi Tis exercise focuses on the use of various prepositions ‘with fo zork. When students have completed the exercise, these phrases can be aed tothe list compiled in exerese 4 Students can then refer this Hist when they re doing exercise 6. {alongside 2 under 3 as 4 at Sin 6 on TheRusiness EXTENSION ACTIVITY ‘To personalize the activity in exercise 5, ask students to make sentences about thei own company or job (or a ‘company orob they know), using words and phrases from exercises 1-5, ¢8 {report tothe Product Development Manager. My role is to.research new products forthe over 50s market ‘Ors My sister ia research scientist, She isin charge of a project team with five engineers working under her. She teports tothe RED manager Students could also bringin organigrams for their own ‘companies or companies they know for comparison and discussion, Discussion and presentation KE Bo jiroduce the topic, ask i any students have ever had music lessons at a music school any have, get the other ‘Students to ask questions about the music school If not, ask ‘students to brainstorm (sce page 7) what they think a music ‘school might be like and what might happen there, eg. they provide lessons in singing and playing instruments; you can {et qualifications in musi; they put on concent, ete ‘Check that students know the vocabulary inthe box. Explai ‘or give examples, if necessary. Circulate while students are speaking. Without interrupting the activity, make alist of any mistakes in the {aget language for remedial work later. For example, note down the exact words that were used wrongly and write them fn the board, bt without identifying the student who said them. Get the class to correct the mistakes, When students have finished their presentations display the ‘organigrams ona table or wall so that students can see the Similarities and differences, Get students to explain why they those the structure they did Defining words Ei Mis crossword activity focuses on the vocabulary ‘ofemployment demotion, transfer, fre, hire, dismiss, promotion retire, fin, resign, appoint. With lower evel classes, you could model one or two simple ways of defining words, perhaps by using some words from ‘exercise 7, and get them to guess the word this means the same as buying (purchasing) ‘ghen you pay someone money for working You gee them ths (sala), te EXTENSION ACTIVITY ‘When students have completed and checked their answers, focus on the meaning and use of these words. For example, | ask students the following questions: | Which pairs of words have the same or similar meanings? (bre, appoint fe, dismiss; resign, join) Which pairs of words have opposite meanings? (promotion, demotion; hire, fie) Whats the difference between resign and transfer? (resign you leave the company completely ransler ~ you ‘move to another department or branch) Whar the difference between resign and fre? (esigt ~ itis your choiee to lave the company; ire you are forced to leave the company) Whar's the difference between resign and join? (resign ~ you leave a job; fin - you start a job) What's the difference between appoint ard retire’? {appoint ~ you employ someone; retire ~ an employee leaves a job at the end of theie working lie, usualy at 60 or 65 years old)Peron ‘This module focuses on the use ofthe past simple, past continuous and past perfec. I also introduces ast of advice Sructures, Stadens We tis language to tll stories and give advice ‘a ere souch wl evel ha presen ees ae ‘Saameny aed likes Tsp to eth ke irae crete be done tet eon and wnedatalad nvocunioes Test yourself: Past tenses EB star by reading the Refresh your memory box with sents It stent em unsre ofthe ference erween the thre tenses, work through exercises 1 and 2 inthe Grammar ‘and practice section (page 118 inthe Staden’s Book, answers ‘on page 116 in this book) with them Before they complete the anecdote, check that students know the meaning of predecessor (a person who had yout job or postion before you) Successor (the opposite ofthe person who has your fob or position after you) to despair (to lose hope). Ask students to work alone and then compate their answers with a partner Take whole-lass feedback. Eli from students ‘rexplain why each answer is correct. 1 told 2 hadfallen 3 was beginning /had begun 4 had given 5 called 6 had improved 7 had learnt 8 had closed 9 werersing 10 closed FURTHER PRACTICE ‘To focus onthe meaning ofthe text and consolidate the use ofthe thre past tenses, ask students the following {questions (the answers are given in brackets) What eas the first thing 10 go zorong? (Sales fl by 10%.) How did the CEO feel? (He began to despair) ‘Ask students to complete this sentence: ‘The CEO called a press conference afer he .. (had read ‘had opened the frst envelope / read the fist message) Note thatthe past simple would also be possible here. What was the second thing to go corong? (The company had serious production problems ‘Ask students to complet this sentence Alter the CEO had read the second message, he (cconganized the company). What eas the third thing to go zerong? (Costs rose.) Ask students to complete this sentence: Before he opened the third envelope the CEO .. (had gone to his office and had closed the door). Note thatthe past simple would also be possible here ‘or further practice of past tenses, get students to do exercises 5-7 in the Grammar and practice section (page 118 in the Students Book, answers on page 116 inthis book). Test yourself: Advice structures Ask students to complete the sontonces witha partner Check answers with the whole class. 4 ask 2 asking 3 soking # toatk 5 asking 6 ask 7 toask @ ask 9 toask 10 toask 11 asking 12 toak EXTENSION ACTIVITY Get students to group the advice structures under these thre headings: infinkive without to (you should... you could... ty don't you...) Infinitive with to (sa good idea... t's 86... you ought. you might want. Hs tmportant -.) “ng form (have you considered ., how about, have you thought of. hace you tried.) ‘Working witha pariner, students decide which phrases are strong recommendations and which phrases are careful of friendly suggestions. Check answers withthe whole cass ‘tong recommendations: 1,47, 9,12 Careful orriendly suggestions: 2, 3,5, 6,8, 10,11 EXTENSION ACTIVITY ‘Ask students to discuss other situations when they might ‘se strong recommendations (eg with a subordinate) and ‘when they might use careful or irendly suggestions (eg, ‘with a colleague o a boss) Ask them to think of examples, ee You ought to get to work om time. (toa subordinate) You might cant to ask the other managers hat they are doing about this problem. (wo a boss) Listening for detail EBD 108 Check that students know the meaning of CFO (Chie Financial Officer). Ask the stents to listen tothe whole story once and answer the question: Why did the CFO jump in? (He didn jumpin, he was pushed in.) ‘Then sk individual todens Lo read the sentences aloud Ccheck pronunciation and explain any new vocabulary (0 {40 very well for yoursel] to be successful), The meaning Ot trocodiles will be clear from the photograph Play the recording and get students to identify the event that happened first in each pair of sentences. For lower-level classes, you could pause the recording at appropriate moments to allow them to-answer the questions one by one. Check amswers withthe whole class Cs 1 The CEO did very well for himselt 2. He showed the executives the pool 3 Everyone followed the CEO tothe barbecue 44 The CFO swam for his lite. 5 6 ‘The erocouies ied to catch he, The CFO dlimbed out ofthe pool TheBusiners 13“ RECORDING SCRIPT Dros Doyou know the one about the CFO andthe roca? Well ‘there was this CEO, who was giving a party for his executive ‘team. Over the yers, the boss had dane very well for himself, so he a proudly showing the executives around his aurious Country howe. Anya, atthe back of the house, he had built he largest simming pool any of them had ever seen. Absolutely huge, you know? But the poe! was fl of very hungry crocodiles 50, the CEO said to his executives, The most Important quality for an executive is courage. Without it, you till never Become a CEO like me, So, this my challenge to tach of you if anyone can dve into the pool, sim through {those crocodiles and reach the other side, | wil give them ‘anything they wan. My job, my money, my house, anything! ‘Well ofcourse, everyone laughed at the challenge and nobody took very secously rysay, they had just started to follow the CEO towards the barbecue when suddenly there was 3 loud splash. Everyone turned arourd and ran back tothe pool \ahere the Chief Financlal Offer was swimming for his life. The {codes had almast caught him when he reached the edge of ‘the pool. He had just managed to climb out of the pool when he heard the mouth of the biggest crocoile close shut snap ehing him, Well the CEO shook the CFO's hand and sid, ‘1m realy impressed. Until you dived into that pool, never imagined you had such courage. You accepted my challenge ‘and now anything !own yours. Tellme what can do for {you The CFO was sil recovering from the swim. He looked up 2 the CEO and sad, You can start by telling me who the hall paused me int the poo! HBB Ask students to uy to complete the sentences with a partner. Remind them that they should choose one ofthe past tenses practised in this module ~the past simple, the past continuous, o the past perfect. Play D 1:08 again, pausing after each sentence to allow students sme te cheek or write in their answers. Check answers by getting stadens to read the completed Sentences aloud 1 had done; was proudly showing 2 had bute 3. had just started: was 4 tured around: an back: was swming 5 had almost cought: reached 6 had /“d just managed heard Telling a story ED bicfore students do this activity, you could work throught ‘exercises 8-12 inthe Grammar and practice section (page [Sin the Student’ Book, answers on page 116 in this book). ‘Ths wll provide students with some useful phrases to use when they ae telling their stories. Give stents afew minutes to work out the sequence oftheir stories. Circulate and assist with pronunciation or any new ‘vocabulary, or allow students to consult their dictionaries. While students are exchanging tore, circulate and monitor Listen for corect use ofthe past tenses and make alist of any common mistakes for remedial teaching ata later stage The Busine Student A: 16) Two engineers had recently been promoted, so they decided to celebrate witha fightin a balloon. 28) After a while the wind became stronger andthe balloon {went out of contro 3.) By the time they had managed to regain control. they tealized they were lost 443)_Aman wa walking long the road below thom so they Called down thi ‘5b “Excuse me si, were lost Can you tellus where we are” 6) Aft e had thought fora while the man looked down. looked up again and then shouted: 79) "our in a balloon!” and walked away down the road 18.9) As the man was walking away, one engineer sai to the ‘ther: That man must be a manages” 9 "Why? asked the ather engines. 101) Three reazone, First he took 3 longtime to answer Second, he was perfectly correct. Third, his answer was perfecty useless!” student 8 “1e) A young business student was interviewing 2 rich old businessman, and asked how he had made his money. 2) The old guy replied, Well son, times were hard and I had spent everything except my last nickel” 332) invested that nickel in an apple, and started to potsh ‘Wen | had polished that apple all ay | soldi for ten 5h) “The next day, after had invested those ten cent in two ‘apples, spent the entire day polishing them and sold them at five o'clock for 20 cents ‘Veontinued this system fora month by the end of which rd accumulated a fortune of $137 7.6) ‘And thats how you but en empire?” the boy asked 181) ‘Heavens. not the man replied. Then my wife's father died and left us two millon dolar.” ay 60 1g advice Ih Ask students to match the sentences halves individually ‘Then get them to read aloud the eorec, complete sentences, 1) 2d 30 40 5a) 69) 7 em 8) 97 1 Heri) FURTHER PRACTICE Working wit a parte, get stants oa oe or 0 tv ites of ac for ne employees, petapereerng back tocarlr parts af the module You should be punctat [simportans to adap tothe cultre ofthe company | You oto ask permission f you ned fo got the | doctor or dents in seorking hours Ir good dea tobe professional tal ones Give students afew minutes to read their roleplay noes. Help with any new vocabulary, eg, Student A, black looks (expressions of anger or disapproval); Student B, sombre (Serious). Tel students not to read the sentences aloud, but to ‘pt the situation into their own words. Ask students to add Ideas oftheir own to make it more interesting Circulate while students ate speaking and assis if necessary Make a note af any mistakes you hear for eredial work ata later stage. For further practice of advice structures, get students todo exercises 15-16 in the Grammar and practice section (psi 119 in the Students Book, answers on page 116 inthis book),Remind students that they should listen not only to what Simon says, but also how he say it Play both versions of the conversation. Get students to compare their inital impressions ‘about Simon's behaviour with a partner and then play the recording again Version 1 impatient, frm, authoritarian, threatening, frank and possibly objective and dogmatic Version 2 objective, a good listener diplomatic friendly. understanding, insincere and possibly weak Adare) Meetings - one-to-one “This module focuses on the ways of using diplomatic language to deal with dificult meeting. A search forthe key words “Tearn English” wil generate a ‘wide range of possible resources for learing English. You ‘could as students Co investigate one or two of them, and report back the class on thir usefulness. This search task cain be done at any point: during. Before or aftr this module. Discussion EB The questionnaire focuses on personal relationships and ‘behaviour at work, Read though the statements with students before they answer them. “Answers depend on local and work cultures. 4m most English-speaking cultures, this the nor, with the notable exception of Africa, where superiors, and frequently peers, ate adreseed by thee surname, Use ofthe fist name is also unusual in much of Asia, and in Germany, 2 Some cultures, ke France, make a clear distinction between business and personal Iie. Others, ke the Swedish furniture company ikea, organize regular social events where al levels of statf are expected to mix fesy. 13 Inmost Latin cultures, managers will expect subordinates to perform tasks ike making coffee, ome staff in Nord cultures may be shocked and even insted by such 2 request. 14 This ually depends mare on the type of work involved than on local or work culture Personal cals for staff In production may be very unwelcome, whereas in departments like sales or marketing there is uuslly 90 particular problem. 5 This isthe case in many English speaking nd Nordic ‘utres, especially inthe USA. in Latin and Asian countries, ‘he opposite is often true, with a certain kudos oF even machismo associated with working 66 This probably depends onthe organization as much as on ‘the culture in large scientific meetings, for example, the majority of attendees wil not be expected to speak 17. Some organizations welcome and even encourage junior staff to suggest improvements ths Is usualy less well ‘czepted in smaller companies, where the management ‘eel more personally involved and responsible forthe way ‘things are done. {Some companies have a policy of not hiring couples and ill more o lest actively sue stat fom entering romantie relationships. Other companies accept that ‘relationships will occu but when they do, wll ove the partners to separate parts ofthe organization. In extreme ‘Cases one member ofthe couple may be asked to resign Listening for detail EB SD + 05and +06 Check that students understand the acietives. Remind them to use the Wordlist on page 148in {hi books or explain any unfamiliar vocabulary, diplomatic (ocing skilful o atta) Frank thonest, dred You could als get students o pick out the adjectives with gave conaons, eg: pain dogmate, tretenng RECORDING SCRIPT D105 Version 1 X Morning, Tifany Good weekend? 8: Oh, yer it wae cool And you? ‘No, not realy. Listen, Titan, come into my office, need to talk to you, 8: Oh no, what now? 1: Look, theo you ha a problem with Maureen on Friday 8; Oh that. Yeah That idiot refused to help me! Who does she think she ‘A: You must’ talk about your colleagues like that. Maureen is 2 very experienced aerstant and a valuable member of the Maybe, but se stl refused to help me [A Yes, but she had a good reason to refuse. Maureen ws very busy on Friday and you dit ask for help: you demanded her immediate attention At a future manager, you should Show respect tall the staff But | ws jut trying to finish the job. [X:Wel, you won't get results rom people ike Maureen if yourre rude. Look, Iwas ted. thad a dtficut week, OK? 1 Tifany, everyone ges tired, andi'm geting tired of your attitude. You apologize of there'll be trouble. De you linderstand? 1: Me? Apologize 1 some stupid ite secretary? No way! D106 Version 2 1X: Morring,Tifany Good weekend? 8: Oh yes it was cool and you? [8 Yeah tha a good weekend too apart from having to finish off this report How about you What did you do? Ihwont to the swimming pool yesterday. Gorgeous weather Mm, sounds ood. Tiffany, have you got a minute? Sure Come in. just wanted to have a quick wor hear you had ‘2 problem wth Maureen on Friday. 8: Oh that. Yeah. That idiot refused to help mel Who does she ‘think she?! [Wel Titan, think perhaps you should be more careful about how you tak about your colleagues. Maureen is 3 ery experience astitant and a valuable member of the 8: Ok, but she sil refused to help me [8 Wel, you might want to think about why she coulde't help you, Maureen was very busy on Friday. and | understand you ‘ide cell ask for help so much as demand her immediate attention. We ty hard to respect all our staff here. AS 2 future manage, think you ought todo the same. But Is ust ying to finish the ob. 1X Wel, uncerstand that ang | apreciate that you work hard and tat you expect other pople to show the same commitment. But, don you tink you might get better results from people like Moureen by being ite more diplomatic? 8: Yeah, OK. I'm sorry, youre right. wasted. Ladnt mean to be rude[A OK.Itcan happen to anyone. Why don’t you ask Maureen ‘tohavea coffe with you, and just clear the ai? OK? 8: OK. Thanks, Simon, Elicit from students the main differences between Simon's Tanguage in the two versions of the conversation. Point out thatthe tone of voice he uses is also different. In Version 1 it Sounds abrupt and slightly aggressive; in Version 2 itis firm but not aggressive. In Version 1, Simon’ language is direct. with short. simple Sentences: Version 21s eiplomatic with longer more Complon phate. IE This exercise focuses on specific examples of Simon's language in the two versions of the conversation. Ask students tg try to complete the sentences before they listen. Then play D105 and 1:06 again. When they have completed the sentences correctly, gt students to practise saying them toa partner using the appropriate intonation, Version 1 You mustn't tak about your colleagues tik that. 2. Yes, but she had a good reason to refuse. 3. You won't get resus from peopl ike Maureen if you're re 44 You apologize or thev'l be trouble, Version 2: 1 Tthink pethaps you should be more careful about how you talk about your colleagues. 2. You might want to think about why she couldnt help you. 3. Don't you thnk you might get better rests from people like Maureen by being alittle more diplomatic? 4 Why don't your tek Maureen to have a coffee with you, and just lear the ar? To draw attention tothe elects ofthese wo diferent approaches, ask students how Tifany’s response to Simon at the end of Version 2 difered fom her response at the end of Version I (At the end of Version I she was angry and confrontational; at the end of Version 2 she apologized for her behaviour) Diplomatic advice efor they do this exercise, as stents ove you ‘amples fom Veron 2 of mow vrbs (ih showld ought invoducory prises (ave you gta minute? ust wanted tohave a quick word. 1 think perhaps understand that at) negative question: (But don't you think. Why don't you 7) i Go his, students could eer to exerise 4, inten to B08 asin, or ead he coding ert tte bac of the Stdents Hook ‘Then, ak studens oad the phrases tothe correct category inthe able. Modals would, could and might: ‘You might want to. Wouldn't you sree that? You could maybe Wouldnt be batter to? You'd do batter to Introductory phrases think perhaps... seems tome that. Actually, think ‘You could maybe. Negative questions: Don't you think 7 Wouldnt tbe better to? Why don't you? I Students could work with a partner to make these ‘comments more diplomatic. Point out that more than one answer's posible and encourage them to ty two oF thee ‘options in each case. ‘When they have finshed, ask students to read their revised comments aloud, paying attention to intonation 11 Wouldn't be better not to disturb your co-workers? 2 It'seams to me that you need to prioritize if you want to meet deadlines 3 You might want to delogate mor if you want to finish the jb. 4 think porhaps you shouldn't eat at your desk. 5. You'd do better not to make personal cals at work. {6 Actually think if you ignore your colleagues, you can't ‘expect them to help. 7 Wouldnt you agree that you should take care of your ie work balance if you don't want to get l? FURTHER PRACTICE Give students a few more prompts and get them to create diplomatic statements, eg Don't take three-hour lunch breaks. You shouldn't arive late every morning You won't make a good impression if you fall asleep at meetings you work 100 hard, you'l get stressed, Pronunciation Get students to underline the stressed keywords or syllables and then practice saying the sentences with the comet stress "hear you had a problem Perhaps you shouldbe more careful You ought to do the same. "appreciate that you work har taldnt mean tobe rude ean happen to anyone WD 107 Pay the recording so that students can check thelr answers, Cirulate while students are practising the sentences to check that they are putting the srs inthe correct placesRECORDING SCRIPT D107 1 thear you had a problem, 2. Perhaps you should be more careful 43 You ought todo the same. 4 appreciate that you werk hard. 5. Idd’ mean to be rude. 6 ean happen to anyone, {ED Fecad the instructions.loud and get students co repeat the examples in italis, Play 2 1-07 again. First student should just iste fr the regular rhythm; then play the recording again tnd got students o repeat the sentences as they FURTHER PRACTICE Get students to clove their books and repeat each sentence alter you, paying attention to the appropriate stress and rhythm, EXTENSION ACTIVITY Get students to put the sentences in exercise 7 into the context of short conversation. They do this by adding one ‘or more sentences before or after the sentence, eg Sentence 3 A My team leader leaves at 3.30pm on Friday. 1B You ought todo the same! Sentence 5 AL think P've upset Susie, but I didn't mean to be rude. 1 Why don't you explain the situation? I'm sure she'll understand. Students work with a partner to prepare the conversations and ‘then presen them tothe class, Remind them to pay parcular attention co stress and rhythm, Roleplay HD) These rleplays review the language practised in this module and alow students the opportunity to develop their ‘own skilsin problem-solving Remind students to use the diplomatic language they practised Discuss the best kind of dreetive language to use, ifthey fel itis necessary This is more likely tobe the advice structures practised in module 13, exercises 2 and 6, than the language ‘sed by Simon in exerises 2-8, Remind students of the pihascs thy learnt fo express strong recommendations, ic. Sou should. if wise to. You ought to... i's important Give students time to read roleplay 1 and think about what ‘they want o say. Tell hem fo put the situation into their own words, adding ideas of their own to make it more intersting. While students ae speaking, circulate and assist where necessary Make a note of any common mistakes in the target Tanguage for remedial teaching ata later stage When students have finished, choose or ask one oF two pairs to present thei roleplay to the cass, Writ These two headings fon the board: Things Liked: ‘While the rest ofthe class is istening tothe roleplay, they should make notes under these headings fora feedback discussion atthe end. [Ask students to work with a new partner todo roleplay 2. Repeat the procedure 1.5 Writing uu oad ‘This module focuses on writing reports and the language and style used in them [An Internet search for find intemsips will generate a wide range of websites which will undertake to match applicants {to meaningfil work placements. Interaships ae available in 4 number of industries, including retail. finance, banking tc ‘The websites also offer guidance on how fo make a successful application. Discussion EB Elicit ideas from students about what Henry's placement report might contain and the syle it might be writen in. Don't ‘worry at this stage ifthe ideas are incomplete ~ the exercises ‘that follow will daw out the important points that need to be made. Tt wl contain information about his work experienc, ‘colleagues and managers, the company the departments) he “worked in an what he learned while he was at the company, Ie vl be written in formal Skim reading EB Ask stusents to cover the report extracts and jst read the section headings. Ask them what kind of things they would ‘expect to find in each section. Suggested answers in brackets Observations about the company (details about the company andthe department he worked in); Appendix (extra information which may be of interest, but snot required in the main body of the report}; Intrdiction (some background information answering some or all ofthe questions zoho, zat, ‘when, why, how); Professional achievements (the shill and experience he gained); Experience during work placement (the tasks Henry performed) Remind students what skim readings (Se page 7). Get them to skim the eport and do the matching task witha partee Check answers with the whole class. [Blobrervations about the company [ElAppendix [Dinteducion [Blprotessonal achievements [Zl experience from work placement 19 for detail EB Students to work with a partner. Check answers with the whole cass. Get students to explain the reasons for theit choices PANeTOOER []concusions [Bianalysis of sucesses and failures [Hlobjectwes of the intornship [Z)ptais of your responsibilities [Blanaiysis of what you learned [B}evatuation ofthe company asa potential employer [Blsuggestions for the future [oeseiption ofthe company and how itis organized [i)Practial details about the placement [i)peseiption ofthe company’s culture and policies18 IEW You could do this asa whole-clss activity, getting ‘students to call out the formal phrases inthe report 3s they Find them, under the supervision of Mr Geoffrey Thomson ‘customers were contacted by telephone Febecame dear that The order ofthe tems was therefore modified. To obtain asimlar result through media campaigns would cost millons ‘most impressive ‘was a major challenge, Fortunately was able to apply the knowledge had ‘2cquired in marketing in year two of my degree 9 the results of my study were extremely wel received EXTENSION ACTIVITY Get students to work in small groups to summarize sone key lferences between the informal language of the phrases in exereise 4 and the formal language ofthe corresponding phrases in the report in exercise 2. Tn formal language: + colloquial words and phrases are not used, eg. guy, ol, ‘worth a fortune 4+ passive tenses are used more often, eg mere contacted ‘eas modified, were well recvived + sentences are longer and more complex 1 things are expressed in a positive way @ major challenge not difficult and exhausting + exchamation marks ae not used Listening and note-taking HED 1:08 Ask students what things they think Jason might tell Alex about his placement, Use the headings in exercise 2 8 prompts. Students iten and take notes individually, then ‘compare their notes witha partner. Pay he recording two or ‘hee times, ifmocessay. “Make sue students keep these notes for use in exercise 6 Check answers withthe whole elas, ‘three months near Birmingham at place called Diftco they export construction equipment was alright ‘abit razy there pple worked relly ar, sometimes {rom eight inthe morning to nine or ten in the evening In charge of preparing shipping documents ‘id internationl wade last semester ~it helped alot to tunderstand what was going on ‘boss very sit but, OK~she dd’ scream at me when I sid something wrong, ‘once sent a containe to Austria instead of Australis really stong accent didn’t understand half of what he id sophisticated automat system ‘antever completely eliminate human error ‘good placement for frst years, but second:years should Rave more management responsibilty some management experience, but would’ ke to work there RECORDING SCRIPT Dr08 f& Oni, Alex [: D9 you fancy going out tonight? Theyte showing the new \Willsmith movie atthe Astoria! 8B: Oh yeah, Look, I love to, but ve got this esaytofnsh, ‘and then Fve got to rite my placement report. ‘Placement? Oh, thats intresting | dida't Know you did a placement. What aid you do? 8: I spent three months neat Biemingham ata place called Ditco. They export construction equipment ‘8: Oh yeah, good job was” 1: reas allright. Theyre abit crazy there. People worked really hard, sometimes from eight inthe morning to nine oF {en inthe evening 1k: Hi. Sounds like schol! 8: Yeah! Anyway, Iwas in charge of preparing shipping documents. Good job we did international trace ast emer It eally helped me understand what was going ‘A: Preparing shipping documents, ch? Sounds boring, Didh't lie international vade much myseit Did you get on wel wth your Boss? 1: Oh, she wae very strc, But, O, | suppose. She art scream ‘st me or anything when did something wrong, ‘A: Why did you mess up alot? ': Nah. Only once when Isent a container to Austia instead of Australia, ‘Youre king! : Welt wasnt my fou. This guy an the hone hada really strong accent | dirt understand half of what he sai ‘A: So you sent a container to Austria? What an idiot : Wel bet you wouldn't do any bette. Anyway, it was Interesting, cos they had tis eally sophisticated automatic system but you cant ever completely eliminate human ‘A: Yeah Jason, the guys at IM ddh’t expect you tobe using ther systems, otherwise they would ve spent another ten years making i completly it proat B: Ok, OF», Now, f youve finished taking the mickey, Fve got an esay to write, 'A: No, come on. 'm ust joking. realy interested in Difco. need Yo find a placement for next sume. 8: Wel i good placement for fs-years, but think ‘second years should have more management responsibilty ‘was hoping to get some management experience, but mostly worked alone soit wasn't that great ‘a: You wouldnt recommend it then? B: No. learned quite alot in tee months but certainly ‘wouldnt ike to work there. |: Mm, ee what you mean Listen, now Fve told you al about it, you couldet help me ‘with the report, could you? If we fish by rine, we can stil ‘make iin time for the movie. Loo, Ive already made these notes You just have to write them up for me Ordering and writing Ti With tower evel classes, you could again do this asa whole-class activity. Write down the headings from exercise 2 on the board: Iniroduction, Exper Write up these notes and the notes fom exercise under the headings you don't have time in clas to write the whole placement report, you could write the introduction or the fist sentence ‘of each paragraph asa whole-class activity to get students started. Students then finish the report for homeworkSoe eee tee ioc ose Nee Seco abeas aetia Boa eens oti ai uk aera esas eb sere aig pagrgentaneiiey me tine, ender Sree eee, Siena Seoterires ee a cea Sees ae caine ee tees Set cia arco pian Merrett 2 ea Teele eae Sonat ae ta Soong el nee, Souns Coreen Sores eee Seen eameaer cera. ae oe cere sees Soria pce en meg cerca Spite ana ee sey che hora eta, win fis poin. © ree wit a Se igs eal Se ae eee aE ste bo Roe er, pia ect sree ieee irate, Sorte lege aa Fo [eapepee eeppk tapping Peete ce. ape parts Sere ae ches at s peaecec re eeuty sien eng ubeee ec poeetitae seer tees ee Tagantaiumire pee terme U6 case study reg Ce) ‘This module focuses on living and working abroad and the use of counseling skills and counselling language to discuss problems. ‘An Internet search about living and working in Japan, the UK ‘or the USA will reveal numerous websites dealing with culture shock in general terms and the difficulties of adjusting to a ‘new cultural environment. Many of them offer advice on how tortacke this preblem. They also offer background information ino the history of the country and practical information about everyday conceens such as work, study, accommodation shopping, healthcare, banking axes et. Students! investigations could be focused in various ways, ea, they could research culture shock - what itis and what to do bout it~ or they could look into ene orto topics in some ‘etal Students could do this search before the lesson as propaation for the activity in exercise 7 iscussion El Give students a few minutes to brainstorm sith a partner, ‘Then, collet ideas and make a list on the board. Keep this lis of ideas ~ it wil be useful for exercise 7. EL ‘alture shock in general language problems, homesickness, {ood climate, housing, schoo, fanily members dont make the adjustment cultural aferences at work and outside work EXTENSION ACTIVITY any students have already worked abroad, ask them to share their experiences with the lass. EXTENSION ACTIVITY 7 ‘Ask students to bring in some examples of reports they hha received or writen themssives Compare them with the examples in this module ~ can they find the same elements? How would they change or improve their repors? EXTENSION ACTIVITY 2 Asa whole-class activity, get students to brainstorm a {guidelines entitled Tips on writing effective reports. This might include the points below. Use a clear structure, + Use informative headings. Write ina formal syle + Use a cear layout, eg, bullet points, numbers, ee of Send it tothe right people. Don't write too much ~if ts too long, people may not read it. If the report is tong write a summary. ‘Check it earofully for typing and factual mistakes Geta colleague to read it for you before you send it Listening for detail EW D 1:09 Read through the handout with students before they listen, Working with a partner, get them to predict which ‘words might ill the blanks and which skills are needed. Then play the recording. Check answers with the whole class, ‘Counseling = helping someone manage a personal problem ‘using thelr own resources Counseling sis = istening, talking, helping, assisting, ‘exploring robles ‘The thre phases of counselling = Phase one = Talk: Phas ta = Think Phase three = Act RECORDING SCRIPT Bi09 oes that ansner your question? Now, before we go on Just summarize the thre points we've already diacunted. Fst, the goal of counseling ito help another person menoge | personal problem using thelr own resources Secondly, ‘counseling s about listening not about telling I's about talking te someone and helping, not about persuading or manipulating. And, counseling is about assisting and exploring problems. I's rot about reasuting someone or solving their problems for them. Thirdly. the thre phases of counseling. Phase one, tak. Ths is where you encourage the problem holder to talk about the problem, and to start to understand how they fee! about the problem and why hey Feel that nay. Vhewasiness 1920 Phase two, think. Tiss where you encourage them to think about the problem and reassess it. You help them 1 see their ‘Situation from a new perspective, so that they can consider the elferent options for dealing with the situation, And phase thee, ect This where you help them to choose their. ‘own solution and to establish an action plan to manage the problem. OX, are there any questions? OF, nov want to say 23 few words about some of the sis that counsellor need. {going to pas out enother handout. As you can se, there area umber of To consolidate understanding get students to compete these sentences: Counselling is about. and Counseling is not ‘bout... You could also elicit more details about the three phases of counselling {EB Be aware that some students may not wish to discuss Personal problems so point out that they could tlk about less personal issues. Circulate while students are talking and assist where necessary. Take whole-clss feedback, drawing out the similarities and Aitferonces between students’ own experiences and what was said in the lecture. Some possible ifferences might be: ‘you helped someone with a problent you didnt know what to say or do; they asked you o come up with solutions: they talked for ages and you got bored: et ‘someone helped you with a problem: they did't reall listen to you; they didnt ask how you fl; they red to tll you what to do;ete Counselling language IW This handout gives 2 comprehensive lis of important counselling sil: Read it through with students so that they fe the overall dea of whats involved. You could then do the ‘matching task a a whole-lass activity How di you feel? So you're saying that. Right. You were surprised? What are the options? What would happen f(s past tense?” Whats your frst prorty? 10. Why not startby ing .? EE Ask stutems to work witha partner to add more phrases {othe counseling skills. Then take whole-class feedback, ‘making list of al the phrases students suggest. Keep thi sit willbe useful for exer 6. EMER 1 What di you dor So what you mean is ‘Thats interesting. Really? You actually (id) ..? 50, basicaly ‘What altermatives can you see? Would that get the result you want? ‘Where de you think you need to start? Before you do anything else, why don't you .? heures EXTENSION ACTIVITY “To pu the counselling language in exercises 4 and 5 into content ina whole-las activity give students few simple scenarios and get them to ‘counsel you, e@ 1 have trouble geting on with my office mate. He's very untidy and noisy and is akoays making lengthy personal phone cals. He interrupts me alot and I can't ‘concentrate on my work, have 100 muck work to do and I can't manage it all. {etting very tired and stressed, Las! week I took t0 days Sick leave because I couldn’ face going into the office My oss doesn zwant to hnow~ she just ells me to get on soit te ‘You will need to be able to respond spontaneously to what students say asthe conversation unfolds Eicourage students to use as many of the counselling skills they practised in exerise 4 as possible, Roleplay IEA These roleplay review the language practise in this module and allow students the opportunity to develop thelr ‘own counseling sil Give students who are going to play Problem: holder A time to read the notes and think about what they want to say. ‘Remind them to put the situation ino their own words, adding ideas oftheir own where possible. While they are doing this, the Counsellor can review the counselling skills language practised in exercises 4 and 5. The Observer should also review the handout in exercise 4 ‘While students ae speaking, cireulate and assist where necessary. Make a note of any common mistakes in the target language for remedial teaching a a later stage. ‘When students have finished, take some wholeclss feedback ‘om how the roleplay went ~ what was easy, what was diffi, ‘what they might do ciferenty next time, et ‘Then, repeat the procedure with problems B and C. writing Remind students about the discussion they had in exercise 1. Its appropriate, get them to refer othe results of their Inemet research. Read through the phrase i the box and) cheek that studenis understand them Give students a few minutes to write their emails. With lower level classes, Fi time is limited, the emails could be quite short, mentioning just ane problem. Then get students to ‘exchange emails and write their esponses, Remind them to ‘use as many’of the phrases in the box as posible, With higherevel classes, students could give their problem «mall 10 two or more students. The responses should be ‘written on separate pees of paper. The writer ofthe problem could then choose which response helps them the most theres time, or for homework, get students to write a Second email tothe person who responded to the problem. In this emai, they could thank them forthe advice and say what they plan to do nextMACMILLAN Telefone: 0800 168877 I= tod iTeacher’s Book www. businessenglishonline.net i