Managing time Lesson outcome: Learners con usea range of vocabulary related totime management. Smart work Lesson outcome: Learners can use adverbials and time expressions carrectly, Communication skills: Dealing with urgency Lesson outcome: Learners ae anare offferent waysto ‘communicate urgency and can use a range of phrases for discussing pont. Business skills: Difficult negotiations Lesson outcome: Learners can use various strategies and ‘phrases for dealing with ficulties in negotiations. Writing: An email iving reasons Lesson outcome: Learners can write an emailto colleagues {giving reasons for missing a deadline and outlining ation required. Business workshop7: p.100 | Review 7: p10 | Pronunciation: 72 tessin adverbial and time expressions Video: Time management Vocabulary: Managing ime Project: The working from home debate Reading: Cutting overtime in Japan Grammar: Adverbalsandtime expressions Speaking: Are you ood at managing time? Video: Dealing with matters of urgency Functional language: Discussing priorities Task Following up on emails Lstening: A cficult meeting Functional language: Dealing with difficulties negotiations Task Dealing with dfcultpeople at work Model text: An emit offering an explanation Functional language: Prblem, reasons and required action Grammar: Prepositions oftime Task Write an email to yaur boss about a problem Grammar reference: p:123 74 ncanation when negotiating p27 >6Ak Peer Managing time eee eee Discuss these questions. How do you keep track of what you need to do? Do you use an electronic or paper calendar alist, etc? How do you plan what needs to be done when? Does ths always work? Why / Why not? How do you prioritise the tasks you have to do every day? How do you deal with deadlines? Look tthe four illustrations and answer these questions. + How many ofthese time management methods have you tried? + How useful were they to you? Work with a partner. You are going to watch a video about time management. What do you know about time management in these situations? What do you think is unique to each situation? ‘on traditional factory assembly lines in modern warehouses used by online retailers in international projects and teams for people who work freelance Ben Watch the video and check your ideas. Watch the video again and match the sentence halves. \With production targets and project. deadlines to meet, 2 Measuring and managing the time spent on tasks, 3. My main ole in the teams to organise schedule, 4 ..what really helps me is making ato-do list 5 Organising one's own time as a freelance 6 But whatever the role and whatever the industry, Teacher's resources: 4 contra activities Work in pairs. What problems other than time can you imagi with people located all over the world? a toallocate resources and set the goals for the team members. bb is worlds away from the experience of ‘workers on Henry Ford's assembly lines. € effective time management isa top concern, 4 atthe beginning ofthe week good time management wil continue to be essential to business profitability and to an individval'scareer success. became part ofa management approach known as Fodism. planning projects Vocabulary Managing time 5 Complete the sentences to make verb + noun partnerships used in the video. [ allocate identify maximise measure schedule set take use 11 Henry Ford was one ofthe first people to time. 2 When managing time for a team, itisimportant to goals. 3 Good time management is importantin order to efficiency 4 Department heads may have to Jobs that need to be done by stat. 5. Teamleaders are often the people who resources. 6 Office workers today have to ey priorities 7 Some people prefer to digital calendars. 8 Freelancers need to stay focused and shouldn't a breakuntilthey have finished a certain amount of work.7.1 © Managing time Read the definitions and complete the expressions with ‘time’ in the puzzle. When complete, you will reveal a common saying in the purple boxes. 1 wen you do things tthe correct time or arranged time when you deal with things separately (one after the other] orn separate groups of three, ten etc ‘when you do things o that they happen together plan so that you have time available for something time you spend on your jb inaction to your normal working hours spend time doing something tat i not useful and has no result ‘hen you do something befor tis necessary when you have no more time avalable todo something use time doing a particular thing or pas time in a particular place [i mle) 10 when youdo something eater than the time when it should be done t[ilmle| | 11 when you do something ater something ese has already happened 7 Match the sentence halves so that the words in bold are used correctly. 1 Team managers have toallacate a oftime so that we could get started 2 We had until the end of the month for the implementing the first steps. Project but wewere glad tofinish ahead Bb effcieney so thatthe factory can 3 Animportant part oftime managements produce as much as possible. the ability to identify € atime or he starts to feel stressed, 4 Production managers organise the workon resources so that they willbe used the assembly lin n order to maximise efficiently. eae ares 5 Heisthetypeotpersonvinoneedsiodo key priorities so that they canbe cea one thing at wth rst. 8 Decide with a partner these statements are true or false for you. (stil studying and haven't started work yet. Ihave experienceat werkofmanaging my cunt.) 1 Setting goals for yourself that need tobe finished before you 1. When you work from home, you need to maximise take a breakis important wien you study on your own. efficiency and manage your time. | 2 Itisnota goodiea to waste time socialising at university 2 Using internet access alaptop orasmartphoneand because itis better to concentrate on getting your work done a digital calendar you can work rom anywhere > Gai 9A Work in groups. You work in a centrally located. + Prepare arguments for or against working at home. Give office. The company needs to cut costs. Debate this reasons and examples. Consider these points. ‘management proposal, using the steps below. “We propose moving toa smaller office further from the centre and having atleast half our staff work from hom distractions collaboration commuting flexibility socialising spaceforhome office theenvironment | st se afc rier baht ha Group A: You are members of staff and are FOR THE. + Prepare any counter arguments you anticipate the other MOVE. You tke the idea of working from home and team will make. feel that you can make use ofthe time saved by not ‘Azfworkat home. can plan my day more easily. can spend commuting time with my family but also choose when | work. {will be able to save a lot of time as won't have to travel. ‘8: People may save time by not commuting, but there could be more distractions at home. | Group: ou ae team eaersandare AGAINST THE MOVE You find helpful when coleaguescan collaborate and feel social aspects help team building 'B Debate in groups or as a class. Then vote individually for or against the proposal. How successfully have you achieved the lesson outcome? Give yourselfa score from 0 (I need more practice) to 5 (I know this wel. + GotoMy SelF-assessment in MyEnglishLab to reflect on what you have learnt Pole er cau cgPeteeiesesii) Learners can use adverbials and time expressions correctiy ‘Workin pairs or small groups. Discuss these questions. (Do you find it cifficut to complete what you need todo on time? Why / Why not? How do you decide what todo first? Do you have or use system? ‘Do you have any tips you can share? Nunes Look at the phrases in the box and discuss them in your pairs or groups. What role ddo you think they play in time management? [cirisaiewok ecesienetine Rewieinored | | workefficiently lengthy meetings Work in pairs. Read the title and subtitle of the article. What do you think the article will be about and what suggestions do you think might be made by the author? Reading Read the article quickly and check your predictions in Exercise 3A, Read the article again and complete the sentences. “Tatsuya to set his quitting marker‘ for inthe evening, People decide what time ther target for stopping work forthe day should be by. Although quitting-time targets were not popular at firs, stafffind they work Making staffaware of how Long they need to do tasks, resulted in an After the global Financial crisisin 2008, management began to hold ‘The efforts made across the company have helped to. Uonsune de a pV Work with a partner. Discuss the ideas for managing time in the article. Which would be helpful to you? How would these work in your own situation? a Cutting overtime in Japan - WNEeese(Haesrryolebenacn stele t quitting-time target Mere or geonc cle god Tokyo ~ Recruit Staffing is trying out Workers are not punished for ‘methods to ent down on excessive ‘missing their quitting-time targets overtime, 2s At first though, people did not lke the plan, saying that they could not finish «5 global financial ersis, Recruit Stafing Stick to the plan by the target time, But the targets have __employees’ workloads increased, 5 Tatsuya Ito, a 23-year-old salesman _helped employees to work more ‘encouraging management to find ways in Tokyo, placed a small green sign efficiently and staff hardly ever stay to use time more efficiently con his computer upon returning from 30. past 6 or 7 p.m. Information sessions were held for } a sales eal, announcing to his ‘The team also limits the time each 50. staff and Reeruit has recently begun | colleagues that he was leaving in ‘employee may speak at status update _changing how time is managed. Some | 1 afew hours. Such color-coded ‘meetings and keeps company dinners _of the ideas include requiring workers ‘markers pop up across the office ona short. 10 report late-night hours, setting daily basis ~ in addition tothe green 3s ‘It's important to reduce what strict limits on number of hours ‘pam. sign, there is blue for 6, yellow needs tobe done and be aware of the ss worked, and asking for ideas about for 8 and red for 9 p-m. at the latest. time work takes,’ Shogetsu said. This __how to cut lengthy meetings. These vs These are the work of Taisuke philosophy has paid off: productivity company-wide efforts have helped | Shogetsu, the 49-year-old boss. The at this Tokyo division climbed 4.5% reduce the average length of the i sales team almost never spends their <2 in 2015. wworkde day in the office but returns in the : 6 ‘Going forward, we aim to make evening to take care of administrative _Testing solutions the program about improving x» work. Each member sets his or her “These efforts are part of Recruit customer service, in addition to ‘marker based on how much needs to _Staffing’s‘smart work’ program, begun _ shortening working hours and be done. in February 2013. After the 2008 improving efficiency,’ an official said.Different adverbs of frequency and time phrases appear in different places in sentences. For example: Usually they finish their work by Friday afternoon. (beginning) ‘She sometimes works over lunch. (mnid-position, ie between subject and vero or after be or auxiliary vero) ‘She does administrative work from time to time. (end) Check the Grammar reference for more details about the position ofthese words and punctuation. Teacher's resources: extra activities 7.2 >| smart work Grammar Byte Adverbials and time expressions G Look at the adverbials below. In which position (a-e) would you place the two underlined adverbials in the article? ¢ KO @ ® + always + frequently + often + fromtimetotime + rarely + never + normally + nowand then + seldom ats » cenate 7 Look at the time expressions in bold in the article and match them with their ‘meanings. Which refer to the past and which to the future? 1 used to talk about the beginning of a 3 notlong ago situation, especially when itisdiferentnow 4 ataparticulartime from now 2 nolaterthan the time mentioned & Match the expressions using ‘day’ (1-3) with their meanings (a-cl. Find an ‘expression in the article to replace ‘every day’ in sentence 3. Where can these expressions come in sentences? 1 Many ofus sit at our computers all day. @ onan unspecified day 2 Youcan come by to see me any day. bb from Monday to Friday/Sunday 3 Staffmembers putin many hours everyday. € frommorning till evening =D page 123 see Grammar reference: Adverbials and time expressions ‘9 Put the word or phrase in brackets into an appropriate position in the sentence. Where there are two, do not change the order. 1 They eave the office before 7 pm. (almost never! 2 He goes to vist customers (from time to time) 3 We take clients out for dinner (occasionally) 4 They dida' ike the dea, butnow they thinkit isn excellent one. (at first) 5. Youcan find me at work from Monday to Thursday, but remember don't workon Fridays. (eny day, normally) 6 We should have more information. (ina few days) 7 Because meetings last about three hours, they have started to lookinto making them shorter (usually, recently) =D page 117 See Pronunciation bank: Stesin adverbial and time expressions Speaking 1O Workin pairs. Ask and answer these questions. ls your partner good at managing his/her time? Ask follow-up questions to get more information. 1 Doyouusuallysay yes! to everything? 2. Doyoucften put tasks off until you feel like doing them? 3 Doyoufeel overwhelmed at first when you are given a deadline for anew project but then realise that you just need to work step-by-step? 4 Doyou always make sure that everything you dois perfect no matter how long it takes? Do you almost never deal with a task until itis crisis? 6 Doyouputoff what you need to doon a daly basis because you work best under pressure? 7. Doyoufind that you rarely judge correctly how tong a task will take? 8 Doyouhavea plan or routine that you follow every day? How do you feel when you ..? What would you need to manage your time better? + How successfully have yau achieved the lesson outcome? Give yourselfa score ‘rom 0 (I need more practice) to 5 (1 know this wel. + Go to My Self-assessment in MyEnglishLab to reflect on what you have learntCOMMUNICATION SKILLS 73) Dealing with urgency FRPP ineye) _ Leamers are aware of different ways to communicate urgency and can use a range of phrases for discussing priorities. Lead-in 1A Discuss in pairs. How quickly should you respond to an email that is asking for information? How might your usual response time cause you problems when working in teams? 5 What would you say in each of these situations? 1 ‘Why haven't heard back from you yet? lemailed you yesterday.” 2 3 “You responded at night last time, so assumed you always check your emails then” ‘Don't just call me to fallow up on an email without checking my availabilty first” VIDEO 2 F751 Watch as Sanjt shares some concerns with Katie, 1. Whatinformation has Sani found out about their distributor? 2. What is Sanjit surprised by? 3. What three options does Kati suggest to Sanjt? Insmall groups, discuss which is the best approach (Option A or 8) for Sanjit to uuse when following up with Emma. Give reasons for your answers. Asa class, decide which video to watch first. Option A ~ Low pressure: end 2 friendly email reminder to check when you might beable to geta response. Option B - High pressure with urgency: all the other person to confirm that they {got your email, ask why there hasn't been a response yet, and ask fr the information you need i JB cote myenglshlabtor extra video activities | B Watch the videos in the sequence the class has decided, and answer the questions for each video. | Option A E722 1 Why did Katie recommend an email rather than a call? } 2 What does katie mean by Go Global different perspective? 3 How does Emme respond? What do you think of her response? Option EE 73% 1 How quickly didSanjit expect to hear back from Emma and why? 2. How does Emma feel when she hears thisand how does she respond? 3 Does Sanit get the information he wanted? 4 \Why do you think Sanit and Emma are frustrated with each other during the call? 4 Work in small groups. What tips can you think of for dealing with urgency and timeliness? 5 E734 Watch the Conclusions section of the video and compare what is said with your answers in Exercise 4. Do you agree? Why / Why not? Reflection ‘Think about the following questions. Then discuss your answers with a partner. How do you felt you don't receive a response from someone when you expect to? ‘Are you aware of your own approach to response times and haw that might affect others? Decide on one thing you can do to deal more effectively with requesting urgent information and responding to urgent requests.9A. Work in pairs. You are going to follow up on emails that your Pau un sy Functional. Discussing priorities language 7, complete the phrases from the video using the words in the box. information overloaded prioritise respond response sorry Defining Please: this. [its urgent/ It can’tbe delayed any further) priorities Requesting an | Ineed 3” [by tomorrow morning /by the end ofthe day /as update: high | soon as possible (ASAP) by (the) close of business (C08), by the] end of priority play EOP), Feqesngn | Wher doyouinkyavlib saaieIgetbacktome etme naw aie | bpdateslow | meadefinte answer? priority Let me know when you'll get a chance to [send me the © J writeup the report give me your feedback Responding | im fornot(getingbackto you earlier/ returning your call, | sooner | | Ym’___[atthe moment right nowd | | canigetbackto you tonight /by the end ofthe day by tomorrow | stternoonl? | rve seen your ait’ got your message] and will by | tomorrow morning ‘Where in the table in Exercise 7A would you place the following phrases? ‘That's a lower priority - the deadline isstill afew weeks away. I'm in meetings this morning, but lend you an update when | get backto my desk Can you update us{on progress] as soon as possible? We were expecting delivery yesterday. We need to make this our top priority or we'll mis the deadline, © swneo Work in pairs and read the scenarios. Decide if each one is high or low priority. ‘Take turns to call your partner to follow up on the situations. Scenario 1: You are waiting for areport which is due from a colleague tomorrow. You haven't heard from them since last week and have had no response toa reminder email you sent two days ago. Teacher's resources: Scenario 2: You were expecting to have next week's schedule by this morning so that you entra activities could inform your team. You haven't received anything and it's now 2 p.m.on Friday. partner has not responded to. Read your role cards and prepare for ‘your discussions: Student A turn to page 129, Student B turn to page 132. B In your pairs, add any details you want to about the situations to make them more realistic for you. Then roleplay the two calls. Atthe end, discuss what you found easy and difficult about discussing your priorities. Which phrases from Exercise 7 did you find useful? + How successfully have you achieved the lesson outcome? Give yourself a score. from 0(I need more practice) to (I know this well. + Goto My Self-assessment in MyEnglshLab to reflect on what you have learnt. Byler tug74> BUSINESS SKILLS Difficult negotiations Learners can use various strategies and phrases for dealing with difficulties ieee Lead-in 1 Workin pairs. Read the text about negotiating dimensions and discuss the questions. Dimensions for negotiating success ‘To be successful in negotiations that everyone feels committed to, negotiators must prepare for the following dimensions. PEOPLE «> the people involved, who they are and how they want tobe treated CONTENT €2> the things you are talking about, e.g. time, money, resources, etc. PROCESS © the procedure you use; the way tis done STRATEGY >> the best approach to take in each specific negotiation stage and in the overall negotiation 11 Why do we need to prepare all four dimensions? Talk about each one. 2 Why dowe sometimes see people as ifficult when negotiating? 3 Why might people sometimes see you as difficult when trying to reach agreement? Listening 2A 70% Listen toa meeting in which Haruki, the team leader, tells one of his. ‘team members, Javier, that he needs to temporarily work in Japan. Why does Haruki need Javier to go to Japan? Does Javier want to go? In what ways) do you think Javier's behaviour was ‘dificult’? How might Haruki have managed the conversation better? 0702 Later on, Haruki talks to Javier again. Listen and answer the questions. Why does Javier say theres no point in talking? ‘What usually causes delays? Do they agree about Mia's and Julio's experience? What plans has Javier already made? \What does Javier think wll make things dificult for him? © 7.0 Listen to the final part of the conversation. Match the sentence halves to show how Haruki uses the negotiating dimensions to manage the situation. 1. People: He asks for Javier's {understanding of some points. 2 Content: Hetriestoclarfyhis pen to suggestions for finding a solution 3 Strategy: Heshows himself to be decision which works for both of them 4 Process: He ends with a clear overall opinion. 3 Complete the four tips for managing difficulties in negotiations, using the ‘words in the box. Which of these things did Haruki do? check process remain set take control your understanding framework for communication / define the ‘open7 A DI Business skills: Difficult negotiations Functional Dealing with difficutties in negotiations language 4px watch these phrases from the recordings in Exercise 2 with the categories a-e. 1 know we'e bath on the same wavelength about their experience / ability /skils/ confidence 2 Inother words, you don’t want to send ether of them / take the rik give them too Checkyour much responsibly Understanding ___3 Ithinkwe[can both agree /both have the opinion] that Faeeerer 4 Sowhat youre sayings you definitely won't go /you don’ like the dea. Understanding —____§ How(about / would you fel] we postpone your departure fora few days? 6 Acknowledge the {From your point of view /In your opinion], it should take around a month of local other person's support. ight? perspective —— 7 We're going to have to go the extra mile to [get finished on time / meet the deadline/ Make suggestions / get the shipment out). Be positive == 8 understand your position, and reluctance, a bit more now. ee 9 Thisisa good thing that [can lead to more opportunities / we can all learn from /will == open doars) 10 What that means exactlyis that [I need you to go to Japan / we need to make this 2 pririty/ you have to take charge of the project /we are under-resourced / we need to develop new workflows How could you respond to these statements positively without seeming aggressive? Use phrases from Exercise 4A to help you. 1 Why can‘t Mia or Julio go? (Refer to common understanding) 1 think we can both agree that you're more experienced 2 can't go because can't speak Japanese, (Acknowledge the other person's perspective and state necessary action) 3 mnot going fortwo months. That's too long, (Acknowledge the other person's perspective and ask a question) 4 We've never done it that way before, (Make suggestions /Be positive) 5. don’t thinkit’ll work Uke that. (Check your understanding) 6 That's2 badiidea. (Check your understanding) Teachers resources: otra actives > page 117 see Pronunciation bank: Intonation when negotiating 5A Workin groups of three and read the scenarios. You are going to discuss each scenario to practise dealing with people you may feel are difficult. One person will be an observer for each discussion, Scenario You (A and 8) are colleagues working in the marketing department. t's very busy because the new website is launching atthe end of the month Scenario 2 You A and Clare in the same team meeting every Monday morning, These meetings are nat usually very productive. Scenario 3 You (6 and C) are colleagues in the same department. Bwas |_ recently promoted to become te tam leader B Read your role cards and prepare: Student A turn to page 130, Student B turn to page 132, Student C turn to page 134, When you are the observer, make notes on how the discussion is managed and which phrases are used. Roleplay the three discussions. After each discussion, discuss what went well and what you can improve before rotating roles and moving on to the next scenario, + How successfully have you achieved the lesson outcome? Give yourselfa score from 0 (Ineed mare practice) to 5 (know this wel + Goto My SelFassessment in MyEnglishLab to reflect on what you have leant. BedLe eer ir Lead-in Functional language Teachers resources: extra activities The email contains ‘examples of prepositions of time, Goto ‘MyEnglishLab for optional ‘grammar work. BY cg WRITING ooo8> An email giving reasons Learners can write an email to colleagues giving reasons for missing a deadline and outlining action required. ‘L Read the email and find the extra word in each line. Then compare in pairs. ‘Subject: vio for product iaunch Hi Jate, |'m really sorry to tell fe you but, due to unforeseen circumstances, we've hit a big problem completing the video which for your product launch. [At breakfast time this morning there was a major electrical failure in where we are filming and some of equipment was damaged during the huge power surge. Apparently, the electricity could be off for several more days so it's nt highly likely that we'll be at least for three days behind schedule even if we get back to work on tomorrow, which is really worrying for everyone concerned. | therefore propose that we travel to another location to complete the filming. f we will do this, there'll only be a 3-day delay. The backgrounc scenery it wor't be exactly 2s planned, but this means that the video will be very ready for the launch, | apologise for any inconvenience have caused, but assure you that the video will be ready by next Friday at latest, providing you can accept the lacation change. 2 Complete the table using the words in the box. arisen because caused efforts failure hit latest main re-assess solve sorry therefore unforeseen unfortunately [Introducing a problem Explaining a reason Outlining required action ‘mreally xorell_| Therewasamajorelecical|1____ propose that, youthatweves a inthetown. | wetravel big problem. | 2 iworrtbeable | Thereisa delay® [ Vithave the job completed by tomectine deadline dueto | ofastrikein the factory Friday (tircumstances Despite our best: | The problem was We may need to ™ we are sory toinform you bylate deliveries | the schedule that from supplies Unexpected problemshave | The = reasonfor | Extrastaffareneededto | (bath yourorder_| the aetayis x theproblem. | D page 124 See Grammar reference: Prepositions oftime 3A Work in pairs. Look at the problems, reasons and a¢ problem with a reason and action and thi ‘explain these. Look at the notes on page 129 and write an email of about 200 words to your boss about the situation. ns on page 130. Match each about what phrases you could use to Exchange emails with your partner. Did your partner present the problems clearly, then give explanations and finally propose suitable action? + How successfully have you achieved the lesson outcome? Give yourselfa score from0 (Ineed more practice) to 5 (| know ths wel) + Goto My Self.assessment in MyEnglisLab to reflect on what you have learnt.