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- Further Conversation
� Practice for Business People

·
STEVE FLINDERS AND
.'

· SIMON SWEENEY
SERIES EDITOR: NICK BRIEGER
..

Business
English
Pair Work 2
Further Conversation
Practice for
Business People

Steve Flinders and SilDon Sweeney.

SERIES EDITOR: NICK BRIEGER

. PENGUIN BOOKS
PENGUIN BOOKS

Published by the Penguin Group

Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England
Penguin Books USA Inc., 375 Hudson Street, New York, NY 10014, USA
Penguin Books Australia Ltd, Ringwood, Victoria, Australia
Penguin Books Canada Ltd, 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2
Penguin Books (NZ) Ltd, 182-90 Wairau Road, Auckland 10, New Zealand

Penguin Books Ltd, Registered Offices: Hannondsworth, Middlesex, England

Published by Penguin Books 1998

10 9 8 7 6 5 4 3 2 1

Text copyright © Steve Flinders and Simon Sweeney 1998

Dlustration © Chris Chaisty 1998
All rights reserved

The moral rights of the authors and of the illustrator have been asserted

The photograph on pages 33 and 103 (by Sandra Lousada) is reproduced courtesy of Collections;
the photographs on p.52 (by Sandra Lousada, Paul Bryans and John Wender) are reproduced cour­
tesy of Collections and the photographs on p. 122 (by George Wright, Anthea Sieveking and John
Cross) are reproduced courtesy of Collections and Barnaby's Picture Library.

Printed in England by William Clowes Limited, Beccles and London

Set in New Century Schoolbook and Helvetica

Except in the United States of America, this book is sold subject to the condition that it shall not,
by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the
publisher's prior consent in any form of binding or cover other than that in which it is published
and without a similar condition including this condition being imposed on the subsequent
purchaser

Photocopying notice
The pages in the book marked From Business English Pair Work 2 by Steve Flinders and Simon
Sweeney © Penguin Books 1998 P H 0,. 0 COP I A 5 LEmay be photocopied free of charge
for classroom use by the purchasing individual or institution. This permission to copy does not
extend to branches or additional schools of an institution. All other copying is subject to permis­
sion from the publisher.

Acknowledgements

The publishers make grateful acknowledgement to York Associates for permission to reproduce
copyright material as follows:
1 ideas presented in the York Associates' video Communicating Styles by Derek Utley in Activity
17: Communicating Styles (ISBN 0 948333 62 6);
2 definitions of certain business terms in the glossary of this book taken from Key Tenns in
Personnel by Steve Flinders (ISBN 0 948333 46 4); and
3 notes on giving presentations adapted from T he York Associates Teaching Business English
Handbook by Nh� Brieger (ISBN 1 900991 07 1)
More details of all three titles are available from York Associates Publications, 116 Micklegate,
York YOI IJy, England, tel: + 44 (0)1904'624246, fax: + 44 (0) 1904 646971, e-mail:
training@yorkassoc.go-ed,com,

The authors and publishers would also like to thank:

• Bob Dignen at York Associates for Activity 64: Troubleshooting;

• Adrian Furnham of the University College London Business Psychology Unit and regular

contributor to The Financial Times, who invented the exercise type used in Activy 47:
Privatisation; and
• Gunilla Ingels for providing the inspiration for Activity 40: Nerd management.

Every effort has been made to trace copyright holders in every case, The publishers would be
9
interested to hear from any not acknowledged here,
PENGUIN BOOKS

Published by the Penguin Group

Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England
Penguin Books USA Inc., 375 Hudson Street, New York, NY 10014, USA
Penguin Books Australia Ltd, Ringwood, Victoria, Australia
Penguin Books Canada Ltd, 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2
Penguin Books (NZ) Ltd, 182-90 Wairau Road, Auckland 10, New Zealand

Penguin Books Ltd, Registered Offices: Hannondsworth, Middlesex, England

Published by Penguin Books 1998

10 9 8 7 6 5 4 3 2 1

Text copyright © Steve Flinders and Simon Sweeney 1998

Dlustration © Chris Chaisty 1998
All rights reserved

The moral rights of the authors and of the illustrator have been asserted

The photograph on pages 33 and 103 (by Sandra Lousada) is reproduced courtesy of Collections;
the photographs on p.52 (by Sandra Lousada, Paul Bryans and John Wender) are reproduced cour­
tesy of Collections and the photographs on p. 122 (by George Wright, Anthea Sieveking and John
Cross) are reproduced courtesy of Collections and Barnaby's Picture Library.

Printed in England by William Clowes Limited, Beccles and London

Set in New Century Schoolbook and Helvetica

Except in the United States of America, this book is sold subject to the condition that it shall not,
by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the
publisher's prior consent in any form of binding or cover other than that in which it is published
and without a similar condition including this condition being imposed on the subsequent
purchaser

Photocopying notice
The pages in the book marked From Business English Pair Work 2 by Steve Flinders and Simon
Sweeney © Penguin Books 1998 P H 0,. 0 COP I A 5 LEmay be photocopied free of charge
for classroom use by the purchasing individual or institution. This permission to copy does not
extend to branches or additional schools of an institution. All other copying is subject to permis­
sion from the publisher.

Acknowledgements

The publishers make grateful acknowledgement to York Associates for permission to reproduce
copyright material as follows:
1 ideas presented in the York Associates' video Communicating Styles by Derek Utley in Activity
17: Communicating Styles (ISBN 0 948333 62 6);
2 definitions of certain business terms in the glossary of this book taken from Key Tenns in
Personnel by Steve Flinders (ISBN 0 948333 46 4); and
3 notes on giving presentations adapted from T he York Associates Teaching Business English
Handbook by Nh� Brieger (ISBN 1 900991 07 1)
More details of all three titles are available from York Associates Publications, 116 Micklegate,
York YOI IJy, England, tel: + 44 (0)1904'624246, fax: + 44 (0) 1904 646971, e-mail:
training@yorkassoc.go-ed,com,

The authors and publishers would also like to thank:

• Bob Dignen at York Associates for Activity 64: Troubleshooting;

• Adrian Furnham of the University College London Business Psychology Unit and regular

contributor to The Financial Times, who invented the exercise type used in Activy 47:
Privatisation; and
• Gunilla Ingels for providing the inspiration for Activity 40: Nerd management.

Every effort has been made to trace copyright holders in every case, The publishers would be
9
interested to hear from any not acknowledged here,
11
Contents

Introduction v

Teachers' Notes 1

Pair Work Activities

Activity Student A Student B Activity Student A Student B

1 Ice breaker 31 101 34 Management development 65 135

2 Active listening 32 102 35 Managing an investment portfolio 66 136
3 Advertising standards 33 103 36 Managing the future 67 137
4 Age in employment 34 104 37 Market share 68 138
5 Annual report 35 105 38 Micro-lending 69 139
6 Banks, lending and borrowing 36 106 39 Negotiating a deal 70 140
7 Brand positioning 37 107 40 Nerd management 72 142
8 Budget negotiation 38 108 41 New product 73 143
9 Business anecdote 39 109 42 Performance appraisal 74 144
10 Business ethics 40 110 43 Personal presentation 75 145
11 Business grammar 41 111 44 Personnel management 76 146
12 Business philosophy 42 112 45 Planning a meeting 77 147
13 Business and the environment 43 113 46 Pricing strategy 78 148
14 Business in the community 44 114 47 Privatization 79 149
15 Capital investment 45 115 48 Product management 80 150
16 Career advice 46 116 49 Product presentation 81 151
17 Communicating styles 47 117 50 Promotion 82 152
18 Competence development 48 118 51 Quiz 83 153
19 Competitive tendering 49 119 52' Recession 84 154
20 Conference organization 50 120 53 Relocation 85 155
21 Consumer movement 51 121 54 Reward 86 156
22 Consumer survey 52 122 55 Safety at work 87 157
23 Contract dispute 54 124 56 Shareholders' expectations 88 158
24 Corporate culture 55 125 57 Small talk 89 159
25 Creative thinking 56 126 58 Social arrangements 90 160
26 Ethical marketing 57 127 59 Socializing 91 161
27 Executive recruitment 58 128 60 Talking politics 1 92 162
28 Form filling 59 129 61 Talking politics 2 93 163
r
29 Homeworking 60 130 62 Top businesses 94 164
30 Industrial espionage 61 131 63 Training 95 165
31 International marketing 62 132 64 Troubleshooting 96 166
32 Job satisfaction 63 133 65 Utopia 97 167
33 Just-in-time management 64 134

Notes on Making Presentations 169

Glossary 172

A-Z of Language Functions 176

Communication Skill Table 180

iii
Introduction

• Student B's role (second part of the book).

Each activity focuses on a communication skill (see below), Therefore, we have shown for each
activity:

• the communication skill to be practised

• the language function(s) which may be drawn out.

All of the activities can be done in pairs; however, some of the discussion activities can also
be done in small groups.

Activity types
There are four main types of activities in the book:

Information gap:
These are activities in which students are asked to perform a task together; they fall into two
categories. In the first, one student has access to all the information and tries to impart it to
hislher partner. In the second, both students are given access to half the information and by work­
ing together try to solve the whole problem.

Discussion and conversation:

These are activities designed to stimulate students to discuss a subject or subjects with their
partner, usually in order to reach agreement. These activities can often be done in small groups,
as well as by pairs.

Role play:
These are activities in which students are given specific roles to play in order to carry out a
task.

Simulation:
These are activities in which students play themselves but are given a definite task to do or are
put in a specific situation.

Communication skills
By doing the activities, students will practise:

• presentations

• phone calls

• meetings and discussions

• negotiations

• social English in a professional context.

The materials are designed both to practise communication skills and deveiop effective commu­
nication techniques. Thus they focus on both fluency and effectiveness.

vi
 Introduction

How to use the book

The materials are not graded. Therefore you can choose an activity on the basis of theme or
communication skill.

Suggested procedure for the activity

1 Present the overall theme of the activity, focusing on key vocabulary for the topic.

2 Warm up class with lead-in questions in teachers' notes; focus on key vocabulary that will
be needed in the activity.

3 Divide the class into pairs.

4 Assign roles A and B.
5 Ask students to read the introduction.
6 Ask students to look at the information for their role. Make sure that they know what they
have to do and, if necessary, how long they have to do it.

7 Give students enough time to prepare. This is particularly important for some of the activi­
ties, where students need to both absorb and understand the information before starting to
communicate.

S Monitor the pairs while they carry out the activity, prompting the use of functional expo­
nents, if necessary.

Suggested procedure after the activity

Feedback to the learner(s). Provide feedback for individuals, pairs, or the class on strengths
and weaknesses, appropriate usage and/or mistakes. Refer students to glossary for vocabu­
lary items, where appropriate.

2 Feedback from the learner�s. For problem-solving activities, ask pairs to present their solu­
tions. One technique which involves the whole class is as follows:

a) ask one pair to repeat the activity with another pair

b) ask one group of four to repeat the activity with another group

c) enlarge the group size each time, until a joint conclusion has been reached.

3 Follow-up activities. The teachers' notes provide ideas for follow-up activities which can be
done either in class or for homework.

Timing
.some activities can be short (about 10 minutes); others are likely to take longer, perhaps even
r

a whole lesson. There are no time limits on the activities, except those decided by the teacher
and the learners. However, you should agree and set time limits - both for preparation and for
the activity. Don't allow an activity to drag on for too long. Better a few minutes too short than
too long.

Additional resources
As some of the activities involve figures, a pocket calculator may be useful.

vii
 Teachers ' notes
..
1 Ice breaker
Introduction
'Ice breakers' are short exercises for use with a new class
to help people get to know each other.
Lead-in
Ask why it is important to be able to:
1 introduce yourself and say what you do
2 'break the ice' with strangers
3 ask polite questions.
Method
1 With a group class, divide students i nto As and Bs.
There are two possible methods. Either Bs introduce
themselves, then As introduce themselves before Bs
ask all their questions and then As question Bs. Or
students take it in turns to ask a question.
2 Stress the importance of the two follow-up questions.
Explain this is how small talk develops and helps to build
relationships. The follow-up questions should help the
natural flow of the conversations.
3 Students need move on to a new topic only when one
topic has naturally dried up.
4 If the group is not too large, get students to walk around
so that all the As get to talk to all the Bs and vice versa.
Follow-up
1 Get students to practise telling the whole group some
key information about themselves:
• name
• job title, responsibilities
• company name, activity, location, etc.
Provide a model or elicit a good example from one
particular student. Explain the importance of being able
to clearly introduce oneself and talk about one's work,
responsibilities, company, etc.
Some specific research and thought mav r-
be required to
ensure that all students have a good understanding of
their job title in English. Students could find out this
information before the next class, if they are not sure
now.
2 Get students to write short personal profiles of them­
selves or of their partners. The latter could provide a
collaborative effort between pairs.
2 Active listeni ng
Introduction
This activity aims to raise students ' awareness of the
importance of active listening through practising this
necessary skill. It is a test of how well students listen; and
an exercise in encouraging them to look at the different
ways in which listeners can support speakers.
Lead-in
Ask the students:
1 if they are good listeners (they will naturally say that
they are!)
2 what makes a good listener
3 what makes an active listener. You could at �his point
show some sound-down video extracts of your own
choice with samples of good and bad listeners portrayed
in order to elicit more characteristics of active and inac­
tive listening. You could also do some warm-up prac­
tice in summarizing by giving them some listening or
text-based input and then asking them for concise 20-30
second oral summaries of the input.
Method
I You may wish to brainstorm or pre-teach vocabulary
associated with downsizing.
2 With weaker students, you may furthermore wish to
invite them to contribute arguments for and against
downsizing as preparation for the activity.
3 Filming the activity on video could help with analysis
and feedbac k on the non-linguistic aspects of the
students' listening after the end of the activity.
Follow-up
I Get feedback from student A on the accuracy of student
B's reporting and vice versa.
2 Discuss the degree of difficulty and usefulness of the
exercise.
This technique can be further practised using other activ­
itit!s in this book; or in other general discussions which
you can organize yourself.
Teachers' notes
3 Advertising standards
Illtrodllctioll
This role play is a potentially highly conflictive meeting
between a journalist and a representative of a company that
is under attack.
Lead-ill
Ask students if they think television programmes should
not be allowed to aHack companies and their products .
Method
I Begin with a discussion on body language and conflict!
avoiding conflict in discussion. Elicit examples of
aggressive body language (pointing. staring. thumping
the table, frowning, 'set' mouth/jaw, etc. Add to this
suggestions on what language is aggressive: direct,
accusing. blaming, personalizing discussion, elc. Elicit
ways to reduce the risk of a discussion becoming too
conflictive. Conflict can be reduced by keeping calm,
having a soft tone of voice, avoiding aggressive body
language, avoiding personal attacks, using indirect
rather than direct language, etc.
2 Givc students the necessary time to think about their
roles.
3 Put students into pairs.
4 A begins with criticism of the product and the claims
made for the product.
5 B responds defensively.
6 The argument continues in true television style ...but
try to avoid too much conflicl.
7 A nice option would be to video the interview so students
can watch it as if part of the eventual television
programme.
FollOW-III'
If you have the resources, have your class make a video
documentary along the lines of this role play, including
interviews about various products. It could be part of an
on-going project.
2
4 Age in employment
I"traduction
This is a topical subject in at least some advanced indus­
trial societies and your students may well have their own
First- or second-hand experiences to recount.
Lead-ill
Briefly discuss how widespread ageism is ill lhe society
in which your students live and work. Also discuss briefly
why ageism exists.
Method
J Each parlner should try and convince the other (although
it may be wise to sound out opinions before the start
in order to find out which side each should take). If all
students are fervently anti-ageist and reluctant to take
student A's part, point out that ageism is widespread
and that it could be interesting to try and anticipate
some of the arguments used by recruiters who will not
consider older people, by playing this role.
2 Encourage all participants to think of their additional
arguments and to think of plenty of real life examples
to support their positions.
FollOW-lip
This is a subject where there can be a curious gap between
people's claims (not many people will admit to ageist alti­
tudes) and the reality (there is serious discrimination
against older people in the labour market in many indus­
trialized countries). The (British) Institute of Personnel and
Development is committed 10 the removal of age discrim­
ination in employment and documentation on the subject
can be obtained from the IPD, IPD House, Camp Road,
London SWI9 4UX, tel: 0 1 8 J 97 J 9000, fax: 0 1 8 J 263 3333.
5 Annual report
Itltroduction
Annual reports are a useful source of information on partic­
ular companies and collectively represent a useful source
of authentic materials for teaching.
Lead-ill
Explain that all the categories listed in the activity have
been used in real annual reports. Then ask the students about
the functions and usefulness of annual reports. Invite opin­
ions briefly on what should go into an annual report.
Method ,
Explain that the students must first of all invent a company
identity and then design an annual report for that company.
Teachers' notes
3 Advertising standards
Illtrodllctioll
This role play is a potentially highly conflictive meeting
between a journalist and a representative of a company that
is under attack.
Lead-ill
Ask students if they think television programmes should
not be allowed to aHack companies and their products .
Method
I Begin with a discussion on body language and conflict!
avoiding conflict in discussion. Elicit examples of
aggressive body language (pointing. staring. thumping
the table, frowning, 'set' mouth/jaw, etc. Add to this
suggestions on what language is aggressive: direct,
accusing. blaming, personalizing discussion, elc. Elicit
ways to reduce the risk of a discussion becoming too
conflictive. Conflict can be reduced by keeping calm,
having a soft tone of voice, avoiding aggressive body
language, avoiding personal attacks, using indirect
rather than direct language, etc.
2 Givc students the necessary time to think about their
roles.
3 Put students into pairs.
4 A begins with criticism of the product and the claims
made for the product.
5 B responds defensively.
6 The argument continues in true television style ...but
try to avoid too much conflicl.
7 A nice option would be to video the interview so students
can watch it as if part of the eventual television
programme.
FollOW-III'
If you have the resources, have your class make a video
documentary along the lines of this role play, including
interviews about various products. It could be part of an
on-going project.
2
4 Age in employment
I"traduction
This is a topical subject in at least some advanced indus­
trial societies and your students may well have their own
First- or second-hand experiences to recount.
Lead-ill
Briefly discuss how widespread ageism is ill lhe society
in which your students live and work. Also discuss briefly
why ageism exists.
Method
J Each parlner should try and convince the other (although
it may be wise to sound out opinions before the start
in order to find out which side each should take). If all
students are fervently anti-ageist and reluctant to take
student A's part, point out that ageism is widespread
and that it could be interesting to try and anticipate
some of the arguments used by recruiters who will not
consider older people, by playing this role.
2 Encourage all participants to think of their additional
arguments and to think of plenty of real life examples
to support their positions.
FollOW-lip
This is a subject where there can be a curious gap between
people's claims (not many people will admit to ageist alti­
tudes) and the reality (there is serious discrimination
against older people in the labour market in many indus­
trialized countries). The (British) Institute of Personnel and
Development is committed 10 the removal of age discrim­
ination in employment and documentation on the subject
can be obtained from the IPD, IPD House, Camp Road,
London SWI9 4UX, tel: 0 1 8 J 97 J 9000, fax: 0 1 8 J 263 3333.
5 Annual report
Itltroduction
Annual reports are a useful source of information on partic­
ular companies and collectively represent a useful source
of authentic materials for teaching.
Lead-ill
Explain that all the categories listed in the activity have
been used in real annual reports. Then ask the students about
the functions and usefulness of annual reports. Invite opin­
ions briefly on what should go into an annual report.
Method ,
Explain that the students must first of all invent a company
identity and then design an annual report for that company.
Teachers' notes
2 Students work as As and Bs. Give them time to prepare
their roles. A i n particular n eeds to prepare hislher
presentation, putting key information on an overhead
transparency dr flip chart. It would be useful to put the
Gantt chart showing the project phases onto a visual.
3 A begins, explaining the project and supplying the infor­
mation about costs. B takes notes and briefly prepares
a response. B should also interrupt and ask questions,
get clarification, etc.
4 The next stage is a negotiation during which both sides
aim to reach an agreement they can both feel happy with.
5 In extremis, no agreement will be possible.
6 The negotiation should conclude with a clear summary
of what has been agreed or a statement as to why agree­
ment has not been possible.
Follow-up
A fax or letter summarizing and confirming the agree­
ment would be useful.
9 Business anecdote
Introduction
Anecdotes often go on for too long. Preparing and struc­
turing anecdotes can help keep them interesting and to the
point.
Lead-in
B efore you start the activity:
1 give the students an example of a short anecdote (if
necessary teach the word 'anecdote' itself) and elicit
some key characteristics e.g. one subject, to the point,
avoiding extraneous detail and characters
2 brainstorm possible linking phrases like
• That reminds me of something that happened to me
when . . .
• That makes me think of an experience I once had
in . . .
• It's very humid today - just like the time I . . .
• It's so cold outside - it reminds me of when I . . .
• Really? A similar thing happened to me in . . .
• That's interesting. I had a similar experience in . . .
• You' ll never believe this but . . .
• Did that really happen? . . .
Students can use these to introduce each new story. The
linking phrase does not have to be very meaningful as
long as it signals clearly that the other person is going
to take a turn at speaking.
Method
Give the students plenty of time to prepare: setting this
as a homework task will save time in the classroom. Since
you will be unable to monitor all the anecdotes from
several pairs, it could be useful to record each conversa­
tion for analysis and later playback.
Follow-up
1 The obvious follow-up is to ask students to repeat the
whole exercise, but with the roles reversed so that each �
partner has to repeat the other's anecdotes with a degree
of accuracy satisfactory to the originator. This is an
excellent test of listening and gives further practice in
the skills discussed in Activity 2: Active Listening.
2 Students could also repeat or continue the activity with
their own suggestions for anecdote.
3 Students who know each very well could be invited to
score each other's anecdotes for interest and wit.
10 Business ethics
Introduction
The activity is a discussion on the wider aspect of ethics
in business, looking at corporate strategy, not just market­
ing methods. Naturally some controversial issues are
raised.
Lead-in
Ask students:
1 what issues are involved in ethical considerations
2 why companies have to take an ethical position. �
It may be better to leave the answers until after the activity.
The answer to the latter question is that increasingly ethi­
cal questions do affect commercial realities: in the global
economy consumers may have more information and more
power. Also, as societies become richer, consumers becomE
more critical and more likely to adopt ethical standpoints
Method
I There are 16 issues listed. Students work in pairs ani
discuss them all, marking their own judgements accord
ing to the scale.
2 There are alternative approaches:
a) Have learners work independently;
r
then have a grou
discussion.
b) Have learners go around interviewing everyone j
the group to try to identify a group consensus on eac
point. This takes longer but is often the more comm'
nicative and stimulating method.
3 Afterwards, get pair or group feedback on the opi
ions expressed.
Follow-up
Choose a few of the items for extended discussion or
up a debate on the lines of Modern business cannot aff( .
:!
10 ignore the ethics or Ethics are all hypocrisy, or so
such uncontroversial title.

11 Business g rammar
Introduction
This is a game to be played with students who you know
and who know each other reasonably well since, although
it has serious business and language aims in terms of
making testing demands on students' command of vocab­
ulary, it may initially seem either frivolous or off-beam
to some.
Lead-in
You may wish first to test the idea with the whole group
by first thinking of a high profile business (or politicall
media/etc.) personality and giving a list of nouns which
you associate with the person in question. Once they have
the idea, let them proceed as given in the main text.
Method
Go through the instructions in the book so that everyone
is clear about what to do. If you detect uncertainty, select
a pair to do a trial run in front of the class.
Follow-up
1 Students can write down for future reference all the
words they have heard and used, and apply the same
technique to other people - superiors, subordinates,
mentors, etc. as an exercise in vocabulary extension. You
can also transfer the technique to various business and
managerial concepts which you can brainstorm with
the class, for example: 'Which nouns/verbs/adjectives
do you associate with leadership?'
2 You can, of course, play the same game using non-
business as well as business people.
(The question about including such words in a CV is a
serious one since the authors can testify to having seen
such lists of 'power words' in real-life CVs.)
Teachers' notes
12 Business philosophy
Introduction
This is something of a wild card activity since it is obvi­
ously very open-ended. You are also probably more likely
to try this exercise with a group with a well-established
dynamic. Nevertheless it is potentially a rewarding - and
lengthy! - activity which could lead to some useful, even
animated exchanges.
Lead-in
Before looking at the worksheet, as a scene setter, you could
write on the board: 'Business is . . . ' or even 'Business
. . . ' and invite each class member to brainstorm sentence
endings, but without allowing any comment either from
the group or from you.
Method
There are too many statements for one person to deal with
and so there are various ways in. which this material can
be used. Have a clear idea in advance of which approach
you want to adopt since this will affect how far you can
use it again with the same group in the future. Some alter­
natives are:
Ask students to choose two or three statements only and
tell them to allocate an equal amount of time to each.
2 More directively, allocate a different statement to each
pair.
3 Get each student to choose three statements they agree
with and three they disagree with and to discuss them
in pairs.
If successful, this can be returned to from time to time as
an end-of-Iesson or middle-of-Iesson filler. As always in
discussion, don' t allow the activity to go on for too long:
cutting it off in its prime is a better classroom tactic than
allowing some people to get bored.
Follow-up
Good time management is also important during the phase
when pair�r..·eport back to the whole group. S ince the
discussions will have been both �omplex and unstruc­
tured, this stage will be a challenge to students' capacity
to summarize clearly, succinctly and fairly. You can also
add students' own statements of business philosophy to
the list.
5
Teachers' notes
1 3 Business and the environment
Introduction
The relationship between business and the environment is
likely to become a matter of increasing public concern and
debate in Ihe years to comc. It is important for business
people and busine5S students to discuss the issues and the
options available to them.
Lead-ill
Since the activity involves a potentially detailed and
comprehensive presentation as the first and second
stages (although you can be the judge of how long and
detailed they should be), the sLUdents should be given
plenty of time to prepare beforehand. They should be
encouraged to present the policies in their own words
by paraphrasing the text rmher than just reading through
the points; and to bring the presentation alive by provid­
ing, above all, plenty of examples. Sec the back of the
book for notes on, and language for giving presentations.
2 Get each pair of students to agree on who is visiting
whom so that the host is able to welcome the guest
correctly (sec below).They should also choose a sector
for their own company - construction? retailing? - to
make the exchange more plausible.
Method
I Since this is a meeting, it should begin with the appro­
priate pleasantries about the trip, the weather, etc. -
another opportunity for practice of Social English.
2 The presentations should be followed by a meeting
which, as far as possible with only two participants,
should be conducted realistically with an agenda, discus­
sion, summary and a statement of the decisions taken.
FollOW-lip
I All the policies cited are real-lifc examples of practice
in various British companies.
2 For students who are especially interested in this area,
you can obtain more information from Business in the
Community (see Activity 14), which has a department
specifically concerned with Business and the Environment.
6
14 Business in the community
Illtroduction
More and more companies have some kind of community
policy: an unscientific survey by the authors found that •
about a quarter of annual reports of major British compa-
nies included a reference to the company's community
role. One of them (United Biscui ts) cites 'the belief that
commercial success and social responsibility are inextri­
cably linked'. It is a theme which has received little atten-
tion in Business English before now, but is a theme which
we believe many colleagues will be increasingly keen to
enlarge on in the future. All the cases in the activity are
based on authentic British examples.
Lead-ill
Ask students what image they have of business involve­
ment in the community and what examples they can give,
either at first- or at second-hand. Do they have any direct
experience themselves? Do they accept the premise quoted
above about the relationship between commercial advan­
tage and social responsibility? Or is this a British phenom­
enon emanating from the British charitable tradition which
is unlikcly to develop elsewhere? (Note that the Japanese
,
company Sony also includes a section on its role in the
comlllunity in its annual report.)
Method
Once the students have read the three cases (for homework),
encourage them to paraphrase and explain each case rather
than just read them aloud. If you feel that they need prac­
tice in paraphrasing, give them input in the form of short
written texts in which they have to identify the key sentence
and then fil the rest of the information into two short
sentences.
Follow-up
I Technical note: the Fun Run case is an example of wha1
is now knowll as CRM - Cause Related Marketing.
2 In Britain, Business in the Community is an organiza
,
tion which seeks to promote an active sense of svcia
responsibility in business organizations. InformatiOl
about its activities can be obtained from Business in th'
Community, 44 Baker Street. London WI M I DH, teJ
+ 44 (0) 1 71 224 1 600, fax + 44 (0) 1 71 486 1700.
Teachers' notes
1 3 Business and the environment
Introduction
The relationship between business and the environment is
likely to become a matter of increasing public concern and
debate in Ihe years to comc. It is important for business
people and busine5S students to discuss the issues and the
options available to them.
Lead-ill
Since the activity involves a potentially detailed and
comprehensive presentation as the first and second
stages (although you can be the judge of how long and
detailed they should be), the sLUdents should be given
plenty of time to prepare beforehand. They should be
encouraged to present the policies in their own words
by paraphrasing the text rmher than just reading through
the points; and to bring the presentation alive by provid­
ing, above all, plenty of examples. Sec the back of the
book for notes on, and language for giving presentations.
2 Get each pair of students to agree on who is visiting
whom so that the host is able to welcome the guest
correctly (sec below).They should also choose a sector
for their own company - construction? retailing? - to
make the exchange more plausible.
Method
I Since this is a meeting, it should begin with the appro­
priate pleasantries about the trip, the weather, etc. -
another opportunity for practice of Social English.
2 The presentations should be followed by a meeting
which, as far as possible with only two participants,
should be conducted realistically with an agenda, discus­
sion, summary and a statement of the decisions taken.
FollOW-lip
I All the policies cited are real-lifc examples of practice
in various British companies.
2 For students who are especially interested in this area,
you can obtain more information from Business in the
Community (see Activity 14), which has a department
specifically concerned with Business and the Environment.
6
14 Business in the community
Illtroduction
More and more companies have some kind of community
policy: an unscientific survey by the authors found that •
about a quarter of annual reports of major British compa-
nies included a reference to the company's community
role. One of them (United Biscui ts) cites 'the belief that
commercial success and social responsibility are inextri­
cably linked'. It is a theme which has received little atten-
tion in Business English before now, but is a theme which
we believe many colleagues will be increasingly keen to
enlarge on in the future. All the cases in the activity are
based on authentic British examples.
Lead-ill
Ask students what image they have of business involve­
ment in the community and what examples they can give,
either at first- or at second-hand. Do they have any direct
experience themselves? Do they accept the premise quoted
above about the relationship between commercial advan­
tage and social responsibility? Or is this a British phenom­
enon emanating from the British charitable tradition which
is unlikcly to develop elsewhere? (Note that the Japanese
,
company Sony also includes a section on its role in the
comlllunity in its annual report.)
Method
Once the students have read the three cases (for homework),
encourage them to paraphrase and explain each case rather
than just read them aloud. If you feel that they need prac­
tice in paraphrasing, give them input in the form of short
written texts in which they have to identify the key sentence
and then fil the rest of the information into two short
sentences.
Follow-up
I Technical note: the Fun Run case is an example of wha1
is now knowll as CRM - Cause Related Marketing.
2 In Britain, Business in the Community is an organiza
,
tion which seeks to promote an active sense of svcia
responsibility in business organizations. InformatiOl
about its activities can be obtained from Business in th'
Community, 44 Baker Street. London WI M I DH, teJ
+ 44 (0) 1 71 224 1 600, fax + 44 (0) 1 71 486 1700.
 Teachers' n
otes
----
Follow-up
Co p
18 m etence develop ment Having done this activity,the students could return to the
real cases they were presenting before and present differ­
IntroduCti
on ent cases one by one with the group as a whole obtaining
Many man
agers currently see competence as a not too further information through questioning and then making
heav·l 1 bu
Y reaucratic way of, on the one hand,measuring collective recommendations for the training or develop­
what peop ·
le In the organization can actually do; and, on ment of the incumbent.
the other,
meas ring what their jobs ideally require them
U
to d0. T he ·U
dIllerence between the two sets is the compe-
tence gap.
19 C ompetitive tendering

Lead-in
Introduction
Ask the stu
dents to think of a job they know and then,with- This activity is a basic information transfer exercise that
.
? U t saYln g What is an effective vehicle for practising telephoning. If you
the job is, to list the competences (see the
mtroduc tio
. n to the activity for a definition) needed by the and your class decide that it is a telephone call, use inter­
b h0 Id r.
� nd 0 f o
�T he others can first of all try and guess what nal lines, if possible. If not , have students sit back-to­
J b it is. Alternatively you could provide each back so they cannot see each other. They should go through
student
. it
W h a job title on a card in order to get a good the normal stages of a telephone call, introducing each
hIerarchic
al Spr ead of jobs. Students might also want to other,getting through, stating the reason for the call, etc.
talk,thI· S tu.
ne without identifying the job holder,about the
cOm e t n c
P � e g ap they perceive , if any, between the job Lead-in
and the o b
J hOlder. Ensure that the context is understood and that the mean­
ing of competitive tendering is clear.
Method
You may
w'ISh t o sketch out some possible training costs Method
be&l ore emb ark . 1 Give students time to fully understand their roles.
Ing on the activity itself, so that when the
stude nts c
ome to negotiate the budget, their discussions 2 Set up the situation, either a phone call or a meeting.
bear s ome . .
reI a rIon to realIstIc . . 3 A starts with some questions about the bid.
fIaI dI' Sagree
trammg costs. The poten-
men t to be resolved is between the immedi­ 4 Once all the points have been dealt with,students should
a te s u p e .
Or summarize the items agreed, check that there is noth­
. n Who is impatient to have the new recruit
era
° P ?
h n al as SO on as possible, and who has to pay for ing more to be said now and then end the conversation.
the t ra
. Ini ng a n d
' the HR manager who wants the new This three part ending is important.
re ru l t p ro
� p erly inducted into the company and properly
tramed Ap .
with th � �
P OXlInate training costs (per week) together Follow-up

. POSSIble number of weeks' training required could A fax or letter summarizing the conversation would be
b e as In t
h e tabl e useful.
below, although,with more experienced
students ,I t
. ' sh ou ld be interesting for them to come up with
thelr oWn
p rog r a me and figures:
m

,..

Trai �g need Internal I external Cost I week Weeks needed?

ProdUct
r an ge knowledge
-----
Internal $750 0.5
ProdUct k
nOWl edge Internal $ 1 250 2
Comp any k
n Owledge Internal $0* 1
Cus t Ol11e r f
ocu s Internal $750 0.5
Englis h
External $3000 3
Intercul t ___
__ ur al communication External $4000
--a-l fo ---!"
-- 8 weeks
Tot

:
lIlaxlmum training programme
• . .
$16,250
All e lllp
l oye es go through a basic induction programme varying between one and five days in length. The HR
epartllle
nt Would presumably like the new recruit's programme to be longer rather than shorter.

8

20 Conference organization
Introduction
This is a fairly straightforward example of information
transfer but with an element of fantasy for the imagina­
tive student: you want to encourage them to go for a really
successful and memorable conference.
Lead-in
The conference subject has deliberately been left unspec­
ified so that the students can decide on this themselves
before they start.
Method
Although some of the information has been supplied, each
student will ask the other questions which he/she will not
have anticipated so it is important for them to be ready to
improvise. You might want to present the situation in
general terms before actually looking at the description
of the activity itself in order to brainstorm the kinds of
question which might be asked in these circumstances.
This might elicit questions such as:
(for student As )
• What experience have you had of organizing this kind
of conference?
• What can I get for a budget of $10,000 per participant?
• What can you do to make this conference a success/
memorable/different?
(for student Bs )
• What is the aim of the conference?
• Who will the top speakers be?
• What kinds of conference room will you need? (Size?
Audio-visual equipment?)
• How many participants will there be?
• Will they be accompanied by their spouses/partners?
• How long will the conference last?
• What kind of budget are you working to?
You can leave these questions on the board while the
students read the description and then begin to prepare the
activity.
Follow-up
Once a preliminary idea of what is possible has been
developed on the phone, and the pairs have reported back,
each pair could be asked to cost a more detailed proposal
with more feedback on each one. There should be a lot of
discussion about what can be done for the money avail­
able. Note in each case also, the size of the consultant's
fee!
Teachers' notes
21 Consu mer movement
Introduction
This activity depends on an informal context to work most
effectively. As with other informal and social contexts, the
topic is there as the core of the activity but if the discus­
sion wanders away into other areas and back again, so much
the better. If possible, provide props to help create the
informal atmosphere of a hotel lobby.
Lead-in
Ask students to brainstorm the relationship between
consumers and companies. Who is more powerful? Try to
build a mini-debate on how both consumers and compa­
nies have power.
Method
1 From the lead-in above, try to divide the class into
those who basically think consumers do have power
(As) and those who basically think companies rule
everything (Bs). If the class do not divide reasonably
neatly, some students will need to role play an opinion
different from their own.
2 As begin by putting the case for consumer power.
3 Bs respond with counter-arguments.
4 The second part looks at how this power is manifested
- what media are available to consumers or what means
there are for companies to exert power over the consumers.
5 An alternative is to keep students in larger groups and
retain the debate format.
Follow-up
A brief piece of writing summarizing the respective strengths
and weaknesses of consumers and companies would be an
effective way to conclude the activity. This can be done in
pairs, groups or individually as a homework task.
22 Consumer survey
r
Introduction
This activity is a discussion in pairs leading to designing
a consumer survey on leisure interests. It can lead to actu­
ally carrying out the survey.
Lead-in
Ask if students have ever been surveyed by market
researchers. Briefly discuss the question of survey design
so that students understand that surveys are normally very
restricted in the kind of questions they ask: yes/no answers,
mUltiple choice, etc . This is mainly so the results can be
collated easily. Results from surveys where answers require
a lot of writing are difficult to analyse (although such
9
 Teachers' n
otes
----
Follow-up
Co p
18 m etence develop ment Having done this activity,the students could return to the
real cases they were presenting before and present differ­
IntroduCti
on ent cases one by one with the group as a whole obtaining
Many man
agers currently see competence as a not too further information through questioning and then making
heav·l 1 bu
Y reaucratic way of, on the one hand,measuring collective recommendations for the training or develop­
what peop ·
le In the organization can actually do; and, on ment of the incumbent.
the other,
meas ring what their jobs ideally require them
U
to d0. T he ·U
dIllerence between the two sets is the compe-
tence gap.
19 C ompetitive tendering

Lead-in
Introduction
Ask the stu
dents to think of a job they know and then,with- This activity is a basic information transfer exercise that
.
? U t saYln g What is an effective vehicle for practising telephoning. If you
the job is, to list the competences (see the
mtroduc tio
. n to the activity for a definition) needed by the and your class decide that it is a telephone call, use inter­
b h0 Id r.
� nd 0 f o
�T he others can first of all try and guess what nal lines, if possible. If not , have students sit back-to­
J b it is. Alternatively you could provide each back so they cannot see each other. They should go through
student
. it
W h a job title on a card in order to get a good the normal stages of a telephone call, introducing each
hIerarchic
al Spr ead of jobs. Students might also want to other,getting through, stating the reason for the call, etc.
talk,thI· S tu.
ne without identifying the job holder,about the
cOm e t n c
P � e g ap they perceive , if any, between the job Lead-in
and the o b
J hOlder. Ensure that the context is understood and that the mean­
ing of competitive tendering is clear.
Method
You may
w'ISh t o sketch out some possible training costs Method
be&l ore emb ark . 1 Give students time to fully understand their roles.
Ing on the activity itself, so that when the
stude nts c
ome to negotiate the budget, their discussions 2 Set up the situation, either a phone call or a meeting.
bear s ome . .
reI a rIon to realIstIc . . 3 A starts with some questions about the bid.
fIaI dI' Sagree
trammg costs. The poten-
men t to be resolved is between the immedi­ 4 Once all the points have been dealt with,students should
a te s u p e .
Or summarize the items agreed, check that there is noth­
. n Who is impatient to have the new recruit
era
° P ?
h n al as SO on as possible, and who has to pay for ing more to be said now and then end the conversation.
the t ra
. Ini ng a n d
' the HR manager who wants the new This three part ending is important.
re ru l t p ro
� p erly inducted into the company and properly
tramed Ap .
with th � �
P OXlInate training costs (per week) together Follow-up

. POSSIble number of weeks' training required could A fax or letter summarizing the conversation would be
b e as In t
h e tabl e useful.
below, although,with more experienced
students ,I t
. ' sh ou ld be interesting for them to come up with
thelr oWn
p rog r a me and figures:
m

,..

Trai �g need Internal I external Cost I week Weeks needed?

ProdUct
r an ge knowledge
-----
Internal $750 0.5
ProdUct k
nOWl edge Internal $ 1 250 2
Comp any k
n Owledge Internal $0* 1
Cus t Ol11e r f
ocu s Internal $750 0.5
Englis h
External $3000 3
Intercul t ___
__ ur al communication External $4000
--a-l fo ---!"
-- 8 weeks
Tot

:
lIlaxlmum training programme
• . .
$16,250
All e lllp
l oye es go through a basic induction programme varying between one and five days in length. The HR
epartllle
nt Would presumably like the new recruit's programme to be longer rather than shorter.

8

2 A number of the concepts relating to building trust
within the workforce like, for example, employees
!
determining their own hours, relate to the culture of the
Brazilian engineering company, Semco, under its owner,
Ricardo Semler, which attracted a good deal of atten­
tion in the business media in the mid-nineties.
3 One obvious focus for discussion is:
• how easy it is to achieve change in an organization
• whether some organizations are easier to change than
others
• whether too much change can be counter-productive.
Many students will want to cite examples of organiza­
tions forced into excessive and traumatic change while there
may also be others who will want to defend a general
climate of change.
25 Creative thinking
Introduction
This is a brainstorm type discussion activity leading to an
option of an informal presentation of a new product idea,
in this case a magazine.
Lead-in
Ask students what magazines they read and what maga­
zines they know about. Ask if they read any specialist
magazines for professional or hobby interest groups.
Method
1 Students work in pairs or in small groups.
2 They should brainstorm the type of magazine they want
to create; then go through all the various points on the
checklist.
3 Once they have the basic information, they can begin
preparing the best way to present it. Depending on how
much time you want to spend on this, it can be a fairly
short activity (but full of creative energy and enthusi­
asm) or it can be quite a polished presentation.
4 Refer to notes on making presentations at the back of
the book. r
5 Pairs or groups present their ideas.
6 You can award a prize to the most inspired concept.
Follow-up
1 Have students w r i te some samp l e arti cles for the
magazine.
2 Actually create a class magazine based on the ideas put
forward from the group. Have everyone make at least
some kind of contribution. Offer special prizes for the
best and most entertaining contributions.
Teachers' notes
26 Ethical marketing
Introduction
This topic looks specifically at marketing methods rather
than at wider issues in business (see Activity 10: Business
Ethics). It includes a range of controversial issues.
Lead-in
Ask students if they think that 'anything goes' in business,
or that companies have a responsibility to give a good
example. In some cases, of course, the state already inter­
venes and makes some things illegal.
Method
1 Students can work in pairs and note any specific
disagreements between them, especially where the order­
ing 1 - 1 5 is involved, which may be very difficult to agree
on.
2 Here are some alternative approaches:
a) Students can consider the p�ints individually, decide
individually on a ranking from 1 to 1 5 , then compare
their answers.
b) Have As and Bs interview each other.
c) After some moments marking the page individually,
open up a class discussion.
3 In some cases, some changes or conditions may be
added to the statements. Elicit any suggestions.
Follow-up
Have a full scale debate on marketing ethics based on the
proposition that Marketing is usually ethical or Marketing
rarely shows high ethical standards.
27 Executive recruitment
Introduction
This is a simple discussion about the qualities needed in
a senior executive.
Lead-in
Ask students what skills they think are most important in
top managers. Brainstorm their answers and write them
on the board.
Method
1 Students work in pairs and order the qualities listed: from
most important to least important.
2 If they strongly disagree on anything, they should note
the disagreement.
3 Finally, they should d iscuss what perks will help to
attract the best possible candidate for the job.
4 Pai rs give feedback to the group on their conclusions.
11
Teachers' notes
Follow-up
Look at real recruitment notices in business magazines and
newspapers. Identify any examples of qualities required
in applicants and any examples of perks that go with the
job.
28 Form filling
Introduction
Giving and taking down basic information is a prosaic
but essential skill for anyone communicating internation­
ally, from the hotel guest to the transnational job appli­
cant. This activity gives opportunities for practice i n
spelling, number work, listening, cross-cultural explana­
tions (in the case of mixed nationality pairs trying to
explain, for example, exam qualifications to each other)
and so on. You may wish to use the activity as follow-up
to practice in one or more of these areas.
Lead-in
The purpose of the form has deliberately been left unspec­
ified so that the students themselves can choose whether
it is the first part of, e.g. a job application form,an insur­
ance policy application, or other document. Once they
29 Homeworklng
Introduction
There are quite big variations in acceptance of home­
working from one country to another, and even from
one company to another, so this activity is a good way of
sounding out attitudes to what seems set to be a growing
long-term trend.
Lead-in
Establish that students understand the term and then ask
them:
I if they have direct experience of homeworking or if
they know anyone who has
2 how far homeworking is or would be culturally accept­
able within the students ' countries/professional areas/
sectors/companies.
This initial short discussion may also help you decide how
to allot roles.
Method
I Get the students to read through their own list of ideas
in the description and to prepare to present them.
2 Tell them to try and anticipate what the other students _

have decided, they can begin the role play appropriately. are going to say. Among the lists of arguments and
counter-arguments there are some which clearly mirror
Method each other,but since the order of points is not the same,
1 The activ� ty will probably work better if you only issue the students will need a certain agility in order to have
one sheet at a time (see Follow-up below) so that at least the right counter-argument ready at the right time. Hence
one of the students does not see the form during the first the importance of preparation.
run through. The weaker of the two should therefore ask 3 Tell the students that once the discussion has actually
the questions first. , begun,they can put forward their own points in any order
2 Since the form is quite long, it may be advisable to set they like but they should use all the arguments even­
a time limit (of twenty minutes each) on the activity to tually, including their own.
discourage students from getting too bogged down in 4 At the end of the discussion,you could ask pairs to actu­
the details of previous jobs or long-gone schooldays. ally trace the order in which the points were raised and
to see whether any pairing of arguments was achieved,
Follow-up e.g. between At and B7 (or B6), A2 and B4, A3 and
Each student (A and B) has the same information to allow B2, A4 and B6, A 5 and B3, AS and B5 . . .
them each in tum to obtain information from the other, r

making two separate activities. Follow-up

Discuss the longer-term implications of homeworking.
For example, if people no longer need to travel in such
large numbers to a place of work, what implications thh
will have on:
I the shape of cities
2 family life
3 transport and communications.
This can lead to a more general discussion on the futun �
of jobs as we currently know them, a theme which ties it
with ideas which could arise in Activity 1 6: Career Advice :!

12
Teachers' notes
Follow-up
Look at real recruitment notices in business magazines and
newspapers. Identify any examples of qualities required
in applicants and any examples of perks that go with the
job.
28 Form filling
Introduction
Giving and taking down basic information is a prosaic
but essential skill for anyone communicating internation­
ally, from the hotel guest to the transnational job appli­
cant. This activity gives opportunities for practice i n
spelling, number work, listening, cross-cultural explana­
tions (in the case of mixed nationality pairs trying to
explain, for example, exam qualifications to each other)
and so on. You may wish to use the activity as follow-up
to practice in one or more of these areas.
Lead-in
The purpose of the form has deliberately been left unspec­
ified so that the students themselves can choose whether
it is the first part of, e.g. a job application form,an insur­
ance policy application, or other document. Once they
29 Homeworklng
Introduction
There are quite big variations in acceptance of home­
working from one country to another, and even from
one company to another, so this activity is a good way of
sounding out attitudes to what seems set to be a growing
long-term trend.
Lead-in
Establish that students understand the term and then ask
them:
I if they have direct experience of homeworking or if
they know anyone who has
2 how far homeworking is or would be culturally accept­
able within the students ' countries/professional areas/
sectors/companies.
This initial short discussion may also help you decide how
to allot roles.
Method
I Get the students to read through their own list of ideas
in the description and to prepare to present them.
2 Tell them to try and anticipate what the other students _

have decided, they can begin the role play appropriately. are going to say. Among the lists of arguments and
counter-arguments there are some which clearly mirror
Method each other,but since the order of points is not the same,
1 The activ� ty will probably work better if you only issue the students will need a certain agility in order to have
one sheet at a time (see Follow-up below) so that at least the right counter-argument ready at the right time. Hence
one of the students does not see the form during the first the importance of preparation.
run through. The weaker of the two should therefore ask 3 Tell the students that once the discussion has actually
the questions first. , begun,they can put forward their own points in any order
2 Since the form is quite long, it may be advisable to set they like but they should use all the arguments even­
a time limit (of twenty minutes each) on the activity to tually, including their own.
discourage students from getting too bogged down in 4 At the end of the discussion,you could ask pairs to actu­
the details of previous jobs or long-gone schooldays. ally trace the order in which the points were raised and
to see whether any pairing of arguments was achieved,
Follow-up e.g. between At and B7 (or B6), A2 and B4, A3 and
Each student (A and B) has the same information to allow B2, A4 and B6, A 5 and B3, AS and B5 . . .
them each in tum to obtain information from the other, r

making two separate activities. Follow-up

Discuss the longer-term implications of homeworking.
For example, if people no longer need to travel in such
large numbers to a place of work, what implications thh
will have on:
I the shape of cities
2 family life
3 transport and communications.
This can lead to a more general discussion on the futun �
of jobs as we currently know them, a theme which ties it
with ideas which could arise in Activity 1 6: Career Advice :!

12
Teachers' notes
1 Interesting, challenging work (87%)
2 Open, two-way communication (80%)
3 Opportunities for growth and development (77%)
4 Realistic performance management (67%)
5 Secure employment (61 %)
6 The right balance between work and private life
(55%)
7 Involvement in decision-making (55%)
8 Performance-based pay (5 1 %)
9 Fair pay (39%)
lO Non-monetary rewards and recognition (39%)
11 Portable pension ( 1 4%)
12 Other ideas (5%)
33 J ust-in-time management
Introduction
This role play is a telephone call involving a negotiation
to settle a problem over a delivery. B oth sides are keen to
reach a friendly solution.
Lead-in
Briefly ask what is meant by 'Just-in-time management'
and why it is generally seen as 'a good thing' .
Method
I Put next Monday's date in Article 6.0 1 in the contract.
2 Give students two or three minutes to study their role
information. Remind them that it is not necessary for
them to understand every word in the contract, only
the general idea.
3 B telephones A and states the problem.
4 Together they have to work out the best possible solu­
tion.
Follow-up
Both parties can write a fax or letter summarizing what
they have agreed.
14
34 Management development
Introduction
This exercise gives free rein to students to devise a train­
ing programme which, they must argue, really would be
effective.
Lead-in
Encourage students to talk, first of all, about their own expe­
riences of training and development programmes in the past.
Which ones are the most memorable and why? What makes
a good training or development programme? And for
personnel professionals, what is the difference between
'training' and 'development' ?
Method
The methodology for selecting the three final options has
deliberately been left undefined. Although the employee
choosing the programme is regarded as mature, the HR
manager may still feel that the company should have a say
in the choices made and so may wish, for example, to
systematize the choice by measuring the gap (see also
Activity 1 8: Competence Development) between what the
employee can do now and what he/she might need to be
able to do in the future.
Follow-up
1 You will thus be able to compare the methodologies
of the different HR managers during the feedback
session after the activity has been completed. You may
wish to have As and Bs reverse roles before this.
2 Finally, ask students how the programme they have
devised can be evaluated for cost effectiveness.
-'
35 Managing an investment portfolio
Introduction
The topic is formal but the situation is not: this is an infor­
mal discussion between two friends in a restaurant.
Introduce a fe-.J props to help with the atmosphere. You
could play the role of waiter, switching ,from table to table
with drinks and questions like ' Is everything all right with
your meal, sir/madam?'
Lead-in
Ask students:
1 what an investment portfolio may be like
2 what people invest in
Answer: it may contain a spread of investments in vari­
ous sectors, industries, companies, countries, etc.
3 what they hope to achieve from having an investmen- �
portfolio
Teachers' notes
1 Interesting, challenging work (87%)
2 Open, two-way communication (80%)
3 Opportunities for growth and development (77%)
4 Realistic performance management (67%)
5 Secure employment (61 %)
6 The right balance between work and private life
(55%)
7 Involvement in decision-making (55%)
8 Performance-based pay (5 1 %)
9 Fair pay (39%)
lO Non-monetary rewards and recognition (39%)
11 Portable pension ( 1 4%)
12 Other ideas (5%)
33 J ust-in-time management
Introduction
This role play is a telephone call involving a negotiation
to settle a problem over a delivery. B oth sides are keen to
reach a friendly solution.
Lead-in
Briefly ask what is meant by 'Just-in-time management'
and why it is generally seen as 'a good thing' .
Method
I Put next Monday's date in Article 6.0 1 in the contract.
2 Give students two or three minutes to study their role
information. Remind them that it is not necessary for
them to understand every word in the contract, only
the general idea.
3 B telephones A and states the problem.
4 Together they have to work out the best possible solu­
tion.
Follow-up
Both parties can write a fax or letter summarizing what
they have agreed.
14
34 Management development
Introduction
This exercise gives free rein to students to devise a train­
ing programme which, they must argue, really would be
effective.
Lead-in
Encourage students to talk, first of all, about their own expe­
riences of training and development programmes in the past.
Which ones are the most memorable and why? What makes
a good training or development programme? And for
personnel professionals, what is the difference between
'training' and 'development' ?
Method
The methodology for selecting the three final options has
deliberately been left undefined. Although the employee
choosing the programme is regarded as mature, the HR
manager may still feel that the company should have a say
in the choices made and so may wish, for example, to
systematize the choice by measuring the gap (see also
Activity 1 8: Competence Development) between what the
employee can do now and what he/she might need to be
able to do in the future.
Follow-up
1 You will thus be able to compare the methodologies
of the different HR managers during the feedback
session after the activity has been completed. You may
wish to have As and Bs reverse roles before this.
2 Finally, ask students how the programme they have
devised can be evaluated for cost effectiveness.
-'
35 Managing an investment portfolio
Introduction
The topic is formal but the situation is not: this is an infor­
mal discussion between two friends in a restaurant.
Introduce a fe-.J props to help with the atmosphere. You
could play the role of waiter, switching ,from table to table
with drinks and questions like ' Is everything all right with
your meal, sir/madam?'
Lead-in
Ask students:
1 what an investment portfolio may be like
2 what people invest in
Answer: it may contain a spread of investments in vari­
ous sectors, industries, companies, countries, etc.
3 what they hope to achieve from having an investmen- �
portfolio
Teachers' notes
38 Micro-lending
Introduction
This is another activity (like, for example, the B usiness
in the Community and B usiness and the Environment
activities) which is designed to help teachers of Business
English who are interested in using materials relating to
global issues of poverty, environment and so on in their
work (see Follow-up below). Micro-lending is currently
a fast-growing and successful development in development
economics and the information in this activity is based on
actual success stories in Indonesia and Bolivia. It should
be of particular interest to students in banking; students
from developing countries; students with an interest in
development; and pre-service business students of all
kinds.
Lead-in
Ask students if they understand the term Micro-lending
or if they can guess what it might mean. Once they have
established that it relates to small-scale lending in the
developing world, ask them to reflect on how such a system
might work and what its advantages might be.
Method
S tudent B s will need time to take in the information
presented to them. They should study the information
available and be encouraged to add to it in order to increase
the credibility of the situation. The role of student As will
be to obtain as much information as possible before decid­
ing whether to advance the money or not.
Follow-up
I There should be class feedback on who decided what
and why. Ask how many As were convinced by Bs' argu­
ments and then develop a more general discussion about
the feasibility of this approach.
2 If you are interested in getting more information about
micro-lending, contact the Consultative Group to Assist
the Poorest at CGAP Secretariat, The World Bank, 1 8 1 8
H Street NW, Washington DC 20433, tel: 202 473 9594,
fax: 202 522 3744, e-mail: cproject@worldbank.org.
3 Teachers of Business English interested in Global Issues
should join the Global Issues Special Interest Group
(GISIG) of the International Association of Teachers of
English as a Foreign Language. Contact GISIGJ IATEFL
at 3 Kingsdown Chambers, Kingsdown Park, Whitstable,
Kent, England CT5 20J, tel : + 44 (0) 1 227 276528, fax:
+44 (0) 1 227 2744 1 5 .
16
3 9 Negotiating a deal
Introduction
This is a role play involving a buyer and a seller. Both want
the best deal possible, both will have to be flexible.
Lead-in
Ask pairs of students to work out a definition of 'negoti­
ation' . Elicit suggestions, highlight key words that occur
in different suggestions. Then perhaps offer a synthesis:
a negotiation is 'a communication process involving two
or more parties in which agreement is reached through
compromise' . The key elements are agreement and compro­
mise.
Ask students what makes negotiations successful and
what causes them to break down. Negotiations typically
break down because the parties involved are unable to
compromise sufficiently - often for very good reasons.
Method
1 Student B should present the list of options available,
with some indication of the likely costs. There should
definitely be flexibility in what B offers and he/she
should lead a discussion, where various ideas are put
forward and students have to support or criticize them,
depending on their notes and/or opinion. Either A can
present all hislher ideas and then B responds, or (better)
A presents one idea to which B responds until all items
have been discussed.
2 The idea is to reach compromises and therefore agree­
ment on what recommendations to make. There is poten­
tial for conflict, but a solution has to be reached.
3 This activity is a good example of one that could be
handled by a team of two or three negotiators on each
side. You could have students work in groups of four
or six. In this way, teams can work out a more detailed
strategy and call adjournments where appropriate to
re-focus their negotiating strategy.
4 The negotiation should conclude with a clear summary
,..
of what has been agreed.
5 It is conceivable that no agreement is reached.
Follow-up
1 Different negotiations will produce different results so
these can be compared between pairs or groups.
2 Set up another negotiation in which students work out
the context and parameters of a new role play. The
students should initially determine the basic subject
and aim of the negotiation and some key facts. Once
they divide into pairs or teams they can add specific
details which will only come out in the actual negoti­
ation. Once the preparation is complete, the negotiation
can take place.

40 Nerd management
Introduction
This is based on the true life case of a company's concern
about a group of employees working too hard. If neces­
sary, explain that the case in fact derives from Scandinavia
where there are constraints on the number of hours employ­
ees work, and where proposals for additional hours have
to be negotiated with trades unions. This is also broadly
true throughout the European Union. The authors would
be most interested to hear from B usiness English trainers
about other bizarre true life anecdotes.
Lead-in
Ask students if:
1 they are clear what a nerd is and if they recognize the
type
2 if they know any nerds
3 if their organization employs any
4 if they are a problem.
Method
Make it clear to students that the emphasis here is on
discussion. However, to give structure to the activity:
1 Get the students to read through the briefing for the activ­
o
ity.
2 Tell them to agree on an agenda before they begin to
start the discussion. This could be:
• Definition of the problem
• Possible solutions
• Decisions
• Plan of action
• Summary of meeting
3 The brainstorming part of the meeting (item 2) could
be managed by prioritizing the different ideas, perhaps
using a whiteboard.
Follow-up
Ask students if the case reminds them of anything simi­
lar in their experience. Ask them if they have any expe­
rience of other groups of employees who collectively
'enjoy' poor communication with the rest of the company.
What action was/could be taken in these other cases?
Teachers' notes
41 New product
Introduction
This is a light-hearted discussion activity leading to an
option of an informal presentation of a new product idea.
With group classes, it can be treated as a major project
leading to an Innovations Show (see below).
Lead-in
Ask students to let their imaginations run free: what new
product would revolutionize their lives? A virtual reality
car? A completely automated kitchen? A virtual reality
family? A robot to decorate the house while you are on
holiday? A television that follows you around? It may not
be necessary to offer such prompts but it may at least set
the not-too-serious tone.
Metlzod
I Students work in pairs or in small groups.
2 They should brainstorm on the type of product they
want to create, then go through all the various points
on the checklist.
3 Once they have the basic information, they can begin
preparing the best way to present it. Depending on how
much time you want to spend on this, it can be a fairly
superficial job (but full of creative energy and enthu­
siasm) or it can be quite a polished presentation.
4 Pairs or groups present their ideas as a kind of
Innovations Show, with points awarded for the various
ideas.
5 Award a prize to the most inspired concept.
Follow-up
Have students write 'product reviews' .
r
17
Teachers' notes
38 Micro-lending
Introduction
This is another activity (like, for example, the B usiness
in the Community and B usiness and the Environment
activities) which is designed to help teachers of Business
English who are interested in using materials relating to
global issues of poverty, environment and so on in their
work (see Follow-up below). Micro-lending is currently
a fast-growing and successful development in development
economics and the information in this activity is based on
actual success stories in Indonesia and Bolivia. It should
be of particular interest to students in banking; students
from developing countries; students with an interest in
development; and pre-service business students of all
kinds.
Lead-in
Ask students if they understand the term Micro-lending
or if they can guess what it might mean. Once they have
established that it relates to small-scale lending in the
developing world, ask them to reflect on how such a system
might work and what its advantages might be.
Method
S tudent B s will need time to take in the information
presented to them. They should study the information
available and be encouraged to add to it in order to increase
the credibility of the situation. The role of student As will
be to obtain as much information as possible before decid­
ing whether to advance the money or not.
Follow-up
I There should be class feedback on who decided what
and why. Ask how many As were convinced by Bs' argu­
ments and then develop a more general discussion about
the feasibility of this approach.
2 If you are interested in getting more information about
micro-lending, contact the Consultative Group to Assist
the Poorest at CGAP Secretariat, The World Bank, 1 8 1 8
H Street NW, Washington DC 20433, tel: 202 473 9594,
fax: 202 522 3744, e-mail: cproject@worldbank.org.
3 Teachers of Business English interested in Global Issues
should join the Global Issues Special Interest Group
(GISIG) of the International Association of Teachers of
English as a Foreign Language. Contact GISIGJ IATEFL
at 3 Kingsdown Chambers, Kingsdown Park, Whitstable,
Kent, England CT5 20J, tel : + 44 (0) 1 227 276528, fax:
+44 (0) 1 227 2744 1 5 .
16
3 9 Negotiating a deal
Introduction
This is a role play involving a buyer and a seller. Both want
the best deal possible, both will have to be flexible.
Lead-in
Ask pairs of students to work out a definition of 'negoti­
ation' . Elicit suggestions, highlight key words that occur
in different suggestions. Then perhaps offer a synthesis:
a negotiation is 'a communication process involving two
or more parties in which agreement is reached through
compromise' . The key elements are agreement and compro­
mise.
Ask students what makes negotiations successful and
what causes them to break down. Negotiations typically
break down because the parties involved are unable to
compromise sufficiently - often for very good reasons.
Method
1 Student B should present the list of options available,
with some indication of the likely costs. There should
definitely be flexibility in what B offers and he/she
should lead a discussion, where various ideas are put
forward and students have to support or criticize them,
depending on their notes and/or opinion. Either A can
present all hislher ideas and then B responds, or (better)
A presents one idea to which B responds until all items
have been discussed.
2 The idea is to reach compromises and therefore agree­
ment on what recommendations to make. There is poten­
tial for conflict, but a solution has to be reached.
3 This activity is a good example of one that could be
handled by a team of two or three negotiators on each
side. You could have students work in groups of four
or six. In this way, teams can work out a more detailed
strategy and call adjournments where appropriate to
re-focus their negotiating strategy.
4 The negotiation should conclude with a clear summary
,..
of what has been agreed.
5 It is conceivable that no agreement is reached.
Follow-up
1 Different negotiations will produce different results so
these can be compared between pairs or groups.
2 Set up another negotiation in which students work out
the context and parameters of a new role play. The
students should initially determine the basic subject
and aim of the negotiation and some key facts. Once
they divide into pairs or teams they can add specific
details which will only come out in the actual negoti­
ation. Once the preparation is complete, the negotiation
can take place.
 ,
"

Teachers' notes
3 debate the merits of upward appraisal, where subordi­ I,

42 Performance appraisal nates assess the performance of hierarchical superiors,

often through the use of anonymous questionnaires
Introduction 4 debate the merits of 360 degree appraisal where the "
,I
Some form of appraisal is more and more common for appraisee is appraised collectively by superiors, subor­
employees in business organizations, and appraisals involve dinates and colleagues.
"
increasing numbers of line managers. Therefore in inter·
national organizations, it is increasingly likely that any I
manager with respon sibility for other people will be 43 Personal presentation
involved in appraisal processes which are carried out in
English. Introduction

The activity requires tact and diplomacy on the part of This activity is an 0PPOItunity to prepare and present a 5-1 0
the As, even if the B s are role-playing rather than giving minute presentation. Students work i n pairs and provide

a genuine self-assessment of themselves. Some briefing each other with a critical audience of one.

and preparation is therefore desirable; as is role reversal

so that both students get the chance to play both roles Lead-ill

eventually. Ask students what are the qualities of good prese ntations.
Have them recap on what they should think about in terms

Lead-ill of preparation, especially content, audience, visuals, struc­

Ask students: ture, good introduction, clear middle, strong end, and

1 about their experiences of appraisal, as appraisee and/or effective handling of questions at the end. Refer to notes

as appraiser on making presentations at the end of this book.

2 what type of appraisal system they favour.

Method

Method 1 Students spend a minute or so deciding which option

I Explain that the student B s are going to make real to take, then five minutes preparing. If elaborate visu­

assessments of their own performance (as employees, als are needed, a little more preparation lime could be

students in higher/further education or whatever) or, if allowed.

(hey prefer, to role play a persona of their own inven­ 2 As and Bs work together. It is important that the presen­
tion for the purposes of the activity.The role of the As ters stand lip to present.

will therefore be essentially to facilitate, i.c. to struc­ 3 The listener should offer constructive feedback on the

ture and guide the interview, to record the information strengths and weaknesses of the pres entation , based on

given, and to ensure through diplomatic questioning the points identified earlier which mark good technique.

and probing, that the self-assessment is an accurate and 4 Students should tell each other whether they get the

realistic one. If Bs prefer to play a role, suggest or job or not.

brainstorm some possibilities, e.g. a sales manager in

a car company, a product manager in a pharmaceuticals FollO W- lip

company . . . I Repeat the exercise to get a more polished performance.

2 Point out that the areas listed on the appraisal form are Each student can perform their presentation for the

deliberately ambiguous: what is revealing is the way each elllire group.

appraisee interprets the meaning of each category. 2 Alternatively, choose one of the other options.
r

3 Get student As to stan with the normal courtesies to be 3 These could be videoed for self evaluation, further feed­

expected at the beginning of any meeting, before lead­ back and constructive criticism.

ing into the main business of the meeting, the proce­

dures for which they should present and explain.
4 Since this is a one-way activity, you should allow time
for it to be repeated with the roles reversed.

FollOW-lip
Students can now:
develop their own critiques of appraisal systcms in
more detail
2 debate whether or not performance assessment related
pay should be part of the appraisal proccss

18
Teachers' notes
A's situations:
• new lUxury product for an exclusive market - income­
driven pricing: make a large profit;
• too many competitors in a weak market - look at the
competition: price at or near competitors. But may also
be a time to look at sales: hold onto market share;
• immediate fmancial problems for the company - income
factors will direct pricing policy: offer special payment
terms;
• temporary slowdown in the national economy - ethics:
try to keep people in work, or look at sales and try to
keep market share;
• monopoly or near monopoly situation - either look at
ethics and not make excessive profits, or choose an
income-driven strategy: try to make maximum profit.
B's situations:
• market leader negotiating major government contract
- suggests pricing based on competition: a lower price
will get the contract;
• big increase in costs for materials, components, etc. -
pricing will have to look at income, or profitability.
The company must cover costs and make enough profit.
• expanding market - sales driven pricing strategy: try
to build up market share;
• improving company reputation for quality, reliability,
service and value - same as above;
• the company has recently been privatized - aim to make
a large profit for the shareholders.
Follow-up
Look at the pricing strategies of well-known companies
and their most successful brands.
47 Privatization
Introduction
This is a very open-ended type of activity, which will
depend a great deal on the participants' interest in poli­
tics and current affairs. For those with a thirst for politi­
cal debate, however, it is an original way to develop
discussion in an area which can be useful to practise in
relation to business socializing.
Lead-in
It is important to accept that the various terms will mean
different things to different people, particularly people
from different countries with different political cultures,
and yet different interpretations can actually fuel the
discussion as students seek to clarify what they under­
stood by them. With a weaker group you may wish to
check through the lists for meaning before the activity
starts, although this weakens the impact because the element
of surprise is lost; or you can leave the students to debate
20
between them what the terms mean and then seek collec­
tive clarification afterwards.
Method
The emphasis i n this activity should be on quick reflexes
so that students answer almost intuitively rather than
reflectively. This means that the activity itself may be
done very quickly indeed. Follow-up scoring, clarification,
defining of terms and discussion will take much longer.
Follow-up
You can tell students who scored 9 or 1 0 'yes' answers
that they might be happy living in a libertarian commu­
nity with its own private army somewhere in California;
and students who scored 9 or 10 'no ' answers that Karl
Marx would have been proud of them (unless this kind of
remark is sensitive in the environment in which you work).
The others probably fall somewhere within the accepted
political spectrum of most industrialized or industrializ­
ing nations. You can together discuss whether it is possible
to link certain scores to different positions ( 'left-wing' ,
'right of centre ' , etc.) o n the political spectrum.
48 Product management
Introduction
This activity can be approached, at a basic level, as a
simple exercise in fantasy; or, on the other hand, as a case
study - or rather a case-building activity - in which students
can draw up quite detailed plans for the project's design,
marketing, financing, and so on.
Lead-in
You should therefore be clear in your own mind how
detailed an approach you would like your students to
adopt: this will clearly be determined in part by their inter­
est and experience. You can then i ndicate the level of
detail you expect in the amount of time you allow for the
activity: this could be anything from 1 5 minutes to a week!
Method
Although this is a book of pairwork exercises, you could
also vary the formula for this activity. Instead of having
pairs work through the whole activity on their own, you
could, for example:
I Get pairs to design the hotel, perhaps brainstorming
beforehand all the features which will attract its poten­
tial clientele.
2 Feed back the results into the whole group and then get
a consensus on the shape of the project as a whole.
3 Then nominate new pairs to work from this blueprint
to develop marketing, financial, personnel plans, etc.
and a project schedule. Since these cannot be developed

44 Personnel management
Introduction
This exercise certainly ought to be of interest to person­
nel managers themselves, who, as the definition in the
activity suggests, often feel insecure about their role and
tend to agonize about what it is. However, the majority of
other employees will also have views - often strongly
held - about the role of the personnel people, and this
activity can be an opportunity for them to give vent to them.
Lead-in
Ask students what the personnel people in their organi­
zation do, and what they think they should do. If neces­
sary, ask them to think about previous generations of
personnel managers from their experience as well. Put the
results on the board. If there is a wide range of functions
and types, try, with the students' help, to categorize them
in some way.
Method
The pairs can incorporate the results of the initial discus­
sion into the activity itself.
Encourage students to elaborate and enlarge on the roles
played by each type of personnel manager.
Follow-up
Concentrate, in particular, on the ways each pair has elab­
orated on the roles played by each type, and even more
so on the other models proposed by the students themselves.
45 Planning a meeting
Introduction
This involves a discussion of various preliminary sugges­
tions concerning a meeting to discuss company strategy.
Lead-in
Ask students about who takes decisions in companies: the
top manager alone, the top manager and one or two others,
INCOME SALES
make large profit build up sales
offer special payment keep market share
terms to help cashfiow
cover costs move prices up and
down depending on
economic conditions
Teachers' notes
a board or a wider number of people down to workers and
part-time staff. Who is involved in planning decisions?
Method
1 A straightforward discussion, including description of
the graph and comment on what i t means for the
company. The idea is that the discussion leads to agree­
ment on what type of meeting is required and what the
next steps should be.
2 There is some potential for conflict as A may be more
conservative, seeing less cause for alarm. B is more
ambitious perhaps and is more concerned about the
future for Pryam.
3 An option is to bring pairs together and make this a
discussion involving four people.
Follow-up
Each pair can summarize what they have decided to do.
A written memo could summarize the action required.
46 Pricing strategy
Introduction
The activity is a discussion, with an element of informa­
tion exchange in the second part, where A and B have
different situations as prompts.
Lead-in
Ask students to suggest what managers have to think about
when setting prices. Elicit suggestions and write them on
the board.
Method
1 Students match the pricing factors under the four head­
ings.
2 Then the students raise each of their given problems as
a discussion point. Together, they try to match each
one to the pricing factor(s) which are most relevant to
the particular situation and suggest possible solutions.
See Key below.
COMPETITION ETHICS
price at or near competition keep people in jobs
price below competitors avoid excessive profits
keep prices lower than
they could be
19
Teachers' notes
51 Quiz
Introduction
A quiz is essentially a teaching tool, as it is unlikely that
many students will know more than a small proportion of
the answers. However, it can work as a pair work exer­
cise because the students can give each other the right
answers.
Lead-in
Explain that the test is quite hard but it is wide-ranging
and everyone will know some of the answers. Students
should talk about the answers and refer to similar things
that they do know about, e.g. ' I don ' t know the capital of
Colombia but the capital of Argentina is Buenos Aires' .
This way the quiz can lead t o a lot o f discussion.
Method
1 Students work in pairs.
2 First, they can test themselves on their own questions
and check the answers.
3 Then A asks B the questions on his/her sheet and then
tells B the answers.
4 Then B asks A their questions and then tells A the
answers.
5 At all times they can discuss the answers and talk about
related things.
Key
A Answers: l . b. 2. b. 3 . c . 4. a. 5 . c . (Porsche) 6. Indonesia 7. Changi
8. Ven e z u e l a 9. France, Germany, I t a l y, B e l g i u m , Luxembourg,
Netherlands; U n i ted K i ngdom, D e n mark, I re l a n d ; Greece; Spain,
Portuga l ; A u s tri a. S weden, Fi n l and 1 0. a. B ogota b. Seoul c . Riga
d. B ratislava I I . a. A rt Museum, Madrid b. R u i ned Inca c ity, Peru
c. World's second highest mountain, Pakistan d. Finance and banking
centre, London.
B Answers: l .b. 2. a. 3. b. 4. a. 5. c . 6. 370,000,000 7. Schipol 8. Hong
Kong 9. Association of South East Asian Nations, General Agreement
on Tariffs and Trade, Organization of Petroleum Exporting Countries,
Organization for Economic Co-operation and Development 1 0. Quito;
Riyadh; Brasilia; Lagos I I . Cali fornia, Dubli n , Rome, Hong Kong.
Follow-up
Pair� of students can work together to design their own
quiz to ask other students. Make them similar to the tests
in the book.
22
52 Recession
Introduction
This activity is based on a discussion which looks for
solutions to a problem of a sharp fall in business. There
is a potential for conflict as the two roles, A and B, begin
from very different perspectives.
Lead-in
Ask students what a recession is and what the conse­
quences are. Ask them to brainstorm what a company can
do when it finds itself affected by a recession.
Method
1 Student B starts by summarizing the present position
and suggesting some action. A should counter as diplo­
matically as possible. Students should try to persuade
each other and in the end work towards a negotiated
agreement.
2 Students can use the information they have to give
mini-presentations as lead-ins to discussion.
3 An option here is to have two pairs work together so
creating teams of A and B .
4 The negotiation should conclude with a clear summary
of what has been agreed.
Follow-up
Different negotiations will produce different results so
these can be compared between pairs or groups.
53 Relocation
Introduction
This is a meeting to discuss a relocation plan. There is
potential for some conflict as the initial positions are some
way apart.
Lead-in
Ask students why companies sometimes relocate. What
factors are important in relocation decisions?
Method
1 Students work in pairs. They should see themselves as
the protagonists in a debate on the relocation question.
2 This role play will also work as a discussion between
four, where two other participants adopt initially neutral
positions and then come to a decision following the
discussion.
3 Participants should spend two to three minutes reading
their photocopies and preparing their positions.
4 A should begin with a presentation of the main argu­
ments in favour of the relocation.

5 B (and others) respond with questions, or B may offer
a formal presentation in response.
6 Discussion fol lows, then a decision.
7 If possible, end the meeting with a formal statement on
the decision agreed.
Follow-up
1 Students ca� jointly write a report outlining the argu­
ments raised during the meeting and summarizing the
agreement reached.
2 Alternatively, one party may prefer to write his/her
resignation letter.
54 Reward
Introduction
This activity is about:
1 reward
2 benefits - financial and non-financial
3 motivation - what makes people want to work.
Lead-in
Ask students:
1 why they work (or for pre-service students, why they
want to work)
2 what makes other people work
3 how you motivate people · to work: which conditions
motivate and which demotivate them.
Method
Some of the suggestions of A and B respectively are quite
closely related e.g. Christmas bonuses (B) and profit shar­
ing (A), so that students will be encouraged to go into some
detail in order to define terms, distinguish between the two,
and debate the merits of each. Proceed as follows:
1 Get the students to read through the briefing for the activ­
ity.
2 Tell them to agree on an agenda before they begin the
brainstorming. This could be:
• definition of the problem
• possible solutions. This stage could take the form of
a presentation by each student followed by discussion
• decisions
• plan of action
• summary of meeting.
3 The brainstorming part of the meeting (item 2) could
be managed by prioritizing the different ideas, perhaps
using a whiteboard.
Follow-up
1 Note that all the ideas listed in the activity are offered
by one company or another in Britain today.
2 If no-one has already made the point, you can suggest
at the end that another approach is to reward people only
Teachers' notes
with money and scrap completely all other forms of
remuneration. This could fuel more general discussion
about how to motivate and reward people.
3 Point out also that reward alone is not a recipe for
creating a motivated workforce. What are the other
factors affecting motivation? The other important factor
to consider is return o n i nvestment. Although the
implication is that this profitable company can afford
to invest some more in employee remuneration, you
can also ask the group if there are any ways of link­
i ng reward strategies of this kind to a measurable
return.
55 Safety at work
Introduction
This activity is a wide-ranging 'brainstorm type' discus­
sion. However an alternative treatment is to run it as an
individual brainstorm and a presentation task.
Lead-in
Ask about safety at work in a historical sense. How has
safety at work improved over the years?
Method
There are alternatives available. Either:
1 A straightforward pair work or group brainstorm
followed by discussion. Or
2 Pairs work together on brainstorming. They put ideas
on overhead transparencies or on a flip chart. Then they
present them to other pairs in an informal presentation.
Group discussion follows.
Either way, there should be two stages: presentation of the
risks, then presentation of suggested solutions.
Follow-up
1 Elicit a group overview of the main ways that health
and safety issues have improved or can still improve
in society at large.
2 Get individuals to look closely at their own work or study
situation and to identify health and safety issues that
could be improved.
23
 Teachers' notes

56 Shareholders' expectations 57 Small talk

Introduction Introduction
This role play is an opportunity for pairs of students to This is a simple discussion activity designed to practise
give contrasting presentations and to discuss the differ­ small talk, so important in business relationships and espe­
ences in view expressed by each of them. cially when socializing in a business context.

Lead-in Lead-in
Briefly raise the question of what shareholders expect 1 The essential point is that small talk feeds on the avail­
from their companies. Ask what happens to the profits able context: what has happened, what is evident and
that companies make. Essentially profit disappears in one what has just been said. Introduce the topic by empha­
of four ways: sizing this point.
1 tax 2 Highlight the i nappropriateness of the following
2 dividends to shareholders exchanges:
3 bonuses and pay rises to directors
4 reinvestment in the company. A: It's good to see you A: I went to see a film last
again. night.
Method B: Yes. B: We can go to my office.
1 Give students two to three minutes to understand their A: I'm glad to come back. A: It was an English film.
roles. They may also like to photocopy and enlarge the B: Let's get down to work. B: Shall I get you a taxi to
pictures and transfer them onto acetates for more effec­ go to the airport?
tive presentation. .
2 B starts by giving a presentation from the sharehold­ Method
ers' perspective. This should be followed by some ques­ 1 Allow a minute to reflect on what the task involves.
tions or objections from A. 2 Students should work in pairs, or in groups, milling
3 Then A presents a different presentation, again with around speaking to different people.
questions or comments from B . 3 Students will need to begin talking about a topic with
a phrase like ' Have you heard about . . . ?' or 'Isn't it
Follow-up bad news about . . . ' or 'Good to hear about . . . ' etc.
1 Have a brief class discussion on what is the best approach 4 Each new topic should be discussed for a maximum of
to distributing profit in large companies. two minutes.
2 Refer again to the various likely avenues for those prof­
its and elicit comments on each of them, in particular Follow-up
what does 'reinvesting in the company' mean? It can 1 Draw up a list of different topics and repeat the exer­
mean buying up competitors, opening up new sites, cise another day.
moving into new markets, etc. The general rule seems 2 Ask students to forget all about lists but to think of
to be that no company can 'stand still' . their own lives and what surrounds them and to prac­
tise small talk leading from these contexts . This is the
best practice of all.
r

24

58 Social arrangements
Introduction
This is a telephone conversation involving information
exchange and making arrangements. Use internal lines, if
possible. If not, have students sit back-to-back so they
cannot see each other. They should go through the normal
stages of a telephone call, introducing each other, getting
through, stating the reason for the call, etc.
Lead-in
Briefly elicit views on the types of social activities that
are useful in a business context. You may also refer to those
which might be less suitable.
Method
1 A telephones to find out about B 's arrival and confirm
arrangements.
2 Then A has to find out what kind of social activities could
be attractive and to work out a social programme around
B 's wishes.
3 Some students may like to run through the activity once
as a rehearsal, before giving a better, more fluent version.
In any case, preparation time is useful.
4 The conversation should end with various confirma­
tions.
5 A variation would be to fix the meeting in a different
city that both people know well. They can work out a
social itinerary to suit that city.
Follow-up
1 Both A and B can write a fax or letter confirming the
arrangements.
2 Use listings from the local press to talk about real local
entertainment.
Teachers' notes
59 Socializing
Introduction
Although some students can socialize happily and success­
fully in English, there are many who feel more vulnera­
ble outside the business meeting room than inside it. This
activity provides semi-structured practice which is useful
for this category of student in particular.
Lead-in
Ask students:
1 what makes a successful socializer
2 whether there is any relation between language ability
and ease or success in social situations where English
is required
3 what they would like to be able to do better in social
situations
4 what they can do to do better in social situations.
Method
I Get the students to read through the briefing sheet.
2 Tell them that the aim is to achieve as natural a conver­
sation as possible and that they should introduce their
own key words as unobtrusively as possible. Being able
to steer a conversation in the direction you want it to
go is an important language skill as well as a social skill
because you can then move the talk to an area where
you feel more confident.
3 During your observation of the activity, pay particular
attention to the way students signal the close to one part
of the conversation and the opening to another. You
can also make this one of the points for comment during
your feedback. If you then repeat the activity later on
- for example with other subjects - you can make this
a point for students to pay attention to themselves.
4 At the end of the activity, feedback on the relative
success or failure of each student and an attempt at
analysis of what happened can be useful in showing
students how to do better next time.
Follow-up
You can use this exercise type to get students to practise
speaking about other topics of your choice and make it a
regular filler activity in your classroom, or even to repeat
the activity using the same subjects: hopefully the students
will feel that their performances second time round were
an improvement on their first efforts.
25

5 B (and others) respond with questions, or B may offer
a formal presentation in response.
6 Discussion fol lows, then a decision.
7 If possible, end the meeting with a formal statement on
the decision agreed.
Follow-up
1 Students ca� jointly write a report outlining the argu­
ments raised during the meeting and summarizing the
agreement reached.
2 Alternatively, one party may prefer to write his/her
resignation letter.
54 Reward
Introduction
This activity is about:
1 reward
2 benefits - financial and non-financial
3 motivation - what makes people want to work.
Lead-in
Ask students:
1 why they work (or for pre-service students, why they
want to work)
2 what makes other people work
3 how you motivate people · to work: which conditions
motivate and which demotivate them.
Method
Some of the suggestions of A and B respectively are quite
closely related e.g. Christmas bonuses (B) and profit shar­
ing (A), so that students will be encouraged to go into some
detail in order to define terms, distinguish between the two,
and debate the merits of each. Proceed as follows:
1 Get the students to read through the briefing for the activ­
ity.
2 Tell them to agree on an agenda before they begin the
brainstorming. This could be:
• definition of the problem
• possible solutions. This stage could take the form of
a presentation by each student followed by discussion
• decisions
• plan of action
• summary of meeting.
3 The brainstorming part of the meeting (item 2) could
be managed by prioritizing the different ideas, perhaps
using a whiteboard.
Follow-up
1 Note that all the ideas listed in the activity are offered
by one company or another in Britain today.
2 If no-one has already made the point, you can suggest
at the end that another approach is to reward people only
Teachers' notes
with money and scrap completely all other forms of
remuneration. This could fuel more general discussion
about how to motivate and reward people.
3 Point out also that reward alone is not a recipe for
creating a motivated workforce. What are the other
factors affecting motivation? The other important factor
to consider is return o n i nvestment. Although the
implication is that this profitable company can afford
to invest some more in employee remuneration, you
can also ask the group if there are any ways of link­
i ng reward strategies of this kind to a measurable
return.
55 Safety at work
Introduction
This activity is a wide-ranging 'brainstorm type' discus­
sion. However an alternative treatment is to run it as an
individual brainstorm and a presentation task.
Lead-in
Ask about safety at work in a historical sense. How has
safety at work improved over the years?
Method
There are alternatives available. Either:
1 A straightforward pair work or group brainstorm
followed by discussion. Or
2 Pairs work together on brainstorming. They put ideas
on overhead transparencies or on a flip chart. Then they
present them to other pairs in an informal presentation.
Group discussion follows.
Either way, there should be two stages: presentation of the
risks, then presentation of suggested solutions.
Follow-up
1 Elicit a group overview of the main ways that health
and safety issues have improved or can still improve
in society at large.
2 Get individuals to look closely at their own work or study
situation and to identify health and safety issues that
could be improved.
23

62 Top businesses
Introduction
This activity focuses attention on the attributes of success­
ful businesses.
Lead-in
As a warm-up with the whole group, you could ask some
brief introductory brainstorming questions along the lines
of 'What makes a successful company?' and then 'Which
company do you think has the best people policies', 'Which
is the most innovative company you know? ' , etc.
Method
1 Make sure that this does not degenerate into a simple
exercise in form filling by encouraging students to ask
for explanations and examples under each heading:
each student might ask one or two supplementary ques­
tions under each heading, like :
• Which company d o you think has the best marketing?
• And which aspect of marketing do you think they are
particularly strong in?
• And what i mage do they think they are trying to
project in their advertising?
2 Stress that students are not obliged to name three compa­
nies under every heading - they might only wish to
name one in several cases, but can name up to three,
particu larly if they have several favourites under a
particular heading.
Follow-up
The kinds of responses which are given may afford quite
different models of excellence and, if you are lucky, some
serious disagreement. If so, it will emerge during the group
feedback session after each student has questioned the
other, and will in turn provide the opportunity for discus­
sion of some fundamental questions about quality, strategy,
et al.
Teachers' notes
63 Training
Introduction
Training is your business. It is always interesting, there­
fore, to hear what the clients for your services think about
the training function in general and about their previous
experiences of various kinds of training.
Lead-in
Ask students:
1 how important training is
2 how much their organizations are committed to train­
ing
3 what makes training effective.
Method
No guidelines are given to the students themselves as to
how to structure their discussion and with the more orga­
nized and aware, you can leave them to work out a proce­
dure for themselves. If any students do have difficulties,
however, suggest that:
1 each start with a short presentation of main ideas before
2 they go into discussion and
3 attempt to reach agreement perhaps by prioritizing
ideas on a board or on paper.
Follow-up
Ask students about:
1 their conclusions, in particular about their own sugges­
tions
2 the training strategy of their companies
3 how training will change in the next ten, and twenty
years.
Note: for your information, corporate universities like
McDonalds (the Hamburger University) do exist and are
used for a wide range of training programmes for staff at
all levels.
27
Teachers' notes
64 Troubleshooting
Introduction
This i s a very s imple activity b u t one which can be
extremely effective with people from different compa­
nies, from different parts of the same company or from
the same department; while business students can either
discuss work- or organization-related problems, or imag­
ine themselves in professional roles. The contributions
made by someone coming fresh to a business problem can
often be genuinely helpful, while it can also be therapeu­
tic to have the opportunity to share a problem with some­
one else. For those who are reluctant to talk too much
about their own work problems, there is always the possi­
bility of inventing a problem or talking about someone
else's ! Students should ideally be given time to think of
a problem, for example, as homework.
Lead-in
Ask students what kinds of problem people typically meet
at work. See if it is possible to categorize them under
headings like delegation, time management, relations with
colleagues/superiors/suborainates, etc. Ask in a general way
about problems people have had in the past, perhaps giving
an example from your own past, before moving on to
setting up the activity itself.
Method
Explain that each student in turn should:
1 present the problem
2 answer any questions the partner may have to clarify
or to have more details
3 discuss the problem and invite suggestions
4 summarize the problem, the discussion and the main
suggestions or new ideas coming out of the discussion
5 thank the partner for hislher help.
You , meanwhile, should take notes on language, commu­
nication and, if relevant, intercultural aspects of the
interaction while the activity is going on (see below).
r
Follow-up
Ask the students themselves how successful they consider
the meeting to have been, and how useful the activity was.
Then give feedback under one or more of the following
three headings:
1 Communication
• How successfully did the students communicate?
• Did communication break down at any point and, if
so, why?
• Were clear decisions reached?
2 Inter-cultural (where applicable)
If communication failed or became confused at any
point, was it due to cultural misunderstandings?
28
(These can often be both difficult to detect and easy to
misdiagnose, so take care, and omit if you don ' t feel
confident about it)
3 Language
Give them language feedback as appropriate. Many
students have high expectations about being corrected.
Point out the things which you thought they did well
as well as things which you think should be improved.
65 Utopia
Introduction
This is an (even more flippant than usual) activity to finish
the book with, but one to which creative students have the
opportunity to respond with verve and imagination and
possibly even some original political thinking.
Lead-in
Ask your students:
1 what they will think the worl� will be like in a hundred
years' time
2 what a perfect world would be like
3 whether they think things are getting better or worse
4 what they would do if they had the chance to make the
world a much better place.
Method
Get the students to go through the usual preliminaries of
welcome and small talk, agreeing on an agenda and a time
for the duration of the meeting, etc., before they go into
the main part of the activity.
Follow-up
Reporting back to the main group could be in the form of
short presentations with each partner taking responsibil­
ity for half of the points on the list. You could do a grid
on the board which each pair could complete as it presented
in order to give a clear visual representation of the options
of all of the different pairs.
 Stu dent A

M ate ri a l fo r
p h otoco py i n g
 ICE B R EAKER Student A

(Introducing self and others; questioning; liking and

preferring)

breakers are short activities to help people get to know each other at the beginning of a training
Irse.

roduce yourself. Say:

• who you are

• where you work and/or study
• what you do/what your job is/what you study.

. d out the same from student B.

m ask student B about any of the following. Be SUl'e to ask at least two related follow-up
,stions on the same topic. This will help build up the conversation.

• favourite means of transport

• typical working day
• preferred leisure activities
• earliest business experience
• worst business experience
• best busi ness experience
• favourite food
• favourite animal.

she will ask you some questions too.

U START.

From BusirH!sS English Pair Work 2 l'Iy SIeve Rindcrs and Simon Sweeney () Penguin Books 1998 P H 0 ,.. 0 C O P 1 A I:} L E 31
2 ACTIVE LISTENING Student A
(Sequencing; hesitating; expressing your amazement)

Active listening means listening - really listening - to the person you are talking with; and signalling
your support to that person by your expression (for example, smiling), by your body language (nodding
your head, eye contact . . .) and by what you say ('Yes', 'Uh-huh' . . .). Research shows that many
business people - men in particular - do not listen very much to what other people say.

You are going to discuss a controversial subject with student B . However, the rules of the activity
reqUlre you:

1 to take turns speaking and to wait until student B has finished making a point
2 not to interrupt while student B is speaking
3 to summarize what student B has said before you make your own point.

The subject you are going to discuss is downsizing. You support the reduction of staff numbers in
companies and student B is against. You should make the following points during the discussion:
you must use each of these arguments in turn. You will need to add your own ideas and give your
own examples in support of the main argument each time:

1 Before downsizing, many companies employed many people who did not have
enough work to do
2 People in downsized companies work harder
3 Employees in downsized companies are closer to the customer and so give better
customer service
4 There are fewer layers of management in downsized companies, so communicatiOl
is better
5 Downsized companies are more efficient
6 Downsized companies are more profitable
7 Now add one or more arguments of your own.

STUDENT B WILL START.

32 From Ousincss English Pair Work 2 b y SlcW Flinders :l!1d Simon Sweeney © Pi!nguin Books 1998 P H 0 '- 0 C O P I A 6 L E
3 ADV E RTISING STANDARDS Student A
(Blaming; j udging; questioning)

Advertising standards control what manufacturers can say about their products. The Advertising
Standards Authority in the UK checks advertising to make sure that it is honest, decent and legal.
Consumer protection agencies also work to protect consumers from false claims in advertising and
product promotion.

You work for a national television channel. You are making a programme on products which claim
to keep people looking young and healthy. Your special concern is skin care products. You have a
meeting with a manufacturer of Ju.uenene Gel. a skin care product which is supposed to stop skin
looking old.

You are interviewing the manufacturer of Ju.uenene Gel. You are concerned about the claims in the
following advertisement which has appeared i n doctors' clinics and in magazines:

keeps your skin looking young and healthy

Yfecal.caJ tI./Ill/ZA:!&

01qo¢d 6ltdd-o/J Illuta ilte.l!/i//b

!Th,IJd Izall/�a6.1!A:I/b cololl/['

01OjJJ.l!A:I/b !lt.I/1Ill/(Y'

r3011tat/ld Vitclllll/b . /Jlf.JjJ!e//lC/I4J

c/l!JIl.a1l1/Ul61/(Y'�eca�CII4J
Clf6t tentedOlb aa//l10&
'It makes you look 20 years younger, Grandma'

Ask your doctor or pharmacistJor Juvenene Gel.

YOU:
• think that there are a lot of exaggerated claims for Juvenene Gel
• think that there is no evidence that it reduces wrinkles or stops skin thinning
• have heard that some people developed white marks on their skin with regular use of
Juvenene Gel
• want to know what 'all natural ingredients' means
• think the manufacturer pays doctors to advertise the product
• believe that the product has not been tested at all, either on animals or people
• think that good skin is really about genetics and a good diet
• think the product is basically useless - and expensive.

YOU START.

From Business Engli�h Pair Work 2 hy StC\'C Flinders and Simon S\\CCIlC)' 0 I\::nl!uin Books 1998 P H 0 TO C n P I A B L E
4 AG E I N E M P LOYMENT Student A
(Knowing; agreeing/disagreeing; urging)

In many countries, the job market is not kind to older people. When older people lose their jobs, it is ,

often very difficult for them to find others. Ageism is discrimination against older people for no other
reason than that they are old.

You and student B have been holding recruitment interviews to find someone to fill a vacant posi­
tion in your company. You have together shortlisted two candidates who, you agree, both have the
potential to do the job well. However, one candidate is thirty years older than the other and you
disagree about whether the older or the younger applicant should be appointed. You want to
recruit the younger candidate because young people:

• are cheaper
• don't expect a big pension
• are less likely to talk back when given orders
• have more energy
• give the company a better (more youthful) image
• are more flexible: they have not developed fixed habits
• have better health
• can be developed to fit into the company's culture more easily
• bring new blood and new ideas into the company.

Persuade student B that you are right.

STUDENT B WILL START.

34 From Business English P;lir Work 2 by Steve Flinders :Inti Simon Sweeney 0 Penguin Books 1998 P H O i 0 C O P I A 6LE
5 ANNUAL R E P O RT Student A
(Sequencing; obliging; judging)

A company's annual report provides shareholders with all the important details of the company's
financial performance for the year including the profit and loss account, balance sheet and cash flow
statement. Some annual reports give these details, a short report from the chairman and little else.
Others give a great deal of additional information about the company and its operations.

You and student B have the job of designing and producing your company's annual report. So first
you must give your company an identity: fill in the details in the box below together.

Comp.my name: . . . . . . . . . . . . . . . • . . . . . . . . . . . . . Annual turnover: . . . . • . . • . . • . . • . . . . . • . . . .

Company location(s): . . . . . • . . • . . . . . • . . . Number of employees:

Main products I services: . . . . . . . . . . . . . . . . . . . . Main markets:

You agree that the report should contain the Chairman's Report, the Financial Report and a
Report of Operations. You must now decide which six of the following features to include as well:

1 A company profile (its main activities, markets and places where it operates)
2 The company's history
3 Corporate ambitions (the future strategy and business objectives of the company)
4 The company's values (e.g. its mission statement)
5 Customers (service to customers, customer profiles)
6 Employees (internal communication, training policy and spending, etc.)
7 The company in the community (donations to charities, charitable activities of employees)
8 The company and the environment
9 Profiles of the members of the Board of Directors
10 Report of the remuneration committee on directors' pay
11 The company's policy on diversity (equal opportunities for women and policy on recruitment of
members of ethnic minorities, etc.).

There is also space for photographs of two of the following:

- the Directors - products/services
- employees - customers

Discuss with student A which six items to include and which photographs.

STU DENT B WILL START.

From Bu�incss English Pair Work 2 by StC\'C Flindcn; and Simon Sweene), 0 Penguin !looks 1998 P H 0 '- 0 C O P I A 6 L E 35
6 BAN KS, L E N D I NG AND BORROWI N G Student A
(Questioning; measuring and calculating; forecasting)

Cash flow is movement of money into a company from sales (income) and movement out
(expenditure). Problems arise when there is not enough income to cover costs.

Telephone your bank manager at Credit Bank International to explain a short-term cash crisis
affecting your business. Ask for an increase in your overdraft to cover the next three months.

Here is some background information which you can give to your bank manager:

• present overdraft with e B I : $1 0,000

• work-in-progress: $50,000
• short-term extra borrowing required: $5,000
• expected income over next three months: $30,000
• outgoings over next three months: $35,000

Cashflow forecast (dollars):

Month I Month 2 Month 3

opening balance income expenditure opening balance income expenditure opening balance income expenditure

5.000 5.000 1 5.000 -5.000 1 0.000 1 0.000 -5,000 1 5,000 1 0,000

closing balance -5,000 closing balance -5,000 closing balance 0

Other information:

YOU:

• have a further $5000 borrowed from another lender - but your bank does not know this
• think the business is going well
• have a lot of orders
• do not want to borrow too much because of high interest payments.

YOU START.

From Busjncs.� En.elish Pair Work 2 by Steve Flinders :1111.1 Simon Sweeney Itl l'cnguin Hook� I99R P H 0 -r 0 C O P I A 6 L E
7 B RA N D POSITI ONING Student A
(Telling; agreeing/disagreeing; urging)

Brand positioning is the set of characteristics which makes a product different from other products on
the market. Clear positioning helps to make a product attractive to a target group of consumers. With
clear positioning, a brand then establishes its identity. This determines what consumers think about a
product.

You work for a cosmetics manufacturer. You are part of a discussion group which must produce
recommendations to the Board on ways to establish a clear brand positioning for your hair care
products. A survey of consumer attitudes to your products produced the following results,
summarized in a memo:

INTERNAL MEMORANDUM

Re: Hair Care Products - Market survey

Leaf range - market perception is that it is an old product for older people

Most Leaf products associated with problems - not solutions, e.g. medical
treatment for difficult hair, dandruff, greasy hair, dry hair, bad skin, etc.

1 Telephone a colleague. Tell him/her:

- about the report
- that he/she is one of the new discussion group set up to discuss it
- explain that you have to meet
- arrange a time to discuss the report

2 In the meeting, suggest the following action. Reach decisions on what to do.

YOU:

• think the research shows that the positioning has been a complete failure
• want a new marketing campaign aimed at younger consumers
• want to rename the product range (suggest a name if you can)
• need endorsement from a famous youth role model from sport or television (suggest
possible names)
• suggest a major television commercial as a product launch
• insist on dropping the term medicated treatment from the packaging.

YOU START.

From Ilusiness English Pair Work 2 by SIC\·c Flinders :md Simon �\\'ccl1cy €) Penguin Books 1998 P H 0 TO C O P I A 6 L E 37
8 B U D G ET N EGOTIATION
(Questioning; negotiating; measuring and calcu lating)

Negotiating a budget is the process of reaching agreement on how much money should be spent on a
particular project or activity. For example, a marketing manager may look for a certain level of financial
support to launch a new product.

You are responsible for a project to restore a historic monument. You need a large amount of
money from the Ministry of National Heritage. You have to present the Project Plan below, and
explain the costs, to a government official.

Phase I Phase I I Phase I I I Phase IV Phase V Phase VI

Initial Preparation of Work Deconstruction Repairs Reconstruction

studies workshop planning

Months
1 6 12 18 24 36

Present the budget plan:

Employment of five of the world's best experts in medieval reconstruction to

manage the work (5 x $50,000 per year) total $750,000
Permanent staff of ten restorerslspecialists ( l O x $30,000 per' year x 1 .5 years) total $450,000
Team of ten semi-skilled labourers for' the final 1 8 months
(lO x $20,000 per year x 1 .5 year's) total $300,000
Miscellaneous research and study costs total $300,000
Travel. accommodation, subsistence costs total $300,000
Total budget: $2. l m r

YOU:

• can accept some economies but argue that the budget cannot be greatly reduced
• can accept reductions of between 1 5-30%, but no more
• must keep to time estimates
• try hard to keep the final figure as close to $2.1 m as possible
• can resign if you get much less than $1 .6m!

YOU START.

38 From Bu�incss English p,lir WOI'k 2 o y Slel'e FriIHlcr.� and Sill\on Sweeney €I Pcnl,!uin Bonks 191)3 P H O i0 C O P I A B L E
 9 B U S I N ESS AN ECDOTE Student A
(Sequencing; emphasizing)

An anecdote is a short story about something which really happened to you or to someone else. Being
able to relate anecdotes which are interesting or funny is an important skill and a useful aspect of
business socializing.

You and student B are going to tell each other a series of short anecdotes. You will each tell a short
anecdote in turn.

Since you are going to start, you should find a natural conversational way to lead into the first
story. You should also find a way to lead on from student B's stories into your other stories each
time.

Your anecdotes should tend, if possible, to be about work-related experiences rather than
experiences in your private life. Do not spend more than two (or, exceptionally) three minutes
maximum on any one anecdote.

YOU should talk about:

• the most difficult business trip you've ever been on

• the most memorable thing about your first job
• the strangest boss you've ever had
• the worst hotel you've ever stayed in_

YOU START_

From Business English Pair Work 2 by SICve Flinders and Sil1lon Sweeney 0 Penguin Books 1998 P H 0 -r 0 C O P I A eo L E 39
1 0 B U S I N ESS ETH ICS Student A
(Judging; agreeing/disagreeing; vetoing)

Business ethics are concerned with issues of morality in commercial decision making. Ethical questions
include the relationship between business and the environment, between companies and their
employees, product types, quality, pricing and many other aspects of business.

Together with a colleague, categorize the following commercial practices using a scale from 1-5:

1 = acceptable in any circumstances

2 = usually acceptable
3 = depends on situation
4 = usually unacceptable
5 = always unacceptable

Give reasons for your decisions. Note any particular disagreements between you and student B.

• manufacturing and selling arms

• headhunting key people from rival companies
• hacking into other companies' computer systems to get key market information
• employing only young, single school leavers because they are cheap
• building a new factory in an environmentally sensitive area
• mu ltinational companies employing cheap labour in poorer countries
• trading with companies which employ children as cheap labour
• telling lies in negotiations in order to get a better deal for your side
• trading in countries where the state routinely and systematically denies basic
human rights to non-violent prisoners of conscience
• using animals to test cosmetics
• using animals to test drugs for the treatment of chronic ill nesses i n people
• using rare hardwoods from tropical rain forests to make luxury furniture
• using i l legal immigrants as cheap labour
• increasing the salaries of senior managers by 50% in the same year as 20% of
the workers are made redundant
• dropping your prices to force competitors out of the market and building up a
domi nant market share before increasing prices again
• fixing your prices with your competitors to keep them artificially high.

STUDENT B WILL START.

r.___ u ..� .....« 1�""l;�h I),,;,· \V,)..", 2 h\' SIt!\C Fl intie ..

r and Simon Sweeney 0 Penguin Books 1998 P H 0 T O C O P I A 8> L E
11 B U S I N ESS G RAMMAR Student A
(Introducing self and others)

Grammar is the set of language rules for combining words into sentences. Words are classified as
being nouns, verbs, adjectives and so on. Some management development consultants advise their
clients to think of themselves in terms of action verbs, for example, A CT, LEAD . . . These sometimes
appear listed in people's CVs.

You are going to play a business grammar game in three parts with student B . You will need to
prepare for the game before you play.

First, think of three famous business people who student B will know. If you work in the same
field or in the same organization, you can choose someone from the same profession or company.

Before you play, write down:

1 six nouns about the first business person

2 six verbs about the second
3 six adjectives about the third.

In round one, start by giving your first noun and then getting the first noun from student B.
Continue until you have all the nouns. You can make a guess about the identity of student B's
business person at any time. If you have not guessed correctly by the time you have all six words,
then you have to think of three more nouns about the person when you find out who it is.

Repeat the sequence for rounds two and three.

When you have finished, you can suggest nouns, verbs and adjectives for yourself or for student B.
Will you put them into your CV?!

YOU START.

From Business English P:lir Work 2 by Sieve Flinders �l11d Simon Sweeney (D P.::nl!uin l3ook.� 19<)R P H 0 '1 n r. n po IA B I 1=
1 2 B U S I N ESS P H I LOSOPHY Student A
(Agreeing/disagreeing; permitting; vetoing)

A philosophy is a set of beliefs about the meaning of the universe and of human life. A business
philosophy is a system of ideas about the meaning and the role of business - an attempt to give
answers to questions like: What is business ? and What is business for?

Discuss these statements with student B. Which do you agree with and which do you disagree
with?

Business is to make a profit for the company's shareholders.

Business is for the benefit of all the company's stakeholders.
Busi ness is for the benefit of the whole community.
Busi ness destroys commu nities.
Business brings out the worst in people.
Business destroys the natural environment.
Business is about risk.
Business is about challenge.
Business is fun .'
Business is the best possible way to self-fulfilment.
Business makes the rich richer and the poor poorer.
Business must be regulated by the state.
You have to be ruthless to succeed in business.

Now tell student B what your own philosophy of business is .

YOU START.

42 From Business English Pair Work 2 by Sl�\e Flmdcrs :md Simon Sweeney 4) Pc:nguin Books 1998 P H 0 1 0 C O P I A 6 L E
 1 3 B U S I N ESS A N D THE ENVI R O N M E NT Student A
(Sequencing; judging; agreeing/disagreeing)

Businesses, like people, cannot operate without a natural environment - including clean air, clean earth
and clean water - to sustain them. And more and more businesses are recognizing that helping the
environment a) can be good for the company's public image, and b) can help profits.

You and student B work for different companies. You each have an important role in the
development of your company's environmental policy. You are going to meet in order to exchange
policy ideas.

You will first make a short presentation of some of the main features of your company's policy.
These are as follows:

1 A member of the Board has specific responsibility for the company's

environmental policy.
2 You pay a specialist consultancy to do an annual environmental audit of the
company's activity, resulting in an annual environmental balance sheet.
3 As a result of this, you have developed an environmental management system
which covers the activities of the whole company.
4 All company vehicles now run on u nleaded petrol.
5 Your company provides sponsorship for projects run by the World Wildlife Fund
and several other environmental protection organizations.
6 You have launched a company-wide campaign to reduce the energy bill by 1 0%.
You are giving prizes to good energy-saVing ideas from employees.
7 You have started a pilot project in one subsidiary i n which employees are given
a set of environmental targets and are appraised in relation to them.
8 All new offices and factories built by your company are extremely energy­
efficient.
9 Add two more of your own ideas.

Organize these points under some main headings such as General Policy, Energy, Recycling,
Animal Protection, and so on.

When you have finished, listen to student B's presentation of hislher company's environmental
practices. Then discuss which ones could be useful for you to adopt and which you do not think are
feasible.

YOU START.

From Businc�s English P:lir Work 2 by Stcve Flinders :md Simon SW<!CIICY C> PengLiin Books I99R P H 0 '- 0 C O P I A eo L E 43
1 4 B U SI N ESS I N TH E COMMUN ITY Student A
(Sequencing; u rging; forecasting)

More and more companies recognize that there can be a business advantage in developing a socially
responsible image. Businesses which give money or resources to the community also recognize that
they have a responsibility not just to their shareholders or to their employees but have a wider
responsibility to all the people in the community in which they are based.

You and student B have the job of deciding how your company - a leading national food retailer
with supermarkets in every big town in the country - can make a real contribution to the community.
You have each shortlisted three projects, each of which costs about the same, but your budget is
limited to only two of them. Describe in your own words your three projects below, then listen to
details of student B's three projects, then discuss which two to recommend to your Board. You can
choose any two of the six.

N ATI ONAL FU N RU N
The company could organize a national fun run day with 5-kilometre runs taking place at the same time in all
major population centres. Your company would handle all the registrations and logistics, with the objective of
having many thousands of people, young and old, talking part in the run. All participants would receive a
teeshirt with the company logo on the front. at the end of the run. Participants would ask friends and rela­
tives to give money. which would then go to charities identified by the company. The National Fun Run would
receive widespread coverage in the local and national press and on radio and television.

CHARITA B L E DONATIO N
The head office of your company is in the commercial quarter of a large city. close to an area with many social
problems associated with poor housing and high unemployment. A number of charities which have the infra­
structure and the expertise to deal with these problems are active in the area. Their representatives have told
you that the donation of a large sum of money (like the sum you have in your budget) would enable them to
make a major impact on the area. They are very keen for you to help them.

r -------,

SOCIAL AU DIT
One of your competitors has agreed to a social audit by an outside consultant. This is a report on how far
your company scores on a range of social measures. for example, employees' pay and conditions. considera­
tion for the environment, opportunities for women and members of ethnic minorities. internal and external
communication and handling complaints. Although the report on your competitor was sometimes critical, it
seems to have benefited from the exercise. The investigation by the auditors takes several weeks. Is your
company brave enough to go through the same thing?

YOU START.

44 From Business English Pair Work 2 by Sle\'c Aindm and Simon S\\eency e Penguin Books 1998 P H 0 T O C O P I A eo L E
1 5 CAPITAL I NV ESTM ENT Student A
(Measuring and calculating; negotiating; presenting)

Capital investment is spending on fixed assets which will help a company to produce products or
services. Examples are property, new buildings, machinery and computer hardware.

Your company has made increased profits in the past three years but the production facilities are
poor and outdated. Soon your profits will fall rapidly because of increased competition.

With student B - a colleague - choose from the following list of spending options. The cost (in
dollars) is given on the right. Decide on the best way to spend the available budget of $950,000.
You cannot implement all the options.

You have both made a separate preliminary study of the probable effects on the company of the
different options. You have made some handwritten notes which are under each option. Make a
presentation outlining your priorities.

1 Buy land next to present plant and install new equipment $600,000
Good optio,,: 50% illCAwse ill pwdllcti�ity i. UOllA yerus. CVeAY U!exib!e. - i. !ollg teAl" ouum
,\OSSiOC potelltio! UO' illCAwsed PWdliCti011 witR irUAtRe.< ilmestl\\ellt: o!so illCAwse ill !alld �o!lle
is ��dy

2 Upgrade existing machinery $300,000

Good optioll - but p,obob!y bettCA OuteA optio. 1 Ros bWI CDI"I-'!e.ted.

3 Install new computer hardware and software $ 1 00,000

..Abso!lltdy IleeesSOAY os eOA!y os pOSSib!e.. r'\J>,ediote p,oducti�ity belleb-its.

4 Landscape the entire area to improve appearance $ 1 00,000

)lot justib-iOb!e.. )lot a t,ue capitO! i.�estl>\e<tt.

5 Build new warehouse to improve storage of raw materials, components

and finished products. $200,000
Bette.< to eROIIge O.de.<illg o"d p.oductioll ,.,etRods to �"illote st�.

6 Change to a new state-of-the-art production system that would not need

additional land or buildings, or much rebuilding $750,000
Good optio" but CDUW put Oil eru!y ,.taxill,UI" �I\\it o. p,oductio" poteJltiO!. litt!e. '001"
UO. exM gwllltR.

7 Rebuild half of existing buildings and install 50% new machinery $500,000
)lot tRe best !ollg-te.<1\\ optio" but CDUW wo� witR otRe.< i"tplO�eJ-AeiltS.

8 Improve office buildings and some administration facilities $200,000

CCAtaill!y useuu! - but depellds Oil otRCA cRoices. So",e p,oducti�ity bellehits.

YOU:
• think you do not have to spend all the money in the first year
• are happy to be flexible if the arguments are good ones.

STUDENT B WILL START.

From Business English P:lir Work 2 hy SIcve Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0.0 C O P I A 6 L E 45
1 6 CARE E R ADVICE Student A
(Sequencing ; j udging; regretting)

Career advice is information given by specialists to people to help them make choices about which
professional direction to take in the future. It is particularly useful for young people while still at school,
or in higher or further education, but can also be important to people in mid-career especially if they
have lost their job or are in danger of losing it. However, it is also important to think about the changing
idea of the 'career'. In the past, a business person could have a life-long career within one business
organization. Today we do not expect to have only one employer during our lifetime, and more and
more people find themselves working as freelancers working for several employers at the same time.

You are sixty years old. You are coming to the end of a successful career in business, during which
you have seen many changes in the world of business and in the world in general. Student B, on
the other hand, is just starting out on hislher business career. He/she has been assigned to your
department for training and development and you are now in discussion about ways in which
he/she can develop his/her career.

YOU think it could be interesting for student B to hear about:

• the mistakes you have learnt from in your own career

• the important career choices which you yourself have faced i n the past
• the qual ities which make a good manager
• your personal do's and don'ts of business
• the way you think busi ness will change in the future
• what qualities older people look for in the young in the work environment.

YOU START.

46 From BusincH English P;lir Work 2 by Sieve Flinders .mel Simon Sweeney e Pcnguill Oooks )lJ98 P H 0 '- 0 C O P 1 A 6 L E
1 7 COM M U N ICATING STYLES Student A
(Questioning; liking and preferring)

Successful communication is of central importance in international business today but very often
communication is difficult because people in different jobs and companies or from other countries, have
different ways of looking at the world. People have different styles of communication. This activity
encourages the participants to look at their own styles of communication and to find out about each
other's.

You are going to complete a questionnaire about student B's styles of communication. Using the
descriptions below the box, ask himlher how far helshe thinks helshe has e.g. (for number 3) a
formal or an informal style of communication and then tick the right box. For example, if student
B thinks helshe is very informal, you will tick box 3 or 4 on the informal side; if helshe thinks
helshe is a little formal, you will tick box 1 or 2 on the formal side. Encourage himlher to think
about examples of how helshe reacts in different situations.
Styles of communication

(Ask student B:) Where on the scale do you position yourself for each of the following statements?

4 3 2 I 0 I 2 3 4

Sensitive Safe

Systematic Organic

Formal Informal

Directive Participative

Dense language Simple langu<lge

Direct Indirect

Stressed Relaxed

Involved Detached

Stat e m e nt s

1 S e ns iti v e : you prefer to get to know quite quickly about the personal details of people you meet
Safe: you prefer not to discuss personal details with people who you have just met
2 Sys te ma t ic: you prefer a very structured approach to communication
Organic: you prefer commu nication to develop naturally without thinking too much about
structure or time
3 Formal: you prefer a traditional approach to dress, clothing, language and posture
Informal: you prefer a more relaxed, familial' approach to dress, clothing, language and posture
4 Dire ct i v e : you prefer to take the initiative in communication and have others follow your lead
Participative: you prefer to consult, listen and build up a consensus among participants
5 Dense language: you prefer to give information of a specialized kind as efficiently as possible
Simple language: you prefer to give information of a specialized kind in as accessible a way to
all listeners as possible
6 Direct: you prefer business communication to be only about the business in hand
Indirect: you prefer, in business communication, to be able to spend time in social conversation
and touch on other subjects not directly related to the business in hand
7 Stressed: you prefer to generate energy to indicate the urgency of a situation
Relaxed: you prefer to play down the impact of a situation, no matter how urgent
8 Involved: you prefer to show your emotional attachment to the issues under discussion
Detached: you prefer to separate your feelings from the issues under discussion
The styles of communication parameters presented in this activity nre reproduced with kind permission of the author and publishers from the video
training l)lIck Commllllimlillg Styles by Derek Ut]€lY. Jlublished by York AssociuU!s, J IG i\!ickJegnte. YOI'k '1'01 lJY, UI\, ISBN 0 9-183:13626

Wl1en you have both asked each other all the questions, compare and discuss your answers.

YOU START.
From l3usim:ss English Pair Work 2 by SIeve Flinders :md Simon Sweeney €:I Penguin Books 1998 P H 0 ,.. 0 C O P I A f3 L E 47
1 8 COM P ETENCE D EVELOPMENT Student A
(Knowing; forecasting; correcting)

Competence is the ability to do something to an acceptable standard. Competence is normally gained

through a combination of knowledge, experience and expertise. In business, competence is something
that individuals apply to their work and share with others, for the benefit of the company as a whole.
Competence needs to be efficiently exploited. Also, the best companies usually have a strategy for
developing the level of competence in their staff.

You are the Marketing Manager of a fast-growing and successful European software company with
worldwide sales. You have recently recruited a young sales and marketing representative to work
on the launch of a new software product for the international market. The Human Resources
Department has put the new recruit through a series of interviews and exercises to assess the
need for training and to give the department information which will be useful in planning your
new recruit's future career development.

The HR department has produced the information below for this person and you are now going to
meet the company's HR Manager (student B) to define a training plan for the new member of your
team. You need to agree on:
• content of the training programme and priorities - you feel that product knowl­
edge and English are the main priorities and that the rest can be learnt on the
job
• time scale - you need your new recruit to be available ful l-time one month after
appointment
• budget - the money comes out of your department's training budget: you do
not wish to spend more than $1 0,000 total on the programme.

Key: I Basic level 2· Good level 3 Very good level 4 Outstanding level

Competence Job requires I n c u m bent possesses

Marketing and sales 4 4
Software knowledge 3 4
Product range knowledge 4 3
Product knowledge 4 2
Project management 3 3
Company knowledge 3
Customer orientation 3 2
English 4 2
Communication 3 3
Approach to change 3 4
Teamwork 2 3
Cultural awareness 4 2

Although you recognize that long-term competence development is important for all staff, you aTe
quite impatient to have the assistant operational and available as soon as possible for the job in
hand.
With student B, draw up a detailed training programme for the new recruit.

STUDENT B WILL START.

"'.. -,---- C_,,"�I. I)',or \Vn.� , 11'1 !;IC\C Fhmlcrs :md Simon Sweeney 0 Penguin Books. 1998 P H 0 ,- 0 C O P I A 6 L E
1 9 COM P ETITIVE TENDERING Student A
(Negotiating; forecasting; obliging)

Competitive tendering is where an individual, a company or a group of companies responds to an

announcement asking for offers to do work on a major project. Usually several offers (or tenders, or
bids) are received and the contract is given to the offer which looks the best in terms of quality and
price.

Your company is interested in tendering for the work advertised below. In either a telephone
conversation or in a preliminary meeting with 'I'rasmar & Cie, discuss what you can offer and
what you have to do.

Here is a copy of the advertisement. It asks for tenders to run a dry port in France. Decide if this
contact is by phone or face to face.

Trasmar & Cie

CALL FO R B I D S

Trasmar & Cie (the sponsor) invite offers for the operation o f a container handling centre
at Marne-la-Vallee, France.

The container port will be the centre of a European import and export network, linking the
sea porrs of Calais, Hamburg, La Rochelle, Rotterdam, Genoa, Marseilles, La Rochelle and
Bilbao with each other and with major European population centres such as Milan, Paris, the
Ruhr Valley and London.

Individuals or companies i nterested in participating in the competition should send for

details to the Projects Control Officer, Trasmar & Cie, Rue des Vieilles Vignes B.P. 80,
Croissy-Beaubourg, 77423 Marne-la-Vallee Cedex 2, F RANCE. Tel . ( 1 ) 36 56 89 65

YOU:
• want to know if one single company must be responsible for running the port
• prefer a co-ordinating role, using sub-contractors
• wpnt to know what kind of experience successful tenderers will probably have
• have expertise in rail. freight management
• want to know the deadline for bids
• would like more information - in English
• want to know if this is a genuine call for bids or if the company has already decided who will
get the contract
• want to know if a multinational partnership could be given the contract
• have colleagues in Scandinavia and in Italy who could work with you in the management of
the port.

YOU START.

From Business English P:tir Work 2 by $tC\"C Flinders and Simon Sweeney 10 I\:nguin Books 1998 P H 0 1" 0 C O P 1 A [3 L E 49
20 C O N F E R E N C E ORGAN IZATION Student A
(Questioning; knowing; hesitating)

A conference is an event attended by a number of people - from a fairly small number in the case of a
company sales conference, up to several thousand. A good conference helps people working in the
same field to learn about the latest developments and to network with fellow professionals. In an in­
company conference, a company can communicate important messages to selected employees and
perhaps reward them through the choice of an interesting or exotic location. A successful conference
needs a great deal of careful planning and detailed organization.

You work for a large international company. You are responsible for the success of a forthcoming
conference which will be attended by nearly all the company's senior management world-wide -
about a hundred people. The objectives of the conference are:

• to inform delegates about future developments in your industry

• to debate the company's future
• to define and communicate corporate objectives to the senior management
team
• to build an international team.

You are therefore looking for an agency which can organize this extremely important event. You
have been recommended an agency specializing in conference organization of this kind and are
now going to call the agency head (student B).

The conference will last two and a half days, from Friday lunchtime to Sunday evening with
participants leaving on Monday morning. You want a location where they can combine work and
relaxation. Spouses will not be present. You have a clear idea about which outside speakers to
invite, although most of the speakers and seminar leaders will themselves be members of the
senior management team. You are working to a budget of about $ 10,000 per participant, all
inclusive.

YOU want to know about your contact's experience in this field and would like preliminary
details of:
• possible location
• travel arrangements
• approximate price
• conference facilities
• organization of guest speakers
• entertainment.

By the end of the call, you would like to have an initial idea of what kind of conference could be
organized for the sum you have in mind.

YOU START.

50 From Business English Pair Work 2 by Steve Ainders and Simon Sweeney C Penguin Books 1998 P H 0'- 0 C O P I A e LE
21 CONS U M E R M OVEM ENT
(Greetings and farewells; judging;
agreeing/disagreeing)

The consumer movement is a general term for all the ways in which consumers influence companies
and their decisions. Consumers can affect both marketing decisions and company ethics.

Thgether with student B, imagine you are having a drink together in the lobby of a hotel. Discuss
the influence of consumers on company decisions.

Together with your colleague, decide on three ways in which the consumer movement has most
influenced companies. Use the notes below to help build up a discussion.

YOU:
• think every decision a company makes is the result of pressure from consumers
• think pricing decisions are obviously affected by consumers' behaviour
• make a link between consumers' opinions and ethical decisions - for example:
- testing products on animals
- dumping, e.g. sel ling bad products in poor markets
- fur coats (they are not so popular any more)
- making excessive profits
- using cheap labour (it is difficult to employ cheap labour now)
- banning trades unions (it is u nacceptable to ban workers' organizations)
- making products that are built to fall to pieces (most products are good
quality nowadays)
• generally believe that consumers have forced higher standards
• think that most busi ness is highly ethical.

Also, discuss the ways in which consumers manage to get their message through to companies.
Here are some possible ways:

• buying/not buyi:'\g the product

• direct contact with the producer
• writing letters
• talking with friends
• joining consumer groups
• participating in action campaigns/protests.

STUDENT B WILL START.

22 CONSU M E R S U RVEY Student A
(Judging; liking and preferring; agreeing/disagreeing)

Consumer surveys are designed to help companies understand the wants and needs of consumers.
This helps companies to provide goods and services that consumers will buy. Survey design is
important: a well designed and well executed survey can produce interesting and useful results.

You work for a market research organization. Together with a colleague, design a survey to find
out the following information about the way people spend their free time.

52 From Business English P:lir Wurk 2 by SIeve Flinders and Simon Sweeney e p(Onguin Books 1998 P H 0 ,0 C O P I A 6 L E
22 CONSU M E R S U RVEY Student A
Continued . . .

YOU:
• need to decide ten popular leisure activities as your research base
• favour a method based on ind icating how often in the past 1 2 months the respondent has
participated in a particular activity. So, in the questionnaire, have a line like this:
Say how often you have participated in the following leisure activities in the past 12 months.
Then list the ten activities.
• offer a selection of possible answers, such as: never, 0-3 times, 4-6 times, 7-9 times, 10 or
more times.

• favour a question asking about holiday choices as well, as this is a significant leisure
indicator.

Together with student B, you must:

1 Agree the ten leisure activities that are your research base.
2 Reach an agreement with him/her on the design of the questionnaire. Here is an example of
part of the questionnaire:

Say how often you have participated in the following leisure activities in the past 1 2 months.

I Fishing never, 0-3 times, 4-6 times, 7-9 times, 10 or more times.

2 Golf never, 0-3 times, 4-6 times, 7-9 times, 10 or more times.

3 Theatre never, 0-3 times, 4-6 times, 7-9 times, 10 or more times.

3 Actually draft the questionnaire.

4 Practise it on each other.
5 Improve it.
6 Use it on other people.

STUDENT B WILL START.

r

From Business English Pair Work 2 by SIeve Flindw; ;md Simon S....ccn..:y
. 10 Pcn�uin Books 1998 P H 0 T O e 0 P I A E3 L E 53
23 CO NTRACT DIS PUTE
(Negotiating; vetoing; measuring and calculating)

Legal contracts are formal documents containing agreements between pat1ies who work together in
a business relationship. The language sometimes seems complex to non-specialists, but for law
professionals, it is specially designed to make it easy to resolve any problems.

You work for Gayev Polska, a Polish distributor of pumps and accessories. You have a contract to
sell products for a Kluivert nv, a Dutch manufacturer. You are not happy with the relationship.
Telephone Kluivert to discuss the problem. Here is part of the contract between your two
compames:

Distribution Agreement

This agreement is made and entered into 011 January 15 1 9 . . by and between Gaycv Polska (Poland) having its
registered office at Warsaw, hereinafter referred to as GAYEV, and Kluivert I1V, having its registered office at
Zwolle, Netherlands, hereinafter refelTcd (0 as KLUIVERT, on the other side.
1. Territories and products
Section 1 .0 1 KLUIVERT hereby appoints GAYEV its exclusive distributor in Poland and the Czech Republic, here­
inafter referred to as 'the territory'. for the sale of all KLUIVERT presently as well as in the future manufnclured
goods such as pumps, screw compressors, compressor packages as well as all accessories and spare parts related
thereto. hereinafter referred to as 'the products'.
2. Legal situation of the distributor
Section 2.01 GAYEV will buy and sell the products in its own name and for its own account. It will act as an inde­
pendent trader as regards both KLUIVERT and its customers.
Section 2.02 KLUIVERT undertakes to sell the products within the territory only to GAYEV Olnd shall not appoint
any other agent or distributor for the products in the territory.
Section 2.03 KLUIVERT undertakes to refer all customers within the territory, who arc enquiring ,tbout the prod­
ucts, to GAYEY.
Section 2.04 GAYEV is entitled to sell the products in countries outside the territory. The same rights with regard to
the territory apply to all KLUTVERT's agents and distributors outside the territory.
3. Prices and conditions of payment
Section 3.01 KLUIVERT shall sell the products 10 GAYEV according to the price list issued by KLUIVERT and
applicable 10 all European distributors of the KLUIVERT nv group and being effective at the time of GAYEV's
order, presently according to Schedule D.
Section 3.02 KLUIVERT reserves the right to change its prices by giving written notice of 90 days in advance.
Section 3.03 Payment for the products purchased by GAYEV sh:tll be made 20% in cash on delivery and 80% by
signed draft 90 days after deli very.
Section 3.04 KLUIVERT will buy back unsold stock at 75% of cost within 30 days of cancellation of this agreement.

You want to stop business with Kluivert because:

• you have heard Kluivert are exporting products direct to Polish customers
• colleagues in Hungary and Sweden say they have bought the products more cheaply than you
can - so you think you have been paying too much
• Kluivert have not supported you with brochures, advertising material, Stc.

YOU:
• want compensation for having paid more than other distributors (art. 3.0 1 )
• have $20,000 of unsold stock that you want Kluivert to buy back (art. 3.04)
• want further compensation for lost business in Poland and the Czech Republic - as Kluivert
have sold directly to customers (art. 2.02, art. 2.03).

YOU START.

54 From Businc�s English Pair Work 2 by SIC\'C FtindcJ'<i and Simon S\\('cncy f') Penguin Books 1998 P H 0 ,- 0 C O P I A E3 L E
21 CONS U M E R M OVEM ENT
(Greetings and farewells; judging;
agreeing/disagreeing)

The consumer movement is a general term for all the ways in which consumers influence companies
and their decisions. Consumers can affect both marketing decisions and company ethics.

Thgether with student B, imagine you are having a drink together in the lobby of a hotel. Discuss
the influence of consumers on company decisions.

Together with your colleague, decide on three ways in which the consumer movement has most
influenced companies. Use the notes below to help build up a discussion.

YOU:
• think every decision a company makes is the result of pressure from consumers
• think pricing decisions are obviously affected by consumers' behaviour
• make a link between consumers' opinions and ethical decisions - for example:
- testing products on animals
- dumping, e.g. sel ling bad products in poor markets
- fur coats (they are not so popular any more)
- making excessive profits
- using cheap labour (it is difficult to employ cheap labour now)
- banning trades unions (it is u nacceptable to ban workers' organizations)
- making products that are built to fall to pieces (most products are good
quality nowadays)
• generally believe that consumers have forced higher standards
• think that most busi ness is highly ethical.

Also, discuss the ways in which consumers manage to get their message through to companies.
Here are some possible ways:

• buying/not buyi:'\g the product

• direct contact with the producer
• writing letters
• talking with friends
• joining consumer groups
• participating in action campaigns/protests.

STUDENT B WILL START.

 25 CREATIVE T H I N KING Student A
(Sequencing; urging; knowing)

Creative thinking is a method companies use to find solutions to problems. For example, companies
are always looking for new ways to increase business, either through launching new products and
services or by taking existing ideas into new markets. In evety case, original and creative thought is
vital. In this activity you will get some practice.

Together with student B, you have decided to create a new magazine. Decide on a promotion
strategy for the magazine based on the kind of product it will be, who the target readers will be,
what special features it will have.

First, decide the following:

• the basic type of magazine (fashionllifestyle, sports, leisure and entertainment,

current affairs and pOlitics, food and drink, business, specialist, professional,
etc.)
• typical reader profile
• frequency: weekly, monthly, etc.
• cover price
• the name
• market coverage: local, regional, national, international
• sale: subscription, news-stands, public places, etc.
• special features
• regular contents
• writers, guests, journal ists
• competition: rival magazines, newspapers, other media
• target advertisers
• quality: basic, average, high quality (glossy, colour photographs, etc.)
• design
• sponsors
• promotional ideas
• launch plan.

Then design a promotional presentation for the magazine. Here is a basic outline for a four-part
presentation:
1 Type of magazine, title, key characteristics.
2 Market: readers and advertisers.
3 Contents: what is in the magazine, key topics, writers, use of photographs, etc.
4 Marketing plan: how you will launch, advertise and sell the magazine.
With student B, decide which sections you will present and which sections helshe will present.

STUDENT B W I LL START.

56 From Business EIl�lish Pair Work 2 by SIc\";,' Flinders and Simon Sweeney €I Penguin Books 1998 P H 0 TO e 0 P I A B L E
26 ETH ICAL MAR KETI NG Student A
(Judging; agreeing/disagreeing; vetoing)

Ethical marketing is providing a product or service in a way which considers not only the consumers
and the users of the product, but also the general public, the wider needs of society and the
environment.

Together with student B, decide on a reasonable ethical position on the 1 5 issues below.

Identify specific conditions which you could add to the issues that would make them especially
acceptable, or unacceptable.

Student B has the same list. Mark each item on a scale from 1-5, where 1 = absolutely acceptable
to 5 = absolutely unacceptable. Then together order the entire list from 1-15 according to impor­
tance, where 1 = the most important.

• marketing toy guns in a country just after a war

• selling foods high in sugar and salt

• selling not very effective drugs to treat diseases

• marketing sweets and sweet snacks to children

• marketing sweet alcoholic drinks to children

• marketing cigarettes in poor countries

• selling for $ 120 shoes made in poor countries by workers paid $1 a shoe

• creating price wars to force competitors out of the market

• selling customers expensive insurance that it is 95% certain they won't need

• offering 'free' credit for 12 months but then hitting customers with very
expensive repayment terms

• using sexual stereotypes to sell products

• using overtly sexual images to sell products

r

• making products with in-built obsolescence (they will soon not' do the job)

• charging the highest price the consumer will pay for the lowest quality the
consumer will accept

• using violent images to sell products to children.

YOU START_

From 13usiness English !';lir Work 2 by SIC\<C Flinders and Simon Sweeney 0 Penguin Books [998 P H 0 ,- 0 C O P 1 A £3 L E 57
27 EXECUTIVE R ECRUITMENT Student A
(Sequencing; agreeing/disagreeing; hesitating)

Executive recruitment concerns attracting the best quality people to the top positions in leading
companies. Top managers need a range of skills and experience. They also expect good salaries and
plenty of perks. Perks are additional benefits offered to senior executives, such as bonuses, shares,
good pensions, top health care insurance, cars, housirig advantages, school fees, etc.

You and student B both work for an executive recruitment agency. You have been asked to select
candidates for a new post as Chief Executive of a recently privatized national energy company. You
have placed the following advertisement in top national newspapers:

N ati o nal G as Com p any I n c .

CHIEF EXECUTNE
Top salary with bonllSes and additional benefits

Are you a high quality executive with experience i n industry

and senior management? Do you have an international
profile? Are you ambitious and dedicated to success?
If so, write for details to:

Executive Recruitment, Mansion Gardens,

London Wei 5DR

To help you choose the best candidates, here are 1 4 statements about the qualities needed in the
person chosen for the job advertised above. Together with student B, rank them from most impor·
tant to least important.

• knowledge of the gas industry

• good contacts with the government
• ability to get on well with other senior managers
• ability to get on well with employees
• understanding the needs of shareholders
• having a vision of the strategic plan for a major energy company
r
• willingness to sack employees to increase efficiency
• enthusiasm for extremely high salaries for chief executives
• ability to deal with the press and the television
• youth, dynamism and energy
• ability to work 1 6 hours a day 365 days a year
• enthu siasm for long holidays and short working weeks for top executives
• enthusiasm for perks for top managers and chief executives, e.g. houses, cars, private jet, etc.
• a sense that making a profit is the only reason to run a business.

Finally, decide with student B a list of perks that you think the person you recruit should be
offered.

STUDENT 8 WILL START.

58 From Business English P:!;r Work 2 by SIeve Flinders and Simon Sweeney V Penguin Hooks 1998 P H 0 '- 0 C O P I A e L E
28 FORM FILLING Student A
(Questioning; sequenci ng)

Forms are official documents containing questions and spaces for answers.

You have to take student B's details. Com plete the form below as fully as possible.

Today's date: ...................................................................... Form completed by: ........................................................ .

Family name: First name(s): .

Date of birth: Nationality: ............... ..

Place of birth: ................................................................. .. Marital status: ..................... ............................................... .

Home address: ............................................ ................... . Home telephone: ............................................................. ..

Home fax: ............................................................................ .

Home e-mail: " . ... ... ... .. . . . . .

.. .. . .. . . . . . ... . . .
. . . . . . . . . ..... . . . . . . . . . ......... .

Company: ............................................... . Company activity: ......................................................... .

Work address: .............................. . Work telephone:

Work fax: .......................... ............................... .................. .

Work e-mail: ............... ....................................................... .

Job title: .............................................. ........................ . Started current job on: .................................................. .

DepartmenrJdivision:

Main responsibilities:

2 ................................................................................................................................ ..

3 ................................................................. ............................................................... .

4 ............................................................. ..

Previous posts: Position Organization Dates

Education: Institution Qualifications Dates

I .................... ..

2 ..................... .

3 .. .. .. ... .. .... .. .. .. .. ... .. .. ... ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. .. .. .. ... . . .. .. .. .... .. .... .. .... ................................................. ............................ .

4 ............................. .................................................................................. .

Languages: ................... .......................................................................................................................................................... ..

Leisure interests:

YOU START.

From Busincss Engli�h Pair Work 2 by S!C\'c Flinders ;lUd Simon Sweeney €:I Penguiu Books 1998 P H 0 '- 0 C O P I A f3 L E 59
29 H O M EWO R KI N G Student A
(Liking and preferring; urging; correcti ng)

More and more people work from home. They may be self-employed freelancers with a bedroom
converted into an office, or they may be part- or full-time employees of business organizations which
find that basing people at home helps reduce costs. There are various other names for homeworkers,
including teleworker, telecommuter and remote worker.

You work from home and you enjoy doing so. You are going to discuss the pros and cons of home­
working with student B who is not so sure.

YOU think:

1 You have more autonomy when you work at home. For example, you can choose
your own hours.

2 There is no direct supervision. You don't have a boss breathing down your neck all
the time.

3 You feel comfortable working in the environment of your own home.

4 You work more productively and efficiently because there are fewer of the typical
interruptions which are always a problem in the workplace.

S Vou are happy to be away from the gossip and routine of the workplace.

6 Vou save money because you don't have to buy clothes especially for the office; and
you save on lunches, too.

7 Vou don't have to go through all the hassle of travelling to work by car or by public
transport.

S Vou r employer saves money too through reduced rents and other overheads so it
makes the company more profitable.

Give two more points of your own.

Convert student B to your view.

VOU START.

1';..,.,.", n"�;,,,."� i=n"lidl Pair Work 2 bv SIC\"C Flinders and Simon Swccnc)' () I'enguin Hooks 1998 P H 0 ,.. 0 C O P I A e L E
26 ETH ICAL MAR KETI NG Student A
(Judging; agreeing/disagreeing; vetoing)

Ethical marketing is providing a product or service in a way which considers not only the consumers
and the users of the product, but also the general public, the wider needs of society and the
environment.

Together with student B, decide on a reasonable ethical position on the 1 5 issues below.

Identify specific conditions which you could add to the issues that would make them especially
acceptable, or unacceptable.

Student B has the same list. Mark each item on a scale from 1-5, where 1 = absolutely acceptable
to 5 = absolutely unacceptable. Then together order the entire list from 1-15 according to impor­
tance, where 1 = the most important.

• marketing toy guns in a country just after a war

• selling foods high in sugar and salt

• selling not very effective drugs to treat diseases

• marketing sweets and sweet snacks to children

• marketing sweet alcoholic drinks to children

• marketing cigarettes in poor countries

• selling for $ 120 shoes made in poor countries by workers paid $1 a shoe

• creating price wars to force competitors out of the market

• selling customers expensive insurance that it is 95% certain they won't need

• offering 'free' credit for 12 months but then hitting customers with very
expensive repayment terms

• using sexual stereotypes to sell products

• using overtly sexual images to sell products

r

• making products with in-built obsolescence (they will soon not' do the job)

• charging the highest price the consumer will pay for the lowest quality the
consumer will accept

• using violent images to sell products to children.

YOU START_

From 13usiness English !';lir Work 2 by SIC\<C Flinders and Simon Sweeney 0 Penguin Books [998 P H 0 ,- 0 C O P 1 A £3 L E 57
31 I NTERNATIO NAL MAR KETIN G Student A

(Greetings and farewells; agreeing/disagreeing;

urging)

International marketing is the promotion and sale of goods and services across national frontiers. Large
trade blocks with hundreds of millions of potential consumers have opened up huge new markets as
trade within and between these blocks offers increasing potential for growth.

I magine you meet student B socially. During an evening together you talk about international
marketing. Discuss the advantages and disadvantages of doing business across national frontiers.
Below are some advantages and some disadvantages. Student B has a different list. Perhaps you
can think of others too.

• Discuss student B's suggestions, agreeing and disagreeing - depending on your view.
• Also, offer to get student B a ill·ink.
• Talk about what plans you may have for the evening.

ADVANTAGE S OF INTERNATIONAL DISADVANTAGE S O F

MARKETING INTERNATIONAL MARKETING

• more customers/consumers • language barriers

• longer production runs leading to • cost of setting up sales networks

cost savings • lower prices

• economies of scale • higher communication costs

• lower prices • currency conversion problems

• improves international relations

STUDENT B WILL START.

62 From Business English Pair Work 2 by SIC\'C f1indcn and Simon Sweeney «) Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
32 J O B SATISFACTION Student A
(Judging; sequencing; expressing your amazement)

If you have job satisfaction, you are happy in your work. Some job satisfaction is important to most
people in employment, although not everyone has it. Which factors contrib ute most to satisfaction at
work is a subject of great debate.

You and student B are going to discuss job satisfaction - what it is, how far you have it, and how
you get it. To help you in your discussion, you are going to discuss an order of priority for the
following factors which can contribute to job satisfaction: i.e. which of them you agree is the most
important, the second most important, and so on, down to the least important.

1 Open, two-way communication · . . . . .

2 Realistic performance management · . . . . .

3 The right balance between work and private life · . . . . .

4 Performance-related pay · . . . . .

5 Non-monetary rewards and recognition · . . . . .

6 Portable pension · . . . . .

7 Interesting, challenging work · . . . . .

8 Fair pay · . . . . .

9 Involvement in decision-making · . . . . .

10 Secure employment · . . . . .

11 Opportunities for growth and development · . . . . .

Think of three more factors.

12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . .

YOU START.

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney C Penguin Books 1998 P H 0 ,. 0 C O P I A 6 L E 63
33 J U ST-IN-TI M E MANAGE M ENT Student A
(Negotiating; obliging; forecasting)

Just-in-time management (JIT) is a system of controlling production and delivery schedules so that
goods are finished and are delivered at the moment that they are needed. This eliminates storage
costs. Both suppliers and producers benefit from effective JIT management. Contracts often include
penalties where scheduling agreements are broken.

Your company, Edil Fabricat S.A. is a manufacturer of prefabricated industl'ial buildings. Your
ultra·modern and sophisticated production plant is designed to operate a Just·in·time system of
manufacturing and supply. This is an important part of all your contracts with suppliers and with
customers. Here is an extract from your contract with student B's company, FDR Auto Ltd.

Section 6: Delivery schedule

Article 6.0 I Edil Fabricat will make delivery of the finished build ings on . . . . . . . . .

. . . . . . . . . . . . . . . . . . (next Monday).

Article 6.02 The buyer will be responsible for· the preparation of the site. Such

preparation will be completed on or before the above date so that installation

work can begin immediately.

Article 6.03 Any delay in delivery will result in a I % reduction on the total invoice

for every day that the delivery is delayed.

Article 6.04 Any delay in the preparation of the site will result in a I % addition to

the invoice for every day that delivery is delayed.

You receive a phone call from student B, who has a problem. Agree a solution.

YOU:
• refer to the relevant part of the contract
• explain how your company is committed to a Just-in-time management system
• dc' not have much spare storage space
• explain the extra costs ( up to $1 500 per day) that you have to meet in storing the finished
goods, rescheduling installation technicians, etc.
• do not want to lose future work with FDR Auto
• cannot afford to store the goods for long without FDR paying the penalty
• remind student B that the invoice total is $300,000: the penalty would be $3,000 per day
• can compromise, but need a commitment on when the goods can be delivered
• would like to renegotiate payment terms, with half the outstanding amount payable now and
the rest on delivery instead of 90 days after delivery.

STUDENT B WILL START.

64 From Business English Pair Work 2 by Stcve Flinders :md Simon Sweeney €:I Penguin Books 1998 P H 0 -r 0 C O P I A B L E
34 MANAG E M E N T DEVELO P M ENT Student A
(Questioning ; permitting; liking and preferring)

Companies try to improve the quality of their managers in many ways. Some examples are:

• education and training

• coaching and mentoring
• job rotation and secondment
• job enlargement.

These are all forms of management development.

Your company has selected you for three months' training at a top business school. You are going
to meet a member of your company's human resources team (student B) in order to discuss the
content of your programme.

STUDENT B WILL START.

From Business English Pair Work 2 by SIC\'C Flinders ;]nd Simon Sweeney e Penguin Books 1998 P H 0 "f 0 C O P I A 6 L E 65
35 MANAG I N G AN INVESTM ENT Student A
P O RTFOLIO
(Greetings and farewells; sequencing; u rging)

An investment portfolio is the assortment of shareholdings, funds, deposit accounts and insurances
held by an individual or group of individuals in the hope that together they increase in value. If they do
add value over time, they will provide improved security and wealth for the investor.

Together with student B you have decided to create a joint investment portfolio. In an informal
meeting in a restaurant, discuss the best ways to manage your investments. Decide how you will
work together and any specific action you will take. Because you are in a restaurant, include
comments on the meal, your drinks, the restaurant itself, etc.

Agree or disagree with student B's suggestions. Reach compromises where necessary. The
important thing is to reach agreement.

YOU:
• want a maximum amount for any single investment
• think home, pension and insurance must be the first priorities
• want a reliable broker to buy and sell investments on your behalf
• want to look at alternative brokers and choose the best one
• recommend selling anything that shows a fall of 1 0%
• suggest spreading the initial i nvestment of about $1 0,000 over about ten companies, so
about $1 ,000 per company
• recommend spreading the investments over different industrial sectors
• suggest a regular meeting - say every first and third Thursday of the month - to study the
investments and check progress.

Use the following to outline your final plans.

First priorities Typical regular Professional Selling strategy

investment assistance

i.

iL

iii.

Initial outlay Ways to spread risk Managing the portfolio

i.

ii.

iii.

STUDENT B WILL START.

66 From Business English Pair Work 2 by Ste"e Flimlcrs lIud Simon Sweeney Cl Penguin Books 1998 P H 0 ,- 0 C O P I A 6 L E
 36 MANAG I N G T H E FUTU R E Student A
(Forecasting; measuring and calculating; judging)

Most big companies have not lived very long: only a few are more than a hundred years old. Some big
companies think a lot about the future. Companies in the oil sector, in particular, try to answer the
question of what they will do in a world without oil. Some of them have think-tanks which try to guess
what the world will be like in the future. In this way they can define a strategy which will help them
survive in conditions quite different from those of today.

You work in the strategic planning unit of a large, successful, mature company. Your job is to
assess business conditions ten years from now. A journalist from the company's in-house magazine
is going to interview you about your expectations.

YOU should think about:

• products
• markets
• customers
• competition
• prices
• employees (profiles, training)
• size
• growth
• communications

and more generally:

• the economic environment

• the political environment

and finally:

• how the company will get from here to there.

r

STUDENT B WILL START.

From l311sines� English Pair Work 2 by Steve rlil1d�rs and Simon Sweeney CI Penguin Books 1998 P H 0 -r 0 C O P I A E3 L E 67
32 J O B SATISFACTION Student A
(Judging; sequencing; expressing your amazement)

If you have job satisfaction, you are happy in your work. Some job satisfaction is important to most
people in employment, although not everyone has it. Which factors contrib ute most to satisfaction at
work is a subject of great debate.

You and student B are going to discuss job satisfaction - what it is, how far you have it, and how
you get it. To help you in your discussion, you are going to discuss an order of priority for the
following factors which can contribute to job satisfaction: i.e. which of them you agree is the most
important, the second most important, and so on, down to the least important.

1 Open, two-way communication · . . . . .

2 Realistic performance management · . . . . .

3 The right balance between work and private life · . . . . .

4 Performance-related pay · . . . . .

5 Non-monetary rewards and recognition · . . . . .

6 Portable pension · . . . . .

7 Interesting, challenging work · . . . . .

8 Fair pay · . . . . .

9 Involvement in decision-making · . . . . .

10 Secure employment · . . . . .

11 Opportunities for growth and development · . . . . .

Think of three more factors.

12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . .

YOU START.

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney C Penguin Books 1998 P H 0 ,. 0 C O P I A 6 L E 63
38 MICRO-L E N D I N G
(Questioning; sequencing; judging)

Micro-lending is the lending of small sums of money to poor people in developing countries. It is
proving to be a very effective way of stimulating economic activity in very poor communities. Banks
specializing in micro-lending are also becoming more and more numerous in developing countries.

You work for an international agency specializing in giving financial advice to micro-lending
institutions. You have been approached by the owner of a small bank (student B) which specializes
in micro· lending in a developing country. Helshe needs a capital injection to finance expansion of
the expanding business. You would like to have information about the following:

• student B's background

• number of borrowers
• number of savers
• profile of clientele
• minimum sizes of loan provided
• types of collateral
• types of financial instrument (e.g. lotteries)
• the size of the injection being requested
• what the money would be used for.

YOU are not in a position to make a final decision at this preliminary stage but you listen to what
student B has to tell you, then decide whether to reject the request or whether to recommend
moving the process on to the next stage.

YOU START.

International banks � Micro-lending institutions J Local c l ients

� 1

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney 10 Penguin Books 1998 P H 0 ,. 0 C O P I A e L E hO
39 N EG OTIATI N G A DEAL Student A
(Negotiating; vetoing; permitting)

Win/win negotiating involves finding the best possible agreement to the advantage of both sides in a
negotiation. In most commercial negotiations, the best results leave everyone feeling happy that a fair
deal has been reached, which offers both sides important benefits.

Your company is renovating an old country house and converting it into a new Head Office. As well
as the house itself, you need to turn the gardens into a tidy and attractive state. At the moment,
the gardens are overgrown and full of rubbish on one side and covered in concrete on the other.

You have a budget of $50,000 to spend on renovating the gardens. You have a meeting with a
contractor, Willow & Beech Ltd, to discuss what can be done. The picture shows what you would
like:

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'H,

ENTRANCE

70 From l3usincss English Pair Work 2 by SIC\'C Flinders lind Simon Sweeney e Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
 36 MANAG I N G T H E FUTU R E Student A
(Forecasting; measuring and calculating; judging)

Most big companies have not lived very long: only a few are more than a hundred years old. Some big
companies think a lot about the future. Companies in the oil sector, in particular, try to answer the
question of what they will do in a world without oil. Some of them have think-tanks which try to guess
what the world will be like in the future. In this way they can define a strategy which will help them
survive in conditions quite different from those of today.

You work in the strategic planning unit of a large, successful, mature company. Your job is to
assess business conditions ten years from now. A journalist from the company's in-house magazine
is going to interview you about your expectations.

YOU should think about:

• products
• markets
• customers
• competition
• prices
• employees (profiles, training)
• size
• growth
• communications

and more generally:

• the economic environment

• the political environment

and finally:

• how the company will get from here to there.

r

STUDENT B WILL START.

From l311sines� English Pair Work 2 by Steve rlil1d�rs and Simon Sweeney CI Penguin Books 1998 P H 0 -r 0 C O P I A E3 L E 67
40 N E R D MANAG EM ENT Student A
(Telling; agreeing/disagreeing; emphasizing)

'Nerd' is a slang term for someone - often a young white unmarried male - who seems to prefer
computers to people. Nerds typically spend hours in front of the computer screen - programming,
surfing the Internet or playing computer games - and, as a result, eat poor quality ljunk) food, dress
badly and are not very good at communicating with other people. (This activity is based on a real case
from a major European company.)

Your company has a problem: its nerds are working too hard. The twenty staff who work in the
computer maintenance and development department are becoming more and more unpopular with
other staff because:
• they do not seem to be interested in anything apart from computers so they don't have any
contact with people in other departments
• they work very long hoUl's (up to 70 01' 80 hoUl's a week - there are even stories that some of
them sleep overnight in their offices): tills is creating problems with the unions; there is also
growing management concern about burn·out
• when other staff members ask for technical advice, they either do not understand the answers
they get from the nerds or are made to feel stupid.

You and student B work in a department which uses computers a lot and therefore depends a
great deal on the nerds. Your boss has given you the joint responsibility for dealing with the nerd
problem. You are to spend 20% of yOUl' time on this project. You have a nerd budget. Note that all
previous efforts to socialize the staff of this department have failed. There is also the danger that
unhappy nerds will leave the company and join a competitor. However, you have the full support of
management to go ahead with whatever policy you think will work. Here are some of your ideas
about how to improve the situation:

• In theory, there are strict limits on overtime for employees, agreed with the union. At the
moment, the head of the department prefers to pay the fines rather than keep to the rules.
You will discuss with the head of the computer department how to keep closer to the rules
which the rest of the company fol lows in future.
• You will ensure that there are always fresh flowers in the computer department's offices.
• You will form and serve on a committee which undertakes to redecorate and refurbish the
department's offices.
• You will talk frankly to staff members about personal hygiene.
• You will start an extensive programme of team building whh all staff members which involves
partiCipation on an intensive team building course, followed by regular team 'building
sessions involving people from this and other departments.
• You will open subscriptions to several men's fashion magazines for the department.
• You will open subscriptions to several healthy living magazines for the department.
• Add your own suggestions.

Compare your ideas with student B's and agree on a strategy for improving the situation.

YOU START.

72 Frolll l3u�incss English Pair Work 2 by SIeve Flinders :U1d Simon Sweeney e Penguill Hooks 1998 P H 0 '- 0 C O P I A 6 L E
38 MICRO-L E N D I N G
(Questioning; sequencing; judging)

Micro-lending is the lending of small sums of money to poor people in developing countries. It is
proving to be a very effective way of stimulating economic activity in very poor communities. Banks
specializing in micro-lending are also becoming more and more numerous in developing countries.

You work for an international agency specializing in giving financial advice to micro-lending
institutions. You have been approached by the owner of a small bank (student B) which specializes
in micro· lending in a developing country. Helshe needs a capital injection to finance expansion of
the expanding business. You would like to have information about the following:

• student B's background

• number of borrowers
• number of savers
• profile of clientele
• minimum sizes of loan provided
• types of collateral
• types of financial instrument (e.g. lotteries)
• the size of the injection being requested
• what the money would be used for.

YOU are not in a position to make a final decision at this preliminary stage but you listen to what
student B has to tell you, then decide whether to reject the request or whether to recommend
moving the process on to the next stage.

YOU START.

International banks � Micro-lending institutions J Local c l ients

� 1

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney 10 Penguin Books 1998 P H 0 ,. 0 C O P I A e L E hO
39 N EG OTIATI N G A DEAL Student A
(Negotiating; vetoing; permitting)

Win/win negotiating involves finding the best possible agreement to the advantage of both sides in a
negotiation. In most commercial negotiations, the best results leave everyone feeling happy that a fair
deal has been reached, which offers both sides important benefits.

Your company is renovating an old country house and converting it into a new Head Office. As well
as the house itself, you need to turn the gardens into a tidy and attractive state. At the moment,
the gardens are overgrown and full of rubbish on one side and covered in concrete on the other.

You have a budget of $50,000 to spend on renovating the gardens. You have a meeting with a
contractor, Willow & Beech Ltd, to discuss what can be done. The picture shows what you would
like:

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ENTRANCE

70 From l3usincss English Pair Work 2 by SIC\'C Flinders lind Simon Sweeney e Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
43 P E RSONAL P R ESENTATIO N Student A
(Sequencing; judging; questioning)

Personal presentations are often an essential part of applying for a job. Together with the curriculum
vitae, job applicants may be asked to give a presentation of their individual qualities and the expertise
that they would bring to the new position. This might include plans and ideas if offered the job.

You and student B have to make personal presentations as part of applying for a new job - or keep
your present job. Look at the following alternatives:

• a job currently advertised in a newspaper or magazine - you have to find an example

• your present job - think what skills and expertise are necessary for your present job
• your boss's job - again, think what skills are required
• a complete fantasy job - think of an exciting position that it would be interesting to apply for.

Work out the details (employer, location, qualifications and experience needed, special
responsibilities, salary, etc.), for one of the above positions. Then prepare a short presentation
(5-10 minutes) to deliver to student B as part of your job application.

YOU:
• have to think of the personal qual ities that the job requires
• must think about the experience the job requires
• have to decide what special qualities you have that make you the right person for the job
• have to plan and organize your presentation effectively
• divide the presentation i nto three or four parts.

When you are ready, first listen to a similar presentation by student B . As you listen, interrupt
twice to ask for repetition or clarification.

Evaluate the presentation with a mark from 1 (excellent) to 5 (very bad) in terms of:

organizationl clarity interest visual effect overall

structure effectiveness

I 2 3 4 5 I 2 3 4 5 I 2 3 /r 5 I 2 3 4 5 1 2 3 4 5

After the presentation:

• ask two questions

• give feedback and the results of your evaluation
• say if helshe gets the job.

STUDENT B WILL START.

From Business English Pair Work 2 by Steve Aindcrs ;md Simon Swccnc), €I Penguin Books 1998 P H 0 . 0 C O P I A 6 L E 7.1
44 P ERSON N E L MANAG EM ENT Student A
(Sequencing; j udging; agreeing/disagreeing)

The status and role of personnel (or human resources, which is effectively the same thing)
management is unsure. In some countries, personnel management hardly exists; and even in the
advanced economies, the personnel function can be very different from one company to the next.
Some personnel departments are strong, some are weak; in some companies the function is highly
centralized, in others it is highly decentralized.

What is the role of the personnel department in your company, or a company you know?
What should the role of the personnel department ideally be? Look at the following list of different
types of personnel function with student B, who has the same list; and decide:
a) which one(s) come(s) closest to what you have at the moment
b) which one(s) you would like to have.

1 THE SPECIALIST ADVISER. A semi-legal role: only personnel has the

specialist knowledge and expertise in areas like employment law, job
evaluation, etc.
2 THE GUAR DIAN OF THE CORPORATE CONSCIENCE. The department's
main concern is for fairness and the defence of employee interests
against a senior management which is concerned much with efficiency
and little with communication.
3 THE INDUSTRIAL R ELATIONS FIREFIGHTER. Dealing with the unions.
4 THE BUSIN ESS MANAGER. Managing human resources in the same
way as the Finance Manager manages financial reso:Jrces, i.e. in the
most efficient and profitable way possible.
S THE ADMINISTRATOR. Doing the paperwork - on pay, absence,
holidays, sick leave, and so on.
G THE CHANGE AGENT. The main agent for creati ng cultural and
organizational change within the company.
7 THE INTERNAL CONSULTANT. Providing support to line managers in
the 'people management' aspects of their jobs.
8 THE TRASH CAN. The department does any job it can persuade other
managers to give up, and ali the jobs that no one else wants to do.
g O R you may have another model to propose.

YOU START.

76 From Business English Pair Work 2 by Steve Flinders :md Simon Sweeney 0 Penguin Boob 1998 P H 0 '- 0 C O P I A e L E
45 P LAN N I N G A M E ETI NG Student A
(Urging; expressing your amazement;
declining/rejecting)

Planning a meeting is concerned with deciding:

• the objectives of the meeting
• who can best contribute to achieving those objectives
• the physical and logistical organization that is necessary to make sure the meeting is a success.

Together with a senior colleague in a medium-sized manufacturing company, Pryam Ltd., you have
to plan a meeting to review company operations. Decide on the steps necessary in planning the
meeting.

Background information:
• your company makes electrical components
• you employ 250 people on two factory sites
• there are 15 senior managers, ten of whom are directors of the company
• there are a further 20 non-executive managers

The graph below shows Pryam sales over the past ten years and compares perfoi-mance with three
leading competitors.

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YOU:
• suggest informal discussions with all colleagues at senior mana,'lement level to identify
issues that should be on the agenda for the meeting
• think a top level management inquiry is all that is necessary at this stage - a wider 'meeting
would give the impression of a crisis
• think a weekend away in a top hotel would be the best environment for the meeting
• suggest an independent consultant should be invited to chair the meeting and make
recommendations
• are prepared to compromise on some or all of the above provided the arguments presented
are convincing.

STUDENT 8 WILL START.

From Husincss English Pair Work 2 by Slcve Flinders and Simon Sweeney Q Penguin Hooks 1998 P H 0 -r0 C O P I A 6 L E 77
41 N EW P R O DU CT
(Questioning; forecasting; judging)

Eighty per cent of new products fail. Often the product itself is a good one, but the marketing is a
failure. Great creative energy can be wasted if the marketing plan that goes with it is poor. Here you
have the opportunity to work on a great product and a great marketing plan.

Together with student B, design a new product for the busy modern man, woman or family. You
have to invent a product that everyone (or almost everyone) will want. Then work out a marketing
strategy. Here are some ideas to help you.

The product

Think of any new household object that will improve people's quality of life (it can
be large or small, simple or complex).
What is it for?
What does it look like? (Draw it)
What is it made of?
Why is it unique?
How does it work?

The target consumer

Who will be the typical user(s) of the product?

Is it for everyone, or for specialists?
Is it an everyday product or is it exclusive?

The marketing strategy

How are you going to promote and sell the product?

How much money do you need to manufacture, promote and sell the product?
Who is going to sponsor the development of the product?
How much will it sell for?
Where do you plan to sell it?
What special after sales support or follow up will there be to establish links with
your customers?

The future

How will the product develop?

What new products will be.'3.dded to the range?

Possible problems

Can you think of any possible problems which may prevent your idea from
being a fantastic success?

STUDENT B WILL START.

From Business English Pair Work 2 by Steve Flinders and 5il1lon SI.\<'cnc), 0 Penguin Books 1998 P H 0 , 0 C O P I A 6 L E 73
47 P RIVATIZATION Student A
(J udging; hesitating)

Since the British Conservative government began to privatize nationalized industries in the early 19805,
the selling of state assets has become popular worldwide, with governments of all political colours keen
to reduce the role of the state and to reduce state spending.

You and student B are going to test each other's political reflexes. First of all, dictate to himlher
the following terms. He/she should write them down in the space provided on the sheet.

1 electricity 7 pre·schools (0-5 years)

2 water 8 universities
3 telecommunications 9 police
4 the national airline 10 pensIOns
5 motorways 11 hospitals
6 bus services 12 banks

Now tell himlher to go through the list quickly:

• If he/she is for the privatization of the area, he/she should circle YES
• If he/she is against the privatization of the area, he/she should circle NO
• If he/she thinks that a mix of state and private ownership is best, he/she should circle BOTH
• If he/she doesn't know or has no opinion, he/she should circle the question mark: ?

It is important to do the exercise quickly and not to spend too much time thinking about the
answer. When student A has finished, it's your turn to do the same using the space below.

YES NO BOTH

2 YES NO BOTH

3 YES NO BOTH

4 YES NO BOTH

5 YES NO BOTH

6 YES NO BOTH

7 YES NO BOTH

8 YES NO BOTH

9 YES NO BOTH

10 YES NO BOTH

" YES NO BOTH

12 YES NO BOTH

Now you should add up your total of YES, NO, BOTH and ? and compare your totals with student
B's. Discuss and compare your individual choices and discuss how far your reactions differ.

YOU START.

From Business English I)air Work 2 by Steve Flinders ;U\d Simon Sweeney IC Penguin Books 1998 P H 0 '- 0 C O P I A eo L E 79
48 P R O D U CT M ANAG EM ENT Student A
(Judging; knowin g ; agreeing/disagreeing)

Although product management is primarily a marketing function, it offers the manager the opportunity to
contribute in various ways to the development of a new product or service. Product management can
involve active participation in most aspects of the development of a new product, including design,
financing, production, marketing, sales and human resources.

Your billionaire friend is so impressed with the business ability of you and student B that he has
asked you to take responsibility for his latest business venture. He wants you to design, build and
promote a hotel for the mega-rich in the location of your choice. You will have a share of the profits
from the venture and, of course, a special cut-price rate when you stay in the hotel yourself.

You are therefore going to discuss with student B, the hotel's:

• location
• size
• facilities and special attractions
• staffing.

You must also define the general outline of a marketing policy to advertise and promote the new
hotel worldwide.

You should together prepare a report for your friend. Note that the hotel MUST be profitable
within two years of opening.

YOU START.

80 From Business English Pair Work 2 by SI('\'C Flinders and Simon Sweeney (l Penguin Books 199M P H 0 ,- 0 C O P I A 6 L E
 49 P R OD U CT P R ESENTATION
(Sequencing; measuring and calculating; forecasting)
•

Multimedia is the term given to information technology products which combine conventional computer
hardware and software products with newer technologies. It includes CO ROM for interactive and
sound-based communication as well as access to external networks and the Internet.

You and student B work for a multimeilia communications company. You have to plan for a
meeting with a potentially important customer - a local university with 50,000 students on
seven different campuses. Together with student B, use the information below to make a joint
presentation in which you explain the benefits of your products.

You have to divide up the information and present approximately half each. Divide the presenta·
tion into different parts, for example:
• introduction (systems available)
• key benefits to students
• brief description of each system
• prIces
• payment terms.

Prepare and practise the joint presentation together. Suggest ways that each of you can improve
your presentation. Repeat it if you like.

INTEX Multimedia
PX8000 System: PC World Top Buy last year
XT I 0000: 'fastest system on the market' Computer World magazine
XT8000 $ 1 1 95
• 8000 processor
• 1 6Mb RAM
• 14" monitor
• 1 6 Bit stereo sound. quad speed CD Rom and stereo speakers system
• 64 bit integrated graphics uses I Mb RAM; upgradable to 2 Mb RAM for enhanced picture resolution
• upgradability to 200M Hz Pentium
• FREE Fax/data/Internet 1 4.4 BAST modem convening PC to Fax machine; full Internet capability
• latest quality M icrosoft Windows/Office software for word processing, spreadsheets. drawing and design,
desktop publishing, etc.
XT8000 PLUS Superdrive 4 $ 1 395
Same a s above, plus 1 5" monitor, faster 33.6 modem a n d 8 speed CD Rom
XT I 0000 PLUS Superdrive 6 $ 1 695
Same as XT8000 plus 1 5" screen, faster 1 0000 processor, 32 Mb RAM, larger hard disk, faster 3 3 . 6 modem.
faster 8 speed CD Rom
XTI OOOO SA PLUS Superdrive 7 $ 1 895
As XTI OOOO PLUS Superdrive 6 but with midi-tower case and Intel Pentium processor with MMX technology
Printer options: WordChief Colour Inkjet ($495) or TRUMPET high quality Laser Printer ($695)
3 ways to pay:
I . Pay with order by banker's order for 5% discount, or by credit card.
2. Six months free credit: pay 20% depOSit, then nothing for six months. Pay rest in a single payment.
3. Pay over three years: Pay just 1 0% deposit then pay balance by monthly instalments.
Supplied with ideal applications for student use:
Internet access, word processing, graphics, spreadsheets, database architecture. self study packages, library database, guided
learning software, research tools, foreign language packages and MORE!!!

STUDENT 8 WILL START.

From l3usiness English Pair Work 2 by Steve Flinders �nd Simon Sweeney @ Penguin l300ks 1998 P H 0 . 0 C O P I A 1:3 L E 81
 50 P R O M OTIO N Student A
(Urging; correcting; forecasting)

Promotion is the range of marketing activities designed to increase consumer awareness of a company
and its products and to improve sales performance. Examples are advertising, packaging, trade fairs,
in-store displays and competitions.

You are a new employee responsible for marketing in a medium-sized retail bank. You have special
responsibility for increasing business with young people. You have a meeting with your branch
manager to discuss your ideas.

In a meeting with your colleague, find out hislher reaction to the following ideas and try to get
support for specific action that you can take.

• partnership with local colleges and universities to promote your company to their students
• partnership with local music shops to offer gift vouchers for buying CDs and tapes
• sponsorship of arts events such as theatre, concerts, exhibitions
• sponsorship of sports events such as local athletics, tennis and golf clubs
• association with schools to promote school events and fundraising opportunities
• offering special savings accounts to school children and students.

YOU:
• think local initiatives at branch level are the best way to promote the company
• have experience of promoting products to young people through your previous job (with a
clothing retailer)
• believe Head Office would support your ideas
• do not think mass television advertising is appropriate for your bank
• want to prioritize the next steps you can take
• think the cost of the promotions you are suggesting will produce a big increase in market
share - but you are not able to say by how much
• think detailed market research would be a waste of money.

STUDENT B WILL START.

82 From Business English Pair Work 2 by SIeve Flindm and Simon Sweeney C Penguin Books J99B P H O i 0 C O P I A [3 L E
51 QUIZ Student A
(Questioning; correcting)

You can learn things from a quiz. Ask student B the questions below. Then he/she will ask you some
different questions.

The answers are given below. Give student B 10 points for every right answer.

1 The headquarters of the Ford Motor Company are in a. New York

b. Detroit
c. Chicago

2 McDonald's has a lot of fast food restaurants around the

world. How many? a . 50,000
b. 16,000
c. 250,000

3 Grand Metropolitan and Guinness merged their

operations. When? a. 1980
b. 1992
c. 1 997

4 Which is the world's biggest selling and

best-known beer? a . Budweiser
b. Pils
c. Heineken

5 A 9 1 1 is what? a. an aeroplane
b. a beer
c. a car

6 What is the world's fourth largest country by population?

7 What's the name of Singapore's airport?

8 Which country's airline is Viasa Airlines?

9 Name the 15 members of the European Union (1997)

10 Name the capital city of a. Colombia

b. South Korea
c. Latvia
d. Slovakia

1 1 What and where are the following famous places? a. The Prado
b. Machu-Picchu
c. K2
d. The City

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From Uusiness English P3ir Work 2 by Sieve Flinders and Simon Sweeney 10 Penguin Books 1998 P H 0 T O e 0 P I A 6 L E 83
52 RECESSION Student A
(J udging; obliging; forecasting)

A recession is an economic condition affecting a country or an industry where sales, prices and profits
fall as demand decreases. The result is a fall in output. Companies affected by recession often lay off
employees, so unemployment rises.

You work for a medium-sized manufacturing company that makes high quality and relatively
expensive building materials. The company employs 900 people in a city with a population of
50,000. You have a sales and distribution network across several neighbouring countries.
Unfortunately, all your main markets are affected by a recession, now in its second year.

With a colleague, decide what to do. Make a list of some key actions to take.

YOU:
• are absolutely opposed to making workers redundant as you think the recession will pass
and you will need them back again soon
• think redundancy would also be expensive: many of your workers have been with the
company a long time and they are protected by employment law
• also want to protect your excellent reputation locally and to stay loyal to the city where the
company is based
• think that i n an extreme situation, you could accept putting workers on short time working -
for example a four-day week
• suggest that for now, production workers transfer to housekeeping jobs such as painting,
landscaping and building projects
• are proud of your reputation for high quality products and do not l i ke the idea of discounting
or price cutting
• think that cutting prices makes it difficult to put them up again.

STUDENT B WILL START_

84 From Busmess Engli�h Pair Work 2 by SIC\\! Rinders and Simon Sweene)' 0 Penguin Books 1998 P H 0 ,. 0 C O P I A 6 L E
53 R E LOCATIO N Student A
(Negotiating; measuring and calculating; forecasting)

Relocation is moving a factory or company site to another place. The decision to relocate may be taken
as a part of a strategic plan to expand the business, to save costs, to increase the profile of the
company or to move closer to important markets.

Your company makes sports and leisurewear products. For fifty years you have been based in the
home town of the founder and former managing director of the company, Ben King. Now the next
generation of the family own the company and it is expanding rapidly.

The board of directors is meeting to discuss a proposal to relocate the company to Rotaronga where
labour costs are much lower. Discuss the issues involved with another director. Try to reach
agreement on what the company should do.

YOU:
• know that labour costs i n Rotaronga are 5% of those in your country
• believe that the relocation will be good news for the people of Rotaronga
• see a trend in your industry towards relocating to low wage economies
• think that in four years' time the productivity of the new plant would be ten times higher than
the existing plant
• believe shareholders will support the change
• believe that global competition makes the move essential
• expect the existing plant to become less profitable because of rising costs
• think the sale of the present site would pay for the creation of the new one.

If you reach agreement, prepare a joint presentation of your new position.

YOU START.

From l3usincss English Pair Work 2 by SIeve Flindm :lnd Simon Sweeney " Penguin Books 1998 P H 0 '- 0 C O P I A e L E 85
54 R EWAR D Student A
(Liking and preferring; sequencing;
agreeing/disagreeing)

There are many reasons why people work - because they need to, for self-esteem, to achieve personal
or professional ambitions, and so on. However, financial and non-financial rewards are, for most
people, the most important sources of motivation. A good reward system is an essential feature of any
business organization.

Your company is doing well, but the results of employee surveys tell you that your people are not
happy with the current system of incentives. You and student B have to find a solution to the
current state of demotivation. You are now going to meet together to brainstorm some ideas.

Here are some possibilities:

Staff parties. Throw a company party once in a while in an exotic location. for
example. in a medieval castle. or a major city museum or art gallery.

2 P rizes. For the most creative or innovative team in the company: rewarded by a
weekend away/lunch in a foreign capital . . .

3 Profit sharing. In relation to length of service. as a reward for loyalty.

4 Discounts. Offered to employees by local companies advertising in your company's

magazine.

5 Cheap tickets. For local theatre. ballet. opera and concerts.

6 long service awards. To employees who reach fifteen years of service.

7 Team rewards. For team effort and achievements.

8 Other ideas . . . '

YOU START.

86 From Busines� English Pair Work 2 by StC\C Rinders and Simon S"�l!nc)' 0 Penguin Books 1998 P H O I 0 C O P 1 A 6 L E
55 SAFETY AT WO R K Student A
(Judging; obliging; correcting)

Safety at work is normally associated with industrial workplaces, where individuals can be at risk from
doing dangerous tasks, or working with dangerous equipment or materia ls. But safety at work is often
just as important in comfortable offices and even when working from home.

Brainstorm a list of problems or issues concerned with health and safety at work under the six
headings below. Then suggest solutions or safety measures for each one.

travel work at home office work

industrial environment chemical/pharmaceutical agricultural environment

environment

Finally, if you could change just two things to make your working day safer, what would you do?

STUDENT B WILL START.

From Business English Pair Work 2 by Steve Rinders and Simon S\\.:eney e Penguin Books 1998 P H 0 1 0 C O P I A e L E 87
56 S H A R E H O L D ERS' EXPECTATIONS Student A
(Forecasting; urging; agreeing/disagreeing)

Shareholders ' expectations sometimes conflict with management objectives in large public companies.
Shareholders may be used to large and regular dividends, especially if sales are good. Management
may have different priorities, concerned with long-term planning. There may be a choice between
paying shareholders large dividends or making long-term capital investment.

Your company, Telco, has just published its annual report showing a 10% increase in net profits
and a 5% increase in market share. In previous years, Telco has always given shareholders
increased dividends following good results. Make a short presentation to Telco senior management
about investment priorities and strategic objectives. Ask for a new investment-oriented culture in
the company, not a shareholder-oriented approach.

Here are two graphs showing sales performance and profits over ten years:

Fig. 1 Sales performance Fig. 2 Net profits

YOU:
• are actually not so optimistic about the future
• think two com petitors are major threats in the future.
Fig. 3 compares their sales performance and yours over ten years:
Fig. 3 Telco, Abacus and TCC Sales

--
-'
. --
. --
- . . . . . . :,.:.
...of< • • • • • •
. .
. . . . . .... . - -
....
. . . . . . . . . ..-- .. '" . . . . . . . . Telco
_ .. -
..

.-
r

. _ . _ Abacus
_ TCC

• think dividends to shareholders should be cut by 50%

• want a massive increase in R & D spending
• see the market as becoming more global and more competitive
• think Telco needs a much stronger international profile
• want an improved sales network and new corporate offices in the USA
• think that within ten years Telco will be a small company - or will be taken over - u n less the
company changes its approach.
• believe Telco's market share is smaller and rising more slowly than Abacus and TCC.
I
STUDENT B WILL START.

88 From Business English Pair Work 2 by Stcve Flinders ;lnd Simon Sweeney D Penguin Books 1998 P H 0 -r 0 C O P 1 A E3 L E
I
57 SMALL TALK Student A
(Greetings a n d farewells; hesitating; expressing your
amazement)

Small talk is a vital part of doing business. It shows an ability to get on with people. Small talk helps
business partners get to know each other. Topics for small talk can come from the immediate
environment, the news, or from conversation. The art of small talk is to make conversation about that
topic.

Use the prompts below to develop small talk. Student B has the same list of prompts. Together,
you should develop a conversation of no more than two minutes for the prompts below. See the
example.

1 You know that yesterday a private helicopter crashed nearby.

A: You heard about the helicopter crash yesterday?
B: Yes, it was very bad. Why did it crash?
A: I think it was a mechanical problem ... the radio said it was ...
B: But the weather was very bad too ...
A: Yes, it was raining ...
B: Have you ever been in a helicopter?

2 A local newspaper has reported a rise in tourists visiting the region.

3 A top banker has suddenly left his post to join the competition.

4 A local factory has announced 400 new jobs.

5 Ten people have died in a food poisoning scandal.

6 The heating and air conditioning system has broken down.

7 There are painters and decorators around painting and decorating the place.

8 It has not rained for over three months.

9 There's a wonderful ceramic bowl on the table full of different types of fruit.

10 A hotel hadAo be evacuated in the night because of a fault in the fire alarm.

YOU START.

From Business English P;Iir Work 2 by Sieve Flinders :tnd Simon Sweeney iCI Penguin Books 1998 P H 0 ,- 0 C O P 1 A 13 L E 89
58 SOCIAL ARRANGEM ENTS Student A
(Greetings and farewells; introducing self and others;
questioning) ,

Socializing is an important aspect of many business relationships. Often the ability to get on well with
people at a personal level is a significant factor in establishing good business partnerships. Receiving
visitors and providing some hospitality is therefore a significant feature of many business meetings.

Student B is going to visit you for a three-day (Wednesday-Friday) business meeting. Telephone
himlher to make arrangements for hislher arrival. In addition, offer some social activities during
the visit. Find out how much free time he/she will have and what social activities would be
attractive. Finally, using your knowledge of your home town or city, suggest some things that
you could do together. If student B likes your suggestions, work out a programme of social
entertainment and/or tourism for the visit.

In addition, consider the following information:

YOU:
• can meet your visitor on arrival
• have to tell your visitor which hotel he/she will be staying in
• have to discuss business on three mornings, but in the afternoons you are free
• are not sure if your visitor has any other commitments
• must be sure that the activities you offer will be appropriate and attractive to your visitor
• can suggest some other friends or COlleagues who may join you for one or two activities
(such as a meal in a restaurant)
• need to know if your visitor especially likes or disli kes certain foods.

YOU START.

90 From Businc,s Englbh P:Jir Work 2 by StC\'C Flinders and Simon Sweeney !&l Penguin Books 1998 P H 0 ,. 0 C O P IA6LE
59 SOCIALIZI NG Student A
(Welcoming; greetings and farewells; introducing self)

Socializing is an essential business skill. It is important for successful business relationships. And yet
many business people fin d socializing, particularly in a foreign language, more difficult than the more
formal aspects of their international work. Part of the problem is vocabulary: you may know the
vocabulary you need for your job but not the vocabulary you need for general conversation. Another
part of the problem is that you cannot always control or predict what people are going to talk about
when they are socializing.

You are going to practise talking in a social context with student B. You are going to talk to each
other for five minutes (one of you should be timekeeper) and during the exercise you should cover
each of the following subjects:

1 the weather
2 travel and transport
3 cmema

Under each heading you must use all of the following words or expressions:

The weather Travel and transport Cinema

rain delay star
sunny train horror
minus five jet lag d i rector
global warming luggage moving

DO NOT tell student B what your tasks are.

Student B has different subjects to introduce, and different words and expressions to use, so at the
same time, you should be thinking about what they are.

At the end of the activity, tell each other which subjects and which words and expressions you
think the other had to introduce. See how many you each identify. The ideal result is:
• to successfully introduce all your subjects and all your words and expressions
• to successfully identify student 8's subjects
• for neither of you to i dentj�y each other's words and expressions: this means that you
introduced them all into the conversation quite naturally and without drawing any particular
.
attention to them!

STUDENT 8 WILL START.

From Business En gl ish P<lir Work 2 by SIeve Flinders and Simon Sweeney @ Penguin Books 1998 P H 0 " 0 C O P I A f3 L E 91
60 TAL KI N G P O LITICS 1 Student A
(Questioning; sequencing; hesitating)

Politics does not have to be a taboo subject. On the contrary, it is one of the most obvious subjects for
discussion when you want to get to know someone from another country and to find out more about
where they come from. Initially, it is safest to put the emphasis on political institutions rather than on
policies; and on asking questions, listening and learning about the politics of other countries, rather
than giving your own opinions.

You are going to practise asking questions about the political arrangements in student B's country
and giving information about your own country.

You are going to take it in turn to ask questions about different aspects of each other's national
politics. You will each ask for information in four different areas. Spend three or four minutes
replying to student B's enquiries.

You want to know about:

1 the main political parties

2 central government and the civil service
3 the Head of State
4 the current government and its policies.

Ask questions like:

Political parties
• What are the main political parties?
• Who are their leaders?
• What are their main policies?
• Plus three more of your own questions.

Central government and the civil service

• Is your civil service politically neutral?
• How are top civil servants appointed?
• Is central government stronger than local government?
• Plus three more of your own questions.

The Head of State

• Who is the Head of State?
• How is he/she appointed/elected?
• How much political power does the Head of State have?
• Plus three more of your own questions.

The current government and its policies

• How long has the current government been in power?
• What are its main policies?
• Does the government have the support of most of the people?
• Plus three more of your own questions.

YOU START.

92 From Business English P:l;r Work 2 by S1eve Flinders and Simon Sweeney e Penguin Books 1998 P H 0 ,.. 0 C O P I A 6 L E
61 TAL KI N G P OLITICS 2 Student A
(Judging; obliging; sequencing)

Once you have established that it is in fact possible to exchange political information usefully and
politely (see Talking Politics 1), then you can begin to exchange political ideas as well. But as in all real
communication, listening is as important as talking, and talking points should be about learning, not
scoring points.

You have a clear set of opinions (see below). You are going to argue i n favour of as many of the
following as possible during the time the teacher gives you. You will, of course, give reasons for
your Vlews.

YOU favour:

1 low taxation

2 a progressive reduction in the role of government

3 as little government interference in business as possible

4 limited state support for the unemployed

5 environmental costs to be treated like any other cost

6 private transport

7 tough sentences for criminals

8 private health care easing the pressure on the state health service.

STUDENT 8 WILL START.

From Business English Pair Work 2 by Steve Aindcrs and Simon Sw,..e ncy e Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E 93
62 TOP B U S I N ESSES Student A
(Questioning; liking and preferring; forecasting)

What makes a successful business? Is it simply a question of making large profits? Or is it to do with
the quality of its products or services? Or its ability to define and follow a long-term strategy? Or is it a
mixture of all these things? Certainly, some companies are consistently admired by many managers
because of their ability to excel across a range of different areas of business management.

You are going to take it in turns to use the following questionnaire to find out which companies
student B most admires. You may wish to ask him/her to give reasons for his/her choices.

Using the scale 1-4, (1 = very good, 2 = excellent, 3 = outstanding, 4 = world-beating), ask student
B to identify the companies which, in hislher opinion, excel in each of the following areas. He/she
can name one, two or three companies per area. When you have completed the questions, add up
the points for the most frequently named company to identify the one with the most points -
student B's all-round top business.

Which one, two or three companies do you think excel in each of the following areas?

Company 1 Company 2 Company 3

Quality of products/services

Vision

Innovation

Customer focus

Financial m a n a gement

Strategy

M a rketing
r

Environmental awareness

People m a n agement

The company which scores highest is:

The company which scores second highest is:

YOU START.

94 From Uusiness English P:lir Work 2 by SIeve Ailldc� and Simon S\\ccncy 0 Penguin Books 1998 P H O "T O C O P I A f:3 L E
63 TRAI N I N G Student A
(J udging; forecasting; emphasizing)

'Training' is teaching people something quite specific, for example skills or knowledge for their work;
'education' is a more general term for the learning process. Education typically takes place in schools,
colleges and universities. Companies typically have training rather than education departments.

You are the company's new Human Resources Manager. The Managing Director (student B) is new
too. You both believe passionately in the importance of training and you are going to meet for
lunch for an initial exchange of ideas. You have jotted down on the back of an envelope some ideas
for the shape of the company's training programme in the future. (They don't necessarily form a
coherent plan - they are simply a basis for brainstorming.) You are going to discuss them with
your MD and agree on a draft set of principles and an action plan.

YOU think the company could:

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burl\ M U"-t.!l /I.� 'pe� too ..wc.k K...e <.1\ the c.Ul.urOOl><, 1\01- el\OV�k <.1\ the rut
WOttd. . S PU'(lI",1- /I.�el\C-L.u Me "cHu.

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'pe�I\� pu e"'plc!lu 01\ tr/l.i."'-I\� , /l.I\� I-he puul\I-/l.�e of e",plc!leu 1-/l.1tL.I\�
pMt ..1\ tr/l.i."'-I\�.

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t of Itt.!l MU' ..1\ wki.ck evu!l e",p.lc!lu ,�
c.lAl-IJf"e. \dt.I\K !l /I. c.ut/l.i.I\ I\""'bu
rec.cl.vc. I-he �...e b<I.� tr/l.i."'-I\� e.�. IWlI.lL.t!l / tu"" / w,tOMl.f" tow, . . .

Add two more of your own ideas.

STUDENT B WILL START.

From Business English Pair Work 2 by S!c\'e Flinders and Simon Sweeney e Penguin Books 1998 P H 0 j O e 0 P I A 6 L E 95
64 TRO U B LESHOOTING Student A
(Questioning; j udging; sequencing)

A troubleshooter is someone who steps in to solve a problem. A troubleshooting meeting is one where
the participants deal with and offer solutions to one or more problems.

You and student B are going to take it in turns to lead a business meeting. In the first part of the
meeting, you will present a real business problem which you have faced or which you are facing at
the moment. Mter your presentation, student B will probably ask you some questions in order to
get a fuller understanding of the situation. You will then discuss the problem together, student B
will suggest a possible solution or alternative approach, and finally, you will summarize the
meeting and student B's main suggestions. Then you will reverse roles, student B will present
a business problem and you will help him or her find an answer to the problem.

Possible areas of focus are:

• qual ity
• customer satisfaction
• employee morale
• employee performance
• poor sales.

YOU START.

96 From Business English Pair Work 2 by SICI'C Aindcrs and Simon Sweene), D Penguin Books 1998 P H 0 j O e 0 P I A £3 L E
65 UTOPIA Student A
(Forecasting; vetoing; agreeing/disagreeing)

A Utopia is a periect society Social engineering is taking measures which will lead to social change.

It is now well into the twenty-first century and social engineering is easier than it used to be. You
and student B, both acknowledged experts in the field, have a grant from the World Council CN. C.)
to devise a new political, social and economic system for a small country which until now has been
rather badly managed. You are now going to have an initial planning meeting with student B in
order to produce a draft development plan. Among other things you are going to decide:

W . C . S O C I A L E N G I N E E R I N G D EV E L O P M E N T P L A N STA G E 1 N O T E PA D

Size of popul ation

Gender ba la nc e (% a g e m en/women)

Urban/rural population balance

Optimal population for c a pital c ity/oth e r

major cities/im p o rtant towns

Form of government

System of economic m a n a gement

Main sources of government revenue

Main areas of government expenditure

Principal industries/services

Level of unemployment

M a i n features of education system

Main features of h ea lth system

r
Main features of transport system

Foreign policy

Defence policy

Environment policy

YOU START.

From Ilusinc.�s Engli�h flair Work 2 by $Ie\"c Flilldcl1i nml Simon Sweene), Q Penguin Books t99R P H 0 '- 0 C O P I A e L E 97
 M ate ri a l fo r
p h otoco py i n g
1 ICE B R EAKER Student B
(Introducing self and others; questioning; liking and
preferring)

Ice breakers are short activities to help people get to know each other at the beginning of a training
course.

Introduce yourself. Say:

• who you are

• where you work and/or study
• what you do/what your job is/what you study.

Find out the same from student A.

Then ask student A about any of the following. Be sure to ask at least t w o related follow-up
questions on the same topic. This will help build up the conversation.

• best ever holiday

• favourite place
• typical working day
• first ever job
• school and college experience
• hopes and expectations in work
• family
• favourite drink
• preferred season of the year.
He/she will ask you some questions too.

STUDENT A WILL START.

From Bu�inl!,)S English Pair Work 2 by S!I!\'e Flinders :md Simon Sweeney D Penguin !looh 1998 P H 0 T O e 0 P I A 6 L E I 0I
2 ACTIVE LISTE NING Student B
(Sequencing; hesitating; expressing your amazement)
,

Active listening means listening - really listening - to the person you are talking with; and signalling
your support to that person by your expression (for example, smiling), by your body language (nodding
your head, eye contact . . . ) and by what you say ('Yes', 'Uh-huh' . . . ) . Research shows that many
business people - men in particular - do not listen very much to what other people say.

You are going to discuss a controversial subject with student A. However, the rules of the activity
reqUlre you:

1 to take turns speaking and to wait until student A has finished making a point
2 not to interrupt while student A is speaking
3 to summarize what student A has said before you make your own point.

The subject you are going to discuss is downsizing. You are against the reduction of staff numbers
in companies and student A supports it. You should make the following points during the discussion:
you must use each of these arguments in turn. You will need to add your own ideas and give your
own examples in support of the main argument each time:

1 Before downsizing, many companies were much more enjoyable, relaxed places to
work in
2 People in downsized companies are often very unhappy and insecure
3 Employees in downsized companies are often overworked, do not know their
customers because they have too much work and therefore give poor customer
serVIce
4 There are fewer layers of management in downsized companies so communication is
worse because there is no middle management to manage communication upwards
and downwards
5 Downsized companies are less efficient
6 Downsized companies are less profitable because they lose business through
inefficiency
7 Now add one or more arguments of your own.

YOU START.

102 From Business English Pair Work 2 b y SIeve Flinders and Simon Swccnc)' CI Penguin Books 1998 P H 0 -r 0 C O P I A 6 L E
64 TRO U B LESHOOTING Student A
(Questioning; j udging; sequencing)

A troubleshooter is someone who steps in to solve a problem. A troubleshooting meeting is one where
the participants deal with and offer solutions to one or more problems.

You and student B are going to take it in turns to lead a business meeting. In the first part of the
meeting, you will present a real business problem which you have faced or which you are facing at
the moment. Mter your presentation, student B will probably ask you some questions in order to
get a fuller understanding of the situation. You will then discuss the problem together, student B
will suggest a possible solution or alternative approach, and finally, you will summarize the
meeting and student B's main suggestions. Then you will reverse roles, student B will present
a business problem and you will help him or her find an answer to the problem.

Possible areas of focus are:

• qual ity
• customer satisfaction
• employee morale
• employee performance
• poor sales.

YOU START.

96 From Business English Pair Work 2 by SICI'C Aindcrs and Simon Sweene), D Penguin Books 1998 P H 0 j O e 0 P I A £3 L E
4 AGE I N E M P LOYM ENT Student B
(Knowing; agreeing/disagreeing; urging)

In many countries, the job market is not kind to older people. When older people lose their jobs, it is
often very difficult for them to find others. Ageism is discrimination against older people for no other
reason than that they are old.

You and student A have been holding recruitment interviews to find someone to fill a vacant posi­
tion in your company. You have together shortlisted two candidates who, you agree, both have the
potential to do the job well. However, one candidate is thirty years older than the other and you
disagree about whether the older or the younger applicant should be appointed. You want to
recruit the older candidate because old people:

• have more realistic salary expectations

• are more respectful of authority
• have more experience
• are harder-working
• are better with customers
• are more reliable
,

• are more mature

• have lower absence records
• are better ambassadors for the company.

Persuade student A that you are right.

YOU START.

1 04 From Business English P:lir Wurk 2 by SIeve Flinders and Simon Sweeney CI Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
5 ANNUAL R E P O RT
(Sequencing; obliging; judgi ng)

A company's annual report provides shareholders with al/ the important details of the company's
financial performance for the year including the profit and loss account, balance sheet and cash flow
statement. Some annual reports give these details, a short report from the chairman and little else.
Others give a great deal of additional information about the company and its operations.

You and student A have the job of designing and producing your company's annual report. So first
you must give your company an identity: fill in the details in the box below together.

Company name: . . Annual turnover: . . . . . . . . . .

Company location(s): . . . . Number of employees:

Main products I services: Main markets: . .

You agree that the report should contain the Chairman's Report, the Financial Report and a
Report of Operations. You must now decide which six of the following features to include as well:

1 A company profile (its main activities, markets and places where it operates)
2 The company's history
3 Corporate ambitions (the future strategy and business objectives of the company)
4 The company's values (e.g. its mission statement)
5 Customers (service to customers, customer profiles)
6 Employees (internal communication, training policy and spending, etc.)
7 The company in the community (donations to charities, charitable activities of employees)
8 The company and the environment
9 Profiles of the members of the Board of Directors
10 Report of the remuneration committee on directors' pay
11 The company's policy on diversity (equal opportunities for women and policy on recruitment of
members of ethnic minorities, etc.).

There is also space for photographs of two of the following:

- the Directors - products/services
- employees - customers

Discuss with student B which six items to include and which photographs.

YOU START.

From Business English Pair Work 2 by Sieve Flinders and Simon Sweeney 0 Penguin Books 1 998 P H 0 L 0 C O P I A E3 L E I 05
6 BAN KS , L E N DING AND BOR ROWI N G Student 8
(Questioning; measuring and calculating; forecasti ng)

Cash flow is movement of money into a company from sales (income) and movement out
(expenditure). Problems arise when there is not enough income to cover costs.

You work for Credit Bank International. A small business customer telephones you with a cashflow
problem. Find out what the customer wants and get as much information as possible.

Find out:

• present borrowing
• expected income
• expected expenditure
• extra borrowing requirement
• level of confidence about present business

Find out information to complete the following Cashflow forecast:

Cashflow forecast (dollars):

Month I Month 2 Month 3

opening balance income expenditure opening balance income expenditure opening balance income expenditure

closing balance closing balance closing balance

YOU:
• hope the customer has no other borrowing from other sources
• do not think an extra $5}500 is enough because the customer is budgeting to have no money
at all after the three-month period
• think that a short-term (three-month) loan is expensive unless it is absolutely certain that
more lending will not be required at the end of the three-month period
• think a six-month loan of $1 0,000 would be more sensible
• need guarantees of work-in-progress, especially after the three-month period
• need additional security before providing extra lending, e.g. the borrower's house
• at the end, tell the client to come in to the bank to discuss the matter further and/or fill out
the necessary forms.

STUDENT A WILL START.

I On Frol1l l3usincss English Pair Work 2 by StC\"C Flinders and Simon Sweeney CI Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
 7 B RAND POSITIONING Student B
(Telling; agreeing/disagreeing; urging)

•
Brand positioning is the set of characteristics which makes a product different from other products on
the market. Clear positioning helps to make a product attractive to a target group of consumers. With
clear positioning, a brand then establishes its identity. This determines what consumers think about a
product.

You work for a cosmetics manufacturer.

1 A colleague telephones you with news of a survey on consumer attitudes to your Leaf range of
shampoos and conditioners. When student A telephones you:
• find out what it is about
• say you are extremely busy
• ask when he/she wants to come to see you
• agree a time, but it is difficult for you, as you have many appointments.

2 Later, in your meeting to discuss the report, try to reach a decision on what to do.

YOU:
• think the Leaf range is quite successful with its present brand identity
• suggest ways to build on the results of the survey to improve Leaf sales
• suggest an entirely new range to appeal to younger consumers - a new range with a
completely different brand identity
• think you can use almost the same product as the Leaf range, but with different colours,
name and packaging
• suggest a new name for the new range
• are worried about the cost of a massive advertising campaign
• think TV advertising is the best way to sell hair care products - but it is also the most
expensive
• think that magazine advertising would be much cheaper.

Discuss ideas with your colleague and decide on a minimum of ten key actions to take.
r

STUDENT A WILL START.

From Business English Pair Work 2 by SI<!\'I! Flinders and Simon Sweeney Ii) Penguin Books 1998 P H 0 '- 0 C O P I A £3 L E I 07
2 ACTIVE LISTE NING Student B
(Sequencing; hesitating; expressing your amazement)
,

Active listening means listening - really listening - to the person you are talking with; and signalling
your support to that person by your expression (for example, smiling), by your body language (nodding
your head, eye contact . . . ) and by what you say ('Yes', 'Uh-huh' . . . ) . Research shows that many
business people - men in particular - do not listen very much to what other people say.

You are going to discuss a controversial subject with student A. However, the rules of the activity
reqUlre you:

1 to take turns speaking and to wait until student A has finished making a point
2 not to interrupt while student A is speaking
3 to summarize what student A has said before you make your own point.

The subject you are going to discuss is downsizing. You are against the reduction of staff numbers
in companies and student A supports it. You should make the following points during the discussion:
you must use each of these arguments in turn. You will need to add your own ideas and give your
own examples in support of the main argument each time:

1 Before downsizing, many companies were much more enjoyable, relaxed places to
work in
2 People in downsized companies are often very unhappy and insecure
3 Employees in downsized companies are often overworked, do not know their
customers because they have too much work and therefore give poor customer
serVIce
4 There are fewer layers of management in downsized companies so communication is
worse because there is no middle management to manage communication upwards
and downwards
5 Downsized companies are less efficient
6 Downsized companies are less profitable because they lose business through
inefficiency
7 Now add one or more arguments of your own.

YOU START.

102 From Business English Pair Work 2 b y SIeve Flinders and Simon Swccnc)' CI Penguin Books 1998 P H 0 -r 0 C O P I A 6 L E
9 BUSIN ESS AN ECDOTE Student B
(Sequencing; emphasizing)

An anecdote is a short story about something which really happened to you or to someone else. Being
able to relate anecdotes which are interesting or funny is an important skill and a useful aspect of
business socializing.

You and student A are going to tell each other a series of short anecdotes. You will each tell a short
anecdote in turn.

You should find a natural conversational way to lead on from student A's story into your own story
each time.

Your anecdotes should tend, if possible, to be about work-related experiences rather than
experiences in your private life. Do not spend more than two (or, exceptionally) three minutes
maximum on any one anecdote.

YOU should talk about:

• the rudest person you've ever met in your business life

• the worst travel delay you've ever had
• the best moment in your business career so far
• the worst service you've ever had.

STUDENT A WILL START.

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney e Penguin Books 1998 P H 0 .,. 0 C O P I A 6 L E I 09
1 0 B U S I N ESS ETH ICS Student B
(Judging; agreeing/disagreeing; vetoing)

Business ethics are concerned with issues of morality in commercial decision making. Ethical questions
include the relationship between business and the environment, between companies and their
employees, product types, quality, pricing and many other aspects of business.

Together with a colleague, categorize the following commercial practices lIsing a scale from 1-5:

1 = acceptable in any circumstances

2 = usually acceptable
3 = depends on situation
4 = usually unacceptable
5 = always unacceptable

Give reasons for your decisions. Note any particular disagreements between you and student A.

• manufacturing and selling arms

,
• headhunting key people from rival companies
• hacking into other companies' computer systems to get key market information
• employing only young, single school leavers because they are cheap
• building a new factory in an environmentally sensitive area
• multinational companies employing cheap labour in poorer countries
• trading with companies which employ children as cheap labour
• telling lies in negotiations in order to get a better deal for your side
• trading in countries where the state routinely and systematically denies basic
human rights to non-violent prisoners of conscience
• using animals to test cosmetics
• using animals to test drugs for the treatment of chronic i l lnesses in people
• using rare hardwoods from tropical rain )orests to make luxury furniture
• using illegal immigrants as cheap labour
• increasing the salaries of senior managers by 50% in the same year as 20% of
the workers are made redundant
• dropping your prices to force competitors out of the market and building up a
dominant market share before increasing prices again
• fixing your prices with your competitors to keep them artificially high.

YOU START.

1 10 From Busincs� Engli,�h P;lir Work 2 by SCeve Flinders and Simon Sweeney © Penguin Books 1998 P H 0 '- 0 C O P I A E3 L E
11 BUSIN ESS G RAMMAR Student B
(Introducing self and others)

Grammar is the set of language rules for combining words into sentences. Words are classified as
being nouns, verbs, adjectives and so on. Some management development consultants advise their
clients to think of themselves in terms of action verbs, for example, ACT, LEAD . . . These sometimes
appear listed in people's CVs.

You are going to play a business grammar game in three parts with student A. You will need to
prepare for the game before you play.

First, think of three famous business people who student A will know. If you work in the same
field or in the same organization, you can choose someone from the same profession or company.

Before you play, write down:

1 six nouns about the first business person

2 six verbs about the second
3 six adjectives about the third.

In round one, student A will start by giving you hislher first noun and then getting your first
noun from you. Continue until you have all the nouns. You can make a guess about the identity
of student A's business person at any time. If you have not guessed correctly by the time you have
all six words, then you have to think of three more nouns about the person when you find out who
it is.

Repeat the sequence for rounds two and three.

When you have finished, you can suggest nouns, verbs and adjectives for yourself or for student A.
Will you put them into your CV?!

STUDENT A WILL START.

From Business English Pair Work 2 by $tc"e Rindcrs and Simon Sweeney D Penguin Books 1998 P H 0 ,.. 0 C O P I A 6 L E I I I
1 2 B U S I N ESS P H I LOSO PHY Student B
(Agreeing/disagreeing; permitting; vetoing)

A philosophy is a set of beliefs about the meaning of the universe and of human life. A business
philosophy is a system of ideas about the meaning and the role of business - an attempt to give
answers to questions like: What is business ? and What is business for?

Discuss these statements with student A. Which do you agree with and which do you disagree
with?

Business is to make a profit for the company's shareholders.

Business is for the benefit of all the company's stakeholders.
Busi ness is for the benefit of the whole community.
Business destroys communities.
Business brings out the worst in people.
Busi ness destroys the natural environment.
Business is about risk.
Business is about challenge.
,

Busi ness is fun.

Business is the best possible way to self-fulfilment.
Business makes the rich richer and the poor poorer.
Business must be regulated by the state.
You have to be ruthless to succeed i n business.

Now tell student A what your own philosophy of business is.

STUDENT A WILL START.

1 12 From Business English Pair Work 2 by SIC\'<' Flinders :md Simon Sweeney 0 Penguin Hooks 1998 P H 0 '- 0 C O P I A 6 L E
1 3 B U SI N ESS A N D THE ENVI RONM ENT Student B
(Sequencing; judging; agreeing/disagreeing)

Businesses, like people, cannot operate without a natural environment - including clean air, clean earth
and clean water - to sustain them. And more and more businesses are recognising that helping the
environment a) can be good for the company's public image, and b) can help profits.

You and student A work for different companies. You each have an important role in the
development of your company's environmental policy. You are going to meet in order to exchange
policy ideas.

You will first listen to a short presentation of some of the main features of student A's company's
policy.

You will then make your own presentation of features of your own company's practices. These are
as follows:

1 Your company has a written statement on environmental policy which is issued

to all employees, main customers, suppliers, etc.
2 You have appointed an environmental consultant who monitors the company's
environmental performance and reports to the company's environmental
management committee on a regular basis.
3 You organize regular meetings with your own buyers and also with your
suppliers to look for ways of reducing the environmental costs of your
supply chain.
4 You have a company-wide scheme for the recycling of used paper, glass, metal
and batteries.
5 Managers travelling on business inside the country are encouraged, wherever
possible, to travel by train rather than by car.
6 The company's heavy goods vehicles have all been fitted with speed limiters so
that they consume less fuel.
7 You now use only recycled materials in your packaging.
8 You have launched a training programme in environmental policy which,
eventually, all employees will follow.
9 Add two more of your own ide."s.

Organize these points under some main headings such as General Policy, Energy, Recycling,
Animal Protection, and so on.

When you have both finished, discuss which of student A's company's practices could be useful for
you to adopt and which you do not think are feasible.

STUDENT A WILL START.

From Business English Pair Work 2 by SIC\'C Flinders and Simon Sweeney () Penguin Books 19')8 P H 0 -r 0 C O P I A E3 L E 1 13
1 4 B U S I N ESS I N TH E COM M U N ITY Student 8
(Sequencing; urging; forecasting)

More and more companies recognize that there can be a business advantage in developing a socially
responsible image. Businesses which give money or resources to the community also recognize that
they have a responsibility not just to their shareholders or to their employees but have a wider
responsibility to all the people in the community in which they are based.

You and student A have the job of deciding how your company - a leading national food retailer
with supermarkets in every big town in the country - can make a real contribution to the community.
You have each shortlisted three projects, each of which costs about the same, but your budget is
limited to only two of them. First student A will present his/her three projects, then you should
describe in your own words your three projects below, then you should discuss which two to recom­
mend to your Board. You can choose any two of the six.

TRANSFE RRI N G EXPE RTI S E

The company's head office is located near an inner city area where there are many social problems. These prob­
lems are in part due to a shortage of local talent and expertise - the abler members of the community tend
to leave to get jobs elsewhere. You r company has the resources and the ability to provide leadership and
dynamism by seconding some of your own managers to roles within the community for limited periods of time.
There are two suggestions under this heading:

The secondment of three of your best young managers to full-time jobs within local housing o r
social welfare organizations for up to two years;
2 The creation of regular contact between a group of your senior managers and local community
leaders (head teachers, local authority workers, charity organizers) so that the latter can get free
business and management advice from the former.

LOCAL ACTI VI S M
This project involves your employees at grass roots level. Local groups of employees would form to discuss
amongst themselves how they could best help their own community. Each group would suggest ideas to a
committee at head office. If the committee judges that the idea is a good one, then it gives money to the local
group to launch the project.

C U STO M ER LOYA LTY

The final project is a scheme to give vouchers to customers who spend more than a certain amount during a
visit to any of your stores. The customer can give the vouchers to any school and when the school has
collected a certain number of vouchers, it can return them to your company and receive in exchange a free
computer or some other computer hardware or software product of its choice.

STUDENT A WILL START.

1 14 From Business English Pair Work 2 b y SlcI'c Flinders :tnd Simon Sweeney Cl Penguin Books 1998 P H 0 T O e 0 P I A eo L E
 7 B RAND POSITIONING Student B
(Telling; agreeing/disagreeing; urging)

•
Brand positioning is the set of characteristics which makes a product different from other products on
the market. Clear positioning helps to make a product attractive to a target group of consumers. With
clear positioning, a brand then establishes its identity. This determines what consumers think about a
product.

You work for a cosmetics manufacturer.

1 A colleague telephones you with news of a survey on consumer attitudes to your Leaf range of
shampoos and conditioners. When student A telephones you:
• find out what it is about
• say you are extremely busy
• ask when he/she wants to come to see you
• agree a time, but it is difficult for you, as you have many appointments.

2 Later, in your meeting to discuss the report, try to reach a decision on what to do.

YOU:
• think the Leaf range is quite successful with its present brand identity
• suggest ways to build on the results of the survey to improve Leaf sales
• suggest an entirely new range to appeal to younger consumers - a new range with a
completely different brand identity
• think you can use almost the same product as the Leaf range, but with different colours,
name and packaging
• suggest a new name for the new range
• are worried about the cost of a massive advertising campaign
• think TV advertising is the best way to sell hair care products - but it is also the most
expensive
• think that magazine advertising would be much cheaper.

Discuss ideas with your colleague and decide on a minimum of ten key actions to take.
r

STUDENT A WILL START.

From Business English Pair Work 2 by SI<!\'I! Flinders and Simon Sweeney Ii) Penguin Books 1998 P H 0 '- 0 C O P I A £3 L E I 07
1 6 CAR E E R ADVICE Student B
(Sequencing; judging; regretting)

Career advice is information given by specialists to people to help them make choices about which
professional direction to take in the future. It is particularly useful for young people while still at school,
'
or in higher or further education, but can also be important to people in mid-career especially if they
have lost their job or are in danger of losing it. However, it is also important to think about the changing
idea of the 'career'. In the past, a business person could have a life-long career within one business
organization. Today we do not expect to have only one employer during our lifetime, and more and
more people find themselves working as freelancers working for several employers at the same time.

You are just starting out on your business career and you have been assigned to student A's
department for training and development. Student A is sixty years old and is coming to the end of
a successful career in business during which he/she has seen many changes in the world of busi­
ness and in the world in general. You are now in discussion about ways in which you can develop
your career.

YOU would like student A's opinion about:

• how to manage a career in an age of flatter organizations with far fewer promotion prospects
• the best kind of training you can have for a career in business
• the most important skills a manager needs
• which languages to learn
• what kind of computer skills it is most important to have
• whether it is important to work abroad, and if so, where and for how long
• which companies or individuals student A proposes as models to learn from.

STUDENT A WILL START.

1 16 From Business English Pair Work 2 by Slcve Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E
1 7 C O M M U N I CATI N G STYLES Student B
(Questioning; liking and preferring)

Successful communication is of central importance in international business today but very often
communication is difficult because people in different jobs and companies or from other countries, have
different ways of looking at the world. People have different styles of communication. This activity
encourages the participants to look at their own styles of communication and to find out about each
other's.

You are going to complete a questionnaire about student A's styles of communication. Using the
descriptions below the box, ask him/her how far he/she thinks he/she has e.g. (for number 3) a
formal or an informal style of communication and then tick the right box. For example, if student
A thinks he/she is very informal, you will tick box 3 or 4 on the informal side; if he/she thinks
he/she is a little formal, you will tick box 1 or 2 on the formal side. Encourage him/her to think
about examples of how he/she reacts in different situations.
Styles of comrrlUnication

(Ask student A:) Where on the scale do you position yourself for each of the following statements?

4 3 2 I 0 I 2 3 4

Sensitive Safe

Systematic OrganiC

Formal Informal

Directive Participative

Dense language Simple language

Direct Indirect

Stressed Relaxed

Involved Detached

Statements

1 Sensitive: you prefer to get to know quite quickly about the personal details of people you meet
Safe: you prefer not to discuss personal details with people who you have just met
2 Systematic: you prefer a very structured approach to communication
Organic: you prefer communication to develop naturally without thinking too much about
structure 01' time
3 Formal: you prefer a traditional approach to dress, clothing, language and posture
Informal: you prefer a more relaxed, familiar approach to dress, clothing, language and posture
4 Directive: you prefer to take the initiative in communication and have others follow your lead
Participative: you prefer to consult, listen and build up a consensus amC'r'1g participants
5 Dense language: you prefer to give information of a specialized kind as efficiently as possible
Simple language: you prefer to give information of a specialized kind in as accessible a way·to
all listeners as possible
6 Direct: you prefer business com munication to be only about the business in hand
Indirect: you prefer, in business communication, to be able to spend time in social conversation
and touch on other subjects not directly related to the business in hand
7 Stressed: you prefer to generate energy to indicate the urgency of a situation
Relaxed: you prefer to play down the impact of a situation, no matter how urgent
8 Involved: you prefer to show your emotional attachment to the issues under discussion
Detached: you prefer to separate your feelings from the issues under discussion
The styles of comlllunic:ltion Ilarameters presented in this activity are reproduced with kind permission of the uuthor lind publishers from the video
training pack Commullicating Styles by Derek Utley, Illiblishcd by York Associates, l l G ?Iicklcgn\e, York YOI lJY, UK, ISBN 0 9-'833362G

When you have both asked each other all the questions, compare and discuss your answers.
STUDENT A WILL START.
From Ilusiness English Pair Work 2 by S lCI'C Flindcrs and Simon Swecncy V Pcnguin Books 1998 P H 0 ,.. 0 C O P I A 6 L E 1 17
1 8 C O M P ETENCE DEVELOPM ENT Student B
(Knowing; forecasting; correcting)

Competence is the ability to do something to an acceptable standard. Competence is normally gained

through a combination of knowledge, experience and expertise. In business, competence is something
that individuals apply to their work and share with others, for the benefit of the company as a whole.
Competence needs to be efficiently exploited. Also, the best companies usually have a strategy for
developing the level of competence in their staff.

You are the Human Resources Manager in a fast-growing and successful software company. You
are going to meet a marketing team leader (student A) who is responsible for a young sales and
marketing representative who has recently joined the company. Student A needs the new recruit
to work on the launch of a new software product for the international market. You have put the
new recruit through a series of interviews and exercises to assess her need for training and to give
you information which will be useful in planning her future career development. You have
produced the information below for this person and you are now going to meet the person's imme­
diate superior (student A) to define a training plan. You need to agree on:
• content of the training programme and priorities - you feel that the company's
success is built on the shared values of its employees which comes from
strong initial orientation of new employees and that it is important for the new
recruit to have plenty of time to learn about the company as well as its products
• time scale - you think that the main training needs can be achieved i n two
months
• budget - the money comes out of your partner's training budget: you estimate
that the costs, including two weeks' intensive language training in the U K, will
be about $1 7,000_ Since this is a key appointment, you might be persuaded to
offer some financial support to the programme_

Key: I Basic level 2 Good level 3 Very good level 4 Outstanding level

Competence Job requires Incum bent possesses

Marketing and sales 4 4

Software knowledge 3 4

Product range knowledge 4 3

Product knowledge 4 2

Project management 3 3

Company knowledge 3 I

Customer orientation 3 2

English 4 2

Communication 3 3

Approach to change 3 4

Teamwork 2 3

Cultural awareness 4 2

You know that although student A recognizes that long-term competence development is important -
for all staff, helshe is quite impatient to have the assistant operational and available as soon as
possible for the job in hand.
With student A, draw up a detailed training programme for the new recruit.

YOU START.

I J8 From Business English Pair Work 2 by $I<:\,(: Flinders and Simon Sweeney «) Penguin Books 1998 P H 0 ,.. 0 C O P I A E3 L E
1 9 COM P ETITIV E TENDERING Student B
(Negotiating; forecasting; obliging)

Competitive tendering is where an individual, a company or a group of companies responds to an

announcement asking for offers to do work on a major project. Usually several offers (or tenders, or
bids) are received and the contract is given to the offer which looks the best in terms of quality and
price.

Your company, Trasmar & Cie, is looking for a contractor to run a container distribution centre in
France. You have published the advertisement below. You have either a telephone conversation or
a preliminary meeting with a company that is considering making a bid. Decide if this contact is
by phone or face to face.

Trasmar & Cie

CALL F O R B I D S

Trasmar & Cie (the sponsor) invite offers for the operation of a container handling centre
at Marne-la-Vallee, France.

The container port will be the centre of a European import and export network, linking the
sea ports of Calais, Hamburg, La Rochelle, Rotterdam, Genoa, Marseilles, La Rochelle and
Bilbao with each other and with major European population centres such as Milan, Paris, the
Ruhr Valley and London.

Individuals or companies i nterested i n participating in the competition should send for

details ro the Projects Control Officer, Trasmar & Cie, Rue des Vieilles Vignes B.P. 80,
Croissy-Beaubourg, 77423 Marne-la-Vallee Cedex 2, FRANCE. Tel. ( I ) 36 56 89 65

YOU:
• insist that the contract will be given to only one representative, responsible for all the work
• accept that the successful bid may involve sub-contracting parts of the project, or be a joint
venture from a partnership specially set up for this purpose
• expect the successful bid to come from a company experienced in transport manager.'Ient,
especially road, rail and sea transport
• want to know what kind of experience this applicant has
• would like to know more about any potential partners that could be involved
• have to receive bids within six weeks, in triplicate (three copies), presented in person to
Trasmar & Cie
• have to receive bids written in French and in English
• promise to post all necessary information - in English: find out where you have to send it
• insist that the call for bids is genuine.

STUDENT A WILL START.

From Business English P;lir Work 2 by StC\'c Flinders and Simon Sweeney © Penguin Books 1998 P H 0 '- 0 C O P I A (3 L E 1 19
20 C O N F E R EN C E ORGANIZATION Student B
(Questioning; knowing; hesitating)

A conference is an event attended by a number of people - from a fairly small number in the case of
a company sales conference, up to several thousand. A good conference helps people working in the
same field to learn about the latest developments and to network with fellow professionals. In an
in-company conference, a company can communicate important messages to selected employees
nd perhaps reward them through the choice of an interesting or exotic location. A successful
conference needs a great deal of careful planning and detailed organization.

You run an agency which specializes in the organization of conferences, senior management
seminars and corporate special events. You are about to receive a telephone call from a potential
client (student A), who wants to know more about your services. You have some experience of
other companies in the same sector.

In order to be able to answer some of student A's questions, you need to know about his/her
company and the kind of event which needs to be organized. You also need to know:

• the number and profile of participants. Spouses?

• the kind of location he/she has in mind: place, type of hotel, leisure facilities,
etc.
• duration and dates
• budget
• conference facilities: number and size of conference rooms, timetable, coffee
breaks, audio-visual/computer/multimedia facilities, etc.
• food and entertainment.

Note that you do not normally organize travel if the participants are coming from a large number
of different locations. You also prefer to leave the organization of guest speakers to the client.

STUDENT A WILL START.

1 20 From Business English Pair Work 2 b) Slc\c Flinders lind Simon Sweeney C Penguin Books 1998 P H 0 T O e 0 P I A e L E
 !1 CONSU M E R MOVEM ENT Student 8
(Greetings and farewells; judging;
agreeing/disagreeing)

rhe consumer movement is a general term for all the ways in which consumers influence companies
Ind their decisions. Consumers can affect both marketing decisions and company ethics.

rogether with student A, imagine you are having a drink together in the lobby of a hotel. Discuss
:he influence of consumers on company decisions. Use the notes below to help build up a di scus­
;lOn.

YOU:
• basically have a very d ifferent view to student A - you think consumers h ave little i n f l uenc e
• think every decision a company makes is a commercial decision
• think businesses are there to make a profit
• think that companies fix prices, not consumers: for example, clothing a n d fash i o n items,
jewellery, perfume, luxury items are often highly over-priced
• think the media likes us to believe that ethical considerations are i mportant
• think consumers want to believe that ethical decisions are important, but in fact they are not:
for example:
- there is a lot of testing products on animals
- dumping, e.g. selling bad products in poor markets, is still common
- fur coats are still popular
- thousands of companies make excessive profits
- many companies use cheap labour
- in many work places there are no workers' organizations
- making products that are built to fall to pieces is still common.

Also, discuss the ways in which companies keep control of consumers:

• advertising
• power with political and media forces
• keeping prices high
• selling products that are bad for people
• using up the world's resources
• forcing people to work for a living
• propaganda/selling a message.

YOU START.

" ";" �""h I QQR

· - - · · .... ..·,�.. P H O '- O C O P I A 6 L E 121
22 CONS U M E R SURVEY Student B
(Judging; liking and preferring; agreeing/disagreeing)

Consumer surveys are designed to help com{!anies understand the wants and needs of consumers so •

that they can provide goods and services that consumers will buy. Survey design is important: a well
designed and well executed survey can produce interesting and useful results.

You work for a market research organization. Together with a colleague, design a survey to find
out the following information about the way people spend their free time.

122 From Business English Pair Work 2 by Slo,:vc Aindcrs :md Simon Sweene)' 0 Penguin Books 199M P H 0 '- 0 C O P I A B L E
22 CONSU M E R S U RVEY Student B
Continued . . .

YOU:
• need to decide ten popular leisure activities as your research base
• would like to include questions on how much money people normally spend on activities
they engage in. Include a question like:
Say how much you spend in a typical year on particular leisure activities. Offer a choice of
answers from Under $10 to a much larger amount.
• would also like to find out who people spend their leisure time with. Again, offer choices. For
example, Choose from work colleagues, other friends, family, etc.
• would like to include questions on where the respondents live, because this will affect their
leisure activities, e.g. city, town, country, etc.

Together with student B, you must:

1 Agree the ten leisure activities that are the base of your research.
2 Reach an agreement with him/her on the design of the questionnaire. Here is an example of
part of the questionnaire:

Say how much you spend in a typical year on particular leisure activities.

I Fishing $0- 1 0 $ / 1-50 $5 / - 1 00 $ 1 0 1 -500 More than $500

2 Golf $0- 1 0 $ 1 1-50 $5 1 - 1 00 $ 1 0 1-500 More than $500

3 Theatre $0- 1 0 $ 1 1-50 $5 1-100 $ 1 0 1-500 More than $500

3 Actually draft the questionnaire.

4 Practise it on each other.
5 Improve it.
6 Use it on other people.

YOU START.

From Business Englbh Pair Work 2 by SIeve Flintlcrli nnd SilllOIl Sweeney@ Penguin Books 1998 P H 0 ,.. 0 C O P I A B L E 1 23
23 CONTRACT DISPUTE Student B
(Negotiating; vetoing; measuring and calculating)

Legal contracts are formal documents containing agreements between parties who work together in
a business relationship. The language sometimes seems complex to non-specialists, but for law
professionals, it is specially designed to make it easy to resolve any problems.

You are from Kluivert nY, a Dutch manufacturer of pumps, compressors and accessories. You have
an agreement with Gayev Polska, a Polish distributor. Gayev Polska telephones you. Here is part
of the contract:
Distribution Agreement

This agreement is made and entered into on Jmluary 15 1 9 .. by and between Gayev Polska (poland) having its
.

registered office at Warsaw, hereinafter referred to as GAYEV, and Kluivcrt nY, having its registered office at
Zwolle, Netherlands, hereinafter referred to as KLU IVERT, on the other side.
1. Territories and products
Section 1 .0 I KLUIVERT hereby appoints GAYEV its exclusive distributor in Poland and the Czech Republic, here­
inafter referrcd La as 'the territory', for the sale of all KLUIVERT presently as well as in the future manufactured
goods such as pumps, screw compressors. compressor packages as well as all accessories and spare parts related
thereto, hereinafter referred to as 'thc products ' .
2 . LCg:'ll situation of the distributor
Section 2.01 GAYEV will buy and sell the products in its own name and for its own nccounl. It will act as an inde·
pendent trader as regards both KLUIVERT and its customers.
Section 2.02 KLUIVERT undertakes to sell the products within the territory only to GAYEV and shall not appoint
any other agent or distributor for the products in the territory.
Section 2.03 KLUTVERT undcrtakes to refer all customers within the territory, who are enquiring about the prod­
UCIS, to GAYEV.
Section 2.04 GAYEV is entitled to sell the products ill cOllntries outside the territory. The same rights with regard to
the territory apply to all KLUIVERT's agents and distributors olltside the territory.
3. Prices :md conditions of payment
Section 3.0 I KLUTVERT shall sell the products to GAYEV according to the price list issued by KLUlVERT and
applicable to all European distributors of the KLUIVERT nv group and being effective al the time of GAYEV's
order. presently according to Schedule D.
Section 3.02 KLUIVERT reser\'cs the right to change its prices by giving written notice of 90 days in advnnce.
Section 3.03 Payment for the products purchased by GAYEV shall be made 20% in cash on delivery and 80% by
signed draft 90 days after delivery.
Section 3.04 KLUIVERT will buy back unsold stock at 75% of cost within 30 days of cancellation of this agreement.

Your company wants to continue to work with Gayev.

YOU:
• have not exported directly to Polish or Czech customers, but other agents may have sold
goods to tho.>e countries (see art. 2,04 in the contract).
• do sell goods to other agents at· discounted prices because of very big orders
• can offer discounts of up to 1 0% to Gayev if they increase their orders
• do not feel any contractual obl igation to send publicity materials (art. 2.01)
• want a new working relationship - this could include more sales support
• do not want to pay any compensation relating to past activities, but you can offer a better
deal for the future
• can offer to visit Gayev if things are going badly on the telephone
•

• would like to set up a new and better working relationship with Gayev.

STUDENT A WILL START,

1 24 From Business English Pair Work 2 by SlCI'C Flimtcr,; :md Simon Sweeney © Penguin Booh 199!) P H O T 0 C O P I A 6 L E
24 CORPO RATE C U LTURE Student B
(Sequencing; judging; expressing your amazement)

The culture of a company is the set of beliefs, values, attitudes and organizational characteristics which
make it unique. Some managers and business observers believe that changing the culture of an
organization can lead to significant improvements in its business performance.

You and student A woke up this morning to find yourselves in charge of a large international
corporation. Unfortunately it is losing a lot of money. You both feel that a major transformation of
the culture of the company is needed and so you have fixed a meeting together to discuss this. In
preparation for the meeting, you have jotted the following ideas down on a piece of scrap paper.
Present them to student A and together agree which ones to implement.

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YOU START.

From Business English Pair Work 2 b)' StC\'C Flinders and Simon Sweeney " Pengnin Books 1998 P H O T 0 C O P I A B L. E 125
25 CR EATIVE THINKING Student B
(Sequencing; urging; knowing)

Creative thinking is a method companies use to find solutions to problems. For example, companies
are always looking for new ways to increase business, either through launching new products and
services or by taking existing ideas into new markets. In evelJl case, original and creative thought is
vital. In this activity you will get some practice.

Together with student A, you have decided to create a new magazine. Decide on a promotion
strategy for the magazine based on the kind of product it will be, who the target readers will be,
what special features it will have.

First, decide the following:

• the basic type of magazine (fashion/lifestyle, sports, leisure and entertainment,

current affairs and politics, food and drink, business, specialist, professional,
etc.)
• typical reader profile
• frequency: weekly, monthly, etc.
• cover price
• the name
• market coverage: local, regional, national, international
• sale: subscription, news-stands, public places, etc.
• special features
• regular contents
• writers, guests, journalists
• competition: rival magazines, newspapers, other media
• target advertisers
• quality: basic, average, high quality (glossy, colour photographs, etc.)
• design
• sponsors
,

• promotional ideas
• launch plan.

Then design a promotional presentation for the magazine. Here is a basic outline for a four-part
presentation:
1 Type of magazine, title, key characteristics.
2 Market: readers and advertisers
3 Contents: what is in the magazine, key topics, writers, use of photographs, etc.
4 Marketing plan: how you will launch, advertise and sell the magazine.
With student A, decide which sections you will present and which sections helshe will present.

YOU START.

1 26 From Businc.�s English Pair WOlk 2 by SIeve Flinders :md Simon Sweeney " Penguin l3ook� 1998 P H 0 '- 0 C O P I A 6 L E
26 ETH ICAL MAR KETI NG Student B
(J udging; agreeing/disagreeing; vetoing)

Ethical marketing is providing a product or service in a way which considers not only the consumers
and the users of the product, but also the general public, the wider needs of society and the
environment.

Together with student A, decide on a reasonable ethical position on the 1 5 issues below.

Identify specific conditions which you could add to the issues that would make them especially
acceptable, or unacceptable.

Student A has the same list. Mark each item on a scale from 1-5, where 1 = absolutely acceptable
to 5 = absolutely unacceptable. Then together order the entire list from 1-15 according to impor­
tance, where 1 = the most important.

• marketing toy guns in a country just after a war

• selling foods high in sugar and salt

• selling not very effective drugs to treat diseases

• marketing sweets and sweet snacks to children

• marketing sweet alcoholic drinks to children

• marketing cigarettes in poor countries

• selling for $120 shoes made in poor countries by workers paid $ 1 a shoe

• creating price wars to force competitors out of the market

• selling customers expensive insurance that it is 95% certain they won't need

• offering 'free' credit for 12 months but then hitting customers with very
expensive repayment terms

• using sexual stereotypes to sell products

• using overtly sexual images to sell products

• making products with in-built obsolescence (they will soon not do the job)

• charging the highest price the consumer will pay for the lowest quality the
consumer will accept

• using violent images to sell products to children

STUDENT A WILL START.

From Business English Pair Work 2 by SIeve Flinders :md Simon Sweeney @ Penguin Books [998 P H 0 ,.. 0 C O P I A 6 L E 127
27 EXECUTIVE RECRUITMENT Student B
(Sequencing; agreeing/disagreeing; hesitating)

Executive recruitment concerns attracting the best quality people to the top positions in leading
companies. Top managers need a range of skills and experience. They also expect good salaries and
plenty of perks. Perks are additional benefits offered to senior executives, such as bonuses, shares,
good pensions, top health care insurance, cars, housing advantages, school fees, etc.

You and student A both work for an executive recruitment agency. You have been asked to select
candidates for a new post as Chief Executive of a recently privatized national energy company. YOl
have placed the following advertisement in top national newspapers:

N ati onal Gas Com p an y I n c .

CHIEF EXECUTIVE
Top salmy with bO/luses and additional benefits

Are you a high qualiry executive with experience in industry

and senior management? Do yo u have an international
profile? Are you ambitious and dedicated to success?
If so, write for details to:

Executive Recruitment, Mansion Gardens,

London Wei 5DR

To help you choose the best candidates, here are 14 statements about the qualities needed in
the person chosen for the job advertised above. Together with student A, rank them from most
important to least important.

• knowledge of the gas industry

• good contacts with the government
• ability to get on well with other senior managers
• ability to get on well with employees
• understanding the needs of shareholders
• having a vision of the strategic plan for a major energy company
• willingness to sack employees to increal'-J efficiency
'
• enthusiasm for extremely high salaries for chief executives
• ability to deal with the press and the television
• youth, dynamism and energy
• ability to work 1 6 hours a day 365 days a year
• enthusiasm for long holidays and short working weeks for top executives
• enthusiasm for perks for top managers and chief executives, e.g. houses, cars, private jet, etc.
• a sense that making a profit is the only reason to run a business.

Finally, decide with student A a list of perks that you think the person you recruit should be
offered.

YOU START.

1 28 From l3usi"�ss English Pair Work 2 by 5[1.'\'1.' Flinders and Simon Sweeney CI Penguin Ilooks 1998 P H 0 -r 0 C O P I A e L E
28 FORM FILLING Student 8
(Questioning; sequencing)

Forms are official documents containing questions and spaces for answers.

You have to take student A's details. Complete the form below as fully as possible.

Today's date: ....... ........................................ .................... . Form completed by: ........................................................ .

Family name: First name(s): .......................................................................

Date of birth: ............................................... .................... Nationality: ........................................................ ..

Place of birth: ................. .............................. ................. . Marital status: ..................................................................... .

Home address: ............... . Home telephone: ............................................................. ..

Home fax: ........... ... .......... .. ................ . . .

, ..... .... .... ..... ... ....

Home e-mail: ...................................................................... .

Company: ...................................................... .. ......... Company activity: ............................................................. .

Work address: ................. Work telephone:

Work fax: .......................................................................... ..

Work e-mail: ...................................................................... ..

Job title: ........................................................... ................. .. Started current job on: .................................................. .

Departmentldivision: ................................. .

Main responsibilities:

2 ......... ....................................................................................................................... ..

3 ................................................................................................................................ ..

4 . . . .................. . . . . . . .................................................................... .. .. .. .. ....... ... " . .. . " ........

Previous posts: Position Organization Dates

I ............ ..

2 ............................... ..

3 ............. .................. ................... ........................ ................... ..... . . . . ................................................................................... ..

4 . . . . . . . . .......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................... .

Education: Institution Qualifications Dates

r
:. ..................................................

Languages: .......... .. ................ .

Leisure interests: ................... .

STUDENT A WILL START.

from Bu�iTh!SS ET1gJi�h P:liT Work 2 by Stevc FliT1dc� :md Simon $WCCllCY 0 Penguin Books 1998 P H 0 T O e 0 P IA6LE 1 29
29 H O M EW O R KI NG Student B
(Liking and preferring; urging; correcting)

More and more people work from home. They may be self-employed freelancers with a bedroom
converted into an office, or they may be part- or full-time employees of business organizations which
find that basing people at home helps reduce costs. There are various other names for home workers,
including teleworker, telecommuter and remote worker.

You are going to discuss the pros and cons of homeworking with student A who works from home.
You, on the other hand, have worked at home a little and did not enjoy it: you prefer to work in an
office.

YOU think:

1 Working at home is lonely. You miss the company and the stimulation of colleagues.

2 You also feel claustrophobic when you are at home all day. You miss the city centre
and the chance to go out at lunchtime.

3 You also feel isolated from what is going on in the company. You feel marginalized
and out of touch. You have less influence over decisions. You miss the gossip.

4 The result of working flexible hours at home is that you always feel you are 'on call'.
Because you sometimes work in the evening, people call you in the evening about
work. You have no privacy.

5 You r 'office' at home is not as comfortable and well-equipped as the offices at work.

6 You have to do a lot of reporting - filling in boring forms and so o n - to prove that
you've done what you're supposed to have done.

7 There are too many distractions at home - children who need attention, odd jobs to
do: it's difficult to find the self-discipline to resist them.

S You're not sure about the insu rance and legal position for people working from home.

I
Give two more points of your own.
I
STUDENT A WILL START.
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1 30 From B usin�ss English Pair \\'ork
u..�,.•
30 I N DUSTRIAL ESPIONAGE Student B
(Obliging; permitting; declining/rejecting)

Industrial espionage is where a company illegally obtains secrets from a competitor. This is a serious
crime and can be punished with imprisonment or can lead to one company paying another large sums
in compensation.

Last year your company, Axam Ltd, recruited Lee Maasman as Chief Executive of Production. He
came to Axam from your main competitor, Fedor Inc. Some of his former colleagues have also come
to work for Axam. Your company is doing very well and has produced a new range of products.

You now have a meeting with Fedor Inc., who are very unhappy about Mr Maasman's move. Listen
to what Fedor have to say, then make a short presentation in response. In your presentation,
explain the following:

Axam's market position

• Axam is in a much stronger market position
• It is becoming the dominant player in the industry
• It is expanding rapidly in South America and i n other markets

Recruitment
• naturally people like to work for a strong, progressive company
• your company pays much higher salaries
• Mr Maasman has a much better position
• his five colleagues also have better salaries

In the discussion that follows

YOU:
• reject the accusations
• want to know the evidence for these accusations
• refuse to pay any compensation
r

• might consider a small sum (say $50,000 to keep Fodor

. quiet - they would have to sign an
agreement not to bring any action against Axam)
• can promise to talk to M r Maasman - but you think he will laugh about it
• accept that he did bring expertise and knowledge, but no documents or information on
computer disks
• think similarities between your products and Fodor plans are a coincidence
• think Fodor are angry because they have lost top people and market share
• are prepared to sue Fodor for libel if they make these accusations public.

STUDENT A WILL START.

From Business English Pair Work 2 by SIeve Flinders :and Simon Sweeney €I Penguin Books 1998 P H 0 T o e 0 P I A eo L E 131
31 I NTERNATIONAL MAR KETI NG Student B
(Greetings and farewells; agreeing/disagreeing;
urging)

International marketing is the promotion and sale of goods and services across national frontiers. Large
trade blocks with hundreds of millions of potential consumers have opened up huge new markets as
trade within and between these blocks offers increasing potential for growth.

Imagine you meet student A socially. During an evening together you talk about international
marketing. Discuss the advantages and disadvantages of doing business across national frontiers.
Below are some advantages and some disadvantages. Student A has a different list. Perhaps you
can think of others too.

• Discuss student A's suggestions, agreeing and disagreeing - depending on your view.
• Suggest you go out tomorrow evening as well.
• Invite himlher to have a meal with you.

ADVANTAGES OF I NTERNATIONAL DISADVANTAG ES O F

MARKETING I NTERNATIONAL MARKETING

• more interesting, better career possibilities • more competition

• opportunities to set up trans-national • need for more market research - higher

partnerships, joint ventures, etc. costs

• easier to recruit top people • less personal producer/customer

• better quality products relationship

• helps economic growth, jobs • increased administration and bureaucracy

• more training needed

YOU START. ,

1 32 From Business Eliglish Pair Work 2 by Steve Flinders and Simon Sweeney " Penguin Books 1998 P H 0 '- 0 C O P I A [3 L E
32 J O B SATIS FACTIO N
(J udging; sequencing; expressing your amazement)

If you have job satisfaction, you are happy in your work. Some job satisfaction is important to most
people in employment, although not everyone has it. Which factors contribute most to satisfaction at
work is a subject of great debate.

You and student A are going to discuss job satisfaction - what it is, how far you have it, and how
you get it. To help you in your discussion, you are going to discuss an order of priority for the
following factors which can contribute to job satisfaction: i.e. which of them you agree is the most
important, the second most important, and so on, down to the least important.

1 Open, two-way communication · . . . . .

2 Realistic performance management · . . . , .

3 The right balance between work and private life · . . . . .

4 Performance-related pay · . . . . .

5 Non-monetary rewards and recognition · . . . . .

6 Portable pension · . . . . .

7 Interesting, challenging work · . . . . .

8 Fair pay · . . . . .

9 Involvement in decision-making · . . . . .

1 0 Secure employment · . . . . .

1 1 Opportunities for growth and development · . . . . .

Think of three more factors.

12 . . . . . . . . • . • . . . . _ . _ . _ . _ . . . . . . . .
.
' . . . . . . . . . . . . . _ . _ . _ . . . . . . . _ . _ . . . . . _ . _ .

13 . . . . . . . . _ . _ . . . . _ . _ . _ . _ . . . . . . _ . . . _ . . . . . . . . . . . . . _ _ _ . . . _ . _ . _ . _ . . . _ . _ . _ .

14 . . . . . . . . _ . . . _ . . . _ _ . . . . . . . . _ . _ . _ _ . . . . . _ . _ . . . . . . . . . . . . . . _ . _ . _ . _ . • . • . _ .

STUDENT A WILL START.

From Business English Pair Work 2 by Steve Flinders ami Simon Sweeney Q Penguin Books 1998 P H 0 -r 0 C O P I A '" L E 133
33 J U ST�I N-TI M E MANAG E M ENT Student B
(Negotiating; obliging; forecasting)

Just-in-time management (JIT) is a system of controlling production and delivery schedules so. that
goods are finished and are delivered at the moment that they are needed. This eliminates storage
costs. Both suppliers and producers benefit from effective JIT management. Contracts often include
penalties where scheduling agreements are broken.

Your company, FDR Auto Ltd, has asked Edil Fabricat S.A. to supply you with a range of
prefabricated industrial buildings. Unfortunately, because of internal problems, you are not ready
to receive the buildings on the agreed date. The site preparation has not been completed. Ideally,
you need another two weeks. Telephone EF to explain the problem. Try to reach an agreement on
what to do.

Here is an extract from your contract with Edil Fabricat:

Section 6: Delivery schedule

Article 6.0 I Edil Fabricat will make delivery of the finished bUildings on . . . . . . . . .
. . . . . . . . . . . . . . . . . . (next Mondoy).

Article 6.02 The buyer will be responsible for the preparation of the site. Such

preparation will be completed on or before the above date so that installation

work can begin immediately.

Article 6.03 Any d e lay in delivery will result in a I % reduction on the total invoice

for every day that the delivery is delayed.

Article 6.04 Any delay in the preparation of the site will result in a I % addition to

the invoice for every day that delivery is delayed.

YOU:
• explain that you need about two weeks to prepare the site
r
• may be able to reduce this by up to 3 days by employing outside contractors
• would like EF to store the buildi ngs until you are ready
• agreed a total invoice with EF for $300,000
• accept that under the contract you are liable to pay 1 4 x $3000 = $42,000
• cannot afford this much - it would be a disaster for you and your company
• may contract E F to d o more work for you in the future as you are building a new plant in
another city next year
• need a compromise, perhaps based on paying part of the invoice early and not 90 days after 1_
delivery as agreed.

YOU START.

1 34 From Business Ellgli.�h I\tir Work 2 by S1eve Flinders ami Simon Sweeney 10 Penguin 1I11{)k.� 1998 P H 0 '- 0 C O P I A 6 L E
34 MANAG E M E NT D EVELOPM ENT Student B
(Questioning; permitting; liking and preferring)

Companies try to improve the quality of their managers in many ways. Some examples are:

• education and training

• coaching and mentoring
• job rotation and secondment
• job enlargement.

These are all forms of management development.

You work in human resources. Your company has selected student A for three months' training
at a top business school. You are going to talk to him/her about the content of the three-month
training programme. You know that the company considers student A to be a mature employee
who can make his/her own decisions about the COlU'se. Your job is to go through the options on your
checklist below and find out which ones student A would most like to do. Although you should go
through the whole list, note that the final choice is limited to three modules. He/she must give
convincing reasons for hisfher preferences.

The course modules are:

1 General management

2 Finance
3 Accountancy
4 Sales and marketing
5 Manufacturing technology
6 LT. for the modern manager
7 Supply chain management

8 Project management
9 Quality
10 Customer focus

11 Leadership
12 Team building
13 Creativity

14 Business ethics
15 Business and the environment

YOU START.

From Business English P'lir Work 2 by Sieve Flindcr-$ and Simon Sweeney €:l Penguin Books 1998 P H 0 TO C O P I A B L E 1 1 <:;
35 MANAGI N G AN INVESTM E NT Student B
P O RTFO LIO
(Greetings and farewells; sequencing; u rgi ng)

An investment portfolio is the assortment of shareholdings, funds, deposit accounts and insurances
held by an individual or group of individuals in the hope that together they increase in value. If they do
add value over time, they will provide improved security and wealth for the investor.

Together with student A you have decided to create a joint investment portfolio. In an informal
meeting in a restaurant, discuss the best ways to manage your investments. Decide on the
basic rules for your activity and decide any specific action you will take. Because you are in a
restaurant, include c·o mments on the meal, your drinks, the restaurant itself, etc.

Agree or disagree with student A's suggestions. Reach compromises where necessary. The
important thing is to reach agreement.

YOU:
• want to spread the risk over several different investments, preferring many small i nvestments
to a few large ones
• suggest starting with an initial investment of about $6,000
• recommend selling any investment showing growth of 20%
• recommend having your investments in different countries and continents
• suggest regular reading of the financial press and investment magazines.

Use the following to outline your final plans.

First priorities Typical regular Professional Selling strategy

investment assiscance

i.

ii.

iii.

Initial outlay Ways to spread risk Managing the portfolio

i. .

ii.

iii.

YOU START.

1 36 From Ilusincss Engli�h Pair Work 2 by Stcvt: Flinders ami Simon Sweeney 4) Penguin Books 191}K P H 0 ,. 0 C O P I A e L E
36 MANAG I N G TH E FUTU R E Student 8
(Forecasti ng; measuring and calculating; judging)

Most big companies have not lived very long: only a few are more than a hundred years old. Some big
companies think a lot about the future. Companies in the oil sector, in particular, try to answer the
question of what they will do in a world without oil. Some of them have think-tanks which try to guess
what the world will be like in the future. In this way they can define a strategy which will help them
survive in conditions quite different from those of today.

You are a journalist with the in-house magazine of a large, successful, matm'e company. You are
going to interview a member of the company's strategic planning unit (student A) about hisfher
assessment of business conditions ten years from now.

YOU are going to ask about:

• products
• markets
• customers
• competition
• prices
• employees (profiles, training)
• size
• growth
• communications

and more generally:

• the economic environment

• the political environment

and finally:

• how the company will get from here to there.

YOU START.

From Business English P:lir Work 2 by Sh:\·c Flimlcr' :l1\d Simon Sweeney Q Penguin Books 1998 P H 0 T O C O P I A 6 L E I �7
37 MAR KET SHARE Student B
(Sequencing; forecasting; judging)

Market share is the part of a total market that one company controls. For example Kellogg's has had
the largest market share in the breakfast cereal market for many years. It is the market leader.

You and student A work in the marketing department of Achilles Sports. You have a meeting to
discuss your company's market share in two major areas: sports equipment for schools and for
sports centres.

Listen to student A telling you about the market for schools. Then you present the information
below, about the sports centres market.

Then discuss ways to improve your market share in both areas and decide on five key action
points.

Others l O%

Frede
41%

Klipper
24%

Sasha
1 5%

Fi.g. 1. Mar/;et share for sale of sports equipment to sports centres

Notes: 1 Others includes three other companies with 3-4% market share.
2 Achilles market share has been 10% for the past three years.
3 Total company annual turnover is $ 15m.

YOU:
(:) think Achilles should attempt to form a partnership with Sasha to create a major force to
challenge Frodo
• think the cost of buying the smaller companies would be too high, as they only have a small
market share
• do not think sponsoring nationwide sports competitions is effective except for large
companies like Frodo (or Achilles and Sasha combined)
• know that you are already borrowing $5m from the bank and do not think you can borrow
more (except together with Sasha)
• know that your turnover for sports centre equipment last year was $4m

• think the two sectors (schools and sports centres) should stay separate as each market
needs highly focused marketing.

STUDENT A WILL START.

1 38 From Business English Pair Work 2 hy StC\'C Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0 i 0 C O P I A 6 L E
38 M ICRO-LEN D I N G Student B
(Questioning; sequencing; judging)

Micro-lending is the lending of small sums of money to poor people in developing countries. It is
proving to be a vel)! effective way of stimulating economic activity in vel)! poor communities. Banks
specializing in micro-lending are also becoming more and more numerous in developing countries.

You are the founder and owner of a bank which specializes in micro-lending i n a developing
country. You want money to finance your continuing expansion and you are now going to have a
preliminary meeting with the representative of an international agency specialising in giving
financial advice to micro-lending institutions (student A). He/she will ask you about yourself and
your work before deciding whether to recommend moving your request for a loan to the next stage
in the process. You can use the information below plus information that you may yourself wish to
add in order to achieve your objective of persuading student A of the credibility of your operation.

You and your husband/wife were originally very poor yourselves but you now own a bank. You first
of all managed to save a small amount of money and then built up your capital by making
short-term loans with daily repayment schedules to people you knew and whom you visited every
day by bicycle. You immediately re-Ient the capital. You still use the same basic methods except
that now you have employees who visit your borrowers and savers in the same way, serving as
mobile branches. Your bank is financially sustainable, you know your markets very well, you pay
careful attention to your customers (there are very few defaults) and you keep costs to a minimum.

About half of your clients work in the urban informal sector. The other half live in villages. 84% of
your loans go to women. In the cities, you often lend to self-employed people - tailors, taxi-drivers,
shoe-shiners, street sellers of various kinds who use their tiny loans to expand their own
businesses. Many of your rural loans are used to finance housing construction or development of
safe drinlGng water and sanitation. Loans start at $80. The average size of loan is $ 140. You issue
loans from $ 100 to 'solidarity groups' - groups of people who take joint responsibility for the
repayment. You accept unusual forms of collateral, for example family jewellery. You also accept
deposits with average savings now at $260 per account.

You have adopted a number of financial instruments which you feel are appropriate to your
customers, for example a lottery. All holders of deposits over a certain size receive free tickets for
the draws which take place four times a year: the prizes are popular things like a motorcycle or a
car and help to attract more borrowers, as well as giving you an opportunity to educate more
people in basic banking practices.

You currently reach about 65,000 borrowers and aim to reach another 30,000 borrowers in the ."ext
five years. Your current assets amount to $28m. You would like a loan of $ lOm to finance this
expansion.

STUDENT A WILL START.

From Busines� English Pair Work 2 by SIeve Aind...rs and 5illlon Sweene}' () Penguin Books 1998 P H 0 ,-0 C O P I A 13 L E 1 39
30 I N DUSTRIAL ESPIONAGE Student B
(Obliging; permitting; declining/rejecting)

Industrial espionage is where a company illegally obtains secrets from a competitor. This is a serious
crime and can be punished with imprisonment or can lead to one company paying another large sums
in compensation.

Last year your company, Axam Ltd, recruited Lee Maasman as Chief Executive of Production. He
came to Axam from your main competitor, Fedor Inc. Some of his former colleagues have also come
to work for Axam. Your company is doing very well and has produced a new range of products.

You now have a meeting with Fedor Inc., who are very unhappy about Mr Maasman's move. Listen
to what Fedor have to say, then make a short presentation in response. In your presentation,
explain the following:

Axam's market position

• Axam is in a much stronger market position
• It is becoming the dominant player in the industry
• It is expanding rapidly in South America and i n other markets

Recruitment
• naturally people like to work for a strong, progressive company
• your company pays much higher salaries
• Mr Maasman has a much better position
• his five colleagues also have better salaries

In the discussion that follows

YOU:
• reject the accusations
• want to know the evidence for these accusations
• refuse to pay any compensation
r

• might consider a small sum (say $50,000 to keep Fodor

. quiet - they would have to sign an
agreement not to bring any action against Axam)
• can promise to talk to M r Maasman - but you think he will laugh about it
• accept that he did bring expertise and knowledge, but no documents or information on
computer disks
• think similarities between your products and Fodor plans are a coincidence
• think Fodor are angry because they have lost top people and market share
• are prepared to sue Fodor for libel if they make these accusations public.

STUDENT A WILL START.

From Business English Pair Work 2 by SIeve Flinders :and Simon Sweeney €I Penguin Books 1998 P H 0 T o e 0 P I A eo L E 131
39 N EG OTIATI N G A DEAL
Continued . . .

PRICE ESTIMATES:
Clearance and site preparation (1 week) $ 15,000
New top soil $8,000
50 three- and four-year-old deciduous trees for wood: $5,000
50 other similar trees $5,000
Large pond preparation $5,000
Small pond preparation $3,000
Stream with pump driving water between ponds $5,000
Shrubs, bushes $ 1 ,000
Large heated/air conditioned greenhouse with electricity $4,000
Garden shed (for tools, etc) $3,000
Workshop with electricity, heating/air conditioning $8,000
Labour costs: twenty man weeks (two men for 10 weeks) $20,000
TOTAL $82,000

YOU:
• may need to explain that th ree-year-old trees are not very big
• see the ponds as essential to attracting wildlife
• can offer some flexibility on prices
• need 1 0 weeks to do the work
• think a workshop will be essential for a garden of this size
• can offer a 1 0% reduction if these terms are accepted:
25% on signature of contract
25% half way through completion
50% on completion of work
• accept that the terms are negotiable.

Continue the negotiation until you and student A are both more or less happy with the agreement
reached.

YOU START_

From Business English Pair Work 2 by S!C\'C Flinders :UH.I Simon Sweeney 0 Penguin Books 1998 P H 0 ,. 0 C O P I A e L E 141
32 J O B SATIS FACTIO N
(J udging; sequencing; expressing your amazement)

If you have job satisfaction, you are happy in your work. Some job satisfaction is important to most
people in employment, although not everyone has it. Which factors contribute most to satisfaction at
work is a subject of great debate.

You and student A are going to discuss job satisfaction - what it is, how far you have it, and how
you get it. To help you in your discussion, you are going to discuss an order of priority for the
following factors which can contribute to job satisfaction: i.e. which of them you agree is the most
important, the second most important, and so on, down to the least important.

1 Open, two-way communication · . . . . .

2 Realistic performance management · . . . , .

3 The right balance between work and private life · . . . . .

4 Performance-related pay · . . . . .

5 Non-monetary rewards and recognition · . . . . .

6 Portable pension · . . . . .

7 Interesting, challenging work · . . . . .

8 Fair pay · . . . . .

9 Involvement in decision-making · . . . . .

1 0 Secure employment · . . . . .

1 1 Opportunities for growth and development · . . . . .

Think of three more factors.

12 . . . . . . . . • . • . . . . _ . _ . _ . _ . . . . . . . .
.
' . . . . . . . . . . . . . _ . _ . _ . . . . . . . _ . _ . . . . . _ . _ .

13 . . . . . . . . _ . _ . . . . _ . _ . _ . _ . . . . . . _ . . . _ . . . . . . . . . . . . . _ _ _ . . . _ . _ . _ . _ . . . _ . _ . _ .

14 . . . . . . . . _ . . . _ . . . _ _ . . . . . . . . _ . _ . _ _ . . . . . _ . _ . . . . . . . . . . . . . . _ . _ . _ . _ . • . • . _ .

STUDENT A WILL START.

From Business English Pair Work 2 by Steve Flinders ami Simon Sweeney Q Penguin Books 1998 P H 0 -r 0 C O P I A '" L E 133
41 N EW P R O D UCT Student B
(Questioning; forecasting; j udging)

Eighty per cent of new products fail. Often the product itself is a good one, but the marketing is a
failure. Great creative energy can be wasted if the marketing plan that goes with it is poor. Here you
have the opportunity to work on a great product and a great marketing plan.

Together with student A, design a new product for the busy modern man, woman or family. You
have to invent a product that everyone (almost everyone) will want. Then work out a marketing
strategy. Here are some ideas to help you.

The product

Think of any new household object that will improve people's quality of life (it can be
large or small, simple or complex).
What is it for?
What does it look like? (Draw it)
What is it made of?
Why is it unique?
How does it work?

The target consumer

Who will be the typical user(s) of the product?

Is it for everyone, or for specialists?
Is it an everyday product or is it exclusive?

The marketing strategy

How are you going to promote and sell the product?

How much money do you need to manufacture, promote and sell the product?
Who is going to sponsor the development of the product?
How much will it sell for?
Where do you plan to sell it?
What special after sales support or follow up will there be to establish links with your
customers?

The future

How will the product develop?

What new products will be added to the range?

Possible problems

Can you think of any possible problems which may prevent your idea from being a most
fantastic success?

YOU START.

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0 '- 0 C O P I A e L E 143
42 P E R FO R MANCE AP PRAISAL Student B
(Sequencing; judging; regretting)

Appraisal, or assessment as it is sometimes called, is the measurement or evaluation of an employee's

job performance. This often takes the form of an annual appraisal interview between an employee and
his or her superior. In some companies, the result of the interview will influence how much the
employee is paid: this is called performance-related pay.

Student A is the personnel manager of the company where you work. All employees are invited to
self.assess themselves as part of the overall appraisal process. Your personnel manager is there­
fore going to go through this stage in the process with you. You both have a copy of the form below
which you will now complete together. You can either play yourself and give your assessment of
your performance in your own job in the real world: or, if you prefer, you can invent a job and a
personality for yourself and role play the activity.

Employee name ........................................... . . ..... . . . .... . . Review manager . .. . .... ...... ...... . .. . . . . .. . . . ....... .. ...
. . . .

Job title ......................................................... . .. . ... . .

. . . ...... Review period . . . .. . .... . ..... . .. .. .. ... .. . . . ..... . . . . ....
. . .. ..

Department ................................................. . ........ .. .... Date

, . . . . . . . .. ... .. ....... . ... . . . .. ............ . ...... ... .. ..... . .. ...
. . . .

Use this sheet to give your rating for ea ch area. Use a separate sheet for notes.

Rating scale: Less than acceptable standard

2 Acceptable standard
3 Good standard
4 Very good standard
5 Outstanding standard

During the review period, how do you think you performed in each of the following areas?
Discuss your choices with your review m anager.

Achievement of professional objectives I 2 3 4 5

Achievement of personal objectives I 2 3 4 5

Market awareness I 2 3 4 5

Customer focus I 2 3 4 5

Quality I 2 3 4 5

Commitment ,.. I 2 3 4 5

Planning I 2 3 4 5

Organization I 2 3 4 5

Communication 1 2 3 4 5

Leadership I 2 3 4 5

Initiative I 2 3 4 5

Team work I 2 3 4 5

Overall rating of your contribution and performance I 2 3 4 5

Which areas do you think need the mos t attention following the review period?
-

STUDENT A WILL START.

1 44 From nusino!"� En£li�h P;lir \Vorl.. 2 by Slc\,e Flinders and Simon Sweeney C Penguin Booh 1998 P H 0 -r 0 C O P I A B L E
43 P ERSONAL P R ESENTATION
(Sequencing; judging; questioning)

Personal presentations are often an essential part of applying for a job. Together with the curriculum
vitae, job applicants may be asked to give a presentation of their individual qualities and the expertise
that they would bring to the new position. This might include plans and ideas if offered the job.

You and student A have to make personal presentations as part of applying for a new job - or keep
your present job. Look at the following alternatives:
• a job currently advertised in a newspaper or magazine - you have to find an example

• your present job - think what skills and expertise are necessary for your present job
• your boss's job - again, think what skills are required
• a complete fantasy job - think of an exciting position that it would be interesting to apply for.

Work out the details (employer, location, qualifications and experience needed, special
responsibilities, salary, etc.), for one of the above positions. Then prepare a short presentation
(5-10 minutes) to deliver to student A as part of your job application.

YOU:
• have to think of the personal qual ities that the job requi res
• must think about the experience the job requires
• have to decide what special qualities you have that make you the right person for the job
• have to plan and organize your presentation effectively
• divide the presentation into three or four parts.

W11en you are ready, make your presentation to student A. He/she will decide if you get the job.

Then listen to student A's presentation. As you listen, interrupt twice to ask for repetition or
clarification.

Evaluate the presentation with a mark from 1 (excellent) to 5 (very bad) in terms of:

organization/ clarity interest visual effect overall

structure effectiveness
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

After the presentation:

• ask two questions

• give feedback and the results of your evaluation
• say if he/she gets the job.

YOU START.

From Businc.�s English Pair Wurk 2 by Steve Flinders and Simon Sweeney © Penguin Books 1998 P H 0 ,-0 C O P I A eo L E 145
44 P ERSON N E L MANAGEM ENT Student B
(Sequencing; j udging; agreeing/disagreeing)

The status and role of personnel (or human resources, which is effectively the same thing) ,
management is unsure. In some countries, personnel management hardly exists; and even in the
advanced economies, the personnel function can be very different from one company to the next.
Some personnel departments are strong, some are weak; in some companies the function is highly
centralized, in others it is highly decentralized.

What is the role of the personnel department in your company, or a company you know?
What should the role of the personnel department ideally be? Look at the following list of different
types of personnel function with student A, who has the same list; and decide:
a) which one(s) come(s) closest to what you have at the moment
b) which one(s) you would like to have.

1 THE SPECIALIST ADVISER. A semi-legal role: only personnel has the

specialist knowledge and expertise in areas like employment law, job
evaluation, etc.
2 THE GUARDIAN O F THE CORPORATE CONSCIENCE. The department's
main concern is for fairness and the defence of employee i nterests
against a senior management which is concerned much with efficiency
and little with communication.
3 THE INDUSTRIAL RELATIONS FIREFIGHTER. Dealing with the unions.
4 THE BUSINESS MANAGER. Managing human resources in the same
way as the Finance Manager manages financial resources, i.e. in the
most efficient and profitable way possible.
S THE ADMINISTRATOR. Doing the paperwork - on pay, absence,
holidays, sick leave, and so on.
6 THE CHANGE AGENT. The main agent for creating cultural and
organizational change within the company.
7 THE INTERNAL CONSULTANT. Providing support to line managers in
the 'people management' aspects of their jobs.
8 THE TRASH CAN. The department does any job it can persuade other
managers to give up, and all the jobs that no one else wants to do.
g O R you may have ano�her model to propose.

STUDENT A WILL START.

146 l inders and Simon Sweeney C Penguin Books 1998 P H 0 T O e 0 P I A 6 L E

From Ilusincss English Pair Work 2 by SIeve F
45 P LAN N I N G A M E ETING Sludeflt B
(Urging; expressing your amazement;
declining/rejecting)

Planning a meeting is concerned with deciding:

• the objectives of the meeting
• who can best contrib ute to achieving those objectives
• the physical and logistical organization that is necessary to make sure the meeting is a success.

Together with a senior colleague in a medium-sized manufacturing company, Pryam Ltd, you have
to plan a meeting to review company operations. Decide on the steps necessary in planning the
meeting.

Background information:
• your company makes electrical components
• you employ 250 people on two factory sites
• there are 15 senior managers, ten of whom are directors of the company
• there are a further 20 non-executive managers

The graph below shows sales over the past ten years and compares performance of Pryam and
three leading competitors.

Seedorf
"

-"
_ .
_ .
Peta
. _ .
. .
.
.. .- .
.
. . .
'.
� ' .. - - - -- - - -
- --
- -
- -
Pryam
,..
.
- . . �- ...
... �--:-- - " ­
. .
.
-
.
.
- - - -. -
--- .
- - - - - -

KLD
- -

YOU:
• think the graph shows that Pryam is in serious danger of losing its market position, leaving
just two companies
• suggest widest possible consultation at all levels from top level management to workers to
identify issues
r
that should be on the agenda for the meeting
• think emplCiyees' representatives should be included in the meeting
• recommend that small comm iUees be set up in d ifferent departments to make
recommendations
• think all employees should receive a letter saying what is happening and why
• expect the planning procedure, including the meeting of comm ittees, to take at least six
weeks
• think the eventual meeting should be on company premises
• think that employees who attend the meeting should be paid to do so
• want a preliminary report to senior management with a plan of action and a timetable leading
up to the eventual meeting
• are prepared to compromise on some or all of the above provided the arguments presented
are convincing.

YOU START.

Fmlll Business English flair Work 2 by Slcve Flinders and Simun Sweeney (!:J Penguin nooks 1998 P H 0 '" 0 C O P I A B L E 147
46 P R I C I N G STRATEGY Student B
(J udging; measuring and calculating; forecasting)

Fixing a price is a key management decision. If a product is too expensive it does not win enough sales
and the company loses money. If a product is too cheap, possible profit is lost.

Discuss pricing strategy with student A. Group the following eleven pricing factors under the four
headings in the table.

cover costs 5 move prices up and down 8 keep prices lower than they
depending on economic should b e
conditions

2 avoid excess profits 6 keep people in jobs 9 keep market share

3 make large profit 7 build up sales 1 0 price below competitors

4 price at or near competition I I offer special payment terms to

help cash flow

INCOME SALES COMPETITION ETHICS

Now look at the situations below. Decide with studen-: A which factors above are the most
important in fixing prices in these situations. Helshe has a different set cf situations.

• market leader negotiating major government contract

• big increase i n costs for materials, components, etc.
• expanding market
• improving company reputation for qual ity, reliabil ity, service and value
• the company has recently been privatized.

YOU START.

148 From Business English P:lir Work 2 b y SIeve Flinders and Simon Sweeney © Penguin Books 1998 P H 0 1 0 C O P I A E3 L E
39 N EG OTIATI N G A DEAL
Continued . . .

PRICE ESTIMATES:
Clearance and site preparation (1 week) $ 15,000
New top soil $8,000
50 three- and four-year-old deciduous trees for wood: $5,000
50 other similar trees $5,000
Large pond preparation $5,000
Small pond preparation $3,000
Stream with pump driving water between ponds $5,000
Shrubs, bushes $ 1 ,000
Large heated/air conditioned greenhouse with electricity $4,000
Garden shed (for tools, etc) $3,000
Workshop with electricity, heating/air conditioning $8,000
Labour costs: twenty man weeks (two men for 10 weeks) $20,000
TOTAL $82,000

YOU:
• may need to explain that th ree-year-old trees are not very big
• see the ponds as essential to attracting wildlife
• can offer some flexibility on prices
• need 1 0 weeks to do the work
• think a workshop will be essential for a garden of this size
• can offer a 1 0% reduction if these terms are accepted:
25% on signature of contract
25% half way through completion
50% on completion of work
• accept that the terms are negotiable.

Continue the negotiation until you and student A are both more or less happy with the agreement
reached.

YOU START_

From Business English Pair Work 2 by S!C\'C Flinders :UH.I Simon Sweeney 0 Penguin Books 1998 P H 0 ,. 0 C O P I A e L E 141
48 P RO D U CT M ANAG EM ENT Student B
(J udging; knowing; agreeing/disagreeing)

Although product management is primarily a marketing function, it offers the manager the opportunity to
contribute in various ways to the development of a new product or service. Product management can
involve active participation in most aspects of the development of a new product, including design,
financing, production, marketing, sales and human resources.

Your billionaire friend is so impressed with the business ability of you and student A that he has
asked you to take responsibility for his latest business venture. He wants you to design, build and
promote a hotel for the mega·rich in the location of your choice. You will have a share of the profits
from the venture and, of course, a special cut· price rate when you stay in the hotel yourself.

You are therefore going to discuss with student A, the hotel's:

• location
• size
• facilities and special attractions
• staffing.

You must also define the general outline of a marketing policy to advertise and promote the new
hotel worldwide.

You should together prepare a report for your friend. Note that the hotel MUST be profitable
within two years of opening.

STUDENT A WILL START.

1 50 From Businc1iS English P;lir Work 2 by Stcve,: Flintkrs and Simon Sweeney e Penguin Books 1998 P H 0 ,. 0 C O P I A E3 L E
41 N EW P R O D UCT Student B
(Questioning; forecasting; j udging)

Eighty per cent of new products fail. Often the product itself is a good one, but the marketing is a
failure. Great creative energy can be wasted if the marketing plan that goes with it is poor. Here you
have the opportunity to work on a great product and a great marketing plan.

Together with student A, design a new product for the busy modern man, woman or family. You
have to invent a product that everyone (almost everyone) will want. Then work out a marketing
strategy. Here are some ideas to help you.

The product

Think of any new household object that will improve people's quality of life (it can be
large or small, simple or complex).
What is it for?
What does it look like? (Draw it)
What is it made of?
Why is it unique?
How does it work?

The target consumer

Who will be the typical user(s) of the product?

Is it for everyone, or for specialists?
Is it an everyday product or is it exclusive?

The marketing strategy

How are you going to promote and sell the product?

How much money do you need to manufacture, promote and sell the product?
Who is going to sponsor the development of the product?
How much will it sell for?
Where do you plan to sell it?
What special after sales support or follow up will there be to establish links with your
customers?

The future

How will the product develop?

What new products will be added to the range?

Possible problems

Can you think of any possible problems which may prevent your idea from being a most
fantastic success?

YOU START.

From Business English Pair Work 2 by Steve Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0 '- 0 C O P I A e L E 143
50 P R O M OTION Student B
(Urging; correcting; forecasting)

Promotion is the range of marketing activities designed to increase consumer awareness of a company '
and its products and to improve sales performance. Examples are advertising, packaging, trade fairs,
in-store displays and competitions.

You are a local branch manager of a medium-sized retail bank. You have a meeting with a new
e mployee who is responsible for marketing. He/she is working on ways to increase business with
young people. You have a meeting to discuss ideas.

In the meeting, find out your new colleague's suggestions. Agree or disagree and make alternative
suggestions. Together decide what to do next.

YOU:
• think your larger competitors already dominate the local colleges and universities
• are worried about the costs of free offers to young people
• think sponsorship of local arts and sports events could be a good idea
• suggest youth groups in general
• think schools themselves might not like to create commercial links with a banking and
finance company
• know that many schools already run savings schemes for their pupils
• suggest that market research is needed
• think Head Office should be responsible for marketing initiatives
• think national television advertising is the best way to increase business with young people -
this is a Head Office responsibility
• want your colleague to produce a report for Head Office outlining suggestions.

YOU START.

1 52 Frolll Business English Pair Work 2 by Slcve Flinders and Simun Sweeney e> Penguin Books 1998 P H 0 ,- 0 C O P I A 6 L E
51 QUIZ Student B
(Questioning; correcting)

You can learn things from a quiz. Student A will ask you some questions. Then you ask the questions
below.

The answers are given below. Give student A 10 points for every right answer.

1 The headquarters of Levi Strauss, the jeans company, is in a. New York

b . San Francisco
c. Pittsburgh
2 Microsoft profits in 1994-5 were a. $ 1 . 45 billion
b. $9.6 billion
c. $0.75 billion

3 The biro pen was invented by a Hungarian, Laszlo Biro, in a. 1928

b . 1943
c. 1 9 6 1

4 Who owns Jaguar? a. Ford

b. Rolls Royce
c. British Aerospace

5 The telecommunications giant Nokia is a. Swedish

b. Japanese
c. Finnish

6 What is the population of the European Union at the end of the millennium?

7 What is the name of Amsterdam's airport?

8 Where is the Head Office of Cathay Pacific?

9 What do the following acronyms stand for? a . ASEAN

b. GATT
c. OPEC
d. OEeD

10 Name the capital cities of these countries. a . Ecuador

b. Saudi Arabia
c. Brazil
d. Nigeria

11 Where are the following famous places? a. Yosemite National Park

b. Phoenix Park
c. The Forum
d. Happy Valley

STUDENT A WILL START.

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From Business English Pair Work :2 by SIeve Flil1llcr� and Simon Sweeney © Penguin Books 1998 P H 0 '" 0 C O P 1 A 6 L E 153
52 RECESSION Student B
(Judging; obliging; forecasting)

A recession is an economic condition affecting a country or an industry where sales, prices and profits ,
fall as demand decreases. The result is a fall in output. Companies affected by recession often lay off
employees, so unemployment rises.

You work for a medium-sized manufacturing company that makes high quality and fairly
expensive building materials. The company employs 900 people in a city with a population of
50,000. You have a sales and distribution network across several neighbouring countries.
Unfortunately, all your main markets are affected by a recession, now in its second year.

With a colleague, decide what to do. Make a list of some key action to take.

YOU :
• think you should lay off half the workers immediately as this is going to be a long recession
and you are losing money
• think that when business returns to normal, you can hire new workers on new contracts at
lower wages
• think short time working is another option, e.g. putting workers on half time contracts
• think building up stock and selling it cheaply in new more distant markets are possible
options
• believe that dropping your prices would force lower quality competitors to close. This would
increase your market share
• think the company should relocate to a cheaper part of the country. The present site is very
valuable.

YOU START.

154 From Business English Pair Work 2 by Stc"e Flinders and Simon Sweeney e Penguin Books 1998 P H 0 '-0 C O P I A e L E
53 RELOCATION Student B
(Negotiating; measuring and calculating; forecasting)

Relocation is moving a factory or company site to another place. The decision to relocate may be taken
as a part of a strategic plan to expand the business, to save costs, to increase the profile of the
company or to move closer to important markets.

Your company makes sports and leisurewear products. For fifty years you have been based in the
home town of the founder and former managing director of the company, Ben King. Now the next
generation of the family own the company and it is expanding rapidly.

The board of directors is meeting to discuss a proposal to relocate the company to Rotaronga where
labour costs are much lower. Discuss the issues involved with another director. Try to reach
agreement on what the company should do.

YOU:
• oppose the relocation
• have all your mai n markets near your present site
• have extensive sales networks based on the present manufacturing position
• think local people deserve better than the closure of a major local employer
• believe that expansion overseas is possible without the need to close the present plant
• object on moral grounds to relocating to countries with very low wages
• accept that some production could move overseas
• want to find other ways to reduce costs
• accept that redundancies will be necessary
• think that closure costs would be very high
• think student A is underestimating the relocation costs and overestimating the value of the
present site
• do not want to waste recent i nvestments in the present site
• believe investors will not support the company's plan to relocate.

If you reach agreement, prepare a joint presentation of your new position .r

STUDENT A WILL START.

From Busin�ss EUJ::lish Pair Work 2 hy Slc\'C Rindcrs :md Simon Sweene), 0 Penguin Books 1998 P H 0 T O e 0 P I A e L E ISS
54 REWA R D ent B
(Liking and preferring; sequencing;
agreeing/disagreeing)

There are many reasons why people work - because they need to, for self-esteem, to achieve personal
or professional ambitions, and so on. However, financial and non-financial rewards are, for most
people, the most important sources of motivation. A good reward system is an essential feature of any
business organization.

Your company is doing well, but the results of employee surveys tell you that your people are not
happy with the current system of incentives. You and student A have to find a solution to the
current state of demotivation. You are now going to meet together to brainstorm some ideas.

Here are some possibilities:

Speakers. Invite famous speakers to come to the company and talk to the staff: for
example, popljazz/classical musicians to talk about their work and then give a short
performance, or film actors or other stars chosen by the staff themselves.

2 Christmas bonuses. For everyone with more than one year's service.

3 Discounts. Large discounts on the company's own products o r services.

4 Holiday centres. Company-owned, where employees can take cheap holidays in

the country or by the sea.

5 Health and beauty. Offer free chiropody, dental and hairdressing services to
employees.

6 Birthday cheques or vouchers. To current and retired employees.

7 Training. Overseas language training courses as a 'thank you' for special

achievement.

8 Other ideas . . . ?

STUDENT A WILL START.

156 From Business English Pair Work 2 by Sieve Flinders and Simon SWL�ney e Penguin Books 1998 P H 0 ,.. 0 C O P I A 6 L E
 55 SAFETY AT WORK Student B
(Judging; obliging; correcting)

• Safety at work is normally associated with industrial workplaces, where individuals can be at risk from
doing dangerous tasks, or working with dangerous equipment or materials. But safety at work is often
just as important in comfortable offices and even when working from home.

Brainstorm a list of problems or issues concerned with health and safety at work under the six
headings below. Then suggest solutions or safety measures for each one.

travel work at home office work

..

industrial environment chemicallpharmaceutical agricultural environment

environment

Finally, if you could change just two things to make your working day safer, what would you do?

YOU START.
49 P RO DU CT P R ESENTATION Student B
(Sequencing; measuring and calculating; forecasting)

Multimedia is the term given to information technology products which combine conventional computer
hardware and software products with newer technologies. It includes CD Rom for interactive and
sound-based communication as well as access to external networks and the Internet.

Your and student A work for a multi-media communications company. You have to plan for a
meeting with a possibly very important customer - a local university with 50,000 students on
seven different campuses. Together with student A, use the information below to make a joint
presentation in which you explain the benefits of your products.

You have to divide up the information and present approximately half each. Divide the
presentation into different parts, for example:
• introduction (systems available)
• key benefits to students
• brief description of each system
• prIces
• payment terms.

Prepare and practise the joint presentation together. Suggest ways that each of you can improve
your presentation. Repeat it if you like.

INTEX Multimedia
PX8000 System: PC World Top Buy last year
XT I 0000: 'fastest system on the market' Computer World magazine
XT8000 $ 1 1 95
• 8000 processor
• 1 6M b RAM
• 1 4" monitor
• 1 6 Bit stereo sound, quad speed CD Rom and stereo speakers system
• 64 bit integrated graphics uses I Mb RAM; upgradable to 2 Mb RAM for enhanced picture resolution
• upgradability to 200MHz Pentium
• FREE Fax/data/Internet 1 4.4 BAST modem converting PC to fax machine; full Internet capability
• latest quality Microsoft Windows/Office software for word processing. spreadsheets. drawing and design.
desktop publishing. etc.
XT8000 PLUS Superdrive 4 $ 1 395
Same as above. plus I S" monitor. faster 33.6 modem and 8 speed CD Rom
XT I 0000 PLUS Superdrive 6 $ 1 695
Same as XTBOOO plus IS" screen. faster 1 0000 processor. 32 Mb RAM. larger hard disk. faster 33.6 modem.
faster 8 speed CD Rom ,....

XT I 0000 SA PLUS Superdrive 7 $ 1 895

As XT I 0000 PLUS Superdrive 6 but with midi·tower case and Intel Pentium processor with MMX technology
Printer options: WordChief Colour Inkjet ($495) or TRUMPET high quality Laser Printer ($695)
3 ways to pay:
I . Pay with order by banker's order for 5% discount. or by credit card.
2. Six months free credit pay 20% deposit. then nothing for six months. Pay rest in a single payment.
3. Pay over three years: Pay just 1 0% deposit then pay balance by monthly instalments.
Supplied with ideal applications for student use:
Internet access. word processing. graphics. spreadsheets. database architecture, self study packages. library database. guided
learning software, research tools. foreign language packages and MORE!!!

YOU START.

From l3u�;I1I.·ss English Pair Work 2 by SCe\'e Flinders and Simon Sweeney 0 Penguin Books 1998 P H 0 '- 0 C O P I A 6 L E 151
 57 SMALL TAL K Student 8
(Greetings and farewells; hesitating; expressing your
amazement)

Small talk is a vital part of doing business. It shows an ability to get on with people. Small talk helps
business partners get to know each other. Topics for small talk can come from the immediate
environment, the news, or from conversation. The art of small talk is to make conversation about that
topic.

Use the prompts below to develop small talk. Student A has the same list of prompts. Thgether,
you should develop a conversation of no more than two minutes for the prompts below. See the
example.

1 You know that yesterday a private helicopter crashed nearby.

A: You heard about the helicopter crash yesterday?
B: Yes, it was very bad. Why did it crash?
A: I think it was a mechanical problem ... the radio said it was ...
B: But the weather was very bad too ...
A: Yes, it was raining ...
B: Have you ever been in a helicopter?

2 A local newspaper has reported a rise in tourists visiting the region.

3 A top banker has suddenly left his post to join the competition.

4 A local factory has announced 400 new jobs.

5 Ten people have died in a food poisoning scandal.

6 The heating and air conditioning system has broken down.

7 There are painters and decorators around painting and decorating the place.

8 It has not rained for over three months.

9 There's a wonderful ceramic bowl on the table full of different types of fruit.

10 A hotel had to be evacuated in the night because of a fault in the fire alarm.

STUDENT A WILL START.

From Business English Pair Work 2 by SIeve Flinders :md Simon Sweeney Cl l'cnguin Books 1998 P H 0 ,... 0 C O P I A £3 L E 1 59
58 SOCIAL ARRANGEM ENTS Student 8
(Greetings and farewells; introducing self and others;
questioning)

Socializing is an important aspect of many business relationships. Often the ability to get on well with
people at a personal level is a significant factor in establishing good business partnerships. Receiving
visitors and providing some hospitality is therefore a significant feature of many business meetings.

You are planning a business trip to student A's home town/city. You have a three-day meeting
(Wednesday-Friday) with hisfher company. Student A is going to telephone you to make some
arrangements.

YOU:
• cannot arrive before 7 p.m. on Tuesday and will probably be very tired on arrival
• do not have any other commitments, except on the Thursday afternoon when you have to
take part in a teleconference from your hotel
• would like some social activities, including some tourism and perhaps cultural entertainment
- say what you prefer
• have to leave early on Saturday morning.

STUDENT A WILL START.

160 From Business English Pair Work 2 by SIeve Flinders and Simon Sweeney e Penguin Uook� 1998 P H 0 TO e 0 P I A B L E
 59 SOCIALIZING Student B
(Welcoming; greetings and farewel ls; introducing self)

•
Socializing is an essential business skill. It is important for successful business relationships. And yet
many business people find socializing, particularly in a foreign language, more difficult than the more
formal aspects of their international work. Part of the problem is vocabulary: you may know the
vocabulary you need for your job but not the vocabulary you need for general conversation. Another
part of the problem is that you cannot always control or predict what people are going to talk about
when they are socializing.

You are going to practise talking in a social context with student A. You are going to talk to each
other for five minutes (one of you should be timekeeper) and during the exercise you should cover
each of the following subjects:

1 family and friends

2 sport
3 holidays

Under each heading you must use all of the following words or expressions:

Family and friends Sport Holidays

get on well result beach
partner keep fit museum
colleague profeSSional remote
,
divorced stadium bored

DO NOT tell student A what your tasks are.

Student A has different subjects to introduce, and different words and expressions to use, so at the
same time, you should be thinking about what they are.

At the end of the activity, tell each other which subjects and which words and expressions you
think the other had to introduce. See how many you each identify. The ideal result is:
• to successfully introduce all your subjects and all your words and expressions
• to successfully identify student A's subjects
• for neither of you to identify each other's words and expressions: this means that you
introduced them all into the conversation quite naturally and without drawing any particular
attention to them!

YOU START.

From Business English Pair Wmk 2 by StC\'c Flinders ,lfld Simon Sweeney '" Penguin Books 1998 P H O T 0 C O P I A 6 L E 161
60 TALKING P OLITICS 1 Stude nt B
(Questioning; sequencing; hesitating)

Politics does not have to be a taboo subject. On the contrary, it is one of the most obvious subjects for '
discussion when you want to get to know someone from another country and to find out more about
where they come from. Initially, it is safest to put the emphasis on political institutions rather than on
policies; and on asking questions, listening and learning about the politics of other countries, rather
than giving your own opinions.

You are going to practise asking questions about the political arrangements in student A's country
and giving information about your own country.

You are going to take it in turn to ask questions about different aspects of each other's national
politics. You will each ask for information in four different areas. Spend three or four minutes
replying to student A's enquiries.

You want to know about:

1 parliament and elections

2 regional and local government
3 justice
4 political trends.

Ask questions like:

Parliament and elections

• How many chambers does the Parliament have?
• How are their members elected to it?
• How often are elections held?
• Plus three more of your own questions.

Regional and local government

• Is regional or local government stronger than central government?
• Are there any parts of the country with more political autonomy than others?
• Is the trend toward greater localization or centralization of government?
• Plus three more of your own questions.

Justice
., What is the country's highest court?
• How are senior j udges appointed?
• What is the relationship between the judicial system and the government?
• Plus three more of your own questions.

Political trends
• What are the main issues which concern people in your country today?
• Is the political system well adapted to the needs of the modern world?
• Are there plans to change the constitution in any way?
• Plus three more of your own questions.

STUDENT A WILL START.

1 62 From Business English Pair Work 2 by SIeve Flinders and Simon Sweeney () Pengu in Books 1998 P H 0 ,.. 0 C O P I A a L E
 61 TALKI N G P O LITICS 2 Student B
(Judging; obliging; sequencing)

Once you have established that it is in fact possible to exchange political information usefully and
politely (see Talking Politics 1), then you can begin to exchange political ideas as well. But as in all real
communication, listening is as important as talking, and talking points should be about learning, not
scoring points.

You have a clear set of opinions (see below). You are going to argue in favour of as many of the
following as possible during the time the teacher gives you. You will, of course, give reasons for
your VIews.

YOU favour:

1 high taxation

2 strong central and local government

3 government support for business and a government plan for business

•
4 extended State commitment to helping the unemployed

5 a comprehensive government policy to protect the environment

6 public transport

7 a campaign against drugs (as a main cause of criminality )

8 a strong national health service.

YOU START.

From Dusiness Engli�h Pair Work 2 by SIeve rlindcl� :md Simon Sweeney 0 Penguin Books 1998 P H 0 .. 0 C O P I A 6 L E I n�
62 TOP B U S I N ESSES Student B
(Questioning; liking and preferring; forecasting)

What makes a successful business? Is it simply a question of making large profits? Or is it to do with
the quality of its products or services? Or its ability to define and follow a long-term strategy? Or is it a
mixture of all these things? Certainly, some companies are consistently admired by many managers
because of their ability to excel across a range of different areas of business management.

You are going to take it in turns to use the following questionnaire to find out which companies
student A most admires. You may wish to ask himlher to give reasons for his/her choices.

Using the scale 1-4, (1 = very good, 2 = excellent, 3 = outstanding, 4 = world-beating), ask student
A to identify the companies which, in hislher opinion, excel in each of the following areas. He/she
can name one, two or three companies per area. When you have completed the questions, add up
the points for the most frequently named company to identify the one with the most points -
student A's all-round top business.

Which one, two or three companies do you think excel in each of the following areas?

Company 1 Company 2 Company 3

Quality of products/services
,

Vision

I n novation

Customer focus

Financial m a n a gement

Strategy

M a rketing
r

Environmental awareness

People m a nagement

The company which scores highest is:

The company which scores second highest is:

STUDENT A WILL START.

1 64 From Business English Pair Work 2 by SIeve Flinders and Simon Sweeney 0 Penguin lJooks 1998 P H 0 '- 0 C O P I A F3 I �
63 TRAI N I N G Student 8
(Judging; forecasting; emphasizing)

'Training' is teaching people something quite specific, for example skills or knowledge for their work;
'education' is a more general term for the learning process. Education typically takes place in schools,
colleges and universities. Companies typically have training rather than education departments.

You are the company's new Managing Director. The Human Resources Manager (student A) is new
too. You both believe passionately in the importance of training and you are going to meet for
lunch for an initial exchange of ideas. You have jotted down on the back of an envelope some ideas
for the shape of the company's training programme in the future. (They don't necessarily form a
coherent plan - they are simply a basis for brainstorming.) You are going to discuss them with
your HR Manager and agree on a draft set of principles and an action plan.

YOU think the company could:

T� A l l1l -m�OlJc,� -mE II1lTE�IIlET. 1��u�et - M"'''''Vt. Ii...�... but.' ot (t.,ovrct., -

w<.ll rt.volv�"o�"zt. It....r�..�9 proct."t., ...�Ii �hl. �r"'''�''�9 tv�dL.o�.

1 KEEf �AlI1l111lC, 111l-�OlJSE. Ovr ow� �r..."�u, ItMU �hl. COMP"'''!l, It�ou �kt. pt.oplt.
�hl.!l Mt. �r"'''�''�9, ...n ckt.... pt.r.

l fOlJlIl'V A c. o � f o � A TE lJlIllvE�SITY. l....ltt. Mc'Vo"...lli',. To lit.Mo�'�r...�t. �hl.

COMP"'''!l'' ,u"ov, COMM"�Mt.�� �o �r"'''�''�9 . Mo�"v"'�""9 tor �hl. ,�...tt, 900li tor
t.Mpl0!lU rt.l...Ko�'.

4 I.. E A�IIlE� T� AlI1l111lC,. Evu!l0�t. covt.li / ,kovlli lio �kL.'. It pt.oplt. c..." It.M� kou
�kt.!l It.<l.r�, �hl.� �kt.!l u"ll It.M� Mon t.ft"cL.t.��l!l ...�Ii �hl."r �r"'''I\'' �9 u"ll co,� It.''.

� E V Al.. lJ A TlOIll . Wt. �uli �o Mt.uvn �kt. �t.�vr� O� l�vt.'�Mt.,,� tL.9vn tor ...ll of ovr
�r"'''�''''9 ·

" M E IIlTO� 111lC,. f...i.r"�9 Mon ...�Ii ff '0 �k...� �hl. !l0v�9t.r
lU' t.x.pt.r"t.�uli ,�...

t.Mpl0!lU' C<I.� kur ...bov� ...�Ii It.M� troM �kt. uorlt t.x.pt.r"t."ct. ot �kt."r Mort. 't.�"or
collt.... 9vu.

Add two more of your own ideas.

YOU START.

From Business English Pair Work 2 hy SIC\"C Flinders and Simon Sweeney {} Penguin Books 1998 P H 0 '- 0 C O P 1 A (3. L E 165
64 TROU B LE S H OOTI NG Student B
(Questioning; judging; sequencing)

A troubleshooter is someone who steps in to solve a problem. A troubleshooting meeting is one where
the participants deal with and offer solutions to one or more problems.

You and student A are going to take it in turns to lead a business meeting. In the first part of the
meeting, student A will present a real business problem which he/she has faced or which he/she
is facing at the moment. After the presentation, you will probably ask some questions in order to
get a fuller understanding of the situation. You will then discuss the problem together, you will
suggest a possible solution or alternative approach, and finally, student A will summarize the
meeting and your main suggestions. Then you will reverse roles, you will present a business
problem and student A will help you to find an answer to the problem.

Possible areas of focus are:

• quality
• customer satisfaction
• employee morale
• employee performance
• poor sales.

STUDENT A WILL START.

1 66 From l3usines..� English Pair Work 2 by SIeve Flinders :lnd Simon Sweeney CI Penguin Books 1998 P H 0 ,. 0 C O P I A 6 L E
65 UTOPIA Student B
(Forecasting; vetoing; agreeing/disagreeing)

A Utopia is a perfect society. Social engineering is taking measures which will lead to social change.

It is now well into the twenty-first century and social engineering is easier than it used to be. You
and student A, both acknowledged experts in the field, have a grant from the World Council eN· C.)
to devise a new political, social and economic system for a small country which until now has been
rather badly managed. You are now going to have an initial planning meeting with student A in
order to produce a draft development plan. Among other things you are going to decide:

W. C . S O C I A L E N G I N E E R I N G D EV E L O P M E N T P L A N S TA G E 1 N OT E PA D

Size of population

Gender balance (%age m en/women)

Urban/rural population b a l a n c e

Optimal population for c a pital city/other

major c ities/important towns

Form of government

System of economic m a nagement

Main sources of government revenue

Main areas of government expenditure

Principal industries/services

Level of unemployment

M a i n features of education system

Main features of h ea lth system

Main features of tr::ilsport system

Foreign policy

Defence policy

Environment policy

STUDENT A WILL START.

From Business English Pair Work 2 by Sieve Flim.li!rs :md Simoll Sweeney () Penguin Books 1998 P H 0 j O e 0 P I A 6 L E 1 67
58 SOCIAL ARRANGEM ENTS Student 8
(Greetings and farewells; introducing self and others;
questioning)

Socializing is an important aspect of many business relationships. Often the ability to get on well with
people at a personal level is a significant factor in establishing good business partnerships. Receiving
visitors and providing some hospitality is therefore a significant feature of many business meetings.

You are planning a business trip to student A's home town/city. You have a three-day meeting
(Wednesday-Friday) with hisfher company. Student A is going to telephone you to make some
arrangements.

YOU:
• cannot arrive before 7 p.m. on Tuesday and will probably be very tired on arrival
• do not have any other commitments, except on the Thursday afternoon when you have to
take part in a teleconference from your hotel
• would like some social activities, including some tourism and perhaps cultural entertainment
- say what you prefer
• have to leave early on Saturday morning.

STUDENT A WILL START.

160 From Business English Pair Work 2 by SIeve Flinders and Simon Sweeney e Penguin Uook� 1998 P H 0 TO e 0 P I A B L E
 59 SOCIALIZING Student B
(Welcoming; greetings and farewel ls; introducing self)

•
Socializing is an essential business skill. It is important for successful business relationships. And yet
many business people find socializing, particularly in a foreign language, more difficult than the more
formal aspects of their international work. Part of the problem is vocabulary: you may know the
vocabulary you need for your job but not the vocabulary you need for general conversation. Another
part of the problem is that you cannot always control or predict what people are going to talk about
when they are socializing.

You are going to practise talking in a social context with student A. You are going to talk to each
other for five minutes (one of you should be timekeeper) and during the exercise you should cover
each of the following subjects:

1 family and friends

2 sport
3 holidays

Under each heading you must use all of the following words or expressions:

Family and friends Sport Holidays

get on well result beach
partner keep fit museum
colleague profeSSional remote
,
divorced stadium bored

DO NOT tell student A what your tasks are.

Student A has different subjects to introduce, and different words and expressions to use, so at the
same time, you should be thinking about what they are.

At the end of the activity, tell each other which subjects and which words and expressions you
think the other had to introduce. See how many you each identify. The ideal result is:
• to successfully introduce all your subjects and all your words and expressions
• to successfully identify student A's subjects
• for neither of you to identify each other's words and expressions: this means that you
introduced them all into the conversation quite naturally and without drawing any particular
attention to them!

YOU START.

From Business English Pair Wmk 2 by StC\'c Flinders ,lfld Simon Sweeney '" Penguin Books 1998 P H O T 0 C O P I A 6 L E 161
 Notes on Making Presentations
Inviting questions and comments
And now, if you have any questions, I' ll be glad to answer them.
Does anyone have any questions or comments?
Now we have time for some discussion.
Any comments or questions on the points I've talked about?

Checking that the questioner is satisfied

Does that answer your question?
I hope that answers your question.

Inviting further questions

Are there any more questions?

Ending
If there are no more questions or points to raise, I' d like to thank you for your attention.

There are no short cuts to making a good presentation. But preparation and practice will
take you a long way towards performing this important skill well. Preparation gives you
the confidence to communicate what you want to say effectively. Practice also helps you
to improve your perfonnance in general, and in particular your time management.

171
Glossary
Agent Someone who sells goods or services for a prQducer of those goods or services.
Appraise To measure the performance of someone, give feedback on the performance of
someone.
Audit A detailed analysis of an important feature of an organization. Auditors, the people
who carry out audits, usually write reports and may make recommendations for changes
to be made. Examples: a financial audit, a management audit, a language audit.
Balance sheet A statement showing the financial position of a company at a particular
time.
Benchmark To do a survey of competing organizations to measure 'best practice' with
the objective of then improving on their performance. For example, a survey of the
personnel function in an industry might measure the number of personnel staff as a
percentage of the workforce, the amount spent on training per employee, the rate and cost
of staff turnover, salary costs as a percentage of operating costs, and so on.
Bid An offer, usually to do work at a given price.
Board (of Directors) (In a British company) The committee of shareholders'
representatives to which the company's Chief Executive Officer is answerable.
Borrow To have money from someone (e.g. a bank) for a limited period, normally paying
interest.
Broker Someone who buys and sells investments, insurance, etc.
Budget The amount of money planned for spending on a particular project.
Bum-out An employee experiences bum-out when he/she works so hard for so long that
he/she can no longer continue at the same demanding pace as before.
Charity An organization for helping people in need.
Civil service People employed in government departments.
Claim Something said about someone or something, often controversial.
Client A customer, especially of a service.
Competence The ability to do something to an acceptable standard.
Collateral Something offered by somebody as a guarantee that they will pay back a loan.
Compensation Money paid to reduce the costs, pain or other negative consequences of
an action.
Competition, competitors Other companies who are trying to sell their goods to the
same consumers.
Component A manufactured part used in making a larger manufactured product.
Compromise To come to an agreement at a point somewhere between the two starting
positions.
Consumer Someone who buys goods or services.
Contractor An individual or an organization contracted to do some work.
Core business The main or central business of a company.
Cost benefits analysis A study into the relative costs and income associated with a given
project.
Coverage The amount of reporting of an event by the media.
Currency Money denomination, eg, Yen, Dollar.
Discount A percentage or amount taken off the standard price.
Distribution Movement of goods from producer to consumer andlor user.
Diversity Managing a workforce where employees of different genders, ethnic origins,
social backgrounds and so on, are all equally valued.
Dividend A regular payment as a proportion of profits paid to shareholders.
Donation A gift of money, clothes or food, often to a charity.
Downsize To reduce the size of an organization's workforce, cut jobs.
Economy of scale A cost saving achieved by working in bigger quantities.
Endorsement A statement by a leading authority that something is good.
Exclusive Luxury, high qUality.
Expand To increase, get bigger.

172
 Glossary
Firefighter A manager who solves serious problems within the organization as and when
they arise.
Freeze To stop, block or hold at the same level as before.
Frontier The border between two states.
Global Worldwide.
11
Growth The extent to which a business or an economy expands.
Hack To illegally access data in an organization's computer network.
Headhunting Offering a job to a very competent individual who presently works for
a competitor.
Heavy goods vehicle Big lorry or truck.
Housekeeping Maintenance, or keeping up order, condition and generally tidy
appearance.
Implement To put into effect.
Information technology (IT) Computer hardware and software.
Infrastructure The basic structures and facilities which an organization needs in order to
function, for example buildings, administrative systems, electricity and so on.
Injection Money put into a company or a project.
Invest To put money into something.
Joint Shared, 50-50, equal.
Joint venture A partnership between two companies who decide to work together on a
specific project.
Landscape To design and create gardens according to a plan.
Layer An administrative level in an organization. For example, a lean organization might
have only three or four layers between the most senior manager and the bottom grade
.. employee .
Lend To let someone have money for a limited period, on which usually they pay interest.
Logistics A general term for the planning and administration of a routine activity or a
special project.
Logo A symbol used by a company as a sign for everyone to identify it by. Shell,
McDonald's, Mercedez Benz and Coca-Cola all have logos which are recognized world­
wide.
Low wage economy A country where wages are traditionally low and normally skill and
education levels are low too.
Market share The proportion of the total market controlled by a particular supplier.
Media Newspapers, radio, television.
Mentoring Mentoring is when an experienced professional person agrees to help you
with your professional development by meeting with you regularly, giving you advice and
telling you what they have learnt about the job in their own careers.
Merge To join together.
Monopoly The only supplier in a particular market.
Nation-wide All over the country.
Outgoings Costs, expenses. r

Outsource Outsourcing is when an organization stops employing pe�ple to do a certain

job like cleaning and instead gives the responsibility for providing the service to another
company which specialises in this activity. Common examples of outsourcing are canteen
services, security and training.
Overdraft Borrowing from a bank, negative amount of money in a current account.
Overheads The regular or fixed costs of running a business like insurance, water,
electricity and rent.
Partnership A group of two or more individuals or companies who have decided to work
together.
Pension The money you get on a regular (weekly or monthly) basis from the state or your
employer or from a private fund, after you retire.
Performance-related pay A scheme which makes part of what employees earn depend
on how well their bosses (or, sometimes, their colleagues or customers) think they are
working.

173
Glossary
Perks Special benefits and bonuses that go with top jobs.
Personal hYgiene Keeping yourself, your teeth, hair and clothes clean.
Pilot project A trial period for a project to test whether the idea actually works before
implementing it completely.
Plant A factory, manufacturing facility.
Portable pension A pension plan which you can take with you when you move from one
company to another. (See also: Pension.)
Preliminary First or early ideas or attempts.
Privatized Sold by the government to private investors, so becoming a private company
instead of a state company.
Productivity The relationship between output and costs, where high output relative to
costs means high productivity.
Public spending Money that a government spends on health, education, defence,
transport, welfare, etc.
Punctuality B eing on time.
Questionnaire A set of questions presented as part of a survey into what people do,
think, want, prefer, etc.
Recession A general decline or under-performance of the economy in a stated
geographical area.
Redundant Out of work, unemployed.
Registrati on You register for something, for example a sporting event, when you say that
you want to take part, usually by filling in a form.
Relocate To move to another place, especially a factory or company.
Remuneration The total of all the pay and benefits you receive from your employer.
Remuneration committee A committee of members of the Board of Directors which
decides the pay of the senior managers of a company.
Rent The regular payment you make for the use of a building, land, equipment, etc.
Respondent Someone who answers questions in a survey or questionnaire.
Retail To sell to the general public.
Revenue Money coming in to the business.
Sack To make a worker redundant.
Sales performance How well products or services sell.
Second To transfer employees temporarily to another part of the organization or to lend
them to another organization for a certain period of time. (Pronunciation note: the stress
falls on the second syllable.)
Security A form of guarantee, especially for a loan.
Share A dOCument recording a part ownership in a company and worth a sum of money.
The value of the share depends on the number of shares in the company, the performance
of the compa ny and the total assets of the company.
Share price The value at a given time of shares in a company.
Shareholder Someone who owns shares in a company (and so is a part owner of the
company).
Shortlist To select a small number of applicants for a job - usually no more than six -
from a larger number.
Site A place where a factory is located.
Skill Ability, special technical aptitude.
Sponsorship Money paid by a company to a social, sporting or cultural event, or organi­
zation, to pro mote that event but also to advertise the name of the company paying the
money.
Staff The personnel or workforce of a company.
Stakeholder Anyone who has some interest in encouraging the success of a business, for
example shareholders, employees and their families, suppliers and customers.
State-of-the -art The most modem solution of its kind.
Stock Goods held in storage ready for use or sale.
Strategy A p lan, method or way to achieve what is desired.
Subsidiary A company which is controlled by another one.

1 74
 Glossary
Supplier The producer of goods or services.
Supply chain The system which gets all the things to a company which it needs to make
a product; and which gets the product to a place where its customers can buy it.
Survey A study to find out what people think, like, want, etc.
Tender A bid, an offer.
Thrnover The total money received through sales.
Voucher A piece of paper which you can exchange for certain goods or services, for
example luncheon vouchers, which you can use instead of money to get lunch in certain
restaurants.
Work-in-progress Work which has been contracted but not yet invoiced .

1 75
A-Z of Lang uage Functions
This glossary gives some exponents for key functions indicated after the activity title. It is
intended only as a quick reference to the kind of language practice a particular activity
might generate. Teachers may wish to elicit or provide further exponents of a specific
function before beginning an activity.

Agreeing/disagreeing
I agree with you/that.
Up to a point, I agree with you/that.
(I'm afraid) I disagree with you/that.

Blaming
It's your fault.
You're responsible for . . .
You shouldn't have done/said that.

Correcting
I think you've made a mistake there. It's not . . .
That's not quite right. I said . . .

Declining/rejecting (an offer)

No, thanks.
I' m sorry but I can't accept that.
I' m afraid that's unacceptable.
I couldn't possibly accept that.

Emphasizing
The following words add emphasis:
real(ly) e.g. that's really wonderful
absolute(ly) e.g. it was an absolute miracle
indeed e.g. their service was very good indeed

Forecasting
The goods are bound to arrive tomorrow.
The goods are likely to arrive tomorrow.
The goods may arrive tomorrow.
The goods are unlikely to arrive tomorrow.
The goods can 't possibly arrive tomorrow.

Greetings and farewells

Greetings forfirst meeting Reply
Hello, how do you do? How do you do?
Nice to meet you. Nice to meet you, too.

Greetings for second and

subsequent meetings
Nice to see you again. How are you?
Reply
Very well, thanks. And you?
Fine thanks. And you?
Not too bad, thanks. And you?
Not too good, I' m afraid.
Awful/dreadful/terrible
(between friends).

1 76
 A-Z of Language Functions
Farewells Reply
Nice meeting you (again) . Nice meeting you (again), too.

•
Hesitating
Actually, . . .
Basically, . . .
You see . . .

You know . . .
It's like this, you see . . .

Introducing self and others

May I introduce myself. My name's . . .
And may I introduce my colleagues. This is . . .

Judging
I'm convinced/sure/positive . . .
I thinklbelieve/feel . . .
I tend to think . . .
I' m inclined to feel . . .

Knowing
I know we sent the goods.
I think we sent the goods.
I doubt if we sent the goods.

Liking and preferring

I like visiting clients. (= I enjoy it)
I like to visit clients in their offices. (= It is appropriate)
I would like (you) to send that fax as soon as possible.
I prefer working in my office to travelling abroad.
I ' d rather work in my office than travel abroad.

Measuring and calculating

If you add the figures together, you get . . .
If you take the total time and subtract . . . , you get . . .
Let's see what we get if we divide/multiply . . . by . . .

Negotiating
Let's discuss the terms of the contract.
I'd like to settle the disagreement between us.
I think we can accept this contract if you . . .

Obliging (see also vetoing)

1 To be obliged to do something.
We must find a way of solving the cashfiow problems .
Do we have to do what he says? Isn 't there an alternative?
2 To oblige someone to do something.
These cashflow problems require us to look at our payment policy.
(require/force/compeVoblige someone to do something)
The problems have made us re-evaluate our current practices.

Permitting
You may take as much time as you need.
You are allowed/permitted to look at the answers now.
May/might I make a comment at this point?
Do you mind if I . . .

1 77
A-Z of Language Functions
Questioning
Could you tell me . . .
I'd like to know . . .
I wonder if you could tell me . . .
Do you happen to know . . .

Regretting
It's a (great) shame/pity that . . .
I' m sorry to hear that . . .
I'm afraid that . . .
Unfortunately, . . .

Sequencing
First/first of a11/initially/to start with
Second/secondly
Then/after that/next/subsequently
Finally

Telling
I told him that . . .
I said (to him) that . . .
I informed them about . . .
I explained to him about . . .
I reported to them that . . .

Urging
We should make a decision soon.
You ought to review the situation.
I suggest that you check your records.
I (would) advise you to check your records.

Vetoing (see also obliging)

1 To be obliged not to do something.
You mustn' t/may not give this information to anyone outside the company.
You are not allowed/permitted to . . .
2 To oblige someone not to do something.
The regulations prohibit us from giving this information to anyone outside the company.

Welcoming
Welcome to . . .
It's a pleasure to welcome you to . . .
We are very pleased to have you with us.

(E)Xpressing Your amaZement (and other emotions)

Amazement
This is a surprise !
I'm very surprised that . . .
Fearlworry
I'm worried about . . .
I' m concerned that . . .

178
 A-Z of Language Functions

Gratitude
I' m very grateful to you for . . .
It was very kind of you to . . .
Sympathy
I' m very sorry about . . .
Indifference
It doesn't matter.
I don't mind.
I don't care.

179
-
00

I Com m u n ication S ki l l Table

0

Presentation Phone call Meeting/discussion Negotiation Social English

1 Ice breaker x x
2 Active listening x
3 Advertising standards x
4 Age in employment x
5 Annual report x
6 B anks, lending and borrowing x x
7 Brand positioning x x
8 Budget negotiation x x
9 Business anecdote x
1 0 Business ethics x
1 1 Business grammar x
12 Business philosophy x
1 3 Business and the environment x x
14 Business in the community x x x
1 5 Capital investment x x
1 6 Career advice x
1 7 Communicating styles x x
1 8 Competence development x
1 9 Competitive tendering
)
x x
20 Conference organization x x
2 1 Consumer movement x x
22 Consumer survey x
23 Contract dispute x x x
24 Corporate culture x x
25 Creative thinking x
26 Ethical marketing x
27 Executive recruitment x
28 Form filling x
29 Homeworking x
30 Industrial espionage x x
3 1 International marketing x x

,., Ip ' . 'a

 , II to of � ,II �

32 Job satisfaction x
33 Just-in-time management x x
34 Management development x
35 Managing the future x x

36 Managing an investment portfolio

37 Market share x x

3 8 Micro-lending x

39 Negotiating a deal x x
40 Nerd management x

4 1 New product x

42 Performance appraisal x
43 Personal presentation x

44 Personnel management x
45 Planning a meeting x x
46 Pricing strategy x
47 Privatization x
48 Product management x
49 Product presentation x x
50 Promotion x
5 1 Quiz x

52 Recession x

53 Relocation x x
54 Reward x

55 S afety at work x

56 Shareholders' expectations x x
57 Small talk x x
58 Social arrangements x x
59 S ocializing x x x
60 Talking politics 1 x
6 1 Talking politics 2
62 Top businesses x
63 Training x
64 Troubleshooting x

- I
65 Utopia x
00
I
Business English Pair Wor/.: 2 gives i n termediate students of B u s i ness English further usef

practice i n com m un i cat i o n s k i lls. As i n Busilless English Pair Wor . J there arc fo ur types
exercise: i n fo r m a t i o n gap, d i scussi on, role-play a n d s i m u l a ti o n . A l l the exercise wor ig..fc

pletely new a n d t h e re i s i n tensive work on writing reports, negot i a t i n g budgets and con r

consumer s urveys, t ra i n i ng. a n d executive recru i t me n t . There are a l so special activi ties 0

small t a l k , soci a l a rra ngcments, tel l i ng a necdotes a n d exchanging o p i n i o ns, a nd socializil

Pair \\ ork exercises a re ideal fo r practice and confi dence in busi ness comm u n icatioll . A l l

exercises are p h o t ocopiable a n d they can easily b e used by pre-service o r i n -service st udel

Bllsiness English Pair Work 2 con t a i n s :

65 new s t i m u l a t i n g pa i r work activities

exercises lor st udent A a n d B i n the same book

detai led Teacher's N otes

a n A-Z of l a nguage fu nctions

a table sh o\\'ing the c o m m u n icat i ons practised i n each act i \ i t y

a glossary o f busi ness terms

BlI.lille.IS English P({ir Work :: is a n ideal in gred i e n t in a ny B usiness English course and C<ll

used to supplement a n y co u rse materia l .

A l s o p u b l i shed : Bllsiness Ellglish Pair " (II'" I Stcve F l i nders a n d S i m o n S\\cene�.

Cover phOtograph C VC.LJrIPP HowellfTelegraph Colour library

PENGUIN
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