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-PEARSON
Longman
I
The
Economist
I Irene Barrall I Nikolas Barrall I
Pearson Education Limited
Photo Acknowledgements
Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world.
The publisher would like to thank the following for their kind permission to reproduce their photographs:
www.pearsonlongman.com ©
Pearson Education Limited 2011
The right of Irene Barrall and Nikolas Barall to be identified as authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers
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First published 2011
All other images
ISBN: 978-1-408-26795-0
Picture Research by: Kay Altwegg
Set in Economist Roman 10.5 / 12.5 Printed and bound in Slovakia by Neografia
Acknowledgements The publishers would like to thank the following people for their helpful comments on the manuscript for this book: Lut Baten (prof dr.), ILT KULeuven, Belgium; Louise Bulloch, Intercom Language Services, Hamburg; Stephen Bush; Fiona Mackie, China; Elzbieta Jendrych, Ph.D, Kozminski University, Warsaw, Poland; Sarah Quiger, France. The publishers would like to thank the following people for their help in piloting and developing this course: Richard Booker and Karen Ngeow, University of Hong Kong; Adolfo Escuder, EU Estudios Empresariales, University of Zaragoza; Wendy Farrar, Universita Cattolica del Sacro Cuore, Piacenza; Andrew Hopgood, Linguarama, Hamburg; AnnMarie Hadzima, Dept of Foreign Languages, National Taiwan University, Taiwan; Samuel C. M. Hsieh, English Department, Chinese Culture University, Taipei; Laura Lewis, ABS International, Buenos Aires; Maite Padr6s, Universitat de Barcelona; Giuliete Aymard Ramos Siqueira, Sao Paulo; Richmond Stroupe, World Language Center, Soka University, Tokyo; Michael Thompson, Centro Linguistico Universita Commerciale L Bocconi, Milan; Krisztina Tull, Eur6pai Nyelvek Studi6ja, Budapest.
©
Pearson Education
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Illustrated by Kathy Baxendale and John Bradley
Introduction 6 Unit 1
48 Unit 10
Motivate staff 10 Unit 2
Take a stand 52
Show the way 14 Unit 3
56 Unit 12
Manage change 18 Writing 1 Unit 1
Unit 11 Do the right thing Develop skills
Memos
60 Writing 4 Coveri ng letters
Unit 4
62
Good business practice
68
Culture at work
74
CuLture profile
75
Grammar reference
86
Pairwork
Motivate staff This unit will help you review language for talking about contrast and similarity. You will also review phrases for giving feedback. Page 6.
20
Spin 24
Unit 5 Balance funds
28
Unit 6 Make contact
32
Writing 2 Formal emails
101 Audioscripts
34 Unit 7
Manage resources 38 Unit 8
Resolve conflict Unit 5
Resolve conflict This unit will help you review the keywords and phrases for presenting arguments and organising ideas. Page 24.
42
Unit 9 Communicate ideas
46
Writing 3 Mission statements
Unit 11
Do the right thing On the inside back cover of this book you will find an interactive CD-ROM with extra activities, audio files and video clips. There is also a reference section with grammar, culture notes and good business practice.
This unit will help you review language used in reporting. You will also focus on the importance of word stress to convey meaning. Page 52.
The InteLLigent Business Advanced SkiLL~ Book provides a practical approach to developing each of the core business skills: presentations, attending and leading meetings, negotiating, socialising and telephoning. The book is for advanced learners who are either already in work or studying and preparing for a career in business.
How can the book be used? The Skills Book provides all the components for a complete course. However, it can also be used in conjunction with the InteLLigent Business Advanced Coursebook. Each Skills Book unit gives further practice of language introduced in the equivalent coursebook units. There is also an InteLLigent Business Advanced Video that shows the language and business skills common to both books in practice. The Skills Book can be taught as a one-week intensive course of 30 contact hours; or it can be used for classes that attend one or twice a week over a longer period. It is designed for groups of four to eight students, but can be adapted for use with larger groups, or with one-tO-{)ne students. (See InteLLigent Business Advanced Teacher's Book for guidelines.)
What is in the units? Each unit contains two or three practical speaking tasks, which are designed to develop the skills you need to meet the objectives of the unit. After each task, you will have a short analysis session, which will help you to evaluate your performance. There are also listening activities in each unit, which provide a model of key language and will also help you to develop your listening skills. The section What do you think? gives you the chance to discuss your own experience of business. If you don't have any experience of work, you can refer to the Good business practice section at the back of the book. The CuLture at work section at the back of the book will help you to find out how other cultures approach common business situations. You can draw up your own culture profile by completing the chart on page 74. There are four writing units in the book which will give you practice in the kinds of writing that are useful in business: memos, formal emails, mission statements and covering letters. You can go to the Grammar reference for information about the main grammar points, and for exercises to help you to practise key points. The integrated CD-ROM will give you extra practice activities to do on your own. You can practise listening to the dialogues from each unit and watch short extracts from the Intelligent Business Advanced Video. We hope you enjoy using this book and find it helpful in improving your English. Good luck! Irene Barrall and Nikolas Barrall
90-120 minute block
90-120 minute block
90-120 minute block
.6
Motivate staff
Spin
Manage resources
Take a stand
. 34
. 48
Analyse an HR problem Give feedback
. 20 Explain options Give a briefi ng
Make predictions Allocate resources
Make a forecast Negotiate the best deal
Show the way
Balance funds
Resolve conflict
Do the right thing
. 10 Show leadership Unite your team
. 24
. 38
. 52
Present arguments Raise objections
Resolve conflict Influence others
Query information Report concerns
Manage change
Make contact
Communicate ideas
Develop skills
. 14
. 28
. 42
. 56
Find a compromise Analyse options
Create an opening Make a pitch Evaluate an idea
Get your idea across Evaluate choices
Identify skills Request train ing Prepare for an interview
Memos
Formal emails
Mission statements
Covering letters
. 18 Write a directive memo Write a response memo
. 32
. 46 Write a company mission statement Write a personal statement
. 60 Respond to an advertisement Enquire about an opening
Write a formal email
Good business practice
Unit 9
Communicate ideas
Culture at work / I
Culture profile Grammar reference Pairwork Audioscripts .
101
This unit will help you review key functional language used to communicate ideas and vocabulary related to marketing. You will also practise using different types of adverb. Page 42.
Analyse an HR problem
What do you think? Pdir
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Student A: You are the sales manager. Turn to page 86. Student B: You are the sales director. Turn to page 98. Step 2 Meeting Role-playa meeting between the sales manager and sales director to decide whether the bonus will be paid and, if so, how much it should be. AnaLysi
Were you able to present arguments about why the bonus should or should not be paid? Did you reach an agreement in the meeting?
Unit 5 . 25
What do you say? 2
Justifying decisions Discourse markers can provide a link between different parts of speech or act as a signal to the listener that the conversation is going to change direction or emphasis. Look at the discourse markers below and underline the one that does not belong in each group. Decide which of the other groups it belongs to. Focusing on a subject as far as ... is concerned
regarding
2
Showing a consequence no doubt therefore for this reason
3
Generalising with reference to
4
5
6
on the whole
Persuading someone look consequently
after all
Conceding a point it is true of course
such as
Giving an example for instance in particular : J' our e
CD 13
e
Listening
by and large
broadly speaking
certainly a ke c;
e 78
Edward Carr, the business affairs editor of The Economist, presents his case to defend executive pay. Listen to parts 1-4 and match the interview questions with the responses. a b c d
What are some of the hazards connected to the position of CEO? When did executives' pay start to increase? How does current executive pay compare to other high-flying jobs? Who or what is perceived to be to blame for the situation?
Part Part Part Part
0 0 0 0
Listen again and choose the correct options. 2 3
4
5
What do you t
In
Executive pay increased sharpLy / remained steady in the 1990s. When executive pay was less high, boards were more / Less independent. Average pay for executives is $7 million per annum / contract. Executives appointed from outside a company tend to be more / Less successful. The length of an executive's contract has got Longer / shorter.
Executive perks Do you agree with Edward Carr? Is high pay for executives justified? How do the figures that he mentions compare to executive pay in your country?
26 . Unit 5
Match the executive perks below to their description and discuss whether they are general practice in your country. Which do you think would be most effective in motivating an executive? 1
2 3 4
Golden parachute Golden handshake Golden handcuff" Share options
a b c d
Task 2
incentives to remain with a company the choice to own company stock to supplement salary a large amount of money paid on leaving a company - often as an incentive to retire early contract agrees that a large amount of money will be paid if the contract is terminated early
Objective: Raise objections Glover & Royal sells luxury cosmetics. The internet made the brand popular in the global market, particularly in Asia. However, the company has not achieved similar success in the USA The objective for the future of the company is to expand into the lucrative male grooming market. The present CEO is due to retire soon. The board needs to consider whether to continue with the company's traditional policy of promoting an executive from within the ranks or to appoint a CEO from outside the organisation.
Step
1
Preparation
You are on the board of directors. Look at the information about one of the candidates and prepare arguments as to why he or she should be appointed. Consider areas where fellow board members might raise objections and have a response ready. Use the notes about the rival candidate to prepare objections to his or her appointment. Student A: Turn to page 89 and look at the information about Dulcie Fry. Student B: Turn to page 92 and look at the information about Fred Hawkins.
Step 2 Meeting Take turns to summarise the reasons why your candidate is the best person to be CEO. After you have listened to your partner's presentation, raise any reservations you have about their candidate. Step 3 Negotiation Choose to be either Dulcie Fry or Fred Hawkins. Prepare the minimum terms and conditions that you require if you are to accept the position of CEO. Take turns to be one of the candidates and a senior member of the board and role-play the negotiation.
Analysis
r~~_Self-assessment
Were you able to present a case for your candidate? Were you able to raise objections about the rival candidate? Were you able to reach agreement in the negotiation? Think about your performance on the tasks. Were you able to: - present arguments?
yes
need more practice
- raise objections?
yes
need more practice
Unit 5 . 27
Create an opening
r What do you think.
Make a pitch
EvaLuate an idea
A naturaL networker? How often do you meet new people as part of your job? What types of situation do you meet them in, for example, trade fairs, meetings with other companies in your group, conferences? Find out whether you're a natural networker. Read the statements below and choose the three that most apply to you. Discuss your ideas with a partner. Look at the evaluation on page 91. Do you agree or disagree with the comments?
1
I know that it's supposed to be useful but when it comes to the crunch, I just freeze.
4
I'm not really a sociable person. I'm just the same at parties - I only talk to people I know.
2
I just start talking to people around me and before you know it I've got half a dozen business cards in my pocket.
5
3
If I've got to make some contacts for a project I'm working on, I'll target a likely gathering and talk to people until I find someone who could be useful and then try to connect.
6
28 . Unit 6
7
When I do finally manage to get chatting to someone, they're never any use as a contact. I think the whole thing is a waste of time.
I'd rather be talking than working. If I can stand around drinking coffee and chatting to new people while getting paid, great!
8
The way I see it, just one contact in twenty might be useful, but often those useful contacts have saved me an awful lot oftime down the line.
I network as a means to an end - it goes with the territory. I try to be focused and home in on whether we could be of use to each other.
9
I'm a people person - I'll talk to anyone. It's fun. You can always find something interesting about a person.
CD 14
e Listening 1
Put one word from the box into each space in the sentences below. waving excuse liaise badge pity queue remember chance field session 2 3 4
S 6 7
8
You don't know Clem Wilson by any _ _ _ _, do you? We're not really in the same _ _ __ Hi, I seem to we met at Sales & Sellers last year. Yes, you were sitting next to me at a led by that cold-calling guru. Is this the for coffee? I between our factory and our customers. I can see from your name that you're with Bossa Fruit. at me. Would you . Oh, I think my colleague is _ _ _ _ me?
Now listen to four conversations at a sales conference and check to see whether the speakers use the same words as you. Listen to the four conversations again and decide whether each one leads to successful networking. What are the reasons for the ones that are not successful?
Objective: Create an opening
Task 1 Go
Step I Networking You are at a conference and you have been asked to find contacts who might be useful for your company. Use the information on the role cards to introduce yourself to other people in your group. Ask polite questions in order to find the contact who can help you. If the person you are talking to is not someone likely to be a useful contact, make small talk and then move on. Student A: Turn to page 96. Student B: Turn to page 90. Student C: Turn to page 93. Student 0: Turn to page 99. Student E: Turn to page 100. Student F: Turn to page 89.
POI'
Step 2 Discussion Was it obvious when someone was speaking to you to find out if you were a useful contact for their company? How did it make you feel? What advice would you give to someone who wanted to make a good first impression when meeting new people? Present your ideas to another pair.
An lysis
Were you able to introduce yourself and start a conversation? What questions did you ask to find out about the other person? Were you able to make any contacts that were useful to your company? Unit 6 . 29
What do you say?
Pitching your idea Below are four stages for pitching an idea. Match the stages 1-4 with the descriptions a-d. ) 2 3 4
Engage Inform Explain Project
a b c d
talk through the process in more detail gain attention by outlining the benefits indicate the end result briefly describe the facts
Two pitches are jumbled together. Below are the opening statements for each pitch. Look at sentences a-f and identifY whether each sentence goes with pitch 1 or pitch 2. Write each pitch in the correct order, following stages 2-4 above. a b
c d e f
Task 2
Parts of our service run at a loss because of lack of volume. The unit price is considerably less than any of the other models that are currently on the market and the manufacturer has agreed to pay for a huge marketing campaign. We could be running a better, more cost-efficient service within a year. You can expect a 20% return on your investment within eighteen months. I'm starting to import a new games console from Korea. We can cut costs by restructuring and then outsourcing as far as possible, for example IT and transport.
Pitch 1
Pitch 2
I'd like to offer you an exciting investment opportunity with my company.
I have an idea that could reduce our costs by around 15% per annum.
Objective: Make a pitch Digimart is an international electronics company which is planning to develop a new digital video camera. The project is still at the concept stage and the company is planning to set up an international team to generate fresh ideas.
Step 1 Discuss concepts Look at the concepts on page 97. Which do you think would be most successful? Why? What target market would each concept appeal to? Brainstorm more ideas for a new type of digital video camera. Step 2 Make a pitch You want to work on an international project. You meet the director in charge of the international project to develop the new video camera at a company event. Take turns to be the employee and the director and role-play the conversation. Student A: You are the employee. Turn to page 90. Student B: You are the director. Turn to page 92.
rA~a~ysis 30 . Unit 6
Could you pitch your idea clearly and confidently? Did you indicate your interest in taking part in the project? Are there any parts of your pitch that could be improved?
Listening'
Present your pitch is a radio programme where entrepreneurs have a minute to pitch a business idea to a group of potential investors. The next candidate is about to begin his presentation.
~158
Listen to part I and answer the questions. 2 3 4
5
CD 16
E
What does the entrepreneur want from the investors? What is the product? How did he get the idea? How would you rate his pitch? Would you invest? Why / Why not? What would you have done differently if you had been the entrepreneur?
Now listen to part 2, the comments from one of the potential investors, and make notes about the formality, jokes, assumptions and product description in Stan's pitch.
e Task 3
d
Objective: Evaluate an idea 4
CD 17 E
Step 1 Evaluate a pitch Another candidate appears on Present your pitch. You are the panel of experts. Together you have 050,000 to invest. Listen to the presentation and discuss the following questions: -
What did you think of the candidate's pitch? Give examples of the parts that you thought were most and least effective. What did you think of the product? Do you think it has potential? Are you going to invest? If so, how much?
Step 2 Prepare a pitch Look at the information and prepare a pitch to sell your idea. Student A: Turn to page 93. Student B: Turn to page 99.
Student C: Turn to page 90. Student 0: Turn to page 97.
Step 3 Pitch to the panel Students A and B, pitch your ideas to the panel (Students C and D). The panel can choose how much money to invest in each idea. Then Students C and 0, pitch your ideas to the panel (Students A and B).
Analysis
Were you able to evaluate whether it was a good or bad pitch? Did you pitch your idea confidently?
Self-assessment
Think about your performance on the tasks. Were you able to: - create an opening?
yes
need more practice
- make a pitch?
yes
need more practice
- evaluate an idea?
yes
need more practice
Unit 6 . 31
Write a formaL email What do you write?
The tone of a formal email is similar to a business letter. However, as with all em ails, the information should be concise. Match the functions 1-6 to the parts of the email a-f.
5
Bullet point or list information Offer further assistance State when you made contact Say why you are writing Insert clear subject sentence
6
ClarifY any attachments
1
2 3 4
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Deleto
Junk
Reply
Reply N
forw~rd
New
~'.;sag.
Note To Do
To:
[email protected] From:
[email protected] Subject: a Requested Autotravel information
Dear Ms Hanson, b It was a pleasure to meet you at the Tourism Expo in Milan last week. c As requested, I am sending information about Autotravel packages. I am sure that this will be of interest to your company. The Autotravel package is designed for independent travel agents like yourselves. It will streamline administrative tasks and improve the booking process for your clients. d The following information is attached: e
1. Full details of our services 2. A case study that demonstrates the system in use 3. Our current price list If you require any further information, please do not hesitate to contact me. I look forward to hearing from you . Yours sincerely, Karl Fendz Marketing Director
32 • Writing 2
Replace the underlined words in the email in exercise 1 with one of the phrases below. 2
3 4 S
What do you think
Evety day we send and receive emails. Some are informal emails to friends or colleagues, others might be more formal emails to potential customers or suppliers. Match the content 1-6 with the examples a-f. Can you think of more examples? Which of these should you avoid in a formal email? I
2 3 4
S
6
What do you write? t
As you expressed an interest in our services Kind regards, Following our conversation Please find Do let me know if you have any queries.
Abbreviations Salutation Contractions
a Yours sincerely, / Regards, b Here's some blue sky thinking for you. ~ c d I'm writing to see if you've ... e FYI (for your information) f Dear Mr Webb
.
Jargon A formal ending Emoticons
In informal emails there is usually less emphasis on correct use of English. However, it is important to check formal emails before you send them to make sure that they are accurate and that the punctuation is correct.
Look at the email below and insert paragraphs, capital letters, full stops, commas, bullet points and a colon.
CJ
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i am contacting you to confirm that i have paid the course fees for the international finance cou rse which starts on 18th June if you could send an email confirming that payment has been received i would be grateful could you also send the following before the start of the course term dates travel directions pre-course reading list thank you for your help with this matter kind regards
Task
Objective: Write a fonnal email Write a response to Karl Fendz. Refer to his email. Express interest in the Autotravel package and request a demonstration. End politely by saying that you look forward to further contact.
Writing 2 . 33
Make predictions
Allocate resources
Avoiding waste Just as governments have to make decisions about how to ensure a continuing supply of power and resources, so companies have to work out how to avoid wasting resources and energy. What of the following do you think are the three most important actions that a company can take to avoid wasting resources and energy?
-
Use fuel-efficient company vehicles Use low-energy light bulbs Switch off PCs when not in use rather than leave them on stand-by Ensure the canteen uses local, fresh produce Avoid taking long-distance business flights
Can you think of any other measures that a company can take? Has your company adopted any of these measures?
34 . Unit 7
r CD 18
Glistening
Maeve Reynolds and Karen Palmer run a bakety and patisserie firm in the south of England. They need to replace their delivety vans. Listen to their discussion. What two environmentally-friendly measures is Karen proposing? Listen again and answer the questions. I
2
3 4 5 6
7
What do you c;ay
What is the problem with the current vans? Why does Maeve not want hybrid-engine vans? What would be the two benefits for vans delivering to London? What are the running costs of the electric van they are discussing? What reservation does Maeve express regarding electric vans? What is the range of the electric van? What is the problem with using electricity?
Suggesting changes Match the beginnings of the sentences 1-10 with the ends a-j to make suggestions. We could diversifY 2 It might be an idea to branch 3 I'm sure you'll already have 4 Perhaps it'll be necessary to scale 5 We should channel more 6 Maybe we should consider 7 Our competitors won't have agreed 8 It would be a mistake not to 9 We need to focus on the fact that 10 In a decade, will global warming really have
a
the world's resources are dwindling. b resources into projects that encourage sustainable development. c to abandon fossil-fuels. d out into service industries. e down our future building projects. f consider hydroelectric energy. g looked into possible c1imate-change strategies. h affected our industry as much as we fear? into other areas, such as biofuels. J investing more in nuclear energy.
Unit 7 _ 35
Task 1
Objective: Make predictions You are the senior management team of Pedson Holdings, a multinational company with interests in mining, energy and construction. Step] The world is changing. Make predictions about how the following global issues may affect the mining, energy and construction industries over the next decade. Global warming Increased population Scarcity of natural resources Population movement Fuel and power costs
S'lla q
Step 2 At present the company's energy interests focus on coal and gas. Suggest how the company could adapt in order to meet the chaI1enges of the future.
Were you able to make predictions about gLObal issues? Did you suggest ideas abol..t how the company could adapt~ CD 19
Listen to the news report and decide if the fol1owing statements are true or false. The government is using advice rather than legal measures to reduce energy use. 2 3
4
36 . Unit 7
The legislation will have an impact on night-shifts in most industries. Petrol and diesel tax has increased by more than 50%. Water rationing will be implemented within a week.
S
The energy minister believes that the public will generally support these measures.
(
The building of new towns has proved unpopular.
Task 2
Objective: Allocate resources Your region is suffering a water shortage and the government has introduced water rationing. You work for a courier company which has 300 employees. As well as using water for normal office hygiene, the company vans also need to be kept clean and presentable. Due to the current resource crisis, your company needs to decide where and how to make water savings. Currently the water usage is 50 litres per day for each employee in the company.
Step
1
Meeting
You have been appointed to the water efficiency committee. Your objective is to reduce your company's water usage to 12,000 litres per day (40 litres per person). Look at the ideas below and discuss which you agree or disagree with. Give reasons for your opinions. Suggest more ideas to save water. Clean the offices less frequently Install short-flush toilets Install taps that turn off automatically Run an awareness campaign d\.(l
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Grammar reference . 75
Continuous forms
Exercises
The present continuous has the following uses.
Match the sentences 1- 5 with the contexts a-e.
•
•
Things happening now and temporary situations
He's working as a consultant in Madrid for six months. Planned future events We're having a meeting next week to discuss the changes to the schedule.
The past continuous has the following uses. • •
To give background information We met while we were attending a course. Interrupted actions Our supplier was doing a good job but he stopped trading.
The present perfect continuous has the following uses. •
•
Events which began in the past and are continuing at the time of speaking I've been showing James the changes to payroll procedure.
2
3 4
5
a the action b the action c the action d the action action e the action
Continuous infinitive forms have the following uses. •
In the present or perfect after certain verbs such as appear, hope, seem, want Staff seem to be accepting the new production scheduLes without any concerns.
will happen in the future
Next quarter, we __ the new policy. a were implementing b 're implementing c 've been implementing
Events which are still incomplete They \Ie been carrying out a force field analysis. They should be finished soon.
To refer to temporary events that were taking place before a time in the past Then we discovered that he had been talking to other employees about confidentiaL changes.
began in the past and is unfinished was interrupted in the past is happening now took place prior to another past
Choose the best option, a, b or c, to complete the sentences.
2
Before their financial problems they _ _ to open a new plant. a 've been planning b 're planning c 'd been planning
3
We seem __ some technical problems. a to be experiencing b were experiencing c are experiencing
4
The R&D department _ _ a new model for some time now. a to be developing b have been developing c are developing
The past perfect continuous has the following uses. •
He was looking at the proposal when we got the email to say that the budget had been cut. I'm looking at the proposal after the meeting. They've been discussing the proposal for months and not made any progress. Changes to the pricing structure were announced after the proposal had been agreed. He's looking at the proposal and will let you know.
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76 • Grammar reference
Paired structures
Exercises
Correlative conjunctions
Complete the memo with correlative conjunctions.
Correlative conjunctions have the following uses. •
•
•
•
•
•
To refer to two different options, interpretations or si tuations Either we pay passengers compensation or we offer them aLternative flights. Whether they accept our offer or not wiLL depend on a number of factors. To refer to two things in the negative Neither the board nor the staff wanted tl1,e company to faiL. To refer to two things that share a common feature This course of action wiLL both/not only soLve the probLem and/but aLso improve our image. As well as interviewing the CEO the media aLso taLked to staff. To indicate contrast Some passengers have been jlolAm home, others have bee11 put up in hoteLs. To show a chronological link between two things Once we reaLised tl'Le scaLe of the probLe1'H then we were abLe to take appropriate action. To indicate a relationship of cause and effect As our reputation suffers, so do our shares.
Paired comparatives The first clause or phrase introduces a situation and the second clause expresses the consequence. The quicker we act, the more successful the outcome wiH be. Write a press reLease; the sooner the better.
We have talked to all the parties concerned and _ _ _ the staff nor the unions are willing to accept our offer. 2 it became clear that no agreement was possible then we looked for other solutions, The options are that we 3 offer our clients alternative holiday dates or we give them a full refund. Initial research suggests that 4_ _ _ people will agree to these arrangements but others will seek compensation . This puts us in a difficult position, 5 , the financial implications will anger our shareholders but, on the other, any bad press could damage our company, As our reputation suffers, 6 do our shares. 7 we survive this crisis or not will depend on how we handle this situation. A rapid response will 8 reassure our customers but also save our company.
Complete the sentences with paired comparatives using the words below. complicated cold difficult soon angry simple good productive impossible intelligent happy popular
2 3 4 5
6
As we discovered in the meeting, _ _ the problem, _ _ the solution, unfortunately. Let's act quickly. The _ _ we resolve this, the _ _ it will be for our share price. From experience, I've found the _ _ the journalist, the _ _ the questions. We believe in motivation, the we can make the team, the _ _ they will be. We find that in winter, the _ _ it gets, the _ _ tropical destinations become. The airport staff announced the cancellations and the _ _ the passengers became, the _ _ it was to help them. a\q!ssodw! a.lOW 'la!l~m? 9 lB\ndod alOW 'lap\OJ S aAIPnpOld alOW 'lalddBl[ t l\nJ8::JIP alOW 'lUa~malUJ alOW £ laHaq 'lauoos Z palBJ!IdwoJ alOW al[l 'la[dw!s al[l 1 'l asp.laX3 Ol Aa)J AIUO lOU 8
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Grammar reference . 77
Discourse markers
Exercises
Some discourse markers are used mainly in speech but not in writing and vice versa.
Complete the conversation with the discourse markers below.
Discourse markers have the following uses.
afterwards by the way so by and large well besides as a matter of fact first of all for instance actually
..
To enumerate and order information Writing: jirst(ly), second(Ly), etc., initially, eventuaLLy, ultimately,jinaLLy, last(ly), then, next, before, after Speaking: jirst of aLL, afterwards .. To add additional information and give examples Writing: for example, such as, i.e., moreover, furthermore, in addition Speaking: for instance, Like, on top of this, besides, too, say To signal contrasts and similarities Writing: however, nonetheless, on the other hand, although, whereas, despite, in fact, in contrast, rather, similarly, yet Speaking: as a matter of fact, actuaLLy, anyway, though .. To indicate cause and result Writing: as a result, therefore, consequently, hence, thus Speaking: so, that's why " To generalise and summarise Writing: on the whole, in general, generaLLy speaking, to conclude, in conclusion, to sum up Speaking: by and large, mostly, mainly " In conversation to indicate speakers' attitudes OK, right, actuaLLy, weLL, by the way, so
A: I told Charles that I didn't want to move.
B: A: B:
A:
II
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78 • Grammar reference
B:
A:
B:
A: B:
I enjoy my job and 1_ _ the journey to work is longer if I move branches. What did he say? Well, 2_ _ he wasn't happy but 3_ _ he said that he understood. But there must be someone else who could do that job. 4_ _ , David's well qualified. 5_ _ I suggested David for the job but Charles didn't seem keen. I suppose they want someone with analytical skills and,6_ _, David's experience is in financial services, isn't it? That's true. 7_ _ , strictly between you and me, I heard he could be promoted to head of financial products by the end of the year. 8_ _ he probably wouldn't consider a move at this point, would he? 9 _ _ , I suppose we'd better get back to work. I'll pop into your office later. OK. Oh, 10_ _ , can I you bring last week's financial report with you when you come?
Choose the correct discourse markers to complete the memo.
1 Generally speaking/As a result of recent meetings, there has been speculation that amendments to financial policy will have an impact on departmental budgets. 2Therefore/Yet I would like to clarify the present position. 31n general/Consequently, most budgets will remain unchanged in the short . term. 4Whereas/However, there will be some exceptions. 5For example/Such as, there will be will an immediate review before further expenditure in Marketing and Design is agreed. 6Initially/Firstly, all other departments will continue as they are but 7 ultimately/after departmental spending will be reviewed in all areas before the end of the present financial year. SAlthough/Moreover we request that any departmental expenditure exceeding $500 (9thus/i.e. training, travel, etc.) is countersigned by the Finance department.
Third conditional
Exercises
The third conditional has the following uses.
Match the beginnings of the third conditional sentences 1-6 with the endings a-f.
•
To talk about past situations or events and to speculate about the outcomes that resulted or could have resulted from them or from an alternative course of action
The clauses in conditional sentences of this type can take the following forms. •
been able to prepare a better pitch. negative
+
4
6
a b
negative
If we hadn't met at the conference, vve wouldn't have been able to worJ~ on a joint venture together. •
3
S
affirmative + affirmative
If we had had nwre time, we would have •
2
negative
c d e
If we hadn't changed the concept, we would have had more chance of sec'Uring backing.
f
negative
+
affirmative / affirmative
+
rf you hadn't told me that there would be healthy returns, ... If you had made more contacts at the trade fair, .. . We wouldn't have attended the conference if .. . They would have generated more ideas .. . We might not have been able to attend .. . If you had met him ten years ago, you .. . if they had held a brainstorming meeting first. we hadn't seen the advertisement in the trade paper. if the date of the meeting hadn't been changed. I wouldn't have invested in the company. wouldn't have recognised his entrepreneurial talents. we might have been able to send out more copies of the new brochure.
Other third conditiona fonns The third conditional is also used in association with the past modals should have, could have, might have. If they had explained their idea in a better way
they might not have lost our support.
Complete the third conditional sentences with the correct form of the verbs in brackets.
2 3 4 S
6
If we had worked later last night, we _ _ (finish) the presentation by now. It would have been better if you _ _ (speak) to the person in charge. If they had spent longer on the concept stage, they _ _ (not lose) the potential backers. If you had introduced yourself at the seminar, I'm sure he _ _ (want) to discuss your ideas. They wouldn't have contacted me if I _ _ (not send) them some of my designs. The company might not have imported the games if they _ _ (know) more about the suppliers' working conditions. UMOU:>[ PB4 9 lUdS l,UpB4 S p;JlUBM ;JAB4 PlnoM y lsol ;JAB4 l,uPlnoM I: u;J:>[ods PB4 Z P;J4 S1U 1j ;JAB 4 pr noM I 'l ;}SP.l;}X3 Ol A;})J ;J9
:JS
By
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Grammar reference . 79
Future perfect
Exercises
Future perfect simple
Complete the sentences with the future perfect simple form of the verb in brackets.
The future perfect has the fol1owing uses. •
To make statements and projections about events and situations in relation to a time in the future
•
To describe actions that will be completed before or at a certain time in the future
I _ _ (send) the report by next Monday. 2 How much _ _ (spend) on biofuel research by the end of the decade? j We _ _ (reach) an agreement by the end of the meeting. If scientists refuse to share knowledge, they _ _ (miss) an opportunity to find a solution. S In two years' time our company _ _ (be) in existence for a century. 6 If we each take action to reduce waste, we _ _ (try) our best to save the planet. 7 The exciting thing is that this data _ _ (not be analysed) in this context before. P These theories _ _ (not be tested) by the time we make our decision. I
The future perfect is usually associated with a clause or phrase with by, when or ifwhich situates the future time or moment in relation to which the statement or projection is being made. By the time leaders pay attention to the water shortage we will have missed several opportunities to solve the problem.
If we find an efficient alternative to fossil fuels the years of research won't have been wasted. uture perfect continuous
Choose the best option, a or b, to make future perfect simple or future perfect continuous sentences.
The future perfect continuous has the fol1owing uses. • •
To talk about anticipated events that will be happening at a given point in the future To describe an incomplete or uninterrupted activity By next year the hydroelectric plant will have been running for a decade , so we'Ll carry out a detailed assessrnent.
2
The following adverbials can be used with the future perfect. By 2025
Btifore next year In ten years' time This time next week
q9
es
qt
e£
ez
qI
1:
