Market Leader: Advanced Teachers Book (Market Leader)

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E l w on n a DubickaMargaret O'Keeffe

FT FIN A N C IA L TIME S

PearsonEducation Limlted Edinburgh Gate Harlow EssexCM2o2JE England Education Limited2006 @Pearson Therightof lwonnaDubickaandMargaret O'Keeffe to be identified astheauthorsofthis workhasbeenassertedbythemin 1988. accordance withthe Copyright, Designs andPatentsAct All rightsreserved; no partofthis publication maybe reproduced, in anyformor byany storedin a retrievalsystem,or transmitted photocopying, recording or means,electronic, mechanical, otherwise, withouteitherthe priorwrittenperrnission ofthe Publishers or a licencepermittingrestricted copyingin the United Kingdom issuedbythe Copyright LicensingAgency Ltd,90 Tottenham CourtRoad,LondonW1P9HE Firstpublished2006 Thirdimpression 2oo7 Pack; ISBN:928-1-4o58-4347-8 Bookfor pack: ISBN: 978-o-582-85463-5 for pack: CD-ROM ISBN:978-1-4o58-4266-2 Setin 9/upt Metaplus Printedin SpainbyMateuCromo,S.A.Pinto EditedbyCatriona Watson-Brown Designed by OxfordDesigners & lllustrators Prolectmanaged byChrisHartley Produced for Pearson Education by PhoenixPublishing Services www.market-leader.net

Acknowledgements Wearegratefultothe followingfor permission to reproduce copyrightmaterialsr FinancialTimes Lirnitedfor extractsadaDtedfrom 'Whv I refuse to hobnobfor advantageat vanityfaii by LucyKellaway, publishedin the FinanciolTimes24th)anuary2oo5;'lt's a brave newworldout there...so shouldyourelocate' by HenryTricks, publishedin the F/nancialTimes2othMatch2oo4;'Goodbyeto published oldJashioned ideology'byDettaBradshaw, in the FinoncialTimes7stAugust2oo5;'Emphasisshouldbe on more published skillsinvestment'by GillPlimmer, in theFTRepoft, Profession0l Development2oo4 TtthOclober2oo4:'An ltalian iob takesits toll on Austrianroads'bVAdrianMichaels, publishedin the Finonciollimes 22ndAptil2oo5;'lndia and its energyneeds:Demandis risingbut lagsrestof theworld'by KevinMorrison,publishedin the FlrdrclolTimesltn )anuary 2oo5;'Nuclear energy:Come-back kid or ugtyduckling?'by FionaHarvey,publishedinthe FinoncialTines 14th0ctober 2oo4:'Offshoring: A lossofjobsor a gainin profits?'by Erian Groom,publishedin the FinancialTimes BusinessReporis, FutureofWo* 2oo4 2zthSeptember2oo4;'Businessbowsto growingpressures' byAlisonMaitland,published in the FinoncialTineszgthNovemberuoo4;'WhyDeutscheresists published nationalchampion status'by PatrickJenkins, in the FinanciolTimes76thFebruary2oo5;'Floodgatesopento a new style'by DanRoberts,from FT.comrorhMarch2oo5;'Adviceis oncemorein demand'bySimonLondon,pubtished in the FinancialfimeszSthApril2oo5;'A tougheroutlookfor BritainS advisors'byMichaelSkapinker,publishedin the Finonciol Iimes z8rhApril zoo5;'Planto think strategically'by Morgen Witzel,from the FfSunmer SchoolSeties9thAugust2oo4; 'Whyso manymissionstatements aremissionimpossible'by SathnamSanghera,publishedin the FrronciolTimes 22ndluly 2oo5;'Groceriesby the vanload'by JonathanBirchall, publishedin the F,nancialTimes2otnAp(il2oo5;'Technology that put a shineon a growingbusiness'by MarcusGibson, publishedin the FiranciolTimest6thMarchzoo5; 'Assolan's babiesbattle for marketshare'byJonathanWheatley, publishedin the F,rdncialTimesr6thMarch2oo5;and'Advent published ofthe lTmarriage broker'byMaiiaPesola, in the FinoncialTimes 5rhAugust2oo5. SarahMurrayfor extractsadaptedfrom her articles 'Partnerships: Campaigners usepeaceas a weapon',fromthe Ff Repoft,lntemational PublicSector5tnMay2oo5;'OLder people:Ageand experience', from f7Buslress Repofts, Business andDivercity lothMay2oo4;and'Business modets: published Takea goodlookat the localissues', in the Frorfloi fimes z4t^)une zoo4.

Photocopying grantspermission ofthose ThePublisher forthe photocopying pagesmarked'photocopiable' according to thefollowing conditions.Individualpurchasersmay makecopiesfor their own useor for use by the classesthey teach.Institutional purchasersmaymakecopiesfor useby their staff and students, but this permission doesnot extendto additionat institutions or branches. Underno circumstances mayanypart ofthis bookbe ohotocooied for resale.

DavidBowenfor an extractadaptedfrom his article'Websites needto havebothhardtoolsandsofttouches'.oublished in Financiol nmes 14th February zoo5, the JayCongerand EdwardLawlerfor an extractadaptedfrorntheir article'Peopleskillsstill rule in the virtualcompany',from Ff SummerSchool2oo526rhAugust 2oo5. In somecaseswe havebeenunableto tracethe ownersof copyrightmaterialand we wouldappreciate anyinformation thatwouldenableusto do so.

Introduction MarketLeaderAdvancedis the latestadditionto this five-leveL series.Likethe otherCourseBooksin the series.it reflectsthe fast-changing world ofbusinesswith materialsfrom authentic sources.suchas the financialTimes.TheAdvanced Course Bookcontains12mainunitsandfourrevisionunitsandretains the dynamicandeffective approach that hasmadethisseries so successful in Business EngLish The classes worldwide. CourseBookis accompanied by a PracticeFile,TestFileand Teacher's Resource Book(with photocopiableactivitiesand TextbankmateriaD.

MarketLeaderis an extensivenew BusinessEnglishcourse designed to bringtherealwortdof international business into the language-teaching classroom.lt hasbeendevelopedin associationwith the f7,anciolTimes,oneot the worldt leading sourcesof professionalinformation,to ensurethe maximum rangeandauthenticity of business content. Thecourseis intendedfor useeitherby studentspreparing for a careerin business or by thoseatreadyworkingwhowant to improvetheirEnglish communication skills.lt is most suitablefor usewith studentswho are at an advanced languagelevel. Ma*et Leadercombinessomeofthe moststimulating recentideasfromthe world of businesswith a stronglytaskbasedapproach. Role-plays andcasestudiesareregular featuresofeachunit,Throughout the course,studentsare encouraged to usetheirownexperience andopinionsin order to maximiseinvolvementand learning. An essentialrequirement ofBusinessEnglishmaterialsis that they caterfor the widerangeofneedswhichstudentshave, includingdifferentareasofinterestandspecialisation, different skillsneedsandvaryingamountsof time availableto study. MarketLeoderoffetsteachersand courseDLanners a unioue rangeof flexiblematerialsto helpmeettheseneeds.Thereare suggestionsin this book on howto usethe unit material extensivety or intensively,and howthe materialin the Practice Fileintegrateswith the CourseBook,Thereare optionatextra including components, a Business Grammar, videosanda seriesof specialsubjectbooksto developvocabulary and photocopiable readingskills.Thisbookcontains extensive materialin theTextbankandResource bank.

CourseBook Thisprovidesthe mainpartoftheteachingmaterial, divided into12topic-based units.Thetopicshavebeenchosen followingresearch amongteachers whicharethe to establish areasofwidest possibleinterestto the maiorityoftheir students.TheCourseBookprovidesinput in reading,speaking and listening,with guidancefor writingtasks,too. Everyunit

contains vocabulary development activities anda rapidreview grammar. of essential Thereis a regularfocuson keybusiness functions, andeachunitendswitha motivating casestudyto allowstudents to practise language theyhaveworkedon during theunit,Formoredetails Bookunits,see ontheCourse Overview ofo Course Bookunitbelow. Therearealsofourrevisionunitsin theCourse Bookthat revise andconsolidate theworkinthemainunits.

PracticeFile Thisgivesextrapracticein the areasofvocabularygrammar, business skillsandpronunciation. Thereis a specialfocus on collocations, textgrammaranddeveloping fluencyin spoken English. ThePractice Fileincludes an audioCDto enabte studentsto work on their own as appropriate.

Audiomaterials All the listeningactivitiesfrom the CourseBook(interviews with businesspractitioners)and the PracticeFile (pronunciation exercises) areavailable on cassettes andaudio CDs,dependingon users'preference.

TeachefsResource Book Thisbook providesyou with an overviewofthe wholecourse, togetherwith detailedteachingnotes,backgroundbriefingson business content,theTextbank(24optionalextrareading texts)and the Resource worksheets bank (photocopiable practising communication skills).

TestFile Fivecopiable testsareavailable to teachers andcourse pLanners progress to monitorstudents' throughthecourse. Thereis anentrytestplusfourprogress testsandanexittext whichreview theworkdonethroughout thecourse,

A typicalunitconsists ofthe followingsections.

Llsteninganddiscussion Students havetheopportunity to thinkabouttheunittopic andto exchange ideasandopinions witheachotherandwith theteacher. Thereis a varietyofstimulating suchas activities, personal preferences listening to shortextracts, expressing questions, andanswering Throughout, students are encouraged experience. to drawupontheirlifeandbusiness Theauthentic listening textsarebasedon interviews with peopleandexpertsin theirfield.Students business develop listening skillssuchasprediction, forspecific listening information, ordering facts,note-taking andcorrecting summaries.

llntroduction EssentialvocabuLary relatedto the listeningtopic is presentedand practisedin eachofthese sections,througha varietyofcreativeand engagingexercises. Studentslearnnew words,phrasesand collocations,and are giventaskswhich helpto activatethe vocabutarythey alreadyknowor havejust learnt.Thereis furthervocabularypracticein the PracticeFile. Therearea numberofdiscussion activities throughout the book.Theirpurposeis to activatestudents'worldknowledge, improvetheir fluencyin Englishand providethemwith opportunities to respondto the contentofthe recordings and texts.

Reading andlanguage Studentsreadinterestingand relevantauthentictexts fromthe FinancialTimes and otherbusinesssources.ThevdeveloDtheir readingskillsthrougha varietyoftasks,suchas matching headingsandtext, orderingitems,completingsummariesand pairworkinformationexchange, Theyalsopractiseuseful businesslexisfromthe texts. Thetextsprovidea contextfor the languagework and discussionin this section.Thelanguagework develops students'awarenessofcommonproblemareasat advanced level.Thefocusis on accuracyand knowledgeofkey areasof grammar,text cohesionand idioms.In manyunits,morethan one languageareais presented,and thereare extrapractice exercisesin the Grammarreferencesectionat the end ofthe CourseBook.

Business skills Thissection helpsstudents to develop theirspoken and writtencommunication skitlsin thekeybusiness areas,suchas presentations, problemmeetings, negotiations, telephoning, solving, social English, business correspondence andreport writing. Eachsectioncontains a usefullanguage box,whichprovides students withthesupportandphrases theyneedto carryout thebusiness tasksin theregularroleplayactivities. The Writingfileat theendoftheCourse Bookalsoprovides guidelines. students withuseful modeltexts andwriting

Accessibility for teachers Lessexperienced teacherscansometimesfind teaching Business English a dauntingexperience. Theymaybe anxious abouttheirlackof knowledge ofthe business worldandof the topicscoveredin the cou$e.MarketLeadersetsout to provide the maximumsupportfor teachers. TheBusiness briefsection at the beginning ofeachunitin theTeacherS Resource Book givesan overviewofthe businesstopic,coveringkeyterms (givenin bold, andwhichcan be checkedinthe Longmon Dictionaryof BusinessE glsh) and suggestinga list of tittes for furtherreadingand information.

Authentlclty of content Oneofthe principles ofthe courseis thatstudentsshouLd deal with as muchauthenticcontentas their languagelevelallows. Authenticreadingand listeningtextsare motivatingfor studentsandbringtherealworldof business intothe classroom,increasingstudents'knowledgeof business practiceand concepts.Dueto its internationalcoverage,the FinancialTimeshasbeena richsourceof text and business informationfor the course. Thecasestudiespresentrealisticbusinesssituationsand problems, andthe communication activities basedon themgroupdiscussion,simulationsand role-plays- serveto enhance the authenticity ofthe course.

Flexibilityof use Demandsof BusinessEnglishcoursesvarygreatly,and the materialaccordinglyneedsto be flexibleand adaptable. MarketLeaderhasbeendesignedto giveteachersandcourse plannersthe maximumflexibility.Thecoursecanbe used eitherextensivelyor intensively. At the beginningofeach unit in the Teacher!ResourceBookare suggestionsfor a fast route throughthe unit if time is short.Thisintensiveroutefocuses mainlyon speaking andlistening skills.lfyou wantto extend this concentrationon particularskills,optionalcomponentsare availablein the course(seeExtendingthe courcebelow).

Casestudy Eachunitendswitha casestudylinkedto the unit! business topic.Thecasestudiesare basedon realisticbusiness problems or situations andaredesigned to motivateand activelyengagestudents.Theyusethe languageand communication skillswhichtheyhaveacquired whileworking throughthe unit.TypicaLly, studentswill be involvedin problems discussing business andrecommending soLutions throughactivegroupwork. Allofthe casestudieshavebeendeveloped andtestedwith studentsin classandaredesigned to be easyto presentand use.No specialknowledgeor extramaterialsare required.For teachingtips on makingthe bestuseofthe casestudies,see Cosestudies that work below. Eachcasestudyendswith a realisticwritingtask.These tasksreflectthe realworldofbusinesscorrespondence and willalsohelpthosestudentspreparing for Business English exams.Modelsof writingtext typesare givenin the Writingfile at the endofthe CourseBook.

Thefollowingteachingtipswill helpwhenusingcasestudies. 1 Involveall the studentsat everystageof the class. Encourage everyoneto participate. 2 Drawon the students'knowledgeof businessandthe world. 3 Beverycarefulhowyou presentthe casestudyat the beginning,Makesureyour instructionsare clearand that the task is understood.(Seeindividualunitsin the TeachertResource Bookfor detailedsuggestionson introducingthe casestudyJ thatallstudentshaveunderstood the caseandthe 4 Ensure keyvocabulary. the studentsto usethe languageand business 5 Encourage skillsthey haveacquiredin the restofthe unit. A short reviewofthe keylanguagewitl help.

Introduction I

Focuson communication andfluencyduringthe casestudy activities. Language errorscanbe dealtwithat the end. Makea recordof importanterrorsandgivestudents feedbackat the end in a sympatheticand constructiveway. lfthe activityis developingslowlyor you havea groupof studentswho are a little reticent,you couldinterveneby askingquestions or makinghelpfulsuggestions. Allowstudentsto reachtheirownconclusions. Manv studentsexpectthereto be a correctanswer.Youcangive your own opinion,but shouldstressthat there usuatlyis no single'right' answer, Encourage creative andimaginative solutions to the oroblems exoressed. Encourage skills, studentsto usepeople-management suchasworkingin teams,leadingteams,delegating and interactingeffectivelywith eachother. Allocatesufficient timefor the maiortaskssuchas negotiating. At the sametime,do notallowactivities to dragon too long,Youwantthe studentsto haveenough time to performthe task,andyet the lessonneedsto have Dace. 5tudentsshouldidentifythe keyissuesofthe caseand discussalltheoptionsbeforereaching a decision. Encourage studentsto activelylistento eachother.Thisis essentialforboth languagepracticeand effective teamwork!

Specialsubiectseries Manystudentswill needto learnthe language of more specialist areasof Business English. Toprovidethemwith authenticand engagingmale(ialMorketLeoderincludes a rangeof specialsubiectbookswhichfocuson readingskills andvocabulary development. TheseriesincludesEonkingandfinance,Business law and lnternationalmanagefi€rt. Eachbookincludestwo testsand a glossaryof specialised[anguage.

LongmanDidionoryof BusinessEngllsh Thisis the mostup-to-date sourceof reference in Business Englishtoday.CompiLed from a wide rangeoftext sources,it allowsstudentsand teachersrapidaccessto clear, straightfomarddefinitionsof the latestinternationalbusiness terminology.

MarketLeaderwebsite http: / /www.market{eader.n€t Thiswebsiteoffersteachersa wide rangeofextra resourcesto suDDortand extendtheir useofthe ilarket Leaderse(ies,Extra textsoftopicalinterestareaddedregularly, togetherwith worksheetsto exploitthem. Linksto other relevantwebsites are postedhere,andthe websiteprovidesa forumfor teachers to feedback comments andsuggestion on the courseto the authorsandpublishers.

TheTestMasterCD-ROM Somestudents'needswill requiremoreinput or practicein certainareas,eitherin termsof subjectmatteror skills,thanis providedin the CourseBook.In orderto mettheseneeds, MorketLeoderptovides a widerangeofoptionalextra materials andcomDonents to choosefrom.

TeachefsResource Book TheTextbankprovides twoextrareading textsperunit, withcomprehension exercises. together andvocabulary TheResource bankDrovides cooiable worksheet-based communication activities, linkedto theskillsintroduced in the Bookunits. Course

Business Grammar Forstudents needing moreworkontheirgrammar, thisbook provides reference andpractice in allthemostimportant areas lt is organised and of Business English usage. intostructural functionatsections.

Video Fou(MarketLeadervideos are now availableat intermediate andpost-intermediate levelsto providestudentswith authenticandengaging examples of Business English in use. Eachvideois ac€ompanied by a set of photocopiable worksheetsand a transcript.

TheTeacher'sResourceBookincludesa TestMasterCD-ROM whichprovides an invaluable testingresource to accompany the course. . Thetestsare basedstricttvon the contentofthe corresponding levelof MarketLeade\ ptovidinga fair measureof students'progress. . Keysand audioscriptsare providedto makemarkingthe testsas straightforward as possible. . Mosttestscomein A and B versions.Thismakesit easier for teachersto invigilatethe test by makingit harderfor studentsto coDvfrom eachother. . Theaudiofilesfor the listening testsareconveniently locatedon the sameCD.

Typesof test TheTestMaster CDcontains fivetypesoftest: . . . . .

Placement Tests ModuleTests ProgressTests Mid-Course Test Endof CourseTest

Flexible Teachers canprintthetests outandusethemastheyare- or Wordto edit theycanadaptthem.Teachers canuseMicrosoft@ themasrequired to suittheirteaching situation, theirstudents ortheirsyllabus. TestMasterCDsareavailable fotMarketLeaderAdvanced andalllevels ofl4orket leod€rNewEdition.

Contents Unltg Strategy Unltr Beinginternatlonal Ata glance Buslness brief Lesson notes

8 9 10

Unlt2 Trainlng Ata glance Business brief Lesson notes

702 103 704

Revision unltC Unitro Dolngbusinessonllne

18 L9 20

Unlt3 Partnerships

At a glance Businessbrief Lessonnotes

118 tt9 120

Unltil l{ewbuslness

At a gtance Business brief Lessonnotes

28 29 3o

Revlslon unitA

38

Unit4 Energy At a glance Business brief Lesson notes

At a glance Businessbrief Lessonnotes

42 43 44

At a glance Business brief Lesson notes

130 L37 L3z

Unitrz Projectmanagement At a glance Business brief Lesson notes

r40

Revision unlt D

150

Teachefsnotes

155

r4L r42

Unlt5 Employment trends At a glance Business brief Lesson notes

54 55 56

UnitI BelngInternatlonal

Unlt6 Business ethlcs At a glance Business brief Lesson notes

66 67 68

Networking Relocating

156 158

Unitz Tralnlng Revlslon unit B

75

Unlt7 Flnance andbanking At a glance Businessbrief Lessonnotes

8o 81 82

15o L62

Unit3 Partnerships Tollsystems Partnerships withNGOs

164 166

Unit4 Energy

Unlt8 Consultants At a glance Business brief Lesson notes

Business ideology Professional development

92 93 94

India3energyneeds Nuclear energy

168 770

Unit5 Employment trends Offshoring Olderpeople

772 774

Contents I

Unit6 Business ethlcs Business responsibilities Business models

Unit7 Flnance andbanklng 176 178

Business vocabulary

Unlt8 Consultants Unit7 Finance andbanking Internationalbanking Corporate recovery

quiz/ salesnegotiations Consultant's 782

184 186

Unit9 Strategy Whatis strategy? Missionstatements

190

192 794

196 198

Unitrz Proiectmanagement Proj'ectmedlators Remote management

202

Textbankanswerkey

204

200

Teacher's notes UnitI Eeinginternational Networking

2Lg

Unit 2 Training Telephone strategiesr clarifo ingandconfirming

219

Unit3 Partnerships Negotiating: beingvagueandbeingprecise

Unit4 Energy Problem-solving

Unit5 Employment trends Resolving conflict

223

Unit6 Business ethics Ethicalproblems

Unitro Dolngbusiness onllne Presentations

229

Telephone strategies

230

Unltrz Proiectmanagement

Unit fl l{ew business Technological innovation Increasing marketshare

228

Unitu Newbusiness 188

Unitro Doingbusiness online 0nlinegroceries Usinga website

Unltg Strategy Brainstorming

Unit8 Consultants Thegrowthof management consultancy Management consultancy

227

18o

224

Functions andculture

23L

international

lraaor t3 Lbtcnlngard dlscGslon (pages5-z) Eachlessonis obout 60-75ninutes,fhls time doesnot include adnlnlstmtionandtlne spentgolngthtpugh homewo*ln dny lessons,

Discussionr PublicspeaklnF PracticeFite publicspeaking, 5Sareencouraged to discuss inspirational Wordpower(pages4-5) presentations speakers, effective andinternational audiences. Listening: Experiences of tlvlng presentatlons peopletalkabouttheirexperiences Threebusiness ofgiving presentations in intercultural settingsandgivetipsforspeaking to international audiences. Vocabulary: Tlpsforgivlnt presentstlons 55 lookat sometipsforgivingpresentations to international audiences anduserelated vocabularv incontext. Discussionr Tvpesof Dresentstlon SStalkaboutsettingup roomsfordifferenttypesof presentations, colour connotations, audience reactions and adviceforgivingpresentations in theircountry.

lrsson 23 nadl endla:6urgr base6&9) Eachlessonis obout 60-Z5minutes.

Vo€abulary! Slan& buzzwordsandisrgon SSlookat examples of slang,iargonandbuzzwords. Readlng:lrowrot to soundllkeo fuol SSreadsomeadvice onhowto adaptyourlanguage and presentation styleto ensuresuccess whenspeaking to an international audience. Languager€vlew:B[slnessldloms SSlookat somebusiness idioms.

Eachlessonis about 7j-9o mlnutes.

lr3son {: C&.6hrdy (pages12{3) Eachlessonis about 7S-9onlnutes.

Tert bank ORBpagesl5G-159) GJtmmarrefercnceand practice (CBpage 118) PractlceFile Textand grammar(pages Gt)

1{etworklnF Resourcebank 5S discusstipsfor communicating with peopletheydon'tknow ORBpage218) or don't knowverywell: listento somedelegatesmeetingfor the Wrltlngfile first time and networkingat a conference;introducethemselves (CBpage134) to anotherparticipantat an internationalconference. PrdcticeFile Wdtingi Replyintto a formalInvltstlon Skillsandpronunciation 55 lookat a formale-mailandwritea reply,accepting the (pages8-9) invitation. Workins for Lorlstald A non-governmental organisationin Amsterdamis trainingsome logisticsmanagersto be relocatedto Indonesia.SSlook at the iob advert,exchangesomenotesfrom the courseon intercultural trainingandnetworkduringthe breakwithother participants.SSalsowrite a replyto a formalinvitationto a dinnerheldat the Regional residence Governor's in Jakarta.

Fora fastroutethrough the unit,focusingmalnlyonsp€aklngskllts, sectlons. iustusethcunderlined Forone-to-one mostpartsof th€unltlendthemselves, situations, wlthmlnlmslad.ptatlon,to usewlthindividualstudents. Whcrethls is notthe case,altenatlve pro(€duresareglven,

1 Belnginternational J

Manypeoplehavea fearof publicspeakin&but a certainamountofadrenalinand nervescanhelp makea presentation moresuccessful. Plentyof preparation time,knowingyourtopic,reheatsing and adaptingyourtalkandpresentation styleaccording to the audience arealsoessential. Apartfromthe actualcontent ofa presentation, speakers shouldalsoconsiderthe following: roomset-rp,seatirg arangements,paceof deliveryandtone of voice,gesturesand body lan$age, signs of approrralor disapproval,whichmayall varyaccordingto cultureand audiencetype. Msuat aids makea presentationeasierto follow,but speakersshouldacquaintthemselveswith technicalequipmentbeforehandto avoidany unnecessary embarrassment shouldthingsgo wrong. PowelPointis a usefulandcommonlyusedprogramfor presentations, althoughsomespeakersstill preferto usean ovetheadproiectorwith transparcnciesor s[des as well as handouts. Presentations, it is oftensaid,needa beginning, a middleandan end.Theuseofbumouror appropriatean€cdotegto opena presentationcanhelpto engagethe audlenceor get them on your side,althoughhumourdifferswidelyin eachcultureandshouldbe usedsensitively or notat all.Another wayto start offa presentationis with somebrief,interestingor surprisingfactsand figures.At the start of anypresentation, speakers shouldatsointroduce themselves briefly,if theyhavenot alreadybeen formallyintroduced by someone else,beforegivingan overview of the talk.Likewise, afterpresenting the productor research company, findings, etc.,the speakerneedsto summaliseor conclude the main pointsof the presentationbeforesignalllngthe end and lnvltlng any furtherquestionsfrom the public. Thequestion-and-answer session,or Q&A after a presentationis sometimesconsideredthe most partofspeakingin pubtic,as not allquestions challenging Thepresenter, canbe anticipated. however, shouldbe prepared to a certainextent,if onlyto be ableto referthe m€mberofthe audience to another authorityor suggestfurthere-mailcorrespondence to followup a particular issue.

l{etworklng Somemanagerssayan importantpart ofgetting work doneis building relationshipsand havingan e*ensive networkof contacts. Networksare largelybuilt throughwork contacts,for example,in meetingsand conferences and by doingfavoursfor others.Managerscanparticipatein companyretreatsandtraining programmes,as wellasgeftlngtoknowpeoplesociallyduringcoffeebreaks,business lunchesoron the golfcourse! HoweveL the extentto whichemployees socialise outsideworkinghoursvariestremendously according preference, to personal company andnationalculture. Erchangingbusinesscards,llsteningadively, makingeyecontact,askingsuitablequestionsand findingcommongroundarealLpractical waysof networking, althoughcertainpractices or behaviours witlvaryfromcountryto country.

In-workstudentswill be ableto talkaboutcompanypresentations theyhavegivenor thosetheyhave attended. Theycouldalsocomparepresenting stylesfromdifferentinternational settingsor different presentations areas,suchas technical vs.commercial ones.Pre-work studentsmayhaveexperience of attendinglecturesor talksgivenat schooland university.Theycanalsotalk aboutthe speakers/lecturers they knowthat are goodat presenting.lt mayalso be appropriatefor both typesofstudentsto express concernsaboutgivingpresentations and sharetips for speakingin public. With networking,in-workstudentswill be ableto discussoccasionswhenthey maynetworkor socialise in English andthe potentiaI difficulties ofstartingconversations at business lunches, coffee breaks,etc.Pre-workstudentsmaytalk aboutthe advantagesof makingcontactsin businessin general.

Readon DaleCarnegie:Thequickand easywayto effectivepublicspeak,r,g,Pocket,reissueedition1990 GertHofstede:Culturesond organisations: softworeof the mind - interculturulco-operationond its importancefor survivai,McGrawHitt,1996 TomLeech:Howto preparc,stageand deliverwinningpresentations,3rd Edition,AMACOM, 2oo4. peopleacrcssc!/tures,Capstone,2oo4 FonsTrompenaars: 44anaging lil@E

Education o Pearson Limited zoo6

I r BelngInternational

Suggestedanswers t Youcangiveyourown examplesof givingpresentations or'speakingin public'asa teacheror trainer,Encourage SSto talk abouttheir generalfearsor concernsof speakingin public,in their own languageand/or in English. 2 SSmaysuggestanyofthe followingtechniquesusedby effectivespeakers:goodpreparationand knowledgeof the topic;an abilityto explaincomplexthingsclearly; proiectionor gooduseofvoice and styleofdelivery without readingslides,notesor handoutsword for word;unusualor attention-grabbing openingto the presentation; abilityto establish rapportandengage the audience witha warmpersonality or useof questions; useof humour;smartappearance; regular eyecontactwiththe audience andabsence of irritating gestures, SS'sdiscussion mayhighlightsomecultural differencesin Derceotions ofwhat makesan inspirationalspeaker. couldincludeanyofthe following: an 3 Answers interestingtopic;expertknowledgeofthe subject matter;an engagingspeaker;goodpreparationand organisationwith appropriateintroduction,middleand conclusion;presentations that are succinctandto the poinUuseofvisualaidsi appropriateroomset-up;a stimulatingquestion-and-answer sessionat the end of the presentation:effectiveuseoftechnicalequipment andtechnologysuchas video,PowerPoint, figuresand graphsand so on-SS'sdiscussionmay highlightsome culturaldifferencesin perceptionsofwhat makesa goodpresentation. 4 SSmay pre-emptsomeofthe speakersfrom the listeningand suggestanyofthe following:cultural sensitivity to localcustoms or traditions; carefuluseof language; avoidingidioms,slangandcolloquialisms; adjustingpaceandtoneof deliveryso thatallthe (non-)use jokesor audlence understands; of suitabte anecdotes;seatingarrangements; differentwaysof showingapprovalor reactingto the speaker,e.g. clapping, noddingyourheador knocking on thetable and so on.

Writethreeorfourofthefo owingviewson public speaking ontheboardor ona transparency. Ask55 which onestheyagree/disagree withmostandwhattheymean. Onlythepreparcdspeakerdeseryesto beconfident. (DaleCarnegie, American writerandlecturer, 1888-1955) Telltheoudiencewhatyou'regoingto soy,soy itt thentell themwhatvou\e said. (DaleCarnegie, asabove) AllthegreatspeokerywercbadspeokeRat first, (Ralph WaldoEmerson, American essayist andpoet, 18o3-1882) Talklow,talkslowonddon'tsaytoo much, (ohnWayne, American actoranddirector, 19oZ-tgZg) It is deliverythatmakestheoratorSsuccess, (ohannWolfgangVon poet,L749-!832\ Goethe, German Mostspeakers speaktenminutestoolong. American lawyerandpresidential speech 0amesHumes, writer) Thercis nothingin the wo d likea persuasive speechto fuddlethementalapparutus. (MarkTwain, American humorist andwriter,r835-t9ro) Atternatively, ask55 whattheyunderstand bythetitleof theunit,'Being internationa['.

.

Tellthe SSthat they will be tookingat 'beinginternational' in the contextofinterculturalcommunication, namely givingpresentations to internationalaudiencesand networkingat conferences or meetings.

a Gothroughthe overviewpanelat the beginningof the unit, pointingout the sectionsthat SSwill be Lookingat.

Quotation o

GetSSto look at the quotationand ask themwhat they think it means,(fhe ideais that understanding the power oflanguagehelpsus notonlyto communicate but to understandeachother morefutly.SSmayalso be invitedto commenton the powerand usefulnessof understanding Englishand other languagesand the importanceof communication in the businessworld.)

SSareencourag€d to dlscusspublicspeaklng,Insplratlonal speakers,effedfuepresentations andlntematlonal audlences.

Threebuslnessp€opletalk abouttheir erperlencesof glvlng presentatlonsIn Interculturalsattingsandgtvetlps fol speaklngtoIntemationalaudlences.

@

@O'.'

question a Discuss 1withthewholeclass.cet SSto discuss questions ther€maining in pairsor smallgroups andthen gothroughtheanswers withthewholeclass.

a

Playthe recordingonceand ask 55 to choosethe best summariesindividually.Replaya secondtime if necessary.

o As a follow-up,you coutdask the SSto guessthe (l American, nationality ofthe differentspeakers 2 Belgian/ French,3British).

1 BeinginternationatI

7C

20

3D

O Q'.' a

Explain thatthe firstspeakeris calledMichael, the second Arianneandthe thirdsteve.

o

Playthe recording a secondtime,pausingif necessary to allowSSto takenotes.Youcouldalsooauseafterthe answerto the first questionto elicitthe answerfrom the classas an example.Replaya third time, referring55 to the audioscriptson page162if necessary

r

Afterlistening, SScomparenotesin pairsanddiscussthe answers withthewholeclass.Aswith allculturalissues, discussthe differences in international audiences with sensitivitv. Suggestedanswels (stang) t Hewasusinga lot of language that people didn'tunderstand. fun andpersonal. Peoplemightnotfindit funny 2 Casual, because theydon'tunderstand himor hissenseof humour. theiargonandcolloquial 3 Reviewit to remove/reduce language andaska colleague to checkit for him. guests She found VIP out that andpeoplein senior 4 postssit in the frontrowofthe audience. theatrestyle. 5 5henormallyusesa semi-circular, 6 Sheput somenicerchairsat the frontfor important members ofthe audience andarranged forthemto be escortedto their seats. 7 Byclosingtheireyesandnoddingtheirheadsup and downslightly. 8 By knocking on thetableinsteadof applauding.

Bringthe classtogetherandencourage 55 particularly to talk aboutadvicefor givinga presentationin their country and how it might differfrom othercultures.

@ o Gothroughthe threedictionary definitions asa wholeclass. Youcouldexplainthat the termscolloqu,alism,idiom and cl,thi arealsosometimesusedto referto slangor buzzwords. Drillpronunciation ofthesetermsif necessary highlighting wordstresson the board.Elicitthe firstanswer GetSSto lookat the cartoon.Askthemwhatbuzzword is used?(proactive leadership) Ask SSto do the exerciseindividually,then comparetheir answersin pairs. Gothroughthe answers withthe wholeclass.AskSSto provideexamples in English ofjargonusedin their particular school,university or business sectorthatother peoplewouldnot understand. Askthemto giveother examples ofcontemporary buzzwords currently usedin their organisation,suchas cuttingedge,synergy,blended leornrng,etc.Ask SShow theyfeelabout usingthis kind of language. ta

2b

3b 4a

sb

6b

SSreadsoneadviceon howto adaptyourlanguage and presentation styleto ensuresuccess whenspeakingtoan international audience,

@

vocabugff!ffi 55 lookat sometipsforgivingpresentationg to International anduserelatedvocabulary in context. audiences

@ I

Dothe exerciseas a quick-firewhole-classactivity,then discussthetiDswiththewholeclass.

tvisualaids2script 3handout4pace 5delivery 6 rephrase7 gestures 8 greet Rowis notused.

55 discussthe practical aspects ofa presentatlon.

@ 6 Get55 to discusstheiranswers in pairsor threes.Goround the room,helpingwherenecessary withvocabulary.

o As a lead-into the atticleon Hownot to soundlike a fool, ask55 whethertheyhaveeverbeenin a situationwhere theyfeltembarrassed abouttheirEnglish. lf 55 arenotvery givean exampleofwhenyoufelt forthcoming, embarrassed aboutspeaking in publicin a foreign language,Exptainthat nativespeakersmayalsosuffer fromfeelingembarrassed whenspeaking in theirown languagein public.Alternatively, ask SSwhethertheythink itt a goodideato useidiomatic or colloquial language presentations. whengivinginternational Don'trejectany ,uc ds dr uI5 5r d6E.

@ AskSSto readthe questions andexplainthatthe ideais to scanthe articlequicklyfor thisinformation. Theyshoutd ignoreanywordsor phrasestheydon't knowat this stage and focuson the task.In orderto makethis a quicker readingexercise, seta timelimit.As a guideline, read throughthe textquickly, do the taskandtimeyourself. ThenaltowSSabouttwicethe timeyouneededto readand do the task- orobablv aboutfourorfiveminutes. o BeforeSSread,askthemto predictthe advicegivenin the articleaboutusingcolloquial language, idioms,ctich6s, slangor buzzwords. @ AskSSfor theirreactions to the articlebeforechecking the answers. Didtheypredictcorrectly? @ Gothroughthe answers withthe wholeclass.

I I BeingInternational

Youmayalsotell SSthey will be lookingat presentation introductionsand presentingcompanyinformationlater (UnitZ),aswellassummarising anddealingwithquestions (Unit10).lf 55 are particularlyinterestedin givingtheir own presentations in classduringthe course,you maywish to dealwith thesesectionsat an earlierstage.

Suggestedanswers t lt! very colloquial,andthe writer usesit to illustratethe pointthat manypeoplein an international audience wouldn'tunderstandit. 2 Suggestedrewording, Wercally apprcciote the oppoftunity to talk to you, our colleaguesfrom lapon. Wehovesome new ideos we wont to discusswith you which we thinkyou will be very impressedby. 3 Theway you giveyour presentation. 4 Simplifoingthe languagefor a non-nativeEnglish speaker(paragraph6) andsuggestinga colleague reducehis talk (paragraph9). The Departmentof Commerce, embassies,local 5 publications, businesspeoplewith relevantexperience, organisations specialisingin internationalmeetings, managers of international hotelchains. 6 Makesureyou understand the questionandbe patient if it takesa whilefor the audience to comDrehend Vour message.

lf 55 are keento practisegivingpresentations, tellthem that at an appropriatestagein the coursethey will needto preparea four-or five-minutepresentation,or the start ofa presentation, on a topic oftheir choice.For55 with little or no experienceofgiving presentations, suggestthey use themselvesas the topic.Otherpossibtepresentationideas are:explainingthecompanyor organisationwherethey work or study,their produclor service,or a specialinterest. Encourage SSto varythe seatingarrangements, usevisual aids (PowerPoint/transparencies and/or handouts)and experimentwith differentwaysofstarting a presentation, suchas with surprisingfactsor figures,a ioke or an anecdote. Record theirpresentations on video,making noteson five or six languagepoints,Givefeedbackafter praisinggoodexamplesof presentation the presentations, languageused,reviewingshort sectionsofthe recorded video.SSwho listenshouldtake notesandwrite downany relevantquestionsfor the speaker.Ask SSto evaluatetheir own presentations and say howtheywould improvethem.

youreyes,nodding your Yawning, closing orshaking head,frowning, smiling,waving, staring. o AskSSfollow-upquestions aboutgivingandattending presentationsin Engtish.Howdo they (or wouldthey) rehearsetheir presentation? Howmuchtime do they think (Someexperts is necessary to preparea presentation? recommenduDto ten hoursfor a 2o-minuteformal presentationJDo they prefernativespeakersto simpliry their Englishin presentations or usemoreidiomatic languagethat is moreadvancedor'authentic'?Whatkind of presentations, speakersor accentsdo theyfind the most difficultto follow?

MakesureSSare givensufficienttime and noticeto prepatetheir talks beforespeakingin pubtic.SSwho do not knorveachotherverywell maybe retuctantto speakin publiceartyin the courseand/or reluctantto givefeedback on eachothersoresentations. G^^ro,

)

,"1"r"nce: Businessidioms pa1e 7tB

o Thereis a furtheropportunity to practise business idioms in theGrammar reference section. SS look at somecommonbusinessidioms,

rb 2a 3b 4b 5a 6b tb

(c ) Get55 to readthe articLe again,explaining thatthe paragraphs arenumbered. lfa 5S asksa question, throwit opento the wholeclasstofindout ifsomeonecanprovide an explanationbeforeansweringit yourself.

o o

ExDlainthis is an exerciseon transformations with vocabularyrelatedto presentations andthat SScanonly usea maximumoffive wordsfor eachgap.Gothroughthe examplewith the wholeclass.AskSSfor the answerto item 2, then get themto do the restofthe exercise individually. SScompare in pairs,thengo throughthe answerswith the wholeclass.

lfyou are shortof time, dividethe classinto pairsand ask SSA to find items1-4 Oaragraphs1-4),and 55 B, items 5-8 (paragraphs 4-1t. SSthen exchangeanswers. Gothroughthe answerswith the wholectass. l Thestakescanbe high (andthe pitfallsmany) 2 (a) riskybusiness 3 set the stagefor 4 futlblown 5 headdownthe wrongtrack 6Tap into 7 informationoverload 8 can'tfigure(you)out a

lf SSare interestedin findingout more,givethemthe detailsofthe titles in the Readon section(page9) andTom Leech'swebsite,www.winning-presentations.com

8a

|

(example)

2 give(us)a simpleexplanation

3 4 5 6 7 8

made(the)ar.angements for provideda summaryof someonewho/that specialisesin to bringthe seminarto opento (mis)interpretation makeanyassumptions

r BeinginternationatI

Otherposslblequestions Whereareyoufrom?Howlonghaveyoulivedthere? Howlonghaveyoubeenworkingfur --./wo*ing os.../ livinghere/comingto thisevent? Couldyourecommend a nicercstaumnt(neorhere)? joumey/trip your Howwos to theoffice/event/this city?

55 dlscusstipsfor communicatlngwlth peopteth€y don't kno$ or don't know rrerywell; listen to some delegat€s meetlng for the first time and nirtworking at a conference; introduce themselves to another participant at an intemationalconference. a Youmayliketo usethisquoteon communication asa warmer: 'Goodcommunicationis os stimulating os black coffee and just as had to sleep after' AnneMorrowLindbergh, writerandaviationpioneer (1906-2ool)

6) As a lead-into the section, askSSr Whotdo you understand by the tem 'networking'? Whendo you network?Where? Whowith? ln what situations have you/do you netwo* in English? Do you enjoynetworking?Vhy(not)?Howis it useful?

o Get5S to lookat thetips individually. c Gothroughreactionswith the wholeclass.

@ 6

Ask5S ifthey would usequestionslike Hownuch do you earn?ot Do you come herc often?Why (not)'! Ask55 to lookthroughthe questionsindividuallyfirst and add someof their own. GetSSto comparetheir answersin pairsor threes.This way,if SSonlythinkofa fewoftheirownquestions, they canadd thoseofother SSto their list. questions quicklywiththewhole Gothroughthe additional class.ss's answerswillvary dependingon their culture,

guestions Suggested for networklng Whatdoyoulikemostaboutqivingin .../yourjob /this even0? What'syouropinionon (thisrestaurantrtventlflace)? Whatdo yourecommend ldo/see(inyoul town/country/region)? Allareexamples of neutral andopenquestions. your What\ the weatherlike in country/city/region at the moment? Whatdoyouthinkofthenewboss? What\ thepoliticalsituotionin yourcountry/cityhegion at themoment? question Thefirstoneis anacceptable fortheBritish,but possibly a non-starter inothercultures. Theabovequestions maybeacceptable in somecultures, butnotin others. questions Unsuitable for n€tworking Howmuchdo youearn? Maybeappropriate in IndiaandotherAsiancountries, but notAnglo-American andEuropean countries. Doyoucomehereoften? Considered to bea clichdin English-speaking countries; alsoa yes-noquestion.

@O * ' o

ReferSSto the list. Playthe recordingonceand get thernto marktheiranswersindividuatty. Replay a secondtime if necessary.

o

Gothroughthe answers withthe wholecLass.

Melanie Konrad y' r Askforconfirmation 2 Greet someone r' someone / t Compliment a compliment 4 Accept 5 Agreewithsomeone 6 Express interest / conversation 7 Referto a previous 8 Exchange business cards / a/ / 1/ 9 Referto futurecontact 10 Introduce someone to a usefulcontact Afterlistening,inviteSSto commenton James's interventionandwhy Melanieand Konradhadto stoptheir conversation. ReferSSto the audioscripton page162.Playtherecording a secondtime if necessarywhile55 readthe dialogue, underliningor notingthe expressionsusedfor the functions in the list.Pointout thattheseexpressions are importantandworth learningby heartfor situationsthat requirenetworking or socialEnglish.

@ o Ask 55 what kind ofdifficultiesthey experiencewhen socialisingin Engtishin a professionalcontext,suchas an internationalconference. Askthemto brainstorrnother situations whentheymightgivesomeone theirbusiness card,for exampleat a business [unch,meeting, training courseor withthe passenger sittingnextto themon a flight. Explainthat they are goingto do a role-playas delegatesat an international conference. Theywillpractise startinga conversation andtryingtofindcommongroundwiththe otherdelegate, usingsomeofthe tips in Exercise A andthe questionsin the Usefullanguageboxon page10. Gothroughthe expressionsin the Usefu[languageboxon page11withthe wholeclass.Ask SSto highlightor underlineexpressions they find particutarlyuseful.Drill pronunciationof expressions, highlightingsentence stress and intonationon the board,ifnecessary.

I 1 Beinginternationat

DivideSSintopairs.55 A and55 B Lookat their corresponding informationon pages142and 49. Ask SSto take notesofany questionsthey mightasktheir partner beforethey start the role-play.ForSSwho knoweachother well, ask SSA to inventtheir name,company,job position and personalinterests.lf SSdo not knoweachothervery well. tell ss A to be themselves.

$

lf peercorrectionis appropriatein your sefting,SSmay comparetheir repliesin pairsaftercompletingthetask. ls it the right length?Whatformalphrasesdid they both use? Whatcouldbe imDroved? good Gothroughfeedback withthe wholeclass,praising examples offormallanguage andstyleandpointingout fiveor sixareasthat needfurtherwork.

Monitorand circulateroundthe classas SSdo the roleplays.Makea noteofSS who carryout the task successfully, any usefullanguageusedand five or six languagepointsfor correction,includingintonationand pronunciation.

lf necessaryphotocopythe followingsampleanswer,or write it up on the board.Youmaychooseto elicita simitar modelfiom 55, writingit up on the boardsentenceby sentence,or gap-fillpartsofthe letter.

AskSSwhat they found mostdifficultwhennetworkingin English.Givefeedbackto the wholeclass,praisingthose SSwho foundcommonground,remembered to exchange businesscardsand set up a futuremeetingsuccessfully.

Sampleanswer DearMr McCarthy/ AndrewMcCarthy, Thankyoufor invitingmeto speakat the conference to be hostedby the Chamber ofCommerce in Edinburgh next month.I would be delightedto givea plenarytalk on the subiectof'Mergingcompanies: mergingcultures'and will sendyou my speakerproposalformshortly. In the meantime,couldyou pleaselet me knowhow long the talkneedsto be so that I canplanit accordingly? | wouldalso be gratefulifyou couldconfirmthe conference venue. I look forwardto receivingyour reply/ meetingyou at the conference. Bestregards, jaumeGrau BranchDirector Savings Bankof Girona,Edinburgh

Askoneortwo ofthe pairsto actout partoftheir conversations again,bearingin mindthe previous feedback, Gothroughfeedbackwith the wholeclass,praising appropriatelanguagefor networkingand useofopen vs. closedquestions.Writeup any pointsthat needfurther nork on the board.

SSlookata formale-mailandryrltea reply,acceptlngthe Invftatlon.

@ @ As a tead-into this writingsection,ask SSwhat kind of formalcorrespondence 0ettersor e.mails)they generaLLy receiveor write.Ask SSin work what kind offormal correspondence they receivein English,ifany.Ask prervorkSSwhat recentwritingtasksthey havedonein English.NoterDo not spendtoo muchtime on discussing lessformalsituations,as Unit 2 dealswith writingeffective e-mails. . GetSSto readthe e-mailandunderline examples ofany formalor politelanguageused,e.g. l,y€are Miting to; subsequentlyarose; Wewould be honoured; extremely groteful; at your eorliest convenience;should you requirc. . Ask SSif theythink the peoplein the e.mailknoweach other or not. Oheyprobablydo, as the exprcssionsDeorMr Grauand Wamest regardsare usedJ . Explainthat althoughthis is an e-mail,it is a formal invitation froma Chamber ofCommerce. lt is similarin style and languageto a formalletter,with the exceptionperhaps ofthe ending.AskSShowthe correspondence mightendif it was a letter,not an e-mail.(A letterwould probablyend in YouRsincercly,but this is not usedin e-mails.) .

SShaveto rvritea replyacceptingtheinvitationto speakat the conference, includingquestionsconcerningconference detailsand promisingtosenda proposalforthe talk. lt shouldbe formal-or at leastsemi-formalin style.

.

Circulate, monitorandhelpSSwhiletheywrite.Makea noteofany usefulexpressions usedon the board,

writing Jitepage94

o Alternatively, dividethe classinto pairs.SSA acceptand 55 B dectinethe invitation.55 then readeachother's e-mailsandcomoare. t

Earlyfinishersmaywrite a short replydecliningthe invitationpolitelyor rewritingthe invitationin a lessformal style.Thesewritingtaskscouldatsobe set for homework.

( 60) In In thlscasestudy,a non-gryernmental organlsatlon Amsterdamis trainingsomelodstics manag€nr to be relocatedto Indonesla.SSlook at the iob advert,erchange somenotesfromthecoutseon Int€rcultural tralnlngand networkdurlngthebreakwlthotherparticlpants, 55 abo wrltea replyto a formalInvltatlonto a dinnerheldat the Reglonal Governor's resldence ln lakarta. lf thisis thefirstcasestudyyouhavedonewiththeclass,be sureto prepare it carefully beforehand. Readtheinformation in theintroduction ofthisTeacherb Resource Book(pages 4-5). Inclass,payparticular attention to clearlybreaking down thecasestudyintothedifferenttasksandmakingsurethatSS understand andfollowthestructure ofwhatyouaredoing. There is noaudiousedinthiscasestudy. lt focuses mainlV onspeaking skills,although a writing taskisatsoincluded.

r Beinginternatlonal I

Background .

.

Get55 to focuson the photoof the lorry.As a lead-into the casestudy,ask SSthe followingquestions: Whatdo you understond by the tern 'NGO'? you arcfamiliorwithin your what aresomeofthe NGOS country? (not)? Wouldyou be interestedin workingfor an NGO?Why Readthe backgroundinformationaloud (orask a S to read it). Explainthat Logistaidis a fictitiousorganisation.Deal withanyotherquestions 55 mayhave.

o Writethe headingsfrom the left-handcolumnofthe followingtableon the boardand elicit informationfrom 55 to complete the right-hand cotumn. Organisation

Logistaid

Purposeof organisation AnNG0thatprovides

emergency assistance in more than80countries Basedin

Amsterdam

Training required

Intercultural of training logisticians/logistics managers forrelocation to lndonesia

Training company

Centre forlntercultural Communication

Purpose oftraining

Helpmanagersto adaptto the newenvironmentand improve interactionin socialand workplacesettings

Taskr € Ask55 whatthey think a logisticsmanagerdoes,then refer themto the job advertand askthemto checktheir answers.Get5S3 initialreactionto the iob positionand askthem ifthey would be interestedin apptyingfor it. o Gothroughthe answerswith the wholeclass. Suggested answers required: SkilLs andexperience leaderships skills,good English command of andanotherlanguage, witlingto travelandwork in a challenginginterculturalcontext, experiencein logisticsdesirablebut not essentiat, relevantexperiencein logistics,e.g.purchasing, transportanddistribution, maintenan€e aswellas general trainingandadministration and liaising/ co-ordinating. Possible candidates for the positionmayincludeanyof the foltowing: candidates witha willingness to traveland cultures, learnaboutother suitablevoluntary work experienceand a strongbackgroundin workingfor youngmanagerswith no famity similarorganisations, possibleprofilecouldbe an another commitments; olderpersonwho hasbeenmaderedundantand is lookingfor newchallenges.

o Timepermitting,you mayask pre-workSSto write a formal letterofapplicationfor the job position,or set this as homeworkat the end ofthe class.

Taskz @ ReferSSto the brochurefromthe Centreof Intercultural Communication on theirlnternational Relocation Programmes. AskSS: Whydo you think intercultural training would be importont fot monogersbeing rclocated to lndonesio? Whotdo you think this kind oftraining consistsof? lfappropriatefor SSin work,askthemifthey haveever doneanyintercultural trainingin theircompany or organisation. lfappropriate, askSSifthey haveeverbeen to Indonesia or South-East Asiaandwhattheythoughtof it. ForSSwho havenot beento the area,askthemto focus on the generaI ideaof relocation andgoingto workin a foreigncountry ratherthan Indonesiaspecificatly. Note:it is not necessary for 55 to haveknowledgeabout Indonesia in orderto completethe tasksin this casestudy. a

GetSSto look at the InternationalRelocationProgrammes andaskthem: Whatis tulture shock'? Whatdo you think willbe the most difficult aspectofbeing relocatedto a country like lndonesia?

o

DivideSSintopairs.Explain thatin this role-play, theyare traineelogisticiansfor Logistaidin Amsterdamon their lunchbreakand that they eachhavesomenotesmissing andneedto swapinformation. Dealwithanyquestions the may have 55 beforethey beginthe task.

o

Circulate andmonitor,checking SSarecarrying out the task correctly,Makea note ofany usefullanguageused and pointsfor correctionfor laterfeedback.

o After55 haveexchangedinformation,go throughthe pointsquicklywiththewholeclass.AskSShowtheyfeelat this stageas traineesbeforerelocation,for example nervous,excited,anxious,etc.

Task3 o

DivideSSintothreesandtell themtheywill be gettingto knowsomeofthe otherparticipants fromthe courseand thattheyhaveto findsomecommongroundduringthis networkingtask.

a

ReferSSto their role-playinformationin the Activityfile. Explainthat they alt havedifferentwork experienceand haveworkedin differentcountries,but they keeptheir own nationalityduringthe role-play.

o

Emphasise the importance of team-building andbuitding relationshipswith peoplefromthe course,as they willfeel very isolatedoncethey havebeenrelocatedto Indonesia andmaywantto keepin contactwiththe other participants. TellSStheymaybeworkingtogetherwiththe othercourseparticipants in the future,but this hasnot yet beenconfirmedbeforethey beginthe task.

| 1 B€ingInternatlonal

Circulateand monitor,checkingSSare compl€tingthe task correctly.Makea note of key languagebeingusedand pointsfor corection. Dealwithany basicerrorsafterthe role-playifnecessary.Dealtvithother points,suchas intonation in questions, duringfeedback whenSShave completedthe casestudy. Alternatively, the rote-playcardsin Task3 canbe omittedif SSdo not knoweachotherverywelhthey canthen carry out the task as themselves,so that the task becomesan authenticone.

Writing a TellSSthat threemonthshavenow passedslncetheywere retocated.Askthemto imaginehow theythink the experiencehasgone,for exampleadaptingto cultural differences,difficultiesat work, missingfamilyand friends. o

GetSSto focuson the photoon page13.Askthem what theythink it is. TetlSSthey havereceiveda dinner invitationfromthe RegionalGovernorofJakarta,and it is importanttheyattendas a public-relations exercise. Explain theyhaverecently foundout thatoneoftheir colleagues, whomtheymeton thetrainingcoursein Amsterdam,willalso be joiningthem soon,and theywould preferto attendthe dinnerwitha colleague.Explainthat althoughthey are working'inthe field'as representatives of Logistaid,they would occasionallybe expectedto attend this kind of formaIevent. AskSSto readthe letteranddeal with anyquestionsthey may nave. SSwrite a short,formalreplyof no morethan 1oowords, acceptingthe invitation andmentioningthe nameoftheir €otleague, takingcareto word their requestpolitely.TellSS it is bestto addressa personofauthority usinghis/het officiattitle. Refer55 to the exDressions usedin the Businessskillssectionfor writingformalcorrespondence. Thistask maybe set as homeworkor an out.of'class activitv.

)

*,,,,,ntr,",.r" ,ro Circulate andmonitor,checking SSarecompletingthe task correctly. Forearlyfinishers,or as an extraactivity,divideSSinto pairsor groupsofthree.Tellthemthey are norvat the dinnerin lakarta.Twoofthe SSare reDresentatives ftom Logistaidand one is the RegionalGovernorofJakarta.Give moreconfidentSSthe roleofthe governor.Explainthey haveto talk for five minutesbeforedinnerand find some commonground.Alternatively, with SSthat don't know eachotherverywell, ask SSto givea short presentationon theircompany and/ortheiriob.

Feed back a WhenSShavefinishedthewritingtask,bringthewhole classto order. pointsandworkonfiveor six a Praise thestronglanguage pointsthatneedimprovement, in relationto especially ground, languag€ usedfornetworking, findingcommon openandctosedquestions andintonation in questions. a Askoneor twogroupsto saywhathappened in their groupsandwhattheydiscovered abouttheother participants. o tuk oneor two55 to readouttheirreplyto theinvitation or,ifappropriate, askpairsofSSto readeachother! and comment onanydifferences in language used. Alternatively, andifshortoftime,collectthewritingtask andgothrough writing errors atthebeginning ofthenext class, rtol a Gothroughtheinformatlon in theCourse Bookwith yourstudent.Explain InTasks 2 and3, anydifficulties. youandyourstudent areparticipants onthetraining coursefor logisticians. InTask3, choose onlyt$/oofthe role-play cards,A andB.Don'tdominate the conversation in thistask,butsayenoughto keepit goingandallowyourstudentto askandanswer questions. a Atthesam€time,monitorthelanguage thatyour studentis using.Notedownanygoodexamples of [anguage andpointsthatneedcorrection or improvement. Comebackto theselater,afterthe studenthascompleted Task3. a Praise anygoodexamples of language usedandgoover pronunciation. anyerrors,including ThenrepeatTask 3, swapping roles,ortakingrolesA or BandC,Record the secondrole-play ifpossible.lfthe studentis reluctant to dothewritingtask,explalnit is veryshortor dothe additionaL role-play for at thedinner asrecommended earlyfinishers. Gothroughfeedback withthestudent afterthefinaltask.

1 BeinginternationatI

L

Trainin

Lesson r: llstenlnganddlscusslon (pages r4-r5) Eachlessonis obout 60-25minutes.Thistime doesnot include odministration and time spentgoingthrough homewo* in any lessons,

qrsswork - Cours€Book

Furth.rwort

DiscussionrTral!!ilg SSdiscusstheirexperiences of trainingcourses, different learning stylesandwhattheyknowaboutcoaching and mentoring.

PracticeFlle Wordpower(pagesro-u)

Listening:Int€rviewwith a tnlnlng consultant A trainingconsultant talksaboutthe purposeofsomeofthe trainingactivities shedoesandthe aimsof coaching and mentonngprogrammes. Vocabulary:Companytraining 5S learnsomekeytrainingwordsandexpressions andusethem rn context. Discussion:Tvpe! eltlainjlg SSdiscusstrainingcourses, theirviewson mentoring and c o a c h i nagn dth e i rfu tu retrai ni ng pl ans.

L€sson2: Readlngand languag€ (pages16-12) Each lessonis about 60-ZS ninutes.

Discussion:Online[qajo!!g SSdiscusstheirviewson e,learning, otherlearning stylesand onlineMBAs. Reading. Timeto breok out lrom compus SSreadan articleaboutUniversitas 21Global, an online universily offeringan MBAprogramme. LanguagerevieyvrMultiwordverbs SSlookat multiword verbsrelatedto education andtrainine.

Lssson3: Busln€ssskllls (pages18-19) Eachlessonis about 75jo minutes.

Tel€phone strategles: clariryingandconfirming SSlistento twotelephone conversations wherepeople needto clarihr andconfirm informatjon. Writing:E-mails SSlookattipsforwriting e-mails, analyse somesample e-mails andpractise wrjting e-mails in moreandlessformalstvles.

Lesson 4: Casestudy (pages 2o-21) Eachlessonis about 75-9oninutes.

Tralnt|galSrnileco A leadingconfectionery company, basedin the UK,hasrecenflv boughtout a rivalcompany. Thereis nowa needto retrainall the salesforceto updatetheirskillsandinstila senseof teamspirit. Themanagement teamalsowantto rollout a newmarket information-gathering system.

Textbank (TRBpages160-163) Grammarreferenceand practice (CBpage119) Practicefite Textandgrammar(pages 12-B) Resourcebank (TRBpage219) lryritingfile (CBpager;5) Pndice file Skillsandpronunciation (pages14-15) Writing flle (CBpage135)

Fora fastroutethroughthe unit,focusingmainlyonspeaking skilts,iustusetheunderlined sections. Forone-to'one situations, mostpartsofthe unitlendthcmsetves, with minimatadaptation, to usewithindlviduat students. Wherethisis notthecase,alternative procedures aregiven.

2 TrainingI

Mostcompaniesrecognisethe benefitsoftraining employees.lt cangivea companya comPetftiveedgq by increasingprofits,productivity,creativity,staff motivationand customersatisfaction.Thekey liesin developing an effedive tralnlngstratetryfor a businesswhichidentifiesthe skllls and knowtedgethe companyneedsto achieveits aims,the skillsand knowledgeemployeesalreadyhaveand,from that, the skills gaps to be filted. reluctanttospendmoneyandtimeon trainingbecause ofthe aresometimes 0rganisations andmanagers short-termcosts,the lackofa tangiblereturnon investmentandthe possibilitythat staff might leavefor evenwhena company betteriobs or competitorsmight poachtheir highlytrainedemployees.Furthermore, hasa trainingevaluatlonproces6,it is oftendifficultto assessthe benefitsof certaintypesofsoft-skllls leadeGhlpskills, team bulldlng andconf,ictmanagement. trainingsuchas efr€ctlvecommunication, Trainingcan be donefor manyreasonsand take manyforms,As patt ofa pefolmance appraisalscheme,a and recommendtraining.Thecompany managermayidentifoareaswherean employeeis underperforming mayhavea careeror professlonaldevelopmentprogrammefor its staffand managers.Theremayalso be a specificrequirementfor all staffto tearna newschemeand to developcertaincomputerllteracyskills as welt astechnicaland behaylouralcompetences. Althoughmostemphasisis placedon formaltralnlng,peopleoften learnmostaboutthek iobs through informalon-th€-lobtralnln& suchas readingsetf-studybooksand instructionalmanuals,talkingto their of or overlunch.Theimportance managers, dealingwithclientsandchattingwithpeersby the coffeemachine thatonlytakesplacein a in the beliefthattrainingis something thisInformaltralnlnt is oftenoverlooked classroom. form with specificlestnlng oblectlves.lt couLdbe in the form of Formaltrainingtakesa pre-determined presentationsor demos.lt canbe provided universityor collegecourses,workshops,seminars,conferences, by an In-houseexpert,but increasinglybusinessesareturningto specialisedextelnal consultantsandtraining providers.Theprogrammes they offer may be tailor-madefor the businessor boughtoffthe shelf. Courses maybe Intenslveor extenslveand be held onslteor offslte.Manycompaniesalso usethe cascadetralnlng modelto maximisethe benefitsfrom training. tu informationand computertechnologyhasdeveloped,it hasbecomepossibleto offerdlstancelearning coursesto businessvia the Internet.Someofthe advantagesofthis modelarethat employeescan havemore flexibilityand controlovertheir trainingprogramme,and it is generallymoreeconomicalfor companies. However,not allcoursesare suitedto the e-leamingformat,and itb also importantto bearin mindthe preferences and l€arnlngsgles ofemployees-lt seemslikelythat blendedleaming,combiningface-to-fac€ ctasseswith onlln€ meterlals,may becomea popularmodelfor businesstrainingin the future. Nowadaysmentorlngandcoachlngare popularformsof informal,personaldevelopmentin business, particularlyfor seniorexecutives. Thetwo areverysimilar,but in general,coachinglastsfor a set periodof meaning'atrustedfriend,counsellor or teacher'. time.ThewordmentorcomesfromGreekmythology, managersto be pairedwith a Mentorlngprogrammestend to be longterm andthey allow new,inexperienced person,who is not their directboss.The mentoroffers'a friendlyear' and adviceas the moreexperienced progresses newcomer in her/hiscareer. In the past,manycompaniescouldoffer an employeea iob for llfe. ln today'srapidtychangingworld, individuals,as well as companies,areawareofthe needfor contlnuousand self-dlrectedlearnlngthroughout one'slifetime.Moreand morepeopleare nowtakingmoreresponsibilityfol planningtheir owncareerpaths.

In-workstudentswill be ableto talk aboutthe trainingstrategyoftheir companyand othercompaniesthey mayknowor haveworkedfor. Pre-workstudentswill haveexperienceoftrainingfrom schoolanduniversity. All Theycanalsotalk aboutthe companiesthey knowthat havea goodreputationfor trainingprogrammes. lifeskills,suchastimemanagement. students will havegeneralworld experience oflearningall-purpose

P.NickBlanchard, JamesW.ThackerandAn&ew Slul'; Effectivetruining- systems,strategiesand practices, Prentice Hall,2oo3 MarciaL.conner:learn morenow - 10simple stepsto learningbetter,smatter,ond fasfeliWiley,2oo4 DavidKayand RogerHinds,A practicalguide to mentoring,HowToBooks,2oo4 HenryMintzberg:/Vdnagersnot MBAS:o hard look at the soft prccticeof managingand nanogement 2oo5 developme nt, Berrett-Koehler, SuzanneSkimngtonand PerryZeus:Ihe completeguide to coachingat work,Mcc.aw-HillEducation,2ooo l@

o Pearson Education Limited zoo6

l 2 Tra ining

AskSSto brainstorm allthe learning situations they've beenin as a childandadult.Seta three-minute timelimit for this activity.To makesure55 understandwhat they haveto do, elicit or givetheman example,e.g.learningto tie yourshoelaces, swim,ridea bicycle, cook,drivea car, etc.WriteSS! ideasup on the board.Thenask55 to work in groupsofthreeor fourto discusswhattheyremember aboutanyoftheselearning experiences, whotaughtthem, howthey felt and how they weretaught.

SSllstento Rosasoler,a traininganddevelopment consultant bas€din Barcelona, spain,whoworkswith multinationals, localcompanies anduniversities. Inth€ first partofthe interview, shetalk abouthercompany and describes someofthetralnlngactivitiesshedoes,In the secondpartofthe intervle$shetalksaboutthedifferences progammes. between coaching andmentoring

@O,.' GetSSto focuson the photoof Rosa,thento workin pairs andlookthroughthesentences. Explain anydifficutt vocabulary andaskSSto try to predictthe missing information.

@ TellSStheywill be lookingat differenttypesof trainingand orofessional develooment. panelatthe beginning @ Gothroughthe overview of the unit, pointingoutthesections that55 willbe lookingat.

o Plavthe first oart of the interview, a Get55 to checkanswersin pairs,then playthe recording

Quotation

again,stoppingin sections to aLlowSStimeto writeif necessary. Replay anydifficultsections a thirdtimeif neceSsary

@ Ask55 whatthe quotemeansandwhattheythinkof it. @ AskSSifthey havetheyeverhada mediocre/good/ superior/great teacher. 55 maynot feelcomfortable being negative,so leaveout the questionaboutthe mediocre teacherifyou thinkit is inappropriate. Whowerethese teachers andwhatmadethemmediocre/good/superior/ great?

5S checktheiranswers in smallgroups.Circulate anddeal queries withany theyhave.lfyou canseethataltSShave youmaydecidenot to go th.oughall the correctanswers, the answersin openclass,simplyconfirmfor theclassthat everyone hasthe correctanswers anddealwiththe problemquestions. Thissavesclasstime. analysing/assessing/evaluating/observing; training (programmes) 2 bridge-building; interpersonal leadership; prioritise; management skills; copeunderpressure 3 coaching; mentoring 4

55 discusstheir experlencesoftraining courses,different learningstylesand what they knowaboutcoachingand mentoring.

@ @ 55 workin pairsto discussthe fourquestions. Seta threeminutetime limitfor this.Thengetfeedback asa whole ctass.HelpSSwiththe namesof differenttypesoftraining coursesin English.55 wiLlprobablysaythat the learning stylesthey prefermaydependon what theyare learningelicitsomeexamples. lt isn'tnecessary to spendmuchtime contrasting face-to-face withonlinelearning, asthis subiectcomesup in the secondlesson.Forquestion3, ask SSiftheycanprioritise the qualitiestheyhavelisted.Adda few morequalitiesif SShaven'tmentionedthem,e.g.have a goodsenseof humour, andask55 for theirviews.55 will havesomeideasalreadyaboutmentoring andcoaching; if not,givethemthe sectionin the Business brief(seepage 19)as a shortintroduction. lt is not necessary to spendtoo longon this,as it formspartof the [istening section,

@ Q,." @ GetSSto readthe statementsand predictif the answe.s are true or false. o

Playthe secondpartso theycanchecktheirpredictions. Ask55 ifthey needto listenagainandplaythe secondpart againif required.

z TrainingI

1 True

2 False

3 True A False

5 True

: 5 True

Basically,when you coochpeople, you improveon their skillsso thatthey condo a betterjob ... Theseskilb moyincludemony businessmonogementskills,suchas negotiating, tine managenent, preparing meetingsandpresentationsot organisation. But coachingisn't only for managers. Anyonein a companymight do thissott of programme. ... they are long-term coreerproqrommes which are speciolly designedfor a selectfew in multinationals. Thementoring progrummeis in fact only poft ofa bigger picturc becousethe porticipant, or mentee,moy probably be attendingothertruiningondpersonal developmentprogrunmes. ot he or she might be studyingforon MBA ..-butthe mentorcannotbe the mentee's direct manageror boss. Usuolly the mentor is soneone who is high up in the compony, who hasa lot ofexperienceand know-how... It hasto be someonewho canbe objectiveif the menteehasa problemat workorcomes

55 dlscuss trainingcourses, theirviewson mertorlngand coachingand theirfuturetralnlngplans.

foradvice. Theyinvest a lot of time and energy; it3 very difficult to frnd the right peson.

@

Youmaywantto referSSto the audioscripton page163. It's oftenvery usefulfor 55 to listenand readthe audio script.Youmaywantto iust listento onepartofthe interview again,depending on the timeavailabLe andsS's needs.Thenask SSto pickout a languagearea,suchas ten wordsrelatingtotrainingor somemultiwordverbs (e-g.end up beingmanogers,comeup with solutions). However, don't spendtoo longgoingoverthe audioscript in detail.

55 learnsomekeytrainingwordsandexpressions anduse themin context.

@-@ € Explainthe tasksand get SSto work in pairson them. correctany € Goroundthe roomand helpwherenecessary. misspellingof words. Withthewholeclassgo throughthe answers. Drill pronunciationofdifficult words(e.g.coach,evaluotion, mentoring,consultant,oppraisal,participonf)and hightight word stresson the board.Note:mentoreeis also sometimesused.insteadof mentee.

D 2 coaching; coach 3 evaluation4 mentor; mentoring consultant6 assess; 5 consulting/consultancy; assessor7 appraise; appraisal8 instruct;instructor participant 9 participate; E r training 2 assessment 3 training/coaching participants instruction(s) 6 mentor 4 5 8 appraisal 7 assess/evaluate

o @ GetSSto discussthe fourquestions in pairs. @ Withthe whoteclass.askSSto reDortbackon theirviews and futuretrainingplans.

SSdlscusstheirviewsone{eamin&otherleamlngstyles andonlinel/lBAs,

@ Thissectionreturnsto the conceptsofface-to-faceand onlineor e-learning introduced in the firstlesson.lt introduces the ideaof blendedtearning, whichcombines youmightwant the two.Beforediscussing the questions, to askifany 55 arealreadystudyingfor an MAor an MBA or are planningto do so in the future.Ohisfollowsup from the discussion in the lastclass)lftheyare,askthemmore questionsaboutthe course(s):methodof instruction,why they chosethat course,how long it is, what the course requirements are,whatarethe advantages ofhavingan MA/MBA,etc,lt maynot be appropriateto ask about coursefees. @ ReferSSto the threequestions anddealwithanyproblem words.Thenask the 55 to work in groupsofthree or four to discussthe questions. As feedback, askeachgroupin turn to giveyou an advantageofdoing an MBAonline,andwrite eachnewsuggestion on the boardso thatthe groupscan B. compare theirideasandtheyareprepared for Exercise youcould @ lf youthinkyourSSwilLappreciate the humour, teltthemthisjokeandthen,on a moreseriousnote,ask themwhat they seethemselvesdoingin five years'time. Manager: Whatdo you see yourselfdoing in five yeaE' time? Employee:ldon't know.ThelV guide onlygoes up to the end of the week.

SS readan article about Unlversltas2r Global,an online universityofferlngan MBAprogramme.

l: Training

@ €

Onceyou havethe list of advantageson the board,refer55 to the articleand ask themto find the advantagesofonline MBAsmentionedin the text. ExDlainthat the idea is to scan Tellthess the articlequicklyfor thisspecificinformation. theydon't thattheyshouldignoreanywordsor phrases knowat thisstageandfocuson thetask.In orderto make thisa quickerreadingexercise, seta timelimit.As a guideline, readthroughthetextquickly, do the taskand time yoursell Thenallowyour SSabouttwicethe time you neededto readand do the task.SSwill Drobablvneed aboutfour or five minutes.

e Ask SS,in pairs,to comparetheir list of advantagesand alsoto compareit with their list on the board.Whatpoints hadthey madethat werenot in the text andviceversa, Discussthe answerswith the wholeclass. o Askthem for their initial reactionsto the Dointsmadein the article.Dothey agreeor disagreewith the advantages mentioned? Arethereanydisadvantages they canthink of now after readingthe article? Schoolof TheMBAdirectorat the Brisbane Graduate BusinesssaysE{earring is engaging,authentic (paragraphz) - althoughthis is debatable,it maybe moremotivatingfor certainstudents,andthe useof newtechnologiesmakesit appearmoreup-to-datethan traditionalclassroommethods. Moreaccessible/ lesselitist than other MBtu: /t also aims to break awayfron the elitist modelofhigher education by making teftiory education occessibleto more people. (pangraph 3) An online courseis more democratic,everybodyhas a voice, whereyou don't haveiust yourtypical Anglo' saxon who is loud ond talks more,'says Mr Williams. (paragraph atthoughit! d Thisagainis debatable, possible thatstudentswho maysit quietlyin a classwill contribute rnorereadilyto an onlinediscussion. 2l Globalsoys lt's cheaperthan othet MBAS.Univercitas that it is offering an alternative route fot students in Asia, who connot afford to pay for higher educationor travel to the US,UKor Austrouo.Tomake its online MBA progrommeafiordoble, the institute chorgesvarying tuition fees, depending on where the students come

fum. ban{aph s) olderworkingstudentscansavetimet...fiexibilityof bothtimeandcuriculum,offerso hugeincentivefor (paragraph g professionols. workin 7)

(9 o Get5S to readthroughthe summaryof the articlefirst to question, lfsomeoneasksa vocabulary checkvocabulary. throw it opento the wholeclassto find out ifsomeoneelse canprovidean explanation.lf not, explainwherenecessary. e SSreadthe text againand completethe summary individually.Circulateand checkanswers,clari! any doubtsand confirmcorreclanswers.

SScompareanswersin pairs.lfthey needextrahelp,put the missingwords on the boardwitha fewdistractors and get SSto chooseanswersfrom there. lfnecessaMcheckanswerswith the wholeclass.lf not, then confirmthat SShavecompletedthe summary correcltv, Discuss SS! reactions to the information againas a whole classandaska fewmoregeneraldiscussion and comorehension ouestions: Whydo you think Universitaszt GlobalMBA is popular in /ndrr?(Education is highly-valued anda levellerin a society with a castesvstemJ Whyis it difficult forthe university to break into the Chinesemorket?Ghegovernmentis still decidingwhether to giveapprovaland alsothe courseonlycosts25%ofa face-to-face MBAcoursein China,so there mavbe resistant from Chineseuniversities) Whotis the typical prcfile ofo student studying ot o'bricks and mottar' unive6v How is the student profile at 2l Globaldifferentand why?(University ss are Universitos usuallyyoungandsingle.Thisonlineuniversity!55 are - presumably married, workingprofessionals because they haven'tgot the time duringthe dayto attendface-to-face preferring classes, to studyat homeat nightsand weekends.) Do you think Univesitas21GIobal\pricingpolicyis workoble? Whatwould Universitas2l Globalhave to do to becomea recognisedbmnd in your country? How do people poy fortheh educotionin your country? Whotis being donertan be done to help people who con't afford to pay for higher educotionin your country? Alternatively, if you are shortoftime, or SSdon't want to readthe wholearticleagainin orderto complete the summary,then write the iumbledanswerson the board atongwith a few distractorsand get SSto completethe summary usingthewordsyou havegiventhem. 2 universities3 (tuition)fees I online/international abroad education/fees 6 market 4 5 recognised/accepted 8 mature/senior Z

@ o Explainthat the paragraphsin the articlea/e numberedand is. showSSwherethe numbering Dothe first itemtogetheras a wholeclass.Thenask 5S to They workin pairsto findthe otherwordsandexpressions. mayfindtheycando someoftheseitemswithoutreferring to backto the text,buttheyshouldlookat the paragraph checktheiranswers. Circulate andconfirmanswers or indicatein which sentencea word or expressionoccurswhereSSare having difflculties.Getearlyfinishersto comparetheir answers with anotherDair.

2 TrainingI Asfurtherpractice, tellSSto workin paksto writeslx sentences oftheirownusingthesemultiword verbs. Alternativety, askSSto workin pairs.Theywritegap-fill sentences forthreeofthe multiword verbsfromthe exercise andpassthemto anotherpairtocomptete, Doan example onthe boardto makeit clearwhattheyhaveto do,e.g.I'll haveto studythisweekend to ..,..,.,,myMBA coursework-

a lf necessarycheckanswerswith the wholeclass.lf not, then confirmthat SShavecompletedthe summary correctly.lfyou'd like to offerfurther practice,askSS, individually,to write true exampleSentences about themselvesusingsomeofthese words,e,g.post, degree. Also,drillthepronunciation ofany newwordsthatSS mightliketo haveas partoftheiractivevocabulary

professor3 tapinto r tertiaryinstitutes 2 (associate) 4 degreeconferred5 criticalmass 6 bricks-and-mortar universities

Grammo, ,"lerence:Multiwordverbspagen9

Q

a Refer55 to theGrammar reference forfurtherinformation andanotherDractice exercise, SStookat nultlwordverbsrelatedto education andtrainlng,

@

1 breaking awayfrom 2 fallenbehind with 3catchup 4lookinto 5droppedout6putherthrough Tcoping with 8 followedup

a As a lead-into this tanguagereviewsection,referSSto paragraph3 ofthe articleand askthemto find examplesof two multiwordverbs(tapinto andbrcakawayfton).fhe meaningoftop into utasalreadyexploredin ExerciseD. Nowask 55 to try to work out the meaningof breakaway Fom in the contextgiven. Put55 in pairsto do the samewiththe sentences in ExerciseE.Notethat sentence2 is breakawayfrom. Point out that thereis morethan one multiwordverbin sentence 6. Circulateand helpwherenecessary.

@ a 55 to do the gap-fillexercisein pairs.Circulateand helpas necessary.

o Gothroughthe answers withthe wholeclass. o Discuss SS'sviewson the article. thype(it)up 2bringin 3setup 4getto 5think ahead 6 Duton

GothroughSS'sideaswith the wholeclass,askingeach pairto givetheir exptanations ofthe meaningsand find out ifthe restofthe classagrees. you canusethesesynonymsto confirmSS Alternatively, answersor givethem to 55 to matchwith the multiword verbsafter they haveidentifiedthem in the sentences. 1 stop doingsomething,suchas a course,beforeyou havecompletelyfinished 2 leave/ escapeftom 3 divideinto separatepartsto analyseit 4 payfor someoneto studya course investigate failto do something by thetimethatwasexpected 62 do something that needsto be done,butwhichyoudid not havetime to do before.

7 willdropout = willleavebeforethecoursefinishes 2 brcl<e owoyfrcm: stoppeddoingor gaveup (something mainstream) t breoklngit down- makingit clear/ summarising through= makingits employees 4 pufrlng its employees studyordo or investigating 5 havebeenlooklngrinfo= researching 6 fellbehlndwith= couldn'tcomplete \ cotchlng up with= studyinghardfor/ makingthe sameprogress asothers

55 llstento twotelephone conv€rsatlons wherepeopleneed to clarlfyandconffrmlnformatlon. tryhatis staff indudion? programme A planned induction fornewstaffis a very partoftheemployment process. important ltt an opportunity to makenewemployees familiarwiththe procedures operating of thecompany. Theyshould also understand thecompany's business obiectives, andwhatit is tryingto achieve. A typicalprogramme mightincludea tourofthecompany facilities, dealingwithpapenvork such ascontracts andthestaffhandbook, a presentation about (e.9.thehistoryoftheorganisation thecompany anda description ofthecompany organigram), someinformation aboutthejob,hoursofwork,dresscodeandpersonal development withinthecompany,

@ O".r'".+ o Ask5Sif theyknowwhat'staffinduction' involves. Youand theymayhavesomeanecdotes ofyour/theirown exDerience of staffinductions.

lz Training lf SSdon'tknowwhata staffinductionprogramme is,tell themthe information on page23.55 canlistenandthen,in pairs,reconstruct verballywhattheyheard.Repeat the informationso SScanget moredetailsifnecessary. Discussthe reasonswhy companieshaveinduction programmes lfthereis andwhethertheyareworthwhile. getSSto designan induction timeandinterest, programme for theirowncompany or institution, if oneis not alreadyon offer. SSlistento the first phoneconversation and saywho the speakersare (e.9.a manager,a new memberofstaff, a receptionist,someonefromthe humanresources andwhatthe purposeofthe phonecallis. department)

@ O''+ @ Ask55 to lookat the roombookingformandput the grid on the board.Explainthat they haveto listento the second conversation againand correctthe form,addinganyextra infotmation.Playthe recording.Allow55 time to compare ideasin pairs.Thencompletethe grid on the board,asking the SSfor the correctdetails. @ Ask55 to tistento the secondconversation and get them to findexamples ofcheckingand confirming. Wheredid the speakersusea) echoing/rephrasing, b) questionintonation or c) directquestions?lf necessary, 55 canalso readthe secondaudioscriDtto checktheiranswers.

Checkanswersin pairs,thenconfirmthe information as a wholeclass.SScangiveanydetailstheyheard.

€ Repeatthis procedurewith the secondphonecall. e Withthewholeclass.askSSwhichcallsounded more formalandwhy. 1 In the firstconversation, the mainpurposeof Leoni is Taylor's caLltoMelVanDerHorstin HumanResources to find outwhere shehasto go to attendthe induction course.In the secondconversation, the receptionist, Pierre, callsMelto adviseherthatthemeetingroom hasbeendouble-booked andthatshehasto moveher inductionsession to anotherroom. 2 Thefirst conversation betweenMelVanDerHorstand is moreformalthanMell conversation with LeoniTavlor the receptionist,Pierre.Thatb becauseMel and Pierre are clearlywork colleagueswho knoweachother quite nevermet,so they wel[.MelandLeonihaveapparently aremoreDoliteandformalwitheachother,

@ C),.r @ Checkthe vocabuLary with 55, particularitemsa-c, and explainfunctionslike'echoing/rephrasing' if necessary. @ SSdo the exercisein pairsbeforelisteningto the first conversation againto checktheir answers, c

Drillthepronunciation ofthe phrases that usequestioning intonation.

@ ReferSSto the Usefullanguagebox,wherethere is a summary ofthe expressions used.Askthemif theycan thinkof anymoreexpressions thattheyusefor these purposes.Tryto sensitisethe SSto Englishsentence stress,linkingand intonation.Don'tget them to repeatall just one ortwo from eachsectionthat the expressions, might be difficultin termsof pronunciation(e,g.Wouldyou mind ...?ot CouldI askyou to ...?). @ Refer55 to the audioscripton page163andaskthemto practisethe dialoguein pairs,usingthe correctintonation whencheckingand confirminginformation.

rb

2C

3b 4a 5 b

p.m.

Room a.m. 82

f11

Chairmant meeting

11- Staffinduction (for restofday)

B3

f12

Staffinduction

2-4 Salesteammeeting

Cr a

2-5 Interviewing

Forfollow-uppractice,go to the Resourcebankon page 279.

SSlookat tipsforwrltlnge-mails, anatyse somesample e-mailsandpractise wrltlngmoreandl€ssformale-mails. {D) @ AskSSto workin groupsofthreeor four.Startwitha discussion of SS'suseof e-mail.Whodo theywriteto?How oftendo they usee-mail?Doestheir writingstylevary accordingto the recipientofthe e-mail(howand why)?Do they everhaveto write in English?Howoftendo theywrite e-mailsin English andwhoto? @ CircuLate, monitorandassistwiththe discussions. Makea noteof anyusefulvocabulary SSuserelatingto thetopicof e"mail,andthreeor four commonerrorsfor correctionwith the wholegroup.Writetheseon the board,in two separate sections, whileSs arecompletingthe task.Earlierfinishers canbe referred to the boardto seeiftheyknowallthe wordsandifthev cancorrecttheerrors. o

Gothroughthe languagepointsfor praiseand correction on the boardwith the wholeclass.

a As a round-upofthe discussion,askSSwho writesthe moste-mailsin Englishin eachgroupand find out more detailsaboutthis. @ AskSSto workin the samegroupsof threeor four, Brainstormfive tips for writingeffectivee-mails.Tellalt 55 to write downthe tips as they will needto referto these later.Seta five-minutetime limit for this. Circulateand monitorwhat SSarewriting. o

RegroupSS,so that they now havea partnerfrom a differentgroup.Getthem,in pairs,to compareideas,

2 Tralnlng I

AskSSto readthetipsandseeiftheirideaswere mentioned. Gothroughanydifficultwordsandphrases(e.9. subjectline,headline,invertedpyramid,headings, proofread, recipient, on the receiving end)withthe whote class. In pairs,askSSto decideifthe e-mailsfollowthetips.What thingsare goodabouteache-mail?Whatcouldbe befter? It hasn'tbeenproofread:therearetwo spelling mistakes(1./'usl, sees/or)and a punctuationerror (Everyone). lt doesnot havea strongsubiectline.On the plusside,the sentences areshortandclear. Thise-mailisgenerally better.Thereareno proofreadingerrors,and it leavesa betterimpressionon the reader. Theonlyproblems arethatallthe information is in onelongparagraph whichcouldbe splitup.Also,essential information likethetimeand dateofsession1is missing.

\9 ln pairs,SSlookat the e-mailsagain.As follow-up, askfor somemoreexamples offormalor informalopeners and closersin e-mails, SSmaymentionsomeofthe informal SMSabbreviations, whicharealsocreeping intoe-mails thesedays,e.g.CU2noro and TTFN.

.

Suggestedanswers E-mail2is moreformal. Moreformol D e a r,. . It is my understanding that... I suggestthat... Please confirmthat... Bestwishes Lessformol Hello that... Justa reminder seeyouthere Thanks All the best Otheropeners:Hi, 60od morning,Goodafternoon, Goodevening Otherclosingremarks:. Withbestrcgards,Speakto you soon,Byefor now,

o a AskSSto workin pairsto writean c mailtogether. Refer backtothe teleDhone conversations in Exercise A. fukthem to predictwho mightsendan e-mailtowhomafterthese phonecalls,e.g.fromconversation 1,the HRmanager mightwrite to all new recruitsconfirmingdetailsaboutthe inductionday.Or,from conversation2, the receptionist mightwriteto the HRmanager to confirmthe newroom arrangements for the induction day.AskSSto chooseone ofthe Dossible scenarios andwritean e-mail. a Setout a templatefor an e-mailmessage on the board, similarto the oneson the page.

ReferSSto the modele-mail in theWritingfite(CBpage 135).Gothroughthe featuresof a typicale-mailwith them. Circulate, monitorandhelp5S.Makea noteofany useful exoressions SSuseandDuttheseon the board. To helpSSbe moreawareofthe impacttheir e-mailshave on the reader,put eachpair ofSS with anotherpair.They exchangeand readeachothers'e-mails.lfthey spot any wordsand expressions they don't know,they canasktheir colleagues whowrotethee-mailaboutthe meaning. lf peer correction is appropriate in yoursetting,55 couldalsobe askedto proofread eachothers'writing taskandpointout anyspellingmistakeor grammaticalerror theyspot.Beon handto helpwith this, if necessarybut leavemostofthe feedbackand discussionto 55. lf necessarychangethe pairsaroundand repeatthe process. Gothroughanycommonerrorsandthe usefulvocabulary and phraseson the boardto roundoffthe activity. practice, lftheywouldlikeor needfurthere-mailwriting SS cando ExerciseFin classor as homework.Repeatthe oroceduresabove.

A leadlngconfectlonery company, basedInthe UK,has r€centlyboughtouta rlvalcompany, Thereis now. needto retralnall thesalesforceto updatethehsklllsandlnstll8 senseof teamsplrft.Themanatem€nt teamalsowantto roll outa newnarketlnformatlon-gatherlng syst€m.

Background o Get55 to studythebackground information intheCourse Book. a Writetheheadings ontheleft-hand sideof thetableand elicitinformation fromSSto complete theright-hand side. Company

SmileCo

Basedin

UK

Industry

confectionery / fast-moving goods(FMCG) consumer

Recent acquisition

Reedley

Combined salesteam

over200

What! neededfrom the salesteam

up-to-date / timelymarket information onthecompany and including rivalproducts, promotions, merchandising, number andtypeofcustomers andrivalsales-force activity

Whythis information is important

Sothat it canbe analysedfor planningpurposes.

l: T raining

ListeningQ 2.5 @ GetSSto readthe listeningtask.Askthemto try and predictwhatmightbewrongwiththe presentinformationgatheringsystem.55 maybe ableto predictfrom reading the backgroundthat the informationis not beingreceived on time or that new staff fromthe acquiredcompany haven'thadadequatetrainingwith the system,or that the systemitselfis antiquated.Don'trejectany ideasat this stageor givethe answersaway. Listen @ 5s listenand compareideasin pairs.lf necessary, points again.Gothrough with the wholeclass. e

Discusstheir initial reactionsto the problem.Whatdo they why?Ohereis thinktakespriorityin termsoftrainingand no rightanswerto thisquestion. 55 mayor maynot reacha consensus.) Problemswith the salesteamt currentinformation gatheringsystemare: o lackofinformation andout-of-date information; @ staffcan'taffordto sDendtime in the office completing whattheyseeas a complicated database,so it just gets left; a internaltrainingfor the regionatmanagerswas inadequateand theyweren'tequippedto traintheir staff; @ salesteamfrom Reedleyhaveonly hadvery ad-hoc informaltrainingwiththe system. Solutions discussed: UseiPAQ,a sort of palmpilot whichthe salesteam coulduseto recorddetailsdirectlyin the shops.The via information is thenbe uploaded immediately modemfor anatvsis. Trainingneedsinitialtyidentify: @ Trainingforthe new|PAQsystemimplementation. Needto ensurethat the regionalmanagersbuy in. Kamalsuggeststhat they needto train staffup as quicklyas possible firm andthata consultancy shoulddo it. o Updating salesskills,e.g.customer awareness trainingto help salesstaff becomemore'pro-active' in their approachto selling. c Themergedteamsaren'tintegratingwell. lt could becomea Drobtemfor staff motivationand morale. Teambuildingis needed.

TaskI €

e

Divide55 into two groups.Refereachgroupto a different rolecard:StudentAturnstopage43 andStudentB turns to page15o.Askthemto readanddealwithanyquestions thev have. Pakthe SSup with someonefromthe othergroupto do the role-play.sincethe role-playis in the form ofa phone call,it is usefutfor SSnot to sit facingeachother.

@ Circulate andmonitorthe language theyuseduringthe Makea noteofany keylanguage role-play. usedandany commonerrorsfor correction.

a Afterthediscussion, drawattentionto somekeylanguage Alsoworkonfiveor that5Susedcorrectly andgivepraise. vocabulary, sixpointsforcorrection, e.g.pronunciation, structuralerrors.

Taskz o Revise someoftheexoressions 55 usedintheBusiness skillssection forclarifoing andconfirming information. pairs work roLes @ 55 in againandtakethesame asinthe previous role-play. StudentA turnsto pageq3 and StudentBturnsto page15o.Askthemto readandcheck theirrolecardsbeforestartingthetask. o Circulate andmonitor, checking thatSSarecompleting the taskcorrectlV. 1to 1 a lfthis is a one-to-oneclass,youtakethe roleof GeraldineParkerin Task1. Sincethe role-playis in the form of a phonecall,it is usefulnot to sit facingeach other.Thisavoidsvisualcluesandatsoallowsyouto take noteswithout distractingthe studentfrom the task. e Monitorthe languagethat you both use.Afterthe discussion,drawattentionto somekey languagethat yourstudentusedcorrectlyand givepraise.Alsowork on fiveor sixpointsfor correction, e,g.pronunciation, vocabulaMstructural errors. o lfthereis timeandinterest, do the role-play again,this time swappingroleso Repeatthe procedureforTask2. @ lt's alsowell worth recordingactivitiessuchas roleplays,summaries andpresentations witha one-to-one classfor intensivecorrectionwork from time to time.

Reading Ask55 to readthetextaboutthetraining course runby Everly Consultants, Gooveranynewwords,e.g.setsoutto, makethemostof, salespitch,paidoff. Askthemto discuss whether theythinktheywouldliketo dothistypeoftrainingandexplain why(not)-tuk themto consider ifthistypeoftrainingwould begoodforthe Smileco salesteam.fihereis nocorrect answer to this question, butgiventheconversation 55 haveheard about outdated thiscourse skillsandtheneedforteambuilding, mightseemuseful)

Task3 @ Put55 in groupsof threeor fourto discussthe questions. 0ne studentshouldbe appointed secretary to makea note ofthe decisionreachedand feedbackto the class.Another shouldchairthe discussionand makesureeveryone participatesandthat a consensusis reached.Seta 10-15minutetimelimitfor thistask.lf mostgroupsstillhaven't finishedthe discussion afterthistimelimit.allowthemto runon a few moreminutes,Remind anygroupthatfinishes earlythat the secretarywill be askedto presenttheir decisions to thewholeclass,andthattheyshouldhelp her/himto preparefor this.

2 TralnlngI Calltheclassto order.Askthesecretary fromeachgroupto givea two-minute presentation. SSlistento eachpresentation andsaywhichoftheir programmes coincided anddifferedandjustifutheir programme in thelightofanydifferences. Alternatively, ifthe classsizeis morethantenor 12,askall SSin eachgroupto makea noteofthedecisions reached. ThenregroupSSsothatonepersonfromeachofthe reportsto thenewlyformedgroup.This originalgroups ensures SSgetmorespeakingtime andspeedsupthe process. feedback Theymaythenwantto continue the discussion untilthey reach a newdecislon. Toroundofftheactivity, summarise someofthe presentations, statingwhethertherehadbeenany consensus between thegroupsonthetrainingpriorities, intensive/extensive courses, etc.andhighlighting thebest ideasin howallstaffcouldbenefitfromthetraininga few peoptereceive andhowto buildteamspiritwithinthesales team.

Writing Brainstorm the information thatshouldgo in the e-mailand put thesepointson th€ board.Alt this informationhascome up in the role-playsin Tasksl and 2. AskSSto look at the writingtips in the Businessskills sectionagainand the modele.mailin the Writingfile (CB pager35). GetSSto write the final e-maileitheras a classactivityin pairsor for homework.Thiscouldprobablybe quite a long e-mailif 55 Includethe background information as to who needstrainingand why the trainingis necessary. Alternatively, this couldbe madeinto a report-writingtask.

)

writingnu pageg5

Partnershi

l-esson1: Llstenlngand discussion

Discussion:Privateprovisionof Dublicservices involvement in public SSdiscussexamples of private-sector servtceS.

Eachlesson is about 60-75 minutes. Thistime doesnot include administration and time spent going through homewotkin any lessons.

Listening:PPPSin the UK whereexpertsdebatethe pros SSlistento a radioprogramme andconsof PPP5 in the UK.

PracticeFile Wordpower(pages16 1Z)

VocabularyrPPPs 5S lookat wordsrelatingto publicprivatepartnerships. Discussion:Viewson PPPS 55 discusstheirviewson PPPs.

L€sson2: Readlngandtanguage (pages24-25) Eachlesson is about 60-75 minutes.

Readin$ lnftastructurc, Expe enceof the t99os hos put people off andfailuresof PPPDroiects in ss readaboutthe successes developing economies.

Lesson 3: Business skllls (pages26-27) Eachlesson is about 7S3o minutes,

l{egotiatingrbeingvagueand being precise for negotiating, listento a conversation 5S lookat expressions wheretheyareusedandapplythemin a role"play.

L€sson 4, Casestudy (pagesz8-29) Eachlessonis about 75-9o minutes.

KonoonickaAirporttakesoff projectfor an airportin SSget information aboutthe expansion in a role-play involving Potand. Theythenparticipate the negotiation of a PPPagreement.

Textbank (TRBpages164-167) Grammarreferenc€and practice (CBpagesl2o-121)

LanguagereviewrVerband dependentpreposition;passive forms and causativehove PracticeFile SSworkon two language areas:verb+ preposition collocations Textandgrammar(pages andthe passive verbform. 18-19)

Reportwriting: Layoutand structure 5S talkaboutwhentheyneedto writereports,completereportwritingtipsandwritea shortreport.

Resourcebank [TRBpages22o-221) Writingfite(CBpages 13a-99) PracticeFile Skil[sandpronunciation |pages2o-21, writing file (CBpages138-139)

Fora fast routethroughthe unit, focusingmainlyon speakingskills, iust usethe underlinedsections. Forone-to-onesituations,most partsofthe unit lend themsetves,with minimaladaptation,to usewith individual students.Wherethis is not the case,alternativeproceduresare given.

3 Partnerships I

-fheLongman Business English Dictionarydefines a partnership asa relationship between twopeople, In business terms,it is usuallyanassociation oftwoor more organisations or countries thatworktogether. peopte whoto intopartnership bypoolingresouresandsharlngowneEhip,Iesponsibility, control,profits, to thebusiness, lossesandllabllitiesofthebusiness. Eachpersoncontributes something suchasideas, moneyor property. Thepartners definetheirmanagement righGandpersonal liabilityin a legal expertise, or partnership andsharesin theprofitsor contract. A silentpartneris a person whoinvestsin a company losses, butdoesnottakepartin management ofthebusiness. is a strateglcalllancebetween twoor morecompanies to achieve a setof Anothertype of partnership goalswhileremaining alliances comein manyforms,including independent businesses. Strategic speciffc (e.g.supplychain)to increase processes ofcommon andinvestments, andthedevelopment iointventures theperformance of bothcompanies. peopleor groupswhoagreeto share between A thirdformof partnership is a co-operative relationshlp goal.Forinstance, witha local responsibility forachieving somespecific a charitymightcollaborate government department in ordertoco-ordinate services, ln thiscase,theremaynotbeanysharedequityor formallegalcontract.

(PPP) A publlcprlvatepartnership is anagreement between thepublicandprivatesectorontheprovision of proiects. publicinftastructure Ina PPBor P3,scheme elements of a servicepreviously runsolelybythepublic a government agency andoneor moreprivate-sector sectorarenowprovided througha partnership between lJnlikefutlprivatisatlon, whentheservice is expected to operatelikea privatebusiness, the companies. government in a PPPin somewayandmaymaintain ownership oftheassets. continues to participate However, Whenpublicandprivatesectortry to worktogether, thereis oftena clashofcultures. thereis a lot fromtheexpertis€ fromworkingtogether. Thepubllcaectorbenefits and to begainedforbothpartners resources Theprivatesectoroffersbetter-quality services andresponds morequicklyto of privatebusiness. public publicdemand. to theprivatesectorofworkingon large,lucratlve Thentherearecommercial benefits publicpolicy-making. contracts. A privatecompany canalsoenhance its imageandtryto influence Thisprivate-sector involvement Whyshouldgovernments turnto theprivate is notwithoutits controversy: provided Aren'tprivatecompanies less sectorwhentheyhavetraditionally theseservices themselves? thangovernments to thepublic? Willprivate companies takeshortcutsin ordertoincrease accountable profits? Willtheneedforpublicprivatepartnerships increase?

In manydeveloping countries, thebusiness sectorhasvirtuallytakenoverthedeliveryof publicservices projects. largeinfrastructure thesegovernments do nothavetheresources to undertake Poor because mayberequired to llberallsetheirindustrial, service or agricultural sectors throughtrade countries arguethattheremustbegovernment negotiations at theWorldTradeOrganisation. Criticsofthisapproach controls to ensure thatbusiness delivers faif services to people.

partnerships will beableto talkaboutthestrategic alliances andbusiness formedby Yourin-workstudents Theymayevenworkfora business thathaspublic-sector cLients. Bothpre-work andin-work theircompanies. ofservices students willcertainly haveviewsonpublicversusprivateprovision - getthemto talkabouttheir Theymayalsohaveviewsontheprivatisation ofstatemonopolies andthequalityof public experiences. private intheircountry. versus services

HelenSullivanand ChrisSkelcher:Workingacrossboundariet PalgraveMacmillan,2oo2 AlanTayloret at.:Port?ershipmadepoinless,RussellHousePublishing,2oo3 lI@!E

@Pearson Education Limited zoo6

| 3 Partnerships

@ AskSSto brainstorm famous'partnerships' for a few minutesthiscanincludecomedydoubleacts*,singingor partnerships. actingduosandbusiness Givethema few examplesyou think they'll be familiarwith (seeanswers below)to getthemstarted.Alternatively, if 5S enjoytrivia games,givethemsomeofthe firstnamesofpartnerships from the list belowand askthemto giveyouthe second name.SSthentellyouwhattypeof partnerships the pairs *A'doubleact',alsoknownasa comedy duo,is usedto describe thecomictraditionofa pairofperformers. Oneofthemostfamous double actseverwaslaureland Hardv. a LaurelandHardy(earlyfilm comedyduo) @ Batman andRobin,'The Dynamic Duo'(cartoon andfilm actionheroes) (singing @ SimonandGarfunkel duo) € Thelmaand Louise(filmcharacters) @ Starskyand Hutch(197os TVdetectiveshow) @ Cagneyand Lacey(198os TVdetectiveshow) € RomeoandJuliet(tragicloversin ShakespearetpLay) @ LiloandStitch(Disney cartooncharacters: an orphaned Hawaiiangirl and her extraterrestrial 'dog') @ TomandJerry(cartooncat and mouse) o FredAstairandGingerRogers(dancing andactingduo) @ PaulMcCartney andJohnLennon(singer-songwriter teamfor the Beatles) Fortnumand Mason(luxurygoodsdepartmentstorein Piccadilly, London) @ Marks& 5pencer(Britishdepartmentstore) @ Benandjerry(USice-cream company foundedin the 197osin the USby childhood friendsBenCohenand who haddonea correspondence JerryGreenfield, making) coursein ice-cream Procter & Gamble(world! no.rmakerof household cleaning,beauty,healthand baby-careproducts. WilliamProcter andJames Gambte formedtheir partnership in the 19thcenturyin the US.one a soap maker,the other a candlemaker,thev had marriedtwo sistersandwereencouraged to go intobusiness togetherbytheirfatherin-law.) of USproducer lohnsonandlohnson(leading healthcareproducts,rangingfrom toiletriesto pharmaceuticals andmedicaldiagnostic equipment. In 1876,RobertWoodJohnsondeveLoped a newtype of ready-to-use surgicaldressing,set up shopand formed jamesWoodand a partnership with hisbrothers, EdwardMeadJohnson.) Tate& Lyle(foundedin Englandin the late19thcentury, the leadingsugarandingredients companygrewfrom the separate sugaFcane refiningbusinesses of Henry Tateand AbramLVle)

@ Tell55 theywill be tookingat the subjectof private-sector involvement in Dublic-sector services. panelat the beginning @ Gothroughthe overview of the unit, pointingoutthesections thatSSwillbe lookingat.

Quotation @ fuk SSifthey've heardofJohnD. Rockefeller, who made hisfortunein the 19thcenturywithoil refineries and becameso richthat he boughtout mostof hiscompetitors andcontrolled almostgo%ofthe oilrefinedin the LJS. This positionbecamethe subiectof much near-monopoly controversyand led to the USantitrustlaws,The Rockefellers arestilloneofthe richestfamiliesin the wortd todav @ AskSSto readthe quoteandcheckthe meaning of any words.DeaLwith anyquestions theymayhave,e-9. found in this contextmeaning'start/beginwith, basedon'. ThenaskSSwhattheythinkthe quotemeansandifthey agreewith it, Discuss the prosandconsofsettingup a business witha friendor familvmembeL AskSSiftheycanguesswhichfamousbusinessman once said,'0ursuccess hasreatlybeenbasedon partnerships fiom the very beginning'(BillGates,founderof Microsoft Corporation). Thenaskthemifyou knowwhich partnershipshe wasreferringto, (Hewas referringto partnerships with industryandgovernments.) lt! interestingto notethat the richestmanin the wortd recognised the importance of partnerships to hisbusiness.

SSdiscussexamples of pdyate.s€ctor involvemenl in public services.

@ @ AskSSto look at the list of services.In smallgroups,they discusswhatpercentage of eachserviceis providedbythe government in theircountry andifthereis alsoprivatesectorprovision.Theymay mentionany servicesthat were formerlystate-ownedbut whichare now beingor have beenDrivatised. Thevcanalsodiscusstheirviewson the qualityofpublicversusprivateservices. @ As a round-up, ask55 ifthey knowifthe situationis similar or differentin neighbouring countries or countries they mayknowthroughbusiness contacts.

t Partnerships I AskSSfor their reactionsto the debate.Whichofthe speakers seemedpro-andwhichseemedanti-PFl?

SSlistento a radloprogramme where€xpertsdebatethe prosandconsof PPPS in the UK,

AskSSiftheywouldliketo listenagainwhilereadingthe audioscriDt. As follow-upto this, ask 55 to identiryfive wordsor expressionsin the text that relateto privateprovisionof services,e.g. outsourcing, competitive tendering. Help themwith anywordsthey don't understand.Thisstagewill alsobe usefulforExercise D.

@Oy o As a possiblelead-into the listening,explainthat in the post-warera ofthe 195os,therewas a majorexpansionof public-sector provision of health,education andhousing services in the uK,andmanyindustries were'nationalised' (i.e.broughtunderpublicownership), including the government railways andcoalmining.TheThatcher ofthe 198osreversedthis trend.Thepublichousingstockhas largelybeensold offto tenants;pubticutilities, nationalisedindustriesandtransoortserviceshaveall beenreprivatised;andthereis increasingprivate-sector involvementin healthand educationservices.However, the vast maiorityof peoplestill usethesetwo publicservices. €

Argumertsin favourof PFI Critlclsms of PFIprolects Thegovernment can public commission services it couldn't otherwise afford. Newmoneyis poured intopublicservices. Astheprivatesectoris moreefficientthanthe publicsector, theycan runpublicserviceg mor€ cheaply thanthestate could. Timeandcostoverrun is significantly reduced whentheprivatesector manages a proiect.

Beforelisteningto the first part ofthe radiodiscussion,ask SSto look throughthe notes,checkvocabularyandtry to predictthe missinginformation.

o SSlistenand completethe notes.Thenthey comparetheir ideasin Dairs, o

Playthe recordinga secondtime so 5S canchecktheir notesandgetmoreinformation.

e

Elicitthe answers andputthemon the board.

c Ask SShowthis comparesto their country: Whotseryiceshave been outsourced? ls the privote sector financing public infrastructure projects? Doesthat seem likea viablemodelat the noment?Whv (not)?

PFIproiects designed to generate asmuchprofitas possible forprivate consortiums. Buildings might/would becheaperto buildand manage iftheywere traditionally funded. cheap{ooking buitdings beingbuilt.Whenthe buildings become run-down anddatedin a fewyears' will time,thegovernment stiUbepaying forthem. Therealcostwon'tbe known foranother years or so. 30

55lookat wordsrelatedto publlcprlvatepartne]shlps. 1 outsourcing services : cleaning 3 catering 4 publicsectorbuildings 5 capitat-intensive6 increasingpubtic spending 7 schools,hospitals,prisons,roads 8 a decade/ ten years

(D) GiveSSthe instructionsfor this exerciseand askthemto work in pairs.Thefirst answeris givenas an example.

a Gothroughthe answerswith the wholeclass.

@ Or.,

o Focuson the pronunciationfeaturessuchas word stress, vowelsounds anddlphthongs that55 mighthavedifficulty with.

@ BeforeSSlistento the secondpart of the radioprogramme, askthemto look at the noteoad.whichshowsthe first Dointin favourof PFls. €

In groupsof threeor four,SSquicklybrainstormone argumentin favourand one possiblecriticismof PFls.

6

PutSS! ideason the boardin two columns. as Derthe CourseBook.

t Privatisation 2 competitive;tendering 3 running; maintenance; outsourced 4 spending:privatised; ownershiD

@ AskSSto listenandseeif anvoftheirideaswere mentioned. Theyshouldalsomakea noteofanyother Dointsmentioned. €

SScomparetheir notesin groups.

€ Askthem how manypointsthey heard.Thereare four pointsin favourandthreecriticisms, @ SSlistenagainto checktheiranswersandpickup more details. @ Gothroughthe answers withthe wholeclass,puttingkey information on the board.

SSdlscusstheir vlewson PPPS.

@ o

Gothroughthe fourquestions. Ask55 if theycangiveyou a definitionof accounfabillry(lndividualsand organisations for theiractionsandmaybe areresponsible obligedto explainthemto others.)

| 3 Partnerships Get55 to discuss th€pointsin palrs,Goroundtheroom andhetpwherenecessary. Makea noteofanycommon errorsforcorrection, anyusefulnewvocabulary andany pointsthatareraisedthatwouldbegoodto discuss with thewholeclass. partsofthe Writeerrorsandnewwordsontwoseparate board.Dothecorrection workwiththewholectassandgo throughthenewwords. Withthewholeclass, SSreportbackonth€lropinions. pointsthatyouheard55 mentionin Raise anyinteresting discussion theirpairwork iftheydon'tdo sothemselves, point about... Clara,would e.g.Claramodean interesting you tell whot llke to us said?fhis showsthat youhave Wu beenlisteningto thediscussions, ensures thatthe discussion isn'tdominated bythesameSSeverytimeand particlpation encourages frompeople don'tnormally speak in whole-group discussions. Obviously, onlyusethis if, in youriudgement, technique SScancopewiththis.

SSreadaboutthesuccesses andfelluresof PPPproiectsIn developlng oconomles.

@ a PutSSin pairsto discuss thetwoquestions. . Refer55 to thetitleofth€article.Askthemwhatto rut off means(makesomeone someone dislikeor notwantto dosomethind,andwhocouldbeputoffbyPPPschemes andwhy. quicklyandsay a AskSSto readthefirsttwoparagraphs whatthetitlerefersto. a Gothroughtheanswers withthewholeclass.

a lf youwantto exploltthevocabulary fromthetextfurther,a goodexercise is lo tellSSyouwittonlyexplainfivewords or expressions fromthetexttoday.SSlookat thetext individually andchoose thelrfivewords/expressions. Then theyagreeonfivewordsln palrsandsoon in a pyramid discussion, untilthewholeclasscomesupwiththefinal ffvewords/expressions. Whatusuallyhappens in this process isthat5Shelpeachotherwiththemeaning of words,canusuallyguesswordsfromcontextandthey makedecisions aboutwhichwordsareessentialto an understanding ofthetext.Allthesearegoodlearnertrainingtechniques. rt 2e tc id 5b 6a Textorderis:1f,2e,5b,3c,4d,6a

SSworkon two langurg€.ll.3r verb+ pFposltion collocatlons andthepasslve vcrbform.

@ AskSSto workin paiGto dothevocabulary exercise. In the firstinstance, theyshouldreferto thetextto helpthem guessthemeaning ftomthecontext. Circulate andhelpas necessary, Gothroughtheanswers withthewholeclass. 1b 2a ta

@ Suggested answers projects lackofinvestment; in countries withhighrisk e.g. politicaloreconomic instability; inefficient government/departments; private corruption between companies andgovernment officials; lackof legalor regulatory structures; nopublicinvolvement in theproiect

@ a AskSSto readthetwopartsofthesentence summaries andh€lpthemwithanydifficultwords. SSattemptto matchthetwopartsbeforereading thetext andcompare theirideasin pairs. SSreadthefulltextto checkthelranswers andDutthe itemsin theorderin whichtheyappear. Atthisstage,tetl (some themnotto focusonwordstheydon'tunderstand vocabulary itemscomeupin thenextexercise).

4a

prepositions page72o Gmrror reference: Dependent

practice Forextralanguage relatedto thearticle,youcan leferSSto theGrammar reference andpractice onpage 12oof theCourse Book. a Gothroughtheanswers withthewholegroups. pairs o AskSSin to writeanexample sentence foranyitems theyhaddifficultywlth.Drarvtheirattentionto thefactthat alloftheverbs,exceptprefer,alwaysrequirea direct obied. prefer, to: advise, forbid,persuade, supply on;advise,build with:build,provide, supply

@ a Readtheexample fromthetextwiththewholeclassand ask55 to identirythepassive form:passive infinitive. qulckly passive a lf necessary revisehowthe is formedand whenit is used.

3 Partnerships I AskSSto readaLlthesentences anddealwithanydifficult wotds,e.g.top down, think tonk,underthe table-

2 TheTVcompanyis still tryingto get/havethe joint ventureapprovedby the government. t The Polishministerhopesto get/havea highwaybuilt in IwOyears. 4 Manystill believethe onlyway to get/havebusiness broughtin lineis throughthe estabtishment ofglobaL rules,suchas are beingdiscussedin 6eneva. are typesof contractswherebythe publicsector 5 PPPS gets/hassomekind ofservicebuilt or managedby the Drivatesector. 6 PPPShaveoftenfailedbecausegovernmentshaven't got / don't havethe publicinvolvedin the proiects.

SSworkin pairsto complete the sentences. Circulate and help as necessary. Gothroughthe answerswith the wholeclass. r needsto be made 2 will be set up / is goingto be set up 3 fuilD haveto be persuaded/ havebeenpersuaded 4 shouldnot be built 5 hasbeenforbidden 6was/had beensignediwas forced

Grarra, nference: Possivepagea2t

)

Theprivatesectorhasrecenttybeeninvolvedby several USstatesin international marketing campaigns. Howmuchprivatemoneyshouldbe put into public projects,whenthereis an existinggovernmentbudget? Theproblemhasbeenpartlysolvedby the stateof Alabamaby givingthe privatesectoran almostfree hand. But criticssayit is hardfor the privatesectorto know howfar it shouldbe involvedwhengovernmentfunding exists. Vice-president of the EconomicDevelopment PartnershipofAlabamasayshis departmentwas privatelyfund€dby Zo businessestastyear. Anothermodelis providedby the public-privateIndiana EconomicDevelopment CorDoration. TheIEDCpresident sayscompanies havebeen encouraged to locateto Indiana,and exportpromotion is nowhandLed by the state. Twiceas manydealshavealreadybeenclosedby the stateof Indianacompared withthe sameperiodlast year.

Gramnar,"1er"nce:Passivepagep7

Q

o Forextrapractice,seethe exercisein the Grammar reference(CBpage1zr). lfdone in class,55work in pairsto grouptheverbs.

SSlook at erpr€sslonsfor negotlatln&listento a conversation wheretheyar€uscdandapplyth€mln a role-pl.y.

@ o

Brainstorm the typeof negotiations we haveto do in our everydaylife, e.g.what to watchon the W, doing householdchores,what to havefor dinner,as well as more formalnegotiationsat work or college,e.g.the deadlinefor a project.

o Ask SSifthey haveseenthe filmJerryMaguheandwhat they thoughtof it. Tellthemthat the fitmwas basedon the life of LeighSteinberg,who wrotethe bookLeighSteinberg haso gameplon,basedon his negotiationtechniques. @ tuk SSto readthe six tlps for successfulnegotiationand hetpwith anydifficultwords(e.g.porty,setthe stage,give up). c

SSdiscussthe questionsin pairs.

.

Ask SSifthey think Steinberg'stechniqueswoutdwork in theircountryandaskthemto explainwhy (not).Go throughanyothertips SShavewith the wholeclass.

@

@

a Putthe examplesentence(sentence1)on the board.Ask

@ 55 workin pairsto matchthe functions andexpressions.

SSto identifythestructure(causativehave/get)and elicit how it is formed.Elicita sentencein the negativeand ouestionform as wetl,

o

Drillthe pronunciation,highlightingthe featuresof sentencestressand intonation.

6

ReferSSto the cartoon.Ask55 whatthevthinkthe manis Why?DoSSthinkhe is beingvague saying? or precise here?

AskSSto readall the sentencesand dealwith anydifficult wordsand expressions, e.g.joint venture,bring businessin line. SSwork in oairsto rewritethe sentences.Circulateand nelpas necessary withthewholeclass. Gothroughthe answers

1C

20

3e 4f

5a 5d

7h

8g

@ Qr.r a TellSSthey witl hearpari of a negotiation.Askthemto listenand decidewhat is beingnegotiatedand what the outcomeis. o

SSlistenandthencompare theirideasin pairs.

| 3 Partnerships playtherecording lf necessary againso55 canconfirm answers andlistenformoredetails. Gothroughtheanswers withthewholectass.

a

Topic:Pricing andspecialdelivery terms(foroliveoil) ofa solo Outcome: Giovanniwill lookintothepossibility discount,

@ Or.r o SSlistenagainand completethe chart. a

Referthemto the audioscripton page164to checktheir answersand find any moreexpressions that wereused.

.

55 in pairstakethe rolesof Kathyand Giovanniand repeat the dialogue,payingparticularattentionto pronunciation. Circulateand helpwith anypronunciationproblems.

.

SSswaprolesand repeatthe dialogue.

SStelkaboutwhentheyneedto wrltereports,complete report-wrltlngtips andwrite a short report.

o a

Do a briefneedsassessment with the whoteclasson report writing.Ask55 howoftenthey haveto write reportsin English,what type of reportsthey $rrite,who they write reportsfor, how longthey reportsare expectedto be.Ask them howthey olganisetheir reports,i.e.what sections they include(e.9.introduction,executivesummary conclusion,index,bibliography).

o

ReferSSto the sectionsin ExerciseF.SSwork in pairsto put the sections intoa logicalorder andsayifthereareany othersectionsthey wouldadd (e.9.index,bibliography).

o

Gothroughanswers withthe wholeclass,discussing any differencesof opinion.

speaka. \,tsu. Ptadr€ lsthg

E pilislon5 for proclsa usad Infonnatlon Suggesteal exonples

Kathy

Couldn'tyou ofrerusa 5% discount? thespeci6l Couldyouinclude delivery conditions at no additionalcost?

Giovanni

ReferSSto the questionsat the end of the exercisewhich askthemto reviewtheir performance. Ask SSaboutthe outcomeoftheir negotiations.Didthey get what they wantedin both role-ptays? Whatwouldthey do differentty anothertime?Getfeedbackfrom eachpair,or if time is limited,get feedbackfrom a oneor two pairsofSS only.

we canofferyouexceptlonal deliveryterms.(doesrt speciM

Formal reportsusuallykeepto thefollowing order, although thercarevariations d€pending onthetypeof report. a executive summary a introduction . findings a conclusion o recommendations

I'll sp€akto my manaSerand seewhat I cando. I can'tprcmiseanythlnS,but ifll be somewherein th€ regionof5%.

othersections in a longertechnical reportmayinclude page,graphics, contents bibliography, appendices, etc.

@

€ AskSSto workin pairs.TellStudentA to turnto page143 andStudentBto turnto page15o.SSreadtheinstructions. Dealwith €) anyproblem words. € TellSSto ref€rto thenegotiating in Exercise B. a AskSShowthey go aboutwritinga report. expressions a Remind situations to rolethemthattherearetwoseparate

a Tellthewholeclassto checkthe wordsin the box.Help

play.

with anydifficulties.

GiveSs time to readand checktheirrolecards.SStake a minuteortwo to think aboutwhat they are goingto say. Askthemto try to incorporateas manyofthe useful expressions as possible.In general,the longerSStaketo preparea role-play,the longertheir utteranceswillbe and the betterthe levelof accuracy.

SSwork individuatlytocompletethe tips andthen compare their ideasin pairs.circulateand help as necessary.

Circulate whileSSaredoingtherole-play andhelpthem when necessary, Makea noteofany pointsfor correction and pointsfor praise,focusingparticularlyon how 55 use the negotiatinglanguage. Callthe classto orderand go throughthe correctionwork, praisingexamplesof good useofthe language.

a

Gothroughthe answerswith the wholeclass.

o

In pairs,55discusswhichofthesetechniques theyalready use,whichthey think it would be a good ideato use,and whichthey would neverdo and why.

l plan 2 register3 errors 4layout 5 headings 6 Re-edit 7 draft

(U a TellSSto readthe sentencesand then readthe reDorton page159.

3 Partnerships I TellSSto putthe sentences in the correctpartofthe repoft.Notethat thereis oneextrasentence.Circulateand checkthat the 55 are comptetingthe reportcorectly, pointingout ifthe answersare not correctto giveSSan opportunity to try again.

a SScomDare theiranswersin Dairs. a Gothroughthe answerswith the whoteclass. a AskSSfor thek viewson and reactionsto the contentof

oftheairport Name

Airport Xonopnicka

Location

Poland

Operatedby

(PAA) Polish AkponsAgency

Passenger numbers Number of passenger terminals

5,5 millionlastyear 1

passenter Maximum capacity

12 milliona year

Expectedgroudh in next four years 9.4 million

the reDort.

of buildingproiect Scope

A second runway, a new passenger terminal, a caryo a catering terminat, base

Reasonfor the expansion

Tomakeit an international hub airportto relieveair congestionin westernEurope.

o a Withthewholeclass,brainstorm whatinformation thev wouLdput in a reportabouteachofthe role-play situations in ExerciseE. SSwork individuallyto chooseone role-playto write about and producea shortfirst draft oftheir report. 55, in the samepairsas they werefor the role"play,read eachother'sreportsand makesuggestionsfor changesor correctanvfactualmistakes. ReferSSto the modelreporton pages138-139ofthe Writingfile.

)

writing fite pages138-139

LlsteningO3.4 a GetSSto readthe listeninginstructionsand the partially completednotesfromthe meetin&on the right.handside ofthe page. o Askthemto try andpredictsomeofthe missingdetails.SS maybe ableto predictsomeitemsfrompersonal experienceworkingon PPP5.Don'treiectany ideasat this stageor givethe answersaway. a

SSlistenand comDtetethe notes.

o Ask SSto compareanswersin pairs.lf necessarylisten again.Gothroughanswers withthewholeclass. SSmayalso like to listenand readthe audioscripton page 154. AskSSfor their initial reactionsto the exDerience ofand advicefrom the UKvisitors.

prdectfor a maior SSgetinformatlon abouttheexpansion airportin Poland. Theythenpartlclpate In a role-play involvingthe negotlationof a PPPatr€em€nt 2

Background a

Withthewholeclass,lookat thetitle ofthe casestudyand ask SSwhat the word takeso/Fmeansin this context(i-e. Thencontrastthis with the titeral to becomesuccessfu0. meaningofwhen a planetakesoff. Explainthat this useof doublemeaning is knownasa'pun'. Putthe followingtableon the boardandwritethe headings on the left.TellSSto readthe two sectionson page28 with the backgroundinformationand completethe chart.Dothe first item togetheras an example, Elicitthe answers from55 andcomplete the righlhand sideofthe table.

3 4 5 6 7 8

makingsurethat ownershipofthe assetsremainswith the state. agreeingthatthe PAAcontinuesto operateairport services. lowerinterestratesovera longertimescale,but tend to wanl moreguarantees Privateinvestmentfirms:lookingfor a muchhigherrate ofreturn in exchangefor fundingriskierventures. part public,part privatefinance out to competitive tender proposethe methodoffinance. buildingcontractoris responsiblefor delaysin the schedule.

Readlng a Ask 5Sto readthe Laumanntext.Askthemwhat typeof text it is (a pressrelease)a Ask 5Sto readthe pressreleaseagainand answerthese threequ€stions: L Whatdid the PM do to get a controctor? 2 Whichprivate companieswill be involved in the exponsionprcject and what are their roles? 3 Do you think Laumonnis o suitoble choice?Why(not)?

| 3 Partnerships

1 Putthe prolectout to competitivetender,as suggested in the meeting. 2 Laumann BankWeber-MerkeI - buildingcontractors; providingthe finance 3 Laumannwouldappearto be a goodchoice,as they are a largecompanywith a lot ofexperienceofinternational projects.

TellSSthat they are goingto negotiatethe agreement betweenthe Polishgovernmentand its privatepartnerson the airport prolect.

o ReferSSto the languageof negotiationon page26. e Elicitfrom SSwhat type of issuestheythink might be discussed in the negotiations. Then,puttheseheadingon the board: Financing 0perations andmanagement Repayment termsofthe loan Buildingschedule Riskallocation Split SSinto two groups.GroupA turnsto page144and GroupB turnsto page151andtheybothreadthe information. Helpwith anyvocabulary itemsSSdon't understand. RegroupSSinto A + B pairs.Alternatively, SScando this role-playin groupsoffour or five.SSappointa note-taker in eachgroupto write downthe decisionsmade.Orthey both take notesofthe decisionsmade,ifthey work in parrs. WhenSSare ready,get themto start their meeting. Circulateand monitorthe languagebeingused.Notedown anypointsfor praiseandanycommonerrorsduringthis stage.Altow55 ptentyof time for the task as thereare a lot of issuesto cover.

Feedback o

Bringthe classtogetheragainand praisefive or six good pointsthat you heardand elicit the correctionsto Language six or sevenerrorsthat you spotted.

o Askthe note-takeror a reoresentative from each group/pairto reportbackon what agreementwas reached on eachofthe five pointsabove.55 in the other groups listenand identiryanydifferencesin the agreementsthey negotiated.Theythen reportbackon their agreements. s

SSdecidewhichwasthe bestnegotiatedagreement. There'sno rightanswerto this, and opinionsmayvary.

l tOI o lfthis is a one-to"one class,youcantakeoneofthe rolesin the negotiationtask. a Monitorthe languagethat you both use.Afterthe discussion,drawattentionto somekey languagethat yourstudentusedcorrectlyand givepraise.Alsowork on five or six pointsfor correction,e.g,pronunciation, vocabularystructuralerrors. o lf thereis timeandinterest, do the role-play again,this timeswapping roles. o lt's alsowell worth recordingactivitiessuchas roleplays,summariesand presentations with a one-to-one classfor intensivecorrectionwork from time to time,

Wrltlng o ReferSSto theexecutive summary sectionofthemodel reporton page138. a AskSSto usetheirnotesfromthemeeting to writea 2oo-3oo-word executive addressed summary, to the Dkectors ofthe PolishAirportsAgency andtheMinistryof Infrastructure. Thesummary mustincludethefivepoints discussed duringnegotiations. SScoulddothisfor homework or inthesamepairsorgroups in class. o lf theexecutive summary is writtenin class,circulate and helpSSwiththekwrittenworkandpointingouterrorsfor correction.

@

writinstrtepage Be

3 Partnerships I

L

Reuision Thisunit revisesand reinforces someof the key languagepointsfrom Unitsr-3, and tinkswith thoseunitsareclearlyshown.Thisrevisionunit,like RevisionunitsB, C and D,concentrates on readingandwritingactivities. Someof the exercise typesaresimilarto thosein the Reading and (Higherlevel)organised Writingsectionof the Business English Certificate examination by the (Cambridge ESOL Examinations University of Cambridge ESOL). practice, Formorespeaking seethe Resource banksectionof this bookbeginning on page211. Theexercises in thisunitcanbe donein class,individualty or collaboratively, or for homework

o ThisexercisegivesSSfurtherpracticeof the businessidiomsfrom pages8 and u8. r ranout of I've runout of z got backon track 3 goingover 5 get; input 6 kicksoff 7 kickaround 8 keeptrackof

4 sticksto the point

o SSaregivenfurtherpracticein usinglanguagerelatedto networkingfromthe Businessskills sectionson pages10-11.

o ThisexercisegivesSSpracticein the theoryof publicspeaking,followingwork on presentations skillson pages8-9. 1e 2a 3f 4d 5c 6b

Onlythe preparedspeakerdeservesto be confident.(DateCarnegie) Atl the greatspeakerswerebadspeakersat first. (RalphWatdoEmerson) Onceyou getpeoplelaughing, they'relistening andyoucantellthemalmostanything. (Herbert Gardner) It is detiverythat makesthe orator'ssuccess.0ohannWolfgangVonGoethe) Mostspeakers speakten minutestoo [ong.(James Humes) Thereis nothingin theworldlikea persuasive speechto fuddlethe mentalapparatus. (MarkTwain)

@ SSwritea formalletterconfirmingattendanceat a conference andwriteaboutsome interculturalissuesas furtherpracticeto the Businessskillson page11.

UnitA RevisionI

Sampleanswer DearHendrickie DeVries, Withreference to yourletterof September:.5,I am writingto confirmmy attendanceat the conference Retationships in Business, on Intercultural to be hetdatthe International BusinessSchoolin Amsterdam. Thetitle of my talk is 'BusinessCulturefor the British Manager'. As requested, hereis an outlineof the mainpoints. Research in an hasshownthat understanding localsystemsis essential whencommunicating international contextandthatcommunication canbreakdownfor a varietyof reasons. r

Managersmayfind it difficultto adaptto the challenges of livingandworkingin a who havebeenrelocatedto differentculture.I will giveexamplesof Britishmanagers emergingmarketssuchas Brazil,RussiaandChina.

z Notonlylanguage difficulties but alsomisunderstandings aboutattitudesto hierarchy peopleneedto I wittsuggestthat Britishbusiness andlossof facecancauseproblems. English'when doingbusiness in an international setting.I also usean 'international recommend that managerstakecareto respectthe hierarchyin othercountriesandthat the useof the Britishsenseof humourdoesnot alwaystravelwell. is especiallyimportantfor manynon-Western cultures.I will 3 Relationship-building foreignvisitorswith regardto highlightthe importance of buildingtrustandentertaining business contacts. networking andestablishing Please do not hesitateto contactmeshouldyou requirefurtherinformation. I lookforwardto meetingyou at the conference. Bestregards EmileLaszlo (246words)

gives55 furtherpractice in usingthevocabulary o Thisexercise withtrainingand associated professionaI development(pagesr4-r5). r businessschools z three-yearprogrammes 3 the school 4 trainingfor executives 5 witl be offered 6 coaching 7 developingpartnerships 8 develop

o ThisexercisegivesSSfurtherpracticein confirming,clarifyingor correctinginformationon the phone(pager8).

rb(ctarifuing/confirming) zf(clarifoing/confirming) le(ctarifuing/confirming) +c(ctarifying/confirming) 5d(correcting)6a(correcting) practising @ SScorrectan e-mailto an HR manager, e-mailwriting(pagerg). lf SShavenot donethis type of exercisebefore,drawtheir attentionto the rubricandthe factthat there isn't an erroron everyline, 1a to l

zof ttl

3do

4 o thersl /

5/l managers

6i t

Tfor

8/

gthemsel ves

@ SSpractisewritingstylesby rewritingthe e-mailin the previousexercisein a moreformal style (page19).

Ltryl$rerir1g! __ Sampleanswer DearAngusEliot Westwood, thattherewill be a stafftraining I havebeeninformedby my linemanager, Joanne dayin the nearfuture.I wouldbe gratefulif youcouldsenddetailsabout anddevelopment anddates.Couldyoualsopleaseconfirmwhethercourse this,including courseinformation participants needto payfor this kindof trainingthemselves? in doinga trainingcoursein SixSigma,whereas level,I wouldbe interested Ona personal programmes. an interestin coaching-style othermanagersin my departmenthaveexpressed by alt staffmembersif a feedbackformwereto be Finally,it wouldbe greattyappreciated givento participants at the endof eachcourse.I thinkyouwil[agreethatthis kindof stafftraining needsandplanningfuturecourses. feedback is veryusefulfor analysing | lookforwardto yourreply. Bestregards Carla.lohnson (r47 words)

givesSSfurtherpractice in word-building associated withtrainingand o Thisexercise professional development(pagesr4-r5). r Mentoring z lecturer 3 assessing 4 appraisal 5 instruction 6 consultant 7 demotivated 8 trainees

associated with pubticprivate o ThisexercisegivesSSfurtherpracticein word partnerships partnerships, pages andvocabulary 22-23. followingthe tistening sections on 6c 8e rh 2a 3b 4 C 5f 7d r privatesector;deliveryof services z lackof money;poorplanning 3 reputationfor; changetheirways 4 far fromperfect;makelife better o ThisexercisegivesSSfurtherpracticein dependentprepositions(pagerzo). r invest z (have)declined I apptying/hoping 4 encouraged 5 expects 6 hopes/ is hoping 7try / aretrying 8 needs 9 depend

o ThisexercisegivesSSfurtherpracticein beingvagueor precisein negotiatingby readinga company officialanda manager of a construction shortdialoguebetweena government (pagesz5-27). 2 Butyou signeda contract(P) 3 the projectsuffered r I'mafraidit's lookingunliketyM wouldbe responsible for anydetays(P) seriousdetayswhen(P) 4 yourcompany of this proiect(P) 5 that witt involvetakingon extralabour(P) 6 lookat the refinancing 8 otherwisewe haveno alternativebut (P) 9 seewhatcanbe 7 whateverit takesM ro lookintothe possibitities verycarefully doneM M

o ThisexercisegiveSSfurtherwritingpracticein reportlayoutand structurefollowingpages z7 and1.59. SSwritea progressreportas the managerfor the constructionprojectmentioned in the nrevious exercise.

UnitA RevisionI

Sampteanswer Progress Report Constructionof govemmentoffices Eecutive summary Roberts& WaltersConstruction wascontractedto buildnewgovernment officesas part of a publicprivateinitiative. Following seriousdelaysin construction workdueto the findingsof archaeological remains duringexcavation, the proiectis unliketyto be completed untilearly nextyear.Roberts& Waltersthereforerecommend a seriesof emergency measuresto ensure the workis completed by December. Introduction In accordance withthe presentcontractual agreement, atl riskis assumed by Roberts & Walters.Failureto meetthe expectedcompletiondatewitt resultin severepenaltyfines.lt is thereforea matterof urgencythat riskallocationis immediatelyreviewed.As the existing government officesaredue to be vacatedby the end of December, the newofficeswill need to be completedby the end of this year. Findings Thediscovery remainsduringexcavation of Romanarchaeological hascausedserious in the projectschedule. As thesedelaysweredueto circumstances setbacks beyondour riskallocation is reviewed control,we recommend andthat bothpartiesassume5o%of the risk.In addition,Roberts & Walterswill havethe currentworkschedule revisedandemploy additionallabour,althoughthis wilt affectprojectcosts. Recommendations Westronglyrecommend the followingmeasures to ensureconstruction is completed by December of thisyear: r An urgentmeetingneedsto be heldby bothpartiesto discussthe refinancing of the proiect. z Roberts& Walterswill needto havethe refinancing of the projectaoprovedby the end of this monthin orderto meetthe newproposed completion date. proiect, incurred Regarding any extra labour costs on recommendation is that the our 3 bothpartiessharetheseadditional costs. Conclusion Roberts& Walterswill ensurethe newcompletiondateis met,providedthat riskallocationin the contractual agreementis revisedto allowfor the extenuating circumstances. Furthermore, we recommend that anyresulting additional labourcostsaresharedby both parties. (33r words)

ts-

Discussion:Sourcesof energvand energvsaving SSdiscusssourcesof energyandwaysof savingenergy. Listening:The future of natural gas in the SSlistento an energyexperttalkingaboutdevelopments gasindustry.

PracticeFile Wordpower(pageszz-23)

Discussion:Trendsin the energysector of risingenergycostsand mergersof SSdiscussimplications energycompanies. Vocabulary:EnergJy and the environment SSlearnkeywordsusedin tatkingaboutenergyandsustainable business.

Reading:A dreomof a hydrogeneconomy hydrogen astheenergy to develop source SSreadaboutmoves ofthefuture. devices Language review:Discourse discourse devices. SStookat theuseofwrittenandspoken

Textbank ORBpagesrf,8-t7t) Grammarreferenceand practice (CBpagerzz) PracticeFile Textandgrammar(pages 24-25)

Problem-solving Resourcebank lookat the language ORBpagezzz) beingdiscussed, SSlistento two problems of problem-solving androle-play a problem-solving scenario. Writingfile (CBpagesr:8-rlg) Itriting: Proposalwriting proposals anduselinking 55 lookat the structure of PracticeFite expressions for writingproposalsin context. Skiltsandpronunciation {pagesz6-27)

Energvsavingat Suoersun SSlookattheproblems of energy costat a supermarket chain forsavings. andmakeproposals

Writingfite (CBpagesrl8-rlg)

sections. Fora fastroutethroughthe unit,focusingmainlyonspeakingskitls,just usethe underlined withminimaladaptatlon, to usewithIndividuat Forone-to-one situations, mostpartsof theunitlendthemselves, areglven. students.Wherethis ls notthe case,alternatlveprocedures

+ Energy I

Therehasbeenan enormous increase in the demandfor energysincethe mid-zothcenturyas a resultof industrialdevelopmentand populationgrowth.Accordingto TheEnergyand Resources InstituteOERI), the world'spopulationhasmorethantripledin the last15oyears,whilepercapitauseof industrialenerg;y hasincreased aboutzo-fold.About15%of the world'spopulationtivingin the wealthyindustrialised nationsconsume overhalfthe energyusedin theworld.Thenumberof carsandothermotorvehicleshas morethandoubledsincer97o. lt is nowwidelyacknowtedged by industryexpertsthat the enerty market is alreadyoperatingat closeto full capacityas a resultof surgingeconomicgrowthin Chinaand India. Volatiteenergycostsarealsopushingup the pricesofpetrol and products. Untilrecently, the mainprlmarysourcesof energyin developedcountrieshavebeenoil andcoal.There problemsassociated aremanyenvironmental with fossllfuels,primarilythe emissionof carbondioxide (CO")andothergreenhouse gasemissionswhicharecontributing to the destructionofthe ozonelayer andglobalwarming.Addingto that,fossilfuelsarenon-renewable energysources.Oil andcoalsupplies aresoonexpectedto be exhausted, althoughthereareno reliablefigureson howsoonsupplieswill runout. Nowadays, the demandfor naturalgas- the cleanest fossilfuel- is increasing, andit nowplaysa keyrole in the energypoliciesof manyindustrialised countries,becauseit is an environmentally frlendly alternative.Mostof the newpowerstationsdevelopedaroundthe worldaregas-fired.In the UK,for example, the disptacement of coalby gasin powergeneration helpedthe countrymorethanmeetits emissionsreductioncommitmentas part of the KyotoAgreement. Whilepreviouslygas reserveswereoftentoo far awayto bringto markets,liquefiednatunl gas (LNG) and gas-to-liquids technologies havevirtuallyetiminatedmobitityas a problem.Accordingto the (lEA),naturalgasaccountsfor zzo/oof the worldenergysupply,and its lnternational EnergyAdministration shareis growingsignificantly. Demandfor LNGis risingso fastthat by zozo to 2025,it mayovertakeoil as the world'sprimaryfuel. Nuclearenergycanalsoproducepoweron a largescalewithoutburningfossilfuel.Somecountries, suchas France, dependheavilyon nuclearpower,as it is a locallyproduced sourceofenergythatcrucially doesn'tdependon importsfromothercountries,atthoughmostgreentobbyistsareopposedto nuclear powerbecause ofthe potentialrisks. Theoverallefficiencyof energyproductionremainsextremelylow: on average,morethan9oolo of energy consumedis lost or wastedin the processofconversionfromraw materialssuchas coalto the final energyservice,suchasblectricity.Themainproblemisn'tthat we useenergy,but howwe produceand consumeenergyresources. Conserving energyhasbecomethe needof the day,be it in the transport, householdor industrialsectors. Alternativeener3ysourceshavebecomeimportantand relevantin today'sworld,with many companies, suchas FordMotorsand BritishTelecom, nowlookingat waysto generate theirownenergy usingtechnologies basedon renewableenergysources.Wind,waveandsolarpowercanbe replaced rapidlyby a naturalprocessand canneverbe exhausted. At present,though,theserenewableenergy sourcesaccountfor no morethanabout4oloof the world'stotal electricityconsumption, accordingto a power,a wellrecentreportinthe FinancialTimes, with mostof this comingfromhydro-electric establishedformof renewableenergy. Fuelcellshavealsoattractedattentionrecentlyas a potentiallycleansourceofenergy,harnessing hydrogen,the mostabundantelementin the universe.Hydrogenfuel cells produceelectricity, with water gas as the mainby-product, makingtheman attractive wayof reducing air pollutionandgreenhouse emissions. lt couldbecomean alternative to fossilfuelsin carsandin a widerangeof household and industrialapplications. However, is not at all simple. makinghydrogenfuel economically

Bothpre-workand in-workstudentsshouldbe ableto talk aboutenergysourcesandenergycostsas consumers andbe awareof the environmental issuesandthe dwindting supplyof fossitfuels.Theymay alsohaveviewson the mergerof energycompanies, nuclearpowerandtheirgovernments' energypoticies.

GodfreyBoyte(editor):Renewable energy,Oxford UniversityPress,zoo4 JeremyRifkin:Ihe hydrogeneconomyPolityPress,zooz PaulRoberts:Theend of oil, Bloomsbury, zoo5 VijayV.Vaitheeswaran:. Powerto thepeople,JamesBennettPty Ltd,zoo5 @!E

Education Limited @Pearson zoo5

I 4 Energy

GiveSSthististof moderndevicesandaskthemto prioritisethemin termsof howessentialtheyareto their lives:the plane,the car,the mobilephone,the computer, the fridge,the television,the lift (elevator), the light bulb, the microwave oven,the washingmachine. GetSSto tell you whatthe sourcesof energyarefor all thesedevices(electricity and petrol,both essentialfor providingheat,tightand powerfor humanactivities).Point out that thesesecondary energysourcesareactually dependent on primarysources andelicitfromSSwhat theseare (coal,oil, naturalgas,nuclearpowerand alternatives suchas wind,solar,waveenergyand hydrogen). Tetlthe SSthat electricityhasbeengenerated for the purposeof powering humantechnologies for at leastrzo years.Askthem if theyknowwhatthe first power plantswererunon (wood)andwhatwe mainlyretyon today(petroleum,naturalgas,coal,hydroelectricity, nuclearpoweranda smallamountfromhydrogen, solar energy,tidal harnesses, andwind generators). GetSSto brainstorm otherdevicestheythinktheywould find it difficuttto livewithout.TellSSto discussthe relative importance of theseitems.

o TettSStheywitl be lookhrgat developments in the energy industry. panelat the beginning @ Gothroughthe overview of the unit, pointingout the sections thatSSwill be lookingat.

Quotation o AskSSto definewhata proverbis andwhy theythink we havethemin everycutture.Accordingto the Longman Dictionaryof ContemporaryEnglish,a proverbis 'a short we[[-known statementthat givesadviceor expresses something thatis generally true'.lt'sworthnotingthatthey existin everyculturebecausethey areessentially wordsof wisdomto hetpguideour lives.Proverbs canalsogiveus someinsightin thevaluesof a culture. o TellSSto readthe quoteandaskthemwhattheythinkit means.Notethat manyproverbshavebeenborrowedand adaptedfromChinese cutture. TheEnglish equivalent of thisoroverbis'Thereis no smokewithoutfire'.lt meansif peoplearesayingbadthingsaboutsomeone or something, thereis probabtya goodreasonfor it. o AskSSif a similarproverbexistsin their language. o AskSShowtheythinkthisquotationcanbe relatedto the topicof the unit. In the contextof energy,you couldargue that it meansall of our humanactivities needan energy sourceto drivethem.

5Sdiscusssourcesof energ;y andwaysof savingenerry.

@ o SSwork in smallgroupsof threeor four to discussthe two questions. Seta five-minute timelimitfor this.Circutate andhelpSSby providing anyvocabulary theyneed. o Callthe classtogether.Dritlthe wordstressof any vocabularyrelatingto energywhichSSmighthavehad difficuttieswith, e.g.nucleor,environment,electricity,fossil fuels,coal,oil, petrol,etc.Thiswitl help5S to recognise someof thesewordswhenthevhearthemlaterin the recording. @ GetSS'sfeedback on theirideasas a wholeclass. Suggested answers r Sourcesof energythat aregenerallyconsidered to be environmentatly friendly: o Windpower,althoughsomesaythatwindturbines ruinthe naturallandscape o Solarenergy o Nuclearenergyproducespoweron a largescale withoutburningfossilfuelandtherefore doesnot contributeto effectsof globatwarming;it is popularagainin countries becoming likeFrance, but is still considered to be a morecontroversial source of energy. power(etectricity o Photovoltaic causedby etectromagnetic radiation)is oneof the newer energies andis becoming morepopularin countries likeGermany. @ Hydrogen, e.g.hydrogen-fuelled cars(seeReading and languagereview) o Naturalgas,arguably,as it's cleanerthan otherfossil fuelssuchas oil or coal(seeListening) z a) Turning off lightsandelectronic equipment whennot necessary or whennot beingused;havingshowers insteadof baths(to saveon heatingandwater); openingandclosingfridge/freezer doorsquickly; installingdouble-glazed windows;using[ow-energy light bulbs,etc. b) Turningoff lightsandelectronic equipment whennot necessary or whennot beingused;usinglow-energy lightbutbs,avoidingair-conditioning systemsif possible;turningdownofficeheatingsystemsto avoidpeopleopeningwindowsbecauseit's too hot; havinga heating/air-conditioning systemthatcanbe regulated in individual officesandnotjustthrougha centralised system;etc. (seealsoCasestudy) Also,althoughnot strictlyat homeor in the workplace, studentsmaymentiontransport, e.g. savingenergyby walkingor cyclingto work/place of study;car-sharing as opposedto individuals drivingto work;reducing the numberof carsper parking household company spaces;etc. /

----+--n:s-v*J

SStistento anenergyexperttalklngaboutdevelopments in the gasindustry.

@ Q +" @ GetSSto work in pairs,lookthroughthe fivequestionsand try to predictthe correctoption.Explainanydifficutt vocabulary. Playthe recordingonceand askSSto checktheiranswers in pairs. Replayif necessaryatthoughSSshouldbe ableto do this first listeningtask afterhearingthe recordingonce.This time,stopaftereachquestionto allowSStime to decide on an answer. Gothroughthe answers withthe wholeclass. ra

zb

3a

4b

5a

e As a follow-up,you couldaskthe SShow popularnatural gasis as a sourceofenergyin their countryand ifthey havenaturalgasin theirhomes,andif so,for what appliances.

@ C)+" o GetSSto readthroughthe summaryandtell themthere areeighterrors.Dea[with anyvocabularyquestionsthey have. @ Replaythe recording. o Afterlistening, SScomparenotesin pairs. @ Gothroughthe answers with thewholeclass.Onewayto do thisis to askSS,in turn,to readout a sectionof the summarywith the correctinformation. TheotherSSlisten and sayif they agree.

o As a finalstagein the listening,you maywantto referSSto the audioscripton page165.SSoftenliketo listenand readat the sametime.Afterlistening,ask5S to focuson a languagearea,e.g.get themto find ten wordsrelatingto energy.Don'tspendtoo longgoingovera[[the vocabulary itemsin the audioscriptin detail.

SSdiscussimplications of risingenergycostsandmergercof eneq;ycompanies.

o @ GetSSto lookat the fourquestions. SSdiscusstheir answersin smallgroupsof threeor four.Circulateand monitor,helpingwherenecessary with vocabulary. Makea noteof anyproblems SSmaystillbe havingwiththe texis associated with energyandfiveor six pointsfor correction. Also,listenfor anygoodpointsthat SSmakewhichcanbe broughtup laterwhenyou roundoff the discussion with the wholeclass.

SSlearnkeywordsusedin talkingaboutenerg;y and sustainable business.

@ o GetSSto look at the vocabularyitemsin the box.Explain anydifficultwords(watchdogmightneedexplaining-it3 an organisation whosejob is to protectthe rightsof consumers andto makesurethatcompanies do not do anythingillegalor harmful). @ GetSSto completethe articlesin pairs.Circulateand monitor,hetpingwherenecessary by tellingSSif they have the rightanswersor not. e Gothroughthe answersas a quick-firewhole-class activity.

Naturalgasis far lessmoreenvironmentally friendlythan otherfossilfuelslikeoil andcoal,but it is alsobeing replacedby newersourcesof energy,as it will probablyrun out in 5sr5o years'time. Thegassectoris cn{i*elytikelyto continuedoingwell for sometimeto come,andtheopeningup of markets, together with deregulation, hascreatedmorecompetitionin the industry. Changes in howthe sectoris regulatedmeanthat gas supplierscannowse{lbuy from anywhere.Newregulations havealsoforcedsomecompanies to b+mdleunbundletheir activities,dividingtheircompanies into separateareasof business. Apartfromcompetition, otherfactorsthat haveaffectedthe sectorincludea fuHrise in the useof naturalgas,as wellas attractinga widercustomerbase.Thishasledto mergers betweengasandeil electricitycompanies, as seenin Germany, andthe creationof energygiants. Otherconcernsin the gassectorincludesecurityof supply and diversification:the lliddle{ast EUreliesheavilyon certaincountriesand regionsfor its gassupply,so countries likeSpainnowimportgasfroma varietyof countries.

gasemissions l energyconsumptionz greenhouse 3 energywatchdog 4 renewableenergy 5 energy efficiency 6 windpower 7 fossilfuet 8 globalwarming o As furtherspeakingpractice,you mighttiketo askSSfor their reactionsto the articles,e.g.Whatarethe implications for the globalenergymarketof the growthof demandin IndiaandChina?Howwouldtheyfeelabout theirgovernment raisingtaxesin an effortto protectthe environment? Wouldtheymindhavinga nuclearpower stationneartheirhomeor placeof work/study?

| 4 Energy

SSreadaboutmovesto develophydrogenasthe energy sourceofthe frrture.

@ @ GetSSto lookat the photoof the carand askthemif they'd liketo havea carlikethat.Why(not[ Askthem how much petrola carlikethat wouldneed.(Onaverage,a smallcar uses6-8 litresper roo kilometres,a largeluxurycaruses rz-r5 litresand the averagefour-wheeldriveuseszo-25 titres.) @ GetSSto readthe extractHow'green'isyourcar?Dealwith anyvocabularyquestions,e,g,sport in this contextis a verbandmeans'towearor havevisiblydisplayed'. AskSS whatthe title means(greenmeans'environmentally friendly').NB Newpetrolcarscurrentlyemit roo-r7o grams of carbondioxidea kilometre,but the averagefour-wheel driveemitsmorethan r85 grams. e GetSSto lookat the four questions.Dealwith any problem words,e.g.petrol-guzzling whichmeans'usinga large amountof petrolin a wastefulway'. o AskSSto discussthe questions in pairs.Goroundthe roomand hetpwherenecessary. @ Getthe ctasstogetherand go throughtheirsuggested answers.AskSSwhy we will needalternatives to petrotdrivencars.(Because oil suppliesareexpectedto run out in 5e-6oyears'time.Thisfactwas mentionedby the gas expertin the recordingin the previousspread) Suggested answers 1 Heavymarketing,peoptefeelsaferin them,status symbol. cars,hydrogen(seearticle), 4 Electriccars,solar-powered peopleusingpublictransportmore,or walkingand cyclinginstead.

@ @ As a lead-into the articleA dreamof a hydrogeneconomy, askSSwhethertheycanpredictwhy switchingto hydrogen fromfossilfuelscouldpresentchallenges. Don'trejectany ideasat thisstage. o TeltSSthattheyarelookingfor fourchallenges mentioned in the text. Exptainthat the ideais to scanreadthe whole articlequicktyfor this information. Tell5S to underlinethe key phraseswhenthey find them.Theyshouldignoreany wordsor phrasestheydon't knowat this stageand focus on the task.In orderto makethis a quickerreading exercise, set a time limit.As a guideline,readthroughthe text quickty,do the task andtime yourself.Thenallowyour SSabouttwicethe timeyouneededto do the task.SSwitl probablyneedaboutfouror fiveminutes.

TellSSto checktheiranswersin pairs.Thenbringthe class togetherand go throughthe answerswith the wholeclass, askingSSto tell you the paragraphs and extractswherethe challenges arementioned. AskSSaboutthe toneof the article,i.e.the general attitudeor feelingof the text.AskSSif the writerseems confident thatthe hydrogen is a possibility in the economy nearfuture,or if he seemsmorescepticalaboutit. Aftera first quickreading,SSshouldbe ableto tell that the article hasa scepticaltone,as the writerhasmentionedso many problemsassociated with a hydrogeneconomy. GetSSto work in pairsand askthemfor moreevidence fromthe text to suggestthat the toneof the articleis rather sceptical.Alternatively, if the taskappearsto be too challenging for yourSS,referthemto oneor two of the phrasesyourself. Fourmainchallenges: o findingwaysto producehydrogen:Topof the listof difficulties is finding a simple and economicalway to producehydrogen,(paragraphl) o findingwaysto store it: ...storing enoughof it on board a carhas them utterlyconfused.Becausehydrogenis the lightest element,far lessof it canfit into a given volumethon otherfuels. (paragraphS) o convertingit to electricityby the useof fuel cells:(...fhe fuel cells that convert hydrogen to electricity.Fuelcells havebeenusedto powerspacecraft,but their high cost and other drawbockshavekept them out of everyday applicotionssuchas cars.(paragraph5) @ infrastructure requiredto supplyit to consumers: Hydrogenfuel-cellcars alsofacean obstaclefrom outside:the infrastructurethey needto refuel. (paragraph 7) Anotherissuementionedis the safetyconcern s: Various technicalchallenges- suchas makingthem rugged enoughto withstandthe shocksof driving and ensuring the safety of cars loaded with flammable hydrogengas (paragraph6) Thetoneof the articleseemssomewhatscepticalabout the viabitityof switchingto a hydrogeneconomy. Thisis shownby the numberof probtems mentioned in the article and commentssuchasl ,,,havesunk billionsof governmentdollorsinto hydrogeninitiatives(paragraphr), Theonly problemis that the bet on the hydrogeneconomy is at besto long shof (paragraphz),Yearsof reseorchin all these oreas,however,haveyet to yield decisive progress (paragraph4), lf producinghydrogencheaplyhas researchersscrotchlngtheh heads, storing enough of it on boarda car has them utterly confused(paragraph5), ... the litony of concems over making the transition to o hydrogeneconomy(paragraph9).

r ErysY-J

o @ GetSSto readthevocabulary itemsandseeif theycan predictthe answersbeforereadingthe text again.lt is for itemsr and8 worthpointingout that bothdefinitions TetlSS arepossible, but onlyoneis correctin the context. to readthe relevantsectionsof the text,and checkthe meaning ofthe wordsandphrasesin context. @ GetSSto compare theiranswersin pairs.lf theydo not agree,tell themto referbackto the text to helpthem decide. withthe @ Callthe classtogetherandgo throughthe answers wholeclass. rb

2a

3b

4b

5a

6a

Ta 8a

9b

loa

o As furtherpractice, askSSto writeexamplesentences usingthreeof thewordsor phrases.

o @

relatesbackto the topicof 'environmentally Thisexercise firstraisedin the previouslesson,and friendly'energy, - r exptores thetopicfurther.Putthesethreephrases friendty,z alternativeenergy,3 renewable environmentally mean energy- on the board.AskSSwhatthe expressions z energy to them.(r doesnot harmthe environment; derivedfromsourcesthat do not useup naturalresources that is or harmtheenvironment; 3 an energyresource replacedrapidtyby a naturalprocess,suchas power generated fromthe sunor fromthewind.) GetSSto workin smallgroupsof threeor fourto discuss the threequestions. Seta five-minute timelimitfor this. they Circulate andhelpSSby providing anyvocabulary need.Alternatively, this couldbe an Internetresearch project.First,brainstormthe sourcesofalternativeenergy as a wholeclass(seeanswersto r below).Thensptitthe SS intogroups.Giveeachgroupan alternative energyto researchits advantages, disadvantages andtechnological drawbacks. lf this is donein classtime,seteachgroupa the topic.Or setthe task timelimitof onehourto research for homework andallowSStimein classto comoare and put togethera presentation Askeach of theirfindings. groupof SSto givea five-minutepresentation of their findings. anddecideat the 5S listento eachpresentation energies seemmost/lessviableand endwhichalternative why. Callthe classtogether. Deatwithonesourceof alternative energyat a time.Getonestudentfromeachgroupto feedback on theirideasas a wholeclass.AskSSto decide whattheythinkseemthe most/lessviablesourcesof energyandwhy.

Suggested answers geothermal, r Solar,wind,wave,tidal,hydroelectric, biomass/biofuet (e.9.straw,algae,cowdung,wood) z Experts whetheranyof the thinkit is stillunclear alternative/renewable energies coutdbe a viableglobal solarenergyand alternativeto fossilenergy.Hydrogen, bio-fuets arethe mostdebatedoptionsas partofthe EU'senergystrategy. o Solarenergyis not veryeffectiveon cloudydays,in winter,at nightor in areaswithoutmuchsuntight. Theproblemis howto storesignificantamountsof electricitywhenthe sun is not availableto produceit. o Windenergyis similarto sotarenergyin that it is not dependable. Also,windturbinesareexpensive, windyareasareoftenin isolatedlocations a long way fromthe powergrid system,and somesaythat windturbinesruinthe naturallandscape. Saltwater wouldquicklydamagewindturbinesplacedat sea. o Manysortsof installations havebeentriedto obtain energyfromwaves,but withoutmuchsuccess. Wavesare not a dependable sourceofenergy.As for tidal power,therearecurrentlyveryfew sites,it is considered ecologically damaging andnota significantpowersource. o Hydroelectric damsdestroythe localnatural environment, witdtifeandcommunities are displaced. poweris timitedto certainlocations. o Geothermal o Usingbiomasssuchaswoodcanleadto deforestation. Ethanol(grainalcohol)producedfrom is a cleaner biomass(e.g.cropssuchas sugarcane) fuel than petrolas it produceslesscarbon just as much monoxide. it produces However, nitrogenoxide.In addition,ethanolproduction contributes Anotherdrawback is to air pollution. thatorganicmaterial, whilelowin cost,tendsto be bulky,makingit uneconomic to transportoverlong distances to powerstations.

SS look at the use of written and spokendiscoursedevices. A ""EA Grammarreference:Discoursedevicespage722 @ lf 5S wouldtiketo do somelanguage workfoltowing on fromthe text,referthemto pagepz of the Grammar reference GetSSto readthe on linkingexpressions. information in thetableon the leftandlookat the example sentences. Askthemto findthreeexamples of tinking expressions usedin the articleon page37,e.g.Butry per centof the energyin naturolgas is lost as wasteheat during the re-formingprocess(paragraph3), Yeorsof researchin all these areos,however, have yet to yield decisiveprogress(paragraph4),Becausehydrogenisthe Iightestelement,far lessof it canfit into a given volume than other fuels (paragraph), Yet,if that is the case,many

I + Energy energyexpertsargue,governmentsshould be spendingfar moremoneyto lower the technicaland economicbarriers to all typesof alternativeenergy(paragraphro). on page GetSSto workin pairsto complete the sentences SS tzz.Do the firstonewiththe wholeclassso that know what is expected.Circulateand helpwherenecessary. withthe Catlthe SStogetherandgo throughthe answers wholeclass. r to buysmallercarsunless z since(the)oit (supply)is / in spiteof having 3 in spiteof (thei| reservations reservations 4 so they can/ so as to it costs 5 cheapbecause 6 on water(supplies)becauseof

@ O+.' o TellSSthattheywill listento the dialogues again.Askthem to readthe extractsin pairsandtry to predictthe missing words.Dea[with anyvocabularyquestions,e.g.staff turnovermeans'the rateat whichpeopleleavean organisation and arereplacedby others';branchesare individualbanks,shops,offices,etc.that arepart of a large organisation; sold out of means'haveno moreleft in a shop'. o SSlistento the dialogues againandcomplete the phrases. SScompare in pairs.Playthe recording again theiranswers if required. @ Gothroughthe answerswith the wholeclass. r notice z couldbe 3 As I understand it 4 to jumpto anyconclusions5 wouldbe a goodideato 6 lookslike 7 shoutdreconsider 8 only problemI cansee 9 let's sleepon it

@

lookat the SStlstento two problemsbeingdiscussed, androle-playa problem-solving @ SSwork in pairsto identifothe functionof eachof the languageof problem-solving phrases.TetlSSto writethe numberof the phrasenextto scenario.

@ Q+., @ Youmayliketo usethisquoteon problems as a [ead-into the section.Readit aloud,dictateit to the classor write it on the board.GetSSto saywhat it means,if they agree with it andaskthemwholheythinksaidit. Wecan'tsolveproblemsby using the samekind of thinking we used whenwe createdthem. (AtbertEinstein) Ask55 to lookat the right-handphoto.GetSSin pairsto discusswhattheycanseein it anddecidewheretheythink it wastaken.Seta two-minute timelimitfor the discussion. Circutate and helpwith anyvocabularywherenecessary. Caltthe classtogetherand askif theyguessedthe city. (Rotterdam) ReferSSto the left-handphotoandaskthemwhatthey see.(Air-conditioning / air-conunits) TeltSStheywill tistento two separatedialogues.SSlisten whatthe two problemsare,andwho theythink and identifiT is speaking in eachdialogue. SScomparetheirideasin pairs.Onlyif necessaryptaythe recording to confirmtheir againto allowSSan opportunity ideas.Gothroughthe answerswith the wholeclass. In the first conversation, the speakersaretalkingabout the high [eve[of staffturnoverin one of the company offices.lt is probablya regionalmanageranda manager Department. fromthe HumanResources z In the secondconversation, the speakersarediscussing the shortage of air-conditioning unitsfor sale.Theyare probablythe ownersor managersof an electricalgoods shop.

r

the items(a-d).Dothe first onetogetheras an example. Circulateand helpwherenecessary.

@ Gothroughthe answerswith the wholeclassas a quick-fire activity. o As follow-up, drillthe pronunciation of someof the expressions fromthe two conversations.

@ @

SSworkin pairsagainto matchthe two partsof the phrases. As follow-up,drawSS'sattentionto the verbpatternswith suggest,considerand usefulexpressionslike lf (someone) were...,provided,might as well. Dritlthe pronunciation fromthe of someof the expressions two conversations. 1g zd

3f

4a

S b 6c

7h

8e

@ O+." @ Exptainthat SSaregoingto role-playtwo situationsbased playthe on the conversations in Exercise A. lf necessary, conversations againto remindSSof the problems or elicit fromSS. the problems o TettSSto incorporate someof the problem-solving language fromExercises B andD in theirdiscussions.

+ EnergyI DivideSSintopairs.SSA andSSB lookat the first situationon theircorresponding rolecardson pages44 and r5o. AllowSStime to readthemand preparewhatthey aregoingto say.Tell5S they havea minuteto do this.This preparation timeis vital,as second-language acquisition research hasshownthatit improves the accuracy and lengthof SS'sutterances. Dea[with anyvocabulary questions.

Proposals are bothinformativeand persuasive writing becausetheyattemptto educateandto convincethe readerto do something. Therefore, it necessary to get your audience'sinterestin the proiectbeforeyou presentthem with timescalesandcosts.lt's alwaysimportantto highlightthe benefitsthe readerwill receive,as well as the costofthe solution. Thereare manywaysto set out a proposal,andthe tips andguidelineshereare by no meansdefinitive.Youcan usea memofor internalproposalsandthe business-letter formatfor proposalswrittenfromoneexternal organisation to another.Onesimpleframeworkis as follows: o Theintroductlonpresentsandsummarises the problem andyourproposed solution(s). lt includes a summary of the benefitsthe readerwitl receivefromthe solution andthe total cost. o Thebodyofthe proposalprovidesa detailed explanation of the solution,includinga breakdownof the method,tasks,equipment andpersonnel thatwill be required.lt canalsopresenta detailedbreakdownof thetimescale andcosts. o Theconcluslonemphasises the benefitsthat the reader will receivefromyoursolutionto the problemand shouldencourage and persuadethe readerto takeyour proposed courseof action.

Circulateand monitorthe classas SSact out the role-plays. Makea noteof SSwho arecarryingout the task successfully, any usefutlanguageusedand fiveor six pointsfor correction, language including intonation and pronunciation. Callthe classtogether.Givefeedbackto the wholeclass, praisingSSwho usedthe expressions correctly.Putthe itemsfor correctionon the boardand elicitthe correct versions from5S.Driltanypronunciation itemsagain, wherenecessary. Refer5S to the secondsituation.Repeatthe procedures above,remindingSSto payparticularattentionto avoiding the sameerrors.Circulate andmonitorSSoerformance. Again,makea noteofSSwhocarryout thetask successfully, any usefullanguageusedand fiveor six languagepointsfor correction, includingintonationand pronunciation. Catlthe wholeclasstogetherandpraisetheirefforts.Go throughthe corrections togetheras before.Finally,ask eachpairofSSfor feedback on the tasks;weretheyableto comeup with any proposalsor solutionsto the problems? lf time is limited,iust askoneor two groupsfor their feedback.

Someproposalwritersprovidean executivesummary writtenin non-technical language for thoseoutsideyour you mightinclude specificareaof expertise.Alternatively, a glossaryofterms that explainstechnica[languageused in the bodyof the proposaland/orattachappendices that explaintechnical information in language that is easyto understand. In addition,if yourproposal is goingtopeople in the organisation or clientswho don'tknowyou,include yourqualiflcatlonsfor the proiect.

go to the Resource Forfollow-uppractice, bankin this book.

GetSSto lookat the Usefultanguageboxand identifythe moreformallinkersthat mightbe usedin reportsandthe lessformalwordsthat mightbe morecommonin spoken English.

SSlookat thestructure of proposals andusetinking expressions for writingproposals In context.

o @ TeltSSthat you aregoingto look at writingproposals.lf you havein-workSS,askif theyeverhaveto write proposals andwhattheythinkthepurposeofa proposal is (to persuadethe readerto do or acceptsomething,e.g. funda project,buyyour product,etcJ.Askthemwhatthey expectto find in a proposaland how it mightbe organised. SSmayhavedifferentexperiences of or no experience proposalwriting.Youcouldcopyanddistributethe followinginformation if SSwill findit usefulor go through thesepointsby givingSSan oral presentation.

@

SScompare theirideasin pairs.

@

Gothroughthe answers withthewholeclass.

Suggestions for lessforma[, morefrequently spoken expressions are: AddingextraInformation too,also,aswellas g informatlon Contrastin but Introducingthe resultof previousinformation so Givingthereason forsomething because, that'swhy Expressing a sequence of events then,afterthat,finally

| + Energy

@ @ TellSSthey aregoingto writea proposal.Referthemto the writing-style tips at the bottomof the page.Dealwith any questions, vocabulary e.g.'gender-neutral' language meansusingwordsthat do not assumepeoplearealways male- writersshouldusehe or sheratherthaniusthe. @ AskSSsomequestions aboutthetips,e.g.Whyis it particularly importantto writewiththe readerin mind (Because youwantyourreaderto whendoingproposals? you propose); do/acceptwhat Forwhichaudiences do/woutdtheyusea semi-formal writingstyleandwhen write in more do/woutdthey a formalstyle? @ Nowtelt5S to imaginethattheyaremanagers in a companythat is aboutto relocate.Ask55 to suggest reasonswhy a companymightrelocate.Ask5S to suggest whyemployees mightbe happyor unhappy somereasons aboutsucha move.S5 mayhavepersonalexperience of officemoveswhichtheycantell you about. @ GetSSto readthe instructionsandthe notesto incorporate questions, intotheirintroduction. Dealwith anyvocabulary e.g. outskirts. o SSworkin pairsto writetheirintroductions. Circulate and hetpSSwith the task,pointingout anyerrorsas theyare writing,but allowingSSthe opportunity to makethe corrections themselves. o SSexchangeproposalswith anotherpairand readeach youcouldaskSS others'versions. lf culturally appropriate, proofread point to eachother'sworkand out anyerrors. o Copythe modelanswerlelow anddistributeit to SSfor themto comparewith theirversions. Askthemto underline the linkingexpressions andanyexpressions theyfind usefu[. Model report Transportservicefor relocatedstaff lntroduction Giventhe highcostof officespacein the citycentre,the park companyhasdecidedto relocate to a newbusiness on the outskirtsof the city in Januarynextyear.Thismove will providemorespaciousfacilities,allowfor expansion and havethe addedadvantage that the officesand warehouse wittbe finaltyintegrated on onesite. Despitethesebenefits, a majorconcernof the administration staffdueto be relocatedis the lackof public-transport park.I have linksto the business investigated existingtransportfacilitiesand,as the parkis a newdevelopment, business the localtransport companiesdo not,as yet, haveanyplansto rerouteany servicesor createany newservicesfor the foreseeable future. As a solutionto this problem,I proposethatthe company providea morning,lunchtimeand eveningmini-busservice fromKingsSquare,a locationin the citythat provideseasy accessfor onwardiourneysvia bus,underground andtrain networks. At an estimated annualcostof 53,oooeuros, this solutionis bothcost-effective and efficientandwill ensurestaffmoraleis not adverselyaffectedby the companyrelocation.

SSlookat the problemsof energycostat a supermarket chainandmakeproposals for savings.

Background GetSSto focuson the photoofthe supermarket freezers. As a lead-into the casestudy,askSSwherethey usually shopfor foodand if they buy muchfrozenfood.Askthemif theythinkthe demandfor frozenfoodis likelyto increase or decreasein the futureandto givereasonsfor their answer5. GetSSto studythe background informationin the Course Book.lf youthinkitl useful,readit aloudor aska student to readit aloud.Dealwith anyvocabularyquestionsthey mayhave,e.g.the bottomllne means'the figureshowing the company's total profitor loss',shelfstockmeans'all the itemsthat the storesells'. Writethe followingheadings on the left-hand columnof the tableand elicitinformationfromSSto completethe righthandcolumn. Company/organisation Supersun Basedin

California

No.of stores

3o

Currentthreatsand weaknesses

a a a a

tight profitmargins strongcompetition increasing energybitts government's'clean air' legislation

Mainoperatingcosts

. .

Strengthsand opportunities

o creativemarketingstrategies to retainand increase customers . reduceenergycostsby improvingefficiency

shelfstock energybills

Reading @ Putthesenumberson the board:2, 5e.,Lo,9,10,4oo. @ GetSSin pairsto readthe CERG newsletterextractandsay whatthe numbersreferto. @ Gothroughthe answers withthe wholeclassas a quick-fire activity.Deatwith anyvocabularyproblems,e.g.earnings per sharemeans'a company'sprofitsfor a periodof time dividedby the numberof shares'. Profitmarginsarebelowzoloin supermarkets. Energycostsareas highas $5o or moreper squaremetre. It'sestimatedthat a rooloreductionin annualcosts profitmarginsby 9olo,increases increases shareearnings by nearlyrooloand is equivalentto a $4oo increasein sates persquaremetre.

+ EnergyI o Ask5S if theythink energysavingis a goodideafor supermarkets basedon whatthey'veread.(lt would certainlyseemso fromthe increasein profitmargins newsletter) claimedby the CERG o AskSSwhytheythinksupermarkets havesuchhighenergy do costs.What theythinkarethe mainsources of energy consumptionin supermarkets? Don'tspendtoo longon as the sourcesof energyconsumption are thisdiscussion, outlinedin the piecharton the nextpage. @ ReferSSto the pie charton page41.Dealwith any vocabularyproblems.AskSSas a wholeclassto brainstormwayssupermarkets couldreducecostsin these areas.Youand SSmaybe ableto talk frompersonal experience of walkinginto a storethat wastoo hot/cold,or whichhadthe doorsopenin winterandthe heatingon,etc.

ListeningQ+.t @ GetSSto lookat the agendafor the storemanagers' monthlymeetingand readthe listeningtask. @ Ptaythe first part of the recordingand askSSwhich agendaitemsthe grouparediscussing. Oheystartwith itemz, but go intoitems3 and4 aswellduringthe course of the discussion.) Ptaythewholerecording andaskSSto makea listof the tasksthe new EnergyProjectTeamwill haveto work on. SSlisten.In pairs,they compareideas.lf necessaryreplay the recording. Gothroughpointswiththewholeclass. Suggested actionpointsfor EnergyProiectTeam o Collectandanalyse.data on energycosts. o Thinkof waysto makeenergysavinga priorityfor everyonein the company. @ Comeup with ideasfor reducingCO, emissionsby too/o in the nextsevenyears. o Makeproposalsfor energysavingsand possible investment in newequipment/technologies.

As a follow-up,askSSwhatenergy-saving andwastepeoplecameup with in the meeting; reducing measures weretheythe sameideasas SShadmentioned earlierin their brainstorming session?Playthe recordingagainto get moredetailsand checkSS'sanswers. SScompare theiranswersin pairs.Thengo throughthe answerswith the wholeclass. @ Turnair-condown. @ Turnoff lightinginsideandoutsidethe supermarkets. o Useskylights. o Buy/usemoreenergy-efficient refrigeration units. o Buyenergyfromrenewablesources. o Seltlessfrozenfoodand cut numberof fridges. @ Cuttransportation coststhroughbuyingmoreproduce locally.

Taskr o TellSStheyare now part of the newlyformedEnergy ProjectTeam.Oneof theirdutiesis to collectinformation aboutwaysto saveenergyand reportbackto the group. @ Dividethe classinto two groups.Referone groupto the StudentA rolecardon pager45 (EnergyEfficientLighting in Shops)andthe othergroupto the StudentB rolecardon page151(Refrigeration). Tellthemto readthe information andtry to memoriseit, retellingit in their ownwords.Deal with anyvocabularyquestions.Theycanlook at the card quicktyif they needto. Allowthemtime to practisethis in theirgroup. @ RegroupSSin A+Bpairs.Tellthemto reporttheir informationto their partner.Theycanlookat the rolecards ifthey needto checksomething, but shouldtry to retellthe informationin theirown wordsas muchas possible.SS listento eachotherandtake briefnotes.Circulateand monitorSS'sperformance andwhattheyarewriting.Note downstrongpoints,any usefullanguageusedand fiveor six languagepointsfor correction, includingvocabulary andpronunciation features. @ Caltthe classtogether.PraiseSS'sperformance. Go throughthe pointsfor correction, elicitingthe answersfrom possible. SSwherever AskSSwhichtechniques theyread andhearaboutwouldsavethe companymostmoneyand whichwouldbe the cheapestto implement,e.g.checking fridgedoortemperature settings,usinglow-energy light butbs.

Reading @ GetSSto readthe newsextractat the top of page4r. Deal with anyvocabularyproblems,e.g.hike means'a large increasein prices'.AskSSwhat impactthesepricerises (lt wi]lincrease wil[haveon Supersun. operating costsand reducethe profitmargin.Supersunmaydecideto increase productpricesas a result,but this couldcostit customers. Alternatively, measures they could[ookat energy-saving to counteractthe pricerise.)

Taskz s TeltSSto readTaskz and to lookat the CO, emissions charton the right.Dealwith anyquestionsthey have. @ ReferSSbackto the problem-solving languageusedin Exercises B and D on page18. Dritta few ofthese expressions again. @ DivideSSinto smallgroups.Tellthemto discussthe points andto comeup withsomesolutions andproposals. One personfromeachgroupshouldleadthe discussion, anda note-takershouldwritedowntheirsolutionsand proposals. @ Onewayto encourage is to SSto usecertainexpressions giveeachofthem a cardwith threeexpressions on.5S haveto try to get atl threeof theirexpressions into the conversation.

I q Energy

@ Circulate andmonitor,checking SSarecarrying out the taskcorrectly. Makea noteofany goodlanguagebeing usedand commonerrorsfor correction,including pronunciation. . ,

o Alternatively, anotherwayto dealwith errorsis to write themdownon piecesofpaperandpassthemto SSto look at andtryto self-correct.

Feedback @ Bringthe classtogether.Praisesomeof the strong languagepointsthat you heard,andworkon fiveor six pointsthat needimprovement, especially in relationto languageusedfor problem-solving. GetSSto modelthe correctforms. o Toroundoffthe activity,askthe note-takerfromeach groupto reportbackon their proposals.Highlightsomeof SS'sbestideas. o

lf thereis timeandinterest, askSSif theythinkenergy savingis an issuein industryandcompaniesin general. Theymaybe ableto giveyou examplesof initiativesthey knowof, suchas newofficebuitdingsthat makethe most of naturaltightandwhichhavebeenequippedwith energysavingdevices, suchas solarpanels.

Writing @

5S tookat the rubricfor the Writingtask.

@

GetSSto brainstormthe informationthat shouldgo in this proposaland put thesepointson the board.All this information hascomeup in the listening andin Tasksr andz. Ask55 to look backat the tips for proposalwriting(CB paCe39) and in the lessonnotes(TRBpage49). Revisethe structureand purposeof a proposal.GetSSto look at the Usefullanguageboxon page39 againas well.

@

GetSSto writetheirdraftsin pairsor individually.

@

Circulateand monitor,checkingSSarecompletingthe task correctly. lf timeis limited,SScanwriteiusta 2oo-word introduction as a classactivityanddo the full reportfor homework. Forearlyfinishers,or as an extraactivity,telt 5S to proofreadeachothers'proposals. Putatl the proposalson the wall and askSSto circulate and readthe otherproposalsand decidewhatotherpoints werementioned thattheywoutdhavetikedto includein their proposals.

@

(TRBpagerrp) Wri,tn,tips(CBpaCe39)andguidelines

1tO 1

o Gothroughthe informationin the CourseBookwith yourstudent.Explainanydifficulties.In Taskr, getthe studentto prepareoneof the rolesandyoutakethe other.At the sametime,monitorthe languagethat your studentis using.Notedownanygoodexamples of languageand pointsfor errorcorrectionor improvement. Comebackto theselater.Praiseanygood examples oflanguageusedandgo overanyerrors, pronunciation. including o DoTaskz together.Don'tdominatethe conversation in this task,but sayenoughto keepit goingand allow yourstudentto askandanswerquestions.Youcould recordthe discussionon cassetteor video,if the studentagrees,and useit for intensivecorrectionwork afterwards.

enttrends g'si*i Lessonrl Llstenlngand dlscusslon

Llstening1! Workpatterns PracticeFite SSlistento shortextracts anddecidewhattypeof employment Wordpower(pages28-29) the speakeris talkingabout.

Eachlessonis obout 60-75 minutes- This tine does not include odninistm$on and tine spent going through homewo* in any lessons.

Listening2: Trendsin employment 5S listento an interview witha business studieslecturer, who talksaboutrecentresearch intoemployment trendsin the [JK. Vocabulary:Employment SSlookat wordsrelatedto employment. Discussion:Emplovmenttrends1 5S talkaboutemDlovment trends.

Lesson 2: Readingand language (pages++-+s) Eachlessonis about 60-75minutes.

Discussion:lob satisfaction SSdiscussthe factorsthataffectiob satisfaction.

Textbank (TRBpages172-175)

ReadingtIndio, Coll centes ring the chonges 55 readaboutstaffattritionratesat callcentresin lndia.

Grammarreferenceand practice (CBpagesrz3-rz4)

Languagereview:Cohesivedevicesand using inversionsfor emphasis SSlooktwo language areasarisingfromthe text:cohesive devices andusinginversions for emphasis.

PracticeFile Textandgrammar Qages3o-31)

2 DElugggriloplsymer|lllqrdg SStalkaboutjobsof the future,unpopular lobsandhow comDanies canretainstaff.

Lesson 3r Business skills (pages 46-47) Eochlessonis obout 7530 ninutes.

ResolYingconflict 5S discusstheirviewson conflictin the workplace; listento a conversation wherea conflictis beingdiscussed; do a role-play andlistento an experttalkingaboutmisunderstandings that arisein e-mailcommunication. Writingre-mails 5S writea replyto an abrupte-mait.

Lesson 4! Casestudy (pages 48-49) Each(esson is obout 7530 minutes.

Resourcebank (TRBpage223) Writingfile (CBpager35) PracticeFile Skillsandpronunciation (pages32-331

PelaGyicalGcentre absqltqgi54 writingfite SSreadaboutthe problems (CBpages138-139) of absenteeism in a Dublincall centre,role-plav an interview aboutabsenteeism witha member of staff,prioritise the issuesanddiscusshowto resolve the DroDlemS.

Fora fast routethroughthe unit, focusingmainly on speakingskills, iust usethe underlinedsections. Forone-to-onesituations,most pafts ofthe unit lend themselves,with minimaladaptation,to usewith individuat stud€nts.Wherethis is not the case,atternativeproceduresare giver.

trends I 5 Employm€nt

Thewaywe work is undergoingcoristdntchangeas the world movesfromthe industrlalage to the intormatlonage. In manyindustrialisedcountries,this transitionhasgenerallyled to a looseningof .elationshipsbetweenemplryeE and emplryeesand far greaterflexibillty in termsofemployment contractsandworklng hours,with morepeopleworkingon flred-term contractsand greaterlevelsof self-employment. connections, are lnformation andcommunication technologies, suchasthe Internetandbroadband jobs do in the future. Many havinga majorimpacton the way we work andwil[ continueto so andcaleels will become'extinct',and newoneswill replacethem.Otherjobs will be transformedby technologyout of all recognitionin today'sworld. Expertspredictthat most oftoday! childlenwillbe doingiobs in the futurethat do not evenexistyet. operationsto countrieswith low laboul costshasexistedfor many Thetrend ofmovingmanufacturing decades.ThisdrivetowardsIncrcasedploductivllyand lower productioncosts,combinedwith technologicaladvances,has morerecentlyallowedcompaniesto outsourceandoffshoreother partsof Companies arenowableto distributetheirworkaround theiroperations to thesecountries andregions. globe the and operate24 hoursa day,sevendaysa week. Accordingto the FTt FutureofWotk Repott Asiais the top destination,with 3Z per centofoutsourclng proiects.But westernEuropealsobenefited,with 29 per cent- the favouredlocationsbeingthe UK, lreland,SpainandPortugal-andeasternEurope with22 percent.lndiahasbecomeoneof the major suppliersofcall centresfor the Britainandthe UnitedStatesbecauseofthe hugenumberof Englishspeakinggraduates.However,it is not onlythe low-sklll€djobs that are beingtransferredto Asia. Increasingly, multinationalsare recruitinghlgtty skilled engineeringand programmingstaffin tuian countriesand transferringtheir reseerchand developmentoperationsto thesecountriesas well. Freemarketeersarguethat Europeancountries,like Franceand Germany, sufferfiom excessive labout wagr and EU directives controlling working hours. In marketretulation, suchas mlnlmum leglslation infomal manyeasternEuropeancountries,large-scale unemploymentand the economyare still majol problems, Eu will haveto findwaysto dealwith.Manypredicttherewill be andonesthatthe expanded greatermobllity ofthe workforceas peoplemovefrom eastto westto find work.WesternEurope,Japan and the UnitedSatesare all ageingsocietles.As the adlw workforcecontinuesto fall in proportionto the total population,manyhaypexpressedconcernsaboutthe impactthat this will haveon thesesocieties. Indiaand Chinaare now playingan increasingrole in the world economy.Accordingto KimClark,deanof yet the full impactof 2.5 billion peopte HarvardBusinessSchool,'Wesimplyhavenot comprehended is no doubtofthe benefitsand comingintothe worldeconomy whowerenot partofit before.'There opportunitiesfor thosedevelopingeconomiesthat haveinvestedin technologyin termsofincreased employmentopportunltlesand economicdevelopment.secondly,hlgher Incomesin thesedeveloping economiesnot only benefitthe domesticeconomy,but alsothe globaleconomy,as theseare huge potentialmarketsfor goodsand services.

Yourin-workstudentswill be abteto talkabouthowtheirjobsandcareershavechanged astechnology hasdevetoped.Theymayatsohaveexperienced a changein directionin their careers,haveretrainedor envisagethe needto do so in the future.Pre-workstudentswilLbe ableto talk aboutthe iobs of members oftheir familyand the type ofjob they expectthey'll be doing in the future.Bothpre-workand in-work students will certainly haveviewson employment trendsin theircountry/region andin thewiderworld.

Rebecca Corfield:Saccessful interviewskills:Howto presentyou6elfwith confidence,KoganPage,2006 Mafthew,,DeLuca:2ol answe6 to the toughestjob interuiewquesf,ots,Schaum,1996 SpencerJohnson:Whonoved my cheese? PutnamAdult, 1998 yout parachute? RichardNelsonBollest Whatcoloris A procticalguide for job-huntersand coreerchangers, TenSpeedPress,2oo5

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@Pearson Education Limited zoo6

trends | 5 Employment

Quotation GetSSto look at the openingpicture.Tellthemto work in pairsfor two minutesand talk aboutwhat they canseein the pictureand howthey think it relatesto the unit title. calltheclasstogetherandaskthemwhattheythinkthe connection is betweenthe unittitleandthe picture.(He seemsto be workingfrom home,or at leastan isolated location,thanksto moderntechnology(notethat thereis a satellitedish on the roof).This photoshowsonewaythat employment is changing in the'information age'.Theunit dealswith differentaspectsofthis change.) Putsomeofthese jobs on the boardand ask if ss know what they are: butler,cobbler,servant,tailor,shoeshine, furmer.Ask SSifthese iobs existtoday in their countryand in what form.Ask55 ifthey cangiveyou anymore examplesofiobs whicharevirtually'extinct'today. GetSSto thinkaboutsomeiobsthat existnowthat didn't exista hundredyearsago.Putsomeofthesejobson the board:printer,nurse,reporter,secretary,bankclerk, doctor,engineer,miner,airLinecheck-instaff,travetagent, supermarketcashier.GetSSto say how theythink technologywillaffect thesejobs in the future.Wittthey becomeextinctor how witlthey be transformed? This activitycanbe donein smallgroupsifyou prefer. Thiscouldleadinto a discussionofoutsourcingand insourcing.Don'tspendtoo longon this, becauseSSwill get an opportunityto dkcussthe issuesin moredetailin the readingsection. lnformationbox It is estimatedthat medicalknowledgeis doublingevery eightyears,andthat halfofwhatstudentslearnin their first yearat universityaboutscienceand technologyis obsoteteor revisedby their finalyear. Somefuturistspredictthat the type ofjobs that will 'survive'arethosethat involveface-to-face contactwith clientsor that don't involveroutinesthat canbe automated,or jobs that requirehighlevelsofteamwork health-care and flexibility.Examplesare retailsalesperson, provider,lawyer.

Putsomeofthe followingabbreviationsand acronymson the board- or add someothers,as appropriatefor your 5S - and ask 55 what they represent.Dothis as a quick-fire activitywith the wholeclass. BA (Bachelorof Arts)degree:first universitydegreein subjects relatingto the broaddefinitionofarts,usually lastingthreeyearsin the UK BSc(Bachelor ofScience) degreerseeBA BECBusinessEnglishCertificate(UCLES) CAECertificatein AdvancedEnglish(UCLES) lliD DoctorofMedicine:degreein medicineusuallystudied after a first degree.Medicaltrainingtakesbetweensix and sevenyearsin totalin the UK. PhDDoctorof Phitosophy: a degreeof a high levelthat involvesadvancedresearch.Studyingfor a PhDcantake anythingfromthreeyearsto a lifetime. Ask55 theseouestions: Whatqualifications do you think arc impoftant to get a good job nowadays? Hos this changedin the (ast50 yeoE? Do people need more quolificatlons nowodoys? Whatis the overogelength ofa degree courceond vocotional training in yout country for doctoE, lowyers, architectsand other professionols? Has this changedin recent decades? NB In someEuropeancountries,suchas the UK,the averagedegreecourseis threeyearsin length,but it can be four or evenfiveyearsin countrieslike SpainGetSSto giveyousomeofthe acronyms andabbreviations for coursesand examsthey canstudyfor in secondary school,university andin furtherandhighereducation. Whatarethe minimumrequirements to get intouniversity? people put Do lettersafter their names(e.9.BA,MSc)?In what circumstances? GetSSto look at the quotationandask themwhat they think it means.Dealwithanyquestions55 haveaboutthe vocabutary, e.g.felloulisan old-fashioned way to say 'man'.Alternatively, ask 55 to look at their dictionariesto find definitionsfor the wordfellow and anyrelatedwords and reportbackto the restofthe class. Thenget SSto readthe quotationand explainwhat it means.Askthemifit is the casein theircountryor region thathighlyquatifiedpeoplecan'tgetworkin their orofession.

TellSStheywill be lookingat someissuesrelatedto employmenttrendsaroundthe wortd. Gothroughthe overviewpanelat the beginningofthe unit, pointingout the sectionsthat SSwill be lookingat.

As follow-up,SSmightwant to look at the useof e-9.CEO, VIBVP. abbreviations andacronyms in business, Dependingon the areaofbusiness,there may be a lot of standardinternationalabbreviations, e.g.importationand exportation,or bankingand finance.Putsomeofthese commonbusinessabbreviationsand acronymson the boardand elicit the meaningfrom SSin a quick-fireactivity. AskSSif theycanadda few more.NBSomecompanies are bestknownbytheirinitialsaswell,e.g.GM,lBM,BMw,cK, DHL,BA,FT.

5 Employmenttrends I

SSlistento shortmonologues anddecid€whatworkpattem thespeakerlstalklngabout,

@ 6et 5Sto checkanswersin pairs.Gothroughall the answersin openctassafter SShavelistenedonly once.SS shoutdhaveunderstood enoughwithonelistening to do thistrue/falsetask.Tellthemtheywitl be listeningtothe recordingagain,though.

@ O s.' 1 False 2 True 3 True 4 False

GetSSto readthroughthe eightworkpatterns. Dealwith anyquestionsthey have,e.g.casuallabour(alsoinformal employment)is anyworkthat is donewithout a legal contract,socialsecurityandincome-taxpayments, Playall six extractswithout stopping.SSwork in pairsto comparetheir answers,Monitorto seeif SSare getting mostofthe answers, Playeachextractagain.TeltSSto listenfor wordsand expressions whichhelpedthemdecidetheiranswers. This time, pauseaftereachspeakerand eLicitthe answerfrom the wholeclass.tuk SSto tell you what wordsor phrases thevheardwhichhelDedthem. aa

2h

@

Playthe recording againall thewaythrough.

@

SSchecktheiranswersin smallgroups.Circulate anddeal with anyqueriesSShave. lfyou canseethataltSShavehaddifficulties witha particularitem, playthat sectionofthe recordingagain. Gothroughallthe answers in openclass,

3e 46 5c 6 d

lf timeallowsandSSareinterested, referthemto theaudio scripton pages165-166. GetSSto listenagainandread. Ask55 to identin/anyotherwords andexpressions that relateto workpatterns andgavecluesto theanswer. Asfurtherpractice, referSSto thetwoextraworkpatterns (shiftworkandftxedtheydidn'theardescribed term/temporury contractandgetthemto writea short monologue whichdescribes someaspect ofoneofthese formsofwork.Inpairs,5Sthenreadtheirshortextractto eachotherand decide whichworkpattern is being described. Toroundup,ask55 questions aboutsomeofthesework paIIern5: ls seosonalworkconmonandin whichsectors(e.9. agriculturc, hotelandtourisn)? ln whichiobs is it commonto workshifts(e.9.hospital staff)? Dopeoplemigrateto or fromthet country/region to work? Whereto/fron? Arefixed-terncontractscommon?

SSlistento an lntervlewwithSeani/lccuinness, a business studleslecturerandgovemor at Hammersmlth andW€st London Collegein london.In theflrst partofthe Interview, he talksaboutrecentrGsearch Intoworkpattemsin the UK.ln thesecondpart,hedescdbes hown€wtechnologles have changed thewaywework.

@ (?s." o GetSS,in pairs,to lookthroughthe questions andtry to predictwhichstatementsare true and whichare false. Explainany difficultvocabulary. e

Putthe followingitemson the board.TellSSto listento the interviewagainand identirywhat the itemsreferto. ESRC,80, 90, 5, 2,6 and2, 7 and4, portfolioworkers

Playthe first part ofthe intervieu

= the Economic ESRC andSocialResearch CounciI 80 - percentage of peoplein permanent employment ten yearsago of peoptein permanentemploymenttoday 90 = percentage 5 = percentageofemployeeswith temporarycontracts nowaoavs Z = percentageof peoplein self-employment 6, 2 = the averagelengthof time (years,months)people stayedin their jobs ten yearsago 7, 4 = the averagelengthof time (years,months)people stayin theiriobsnow portfolioworkers= a flexibleand mobileworkforcethat goesfromjob to job

@ As a foltow-up,you couldask55 if any informationthey heardin the interviewsurprisedthem.

@ C)s.r Ask 55 to look at the pictureon the Leftofthe exerciseand ask ifthey knowwhat this objectis andwhat it's usedfor. (Anhour glass,an old-fashioned devicefilled with sand, usedfor tellingthe time) TellSSthat hour g/asswill be mentionedin the recordingin anothercontext. 5S,workingin pairs,to lookthroughthe itemsa-e. Deal with anyquestionsthey have(e-g.enlargement,frcm lhe root word larqe,meaning'toincreasein sizeor amount'; commonlyusedto referto photocopies,imagesor photographs). @

Playthe full recording througha firsttime.

@

SScompare answers in pairs.Gothroughthe answers with the wholeclass.lt shouldbe oossiblefor advancedSSto do this first task havingheardthe recordingonly once. Correctorderr c, b, e, a, d

trends | 5 Emptoyment

@ Qs.r o TellSSto listenagainandmakenotesabouteachofthe five ooints. o

Playthe recording,this time pausingbrieflyaftereachitem to allow SStime to finishwritingtheir notes.

o

SSgo throughtheirnotesin smallgroups.Circulate and monitor,dealingwithanyquestions55 haveand checking iftherewasanyimportantinformation that SSdid not pick up on.

o Gothroughthe answers withthe wholeclass. a

lf necessarybasedon your assessment of SS'sfeedbaclq ptayanydifficultpartsofthe recordinga third time, to allowSSan opportunity to hearthe Information agaln. Suggestedanswers Propo]tlonof peopleusingthe Intemetand €-mall at work o Over8oo/.of higherprofessionaland seniormanagers usethe Internetande-mailat work. 6 Only29oloof administrativestaffand q-15ol. of skilled, semi-skilled andunskilled manualstaffuse the Internet ande-mailin theirjobs. oerrelopmentof iob enlargement @ Peoplearetakingon additional skillsandrolesand sharingout middle-management roles. @ Higherprofessional lobs haverisenby 3o/oto37"/ointhe jobs havebeen lastten years,but the middle-ranking soueezedout. Descrlptlonof the'hour-glass'economy c Thetheorysuggeststliat therewitl be targenumbersof highlyskilledand unskilledworkersandveryfew peoplein the middle-ranking occupations. Occupatlonsthat are expe encinggowth @ Traditionaland low-paidoccupations:salesassistants, call-centreoperators,securityguards,careworkersand generally jobsaregrowing. service-sector o Thefastestgrowingoccupationin the UKis hairdressing-up by over3ooo/o from ten yearsago. Recommendatlons for twernment €mploymentpollcy 6 Needfor minimumwagelegislationand controlsover workinghours.

AskSSto describe whatis meantbythe'hour-glass economy'.Oherewillbe morehigherprofessionals and unskilled workersandfewermiddle-ranking iobs. Therefore,the implicationftom this is that employmentin the UKwill resemble an hour-glass shape- wideat the top and bottom,but narrowin the middle.Thespeakerthinks this will makesocialmobilitydifficult.) Forfurtherpractice,you maywant to referSSto the audio scripton page166.lt's oftenusefulfor SSto listenand read the script,but itt alsovalidfor 55 justto readwithout listeningagain.Ask SSto pickout a languagearea,suchas ten wordsand expressions relatingto the lexicalset of employment. Don'tspendtimegoingoverallthewordsin the audioscriptin detait;focusSSon a particularlanguage itemandjustdealwithquestions relatingtothatlanguage. Thistaskwill also help SSpreparefor the nextexercise.

55 look at wordsrelatedto employment.

@ 6

RefelSSto the itemsin the box,but do not explainany expressionsat this stage.Encourage themto usethe contextofthe sentencesto helpwith the meaning.

@ 55 workin pairsto complete the sentences. Circulate and monilor.TellSSiftheir answ€rsare rightor wrongso that they cantry againifnecessary. o

Callthe classtogetherand go throughthe answers.Drill the wordstressandpronunciation featuresofsomeofthe moredifficultvocabularyitems. l servicesector 2 employment tenure tmobile workforce 4iobstability 5middle-management power Tskilledmanuat 8 minimum-wage 6 bargaining

SStatk aboutemploymenttrends.

@ 6et SSto readthe questionsand dealwith anyquestions (e.9.oyerfimemeansworkingextrahours;some companiespayfor this, but mostdon't;Foreseeoblemeans 'fairlysoon). Get55 to discusstheir answersin smallgroupsof threeor four.Circulateand monitor,helpingwherenecessaryNote downfive or six commonerrorsfor correctionrelatedto the themeofemployment andanynewwordsthat havecome up whichmight be usefulfor the wholeclass.Writethese on the boardfor later,Youcouldalsomakea noteofanv pointsraisedduringthese interesting/controversial discussionsto referbackto in the finalfeedbackstage. Bringthe classtogetherand go throughthe corrections, elicitingthe correctformsfrom 55. fuk them to explainthe newwordson the board.Drill pronunciationwhere necessary. As a final feedbackstage,ask a personfrom one groupfor a briefsummary of theirdiscussion andwhetherthey agreedor not.Askone personfrom eachgroupto feedback if timeandinterestallows. SSmaywanttocontinuethe debateas a wholeclassifthere are a lot of differencesof opinion.Encourage this and act as a leader/moderator. An argumentin favourofemploymentlegislationis that it protectsemployeeswith lessbargainingpowerfrom long workinghoursandvery low wages.An argumentagainst legislationis that employerswant greaterflexibilityand freedomand mayemployfewerpeopleas a consequence of legislation.

trendsI 5 Employment

SS.G.r.cG dtc factors that affect iob satlsfadlon.

o a 8efurethe task,ask SSwhat factorsthey think aff€ctiob satisfadion.Dothis as a quick-fireactivitywith the whole class. Gothroughthe list offactors.Dealwith any questions(e.g. perts are somethingin additionto moneythat you get for doingyourjob;otherexamples areluncheon vouchers and ftee medicalinsurance). Drillthe pronunciationofthese factors,highlightingword stresson the board. individually SSdo the exercise andthencompare th€ir ideasin smallgroupsof betweenthreeand five. RemindSS to think aboutsomeotherfactorsthey think are important. Allowfive minutesfor this activity. Callthewholeclasstogetherand findout iftherewasany consensusaboutthe itemsthat weremarkedwith a 1 (very important)-Ask SSto provideexamplesofother factors theyconsider to be important(e.g.longholidays, closeto home).

Possiblebenefrts o Growthin thesectorthesedorhasalmostquadrupled ... in thepastthreeyearsto morethan35o,ooo employees ondlookssetto continueexpandingat So per centa year o Otherpossible answers notmentioned in thefirsttwo paragraphs: lowlabourcosts,English-speaking (paragraph workforce 3),cheapofficespace,etc. Prcblems Mainproblem is the'revolving-door' workculture,i.e. highstaffturnover/ highatttitionntest Atttitionmtes, pafticularlyin the laryerhubsofBangolorc,Delhiand Mumbai,hovejumpedto morethonSoper centa year in thepasttg months. Thisleadsto oroblems withstaff patience loyalty, hierarchy, anddiscipline. Addedstressfor HRmangers whoarerecruiting and trainingstaff:fheseyoungcall-centre workersthink nothingoftoking ajob, doingfou weeksoftroining andleovingwithoutonythingelsein thebag. Otherpossible answers: lowstaffmotivation/morale, lackofiobsecurity, lackofcontinuity in theworkplace, etc.

@ a GetSSto readthe questions andmultiple-choice options. Dealwithanyquestions.

SSreadaboutstaff attrition ratesat call centresln lndla.

@ .

As a lead-in to the afticle lndia: Call centresring the charges,ask 55 to explainwhat a callcentreis andwhich businessesgenerallyusethem.(A placeequippedto take a largenumberof phonecalls,generally dealingwith customerbookingsand queries.Banks,insurance companies,computerfirms,tmnsport,utilitiesand telephone companies arejustsomeexamples of businessesthat usethemJ Dothis as a quick-fireactivity.

c Ask55 whichcountriesnow outsource/offshore a lot of call-centrework and whereit is outsourcedto. (Examples are Franceto Morocco,Spainto Moroccoand Latin America, the USAandBritainto India,Germany to neighbouring centralandeasternEuropean countries, Thereis a lot ofoutsourcingwithin a regiontoo, e.g. Englandto Scotlandand lreland.Basically, thanksto moderntechnology,this work is generaltyoutsourcedto countrieswith lowerlabourcosts.)

Explainthat the idea is to readthe wholearticlein close detail.TellSSthey shouldignoreanywordsor phrasesthey don't knowat this stageand focuson the task. MonitorSSto seehow longthe task ls taking.Allow enoughtime for mostofthe SSto finishthe task. Earlyfinisherscancomparetheir answersin pairs/small groups.Get55 to identifowherethey foundthe informationin the article.Thisallowsslowerreaderstime to finishthe task. Gothroughthe answerswith the wholeclass.lf necessary SSsaywherethey foundthe answersin the articleto help their colleagueswho maynot haveansweredcorrectly, AskSSfor their initial reactionsto the Dointsmadein the article.Werethey surprisedto discoverthat staff retention was now sucha problemin Indiancall centres?Why (not)? (5Smaysay it's not surprisin&as thereis moredemand than supply,so peoplecanchangelobs easity.Also,they may knowthat staffattritionratesare generallyhighin call centresanywherein the world.)

e AskSSwhat theythink arethe mainbenefitsand problems of managing a callcentrein India.Dothisasa quick-fire activityand don't rejectany ideasat thls stage.PutSS's ideasin two lists on the board. a GetSSto readthe first two paragraphsof the articteand to underlinethe benefitsand problemsthey find. Atlowonly a coupleof minutesfor this.Callthewholeclasstogether. AskSSto referbackto their lists on the board.Which pointsweremade?Werethereanyother benefits/problems thevhadn'tanticioated?

l-r2-

tr€nds | 5 Emptoyment

1b

2C

3o

4c

5a

GetSSto turn to pagec3. Talkthroughthe exampteard ask SSto do the exerciseindividually.Alternatively, write itemsl+ and the paragraphnumberson the boardso SS don't haveto keepturningfrom the Grammarreferenceat the backofthe bookto the articleon page45.Circulate andmonitor55, confirmtheiranswers andhelpwhere necessary.

its rcvolving-door work culture is also undemining virtues suchas loysv hiemrchy,patience ond discipline (pa'agfaph i 'Until very recently lndia had o culture whereyou took a job fot life and never dreamedof leaving it unless you hod o firm counter-offer'.,. 'But these young callcentre workers think nothing oftoking a job, doing four week oftraining and leaving without anything else in the bag'...'There is o citcuit wherenew conpanies cone in ond poach employeesot higher solalies'(paragraphs 2 and 3) Onesolutionhasbeenforcomponiestochoosemore isolotedlocations(paragraph4). Notethat 55 maybe temptedto chooseoption c), whichis not €orrect becausethe text statesin paragraph5: 'Youcanonly rcally attnct people with such gimmick,'soys Mr Chawla.'Retainingthem is o differcnt moften' Anothersolution- still in its infoncy- is to hirepafttime older employees,including housewives,and to allow them to telecommutefrom home batagJaph 7) there is little to suggest the prcblem ofan inherently footloose wokforce will pose a moftal threot to lndioS continued exDansion.'Coll-centreottrition is a universalproblem,'soF Mr thatnogar'lt hosgot woRe in lndia, but not neorly to the extent you would seein the West'(patagraph ro)

SScomparein pairs.Thengo throughthe answerswith the wholeclass. Theanxietiesof moredemandingconsumets(a brosh new generation of profligote consumeR) and a high turnoverof staff (revolving-dootworkculture)thatis underminingvirtuessuchas loyalty,hierarchy,patience and discipline.(Anaphoricreference:referringbackto somethingin the text) Attrition rates,porticularly in the larger hubs (cities) of Bangalore,Delhi ond Mumbai, havejumped to more than50 per cent a yeor...(Anaphoricreference: referringbackto somethingin the text) ln spite oflndio3... supply of English-speoking graduates ... the industrfs rate of expansionhas meant that demand hasoften outstripped supply. (Anaphoric reference:referringbackto somethingin the text) Omitscompanies,(Anaphoricreference:referringback to somethingin the text) Substitutespeople,/e mployees.(Anaphoticreference: referringbackto somethingin the text) Atthoughsomecompaniesaretryingto attractyoung workerswith gimmicks(salsaclasses,multi-cuisine canteens,on-siterecreationalfacilities,suchas football tablesand caf€s),the moreserioussolutionis dealing with employeetrauma.(Cataphoric reference:referring forwardsto somethingthat is comingin the text) Omitsenployees.(Anaphoricreferencerreferringback to somethingin the text) Omils as these two core problems existing (i.e. that few peoplelike to work at night and the work is repetitive). (Anaphoricreference:ref€rringbackto somethingin the textl

o As a final stageto the reading,you mightwant to exploit someofthe vocabularyitems55 didn't understandin the text. A goodexerciseis to tell sS you witl only explainfive words/expressions from the text today.55 tookat the text individuallyand choosetheir five words/expressions. Then theyagreeon fivewordsin pairsandso on in a pyramid discussion, untilthewholeclasscomesup in withthe finat five words/expressions. Whatusuallyhappensin this processis that SShelp eachotherwith the meaningof words,canusuallyguesswordsfrom contextand they makedecisions an aboutwhichwordsareessentialto understanding ofthe text.Allthese are good learnertrainingtechniques.

Q SSlooktwo l.ngu.ge areasarisingfromthe t€xt: coheslw for emphasls. devlces anduslngInverslons $

pagetz3 Grorra, ,eJerence: Cohesive devices

e fu a lead-into cohesivedevices,referSSlo suchanxieties (paragraph1 ofthe article)and ask themwhetherthis phraseis referringbackwardsor forwardsin the text and what it's referringto (seeanswerkey).

Gmr^a, ,eJ"r"nce: lJsinginvercion for emphasis page L24

tu a lead-into inversions, askSSto closetheirbooks. Dictatethissentence andget5Sto compare whatthey've writtenin pairs. Theysaythat theboomingsectorhoshelpedspowna broshnewgenerationof profligateconsumeE,and its rcvolving-doorworkcultureis alsounderminingvirtues patienceanddiscipline. suchosloyolty,hierorchy, GetSSto opentheirbooksagainonpage45 andfinda (lvofo|,lyhasthebooning sentence witha similarmeaning sectorhelpedspawna brashnewgenerationof profligate consumeE,theysoy,but itsrevolving-door workculturcis ako underminingvittuessuchasloyary hierorchy, potienceanddiscipline(paragraph r)).

trendsI 5 Employment Ast 55 why the writer usesthe constructionNotonly ... but abo andtvhat happensto the verbhoshelpedin this construction.Cfoemphasisea point.Theauxiliaryverb goesbeforethe subjectand the mainverbgoesafter it) GetSSto turn to page124and readthe informationabout th€ iour typesof inversion.Pointout that wherethere is no aurjliaryverb,we usethe auxiliarydo in inversion structures, e.g. /Vofonly dld she study ot the unlversity,but sheolsoteachesther€rou lf the verb in the first phraseis to be, it is movedbeforethe subject,e.g.l/ot only ls shea quolifed engineetishe is olso an accomplishedmusicion. Dothe first sentencetransformationwith the wholeclass. SS|\/orkon the otherquestions individua[ty. Circulate and monitor,confirmSSanswersand helpwherenecessary. SScomparein pairs.Thengo throughthe answersrviththe wholeclass. Not only is call-centrework repetitive,(but)it's also stressful. Not only did the companyincreasesalaries,(but)it atso createdrecreational facilitiesfor staff only whenhe hadworkedin lTfor two yearsdid Paul realisehe wasn'tcut out for the iob. Neverhad lfound a iob so rewardinguntil I started workingfor myself. Hardlyhad he startedinterviewingcandidatesforthe newjob vacancies whenthreemorepeoplehandedin theirnotice. On no accountwill she (ever)accepta cut in salary.

@ o Theissueofconflictmaybeveryculturally sensitive. Some cultures don'tliketo haveanypublicdisplay of disagreement for instance Thais.othercultures or conflict, seemto bemorecomfortable expressing themselves forcefully, e.g.Spanish andAmericans. Asa lead-into this section, askSSwhenwasthelasttimetheyhada disagreement withsomeone in thefamily,at workor a stranger in thestreet.Askthemwhattheconflictwasabout youcangive andhowtheyresolved theissue.Alternatively, yourself, a simpteexample e.g.whensomeone iumpedin frontofyouin a queuein a supermarket andwhatyoudid orsaid. GetSSto lookat thephotoat thetopof page46.AskSSto imagine howthetwospeakers arefeelingandwhatthe conversation is about. GetSSin pairsto writea shortdialogue forthephoto. Circulate andhelpwherenecessary. GetSSto actouttheirdialogues forthewholeclass.lf time is limited,iustaskoneor twopairsto dothis. Put55 intosmallgroups theirviews onthe to discuss statements. Therearenocorrectanswers, thisis a consciousness-raising exercise to makeSSawareoftheir ownfeelingaboutconflictandmaybethinkabouttheir culturetattitudeto conflict. Callthe classtogetherand of askthemifothertypes workplace conflictcanarise,e.g,between departments, between bossandstaff.

@ o Get55 to lookat thecheckllst. Dealwithanyquestions,

SStatkaboutiobsofthe future,unpopul.rlobsandhow companles canretelnstaff.

o o Get55 to readthe threequestions.Dealwith anyqueries. o SSwork in smallgroupsto discussthe questions.Circulate andmonitortheirdiscussions. Helpwithanyquestions. Makea noteoffive or six pointsfor correction,any new vocabularyitemsand pointsfor praise.Putthe itemsfor correctionand newvocabutaryon the board,Earlyfinishers canbe askedto work on these. € Callthe classtogetherandelicitthe corrections andthe meaningof newvocabularyfrom SS,Praiseanygood use of languageyou heard. e 6et feedback fromSSon theirdiscussions. lf timeis get timited,iust feedbackfrom one or two groups.

SSdiscusstheirviewsonconflictin thervorlglace, fistento a conversatlon where. conflictis belngdlscussed, do a roleplayandllstento an €xperttalkng aboutmisundeFtandhgs thatarisein e-mailcommunication.

e.g.givein. SSworkindividually to complete thechart,answering the question'Which doyoumostoftenuse?'. Put55 intopairsto compare theircharts andanswer the othertwoouestions, Calltheclasstogether andgothroughthelasttwo questions withthewholeclass,askingSSwhichconflict getthebestresults resolution techniques andother techniques thattheyhaveusedor seenused.

@ o Get55 to readtheextract. Dealwithanyquestions. Tell themtheyhaveto memorise information. theessential SSclosetheirbooksandworkin pairsto tella summary of quicklyifthere whatthey've read.Theycanlookbackvery is something theyveforgotten, butusuallybetween both 55 thevcanrememberand relatethe essence ofwhat they'vereadin theirownwords. Askthewholeclassiftheythinktheyaregoodlisteners. Mostofus liketo thinkweare.Askthemto giveyou examples ofhowtheyshowotherpeopletheyarelistening. Somesuggestions forwaysto showyou'relistening: noddin&smiling,eyecontact, askingmorequestions.

trends | 5 Employment in the Usefullanguagebox Gothroughthe expressions pronunciation ofsomeofthe withthe wholeclass.Drill phrasesSSmight havedifficultywith.

@ Qs.+ c TellSSthat theyare goingto listento a conversation Tellthemto listenout for betweentwo work colleagues. is aboutandwhat techniquesTerry what the conversation usesto showhe is listeningto Yolanda. o

DivideSSinto two groups.GroupA and GroupB look at informationon pagesL45and752their corresponding be able atthoughSSwill probably Dealwithanyquestions, to helpeachotherin theirgroups.SSreadandprepare what they are goingto say.

Playthe recordingonceand get 55 to write their answers in pairs. individually, thencompare

o Askwhat the conflictis about.Oerry'sphonecallsdisturb Yolandawhenshe'sworking.) a

PutSSinto A+Bpairs.SSrole-playthe situation.Monitor and circulateas SSact out the role-plays.Makea noteof anytargetlanguage ss who carryout the task successfutly, usedand five or six languagepointsfor correction, pronunciation. including

Playthe lecordinga secondtime so that 55 canidentiryall the techniquesTerryuses.

withthewholeclass. @ Gothroughthe answers what Yolandalsaidto checkhis r Terryparaphrases letme seeiflfollow you- YouTesaying understanding: that you can't wotk becauseI disturb you when I m usingthe phone. 2 Thenhe asksherto continueratherthaninterrupting her or defendinghimself,No,pleasego on3 Nexthe showshe understandsher point of view before explaininghis position:.lappreciotehow youfeel, Yolando.Thething is, it's impoftant for me to talk to clients and engogein some friendly small tolk. lt really helpsto get sales.

ReferSSto the Usefullanguageboxon page47' Ask SSto listenagainandtick the phrasesTerryuses.(seeanswels above.) GetSSto work in pairs.SeferSSto the audioscripton page166.Dealwithanyquestions. Get55 to readthe dialogueatoud,payingattentionto theirintonation. andmakea noteofany MonitorSS'sDerformance problemsSSare havingwiththe featuresofconnected soeech. SShad calltheclasstogetheranddrillanyphrases at a naturalspeedandrhythm,e.g. difficulties reproducing driving me up the woll, when I'm using the phone, most of the time.elc, SSswaprolesand repeatthe dialogue,tryingto reproduce it at as naturalaspeedand rhythmas possible. Finally,callthe ctasstogetherand ask SShowthey would resolvethe situation.Don'trejectany ideasat this stage. Ask SSat the end to decidewhat they thoughtwasthe best solutionmentioned. Forfurtherpractice,55, in the samepairs,might like to betweenTerryandYolanda.Get55 finishthe conversation to incorporateat leastone morephrasefromthe Useful languagebox.Circulateand helpas necessary. Cattthewholeclasstogetherandaskoneor two pairsto readout the resolutionofthe conflictbetweenTerryand Yolanda.

(9 andshouldtry to @ Explain thatSSaregoingto do a role-play box. in the Usefullanguage usesomeofthe expressions

withthe wholeclass,praising Gothroughfeedback appropriatelanguageusedfor activelistening, write up any paraphrasing and checkingunderstanding. oointsthat needfurtherwork on the boardand eticitthe correctionsftom SS. Ask 5S ifthey wereableto resolvethe conflictbetween Orsolyaand Bohdanand how. Forfollow-uppractice,go to the Resourcebankat the back ofthis book.

@ Os.s @ As a lead-into thissection,askSSwhatkindof e-mails they generallywrite and receive,how manye-mailsthey in the courseof a day,iftheyeverreactbadlyto deaLwith the e-mailspeoptewrite to them andwhat sort of ptoblems they sometimeshave. o

andaskSSiftheyknow GetSSto lookat the emoticons whatsomeofthemmean. Somecommonemoticons :-) lh smiling r( I'm sad/upset l'm cross :-[ l'm laughing :-D l'mshocked/embarrassed :-o I'mjoking/winking ;) l'mstickingmytongueout :-p rl l'm confused ->: -@ I'm angry a tear :L( I'mshedding :-? I'mdoubtfut

Ask SSifthev everuseemoticonsand what their viewson themare. (Peoplemightarguethat itt a lazyor immature wayto write e-mails.) Gothroughthe threequestionsas a quick-fireactivitywith the class.Don'treiectany ideasat this stage. Get55 to look at the photoof RobGiardinaon the left and telt themthey are goingto listento his viewson these questions.Splitthe classinto threegroups.Tel[eachgroup to listenforthe answersto iust one ofthe questionand to take noteswhile thev listen.

trendsI 5 Employment 55 comparetheir notesin their groupsand add anyextra intormationtheir colleaguesheardwhichthey didn't. Crrulate and monitor,dealingwith anyquestionsor do{rbts. Hay the recordingagain,this time pausingbrieflyafter eachquestionto allow55 time to completetheir notes. Again,eachgroupcomparestheir answers. AJt the 55 into groupsofthree, with one personfrom each ofthe previousgroups.Tellthemto exchangeth€ answers to the threequestions. a Gothroughthe answerswith the wholeclass. a

DiscussSSt viewson what they heard.Havethey ever experiencedmisunderstandings ofthe type mentionedin the interview?In-work55 who work with multinational teamsmightbe ableto talk abut the different communication stvlesof their differentcultures. o Novisualinformationand feedbackthat vou havein a face-to.face conversation, e.g.smilesor nods, beingableto say'l don'tunderstand.'This makesit easyto get nastyand 'flaming'canoccur,i.e, people sendingangryandinsultinge-mails. o Yourcontextis differentfrom their context,for exampleyouwrite a quicke-mailbecauseyou'rein a rush,and it canbe interpretedas brusqueand direct. o Somepeopledon'texpress themselves wellin writing. o Whenyou readan e-mail,don't alwaysbelieveyour first impression-think aboutother possible interpretations. e Whenyouwritee-mails, thlnkabouthowthe other personcouldmaybemislnterpretwhat youte writing and then makeit ctearthat you don't meanthat. Emoticonssometimesseemsilly,butthey canhelp expressthe toneyou want. o Whenin doubt,askopen,neutralquestions. € E-mailcanhelp resolveconflictby removingthe visualinformation,and this is particularlyusefulfor multiculturalteamsbecauseyou canavoid misunderstandings that canbe causedby dlfferent communication stylesand differencesin thingslike bodyspaceor eyecontact.lf a conflictexists,people can't seeyou'reangryand you havemorecontrol overwhat you communicate. you havethe time to makeyour e-mails o Secondly, morerationaland lessemotlonalifyou choose. 6 Finally,you can't interruptand you can't be interrupted.

55 wrlte a replyto an abrupte-mall.

@ o GetSSto lookat the e-mailfromYolanda's manager. Explainthat it hasbeena very busyperiodat work for the wholedepartment.AskthemhowYolandamightfeelabout receivingthat e-mailandother possibleinterpretationsfor the e-mail.(Yolandamightfeetoffended/stressed out by the brusquenatureofthe e-mailand its brevity.However, hermanager couldhavewrittenit in a rushandhadnot intendedto causeoffence.) a Setout a templatefor an e-mailon the board,muchlikethe oneon the page. o

ReferSSto the modele-mailon page135of the Writlngfile and brieflygo throughthe features.

a GetSSto work in pairsto tvritea replyfromYolandato her manager.Circulate,monitorand help 55 to formulatetheir ideaswhilsttheywrite. Pointout any mistakesand allow SSan opportunityto makecorrections.Makea noteof five or six commonerrorsand any usefulexpressionsused.Put theseon the boardfor laterfeedback. Earlierfinisherscanbe referredto the boardto seeifthey knowallthe newwords/expressions and ifthey cancorrect the errors. Aftercompletingthe task,if peercorrectionis appropriate in your setting,SSmaycomparethelr replieswith another pair.ls it the right length?Whatphrasesdid they both use? Whatcouldbe improved?lfthey spot anywordsand expressions theydon'tknow,theycanasktheircolleagues whowroteit aboutthe meaning. ThistaskhelpsSSbe moreawareofthe impacttheir writing hason the reader. Gothroughfeedbackwith the wholeclass,praisinggood examplesof languageand styleand ask SSto correctthe errorson the board. Alternativety, if timeis limited,thiswritingtaskcouldalso be set for homework.

Sanplee-mall Tor Lynne Atkins From: Yolanda Fowler Subject: Monthty sales I'msosorryLynne, but,asyouknow,itl beenan extremely busyperiodat work,andI'll needmoretimeto finishthesalesreport.I canhaveit readybytheendofthe week.Hopethatt all right. Regards Yolanda

$

writinsfitepage 85

trends | 5 Employment

SSreadaboJttheproblems ofabsenteeism andlowmorale h a Dubllncallcentre,role-playanInt€rview about absenteeism wltha member of staff,pdorltlsethe lssuesand dlscusshowto resolyeth€ problens.

Background a

a

GetSSto focuson the case-studytitle, the photoof Dublin andthe callcentrestaff.As a lead.in,ask 55 what absenteeismmeans(tegularabsencefrom work or school without a goodreason)andwhy they think staffat a call centremight be absentfrom work regularly.Don'tspend too longon this discussion,as mostofthe issuescomeup in the casestudy. GetSSto studythe backgroundinformation.Readit aloud, or ask SSto readit aloud.Dealwith anyquestionsthey may have.

o Writethe headings fromthe left.handcolumnofthe followingtableand elicit informationfrom SSto complete the right-handcolumn. Company

Delaney

Basedin

Dublin,lreland

Client

MajorcaFhire company, which hasoutsourced its European operation to Delaney

Numberofstaff

24ofulftime and part-time

Staffprofile

Mostlyyoungwomenin their mid-to late 2os.Manyofthem arefluent in Spanish,Frenchand German.

Averageemployment tenure

threeyears

Probtems associated withstaffturnover

.

highcostsof recruitment, selection andtraining . newerstaffhavelower productivitylevels . the competitiveness ofthe callcentre

Report a

Putthe followingsentencestemson the board,then get 55 to readthe reportand completethe sentences, 1 HRspent..,monitoringabsenteeism. 2 Theannualsick absence is.., Typical reasons for sick absence are ... 3 Some consequences are.,. 4 5 Most seriously,this couldleadto ... 6 Thecompanymust... SScompletethe sentencesindividuallyand then compare their ideasin pairs. Gothroughthe possibte answers withthewholeclass.

1 HRspentayear/ 12months monitoring absenteeism2 Theannualsickabsence is (onaverage) sevendayspcr atEnt. reasons forsickabsence areheadaches, 3 Typical mlgraines, colds,flu, backproblems andstress. aredelaysin answerlng calls, 4 Someconsequences i extn workandstress,co6tof replacements, unc€rtainty forftrtureplanning. I 5 Mostseriouslvthiscouldleadto cllentandcustomer I dlssatlsfactlon withthe levelofservlce. I 6 Thecompany mustfindwaysto deelwlthandrcduce absenteeism.

Taskr @ DivideSSinto two groups.Refereachgroupto a different rolecard:GroupA turnsto page46, andGroupB turnsto page152.Askthemto readthe role cardsand dealwith any questionsthey have,afterthey havediscussedtheir ideas as a group.lt's a goodidea In the first instanceto allow timefor peerteaching. TellGroupA to thinkaboutpossible reasonswhyTriciais offsick so oftenand what you,as her manager,couldsayto her in the interview.TellGroupB to discussandplanwhatTricia couldsayin thisdelicate interviewwith her manager.GivingSStime to preparefor the role-playhelpsto increasethe lengthoftheir utterancesandthe levelof accuracv. Possiblereasonsfor absence o Personalproblemsshedoesn'twant the companyto knowabout o Pretendingto be ill to takea dayoff work whenshe feelslike it a Lackof motivation,tow morale,low pay o Pressure ofworkload,Lackofcontrolover workload e Feelingbored,undervaLued, or overqualifiedfor the iob

ReferSSto the Usefutlanguage boxon page47. Go throughanddrillthepronunciation ofsomeofthe phrases for activelistening,paraphrasing and checklng understanding. RemindSSto try to incorporateat leasttwo or threeofthesein theirrole-play. Pair55 up with someonefromthe other groupto do the role-play.Circulateand monitorthe languagethat they use. Makea noteofany targetlanguageusedandfive or six commonerrorsfor latercorrection. Afrerthe discussion,drawaftentionto somekey language SSusedcorrectlyand give praise.Alsowork on the points for correction,put theseon the boardand elicit the correct form,pronunciation, word,etc.fromSS, Ask55 for feedbackon howtheir discussionswent, ifthey wereableto avoida conflictand resolvethe problem,and if so how?Askthe SSwho ptayedTriciaifthey fett their managerhad beensupportiveor not.

trendsI 5 Employment

Th€consultantl report G€l SSto readthe reportand underlinethe mainproblems andsources of conflict,Dealwithanvouestions.

.

Suggested answers pressure Boredom, environment, stress,unfriendly of workload andperformance targets,call-monitoring

Taskz a Get55 to readTask2. Dealwith anvouestions. a

Dividethe SSinto smallgroupsof five or six.Tellthem they willbethe management teamfromDelaney duringthis task.Getthemto allocateroleamongthemselves(e.g.the Operations Manager, the HumanResources Manager, the ChiefFinancialOfficer,one or two TeamManagers).NBThe is the seniormemberofstaffthatall Operations Manager the othersreportto. Theycouldalsohavea representative fromthe consultants.APP.Onestudentshouldleadthe discussionand one shouldbe note-taker.

t

Circulate andmonitor,checking SSarecarrying out the task correctly.Makea note ofany usefullanguagebeing usedand five or six commonerrorsfor correction,including pronunciation, for laterfeedback,

Feedback .

whenmostgroupshavefinishedthetask,bringthe whote classtogether.Praisethe strongpointsthat you heardand work on five or six pointsthat needcorrection,gefting5S to providethe correctforms.

o Askthe note-takerfrom one or two groupsto reportback on how they prioritisedthe tasksand anysolutionsthey cameup with.Thereis no rightanswerto thisquestion.SS mayor maynot reacha consensus. .

Toroundoffthe activity,highlightand summarisesomeof SS! bestideas.

o tu furtherpractice,SScouldbe askedto write up action minutesfromtheirmanagement meeting(seeWritingfile page136).

Writing GetSSto studythe writingtask and dealwith any ouestionsBrainstorm the information thatshouldgo in the e-mailand put thesepointson the board.Alternatively, this could be madeinto a report-writingtask. page135ofthe Get55 to lookat the modele-mailon Writingfile again(or reportwriting on pagesr38-139). GetSSto write their first draft in paks or individually. Circulate andmonitor,helpingwherenecessary making corrections andchecking SSarecompleting task the correcllv. GetSSto write the final e-maileitheras a classactivityor for homework. Thiscouldprobablybe quitea longe-mail.

Q

wririrg Jit"p^g" "35

l tO1 o Gothroughthe informationin the CourseBookwith yourstudent.Explain InTask1 youand anydifficulties. yourstudentarea teammanagerand a call-centre agent.Allowthe studenttime to prepareher/his role. Duringthe role-play, monitorthe language thatyour studentis using.Notedownanygoodexamplesof languageand pointsfor errorcorrectionor improvement.Comebackto theselater Praiseanygood examples of language usedandgo overanyerrors, pronunciation. including o DoTask2 together.Don'tdominatethe conversationin thistask,but sayenoughto keepit goingandallow your studentto suggestwaysto resolvetheseissues. Youcouldrecordthe discussionon cassetteor video,if the studentagreesanduseit for intensive correction work afterwards.

Business ethics

PractlceFile Dlscussion:Ethicalissueg power(pages34-35) production Word labourand costs SSdiscussthe affectsof competitive press as a resuttof and companiesthat havesufferedbad practices. unethical business Listening:Corporatesocial responslbltity international deanofa business SSlistento MiguetMorAn, ethicsandcorporate talkaboutbusiness schoolin Barcelona, socialresoonsibititv Vocabutary:cSRtems for givingopinionsin the contextof CSR. SSlookat language

neidlng andlangulte (pagessz-3) Eachlessonis obout 60-75minutes.

Readingj Corpomteresponslblllty without the wafr.e are SSreadaboutthe typesof CSRreportsthatcompanies producing. Discussion:Who is resoonsible? junkfoodto childrenand SSdiscussthe ethicsof advertising in generalfor companies. socialresponsibility LanguagereYiewrMultiwordvetbs verbsin the contextofCSRreports. 55 lookat multiword

Textbank (rHbpages17b-179) Grammalrefelenceand practice (CBpage125) PractlceFlle Textand grammar(pages iG37) Resoulcebank (TRBpage224)

EthicalDroblem-solvins at involving ethicalproblem-solving 55 discussthreesituations giving people theiropinionson some workandlistento three ethicalproblems.

wrltlng file (CBpage136)

ManagingmeetlnFs SSlook at tips for effectivemeetings,listento an extractof a meetings, meetinganddiscussan agendaon managing

PracticeFile Skillsandpronunciation (pages38-39)

Writing:Actionminutes in the meetingon 55 writeup actionpointsas discussed managingeffectivemeetings.

lassor|4! Casestdy

(i.des 5e.52) Eachlesson ls about 75jo minutes.

StltchWearclothinF companymanufacturing casualwear StitchWearis a US-based in developing countries. lt withfactories andsportsclothing, in Pakistan. facesallegations of usingchildlabourin its factories givingadvice consultant responsibility SSlistento a corporate to CSR.SSthen commitment on improving the company's the companylimageregarding discusswaysof improving in a management meeting. 55 writeup responsibility corporate actionpointsfor the meeting.

sections. skills,iustusethe underlined Fora fastloutethroughthe unit,focusingmainlyonspeaking to usewlth individual with minimaladaptation, mostpartsofth€ urit lendthemselves, Forone-to-one sltuatlons, procedures aregiven. Wherethis ls notthecase,atternative students.

ethlcsI 6 Business

CrD!'a!! sodal Gsponsibitlty,or CSR,is fundamentatly aboutthe obligationsofa companyto society ad the wdysin whichit canaffectsocietyand the environment.CSRhasrecentlybecomea fashionable item on the corporateagenda.Eventobaccocompaniesnow makereferenceto CSRin corporateliterature, tlo,tf,ever, as demandsand expedatlonsofgovernmentsand societyhavebecomegreater,manythink dlat businessesneedto showa strongelcommitmentto issuessuchas socialresponsibility, sGtainabitity and transparcncy. Thefashionbusinessparticularlyfacessignificantchallenges.In the 199os,Nikehit the headlineswith dlegations that someof its productsweremadein sw€atshopcondltlonsand by chlld Jabour.ln 2oo5, Nikepublished the namesandlocations ofmorethan7oosuppliers that manufacture its goodsin an aftemptto highlightthe sportsweargroup'sethlcalworklng practlcein developingcountries.Companies are now seriouslyconsideringthe commercialviablllty ofethical fashion. Thetendencyto swltch productlonfrequently,to achievethe cheapestprices,meansthat relationships b€tweenbrandownersandtheir producersin developingcountriesare oftenshort term. Nevertheless, manybelievethe time is right for companiesto markettheir ethical stanceandthat brandscanleverage th€ir positioninternationaltyby beingethical.A brand'svaluenowadaysmaynot just be about profitand loss,but alsoaccountability- beingableto demonstrateclearlywhereand howa productis made. Brandownersatsorisk beingcriticisedfor exploitingtheconceptof beingethicalforcommerclalgain. Somewouldarguethat the productcomesfirst and ethicswill alwaysbe secondaryto the consumers' self-interest,Nevertheless, evidencesuggeststhat consumers,especiallyyoungerones,do careabout whereand how the clothesthey buy are made, Companies needto be specificandtransparent abouteveryaspectoftheirbusiness. Transparency has alwaysbeenan importantaspectofcorporateresponsibility, and a growingnumberofcompaniesare strugglingwith the challengeof reportingon social,envlronmental8nd economiclssu€s,encouragedby governments and regulatoryauthoritles.TheNetherlands, Denmarkand Norwayhaverequired environmental disclosuresfor severalyears. A growingnumberof companiesarevoluntarilyproducingCSRor sustalnabllityreportsaboutnonfinancialissuesand impactsthat couldsignificantlyaffectthe business.But thereare manymultinationats whichsay nothingaboutissuessuchas carbon.dloxldeemlsslons,suppliets'labourcondltlonsor conmunity relStions, Thenatureand standardofCSRreportsvarieswidely.Sustainabilityexpertssaythat companiesshould integratefinanclaland non-ffn.ncial]eportlngand that manyreportsare too vagueto provideuseful information, but thatis beginning to change. Certain havesufferedfromallegations companies, suchasAndersen, EnronandWorldcom, of unethical corporat€governanceor financlalinetularltles at managementlevel,demonstratingthat businessethics olava role on both the macroand microlevel.

In-workstudentswill be ableto talk aboutthe sustainabitityoftheir companyt productsor services, products/services labourconditions, ethicalmanufacturing andpurchasing, the effectoftheircompany's on societyand the environment,the company'sfinancialand non-financial reportsand contribution,or lackofcontribution, to CSR. Pre-workstudentsmay haveexperienceof Labourconditionsand environmentalimpactswhenworking for companieson work placementsor as part-timeor temporaryemployees,Pre-workSSmayalso be more awarethanin-workSSregarding issuessuchas (un)ethical fashionlabels. general Allstudentswill have world experienceofbuying (non-)ethicalbrandsas consumersand may discussthe importanceofcorporatesocialresponsibilitywhencreatinga positiveor negativecorporate image,Theycanalsotalk aboutwhethercompaniesshoulddemonstrategreaterresponsibilityand accountability to stakeholders suchas employees, the localcommunity anddeveloping countries.

RobertE.Frederick4 componionto businessefhrcs,BlackwellPublishing,2oo2 TomHoskins:ThelcsA corporatesocialrcsponsibilityha'dbook, lcSAPublishing,zoo5 Sarbanes-Oxley: / corporotedirectot'scomplianceguide,lohnWiley& SonsInc,2oo5

E@!E

tducation o pearson Limited zoo6

ethics l6 Business

AskSSto btainstorma list ofadjectivesto describe attributesofan ethicalbusinessleaderor manager.Write on the board:A, ethical businessleaderor manager shouldbe ... (honest,trustworthy,open,fair,transparent, etc.).Thenask 5S to brainstormnounsrelatedto ethics. Write on the board: In ethical businessshould estoblish o corporateculture based on ... (e.9. honesty,trust, integrity, goodconduct, values,openness, fair-mindedness, courage, transparency, etc.).Write5Sl ideasup on the board. Alternatively, ask SSwhat they understandby the title of the unit.'Business ethics'.

a TellSSthat theywill be discussingbusinessethicsand corporatesocialresponsibility. panelat the beginning o Gothroughthe overview of the unit, pointingout the sections that SSwitl be Looking at.

Quotatlon .

Get55 to lookat the quotationandaskthemwhatthey thinkit means.(Ihe ideais thata business should contributeto societyand/or the localcommunityin some wayapart fromiust makinga profit;for example,by improvinglabourconditionsofits workers,reducing carbon-dioxide emissiori!and damageto the environment, settingup educationor healthprogrammesfor employees, especiallyin devetopingcountriesand so on.)

SS dlscussth€ afrecB of competltlve labour and production costs and companlesthat have sufier€d bad press as a result of unethicalbuslnesspractices. (a ) a

SSwork in paks to discussthe two questions.Seta time limit (threeto five minutes)for this.Thenget SS'sfeedback as a wholectass.Help55 withexpressing theiropinions andvocabularyretatedto ethicsand businesspracticein English.

a

Forthe first question,SSwill probablysaythat competitive labourand productioncostscanaffecta company! employees because companies in the retailindustry particularlyoftenswitchsuppliersand outsource production,dependingon locallabourcosts.Workersmay losetheir iobs to countrieswh€relabouris cheaperand sufferfrom low wages,poorworkingconditionsor lob insecurity asa result.

o

In the secondquestion,SSmayreferto recentscandalsin the newsandallegationsofethical misconductandthe questionofcorporategovernance. Do not spendtoo much practices, timeon thesequestions, as unethical suchas childLabour, arediscussed in the Listening section.

SSllstento igu€ltlorin, Internatlonal deanof a buslness schoolIn Barcelona,talk aboutbuslnessethics.In the ffrst partofthe lnt€rvl€w, hedefinescorpontecitizenshlp and corpordte soclalresponslblllty andtalksaboutcompetltiye labourcosts.In thesecondpartofthe Intervlew, hetatks aboutchlldlabourandsomeof thechallenges compsnles faceregardlngethicalbuslnesspractlce.

@ Oo" o GetSSto work individually,tookingthroughthe two summaries.ExplainanydifficultvocabularyG.g.pay lip servrceto) and ask for SS'sinitial reactionto the questions raisedin the summaries. Explainbrieflythat SSare goingto listento an international deanofa businessschool. Playthe first part ofthe interviewonceand giveSStime to lookat the summaries again. Replayifnecessarystoppingin sectionsto allowSStime to take notes. 5S checkanswersin pairs.Circulateand dealwith any queriesSShave. Gothroughthe mistakesin summaryr quicklywith the wholeclass,playingthe recordinga third time ifnecessary.

Summary 2 is correct. Summary t hasfourmistakes: MiguelMoransaysthatcorporate responsibility or citizenship is largelyto do withtheactiontakenby companies in relation to thelocalenvironment and paid communlty/soclety andis a kindofcompensation backto society. TheIntervlewer saysmanycompanies only paylip service to theseissues.However, ifa company is practices, involved in unethical it will befoundoutbyits stakeholders in thelongrun.Headdsitl alsodifficultfor multinationals to ensure workers in developing countries havedecentwagesdueto locallabour costs.Finally, he saysit is upto governments to ensurethatcompanies respect notonlylabourlawsbutalsothehumandignityof theiremDlovees.

o @ Ask SSto ,rd,Vdudlt readand markthe statementswith

thesymbols. @ Dealwithanydifficult vocabulary. o AskSSto compare theiranswers in pairsor groupsof three.Seta timelimit(seven forthis to tenminutes) question, discussion Bringtheclass to orderandgothrough theirreaction to the statements, discussing thosequestions thatcausedmost disagreement-

6 Business ethicsI

3 Oo, .

Ask55 to listento the secondpart of the interviewand comDaretheir answers withthoseofthe interviewee.

55 look at languagefor glving opinionsin the contextofCSR.

a

nay the recording a secondtime,if necessary

(F)

r

Afterlistening,55 comparetheiranswersin pairs.

a

a Gothroughthe answerswith the wholeclass.Do not refer 55 to the audioscriptat this stage,as SSlistento the recordingagainin ExerciseE.

Explainthat 55 will be lookingat expressions from the interview for givingopinions.

o GetSSto do the exercise individually. Circulate and monitor,helpingwherenecessary with vocabulary. @ 55 discusstheiranswers in oairs.

r

F

Nes e, the well-known Swissfood compony, prcduces o lot of its products in Asion countries where fi- ond t2-yearolds are legally ollowed to worN. 2 NS MM onlygivesthe exampleof Nestlethat gets children to workpart-time thenpaysfor their education the restofthe time;he doesn'tstatethis asa generalrute. 3 NS MM statesthesechildrenneedmonevfor their familieswho are livingin poverty,not that banning childlabourwill causeextremeDovertv. second 4 NS Thisis imptiedby the interviewer3 question,but notstatedby MM. 5 F it\ not iust the fault ofWestem companiesthat childlabou exists;its olsothe fault ofthe state and the government-..I think it\ a mix. 6 F Thereareon awfullot ofwell-knowncomponies thot havea reputationfor beingethicalbut are producing unethically.And I'm talking about a lot ofmajor companies...

e As a follow-up, askSSif theiropinionschanged after listening to MiguelMorenor afterdiscussing theiranswers withthe other55.

@ Qo. " Exptain to SSthattheyaregoingto listento the second partofthe interview again.lf timeis short,do not replay the recording,but iust referSSto the audioscriptson page 167.

o

€ 55 checktheir answersin pairs,referringto the audio scriptif necessary. Don'tspendtoo longgoingoverthe scriptin detail,only the expressionsin items1-8. 3 Gothroughthe answers withthe wholeclass,writingthe missingwords in eachsentence on the board.lfyou can seethat aILSShavethe correctanswers,you maydecide notto go throughalltheanswersin openclass,simply confirmfor the classthat everyonehasthe correctanswers anddealwiththe oroblemouestions. Thissavesclasstime. Theyhirethesechitdrenpart-time needmoneyfor theirfamilies 3 notiustthe faultof lowerandlowerprices 4 demanding startingto thinkaboutwhether 6 tryingto repairthe damage havea reputationfor being I the difference in production costs 2

Bringthe classtogetherandgo throughthe answers.

o

a fu an additionalactivityandtime permitting,get SSto writetheirownopinionson CSRandchildlabourusingthe expressionsin ExerciseF,as wellas other similar expressions(e.g./ mustsoy...,it all comesdown to ...). I lf I hadto 2 Let! be 3 faceit; two sidesofthe same coin 4 paylip serviceto 5 the timehascomefor;the bottomline

go to the Resource @ Forfollow-uppractice, bankon page 224.

55 readaboutthe typesof CSRreportsthat companies are produclng.

@ @ GetSSto discussthe Questions in Exercise A in small groups. @ 60 throughanswers asa whole-class activity. SSmaypoint out the quoteby MiltonFriedman wasmentioned in the interview with MiguelMorenin the previouslistening section.55 maysuggestthe followingfor other stakeholders: NGOs/pressure/special interestgroups, governments, women,ethnicminorities, local/national end"users.

@ @ As a lead-into the atticleCorporatercsponsibilitywithout photo: the lvoffe, ask 5S to commenton the accompanying Whatdoesit show?Whereis the factory? Whatdo you thinkaboutemployees' workingconditions in thesekinds oftextile factories? @ Explain thatthe ideais to scanthe firstpartofthe article on page52 qulcklyto find the meaningof wafle and the writer'sopinion.TellSStheyshouldignoreanywordsor phrasesthey don't knowat this stageand focuson the task offindingthisinformation. In ordertomakethisa quicker readingexercise,set a time limit. 5S witt probablyneed aboutthreeor fourminutesfor the firslDartofthe article. @ Get55 to readthe firstpartof the article,thenaskfor their initialreactions to the pointsmadebeforechecking their questions. answers to the 6

Gothroughthe answers withthe wholeclass.

l!e

ethics l6 Business

a Thewriteris clearlyquitesceptical abouttheforewords of corporate responsibility reportsandcriticalof the lackof meaningful content. . Wofie(colloquiaD means'talkingorwritingusinga lot ofwords without saying anything important'. SSmaybe ableto paraphrase thisbasedontheirreading ofthe text.

Polntsfor CEOS to address I Specific challenges/ risksandproposals fordeatlng withthem 2 Transparency

questions @ Ask55 follow-up aboutwhethertheyhaveread theircompany's CSRreportandwhattheythinkof it. Alternatively, ask55 to listsomeofthevocabulary ftomthe articlethatis usedaswaffle,e.g.passion, commitment, engagement, trust,govemance, crcdibility,etc,Youmay liketo pointoutthatsomeofthesewordshavebecome CSR'buzzwords'.

3 Governance

o € Get55 to readthe articleagain,explainingthe paragraphs arenumbered. lfSSaskquestions, throwthemopento the wholeclassto seeifsomeonecanprovidean explanation. lfnot, explainwherenecessary. @ Alternatively, if tlme is short,or SSdon't want to readthe first part ofthe articleagain,write the jumbledanstverson the boardalongwith a few distractorsand get 5S to completethe ex€rclseusingthe wordsyou haveglven them. @ AskSSto do the exerciseindividually,then comparetheir answersin pairs. o

Monitorand circulateas SSdo the task,indicatingin which sentencea word or exp6ssionoccurswhereSSare having difficulties.

4 Credibility

Exampl$ofgoodcompany practice ArunSarin,CEO Vodafone, talksabouthowthecompany willtackte human rightsabuses in thecompanyb supplychain. BobEckert, CEOMattel, mentions auditsbyanexternal organisation of thecompany's CSRrecordandthatthe publishes company theresultof thisstudyonthewebsite. BobEckertsaysthecompany hasa specialcommittee to deal withthis. NovoNordisk improved theriskmanagement systemlastyear, getsboardmembers to do selfevaluations andhasintroduced a incentive share-based scheme. PaulPressler, CE0Gap,mentions thepoorreputation thecompany hasin termsofworking conditions andhowtheyare goingto improve conditions.

€ Asa follow-up, askSSin workto providesomeoftheirown company's examples ofthefourpointsmentioned. AskpreworkSSto giveotherexamples ofthefourpoints mentioned, thinking ofa company theyknoworthathas beenin thepressrecently.

@ Gothroughthe answerswith the wholeclass. 6

Drillpronunciationofthese wordsand expressions, if necessaryhighlightingword stresson the board,e.g. 'stakeholde5,' tackling, com'mitnent,' foreword.

r beinga turn-off z stakeholders 3tackling4lawsuits 5 cutofffrom 6workout 7fuzzy E commitment 9 foreword ro tracks

o o Writethesetwoheadings ontheboard:Pointsfor CEOS to addressiExamples of goodcomponypructice. GetSSto readthesecondpartofthearticleon page53 anddotheexercise individually. Monitorandcirculate asSSdothetask.Dealwithanv questions theymayhave. Getearlyfinishers to compare theiranswers withanother pair. Gothroughtheanswers withthewholeclass.Askea€h studentor pairto givetheirexample andfindout ifthe rest oftheclassagrees,

SSdlscusstheethl6 of adyertlsing lunkfoodto chlldrenand soclalresponslblllty Ingenerslforcompenies.

@ c

Ask SSto discussthe questionsin pairsor groupsof three.

@ GiveSSa time limit, e.g.five to sevenminutes. o As a follow-upto the first question,askss.Io whatextent do you think other Wes of industies (tobacco,mobile, pharmaceutical,etc) should toke rcsponsibility for people\ health problensT @ 55 maysuggestthe followinganswersfor the second quesflon: offood comDanies - CEOS couldmentionthe risks associatedwith addedsugar,salt and fat ln their products andtalk abouttheircompanyl commitmentto healthier foodandlimitingadvertising to children. - A computerand mobilephonecompanyCEOcouldtalk aboutthe environmentalimpactoftheir obsoleteproducts andshowa commltmentto recyclinghardwareor its safe disoosal. -A CEOofa maiorclothingfirm coulddemonstrateconcern aboutthe labourconditions in the supptychain,undertake to ensuredecentconditionsand labeltheir clothes accordingly.

ethlcs I 6 Business

@ Oo.r nuhisord rerbs in the contextof CSRrepofts.

SSb*

o

Explainto SSthey are goingto listento threepeople talkingaboutthe situationsin Exercise A.

a

Playthe recordingonceand ask SSfor their initial reacltons.

1i

reviewsection, refer55 to a Asa lead-into thislanguage Exercise c again.AsksSto giveexamples of multiword verbs,in the v€rbs,or wordsthatderivefrommultiword firstpartofthearticle(beingaturn-offinparagraph 1;cut off fron in paragraph 4i workout in par.agraph 4). a Gothroughtheexercise asa quick-fire activitywiththe tYholeclass.

Grorror refer"nce: Multiwordverbspageps

)

youmaywantto referSSto a Forrevision or furtherpractice, theGrammar reference on multiword verbsfromUnit2 (page119)again,if necessary.

@ Oe.r Playtherecording a second time,pausing,lfnecessary to give55 timeto marktheiranswers individuatly. o Getearlyfinishers to compare in pairs, theiranswers o Gothroughtheextracts fromthespeakers withthewhote class.PointoutthefiequentuseofthecontactionlA / givingadvice I wouldn't... whenhypothesising, or problemsolving. Gothroughpronunciation withthewholeclassanddritl payingattentionto someoftheexpressions, if necessary, wordsthatarestressed foremphasis andto highlight the hypothetical meaning(e.g. if it rerc the case.-.). I

l set out 2 heldto account 3 phaseout 4 shyaway ftom 5 followsuit 2 rc 2 a 3a 4b 5c 6 a 7b 8a

55 discussthr€€sltuatlonslivolvlngethicalproblem-solving at workandlistento threepeopleglvingtheiroginlonon some€thlcalproblems

@ € As a lead-into this section,ask55 what they understand by the fotlowingquoteon ethicsand personalbehaviour. It is important to remainfocused on chongingindividual behavioutiAftet all, it is individuals who make unethicol decisions,not foceless,corporatebodies. 0ohn PlenderandAvinashPersaud,writers) Alternatively, ifthere is a goodclassatmosphere,you may wantto describe a moraldilemmaofyourownthat happenedin the workplaceandthen ask Ss the following questrons: Whatkind of ethical problems have you faced at work? Whothappened? Do you think you took the right decision?Why(not)? lf you werc facing an ethicol dilemma at work, who would you oskfor adviceTWhy? Get55 to look at the threesituations.lf time is short,ask 5S to readall threesituations,but onlydiscussone of them.(Ihey witt needto readall threesituationsin orderto do the followinglisteningexercises.) Gothroughinitial reactionswith the who{eclass.Wereany ofthe ditemmas similartoonespreviously discussed?

2

3 4 5 6

Thefirststepwouldbeto Inthatcase,l'd Inthissituation, I wouldn't Having said;it werethecase;onthegrounds that couldarguethat I'dhaveno problem ReferSSto theaudioscripton page16Z.Playtherecording a thirdtime,if necessary whilstSSreadthemonologues, underliningor notingthepronunciation of expressions fromtheUsetullanguage boxon page54.AskSSifthey canthinkofanymoreexpressions forthesepurposes, Tryto sensitise theSSto English sentence stress,linking andintonation. Don'tgetSSto repeatalltheexpressions, in thatmightbedifRcutt iustoneor twofromeachsection (e.8.There termsof pronunciation orco lot of issues ot ploy here),

SSlook at tlp6 for €ffectivemeetings,tlst€nto an extrad of a mcetlngand dlscussanagendaon managing meetlnSE.

@ Oo.r o tuk SSto lookat thetipsforeffective meetings andwriting upactionpoints.Pointoutthatthetipsusethemnemonic .PARTAKE" a TellSStheyaregoingto listento a groupof peoptehaving procedures a problem-solving meeting, for discussing employing staff.Tellthemto focusonwhattheagenda was,andwhetherthemeeting wasmanaged effectively or not. . Ptaytherecording once.AskSSto compare theiranswers in Dairs.

l6 Eusiness ethics

Gothroughfeedbackwith the wholeclass.ptaythe recordinga secondtime, askingthe 55 to notedownall the thingsthat go wrongin the meeting.Referto the audio scripton page167if necessary. lt is not necessary to spend too muchtime on this, as the listeningis a humorouslook at hownotto managemeetings.MakesureSSare given plentyoftime to discussthe nexttask and role-playthe meeting.

a

Gothroughfeedbackwith the wholeclass,askingthe personwhochairedor ledthe meetingto summarise anv decisions made.lf appropriate, askSSiftheythoughtthe meetingwasmanagedeffectively.PraisethoseSSwho followedthe advicefor effectivemeetingsand any appropriate language used.Writeup anypointsthatneed furtherwork on the board. Forfollow-uppractice,go to the Resourcebankon page 22t!,

Agendaor purposeof meeting:to discussguidelines/ companypolicyfor takingon staff/ the recruitmentand process. selection ls it transparent? Ohe purposeofthe meetingis statedclearlyJ Themeeting,however,is not managedwellgenerally,as Alanis not an especlallyeffectivechairperson:he sayshe doesn'thavemuchtime and hasto finishby ro.r5. Alan's alsoquite aggressive and evensarcasticto the participants, althoughhe asksfor people's opinionsand asksAlisonto get to the point. Themeetingis alsoineffectiveor unsuccessfut becausethe participants aredisorganised, e.g. 1 The HRmanager(Francine) is not presentat the start. 2 Minutesfrom a previousmeetingare not mentioned. 3 Alisonhasnotesfrom Francine,but didn't distribute thembeforehand. 4 lanis not listening / hasn'treadthe agenda. 5 Alisongoesoffat a tangent. 6 Themeetingis interruptedwith Francine's latearrival. SSmayargue,however,that thesekindsof problemsare realistic.

@ o

ReferSSto the languagefor problem-solving in the boxon page54. Gothroughthe expressions and drillsome of them for pronunciationand intonationif necessarv.

o AskSSto discussthe guestions aboutthe kindof m€etings they have.SSin work maywantto spendmoretime on this task.With pre-workSS,you maywant to skip the exercise and moveon directlyto the meetingrole-ptay(Exercise fl.

o o

Explainto SSthat they are goingto simulateor role-playa companymeeting,usingthesuggested tips.Tellthemthe meetingis abouthow to manageinternalmeetingsmore effectivelv.

a Divide55 into smallgroupsof aboutfour or five.Appointa strongerstudentin eachgroupto chairor leadthe meeting. AskSSto lookat the meetingagendapage16oanddeal with anyquestionsthey have. a

GetSSto take notesbeforethey start the meeting.Giving SStime to prepareforthe role.playhelpsto increasethe lengthoftheir utterancesandthe levelof accuracy.

a Monitorand circulateroundthe classtvhile55 role-playthe meeting, helpingthe chairperson, if necessary, but not takingcontrolofthe meeting. Makea noteofwhetherSs are followingthetips and usinglanguagefor problemsolving,as well as five or six languagepointsfor correction.

SSw te up actlonpolntsasdiscussedIn the meetlngon menadngefi€ctlyemeetlngs. (G)

o As a lead-into this writingsection,ask SSin work what kindofactionpointsor minutestheygenerally receive or write.Ask pre.workSSwhat they tvouldexpectto readin actionpointsofa companymeeting. @ TellSStheyaregoingto writeup a summary of the meeting they haveiust had in pairs. 6

SSwrite a summaryin the form of actionpointsfor what was decidedin the previousmeeting.Makeit clearto the SSthat they do not needto write detailedminutes.

€ Circulate,monitorand helpSSwhilstthey write. Makea noteofany usefulexpressionsusedon the board,together with fiveor six commonerrors. €

Earlyfinisherscanbe referredto the boardto seeifthey cancorrectthe errors.

@ watirsnb pug"Be Aftercompletingthe task,SSmaycomparetheir action minuteswith anotherpair.Wereatl the mainpoints mentioned?ls it clearwho is responsiblefor eachpoint? Aretheredeadlinesor suggesteddatesfor the actions? Whatcouldbe improved? TohelpSSbe moreawareof the impacttheirwritinghason the reader,put eachpair ofSS with anotherpair fromthe samegroup.Theyexchangeand readeachothers'action points.55 compare theirsummaries andasktheir colleaguesaboutanydifferences. lf peercorrectionis appropriatein yoursefting,SScould also be askedto proofreadeachothers'writingtask and point out anyspellingmistakesor grammaticalerrorsthey spot. Beon handto helpwith this, but leavemostofthe feedbackand discussionto 55. Gothroughfeedbackwith the wholecLass,praisinggood examplesoflanguageusedand pointingout five or six areasthat needfurtherwork. Gothroughanycommonerrorsandthe usefulphrases on the boardto roundoffthe activity. Thiswritingtask couldalsobe set for homework.

6 Buslness ethics I

Themedia StltdrSearis a Us-based company manufadurlng casual wlth factodes Ear rnd sportsclothin& in developing tElnties. lt facesalletatlons of uslngchlld tabourin lts fa.todesin Pakistan.SSllst€nto a corporat€respoElblllty cdrsultad gMng adviceon Inprwlngthe companfs commitmentto CSR.SSthen dlscusswaysof lmprwlng the companfsimager€gardlng in a coDorateresponslbltlty for management meeting.SSw te up actionDolnts the neeting. € Inclass,payparticular attention to cleartybreaking down thecasestudyintothedifferenttasksandmakingsu;e that and follow 55 understand thestructure ofwhatvouare doing. . Theaudioin thiscasestudycouldbeomittedif necessary youwillhaveto givesomepromptsandideas although fromtheaudioscriptfor improving StitchWear's commitment to CSRandimproving its publicimage.

Background AskSSto focuson the photoofthe clothingfactory.As a lead-into the casestudy,ask SSwherethey think the photowastakenandto predictwhatkindof problems the companymight be facing. o AskSSto readthe backgroundinformation. € writethe followingheadings fromthe left-hand columnof the table and elicit informationfrom SSto comDtetethe right-hand column.

Refer5S to the newspaperarticleon page56. GetSS's initialreactionto the newsstoryAskSSto readthe articleand look at the graphsaboveit showingsalesfiguresfor the two companiesandanswer the ouestions: How will the scandalaffect Stitch Weor? How do salesfigures for the two companiescompare?

o Gothroughthe answerswith the wholeclass. a Dealwithanyquestionsthe SSmayhaveregardingdifficult vocabulary. Noteon the companyname-StitchWear-and the newspaperheadline:one ofthe Longmandictionary entriesfor the multiwordverbstitchuDis'to deceive peoplefor financial gain'(BritishEngllsh). Anotherinformal definitionofstitch up is to 'framesomeone';to make someoneseenguiltyofa crimeby providingfalse information.The nameStitchWearcouldthereforehave negativerepercussions in the UK. o Customers, especiallyyoungerpeople,may boycott StitchWearl clothesas a resuLtofthe allegationsand the WLA'Scampaign. a Salesfor StitchWearhavefallenfrom 5.1bndollarsto 4.9bndotlars,whilesalesfor its malncompetitorhave risenfrom 4.9bndollarsto 5.1bndotlarsin the last quarter.StitchWearis thereforelosinga significant amountofits marketshareto the competition.

ListeningQe.5 Company/organisation

Purpose

Basedin

StitchWear Clothing company that manufactures andsellscasual wearandsportsclothlng U5

Retailoutlets in

USand Europe

Factoriesin

Pakistanand lndonesia

Problems

Allegationsby the pressand theWLAofusingchildlabour and poor workingconditions in factoriesin Pakistan. Boycottcampaignof Stitch Wearclothes,led by the WLA.

Tasks

Rethink CSRpolicy/ Devise a newCSRstrategy: corporate sponsorship of community projects, boostcompany sales, remain competitive, presentmorepositive ethical imageto thepublic.

Department responsible PR

a Get55 to readthelistening task.Askthemto try and predictwhatadvicetheconsultant maygive.SSmaybe ableto predictfromreading information thebackground thatStitchWearneedsto rethinkitsCSRpolicyanddevise a newCSRstrategy including of corporate sponsorship projects, community boostcompany sales,remain competitive andpresent a morepositive ethicalimageto thepublic.AskSSwhatkindof proiects could thecompany sponsor thatwouldappeal Don't to younger customers. reiectanyideasat thisstageor givetheanswers away. a Playtherecording once,pausing aftersections if necessary, to allowSStimeto takenotes.Youmaychoose to pauseandelicittheconsultant's secondsuggestion and theresponse fromtheHeadof PR. o 55 comDare theirnotesin oairs. lfnecessarypLaythe recordinga secondtime, referringto the audioscripton page167.Gothroughthe suggestions with the wholeclass,writingthem up on the board.This informationwil[ helpSSin the nextstageofthe casestudy. DiscussSS'sinitial reactionsto the suggestionsmadeand whetherthey think the ideasare appropriateor not.There is no rightanswerto thisquestion.55 mayor maynot reacha consensus,but do not spendtoo muchtim€ on this atthis stage,as theywill be discussingtheseand further suggestions in the meeting.

ethics l6 Business

Suggestlonsfor CSRlmprovem€nt Response

Feedback

1 Consultant: becarefulwith HeadofPRagrees language in theCSRreport; hasto soundrealandsincere.

o WhenSShavefinishedthe task, bringthe wholeclassto order.

Consultant:StitchWearalso needsto staycompetitive,Any actionplan / CSRprogramme needsto be financiallyfeasible, e.g.adjustprofitmarginsand reviewpricing.

c

Askeachgroupto summarisethe outcomeof eachmeeting brieflyfor the wholeclass-Ask one or two groupsto say whathappened in theirgroups,whetherthe meetingwas managedeffectivelyandwhetherthe outcomewas successfulor not.Youmay like to ask the wholeclassto choosethe best proposat.Alternatively, SSmaylike to presenttheirproposals formallyto the restofthe class.The otherSSactascompanyshareholders and/orboardof directors andvoteon the bestsolution.

o

Praisethe stronglanguagepointsandwork on five or six pointsthat needimprovement,especiallyin relationto probtem-solving language usedfor managing meetings, and discussingbusinessethics.

HeadofPR confused/ sceptical;asksfor examplesin the industry

givesexample of Headof PRsaysit's 3 Consultant company in Pakistan thatset expensive. programmes upeducational forex-child andhealthcare labourers, 4 Headof PR:conpetitor runs a're.usea shoe'program,

Consultant thinksit's a goodidea.

recommends a 5 Consultant: partnership withtheEthical Trading Initiative to screen suppliers.

Headof PRsounds interested.

Wrlting GetSSto focuson the writingtask on page57 and deal with anyquestionsthey may have.Stressthat their final proposalswitl needto be financiallyviable,as wellas attractiveto the publicand media. Ask SS,in pairsor groupsoffour, to checkthe information that shoutdgo in the actionpoints,referringto their meetingnotes.Allthis informationhascomeup in the listeningand meetlngrote-play,

Task ReferSSto the CSRmeetingagendaand task on page52. Dealwithanyquestionsthey may haveregarding vocabulary (e.g-sustainable supply choin, supplier screeningpolicy). Dividethe SSinto groupsofthree or four.Explainto SS that the meetinghasbeencalledby the Headof PR, follorvinghis conversation with the ethicsconsultant.In this role-play,they are managersfrom different deDartments at StitchWear.6et SSto look at their respectiverole-playinformationon pages746,752,$6 and 158.Strongerormoreconfident5S couldtakethe roleof StudentA, Headof PR,as this personneedsto leadthe meeting.DealwithanyquestionsSSmayhavebeforethey beginthe task. With groupsofthree, makesuresomeoneis StudentA,but eliminate oneof the otherroles,according to SSt interests. GetSSto take notesbeforethey beginon how theseissues will affecttheir own department.Theycanalsoadd any other ldeasthey may haveon how to improvethe company'scommitmentto CSRand its publicimage. TellSSto takenotesduringthe meeting, astheywillneed to write up actionpointslater. SSholdthe meetinS. Circulate andmonitor,checking 55 are carryingout the task correctly.Makea noteofany usefullanguagebeingusedfor problem-solving and five or six commonerrorsfor correction,includingpronunciation, for laterfeedback.Writetheseup on the board. Earlyfinishersmaycorrectthe errorson the board.

Gothroughone group'sfirst actionpoint and put these pointson the boardas an example. GetSSto write in pairsor individually.

4

wntirgf e page na Circulate andmonitor,checking thetask 55 arecompleting correctly. GetSSto write the finatdraft ofthe actionpoints,eitheras a classactivityin pairsor for homework.Alternatively, this couldbe madeintoa report-writing taskfollowingtheir presentationto the boardofdirectors. Forearlyfinishers,or as an extraactivity,tell SSthat there havebeenrumoursoffinancialirregularitiesinvolving management at StitchWear.The PRdepartmenthasto issuean internale-mailto all staff,atlayingtheir concerns aboutthe recentaltegationsin the presssurroundingthe company'sunethicalemploymentpracticesand what the companyplansto do,as discussed in the recent managementmeeting.

6 Business ethicsI t to r . Gothroughthe information in the CourseBookwith yourstudent.Erplainanydifficulties. Inthe task,your studentis StudentA (Headof PR)and you are StudentB (Headof Production). oon'tdominatethe conversation in thistask,but sayenoughto keepit goingandatlow yourstudentto askandanswerquestions. . At the sametime,monitorthe language thatyour studentis using.Notedownanygoodexamples of languageand pointsfor errorcorrectionor improvement. Comebackto theselater. . Praiseanygoodexamplesof languageusedand go over anyerrors,includingpronunciation. Thenrepeatthe task,as StudentsC and D respectively. Recordthe meetingson videoor cassette,ifpossible.

Reaision pointsfromUnits4-6,andlinkswith someofthekeylanguage Thisunitrevises andreinforces on Thisrevision unit,likeRevision unitsA,CandD,concentrates thoseunitsareclearlvshown, and Someoftheexercise typesaresimilarto thosein the Reading reading andwritingactivities. (Hlgher bythe certiflcate leveDorganlsed English examination Writingsectionofthe Business (Cambridge ESOL), ESOL Examinations University of Cambridge practice, on pagez11banksectionofthisbookbeginning seetheResource Formorespeaking or forhomework. or collaboratively, in thisunitcanbedonein class,indlvidually Theexercises

giveSSfurtherpractice on pages39and12. of linkingexpressions o Theseexercises forheating. to usesolarpanelsaswell aselectricity A 1 Thehomesaredesigned yet hiscar! a realpetrolguzzler. theenvironment, 2 Hetalksaboutprotecting research' is stilta dream,dcspltetheyearsspentonscientific economy 3 Thehydrogen you parking work as can never find a space. | always take the bus to 4 5 Therewasa powercutdueto a suddensurgein demand. will soonrunout,sowe'llhaveto findotherfuels. 6 Theworldt oil supplies B aswellas+ inaddition to yet-+ eventhough despite-r in spiteof as-r because/since dueto -+ because of / asa resultof so+ therefore In spiteof c) dueto, because c a) aswellas,in additionto b) yet,eventhough,despite, since of,asa resultof,so,therefore d) as,because,

n) fromtheListening and in usinglanguage relatedto energy o SSaregivenfurtherpractice Reading on pagesJ4-37. sections gases 4 four-wheel energy 3 greenhouse r fossilfuels z Windpower;renewable carbon-dioxide emissions 6 energy consumption drive 5 Globalwarming; friendly 8 energy-efficient 7 environmentally

@ c ThisexerclsegivesSSword-buildingpracticefollowingthe casestudyon pages40-41. l reductlon 2 investment S legislation 4 improvement 5 performance 6 comDetitive

(t skillson page39' forenergyefficiency asfulthelpractice to theBusiness e 55 writea proposal

UnitB RevisionI

Sampl€ answer Report Proposals for energyefnciency Introductlon I havebeenaskedby the management teamto makeproposalsfor energysavingsin the companyas part of our driveto reduceenergycosts.Someofthese proposalscanbe implementedimmediatelywlthout incurringmajorcosts.others requiresomecapital investment.A detailedbreakdownofenergybills overthe last five yearsand an estimateof the implementation costsand proiectedsavingsare providedin the appendicesto this report. Executlvesummary tlghtlng Usinglow-energyflorescentlightingwould producea savingof25-3o%. Althoughtheseare moreexpenslveto buy,they last up to twiceas longas normalflorescentlights,so we will soon recoupthe cost.I also proposethe installationof time switchesin stafflavatories. He8ting Theheatingsystemis old and inefficientand do€s not distributeheatequallyin all areasof the building.Somestaffopenthe windowsin winterto cooldown,while staffin other parts ofthe buildingsare usingextraelectricheatersto keepwarm-| recommendwe replacethe curent systemas soonas possible.Estimatedsavingswouldallow us to recoupour investmentwithin sixto sevenyears. Ahcondltlonlng Ourcostsin thisareahaverisendramatically andarenowon a parwithour heatingbills. Lackofmaintenancemeansthat the unitsare not workingefficientty. Theseshouldbe checkedby a qualifiedtechnlcian oncea year. Staff awareness In addition,informationaboutenergyemciencyshouldbe postedon noticeboardsto encouragestaffto saveenergy. (259words)

@ o SSwriteanintroduction to a reportasfurtherpractice oftheBusiness skillsonpage39. Sampleanswel

Overcapacity at Mitos3 Gym Intrcductlon Mitos hasa chainoffive gymsin the city.Mitos3 openedsix yearsago,with a 25-metre indoorpool,a sun deck,a zoo-square-metre weightand machinetrainingarea,five roomsfor programmed exercise classes, in additionto a baranda beautysaloon. Membershipof Mitos3 is at recordlevels.Thereare now over4,ooomembers,the vast maiorityyoungadultsin their 2osand 3os.Thepeakperiodsare betweenl and 3 p.m.and in the earlyeveningbetween6 and8 p.m. Becauseofthe numberof activemembers,the gym is runningat full capacityduringpeak lunchtimeand eveningperiods.Thishasgeneratedsomeproblemsand complaintsfrom peoplehaveto wait to usethe trainingmachines,and classesare members.Specifically, sometimesfull, Thereare alsoqueuesfor the showers,and the boilercan'tgenerateenough hot waterto coDewith demand. As a solutionto this problem,I proposewe offera cheaper-rate membershipat off-peak times.I also recommendputtingnoticesin the showerareaaskingmembersto be more consciousof waterconservation. (192words)

I unit B Revision

givesSSfurtherpractice a Thisexercise in usingthevocabulary associated withemployment (page42). I Part-time 2 Seasonalwork 3 Shiftwork 4 Fixed-term/Temporary contract Migrant Teleworking 6 Unemployed worker 8 Self-employment 7 5

o ThisexercisegivesSSfurtherpracticein cohesivedevices(page123). tThis

2 them

3 in this respect

4 its

5 its

6 this knowledge Ttheir

practising customer, inversions a SScorrectane-maiIfroma dissatisfied afterthecasestudy on pages48-49.lf SShavenotdonethistypeof exercise before,drawtheirattentionto the rubricandpointoutthatallsixerrorsrelateto invertedforms. I'mwritingto complainaboutthe serviceI receivedwhen I phonedto reservea cartoday.I can't believehow rudethe operatorwas.Notonly dld sherush methroughthe reservation, lwas in the middleofa question.Nosoonerhed I given but shealsofinishedthe call$rhen hermydetailsthansheendedthe catlwithoutconfirming the price.I hadto phonebackand only after my third callwas I ableto speakto the sameoperator.l'm goingto tell all my familyand friendsaboutthis experienceandtetl themth.t on no accountshouldthey reservea carwith your company.

a SSpractise writinge-mailsbyreplying to thecustomer's complaint in theprevious exercise. Sampleansrver DearMrsMoore forinforming Thankyou usaboutyourexperience andpleaseacceptmyapologies. We appreciate feedback fromourclientsandwetakecustomer service veryseriously, Allourcall politely. aretrained to dealwithcustomer enquiries we atsooperate a monitoring agents calls handled correctly. We scheme to checkthat are do ourbestto ensure thatall our operators confirmthebookingdetailsandenquireifthe customer hasanyfurtherquestions beforeendingthecall.I amsorrythatthisdid nothappen whenyoumadeyourreservation you your I would to offer a discount on I hopethisis to your and like booking. 5olo satisfaction. Bestregards AnitaHodden (118words) a ThisexercisegivesSSfurtherpracticein the usefullanguagefor activelistening, paraphrasing andchecking understanding on page42. tf

2C

3b

4a

5e

6d

UnitB RevisionI

a 55 correcta shortarticleon business ethicsbyidentirying theextratvordthatappears on somebutnotallofthe lines.lfSShavenotdonethistypeof exercise before,drawtheir aftentionto therubricandthefactthatsomeofthe linesarecorrect. r/

2out 3for 4the

sat 6/

7 thal 8 there 9/

toyou lt not 12/

givesSSfurtherpractice o Thisexercise ofwordsrelatedto corporate socialresponsibility after thecasestudyon pages56-57. r passionate2 commitment3 trust 4 persuasive5 scepticlsm6 risky Tenvilonmental8 threat 9 development10successfulrl progressive12inspiration givesSSfurtherpractice a Thisexercise of multiword verbsfrompage53. r setup 2 holdusto account 3 shyawayfrom 4 setout 5 fallsInto 6 phaseout 7 carriedout 8 followsuit o ThisexercisegivesSSfurthere-mailwriting practiceafterthe casestudyon pages5G57. SS write a replyto one ofStitchWearl customerswho is concernedaboutthe companv! useof childlabour.

Sampleanswer DearMsPowell Thankyouverymuchforyoure-mail.I canassureyouthatStitchWearis takingthisissue veryseriously. Wenowscreen all oursuppliers to ensure thatchildrenunder14arenot employed anywhere in theworldin theproduction ofourgoods. Wearealsoplanning to introduce health andeducational facilities forchildren whoonce workedin ourAsianfactories. StitchWearis deeplycommitted to childwelfare, andwe sponsorseveral fund-raising eventsforchildrentcharities in thiscountry, including the annual Happy ChildFunRun.Please clickonthislinkto ourwebsit€ to findoutmoreabout StitchWeartcommitment to responsible business www.stitchwear.com. Withbestregards HarrietPratt (u9 words)

Finance andbankin

sectlons. Fora fastroutethroughtheunit,focuslngmainlyonspeaklntskllls,iustusethe undedined withminimaladaptation, Forone-to-one mostpartsofthe unitlendthemselves, to us€withindividual situatlons, prccedur€s areglven. students. Wherethls is notthecase,alternative

8o l

andbankingI 7 Flnan€e

Finance is thepartofeconomics concerned withproviding fundsto individuals, businesses and goodsandInyestin goremments. Finance allowstheseentitiesto usecredltinsteadof cashto purchase projects. Forexample, anindividual canborrowmoneyfroma bankto buya home.A company cannise moneythroughInvestors Governments canlssuebondsto raisemoneyforproiects. to builda newfactory. Therearemanyotheraspects ffnanceandpublicf,nance, offinance, suchascorporate provide whichinctude Institutions suchasstockexchanges a marketforexisting securftles, stocksand credit. londs.Banksandotherflnsnclallnstltutlons Drovide Bankingis thebusiness flnanclalservlces to consumers andbusinesses. Someof basic of providing (curentaccounts in thelJl0 andsavingsaccoonts banking services arechecklng accounts anddeposlt inctudeloans,creditcatdsand accounts thatcanbeusedto savemoneyforfutureuse.Otherservices basiccashmanagement services suchasforelgncunencyexchange. (SLAs) BanklngInstltutions includecommerclal bank5,savlngE andloanassociatlons andsavlngs between banks.Themajordifferences thesetypesof banksliein horvtheyareownedandhowthey (bonds,butnot manage theirassetsandllabllltles.Bankassetsaretypicallycash,loans,securities in whichthebankhasinvested. Liabilities aremainlythedeposltsreceived ftomthe stocks)andproperty by,thedeposltors. bank'scustomers, whicharestillownedby,andcanbewithdrawn providebanking Otherfinancial institutions thatarenotbanksbutnevertheless services include: penslonhrnds, ilwegtment companles, iNestnentbanks,Insurance compenles, financecompanles, secudtybmkers.nd de.leE, mortgagecompaniesandr€al-estatelnvestmenttrusts.

Allbusiness activitycanlesrlslgandanycompany canfail.cashflowis notthesamethingasproftability, coststo rlsesteeplyaheadofincome. anda common causeoffailureis rapidgrowth,causing go lntodecllne,reducing Thecauses markets Income offailurearecomplex. 0nce-stable andcashflow. problems createlarge,unfoleseen coststhateatuppronts.Investors beginto los€ Operational andit becomes moredifficulttoborrow. confidence, thesharcprlc€falls,credltratlngsarereduced partsof thecompany Profitable maybesoldoffto ral3ecash;thisworksin theshortterm,butlong-term revenue declines. Sometimes alsoknownascorporate restrudurin&in the theseniormanagement teamis changed, However, studiesof UScompanies thatchange hopethatnewmanagers will makea difference. theirtop makea fu[ recdtery. management in response to crisesshowthatonlyaboutone-third Asa lastresort,declarations ofinsolvency or bankruptcy cancreatea breathing space,andcompel andbearsomeofthelosses.NoteveryInsolvent lenders andinvestors to cometo termswlth problems tradlng.Inothercases, insolvency company is wlltt€noff;manyrecover andreturnto successfrrl exposes deeperproblems. Thentheonlychoiceis llquidatlon, withassetssoldat auctlonandstaffmade redundant.

describing In-workstudentswill be ableto talkaboutaspectsof companyfinance, companyperformance, andwitl possiblyhavesomeknowledgeof internationalbankingtransactionssuchas lettersof creditused for import/export.Pre-workstudentsmayhaveexperienceofreadingaboutcompanyperformance. All studentswill havesomeexperienceofpersonalbankingand bankingservices,possiblyincluding regarding andmayalsobe ableto discussgroMhandrecovery companies thatarein the onlinebanking, news.

MichaelBrettfHowto readthefrnoncialpageS RandomHouse,2oo3 RonChernow:Ihe house of Morgon: on Amerian banking dynosty ond the riseof modem frnonce, GrovePress,2oo1 LongmanBusinessEnglishDictionoryPeatsonEducatlon,2ooo

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@Pearson Education Limited zoo6

andbanking | 7 Finance

SSmaysaythattheythinkcertainbanksaresuccessful because theycharge a lotfortheirservices, or havea goodreputation forcustomer service, or have developed onlinebanking andmoresophisticated banking Inorderto attractmoreclients.Many services Spanish banksoffer'points'tocustomers, depending onthenumber of banking transactions carried outon debitor creditcards.Customers cantherebyaccumulate pointsin returnforvarious gifts.Ask55 if andexchange promotions. theirbanksoffersimilar SSwitlprobably is easier sayInternet banking and quickerthangoingtotheirhigh-street bank,although SSmayalsohavereservations aboutcarrying outonline transactions forsecurity reasons, lt is notnecessary to spendtoolongonthispoint,asthefutureofbanking formspartofthediscussion afterthelistening section. SSmaysaythatbanking transactions arefasteror more efficientthanfiveor tenyearsago,withthe development of Internet banking andnewtechnologies. 55! answers willvary here,depending ontheir experience ofcompany financeand/orpayments of export/import. lt is notnecessary to spendtoomuch timeonthisquestion withpre-work SS.

a AskSSto brainstormthe namesof somehigh-streetbanks and saywhat sort of banksthey are,e.g.commercial, savingsbanksor buildingsocieties, andwhethertheyare regionat,nationalor 'global'banks.WriteSSb ideasup on the board,but do not spendtoo longon this, as it leads into the first discussionouestionln Exercise A. AskSSto namesomewellknown internationalbanksifthey haven't alreadydoneso,e.g.J.P.Morgan,DeutscheBank,etc.,and whethertheypreferto bankwith lesser-known reglonal banksor a gtobalbank.

o TellSSthattheywillbelooking atfinance andbanking in thisunit. panelat thebeginning e Gothroughtheoverview of theunit, pointingoutthesections thatSSwiltbelookingat.

Quotation a Get55 to lookatthequotation andaskthemwhatthey thinkit means. Oheideais thatmoneyis obviously essentialand ls anexample ofWoodyAllen'sirony.)

55 aneencour.gldto dlscussbanks,Intemetbanklngand howpersonat andIntematlonal bsnklnghavechanged.

55 lookat somebanklngtermsandus€relat€dyocabularyIn cont€xt.

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@

6 ReferSSto thewordsin thebox.Thevocabulary is taught @ SSworkin pairsto discuss thequestions. Seta threeget herebeforethelistenin&as55 mayhavevariedexperience minutetimelimitforthis.Then 55'sfeedback asa of banking wholeclass.Help55 withbanking in English. terminology. terminology Withthiskindofspecific vocabulary it is a goodideato youmaypreferto pre-teach @ Withpre-work 55 particularly, readtheBusiness b.ief(page81)beforestartingtheunit someoftheseitems,and/orhavea goodbusiness andhavea gooddictionarysuchasthelongmanEusiness dictionarysuchastheLongman English Business English Dictionaryto handduringclass. Dictionory,lo hand.Onewayof pre-teaching vocabulary itemsis to writethewordsandtheirdefinitions onthe give55 one board.SSthenmatchtheitems.Alternatively, ofthewordsandgetthemto lookit upinthedictionary. SS thenexDlain theirwordto therestoftheclassin theirown words.Asa follow.upactivity, ask55 iftheyhaveever invested in bondsor company Why(not)? shares.

andbanklngI 7 Finance AII: AutomatedTellerMachineor cashpoint (BE) bood:a documentwhichcanbe boughtand sold and wirichis producedby a governmentor organisation, p{omisingthat it will paybackmoneyit hasborrowed, usuallywith interest cquity (or €quities):the capitalthata companyhasftom sharesratherthan from loans;tradlnt€qultles means tradingin companies'shareson th€ stockmarket,rather thantradingon other markets l. er ofcredlt: usedto guaranteepaymentand deliveryof goods,wherebythe importer'sbankguaranteespayment to the exportert bankonceit receivesthe relatedshipping documents seculftles:a financialinvestmentsuchas a bondor share. or the relatedcertificateto showwho ownsit share:oneofthe partsintowhichthe ownership ofa comDanv is divided

1 True 2 False0. Rosas mentions newtechnologies, notnew regulationsJ lettersofcredlt,not 3 False(Herefersto electronic e-mails.) 4 True 5 True 6 False(Hesaystheyareexamples of sophistlcated/nontraditional/investment bankingJ a lfSSareinterested youmayliketo in recognising accents, explainthatJoanRosas is Catalan, buttravelsa greatdeal in hisjobandspenttenyearsworkingin NewYork,and therefore hasa mixtureofa Catalan andAmerican accent.

@ Oz.. .

a SSdo theexercise in pairs,thencompare ans$rers. a Gothroughtheanswers withthewholeclass.Dealwithany questions furthervocabulary SSmayhave. lATM 2lettersofcredit 3 corporate restructuring 4 bonds 5trading 6 capital .

TellSStheywitlalsobe deaLing withvocabulary for finance and groMh in the followingreadingsection.

ReferSSto the cartoon.Ask5S what the womanis doing and what it sayson the screen.(She'scheckingher bank balanceon the TVwith a remotecontrol,and the accountis overdrawnJAsk 5S ifthey canalreadydo their banking transactions in thisway,or iftheythinkthiswill bethe futureofbankingfor indlvidualcustomers.

a Ask SSto readthroughthe notesunderthe threeheadings andseeiftheycanpredictanyofthe answers. Note:it is not importantfor themto completeall the gaps,as the focusis on familiarisingthem with the vocabulary. o

Playthe secondpart ofthe recording,pausingwhere necessary to giveSStime to write theit answers

o After listening,5S comparetheir answersin pairs;circulate anddealwithanyqueriesSShave.

SStistento loanRoses, fromLaCalxasayingsbankbasedIn Barcelona, t8lk aboutcurentttendsIn banksandbanklng s€ryices.In the fi15tpart ofthe Intervlew,hetatl6 about re€entchanges andtr€ndsIn Intemationel banklnt In the s€condpart, hetalks aboutthe futuredeyelopments ln intemational banklng.

@Qru a GetSSto focusontheshortexplanatory texton LaCaixa, Youmayalsoliketo tetlSSthatLaCaixa!success in Catalonia, Spain,is partlydueto itsextensive branch network, withATMS oneveryhighstreet,despitecurrent trendstowardsonlinebanking. lf SSareinterested, refer themto thebank'swebsite:www.lacaixa.es

a

lf necessaryplaythe recordinga secondtime and referSs to the audioscripton page168.However, don't spendtoo longgoingoverthe scriptIn detail,as SSwill needtime to discussthe questionsin ExerciseE.

o

Gothroughthe answerswith the wholeclass.AskSSif they knowwhat WAPstandsfor (WirelessApplication Protocol,whichis a protocolthat turns mobiletelephones intosmalllnternetbrowsers). l global 2 (large)regional 3Smaller 4dowell 5 strategicmarketsegments 6 bundled 7 savings I creditcards 9 insuranceand consumer 10 bricks retailbranch 12 Internet 13 Clicksand clicks 14cetlphones t5 DigitatW 16W remotecontrol

Get55 to work in pairs,lookthroughthe questionsand try to predictwhetherthe information is trueor false.Explain anydifficultvocabulary. Plavthe first Dartofthe interviewand elicitthe answerto the first ouestion, Playthe iest ofthe recordingonce,stoppingin sectionsto atlow5S time to marktheir answers. a

Get55 to checkanswersin pairs.

c

Gothroughthe answerswith the wholeclass,playingany difficultsectionsa third time ifnecessary,or referringSSto the audio scripton page168if necessary.

SStalk abouthowtrcndsIn banklngare affecllngbusiness andthe tutuie of banklng.

@ a Get55 to discuss theiranswers in pairsor threes.Circulate andmonitor, helpingwherenecessary withvocabulary.

andbanking I 7 Finance Bringtheclasstogetherandencourage SSparticularly to talkaboutnewbankingproducts andservices, theway newtechnotogies arechanging theworldofbankingand (e.g. howcompanies carryoutpayment transactions internationol cheque trurcatior).some SSmaywantto discuss re€entbankmergers in thenewsandthefeasibility mergers. ofcross-border other55 maywantto talkmore aboutsecurity issueswithInternetbanking. Youmayliketo pointoutto SSyouwillbedeating withonlinebusiness in Unit10. Duringthediscussion, monitorandcirculate. Makea note ofanygoodexamples of vocabulary andfiveor six pointsforcorrection, pronunciation. language inctuding praising Gothrough feedbackwith thewholeoftheclass, appropriate language forfinance andbanking. Writeupany furtherpoints ontheboard. 5Switha specialist interestin financemaywantto comDare British andAmerican and termsforfinance banking services-see tablebelow.lt is worthpointingout, however, thatsomeAmerican financialterms arealsoused inthe UKandmaybemorewidelyusedinternationally. Writeup bothcolumns withouttheheadings andask students to guesswhichcolumnis BritishEnglish and whichisAmerican English, andthenelicitwhattheterms mean.Alternativety, mixupthewordsin thecolumnof American English, thenaskstudents to matchthetermsto the Britishequivalent. Ask55 iftheyaremorefamiliarwith theBritish orAmerican terminology intheircountry or business. BrftishEnglish

Amedcan Engllsh

cheque

check

current account

checking account

share

stock

shareholder

stockholder

stock

inventory

buildingsociety(or savings bank)

Savingsand Loans Association(sLA)

merchant bank

investment bank

unittrust

mutualfund or Mutual Banks(MSB) Savings

creditors

accountspayable

debtors

accountsreceivable

o lf SSareinterested in furtherfinanceandbanking youcanalsoreferthemto thefollowing vocabulary website: www.investorguide.com

@ o As a lead-into the exercise,you maylike to usethis quote and ask SS$rhatthey understandby it. Money is to a businesswhat food is to a living orgonism. Businessesthot run out of money effectivelystarve to death. (MorganWitzel,writer) Explainto SSthat the ideais that 'just as the nutrition requirements oforganismschangeas they growandage, so a businesst moneyneedschangeas it matures.Private borrowingmay be enoughwhenthe businessis in its "infant"stage,but moresophlsticated typesoffunding may be neededas the businessgrows'(fromAn essential conmodityby Mo(ganWitzetforthe FT,4August2oo4) Alternatively, referSSto the photoofthe closing-down sale.Elicitfrom SSwhy the shop might be closingdown, e.g.the owneris retiring,a largershop hastakenawayits business,there'sno demandfor the goodsit sells,etc. ReferSSto the questions, askingthem to thinkofsome factols,first of all individualty, then comparetheir answers in groupsofthree or four, Gothroughthe answerswith the wholeclass.

Mostoftheitemslisted,withthepossible exception of executive salarles, cancausea company financial problems andleadto financial crisis.Otherpotential external or internalfactorsare: a slowcompany response in theindustryor to change maiorsocietaUenvironmental/technological issues, e.g.theadventofthe PC,mobilephones or the Internet; a dramatic changes in corporate structure; o weakFinanciat Director; a overdiversification; o corruDtion andscandal: a autocratic Chairman/CEO andpassive board members; a highadministration costs(thiscouldinclude executive salaries). According to rohnArgenti,UKbusiness consultant and designer oftheA-score, 'lt'snotchange thatcauses corporate failure,itl management mistakes. Andthose depend ontheoriginaldefects ina company.'He dividescorporate break-down intothreephases: Defeds:seestheemergence ofcrucialgapsand imbalances in a companylmanagement, and consequently itsinternal andexternal monitoring systems. l lstakes!whenthesedefectsleadto inappropriate business decisions. Symptoms: thecompany startsto showthesymptoms offailure.fromstaffturnover crisis. to cashflow (Adapted fromhttp://news.ft .com/)

SSdlscussfactoF that cancaus€a companyffnancial problems andteada shortartlcleonthetopic. Get55 to readtheshortnewspaper extracton business recovery. a SScompare in pairs. theiranswers o Gothrough theanswers withthewhoteclass.

andbanklngI 7 Finance

2 Forturnaround:it stopsthe shareholders from losing theirinvestment andsavesiobs. Againstturnaround: it prevents consolidation in a highly comDetitive sector.

Itlarconibcrisiswas broughtaboutby the decisionto focuson telecommunications andto selltheorofitable defencedivision. Thecompanyalsoboughta lot of othercompani€s, buttherewasa collapse in demandin the hi-techand telecomssector. USAirways'problemsappearto havebeencausedby high fuelcostsand competitionfrom low-budget airlines. Althoughit isn'tmentioned in the article,the aviationindustrywasalso badtyhlt by the 9/ll terrorist attack(11September2oo1). llarconl hasrestructuredthe company,sotdmany businesses, sackedthousandsofstaffand givencontrol ofthe companyto bondholders.In exchange,the debt hasbeenwrittenoff, and the origlnalshareholdershave lostalmostall of theirinvestment. USAiruays is declaringbankruptcyto conservecash and avoidpayingcreditors.Thecompanyhasalso been tryingto get staffto agreeto 'savings'(presumably salarycuts,staffreductionsand increasedproductivity) andwantslegalpermissionto suspendpension payments andcancelthepensionfundfor somestaff. liarconiseemsto be surviving the crisis- the company hasbeenableto setlsomebusinesses and payoff somedebtsearlierthan expected,and profitsand share valuesare improving. USAi ays seemsalmostcertainto go bankruptunless the government intervenes ortheyareboughtout by anothercompany.

SSreadtwo shorttexB on companyd€btandrecoery in Elation to lllarconiandUSAl ays,

@ c As a lead-into the articles,ask SSwhat thev knowabout the two companies,e.g.Marconiis a makeroftelecom equipment:USAirwaysusedto be one ofthe big Us airtines.Bothcompaniesexperienced financialcrisis.55 mayknowthat Marconialmostwentbankrupt, but don't spendtoo longonthis,as the SSwillanswersomeofthese pointsin the followingreadingtask. c Dividethe classinto pairs:SSA readthe text on Marconi and 55 B readthe articleon USAirways.TellSSthey are goingto verballysummarisewhat they readand the answersfor the threequestionsfortheir partner.Explain that the ideais to scanthe articlesouicklvfor this information. TellSStheyshouldignoreanywordsor phrasesthey don't knowat this stageand focuson the questions.In orderto makethis a quickerreadingexercise, set a time limit. €

GetSSto readthe articles.lvith lessconfidentSSor larger groups,youmaydecideto dividethe classintogroupsA andB: GroupA readsthe Marconiarticletogetherin pairs and GroupB readsthe USairwaystext. SSthen summarise their answersfor anotherDair.

€ SSsummarisetheir answersto the questionsand $,hat theyhavereadfor theirpartner. Circulate andmonitor, hetpingSSwith vocabularyif necessary. o AskSSfor their initial reactionsto the Dointsmadein the articlebeforecheckingthe answers. 6 Gothroughthe answerswith the wholeclass.

a Alternatively, if timeis short,or withone-to-one SS,Ss readoneofthearticlesandexchange information about thesecondarticlewithvou. questions: o Afterreading, askSSfollow-up Whothashappenedto thetwocompanies sincetheorticles werewdtten? Doyouknowothercompaniesthatarcexperiencing similar frnanciaI difficulties? Howorethesecompanies dealingwithdeclineond tumoround? Dotheyseemlikelyto go bankrupt?Why(not) Note:Thereis no language reviewforthissection - see Business skills.

SSlookat vocabularyrelatedto companydebtandlecowry ln cont€rd.

r c) o Getall SSto readbotharticlesagain,pointingout thatthe paragraphsare numbered.lf SSask questions,throw them opento the wholeclassto seeifsomeonecanprovidean explanation.lfnot, explainwherenecessary. o Alternatively, ifshort oftime, ask SSto readonly one ofthe articles,or ask SSA to do questions1-7 (Marconi)and SS B, questions8-4 (USAirways).SSthen exchange answers.

| 7 Financeand banking

a GetSSto do the exerciseindividually. Circulateand confirmanswersor indicatein which sentencea word or expressionoccurswhereSSare having difficulties.Getearlyfinishersto comparetheir answers with a partner. Gothroughthe answers withthewhoteclass,asking55 to givetheirexplanations andfindout if the ofthe meanings restofthe classagrees. lb 2a 3a 4b 5 a r la 12a 13D 1 4 a

.

6b

7b

8a

9b

iob

lf SSare interestedin findingout more,givethemthe readinglist in the Readon section(page8d and the website:wwwinvestorguide.com

SSdlscusswhlch companies/sedorsare dolng well/badly. (D l @

5s discussthe questionsin pairsor smallgroups.

makinga note o Circulate andmonitorduringthe discussion, of any usefullanguageused. Gothroughthe answerswith the wholeclass.SSwilt give their own answersfor question1 ln question2, SSmaysay that in Europe,the scienceR&Dand bankingsectorsare sectors, doingverywell, but the traditionalmanufacturing suchas car plants,arestrugglingdue to high labourcosts and overseascompetition.Theairlineindustryappearsto be in crisisgtobalty.Thehi-techandtelecomssectoris recoveringfrom the downturnofthe late 199os.

Pointoutthatiftheyaregoingto givea presentation in English, it'sa goodideato writeat leasttheirintroduction andconclusion andrehearse it beforehand. lt is not necessary to memorise theintroduction wordforword,but it'simportant to beableto readit withouttooking too muchat vournotes, Playtherecording if necessary once,pausing to giveSS timeto writetheiranswers. o 55 comDare in Dairs. o Playtherecording a second timeif necessary. a Gothroughtheanswers withthewholeclass. l to talktoyou 2 startbyreporting 3we'lllookat 4I'm sureyou'll 5 askanyquestions Thespeaker usesexpressions likethebr?ht futureahead andgrowingfromstrengthto strcngthlo getthe audience's interestin what! she'sgoingto talkabout.5he alsoaddresses themdirectlywhenshesaysI'n sureyou'll aaree. @ DrilIpronunciation ofsomeoftheexpressions used, highlighting wordstressontheboard.lt'softena good ideaforSSto readtheaudioscriDtaloudto eachotherto practise thepronunciation andintonation ofthekeywords andphrases. a Refer55 to thepresentation tips.Dealwithanyquestions andask5s to addanyfurthertipstheymayhaveforgiving DresentationS.

SSlistento a presentation andd€scrlbe Rnanclal p€rformance uslngthelanguage of t]ends.

@ Qz.c SSllstento someone Introducing a presentatlon andprddlse the language of lntroduclng a presentatlon.

@ Oz'r a Asa lead-into thissection, askSSsomeof thefollowing questions presentations: aboutintroducing Whenwasthe lasttimeyougavea presentation? Where? Whoto? Howdid youintroduceor start thepresentation? Didyouwite andreheaseit beforehand ordid you improvise? Howcouldyouinprovetheintroduction? o Alternatively: givea Whenwasthelosttimeyousawsomeone presentati on?Where?Who to? Howdid theyintroduceor statt thepresentotion? Doyouthinktheyinprovisedit, orwosit wtittenond rcheased?

o Asa lead-in to thissection, askSSsomeofthefollowing questions giving financial about orattending Dresentations: Howoftendo yougivefinancialprcsentations? Whenwosthelasttimeyousawa presentotionon conpanyperformance? Whotdo you thinkaresomeof thedifficultiesof giving thesekindsof presentations? Whatkindofvisuolaidsdoltuouldyou liketo usein this gtophsfrom kindof presentotion(e.9.PowerPoint, repofts, etc)? financial o AskSSto readtheshortexplanatory textonCME. o Refer SSto thegraphandthedescription ofCME s performance Makesure55 aregiven andprojections. enoughtimeto dothisbeforeplaying therecording. pausing o Playtherecording once, wherenecessary to give SStimeto writetheiranswers. o Get55 to compare theiranswers in pairs. a Gothroughtheanswers withthewholeclass.

andbankingI 7 Finance DlvideSSinto pairsand ask themto look at the Language oftrends boxon pageP6.

routp€rform 2 mediumterm 3 graduallyrecover I o/er double

ReferSSto the audioscripton page168and dealwith any questions theymayhaveregarding language for describing trends. Tryto sensitisethe SSto Englishsentencestress,linking andintonation. Don'tgetSSto repeatalltheexpressions, one or two from eachsectionthat might be difficultin iust termsof pronunciation, dritlingpronunciation and intonation ofany difficultitemsandhighlighting word stresson the boardn/herenecessarye.g. lyftat we'vegot here; Whotyou can seei by Wor seyen will be over dou e. SSmayfind it usefulto readthe audio scriptand listento the recording a thirdtime,at the sametimeas highlighting stressedwords.

Monitorandcircutate asSSdo the activity,helpingthem, wherenecessaryto identirythe expressionsin the financial pressand add themto the appropriatesectionin the Grammarreference.

o SScomparetheiranswerswithanotherpair. o Ask55 to add to the tableany moreexpressionsthat they usefor thesepurposes. Gothroughthe answerswith the wholeclass.

Suggested answers I Thefrrmsankdeepintothered...(addto endofthe table) ... has seenprofits leap (add to Profrtshove rocketed sectionofthe table. Pointout the constructionofthis sentenceis differentfrom the othersandthat Profits hove/eoptis also possibleJ 3 -..shoresplummeted(addto end ofthe table) 4 Shares,.. hove slipped (add to Profitshave decreosed sectionofthe table) Shares... dropped sharply (add sharply to the list of adverbsin the Profts hovesectionofthe table. ... numbersclimbed from ... to ... (add to Profrtshove doubledsectionofthe table) .-. surged (add to Profrtshove recoveredsectionof the table) ... almost tripling (add to Profrtshave doubled section ofthe table) ... in the lastquarter,(addto first sectionofthe tabte) ... soar (add to Profits have rccoveredsection) ... four-fold (add to the list of adverbs)

Forfurtherpracticeofthe languageof trends,referSSto the Grammarreferenceon page126in the CourseBook. Gronrar reference:Languoge of trendspage726

)

r ra :b 3c 4b 2 l gradually declined2 fallingfrom3rapidupturn 4 soarto 5slightdrop6stabilisedat7 recovered

@Qz.s €

ReferSSto Exercise C and the bar charton page160.

a

Ptaythe recordingonceand get 55 to correctthe five errors in the chartindividuallfpausingat relevant sections when necessary to giveSStime to write their answersand check the graph.

€ 55 compare answersin pairs,playingthe recording a secondtime if necessary.

Tryto sensitisethe 55 to Englishsentencestress,linking and intonation.Don'tget SSto repeatallthe expressions, just one or two from eachsectionthat might be dlfficuttin termsof pronunciation(e.9.plummeted,ttipling,fout-fold).

@ Gothroughthe answers withthe wholeclass,referring 55 to the audioscripton page168if necessary.

Youmayatsotell the SStheywill be lookingat presentations againlaterin the CB(Unit10looksat summarising a presentation anddealingwithQ&A).lfSS particularly you may are interestedin givingpresentations, wishto dealwiththissectionat an earlierstage.

Errorsln chart I In Year1, revenuemorethan doubledbetweenQ3and Q4to $4om,not $5om. 2 In Year2, revenueroseto $4omin Q2 (not $42m). 3 In Year3, growthin Q2 and Q4was $48mand $62m,not vtceversa, 4 InYear3, Q4shouldmatchQ4of Year4,not Q1. 5 In Year4, Q3 revenuedippedslightlyto $46m,not $55m.

@ @

As a lead-into the exercise,write the followingfiveverbs for describingtrendson the boardand elicit fromthe SS whethertheyare usedto describerisingor fallingfigures: slnk (falD,leop (rise), plummet(fall),surge(rise)andsl,p (fall).Ask SSwhichof theseverbsexpressesonly slight movement(slD and explainthe othersexpressa significantriseor fall.

Forfollow-uppractice,go to the Resource bankon page 225.

SSwritethe Introductlon of presentatlon ontheircompanyl flnanclalpeformance.

@ a GetSSto readthe l.Jseful languagebox. o

Elicitthe first few sentencesofthe Dresentation fromthe 5S, or referthem to the presentationgivenby DianaHotden on page55.

o SSwrite their introductionto the presentationon CME3 performance financial in pairs.

andbankint I 7 Finance Alternatively, if SSdo not generallygivethesekindsof presentations, askthemto write the introductionfor a presentationthey havealreadygivenor will possibtygivein the future,e.g.on their companyor departmentor line of work,

Background o

GetSSto focuson the Dhotoof the newmodelof a carand the accompanying headline. As a lead-into the casestudy, ask 55 the fottowingquestions: Wheredo you think the car wasproduced? Wouldyou buy o Chinesecar?Why(not)? Whichcountries arc famous fot their car industry?fthe US, GermanyandJapan)

Earlyfinisherscanbe referr€dto the boardto seeifthey cancorrectthe errors,

o

Aftercompleting is thetaskand,if peercorrection appropriate in yoursetting,SSmaycompare their introductionsin pairs.Arethe sentencestoo long?What expressions didtheybothuse?What couldbe improved? TellSSnot to bothertoo muchwith spellingmistakes,as this introductionis meantto be spoken.lfthey spot any wordsand expressions they don't know,they canask their cotleagueswho wrote it aboutthe meaning.Thistask helps 55 be moreawareofthe impacttheir presentationhason the audience,

Elicitsomewell-knowncar companiesfromthesecountries andaskSSto tellyouwhichonesaredoingwellor badly, andwhy.Elicitfrom55 the implications of the headline and the information 'readingbetweenthe lines'.(l-here's been somerestructuring:there'sa newchief,Earningsneedto be boosted:Erstaunliche Autosare probablydoingbadlyJ

a GetSSto studythe backgroundinformation.TellSSthe casestudyis basedon a fictitiousGermancarcompany.

Circulate,monitorand helpSSwhilstthey write. Makea note ofany usefulexpressionsusedand five or six points for correctionon the board.

a Writethe foltowingheadingsfromthe left-handcolumnof the tabteand elicit informationfrom SSto comDletethe right-hand column.Dealwithanyfurtherquestions SSmay nave.

Gothroughfeedbackwith the wholeclass,writing up any commonerrorsandusefulvocabulary on the andphrases board. AskSSto memorise as muchofthe introduction asthey can.5S then givetheir short presentationto the restofthe class.Thisactivitymayalso be recordedon videoor cassette,as SSwill find it a morechallengingand realistic task ifthey are recorded,ratherthanjust'talking'to their Dee15. 6

Gothroughfeedbackwith the whoteclass,praisinggood examplesof languageand style,includingpronunciation and pointingout five or six areasthat needfurtherwork. lf presentations havebeenrecordedin largerclasses,do not replaythe whotepresentationeachtime, as you may not havetime.Justreplaysectionsand makesureyou praise SSas muchas commenting on theirerrors.lt maynot be appropriateto commenton 5S'sbody languageand deliverydependingon SSI cultureand the teaching setting,as in the caseofSS who may be rathershy,or, indeed,professionalSSwho are in work andwell practised at givingpresentationsin their own language.

o Alternatively, or if time is short,this writingtask couldalso be set for hornework.

SSllstento someradlobuslness newsconcerningthe financialcrisisat Erstsunllche Autos(EA),a German car manufacturef ad asftnanclalconsultant$andd€visea costdttlng pmgrammewhlchthey presentto management at EA. o Inclass,payparticular down attentionto clearlybreaking thecasestudyintothedifferent tasksandmakingsurethat 55 understand andfollowthestructure ofwhatvouare doing.

Company

Erstaunliche Autos(EA)

Industry

Carmanufacturer

Basedin

Frankfurt, Germany

Size

Medium-sized

Employment conditions for workers

(Very)good:enjoya fourday weekand goodsalaries

ProblemsEAis facing

Productioncostsare high (ao% morethan similarcompanies); seriouscompetitionfrom China.

Possible solutions

Thenewcompany chairman wantsa cost-cutting programme withioblosses; helpwiththerefinancing package fromfinanciaL consultants, Tompkins and Kosters.

Taskr a

Refer5S to the graphon threeChinesecar manufacturers overthe last threeyears.GetSS'sinitial reactionto the graph,then askthemto write downa sentencefor eachof the companies,describingthe graphin moredetail.

@ lf SSwrite their answers,circulateand monitorwhilstthey write,helpingthemwith language for describing company performance, if necessary. o

Gothroughthe answerswith the wholeclassandwrite up their answerson the board.

andbankingI 7 Flnance

6r-.ph oo Chinesecal manufacturers r Salesfor Carcompany1(purpleline)incteased dramaticallyin the first quartelofYearl and reached 12%by the middleofYear2, followinga ioint venture with a UScompany.Sincethen,figureshavefluctuated droppingto just under8oloin Year3. significantly, 2 Salesfor CarCompany2(orangeline')tluctuated throughoutYear2, then rosedramaticallyat the start of Year3 with the introductionof a nert,Mini modeland now remainat just over6010. 3 Salesfor CarCompany3 ted /ine)alsofluctuated throughoutYeat2 and increasedto over4% in the early monthsofYear3. Saleshavebeenrisingsteadilyand are now at 57o. conclusion: the graphshowsthatdespitemaior fluctuationsanda sharprisein salesfor CarCompany1 in Year2, salesfigureshaveconvergedin Year3, and the companiesnow havea marketshareof between5+7o. 1is still is tough,althoughCarCompany Competition aneao.

a As a follow-upto the activity,tell SSthe followingthree writeup carindustry. Alternatively, factsaboutthe Chinese the sentences on the boardandelicitthe boldfigures. Pointout that EAis concernedaboutcompetitionfromthe in the globalmarket,if SSdo Chinesecar manufacturers on thisthemselves. not comment The Chlnesecar industry populationhada carin 2oo5. Lessthan1%ofthe Chinese china is the world'sthird biggestcar market. capacityfor €arproductionin Chinais closeto six million carsa vear,whiledomesticdemandwasaroundthtee millionin 2oo5.

ListeningO7.6

Informationabout EAthat hasbeenleakedto the press productivity and I Chairman of EAwantsto increase boostprofitsby €4 billionoverthe nextthreeyears. Thiswill involvecostcutsof up to €Z billion. z InsidesourcesclaimEAchief,BerndWulf,is lookinginto closingthe Belgiancarplant. Theret a possibilityof EAopeninga factoryin India. 3

@ Discuss SSI initialreactions to the Droblem andaskthese questions: Do you think it might be better to open a foctory in Chinain the light of previousinfomotion?Why(not)? Whatdo you thinkis 9oin9 to happenat Uand why? marketis moredimcultto get into SSmaysaythe Chinese than othermarkets:that Germancarwork€rsneedto be moreproductive.Thereis no right answerto these questions.SSmayor maynot reacha consensus.

Taskz @ GetSSto focuson the photoon page69. Ask 5S what it represents(a robot-operated assemblyline).Ask55: Whotdo you think will be the future ofcat assembly wo*eE in the wodd? What\ the cuftent situation ofthe car industry in your country? SSwill probablysaythat job lossesare to be expectedas robotstake overcar production,as they havedonealready in Franceand other countries. e

ReferSSto the first part ofTask2. (Notethis task is in two stages.) Divide5S intogroupsofthree.Explain to SStheyare financial at Tompkins andKosters andhaveto consultants decideon the best proposalsfor a cost.cuttingpackage at EA.GetSs whichthey will later presentto management to look at their role-playinformationon pagesq6, 153and 157.Dealwithanyquestions the 55 mayhavebeforethey beginthe task.

.

GetSSto readthe listeningtask.Askthem to try and predictwhat planshavebeenleakedto the press.SSmay fromreadingthe be ableto predictsomeofthe answers Theymayalsoguessthatthe companymay background. haveplansto relocate,possiblyto chinaor elsewhere,if productionand labourcostsin Germanyarevery high, Don'treiectanyideasat this stageor givethe answers away,

information SSexchange anddecideon the bestproposals in groups.Theinformationincludesrproposedfiguresand areaswherecuts canbe made(seepie chartfor student A); annualproductivityratesin Germanyand Belgiumfor in ChinaandIndia EAcompared to othercarmanufacturers (seebar chartfor student B); averagehourlyratesfor assembly{ineworkersin threecountries(seebar chartfor StudentC).

c

Afterlistening, theycompare 55 listento the recording. playtherecording a second ideasin pairs.lf necessary time, pausingafter relevantsections.

c

Gothroughthe answerswith the v'rholeclass.

Circulateand monitor,checking55 are carryingout the task correctly.Notethat any proposalsshouldbe supportedby the factsand figuresthey have.Makea note ofany key languagebeingusedand five or six pointsfor correction,includingpronunciation, for laterfeedback. Bringthe classtogether.Gothroughthe mainpoints quicktywith the wholeclass,makinga noteoftheir ideas on the board. Refer5Sto the secondpartofTask2. Tellthemtheywill needto presentthesecost-cuttingmeasuresto management usingthesefiguresand graphs,

andbanklng I 7 Financ€ GiveSSfive or ten minutesto preparetheir presentations. lf 5S areworkingin groupsofthree,askthemto dividethe presentationinto threeparts(introduction,mainproposals and conclusion).Notethat this presentationtime is importantif SSare to carryout the task correctlyand confidentlv. 5S presenttheir proposalsto the restofthe class.Makea noteofany key languagebeingusedand five or six points for correction,includingpronunciation, for laterfeedback. Alternatively, or if time is short,ask SSto prepareonly the introduction oftheirpresentation withthe mainproposals included.

Feedback @ WhenSShavefinishedthe task, bringthe rvholeclassto order. @ Askone or two groupsto saywhat happenedin their groupsand,ifappropriate in yoursetting, ask5Sto proposals give commenton the best and reasonsfor their choice. @ Praisethe stronglanguagepointsandwork on five or six pointsthat needimprovement, in relationto especiaLly language usedfor financeanddescribing company performance. @ Toroundoffthe activity,highlightsomeof 55's bestideas and praisethosestudentsthat gavesuccessful presentations.

Writing ReferSSto the writingtaskanddealwithanyquestions they may have. Get55 to look at the rubric.Brainstormthe information that shouldgo in the summaryand put thesepointson the board.All thisinformation hascomeup in Listening, Tasks1 and2 andtheirDresentations. Ask SSto tookat the Usefullanguageboxon page67 again andthe Grammarreferenceon page126,ifnecessary.

Q

Grammar reference:Languoge of trendspagep6 Circutate andmonitor, checking 5Sarecompleting thetask correclty, GetSSto writethefinalsummary either oftheirproposals asa classactivityin groupsofthreeor individualty. Alternatively, thiswritingtaskcouldbesetforhomework. Forearlyfinishers, andifappropriate inyoursetting, ask 5Sto readandcompare eachothers'summaries. SScould comment whethergraphicinformation andfigureswere described correctly andappropriately in thesummary.

rtor @ Gothroughtheinformation in theCourse Bookwith yourstudent.Explain anydifficulties. InTaskr, youand Don'tdominate vourstudentareftnancial consultants. theconversation in thistask,butsayenoughto keepit goingandallowyourstudent to describe thegraph showing Chinese carmakers, InTask2, youandyour studentarefinancial consultants SSA andB.Praise any goodexamples of language usedandgooverany pronunciation. errors, including Thenrepeat thistask, your alternating roles,e.g.SSB andC.Alternatively, studentmaylookat information forSSA andyoulook at bothbarchartsandproposals forSSB andC. @ Duringthesetasks,monitorthelanguage thatyour student is using. Notedownanygoodexamples of language andpointsforerrorcorrection or improvement. Comebackto theselater. 6 Record Task2 onvideoor cassette, if possible.

andbankingJ 7 Finance

l_r'

Consultants

L€sson$ Llstenlng anddiscusslon (pages 7o-7r) Eachlessonis about 6o-75ninutes.Thistime doesnot include odmi nistration andtime spentgoing through honewo* in anylessons.

Discussion: Consultants 55 discussthe benefitsoftakingon external consultants and appropriate stepsfor recruiting a consultant,

Practice File Wordpower(pages 46-47)

Listening:Radiointerviewon recruitingconsultants SSlistento business advisorMichelleGeraghty talkingaboutthe differentstagesof recruiting consultants andmanaging consultancies duringan assignment or proiect. Vocabulary:Managingconsultancies projects 55 lookat managing consultancy anduserelated vocabulary in context. DiscussioniDEqdyaolqges of consuttancies SStalk aboutsomeof the disadvantages of hiringconsuttants.

Lesson 2i Readlng andlanguage (pagesp-tl) Eochlessonis about60-75 ninutes.

Discussion:Usinr consultants SSdiscussthe useof consultancv firmsandbusiness sectors thatspendthe mostmoneyon consultants. Reading:Couldit be you when they need on expert? 5S readan articleon the benefitsanddrawbacks of becoming a consultant andthe consultancy industryin general.

Textbank (TRBpages184-187) Grammarreferenceand practice (CBpages128-129)

PracticeFile Languagereview:Negationusingprefixes/Conditlonals Textandgrammar(pages (inthe contextofthe reading) 48-49) 55 lookat negationusingprefixes (asan optionalactivityin the Grammar and conditionals reference).

Lessontl Business skllls (paeesz4-z 5) Eachlesson is about minutes. 75-9o

Negotiatingsates givinga trainingsessionon sales 5S Listen to a salesmanager negotiations, lookat somenegotiating tipsfor making concessions anddo a role-play to negotiate a cardeaIfor their comoanv. Writin$ Termsand conditions SSwriteup the termsandconditions agreedin a previoussales negotiation.

lesson4: Casestudy (pages76-77) Eachlessonis about 7S-9ominutes-

Mobi-netrit's their call SSstudyproposals fromtwo consultancy flrmsfor Mobi-net, a mobileserviceproviderbasedin Austriathatneedsto keepits leadin the competitive mobile-phone market,SSnegotiate with bothconsultancies andwritea summary ofthe termsagreed with the oreferredconsuttancv.

Resourcebank ORBpage222) writing fite (CBpage137) PradiceFile Skillsandpronunciation |pages5o-5,

Writingfile (CBpage137)

Fora fastroutethroughthe unlt,focusingmaintyon speaking skills,iustusetheunde inedsections. Forone-to-one situations, mostpartsofthe unitlendthemselves, withminimaladaptation, to usewithindividual students. procedutes Wherethisis notthecase,alternative aregiven.

8 consultants I

A consultantis an indep€nd€ntcontractorthat providesspeclalisedservlcesorskills to a clientfor a fee. AsrrFrts in thelr fields,consultantscanhelpwith analysingandsolving problems,comptetlngprolects aild spccifictasks.Theycanalso helpa companyto focuson nsults, basedon the cllentb obiectlyes.The degreeto whichtheseobjectivesare achievedis an importantmeasureofsuccess. Thereare differenttypesofconsuttants,f$anagementconsultantsanalyseand proposewaysto i.nprovean organisation's structure,efficiencyand/or profits.Technologyconsultantsprovide implementatlon,support,tElnlng andstrateglcplanningserylces.Webconsultantsprovideassistance with websites,whichmay inctudes€tting goels,optlmlslngsearchenginesanddesigningthe site. Consultantscanofferthe mostcost-efiectlvesolutionto a companyt needsby providingspeclalised eryertise; werload asslstanceduringa peakperiod,as consultantscanabsotbwoddoadsfrom permanentempLoyees; lmpartlatanalysls(providingan obiectlvepolnt ofview); innovatlonand tralnlng. Consultantsmayalsocarryout the work themselves. Manybusinessteaders,however,havea love-haterelatlonshlpwith consultants,as advlsoryserylces havebecomemoredependentthan everuponbought-inedvice. are expensiveand organisations Consultingexpert,FionaCzernlawska saysthat casessuchas Enronhavetamlshedthe reputatlonofthe industryand reinforcedclients'concernsthat consultingprojectsare likelyto go $/rongwhenthey involve md-to-end or bundledservices;that thereis insufficientobjectiveinformationavailableto clients;and the abilityof firmsto offerthe best possibleadviceor assistan€e, that ag8resslveselllng compromises companiesshouldnot retalnconsultantswithout understandinghow to capturethe desiredretum on iny€stment(ROl).Thereare differentwaysofgetting the most benefitfrom workingwith a consultant. lf a companywantsto streamllnebuslnessproc$ses or increaseprofftabllity,they shouldchoosea specialistin tactical matte6. Thistype ofconsultantshouldhavereal-wortd€xPetiencein the same analyslsand cost-beneflt industryas the client.Competltors'benchmark,as well as cause-and-effect analysisshouldform part ofthe consultant'smethodologyfor a tacticalproiect. lf a companyis lookingto enternew markets,increasesalesfrom existingclientsor acquireanother business,they shouldchoosea consultantwho excelsin blg-plcturethinklng. Scenarloplannin& fore€astlngand rlsk analysisare requiredfor this type ofstrategicadvice.A clientsometimesdecidesto r€taina consultantas a coach, refer€ncesandwhetherthe consultanthas when choosinga consultaNy fim, checkthe consuttancy's at thesamepointin the company!life cycle.lt is also advisedclientsin the sametypeof business, necessary to understandthe pot€ntlalconflictsof lnterest.ls the advicetruly obiective? communlcationis anotherkeyfactorwhenselectingconsultants.Theadvisor'sanswersneedto be is alsoessentialr clearlyexplained. A goodworkingrelationship on a personallevel the clientneedsto workwith the consultantwith trust, oftenrevealingconfldentialInformatlon. ifthe consultant bills bythe hour,bothpartiesneedto agreeon Wherecostandcontract areconcerned, exactlywhereand whenthe workwilltake place.Thecontractshoulddetall preciselywhat the consultant is paidto do. lt shouldincludedetailson how to handlelssuesthat are not anticipated.Thecontradual arrang€mentshouldalso includea confidentialltyagreementor non-disclosuteagreementthat prevents the consultantfrom revealingthe company'sbusinessto anyoneelse. Finally, whenhiringa consultant unlessthe company's managers therewill be no returnon investment buy in, or agree,to the proposedchanges.Thisis bestachievedbeforethe consultantbeginsthe work,so that managersand other staffwill be co-operatlvein providingnecessaryinformationto the consultant.

ln-workstudentswill be ableto describeprojectsor tasksthat havebeenor couldbe outsoutcedto workingalongside consultants. experience consultants. Somestudentsmayalsohavehadfirst-hand Pre-workstudentsnill be ableto talk aboutwhetherthey couldbe interestedin a careerin consulting. firms. All students will probablyhaveworldknowledge of someofthe maiorconsultancy

Mick Cope: Ihe seven Csof consulting: the delinitive guide to the consulting process,FinancialTimes Prentice Hall,2oo3 FionaCzerniawska and PaulMav Managementconsultingin procticetawatd"winninginternotionalcase sfudles,KoganPage,2oo4 CalvertMarkham:Thetop consultant:developingyour skillsfor greateteffectivenesSKoganPage,2oo4 @@

o Pearson Education Limited zoo6

l8 Consultants

Ask5Sto brainstorm somenamesofconsultancy firmsand thekindofconsulting theydo (e.g.McKinsey & Company, BCG(Boston Consulting Group), Bain& company andBooz AllenHamilton werethetopfourUSfirmsin management andstrategy consulting in 2oo5,whereas lBM,CSC and Accenture areleadingcompanies in lTconsulting). Write55'sideasuDontheboard.Thenaskin-workS5: Whatkind of consultancy firmshoveyouwofuedwithin your con ponyor o19oni sation? Whydid theconpanyneedto recruitthem? proiecthssignment Wostheconsultoncy successful? Why (not)? AskSSto focusonthepositive aspects ofworkingwith consultants in thissection, Fin Listening and asExercise discussion dealswithcriticisms of usingconsultants. Alternatively, askSSto givea definition of a consultant seetheBusiness briefonpage93.

.

TetlSSthat theywill be lookingat usingconsultantsin this unit.

e

Gothroughthe overviewpanelat the beginningofthe unit, pointingout the sectionsthat SSwilt be lookingat.

Quotation @ GetSSto lookat thequotation andaskthemwhatthey (fheideais thatwhenyouaretoo involved thinkit means. witha problem or in a crisis,it'sbestto askanoutsiderfor advice, astheywillseetheproblem in a objectively differentlight.Alternatively, thequotecouldalsoimplythat theworkofexpertsor consultants is redundant, asthey maystatetheobvious, i.e.tella company whatit already knows.)

SSdiscussthe benefitsoftaklngonextemalconsultants and appropriate stepsfor recrultlng a consultant.

@ possible o AskSSto brainstorm reasons whycompanies mighttakeonanexternal consultant or advisor. WriteSS's ideasupontheboard(e.g.specialised expertise; assistance duringa busyperiod,asconsultants can temporaritytake ontheworkofemployees; anatysis, providing pointofview;forinnovation anobiective purposes aswellasproviding Consultants may training. alsocarryouttheimplementation workofa projector task themselves withoutlong-term commitments to thectient company).

questions a ThenaskSSto workin pairsto dis_cuss 2 and3. Seta three-minute timelimitforthis.ThengetSS! feedback asa wholeclass.Explain anydifficultvocabulary, althoughmuchofthisvocabulary features in theListening sectionandfollow-up vocabulary nork (e.9.brief, n i lestones,timescale,delivembles,etc).

55 listento business.dvlsor MlchelleGeraghty. In thefirst partofthe Intervlew, shetalksaboutthedifferentstagrsof rscruftlngconsultants.In the secondpart,shetall6 about managingconsult.nciesdudng8n asslgnmentor proi€ct,

@ Qs.' a Playthefirstpartoftheinterview; 55 compare their answers to theprevious exercise. o SScompare answers in pairs, It should notbenecessary to playthissectiona second timeforthisexercise. Toprovide adviceor a service to makethebusiness moresuccessful. consultants usuallyhelpwithspecific problem ortaskswhenyourcompany doesn'thavethe proiect know-how ortheresources, e.g.controlling perfo]mance; costs,training,improving manageriaI they proiects. mayalsomanage specialist Choose onethathasexperience ofbusinesses ofyour yourindustry, size,thatunderstands andis a member of a professional bodyliketheInstituteof Management Consultancy. 0rderfor recruiting a consultant: proiector task. c) Define theproblem, e) Writea brieffortheconsultant. f) Makea shortlistof possible consultants. d) Theconsultant submltsa writtenproposal. b) Negotiate contracts, forthe termsandconditions consultancy. a) Recruit theconsultant.

8 Consultants I

O C)a'

t

Youhaveto agreeon severalthings:task to be doneby yourstaffrshort-termgoals,milestonesor long-term goals,deliverables,also regularmeetingsto discuss progress,problems,or whethertheclient'ssituationhas changed. 2 So that thev are informedaboutwhat the consultantis doing.lt's crucialthey feelthey'repart ofthe process. 3 In a reportand followedby a presentation. Askthe consultantto oroducea first a draft ofthe report,and then discussit with colleaguesbeforethe final repod is written.Thefinal reportshouldcontainno surprises.lfthere areveryconfidentialissues,theycan alwaysbe put in a privateletter.

a 55 listento the first part of the interviewin moredetail. Playthe recordinga secondtime, pausingin sectionsto allow SStime to write notes.Playanydifficultsectionsa thirdtimeifnecessary a 55 checktheir answersin pairs.Circutateanddealwith any queriesSShave.lfyou canseethat all SShavethe correct answers,you maydecldenot to go throughal[ the answers in openclass,simplyconfirmthat everyonehasthe correct answersand dealwith the problemquestions.Thissaves classtime.

Fiveprinciples is it (theproiectortask) ofSMART1 specific, measurable, achievable, relevant andtimelimited? Thebriefshould include:(Da description ofthe organisation -what it doesanditssizeandstructure; (ii)anexplanation (ii) whatyouwantto ofthe problem; achieve. proposal (i)their Theconsultant's shouldinctude: problem; ofthe understanding 0i)anyretevant experience oftheconsultancy firm;(iiDa workplanand (iv)thereportsandanysystems schedule: thatwill be (v) supplied; anyinputtequiredbyyou/ theclient company. (ii)a A writtencontract shouldinclude(Dobiectives; (iii) brief; howandfor howlongtheconsultancy will be (iv)fees;and(v)thedeliverables (the managed; consultantb reportandanysystems required bythe client). T&M(timeandmaterialsl contracts or fixed-price contracts. lfyouarenothappy wlthanyaspects oftheproposal, don'ttakethemon.'Makesurethechemistry is right.'

o Youmaywantto referSSto theaudioscripton page169 beforetheydothenextexercise.

SSlook at managlngconsultancyproi€ctsendus€telat€d vocabolaryIn conterl

@ o As a lead-into the exercise,ask SSwhlchofthe wordsrefer to (i) deadlines(rn estones);(ii) what the consultancyhas to hand over to the client (deliverables);and (i0 the proiect calendarschedule(fimescole). a

Drill pronunclationof theseterms,if necessaryhightighting word stresson the board.Elicitthe first answer.

o GetSSto do the exerciseindividuallybeforecomparingin pairs.TellSSthem maytookat the audioscripton page169r to checktheiranswers, ifthevdidn'tdo so at the endof the previousexercise. a Circulateand monitor,helpingwherenecessary with vocaDuLary.

e Youmay$rantto referSSto theaudioscripton page169. Itb oftenveryusefulforSSto listenandreadthescript. Youmaywantto justlistento onepartoftheinterview again,depending onthetimeavailable andSS'sneeds. Thenask55to pickouta language area,suchastenwords relating andproj€cts. Don'tspendtoolong to consulting goingoverthescriptindetail.

o

Bringthe classtogetherand go throughthe answerswith the wholeclass.Dealwithanyquestions 55 mayhave.

performance2 brief;fees t specialist tasks;managerial milestones short-term; 3T&M 4timescale5 6 communication7 deliverable

@ Qe." o Ask55 to discuss thequestions in pairsbeforelistening. pausing o Playthesecondpartofthe recording, in sections to allowtimeforSSto writetheiranswers. e SScompare theiranswers in pairs.circulateandmonitor, helpingwherenecessary withvocabulary. a Playtherecording a second timeforSSto checktheir answe15.

a Gothroughtheanswers withthewholeclass,playing difficultsections a thirdtime,if necessary.

of SStalk aboutsomeof thedbadvantaS€s andcritlclsms hlrlngconsultants.

@ a Encourage SSto makea connection between theline quotedin thefirstquestion andtheopeningquoteforthe unit. a GetSSto discuss thequestions in pairsor smallgroups. o Circulate andmonitor, to talk encouraging SSparticularly aboutanypersonal firmsthey experience ofconsultancy mayhave.Makea noteof fiveor sixpointsforcorrection andpointsfor praise.

l 8 c ons ult ant s

@ Callthe classto orderandgo throughthe correction work andpraiseexamples ofgooduseofthe language. Suggestedanswersfor question3 1 Someconsultants maytalk usinga lot of management buzzwords andcliches,but maynot havethe specialist knowledge the companyis lookingfor.Theconsuttant maybe inexperienced in the industry/sector. 2 Despitebeingcostly,the consultant'sfeesare not usuallybasedon the successofthe project;there is Littleor no guarantee the consultancy will be successful, depending on the contractnegotiated andwhichparty is assuming mostrisk. 3 The reportis the most tangibledeliverable,andthe fee will not involveimptementation unlessit hasbeen previously negotiated andincludedin the contract. in the marketandincreased 4 Withso manyconsuLtancies competition, it is sometimes difficultto seehowthey differfrom eachotheror what a consultancy's unique sellingpointsor'addedvalue'maybe.Moreprestigious consultancies mayoffer the sameadviceand services ascheaper, lesser-known ones. are givenwork basedon the premise 5 Consultancies thereis a problemwiththe companyor the company requiresa specialistserviceor task that they are unable to do in-house. Consultants areunlikelyto turndowna possiblecontract, or theymayfinda problemin the way a company works,evenif onedoesnot existin reality.

SSreadanarticleonthebenefitsanddrawbacks of becoming a consultant ard theconsultancy industryIn genenl.

@ @ As a lead-into the article,ask55: Wouldyou be intercsted in hoving a carcerin consultoncy? why (not)?(c{e-wotkSS) Wouldyou be interested in wo*ing as consultontsas a sideline to yourpresentjob?Why(not)?(in"workSS) @ Youmavalso like to ask SS: Do you thinkyou wouldmokea good consultant?Why (not)? lfso, whot typeofconsultantwouldyou be? @ ALternativeLy, seethe Resourcebankon page227 as a warmerfor this readingsection. o Get55 to readthe wholearticle.Explainthat the ideais to scanthe articlequicktyfor topicsa-h.TellSStheyshould ignoreanywordsor phrases theydon'tknowat thisstage andfocuson thetask.In orderto makethisa ouicker readingexercise,set a time limit.As a guideline,read throughthe text quickly,do the task and time yourself. AllowyourSSabouttwicethetimeyouneededto readand do the task- probably aboutfourto fiveminutes. @ AskSSfor theirinitialreactions to the Dointsmadein the articlebeforecheckingthe answersto the questions.Did they predictcorrectlyin question1 of Exercise A? @ Gothroughthe answers withthe wholecLass. a) Paragraph5 b) Paragraphs 1,3 c) Paragraph 3 d) Paragraphs 2,8 f) Paragraph 4,6 e) Paragraphs 9 g) Paragraph 8 h) Paragraphs 2,6

SSdiscussthe us€ofconsultancy firmsandbuslness sedors thatspendthe mostmoneyon consultants.

@ questions, Ask55 fotlow-up suchas: Whatother problems might consultancyfirms sometimes havewith clients?Fhe clientmightnot takethe adviceof the consultant or mightimplement theirrecommendations incorrectly;theremaybe lackofsupport fromthe restof management andresentment fromotherstaff,etc.) Whotdo you understandby the expression'high maintenance'in porograph4? "Ihe client is very demanding.)

@ HaveSSdo the exerciseas a whole-classactivity. o

Do not spendtoo long on the first question,as this forms partofthe readingtask.

youmayliketo askSSto provide @ Forthe secondquestion, examples firmsin theircountry. of popularconsultancy @ Forthe third question,you may tiketo giveSSthe following information on consultancy spendingin the UK: In the UKin 2oo4,the spendingon consultants washighest in the financialsector,closelyfollowedby the publicsector, thenthe communications industry. In fourthplacewasthe utilitiessector.Spendingon consultancyby the retail industryincreasedand sawit becomethe fifth largest sector,closelyfollowedby manufacturing. Onceoneofthe most importantsectorsfor consultants,manufacturingis no longerconsidered to be a majormarket.

Ask5S to giveexamplesof successfulor failedconsultancy proiects in theircompany: Whydo you think it was (un)successful? Whatshould your componydo differently next tine? Whotshould/shouldn'tthe consultant(s)havedone?

@ @

SSdo the exercise individually, thencomparein pairs.

€ Alternatively,if time is short,or 55 don't want to readthe wholearticleagain,thenwritethe iumbledanswers on the boardalongwith a few distractorsand get 55 to complete the exercise usingthewordsyouhavegiventhem. Gothroughthe answers withthe wholeclass.

8 Consultants I

r leadingplayer(s) 2 moneyspinner(s) 3 backoffice 4 keepupwith 5fee 6tout(ing)for Ttake/takingon 8 pare(d)back 9 in-house 10get Got)offtheground

As a follow-upexercise,ask SSfor synonymsand words thataresimilarin meaning to someof thevocabulary items,e-g.leadingployer(keyplayer/marketleaders),take on (recruitor hire),pare back(cutbackldown-sized/cut get off theground (statta costs),li-house (in-company), ventureor project).Thisis a goodway for SSto extendand recycle theirvocabulary.

SSlook at negatlonusing prefixes(in the contextofthe reading)and condltlonals(as an optlonalactivityIn the Grammarreference).

@ o As a lead-into this section,refer55 to ExerciseD and paragraph 5 ofthe article.Dothisquestionwiththe whole class. e Writethe sentence on the boardandhighlightthe answers.

€ AskSSwhichothernegativeprefixesthey knowand ask for examplesof adjectivesushg prefixesfor negation(e.9. illegaI, imperfect, d issatisfied, misleadi n9, iI tegular, overquolified,etc).Elicitfrom 55 possiblespelling patterns: thatwithcertainprefixes, doubleconsonants mayoccur,e.g.r'llegal,inegular,dissatisfie4etc. Pointout thathyphensarenot usualLy usedwithmostadjectives, verbsandnouns,althoughtheymaybe usedwith some prefixes,e.g.miscorduct,deregulation,but anti-tiotpolice and non-executive di rector.

@ Forfurther practiceon negationusingprefixes,refer55 to the Grammar reference on page128. 1 misinformed2 dissatisfied3 inconvenient 4 misused 5 non-core 6 discontinued 7 misinterpreted8 unloading 9 illegible rc incompatible ll misleading 12 deregulated

o

Forrevision of conditional forms,referSSto the Grammar referenceon pagerz9. 1e Thirdconditionat, describing a hypothetical situation in the past 2 a Secondconditional, makinga politerequest with inversion, emphasising that 3 f Secondconditional something is untikely to happen 4 d Thirdconditionalwith inversion,expressingcomplaint or criticism abouta Dastactionor event statinga necessary condition 5 b Firstconditional, givinga warning 6 c Firstconditional,

rrt glvinga trainlngsesslon SSlistento a salesmanag€r on salesnegotiatlons, lookat somenegotiatinttipsfor making concesslons anddoa role.playtonegotlate a cardealfor theircompany.

@ o fu a lead-into this section,usethis quote. My fathersaid: 'Youmust nevettry to makeoll the money that\ in a............1. Letthe other fellowmokesome.......----.2 too, becauseifyou havea reputationfot always...--..,...,j all the money you won't havemony...........,a.' (1.PaulGetty) e Writethe quotewiththe gapson the boardandaskSSto guessthe wordsthataremissing.

@ € Get5S to readthe shortextracton psychometric testing

l deal 2money 3maki ng 4deal s

andgettheirinitialreactions to the text. Ask5S to do the exerciseindividuallv.Circulateand confirm whereSSarehavingdifficulties. answers

€ Getearlyfinishers to compare witha partner. theiranswers € Gothroughthe answerswith the wholeclass. r overused; unnecessary2 inaccurate; misleading incompetent irrelevant; impossible 3 4 5 unreliable

€ As a follow-up,ask SSto write five sentencesusing adiectiveswith negativeprefixes.

)

Grarrar ,"J"rence: Negationusingprefixespagep7i Conditionals paget28

Thenask55! initialreaction to the quote.Alternatively, askSSaboutsituations whentheyneedto negotiate. PreworkSSmaytalkaboutsituations at home,with friendsor family,etc. Whatdo you negotiate?Where? Whowith? ln whot situotions do you negotiate in English? Do you enjoynegotiating?Why(not)? Haveyou everdone ony troining in negotiating?Whatdid you learn?Wasit useful? Haveyou ever read any books on negotiotion?lf so, which ones?Wouldvourecommendthem? GetSSto look at the cartoonon page74.Ask SSwhich grammar we oftenusewhennegotiating structure (conditionals). AskSSto identifothe conditional in the caption(thefirstconditionaD. @ Do Exercise A asa quick-fire activitywiththewholecla55.

w_

l8 consultants

1C

20

,a

4D

o Gothroughinitial reactionsto the sentenceswith the wholeclass.Ask SSifthey are awareofany other negotiatingskillsor techniques(e.g.bluffingor pretending; checkingfactsand figuresetcJ.

@ Qs.r o GetSSto readthetipsandsaywhether theythinktheyare tlue or ialsebeforetheylisten. a Playtherecording onceandgetSSto marktheiranswers pausing individualU in sections, ifnecessary. o SScompare answers in pairs. lt shouldn't benecessary to playtherecording a second timeat thisstage. a Gothroughtheanswers wlththewholeclass. l False 2 False STrue 4 False 5True 6True TTrue a ReferSSto theaudioscripton pages16f1zo.Youmaylike to playthere€ording a secondtimewhilstSSreadthe script,underlining or notingthetermsandexpressions usedin theexercise.

@ o ReferSSto theexpressions usedin theboxin Exercise C. a GetSSto complete without thetlpsfor makingconcessions listening to therecording again. a SScompare theiranswqrs in pairs. o Gothroughtheanswers withthewholeclass. 1 bigconcessionzonebyone Ssomesortof compensation 4 understandsits fullvalue 5 you are givingone 6 willingto makeconcessions Z 'take-it-orleave-it';ill-will 8 walk awayfromthe negotiation

getSSto discuss Asa follow-up activity, theirreactions to thesetipsin groupsof threeorfour.Ask55: Doyoufrndthesestips useful?Why(not)? Whatothertipswouldyou (iketo add? Gothroughfeedback withthewholeclass.Thereareno rightor wronganswers to thisactivity, andSS'sreactions willdependonthekprofessional experience andcultural background. BeawarethatsomeSSmayfeel uncomfortable withthehggressive'techniques of American-style negotiating.

o questions: a Asa lead-into thisactivity, ask55 thefollowing you Whenwosthe losttime boughtsomethingwhichyou (e.9. hodto bargainfor a houseor flat, anontiqueol painting,foodpmducein a localmarket,or a holiday souvenir)? Whathoppened? Howmuchdid youpay?Wasit a good Dtice?

Whoendedup makingmostconcessions?You or theseller? Didyouot theselleruseonyofthe previousnegotioting techniques? Explain to 55 thattheyaregoingto doa role-play, using someofthetechniques fromtheprevious exercise. You maywantto referSSto theprevious negotiating expressions on page26oftheCourse Book(Exercise 8). Divide SSintopairs. SSA andSSB lookat thek corresponding information onpages46 and153.AskSSto takenotesbeforetheystarttherole-play. Thispreparation timeis veryimportant if SSareto performthetask successfully. Monitorandcirculate roundtheclassas55 actoutthe role-plays. Makea noteofSSwhocarryoutthetask successfully, anyusefullanguage usedandfiveor six points pronunciation. Language forcorrection, including Writeupanyerrorsontheboard. Earlier finishers canbereferred to theboardto seeifthev cancorrecttheerrors. Timepermitting, askSSto repeat rolethetask,swapping playinformation and,possibly, withdifferentpartners. Gothroughfeedback withthetvholeclass,praising appropriate language fornegotiating andtechniques used. Notetherearenoright/wrong outcomes forthisactivity, buta goodmeasure fora successful negotiation is the 'win-win'scenario. Arebothpartieshappywiththe outcome? lfnot,andifpeercorrection is appropriate in yoursetting,youmaytikeSSto repeatthenegotiation, withanotherpairobserving andmakingnotes.Beaware, however, thatSSin-workmayhavetheirownpreferred styleofnegotiation. Drillpronunciation ofanydifficult points expressions ifnecessary, Writeupanylanguage that needfurtherworkontheboard. goto theResource Forfollow-up practice, bankonpage 227, lf SSare inter€stedin findingout moreon negotiation, referthemto this readinglist: RogerFisher,WilliamUry BrucePatton:6etting to yes:the secrctto successful negotiotion,RandomHouseEusiness Books,2oo3 HowardRaiffa: Theott and scienceof negotiation,HaYad UniversityPress,1985 MichaelWatkins:AregotrafioLHarvardBusiness Essentials, HarvardBusinessSchoolPress,2oo3

55 wdteupthetermsandcoldltlonsaFeedIn the prevlous salesnegotlatlon.

@ o As a lead-into this writingsection,ask SSwhat kind of writtentermsand conditionsthey generallyreceiveor wItte, @ ReferSSto the Usefullanguagebox.Dealwith any questionsthey may have.

___gleEs!e4t a SSwrite the e-mailsconfirmingthe termsand conditions agreeduponaccordingto the previousrole-play.Circulate and monitor,helping5S whilst theywrite with language usedfor confirmingtermsand conditions.Makea noteof any usefulexpressionsusedand five or six pointsfor correctionon the board.

wririns Jit,p"g 13,

)

It is not necessaryto spenda longtimeon thisdiscussion, but useit to highlightthe competitionin the industry. Get5Sto studythe background information in the Course Book. Writethe followingheadingsftom the left-handcotumnof the table and elicit informationfrom SSto completethe right-hand column.Dealwithanyquestions theymayhave. Company

Mobi-net

Purpose

Mobileserviceprovider

lndustry

Mobile/telecommunications

Markets

Austria.Sloveniaand Croatia

@

Problem

a SScomparetheir e-maitsin pairs.Werethe termsand conditions described the same?Werethereany differences? Wereany pointsomitted?Whatphrasesdid they both use?

Increasedcompetition,demandfor convergence of Internetand mobile industries; needsto keepthe leadin the Austrianmarket.

tasK

Finda consultancywith mobileand lT knowhowto improveprocessesand servicesto Mobi-net'scustomers;maintainpositionas a marketleader.

Earlierfinisherscanbe referredto the boardto seeifthey knowall the expressions and ifthey cancorrectthe errors. a Alternatively, this writingtask couldbe set for homework.

a

.

lf peercorrection is appropriate in yoursetting,SScould alsobe askedto proofreadeachothers'writingtask and point out anyspellingmistakesor grammaticalerrorsthey spot.Beon handto helpwiththis if necessary but leave most ofthe feedbackand discussionto SS.lf necessary changethe pairsaroundand repeatthe process. Gothroughfeedbackwith the wholeclass,praisinggood examples of language andstyleandpointingout fiveor six areasthat needfurtherwork.

55 study proposals from two consultancy firms for ,,lobl-net, a mobileserviceprotrlderbasedin Austrlsthat needsto keep a lead ln the competltlvemoblle-phonemaftet.55 n€gotiate with both consultanclesand wrlte a summaryof the terms agreed with the preferred consultancy. €

In class,payparticular attentionto clearlybreaking down the casestudyintothe differenttasksandmakingsurethat SSunderstandandfollowthe structureofwhat you are dorng.

Background o GetSSto focuson the photoofthe skier.As a lead-in,ask 'vihat is shedoing?(textingon a mobilephonefrom a ski station) Howdependentareyou on yourmobilephone? whot mobile seruiceproviders do you use? Whichote the mainmobilephonecomponiesin youl countN? Whichone(s) offer the best servicesond deals for customers? Whichones have the most aggressive salestactics (e.9. phoning potentiol customers,door-to-door solespeople, etc.)?

Taskr @ Refer55 to Task1. Explainthey witl first haveto studytwo proposalsfrom competingconsultancyfirms.AskSSto notethe differences,makinga iist ofeach ofthe consuttancy! strengths andthe recommendations they propose. a Writeup on the boardthe nameof eachconsultancyand a subheadingfor eachfor its strengthsand recommendations. e 55 A look at the proposalfrom Performance Consultingon page77, and SSB studythe proposalfrom Unicorn Consulting on page154.Withlargerclasses, 55 maywork in pairsand exchangeinformationin groupsoffour. e Get55's initial reactionto the oroDosals. @ Ask SSto summarisein their ownwordsthe proposalsthey havereadandlistento thesummary thattheirpartner gives.SSmakea note ofthe strengthsand recommendations of thecompeting consultancies. Circulate andmonitor,helpingSSwiththetask,pointing out televantsectionsin the texts,wherenecessary. @ Gothroughthe answerswith the wholeclass,writing up ofeachconsultancy the strengths andrecommendations on the board.

l8 Consultants

Suggestedanswers PedomanceConsulting(UKfirm) Strengths @ ls a moreestablishedconsuttancy with ten years' experience. 6 Specialisesin strategyand mobiletelecommunications. @ ls a memberofthe Association ofManagement (AMC). Consultancy Recommendations o 'Familyand friends'pricingpackagefor subscribers. @ Centralisation ofthe callcentre. @ Trainingfor both customerservicestaffand managemenr.

1 Mobi-netwishesto maintainits Dositionin the market (by differentiation);mobileservicesmust remain distinctive. 2 Mobi-netneedsto maintainits reDutationfor customer problem-solving, althoughcustomerserviceneedsto be moreefficientand cost-effective. 3 Mobi-netis lookingfor a strategicalliance/ partneror acquisition(in orderto developtheir productportfotio). withthe right 4 Mobi-netalsowantsa consultancy exDertiseand know-howin lT.

Taskz DivideSSin groupsofthree or four.Explainthat in this role-play,Mobinet hasto negotiatethe bestdealwith one GetSSto look at their role-play ofthe consultancies. informationin the Activityfile (pages47, 44 and 157). Makesuress havetimeto makenotesanddealwithany questionsthey mayhavebeforethey beginthe negotiation. TellSSrepresentingMobi-netthat they witl haveto negotiatethe bestdealfor their compant whichincludes the consultancv's solution,feesandtermsand conditions. Writethesethreepointsup on the board,if necessary.

fi rm) UnlcomConsultlng([Js-Austrian Strcngths @ ls a us-Austrianfirm and shouldthereforeknowthe marketwell. o ls a youngconsultancywith onlyfive years'experience. e Specialisesin lT consulting. @ offers qualityand'fair prices'. Recommendations @ Installing in the callcentre. a unifieddesktop/interface @ Competitivepricingpackagedesignedfor youngpeople (12{8-year-olds). @ A strategicatliancewith an EasternEuropeanpartner.

lf 5S areworkingin groupsoffour, StudentAnegotiates with StudentC,and StudentB negotiateswith a different StudentC.Afterthe task, both SSC,who representMobinet, will discusswhichis the bestdeal for the company. lfSSareworkingin groupsofthree,oneofthemtakesthe roleof a consultant(A)and the othertwo SSthe roleof Mobi-net(C).SSthen repeatthe task with one ofthe SS takingtheroleofStudentB.

@ Ask55 whichconsultancy theythinkshouldwin the quick A showof handsshouldbe contract with Mobi-net. enough.Thereis no rightanswerto thisquestionat this stage.SSmayor maynot reacha consensusaboutthe best proposal. as a lead-in Useanydiscussion ofthe questions section, to the listening

Circulateand monitor,checkingSSare carryingout the task correctly.Makea note ofany goodnegotiating expressionsbeingusedand five or six commonerrolsfor for laterfeedback. correction,includingpronunciation,

ListeningQ aa @ ReferSSto the listeningtask.Askthem to try and predict someofthe problems the mobilephonecompanyis experiencing. SSshouldbe ableto predictfrom having readthe backgroundthat Mobi-netis lookingfor a consultancy with knowledge ofthe mobileindustryand with lT expertise;that they are lookingto improvetheir processesand services;and that theywantto maintain their positionas a leaderin the Austrianmarket,as competitionin the industryis tough. Don'treiectanyideas at this stageor givethe answersawaybeforeSSlisten.

@

Bringthe classto order.

@

lf SSare workingin groupsoffour, ask SSc to discuss whichis the best consultancyand givereasonsfor their choice.SSA and B meanwhilecancomparewhat they negotiatedwith the client. lf SSareworkingin groupsofthree, ask both SSC to confer and choosethe bestdeal.Theotherstudent(A/B)may listenand take notes. Circulateand monitor,checkingSs are completingthe task correctly,Makea noteof usefulexpressionsbeingused and write up somecommonerrorsfor correctionon the boardfor laterfeedback.

@ 55 listen.In pairs,they compareideas.lfnecessaryplay the recording a secondtime.Gothroughthe pointswith the wholeclass. o

to the problem.Dotheythink Discuss theirinitialreactions is Why(not)? Performance Consulting a suitablecandidate? Consulting SSmayarguethat Andrewfrom Performance doesn'tconvinceCristoDhKahnwaldof Mobi-netthat theirs is the bestconsultancy, as the MD thinksthey chargetoo much,andAndrewhasn'tlookedinto possiblepartnersyet for Mobi-net. SSmightalsoaddthatthe MDsounds stressed out andthat Mobi-netcouldbe a'hishmaintenance' customer.

@ Gothroughthe answerswith the wholeclass,referring55 to the audio scripton page17o,if necessary.

@ @

Earlyfinishersmaycorrectthe errorson the board, WhenSShavefinishedthe secondpartofthe task,bring the wholeclassto order.

Feedback @ Askfor a quickshowof handsto findout which consultancywaschosenby the majorityofSS representing Mobi-net.Ask oneor two groupsto saywhat happenedin their groupsand to givereasonsfor their choice.

8 ConsuttantsI Prais€the stronglanguagepointsandwork on five or six pointsthat needimprovement,especiallyin relationto language usedfor negotiating andconsulting. Toroundoffthe activity,you maywant to readout or photocopy the followinginformation for SS. Itlobi-nefs choiceof consultancy PeiormanceConsultinghasthe necessary strategic experience anda moreestablished reputation. Atthough theyaremoreexpensive, theycanofferjuniorconsultants at a reducedrate,but witl needfourmonthsfor the proiect. Theirproposalfor stafftraining maynot appealtoMobinet,asthe clienthasalreadyspentmoneyin this area. However. theirrecommendation to centralise the call centremav be an effectivesolutionto their customerserviceproblem, despitepossible resistance fromthe Head ofCustomer Service. UnicomConsultingis a tessestablishedfirm, but is probablycheaper andseemsto havemorelT know-how. Theirproposal for a unifieddesktop/interface for the call centresoundslikea practical lTsolution.Theymayhave lessexperienced consultants, butthe firmcanstart immediatety. Theyalsoappearto havemoreknowledge of the Eastern European marketsthanPerformance Consulting, whichmayprovevaLuabLe whenfinding DotentialDartners,

6 Thereis no rightanswerto the negotiation, as Mobi-net's flnalchoice wiLldepend on the deal(theconsultancyt solution,feesandconditions) thatSSmanaged to negotiate.However,UnicornConsultingis possiblythe best optionfor Mobi-netbecause oftheirlTexpertise, their knowledge ofthe Eastern European marketandbecause their Dricesmav be lower.

Writing ReferSSto the writingtaskanddealwithanyquestions theymayhave. Brainstorm the information thatshouldgo in the e-mailand put thesepointson the board.Allthisinformatlon has comeup in listening androle-plays in Tasksr andz. Writeup on the boardthe followingfour pointsto consider whenwritingthesummary: @ Projectbrief (the needsof the client) proposal(the @ Consultancy's solutionand recommendations) @ Termsandconditions ofthe project(contractual agreement, milestones andtimescale) @ Consultancy's fees

Ask SSto look at the Usefullanguageboxon page75 again. GetSSto writein pairsor individually, depending on how the role-play wasconducted.

I

,riring fit" pug" "3,

Circulate andmonitor,checking SSarecompleting thetask correctly. ThiscouldprobabLy be quitea longsummaryif SSinctude allthe pointsagreeduponin the negotiation. Alternatively, setthissummary writingtaskfor homework. Forearlyfinishers,or as an extraactivity,SScompareeach others'summaries to checkiftheycontainallthe main pointsagreeduponin the negotiation. 1to 1 @ Gothroughthe information in the CourseBookwith your student.Explainanydifficulties.In Task1 you and yourstudentare55 A and B. Don'tdominatethe conversation in thistask,but sayenoughto keepit goingandallowyourstudentto summarise the proposal andaskyouquestions. @ ln Task2, youareStudentA andtakethe roleof a consultant fromPerformance Consulting, andyour studentis StudentC andrepresents Mobi-net. Then repeatTask2: you are nowStudentB,takingthe roleof a consultant fromUnicornConsulting, andyourstudent is stillStudentC.Yourstudentthendecideson the best dealnegotiated. @ At the sametime,monitorthe language thatyour studentis using.Notedownanygoodexamples of language andpointsfor errorcorrection or improvement.Comebackto theselater. @ Praise anygoodexamples oflanguage usedandgo over pronunciation. anyerrors,including Record the rote-ptay on cassette orvideo,ifdesirable, asthisincreases the chatlenge for the studentandis usefulfor giving intensive feedback on yourstudent'sparticular strengthsand weaknesses.

Strate

Les3on r: Llstenlng enddbcusslon (pageza-zg) Eachlessonis obout 60-75 minutes.This time doesnot include administmtionandtime spentgolngthtough homework in anylessons,

PractlceFile Qisqlgtloi iComp4ylgatecy SSareencouraged to discussthe concepts of strategy, visionand Wordpower(pages52-53) missionandto talkaboutthe strategyprocess in (their) compantes. Listening:'Fastfashion'andthe challengesof long-term strategies fromIESEBusiness Schoolin Barcelona JosepValor-Sabatier talksaboutthe strategy of clothingretaiLers suchasZara,then describes the measures of success andthe challenges for companies theirlong-term strategies. of implementing Vocabutary:Strategyand growth 55 look at and usevocabularyrelatedto strategyand growthin context. Discussion:Quoteson strateFv imitators'and SStalkaboutcompanies whoare'successful discusssomequoteson the strategies of somesuccessful companies.

Leggon 2l

Readlngand larguagr (page80--81) Each lessonis obout 60-75 minutes.

Readi.tgtGrowth mode 5S readaboutthe challenges for companies of findingnew growthopportunities of growthstrategies andgiveexamples thatwentwrong. Vocabulary:Marketgrowth relatedto growthin context. SSlookat andusevocabuLary Discussion!Growthcrisis 5Sdiscussthe growthcrisis,corebusiness andadjacencies. Languagereview:ldiomsfor givingexamples SSLookat idiomsfor givingexamples.

l€sson3i Buslness sNlls (page82-83) Eochlessonis obout 75to minutes.

Brainstormingand creativity SSdiscusssomeouoteson creativitv in the contextof business ideas,listento a trainerdiscussing brainstorming techniques, thenbrainstorm marketing strategies for a clothingretailerthat is experiencing difficulties. WritingrMlssionstatements ideasandwritea missionstatement 55 brainstorm for their companyor organisation.

lesson4! Casestudy (page84+5) Eochlessonis about 75-9ominutes.

The companvmatgqyel andbeautvoroducts Hazelis a multinational sellerof cosmetic thatis in needof an overhaul. Hazel's salesaredeclining andits productshavelittleappealfor youngerwomen.55 listento a presentation fromthe newCEO,holda meetingto devisea new strategic visionin orderto boostgrowthandwritea summary of theirDrooosals.

Textbank ORBpages188-191) Gramnarreferenceand practice (CBpage13o) PracticeFile Textandgrammar(pages

sq-ss)

Resourcebank ORBpage228) Writingfile (CBpager4o) PracticeFile Skillsandpronunciation (pagess6-sz) Writingfite (CBpages138-139)

Fora fast routethroughthe unit, focusingmainly on speakingskitls,iust usethe underlinedsections. Foronc-to-onesituations,most parts ofthe unit lend themselves,with minimaladaptation,to usewlth individual students.Wherethis is not the case,alternativeproceduresare given.

9 StrategyI

S:?regy is an outlineof how a businessintendsto achieveits tpals. Thegoalsare the obiectlve;the ssregy setsout the routeto that objective.ln the earlystages,businessobiectivesare usuallyfairly sinple: to surviveandto achievegrowthtalgets. Strategiesare correspondingly simple,and are often not evencommittedto paper;it is enoughthat everyonein the companyunderstandswhereit is goingand grows,so doesthe needfor co-ordination. .ow it will getthere.Butasthe business Everyone in the business contributes to the execution ofthe strategyin someway. (anda successful Manymanagers believethatthe keyto successful leadership strategy) is articulating a long-termvision,sometimesknownas a'mission statement','strateglcintent' or 'corporatepurpose'. Thisis a long-term viewofwhata company shouldbe doingandwhereit shouldbe going. Themissionstatement shouldbe clearandunderstood by everyone in theorganisation. Professor Donald out a companytvision: Sullfromthe LondonBusiness Schoolsuggests thesethreestepsfor Setting I specifothe industrydomaln:a long-term visionshoulddefinewherethe company competes. This helpsmanagers andemployees to sortopportunities in theirdomainfromthosethatdistractthemfrom their corebusiness, 2 speciF/geographicscope:doesa companyconsideritselflocal,national,regionalor global? 3 Setaspirations:manycompaniesstatethis in termsof global leadershipor excellence.Theproblem, of course,is thatmostcompanies aspireto 'beingnumberoneor numbertwo'. Long-term visionsoffer certainadvantages. Theygivean organisationa sharedsenseofdirection and can motivatepeopleto achieve thevision.Professor 5ull,however, believes thattoo muchvisioncanresultin goalratherthanconcentrating managers becoming fixatedon a long-term on the hereandnow.Take,for example, Microsoft's earlyvisionof a worldwith'a computer on everydeskandin everyhome,running Microsoft lt wasa visionthat bLinded software'. the companyto the earlypotentialofthe Internet. Management thinkerstendto fallintooneoftwo camps,according to SimonLondonof theFinonciol Iimesrstrategists,who believethat mostcompaniesfail becausethey try to sellthe wrongproductsto the wrongcustomersat the wrongprice;and pragmatists,who seebusinessfailureas mainlythe resultof poorexecution:missedsalestaltets, poor-qualityproductsandtacticalcnors, The bestmanagershave the mentalagilityto dealwith boththe strateglcandoperatlonallssues. Expertsalsosaythat televisionand Internetmediahaveallowedadvertisersto addressprecisemarket segments.ThiscanactuallFreduce competitionbetweencompaniesby enablingthem to concentrateon distinctsub-markets.Yetfratm€ntatlonincreasesthe complexityofadvertising.lt also makesit necessary for companies whichis the essence ofstrategy. to thinkhardabouttheirvalueproposition, NicholasCarr,authoratthe HaruafuBusinessReylew,looksat competltiveadvantagefrom the viewpointof information technology. Hearguesthat lT hasbecomeso diffusedthroughthe economy that it is no longera soulceof dlfferentlatlon; technology is nowa costofdoingbusiness. Thischallenges managers to thinkagainaboutaddingvaluein waysthataredifficultfor competitors to replicate.

In-workstudentswill be ableto discussstrategyand groMh, visionand missionstatementsin the context oftheirowncompanies andorganisations andcompetitors. Pre-work studentsmayhaveknowledge of strategiesconcerningmarketing,pricingand 'fast fashion'of high-streetretailerssuchas Zara,Benetton, Gap,etc.Theycanalsotalkaboutthevisionandpurposeofthe organisations wheretheystudy. All students will havegeneralworld experience ofsuccessfuland unsuccessfulcompanies, andwhat makesthe mostsuccessful companies differentfromtheircompetitors. lt mayalsobe appropriate for both typesofstudenttodiscussthe ideasofcertaininfluential writers,suchas those[istedhere. management

Goodto gfeot,RandomHouseBusiness Books,2oo1 JimCollinsr PeterDruckerflhe essentiol Drucker:the best of sixty yeors of PeterDruckets essential writings on management, Hatpercollins,2oo3 HenryMintzberg:fhe riseondfoll of strategicplanning,FinancialTimesPrenticeHall,2ooo HenryMintzberg, BruceAhlstrand, Strotegy bitesbock,FinancialTimes Prentice Hall, JosephB. Lampel: 2OO4 KevanScholes,GerryJohnson,RichardWhittinglon:Explo ng corporutestrategy:text ond cases,Ff Prentice Hall.2ooa ll@@tlEl

@Pearson Education timitedzoo6

[ 9 strategy

Suggestedanswers 1 ltt veryimportantto look beyondimmediate circumstances, clarifying wherethecompanywantsto be in the future.The missionandvisionofthe company are part of its overallstrategy,as is gettingto know customers,the marketand the competition. 2 Strategicmeetingsfor multinationalsmay be as oftenas everyquarter.Microsofthavecomeup with an innovativesolution,Theyhaveuseda sort of'strategy slam'processto makesurestrategiesget mappedand adaptedquickty.Theyidentirya groupof 20 or 30 peoplemostcapableofcontributingto the strategyofa new initiativeand literallylockthem in a roomfor 48 hourswith a skilledfacilltator.Theonly groundrule:a comprehensive strategyand detailedactionplanthat the entireteamwillendorsemust be deliveredon the 48th hour. 3 Strategicgoalsare generallydevelopedby top management, is but increasingly the responsibility beingsharedby lower-levelmanagement and operationspeople,i.e.peopleclosestto the market. Somemightargueit is bestifthe CEOor company chairmanis not presentat meetingswherestrategic goalsare beingdiscussedor reviewed,so that participantsfeel lessinhibited. 4 lf a companywantsto enternew markets,it maycome up with completelynew products/services, and innovationwill be a keyfactor.However, ifits products/services areverysimilarto those ofits competitors, it will needto dlstinguish itselfwith differentlationfactorssuchas quality,priclngor customerservice,and 'addingvalue'wilt be key.A companymaygain a competitiveadvantageby becominga fast copier/follower,imitatingthe market leaders(seeListening),usuallyat a muchlowerprice.

and AskSSto brainstorm someverysuccessful companies write55'sideasuDontheboard.Thenask55 to discussin pairsor smaltgroupswhytheythinkthesecompanies have beensosuccessfuland whatweretheirdifferentiating factors in theirindustry or compared to othercompanies sector. 5S'sanswers willdepend onthecompanies they choose, buttheymaycomeupwithsomeofthefollowing factors:innovation, newtechnologies, corporate values, pricing/marketing/growth/organisationaI leadership, strategies, etc.Gothroughfeedback withthewholeclass. Alternatively, askSSwhattheyunderstand bythetitleof (aplanor seriesof plansforachieving theunit,'Strategy' an aim,especially success in business, or thebestwayforan organisation to developin thefuture,LorgmonBusiness English Dictionaryisee theTextbankreading,'Plan to think strategically' on page188foranalternative definition). tu always, withmorecompLex topicssuchasthisone,or withpre-work SS,youmaychoose to give55 the Business briefonpage1o3,gettingthemto lookat it for homewotk beforethefirstclassonthisunit.

. TeltSSthat theywitl be lookingat strategyand groMh in this unit. o Gothroughthe overviewianel at the beginningof the unit, pointingout the sectionsthat SSwitl be lookingat.

Quotatlon a GetSSto look at the quotationand askthemwhat they think it means.CIheidea is that it is easyto pr€dict something is goingto happenor needsto happen,but the issueis how you are goingto makethis happen.or, in a businesscontext,it is obviousthat a companyneedsto surviveand achieveits groMh targetsbut the questionis how it is goingto achievethesegoals.)

55 areenco[ragcdto dlscGsthe conceptsof st]atety,vision andmisslonandtalk aboutthe strategyprocessIn (their) companles.

@ . SSworkin pairsto discuss thequestions. Seta threeminutetimelimitforthis.ThengetSS'sfeedback asa wholeclass.Helpthemwithvocabulary onstrategy in (seetheBusiness English briefonpage1or. lt is not necessary to spendtoo longonthis,asit formspartofthe listening section.

55 llsten to losepItalor-Sabatler frcm IESEBuslnessSchool in Barcelona.In the filst psrt of the intervlew'hetalks about the 'fast fashlon'strat€gyof clothlngretallerssuchasZara (lndltexgroup),In thesecondpart,hedescrlbesth€ of measuBsof success andthechallenges for companles Inplementlngthelr long-temstrat€gies.

@ Qg, @ AskSSiftheyarefamiliarwiththe SpanishretailerZara. c Get55 to work in pairs,look throughthe questionsandtry to Dredictthe correctanswelsbeforethev listen. .

Playthe first part ofthe interview,pausingin sections,if necessary,

9 Strategy I

SSchecktheir answersin pairs;replayanydifficultsections fDrthem,.eferringthem to the audioscripton page17o, SSchecktheiranswersin pairs.Circulate anddealwithany queriesSShave.lfyou canseethat they all havethe correct answers,you maydecidenot to go throughallthe answers in openclass;simplyconfirmfor the classthat everyone hasthe correctanswers anddeatwithanvDroblems.

As a follow-up,and if SSare interestedin fashionretail,you couldaskthe SSwhetherthey buyfromZara,Benetton, H&Mor similarfashionretailers in theircountryandhow thesecompaniesdifferentiatefrom eachotherin quatityand designof product,price,targetmarkets,e.g.teenagersor oldercustomers,locationofstores,etc.TheSwedishretailer H&M,for example,seltsat verylow prices,but have occasionally employedwell-knowndesigners,tikeStella McCartney to createdesignercollectionsat affordable prices.Thesecollectionshavesoldout within an hourofthe storesopeningand havehelpedto improvethe companyl image. Ask55 iftheir homecountryfashionretailers mass-produce in Chinaor similarcountries.

@ Og ." GetSSto lookthroughthe questions individually. Explain thattheywill haveto listento the generatmeaning ofthe interview,ratherthan listeningfor specificwordsand pnrases. Playthe secondpart oftie interview,pausingin sectionsto give55 time to write their answers. Afterlistening, SScomparenotesin pairs.Circulate and monitor,helping5S wherenecessary. Pointout that sometimesmorethan oneansweris possible,as with questions 2 and4. € Replaythe recording.

€ Gothroughthe answerswiththewholeclass,playingthe recording a thirdtimein sections, ifnecessary. Suggestedanswers 1 Thesuccess ofa companycanbe measured eitherby its salesand profitsor (profit) marglns. 2 Accordingto ProfessorValor-Sabatier, companiesneed to concentrateon both missionand vislon and deflnlng the measuresofsuccess/ long-termand shott-term goals. 3 Whenimplementinglong-termstrategies,it's easierto convincean ownerthanto convincethe stock market. success, the stockmarkettendsto 4 Whenmeasuring focusmoreon short-termgoalsand profitability/ guarterlyprofits. 5 lt! verydifficultto changea companyl strategies becauseofthe conflictbetweenshort-tem gainsand long-termgoals, 6 Goodstrategic management consistsoftakinga companyin the rightdirection for the future,whilst maintainingshort-termprotitablllty.

@ Youmaywant to refer55 to the audioscripton page17o. It's oftenvery usefulfor SSto listenand readthe script.You maywantto iust listento onepartofthe interview again, depending on the timeavailable and55'sneeds.Don't spendtoo long goingoverthe scriptin detail,as this forms part ofthe nextexercise,

55 look at andusevocabularyrelatedto strategyandgowth in context.

@ @ Elicitthe answerto the first questionas an example,then get SSto do the restofthe exerciseindividually,referringto the audioscriptson pagesr7o-r7r wherenecessary, @ 55 checktheiranswersin Dairs. @ Gothroughthe answers withthe wholecLass. l reinvented 2 newcomer3 mass-produce 4 marketfollower 5 innovate 6bottomline 7 margin 8 DrofitabiLitv

questions @ Dealwithanyothervocabulary the SShadon readingtheaudioscripts.

SStalkaboutcompanies whoareSuccessftrl lmitators'and discusssomequotesonthestrdtegies ofsomesuccessful companies,

@ @ ReferSSto the cartoonon page79 and ask the SSwhat it means.(Theideais thatalthoughcompanies andtheir marketing departments maycollecta greatdealofdata abouttheir customers,they may not knowwhat to do with this information; the bigquestionaftermarketresearch and analysis is, Howdo youimplement the rightstrategies to ensurefurthersalesand groMh?) @ GetSSto discussthe questions in pairsor smallgroups. Ss'sanswers will largelydependon theirexperience of and personal interestin the companies mentioned. SSmaysay that: groMh -the computermanufacturer Dellhasachieved throughits systemofdirect salesand emphasison customer service; -Airbus hasa trackrecordfor qualityandsafetyaswellas profitabitity; hasalsodevelopedworldwidebrand - Campbetl's recognitionsince1869as the world'slargestsoup manufucturer, with a presencein 12ocountries,despite competitionfrom,oftencheaper,competitors; - McDonald\is anotherprimeexampleof globalisation, despitecriticismof Americanfast-foodnutritionalcontent, especially for children, andcontroversy BSC surrounding to enteremerging Cmadcowdisease),as it hasmanaged marketssuchas Brazil,Russia, IndiaandChina.

I 9 Strategy with Circulateand monitor,helpingwherenecessary usedand vocabulary. Makea noteofany usefullanguage threeor four pointsfor correction, Foreartyfinishers,or as a follow-upquestionto question2, you maywant to ask SS:Towhat extentdo you think innovation is moreor lessimportantthanotheraspectsof strategy?As a follow-upto question3, you maylike to ask genius'andcourage whenit 55: Howimportantis'business successful? comesto makinga company Youmayalso liketo makereferenceat somepoint in the leaders, for discussion to somewell-known worldbusiness (General Electric), BillGates example JackWelsh (Microsoft), CarlosGhosn(Nissan/Renault), SteveJobs (Apple), JohnBrowne(BP),Hiroshiokuda(formerchairman (U0r6al),Dieterzetsche ofToyota),LindsayOwen-Jones (Mercedes), Heinrichvon Pierer(Siemens), MichaelO'Leary (Ryanair), (formervicepresidentof Jos6tvtariaCastellanos Inditex/Zara) andup-and-coming leaderssuchasZhang Ruimin(Haier)in China. Bringthe classtogetherand encourageSSparticularlyto they strategies ofcompanies talkaboutthe (un)successful know.Gothroughfeedbackwith the wholeclass,praising appropriatelanguagefortalking aboutstrategy.Writeup anvDointsthatneedfurtherworkonthe board. lfappropriate in yoursetting,youcouldencourage SSto in mentioned research all or someofthe comDanies question2 on the Internet.Alternatively, if SSare interested referthemto in findingout moreaboutthesecompanies, the followingwebsites: www.airbus.com/en www.dell.com www'camobellsouD.com www.mcdonalds.com

SSreadaboutthe challengesfor companiesoffindlng new growthopportunltiesand glve examplesofgrowth strategies that went wrong, @ Writethe namesof all or someof thesecompanies on the (General Nissan, boardrGE Electric),Microsoft,Coca-cota, BA,McDonaLd's, lBM,Apple. @ TellSSthesecompanieshavebeencommendedfor their turnaround abilityandsuccessfuI strategies. @ AskSSto matchthe companies to the followingcomments. Dothis as a quick-fireactivitv.Readout the comments, whileSSmatchthe companies. SSmayeithersaythe namesor writethemdown. in the carindustry, withconstant 1 Thebestturnaround cost reductionsand restructuring. 2 Constantinnovationand their successof iPodand iTunes. 3 A perfecttransformationfrom sellingcomputersto sellingservices. from andhandlingof the transition 4 Qualityof products long-servingleader,iackWelch,to its currentchief executive.

companythat averyinnovative 5 lts marketdominance: touchesalmosteverything in our liveswith a strongbase and emptoyeesatisfaction. 6 Turninga lossinto a profit;they hit a badtime and pulledtogether. Z lts abilityto attractcustomersthroughits effective commercials andstrongbrandpower. I Reacting fastin the wararoundfat consumption. @ Gothroughthe answerswith the whoLeclass. rN i ssan 2A ppl e 3l B M 4GE 5 Mi crosoft6B A 7 Coca-Cola 8 McDonald's

Youmavliketo tell 55 thatthesecomments camefroma lines Most Respected rcpoftby the Financial on the andIBMwere Companies in 2oo5andthat Nissan,AppLe top in the turnaround category, the three As a follow-upactivity,divide55 into pairsor smallgroups. then SSdiscuss ofthe variouscomDanies, the attributes compiletheirownlistofcompanies theyadmiremost,either given,or othercompanies theyknow. usingthecompanies

@ @ As a warmerfor this section,get 55 to look at the photos. Askthemto identirythe companylogosandteLlyouwhat (Giorgio Armani,the theyknowaboutthe companies designer clotheslabel,andSwissair, an airline).Don'treject ofthe companies atthis anyideasaboutfurtherdetails stage,asthisformspartofthe readingtask. @ As a lead-into the articLe, askSSwhatis meantby the subheading,Finding new ways to grcw a conpany in todays toughclimoteisnt easy(it'sdifficultto expanda company or achievegrowthtargetsbecauseof fiercecompetition/the worldtoday). stateofthe economy etc.in the business AskSSto do the exercise individually andsaywhetherthe companiesare examplesof a successfulor failedgrowth strategy.Explainthat the ideais to scanthe articlequickly for this information. TellSStheyshouldignoreanywordsor phrases theydon'tknowat thisstageandfocuson the task. seta time In orderto makethisa quickerreadingexercise, limit.As a guideline,readthroughthe text quickly,do the task andtime yourself.Thenallowyour SSabouttwicethe time you neededto readand do the task.ss will probably needaboutfour or five minutes. Gothroughthe answerswith the wholeclass.Ask SSfor theirinitialreactions to the Dointsmadein the articlebefore doingExercise B. Logitech: manufacturer a mouseandcomputerperipheral (successfuI growthstrategy) growth Armani:a designer clotheslabel(successful Giorgio strategy) growthstrategy) Accor:a budgethotelchain(successful swissair:an airline(failedgroMh strategy) Marconi:a defenceand electronicsconglomerate(failed growthstrategy)

9 StrategyI

o

o G€tSSto readthe wholearticleagain,pointingout that the paragraphsare numbered. lfsomeoneasksa question,throw it opento the whole classto find out ifsomeoneelsecanprovidean explanation.lfnot, explainwherenecessary. Crculateand confirmanswersor indicatein whichsentence a word or expressionoccurswhereSSare having difficulties.Getearlyfinishersto comparetheir answers. lfshortoftime.dividethe classintoDairsandask55 A to do itemsl-4 (paragraphs 1-4)and 5S B, items5J (paragraphs5J). 5S then exchangeanswers.

Ask SSfor the answerto item 1 then get themto do the rest ofthe exercise individuatly. SScomparein pairs,thengo throughthe answers withthe wholeclass. Alternatively, if time is short,write the jumbledanswerson the boardalongwith a few distractors(e.9.adjacencyand wholesaler)and getSSto completethe exerciseusingthe wordsyou havegiventhem. ltoehold 2booming 3 spree 4venture 5 Revenue 6 targets 7 corebusiness 8 range

Gothroughthe answerswith the wholeclass. growtharealmost the usualmethods of achieving exhausted most companies'growthlevetsare unlikelyto reach aoo/o

4 5

7 8 9

groMh of twicetheir industryrateand earningsfour timeshigher Logitech,Armani,Accor their abilityto moveinto sectorsadiacentto their core business buyingsmallerairlines, an airlinecatererandan airline retailer problems the company's financial to go into the telecomsindustry problems(whichit hasn't the company seriousfinancial fulty recoveredfromtoday)

€ Ask55 the fotlow-uo ouestion: Whichothernational companies in yourcountryaredoingwellor are experiencing dilficultywith growthat the moment? Encourage 5S to talk aboutdifferentbusinesssectors,as in the article.

SSlook at andusevocabularyrelatedto growthin context.

(o Exptainthe fotlowingtwo exerciseswilldealwith vocabularyrelatedto growth,

€ Get55 to do Exercisec individually. € Circulateand confirmanswersor indicatein whichsentence a word or expressionoccurswhereSSare having difficulties.Getearlvfinishersto comoaretheir answers. Gothroughthe answerswith the wholeclass.Drill pronunciation of thesewords,if necessary hightighting word stresson the board.Elicitthe first answer. GothroughSs'sideaswiththewholeclass,asking everyoneto givetheir explanationsofthe meaningsand findout ifthe restofthe ctassaerees.

SSdiscussthegrowthcrisis,corebusiness andadiacencics.

rd) GetSSto discussthe questionsin pairsor threes.Circulate and monitor,helpingwherenecessary with vocabulary. Bringthe classtogetherand encourage55 particularlyto talk abouthow the growthcrisisaffects/mayaffectgtobalty (e.9.lackofinvestment, aswellasnationally unemployment, recession,etc). Encourage 55 to be as creativeor absurdas possiblewhenbrainstormingthe possibteadjacencies - seethe Businessskillssectionfor furtherworkon brainstorming techniques. As a follow-upactivitv,ask SSto vote on the variousideas with a showofhands and assesswhetherthev wouldbe goodbusiness propositions. Suggestedanswers 1 lt is clearerthat somepartsofthe world,notably emerging marketslikeChina,areexperiencing massive growth,whereasthe morematureeconomies in the Us andWesternEuropehavedefinitelysloweddownin termsof groMh. 2 PossibLeadiacencies: Publisher ofchitdren's books:toysandchildren's clothes,child-friendLy caf€chain,ball-parksfor young children, children's CDsandDVDs, booksfor aLlages. Restaurantr cookbooklibrary, cookeryclasses, cookbookpubtishing,brandedfood labels(e.g.soup, readymeals),specialistfood stores,cateringservice. Bicyclemanufacturer: sportswear,adventuresports equipment, cyclingandothersportingholidays, running sportingevents. Supermarket chain:caf6,cakeshop,otherdomestic servicesprovidedat the supermarket,e.g.dry cleaning/laundry service, key-cutting/shoe repair goods,small,local service, Internetshopping, own-labeI 'one-stop'24-hourshops. Mobile-phone company: otherelectronic equipment, TV channeland radiostation,Internetprovider, etc.

| 9 Strategy

SSlookatldlomsior glvlngexamples. eronmor reference: tdiomsfor givingexamples

J

page13o r a casein point is BurgerMax 2 suchas BritishAirways andlberia 3 Atitaliafor one 4carsalone iAgood exampleis Tesco's'Finest' 6 Take,for instance,Arnott! 7 likeLindtandSprungli 8 Halls,to namea few

Playtherecording oncewithout stopping. GetSSto answer bothsections on brainstorming tipsandtheprincipLes of Koinonia. 5Scheck theiranswers in pairs. Replay therecording if SS askto, referringthem to theaudioscripton page17rif necessary. Gothrough theanswers withthewholeclass. Bruinstoming tips r ideas 2 eightor tenpeople 3Writedown anyoneitem 5 uncritical6 contributions 4 discussing or task I Studyandevaluate 7 problem Sevenp nciplesofKoinonia ldialogue u ideas 3 argue 4 interrupt 5 carefully 6 thinking 7 honest

55 discusssomequoteson creativltyIn th€ contextof business ldeas,listento a trainerdlscusslng bralnstorming mark€tlng fora technlques, thenbralnstorm strategles clothingretailerthat is experienclngdlfficulties. o Youmayliketo usethisquoteonstrategy asa warmer: SWOTed byonalysis? bystrotegymodels?Crunched Strotegydoesn'thoveto be thiswol/:Strateovis reallvoll aboutbeinadifferent. (FrcmStrategy Bruce bitesbackbyHenryMintzberg, Ahlstrand, B.LampelseetheRead onsection Joseph (page1ot fordetails) (a) Asa lead.into thissection, ask5Swhattheyunderstand by newideas the letmsbrainstormng(awayof devetoping andsolvingproblems byhavinga meeting whereeveryone makessuggestions creativity andthesearediscussed\and (producing ideasialsousedin or usingnewandint€resting marketing, retating to producing advertisements, etc).Then questions: askSSthefollowing ln whatsituationsdo/wouldyouneedto broinstotmat work?Whowith? (not)? Doyouenjoybrainstoming?Why Howcouldit be usefulin business? ln whatsituationsis it usefulto be creativeat work?Why? Therearenorightor wronganswers forthesequestions, butSSmaythinkof brainstorming as andcreativity marketing andadvertising skills,whentheyarealsouseful intermsof product innovation anddesign, aswellasbeing a usefulmanagement skillsforproblem-solving and quote. Warmer strategy see Get55 to lookatthephotoofAlbertEinstein andelicitfrom SSthathewasa greatcreative thinker. a Get5Sto discuss thequestions in pairsor smallgroups. a Gothroughinitiatreactions withthewholeclass.

@ Og.r . AskSSto try to predictthebrainstorming tipsbeforethey listen.

Asa follow-up, askSSiftheyarefamiliar$rithanyother brainstorming techniques ortips(e.g.writing downideas ondifferentcoloured Post-its andputtingthemona board). ReferSsto theUsefullanguage boxon page83,where thereis a summary ofsomeoftheexpressions used.Ask themiftheycanthinkofanymoreexpressions thatthey useforbrainstorming ideas. orsuggesting andreactingto Tryto sensitise SSto English sentence stress,linkingand intonation. Don'tgetSSto repeatalltheexpressions, iust oneor twofromeachsectionthatmightbedifficultin terms (e.9.Wouldanyoneliketo gettheboll of pronunciation ro ing?).

@ Explain thatSSaregoingto brainstorm somemarketing strategies fora company in orderto turnit around. SSreadtheinformation abouttheretailer, Rose& Frankwright. looselybasedon Ohisis a fictitiouscompany, theBritishretailerMarks& Sp€ncerJ Dealwithany questions vocabulary theyhave.Makesureto giveSS preparation timeto makenotesbeforebrainstorming any marketing ideas, asthiswillimprove thequality andlength of theircontributions. DivideSSintopairsor smallgroups. TellSSthatoneperson group in each will needto takenotesduringthistask.TelL pre-work 55 theyshouldall takenotesduringthistask,as theywillcomein usefullater(seeExercise F,writingmission statements). Monitorandcirculate roundtheclassasSSdothetask. Makea noteofSSwhocontribute ideas,anyuseful pointsfor language usedandfiveor sixlanguage pronunciation. correction, including Writetheseerrorson theboard. o Getearlyfinishers to correct theerrorsontheboard. € WhenSShavefinished, bringtheclasstogether. € Gothroughfeedback withthe$/holeclass,praising appropriate language forbrainstorming. Writeupany pointsthatneedfurtherwork ontheboard. Therearenorightorwronganswers forthistask.Donot reiectideasduringfeedback, astheideawasto encourage SSto beascreative asDossible.

9 StrategyI

55 maysuggestsomeof the following: into other marketsegments,e.g.younger 1 Diversification customers. 2 Productdevelopmentof best-sellingproductsor brands and/ordeveloping otherlines. pricingwithlowerrangeproducts. (55 may 3 Competitive alsosuggestcost-cuttingmeasures,includinglowering productioncosts,althoughthis is not strictlya marketingstrategy.) 4 Enteringnew markets,e.g.openingmorestoresabroad andmarketingthe ideaof'Britishgualityproducts'. adjacencies, e.g.foodproducts to complement 5 Creating thecorebusiness, 6 Promotionalmarketingand advertisingcampalgnswith a newslosan. As a possiblefollow-upactivity,and time permitting,ask 55 to evaluatethe ideasfor Rose& Frankwright and choose the bestones.Youmayalsoliketo takethe opportunity to ask SSto givepresentations to the restofthe classfor this activity. Forfollow-uppractice,go to the Resourcebankon page 228.

55 bralnstorm ldeasandwrltea misslonstat€ment forthell comPanY or organlsation.

ft) tu a lead-into this writing section,ask 55 what is meantas a missionstatement(seethe definitionsat the beginningof the unit(CBpageZ8)andthe Business briefORBpage 1ot. tuk themif theyarefamiliarwiththe mission statementof their companyor organisation.lfthere is youmayliketo askSSto Internetaccessin the classroom, findoneon a companywebsite,otherwise, keepa copyof the statementto comDarewith their own missionstatement oncetheyhavecompleted thewritingtask. @

SSdo the exercise andchecktheiranswersin pairs.

€ Gothroughthe answerswith the wholectass, 1C

@

2 e 3b 4d

5a

AskSSto discussthe follow-upquestions in pairs.

a Gothroughtheir answerswith the wholeclass. @

Youmav like to readout extractsfromthe mission statements ofthreeofthe companies, or referSSto their websitesfor furtherreading: 1 WewiLlensure a stress-free carrentalexperience by providing superiorservices that caterto our customers' individualneeds...alwaysconveyingthe'We Try Hardep'spiritwith knowledge, caringanda passionfor (www.avis.com) excellence. 2 WWW.aVOnCOmpany.Com 3 www.kodak.com

4 ICRCis an inpartial, neutraland independent organisationwhoseexclusivelyhumanitarianmissionis to protectthe livesanddignityofvictimsofwar and internalviotenceandto providethem with assistance.lt directsand co-ordinates the internationalreliefactivities conducted bythe Movement in situations ofconflict.lt alsoendeavoursto preventsufferingby promotingand strengtheninghumanitarianlaw and universal principles. (www.icrc.org) humanitarian The World Bank Group! mission is to fight povertyand 5 improvethe livingstandardsofpeople in the developing world,lt is a development bankwhichprovides loans, policyadvice,technical andknowledgeassistance sharingservicesto low and middleincomecountriesto reducepoverty.Thebank promotesgroMh to createiobs andto empowerpoorpeopteto takeadvantage ofthese opportunities.(web.worldbank.org) o Forfurtherreadingon missionstatementsseethe Textbank ofthis book.

@ o AskSSto readthetextonwritingmission statements and makea noteofthefourcriteria, o Gothrough theanswers withthewholeclass. An effectivemissionstatementshould; I definethe purposeofthe organisation; 2 saywhat we want to be remembered for; 3 be shott and sharplyfocused; 4 be clearandsimple/ easilyunderstood. a Youmayalso like to telt 55 (or dictate)theseadditionaltips not mentionedin the text but suggestedby PeterDucker. 55 maythen numberthe sevencriteriain orderof amDortance: 5 providedirectionfor doingthe rightthings 6 matchthe organisation!competence 7 inspirecommitmentamongmembersin the organisation

o o Explainto SSthat they are goingto write a mission statement for theircompany in pairsor or organisation smallgroups.In the caseof pre-work SS,theymayeither write a statementfor their placeofstudy or onefor Rose& Frankwright(seeExercise C)usingthe notestheytook duringthe brainstorming task. a GetSSto brainstormideasbeforetheywrite.Thistask may takelongerthanthe actualwriting ofthe mission, asit is importantthat SSreacha consensus on thevisionand missionofthe company.

| 9 Strategy 6 Circulate,monitorand helpSSwhilst they write, referring SSto the writingtips on page2Z andthe Writingfile. Alternatively, with moreconfident55, you may like to show themthe examplemissionstatementafterthey have completedthe writingtask,so that they do not copyfrom it directlv.

@

writinq fitepage4o

Makea note ofany usefulexpressionsusedand five or six pointsfor correctionon the board.Althoughthe mission statementmaybe quite short,it will be necessary to revise it and write a coupleofdrafts beforess are completely satisfiedwith the final version. Earlyfinisherscanbe referredto the boardto seeifthey knowall the expressionsand ifthey cancorrectthe errors, Aftercompleting the task,SSmaycomparemission statementswith other pairsor groups,referringto the four criteriadiscussedpreviousty.Doesit includethe purposeof the organisation? Doesit saywhat the companycan be remembered for?ls it the right lengthand focused?ls the missionclear? lf peercorrectionis appropriatein yoursetting,SScoutd also be askedto proofreadeachothers'writingtask.What expressions did both pairs/groupsuse?Howcouldit be improved?Arethereanyspellingmistakesor grammatical errors?TellSSaccuracyis extremelyimportantin this kind ofwriting,asthe missionstatement wouldnormallyappear in companyliteratureand/or be diffusedon the Internet andthereforereadby manypeople.Beon handto helpwith this, if necessary, but leavemostofthe feedbackand discussion to sS. lf necessary changethe pairsaroundand reDeatthe Drocess. Gothroughanycommonerrorsand the usefulvocabutary and phraseson the boardto roundoffthe activity. Alternatively, this writingtask couldalso be set for homework,but it is obviouslypreferablefor SSto do the brainstormingas a groupactivityin classin orderto generatemoreideas, fu an alternativeto writing missionstatements,or as an additionalwritingactivityon strategy,you may liketo use this anecdoteon the Mini and pricingas a 'dictogloss'.Tell SSyou are goingto readthema text and theyshoutd concentrateon understanding the generalsenseof it, and not focuson everyword. Beforeyou read,write the proper nameson the boardandtetlSSthesenamesarementioned in the text (i.e.TonyCram,Ashridge,AustinMartin). Readout the text at normalspeed.SStake noteswhile you readand then comoaretheir notesin oairs.Readthe text a secondtime,at normalspeed again.SSthenreconstruct the text in pairs.Explainto SSthe importantthing is that the contentshouldbe accurateand their writing shouldbe grammatically correct,but theydo not needto reproduce the text word for word.

@ lf peercorrectionis appropriate,5S compareeachothers texts.Gothroughfeedbackwith the whoteclass,showing 55 the originaltext asan overhead slide. TonyCramofAshridgeBusiness Schoolargues that pricing, the fourthofthe'fourPs'inmarketing, hasbeensorelyneglected. Heremindsusthata one-per-cent increase in the sellingprice of productsusuallyhasa greaterimpacton profitsthan a oneper-centimprovementin volume,fixedorvariablecosts.The launchpriceof new productsis often set too low,leadingto highvolumesbut low margins.Amonghis examplesis the AustinMini.an almostimmediatesalessuccessthat earnedno profitsfor the companybecausethe launchpricewascut at the last minuteto belowf5oo. He might haveaddedthat BMW hasavoidedmakingthe samemistakewith its modern reincarnation ofthe iconicsmallcar.TheGerman company's decision to pricethe newMinias a premiumcompactcarbroke newgroundin the IJSmarketand hasmeanthigh profitson everysale. (Adaptedfrom the FTSummerSchoolseries,Returnto clossroomfor businessleoders,by SimonLondon,published 30 July2oo4)

Haz€lls a multlnatlonal andbeauty sell€rof cosmetlc prcducts thatis in needofan overhaul. Hazelbsalesare declining, andits producGhavellftle appealforyounger rvomen. SSllstento a presentatlon fromthe newCEO, holda meetlngto devlsea newstntegic vislonln orderto boost growthandwrltea summary oftheirproposals. @ Inclass,payparticular down attentionto clearlybreaking thecasestudyintothedifferent tasksandmakingsurethat SSunderstand andfollowthestructure ofwhatvouare dorng.

Background @ Get55 to focuson the photosof cosmetics.As a lead-in, askfemaleSSwhetherthey wouldbuythesekindsof cosmetics.Why (not)?(Youngerstudentsmaysaythe coloursare too old-fashioned.) Alternatively, ask 5S to give (cosmetics, examplesofsuccessfulCFT fragrancesand toiletries) companies, e.g.fOr6al,whosechairman, Lindsay is a well-respected owen-Jones, businessleader. 6 Writethe followingheadingsfrom the left-handcolumnof the tableon the board. @ GetSSto studythe backgroundinformationin the Course Bookandthe threepiecharts. o Elicitinformation fromSSto complete the right-hand columnofthe table.

q Strategy I

Company

Hazel

Purpose

Directsellerof cosmetic andbeauty products

Industry

Cosmetics, fragrancesand toiletries (cFT)

Markets

US,SouthAmerica, Western Europe andAsiaPacific

Experience in the industry

5Oyears

Problem

Onlymodest revenue inthelastten years; growth nowhasannuatsales of lessthan1.5olo

Taskfor CEO

Devisea newstrategicvision

DirectsaLesas a o/o ofthe totatCFT market

7"/"

Topfive sectors fragrances(197d,cosmetics(167"), for Hazel'ssales(o/o) haircare(167o), skin care(r57o), bath and showerproducts(147")

Reading e Refer55 to the world marketoverviewon cosmeticsand toiletries. € AskSSto write on the boardor dictatethe following questions on the keymarkettrends. 1 Whichspecificconsumergroups in CFf are manufacturcrs now targeting ? 2 Whichmarketsand products are doing particularly well? 3 Whatare the reasonsforthis? e GetSSto compare theiranswersin pairs. g Gothroughthe answers withthe wholeclass. Peoplewithsensitive skin.'older'people,and teens/Dre-teens. products, 2 Anti-ageing whichaccountfor almost27o annualgrowthin the CFTindustry;teensandpre-teens, esDeciaLlv skincare. thatcounterthe visible 3 Thereis demandproducts effectsofageing,and8oo/" ofteenagegirlsuseskincare on a dailvbasis. Droducts t

Listeningf)e.a @ GetSSto readthe Listening task.Writethe two headings (Customer problems andSalesreps'probLems) on the ooaro. @ Ask55 to try and predictsomeof the CEO'S findings.SS maybe ableto predictfrom readingthe backgroundthat customers maycomplainHazelhasan outdatedimageor that there is a Lackof interestingnew productlines,Don't rejectany ideasat this stageor givethe answersaway. € Playthe recording once.SScompareideasin pairs.

@ AskSSif they woutdlike to readthe audioscripton page 171andlistento the recording again.Dealwithany questions. Gothroughpointswiththe wholeclass.

problems aJCustomer

b) Salesreps'problems

@ outdatedimage @ not beingableto @ unattractivecatalogues reorderpopularitems @ too manyproducts @ not receivingcorrect @ poorqualityofproducts items @ lackof interesting newlines @ otd-fashioned/ complicated/slow/ cumbersome orderingsystem

@ DiscussSS'sinitialreactionsto the problem.Whatdo they thinktakespriorityin termsofdealingwiththesecomplaints andwhy?Whatkindof strategymightbe needed?Thereis no rightanswerto this question,but do not spendtoo long on it at this stageas it formspart ofthe maintask.

Task @ Dividethe 5S intopairsor smallgroups. Tellthemtheywitl be the management teamduringthis role-play.With larger groups,it may be appropriateto giveSSdifferenlmanager production, roles,e.g.Finance, Marketing andsales,R&D andCustomer Service, depending on 5Sk interests. @ ReferSSto the SWOTanalysis.Explainthat this is a commonframework for analysing a company!probLems anddevisinginitialstrategies. @ SSbrainstorm the newvisionfor Hazel. TellSSto be as creativeand innovativeas possibleat this stage. @ Circulate andmonitor, checking SSarecompteting the task correctly.Makea note ofany key languagebeingusedand five or six commonerrorsfor correction,including for laterfeedback, oronunciation. @ Earlyfinishers maywriteup theirideason the board.

Feedback @ WhenSShavefinishedthetask,bringthewhoLe cLass to order. @ Askoneor two groupsto saywhathappened in their groupsandsummarise theirideasofa strategic vision. @ Praisethe stronglanguagepointsandwork on five or six pointsthat needimprovement, especially in relationto languageusedfor brainstorming, strategyand groMh, o Duringfeedback, highlightsomeof SS'sbestideasand thosethatwerecommonto mostgroups. @ Alternatively, or ifyou chooseto omit the foltowingwriting task,askSSto presenttheirideasformallyto the restofthe classasthe management team.MakesureSShaveenough preparationtime to do this and preferablyreferto graphic information [ikethe piechartson page84. @ Thiscasestudyis basedon Avon.Youmay like to photocopythe followinginformationfor SSso that they can compare theirproposals withthe realcase,

| 9 Strategy

Thiscasestudyis basedon the world'sleadingdirect sellersofcosmeticsand beautyproducts,Avon.Andrea JungbecameAvon'sCEOin November1999.Thisis the strategyexecutionand businessresultsunderCEOAndrea jungandPresident andChiefOperations OfficerSusan KroDf.

Circulate andmonitor,checking 55 arecompleting thetask correctly.

Busln€ssprocessre-engineering:TheheartofAvon's strategyimplementationeffortswasits abilityto eliminate the costsof lowvalue-addedactivitiesfrom its valuechain. Muchof Kropft re-engineering hadto do with improving and distributionsystems. the company'smanufacturing

Alternatively, ask 55 to write a new missionstatementfor Hazelin pairsor smatlgroups.Tell5S that they needto makesuretheyreacha consensus on thevisionfor the companybeforethey start wfiting. Refer55 to the Writing file (page40) for this alternativewritingtask.

Salesrepresentativ€s: The recruitmentand retentionof salesrepswasa strategicobiectivethat ledto the program. implementation of lung'sSalesLeadership E-commerce and the Internet:Jungand Kropfsawthe Internetas the driverof transformationin the relationships betweenrepresentatives, customersand the company's marketing operations. andsupply-chain lmageenhancement: ThetransformationofAvon'simage calledfor new products,new packaging,celebrity endorsements, stylishnewcataloguesand newadvertising campaigns. Productdevelopment:In 2ooo,Avon'sR&Dteam respondedto Jung'schallengeto developa blockbuster productwithin two yearsby introducingAnewRetroactive anti-ageingskin cream. Intematlonal:Avonpushedits innovativenewproducts into emergingmarketslike China, likeAnewRetroactive Poland,Russia,Hungaryand Slovakiairedesigned cataloguesto illustratethe glamourofthe Avonbrand;and allocatedup to Z per centofsalesto advertisingin each countrvmarket.

Writing Tell55 they aregoingto evaluatetheir ideasin the previous proposals taskandsummarisetheir in the formof a report for the comoanv's boardofdirectors. GetSSto lookat the rubricfor theWritingtaskanddeal with anyquestionsthey may have. Brainstormthe informationthat shouldgo in the proposal has andDuttheseoointson the board.All thisinformation comeup in the listening andmaintask. AskSSto look againat the writingtips for reportwriting on pages138-139;you mayalsowantto referSSto proposal writingon page39 if necessary. GetSSto write in pairsor individually,as this is a detailed proposa[.

@

writing Jitepages4a-49

GetSSto write the final proposaleitheras a classactivityor for homework.Thiscouldprobabtybe quite a long proposal if SSincludethe backgroundinformation,the CEOb findingsand the strategicplanfor the company.

1to 1 @ Gothroughthe information in the CourseBookwith yourstudent.Explain anydifficulties. In the maintask, youandyourstudentareseniormanagement team members(theCEOand one ofthe otherdirectors,e.g.of Marketing andSales).Don'tdominate the conversation in this task, but say enoughto keepit goingand altow yourstudentto askandanswerquestions. @ At the sametime, monitorthe languagethat your studentis using.Notedownany goodexamplesof languageand pointsfor errorcorrectionor imorovement.Comebackto theselater. 6 Praiseany goodexamplesof languageusedand go over pronunciation. anyerrors,including Thenrepeatthe task,swappingrolesor takingon the role ofdifferent directors(e.g.Financeand CustomerServiceor R&D). Recordthe role-playon cassetteor video,if desirable, for intensivecorrectionwork,

9 StrategyI

lr'3

Reaision Thisunit revisesand reinforcessomeofthe key languagepointsfrom Units7J, and linkswith on thoseunitsare clearlyshown.Thisrevisionunit, like RevisionunitsA, B and D, concentrates readingandwritingactivities.Someofthe exercisetypesare similarto thosein the Readingand Writingsectionofthe BusinessEnglishcertificateexamination(HigherleveDorganisedby the (Cambridge EsOt). Universityof CambridgeESOLExaminations page2fl, practice, Formorespeaking seethe Resource banksectionofthis bookbeginningon or collaboratively, or for Theexercises in this unitcanbe donein class,individuatly homework.

o ThisexercisegivesSSfurtherpracticein usingthe languageof banking,financeand growth, followingthe vocabularysectionson pages62 and 65. Pointout the rubricand explainthat SS haveto find oneword whichdoesnot collocate. l equity 2 interest 3 shareholder 4anATM 5 accounting 6 price 7 fixed 8 bankruptcy 9 assets 1o flow

givesSSfurtherpractice in introducing o Thisexercise a presentation following theBusiness skillssectiononpages6tr2. 7c 2f

td

4e

5 a 6b

followingthe a ThisexercisegivesSSfurtherpracticein describingfinancialperformance Businessskillssection(pages6ffii.

quarter 2netloss 3 reducing costs 4thenextfouryears5thesame rconsecutive periodlastyear 6 highersteelcosts 7 poorresults 8 dragged down CHshares plan 10recolded a profit 9 recovery of CHAutos @ SSwritean introduction to a presentation describing the companyperformance as mentionedin the Dreviousexercise.

Sampleansw€r Introductlonto a presentatlon perbrmancefor CHAutos Company Myname's..., I'mtheFinance Director forCHAutos.I'mverypleased to Goodmorning. youall herethismorning. I'mheretodayto tellyou,ourshareholders, aboutthe welcome Letmetakethisopportunity to saythat,despiterecent brightfutureaheadforourcompany. wehavefaced in theindustry suchashigher steelcosts, we losses asa resultofchallenges fullyfromthesetemporary setbacks andwehopeto firmlybelieve thatCHAutoswillrecover on lastyeart significantly increase ouroutputin thenextyear.l'l[startmytalkbyreporting financial results. ThenI'lltalkaboutourrecentperformance andtheresultsofourrecovery plansforfurther planinthelastquarter. Finally, we'tllookat thecompany! reduction of I'msureyou'llagree which costsandourproiected forecast. thatourEuropean operation, recorded fromstrength to strength. There'llbean a profitof$3Zmthisyear,is growing youmighthave. to dealwithanyquestions opportunity at theendof mypresentation (18owords)

UnitC RevisionI

givesSSfurtherpractice a Thisexercise in word-building associated withconsulting vocabulary following thelistening andvocabulary sections on pages70-72. r expertise 2 reputable 3 consultancy/consulting4allocation 5 deliverables 6 proposal Z achievable 8 recruitment/recruiting

a SSpractiseconditionalformswhen negotiating,followingwork on conditionalsin the Grammarreferenceon pages128-129, rb(2nd) 2eGrd)

3 f (mixed:2ndand31d) 4a (rst) 5c(1st) 6d(1st)

a Thisexercisegives55 furtherpracticein negotiatingftom the Businessskillssectionon pages 74-75. SSmaythenrole-playthe dialoguewith a partneras an optionalspeakingactivity.

Suggested answers 1 Tobehonest, wethinksixmonthswouldbea morerealistic timescale, 2 Youneedto bearin mindthatwechargemoreforseniorconsuttants, / Allof our consultants areexperienced, butwepreferto usebothiuniorandsenlorconsultants on proiects. wewerelookingat feespaidaccording to hourlyrates,butI'msurewecancome 3 Actually, to a satisfactory agreement. to company information is veryimportant forus.lt 4 Letmeiustsaythathavingaccess goodcommunication ensures andthesuccess ofthe proiect. anyimplementation workseparately, asit witl 5 Thatbfine,butwewouldneedto negotiate obviousty increase ourfees.Whatdidyouhavein mind? 6 I'msureyouareawarethatotherfirmsdon'thaveourreputation, althoughI admitthey maybecheaper, largelydueto thefactthattheytakeon inexperienced consultants. lfyou takea lookat ourproposal in moredetai[,you'llseewecanreallyofferyouthebest solutions. o SScorrecta letterof a contractual agreement between a consultancy anda client,practising (pageZ$. lf 55 havenotdonethistypeof exercise summarising termsandconditlons before, drawtheirattentionto therubricandpointoutthereisn'tanerroroneveryline.Youmayatso liketo tellSStherearesevenerrorsin total. r/

2/

3an 4for 5high 6/

7 within Spay 9lflshould roto a/

72/

o Thisexercisegives55 practicein the languageof marketingstrategiesfollowingthe exercise on Rose& Frankwrightin the Businessskillssectionon page82.

I develop theirproducts or services 2 integrating thembothat anearlystage 3 adapting theirproducts or services 4 downscaling theiroperations5 moreresponsive andflexible a 55 are givenpracticein vocabularyrelatedto communicating bnnds followingthe exerciseon Rose& Frankwrightin the Businessskillssectionon page82. i advertising z communicatingt advertisements4 innovative 5brand 6leveraging 7 differentiating 8 corevalues 9 creative 10 competitors

lUnitCRevision c SSareglvenfurtherpractice in vocabulary associated withstrategyfollowing thelistening sectionon pages7&29. I marketposition 2 customers andsuppliers 3 significant impact 4 entering themarket therules 7 management systems 8 goatsandobjectives 5 futurecompetitor6 change systems 10thesamevision 9 planning o 55 aregivenpractice in mission statements bywritinga pressrelease, outliningthenew strategy ofa Britishretailer(pages 82+3). Samplearswel kess rel€ase Rose& Franl0right:newvlslon Weaimto bethenumber.one storein Britishfashionofferingdown-to-earth prices,while continuing to provideexcellent service andqualityofdesignto ourcustomers. Wehave developed anexcitingvision at R&F, withnetvlinesforyoungadults.Visitournew-look storeswhereyouwill loveour'Designer Discovery' collection. Thisspecialcollection has beeninspiredbyourDesigner oftheYearawardin thesearch youngdesigners fortalented, whounderstand whatShappening onthehighstreetandcanmakedesigner clothing accessible to R&Fcustomers. @4words)

UnitCRevision I

lr',

business online Cbsswork- CourseBook L€sson1: PracticeFile P!1cugsjg1:Onlineshopoingr SSareencouraged to talkaboutonlineshopping. Wordpower(pages58-59) listenlng and discussion (pages9G9t Listening r: Threetypesofonlineshopping Eachlesson is about SSlistento threepeopletalkaboutshoppingonline. 60-7s minutes. fhis time vocabutary:onlin€ shopping does not include SSlookat vocabulary relatedto the Internetande-business. odministtotion and time Listening2: Interviewwith Maiia Pesota spent going through SSlistento MaiiaPesola, the lTcorrespondentfot IheFinanciol homewotkin any (essons, fimes.In the firstpartofthe interview, shetalksaboutthedotcomcrashin 2ooo.ln the secondpart,shetalksabouttrendsin onlinebusiness today. qEqulgiojionti ne shoppi!g z cybercrimeandonlinebusiness. SSdiscussInternetsecurity,

L€sson 2: Readingand language (pages 9z-93) Eachlessonis about60-75 minutes-

L€sson 3: Business skllls (pages gq-gl) Eachlesson is about minutes. 7530

Readingr,Vefgoins on the shoptrcnt andfailuresof onlinecompanies. SSreadaboutthe successes partnerships vocabulary:word SSlookat wordDartnershiDs for onlinesalesanduserelated vocabulary in context.

Textbank (TRBpagesr9z r95)

Languagereview:Cleftsentences SSlookat cleftsentences andusethemin context.

Grammarrefelenceand practice (CBpages130-131)

Presentations: Summarisingand deatingwith questions SSdiscusswebsites theyoftenuseandthe conceptof usability; listento a websiteexpertsummarise herpresentation anddeal practise withquestions; dealingwithdifficultquestions related a shortpresentation on a topicof to the lnternet,summarise theirchoiceanddealwithquestions fromthe audience; discuss howto presentinformation on a websiteon the topicof doing business online.

Resourcebank ORBpage229)

Pradicetile Textandgrammar(pages 60-61)

PracticeFile Skillsandpronunciation (pages52-63) Writing fite (CBpage141)

Writingr Presentinginfohation on a website SSlookat tipsfor writingwebpagesandwriteup the main for a site. DointsoftheirDresentations Lesson4: Casestudy (pages96-97) Eochlessonis about 75jo minutes.

learsY!rylhssrlilelrpe rce

writingfile

AudioWireis a manufacturer ofelectronic equipment thatwants (CB pages 1j8-139) to improveits onlinesales.lt hashiredthewebdesigncompany, OnlineExperience, to analysesalesdata,improvethe website andoverallsales ofthe earphones section, wheretheysell directlyto consumers. 5S listento a meetingwiththe teamat OnlineExperience, analysethewebsitedata,writeup a proposal for redesigning the websiteandpresenttheirrecommendations to the clientcomoanv.

Fora fastroutethroughthe unit,focusingmainlyonspeaking skills,iustusethe underlined sections. Forone-to-one mostpartsofthe unitlendthemselves, withminimaladaptation, situations, to usewithindividual procedures students, Wherethisis notthecase,alternative aregiven.

10 Doingbusiness onlineI

EversinceJeffBezosset up amazon.com, the world'slargestbookseller,the Internethasopenedup a massiveconsum€rmarketfor e-taile6 (onlineretailers).Theexpertsadvisebuildinge-busln€ssinto any businessplan,althoughsmallerretailersare stlll nervousaboute-tallin& as they oftenseeit as a risk. Onllneshoppershavethe ideathat deliveryshouldbe immediate,apart from beingextremelyconvenient, so ifcompaniesdon't deliveruntila weeklater,they won't get retumlngcustomers. 0n an e-commeac€ sfte, wherecustomersmaybrowsestoclqselectlt€msto fill a shopplngbask€tor cart andthen go to a vlrtual chcckoutto payfor goods.The maindifferencebetweenthis and a brochure site that simptydisplaysproductsand companyinformationis Interactlvlty.Whena customeris making choiceson the website,this requiresa moresophisticatedwebsite.ManylSPs(lntemetServlcePrordders) havepackagesthat canenablesmallbusinesses to host a webslte. Webmetrlcsarethe numbersthattell managers whatis happening in theirsite.Success on the web essentiallymeansgettingpeopleto do what you want whenthey visit the site.Thisis calledthe target action,whichis usuallybuyingsomethingor filling in a form.Anotherimportantconsiderationis whether the siteb designmakesit easyfor peopleto engatc in the targetaction.Easeof navlgatlonis one of commoncomplaintspeoplehaveaboutweb deslgn. Thekey perfomenceIndicatorin e-businessis the conversionreterthe percentageofvisitorswho engagein the targetaction,whichcaneitherbe the percentage ofvisitorswhosubmlta formor who buy online.Theaverageconversionrate is 2 per cent,whereasAmazonare saidto havethe highestrateat about9 per cent.However, thesesiteshavevery high brandrecognltlon,whichmeanspeoplealready knowwhat the site is sellingbeforetheyvisit. Themostimportantareain onlineshoppingis the credit-cardpaynent page.Betweenviewingproduct pagesand completingthe targetaction,the visitorideallydoessomething:fill in a form and hlt the submit button,or submita credit-cardpage.Peoplewho don't submitare saidto have'abandoned'.Eachform thereforehasan abandonmentrate. Thebasicrulefor reduclngabandonmentis to ask fewerquestions.Theform is primarilyfor havinga recordof potentialcustomersso the salesteamcancontactthem,Manycompaniestreat contactformsas an opportunityfor marketresearch.Theyask questionslike'Wheredid you find our site?'Thesetypesof questionswil[ be a reasonfor someoneto dlsengagewith the site, or'cllckoF. Manypotentialcustomers will alsohavesecondthoughtsaboutbuyingontinewhenthey are askedto entercredit-cardinformation. Whena visitorfirst arrive6ona website,they quicklyscanit to seeif it haswhat they are lookingfor.At this time, they area scannlngvlsitor. Webdeslgn€rsalsotalk aboutthe 'elght-secondrule', that is, most peoplewill allow no morethan eightsecondsto reviewa site beforemakinga decision.Research indicates,however,that 30 secondsis morethe norm.ln eithercase,an e-tailershouldmakesurethe cole offeringofits site can be conveyedin this shorttime. Committedvisitors arethosewho readmorethan one pageor spendmorethan one minute.Getting ffrst-timevlsltors to stop scanningandstart readingrequiresdifferentdesignelementsfrom selling. Successful siteswill havelandint pag€sto switchvisitorsfrom scanningto reading.A companycanalso analyseits web metricsresultsto determinethe ROI(returnon investment)for online advertlslng. A goodruleof thumbis to multiplythe conversion ratefor visitorscomingfromeachad bythe costper visitor Thatis the cost p€r acquisition(CPA).Ultimately,a businessshouldask itself if it canaffordto spendthat muchto attracte-tail consumersand get onlinesales.

In.workstudentswill be ableto talkabouttheircompany's websiteandwiLlpossiblyhaveexperience of doinge-business andanalysing datafromonlinecustomers. Pre-work studentswill probabty havetheir own ideasaboutwhat makesan effectivewebsite.Theycanalsotalk aboutwritingfor web pagesor contributingto their organisationS website. Moststudentswill haveexperienceof usingthe Internetand buyinggoodsor servicesonline.

NicholasG.Carr:DoeslT matter?lnfornation technologyond the coffosionof competitiveadvantage, HarvardBusinessSchoolPress,2oo4 JohnCassidy:Dot con:the reolstory ofwhy the lnternetbubblebursf,PenguinBooks,2oo5 DaveChaffey:E-buslness and e-commerce monogement,FI PrcnticeHall,2oo3 RaviDamani,ChetanDamani,Nei[Sait:Z trabitsofsuccessfule-conmercecomponies:give you6elfa reol competitiveadvantoge.Readthis book.Studyit. Practiceit,lmano Plc,2oo4 lI@!E

Education @Pearson Limited zoo6

online I ro Doingbusiness

Ask55 to brainstorm somesuccessful onlinecompanies (e.9.massretailerssuchas amazon.com, eBay,buy.com, sears.com or specialised retailers suchaseasy-jet.com, gap.com, deLl.com, Discoverystore,com, etc.). Write55'sideasup on the board.Thenaskthemifthey thoughtthatthesecompanies woulddo so wellwhenthey firststarted.Why(not)?SSmaysaythattheydidn'tthink certainproducts wouldsellonthe Internet, that peopleget irritatedby onlineadvertisements or thattheydid indeed foreseethe potentialforonlineseLling. Don'tspendtoo longon this, as it formspart ofthe first exercise. Alternatively, ask SSwhat they understandby the title of the unit,'Doingbusiness online'.

@ GetSS'sfeedback asa wholeclass.Theymaysaythatthey don'tusuallyshoponline,but mayin factrealisethatat somepointthey haveboughtbooks,CDs,DVDs,software, electronic equipment or donetheirsupermarket shopping online,andbookedcinema/theatre/concert tickets,flights, holidaysor hotelaccommodation, SSmayalsomention thattheywoutdn'tbuycertainproducts online,suchas freshfood,cLothes andshoes,or furniture.lf SSmention the dot-comcrashin 2ooo,do not spendtoo long discussingthis, as it formspartofthe listening section.

nrt"ritit*iixiffi SS listen to three peopletalkabout shoppingonline.

@ Qro.r

@ TeltSSthattheywill be lookingat doingbusiness online ande-business. panelatthe beginning @ Gothroughthe overview ofthe unit, pointingout the sections that5S wilLbe lookingat.

Quotation 6 Get55 to look at the quotationand ask themwhat they thinkit means.Ohe ideais that humanerrorsareminor comparedto the catastFophes that computersand lT systemscancause,althoughSSmayalsoarguethat most computererrorsarein facthumanerrors,suchas not savingdocuments, deletingfiles,not knowinghowto use softwareprogrammes correctlyor forwardingviruses unintentionallV.)

55 are encouragedto talk aboutonlineshopping.

@ @ Asa lead-into thisactivity, askSSif theyshoponlineand askfor a showof hands.lf 55 arereluctant to Dutuo their hands,askthe questions: Hoveyou everboughtsomethingon the lnternet? lfso, whatdid you buy? @ GetSSto workin pairsto discussthe questions. Seta three-minute time limitforthis.lf 5S don'thavemanv ideas,referthemto the symbolsshowingthe typesof productsand servicesyou canbuy onlineon page90. Help SSwithonlineor computer vocabulary in English by puttingup somewordsandexpressions on the boardas they do the activity.Notethat someofthis vocabularywill be dealtwithin Exercise c.

@ Explain brieflySSaregoingto listening to threepeople.To youmaylikeSs increase the challenge with largerclasses, to raisetheirhandsas soonastheyknowwhattypeof onlineshoppingis beingdescribed. Alternativety, 55 may writedowntheiranswers andthencheckin Dairsafter listening to the threespeakers. Playthe firstrecording once,thenpauseandcheckthe lf answer. Repeat the procedure for the nexttwo speakers. pauseit and SSgetthe answerearlyon in the recording, askthemto notedownthe wordsthey heardthat helped (e.g.5peaker 1: them,thenplaytherestofthe recording hand luggage, tetminal, boatding pass, depafture loungei Speaket2t download, lnternet, updote my anti-virus scan, spwore removenSpeaket3t plot sunmaries,reoders' reviewers). Onlyplaythe recording(s) a secondtimeif SShavenot understood whattypeof onlineshoppingis being described. lt shouldnot be necessary for SSto referto the audioscripton page121,asthis Listening sectionis notthe mainlisteningtask. lf SSneedto referto the script,do not spenda longtimegoingthroughit in detail,althoughyou mayliketo drawS5'sattentionto the colloquial useof languagein the third rccording]. it\ olwaysbeena hassle (= problem)post rg stuff(= things)to peoplelf 55 havenoteddownvocabulary theyheard,gothrough theiranswers, andwriteup wordsretatedto the lnternet fromthe secondrecording on the board,checking that SS knowwhatthevmean. r buyingairlinetickets/ checking in for flights z buying software 3 buyingbooks

youcouldaskthe 55 to guessthe o As a follow-upquestion, nationality of the differentspeakers afterplayingeach (speaker recording 1:Australian; speaker2: Indian; speaker3: British).

ro Doingbusiness onlineI

SSlookat vocabulary relatedto the Internetande-buslness.

o e Thisexercisedealswith vocabularywhichfeaturesin the nextlisteningsection. o AskSSto do the exercise individually, thenchecktheir answers in pairs.Circulate andmonitor, whileSScheck theiranswers, helpingthem with language for the Internet and ontinebusiness,wherenecessary. o Gothroughthe answerswith thewholeclass.

@ Youmaywantto referSSto the audioscripton page171to hightightthe differencesbetweenthe text on page91and the correctanswers.With SSwho are not very familiarwith this languagearea,you mayaskthemto pickout five or six wordsand cotlocations(e.g.adiective+ noun,adverb+ verb,etcJrelatingto onlinebusiness in the audioscript (back-endsystems,Intemet browsing, broodbond connections,onlineshopping,bubbleburst).Don'tspend too long goingoverthe scriptin detail.

@ Q'o.r @ Get55 to readthe questionsbeforethey listen. @ Playthe se€ondpart of the interviewwithout stopping.

1d 2h

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3j

4e

59

6i

7f

8b

9a

mc

Dritlpronunciation ofsomeofthe wordsandexpressions, highlightingstresson the boardifnecessary.Thisis particularlyimportant,evenwith 5S with a backgroundin lT:atthough55 may be familiarwith the writtenword and its meaning, theysometimes do not pronounce technical wordscorrectlyin EngLish, but saythemas they would in theirmothertongue.

SSlistento ilaiia Pesola, the lTconespondent forthe FinoncialTlmes.ln the first part of the Intervlew,shetalks aboutthedot-com crashin 2ooo.In thesecondpad,shetalks abouttrends in onlinebusiness today, @ f)ro.z Dothe questionin the rubricas a quick-fireactivitywith the wholeclass.(i.e.a lot ofcompanies andindividuals investedin dot-coms,then lost a lot of money/ got their fingersburnt). o

Playthe first part ofthe interviewwithout stopping.

o

Playit a secondtime, pausingin sectionsif necessary to give55 timeto notedownthe errors. Afterlistening, SScomparenotesin pairsanddiscussthe answerswith the wholeclass. Theproblemwasthattherewastoo muchinvestment moneycominginto the markettoo quickly.Therefore fundingwasgivento dot-comcompaniesthat didn't have particularlywell-thought-outbusinessplansand didn't necessarilyhavethe back-endsystemsto carryout their plans.Anotherfactorwasthat the marketwasn'treadyfor Internetshoppingin the waythat it is today,andin zooo, not manypeoplehad broadbandconnectlons.Thepositive outcomeofthe dot-comcollapseis that it's weededout someof theweakercompanies, andthosecompanies that are still in existencetoday haverefinedtheir business models.

@ SScomparetheir answersin pairs. @ Playthe recordinga secondtime, pausingin sectionsif necessarv to allow55 time to comoletetheir answers. @ Afterlistening, SScomparenotesin pairs. @ Getss's initial reactionby askingthemwhetherthey predictedcorrectly,then discussthe answerswith the wholeclass. Bannerads,whichwerevery similarto puttingan advert in a newspaper.However, companiesfoundthat they weren'tgettinga lot of responsefromthem. 2 Consumers wereannoyed by pop-upads. t Advertisingthat's relatedto searchresultswhenpeople usesearchengines. Companies are happyto payfor this becausethey see higherresponseratesfromthesetargetedads,and itt easierto measure howmanytimesthe ad hascomeup, Productsthat areveryeasyto ship,suchas booksor musicandto someextentwine,sellwell,Another categorythat hasdoneweltis travel,for similar reasons;also becausebookingtravelonthe Internet addssomethinggenuinelydifferentto the experience. Clothingtendsto be difficultbecausetheseare examplesofgoods that peoplewould like to see,feeI andtry on beforebuying.

Youmaywant to refer55 to the audioscripton pages 121-172,but don't spendtoo long goingoverit in detail,as 5S needtime to discussthe questionsin the nextexercise. tu a follow-upactivity,you may liketo referSSto the Internetto find recentarticleson e-businesseitherby MaijaPesolaor other lT correspondents, Thesearticlescan serveas backgroundreadingbeforegoingon to the readingsection.

ontine I ro Doingbusiness AlternativelVdo the exerciseas a quick-fireactivitywith thewholeclass.

cybercrimeande-business. SSdiscussInternetsecurity,

Askthemwhatit means.fihe GetSSto lookat the cartoon. ideais that employees spenda lot of timeplayingon the on the Internet, etc. computer, e-mailing friends,searching whenthey look like they'reworking,andthey useproblems with technologyas an excuseJ

@ @ GetSSto discusstheiranswersin Dairsor threes.Circulate wherenecessary. andmonitor,helpingwithvocabulary, to @ Bringthe classtogetherandencourage5S particularLy andontinesecuritvissues.In talkaboute-business question3 on cybercrime,SSmaysaythatwhilesome fearsaboutthe misuseofcreditscardshavebeenallayed measures, theymightresurface by banksandgovernment getting reportsabouthackers again,e.g.dueto newspaper question intoonlinebankaccounts, In 4 on datacollection, largeamounts SSmaytatkabout'datamining'(analysing heldon computer in ordertoget ofdataaboutcustomers availabte) information aboutthemthatis not immediatelv andmarketing andthewaythatonlineretailers on onlinevisitors departments try to collectas information via cookies,etc,as part oftheir marketresearch(seethe Businessbrief (page119)on fillingout onlinecontact question6, the benefitsof doing forms).Regarding andonlinesalesare business onlineareenormous. expectedto increase,despiteongoingpricewarswith highpricehaslongceased streetretailers. Formanyconsumers, to bethe primaryreasonfor shoppingonline,saysMaija is Pesola,primarilybecauseresearchshowsconvenience the mainfactor(deliverywasthe second).However, e-retailers stillneedto ensuretheyhavethe necessary back-endsystemsto copewith ordersand guarantee promptdelivery(seethe Reading sectionofthis unit).

andfailuresofonfine 55 readaboutthesuccesses companies.

@ @ As a lead-infor this section,write the foltowingsentences withgapson the board,TheyaretakenfromKeLkoo,com, website. AskSSto guesswhichitems the price-comparison aremissing. goodssuchas c....,.,.....', d.......-.-.c.....,.,....' and Electronic p.........-.-3 continueto dominateos the most M..,.,......, popular items for online shoppers.Howeve6increasing numbersofshoppers ore also moving to buying c-----.4 overthe lntemet. l computers 2 digitalcameras3 MB players 4 ctothes

andgetthemto numberthe four ReferSSto the exercise good e-retailers in orderofimportance(1 = most factorsfor ThengetSSto discusstheirlistsin important) individually. pairsandgivereasons for theirchoices. GothroughSS'sanswerswith the wholeclass.Do not rejectanyideasat thisstage,asthisformspartofthe Reading section.

@ @

AskSSwhattheythinkthe titleof the article-'Net gains on the shopfront'- means(the ideais that profitscanbe madefromonlinebusiness). Get55 to readonlythefirstpartofthe articleanddo the exerciseindividuatly.Explainthat the ideais to scanthe quickLy for thisinformation. Tell55 theyshould articLe phrases don't knowat thisstage ignoreanywordsor they andfocuson the task.In orderto makethisa quicker needtwo readingexercise, seta timetimit.SSwill probably part minutes for ofthe reading. or three each

@ @

in pairs. Afterreading, SScompare theiranswers AskSSfor theirinitialreactions to the Dointsmadein the Do articlebeforechecking the answers to the questions. A coincide withthe writer'sopinion? theirlistsin Exercise Gothroushthe answerswith the wholeclass. Thearticlesuggeststhat customerserviceand delivering ordersas promised arethe decidingfactorsfor online websiteare success.Featuressuchas a user-friendly prices are important,but expectedasthe norm,and low not as imDortantas orderfulfilmentand customerservice.

o AskSSfollow-uosuestionsaboutsuccessand failurefor otheronlinecompanies theyarefamiliarwith.Youmayalso like to ask aboutotherfactorsthat mayinfluencee-taiLing. (SSmaymentionthe convenience factor;that peoplecan buyfromthe comfortoftheirhomeandat anytimeofthe day; alsoaccessto goodsthat are not usuallyavailable locatly,e.g.foreignfitms,books,food andwine.)

@ @ GetSSto readthe firstpartofthe articleagain,pointing if time out that the paragraphsare numbered.Alternatively, part read the first ofthe article is short,or 55 don't want to again,do the exerciseas a quick-fireactivitywith the whote lfsomeoneasksa question, throwit opento the cLass. wholeclassto findout ifsomeoneelsecanprovidean explanation.lf not, explainwherenecessary or indicatein which @ Circulate andconfirmanswers sentence a wordor expression occurswhere5S arehaving in difficulties. Getearlyfinishers to compare theiranswers pairs. @ Gothroughthe answers withthe wholeclass,askingSSto givetheirexpLanations ofthe meanings andfindout ifthe restofthe classagrees.

ro Doingbusinessonllne I

I nowoffer (paragraphs r and z) 2 havemixedfeelings (paragraphz) 3 repercussions for the company! good name(paragraph3) 4 no longerimpressed(paragraph4) 5 unlikelyto be cost effective(paragraph5)

@ e

ReferSSto the photoand ask them ifthey wouldbuy the productonline.(Ihe photoshowssomervomen'sscarves or shawlsfromthe WhiteCompany, mentionedin the article.Youmaylike to tetl SSthat this e-taileris basedin Londonand sellsa varietyof productsincludingbed tinen, bathroomaccessories, adult and children'sclothes,gifts and furniture.)

o GetSSto readthe secondpart ofthe article.Circulateand monitor,pointingout relevantsectionsfrom the text helpingwherenecessaryas SSdo the exerciseindividually. a Getearlyfinishersto comparetheir answers. o Gothroughanswerswith the wholeclass,asking55 to explainwhichpart ofthe text confirmstheir answers.

a

Gothroughthe answerswith the wholectass,dealingwith anyvocabutaryquestionsthe SSmayhave,highlighting the pronunciationand stressofsome ofthe moredifficult words and expressions(e.9.flashy, frckle,fulfrl, fulfilment).

1 - comerolling in;partwith- 2flashy-; user-friendly -; up-to-date - 3 demanding -; (un)forgiving -; fickle-; Goodold-fashioned) - service (customer) 4 meetandmanage -; high(er)- 5 to (not)be in -; - is stored;- control;- availability; - room;management; - orders 6takean-ifulfilan-: process an-; pickan-

(t o GetSSto comDlete thesentences. o Earlyfinishersmaychecktheiranswers in pairs. o Gothroughtheanswers withthewholeclass. r partrvith 2 tulfil/process Shigh ibein 5 flashy:up-to-date6 fickle;service

1 False Rotherthanthe websitebeinga sepante,self-

containedpatt ofthe buslness,e"tailneedsto befully integratedinto thesupports6tems ondinfrostructure thatdriveeveryotherpoft ofthe business... lf it [thewebslte]can't be fifted into the existingframewo*,thenthe fromewo*needsto changeto Ft thewebsite. (paragraph 6) 2 True lfyour website:nysonethingandthe stock roomonothettheyarenot goingto investtheir timewithyouagain.(paragraph Z) groMhis about40 percent,butthe 3 True Overoll onlinesideis up 86per centon lastyeor (paragraph 8) 4 True ... whenon itemis sold,whetherthrougho shop or noil ordet the websiteis automaticow updated.(paragraph 9) lf SSareinterested in findingoutmore,handoutthe readinglist in the Readon section(page119)and the websitewww.thewhitecomDanv.com

sS look at wordpartnershlpsfor onllnesalcaandus€related vocabularyIn context.

@ € Explain thisis anexercise onwordpartnerships with vocabulary relatedto onlinesalesandretailin generat. Go throughthefirstquestion $riththewholeclass. o Get55 to dotherestoftheexercise individually. a Earlyfinishers cancompare in pairs. theiranswers

SSlook at cleft sent€ncesandusethemIn contcxt @

pager3t Granmarrelerence: Cleft sentences, As a lead-into this languagereviewsection,dictatethe followinginformationto 5S.Alternatively, write it up on the board.(Notethis dictationls an alterativeexplanationto the fullGrammar reference on page131oftheCourse Book.) SScomparetheir dictationsin pairs.

Cleftsentences Whenwewantto givenewinformation, contrastideas, clarifo, summarise wecan orsimply emphasise something, cleft usea sentence. Thethinsaboutcleftsentences isthat eachwiththeirownmainverb. llCllbevgtwoclauses, Different expressions canbeusedwiththesetypesof sentences. Herearesomeexamples: 7 Thethinaoboutonlineshopoinais (that) its rca y convenienL 2 WhatI likemostoboute-tailersis thefod that thev delivetto yourhome. movedon to thewebsixyeatsago. 3 TheWhiteCompany Whatthevdid nextwasmoveon to thehighstreet. It'snotonlyforemphasis thatcleftsentences canbeused. Thesreatthinsaboutcleftsentences is thevcanbeused fora varietyofbusiness situations, suchasmeetings, negotiations, writingreports,fortrainingpurposes and Dresentations.

ts:-

online I ro Doingbusiness in thedictationand AskSSto identifosixcleftsentences underline usedto themainverbsandexpressions withthe Introduce them.DothefirstoneasanexamDle wholeclass. referring sSto WhileSSdothetask,circulate andmonitor, page reference on r3r andhelping themto theGrammar where identif,/ thedifferentpartsofthecleftsentences, necessary, in pairs. o GetSSto compare theiranswers a Gothroughtheanswers withthewholeclass,highlighting if themainverbsandexpressions usedin cleftsentences, oossible on a slideor ontheboard.Therearesixcleft sentences intotal,including thethreeexamples. ReferSSto paragraph 10ofthearticleandaskthemto identifytwocleftsentences. theproblems It is nottaklnSthe orders online thatcauses fore-tailers, lt ls theoperational costsoffulfiltingthose orders. It ls meeting expectation levels ofthee-tail thehigher consumer wherelt getstricky.

@ o As a lead-into this section.ask SSwhat makesan effective website.SSwill probablymentionsomeofthe factorsthat werediscussed in the previousreadingsection,i.e.thatit visualtyattractive shouldbe easyto navigate,user-friendly, andup to date,etc.).SSmayalsoaddthat it dependswhat thewebsitesetsout do, e.g.slmplyinformandoffer information, bythe or sell.Ask5S whattheyunderstand tetm usabilityin rclationto web pages.Do not relectany ideasat thisstage,astheywillformpartofthe nexttask. Get55 to look at the definitionofthe websiteextracton usabilityand seeifthey werecorrect.Dealwith any questionsthey mayhave.tuk SSwhethertheythink the intentionsofdesignersare in conflictwith the needsofthe users.SSmaysaythat photosor imagescantakea long timeto download, or thatiftherearetoo many'flashy' pages,imagesor advertsto clickthroughto find what you are lookingfor, userswill leavethe site.

o Get5Sto discussthe questions in pairs. Gothroughinitialreactions withthe wholeclass,makinga noteofsomeofSS'sfavourite websiteson the boardand howthey ratethe usabilityfactors.SSmayor maynot reacha consensus on this.

@

Alternatively, or if timeis short,omitthedictationactivity ftomthetextuponthe andsimplewritethetwosentences in thesekindsof board,pointingoutthatinformation is dividedin twoclauses, eachwithits ownmain sentences verD. ReferSSto theexercise in theGrammar reference on page Book. 131ofthe Course 1 lt is meetingthe expectationof onlineshoppersthat is very difficult. is the rapld 2 Whathashada hugeimpacton e-commerce spreadof broadbandInternetaccess, 3 Why / Thereasonwhythey contractedAmazonwasto helpthemimprovetheironlinesales. All they (haveto) do is print off the ordersand dealwith 4 themmanually. 5 lt wasdelaysin deliverythat damagedthe company's reputationand sales. 6 Thething we tike most is the simplicityof the online orderingprocess.

fu a follow-up,ask55 ifthey havedesignedor createdweb pages,eitherfor theircompanyortheirownpersonalsites. Askthemwhetherthey think theyweresuccessfulornot. Youmayalso like to mentionthe threeWs in web page design:write the followingquestionson the board,leaving out the first wh-questionword and get SSto complete them: Whydo you want to hove a websitein the frrst ploce? What do you wont to achieve? Whoare the audienceand whot do they wont to do or frnd out on voursite?

@ O'o'q o Tell55 theyaregoingto hearthe summaryof a presentationon the topic ofcreatingweb pages. o

GetSSto readthe statements. Youmayalsoliketo ask themto notedownthe fourthingsSophieis askedabout. (SSdo not needto write downthe questionsword for word,as Exercise C dealswith the exactphrasingofthe questionsJ

a

Playthe recordingonce,gettingSSto marktheir answers individuallyand pausingafter eachofthe speaker's responsesif necessary.

e GetSSto comparetheiranswersin pairs. Playthe recordinga secondtime, then go throughthe answers withthewhoLe class.Do not referSSto the audio scriptat thisstageif possible, asthisis dealtwith in the followineexercise.

o

theyoftenuseandtheconcept of SSdlscusswebsltes her usablllty;[stento a webslteexpertsumma]ise present.tlon practlse deallngwlth andd€alwithquestions; dlfflcultquestlons relatedto the Internetsummarlse a short presentatlon ona toplcofthelrchoiceanddealwlth questlons ftomthe audience; discusshowto present hformatlonona webslteonthetopicofdoingbusiness online,

c, d (differences betweengovernmentwebsitesandthe privatebusinesssector) 2 c, d (howa company canimproveits onlinesales) (copy a writing; language that workswell on a website) 3 (anguage b to be avoided whenwritingfor websites) 4 I

ro Doingbusinessonline I .

.

GetSs'sinitiaLreactionto the recordingof Sophiet talk about her advicefor web pagedesignand how shedeatt with the Q&Asession(e.9.shesoundsauthoritativeand confident,althoughsheadmitsshe'snot an expertin onLine salesandrefersthe audience to hercolleague when askedaboutthis). AskSSsomeofthe followingfollow-upquestions: Whatdo you find most difficult about sumnarising presentations? Whotdo you find most difficult about dealing with, ol osking questions, in these kinds ofsituations? SSmaysaythat they haveusuallyrehearsedthe start of their presentation, but havenot practisedthe conclusion, or that they oftenrun out of time at the end and haveto hurrythroughthe summary.Theymayalsosaythat they do notfeetconfident abouteitheraskingor dealingwith questions in public,andendup avoiding the Q&Aifthey are presentingbecausethey are afraidoftricky questions,

€ AskSSin work ifthey haveanytips for dealingwith the Q&A.Explainto SSthat it is aLwaysbestto anticipate questionspeoplemayaskthem,but that thereare certain expressions theycan useto soundmorepositiveor playfor time.

@ C)'o.q o

o

ReferSSto the ljseful languageboxon page94 where thereis a summaryofthe expressionsusedfor summarisinga talk and the Q&A.Explainto 55 they witl be dealingwithquestions in thisexercise. Askthemiftheycan think ofany moreexpressions that they usefor these purposes.Drillpronunciationof the expressions, highlightingsentencestressand,especially,intonation whenaskingquestionson the board.Don'tget 55 to repeat just oneor two from eachsectionthat allthe expressions, mightbe difficultin termsofsentencestressand intonation (e.9.I wasjust wonderingwhatyou thoughtabout...). ReferSSto Exercise C. Playthe recordinga secondtime, pausingin sectionsto give5S time to writetheir answers.

o GetSSto compare theiranswersin pairs. Circulateand monitor,helping5S wherenecessary and pointingout theseare indirectquestionsthat are usedto soundpolite. Gothroughthe answerswith the wholeclass. I I wasjust wonderingwhat you thought... z I'd like to know... 3 I'd be interestedto knowmore...; I meanto say,could youtell us ... 4 Yes,but lwas wondering.,,

6 As a follow-upactivity,you maylike to ask SSwhat the directformsofthese questionsare.(1 liyhatare the main differences...? 2 How can a companyactuolly improve ...? 9 Whatkind oflanguagedo you think workswell..,? 4ls thereonykind of languogeyou would...?)

ReferSSto the audioscripton page172.Playthe recording a third time if necessarywhilstSSreadthe dialoguesand underlineor notethe expressions usedfor summarising, askingquestionspotitelyand dealingwithquestions. you may Liketo referSSto the audioscript Alternatively, andaskthemto practise the dialoguein pairs,usingthe correctintonation. Forfurtherpractice,go to the Resource bankon page229 ofthis book.

(9 @ Exptainto SSthey aregoingto do a role-playas Internet/lT experts,practisingdealingwith difficultquestionsrelated to the Internetandusingsomeofthe expressions in the Usefullanguage box. @ DivideSSinto pairs.55 A and B look at their corresponding informationon pages47 and 155.Ask5S to take notes beforetheystart the role-play,referringto other sectionsin the CourseBookwherenecessary. Thisis importantifSS are goingto do the task successfully. Helpthem,if necessaryto formulatethe additionalquestionson the topic (e.g.lwas wondeing what kind of softworeyou would recommendfor creating my own website?CouldI askyou what sott of dot-com componiesyou think have done well in recentyeaE?lA be interested to know your opinion ofthe eight'second rule in web page design.). Pointout to SSthat the questionsdo not haveto relate only to e-business,but canbe generalquestionson the Internetand other lT issues,dependingon 55's interests. ExpLain that in the role-play,it is acceptablefor themto admitthey are not an expert,but they shouldtry to givea generalopinionand refertheir partnerto someother sourceor Derson for moreinformation. @ Monitorand circulateroundthe classas SSact out the role-plays,encouraging themto askfollow-upquestions. Makea noteofSS who carryout the task successfully, any usefullanguageusedand five or six languagepointsfor pronunciation. correction, including @ Gothroughthe correctquestionformswith the whole class. Suggestedanswers StudentA 1 | was (ust) wonderingwhat you thoughtabout universityand highereducationexamsbeing administered online. 2 l'd be interestedto knowhowaccessand useof the Internetcanbe improvedin developingcountries, 3 l'd tiketo knowiflwhetheryou think thereshouldbe strictercontrolof the Internetregardingsecurity. StudentB I Iwas (ust) wondering howcompany websitesmight encourage consumers to Shopmoreonline. 2 CouLdyou tell mewhat the governmentcando to reduceonlinecredit-cardfraud? 3 lf liketo knowwhetherchildrenunderfiveshoulduse computersfor educationalpurposes.

ontine I ro Doingbusiness As a follow-up,you may liketo ask a coupleof55 to ask / dealwith a questionfor the restofthe class.Alternatively, get SSto askyou somedifficultquestions.

Dividethe classintogroupsofthreesor fours.55 talk about howthey coutdpresentthis informationin the best way-Exptainto SStheydo not needto rewritethe information,only discussandtake notesas to howthey wouldsetout the information on the web.

Gothroughfeedback withthe wholeclass,praising appropriate for dealingwithdifficultquestions. language Writeup anypointsthatneedfurtherworkon the board.

Monitorandcirculate, encouraging various SSto discuss waysof writingfor webpagesandhighlighting thatin this task,the organisationofthe materialis moreimportant thanthe'copy' (theactuallanguageuseo. Makea noteof SSwho carryout the task successfully, anyusefullanguage usedand five or six languagepointsfor correction.

Forfurtherpractice,go to the Resource bankon page229 ofthis book.

@ o

Explain to 5Stheyaregoingto summarise a short presentation on a topicof theirchoice,but relatedto online business, the Internetor ll andthatthevwillneedto use someofthe expressionsin the Usefullanguagebox.The presentationsneedonly be threeto five minuteslong.

Gothroughfeedback withthe wholeclass,summarising someofthe bestideasandpraising appropriate [anguage usedfor tatkingaboutonlinebusiness andwebwriting. Writeup anypointsthat needfurtherwork on the board. Refer55 to the writingtips at the bottomofthe pageand the exampleweb pageon page41 and get 55 to compare their ideaswith the latter.Notethereis not right or wrong answerfor thistask,but SSmaymentionsomeofthe followingpoints.

Ask SSto tookat the possibletopicson page16r tuk SSto take notesand givethemenoughtime to preparethe summarvor conclusion oftheirDresentation. Thisis importantif SSare goingto do the task successfully. Monitorandcirculate as55 do this,hetpingwhere necessary. Pointout that 55 shouldalsoanticipate questionsthey may be askedby the audience.Exptainthat in the role.play,it is acceptablefor themto admitthey are not an expert,but theyshouldtry to givea generalopinion and refertheir partnerto someothersourceor personfor moreinformation.

Suggestedanswers 1 Use/non-useof white spaceand colour:too muchtext on onepage. 2 Organisation of text: dividethe text over2-3 web pages?Re-writethe introductionInto a shorter paragraph? Reducethe existingtext for the different points,addingbulletpoints? lssuesand Solutionsare 3 Headingsand sub-headingsl perhapsconfusingsittingnextto eachother in two columns. in the text needhighlighting. 4 Keywordsand expressions

SSgivetheir presentations to the restofthe class. Encourage the other5S to ask follow-upquestions.In oneto-oneclasses,askthe questionsyourself.Makea noteof SSwho gaveeffectivepresentations, the key language usedand five or six languagepointsfor correction, pronunciation. including

Thereare,however,short,clearsentencesin the pointsundereachsubintroduction andbullet-style heading.A directand informalstyleofweb writing hasalso beenused.

Gothroughfeedback withthewholeclass,praising appropriatelanguagefor dealingwith difficultquestions. Wite up any pointsthat needfurtherwork on the board. Youmaylike to ask 55 to givetheir presentations and do the followingwritingexercisein the nextclassin orderto giveSSmoretimeto prepare anduseslides,handouts or othervisuaIaids.lt mayalsobe appropriate to record55 on cassetteor videoduringthis task for intensive correctionwork.

wririnsJit"pug",4,

Q

@ e As a lead-into this writingsection,ask SSwhetherthey haveeverwritteninformationfor web pagesfor their companyor organisationor for a personalwebsite.

SStookat tlpsforwrltingwebpag€sandyyriteupthemaln pointsoftheit presentations fora slte.

o o

Explainto SSthey are goingto look at presenting information aboutdoingonlinebusiness on a website,

@ Get55 to look at the informationon page161first individuallyand ask SSto take notesbeforethey start discussingin a group.

@

GetSSto readthe tips on Writingfor web pages.

@

Setout a templatefor a web pageon the board,muchlike the one on page41. Alternatively, ifyou havecomputer accessin yourclassroom, referSSto theircompanyor organisationbwebsite.AskSSto commenton the organisationofthe web page,e,g.useof headingsand subheadings, whitespace,menus,etc. ReferSSto Exercise G. lfthey havegivena presentation recently,they canbasetheir writingon that. lf not,they can usethe one thev did in ExerciseE.

10 Doingbusinessonline I Circulate,monitorand hetp55 whilstthey writ€ up their presentations. Explainthat this summaryshoutdfit on approximately threeweb pages.SSmaytend to usemore formallanguage,as this is a writingtask, but explainthat for web pages,a moreinformalstyleis usuallyused.Make a note ofany usefulexpressionsusedon the boardand any commonerrors.

Gothroughfeedbackwith the wholeclass,writing up SSI ideason the board.(SSmaysaythat thereis not enough information/text,no pricesare given,the imageofthe earphones is too largeandthe menuon the lefttakesup too muchspace;you cannottell fromthis pagewhetherthe productis availableor not; they mayalso mentionthat the backgroundis too dark and 'busy'andthat it makesit dimcultto readthe maintextJ

Earlyfinisherscanbe referredto the boardto seeifthey knowalltheexoressions andifthevcancorrectthe errors.

)

Writethe followingheadingsfrom the left-handcolumnof the table on the board.Refer55 to the background informationand elicit informationfrom 55 to comDletethe right-handcolumn.Dealwith any questions55 mayhave (e.9.conversionratesare explainedbeneaththe background information brieffor - seealsothe Business this unit (page11r)-

wririrsnu pug"r,4, AftercompLeting the task,and if peercorrectionis appropriatein your setting,SSmaycomparetheir web writingin pairs.Werethe pagesshortand simple?Was thereone ideaper paragnph?Didthey usean objective and informalstylethat would be directand clearfor a web visitor?Didtheyuseheadings andsub-headings and highlightkeywordsor expressions? Whatcouldbe improved? Tohelpss be moreawareofthe impacttheir writing hason the reader,put eachpairofSSwithanotherpair.They pages,etc.lfthey exchange andreadeachothers'rveb spot anywordsand expressions they don't know,they can ask their colteagues who wrote it aboutthe meaning. Gothroughfeedbackwith the wholeclass,praisinggood examples ofweblanguage andstyleandpointingout five or six areasthat needfurtherwork.

Company

AudioWireIncorporated

Purpose

Manufacturer andsellerof professional microphones, etc. earphones,

Industry

Audioelectronics

Basedin

NewYork,USA

Task

lmprovesalesofthe earphones sectionof Audiowire.com

Solution

lmprove its onlinebusiness andwebsite; ratesandoverallsales increase conversion by looo/o

Consultants OnlineExperience, a webdesigncompany

Alternatively, this writingtask couldalso be set for homework.Youmaylike to encourageSSto write up the mainpointsoftheirpresentations on slidesto presentin the followingclass.

Deliverables Analysisof AudioWirel website required usability;analysisofonline salesdata (web metrics);recommendations for redesign.

LlsteningQ ro.5 AudioWlreis a manufacturer of electronlc equipmentthat wantsto lmprovelts onllnesales.lt h8shiredthewebdesign company, OnlineErperlenc€, to analysesalesdata,lmprove the webslteandoye6[ salesof the eEphoness€ctlon,where theyselldiredlyto consumers. SSllstento a meetlntwlth theteamat OnfineExperlence, analysethewebsltedata, writeupa proposal for redesigningthe websiteandpr$ent theirr€commendatlons to thecllentcompany. € Inclass,payparticular attentionto clearlybreaking down thecasestudyintothedifferent tasksandmaking surethat SSunderstand andfollowthestructure ofwhatvouare doing. a Aswithotherunitsinvolving it is a specific vocabulary goodideafor 55 to havelookedat theBusiness brief (pagefl9) asbackground readingbeforedoingthiscase studyin class.

Background o GetSSto focuson theAudioWireweb page.As a lead-into the casestudy,askSSto discussin pairsfor a minuteor two what theythink ofthe web page.ls it effectivefor onlineshoppers?

o

GetSSt initialreactions to the piechartshowing conversationratesfor AudioWire.SSwilt probablysaythat abandonmentrates(seethe Businessbriefon page119) are high at 49oloand that thereare few returningcustomers (ttv").

@ ReferSSto the rubricfor the listening. o

Estabtishwith 55 what the team membersare responsible for and write this up on the boardG-e.Ed= MD; Larry= OnlineSalesAnalyst;Kirstie= Designerand Copywriteo. Alsowrite up on the boardthe followingthree headings: Problems withAudioWire.com Recommendations Deliverables

a

Playthe recording oncewithoutstopping.

o After tisteningSScompareideasin pairs.lf necessaryplay it a secondtime. a Gothroughthe answerswith the wholeclass.Notethat muchofthis information hasaheadycomeup in the background or is apparent fromthe imageofthe website.

online I io Doingbusiness

Problemswith AudloWlre.com Badsales-conversion rates,veryfew usersare returningto purchase; rates(4970); highshopping-cart abandonment probLems withthe checkoutprocess, whichis too longand confusing navigation; contentand requiresregistration; design- imagestoo large;not enoughinformationabout the products. Recommendations Redesign andrelaunch the website:AudioWireneedsa pageto viewall theirproduct singlefunctionalweb selections,pricing,deliveryand paymentinformation. Makeimagessmatler.Rewritecopyfor the web page. Deliverables I A file showingscreenshots ofthe currentsiteandtheir recommendations. Theyrecommend improvingnavigation page process,from for in buying andcontent every the page the earphoneshome throughto checkout. 2 Rewritethe copy/ web text with exactwordingfor one in the earphones range. ofAudioWire'sproducts

@ As a follow-up,referSSto the audioscripton page172. colloquial Dealwithanyquestions theymayhaveregarding Americanwordsand spokenexpressions, e.g.ltke (usedas a fitlerwhileyouarethinkingofwhatto saynext,also BritishEnglish);/usf ryry too big (= nuch too/extremely, and informal,spoken);yup or Yep(= Yeah/yes,informal spoken);Someofit really sucks(= is owfuuvery bad, spoken).Donot spendtoo longgoingthroughthe audio ..ri h t

.r th i .