This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems.The more you study, the more you like it for sure because if its values.
Trang 1OXFORD[
a
business
Business one-one is the first business English Course written specifically for teaching and learning one-to-one
Its non-linear approach allows you to negotiate with your student what the course covers, what happens in each
lesson, and how they practise between lessons
Use the free MultiROM to help your student select the topics they need to cover |
The 45-60 minute lesson starts with the target language Negotiate with your student what happens next
Choose from:
* communicative tasks like speaking or writing
* discussing grammar or collocations in the Language box
© talking through helpful ideas in the Hint section Encourage your student to use the Lesson record to collate the most useful language from each lesson It’s easy to look it up at any time
What happens between lessons?
Encourage the student to make the most of their time with the Listening bank the Email practice or the Interactive tests and Grammar on the MultiROM - or
try some longer texts in the Reading bank
Trang 21 Ask the student to look at the two conversations
and find the mistakes
1 Thenks; fne-Fine, thanks
When did you get te here?
| came early tedey this morning
What did you die say your name was? :
Can | introduce you witR to Safina? ' : Be Would you like something to drink? ‘ ' 2 I'm afraid #gets it’s getting late
‘ I really must te go
Have a good #revel journey
'When yet+rileewe are you leaving?
Please #e visit us here again one day
Thanks for everything!
2 1.10 The student listens to check their answers
3 The student completes the sentences Listen to 1.1
again if necessary to check the answers
You are both at a conference You have just met
the student during the coffee break They will
introduce you to two colleagues Prompt the
student with comments such as ‘| don’t think
we ‘ve met before’, and ‘What did you say your /
their name was?’
business one : one
Later in the conversation, the student has to leave
Prompt with a gesture to your watch if necessary
Give them time to explain why they are leaving,
and also for them to suggest further contact
: I didn’t expect to see you here / don’t forget to
' send me the photos / | just wanted to say
‘verb +-ing : Ƒ'm looking forward to meeting him / thank you
| for telling us about the project / I'll look forward
| to seeing you again
' verb + bare infinitive
' can't come / let me introduce you / can!
! introduce you to / | really must go
Writing
1 Ask the student to look at the categories, and
think of some examples for each one The student writes an email about greeting people in their
country
Model answer
Dear Jonn
Thank you for your email Please find below some
cultural hints for doing business in my Country
When we meet people for the first time we usually
shake hands firmly and make direct eye contact
We also shake hands when we say goodbye
Giving your business card to everyone you meet in
Q business context is really important foo
If you're invited to someone's home, you should take off your shoes before you go in and most
people expect to receive a gift in this situation
If you need any more information, please
1 2.10 The student listens first for numbers
| @ 3.2% (Note: In English a decimal point, not a
1 Ask the student to make a suggestion for each
situation Respond with target language for accepting or refusing the offer
Let's use my office / How / What about using |
; my office? / Why don’t we use my office? :
! 2 Let’s have a break / Shall we / Why don’t we | : have a break? / How / What about having a
break? «
' 3 Would you like me to / Shall | be the
: interpreter? / I'll be the interpreter, if you like
: 4 Shall take you? / give you a lift? / Why
‘ don't | take you? / I'll take you if you like /
‘ Would you like me to take you?
: § I'll help if you like / Would you like me to : help? / Shall | help?
‘ Shall | start? / Yes, why not? / How about
‘ a bonus? / I'll tell you what, I'll agree to / that’s : my offer / we don’t think your offer of 3.2% is
* enough / there’s no way / Would you like fo say
: something .? / Why don’t we look at Pat's
: idea? / go on / how about this / that’s not a bad
: idea / | think it’s a great idea / would you like ‘ : me to show you / yes, let’s look at those / we'll
‘Offer this bonus if you agree / What about ' 4.2%? / that's out of the question
Writing
1 The student writes Nikos's reply to Jin, using
phrases from Expressions and the Language box,
appropriate
Model answer
Dear Jin,
Of course | remember you - you're the
photographer who invited us to visit his studio! |
think it’s a great idea for you to come and visit my
country, but do you mean you're coming alone, or
with family or friends? How about spending three days in Athens first? There’s some great sightseeing
there Then you could visit one or two of the small
islands and relax I'll send you a list of some of the
nicest ones if you like Then if you wanted to, you
could fly down to Kalamata, where | live I'll meet
you at the airport if you like Shall | show you
around this part of the country for a few days?
Looking forward to it!
Nikos
business one : one 5
Trang 3
How to offer help
This lesson looks at language for offering to help someone
Starter
1 Ask the student about conferences and trade fairs
that they have been to Did their company have a
‘stand? What did they haveito.do?
2 Discuss what is happening in the picture and elicit
vocabulary for the items
Expressions
1 3.1 0 Ask the student to read the sentences, and
then play the recording Each sentence relates to
one of the dialogues Then ask them to correct
the sentences
Answers
1 Fran cannot find the books on Austete /
Austria
; 2 Fran #hinks / doesn't think there is soace in
: the car for everything
3° Correct
| 4 Fran does ret want to go to the pub but she :
also wants to clear up the stand :
2 The student listens to 3.1 again, and completes
the table
3 Ask the student to put the words in the correct
order Play 3.1 again to check their answers
Do you want some help? _
Let me help
Leave it to me
Are you doing OK?
Do you want a hand?
How can | help?
Shail | get one for you?
1 There is one situation to role-play here First, ask
the student to look at the list, and elicit any other important things they can think of
2 Then ask the student to put the list into a suitable
order When they are ready, they will talk you through the list of things you will do, and what
you will see
business one : one
Role-play help
You work in New York, but you will be working at a
colleague's office for three months Your colleague
(the student) will be showing you round the offices,
and telling you what you need to know Ask the
student to explain the pians for the guided tour,
and what you will be seeing Ask questions about
anything which Is unclear or anything else you need to know that isn’t mentioned
Look
The student finds more examples of offers and will for lists of things to do in listening script 3.1
1 Do you want some help? / I'll just get them /
then I'll do the brochures / after that I'll put
the T-shirts and pens out
: 2 letme help / ‘ll put the back seat down / I'll
: bring them down
: 3 Do you want a hand? / Why don’t | empty
tne boxes? / I'll do the boxes first and then
do the table / How can i help? / Shall | get
' one for you?
‘ 4 Canlget you a drink? / First I'll put ail the
: books back into the boxes, and after that
Vi
Writing
1 The student replies to Ed's email, using the target
language from Expressions
Mode! answer Dear Ed,
The show sounds good - how can | help?
Publicity: Shall | check out the database / contact list? | could send out emails about the conference
Speakers: There are one or two peopie | know Do you want me fo contact them and ask if they are
interested in giving a talk? Erik was in South
America last year He said the walkwear range
was good for hot and cold climates Maybe he
can give a talk about that?
Brochures: Erik has some great photos I'll get in touch with him about those
| don’t think I'm the best person to carry boxes
| think Jim and Andrew could give you a hand with that!
Best wishes
Anna
os
kể Ngàn
1 Give the student time to read the email and
~cunderline the different things Dave has to do You
could pre-teach to charge - to make someone pay for something or a service, and to provide -
: projector and screen are available see if the
' hotel can supply lunch, and find out how much ' this would cost
2 4.10 Check the notes that the student has to
complete and then listen to 4.1 Many students at this level have difficulty with email addresses You may like to pre-teach aft for @, and dof
Maastricht room - can take fifty people, cost €625 : ' coffee break €3 per person
! projector and screen yes
lunch €27 per person
' email for reservations -
| Gferrer@apeldoornhotel.n!
3 The student completes the sentences with the
words from the dialogue
1 You are Dave and the student is Angela Make
sure the student checks all the information
Change roles when you finish This time play the role of Angela yourself and change your
information so that the student has to check that they have understood Refer to the language points in the Language box if necessary
How to cheek and clarify
This lesson looks at Useful language for checking and clarifying
2 You are Dave and the student is your boss
Establish the new situation by reading the instructions carefully and begin the role-play with the student saying ‘Did you phone the
: Could you just spell your company name
‘ for me? / Did you say the 27'N? / Excuse me,
: was that thirteen or thirty? / Do you need the ' room for the whole day? / Sorry, how much did
: you say? / Do you mean a projector for ' transparencies or for a computer? / Sorry,
‘ could, you repeat that, please?
Writing
1 This activity could be done orally in class and
then as written work for homework Go through
the examples Practise the importance of using
different stress to emphasize different information
e.g 2 | visit our clients in Manchester every
1 Sorry When did you say?
' Did you say Wednesday or Thursday?
! 2 Sorry How often did you say?
: Did you say every four or every five weeks?
i 3 Sorry How long did you say?
' Did you say four or five days?
: 4 Sorry.Who did you say?
: Did you say Petrovich or Petravit?
an) Sorry How far did you say?
' Did you say fifteen or fifty kilometres?
Did you say the biggest or the cheapest one? :
' Did you say next week or next month?
: 8 Sorry How much did you say?
' Did you say €125 or €135?
‘ 9 Sorry Why did you say?
' Did you say it was too expensive or too big?
business one : one 7
Trang 4How to start small talk How to describe.an event
This lesson looks at language for starting conversations with people This lesson looks atlanguage for explaining something that
oe vớ order, then listens to 6.3 to check their answers
1 Student's own answers : 1 There are two situations to role-play here 1 The student describes the picture ofastessed cố r0 đốc
confident student by choosing one of the topics 1 You are Bruce Higgins and the student is a 1 and guess what?
yourself and talking for a minute More confident colleague you are picking up from Sydney 2 6.10 The student listens to _ 2 | knew if they came back
correction to the end and respond to the questions they ask you : They're talking about things going wrong on ! § What do you think?
2 You are Yasmin Husseini from New Dethi and : ‘Bushes: Nis ood ØWSIBGORHOI ¬ ; 6 _ Well, | phoned home ơnd told my wife
* i shudei small tal allow them fo initiate most o' Spea
should write the letter that corresponds to Yukiko’s
: 1d, 2c 3a, 4f 5e 6b i in sections 1 and 2 of Expressions ; : “play het
‘ BC : : 3 : l ee Tuy ull mind fying tommorrow ; ì 2 You work for an airline The student is a
2 The student reads the phrases and writes them ; Answers a — ¡4 Thơ† ͆ would be inconvenient for him to fly | Try to mee them to change their fight
under the appropriate heading 1 W's a lovely day, isn’t it? / The hotel isn't far is it? / ‘ tomorrow, but if they didn’t find anyone else A ‘there v6 (
{2z S8+-2X422404604 ELt.426801601/CQ280 0205 2205003 0g ¡_ Your figh† wos deloyed, wOsn † it? / People work they could come and talk to him again IES TOMST CEMONGS FON COMPENSATION
' Answers ' ¡_ very long hours here, don“† they? / I†“s very : ÌL¿kzikieSic>eesggkieicosngictEcfc9ii04236:2:212'816:22:122239007.7202027,,<f0/e1g30/24244:el8
._ Tolking abou† your journey ' windy i Bo LIVE snows Cloriere Geen tie: 2 6.30 The student puts the words in the correct look
:
arrived? : ‘ ee ai cia ee 2 Did the airline staff agree to his proposal? ; ; 6.1 alot more common than people think
i lơ Sĩ l : 6.2 they probably had a tighter schedule than
1 It was raining hard ' : What's the weather like at the moment? What's _ | : 1 It’s not convenient, but you can put me on : 63 you were more flexible / the situation would
2 it’s very windy, isn’t it? i ; the traffic like at 10 o'clock In the moming? : tomorrow's flight be worse / you're smarter than lam / just more :
3 It snows a lot here, doesn’t it? : ‘ Can't | get a bus to my hotel? The meefing's in | 2 Yes, they agreed immediately experienced / one eday' later than planned : ' 4 sit always so hot here? : ; “Thejatromoon: STI? CS 7 ¡3 A first-class seat, four-star accommodation
1 People work very long hours here, don’t they? : questions they underlined in 1 3 6.20 The student listens to 6.2 again to correct the 1 The student writes a comparison of the hotels
4 Most people live in flats in the centre Just to answer your Questions about our meeting ; 1 | was in London a few years ago ona ‘ Model answer tines soos cceseenoeteesuesussseuepeuseusaemnes z.atetet.3 next week The weather is very cold right now so business trip and few | was flying back ' Subject: Hotels to use for overbooking
hưng J tin The trafic eri re mg 2 2 | could see these two ground staff They : prices are similar The Emperor is quieter, more
inc So Ti fac ond ben —_— Sị yeu , cene were coming down the line : attractive, and it has better business facilities and a
pst : to veurhofKi in about lon auf your" he : ; 3 Well,| ean could see that there were families : on vacation : Ovin.the stall fe fare heipiul when there's a problem On the other hand, the Royal has a better
your hofel ơt 1.30 pm ls thot OK? - : ) : 4 and they probobly heveed hod ơ : roscxxonf Đusiness K+cfiles and a gym coui
tighter schedule than me important for our overbooked passengers We could
Looking forward to seeing you 8 Andl was going home so a day : put Economy passengers in the Royal and Business
Danilo | 6 No, |wasseayiag said: ‘It would be very Regards
inconvenient for me .” ì Vanessa Selway
Trang 5
This lesson looks at language for giving information about yourself
and your work HÀ
1
oe
7.1.0 Give the ".“.^ through the
notes You could pre-teach abroad - to / ina
different country, and first thing - what you do first
when you arrive The student listens to write down the missing information
| Answers
| Start work at eight o'clock :
! First thing check email and letters |
Melissa in office at eight o'clock except :
when travelling / visiting :
Ị clients and Wednesdoys :
six or seven times a year :
office closes at six but
: 1 Melissa is the sales manager
; 2 Susan is from Birmingham, but she lives in
London
3 Cathy goes to Tenerife because ner mother
3 Ask the student to match the questions to the
You are the new assistant and the student is your
boss Make sure that the student covers the five points mentioned regarding their own job by asking
several questions about each point
e.g What time do you normally get to / leave
the office?
What time do you want me to start?
How often do you work at the weekend?
Look
The student finds different examples of adverbs and expressions of frequency in 7.1-7.2
7.1 | always get to the office at eight / please:
always check my emails and letters first / we :
usually have a short meeting / Is that every
day? / I'm always here on Mondays / you usually visit the clients / they never visit me /
| always have to go to them / 1 go to the gym every Wednesday / Do you have any
weekly or monthly meetings? / we have a
planning meeting every Friday morning /
we have the big sales meeting on the second Monday of each month / about three or four times a month / Do you often
go abroad? / no† very offten / | go to Poris : three or four times a year / | probably go t abroad six or seven times a year / We
sometimes work later but then you can
usually finish work early the next day
7.2 How often do you do that? / two or
three times a week / Do you visit your family often? / Yes | go back home once a month /
Do you ever go and visit them? / yes twice
a year / once in winter and then again in
September or October
Writing
The student writes an email, as Susan, describing
their new job
Model answer Dear Jo
| started my new job today | work for the manager
of the sales department | start work at eight
o'clock and | think I'm going to finish at six | have
to check the emails and letters for Melissa, my boss | organize her appointments and business trips because she travels a lot and | have to
prepare about three or four presentations every month When Melissa is away | have to supervise the office for her It’s going to be interesting but |
think I’m going to be very busy!
Susan
How to talk about other people
This lesson practises language for describing people’s appearance
“questions about how fo
are that they go to, how many people usually go,
where they take place - at work / at a conference
centre, in a restaurant, etc
Expressions
1 8.1 o The student listens and circles the people
in the picture that are described You could
pre-teach Madeira wine - a strong, sweet, white
wine, made in Madeira, and brochure - a free
magazine advertising a particular company and its products or services
: Paolo Rodrigues (the Branch Manager), the
! Business Development Manager, the Director for
: Austria, Henri Joli (the French Manager), and
ASTORO; from Italy
The student finds the items of clothing in the picture Check the pronunciation of these words:
high heels /har_ hi:lz/, trainers /‘treinaz/, pullover
'polaova/, jeans /d3i:nz/, tie /tat/, trousers
"trauzaz/, waistcoat /‘weiskaut/, glasses /'gla:siz’
The student matches the people (1-5) to their
descriptions (a-e)
| Answers
1 Antonio ¢ rather smart /
: 2 Henri Joli a abit serious and
describe one of the people The other person
must guess who is being described
Ask the student to describe three of their own
colleagues
Look
The student finds examples of one, ones, this, that,
these, and those in listening script 8.1
: That'll help me relax! / he’s the one over there /
: What about that man over there? The one with : glasses / the one with the waistcoat / he sent : me those new brochures / the ones about VIP
; banking services / he’s the one in jeans and
| trainers / Who's this guy over here? / before |
{| introduce you to all these people / some
| of those cheese biscuits
Writing
1 Start by discussing your own looks and clothes to
elicit target vocabulary for descriptions The student writes an email, based on the model
Model answer
Dear Mischa
Petra has just sent me your fight details | can collect you from the airport so don’t worry about
finding a taxi Can you meet me at the Meeting
Point next to the information desk? I'll be wearing
a black winter coat and carrying a briefcase |
have blond hair and | wear glasses If you can’t find me just ask the information desk to page me
See you soon Gregor
business one : one 1
Trang 6
How to talk about time
This lesson looks at language for giving information about time
Starter
1 Student’s own answers
Expressions
1 9.10 You could preteach timetable - a
plan of when you expect things to happen,
manufacturing - the business or industry of
producing goods in large quantities, and working conditions - salary, holidays, working
day, training, breaks, etc Listen and ask the
student to mark the changes on the timetable only
The working week is now 37 hours not 39
‘They finish work at 17.30, not 18.00
They finish work on Fridays at 15.00, not 17.00
There is no lunch break on Fridays
The lunch break is now 45 minutes, not 60 and it
9.20 Listen to the second part of the meeting
where the new holidays are announced Ask the
student to mark the changes to the holidays and
to listen to the final question
They have one extra day at Easter They now
have 3 days
They can take their summer holidays in July and
August but not in September like last year
The final question is about the coffee break They
can take a twenty-minute coffee break '
3 Ask the student to put the words in the correc†
business one : on:
order to make sentences Listen again to check their answers
1 We have the same number of days
2 Wenow have to take the complete twenty
days in July or August
3 Last year some of us took our holidays in
Ask the student to complete the notes with their
own answers about the usual working conditions
for their company or their country Help the
student describe the different conditions by asking several questions for each point Change roles when the student has finished You may like
to invent conditions that are either excellent or terrible, in order to stimulate interest
Look
The student finds examples of time prepositions in
listening scripts 9.1-9.2
: 9.1 at nine o'clock / at half past five / on
‘ Fridays / at three / on that day / from nine:
to three / from one hour to three quarters of :
an hour / from a quarter past one to two
o'clock
: 9.2 at Christmas / at Easter / in July or August /
: at another time of the year / in September / |
on January 1S / between 10.00 and 12.00
Writing
1 The student writes a short email (approximately
100 words) to a friend about the working conditions in their company Make sure that the student covers the five different points
Model answer
Hi Carl
Here's the information you wanted We work from
Monday to Friday from 8.30 to 17.30 We can take
ninety minutes for lunch between 13.00 and 15.00
There isn’t an official time for the coffee break but
we can take twenty minutes in the middie of the
morning We normally have meetings in the
morning, usually at 9.00 We have good holidays!
The company closes for five days at Christmas and
a complete week at Easter We also have holidays
on Moy 24†h, July 15+, September 6, October 111,
and November 111", because these are national
holidays in Canada In addition, you have fifteen holidays that you can take between July and
September
See you soon!
Avery
How to talk about a past project
This lesson looks at useful language for talking about a past project
10.1 © The student listens to answer the questions
You could pre-teach timeshare - when several
people buy the same property, usually a holiday
home, and have the right to use this property at certain times of the year
1 Agirl called Sophie from Portugal Homes
: She is selling holiday homes in Portugal
2 He is not interested and hangs up
Go through the different points in the notes that Isabel has prepared for her presentation
You could pre-teach sales evening - when a
company organizes a meeting, usually in a hotel,
with potential clients Ask the student to predict the order of events in the campaign, but do not
ask the student to listen, or to complete the month when each stage happened just yet
10.2 0 Listen to check the order of the stages and fill in when each stage happened Ask the
student to describe the project using the notes they have taken
1 Portugal Homes contacted Spotlight May
2 Visited the client and had meetings May
| 3 Presented the proposal June
| 4 Prepared the advertising Sep-Nov
* §& Cold calling Sep-Nov
6
10.3 0 Listen to the second part where people
ask Isabel questions about the campaign Ask the
student to complete the sentences You could pre-
teach budget - the amount of money you have
for something, and deadline - the date when you
have to finish something
on time deadiine
happy / results
by 23% / more
completely
Speaking
Ask the student about projects they have finished
at work or at home Take notes while the student answers your questions and then describe the
different projects Try to make several mistakes in
your descriptions so that the student can listen
and correct you
Change roles when the student has finished This
time the student asks you about your recent
projects
You may like to focus on the different
pronunciation of the -ed endings in the verbs
found in recordings 10.2 and 10.3
/id/ contacted, visited, presented, decided
‘U finished, increased, worked
‘d/ prepared, telephoned
Look
The student finds more examples of the past
simple and the present perfect tenses in listening
scripts 10.2 and 10.3
: Answers 10.2 was / contacted / visited / nad /
presented / began / worked / was / prepared / telephoned / did / did
10.3 did you have to change / decided / had
to pay / did you finish / had fo finish / did
you call / made / came / haven't finished /
has said / have been / have increased /
have sold / have you finished / finished
Writing
1 The student writes a short summary, of approximately
100 words, on the results of the Portugal Homes
campaign that Spotlight organized
Model answer
Our work with Portugal Homes began in May last
year They wanted to promote a new property
development in the Algarve region of Portugal
and the objective of the campaign was to
organize sales evenings with potential clients in
order to increase their sales
We ran the advertising campaign between
September and November and a call centre
contacted over 30,000 peopie
The campaign has been successful So far this
year Portugal Homes has organized sales evenings
for more than 5,000 people and they have sold
350 holiday homes, an increase of 23%
The client is very pleased with our work and we hope
to continue our business with them in the future
business one « one 13
Trang 7
How fo talk about money
This lesson looks at useful language for talking about money
1-2 Student's own answers
° Ask the student fo read the five questions,
‘before listening to the conversation to find the
answers You may like to pre-teach the following:
to lend / borrow - see hint box,
to insure - to get special protection against
accidents, e.g for your car, house, or business,
to charter - to rent a boat or a plane fora
specific period,
to save - to keep money for future use,
an investment - money you put into a new project
interest - what you pay the bank if you borrow
money, e.g 3.4% interest,
a loan - money the bank gives you for a project,
to be repaid
1 In Valleta, Matta - next to the main marina
2 They have to buy them, not rent them
3 €270000
4 He doesn’t like the idea They are expensive
: and he wanted to rent offices
; 5 He thinks it’s a good opportunity
2 11.20 Ask the student to listen to the second part
and mark the three sentences true or false
1 False (Youre not going to teil me that you
think we should buy them?)
1 2 Tue
: 3 False David will phone the bank manager
: and make an appointment
3 Ask the student to read through the different parts
of the six sentences and match them up
business one : one
Ask the student to complete the summary with the words from the box
and prepare what they want to say before you
begin the role-play You may choose to focus on
polite or indirect question forms such as ‘Could
you tell me .' or ‘I'd like to know .’ or on simple
direct questions
Look
The student finds more examples of numbers and
percentages in listening scripts 11.1-11.2
: Answers
: 11.1 250 square metres / under €300,000 /
270,000, to be exact / a hundred per cent 11.2 €270,000 / in the region of six to seven
thousand euros / a five-year contract /
a budget of €100,000 / €100,000 /
a three-month deposit / at least €20,000 /
€120,000 / €150,000 / over fifteen per cent / ;
a seven or a ten-year loan / 8.75% '
Writing
The student writes an email to the bank
confirming the appointment and explaining the
reason for the meeting
Model answer
Dear Ms Watson
lam writing to confirm our appointment for next
Wednesday at 11.00 in your offices AH Marine
Services is expanding its business in the
Mediterranean and we are interested in buying
new Offices in Malta We would like to meet you and discuss the possibility of a loan in the region of
€150,000 to help us finance this investment
stages in a logical whether these stages are
‘example, in many
a reference
the student the
opportunity to produce language to describe
different stages, such as The first thing you have
to do is .’, ‘And then .', ‘The next stage is ’, etc
Expressions
1 Ask the student to read the short text about
the Materials Test Centre (MTC) and answer the
questions You could pre-teach joint venture -
when two or more companies work together on
a specific project, and to set up a company - to start or to establish a new company
1 MIC stands for Materials Test Centre and BBA ¡
stands for Britisn Builders’ Association :
2 in the Tyne Technology Park, Newcastie
: 3 Local companies, the Industrial
Development Board, and the BBA
! 4 It will test new building materials
: 1 False The new lines are four times faster
‘3 False The company will be making a profit in |
12.1 0 Ask the student to read the questions and
then listen to Diana and Mark's conversations
You could pre-teach on schedule - up to date, and behind schedule - to happen later than
planned
1 Three - installation, trial, and production
' 2 The delivery of machines from Italy was
with information from Expressions Elicit from the
student what facts and figures should be included
ow to talk about a project
eful language for describing a project
in the presentation The stages that are ticked are
finished Stage 3 - testing machinery and training
staff is taking place now and has a short delay of
three weeks However, MIC hope to be back on schedule soon, reaching full capacity in about amonth |
we hoped to be able fo finish the installation / :
we are going to be able to start the final stage / :
we expect to be able to save between 55 and
' 70% / so in one month, we'll be able to test new
' 2 Are they going to be finished as planned?
: 3 We're behind ef schedule by about three
: weeks
| 4 ttwas only a two-weeks delay in the end
: 5 We expect to be back te on schedule very
' 6 When will the centre be et fully operational? |
The student writes a short report describing a °
project at work
New client database
The company decided to change the old
database program, because it was very slow and inefficient We were not able to produce reports or invoices with the old system We started the design
of the new database at the beginning of this year
We wanted to have a system which was faster
and easier to use At the moment we are developing the new database and training the office staff he new program will be fully
operational in about two months With the new
database we will be able to process orders
much faster and introduce a lot more
information about each client
business one : one 15
Trang 8ts
projec
16
How to talk about personnel
This lesson looks at useful language for talking about personnel
Starter
1 Ask the studentfortheir opinion about the correct
order of the different steps when employing a
new person in their company
write job description
decide conditions
contact recruitment agency
advertise new post
1 13.1 0 The student listens to answer the questions
You could pre-teach staff - people who work for a company
1 No, she didn’t She was working
2 Yes, it’s a very big contract
3 She thinks they don’t have enough staff
4 On Friday, after she hears from Italia Tours
2 13.20 Ask the student to read through the words
in the box and then to complete the sentences
You could pre-teach temporary - having a
contract for a limited period only, and fo take
3 13.30 Ask the student to listen to the next part of
the conversation between Tony and Isabel, and
explain why Isabel recommends Nicole
Isabel has ac high opinion of Nicole, because she :
: is hard-working, creative, imaginative, and learns !
: quickly She is also dependable and efficient
4 Ask the student to go through the four sentences
and correct the mistakes in each one Listen again to check the answers
business one : one
1 She's not very experienced
2 She’s hard-working
3 She's very ereate creative and imagination
: imaginative, and she learns quickly
: 4 And she’s completely dependable
Speaking
1 Ask the student to look at the notes that Isabel has
prepared for Tony, and prepare the questions for
the interview You could pre-teach brochure - a
free magazine advertising a particular company
and its products and services, and willing fo travel -
happy to accept the idea of travelling for work
You play the role of Nicole and the student will
play the role of Tony
Look
The student finds more examples of who and that
in listening script 13.2
' a team of three people who can work / one
* admin person who can help / a person that
speaks Italian / a new accounts manager that
: can work on the Italia Tours job / someone who !
: has three or four years’ experience /someone —!
‘ who's creative and who can produce results under pressure
Writing
1 Go through the notes with the student and elicit
their ideas for each section Then ask the student
to write a short email to their manager describing
who they need and why Encourage the student
to write longer sentences using who or that
Model answer Position: Sales assistant
Experience: 2 years Languages: English and German
Type of contract: 12 months
We need a new sales assistant in the export sales
department Our business with German
companies is increasing and we are going to
open a new Office in Munich soon
We would like to employ a person who is quite young, between twenty-five and thirty years old
but who has a minimum of two years’ experience
We need a person who speaks English and
German fiuently We could offer a twelve-month
contract at the beginning If the person works well,
we could offer a permanent contract later
How to talk about project stages
This lesson practises language for talking about project stages
Starter
1 Ask the student to tell you about several popular
Products, from each category, using the different questions as prompts
Expressions
1 14.1 0 Go through the instructions to check that
the student has understood the context and then listen to answer the two questions You could pre-
teach budget - the amount of money you have
for something, a publicity campaign - a series of
advertisements and promotions to help sell a
product, and deadline - the date when you have to finish something
‘Answers
: 1 Yes, the campaign is finished
: 2 No, she didn’t, because the client made a
lot of changes
2 14.20 The student listens to the second part of the
conversation and matches the different stages to
the corresponding months Listen again to check the answers if necessary
: Answers
present proposal b
launch product f
agree final plan e May
meet client a January
cut TV campaign d April
3 Ask the student to rewrite the words in the correct
order Ask the student to tell you the different
stages of the project using the answers from
Expressions 2 when you finish this activity
Answers
1 The first step was to meet the client in
January
2 The next step was to prepare the publicity
: 3 They cut the budget by 25%
: 4 | was worried, because our deadline was the |
5 We were going to launch the product at
shops and supermarkets
6 We only agreed on the final plan in May
Speaking
1 Ask the student to make correct sentences by
choosing logical connections from the words in
the different columns as shown in the example
We were going to advertise on TV, but we decided to use radio
2 The second activity is similar, but this time the
student has to offer their own ideas to extend each sentence with extra information as shown
in the example
! was going to look for a new job, but |
decided to speak to the manager instead
He offered me a job with better conditions
Look
The student finds examples of the different past
tenses in listening scripts 14.1-14.2
14.1 How did the campaign go? / had /
changed something / phoned / knew / ‘ were going to change something / Did you :
know / had / was going to be (2) / decided / were / finished (2) / was
14.2 was (7) / said (4) / were going to introduce / :
explained / wanted / were working (2) / presented / did they like / did / signed /
made / were going to have / said (2) / cut / wanted / were going to launch / had to / started / agreed / were going to start /
weren't / were going to fell / changed
Writing
1 Ask the student to read through the email
and underline the different things that the manager wants The student writes a reply
of about seventy-five words
Model answer
The McKinley campaign was hard work but it
finished on time in June Jane had to change
several important aspects of the campaign, such
as the campaign budget, and she wasn’t happy
with the client because of this She visited the
client in January, signed the contract in March, and agreed on the final plan in May Jane did
well to finish on time
business one one 7
Trang 9How to talk about future projects
This lesson practises language for describing future projects
1 Student's own.answers Encourage as much
speaking practice as possible by asking several
questions based on the:theme of the perfect
holiday and the student's answers You could pre-
teach countryside - land outside towns or cities, with woods, fields, etc., and to go sightseeing - to
visit places of interest for tourists
Expressions
1 15.1 © Ask the student to listen to the first
conversation and complete the notes You could
pre-teach retire - to finish working, in many
countries at the age of sixty-five, budget - the
amount of money you have for something, to go over budget - to spend too much or more than you expected, and schedule - a plan or timetable
Listen again to check the answers if necessary
1 (Example) important building work? -
December this year
‘ 2 Decoration / gardens / swimming pool? -
: starting in January
‘ 3 Recruiting / training new staff? June - August
| 4 First reservations? - end of summer by
‘ September latest
5 Full capacity? beginning of December
Tony retiring - before the end of next year Employ new assistant manager as of - June
2 15.20 Look at the three questions and then listen
for the answers You could pre-teach setback - a problem or difficulty that causes a delay
1 Because he has some bad news - a delay in :
2 Local protests about the swimming pool
area
3 > They can’t start work on the gardens and
pool until the end of January
3 The student listens again to match the beginning
of each sentence (1-5) with the end (a-e)
business one : one
Speaking
1 There are six different points to discuss with the
student The student should describe what they will be doing in five, ten, or fifteen years’ time in their own words, but encourage the use of
expressions such as: / don’t really know or I’m not
sure or | hope / imagine / expect together with
examples of the future continuous tense when speculating about the future, e.g | imagine I'll be
working for the same company in five years’ time
or | don't think I'll be retiring at fifty-five This
activity may take the form of an interview with
you asking the student questions When you've
finished, ask the student to ask you about your
plans
Look
The student finds examples of the future
continuous in listening scripts 15.1-15.2
: 15.1 we'll be finishing / we'll be starting /
: we'll be recruiting and training / we'll be : taking / the hotel will be operating / I'll
be retiring (x2) / we'll be employing
15.2 I'll be speaking / we won't be working /
when will you be seeing
Writing
1 Read through the instructions with the student
Make a list of the points the student should include
in the email to William These could include:
good meeting work starting 3° week January three-week delay - work more smaller pool - not important change The student writes an email to William covering the points in the list
Model answer
Hello William
I've got some good news for you! My meeting with
the local authorities went well We'll be starting
work on the swimming pools and gardens in the
third week of January This means a three-week
delay to our plans but we'll be working Saturday
and Sunday to get back on schedule The bad
news is that the swimming pool must be smaller
than the original plan but don’t worry, the change
isn’t important
See you soon
Tony
‘How †o updote
This lesson looks.atexpressions for talking about tasks which are
done, or not yet complete
1 Student's own answers
find in guidebooks
round - history,
maps; sightseeing - museums, monuments, etc
The student listens to complete the table, marking
which sections are complete, and which are not yet finished
2_ Folse (í ve added more details about maps
and where fo buy them)
; 3 True
4 False (I’ve already updated the opening
time and prices of the museums)
8 False (My contact there, Louise, is doing
some final checks for me)
3 16.20 Pre-teach rules - how to play the game
The student listens to complete the table
Gavin will include the history of the sport, '
:_ pho†ogrgphs, festivols, how †o ploy, where †o buy ;
: kites, and how to make kites
4 Ask the student to put the words in order The
student listens again to check the answers
1 Let’s go through each section
‘ 2 Where shall we start?
; 3 Have you got the copies | sent you?
' 4 I've still got to add details about how to get
there
5 | haven't done that yet
6 I'lldo if at the weekend
7 Louise is doing some final checks for me
8
Speaking
1 There are two situations to role-play here Ask the
student about their current projects Ask them to
choose one and make a list of all the tasks
involved
Role-play help
Role-play a meeting, in which the student talks
through the tasks, explaining which are complete
2 Look together at the contents page of Business
one:one Ask the student which sections / units
you have done, and which you still plan to do
Look
The student finds examples of the present perfect
in listening scripts 16.1-16.2
16.1 I've added more details / but | haven‘t done
that yet / I've already updated the opening
times / I've also included that / I've added some new CD shops / I've already put them
: in /I hoœven/† done that yet / I've already cut
: out the places that have closed / a lot of
locatstyle restaurants have opened up
16.2 I've included a special section on kite-fiying
Writing
1 The student writes about the project from
Speaking 1 in an email
Dear Mark,
Just fo let you know, I’ve already booked a
photographer for the ambassador's visit next
week, and reserved the conference room i've ordered drinks, but | haven't organized any snacks
yet I'll do that tomorrow Mario said he’d get back
to me about the video equipment | hope that’s
everything
Tony
2 The student writes a postcard from a city they
have visited Brainstorm ideas beforehand
Dear all
Greetings from Liverpool What a great city! I’ve
been to the Beatles Museum, but | haven't been
on the ferry yet | hope to see the Royal Liver
building before the conference starts this
afternoon See you soon!
Lourdes
business one - one 19
sÖulIieeuI
Trang 10How †o give people news
This unit looks at language for giving good and bad news
Starter
1 Look at the pictures, and ask the student to match
the picture to its name Encourage discussion
about bathroom products which contain these
Ingredients
Expressions
1 Ask the student to read through the email You
could pre-teach hamper - a basket filled with
gifts Then answer the two questions
1 Whittaker’s want to use their soaps in the
Christmas hampers Whittaker’s want a
display of products next week, Judith will be
in France next week i.e she cannot attend the event at Whittaker’s
2 Judith wants a meeting on Monday to
discuss the email
2 17.10 You could pre-teach giveaway - a free
product the company gives to customers to
encourage them to buy more later The student
listens first to the difficulties, and then decides if
the sentences are true or false
True
False (He can supply ail the almond and
mint soaps we need)
6 False (Whiftaker’s have also offered to sell
the lavender and olive range)
3 The student matches the halves of the sentences
together, and then listens again to check the
1 You are a colleague Introduce your colleague
(the student) to talk about recent events
Extend by asking questions about the events (follow-up information will be in the past
simple)
business one : one
Look
Starter
1 Look at the ideas on the list Discuss how suitable
each one would be for the student's company
Pre-teach team-building - events organized
specifically to improve communication and
working relationships, and cable-car - pictured
2 Student's own answers
2 Discuss recent events, preferably with a
newspaper in front of you (English or local)
Choose one story, and put together a short
one-sentence announcement Then encourage the student to do the same with another piece
of news To make this more authentic, you could record the student's new items You may want
to tackle Writing 2 before doing this exercise to
give the student some controlled practice
Expressions
1 The student reads Tom's email to his assistant to
find four things which need doing
‘Answers
confirm the hotel booking / check staff numbers / : check with Marek about transport / ask the : hotel if they can organize a half-day trip -
perhaps a cable car up the mountain - and
dinner on Saturday
2 Ask the student to read the second email to find
the three choices for an outing Ask them which one they would choose Then read it again to find
Alena’s other answers
The student finds other examples of the present
perfect in listening script 17.1 and the email in
Expressions Note that there are several uses of have which are not present perfect
Answers
17.1 we've had a probiem / I've just booked
tickets / he’s just emailed / Whittaker's
have also offered
email I’ve just had a call / we've won that
Writing
Answers
:_ Three choices for a haif-day trip: visit to the lake,
! fishing, and a walk: cable car up the mountain:
walk to the TV tower and waterfall Each trip includes a visit to a chata Dinner is possible at the Koliba on Friday, with live music Saturday is
booked up
The hotel have confirmed the reservation The
accounts department have paid the 20% deposit :
The student writes an email about the recent
A new ID card scheme has been introduced If will
come into effect from 1S* September Please see
Security before then for a new ID photo Sales figures have gone up by 12% Sveta
Borovskaya has a breakdown for anyone who
would like more detail
3 The student re-reads both emails to find phrases
with similar meanings
on Friday at 6 p.m in room F300 Everyone is 1 they've given us the following options (email 2)
ns cords 2 what wouid suit best / let me know what you |
The student completes the sentences, putting 4 they've confirmed our reservation (email 2)
§ is still available (email 2)
2 The EU has / have started talks on renewable : 9
3 The prime minister of Japan has arrived in
: Paris on a state visit to France Speaking
4 Trigbee UK suppliers of kitchens, have ' 1 There is one situation to role-play here You
announced increased profits of 15% could repeat this role-play by swapping roles
prices to be confirmed (email 2)
and another thing (email 1)
How to make arrangements
This unit looks at language for making and confirming plans
Role-play heip
You are Tom Focus on the list, which indicates which tasks Alena (the student) has already done Which verbs can be used to talk about each
item? Introduce the meeting, ‘So, how are you getting on with organizing the team-building weekend?’ Extend by asking about anything else that needs doing
Look
Ask the student to read the emails to find more
examples of verbs in the present perfect
email 1 we've booked the hotel / I've read
about a cable car
email 2 I’ve rung the hotel / they've confirmed
our reservation / accounts have paid
the deposit / they've given us / Gary’s been there / I've spoken to Marek
Writing
1 The student writes an email to Tom, explaining
which tasks have been done
Model answer Dear Tom
The cable car for the trip is now booked It costs
€20 per person
I've also booked the Koliba for Friday evening Marek has organized a 15-seater minibus It leaves the office at 15.00
I've sent an updated schedule to staff but | haven't sent it to the trainers yet I'll do that today
| think that’s all
Alena
2 The student writes an email to their assistant, asking
them to do the various tasks relating to the event
Dear Eva
I'd like to organize a party for Gordon's twenty-five years with us Please find out if the meeting room is
avaliable on the 30°, Apparently there’s a new
party service company - ‘Celebrate’ - in town
Can they offer something special? Oh, and cnother thing please ask around for ideas for
a present for Gordon Let me know
Thanks
Meg
business one : one 21
Trang 11How to discuss options
This lesson looks at language for talking about different options
Starter
1 Check that the student understands the jobs,
and then ask themito list more, @.g road-workers, hospital staff, etc Ask the student which uniformed
workers they have encountered this week
2 The student labels the pictures of the different
items of clothing with the correct vocabulary
Expressions
1 Look at the pictures of shirts, trousers, and jackets
Discuss which of each category you and the
student think are best for security staff, and why
2 (19.10 Pre-teach navy blue - a dark blue Then
play the three conversations in the recording, and
listen first for Pat's preferences Then listen again to
all three parts for the clothes the security staff like
Answers
3 The student completes the sentences, and listens
again to 19.1 again to check their answers
1 There is one situation to role-piay, and one
situation to discuss here
Role-play help
You are Pat, and you have a meeting with an extra member of staff (the student) who couldn't attend the meeting Ask for their opinion on each
item of clothing, trying to get reasons for their
opinions, and aspects of each item that they like
or don't like Give your opinion too
2 Talk about work clothes and home clothes What
differences are there? Talk about the clothes you both have on now What do you like / not like
about them? Ask the student to tell you about the
last time they went clothes shopping What were
they looking for? Were they successful?
business one : one
Look
The student finds examples of too, enough, much,
and many in listening script 19.1
we haven't got enough time / you're all far foo :
busy / the old uniforms aren‘t smart enough / !
there are far too many pockets / I'd choose :
those too / they‘re not warm enough / me too / '
maybe we'll have too much choice / there
: aren‘t really enough options here / which is too
long for us
Writing
1 Look at the two flyers What are they advertising?
What differences are there between them? Discuss each advertisement in terms of the features listed
The student writes an email to the marketing department, outlining features they like / don't
like, and why For further practice the student
could repeat the exercise with materials from
their own company
Model answer
Hi John
Thanks for sending the two options
| talked to Adam and we prefer the first one
because the message is much clearer The colours
are also stronger and there isn't too much
information
On the second one, there are too many activities,
so the message isn’t clear enough | also think the
font-type is too difficult to read
We decided that, if we can make some changes,
we'd opt for the pictures of the second one, but
choose the bold colours and font of the first
What do other colleagues say? Do they have a
preference too?
Thanks for asking
Jenny
How, to give opinions
This lesson looks at language for giving opinions, agreeing, and
disagreeing
+ 201 © The student listens for the changes they
‘want to make to the advertisement
Put the photos at the top
Add a link to the summer festival
Speaking
Look at all four topics, and then ask the student to
choose one Then each of you make notes about
the topic in two columns - what you agree with, and what you disagree with Then start the
conversation about the chosen topic, giving your opinion confidently, and inviting the student to
comment and give their ideas Do the same with
another topic, or one of the student's own ideas
2 20.20 The student listens for the change and
marks it on the advertisement
: They agree to put the villas and hotel links
: together as one link
3 The student reads the sentences and makes the
corrections The student can listen again to 20.1 and 20.2 to check their answers
: 1 Well, the rrere most important thing is to
show what Dubrovnik’s like
Yes, definitely | sheuier+ couldn't agree
more
| de don't think it's a good idea at all
You've got #€ a point there
Fee 'm not sure about that one either
About the links My feet feeling is that three is enough
Really? I'm Reppy afraid | don’t really agree :
8 You ean can't be serious!
4 The student matches sentences 1-8 from
Expressions 3 to functions a-c
The student finds examples of adjectives with
-ed / -ing, in listening scripts 20.1-20.2
Answers
: 20.1 interesting photos / they're all quite exciting / |
I'm fascinated by it / I'm really excited
+ 20.2 all this text is a bit boring
Writing
Before starting, elicit one or two advantages and disadvantages of email advertising Then look
together at the meeting notes The marketing
department wants opinions from its colleagues
about email advertising The student writes the
email, giving the opinions on the notes
Encourage the student to add any more ideas
Secondly, some people are bored with spam so
they just delete them
However, the most important thing is that emails
are very cheap ond easy We already have an
up-to-date mailing list
I'm not sure about sending these fo everyone
My feeling is that it’s better to target customers
personally Can we use clients’ names with the
mailing list? | think this would be best
Yours Tina
business one : one 23