New market leader intermediate teacher''''''''s book

New market leader intermediate teacher''''''''s book New market leader intermediate teacher book

© Pearson Education Limited 2005

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not the full answer’ by Adrian Furnham 5th February 2002, ‘The engineer of the human corporation’ by Simon London, 23rd October 2003, ‘Shake-ups that leave us shaken but not stirred’

by Alison Maitland, 16th May 2004, ‘Coastal wealth radiates across inland China as road and rail investment help drive change’ by James Kynge, 9th March 2004, ‘Mégane sales drive Renault to pole position’ by Richard Milne, 28th july 2004,

‘Shares fall as BskyB plans for long-term’ by Gautam Malkani, 5th August 2004, ‘The American dream gets a Latino beat’ by Sarah Murray, 24th March 2004, ‘A growing opportunity to

close the cultural gap’ by Stephen Pritchard, 2nd July 2003, ‘An American leader in Europe’ by Alison Maitland, 14th July 2004,

‘Voodoo expenses’ by Andrei Postelnicu, ‘Honduras textile

groups hope trade deal will sew up the future’ by John Authers, 27th July 2004, ‘Globalisation needs no defence, it needs interrogation’ by Richard Tomkins, 23rd April 2004, ‘Quality put into practice’ by Morgan Witzel, 13th August 2003, ‘Korean cars score in quality survey’ by jeremy Grant 29th April 2004, ‘Japan goes after industrial spies’ by Michiyo Nakamoto, 8th February

2004, ‘UK government backtracks over bribery’ by Jean Eaglesham, i8th February 2004, ‘School seeks to lead the field

in leadership’ by Simon London, 16th November 2003, ‘When logic demands flakiness’ by John Gapper, 2nd February 2004,

‘Japan must reward bright sparks’ by Michiyo Nakamoto, 15th February 2004 and ‘The master strategist’ by Morgan Witzel, 15th August 2003; Stuart Crainer for an extract from the article

‘Corporate road warriors’ by Stuart Crainer; Clare MacCarthy

for an extract from the article ‘Less pickings for the anti-ad

brigade’ by Clare MacCarthy, published on www.FT.com 7th June 2004; Herminia Ibarra for an extract from the article

‘Tough lessons on the road to leadership’ by Herminia Ibarra, published on www.FT.com 4th August 2004; and Tony Cram for

an extract from the article ‘Boost Brands and Profits with the Right Price’ by Tony Cram, published on www.FT.com 6th August 2004 (Tony Cram is a Programme Director at Ashridge Business School and author of ‘Customers that Count: How to build living relationships with your most valuable customers’ Prentice Hall 2001)

In some cases we have been unable to trace the owners of copyright material and we would appreciate any information that would enable us to do so

of this book be photocopied for resale

Market Leader New Edition reflects the fast-changing world of

business with thoroughly updated materia! from authentic

sources such as the Financial Times The new edition retains

the dynamic and effective approach that has made this course

so successful in business English classes worldwide The New

Edition features all new authentic texts and listening material

throughout plus a vocabulary reference file divided into topic

areas There are now two revision units — Revision Unit A (after

units 1-7) and Revision Unit B (after units 8-14) The Course

Book is accompanied by a new Practice File, Test File and

Teacher’s Resource Book (with new photocopiable activities

and text bank material}

1 Course aims

Market Leader is an extensive new business English course

designed to bring the real world of international business into

the language teaching classroom It has been developed in

association with the Financial Times, one of the world’s leading

sources of professional information, to ensure the maximum

range and authenticity of business content

The course is intended for use either by students preparing

for a career in business or by those already working who want

to improve their English communication skills It is most

suitable for use with students who are at the intermediate

language level

Market Leader combines some of the most stimulating

recent ideas from the world of business with a strongly task-

based approach Role plays and case studies are regular

features of each unit Throughout the course students are

encouraged to use their own experience and opinions in order

to maximise involvement and learning

An essential requirement of Business English materials is

that they cater for the wide range of needs which students

have including different areas of interest and specialisation,

different skills needs and varying amounts of time available to

study Market Leader offers teachers and course planners a

unique range of flexible materials to help meet these needs

There are suggestions in this book on how to use the unit

material extensively or intensively, and how the material in the

Practice File integrates with the Course Book There are

optional extra components including a Business Grammar,

Videos and a Series of special subject books to develop

vocabulary and reading skills This book contains extensive

extra photocopiable material in the Text Bank and the Resource

Bank

2 The main course components

Course Book

This provides the main part of the teaching material, divided

into 14 topic-based units The topics have been chosen

following research among teachers to establish which are the

areas of widest possible interest to the majority of their students The Course Book provides input in reading, speaking and listening, with guidance for writing tasks, too Every unit contains vocabulary development activities and a rapid review

of essential grammar There is a regular focus on key business functions, and each unit ends with a motivating case study to allow students to practise language they have worked on during the unit For more details on the Course Book units, see Overview of a typical unit below

There are also two revision units in the Course book that revise and consolidate the work in the main units

Practice File

This gives extra practice in the areas of grammar and vocabulary, together with a complete syllabus in business writing In each unit students work with text models and useful language, then do a writing task to consolidate the learning

Additionally the Practice File provides regular self-study pronunciation work (with an audio CD and exercises), and a valuable survival language section for students when travelling

Teacher’s Resource Book

This book provides teachers with an overview of the whole course together with detailed teaching notes, background briefings on business content, the Text Bank (28 optional extra reading texts) and the Resource Bank (photocopiable

worksheets practising communication skills)

3 Overview of a Course Book unit

Atypical unit consists of the following sections:

Starting up

Students have the opportunity to think about the unit topic and to exchange ideas and opinions with each other and with the teacher There is a variety of stimulating activities such as answering quiz questions, reflecting on difficult decisions, prioritising options and completing charts Throughout,

[3

[Introduction — -

students are encouraged to draw upon their life and business

experience

Vocabulary

Essential business vocabulary is presented and practised

through a wide variety of creative and engaging exercises

Students learn new words, phrases and collocations, and are

given tasks which help to activate the vocabulary they already

know or have just learnt A Vocabulary File at the end of the

book gives students the opportunity to revise core vocabulary

from the Course Book units under topic headings

There is further vocabulary practice in the Practice File

Discussion

There are a number of discussion activities in the book Their

main purpose is to build up students’ confidence in expressing

their views in English and to improve their fluency

Reading

Students read interesting and relevant authentic texts from the

Financial Times and other business sources They develop their

reading skills and acquire essential business vocabulary The

texts provide a context for language work and discussion later

in the unit

Listening

The authentic listening texts are based on interviews with

business people and experts in their field Students develop

their listening skills such as prediction, listening for specific

information and note-taking

Language review

These sections develop students’ awareness of the common

problem areas at intermediate level They focus on accuracy

and knowledge of key areas of grammar If students already

know the grammar point, this section works as a quick check

for them and the teacher If they need more explanation they

are referred to the Grammar reference at the end of the Course

Book

There is further grammar practice in the Practice File and in

the Business Grammar (see Extending the course below)

Skills

This section helps learners to develop their communication

skills in the key business areas of presentations, meetings,

negotiations, telephoning and social English Each section

contains a Useful language box which provides students with

the support and phrases they need to carry out the business

tasks in the regular role play activities

Case studies

Each unit ends with a case study linked to the unit’s business

topic The case studies are based on realistic business

problems or situations and are designed to motivate and

actively engage students They use the language and

communication skills which they have acquired while working

through the unit Typically students will be involved in

4

discussing business problems and recommending solutions

through active group work

All of the case studies have been developed and tested with students in class and are designed to be easy to present and use No special knowledge or extra materials are required

For teaching tips on making the best use of the case studies, see Case studies that work below

Each case study ends with a realistic writing task These tasks reflect the real world of business correspondence and will also help those students preparing for Business English exams Models of writing text types are given in the Writing File

at the end of the Course Book

4 Using the course

Accessibility for teachers

Less experienced teachers can sometimes find teaching

Business English a daunting experience They may be anxious about their lack of knowledge of the business world and of the

topics covered in the course Market Leader sets out to provide

the maximum support for teachers The Business brief section

at the beginning of each unit in the Teacher’s Resource Book gives an overview of the business topic, covering key terms (given in bold, and which can be checked in the Longman Dictionary of Business English) and suggesting a list of titles for further reading and information

Authenticity of content

One of the principles of the course is that students should deal

with as much authentic content as their language level allows

Authentic reading and listening texts are motivating for students and bring the real world of business into the classroom, increasing students’ knowledge of business practice and concepts Due to its international coverage the Financial Times has been a rich source of text and business information for the course

The case studies present realistic business situations and problems and the communication activities based on them — group discussions, simulations and role plays ~— serve to enhance the authenticity of the course

Flexibility of use

Demands of Business English courses vary greatly, and

materials accordingly need to be flexible and adaptable

Market Leader has been designed to give teachers and course

planners the maximum flexibility The course can be used

either extensively or intensively At the beginning of each unit

in the TRB are suggestions for a fast route through the unit if time is short This intensive route focuses mainly on speaking and listening skills if the teacher wants to extend this concentration on particular skills, optional components are available in the course (see Extending the course below)

5 Case studies that work

The following teaching tips will help when using case studies

1 Involve all the students at every stage of the class

Encourage everyone to participate

2 Draw on the students’ knowledge of business and the world

HRHAHRRKRARRKRARAHKRARRKRAKRAAHRAHRAAKRAAR

4 Ensure that all students have understood the case and the

key vocabulary

5 Encourage the students to use the language and

communication skills they have acquired in the rest of the unit A short review of the key language will help

6 Focus on communication and fluency during the case

study activities Language errors can be dealt with at the end Make a record of important errors and give students feedback at the end in a sympathetic and constructive

way

7 \|fthe activity is developing slowly or you have a group of

students who are a little reticent, you could intervene by asking questions or making helpful suggestions

8 Allow students to reach their own conclusions Many

students expect there to be a correct answer The teacher can give their own opinion but should stress that there usually is no single ‘right’ answer

g Encourage creative and imaginative solutions to the

problems expressed

10 Encourage students to use people management skills such

as working in teams, leading teams, delegating and interacting effectively with each other

11 Allocate sufficient time for the major tasks such as

negotiating At the same time do not allow activities to drag on too long You want the students to have enough

time to perform the task and yet the lesson needs to have

pace,

12 Students should identify the key issues of the case and

discuss all the options before reaching a decision

13 Encourage students to actively listen to each other This is

essential for both language practice and effective

teamwork!

6 Extending the course

Some students’ needs will require more input or practice in

certain areas, either in terms of subject matter or skills, than is

provided in the Course Book In order to meet these needs,

Market Leader provides a wide range of optional extra

materials and components to choose from

Teacher’s Resource Book

The Text Bank provides two extra reading texts per unit,

together with comprehension and vocabulary exercises

The Resource Bank provides copiable worksheet-based

communication activities, linked to the skills introduced in the

Course Book units

Business Grammar

For students needing more work on their grammar, this book

provides reference and practice in all the most important areas

of Business English usage It is organised into structural and

The seven films are based on authentic developments and issues in the contemporary business world Each film is linked

to the themes and language of the Course Book Film1 corresponds to units 1 and 2, Film 2 to units 3 and 4, etc The films range from dramatised business dilemmas to presenter- ted documentaries and a real-life presentation Each oneisa stand-alone, self-contained programme

There is also a video drama available called Alliance which

is an exciting story about an international airline alliance and the pivotal role played in it by a rapidly-expanding catering service firm The video illustrates key business functions such

as meetings, socialising and negotiating and extends work that students will have done in these areas in the Course Book

Business leader briefings is based on interviews with leaders and thinkers from international businesses It is organised into six topical units which echo themes from the

Course Book Students have the opportunity to revise key

vocabulary and take part in discussions stimulated by what

they hear from the interviewees

Each video is accompanied by a set of photocopiable

worksheets and a transcript The videos are also available separately

Special subject series

Many students will need to learn the language of more specialised areas of Business English To provide them with authentic and engaging material, Market Leader includes a range of special subject books which focus on reading skills and vocabulary development

The series includes Banking and finance, Business law and

International management Each book includes two tests and a glossary of specialised language

Longman Dictionary of Business English

This is the most up-to-date source of reference in Business

English today Compiled from a wide range of text sources, it allows students and teachers rapid access to clear,

straightforward definitions of the latest international business terminology

Market Leader website

http: //www.market-leader.net

This website offers teachers a wide range of extra resources to

support and extend their use of the Market Leader series Extra texts of topical interest are added regularly, together with worksheets to exploit them Links to other relevant websites

are posted here, and the website provides a forum for teachers

to feed back comments and suggestions on the course to the authors and publishers

b—

Lesson notes

Unit 41 Ethics

Ata glance Business brief Lesson notes

Unit 12 Leadership

At a glance Business brief Lesson notes

Unit 13 Innovation

Ata glance Business brief Lesson notes

Unit 14 Competition

Ata glance Business brief Lesson notes

Company results: cars

Company results: pay TV

Unit 6 Advertising

Advertising to Latino consumers

Should advertising to children be banned?

Unit 7 Cultures

Cultures and outsourcing

US and European business cultures

Unit 8 Employment

Asking for a raise

Spending the company’s money

Lesson 1

Each lesson (excluding

case studies) is about

45-60 minutes This does

not include administration

and time spent going

through homework

Starting up SS’s attitudes to brands Vocabulary: Brand management

SS look at word partnerships with ‘Brand’ and ‘Product’

Listening: Why brands matter

A brands specialist talks about the importance of brands and an example of successful branding

A company is facing the problem of falling market share SS

analyse the situation, suggest solutions and make a final

SS read an article about the risks when luxury goods companies | (pages 130-133)

move their production abroad

Language review (page 5)

This discussion about the merits of two different promotions

provides fluency practice

SS listen to a meeting where there is a difference of opinion and | (page 199)

learn key language for participating in meetings Practice File

Making suggestions (page 63)

Lesson 4 Case study: Caferoma Practice File

Writing (page 6)

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections

For 1 to 1 situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this

is not the case, alternative procedures are given

As the marketing expert Philip Kotler has said, ‘The most distinctive skill of professional marketers is

their ability to create, maintain, protect and enhance brands.’ But, despite the best efforts of

professional marketers, the list of top brands of today js not so different from that of 30 or 40 years ago:

Coca-Cola, IBM, Ford and Hoover are all still there Consumers tend to form emotional attachments to

foods and household goods they grow up with These brands gain mindshare in consumers at an early

age and new brands find it hard to compete with the established brands

One area where new brands can appear is in new categories For example, the names Dell and Easyjet

have emerged as extremely strong brands in built-to-order PCs and low-cost airlines respectively,

industries that have not existed for very long

We tend to think of brands in relation to consumer marketing and packaged goods, and consumer

goods companies will often employ brand managers to develop their brands But the use of brands and

branding is also important in industrial or business-to-business marketing, where companies are selling

to other companies, rather than to consumers, As Amitava Chattopadhyay says in this unit of the Course

Book: ‘A brand is a set of associations in the mind of the consumer’ In business-to-business marketing,

substitute ‘buyer’ for ‘consumer’, and there will be similar issues of brand awareness, brand image and

brand equity: the value to a company of the brands that it owns In business-to-business, the company

name itself is often its most important brand A company’s image and reputation will clearly be key to its

SUCCeSS

Brands and your students

Both pre-work and in-work students should have lots to say about their own brand preferences as

consumers

In-work students not involved in sales or marketing may say that brands do not directly concern them,

but they should be able to discuss their organisation’s reputation relative to its competitors This is brand

positioning: the way that a brand is perceived in relation to other brands

Read on

Brand Management, Harvard Business Review paperbacks, 2002

David A Aaker: Building Strong Brands, Simon & Schuster, 2002

Leslie de Chernatony and Malcolm MacDonald: Creating Powerful Brands, Butterworth Heinemann, 2003

Jean-Noel Kapferer: Reinventing the Brand: Can Top Brands Survive the New Market Realities? Kogan

Page, 2001

Philip Kotler: Marketing Management, European Edition, FT Prentice Hall, 2002; Chapter 13: ‘Managing

Product Lines and Brands’

Write two headings on the board: Types of products and

Brands Under the first heading, write some product types

that you think SS will be interested in, e.g Cars, Clothes,

Electrical goods, Soft drinks, Foods

Then get SS to suggest one or two brands for each category

and write them up on the right-hand side of the board

Ask SS to work in small groups and think of some more

brands for each category Go round the room to help where

necessary

After a few minutes, ask each group for their ideas and add

them to the right-hand column

Ask SS why they chose the brands they did, and if they

have bought any of them recently Anticipate but do not

pre-empt the activities in the rest of the unit

Overview

Tell SS that they will be looking at brands, one of the key

parts of marketing

Ask SS to look at the Overview section at the beginning of

the unit, pointing out the sections that you will be covering

in this lesson and those that you will be covering in later

lessons

Quotation

Ask one student to read the quotation on page 6 Ask other

SS if they agree with it —if so, why — if not, why not (But

the quotation is difficult to disagree with!)

A discussion may develop Remember any points that may

be relevant to later parts of the lesson, and tell SS you will

come back to them

Starting up

This section introduces the main themes of the unit and pro-

vides speaking practice

@

Tell SS to work in simultaneous pairs and make lists of their

favourite brands and then answer the five questions

Go round the room and help where necessary, especially

with the vocabulary in question 2

When they have finished, get two or three pairs to

summarise their answers and discuss them with the whole

group

Do a final check on the vocabulary in question 2 by giving

definitions of the expressions and getting SS to find the

corresponding answers

Write up these expressions in a column for vocabulary on

one side of the board During the rest of the lesson, goon

adding key vocabulary to this ‘permanent’ list, especially

vocabulary relating to brands

Still in their pairs, get SS to rate the brands Write up results from each pair quickly on the board

Then get SS to look at the rankings on page 144 Ask the whole group if they are surprised by any of the answers

Go round the class and ask three or four SS to say which speaker they agree with, and why

Vocabulary: Brand management

SS look at word partnerships with ‘brand’ and ‘product’

@)

If this is your first lesson with the SS, tell them about the

idea of word partnerships, the idea that there are words that usually go with other words to form typical

partnerships or combinations

Check SS can pronounce the expressions with the correct

stress Get individual SS to repeat difficult ones, e.g ‘brand

If SS are short of ideas, get them to think of particular

examples of the expressions, for instance brands that they

themselves are loyal to, soaps on television and the

product placement they have seen in them, particular

celebrities and the products they endorse, etc

With the whole class, ask pairs for their examples Correct

any mistakes

If there is interest and time, there could be class discussion

of some of the issues raised, e.g the use of celebrities to

endorse products and the problems that follow if the

celebrity becomes involved in a scandal or criminal case

Listening: Why brands matter

SS listen to Sandra Greaves, a consultant at Wolff-Olins, a

leading international brand consultancy based in London In

the first part of the interview she talks about why we need

brands In the second part, about an example of successful

branding In the final part she gives an example of how Wolff-

Olins helped a company with its branding

() €2 tê

Explain to SS who Sandra Greaves is and where she works

If necessary, explain ‘consultancy’, an organisation that

sells expertise and advice in particular areas to other

companies

Play the recording once through

Then play it again, stopping after each sentence to explain

any difficulties, but without giving away the answers

Then play it a third time, stopping after each sentence so

that students can complete the exercise

With the whole class, ask individual SS for the answers

Explain any difficulties, for example this particular use of

‘deliver’

: 1 Brands are all about trust

_ 2 You know what a brand is about, what it means, what

it’s going to deliver

3 You actually trust it to deliver time and time again

4 One thing about brands is they add a lot of colour and

enjoyment and fun, as well as giving you the power to

choose things

(Q12

«Depending on your SS, play the recording two or three

times, explaining any difficulties as before Here, ‘inspire

fierce loyalty’ and ‘off-putting’ may cause problems

On the tast play-through, get SS to give the answers Also

get SS to say why 2 and 3 are not correct — see below,

1 ⁄

| 2 ‘They’re much more than just a product or a service.’

| 3 «It’s against big corporations, though it is a big

For lower level classes, you may at this point want to play the whole interview again while SS look at the script on

page 157

If there is time and interest, discuss with students the brands that cause them real excitement and passion, in similar ways to Apple and Orange if relevant, go back to some of the examples they gave in the Warmer section

Reading: Outsourcing production

SS read an article about luxury goods companies that move

their production abroad, and the impact that this might have

on their brands

@

Ask SS to define outsourcing (There are two, related, definitions Outsourcing can be where companies stop making goods or parts for these goods and subcontract this work to other companies, which may or may not be in the same country But in this article the idea is very much that the luxury goods companies are subcontracting to cheaper

suppliers abroad.)

Ask SS to give some examples of outsourcing that they

know about, perhaps in relation to their own organisations,

or ones they would like to work for

Ask what types of products are included under ‘luxury goods’, (Clothing, leather goods, expensive perfumes, .) and what luxury goods brands they can think of (Gucci, Hermes, Burberry, .)

Then ask the pre-reading question in the Course Book: Why

do some companies make luxury products abroad rather than at home? The answer is because it is cheaper, mainly because of cheaper labour

Get SS to read the article individually or in pairs Go round

and assist where necessary with language problems

With the whole class, go through two or three of the language points that have caused problems Add key

brands-related and other expressions to the permanent list

on the board

[a

1 Brands

4 Coach leather goods — US, Burberry — UK, Gucci — Italy 1 label

(though controlled by Pinault Printemps Redoute, which 2 gross margin

is French SS may know the name Printemps through its 3 plant

department stores in France, and La Redoute, supplying 4 outsources

However, in relation to the article, the main point is 6

©

®

about Gucci’s ‘{talian-ness’ and Prada - Italy

Gucci — Serge Weinberg of PPR ‘says [PPR] will not move

Gucci’s production offshore’ Patrizio Bertelli of Prada

‘recognises that quality fashion items may not always

need to be produced in Italy’ This implies that out-

sourcing has not yet started, though it is not

specifically stated

Get SS to give their initial reactions to the article If they

bought a Burberry or Gucci product, would they mind

where it was made?

In pairs, get SS to read through the whole article again and

answer the questions

snob alternative to the Burberry products made in its

factories across Asia by opening a flagship Store in

Tokyo’s Ginza, where it sells Burberry products import-

ed from Europe.’

False - ‘The Asian consumer really does believe —

whether it’s true or not — that luxury comes from Europe

and must be made there to be the best.’

False — ‘Serge Weinberg, Chief Executive of Pinauit

Printemps Redoute, which controls Gucci, says it will

not move Gucci’s production offshore.’

False — ‘He recognises that quality fashion items may

not always need to be produced in Italy

True

Ask the class by a show of hands which they think is the

best summary of the article

As an extra activity you could ask the whole class to go

through the first three paragraphs looking for words and

phrases which mean the following

1) brand

2) the difference between price and cost of production

3) factory

4) subcontracts

5) making with the permission of the brand owner

6) the most important branch of a retail chain

flagship store

lf there is time and interest, get SS in pairs to put the

expressions in contexts of their own Go round the class

and help

Then get two or three pairs to give some of their examples

As a further pair-work exercise you could write the following points 1 to 5 on the board and get the SS to

discuss them Go round the class and help

1) What qualities do you associate with these brands:

Swatch, Mercedes, Nokia?

2) What are their countries of origin?

3) What brands do you associate with these countries:

Italy, France, Germany, Korea, Japan, South Africa, Spain, the UK, the USA?

4) What qualities do you associate with the brands you

1 True

3 > «True 5) Would you buy a genuine:

4 False — ‘Sanyo is now reacting to this demand for a a) Gucci product if it was made outside Italy?

b) Sony Hi-Fi if it was made outside Japan?

Possible answers: Swatch — innovation, fun, fashion;

Mercedes — luxury, technology, security; Nokia - tech- nology, industry leader

Switzerland, Germany and Finland, respectively

Some ideas: Italy - Benetton clothing; France — Club Med holidays; Germany — Miele domestic appliances;

Korea ~ Samsung electrical goods; Japan — Mudo sta- tionery and clothing; South Africa — South African Airways; Spain — Mango clothing; UK — Land Rover, USA

— Google search engine

4 ideas/examples (students may not agree): Benetton —

innovative communication, good design at reasonable cost; Club Med — luxury; Miele — reliability; Samsung — technical innovation; Mudo — good design; Mango — colour, innovation; South African Airways — luxury safari vacations; Land Rover — safety, solidity; Google — speed, — quality of results

5 See below

With the whole class, get different pairs to discuss their answers and opinions Add useful vocabulary to the permanent list on the board

For question 5, ask for a show of hands on each part, and write the scores on the board As some SS for their reasons

to provoke debate

Language review: Present simple and present continuous

SS look at the (sometimes tricky) differences between these

two tenses They will have met these tenses before, but

choosing the correct one will probably go on causing

problems even if they become more advanced speakers Here

SS have a chance to revise and consolidate their knowledge

With the whole class, go through the commentary and

examples Point out that present continuous is used for

temporary activities, even if they are not going on right

now For example, a brand manager can say ‘We’re testing a

new brand at the moment’ even if it’s late at night and no

one is doing any testing at the time he/she is speaking

If necessary, depending on the level of the group, revise the

formation of affirmatives, negatives and questions in each

tense, by writing examples of each on the board

Point out the existence of the Grammar reference section at

the end of the book, especially if you have not done this

before If time, go through the information on page 150, or

ask SS to do this for homework

With the whole class, go through the list, explaining where

necessary (Only ‘currently’ and ‘nowadays’ might cause

problems at this level.)

Get SS to say which tense is used with each, reminding

them of the difference: present simple (PS) for general

facts and routines, and present continuous (PC) for

temporary situations

usuatly PS) — this year (PC) every day (PS) now (PQ)

often (PS) nowadays (PC) once a month (PS)

currently (PS at the moment these days (PS

(PS and PQ and PC)

and PC)

®

Get SS to work on the exercise in pairs Go round the room

and give assistance where necessary

b) develop

2 a) create b) are looking

(Explain that you can treat a company as singular

or plural.)

With the whole class, go through the exercise, asking for

answers Point out the strangeness of sentences like ‘This

year we try to develop a brand .’

©

Stillin their pairs, get SS to work on the exercise Again, go

round the room and give assistance where necessary

Discussion: Two promotions

This discussion provides fluency practice, and allows SS to

use some of the vocabulary relating to brands and marketing

vocabulary that they have seen eartier in the unit

(®

Case 1 and Student B to read Case 2

Go round the room and give assistance where necessary

Students A and B should now answer the questions about their case Get them to write down their respective answers

to prepare them for the next activity (The answers to some

of the questions in each case are a matter of opinion.)

4 Harley Davidson could try to appeal to younger

customers, but this may put off existing and potential

older ones

Case 2

4 From the name of its founder

2 Adults and children had very different images of the company Adults saw the brand as being very British, with an image of quality and being functional Children,

on the other hand, saw the brand as ‘big’, ‘muddy’ and

When SS have finished, do a whole-class round up of the

ideas they came up with for the future of the two brands, writing them up on the board in note form

if SS are interested in finding out more, the companies’

websites are at

http://www.harley-davidson.com and

In this section, SS listen to a meeting where there is a 3 3.5 i

in meetings

Play the recording once Ask SS what it’s about (Executives

at a cosmetics company talking about the possibility of

licensing their ‘Luc Fontaine’ range to an Asian

manufacturer, If necessary, explain ‘licensing’ (allowing

another organisation to make and sell your products in

return for part of the sales revenue)

Get SS to look at the four questions, explain any difficulties

and play the recording again, stopping after the answer to

each question and eliciting the answer

1 Because they want to increase their revenue

2 She’s well-known in Asia, she’s got an excellent

reputation in the industry She’s got a modern factory

and a large customer base She’s good at marketing

and hard-working

-3 Allher products sell at the lower end of the market

They’re in the cheaper price ranges But the Luc

Fontaine range is exclusive so it is not a good match

for what she’s selling

4 She suggests they contact Hiroshi Takahashi, based in

Nagoya He has a health-care company that is doing

really well He makes various skin products and sells

them under well-known European labels

Œ) (15

Get SS to look through the items with the missing

expressions

Then play the recording again, stopping after each item to

elicit answers (With lower level groups you may have to

play the recording several times.)

Get SS to turn to the audioscript on page 157 and read the

dialogue in simultaneous pairs with one student taking the

role of Barbara and the other speaking the other parts

Then ask one pair to read it for the whole class

used to express genuine fear!) Help with pronunciation

where necessary

Get SS to look at the general role play information Draw a pie chart on the board showing the percentages of revenues from the three different product areas at Jonson Get SS to work in threes Tell SS who is A, B and Cin each three (Do not let SS choose as this wastes time.)

Go round the room and help SS to prepare their roles

where necessary

When SS are ready, tell them to start their meetings Go round and monitor good performance and common mistakes, especially in the language used to participation

in discussions, e.g ‘| am agree with’

When SS have finished, point out five good performance

points and five key mistakes, writing up correct versions on

board

Then get one of the threes to repeat their meeting for the whole group, paying attention to the key points you have covered

1to1

Do the discussion with the student taking one of the

roles and you taking another

Don’t dominate the discussion, but say enough to keep

it going and allow your student to make their points

At the same time, monitor the language that your stu- dent is using Note down strong points and points that ,1 do you feel

_ 2 do you think need correction or improvement Come back to these |

4 What’s your opinion If there is time and interest, do the role play again with

Case study

om

Caferoma If you have a large class, divide it into groups of three to

In this case study, a company is facing the problem of falling SIX:

on Case studies that work on pages 4-5 strong points and points that need correction or

And in the class, pay particular attention to clearly breaking the improvement

case study into its component parts and making sure that SS

Background When each meeting has finished with the chair

summarising the discussion, bring the whole class to order

Image exclusive, Italian-style student and play the recording Explain any difficulties In

foe " oe - the task, you and your student are members of the

Product characteristics strong and slightly bitter taste disadvantages of the different solutions Don’t dominate

¬ 7 " ˆ - - the discussion, but say enough to keep it going and allow

your student to make their points,

At the same time, monitor the language that your student

Divide SS into groups of two or three or more, depending correction or improvement Come back to these in order to

on the size of the class Each group should prepare a mini- work on them after the student has said which solution is

presentation of part of the introductory information (if the best for Caferoma’s problems

class is very big, the same area can be worked on by more

than one group.)

Group(s) 3: Focus group results in class Give a rough maximum number of words for the e-

class

Give the groups time to absorb the information for their

group Go round the room and help where necessary s

and present ‘their’ information in their own words

Listening § ) 1ê

Explain who the speakers are (Caferoma’s Marketing

Manager and Sales Director) and play the recording right

through once or twice Explain any difficulties

Get SS to say what it’s about (The Majestic Hotel chain, a

very big client, has decided to change suppliers Its Head

Chef is endorsing another brand, Café Velvet, and Café

Velvet is also trying to increase sates in supermarkets,

Caferoma must deal with these two threats by finding a

new endorsement and by increasing its own sales in

supermarkets.)

Each lesson (excluding

case Studies) is about

45-60 minutes This does

not include administration

and time spent going

through homework

Starting up

SS look at some of the vocabulary related to the irritations of air travel and use it in context

Vocabulary: British and American English

SS look at the differences of terminology in travel in the two varieties of English

Practice File Vocabulary (pages 8-9)

important internal seminar

Lesson 2 Listening: A business traveller’s priorities Text bank

A businesswoman talks about her priorities when travelling on (pages 134-137) business

Language review: Talking about the future Practice File

SS work on different language forms used to talk about the Language review (page 10)

Reading: Air rage S5 read about bad passenger behaviour in the air and its

causes, building their vocabulary in the process

SS listen to phone calls where people make arrangements, and (pages 200-201) then role play conversations, Practice File

Asking for agreement or confirmation (page 65)

Writing (page 10)

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections

For 1 to 1 situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this

is not the case, alternative procedures are given

Air travel in Europe has been shaken up by low-cost airlines offering spartan in-flight service and selling

tickets direct over the Internet Two national flag carriers have recently gone bust, partly as a result of

the success of the low-cost carriers Deregulation and liberalisation, driven by the competition laws of

the European Union, mean that governments are no longer allowed to bail out their airlines

Low-cost airlines are increasingly attractive to businesses watching their costs Many business

travellers are now using them, saying that there is no point in paying more for a flight just to get a badly-

cooked breakfast However, the established players reply that there will always be a place for full-service

airlines, especially on long-haul routes, with ground staff, city-centre ticket offices and so on But all this

infrastructure means that traditional airlines have very high fixed costs: it costs almost as much to fly a

plane full as three-quarters empty, and the main aim is to get as many passengers on seats as possible,

paying as much as possible to maximise the revenues or yield from each flight

This has led to the growth of global alliances Most national European airlines are now members of

either Oneworld or Star Alliance, and two airlines Air France and KLM, have opted for a full merger

Cooperation means that airlines can feed passengers into each others’ hubs for onward journeys and

costs of marketing and logistics are not duplicated

Another aspect of travel is, of course, the hotel industry Here there are similar issues of high fixed

costs that have led to the development of hotel chains able to share them Each chain is a brand and,

wherever you go, you should know exactly what you are gaing to find when you get there

However, business travellers are beginning to question the sense of travelling at all Some argue that

after the first face-to-face meeting between customer and supplier, further discussions can take place

using purpose-built videoconferencing suites, webcams combined with PCs on the Internet and so on

Costs of videoconferencing are coming down, but it is probably more suitable for internal company

communication, with colleagues who already know each other well

Travel and your students

Everyone loves to tell their travel horror stories, so you should have no trouble getting your students to

relate to the subject

Some senior managers, especially in hi-tech industries, may have experience of video-conferencing: it

will be interesting to see what they think about it

Read on

Rigas Doganis: The Airline Business in the 21st Century, Routledge, 2000

The Economist (www.economist.com) and the Financial Times (www.ft.com) are both excellent for latest

developments in the airline industry

Janelle Barlow et al: Smart Videoconferencing: New Habits for Virtual Meetings, Berrett-Koehler, 2002

[17

Write the following questions on the board

What was your best travel experience?

What was your worst?

Put the SS into pairs Get SS to discuss the two questions

and make brief notes about their partners’ answers Go

round the room and help where necessary, for example

with vocabulary

Then get individual SS to tell the class about their partner’s

experiences, rather than their own

Note key travel vocabulary in a ‘permanent’ list to keep to

the end of the lesson on one side of the board

Overview

Tell SS they will be looking at language and issues (teach

this word) related to travel

Go through the overview section at the beginning of the

unit, pointing out the sections that SS wilt be looking at

Quotation

Get SS to look at the quotation What do they think it

means? What do they think about travelling with others?

Get them to recount experiences of travelling alone and

with others Relate this, where relevant, to stories they told

in the Warmer activity

Starting up

SS look at some of the vocabulary related to the irritations of

air travel and use it in context

@

Pair work Get SS to ask their partners questions 1 and 2

With the whole class, do a round-up of some SS’ answers

for these questions

For question 3, you could ask SS to vote on the different

points in relation to one particular type of travel, for

example a transatlantic flight

Then have a quick whole-class discussion of point 4

Do this exercise as a quick-fire whole-class activity

or ‘places’.) cancellations

problems For example, they hear the word ‘seats’ from

Traveller 1, but not in the context of overbooking of seats, which is mentioned by Traveller 3.)

not enough leg room

- poor-quality food and drink Traveller 2

long queues at check-in

no baggage trolleys available flight delays and cancellations Traveller 3

lost or delayed luggage overbooking of seats (‘they overbook seats’) : Jjet-lag

©)

Get SS to discuss the issues in pairs Go round the room and help where necessary

With the whole class, get members of each pair to talk

about their experiences

Vocabulary: British and American English

SS look at the differences of terminology in travel in the two

varieties of English

@)

Get Ss to work on the exercise in pairs (At this point you could change the make-up of the pairs.) Go round the room and help where necessary

With the whole class, get SS to call out the answers Practise pronunciation where necessary (‘Schedule’ is pronounced ‘skedule’ in American English, and ‘shedule’ in British English, but stick to the former as SS are being given it as the American English equivalent of ‘timetable’.)

5 return e) economy class

8 elevator : h) underground

car park k) downtown

oe Bp

Still in their pairs, get SS to fill in the gaps in the text Go

round the room and help where necessary

© (} 22

Play the recording and get SS to check their answers to

Exercise B Clear up any remaining problems

Listening: A business traveller’s priorities

SS listen to a businesswoman who travels regularly as part of

her job She talks about her priorities when travelling,

describes her best and worst experiences and makes a

prediction about the future of business travel

_-

Tell SS that they are going to hear a business traveller who

travels regularly talk about her priorities when travelling

Get them to look at the list of six priorities and get them to

predict which three she is going to mention

Play the recording two or three times Explain any

difficulties and elicit the answers

A She mentions the priorities in the following order:

Good organisation

Balancing cost with comfort

businesspeople to travel regularly because of the public

relations aspect: ‘it’s particularly important to establish

good face-to-face relations with colleagues or with

Get SS to predict what she might talk about Show them

that they will hear two best experiences and two worst

experiences

Play the recording two or three times Explain any

difficulties and elicit the answers

_ Best:

4 = great hotel with good facilities (‘great hotel with

beautiful towels and beautiful bathrooms and nice

soft bed, erm, and good sports facilities.’)

2 the Virgin lounge with good technology (‘the Virgin lounge, | think That’s a good experience with all the

high tech things | like that.’)

It might be an idea to explain to SS that Virgin is an airline in the UK

Worst: ‘things out of your control’ such as bad accommodation and delayed or cancelled flights

Get Ss in pairs to make predictions about what they expect

to see in future business travel

Bring the class to order and get one or two pairs to talk

about the predictions they discussed

Œ@ (25

Tell SS that in the third part of the interview Stephanie makes a prediction about the future of business travel Get

SS to read the extract from the third part of the interview

and to predict the missing words

« Play the recording once or twice and get SS to provide the missing words

~ Perhaps, particularly in the area of accommodation ?, |

_ think hotels will need to improve their standards 2 in

- general There are some very good hotels already, but | think more hotels will provide facilities 3 for

: businesspeople perhaps some specific 4 facilities for businesswomen 3,

[19 |

esson

| 2 Travel

Reading: Air rage

SS read about bad passenger behaviour in the air and its

causes, building their vocabulary in the process

@

Ask SS if they have heard the expressions ‘Air rage’ and

‘Road rage’ Get a student who knows the expressions to

explain them to the rest of the class Or, if necessary,

explain them yourself

Ask around the class for experiences of nightmare (teach

the word if necessary) plane journeys and possible

explanations of why people get angry on aircraft

With the whole class, go through the questions Explain

any difficulties and get SS to suggest answers before they

read the article

Get SS to read the article and answer the questions in

pairs Go round the room and help where necessary

With the whole class, check the answers and discuss with

SS if they are the ones they expected

41 False —- ‘Mass unrest is less common than individual

misbehaviour.’

2 True (according to analysts, but many passengers

blame the airlines)

3 False - ‘Many airlines routinely instruct their flight

crews to run the [air-conditioning] systems on minimum

settings.’

4 True

5 False —‘there are some signs, in the US at least, that

the airlines are at last attempting to respond to

With the whole class go through the word list Get SS to

suggest answers before they use their dictionaries

Tell SS to work in pairs Go round the room and help where

necessary A good dictionary is the Longman Dictionary of

Contemporary English, but SS could also use bilingual

dictionaries, especially in a monolingual class

Explain any difficulties

All the words have a negative meaning except quality

optimum and valuable

Check the answers with the whole class and work on Stress

and pronunciation of difficult words

20]

Language review: Talking about the future

SS work on different language forms used to talk about the

future, and how they differ in their uses

Talk SS through the commentary and examples in the Language review box

@®

Do the exercise as a whole-class activity and answer any questions Remind SS of the reason for each answer as you

go through the exercise

1 A /’m really sorry, | can’t take you to the station

Something has just come up

B Oh, don’t worry I’ll take a taxi

2 A We've chosen a name for our new low-cost airline

B Really What are you going to call it?

3 A Have you decided how to increase the number

5 A How’s your daughter?

B She’s fine She’s going to learn to be a pilot for the flying doctor service next year!

Get a few pairs of SS to read the exchanges for the whole class

am travelling departs are seeing

With the whole class, get suggestions for possible answers and discuss why they are possible, referring back to the information in the Language review box

=f"2

@@eaeeanameneananeaemanRRRRARAR

They leave for Acapulco on the 10th (Programme)

l’ll get a taxi (Decided at the time of speaking.)

l’ll take the bus (Decided at the time of speaking.)

You leave from Heathrow at 11.30 on Monday

(Programme)

: 6 Vlicalt the customer and tell her we'll be late (Decided

at the time of speaking.)

It leaves at midnight on Friday (Programme)

8 I’ll cancel the whole trip (Decided at the time of

SS listen to phone calls where people make and then want to

change arrangements, and then use these calls as models to

role play conversations

« Describe the situation and bring SS’ attention to the

questions

Play the first telephone call two or three times, explain any

difficulties and ask for the answers

Then do the same for the second telephone call

Calla

a) Philippa Knight of The Fashion Group wants to talk to

Maria Bonetti of CPT in order to arrange a meeting

b) They arrange to meet at 2 o’clock on Wednesday

afternoon

Call 2

a) Philippa phones Maria to reschedule their meeting

b) Philippa leaves a message with the receptionist, asking

Maria to phone back within 15 minutes as she is going

to leave her hatel shortly Otherwise, she will phone

Maria again later in the morning

C226

Play the first call again and get SS to complete the extract

I'd like to make an appointment

day would suit you

How about Wednesday?

Get SS to read the complete conversation in pairs Go round the room and help where necessary

Get one or two pairs to read the conversation for the whole class

OO

Follow the procedure used in Exercise B again

Will you hold

but something’s come up

I'd like to meet her Preferably

Could she call me back

With the whole class, explain the two situations Then tell

SS to get into pairs

Tell SS to refer to key expressions in the Useful language

box Go round the room and help where necessary

Work with the whole class on common problems

Get two or three pairs to role play the situations again for the whole class

[21

Lesson

' 2 Travel

Case study

Work, rest and play

An American company chooses a hotel in France for an

important internal seminar for senior managers SS discuss

the possibilities in a role play and make a decision

Background

Get SS to focus on the case study by asking them to

discuss their experiences of different types of hotel Ask

them to suggest what kind of qualities and facilities

businesspeople would expect from a hotel in France:

French luxury, good eating, etc Then ask them to look at

the table showing the three hotels on page 21 and get them

to talk specifically about the three hotels and the

differences between them

Write the headings on the left-hand side of the table and

elicit information from SS to complete the right-hand side

amenities, explore surrounding : area, have a good time Hotel characteristics Stylish, value for money

Stage1

Tell SS about the two roles — the Manager of ICON’s travel

service and the Account Manager for Corporate Travel at

Universal Airlines

Get SS into pairs and allocate roles Tell SS they will keep

the same role throughout Get SS to turn ta the page with

their information files and tell the UA Account Managers

that they have to elicit information from the ICON Travel

Service Manager about ICON’s requirements

Go round the room and help where necessary, especially

with question forms Remind pairs to arrange a meeting

With the whole class, elicit the questions they used and

write them on the board

Stage 2

Still in their pairs, get SS to change the date of the

meeting Tell them to turn to the pages with the relevant

information ~ constraints on when the meeting can be held

Go round the room and monitor the way SS are using the

language they saw in the Skills section

With the whole class, check again on the language for

changing arrangements Praise good points and work on

things that need improvement

Go round the room and monitor the language being used Note good points and ones that need improvement or correction

When most of the pairs have reached a decision, call the class to order Ask some of the pairs which hotel they chose and why

Praise five or six relevant language points, and work on five

or six others that need correction or improvement, especially ones relating to the theme of travel

1to1

Go through the information in the Course Book with your student Explain any difficulties Then, you take one role and your student the other Role-play the telephone calls and then the meeting Discuss the advantages and disadvantages of the different hotels Don’t dominate the discussion, but say enough to keep it going and allow your student to make their points

At the same time, monitor the language that your student

is using After the activity, underline some of the language that you chose to use, and that your student used correctly, and work on five or six points from what they said that need improving

If there is time and interest, do the role play again, swapping roles Ask your students to pay particular

attention to the corrections you made

t

Writing

Set the writing task for homework or get SS to do it in pairs

in class SS should write to the hotel that was actually chosen in their pair Remind them to include all the information specified Give a rough maximum number of words for the e-mail— perhaps 200 words, depending on the level of the class

Writing file page 133

Each lesson (excluding

case studies) is about

45-60 minutes This does

not include administration

and time spent going

through homework

Starting up

This section is designed to make SS aware of the issues involved

in working in different types of organisation

Vocabulary: Company structure

SS learn key vocabulary used in talking about companies and the way they are organised

Practice File

Vocabulary (page 12)

Lesson 2

Reading: A successful organisation

SS read about a very unusual organisation, and think about whether other organisations could be modelled on it

Language review: Noun combinations

SS look at this key language feature, and develop their knowledge through a variety of exercises

Text bank (pages 138-141)

Practice File Language review (page 13)

ML Grammar and Usage

Lesson 3 Listening: Advising companies

SS listen to a management consultant who advises companies

on organisation and change

Skills: Socialising: introductions and networking

SS look at the language of networking, and have the chance to apply it themselves in an optional extra activity

Resource bank (page 202) Practice File Making business contacts

A UK bank is experiencing declining customer satisfaction and increasing costs SS make a recommendation about possible relocation of its call centres | Practice File

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections

For 1 to 1 Situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this

is not the case, alternative procedures are given

Businesses come in many guises, from the lonely-sounding self-employed person and sole trader,

through the SME, (the small to medium-sized enterprise), to the multinational with its hierarchy and

tens of thousands of employees But the questions about what motivates people in work are basically the

same everywhere The first question that self-employed people get asked is how they find the self-

discipline to work alone and motivate themselves, with no one telling them what to do Some companies

are also looking for this self-discipline and motivation; job advertisements often talk about the need for

recruits to be self-starters

Some organisations (such as advertising agencies) want to find ways of motivating their people to be

ever more productive and creative Employees and their managers in this type of organisation are

relatively autonomous — they are not given exact procedures on how to meet objectives

But others (such as banks) need people who can follow rules and apply procedures (You do not want

too much creativity when cashiers are counting banknotes!) These tend to be organisations with

centralised cultures — exact procedures that must be followed are imposed from above

In organisations of all kinds, the tendency is towards relatively flat structures, with only a few levels

of hierarchy — this way the senior management is relatively close to the people dealing with clients

The current buzzword is flexibility This has a number of related meanings One type of flexibility has

existed for some time in the form of flexitime or flextime, where people can choose when they work

within certain limits Then there is flexible working with some staff hot desking, particularly those who

are home working, teleworking or telecommuting and who only need to come into the office

occasionally The number of teleworkers is rising fast, thanks partly to the declining cost and increasing

availability of fast broadband Internet connections and mobile phones

A third type of flexibility is where employees are recruited on short contracts to work on specific

projects, maybe part-time Perhaps the organisation only has a core staff, and outsources or contracts

out work as and when required Some management experts say that this is the future, with self-

employment as the norm, and portfolio workers who have a number of different clients

Organisation and your students

In-work students, by definition, work in organisations You obviously have to be tactful when you ask

your students what type of organisation it is in terms of creativity, following procedures, etc

You can ask pre-work students to look at their institution in similar terms How much student

autonomy is there? Is creativity encouraged? How much time are students expected to spend on the

premises? Ask them also what sort of organisation they would like to work for — one where creativity is

encouraged or one where there are well-established procedures

Read on

DS Pugh and DJ Hickson: Great Writers on Organizations, second omnibus edition, Ashgate, 2000

Charles Handy: Understanding Organizations, 4th edition, Penguin, 1993

Remind them that organisations come in all shapes and

sizes Ask them to brainstorm as many different examples

of types (not just s/ze) of organisation that they can think

of You could start by writing up some examples of very

different organisations

corner shop run by an old couple

& the Chinese army

| © the BBC

4 a barber working with two assistants

® a multinational with operations in 120 countries

« With the whole class, get SS to call out different

organisations to add to the list The idea is to make SS

aware of the variety of organisations that exist

Overview

Go through the overview section at the beginning of the

unit, pointing out the sections that SS will be looking at

Quotation

® Get SS to look at and comment on the quotation (Be

tactful about the number of people who work in their own

organisation, in their estimation!)

Starting up

This section is designed to make SS aware of the issues

involved in working in different types of organisation

@®

® With the whole class, explain any difficulties Practise

stress and pronunciation of ‘seniORity’ and ‘confidentiALity

® Then have a whole-class discussion If SS come from more

than one organisation, compare and contrast them

® Get SS to discuss each point and allocate scores in pairs

Go round the room and help where necessary

Then have a whole-class discussion Again, be tactful about

the status symbols in SS’ organisations

26]

Vocabulary: Company structure

SS learn key vocabulary used in talking about companies and

the way they are organised

@

With the whole class, explain any difficulties (Outlet’ and

‘subsidiary’ might need explaining The latter is a company that is owned in whole or part by another company, the

parent company.)

Get SS to do the matching exercise in pairs

& Go through the answers as a quick-fire whole-class activity

Factory/plant

Service centre Subsidiary

on the board Alternatively, come prepared with a ready-

made overhead projector (OHP) transparency to give SS the

Go through the vocabulary in the box, explaining any

difficulties Practise stress and pronunciation

Get SS to read the rest of the article in pairs Tell them to read right through the article before attempting the task

Go round the room and help where necessary

Get SS to discuss the words in pairs, and go round the

room helping where necessary

i the findi ith th :

Discuss the findings wi e whole class With the whole class, go over expressions that have caused

Below are the ostensible answers However, your students - particular difficulty

may point out that the answer is sometimes ‘It depends’

For example, most of us prefer our banks to be reasonably

conservative, for example by not lending to people who 2B 3E 4A sC 6D

can’t repay the debt and, discouraging new-fangled nn

practices in counting cash

Then get SS to call out the answers

bureaucratic caring centralised conservative

—b -a -aorb -aorb > Againin pairs, get SS to work out the answers Go round

-a -a -a -b & With the whole class, get SS to call out the answers

bh -a ~a -a : 1 False 'There are no titles or secretaries at SOL, no

"2 True

4 True

l ¬— cư ~ min False ‘Every month, the customer rates the team’s

efficient faceless forward-looking inefficient oct ,

: " 8 False ‘Inside the offices there’s almost no room for

| lean (= working with a minimum number of staff and ng

: ` ` documents and performance reports on its Intranet

Tackle this question with the whole class Again, treat *® With the whole class, get SS to look again at the four items

tactfully in paragraph 5 of the article

Get SS to call out the answers

SS read about a very unusual organisation, and think about

whether other organisations could be modelled on it ©

@) ® Get SS into pairs to discuss the two questions

company and discuss with the whole class Be tactful For question 2,

the room and help where necessary advertising agencies or similar cutting-edge industries

However, the intention is that SS should explain why this

® Explain any difficulties, e.g ‘ingredients’

approach would or wouldn’t work

® Get students to answer the three questions

a Helsinki (Finland)

2 It feels like you’ve entered a playground; the office

| 3 It’s a cleaning company

[27

Lesson

3 Organisation -

Language review: Noun combinations

SS look at this key language feature, and develop their

knowledge through a variety of exercises

Tell SS that they are going to look at a common feature of

English — noun combinations

Go through the information in the box and bring their

attention to the information on page 151 in the Grammar

reference section Tell SS to look at this for homework

Get SS to call out the answers to the matching exercise in

the box

+c 2a 3b 4d

@®

Explain the task and get SS to work on the exercise in pairs

Get different groups of pairs to work on the four different

compound-types: allocate a type to each pair

Go round the room and help where necessary

With the whole class, ask SS for answers

’s possessive

one of northern Europe’s most admired companies

(lines 1-2)

SOL’s competitive formula (lines 9-10)

the company’s upbeat image (line 15)

SOL’s logo (line 16)

the company’s budget reports (line 17)

SOL’s training programme (line 22)

the new customer’s site (line 40)

the team’s performance (line 43)

one noun used as an adjective

SOL City (line 1)

business playground (line 3)

film studio (line 4)

Cleaning Service (line 8)

key ingredients (line 10)

status symbols (line 21)

time management (line 26)

people skills (line 27}

power players (line 30)

customer satisfaction (line 38)

performance benchmarks (line 42)

budget documents (lines 49~50)

performance reports (line 50)

training schedules (line 51)

company news (line 52)

phrases with of

headquarters of one of northern Europe’s most admired

companies (lines 1-2)

the heart of Helsinki (line 4)

the rules and regulations of conventional corporate life

(lines 18-19)

hours of work (line 20)

a limited number of ways (lines 24-25)

way of life (line 29)

The real power players of the company (line 30)

- a team of up to 50 cleaners (lines 31-32)

28 |

®-©

compound nouns forming one word

headquarters (line 1) playground (line 3) jumpsuits (line 15)

salesperson (line 39) benchmarks (line 42) laptops (tine 46) cell-phones (line 46)

Do Excercises B and C with the whole class Get SS to call out the most suitable combinations in Exercise B Tell them that there are no rules; the best thing is to learn each combination as a whole

For Exercise C, write up the answers on the board, pointing out the absence of plural ~ s

Exercise B 1b 2a 3a 4c Exercise C

Get SS to work on the exercise in pairs

Pair work again Explain the task and go round the room and help where necessary

1b,c 2a,c 3a,b 4a,c sb,c 6a,c 7a,C 8a,b 9a,c 10b,c

Check the answers with the whole class

©

Start this exercise with the whole class by giving them the beginning of a statement and getting them to complete it using a noun combination For example, ‘When you meet someone in business for the first time, you ’ and SS

continue with ‘exchange business cards’ Similarly, ‘Is a business idea useful by itself? - No, you need a business

plan to support it.’ (Tell SS that they can also use the plural form of the compound.)

Do the other noun combinations in a similar way

When you think SS have got the idea, tell SS to do the activity in pairs

Go round the room and help In this exercise, SS may need quite a lot of assistance, as thinking up sentences from

scratch can be difficult

With the whole class, get SS from different pairs to call out possible answers and write the best two or three on the

board

Listening: Advising companies

SS listen to a management consultant who advises

companies on organisation and change

@ ¢) 32

Tell SS that they are going to hear a management

consultant talk about how he analyses the character of a

company Get them to read the three questions

Play the recording two or three times Explain any

difficulties and elicit answers to the questions Get SS to

make the following points in their own words

a ‘First, we study the tone and style of the company’s

communications.’ (This refers to external

communications such as advertising, communication

with call centres, etc.)

‘Second, we interview the company’s top executives in

depth.’

‘Third, we conduct research, more broadly, across the

company’s staff and its customers.’

‘And finally, we’ll analyse the company’s internal

documents.’

2 16

‘These [different types of organisation] handle aspects

of change, innovation and relating to customers in very

different ways.’

(232

Get SS to read the four statements and explain any

difficulties Play the second part of the recording

Elicit the answers You could get SS to focus on the key

sentences that give the answers (both true and false) by

playing them several times and writing them up word for

word on the board, getting SS to say what they hear

1 False ‘It’s often easier to change a business’s character

by merging with or acquiring a competitor.’

2 True (‘The top team achieved a very substantial change

in culture by being very clear at the outset that it was

creating a new and different culture from the two com-

panies that merged.’)

3 True (‘They laid out clear values and ways of working

for staff and they backed this up with a huge invest-

ment in staff training.’)

4 False ‘This created a completely new culture which has

been hugely successful.’

‘where they are headed’ = ‘where they are going’

As an additional activity, get SS to talk about changes in their own companies or educational organisations and how they were handled As ever, be tactful

Skills: Socialising: introductions and networking

SS look at the language of networking, and have the chance

to apply it themselves in an optional extra activity

Tell SS they are going to look at some of the language associated with networking and socialising (This is a very frequent student request, and you should have no trouble

‘selling’ this to them.)

(A) (35,3637

Explain the exercise and get SS to look through the different conversation types

Play the recording once or twice to the whole class and get

SS to call out the answers

1 Greeting someone and talking about the past

2 Introducing yourself and giving information about your

company

3 Introducing another person

Get SS to look through the questions and then play recording 3.5 again

Ask SS to call out answers

1 a,b,d,e

2 Marcus

3 Louise

© ()38 Tell SS they need to listen for the specific information required to complete the table Get them to look at the table

Play recording 3.6 again

Name Company Activity Don Larsen Atsource Solutions Outsourcing various

services including payroll, IT services and Human Resources Financial services

supplies of goods or services that it previously produced quette involved — in many parts of Asia you should

r- een nn en ch vrrrererrieerenrrrnerrrTTi : write on the cards that peaple give you

7 _ offices oo ¬ others in this area.)

ị 4 Probably depends on what the other people are doing It’s easier to talk to someone else who is sitting down

© 0? 3? by sitting next to them, rather than standing

contact and the availability of other contacts at the

event Ask SS about ways of ending a conversation politely, e.g ‘Nice talking to you .’

Play the recording two or three times and get individual SS

to answer the questions Write the answers on the board,

with SS telling you exactly what to write For example, }

4 = ‘Heinz, I’d like you to meet Miriam.’ : among software programmers!

when dealing with his Italian customers more impressive in some contexts — hard to imagine the |

3 Skling programmers using pen and paper

oes — mem g Perhaps a good idea

Get SS to read through the Useful language box, or to do so

for homework If doing in class, practise intonation Or for another additional activity you could go back over some

of the situations, and get SS to role play them in simultaneous pairs, followed by one or two performances in front of the

through the nine points, and get SS to discuss the different

points in pairs Go round the room and help where

necessary

As an additional activity you could do the following

exercise in pairs

& Tell SS to imagine they are at an international conference

There are several important business contacts who they

would like to meet also attending Discuss these tips on

networking and decide which offer the best advice

41 Always have your contact details on you

2 Speak in a loud voice so people will notice you

3 Try to remember names Look hard at each person

and take a mental photograph of them

4 Smile and walk around Never sit down

5 Don’t stay long with one person Move on

6 Prepare some questions that you can ask people

7 Wear an expensive suit

8 Keep a pen and paper handy to note down names and

information

9 Drink only water or soft drinks

_30]

_3 Organisation ;

by 1 a their own views, and ask participants to make a

¬ They should also ensure that everyone participates by

inviting their contributions where necessary

Auric Bank (AB) @ When the SS have absorbed the information, bring the

class to order and explain anything that has been causing

A UK bank is experiencing declining customer satisfaction general difficulties For example, you may have to explain

decide on the best course of action to reverse this trend, should not hand on personal details of customers without

discussing a decision about if and, if so, where to relocate its their approval

call centres

Role play

Background

= When SS are ready, get them to start the role play Go

Tell SS that they are going todo acase study onan round the room and monitor the language being used Note

the information on pages 28 and 29 silently improvement Make sure that the Student As are including

_ oo them to make a recommendation if they have not already

Business aims To provide customers with

& Bring the class to order Ask the chair of each group to report on what happened in their group, and the recommendation that they made

excellent service at

competitive prices

services, such as call centres © I\fthere is time and interest, have a general class discussion Options 1 Make changes in-house about the merits of each solution You could point out that

2 Outsource to UK call centres many British companies that have outsourced to India are

3 Outsource to low-cost having second thoughts, and are bringing back their countries such as India operations to the UK, because of problems of

' Image: positive/negative? | Negative Work on the background to bring out the key points in the

the four options

Then choose two of the four roles — you take one of the Studying the options roles and your student the other

Monitor the language that you both use After the activity,

© Get SS into pairs to study the four options, allocating an

option to each pair Go round the room and help where

necessary

Bring the class to order and explain any difficulties that

have been causing general problems

Get four representatives from different pairs each to

explain the option they studied in their own words

Role preparation

Divide the class into fours and allocate the roles A, B, C or

D, Be careful that each student turns to the correct page

Tell SS to read their role cards and prepare their roles Go

round the room and help where necessary Tell the Student

As that they will be chairing the meeting and that they

should note the views of the participants, as well as giving

underline some of the key discussion language that you

‘chos@to_use, and that your student used correctly, and

» work on five or six points from what they said that need improving

if there is time and interest, do the role play again, using the other two roles Monitor and correct as above

Writing

Get your SS to write a report of 200 to 300 words, summarising the discussion and making a recommendation about the decision SS could do this for homework, or in pairs in class

es Writing file page 136

[31

not include administration

and time spent going

through homework

Reading: Change in retailing

SS read about the decline in popularity of department stores, and what they are doing to become more attractive

Listening: Managing change

SS listen to the Business Transformation Director of a UK supermarket chain talk about what she is doing to change the

organisation

Each lesson (excluding This section gets SS to focus on change in relation to their

case studies) is about personal lives

(pages 142-145)

Practice File Vocabulary (page 16)

AUS company providing services to the oil industry takes over a

French family-owned household goods company, with negative

SS look at the prefixes used with many verbs relating to change

SS compare and contrast these two tenses and develop their Language review (page 17) awareness in a Sequence of exercises ML Grammar and Usage

This section continues the work on the language used when Taking part in meetings taking part in meetings that was started in Unit 1 (page 67)

Resource bank (page 203)

Writing (page 18)

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections

For 1 to 1 situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this

is not the case, alternative procedures are given

The 1990s saw massive restructuring Companies downsized and delayered, getting rid of levels of

middle management in order to become leaner, flatter, supposedly more efficient organisations Often

the reasoning was that computer networks allow top managers instant access to information that was

previously gathered and transmitted upwards by middle managers, whose other main function was to

communicate executives’ key messages downwards to the workforce, and in this they were sometimes

accused of diluting or confusing the messages, or worse With fewer organisational layers, top managers

say they can communicate more directly with front-line employees, the people who actually produce the

goods or services and deal with customers With less direct supervision, employees have often been

encouraged to make more decisions for themselves in a process of empowerment

Another trend was re-engineering, the idea that an organisation should not change incrementally,

but should start again from scratch with no preconceptions about how things should be done, not just in

manufacturing but in all the processes that contribute to what an organisation does, hence business

process re-engineering, or BPR

The human side of this, again, was that there would probably be redundancies The people remaining

would probably feel demoralised, wondering when the next wave of change was going to come and

whether it would be their turn to be thrown out

There has been a reaction to downsizing and BPR with the realisation that an organisation’s most

precious asset may well be its people and above all what they know A company’s accumulated

knowledge and experience is part of company culture and this is increasingly seen as a key to Success

This collective knowledge is something to cultivate and develop and that it may be a good idea to have

people around who have accumulated years of experience Some companies have appointed a chief

knowledge officer to create systems to make this intellectual capital available to all employees via the

company intranet (an Internet-type system available only to the company) Knowledge management is a

new business skill, essential if an organisation is to achieve knowledge capitalisation — the most

profitable application of the knowledge available to it

Change and your students

It will be interesting to see how your students react Pre-work students will perhaps have difficulty

relating to the upheavals that can occur when organisations restructure and/or are acquired by others

There will be few in-work students who have not seen change in their organisations at first hand

Some people like change, almost to the point of restlessness; others prefer long-term stability Be tactful

when discussing this sensitive issue

Read on

Michael Hammer and James Champy: Re-engineering the Corporation, HarperBusiness, 2004 edition

John P Kotter and Dan S Cohen: The Heart of Change: Real life stories of how people change their

organizations, Harvard Business School Press, 2002

Thomas H Davenport and Laurence Prusak: Working Knowledge: How organizations manage what they

know, Harvard Business School Press, 2000

ow

=

Get SS to look at a good dictionary, for example Longman

Dictionary of Contemporary English (It doesn’t matter if ©)

they don’t all look at the same dictionary They can even Explain that the idea here is to find th t tti

look at bilingual dictionaries.) experience Xplain frat the (G68 H676 1s to tinge most upsening

Tell SS to discuss the situations in pairs Go round the room and help where necessary, explaining any difficulties

With the whole class, discuss findings (The answer may be

‘It depends’, for example on the quality of the new

Ask them to look through the entry/ies for change Then

get them to tell you everything they have found about the

word For example:

— itisanoun and averb

something else or the money you get back when pay for not.)

something

— as anoun, it can be both countable and uncountable Reading: Change in retailing

— as a verb it can be used in expressions like change

and what they are doing to become more attractive They then think about the differences between department stores and

Overview

other forms of retailing

Tell SS they will be tooking at different aspects of change, ®

in people and in organisations

Introduce the subject by asking, by a show of hands, who likes shopping and who dislikes it? Ask one or two representatives from each camp to give their reasons

Go through the overview section at the beginning of the

unit, pointing out the sections that SS will be looking at

Quotation Then get SS to look at the questions

Get responses from the whole class (Some SS might say that department stores may not have a future: they are often in old buildings on city centre sites where it is difficult

explain the meaning yourself: it’s not the strongest species

that survive, or the most intelligent, but the species that is (B)

Ask SS if they have heard of Charles Darwin (formulator of

evolutionary theory and author of Origin of Species.)

necessary

Starting up «Elicit the answer to the pre-reading question

This section gets SS to focus on change in relation to their Macy’s and Bloomingdale’s : SỐ

personal lives

Explain that this activity is related to stress: which of these Get SS to read the article again in pairs to find the answers

things is most stressful? You could get SS to rate them ona to the questions in both Exercise C and Exercise D Go

Get SS to do the exercise in pairs Go round the room and ‘seduce’, ‘merchandise’ and ‘enhanced’

help where necessary

With the whole class, compare SS’ answers If the class is

not too big, you could write up each pair’s score on the

board and then work out the average The main thing is to

stimulate discussion SS may point out that positive

changes can be stressful as well as negative ones, e.g

winning the lottery may be as stressful as losing a lot of

a) It has changed from an old-fashioned department store

into an up-to-date retailing experience, It’s an interest-

ing and exciting place to shop and attracts customers

by selling the right goods, in the right quantities at the

Federated’s ‘reinvent’ strategy, including better fitting

rooms, easy-to-use price-check devices, comfortable

areas for people to sit and rest, computer access rooms

and shopping trolleys

Do this as a whole-class activity Get SS to scan through the

article again and call out the answers

Do this as a quick-fire whole-class activity Get SS to call

out the answers

clients, consumers, customers, shoppers

discounters, retailers, vendors

agents, wholesalers

discounters

discounters, retailers, vendors

Explain the task and do as pair work Go round the room

and help where necessary

Bring the class to order You could get pairs to call out their

answers and summarise the answers on the board, for

example:

ị size | prices product lengthand | customer

range | frequency service

of visits level

_ department - large high 7 jwWide ~~ long,less

store i : - frequent high

Kiosk very high very” veryshon hịgh '

ị ¡ small ị onarrow | frequent

"convenience “small high’ “) narrow f short, low

"store ị : i - frequent

“discount lage low “wide long, stow

* For example, some supermarkets in the UK are actually

discounters (Lidl), some are mass-market (Tesco), some up-

Listening: Managing change

SS listen to the Business Transformation Director of the UK

supermarket chain, Sainsbury’s, talk about what she is doing

to change the organisation

(A) (4a

1 a 2b 3a

Get SS to focus on the person they are going to listen to

Explain the importance of Sainsbury’s to those who don’t know about UK supermarkets (Sainsbury’s is one of the big four: the others are Tesco (market leader), Asda and

Play the recording two or three times in this way if necessary Then get SS to call out the answers

Work on the pronunciation of words that are perhaps difficult, e.g ‘BARrier’

pas

©

Get SS to look at the questions, then play the recording again, stopping at key points as above

Elicit the answers

become complacent (Explain this word.)

a) In the supply chain — depots (warehouses) and logistics infrastructure

b) In upgrading the stores, which were beginning to look very old and tired

c) In new IT (information technology, i.e computer systems)

Some people feel released: they feel free to work in new ways, but others have found this more difficult

Apart from the change in attitudes, there has been

£700m in ‘measurable benefits’, i.e reduction of casts and increase in profits

() 42

Play the second part of the recording a couple of times, again stopping at key points so that SS can answer the questions

Elicit the answers

va

th LÀN

wn

©

= i}

©

ma

oO

ca

Lesson

- 4 Change

b) The maximum number of tills in one store

c) The number of stores per week in which they changed

the tills

d) The number of people who had to be retrained

Still in their pairs, tell SS to work on the sentences in Exercise B using a good dictionary such as the Longman Dictionary of Contemporary English

Go through the answers with the whole class, explaining any difficulties

Tackle Exercise C with the whole class Get SS to call out the nouns that go with the verbs in Exercise B to form partnerships

Ψ (42

Get SS to look at the question and then play the recording

again, stopping at key points

relocating - suburbs downsize ~ workforce retraining ~ staff reorganised — seating plan relaunch — product decentralising ~ decision-making process redevelop - site

restructure — hierarchy

1 People’s attitudes, culture and how they are rewarded

(for example with pay, promotion, etc.)

2 Business processes

3 Computer systems

If there is time and interest, get SS to relate these changes

to the ones they talked about earlier in their own

-_ GetSS to work preferably with someone from another

Go round the room and help where necessary Check that

SS are using the vocabulary associated with change correctly

Tell SS that they are going to look at some key vocabulary

relating to change

With the whole class, put one or two words under their

correct headings in a table on the board, and explain their

meanings

Bring the class to order and get one or two pairs to talk about the changes they discussed Work on the correct use

of vocabulary associated with change

Then get SS to do the others in pairs Go round the room

With the whole class, complete the table on the board

perfect

Explain any difficulties and practise stress and

awareness in a sequence of exercises

structure

Point out that ‘reinvent’ and ‘recast’ are other verbs used

with the prefix ‘re-’ and that these occurred in the article in

the Reading section

Write up the two example sentences on the board and

size regulate train giveaway in each case is the expression that they are used

launch this week (PP)

since 2003 (PP) yesterday (PS) last year (PS) yet (PP*) ever (PP) six months ago (PS)

* Don’t get bogged down in differences between British English and American English It is true that in American English the past simple can be used with ‘yet’, as in ‘Did you eat yet?’, but only confirm this if a student mentions it

4 Change |

(B) again, stopping at the points where the answer to each of

Get SS to work on the exercise in pairs Go round the room

and help where necessary (If you are short of time, get half

the pairs to work on items 1 to 10 and the other half on

items 11 to 20.)

With the whole class, elicit the answers, and, above all,

discuss with SS why each answer is the correct one

1 received (Yesterday: particular point in past, so PS)

has had (it is still the same year: past linked with

present, so PP)

started (1970: particular point in past, so PS)

employed (1970: particular point in past, so PS)

has grown (Past linked with present, so PP)

faced (The early years: particular point in past, so PS)

went (1982: particular point in past, so PS)

have held (From that period until now: Past linked

with present, so PP)

9 have not made (From that period untit now: Past

linked with present, so PP)

' 40 have improved (Past linked with present, so PP)

11 moved (Particular point in past, so PS)

12 bought (2000: particular point in past, so PS)

13 have expanded (In recent years: past linked with

present, so PP)

14 had (Last year: particular point in past, so PS)

15 delivered (anuary: particular point in past, so PS)

16 has taken (Past linked with present, so PP)

17 came (Last year: particular point in past, so PS)

18 decided (January: particular point in past, so PS)

4g entered or have entered (Coutd be a/or a period of

time, so PP particular point in past, so PS)

20 has prospered (So far this year: past linked with

present, so PP)

Tell SS to discuss recent changes in their lives in pairs and

then report back Go round the room and help where

necessary Insist on the use of the correct tense

With the whole class, get some examples from two or three

pairs and write them up on the board, getting SS to explain

the tenses they use

Skills: Taking part in meetings 2

the questions are given

1 Because she thinks it’s good for communication, people see each other, it is good for teamwork, there’s more interaction (explain this) between people, and people work harder when other people can see them

Because of problems of privacy

He wants a report done by someone in the company

4 He thinks it will make people unhappy and that it won’t

work

5 She wants to change to open plan offices, but is against

hot desking at least for the present

WN

Go through the expressions in the Useful language box

(Point out the British English use of ‘Sorry’, which is not really an apology in this context.)

Then play the recording again once or twice and get SS to tick the expressions that they hear

Interrupting Could | just say something? ¥ Excuse me, but could | just say

Asking for clarification How do you mean, .? VW What exactly are you saying? / What exactly do you mean?

Are you saying we need to ?¥

Sorry, | don’t follow you Can you explain in more detail?

(Stefan says: ‘Sorry | don’t follow you’.) Clarifying

What | meanis 4 What I’m saying is

No, | was thinking of /

We could /

This section continues the work on the language used when

taking part in meetings that was started in Unit 1

(A) 0) 43

Rejecting proposals Sorry, | don’t think it’s / that’s a good idea (Max says: ‘I don’t think it’s a good idea at all’

Explain ‘open plan office’, ‘hot desking’ and ‘working

practices’ if SS are not familiar with them Tell SS they are

going to hear a discussion about these things Explain that

the initial ‘order of appearance’ of speakers is Carl, Nancy,

Max, (Carl again), Stefan and write this up on the board

Play the recording once or twice right through, depending

on the level of your students Then play the recording

'm not sure | agree with you there /

It / That won’t work (Max says: ‘It just won’t work.’

Well, I’m not happy about it / that “

Work on pronunciation and intonation of key expressions

Go through the role play situations and explain any

difficulties Explain that SS will be using the language of

meetings in these two situations

Put SS to into fours and allocate the roles — two As and two

Bs in each group Make sure SS are looking at the right

page Give them time to absorb the information in their

role Go round the room and help where necessary

When SS are ready, tell them to start the discussion Go

round the room and monitor the language being used Note

down strong points and points that need correction or

improvement, especially in relation to the language used in

meetings

When SS have discussed the two items, bring the class to

order Ask some of the groups to say briefly what happened

in their group

Then praise the strong points that you heard and work on

the points that need correction or improvement, getting

individual SS to repeat the correct forms Write up key

points ina list on the board,

Case study

Acquiring Metrot

AUS company providing services to the oil industry takes over

a French family-owned household goods company, with negative consequences SS analyse the problems and suggest solutions,

- Company | OO "Cornerstone Group 1

Activities SỐ _ Providing services and products -

Jor the oil industry Has bought ˆ Metrot

Based in in | Paris, France 7 CỐ

Products: SỐ “Household goods CC

"

until now

“Old Chief Executive Jean Metrot, interested in

- employee welfare Will now have |

a seat onthe board as an adviser |

“New Chief Executive Hugh Whitman, 305, , Harvard-

Point out pronunciation of Hugh This is not a French lesson, but also get SS to pronounce Jean as a nasalised Jon, rather than as the English woman’s name Jean Also, the final t of Metrot is not pronounced (You could make a joke about your wonderful French accent!)

Ask SS if they foresee any problems when an American oil industry services company buys a French household goods

company

AAA MMH HHH HHH

Interview with Hugh Whitman

Write up the headings on the left hand side of this table on

the board

Then play the recording and elicit the information on the

right-hand side of the table

Skilled workforce and excellent products

What staff think —_

To expand in its European

Objectives for Metrot

Some cutbacks in the short term, but long-term growth

Plans for workforce

Does not want to comment

tudying the problems

Get SS to read through the problems in pairs Go round the

room and help where necessary

With the whole class, summarise the information under the

headings given on the left below

French Union Organiser to US Personnel Director

Have fallen

- Unannounced factory inspections Redundancies in R & D

- Department Fear of further changes means

- people are looking for new jobs

- Dislike of changes and the way

| they are introduced

Change too rapid

_ More informal, family

- atmosphere before

No sense of direction Interference from Head Office

Task

Divide the class into sixes; divide the sixes into GroupA

consisting of three new managers, one of whom is Hugh

Whitman (teil them which one) and Group B consisting of

three Metrot executives

Tell each group to prepare separately for the meeting,

going over the problems and thinking of solutions Each

group should make notes about what they are going to say

Tell the groups to start their meetings Note down strong points and points that need correction or improvement

Make sure that the chair is including everyone in the discussion

Feedback

Bring the class to order Ask the note-taker in each group to

report on what happened in their group, and what they

decided about points 2 and 3 on the agenda

Praise five or six goad language points that you heard, and work on half a dozen others that need improvement, getting individual SS to model the correct forms

If there is time and interest, have a general class discussion about the issues You could talk about the cultural and practical issues involved when a company is taken over by

an overseas company Point out that this sort of merger often fails, sometimes for the reasons your SS have

discussed in the case study

Work on the background and problems to bring out the key points as in the table above

Get the student to prepare one of the roles, A or B You take the other

Role play the meeting Monitor the language that you both use After the activity, underline some of the key meetings language that you chose to use, and that your student used correctly, and work on five or six points from what they said that need improving

If there is time and interest, role play the meeting again, swapping roles Ask your student to pay particular attention to the corrections you made

Writing

Get SS to write the action minutes from the meeting (about

200 words) They could do this for homework or in pairs in class

: ị Writing file page 135

Each lesson (excluding

case studies) is about

45-60 minutes This does

not include administration

and time spent going

through homework

Starting up

SS think about and discuss their own attitudes to money

Skills: Dealing with figures

SS look at how to say numbers in different contexts

profitable companies to invest in

how they are used in context

Listening: Raising business capital Aventure capitalist talks about ways of raising finance, how to judge good investments, about one investment he made and one he wished he had made,

Lesson 3 Reading: Reporting financial success Text bank

SS read financial information about Wal-mart and Target Stores | (pages 146-149)

SS develop their knowledge of the language to talk about trends | Language review (page 21) and changes, and their ability to use it ML Grammar and Usage

Writing (page 22)

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections

For 1 to 1 situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this

is not the case, alternative procedures are given