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Frances Watkins and Paul Emmerson




Contents
	
1 Building a career. Subject background'	~ ; 1 1 About business ill®lilocsbu;ary Sil 'A.l;/ li' jl; ii, ' 1'1 1111'  - '/ ’ 1 4 Speaking	у "iy \/ 1 ly-A"®' ДД'ЛЖWriting ' ' ill 1Ц	llsllll: 1 6 Case study	’	’	и5	жЯ ikl 'i,. '/il'lli/llpll'i i'//®lllpl6./ ';.: ••.- 1: ;'- . .• 11 дй у1/У1..'Г 1-   P A? ’.
^’tinforiyiatign:.Subject background,,?,’1®, fe» 24 Aboutbusuias	5 1?	1	’ J , 1 2.2 Vocabulary ^g?|2i3i,GrarnWr !>???'?>,/	/Ill 2 4 Speaking	' ji'llls Writing ':?'.	; • i '111 ? । /Sill; 5:; Case, study iV/lll	/	1: lllll'lill	;®l\l-.l ll'plB 1;A11:A-	' Api261 p28 11.11; 1? 'liilili? :?p 11
- Review 1 and 2 answers'	-	’?t 'A - S< 1 p?4s
,. A-3,1lAbout business	|	1	i 3.2 Vocabulary illSBl '.5РЙЙП9 A 1W:	ЙдйЖЙ®®3 '- ;ШШсЗ?5 Writing? 1 li'/il? . ,	, < ?p?iyill '	2)6 Case study	,	''/A/l /'/ /W/l? 1 1р[ЗЙ g дК.Ж/'" p!4Ql p42J ll-ll A./i'l;?!?' 11 p 44 ;
Feedback; Subject background " - '	i 4.2 Vocabulary	1 4(з_&гагпп)аг' ~	л ‘	1 44 Speaking.,/	л	- lllyT <’*'! 1S1;4I SWr i tin	111у?Э111А111 4 6 Case study	--	4	®11яЙ1:1в§111®йЬ'4й1 ill: 1 SlSi/ilf 41'511 V*" й	x- ~p53 j “	A p 55 , p57'| ? y” ®>S9 j
Review 3 and 4 answers	d'”’’ , 1 /у-,,’ .p61 j
5 Selling more' Subject background^	_	<- i ' УА Abo’ufbuslness г ,r / "	/ ' <	1 i x ^<552 vocabulary^ <a t л -. 'i s z "’iri ? ||||||5.3 Grammar 1115il'5peuking 1'1Ц;'“®11;ll1/1111111:йИ? llSSi'Writing;		; iui/'’i 1 11151 Cash.® u 1’1 '111,1 Ц tiii;''iit\ijii'.lii??l?ll?l?i	P 63 p 69; P7l'
 6 New business: Subject background	' 6.1 About business	. I'llbiliptiBbulary, [111111111 lli ny? liililllll йййВ11?®В1?1йЯ Й5ШШ^^/^Ре^®1911111';11’1'//.’ /?''	.111|1®1;1111Шй jglisl Ж Л । ngv i ill 11Й1 i'//:/,': 1 ;k lllgill 6 6 Casestudy	yl1”5	'r7 \ T4 |	^ожвижя 1	p76q Жг1Р„^	₽78 '	р82 ifaa|
Review 5-and 6 answers -- 4	4	
i/11 Financial cdntrpllubjert backgroiunit'lj ll ililit'l i /yji'Vl/AhoUt bi,sipess:/ii?i ' '1	, ,' /•' i - ' l-ni'/i' l/lgliylabuiary'/l/'/ilj/ni-,	1 llgiliSpIking lllllllll? lli'l';illiiiilll?:j|Sli| ’	7's Writing	1 Шa S1 sttidyllll111. ?'' ' Ц 1'llllliill	/Ж11,1г19Э1 Р92! ^^yi'il i;ii | imS /	'	Р100 j
8 Fair trader Subject background lli?8/l<AbOUtl'UineSSi?i/? ';ipil?' .. ,/	’ У: ?: ?,уу< Jj'ij' jyn jll&l Vdcabuiarlll? ?	J-3-1 ill/it'il/ i‘;. lllSil&amlarllll 'n? <	i	, '?. у '; J 84 Speaking	-	-1 ’ : 8 5 Writing	. - -,. 1 1' ril'llll®! ‘ 8 6 Case study	j j	/111 lll'^H '---- P 103 4 l.lill Id '11 p:109 j r P111 ] ^^ЯЖвйЮаа
''Review? and Й answers	4 t4 ’ л 4	р,1Д51
Grammar and practice answers'^ < j	ЙЯЙЙ^И®!®
Additional activates (photocopiable speaking apd reading activities)	» p 120
Building a career
rasss
Sffi



-	, -	Й	1 '	'
Й n the'Umted States, post secondary educatlop is known as'college' (informal, aqd ’ v
oftepfofinstrtuti§n^only offttying a bachoWj^ degreejypr 'university' (formal, and for'
y/yfe	-of four years 0Й
 yeats being cal.i:-u tresnmar:) srmhmiiore, junior, and serior yea's. Th--re is a mix ot public'?/?
and private institutions, with private ones generally being'more prestigious, Admissions .
. rCrhena'canynvclver/y у,/ ?:?;	,л'у'/?//??: //,.;,	?,/ /? 'ey/ -/ ' '?%-' ,
» glades earned in high school ‘ "'j' w" | |
• class ranking	-
» standardized test scores (such as the SAT fest)
•	commitment to extracurricular activities
•	a personal essay "i_

$

i%
• an interview * ,	V	< rr ,	rT-
 On'ce admitted, stucents take part in 'undergraduate study' which leads to a bachelor’s
   degree in a main field of study-known as a 'major'. Other tields .of study, are 'minors'. Tlie; . .- '
. 'most Common. degcees:are Bachelor of Arts (BA) (and Bachelor of-Sc erre (BSc), a!rhough ,
ci? there are ethe rs ’Degrees in law and medicine?are net offered el undergraduate.Icve;, but
ф. are completed ^ graduate study afterwards? Some students choose to attend a /community
", college'for two years before doing their four year university course. i >	<
? ?-Ay?'	//;/  У/У-АУ -У, '•-, ууу.Уууу ’. у/ //.Уу/ "/?-?'	.	' /Уууу : / /у Ууу'у-у. '.
Graduate study, conducted afteApbtalning gn initial degree, leads to a more advanced 1 ~
’ degree such as a Master’s degree. However only around .10% of students ever. receive
 -postgraduate degrees - most just go directly intodhe workforce after their undergraduate ,
course
....	/-Л  ‘
?y/In.the UK the system is similar but there are a fey,’ differeneeS/Lmguistira'Iy the/word . ...  -
’college* does not refer to university, instead it refers either a) to an institution like a further!
education cojlege (for vocationaj/non-academic qualifications) or b) to a sixth form college
(for students aged approximately 16 18 to prepare for two years before entering university)
. :/ or c) toa constituent part of collegiate.universities like Oxformahd Camordqe that ?.	:
’ “ 'defines where studentsjlive, which sports teams they belong to, etc. Also, the term 'higher
? f ;educatio.n'.?is:oftemU5echas?a?synphym;fc>f,Uniyersity^ .	??;')???'?%?;...-	?-. .-?.'?'
' Practica1iy,-there are other differences'. An undergraduate course in England lasts three ”
- 1 years, not four (although four in Scotland), and it Is possible to study medicine and law at
 undergraduate level.'- ’	' ' . g |	- <"
 '..'у. 'у..' '</? OU . у	,оуу,уУу у-у.у/ У 	У у
There is a major cultural difference between'the university .experience v young people in
the US ./ UK and that of people in mainland Europe, This isithe fact that many university
students in the US / UK move away from.their hometown to.attend-university. They live.in
accommoaatipmprbvided .'on campus' or in shared student households ihthe.iocal town.
This'period.'of life.is strongly associated wirh indepennence from.the family. After/University,
students go wherever they can find a job: staying in their university toWnj or going back
/ - home, or going somewhere else? ?! his creates high levels of social mobility. - , /
University students following The Business Upper Intermediate are likely to be very
?- .interested.in the topics of cv / resume, cover letters, ar.:; jeb inteiviews, tkc-tc* that in.the /
ear Iter intermediate ievel oi The Business there'is a ,lot of materi.ai?on.this;tdp.ic'(unit 4)/ahd?
 the unit you are currently looking at is designed to complement and extend that material;-?:.''
.Note;these депегаГpoints: yy/y ??- .,y 'y/ '.y	-	/<,	'<?'yy?' ? /	',-.//
•	an American st/le resume is one side of A4 only, and is written in note form; a European-.
/.yAAs^A'G\Zidan. be a iitjle/ignger ?		/, /.. v.' ?/%/??//,?:	n /?%
//^/•Aeducat.idnal-and.xvbri; experience are written in reverse/chrondiogical'order '
•	mod-гл resumes dhd. CVs emphasjze'achieyements (measurable things that have been//, у
/?/%c,done)^^	'/?/, ??;?//

TJsefulwebsites

Typing any of,the words resume, CV,job interview or cover letter into a search engine will
give many usefullinks. You could start with: '	: ...
http://www.resume-resource.com/
http://www.cvtips.com
8 T&Suciiness
1.1 About business
This module focuses on selection procedures at universities,
and the strategies that they use to recruit the most able
students.
I Internet research j" 
a .„23,000 applications for the new academic year
b9%ofapplicationswerearceptPd' ^<,''^<-
c 60%’uhirriately decided to attend -, I ?' ,-/;’
d- 10% of admitted students came from abroad
e 35 staff in Fitzsimmons'team	c ,
f i' 543.700 -the annual tab for tuitioh, fobnrand hoard
g .560,000 - parents, who.make Jess aren’t expected to pay;
h;.r8000
A search for best business schools will find a number of
websites on business schools and programmes. The students
probably already have an idea of where they would like
io go and why. Elicit some suggestions from students first
(schools either at home or abroad) and then get students
to do more research about their chosen school, as well as
other alternatives. You could get students to do a one-minute
presentation on their chosen school, or simply to give four
reasons why they would select their chosen one.
You could ask students to do this search as a follow-up at the
end of the module.
Discussion
H Before doing the discussion activity, ask students how
they selected their university or college. You could initially
discuss your own choices of university, touching on some of
the issues raised in exercise 1.
Check students’ understanding of faculty and alumni. Refer
students to the Wordlist on page 144 of tire Student's Book.
Also pre-teach innovative (new and interesting); curriculum
(subjects included in a course of study) and earning potential
(what you might earn in the future). Let students work for a
few minutes alone, then discuss their choices in pairs. Then
ask each pair to work with another pair to compare and justify
answers. Take whole-class feedback, but keep this feedback
stage brief.
Predicting and reading
1Я Introduce the article: it is from a business magazine;
show students the visual and the title. Elicit from students
what ‘best’ and ’brightest’ refer to and explain the focus of
the article: it is a description of the recruitment drive of the
Harvard Admissions Committee. Elicit why it is so important
to attract the best students for Harvard. Try to elicit a few
predictions regarding Harvard’s strategies, focusing on the
marketing techniques given in exercise 2. Some of these may
need further explanation, e.g. travelling shows (a ‘show*
which goes around the country, to different venues, trying to
attract new students).
О Students read the text to find out which marketing
techniques Harvard actually uses. Students could underline in
the text -where these techniques are actually mentioned. Take
whole-class feedback on the strategies mentioned, and discuss
anything students find surprising.
[ANSWERS:
Reading for detail
И Pre-teach the following items: a stellar test score; .
budding genius; cutthroat (see Wordlist); elite (perceived as
having a higher level, often with snob value); selective (very
careful in choosing).
Write Three-part battle plan on the whiteboard, and get
students to identify the phrases in the text that refer to the
different parts of the plan: The-first phase begins...(paragraph
5); by then, Fitzsimmons will be deep into the second phase
of his battle plan... (paragraph 8); Fitzsimmons and his team
move to phase three...(paragraph 9). This will help students
understand the organization of the text Then refer students to
exercise 5 and the accompanying chart. Do the first two points
together as a class, partly to highlight that different verbs are
used, e.g. purchase and send (in the chart), buy and mail (in
the text). Ensure that you monitor to allow sufficient time to
complete the task, particularly for lower-level learners.
ANSWERS:	________________________
1	Purchase high school juniors' names -from examination;
boards
2	Send 70,000 or so letters to high school juniors.	<7
3	Visit 140 US citiesand travel to other countries,	;
4	Send out 8,000 alumni volunteers to identify, possible
candidates
5	Sort applications and give a score from one to six. t ;
5	Local subcommittees discuss the case for and against each
candidate. -	'
7	Professors, alumni, and students lobby successful
candidates by phone.	ъ
8	Invite applicants to spend a weekend at Harvard in April. '
Listening and discussion
^3 and 1:01 Allow students to read the differing
opinions on the article and tick the one that they most
agree with before listening. After playing it once, re-play the
recording and ask students to listen for the speakers' reasons.
Students discuss the points in exercise 7 in groups of three.
Take whole-class feedback on the most extreme reactions.
ANSWERS
a speakers -	'
b speaker 1 ' >	, " ‘ '
c speaker 4 , .	'
d speaker! '	'	'	'
telemarketing, personal referrals, weekends at Harvard, mail i
shots, travelling shows
Scan reading
И As this is a scan-reading exercise, allocate a short time
for the activity, e.g. two minutes. Students should circle
the number and what it refers to. Conduct this activity as a
competition, to encourage students to work within the time
limit. Allow for whole-class feedback.

1
1	1.1 About business
RECORDING SCRIPT
ф 1:01
Speaker 1 :1 don't care what they say about checks and
|	balances: Harvard is part of a totally elitist, sexist and racist
system. If you're not a white American male from a rich
i	family with political connections, you can forget it - you'll
never get into Harvard!
f	Speaker 2 : As Mr Fitzsimmons says, it makes sense to put the
best students with the best faculty. Every country needs
an intellectual elite to work in its government and key
’|	industries.
Speaker 3 : Forty thousand dollars a yearl It's scandalous!
Education should be accessible to everyone, and the
government should pay for it. And it's completely absurd
paying all those people Just to recruit the best students!
Speaker 4 : I admire Harvard for practising what they preach.
It’s high time more schools and universities were run as
i	businesses - they'd be more efficient and save taxpayers'
money.
i
EXTENSION ACTIVITY
For further practice, ask students to select a maximum of
seven words or phrases from the text which they consider
useful, e.g. brand name; second-to-none; an all-out push,
etc. They should compare their chosen lists in groups of
four. Students then consider how to group the chosen
words (e.g, grammatically, conceptually), and use the
words to make posters for the classroom, with the heading:
‘Harvard’s battle plan’.
i
This module focuses on vocabulary related to careers and
education, in particular lexis which would be useful for
interviews or for writing a job application.
Internet research
A search for action verbs for resumes evs will give a wealth of
sites suggesting suitable W'ords and phrases to help make your
CV attention-grabbing and dynamic. As some of the sites only
list frequently used verbs, students may have to check their
precise meaning, as well as features of form and collocates.
Students could do this research after exercise 9; they can
then put some of the language into practice immediately by
upgrading their own CVs.
Brainstorming
Оз Ask students to work in threes to brainstorm ideas, then
take whole-class feedback. One member of tire group should
write the ideas down, in preparation for exercise 3. Reasons,
in addition to those in the letter (see task 2), might include:
to increase motivation-, to make contacts for the future (to
network); to gain prestige, etc.
and SI Make tire purpose of the letter clear (to persuade
Sonia), as well as the author (say it is from an old friend of
the family, a successful business person). Students should be
able to choose the correct verbs simply because they ‘sound’
better, so encourage them to guess if necessary. If you have
collocation dictionaries, get students to look up the words and
check the correct pairings. Take whole-class feedback to make
sure students have the correct answers, and then do exercise 3.
•I'
(I
fl
j{
ANSWERS:
1 gain 2 acquire 3, improving 4 boosting* 5 have :
6 going to 7 making 8 receive 9 obtain 10 enhance
IE3 Write up two columns on the board, with the headings
Professional experience and Personal experience. Elicit an
example for each and then ask students to work alone initially,
before comparing answers. This exercise refocuses students
on the collocations. Before students write some personalized
sentences, provide some sentences starters, e.g. I’m hoping
to...; I’d like to...; My plan is to...; I believe this job willgive
me the opportunity to....
I worked in several departments and gained knowledge about
ali.aspects of the business.	/	/
I believe this job will allow me to acqmre new skills and boost
my earnings. 	<	.	:
My gap year in the States definitely improved my
employability, and working for IBM certainly enhanced my CV.
Опту Business studies course t received tuition from*
practising managers and obtained experience on work
placements.
Funding
Ask students to consider who usually pays for a business
course. Elicit ways of financing studies, before getting students
to read and complete the extract. They work alone initially,
then check their answers in pairs.
ANSWERS: >
1 finance 2 arrange 3 borrow 4 support * 5 obtain
6 win',- 7 subsidize \	,? у.
10 T/wEusiness
1,2 Vocabulary
Discussion
First of all, get students to compare the points in the
article with the situation in their own country. Then focus on
the points in exercise 6.
И After reading about Jacky, get students to discuss whether
her education and career has been simple or complicated.
Personalize this by asking one or two students how her
education and training compares with their own, or with their
future career plans.
‘ANSWERS:
Student A (s_ ' t
I wasn't a very motivated student when I was younger, so I
failed my exams in 1999 and had to retake them the following
“summer.rdalreadydecidedlwantedtotakeagapyear~\,'-
then go to business school, so this time I completed all the
| 1 contacted |
2 presented
4 trained ’ ’ Й Д' 
>5 met.,-
6 exceeded
>7 desgned
.8 implemented <
9 managed 7 motivated
?10 motivated /.managed
(11 chaired ,, ;
12 drew up ' „ \ Щ «
cbui3^dfkJhhd;t;eyis^:tHdrough Iy;lpa^sedqarilyjl;spent/::;f.
ipjyteiiabin^^saniasfis^anCin^secdniJa^s^dobandjtlTerisj:
'Wenttobusinessschoal-rTdalreadyappliedandsuccessfully
attrnded an interview before resitting my exams.
In my second year as an undergraduate, I spent a semester x
as an intern at Hewlett Packard, which was very rewarding.
In fact, I went straight into a job at HP after I graduated the
following June. They encouraged me to do a Master's degree
by correspondence^! just have to finish writing a dissertation.
I need a break now, but I may take a sabbatical to study for an
MBA in a few years' time.	•
Student В	'	<
I Wasn't awqry motivated student when I was younger, so I
had to retake my qiiams in 2000 after I faded them the year ч
i before, t’d already decided.that before^ going to business : .. '
school I wanted to take a gap year I passed easily because this
time I completed all the coursework.and revised thoroughly.
.I'd already applied and successfully attended an intervfew.at,’^
a business school, scatter resitting my exams I spent a year ’
abroad afan assistant in a secondary school
1 spent a semester as an intern at Hewlett Packard in rpy
second year as an undergraduate, which was very rewarding.
In fact, after I graduated the fol’qwing June I went straight
Into a job at HPJ'm.now writing a dissertation fora Master's 
degree by correspondence Which HP encouraged me to do I
may take a sabbatical to study for an MBA in a few years' time,
but I need a break first
FURTHER PRACTICE
As a revision activity, you could put the verb and noun
collocations from the lesson on small cards for students to
play pelmanism in threes, e.g. contact + corporate clients
(by phone); train + new sales reps; acquire + skills; obtain
+ practical experience, etc. Put all the cards face down on
the desk and one student turns over two cards at a time. If
the cards do not match, tire student has to turn them face
down again. It is then the turn of the next player. Once a
player gets a matching pair, he or she has another turn. The
winner is the person who finishes with the most correct
pairs of collocations.
Career stages
ПП If you have a lower-level group, have some dictionaries
to hand. Otherwise, deal with any problem vocabulary as
students are working on this task in pairs. To aid clarification,
make sure at an appropriate stage that students Imow that
some of the verbs are (partial) synonyms, e.g. to be laid off =
to be made redundant; to quit = to give in your notice (quit
is slightly more informal); to take a sabbatical = to be resting.
Respond to any pronunciation problems in whole-class
feedback on this task.
I ANSWERS:
iO Give students two minutes to prepare and to make notes
on any similarities and differences regarding the suggested
points. Give a time limit for the discussion, so that students
lenow how much depth to go into (about three to four minutes
each).
1 to be. resting, to take asabbatjcal ,
,'2 to be laid off, to he made redundant,
3 to be promoted, to join a company, ‘ Д
4 to quit, to give In your notice r
5 to be on'assignment, to be transferred
6 to be suspended, to be dismissed, “
Action verbs
Sil Beforehand, ask students to bring in their CVs to raise
interest in the topic. Let students look at each other’s CVs
fora few minutes, discussing any points of interest Students
then work in pairs to complete the exercise, before checking
answers with the whole class. If relevant (or possibly after
the next extension task and/or the Internet research activity),
get students to go back to their own CVs and see if there are
any places where they could upgrade their CVs by adding the
action verbs. Monitor carefully and assist.
T/jcBusinoss 11
1.2 Vocabulary
Listening for gist
1:02 Play the recording, then allow students to
compare answers before playing the recording again, stopping
after each speaker. Tliis is important, as you want students
to apply the new lexis appropriately from exercise 10. Fake
whole-class feedback.
| SUGGESTED ANSWERS:	......__
1	He's intending to quit his job because his company keeps
 giving him assignments in different countries. .He heeds to
, , give in his notice three months before he can leave.
2	She was laid off when they modernized the company, then
made redundant when they couldn't find any work for her.
3	.. He's been suspended for notweanng a safety helmet, but
he thinks the company want to dismiss him.
4	He joined the company four years ago and has just been '
promoted,
5	She's on secondment in'Paris, and site's being transferred to
Vancouver,	', /-	:
6	He's resting at the moment, and cdnsidering taking a 
sabbatical to write a book. ’
RECORDING SCRIPT
& 1:02
Speaker 1: I'm thinking of leaving actually. I've worked in
China, Argentina and Alaska, and now they want me to go
to South Africa for two years! But even If I resign, they'll
make me work at least another three months. I’m just sick of
being moved around all the time.
Speaker 2: When the company was modernized, they told me
to stay at home for a week or two while they found me a
different job - but they never did, so in the end they had
to 'let me go', as they say. Replaced by a machine! Actually,
I'm grateful - it was probably the best thing that could have
happened to me.
Speaker 3: I've just been sent home for a week because I
refused to wear a safety helmet - they're too hot and
uncomfortable. They keep harassing me - I think they’d like
to fire me actually!
Speaker 4: I was on the road for 30 years as a sales rep. Then
I was lucky enough to get the job as sales manager here
four years ago. I've just been made 'Director of Customer
Satisfaction’ - or as the boys in safes say, they've kicked me
upstairs! Well, at my age, I'm over the moonl
Speaker 5: I'm based in London for the moment - actually, right
now I'm doing audits in Paris for our French subsidiary - but
it's just for three months. After that, they've asked me to
move to the Vancouver office. It's a fantastic opportunity!
Speaker 6: Well, I'm not actually working at the moment. I'm
an actor, and I finished a movie a couple of months ago. I'm
thinking about taking a year off to write a book.
SEI Pre-teach harass (if you harass someone, you cause
problems for them on repeated occasions, perhaps through
mental or physical abuse). Elicit some possible responses
to the first situation and highlight the use of the second
conditional structure, used here to describe an imaginary
situation. Students initially prepare alone, then in groups.
Indicate how long they will have for the discussion. As
you monitor, remind students of the target structure. At
the whole-class feedback stage, encourage students to give
personal examples of similar cases, e.g. examples invoicing
acquaintances or friends.
Listening and discussion
fFi $ 1:03-1:05 Before playing the recording, highlight
the situation: these three people are all facing big career-
related choices. Elicit one or two suggestions of the lund of
problems they may be facing. Students listen and make notes.
Lower-level students will need to hear the recording again. Let
students compare answers before taking whole-class feedback.
At this point, ask students if they know of any famous people
who these cases remind them of. Let students refer to page 110
and discuss their reactions with their partner.
SUGGESTED NOTES j	-	- > 4
'Name: Bob	Name: Lucy;,-'	Namei Mel  ’
Problem: Started up successful electronics company. Resigned .when he disagreed with his CEO.-Sell shares? What next?	Problem: previously worked as researcher,- teacher, then • > secretary. Fired for writing stories at work. Dp creative writing course, or look for another, job? ' '	Problem: Designed and soid produet to local govt, when in high school, Drop out of prestigious business school to start own business? s') . ; „
RECORDING SCRIPT
1:03-1:05
1
Bob: Hi. My name's Bob. A few years ago I started up an
electronics company which has been very successful. So
successful in fact that I had to hire a CEO to give me time
for my creative work. I brought in Jack, a manager from a
completely different business, a soda manufacturer in fact.
I thought he would be the right man to help my company
grow, but now I know I made a big mistake. Recently
we disagreed about strategy. Believe it or not, the board
decided he was right and I was wrong, and stripped me of
my dirties. Of course, I resigned. Well, what would you have
done? I still hold my shares in the company, but I think I'm
going to sell them. I don’t know what I’ll do next. Maybe
I'll invest the money from the shares and retire somewhere
cheap and sunny. Or I suppose 1 could start over and build
a new company. Or join a competitor. What do you think I
should do?
2
Lucy: Hello, I'm Lucy, and my problem is that I’ve never really
known what sort of career to choose. I studied languages at
university, which was great, but it doesn't really qualify you
to do anything. After graduating, I worked as a researcher
for a charity, then I went abroad and worked as an English
teacher for a while. Nov; I'm a secretary; or I should say I was
a secretary, because I've just been fired for writing stories at
work! I love writing - but it's not easy to make a living from
it. I suppose I'd need to go back to school and do a creative
writing course. Perhaps I could work part-time, waitressing
or something. Or should I just look for another secretarial
job? Or go back to being a researcher, or a teacher maybe;
at least that's more creative. What do you think?
3
Mel: Hi. I'm Mel. I've wanted to run my own business for as
long as I can remember. When I was in high school, a friend
and I designed a product which we managed to sell to local
government departments. But my parents were really keen
on sending me to business school, so now I'm in my third
year at a really prestigious, expensive school. The thing is,
my friend and I have a fantastic opportunity to start our
own business; we have a new product, and a big company
is really interested in buying it. But to develop our idea, I'll
have to drop out of school, and I know my parents will be
really upset. What do you think I should do?
12 '///eBusiness
naressiSSBRSiSLA^
1.3 Grammar
EXTENSION ACTIVITY
Pairs choose one of the three people from exercise 13, e.g.
Bob, Lucy or Mel, and one student adopts this role (role
A). They have to ask for advice from their partner (role
B), a friend / colleague who they respect. В makes several
sensible and helpful suggestions while A listens and reacts.
Start like this: (A) Hi X, can 1 have a word? I wanted to
discuss something important with you.
This module is a review of various tenses, including: narrative
tenses (past simple, past continuous, past perfect), the present
tenses (present simple and continuous) and forms used for
the future (present continuous, ‘going to’ and ‘will’). It also
reviews conditionals (zero, first and second) and the present
perfect simple and continuous. Finally, it revises time markers
and phrases typically associated with the different tenses.
I Internet research
Students will find numerous websites citing the advantages
of using accomplishment statements, and the tecliniques
for composing them. First you identify the problem or need
in the company; then you state what you did to counter this;
finally you need to state the resulting benefits which occurred,
in as concrete terms as possible, e.g. staff morale was low,
so individuals were given one-on-one interviews, where the
main source of negative feeling was discussed. As a result of
this, some staff were moved to different departments and the
atmosphere and morale improved considerably.
Students could do this research before exercise 7, or at the end
of the module.
Refresh your memory
Give students the example sentences alone from here, on an
OHT, screen or handout. They work in pairs to give the name
of the tense / structure. Students then check their answers in
the book.
Test yourself
И Before reading, ask students to quickly order the events
of Lindsey’s career in a logical order, putting the events on the
whiteboard, jumbled:
applied for university; decided not ready to go to university;
watched а 'ГУ documentary about Ethiopia; decided on her
plans; left school; discovered her interest in business while
abroad; revised for exams; read about Africa
Guide students here, malting sure that their chronological
order of events corresponds with the text. Students then read
and find tire mistakes individually, considering why they are
wrong and correcting them. Students check their choices and
rationale in pairs before whole-class feedback. Be prepared
to clarify with concept questions and other techniques such
as timelines, as appropriate, e.g. I was applying for a place
at university: When did she apply for a place at university?
(before she left school); when I watched a TV drama: Which
tense do we use to give background information? (past
continuous). For lower-level students, give out the text in
exercise 1 with the mistakes already underlined.
PANSUV ERS:
When J left school i.vyasntt sure; what to. do next. I. had .applied....
'. fdr.apiace.atuni.versity;; but while. I; was 'revising for m/exams/
J 'hada.lread/decided.that t 'd'idn'f.teej ready for University.
I.ljhad read Jot about East'Affica.'dnd.qne.day when ( was. -
' watching a.TV dbcumenfary.aboirt Ethiopia, I suddenly .knew
• that that was vvbereT.vyas going. In fact, if was while I'was .
working with an ^JGO in Ethiopia that I became interested in
business. ‘	‘ :	
77reBusiness 13
1.3 Grammar
jFS Students close their books and listen to you reading the
completed gap-filled text, as if you were Lindsey. This will
help students to understand the overall content, before the
language focus work. Students then work individually on the
exercise, before checking answers in pairs. Monitor carefully
to see where students are having difficulties.
If students seem unsure of the different tenses, work through
some or all of exercises 1-7 in the Grammar and practice
section on page 116 in the Student’s Book (answers on page
116 in this book).
seems
have just finished
am currently working
has left -	‘
have agreed
have. iiedn ides'igh ihg’v-
a .... i....... i...
О Establish the context, e.g. Lindsey’s responses in a job
interview. You could first let students work alone, and then
put them with different partners to discuss their answers.
ANSWERS:^O’-> -Г	/7^-
1 If I get the job, 1 Will try to make myself available as soon as
possible, but I wouldn't be able to start immediately ur:1es->
JPC agreed to let me go
Я You see, if I make a commitment, I do my best to respect it,
3 )f by any chance the job were based in Kenya, I would take
it anyway, even though Tdprefer to use my Arnliu.'k.
CT Handle this exercise as a dictation, for variety. Write
the three different future forms on the board: will, going
to and present continuous. Also put the base verbs on the
whiteboard: 1 become, 2 put, 3 gel, 4 write, 5 be. Read the
script, but say 'beep1 where there is a blank, and point to
the relevant base verb on the whiteboard. Follow the same
procedure for checking as earlier.
If students need more practice of either future forms or
conditionals, refer them to exercises 8-13 in the Grammar
and practice section on page 117 in the Student’s Book
(answers on page 116 in this book).
ANSWERS;- -rf
In the short term, I hope (1) I’ll become a department manager
quite, quickly., I've learnt a lot about management on the MBA, 
and (2) I’m going to put the theory into practice’assoon'as I
can. On the personal front, (3) I'm getting married next June; v
over the next couple of years my fiancd (4) Js going to write TV
and ihovie scripts/sd (5) hens;going trnbeitotally mobile and ' ^i
happy to move as necessary.	' '

ANSWERS:
.•Ekbrtisd;5jy;JrS:
usually "
currently ' С. -
always S t
 at present < -
^^jterjigtireriti
often У \ :
Exercise 6 ” j
ever
’in ,	„
never
ago
already ‘ if
(not) yailUg
when ~1	г
Just ‘
'since/for.,'».. :
last
present simple .* ,	• j ' • $  .
present continuous , r,'?< c
present simple '	4
present continuous, Й. .	‘	7' • ’
pri senli ontinuotis	,
present simple ,	<	,	' ,.	»
present perfect	’
past simple	S
present perrect	' ч
past'sim'ple .	. '	'	.
present perfect
present perfect
pastsimpfe ~ ‘ ~	” 1
present perfect ,	'
present perfect ,	5 -> Ss f , t
past simple ~ |	,
EXTENSION ACTIVITY
Students think of five questions about work or studies to
ask their partner, using these adverbials, e.g. What project
are you working on at present? Remind students that ‘ago’
and ‘never’ are not generally used in questions. Students
work in pairs, then use the answers to write job-related,
personalized sentences with the time markers, about their
partner, e.g. At present Sasha is working as a ....
Listening
HandO! <2* 1-06 Students look at the photograph and
read the introduction to task 7. Students suggest what Fraser
and Jess might be talking about. Then they read the questions,
before listening to the recording. Replay it if necessary, while
students check their answers in pairs, before whole-class
feedback. In exercise 8, with lower-level classes write the
sentences on the board, asking why a given tense is used in
each case.
ANSWERS'
Exercise 8	
a He's not doing very much at the moment, he's job-hunting.
•.b He. worked for ITC for twenty.years..-	-.-л
c He was made redundant	t >
d He nas just got back from Nepal; he has been working on a ,
bock.
e She worked In several firms, and became a specialist in T ;
downsizing.
f. She's currently managing = subsidiary up north.
g She s going to moVe down to London soon
h Jess is taking over as group CEO of Morgan-Hoenshell, the j
.company which.made Eraser redundant.<
Time markers
И and E Write up four columns on the whiteboard or on
a handout with present simple, present continuous, past
simple and present perfect as headings, for exercises 5 and
6. Identify which two tenses are being dealt with in exercise
5 and give students the cut-up adverbials on cards. Let them
decide in groups of three which of the two columns they go
in. In whole-class feedback, encourage students to give you
natural-sounding oral examples with the adverbial, e.g. At the
moment, I’m working as an assistant manager in a small
plastics company. Repeat this procedure for exercise 6.
14 T/ieBusiness

13 Grammar
RECORDING SCRIPT
& 1:06
Jess: Fraser Orbelf I
Fraser : Oh, hi.
J: Oh my God! Fancy meeting you here! You look great! Do
you still go running?
F: Oh, thank you. Yes, I usually run two or three times a week.
Um, I'm sorry, I'm afraid I always forget people's names ...
J: it’s Jess! Jess Tomey!
F: Oh, Jess, of course! I'm so sorry ...
J: It's all right. People often don't recognize me. Too many
business lunches, so I always tend to put on weight!
F: No, no, you look wonderful. As always!
J: Thank you Fraserl So, what are you doing these days?
F: Wall, actually at the moment I'm not doing very much. Sort
of job-hunting, you know ...
J: Oh, I see. Well, I hope you find something soon. But what
did you do after graduation?
F: Well, you probably remember that I dropped out in my final
year, so I didn't actually graduate. But I worked for 1TC in
Manchester for twenty years.
J: Oh, did you?
F: Yes, until they were taken over by Morgan-Hoenshell about
a year ago. Twenty years of loyal service, but when Morgan-
Hoenshell came along, I was made redundant without so
much as a word of thanks.
J: Oh, how awful for youl
F: Yes, well, you know, that's life, isn't it? But, urn, actually, I've
just got back from Nepal.
J: Nepal? Wow!
F: Yeah, been, um, working on a book.
J: That's terrific, Fraser! So when can I buy it?
F: Well, I haven't finished it yet, but hopefully it'll be published
next year -1 promise I'll send you a copy. But anyway, that's
enough about me - what have you done since you left
Franklin? Did you get that job you wanted in finance?
J: Yes, I did. I worked in several firms, actually, I became
a specialist In downsizing - cutting costs, streamlining,
restructuring, you know...
F: I see. A bit like Morgan-Hoenshell!
J: Well, yes, a bit...
F: So where are you working now?
J: Oh, I'm currently managing one of our subsidiaries, um, up
north.
F: Oh yeah - anywhere near Manchester?
J: Um, yes... but I'm going to move down to London soon.
F: Oh really?
J: Yes, I've just had some rather good news.
F: Uh-huh?
J: Well, if all goes well, I'm taking over as group CEO next year.
F: Wow, congratulations! Which company?
J: Um, you probably wouldn't be interested ...
F: Come on Jess, we go back a long way! No secrets between
us, eh?
J: Well, it's Morgan-Hoenshell, actually.
Role-play
^3 Ask students: have you ever been to a college I school
reunion? Get some feedback on whether it was a negative
or positive experience and why. Ask students if they keep in
touch with any school / college friends. Then students look
at the prompts and consider what the full questions are. If
necessary, take whole-class feedback on this before beginning.
Then start students off like this:
4 don't believe it! It's (name), isn't it? How are you?'
If necessary, do a demo with a confident student first, with
exaggerated intonation.
Balloon debate
0Э Students read through the task. Re-clarify what the
situation is. Inform students they will need to make a choice
after hearing ail four presentations from their group; these
presentations should be two minutes each; students will have
a secret vote at the end. Put students into groups of four and
let them choose their roles. Give students time to prepare
what they are going to say, and to make notes if necessary, in
their talk, they can use and embellish the details given about
the past, present and future. Students start their presentations
with the sentence: There is no doubt that without me, this
company would not be where it is today.
  I
TTjeBusmess 15..
1.4 Speaking
This module focuses on howto successfully expand on points
when speaking, by giving reasons. The module centres around
the theme of how to give a successful interview.
Internet research
Searching for illegal interview questions will give several
sites with lists of examples (most of these sites are American
and obviously there will be some national differences). The
following questions would be considered illegal in the US:
Where were you born?; when were you bom?', do you plan
to have a -family?', how tall are you?; what organizations do
you belong to?; do you own or rent your home?; do you have
any debts?; are you a religious person?, etc. Some of the sites
give strategies for answering the questions appropriately, so as
not to jeopardize your job prospects, e.g. using humour; asking
the interviewer questions to find out why he/she has asked
that question; basing your response solely on the requirements
of the job and your ability to perform, e.g. How old are you? J
am young and fit enough to do this job successfully.
Students should ideally do this research at any point before
the final role-play in exercise 6.
Listening and discussion
ЕЯ & 1:07 First ask students to talk about their last
interviews and to say whether they were difficult or easy ones.
Students talk about the land of questions they were asked,
particularly if they can remember difficult ones. Before playing
the recording, elicit one example of a reasonable question,
and one of an unreasonable question, e.g. Could you tell me
why you are single? (unreasonable); Can you tell us what
attracted you to this company? (reasonable). Then play the
recording, stopping after each question to elicit opinions.
RECORDING SCRIPT
ф 1:07
1	Can you tell us why you chose your school or university?
2	Could you explain why you are single or married?
3	I’d like to know the reasons why you are, or are not, a
member of a union.
4	Would you mind telling us why you do or don't have
children?
5	Do you smoke or drink? Why, or why not?
6	What exactly made you chose to apply to this company?
7	I’d be interested to know why you are, or are not, a
vegetarian.
8	Can you tell me where you want to live and work, and why?
Listening
1:08-1:09 Set the scene for the recording: Ruth and
Anais are chasing the same job and discussing the business
school they attended. Allow students time to read the points
in exercise 2 before listening. If necessary, play the recording
again and let students compare answers. In whole-class
feedback, spend more time on questions 5-8 as these lead
on to exercise 3. Ask students if they can recall any of the
examples, or even the language used.
1 Ruth	2 Anais 3 Anais 4 Ruth
5 Ruth	6 Anais	7 Ruth	8 Anais
RECORDING SCRIPT
$ 1:08-1:09
1
Interviewer. So, Ruth, Could you tell me what motivated you
to study business, and why you chose to attend the Franklin
School of Business?
Ruth : Um, yes. Um, well, I suppose mainly ’cos my boyfriend
was going to Franklin. And I liked economics at school. I
thought about same of the better-known business schools,
but, you know, they're too expensive anyway ... I nearly
chose French actually, 'cos my mother's French, but I
thought business was better. More money in it, basically.
And Franklin was great, you know. Really good school. 1
had a great time. But as I say, basically it was because my
boyfriend was there - well, my ex-boyfriend I should say.
And, erm,... the teachers. The teachers were terrific of
course.
2
Interviewer: Could you tell me what motivated you to study
business, Anais, and why you chose to attend the Franklin
School of Business?
Anais: Well, as regards choosing business, although I love
languages, basically Гуе always wanted to go into
management, and I felt that business was the obvious
choice. It not only prepared me to work in more or less any
department in a company, but it also means that I can use
my language skills in an international career. In addition, a
business degree always gets attention, interest and respect.
So to sum up, I chose business rather than languages; if
not I think it would have been more difficult to get into
management. As far as my choice of business school is
concerned, it's true that the big names open doors, but on
the other hand, newer schools tike Franklin have significant
advantages. For one thing, they have better facilities, and
for another, they're less expensive. What's more, their
curricula are more innovative, their classes are smaller, and
their student intake is more diverse. In the end I decided
to choose a new university, simply because it represented
better value for money overall.
S Let students work individually, before comparing
answers. Particularly for lower-level students, you may need to
clarify some of the form and punctuation-related issues with
these expressions, e.g.
As regards + noun phrase + comma + clause
As far as + noun phrase + is concerned + comma + clause
For one thing + comma + clause +• and for another + comma
+ clause
Introducing a point
1,4,7
Seeing both sides
3, B- •	' .
Combining reasons
5,9 /
Adding ideas
2, 6, 10	. ;
HI For lower-level students, ask them initially to match the
three questions to the answers, 1,2 and 5. Write these on the
board, in jumbled order: Why did you change your last job?;
Why did you move to this part of the world?; Why do you
play badminton? Students then work in pairs to try and fill
in the gaps, while you monitor and assist. Take whole-class
feedback to conclude.
16 77;e Business
1.4 Speaking
ANSWERS:
'1 not only but also Besides / In addition / What’s more л ,'<’j
^S^^ditidn:s BesidCsS^Й
3 For one thing for anotheV '„besides / in addition / what's ’
IJ;^^hy'dhd:.yoU:Sange.your last job? -I;
‘2 Why did you move to this part of the world? - _	‘	;
‘3 Why do you play badminton^',.’'; Л • \ ‘''г ' " <
131 First put two headings from the first example on the
board: Living with your parents and Moving away and
sharing with friends. Students brainstorm as a class some
advantages and disadvantages of each. Encourage one or two
students to try and use the linkers to join ideas and formulate
their opinion on this topic. Then ask students to read the
example in the book and to do the same, in pairs, for the
remaining topics. Provide sufficient time and assistance at
this stage, and encourage all students to write their sentences
down. Put the students into different pairs for them to
compare their sentences, which they can read out Students
should listen and try to comment on their partners’ ideas, e.g.
1 agree with what you said about X, but don't you think... ?
Role-play
И To challenge stronger students in the group, encourage
them to add one or two 'illegal interview questions’ into
their interview, e.g, how old are you? Put an outline of the
stages of the role-play on the board, using points 1,2, 3 and
4 (write in a time-limit for point 2), so that students know
what is happening. During the role-play, monitor and note any
problems for remedial teaching at a later stage. When groups
A and В decide at the end who should get the job (point 3),
encourage students to use the target phrases from exercises 3,
4 and 5, e.g. Uwe preferred candidate X for several reasons.
Firstly... Moreover, etc. At the end, invite comments on the
interviewees’ reaction to the 'illegal questions', if appropriate.
The Business 17
1.5 Writing
This module focuses on how to write effective cover letters to
accompany a CV, when applying for a new job or placement.
It also looks al how to present oneself positively, using
appropriate verbs.
| Internet research
A search for the suggested keywords will reveal a host of sites
with some useful, and at times amusing examples of what not
to put in your resume. These touch on important issues such
as whether to be honest about your weaknesses; of including
only relevant information; of taking time to End good
references; of not being too over-confident, etc.
This research can be done at any point in the module.
( 1 my outgoing personalhy,
7: makes me ; /':>.• 7;
2	I recently graduated
3	I served as ‘ Ш
4	I attended school
' ‘
5	: [supported myself ‘ -
6	Jobs such as bartending /
enhanced ./•
7	I have.the skills to
embark on
8	I would like very much to
9	. I will follow, up this letter
with
10; 1 can arrange a time7
d a strong candidate: .
h from the University of.
Oregon.	-'j
j. president of the debafi
society.
l^/iri-MichiganijArizbnapl
' 'Oregon.
g-Vbyi^fifingjlimradig;^
.'advertising sales, ./i' -
a . my formal education.
es.-a career ih insurance ^
7/7brqkering/77^/;?0'7;74
f talk with you. - 7; ’
c a phone call.’
b to meet with you. ;  !
Brainstorming
И Students work in threes to decide which are the Dos
and Don’ts. Allow them sufficient time to read the useful
information on page 110 and give them the chance to ask you
further questions based on these points.

Do -	'	. 
Ask directly for an interview.
Follow the AIDA model used in advertising-rattention.
interest, desire, action.
Don't	’ . _
. Start your letter 'Dear Sir or Madam'. 7	< 7/
Write a formal introduction In the first paragraph.
Write at least 400 words.. - ;	4	" '	-	’	'
. Use sophisticated language.to make a good impression..   .7 .
Ю and И For exercise 2, initially dictate the following gist
questions: Find out the job Kiara Pointer would like and
how confident she sounds. Give students one minute only to
read the text, then take whole-class feedback. Students re-read
tlie letter and fill in the missing words, first alone and then in
pairs, before going on to exercise 3.
ANSWERS:7^77::.77
Exercise2' ’
I exceeded"
2 broken
(з obtained
, 4 developed
, 5 trained ’
, 6 modernized
* .7 doubled ’
i;y8;7<iptqrei^|jS
9' optimize -
10 present
Exercises '/
request action/ 4.
give details of the applicant's accomplishments ’2	" <
get the reader's attention 1
relate the applicant to the’company, showing why the/*','
company should hire her 3	, ( г <. * 2
Ы Ask students to work in pairs. They should cover column
2 (a-j) and decide how to finish the sentences. This focuses
students on both the target lexis and grammar, as well as
facilitating the ensuing matching task. Students then uncover
tlie material and complete the matching task. After checking,
ask students to record words and phrases that might be useful
for them in their notebooks.
Brainstorming
Ю Elicit what tire two jobs are and also the companies
involved and then ask students to read the job description
Elicit from the class one quality for the first job and one sk
for the second, putting these on the board. Then students
work in threes to complete the task in exercise 5. Ask for
feedback and write other suggested key qualities and skills
the board.
Writing
И Refer students back to the sample cover letter on the
previous page and to the action verbs in exercise 4- With a
smaller or higher-level group, let students work individual!;
El Ensure that you leave enough time for students to read
die cover letters. Warn them that they will need to give clea
justifications for their choices. Take whole-class feedback.
EXTENSION ACTIVITY
И your students would benefit from more oral practice of
job interviews, select the best two cover letters for each
of the jobs, and then organize a 'panel interview', e.g. one
candidate is interviewed by 3-4 people. Allow students a
few minutes to prepare for this, and encourage the 'panel'
to consider how to divide up their questions and roles.
18 7/л-Busmans
1.6 Case study
This module raises awareness of the financial options facing a
business school, and provides opportunities for extensive oral
fluency practice on this topic.
Internet research
Before doing this search, students should work in pairs to
estimate how much a two-year MBA would cost. They should
consider elements such as: tuition fees, living expenses, travel
costs, study tools (books ! stationery / computer / software,
etc.), insurance, lost income, application and registration
costs, etc. Students can then do the search and find out how
their estimates compare with the suggestions. Get students to
give feedback on their findings in class as there is likely to be
some variation between the estimates.
This research could be done at any point in the module.
Discussion
HJI Before students look at the discussion points, ask them to
name local or regional business schools which they consider
to be successful or not, and if possible elicit suggestions as to
why. Ask students to look at the list of features in exercise 1.
Students decide individually, then compare answers in pairs.
Reading
Ю Before reading, show students a map of Romania and its
location in Europe, if relevant. Elicit an example of a strength
by asking students to read just the first line (e.g. it's new, it’s
private, it has an exceUent reputation). Thke whole-class
feedback and invite personal reactions to the information,
asking students if they themselves would be attracted to go
there and ivhy/why not
[ Suggested answers-. - Q
Strengths:
new school
private school	'	•
excellent reputation for quality ’	(>	>
on the Black Sea coast - pleasant environment
close to the Romanian Business Centre :;T
climate and cultural heritage
i We 11 eq Uip p'e u cam p i.s	Т-йЙ; й:
comfortable accommodation' 1 ,	(	,
internationally‘recognized undergraduate and Masters |
degrees	-w’ r ^'-4'"'.' 1 - ?
executive education 1 ’	’
faculty recruited from successful companies	зй	*
internaticns.l placements	-
Weaknesses: й	, r	‘
new school	|
private school
in southeast Romania
reputation for quality only in Central and Eastern Europe, not ,
worldwide '	r	'
- accommodation for 300 students - smell
faculty recruited from Central Europe, not worldwide
placements in Central Europe only >	, '	-	,
low proportion of MBA students 1 1 -	1 '
only 5% executive education - probably the most profitable
sector:
; Igwjnternatlonafstudent ihtake^’’йТЙЙ': Й л.; йй Йл
Listening
О 1:10 Tell students that the Dean, Radu lonescu, is
giving a presentation to a group of consultants, investors,
marketing professionals and other interested parties. After
listening, students compare notes. Monitor to see if students
need to hear the recording again. In feedback, elicit the nature
of the dilemma regarding Burnbescu's offer, as this is relevant
to the discussion (his offer is extremely attractive for future
growth but the conditions could be limiting).
ANSWERS:__________________
T The alternatives MBS is fating are either to lose students or r
to take nsks and invest	~	Й г ‘
2 Radu lonescu expects help in making a plan.	’
3 Ion Burnbescu has offered sponsorship on condition that ')
the name changes.	<• ,	r~
RECORDING SCRIPT
1:10
Radu lonescu: First of all, I would like to thank you all for
coming here today. We hope you will enjoy your visit, and
experience for yourselves why Mangalia is such a wonderful
place to live and study. As you know, institutions like MBS
now compete on a global market. The days when we could
rely on our contacts in Romania and Central Europe to fill
our school are long gone. Today we compete with giants
like Harvard and the London Business School. Small schools
like MBS face a difficult choice: either we sit back and watch
the brightest students and the best professors fly away to
Massachusetts, Paris, Barcelona or London, or we take risks,
invest, and develop new ways to be more competitive in the
global marketplace. Here in Mangalia, we are not used to
sitting back and doing nothing. We have chosen to draw up
a five-year plan to make MBS a truly international business
school, and we have invited you here to help us. We are not
only relying on your experience, your know-how and your
creativity to help us make the right decisions, but we are
also counting on you to Identify and promote the USPs, the
unique selling propositions, that will give us a competitive
advantage in attracting the best students and the most
influential corporate clients. As far as finance is concerned,
some of you will already have heard the excellent news
that the prominent businessman and multi-millionaire
Ion Burnbescu has offered to sponsor our school. This
would have the immediate effect of doubling our budget.
However, Mr Burnbescu's business methods are somewhat
controversial, and his offer specifies that the school should
be known as the Burnbescu Business School; consequently
I must ask you to consider carefully all the implications of
such a change.
Discussion
Ol Initially students work alone, to prepare what they are
going to say. Under point 3, they should tick the projects
they like and add other ones they can think o£ (see the final
point). They will need to give clear justifications, in response
to all points 1-4. When ready, divide the class into groups
of four and start the discussion. You may want to allocate a
chairperson and note-taker in each group, who can guide the
discussion and also give feedback later. This person should
hold and record any votes on. relevant issues.
After the discussion, students should collate their final
decisions on the four points, using an OHP, board or poster.
Hold brief whole-ciass feedback to discuss some of the groups'
decisions. The main feedback occurs in exercise 6, so keep this
feedback stage minimal.
7'/>г Business 19
1.6 Case study
EXTENSION ACTIVITY
You could allocate different roles to students at this point, if
you feel that your students would be more willing to speak
in role, e.g. Dean (Mr lonescu); Manager of School; Senior
Teacher; Principal; Student Representative; Marketing
Consultant 1, Marketing Consultant 2, etc. If you feel your
Students will naturally have similar views, then also give
some additional information on role cards, e.g.
Manager - you feel that there is a lot of competition and
you need to take risks. You have a particular interest
in developing the international recruitment / exchange
programmes.
Senior Teacher - you have worked at the school a long
time and are happy that the school has a good reputation.
You are naturally conservative about change.
Marketing Consultant - you feel that the school has to
move forward, in order to be a strong contender in an
increasingly competitive market. You think that the school
needs a maximum number of new projects.
Give students time to prepare what their own views are for
the future of MBS before they discuss the issues together in
a group.
Listening
® ^1:11 Prepare and motivate students before playing
this recording by telling them that they are going to hear a
fairly surprising news report about Bumbescu, which could be
very significant. Ask students to predict if it is going to be good
or bad, and write these questions on the board: What is the
accusation? (supplying arms for developing countries) What
else has he been doing recently and why? (trying to improve
his reputation by investing in education and research). Replay
the recording if necessary, before talcing whole-class feedback.
RECORDING SCRIPT
Э 1:11
News broadcaster: In business news, controversial multi-
millionaire Ion Bumbescu has again been accused of
involvement in defence procurement for developing
countries. Mr Bumbescu, who is believed to be travelling
in Southeast Asia, was unavailable for comment, but in
a short statement made earlier today, a spokesman for
Bumbescu Holdings claimed that ‘the group's companies
had done nothing illegal.' Mr Bumbescu's business methods
have been frequently criticized by his competitors. Recently
his Bumbescu Foundation has been pouring millions into
research and education projects, in what appears to be an
attempt to improve his image.
Presentations
Ei Give students some time to review their earlier decisions
after listening to the recording, and warn them that they will
soon have to present their proposals to the whole class. At
feedback stage, allow stronger students to speak first, to serve
as examples.
20 The Business

Information
Subject background
г.1.. ~r.~..... - ..t-: ir;.MHiMH»mMijiruL... _•... ' . -<,.j ,
Information technology (IT) deals withtfie use of computers and computer software to „
convert, store, protect, process, transmirand retrieve information. The term^inforrnation'
can usually be replaced by 'data' Nowadays it has become popular to broaden the tenji


t vnFr^n and ^rnmunicawn iscnnoiogy;
professional activity include:
” ~ ................." ...... ' ........
•	Computer networking
•	Database systems design f \ ;
•	Software design	' ,
•	Management information,,systems
, ~ IT is a complex,, technical and rapidly changing area of business Any one-page4summary
1 is hkeiy to be rapidly out-of date One possible way into this topic is to give keywords fof
’ , further Internet research (similar activities in the unit are linked to particular texts г^ЪеГ/Г
fetfen;beihguhtf^UOTwj®iy^hg:ffewofSs:;DeiQi^ih^ia:segrc№:ehgih8wiibp8aduc^Ui^^S
to-date Information, and will give both short explanations as well as longer articles This vX
; research could be done by you (fmoing texts for use in class); or by the students (as a ’ ‘
homeworkexercisefor them to report back in the next class).
< -Business software, application software ’ ~ f’' Network computing, collaboration tools
^^^C,!M'(cbmputerihtegrated'manufacturing)"- f ?
i:^;?iXN($jcpjhpbti^
, CRM customer relationship management)
i k' ERP (enterprise fesoureel plan nifjg);^J§g ""
^^8WP:Waiefidi-,re^feimefits'plarining)g^
, Mobile and wireless communications
Electronic money '
^^IlnTOrmatipryspcipj^^g^^sgji^s^
Location b?seo dev’ces ’
....
Mobile and wireless communication--’? -
Mbbilei^rtal|||g||g||^f^
Vf>N (virtual private network) .
hr .Е-Ьу5|пе$5;Уй^^^;§^‘^ЙД;й;^м:рЪ~%;
'. Electronic exchange
tKjlglOpiine .ciij'srtonTi^rseryieeltg^^^i;-^
f & Supply chain management and IKf
fet&Web:marketin^/jlnternbtfmarketing!

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it


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Useful websites
. Information: infrastructure
.Intranet!
Telecommuting -
Telework f
Jb I >	51
Data and^knowledge management- ''•д-
i^i^;Pal^;\varehpu4n^J^^S^§i^®
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http.//www.brmt.com t\‘\ ч'-- -
http://www.rnfoworld.com
http://www.itweek.co.uk	......,
And two invaluable encyddpedias of IT terms are
‘ http'/fwwvv webopedia.cam
, hftpr//www.techweb.com/encyclopedia
Ж


^7'-'
Г. / ?

/ZifBusiness ?.1
2н1 About business
This module looks at the pros and cons of IT in the workplace,
and exposes students to different sides of the argument, as well
as providing them with opportunities to share their own views.
Ijtn^rae^reWarr^
Л search for the keywords smart dust will reveal precisely
what this is, and the various applications that it can
be used for. Smart dust devices are minute wireless
microelectromechanical sensors (MEMS) or ‘motes’, which act
as a communication network. Currently under development,
they could perform a range of functions, from identifying
defects in manufacturing, to monitoring humidity, tracking
patients in hospital and even detecting potential disasters such
as earthquakes.
Students could do this research at any point in the module.
Discussion
HU Exploit the visuals by asking students to look at the first
picture and to highlight some concrete contrasts with today's
offices, e.g. pen and paper (no computer); card indexes; fixed
desks, etc. For point c, get students to think for a moment
before sharing their views as a class. In feedback, try to elicit
one or two counter-arguments, e.g. why technology might in
fact make life harder, as this will help prepare students for the
next stage.
Summarizing
ЕЭ Before reading, write the heading The IT fallacy on
the board. Pre-teach fallacy (a false idea or belief). Elicit
some suggestions as to why IT could be considered a fallacy.
Students read the text in response to the gist task in exercise 2.
When talcing whole-class feedback, encourage students to cite
one or two reasons given by the writer to support his or her
arguments.
Ц-Я This exercise is a way of checking students’
understanding. With lower-level students, likely to find such
texts challenging, do the first example together.
1.: d?: 2. a .:.;3: ew.4 b
И Students work individually, then in threes, to compare
their summarizing sentences, selecting the most appropriate
one for whole-class feedback. Elicit the summary sentences,
writing a good example for each paragraph on the board.

; 5 New technology allows anyone to produce professional .
results.?;i ????:??<?:j; ..'-у;-.-.j
5 Becairse expectations increase, workload expands
7 Changing jobs won’t help because the problem is the same
л ?;; everywhere? ! <	? I??;:': i-i
EMTENS8OW ACTIVITY
The reading is a rich source of lexis. Students circle a
maximum of six words or phrases that they would like to
look up in the dictionary. Before doing so, they should
write down what part of speech it is, and also what they
think it might mean. Then they check their predictions.
Listening
ЕЯ jji 1:12 Introduce the recording by telling students they
are going to listen to four individuals with very different views.
Speaker: T;: against
Speaker 2' !.for:: : :;T
Speaker .3 against
Speaker 4 against
RECORDING SCRIPT
1:12
Speaker 1
I’m not sure all this technology is a good thing. Take these
Blackberry phones, for example. I was at a meeting last
week where three of the six attendees spent most of the
time doing email under the table! People get really addicted
to it - it’s a drug! I heard about one executive whose wife
got so fed up with him checking his emails all weekend, she
flushed his Blackberry down the toiletl
Speaker 2
IT? Oh, I love it! As soon as there’s a new gadget, I have to
have it. I think it’s just amazing what you can do nowadays.
Of course, you don’t really save time, but you get so much
more done in a day. I just cannot imagine how anyone can
manage without a laptop and a mobile.
Speaker 3
As far as I’m concerned, Information technology is just
another weapon in the class war. Management will use
any way they can to exploit the workers, and increasing
productivity with computer systems is just another way to
get as much as they can. Not to mention the untold damage
that the radiation and microwaves from all these electronic
devices are doing to our eyes, our backs and our brains!
Speaker 4
Well, I have to use the computer at work sometimes, but I
wouldn’t have one in the house. Al! those viruses, and spam,
and computer crime! Anyway, a lot of people at work seem
to spend more time fixing computer problems than actually
doing any work. I think we’d be better off without them!
After the matching task, but before the personalization
(Do you agree with their opinions? Why? Why not?), see
if students can also recall any of the supporting detail or
arguments that each speaker gave. If necessary, play part of
the recording again. Then get students to give their own views,
with their own supporting reasons.
Speaker 1 : d '.;  •	.
 Speaker 2b	, c?;: •' •	,
.• Speaker 3\- a:• )• ? •,? '• i.; ::	; •.J.;;
'Speaker 4c’>' ;:i-y'- y---. '•'T.-.-
H Get students to respond to this point as a class,
encouraging them to refer to their own experience of the world
of work. Write on the board various non-work activities, e.g.
calling friends, etc. Students tick the ones they themselves do
/ would do when working. Put students in groups of three to
compare their answers and then to read and discuss the point
in exercise 5.
22 /ZicSuainesb-
2.1 About business
Discussion
El Draw a line on tire board to represent levels of agreement.
At one end, write I totally agree with this statement, and
at die other end, I totally disagree. Elicit other phrases
which would go in the middle, e.g. I parttally agree; from
one perspective this is true, from another it is not: there
are elements of truth in this statement; ott the one hand...,
cm the other..., etc. Students copy the phrases into their
notebooks, and then write numbers 1,2 and 3 (to represent
the three statements in exercise 8) in what they consider the
appropriate point on the line. Let students prepare to talk for
a couple of minutes, before discussing the points in pairs or
threes.
EXTENSION ACTIVITY
If your students need writing practice, use the ideas
generated today, and also in the article, to write a short
essay in response to question 1 in exercise 8. Write a brief
overview of the shape of the essay on the board:
Intro
Advantages of computers (two paragraphs)
Disadvantages (two paragraphs)
Personal comment
Conclusion
ZZirBasitinss 23

2.2 Vocabulary
This module focuses on how to compare items, and how io
use qualifiers to express degree. It also focuses on verbs and
their collocates in relation to the world of IT, as well as more
general phrases to do with communication.
Internet research
The define: function is a useful tool for students in their
studies. Ask students to compare the definitions they found,
and to work in groups to pool any additional words. Get them
io teach each other what the -ware words mean. Some more
common types of 'ware’ are: abandouware, betaware, CDware,
crippieware, demoware, donationware, enorware, liteware,
nagwure, orphanware, registerware, requestware, trialware.
This research could be done at any point in the module.
Discussion
И Write the statement on the board and then get students
to vote secretly in response to the question. They could close
their eyes and raise their hands to vote. Group students into
fours after this, with a mixture of those who disagree and agree
in each group, for the discussion.
Comparisons
El Students write two columns in their notebooks, entitled
small difference and large difference, and then put the
phrases hi the appropriate column. In whole-class feedback,
spend time drilling the adverbials, so that they sound natural,
e.g. marginally more expensive.
: a bit more expensive S
a whole lot more expensive t
considerably more expensive I
far more expensive L
marginally more expensive S
infinitely more expensive L
slightly mors expensive S
somewhat more expensive S
О Do the first example together, to remind students that they
should use a mixture of adjectives. For lower-level students,
write appropriate adjectives on a handout or on the board, e.g.
effective, efficient, easy to use, practical, reliable, value for
money, etc.
Elicit differences for the first example and write it on
the board. Remind students tn use phrases from exercise 2,
where appropriate. Students work through the others in pairs,
orally. Monitor here and assist. Before taking whole-class
feedback, tell different pairs that they will be responsible for
giving a clear ora) answer to just one of the pairs of terms, e.g.
number 3. Once you have allocated these, manage whole-ciass
feedback. Respond to linguistic problems at this point too, if
appropriate.
1	A server is considerably more reliable, far quieter, and a
whole lot more powerful than a PC
2	A laptop is a whole lot bigger, considerably more powerful,
and somewhat more expensive than a palmtop.
3	A suits is far more useful than a single application because
it comprises several applications.
4	A patch is far fess common than a plug-in because it's used
to correct a software problem. A plug-in is used to provide
additional features for an application, so it's a lot more
f frequently used.
5	A bug is just a software error, whereas a virus deliberately
damages or hijacks software. So a virus is infinitely more
dangerous.	
6	A crash is considerably less serious than a hard disk
failure. A crash is a software failure, so you only lose any
information you Haven't saved. A hard disk failure is a .
hardware failure, so you may lose all the information you
have saved. Make regular backups to external media, it's a
whole lot safer!
7 An intranet is one organization's network: the Internet is
the world-wide network shared by billions of users, sorts
:;'.:i;;ftlfinfteJy bigger. : •
8 A workgroup is a collection of workstations that are linked
together so it star bigger than a single workstation.
IT terms
H Before starting this exercise, elicit the kind of jobs that
an IT support manager does. Elicit the first correct verb in the
email and allow students to complete the text individually.
Students work in pairs to compare answers. In whole-class
feedback, record the collocates on the board for students
to note down, e.g. verb + noun: enter a date / a password
f information; delete documents / a folder. Noun + verb:
server + go down; software application + crash.
1 • upgrade 2 crashing 3 went down 4 deleted www;;';;
?5j ihstalied. 'J'S. downloaded 7setting up - 8 enter
Ea For higher-level students, cover exercise 5 while students
complete the gaps, before checking their answers.
1 install. : 2. goes down 3 ante: 4 delete
5„ crash ;& set up;:. 7. upgrade;?.' Sdownload •
FURTHER PRACTICE
This lexis is very useful for students, so periodically test
them and extend their knowledge of collocations. For
example, at the end of this class, you could put students
in teams. Shout out a transitive verb, and students have to
give you an appropriate noun collocate, e.g. set up + noun,
etc.
Listening
Q 1:13 Remind students who George is. Students first
read the options. Play the recording once, and give students
time to compare answers, if appropriate. Monitor and see if
students need to hear it again. Replay it as necessary, stopping
after each message and eliciting the answer.
24 Т/л’Business
2.2 Vocabulary
Speaker1, •	' d
Speaker. 2;	j лл? f  
Speaker 3 -‘	: b
Speaker 4. ’'	'. h.
Speaker 5'лй:\;<л<  a
Speaker 6/ <';?<
Speaker 7 ' c
Speaker :..  &
RECORDING SCRIPT
Л5 1=13
Speaker 1
Hello? Mr Skopelitis? (realizes It's voicemail) Oh. This is
Ebony Brooks in Accounts. Something went wrong with the
system when I was in the middle of a backup. Everything
just stopped. It wasn't just my computer. Do you think you
could call me? Give me a ring as soon as you can.
Speaker 2
George, it’s Maurice. I'm still having that problem making
appointments on the website. I log in, then everything
seems to freeze, and when I try to escape, I get the famous
blue screen. Can you give me an update on what progress
you've made on this problem? Just a quick report.
Speaker 3
Yeah, George, it's Martha here. Listen, could you contact
me? I want to replace my department's laptops with
something more modern. Our old IBMs are getting pretty
tired, know what I mean? Please get in touch as soon as you
have a moment.
Speaker 4
Hello George. This is Lincoln Thigpen. I hope you can help
me out here, I seem to have done something stupid.
I was cleaning up my hard disk, and well, now some very
important presentation slides seem to have disappeared.
I hope you have some way of rescuing them - if you
could get back to me with an answer some time today, I’d
appreciate it.
Speakers
Hi Mr Skopelitis. This is Camilla Ramsey from Customer
Services. It's about that little software thingy you sent me.
I've copied it into the database program like you told me to,
but it doesn't seem to work. I know some other people were
having the same problem. Do you think you could include
me in the group of people to inform? You know, keep me in
the loop. Thanks.
Speaker 6
George - Maurice again. Where the hell are you?!
Marketing are hassling me every five minutes because they
still can't use the Internet. Will you please tell me when
you're going to be able to get them online?! Let me know
asap.
Speaker 7
George, Marvin. Long time no see! Remember how you said
you could get that software from the Internet to make my
sound card work? Can't work without my music! I guess
you're working on it, but can you keep me informed, maybe
a regular progress report, OK?
Speaker 8
Good morning, Mr Skopelitis. This is Cara Bickerson in
Marketing. I’m looking for a quicker way to get information
from our market studies into the database - typing it all in
is just too slow. I'm interested in voice recognition software
- I wonder if you could fill me in on the details of what's
available? You can reach me any time today before 4 pm.
Thank you.
Giving information
£3 Once students have attempted to do this activity alone,
and then compared their answers, if necessary play the
recording again to check, pausing where appropriate. Put the
phrases on the board as a record, including the preposition,
e.g. give someone a ring about X, an update on X.

: 1 give Ebony, Brooks'a ring about backup, 	:
2 give Maurice an update bn 'appointments application :
3get in. touch with Martha re laptops	:
4 get back to Lincoln Thigpenpresentation slides . ,
:5 . keep Camilla Ramsey in the loop on solutions to database
;i:problems.	;л.л
. 6 let Maurice know about Marketing's Internet connection
7 keep Marvin posted re sound card driver
8 fill Cara Bickerson in on voice recognition:
И Students work in pairs. Check the answers as a class.
1 . get back to yoil ,
2 keep me in the loop
.3? let you know ?
4 keep me posted
:S fill me In ’ . ’? :;
6 get in touch with .
7 give you an update
; 8:;.give, me a ring.
FURTHER PRACTICE
Give students two minutes to look at tire exercise again
and try to remember the new phrases they have used as
replacements. Students then test each other in pairs. One
partner closes theirbook and the other reads out the
original sentences, one at a time. After each sentence the
listening partner says the sentence again, this time using the
new phrase. Students change roles either halfway or at the
end of the exercise.
Pairwork
H3 Elicit George’s job and the kind of tasks he does at work.
In pairs students then prioritize the list of tasks, putting a tick
or a cross by each point and giving clear reasons in each case,
e.g. he needs to order the 15 new laptops as the special offer
ends tomorrow, so it’s urgent. Students change pairs and
compare their lists. They should note any changes that they
make, before returning to their original partner and sharing
their findings.
asap	CEO needs Web meeting available in all.
;' • • 'departments asap £.'?<•£;.'? ’. <
urgent	fifteen new laptops needed - HP's special
'	•	offer ends tomorrow	.
abstract of presentation for New York
: £ -Vi? v	conference: .л.?; T.X; лл •?;•?.:£: ?• £
Marketing's Internet connection is down '
 /• 1;• . .	::;;A again • ' :. .л? . •	'	if.:.?:.
medium priority Cara re voice recognition
CEO's assistant wants WiFi
low priority sound card drivers for Marvin (President's
 " '	’ ' nephew I}  .	; - ЛС-Ч.’£	' ' 
: Ebony Brooks re backup software
 • appointments application £лл£
 . '	.	£. information from database vendors
7&’Business 25
2,3 Grammar
This module focuses on die language of comparing two or
more tilings. It also looks at how to make polite requests,
including indirect questions, as well as how to respond
appropriately.
^^jEejrnj^f^eajngttj
Several sites on Murphy’s computer laws can be found. A
wealth of amusing laws exist, such as: if a programme is useful,
it will have to be changed; when you arrive at the point where
you fully understand your computer, it is probably obsolete.
Students will no doubt be able to find laws that are relevant to
their own experiences.
You could ask students to do this search after exercise 4.
Test yourseH: comparing solutions
IH Start by reading the Refresh your memory box. Students
work alone on the exercise and then compare their answers
with a partner. Check answers as a class, and at this stage
highlight any problems or points of interest. Then students
re-read sentences 3,4 and 5, to give their от views on the
points raised, and to personalize the language.
A Crusoe's software is really pricey; it's far more expensive
I : .than Frydae'sf:: 1
В Yes, but Frydae's applications don't have nearly as many
features.
C My Internet connection is 16 Mega ~ it's a lot faster than
yours. 4 ~
D Yes, mine is only В Mega; it's only hair as fast as yours.
E Why don't you get a budget desktop? Just as fast, and only
half the price.
F Yes, it's true the big brands can ba twice as expensive.
G Why pay several times as much for a laser printer when an
; inkjet will do the job?
H Well, maybe inkjets only cost a fraction of the price, but it's
the cartridges that really add up.
1 Why do you insist on buying PCs? They're a lot less reliable
than MaiSt ....
J Basically because there’s infinitely more software available.
Get students to work in different pairs to complete the
sentences and check them as a class. Students choose two
of the sentences that they like most and memorize them, just
for fun. Test them now, and also at the end of the session, to
see if they can remember them. If students seem unsure of
comparatives and superlatives, work through some or all of
exercises 1-8 in the Grammar and practice section on page
118 in the Student’s Book (answers on page 116 in this book).
Oscar Wilde - British playwright; Woody Allen - American
actor and director; Dale Carnegie - American philanthropist;
Winston Churchill - British Prime Minister; Herman
Wouk - American author; Al Capone - American gangster;
George Bernard Shaw - Irish playtvright; Jonathan Winters
- American comedian; David Ogilvy - British ‘Father of
Advertising’.
Test yourself: getting help
О Handle this as a race. Students work in pairs or threes,
and shout out when they have compleied the whole exercise.
The first finishers should receive two points. For feedback,
ask each group in turn to give you the correct answer to each
question. Students receive a point for each correct request.
At the end, add up all the points to see who the winner is.
If students need more work on indirect questions and the
language of requests, work through some or all of exercises
9-12 in the Grammar and practice section on page 119 in the
Student’s Book (answers on page 116 in this book).
1	How do I switch this computer on? I How do i switch on
this computer?
2	Will you please turn that printer off? / Will you turn off that
printer, please?
3	Can you tell me where the on t off switch is?
4	Do you know which room the meeting will be in?
5	Could you tell me what I should open this attachment with?
6	Would you mind sending me an email just to test my new
. address?
7	I wonder if you’d mind my asking you a small favour?
8	Do you think you could let me know whether he will be
attending or not? / whether or not he will be attending?
Comparing outcomes
Ю Write on the board the tliree main laws which are
mentioned in the text: Moore’s law, Murphy’s law and Wirth’s
law. See if the students can tell you anything about them.
They then complete the gaps. When they have finished, give
students a little time to read and comprehend the text as a
whole, then students respond to any of the points made, e.g.
do they agree with Murphy’s or with Moore’s law? If students
enjoy this reading, then encourage them to do the Internet
research on this page for homework.
1	more beautiful than
2	better and better
3	as positive as
4	more rapidly than
5	more and more quickly
S slower
7	bulkier
8	less generous
9	higher than
TO less expensive than
И For your reference: Thomas Jefferson - American
President; Richard Bach - American writer; Andy Warhol
- British pop artist; Mike Tatum - American businessman.
El Students work in pairs to complete the quotations. This
exercise could be quite generative so allow sufficient time
for the composition and feedback. Select a few of the best
examples from exercise 6 and get students to design a class
poster.
1. worse 2 better : 3 farthest / furthest .4 worst
5 most imaginative 6: farther / further ; , ; •
7 more honourable ... more useful 8 less unlikely
9 best, ....	,
26 ZZ;r Business
2.3 Grammar
The older 1 get, the more generous I become
The more money you earn, the more tax you pay
The harder you work, the more you enjoy yoiir holidays,
the more I look at y ou, the more beautiful you seem. . :
The longer the wait, the more you'll enjoy the food when it
comes,;li	i- f j	'	'	'
Dealing with requests
И Early finishers write another acceptable response in
each case. When getting whole-class feedback, encourage
students to explain their chosen answer, e.g. is it inappropriate
because it sounds rude to give a negative response, sarcastic,
or because the form of the response does not correspond with
the question? Be prepared to do a quick revision of the form
of these requests, e.g. I wonder + if you could + base verb;
Would you mind + verb-mg... ? Remind students of possible
responses, particularly examples in 3,4 and 5. Students who
find polite intonation challenging will benefit from being
drilled, using the examples in exercise 7.
1 a 2 a'-\ 3' c? 4 a • 5. b.•.
Negotiating
Ю Give students time to prepare their list of things to do.
If students find it hard to think of ideas, review the list under
Pairwork from 2.2 ( George’s ‘to do’ list). Warn students that
they need to be polite at all times, and monitor in particular
for form and pronunciation issues. Students could start like
this: I'm terribly busy, can I ask you a favour?
y&Busissss 27
2.4 Speaking
This module focuses on social and functional phrases used
in telephone conversations, with particular attention given to
asking for help and refusing help, as well as to how to end a
telephone call appropriately.

A search for conference call etiquette, video phone etiquette,
cell phone etiquette and voicemail etiquette will reveal a
great range of sites, both sensible and amusing, giving different
advice on how to use these technologies effectively and
respectfully. Students could choose the area most relevant to
themselves, for example cell phone etiquette. They should
work in groups to brainstorm pet hates and formulate rules,
e.g. We hate it when people allow their mobile phones to
ring in somewhere quiet like a library, a concert hall or a
theatre. Rule: people should be banned front using their
phones in such places. Students then compare their own lists
of pet hates and rules with those they find on the Internet.
They could do the search in class or at home, and record
the three tips they like best. Students could compile a rule
of Dos and Don’ts formobile phone users in their college
or company. This research can be done at any point in this
module.
Discussion
ЦЦ and И* Ask students to tell each other in pairs about their
last phone call, if possible work or studies-related: who was
it to?; how did they start the phone call?; how polite was
it?; briefly, what did it involve? Then students work alone
initially on the five points in exercise 1, before sharing their
opinions.
Listening
Ш 1:14-1:17 Students read questions 3a and 3b and
predict which speakers from 3b might be having the polite,
impolite, informal or too polite conversations. They then listen
to the recording.
' 1 ; impolite: colleagues from different departments :
2 polite; managers in a large company
3;-too polite: acquaintances
;Ф;:informal:friends
RECORDING SCRIPT
& 1:14-1:17
1
Lorenzo: Accounts?
Kelly : Lorenzo? It's Kelly, from Sales.
L Uh-huh.
K: Listen, I'm with a customer, and I need you to give me last
year's billing figures.
L: What's the customer account number?
K: Um, I don't have it here. But it's Zimmer, in Warsaw.
L Well, if you don't have the account number, I can't help you.
K: Come on Lorenzo, I really need this! I'm sure you can find it.
L: Look, Kelly, it's the end of the month, and we're closing the
accounts; I’d like to help you, but I'm up to my eyes in work
here. I really haven't got time to look for your customer’s
records now. Try Marielle in Sales Administration. I'll put you
through.
K: Thanks a million.
2
Cory: Cory Wilks.
Tabetha: Hello Cory. It'sTabetha Pullman here.
C: Oh, bi Tabetha. how are you doing?
T: I'm fine, thanks. How are you?
C: Well you know, mustn't grumble, I s'pose. Things'll be a bit
easier when the weather improves.
T: Oh yeah, it's been a really long winter, hasn't it? Anyway,
have you got a couple of minutes?
C: Yes, sure.
T: Well, do you happen to know how to set up a WiFi
connection on a laptop? I would've asked the П
department, but apparently they're all in some big meeting,
so I thought you might be able to help me.
C: Oh I'm sorry, Tabetha. I wish I could help you, but I don't
know that much about it myself. Amanda does all my
department's computer stuff, and she's out of the office
today. I’m sorry.
T: Don't worry. I just thought you might know, but it doesn’t
matter. Thank you anyway.
C: No problem.
T: Anyway, I won't keep you any longer - thanks once again.
C: You're welcome - sorry I couldn't help you more.
T: That's all right. 3ye.
C: Bye.
3
Lauren: Hello?
Erich: Good afternoon. I wonder if I could speak to Ms Simpson
please?
L: Speaking.
E: Excuse me?
L: This is Lauren Simpson.
E: Ah, Ms Simpson. Erich Schrader, calling from Switzerland.
We met at the conference in Nice last month.
L: Oh, yes, of course! How are you, Erich?
E: I am very well, thank you Ms Simpson. And how are you?
L: Fine thanks. Um, what can I do for you?
E: Well, I'm very sorry to disturb you, but I was wondering if I
could ask you a favour?
L: Yes, of course ...
E: Do you think you could possibly send me a copy of the slides
you showed at the conference? They were most interesting.
L: Ah. Well, normally I'd be glad to help, but I'm afraid my
hard disk crashed last week.
E: Oh dear, how very unfortunate. I trust you didn't lose too
much important information.
L: Well, everything actually. But there wasn't too much
important stuff on it; except the slides, of course.
E: And you wouldn't happen to have a backup, or a hard copy,
would you?
L: No, I'm afraid not.
E: I see. Well, I mustn't take up any more of your time. Thank
you all the same, Ms Simpson.
L: You're welcome. Goodbye Erich, I mean Mr, um ...
E: Schrader.
L Um, yes, goodbye then.
4
Russell: Russell Pond speaking?
Mike: Hello Russell - Mike.
R: Hello mate. How's life?
M: Not so bad. And you?
R: Fine, fine. Looking forward to the weekend, thoughl
M: Yeah, me too. Um, Russell, you got a moment?
R: Yes; what's on your mind?
M: Well, I know this is asking a lot, but I've got this
presentation on Monday, and my laptop's got a virus. Any
chance I could borrow yours for the weekend?
R: Ah. Look, it's not that I don’t trust you or anything ...
M: OK, just forget it. I shouldn't've asked.
R: The thing is, I've got some really important data on it, and
the anti-virus isn't up to date ...
I II Ilf 17%
28 77л: Business
M: It's all right, Russell, I know what you mean. Anyway, I'd
better get on. You going to the match on Saturday?
R: Yes, I expert so.
M:OK. I'll see you there, then. Bye.
R: Cheers.
И Before playing the tape again, elicit from students what
topics are typically discussed in ‘small talk’, e.g. general
health, the weather. Play the recording and take whole-class
feedback.
1 Kelly, wants last year's billing figures for her customer., .
. 7 Tabetha wants to know how to set up a WiFi connection on .
a laptop,
Erich wants atopy. of the slides Lauren showed at the, .
ibnfererice.7-7'77?7?7;:: 7- ;7 7:77 7777-
Mike wants to borrow Russell's laptop for the weekend.:
: 2; tbretizq can't help because he's too busy!?7:-
Cory can't help because she doesn't know much about it;
Lauren can't help because her hard disk.crashed last week
arid she lost everything;	’
Russell can't help because he's got some really important
.. data bn his laptop, and the anti-virus isn't up to date (and .
: perhaps he doesn't trust Mike).
3 Cory and Tabetha talk about the weather, arid playing . . .
. tennis (conversation 2). Russell and Mike talk about the.
weekend and the match on Saturday (conversation 4);.
H Students work in pairs to try and fill in the gaps. Monitor
to see how much time they need. Students listen to the
recording for a third time. This demands intensive listening on
the part of the students so, if necessary, pause the recording as
appropriate, just re-playing the relevant part. Check as you are
going along by nominating individuals to supply the correct
answer.
. 1'; I need you to give me...	.	7.
 2 Гс| like to help you, but,,'.	’ ’ ’ ;:
: 3/Haveyou got a couple of minutes?:-: 7."7777:7 77^7:7'?/
;.-4,'- Do you happened know howto;;.? .•.-’7-777 777777:
';•• 5 Iwish i could help у OU,' but;.,: 	: :	:::
; 6- Anyway, I won't keep you.any longer,-'-7	7
7 1 was wondering if I could ask you a favour?.
.8 Do you think you could possibly send me
7' 97 Normally I'd be glad to help, but...
' 10 1 mustn't take up any more of your time. :	7/7 .
14 Any thence I could...? 7-7 7? - < :-''77r77777 7:-7 77/?7-?7
12 The thlng ls...	t:'-'-'-?-:-7  	
: 13 Any way, I'd better get on. 7? .	7.77.
El Students work alone, then check in pairs. In whole-
class feedback, drill some of these commonly used phrases,
particularly to request and refuse help, e.g. I'd like to help
you, but I’m up to my eyes in work; I wish 1 could help
you, but I don’t know much about it myself; I’m very sorry
to disturb you, but I was wondering if I could ask you a
favour?; Well, normally I’d be glad to help, but I’m afraid...
etc. Encourage students to use contractions and schwas
where appropriate, and to emphasize the main stress in each
phrase. In addition, in phrases such as: Have you got a
couple of minutes?, highlight consonant-vowel linkage, e.g.
gotta and coupleof.
checking the other person can speak now: 3. 7
requesting, help: 1,4, 8; It'	: '
refusing help: 2; 5, 9,i 12
ending the call: 6, 10,13
2.4 Speaking	<!
_	_______________________ __ _	________ _______________ _ I
Students work in pairs to complete the dialogue. Check	: !
it as a whole class and clarify the relationship between the
speakers in each of the three dialogues. Put students in threes,
including one strong speaker (with clear pronunciation) to	"j
act as the ‘monitor’ in each group. Students then practise
the dialogues, with particular attention to natural and polite-	/
sounding pronunciation. The ‘monitor’ should listen and assist
or correct. Your role is also to monitor carefully at this point,
assisting either while they are talking or in delayed feedback.
;?;77?7- 7.7 7l J,?: .Щ	\j i
A:. Hello Blake, Alex here.:	if •••'77'	f	, h
8 Oh; hello Alex. How's ft going?.-7 	Ill
A Fine thanks I’m not disturbing you, am 1?'
/ No problem. I was just going to have a break anyway! 7
. A. I Wanted to ask you a favour. Do you think you could show
me how to use the new HR software? . .
. S Well, I'm sorry to disappoint you, but I don't know much
' /. about it actually. -.7''.:.;	"   ,.У:..7':	'
A . Oh I see. Never mind, i'll ask someone from IT. Thanks	/1
anyinmy,4 *	* .	/7'71-77.7.77-77777'-	i|[j
В OK. But just let me know if there's anything I can do.
A. Thanks. Anyway, I won't keep you any longer. Rye for now.
; В OK, Ъуе. ' .	.		. f??//	.	/
: C Hello, it's Chris here. I'rii not disturbing you, am I? :
О Oh, hi Chris. No, not at all. What can I do for you? ..
 C I’m just calling to ask if you'd mind doing me a favour,
7> actually.?:.77}’'7 -.7';' fii'' ’ ?:'7:-'7-7/-'.j777;	j?
: D Go ahead. .-	i I
C Well, do you think 1 could possibly borrow.ybtir copy of .	7
Office 2007? i need to re-install it, and I can’t find mine.	Ш
- •	-	‘ .	' . -	•	. : ..	.	7 •-.. .	. 	li’L
D Ah, well that's a bit difficult, I'm afraid. The thing is, we're
7 not supposed to have more than one copy par licence;
number. They’re getting Very tough oh piracy these days.
C Oh I see. Well, never mind, I thought I’d ask just in case.
Anyway, I won't keep yoii from your work. Thanks. .7 .	7;
D ’ OK Chris'. Bye,	7/7.:7.7i- ?7-7.7?7-7-	fH
,E Hi. It's me. Sorry to bother you -you wouldn't happen to	7
77 have the’new IP address, would you? ., ’	’ '77	i H
F:: Hang on'a sec-- yeah; here it Is. 1.1.61.19.2487:77 7	ju
E Brilliant. Thanks a million,	'
F You're welcome? - 7.	- 7;; ’	[M
E OK then. I'll let you get back to work. Thanks a lot. Bye.
Role-play
§3 Give students time to read their role-cards and think
about what they are going to say, before starting their
conversations. For fun and authenticity, students could	\;'
pretend to use their mobile phones as a prop at this point.	; 
Early finishers change roles. Listen to one or two of the
dialogues at the end as a whole class, to round off the lesson.	j J
EXTENSION ACTIVITY
If students need further practice on small talk, then put
these three headings on the whiteboard: Health, weather
and general comments on work. Students work in threes
to think of at least three questions per heading which
would be appropriate to ask when making small talk, e.g.
So, are you keeping well? Brainstorm some possibilities,
and then tell pairs that they are going to try making small
talk for as long as possible, on a mixture of these (and other
appropriate topics). Model the task with a strong student
for a minute. Ensure all students begin talking together, and
time them. The couple who keep on talking the longest are
the winners!
7 i
T/ri'Business 29
2.5 Writing
This module looks at how to write an effective memo, with
particular attention to formatting and style.
Internet research
The US government plain language website has a section
called 'Examples’, with a subsection of‘humorous examples',
where numerous amusing ambiguities can be found. Ask
students to choose four examples that they like, and to share
these with the class. They may need to explain them to their
fellow students too. This research could be done at any point
in the module.
Discussion
gf Students consider how many memos they receive per
week I month. Elicit examples and reasons why memos arc
used. Discuss what makes a good memo, before doing
exercise 1.
staff don't feel concerned by management issues
notices don't catch the reader's attention
documents are hot reader-friendly, or even hostile
there are too many memos
staff feel any change is a concession to management .
Reading
^3 Y°ur students may be fairly comfortable with this genre
and style already. If so, they first look at the quiz and choose
the options with the most appropriate style, before checking
their answers by reading the recommendations on style under
Writing memos.
1	a document that you send to people inside the company
2	to get people to do something
3	we often send them by email
4	to plan, organize and edit your ideas carefully
5	tells you clearly what you have to do and when you have to
do it
6	to help you write effective memos
• --„знании! , 44.nl HIU . «IltllHW11— l»TJH-.ni|ifil-JT rriwnnw -111 in ГТЛ1ППТИИ1П , 4Т1И4И1И1Н HUI I II.141 M >!>>
gl Students do this exercise alone, then compare answers in
pairs. Highlight phrases that are typically used at each stage,
using an OHP. screen or board, e.g.:
Paragraph 1 (the problem): As you probably know,...
Paragraph 2 (outlining why the reader should be concerned):
if X happens, ...; it is in everybody’s interest.
Paragraph 3 (outlining the desired result): 'This is the reason
why Tin asking...
Paragraph 4 (request by author of memo): I would like us all
to...; Please could you...; If you need help ...; Thank you
for...
Writing a memo
И Students rewrite the memo from April Jenkins. As they
are writing, monitor and ensure that they are using the new
phrases from exercise 4.
We realize that there is currently not enough parking space on
the: site; and we are making plans to solve the problem.:
. The main difficulty at the moment is the area next to the.:
logistics warehouse. If there was a fire, it would he very
difficult for. emergency vehicles to reach the fuel tanks behind
the building, We must keep access roads to all buildings clear.
Please remember that cars should only be parked in the official
car parks. As from Monday 14 August we regret that we will
. have to remove any Cars parked on access roads.
Thank you for your cooperation,.
Listening and writing
О 1:13 Students need to fully understand the listening
in order to write the memo, so play the recording again if
necessary. Highlight the fact that the manager has requested
it to be ‘positive and friendly’. For lower-level learners, write
the memo in note form on the whiteboard, using the format
outline in exercise 3, e.g. Paragraph 1; Went over the budget
in the last two years. Paragraph 2: Some people did not get
a laptop even if they needed one; others got an unnecessary
upgrade. Paragraph 3: Need to budget in advance. Paragraph
4: To do this, staff need to evaluate their own computing
needs for the next two years (and need this information asap
by email).
Tot All staff	i:
From: Chris Webster, Department Manager :
Date: today's date ’	’	’
Subject: Computer upgrades
We are implementing a new systerh for computer upgrades •’
which, will enable everyone in the department to get the
equipment they need. ; ...:•_ ’ :j. , .:..;::.	". '
As you know, we've been seriously over budget In the last two
years; consequently some people didn't get an urgent upgrade,
while other people got equipment they didn't really need. :
Could you please complete the attached evaluation of your , ,
computing needs for the next two years? This will help us to
budget for buying'new equipment InadVance:X:; T:/.;T:?;.!
Please return your evaluation to me by email as soon as
possible, not later than the end of September. Thank you for <
..your help...	- r-; ....... .
Pf Before doing exercise 4, students first read the memo
in exercise 5, to help them understand the meaning of the
phrases in context. Give students a gist reading task: What
is the purpose of the memo? Is the style appropriate? After
reading, students go back to exercise 4. Manage whole-class
feedback on the matching exercise.
30 77/eBusisxcss
2.S Writing
RECORDING SCRIPT
> 1:18
Chris: Hello, Chris Webster here. I'm at the airport, just about to
leave for my holiday, and I’ve just realized there's something
important I’ve forgotten to do, so I wonder if I could ask
you a favour? You know the new procedure we discussed
for computer upgrades? Asking people to evaluate their
computing needs for the next two years so we can budget
for buying new equipment in advance? Well, do you think
you could write a memo to everyone in the department,
explaining the new system? Remind them that we’ve been
dramatically over budget in the last two years, so some
people who needed laptops didn't get one, while other
people got an upgrade they didn't really need. I need to
have the information in time for the budget meeting in
October, so can you ask people to email me their evaluation
as soon as possible, by the end of September at ths latest?
And make it positive and friendly please, because I know
people complain about the amount of paperwork they have
to do already. OK, I've got to go now, my plane's boarding.
Thanks a lot, I really appreciate your help - and see you in
two weeks!
FURTHER PRACTICE
If your students need further writing practice, show a
selection of topics (see below). Students choose one and
then follow the rough format of the memo in exercise 3,
writing from Student Representatives to the Management:
a request for an improvement in transport links to the
college campus, e.g. a (better) college bus service,
a request for a different classroom.
a request for greater access to computers within the
building.
a request that food in the canteen be improved.
Writing
Я Students work in groups of three. Give different groups
two minutes only to work on just one of the three questions
each, brainstorming their ideas. They then give feedback to the
whole class.
И and И Students read the rubric in exercise 8. They work
in their groups of three to produce a skeletal framework for
the memo onto an OHT, identifying what needs to go in each
paragraph. (As this memo is a proposal, it follows a different
format from the earlier ones in this module.) Monitor and
select two or three alternatives, to act as models for the other
students. Once students have written their actual proposals,
stick them up around the room for students to read, in
preparation for the voting stage.
To: Managers
From: A N Employee-
Date: 23/07/07
Subject: Suggestion for IT conference
The ft Conference is an important opportunity for the company
to keep up to date with developments and plan our IT needs
I suggest that a conference take place 9-10 August in the
Rdxburgh.Hotel, Cheltenham;.: -	< r..-. ;
. The twp-dey. conference will, follow this rough schedule.
Day. One'.; й	т? й ййййй: \й:йй;У.;й;йй й йййлй-й
Review of the current year
Guest speaker 1
Technology fair
Day Two ,
Guest speaker 2
Pfesentatfons.by staff
Planning for 2008-2010
I have priced the venue, catering, and speaker fees This
proposal will cost $5S0 per person -a saving of $150 bn last
year If you confirm this budget, I will start organizing this
 event;;\-У'?:/Йй:isi;	:::r.J:.’У
Business 31
3.6 Case study
This case study examines a growing company undergoing a
radical change in management style, it looks at the positive
and negative effects of various management decisions, with
a particular focus on how staff are affected, in the light of
company performance. Students consider the pros and cons
through discussion.
Internet research
There are several sites which contain lots of useful
information and advice on keeping good employees, e.g. good
communication and the sense of belonging to a team: share
the good news as well as the bad with staff; use exit interviews
to query departing employees to lind out what went wrong.
This research could be done al any point in the module.
Discussion
ЕЭ Students think of the job that they have or would like,
and the amount of experience required for this. If relevant,
students could consider the average length of staff experience
in their own company, or even within different departments.
This could relate directly to age, but not necessarily. Then
students consider the points in the box, alone. Mark each
point U (unlikely), L (likely) or ? (not sure). They should then
compare their answers and give justifications in groups of
three.
; more mistakes L	T.-:„
younger, more dynamic teams L
increased productivity U
improved customer service U
better promotion prospects L
more overtime L.	. •: \
higher training costs L
higher salary costs U
better morale U
Reading
О Write the headline of tire newspaper clipping on tire
board. Students look at this and the photo of Saul Finlay.
Elicit who the rising star is, and the meaning promises to
make sparks fly (Finlay is going to radically change things,
and the changes may disturb or upset some of the staff).
Students read the text in response to the gist task. Take
whole-class feedback and clarify what the final sentence
means: Finlay promised ‘to drag the IT department... ’ (he is
determined to modernize the company, even if the task is not
easy). Ensure that students fully understand the potentially
negative impact that Finlay's decisions may have on certain
employees, before moving on.
resistance to change, unhandiness with ths new manager /
with new methods i new management style / new tasks, being?
-pushed into retirement or resignation	qi;-?:;
ЖД Ask students in pairs to look at the graph and the
table, and discuss what they show. Elicit the main features
and trends. Students then read the memo and answer the
questions.
; 1 Joseph Ikpeba wrote to express: his concern that the real
causes of staff turnover and system downtime were hot.
:'. - being understood or dealt with. •:  ?	’ -
2	Hs wants.Astrid Kuhn to speak to the people involved and :
: \ hold an executive committee meeting tri decide how to deal
’'. with the problems. ’ / •	.;? jA? . A.'
3	: Saul Finlay has bean appointed as IT Manager, and IT
staff, new hires; departures and downtime have increased ;
, significantly.	•;•?'	. ; -	. A? w \
4	Increasing downtime could be due to increased volume^
inadequate hardware or software, or increased operator
error (too many inexperienced operators) increasing
departures suggest unhappiness with working conditions.
И 1:19-1:22 Students look at the four photographs
and find Joseph Ikpeba, the composer of the memo. Students
predict what the general consensus about Saul will be. Remiru
the class who is giving the interview, her role and her purpose
(Astrid Kuhn is the Managing Director, the addressee of the
earlier memo. She is investigating die sources of the current
problems). Monitor after the first listening, to see if students
have managed to complete the table. Replay the recording if
necessary and let students compare notes before whole-class
feedback.
		
		
	Tonya Ameobi HR Manager, Lagos	Vincent Bonvalet it Manager, . -" ' Meteor ivory .Coas t
Opinion of Saul	Bright, very ambitious	Too ambitious,::• empire building
Mistakes .	He has irritated some of his.. colleagues	Computer system, too centralized
Successes •’ '	He has increased; . . transactions by 40%	increased our capacity^?:
		
_ Solutions ecommended	Invest in hew equipment ;:	Decentralize systems
	Kebinde Ojtilcwu Senior Systems Administrator, IT department, Lagos	Joseph Ikpeba Operations;!??; % Manager
Opinion of Saul	A very demanding manager.:	Nice young man
Mistakes	:He has made the . job too hard	Not understanding the work culture
 Successes	. :	He has raised salaries	Getting nd of some ot the old staff .
Solutions::.;: recommanded .	Recruit more staff	Outsource our IT . services.

32 The Business
2.5 Case study
RECORDING SCRIPT
& 1:19-1:22
1
Tonye: Look Astrid, we appointed Saul Finlay because he's
a very bright, very ambitious young man. All right, he's
irritated some of his colleagues - but as he says, you don't
make an omelette without breaking eggs. Of course I'm
worried about staff turnover and downtime costs, and so is
Saul. But you have to remember that our transactions have
increased by 40 per cent since he joined us - our subsidiaries
in Ivory Coast, Ghana, Cameroon, etc, are growing really
quickly. We need to invest in the new equipment he's asking
for.
2
Vincent: Well if you ask me, I have to say that I think Saul is too
ambitious - he's just empire-building. OK, he's increased our
capacity, I suppose that's an achievement But he's made our
computer system too centralized - if the main server goes
down, we're in trouble - not just in Nigeria, but all over
West Africa. The trend today is towards grid computing:
that way, if the server in Lagos goes down, we can just
redirect transactions via Abidjan, Niamey, or Dakar. I say we
should decentralize our systems. And another thing: you
can't explain the downtime just by component failures and
software errors. You have to wonder whether some of it
isn't malicious.
3
Kehinde: The problem is simple - everybody in IT is exhausted.
Mr Finlay is a very demanding manager. He works fifteen
hours a day, and he expects us to do the same. That’s why
so many people are leaving! Frankly, I'm not sure that
appointing a European IT manager was such a good idea.
OK, Mr Finlay has raised salaries. But he's made the job too
hard - and it's going to get more complicated if he Invests
In more sophisticated equipment. So now some people are
pleased when the system goes down - you know what I
mean? We need to recruit more experienced staff... a lot
more.
4
Joseph: Look, I've nothing against Saul Finlay, I like him, he's a
nice young man, and he's succeeded in getting rid of some
older staff who just couldn't adapt to change. Of course he's
made mistakes, like not understanding the work culture
here, butthat's almost inevitable when you bring in a
foreign manager. I just want efficient service, and no more
downtime - some of our big customers are getting very
angry. It seems to me the simple answer is to outsource our
IT services. That way we don't have any of the investment,
HR or recruitment problems to worry about.
Discussion
О and ЩЦ Students discuss exercise 5 in threes. Take whole-
class feedback to hear their personal opinions. Students then
read and digest their role-cards. Monitor as they are reading,
to help clarify any lexis to individuals. Give students a clear
time-limit for the meeting and a clear outcome (the action plan
for Astrid Kuhn). Once students are on task, make a note of
any interesting or relevant errors, for remedial teaching at a
later stage. At whole-class feedback stage, students compare
their action plans, which can be stuck on the wall for others
to read.
ZZre’Buameas 33
Review 1 and 2 answers
Review 1
Review 2

1 Building a career
1	aptitude
2	faculty
3	alumni
4	facilities
5	applicants
6	show up
1	a
2	d
3	b
4	f
5	i
6	e
7	c
8	j
9	g
10	h
1	recruit / train
2	meet / exceed
3	draw up 7 implement
4	chair 7 present
5	laid off/dismissed
6	assignment 7 sabbatical
1 found out 7 was wondering 7 hadn’t
seen
2 had just finished 7 crashed/wasn’t
doing
1	see
2	'll tell
3	saw
4	would be
5	goes
6	goes
1	As regards / As far as ... is concerned
2	On the whole ..., however / but on
the other hand
3	Not only ... but also .../For one
tiling ... and for another
4	Besides / In addition
1	Besides
2	For one thing / and for another
3	As far as salary is concerned
4	On the whole / however
1	broke
2	doubled
3	developed
4	supported
5	enhanced
(рай'ё-З rihihc Stud ч-г-. П uuk) '7./ Й  
2 Information
1 b
2 e
3 a
4 d
5 f
6 c
1	palmtop
2	patch
3	upgrade
4	workgroup
5	went down
6	install
7	download
8	set it up
a fill someone in on something
b get in touch with someone
c get back to someone about
something
d give someone an update
e give someone a ring
f let someone know about something
1 a
2 d
3 f
4 b
5 e
6 c
1	more expensive as than
2	as many features than as
3	is a lot faster
4	only halve half
5	dettWe twice
6	fractal fraction
7	a lot fewer less reliable
8	infinity infinitely
9	werser worse
10	worsest worst
1 b
2 a
3 c
4 d
5 f
6 e
1	wondering 7 ask 7 favour
2	keep / longer
3	disturbing
4	there / chance
5	happen
6	got 7 couple
7	take / more / your time
8	good time 7 call
a 3,6,8
b 1,4,5
c 2, 7
1	know
2	regularly
3	issue
4	if there was
5	Please
6	Remember
7	need
8	Thank you for
34 TfeBuaineas
Quality
I Subject background

й
ЙЖ|Й
^t^li^ali^W^hageihehtt(iP!M^fs;.^W3'nagemerft^rafegy:^ati[pu^;d^afppess’.b[^(^(|
quality at the heart of all organizational processes This is combined with astrong
, .........
'. d?scri:;ed ?.s n rvimutjcir ent sy/.'-m th nt aims at;-. ссгГ:пиа1.’':сгеа5е 'n customer sausfer lion .-
While continually lowering real costs "" |	'	'*-> e	Ц ’	,
,	>	v	,	**	I
t ;The father of TQM was William Deming, an American college professor, author, and s>
, consultant Deming played a major role in improving production in the United States during *
, World War II, but after the war he moved to Japan. There, from 1950 onwards, he taught ч
| top management Jiqw to improve design, product quality, testing and sales (the latter by ,
-- entering global markets) Deming is regarded.as having had more'impact upon Japanese
г manufacturing and business than any other individual not of Japanese heritage, Deming's
; ideas were developed In America around the same time by Feigenbaum and others, and an
early adopter of TQM in the States,was the pS Navy. (_	, ‘Z-' t? •
In the original Japanese model of TQM there are four steps to improving performance’-
ll Kaizen* a focus on continuous Improvement through making processes visible, repeatable
and measurable ‘	‘	'*	/ "	-	i y «> > 4
" 2 Atarimae Hinshitsu* making sure that things work exactly as they are supposed to.
3Kanse|:examiningthewaytheuseractuallyusestheproductInreaIlifeinorderto*
.improvetheprodurt.’	-
4 Miryokuteki Hmshrtsu* making sure that products have an aesthetic quality ” ?'?
, The slightly more restricted term ‘quality assurance' refers just to product quality in
' a manufacturing operation, rather than wider issues of customer service, etc. Quality
i; assuranceinvolves sampling a random selection-of the product andthen testing this sample-
for whatever matters most to the end users The causes of any failures are isolated and '
-ч- corrected; and the process of analyzing the causes otany problems-often leads to a.redesign
T4 of the production process cr.cf the oar*.s ano components trenscJves (to mace-mein easier
to manufacture).	‘	- J
. ..uTQM peaked in the early -1990s, and it is.sometimes-seen as just another.management'fad'.
Perhaps it is a victim of its own success - most modern products are much better quality than
*20 years ago, (t has been replaced by other related concepts and processes These include ’*,
I: .m .mmufac.urirg' and 'Six 5i^ma'BT'0-T)Oi^-WSW'T)
, Lean manufacturing (= lean production) aims to eliminate waste in every area,of production, '
so mear s ess human effort, Jess' inventory, >'s time to develop products, an;:; lessTd??T<. -:; --)
' factory space. Some key techniques include:	'	'
». Pull processing: products are pulled from the consumer end (demand), not pushed from ’
the production end (supply)	>	4
’	Perfect first-time quality, solving problems at the source < ,-J*	h г"** ’ .
Д» Continuous Improvement reducing costs, improving quality, increasing productivity and
'TThTsHp r i ngr :| rif 6 rm ati p n:y Й4 ф (ЖЖ
1 • Flexibility, prqdqcing different mixes or a greater diversity of products quickly ; M’
' Building a long-term relationship with suppliers through collaboration and the sharing of
, risk, costs and information	? Z. г
T Six Sigma, is a collection of tools, training and.measurements developed by Motorola to .
-.. improve the m.-niimrtiiring process. It aims to.red.ice defective pa:is to per irfiiion .	.
opportunities (this measure bemg called 's:x sigma'- in statistics). Orc of its features is the
' appointment of inthouse ‘champions', 'experts'and 'black belts' to"focus on quality across
1<£йпй|Ьптап(ТЙёрайтёЬЙШи^^
[Useful websites
/ Internet sites with further information include
fi 11 p :/,'w w w. та n a g c m e nthe lp.org/qua I i ty/qu a I i ty. h t m
http://www.isixsigma,com/me/	'
http:tfwww.efqm.org/
: (for-this les? - re- r.n -; ;-.-,ni-.7.;'nrly a- the Pubj.icatipos/sectioh.)''
Z/reBusiness 35
3.1 About business
ANSWERS:
This module examines the concept of quality, with a focus on
reading and speaking for students.
Internet research
An internet search on planned obsolescence or built-in
obsolescence will reveal that this is when a manufacturer
decides to produce a consumer product that will become
obsolete and/or non-functional within a specific timeframe.
For example, parts of a machine may be designed to last a
given number of years, rather than indefinitely (functional or
technical obsolescence) or a bag, car or mobile phone may be
designed to last one fashion cycle. Arguments for this might
be: economical (cheaper to make + customers have to re-buy
parts, batteries, etc.); satisfy changing customer demands;
promotes innovation, etc. Arguments against: environmental,
ethical (throw-away society), poor customer relations
(company loses customer’s loyalty due to distrust). Ideally,
it would be useful for students to do this research before the
listening in exercise 6.
Discussion
iaij Elicit from students something that they have recently
bought which was not on their 'weekly shopping list’, e.g.
electronic goods, mechanical items, clothes, etc. With course
books closed, write the factors listed in exercise 1 on the
board, and ask students to rate them, as the task suggests. For
' lower-level students, ask them to note the two things which
are the most and least important to them when buying.
E3 Students look at the pictures and see if their choices from
exercise 1 vary according to the product. After two or three
minutes working alone, students compare with a partner and
comment on their initial list and the pictures.
Scan reading
Ю Before students read the text, elicit what the Japanese are
renowned for in the business world, in terms of their products.
Read the first paragraph / sub-heading aloud, with students
following in their books, stopping at the words ‘compete
today’. At this point, elicit from students what they think the
two lands of quality might be. This focuses and motivates
students for the reading, so it is not important that students
provide the correct answers. For exercise 3, with lower-level
learners, supply the answers to three of the paragraphs in
advance. Allow sufficient time for this task and let students
compare answers together before whole-class feedback.
1 q1 '2d ' 3a 4 e 5 h'*' 6 f 7 b not needed c"
Reading for detail
И and О Pre-teach the following items of lexis, in addition
to take for granted, enchanted and fake (see Wordlist):
flaw (a weakness or a fault in something or someone); be
obsessed by something / someone (to consider something to
be extremely important, to the point of madness); innovation
(a new idea, product or invention). Students then read the text
and check their answers in pairs, before whole-class feedback.
Repeat the procedure for exercise 5, but this time allow
students to check their decisions with a dictionary.
. j Taisa!Wdsterricdfypanie's'have.clQsedthc gapbist'arestil!
2 True.	'
3,;;False.The.ability.:tO;produce:tellable p'roductswas apossib
source of long-term competitive advantage (	!
4 false. All the staff must be involved and senior <
,1K: management-must understand quality processes and how;
(they work
S.i. False/Qiiality analysis may help to solve some performanc
i bsproblems but it bas notreplaced the need for common -
 sense,. 1	.	'	' .	
6j\Tfue.	;	'
a craze b struggle c take for granted d stuff
T .traps^?vfadsj^gi:^u^:?;h''
Listening
ЕЭ S 1:23 In threes, students brainstorm as many
household electrical goods as they can think of in two
minutes. The group with the longest list reads it out. Then d
the prediction task in exercise 6, giving hints, e.g. he mentic
two goods, and they are all 'white goods’.

 He talks about fridges and washing machines.’ ’
RECORDING SCRIPT
1:23
Warwick: Well, over the years, in the household electrical go
industry, or ‘white goods' as it's often called, there’s beer
a lot of talk about planned or built-in obsolescence. This
means making products that are designed to last a limite
time. It's true that we are seeing a general trend towards
shorter product lifespans. A fridge, for example, that wo1
once have lasted for 20 years, now lasts for around ten о
average. However, 1 wouldn't go as far as to call it plannt
obsolescence. But it's true that manufacturers these days
decide very carefully what build quality they are aiming •
Consumer behaviour is changing and people don't want
keep things forever. They want to upgrade more often, t
there's not much point in producing machines that will I;
for 20 years when people will be tired of them after ten.
So, most manufacturers design accordingly. And that's w
it’s often cheaper to buy something new than to have a
product repaired. The cost of the spare parts and the lab
time to repair a broken washing machine, for example, r
well come to more than the cost price of a new one. I th
another factor Is recent legislation regarding recycling.
This means that today's ethical consumer can buy electro
goods knowing that we can recycle them at the end of
their useful life. And, of course, they can also argue that
by upgrading regularly, they're investing in more efficiei
more environmentally friendly, technology. Now, if you
want to buy a quality produetthat will last, you can still
for the top brands and ...
36 /7л’Business
3.1 About business
О Before listening again, students read points 1-4 and
suggest possible answers to the whole class. Students then
check their predictions with the recording.
Discussion
o With lower-level students, ask them to discuss just one
or two of the five products. Divide students into groups of
three and assign one person to be a spokesperson for the
group. Give them five minutes to work together to answer the
two questions, and add tire question: Do you think planned
obsolescence in this case is acceptable, and if so, why?
Encourage students within their small groups to explain their
points, in preparation for whole-class feedback, e.g. in what
sense does their product have planned obsolescence, taken-
for-granted quality or enchanting quality?
3.2 Vocabulary
Tiiis module introduces and practises key expressions used to
talk about quality and standards.
Internet research
An internet search for W Edwards Deming will reveal that
this man played an important role in the development of
businesses and business culture, in both Japan and the US. If
your students would benefit from a more structured search,
give the following headings: date and place of birtli and death;
personality; his work in Japan; techniques he passed on to
Japanese businesses; the Japanese people’s response to him;
influence in the US on Ford; Other points of interest worth
noting. Students could do this research at the end of the
module.
Discussion
Щ Put the Erst sentence on a screen, OHP or the board,
but jumbled, e.g. faster or customers to products better and
means services or cheaper quality delivering. Students work
in pairs to try and solve the puzzle. If students need assistance,
underline the first and last words. Do the same with some or
all of the other sentences. Students then do the discussion task
in threes.
Reading
И1 Before reading, put the four different job titles, as well as
the phrase end-user, up on the whiteboard. Ask students to
quickly remind each other in pairs what these roles involve.
Students read the text and complete the task, before whole-
class feedback.
/SUGGESTED ANSWERSj^Qg^Q^^^^
The;marketing manager; Quality means meeting the customer s
needs and expectations.
The design engineer: Quality is designing and producingлж?, w
reliable productsthat, do vvhattlie^re Slip posed.to do;
The process engineer: Quality means delivering products or
services to customers faster, better and cheaper.
Quality auditors: Quality is the correct application of	;
procedures and standards.
The end-user: Quality means that goods are not defective or .;
damaged,;
Listening
И э 1:24 Students listen and compare answers. Ask them
to listen again, this time focusing on specific language which
helped litem to answer the initial listening task. They should
write notes to help, and then compare their answers.
j?ANSWERS: ~
1 End-user
2 Process engineer
3 Auditor
RECORDING SCRIPT
<2$ 1:24
Speaker 1
Well, most of the time I'm looking for value for money, yoi
know, for everyday things and that. So a balance between
quality and the price I'm paying. But, erm, if I'm splashing
out on a pair of trainers or the latest mp3 player, I want
something reliable that's going to last. And of course,
they've got to look great, too, know what I mean?
Speaker 2
My job basically involves ensuring that the process is as
efficient as possible and makes the best use of all the
resources needed to make the final product. So, I'm
constantly looking at ways to improve it, which means not
only solving problems that come up, but also looking for
new ways to do things even better. I let the design guys
worry about pure product quality. Quality for me is really
producing a part or a product which conforms to given
technical specifications, in the most cost-effective way.
Speaker 3
Erm, although I believe what I do contributes to the
end quality of the product, it's not really my everyday
concern. I check that the company has documented quality
procedures in place and that they're being followed. So,
erm, I suppose in theory, the company might conform to th
quality standards, but might be producing a product that is
substandard In some way. \rie don't live in a perfect world,
after alt!
Wordbuilding
Students work in pairs, but ask them to cover the text
initially. Ito help, encourage them to first identify the part of
speech that is needed in the gap. Students check their answer
with the text in exercise 2. Early finishers should check word
stress in the dictionary, and then model this to other students
at the end.

1	auditor's
2	specifications
3	toiaaias	ч	'
4	standardized	.	’1 , -
5	reliable/, unreliable
6	improvement
7	compliance
8	satisfaction
Speaking
И Students first work individually, then compare answers
in pairs. They explain the words to each other in turn, and
refer to dictionaries only if neither of them knows the word.
In feedback, drill students on any problem words, e.g. fragile,
flawed, durable.
/SUGGESTED ANSWERS: ?1. '
+ tough, durable, reliable, heavy-duty
- fragile, shoddy, flawed, cracked, poorly designed; flimsy,
• scratched	,...
+/-disposable	;	< ййййй
И To motivate, give your own personal account of a produc
that you bought, and if possible bring the actual item into the
class. Give students two minutes to think about their own
product before telling the class, and remind them that they
should be using at least one of the adjectives from exercise 5.1
they cannot think of an item, drey can make one up.
38 TbcBusmess
3.2 Vocabulary
Collocations
И and О These collocations are very common, but lower-
level students may End exercise 7 challenging so do the first
two items together as a whole class. Monitor to see if they
need to do two additional items together as well. Students
work in pairs and early finishers should mark the stress and
practise saying the collocations together. Students work in
pairs on exercise 8.

1e 2b~3a 4c 5d g j j 8g'9f 10 h
Exercise 8	,
1 resource management Ы |
[(;2//desicjn
3 customer expectations	ЙВ 1 i, t >' ' 
S»technical specifications ЙЙ	*'«5'-*
6	industry standard'"	1	> 4
7	measurable objectives ’	'
8	statutory requirements	>!t.\ A
9	best practice '<	-
10	'"quality assurance St ' -**	| -A 0"»'
FURTHER PRACTICE
After whole-class feedback, or at the end of this class,
students close their books and, in pairs, see how many of
the collocations they can remember.
Speaking
£3 and 03 To motivate students, bring in some slightly
unusual and visually stimulating reaiia, such as a pair of
colourful Wellington boots, a mini rucksack, a fancy electric
toothbrush, etc. Hold up one of these examples and present
your own product concept to the class, e.g. Wellington boots:
the final product is to satisfy customer expectations in terms
of being strong and waterproof; they are to be made of high-
quality PVC; they are designed to last for several years, to
easily meet standards set by quality auditors; there will be
no planned obsolescence as these are functional rather than
stylish and will not be limited to one fashion cycle; the profit
margin is intended to be high and relatively upmarket, but they
will be affordable as there is no designer label. Students can
choose one of the products in the book, one of your items, or
they can invent their own.
The Business 39
3.3 Grammar
Tliis module practises a variety of passive forms, to talk
primarily about machines and their functioning, as well as to
render language less personal or to avoid giving or talcing the
blame.
Internet research ч
A search for bottle contamination recall will reveal a range
of cases. You could ask different students to research different
ones, e.g. Listerine Agent Cool Blue (contaminated by micro-
organisms); Perrier (benzene); Stewart’s Beverages (ammonia);
Alcon’s Systane Free Liquid Gel eye drops (mould); Coca
Cola’s Dasani water (bromate), etc. Students respond to the
task suggested and give feedback in groups on their findings.
Students could do this research at the end of the class.
Test yourself: passive structures,
affirmatives and negatives
О Start by reading the Refresh your memory box. Students
work with their partner to give additional examples of
both forms: be + past participle and have something done.
Students then translate the original example sentences in the
box into their first language, in pairs if they share the same
mother tongue. Students discuss how the form differs, and
also whether the use is different in their first language, e.g. if
it used in similar contexts. If students seem unsure of how to
use the passive in its various forms, work through some or all
of exercises 1-9 in the Grammar and practice section (pages
120-1 in the Student's Book, answers on page 117 in this
book), either at home or together.
To prepare students for exercise 1, elicit the type of problems
a photocopier can have, e.g. paper gets stuck, paper runs out,
the ink dries up, mechanical failure. Do the first example of
exercise 1 together, then students work individually before
comparing answers in pairs. Take whole-class feedback, if
necessary writing the forms on the board and prompting
students to tell you why they are used.

1	is being serviced
2	is serviced.'
, 3. was being repaired
4 has already been checked
, 5 will be mended
I1?6- was replaced ' V
; 7 hadn’t been used
8 be dismantled
i 9 was installed
10. haven't been trained
11 is being organized
12'" Was last serviced »•;
О and И If students are confident with this structure,
handle exercises 2 and 3 as a competition. Pul students into
teams of three and they work against the clock to transform
the sentences. Observe which team finishes first, second, third,
etc. and in whole-class feedback, give each team points for
accuracy’ and speed.
ANSWER#:
Exercice 2	; ?
1‘.-Is the photocopier-being serviced at the moment?
2 Was it repaired last Tuesday? ‘	x
; 3  DoyoU think it will be.mended-by next week? . A-
'4.vWhen wesTlie old one replaced?-vb
5 Had.-itbeen.used correctly?
; 6,\ Have you been trained to operate it? ersSatfisg
'.J. Is soma training bring organizer! it the moment?
S i Wliertwas;i.tjast^
Exercisers::?:: r <	'г I -ym--'.
1' It should be fixed!
2 The procedure could be rewritten
,3 A mistake must have been made. ;	. 'C.v —
4 1 might have been informed!1 '	'
5 it can't hfive been deleted!' >	,
Hl Let students do the matching task, then hold up writtc
prompts, such as: cut hair, decorate house; mend shoes;
cook food. Students respond with full sentences, cither
general or specific, e.g. 1 usually have my hair cut once a
month or / had my hair cut two weeks ago at the barber’s
Elicit accurate sentences, highlighting the form on the boar
if necessary. The last prompt (cook food} is more tricky. If
students refer to a family member as the agent, e.g. 1 have t
evening meal cooked for me by my mother, this is incorrei
as this structure generally applies io a service provided by a
professional or outsider, often for payment. If students seen
unsure of how to use this structure, there is an additional
practice activity in the Grammar and practice section
(exercise 10, page 121 in the Student’s Book, answers on pt
117 in this book).
Listening
ф 1:25 Students read the task, then work in pairs to
predict wliich department is responsible for the problems.
Students check their predictions by listening. They cheek tl
answers in pairs and listen to the recording again if necesss
before whole-class feedback.
RECORDING SCRIPT
S L25
Willi: Well, thank you all for coming. I know you're all very I
at the moment so we'll see if we can sort this out as quic
as possible. Jose, perhaps you can start and tell us the
background from the Sales side?
Jose: Sure, Willi. Well, the problem is simple. Airbridge can't
the pumps to the fuel tanks properly. The reason, it seen
because they don't fit.
Birgit: What do you mean, they don't fit, Jose?
J: Basically, Birgit, your Production department put the wr<
type of fitting on the pumps!
B: My Production department, Josd! Hold on! First of all, Sa
didn't warn Production that that they wanted this early.
That made things very difficult. We had to organize an e
shift.
J: Well, yes, I'm sorry about that. We'll try to give you mori
warning next time.
40 TiaBtiBinesB
3.3 Grammar
В: That was bad enough. And Stock didn’t make things any
easier. They shouldn't have sent two different parts to
the workshop in the same delivery. And, to top it all, they
delivered them at the last minute! OK, I’m prepared to
admit that there may have been a problem, but you can
hardly blame my people in Production if they didn't spot the
difference!
W: But wait a minute, Birgit The Stock department didn't make
a mistake. If you remember, at the last Logistics meeting,
we, yes, you, me and everybody else, decided to deliver
different parts together to reduce stock movements!
B: OK, Willi, OK, I accept that, but Stock did deliver late. And
Sales should've given us more warning!
J: More warning! How could we give you more warning? You
know that Airbridge only increased their order two weeks
before the final delivery date! It's always the same. The
customer...
W: Woahl Now take it easy, both of you. We're not going to
find a solution if we spend all our time blaming each other.
We've all made mistakes but, as 1 see it, the underlying
cause seems to be customer pressure. So, let's put our heads
together and see how we can improve our reaction time
without compromising our quality ...
ПЭ Place the example given on the board, as well as the
original ‘active’ example from exercise 5. Students compare the
two examples, eliciting why and where the second one might
be used, e.g. because it sounds more formal and neutral, and
is therefore more suitable for giving feedback to the various
departments; there is no sense of blame. It is commonly
used in certain oral and written genres such as meetings
and memos, for this reason. It is important that students
understand when to use the passive, particularly if it does not
have a similar function in their first language. Students then
complete exercise 6 alone. Monitor and assist, or else record
problems for remedial work later. Take whole-class feedback,
focusing on any problems noted.
Role-play
H Bring in some bottles or cans of soft drinks and elicit the
‘character’ and target market of the drink, e.g. fruity, fizzy,
aimed at a teenage market. Tell students that a soft-drinks
company has a serious problem with their product Write the
first two letters of the word ‘contamination’ on the board,
and elicit the problem, adding one letter after every few
seconds to help, if necessary. Clarify the word contamination
(when something is made dirty or possibly poisonous, such
as when an oil tanker spills its load into the sea). Students
then read the role descriptions in exercise 8. Check students’
understanding of take the blame (to accept responsibility for
a problem) and tactful (careful not to cause offence or anger),
as this explains why the passive is required. Give students time
to read their role-cards and circulate to assist with ideas and
language. Let students consider what they are going to say
with another student with the same role. Finally, put students
into A / В pairs, reminding them to remain polite and tactful,
but clear.
A students start: So, I don't know if you've heard that some
of our bottles have recently been contaminated?
И Put students in groups of four, joining two auditors and
two supervisors together. Students draw up a list of action
points, to be presented at an important and urgent company
meeting. Give students a time-lfrnit for this activity, then afiow
them to compare answers.
 t :Th'e wrong fitting was'pu't'orithe pump^
2	Production wasn't given enough warning.
3	Two different parts were sent together at the last minute.
4	The difference wasn't spatted
5	It was decided to reduce stock movements. , ’
6	A delivery was sent late
;	И Explain to students that where the responses include
|	‘have’, a passive with ‘have something done* is required,
I I	otherwise give a straightforward passive sentence. Students
work in pairs. At the feedback stage, put some of the answers
.	on the board.
ANSWERS:
1	In future, wewill have theparts delivered separately.
"2 Airbridge will be asked for earlier warning of any changes.
3	Birgit will have the parts checked.	j.
4	The Stock Department must be briefed *	~
5;'Airbridge will be given a discount on their next order.
i^^jwiljlhaVife^e^rpceduresl^ecked'bi^afrii^ej^nderit^S:

TXeBusiness 41
3.4 Speaking
This module focuses on how to organize and deliver an
effective presentation, so that it is involving and clear for die
audience. It focuses on delivery, as well as specific phrases
used to structure the talk and guide listeners.
internet research
A search for presentation signposting will bring up several
websites giving extremely practical and student-friendly
advice, which act as an extension and consolidation of the
work done in exercises 2,3 and 7. Students should look at
these sites, and give feedback as suggested, before doing the
presentations in exercise 8.
Discussion
И Exploit the visual initially, encouraging students to
comment and to relate it to their own experience. Prompts:
Have they ever (nearly) fallen asleep in a presentation? What
makes a presentation boring? Can they remember the last
presentation that they went to? How was it? Students work
in pairs to list strengths and weaknesses, as in task 1. Remind
them that they can add to the list too. Conduct brief whole-
class feedback.
Listening
И and О 1:26 First students read the list (a-g) in pairs
and clarify what the problem is to each other. If necessary,
explain the following lexis: excessive jargon (too much
specialized language), acronym (a word made up from tire
first letters of a phrase, e.g. NASA, National Aeronautics
and Space Administration), signposting (see Wordlist). After
playing the recording and getting feedback, students tick the
problems that they themselves have, or are likely to have,
when giving a formal presentation. Students compare their
problems in pairs, then discuss possible solutions to each
one, without looking at exercise 3. Finally, students complete
exercise 3.
OiSWERS:
Exercise! ‘	-	1 ‘
1	Excessive jargon and acronyms '	'
2	Speed: too fast	'
3	Inappropriate pauses
4	Incorrect vocabulary
Exercise 3
1'- 2d 3f 4a 5g 6c 7b,
RECORDING SCRIPT
& 1:26
Speaker 1
Anyway, the ACI has shown an increase on the marginal
propensity gradient of 4.5 per cent over and above the
CDWLP.
Speaker 2
Well, that's as you can see an increase, OK, in the rate of
sales growth over the quarter, and this rate of growth, OK,
continued, OK, into the new year, which was completely
unexpected, OK, and then ...
Speaker 3
As is clear from the graph, there was ... as is clear, there wa
an important development, erm ... important change in thi
market structure during the previous ... year.
Speaker 4
Obviously, we aim to do a profit. We always expect to do a
profit, and I'm sure we will do a profit. The sales team are
really making a great job.
Predicting and listening
SI and Et 1:27 И students cannot predict, then give
them a few hints, e.g. is the meaning of PFR clear fr om the
graph? (Answer: no); what is the significance of the numbei
at the bottom? (Answer: possibly months, but this is not
clear); is the graph generally easy to interpret? (Answer: no)
Students listen to find out: Does Pinto make the graph, and
his other points, clear?
ISWER5:	,	< л .	-<-«4
exercise 5
The graph represents 'Part failure rate per ten thousand'. Marr
interprets the figures and highlights the problem that needs ti
batackled.-
RECORDING SCRIPT
& 1:27
Marc: So, this graph shows the PFR, that's the Part Failure Rati
per ten thousand, over the first ten months of the year. As
you can see, it was pretty high for the first four months,
around seventy on average. And that's why we set up the
quality improvement plan in April. By the way, I'd just like
to thank Magda for her input on the plan. I think you'll a|‘
agree she did a great job. Anyway, the first results were
very promising, with PFR falling to thirty-five in May and
then twenty-eight in June. However, since then the rate hi
got worse again, rising to forty-four in August and forty-
seven last month. So, we need to turn things around agait
In other words, get the rate back down in the twenties, ot
better. And basically, that's why we're here today: to look
at the reasons and some possible solutions ... Is that clear
far? ... Good, well, I think that covers the basic problem, s
now I'd like to look at some of the reasons we've identify
Let’s look at the next table, which shows ...
Ю1 Pose this general question before listening again: Woult
you say he is a good presenter or not? Elicit reasons why or
why not, referring to exercise 2. Students compare answers i
pairs before whole-class feedback.
rANSHVER^- 	'4-. -Z
Marc follows the 'rules' of good presenting. He doesn't speak
.too fast arid he pauses iri appropriate places, He uses some •
jargon but he takes care to explain it. He varies sentence'
length but avoids Using very lonqsentences. He uses the righ
collocations (word combinations). Finaiiy, he checks to see if
listeners are following and he uses signposting language.
42 77vcBusines3
3.4 Speaking
Signposting
И Students work in pairs to predict the exact language,
using the sub-headings to help, before playing the recording
again or checking with the transcript. For higher-level
students, give some additional expressions to place under
tire right headings, e.g. Xs shown on the graph here, ...;
Incidentally, ...; What I'm trying to say is...; I want to
highlight the fact that...; Are you with me?; Гт not going
to say any more about ...;And this leads us to the next
point....Уст could write these on the board, or dictate them to
students, in jumbled order.
Presentation
El Students read the introductory' situation, and translate the
budget into their own currencies. Provide additional visuals if
you have a large group, e.g. a cooker; a fridge-freezer. Divide
the students into groups with one picture each, referring
them to the presentation outline notes. They can add any
imaginary information they wish, but it should remain factual
and realistic. Ideally students finish preparing this at home:
give them time in class to start off, but ensure that they leave
the class knowing who is responsible for composing grapliics,
etc. Alternatively, if you have access to computers, you could
prepare the presentations together in class. Give a preparation
time-limit, as well as a time-limit for the actual presentation.
Groups select their speaker, or speakers. Make sure that
students have a ‘practice run' in their groups, and encourage
group members to be critical by referring to the table on
page 113.
О If your group is tactful and mature enough to give
helpful feedback, elicit brief feedback, using tire table us a
springboard, after each presentation. Otherwise, you give brief
feedback on performance, with reference to the criteria.
FURTHER PRACTICE
To exploit the Internet research further, ask students
to prepare to give a presentation on 'Giving effective
presentations’. Students prepare at home, using
PowerPoint. In the next lesson, select a small number to
present their ideas, either to each other in small groups
or as a whole class. Other students just submit their
PowerPoint slides for marking.
77/eBtisiness 43
3.5 Writing
This module teaches students how to write clear procedural
instructions.
Internet research
An Internet search for ikea clause will reveal that there
are actually quite tight regulations about the wording of
instructions. In some countries, problematic instruction
manuals can actually be seen as part of product deficiency.
Ideally, students should do this search before they write their
own instructions.
Discussion
S3 and iFO Bring in the same or similar objects to those in the
photographs, to stimulate students' memory and imaginations.
If students are slow to contribute ideas, give some examples,
and elicit which object they refer to, e.g. food may be hot on
opening; please remove all tags, etc. Students do exercise 2.
ANSWERS:
Exercre 2	’. 4 4 >
1 r ' ? p 4 f 4 a 5 b 6 d
Reading
and Ю Do the first example together, then students work
through the others in pairs. After checking exercise 3, ask
students: have you ever bought products such as furniture
which you had to assemble following written instructions?
Elicit how they felt about this, in terms of the level of difficulty,
and if this related to their own skills or to the quality of the
instructions. Students complete exercise 4.
jANSWERSTSUGGESTED-ANSWERS:
Exercise 3	,	4
T Don't '' 2 Do -3 Do ‘‘4 Don’t 5 Don't4*; '
6 Do 7 Do 8 Do 9 Do 1Q Do
Exercise 4	j 4	'	’• ,
They break ail the Dos and Don'ts, except perhaps for 4,
Writing
О For lower-level students, put the words on the board, in
jumbled order. Do the first example together, then ask students
to work alone, before checking in pairs.
SUGGESTED ANSWERS:
ДбоксайеййётЙу'ШЙй
1	C im к the packet contains all the items in the parts list.
2	. Assemble the bookcase flat on the floor.
3..i,Begin byfitting wooden pegs in the four.holes in each<Wy
;^-Sheif<'V.f:'j,'!
4 Screw the five shelves to the side panels, witnthe rounded
edge towards the front.
5' Slide the back panel-into place in the grooves at the rear of
fi ; ? the si dr- pan e Is; Bgf: ? ;•
6; Fit the top and. bottom panels and screw them do wn. 1
Listening
О and H S T28 Inform students that both Janice and
Max have the same TV stand. Listen and check students’
responses to exercise 6, then get them to complete exercise
7. Monitor what students have written and let them share
answers. Replay the recording, if necessary.
I ANSWERS:
cxerc: seK/T'i	; i • " ' .W
1	She calls Max because she knows^he'bbught/the same TV.,
stand and she has lost her assembly instructions.’.
2	He tells her what parts she should have. - , \	:
3	He promises to send her written assembly instructions by
 : . email.' 
Exercise 7	’1 j- s
1 top panel, 4 pegs, 2 side panels, 8 screws, 1 cross ban S r
Acastbr';wheels;Tsheif:;.;T;fQ
RECORDING SCRIPT
1:28
Max: Hello. Max speaking.
Janice: Hi Max, It’s Janice.
M: Oh, hi Jan. How'rs things? Did you get die same TV stand as
me in the end?
J: Well, yes. Max, I did. As a matter of fact, that’s why I'm
calling. I can't put the thing together and I've lost the
assembly instructions. I was wondering if you'd kept yours
by any chance?
M: I may just be able to help you out Hold on a sec (sounds of
phone being put down and paper being shuffled). Yep, got
them.
J: Great, Max. You’re a hero! Everybody's coming round to
watch the film this evening and I don't want to put the TV
on the floorl
M: But hold on a minute, Jan. You've still got to put it together.
Have you got all the parts?
J: Erm, well, erm, I don't really know, 'cause I've lost the parts
list, tool
M: Well, never mind about that. I'll read it to you and you can
check if you have everything, OK?
J: OK, Max. Go ahead.
M: OK, let's see ... You should have one top panel, two side
panels...
J: One top panel, two side panels... yeah, this looks like
them...
M: Yeah ... then one cross bar and one shelf ...
J: Cross bar... one shelf ...
M: Four pegs, eight screws and four castor wheels. You got
that?
J: Four pegs, eight screws and four wheels. ...Yes, it looks as if
they're all here. If you could just send me the instructions,
Max, I think I can manage.
M: I'm afraid that's going to be a little difficult, Jan, 'cause
there's just a diagram and I don't have a scanner. But it
looks pretty straightforward. If you want, I can write some
assembly instructions and email them to you. How does that
sound?
J: That'd be great. Max. Thanks.
M: That's OK, Jan. Glad I can help. Anyway, if you want to
watch the film, I’d better get writing.
J: Cheers, Max.
M: Cheers, Jan, and enjoy the film!
О For fun, manage this as a race. See which pair can label
the diagram the quickest, and take feedback.
44 7&Business
3.5 Writing
Writing a procedure
o Students work in groups of three and initially talk
through the instructions together. They then write them down
on OHB or on computer, referring back to the tips in exercise
3. Students vote on the clearest instructions.

TV Stand Assembly Instructions
J Put the four pegs in the holes in the cross bar.
2 Assemble the cross bar and the two end panels.
3	Place the top panel-on the cross bar and screw it in. place
, with four screws.	'
4	- Fix the shelf.in place with the remaining four screws. <
5	. Insert the four castor Wheels In the holes ih the sidd pa nels.<
FURTHER PRACTICE
Students write instructions for one of the following tasks,
which they can select themselves: how to make a good cup
of tea; how to tie a shoelace; how to write a poem; how
to download music onio an iPod. They can support their
instructions with diagrams, where appropriate, but should
not rely solely on the visuals.
The Business 45
3.6 Case study
Listening
QI 1:29 If necessary, play die recording again for
students. In feedback, elicit how Suzanne is probably feeling,
e.g. a little nervous, tense, irritated, etc.
This module examines quality issues relating to strawberry
products in relation to the suppliers and to a supermarket
chain. In doing so, it draws together the language work on
passive structures and the making of an effective presentation
from previous modules.
Internet research
A search for strawberry quality will supplement the
information given in exercise 6. Students wall find details
on different aspects relating to quality, e.g. taste, texture,
appearance, aroma and nutritional value. Students should do
this research before their presentations in exercise 8.
Discussion
И Ask students: when was the last time you ate strawberries
and what did you eat them with? Do you like or dislike them?
To prepare students for the exercise, ask further prompt
questions, e.g. How healthy are strawberries? Where are
they produced? Have you ever grown them? Pre-teach: fibre
(in your diet, you need a lot of fibre to help your digestion.
Bananas and lentils contain a lot of this); cultivate (grow);
newly-weds (people who have just got married). Students
do exercise 1. Manage whole-class feedback as a general
knowledge quiz, with pairs getting points for each correct
answer.

;.T; False!-strawberries are rich' in .Vitamin C and are.high in 1
fibre .	. ,
2 True
< 3;F^|se the.USA is thebiggest producer of stfav)berries iri
the world.
4	True
5	True
6	True	’ ‘
7	True
8	-.Alobody;i5 certain about the reaforigins of.the name. i-. .
9	True
Reading
In whole-class feedback, spend most time on question 4,
as this prepares students for the listenings which follow.
 1. A consufner would,prr:h.-bly'want straw::efries that' are,’. <.
clean, ripe, bright red all over, firm, sweet, not bruised and ,
not decayed.
: 2 Because Schuurmari have jiist upgraded to refrigerated
• • display units and they want to be sure that incoming fruit is
of top quality, to extend shaif life and reduce wastage.
3 . Hank Batten's email speaks of'industry best practices’,
iit'jilying that Schi!iirm?n have a modern, pro-ctiv?
tpp'-oach to quality, while Zaluski's website promotes the
' traditional side of production.’^
4 She will probably want to contact Zaluski to see what can
1 be done to improve quality.	1 -
She wants to fix a date fora supplier audit, sooner rather than ,
later!
RECORDING SCRIPT
1:29
Piotr Sieberski: Piotr Sieberski.
Suzanne Van Peeters: Good morning, Mr Sieberski. This is
Suzanne Van Peeters from Schuurman in Amsterdam.
P: Ah, morning, Ms Van Peeters. I imagine you’re calling about
the email we got from you yesterday.
S: That's right.
P: Something about a quality audit, wasn't it? Don't think
you'll find much wrong with our strawberries, quality-wise!
S: I'm sure you're right, Mr Sieberski. We've always been
very happy with your fruit. But, as I mentioned in my
email, we're currently running audits with ail our fresh
fruit suppliers. Basically, it's a matter of looking at a wide
range of issues which may impact fruit quality, and seeing
where there may be room for improvement. You know, sort
of trying to iron out any potential problems before they
happen.
P: Well, of course, you're welcome to come and see us if you
want but I'm not sure what can be improved really. Your
purchasing guy comes here at least once a year and he's
never had anything negative to say about our strawberries,
apart from the price of coursel
S: Yeah, well, in fact I was calling to fix up a visit to you.
Our supplier audits generally last a day or two and I was
wondering whether you'd be free to see us towards the end
of next week?
P: Next week? ... That's rather short notice and we are pretty
busy at the moment, but... hold on ... Let me check my
schedule ...Yes, I guess I could see you on Thursday and/or
Friday if that suits you?
S: Perfect, Mr Sieberski. Thursday would be fine. We'd
probably be arriving the night before, so we could start as
early as you like on Thursday morning.
P: Well, I get in around seven most days, Ms Van Peeters. Gives
me time to look at the important matters before things
really get going and I'm interrupted every five minutes!
S: Sevenl Well, we'il give you a bit of breathing space, Mr
Sieberski. How about eight-thirty?
P: Suits me fine, Ms Van Peeters. So that's eight-thirty on the
15th.
S: Great! Looking forward to seeing you next Thursday.
P: Yeah! See you then. Thank you for calling! Goodbye.
S: Goodbye, Mr Sieberski.
Preparation
Before reading the report, pre-teach the following words:
harvest, tray, sound (see Wordlist, page 146) and incentive
(something which encourages people to work harder, often
money-related). Particularly with lower-level students,
encourage them to predict some of the information in the
text. To do this, students should close their books and look at
the headings on the board: temperature, handling, ripeness,
packing (not cultivation). Students discuss these for two
minutes, then give some logical suggestions. Students read
to check their predictions, before doing the underlining task
suggested in exercise 4.
46 TbcBusiness
3.6 Case study
SUGGESTED ANSWERS:
Suzanne will certainly need.toinvestigate the facts relating.to
all the key fa ctors'listed under each bullet point. -	"
Listening
И & 130 Let students read through the notes first. For
lower-level students, elicit what they expect to go in the gaps,
e.g. numbers 3,4 and 10 will be numbers.
| ANSWERS:
1	picking bonus
2	training
3	10 cm 	
4	three or four	'*
S three degree--
pi 6 records -	Ж 'ШЙЖ-хйЖЙ
9 refrigeration system ' -	11
10 two or three -
RECORDING SCRIPT
& 1:30
Suzanne Van Peeters: Perhaps we could begin with harvesting,
Mr Sieberski. Who does that?
Piotr Sieberski: Well, the farms hire their own workers each
season, generally students or local people.
S: And do they get any training?
P: That's the responsibility of each producer; but I know most
of them do some. After all, it's in their own interests.
S: What about supervision and picking bonuses to make sure
only sound fruit are picked?
P: Most farms pay a small productivity bonus if daily picking
targets are met, but it encourages quantity rather than
quality, I think. And I must admit, there's little supervision of
the picking crews.
S: And how are the fruit packed for transfer to your cooler?
P: The pickers put them in standard wooden trays, 10 cm deep.
Then, the tray are placed on trailers and. when the trailer is
full, it's pulled to our shed by tractor.
S: Isn't that rather long, Mr Sieberski? I mean, how long do
they take to get from the field to your cooler?
P: Oh, urn, on average, I reckon, three or four hours. Maybe
more if several trailers arrive at the same time. In the cooler,
the berries are cooled to a temperature of three degrees.
Then they're placed in the storage shed until we can pack
them.
5: I presume the storage shed Is chilled too?
P: Well, yes it is. The thermostat is kept on two degrees but to
be honest, we haven't got time to keep records. The picking
season is always such a mad rush you know, Ms Van Peeters!
S: Yes, I can Imagine.
P: From storage, the strawberries go to the packing shed. But
I'll let Klara tell you about that. She's been our packing shed
supervisor for seven years now and she knows the job inside
out. Klara.
Klara Solak: Thanks, Piotr. Well, Ms Van Peeters, the packing
shed is where we put the berries into the punnets for retail
sale in outlets like yours. It's seasonal work, and most people
imagine that it's unskilled. But I can tel! you that good
packers are not easy to find.
S: And what about training and bonuses, things like that?
K: Of course, we give them basic training when they're hired:
fruit selection, careful handling to avoid bruising, that
sort of thing. But they learn on the job otherwise. They're
paid according to what they pack in a day so there aren't
any bonuses. In fact, we've been looking at the idea of a
bonus based on the quality of packing. You know, making
sure that they don't put bruised or decaying berries in the
packages, and so on. But, quite honestly, it's not very easy to
measure that sort of thing.
S: Yes, but it would certainly be a good idea, I'm sure, and
there'd be benefits all along the line. As supervisor, do you
check the quality of fruit being packed?
K: Huh! Not as much as I'd like. You see, I'm usually packing
too, covering for absent staff, that sort of thing.
S: I see. Now, what about shipping?
K: Well, the punnets are loaded onto trucks for shipping to
customers around Europe. Now, we require the trucks to
have refrigeration systems and be cooled to zero degrees
before loading, but we don't check them systematically.
St Hmh, well. Thank you for your explanations, Mrs Solak. Erm,
let me see. Ah yes. One last question for the moment, Mr
Sieberski. I'm sure you're aware that the use of nitrogen
fertilizers can lead to softer fruit, lower sugar content and
less flavour. Do your farmers use nitrogen?
P: Yes, I am aware of the problem, Ms Van Peeters, and at
the moment a lot of them still use it But it's an expensive
operation anyway, and most of the producers in the region
are planting new varieties of strawberry which don't need
nitrogen. So, I reckon that the practice will have died out
within the next two or three years.
S: Well, that's encouraging! Good, now perhaps we could go
and look at...
Presentation
И Put students in groups of three or four to pool
suggestions, incorporating any useful information from their
Internet research too. The presentations should also include
suggestions on how to persuade Zaluski to cooperate. Each
group should select a speaker, or two speakers, to present.
Monitor and assist at the preparation stage, referring back to
exercise 4 where appropriate, giving clear time-limits for each
stage.
| SUGGESTED ANSWERS?
;The main areas of-improvement th at should be covered are the*?
following:
^aifiJt^pi^erff^^paybqnusesjbdsS^^l^uaiii^inpfe»^
‘ [just quantity
reduce the-depth of trays to five centimetres	v
reduce the transport time from the field to the cooler (ope	;
hour maximum)
5cdpijibrties;tp.(^:°cy;-^^
keep records of cooler and storage shed temperatures
‘train pacftersand pay bonuses for good packing г 4: ' ,
check the refrigeration system on each truck
monitor th e/p basin g-bu t of n itrag e n. ferti iizers '/' j'	i'
The Business 47

Feedback
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This unit has a focus on teams First, notice that the terms team bui id mg' and 'team
working' are not tlje same Teambuilaing is the first stage, and involves '/S	5
•	The team Ifeadergiving people a sense of direction Ц fi 5 !»	J,' 4
•	Getting to know each other |	,	1	1	* ’, *' v4 s' 7
< • Recognizing skills and abilities /	'	<
> • Establishing a method of working >*	~	71	‘	'
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,• Sharing ideas	й
* • Co operating
-' • Being open k ’
. «с, Supporting other team members
(s Crucial to the success of any team'is the team leader. Leadership styles include:
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the'controller*, who issues instructions and supervises closely,. , i z у > x .
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it '.v'll be jicged, what resources:are’available;to it, etc. The leader \vil: also rec-d s<i-.s such
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able to spot the two elements that are always present when people communicate’:^/b
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and unnecessary conflict, - /	' “>
t The dynamics of the team will change over time, and one of the best-known descriptions of
this process is BW Tuckman's four stages of team development: 5y-	« \
1 Forming: the-group getstogether for the first time Rules I methods of working are not
Ту Ш yet.' establish ed;:TgpT ।
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J 3 Nprmmg now the group moves or, to establish norms in the form of systems arjdp.
'Ttt'iri prgcedi^e5:,fpriWrkip'g^hd.deci5i6ntrpaki^^^^^
':?.'.:4 . Perfdrming:;finaily,the group becomes cohesive as a unit.and starts to perform as a team;.1
. Teurrs are not arivays successful and riay rake Ijrieto pronucc resu'ts. There are many . \
detertial pmblc-ms ano coniTcr. I? ravoicmnlc. Some confict is productive (it blings out r.ew.
i, ' ideas ard raises riiwv ss jus),but pther’cb'nfI ici is hot (personal comments,the settling of olds
scores). Conflict is natural - it is up to the teami leader to turn it into a creative force. Possible
vThpfdblemh'Withteamtjhclddeihr'Siihrisrir-hiirjitT'fiTThi-'iTiif^riy^^^
': •'TA skillsshbitageiwithinthe group: tiie mix and breadth of skills are not sufficient- vpthhT':
r> » Performance issues, how js poor performance corrected7 how is good performance %	'
rewarded7	’ ; 1, k t’ -	ч *j
i ' «. A lack of suphort within tne' oigarizatio'': false expectations of a quick fix to a serious.\ '
l;^^Rfdbiemrthd:changing^hcUlhs7 members/deadlines; the withdraWalof:resources ; :tri;-T..:'
Useful websites
йгРийЬегТпТЬГгпаУртаЬЬийеатЙогкТэд/^
http://www.ceanitechnoiogy.co.uk/
http://reviewing.co.ulo'tooikiVteams-and-teamwork.htm
http://wvuw.busine5sballs.corn/dtiresources/TQM development, peoplevteams.pdf
уушШуу^ууууу'у^ШШуШШйШШШ^^^^^^^^
48 Т/л-Виятеаз
4.1 About business
This module explores the key principles behind building
an effective team of whatever kind, whether business or
sports-related. It also touches on issues relating to project
management, and at the use of Gantt charts as a useful tool in
planning.
| Internet research
An Internet search for Gantt charts will give information on
the creator of these charts, their uses and limitations, and even
software which can be downloaded by potential users. As well
as reporting their findings to the class, as suggested, students
could be encouraged to use tire chart for their own purposes:
they may have a study or business-related project which can
be broken down into its constituent parts. If this is the case,
get one or two volunteers willing to experiment with using the
chart, and ask them to give feedback on it to the class. This
research could be done after completing the Gantt chart in
exercise 3.
Discussion
И Students work alone at first to try and understand the
statements, before discussing in pairs. Ask them to select the
one they find most relevant Take brief whole-class feedback.
Listening
H 1:31 Students read the stages and decide what is
being built, before listening. Be prepared to clarify any of
the lexis, e.g. feasibility study (a study done in advance
of a project to see if a plan is likely to work); excavation
for foundations (digging out the land at the beginning
of the actual project, in preparing for laying the supports
underground); resettlement (moving inhabitants away from
the area to other locations). Focus students on the gist
questions in exercise 2, and play the recording. Take whole-
class feedback.
’1 Geological survey'.'-'
2 Land purchase	:
RECORDING SCRIPT
1:31
Project Manager: OK. I think everyone's here apart from Mr
Wong .who'll be joining us on the video link in half an
hour. So perhaps we can start. The purpose of today's
meeting is to review the dam project schedule to date,
look at why things have slipped and see what we can do
to get things back on track. First, I'd like to take a look at
the original schedule on the Gantt chart here, to put our
current situation into perspective. I think you'll all agree,
things ran pretty smoothly in Year 1 and we reached the
first milestones, completion of the feasibility study and the
geological survey, bang on target at the end of August.
Unfortunately, we got bogged down in bureaucracy - you
know, the usual red tape - at the project approval stage.
That set us back four months and we could only begin
buying the land in May of Year 2. Land purchase went
pretty much according to plan, despite some delays for legal
reasons, but it still took 12 months. We were able to start
population resettlement on time, but we had to postpone
diverting the river for six months as it had to be done in the
summer months, when the river was at its lowest, which
meant starting June of Year 3. So, that's how things stand
today. We've just completed the two tunnels to divert
the river, so that's almost complete, and we're beginning
excavations for the dam foundations next week - one year
behind schedulel Which means we won't be able to begin
work on the dam wall until at least September of Year 4.
Of course, due to this schedule slippage, we're also facing
considerable cost overruns. So, I'd like your suggestions
on how we can crash the schedule - yes, heuh, I mean,
accelerate things - to try to respect the original delivery
date at the end of Year 7. Any ideas...?
О Before looking at exercise 3, try to order the stages of
construction from exercise 2, in pairs. Students then look
at the Gantt chart. Ask students: have you ever used one
of these? Students listen to complete the gaps. If necessary,
replay some or all of the recording again, before checldng
students’ answers.
ANSWER:



Reading
SHI Students initially tell the class of any team-building
exercises they have tried or heard of. Elicit students’ reactions:
do you think they are useful; would you like to take part in
one of these? Why or why not? What do you think critics
say about them? Focus students on the two questions in
exercise 4, reminding them that these relate to the first three
paragraphs only. Take feedback.

walking around'ln blindfolds (	>	,	( 
navigating rope courses^ _1 | 1	, !< „ t	i
sitting cross-legged on the floor with paper and crayons ' ‘
illustrating'life paths'
companies don't th ink about how effective teams are actually
built
employees usually don't complain about silly team-building
effortspwhether-out of apathy or for fear of being labelled -
/anti-tcain''<'	’ 4 .:
people don't want to offend well-meaning team-building
' practitioners.: - ;	/.-rp.  -V ;;((S
ZZieBusincss 49
4.1 About business
И and o First, students close their books and write down
three key features of a good team, even a non-business team
such as a sports team. If necessary, put the following prompts
on the board and ask students to expand on them: a leader, a
coach, relationship between members, ambition, individual
versus group, different talents, level of commitment, etc.
Students compare and discuss their key features in threes.
They then work alone on exercises 5 and 6, checking their
answers in pairs at the end. Early finishers can identify two
points in the text which they find useful or interesting, and
report these to the class later.
ANSWERS: '	~ « -
1 d 2 c 3 a 4 b ;
Exercise 6 j v , -" “	’ i j
a l^ck of leadership
b No clear objective ~	1
c No common plan	.
d Lack of an open and honest atmosphere
Discussion
IE1 И possible, show a video clip of people playing volleyball,
orbring in some relevant visuals. Students read the points and
have a few minutes to consider them alone. Before grouping
them into threes, tell students they will need to draw up a list
of at least diree useful points for question 2, as well as some
details for question 3. Warn students that they need to select
one speaker in their group to present their points to the class.
Assign a time-limit of 12 minutes for preparation. Take notes
as they are giving dieir presentations, for remedial work later.
1	The basic principle of the game is for one team to hit the
.- ball so that it touches the ground on the opposing team's
side of the net or so that the opposing team is unable to
return the ball.	'	’ '
2	Volleybali has often been called the ultimate'feain sport
because a team is only as strong as itsweakest player.
Unlike bthgr sports Where the objective is to keep ,
possession of the ball, in volleyball a team can.target the
weakest member of the opposing team in the hope that
they will be unable to return the ball. The main lesson j
for project management is. that teamwork Is essential If a
common target (like winning In volleyball) is to be.reached. ?
. The.whole team has to work together and.cover for any -
ry deficiencies of weaker members ‘>	>	>
3	The need to share common goals, to work together ’ '
to achieve these goafs, to give mutual support and
.encouragement and to 'play In harmony' -
Б0 T&Business
4,Z Vocabulary
pANSWER&O^
This module focuses on different personalities within a project
team, and vocabulary associated with these personality types
and with the management project itself.
The bully aggressive, impatient, over-critical _ S
The te.im nluycr: cooperative, easy-going, friendly. Helpful
: The leadertcharismatic, confidenVdecisiVe,: motivating
The workaholic. anxious, obsessive, stressed
(The maverick: independent- individual;' single-minded;:'
unpredictable r 4	~
I Internet research
A search for project management tips will reveal several
websites giving useful suggestions. Select the two websites
which you feel to be the most accessible to your particular
group, and divide students into pairs. Give student A one
website address, and student В the other. Instruct students
to find eight tips which they consider to be crucial, then they
compare their suggestions in pairs. This search could be done
at any point in the module.
Discussion
BFH Check students know the words maverick (someone
who thinks or acts in an independent way) and also bully
(someone who hurts or frightens other people who are
usually weaker). Students work in pairs on the matching task,
then respond to the questions in exercise 1. If students are
comfortable talking about themselves publicly then elicit their
self-perceptions, but keep this brief (see exercise 9).
О Clarify the following, either before students taclde the
exercise or after: charismatic (someone who has a lot of
personal charin, and has the power to attract others) and
single-minded (someone who is very determined, and has one
clear purpose). After checking the matching exercise, focus
on pronunciation. Ask students to put the adjectives into a
blank table (see below) according to their word-stress pattern,
giving one example for each column. Students should first
attempt to complete the table in pairs, then check the ones
they are unsure of in a dictionary'. If students are unfamiliar
with the dictionary symbols, explain how to interpret them.
Early finishers should practise saying the words to each other.
Round off this pronunciation focus with a quick choral and
individual drill, as appropriate.
Main stress on the:
First	Second	Third
e.g. helpful anxious confident friendly motivating	e.g. aggressive cooperative decisive impatient obsessive	e.g. single- minded* charismatic* easy-going* independent* individual* over-critical* unpredictable*
* these words also have secondary stresses
Listening
El and Of 1:32 Students first identify which of these
three people are male (Bjorn). Elicit from students which
of tlie personality types or adjectives from 1 and 2 are
stereotypically associated with males, and which females, to
promote some discussion (and possibly humour). Then do
exercises 3 and 4, talcing whole-class feedback after each task.

Exercise 3
Annafthe maverick	. • ''
i Bjorn; theworkaholic
' Katia: the team player	 
Exercise 4 .	ЙРЯ
Anna: independent, single-minded, selfish;.
JBjprflRStressed, organized, obsessive A
; Katia: friendly, easy-going, helpful, cooperative
RECORDING SCRIPT
1:32
Lucy: Well, Andrei, thanks for finding time to see me. I know
things are very busy, what with the annual appraisal
interviews. Anyway, perhaps you can just give me your
impressions of Anna, Bjorn and Katia, before we go through
the interview results in a bit more detail.
Andrei: Sure, Lucy. So, first of all, Anna. Well, on the positive
side, she's hard-working. But, she's very independent and
single-minded: she tends to do her own thing and she’ll pass
the buck if she feels it's not her problem, so the others in
the team see her as selfish and a bit of a loner. They often
think she's not pulling her weight and that she's letting the
team down, just because she doesn't see things the same
way. And she can be pretty direct, which of course the
others interpret as being over-critical, but I don't think she
means to be.
L: OK, so Anna has her good and bad points. Now, what about
Bjorn?
A: Yes, Bjorn! To be honest, he seems very stressed and I'm
worried that he may bum out. He works long hours - he's
often in the office long after everyone's gone home.
He's definitely organized - some of the others would say
obsessive - but I'm not sure he’s always really clear about
what needs doing and what is less important, so he tends to
create work for himself. He could certainly do to take it easy
sometimes, you know.
L: Yes, sounds as if he needs to learn to pace himself a little
betterl
A: Yeah, that’s right. He could do with some time management
training, in fact and I'd like to come back to that when we
look at interview results in detail.
L: Good idea. But first, let’s just finish with Katia.
A: Weil, Katia. Well, the first thing is she's new but she's
settling in really well. She's friendly and easy-going and gets
on well with nearly everybody, except Annal She's really
helpful and she knows what it means to pull together in a
team; and she's always ready to cover for somebody. On the
other hand, she can be a bit messy, but she's definitely not
incompetent. And I think she's very cooperative with her
colleagues...
/feBuuiness 51
4.2 Vocabulary
Expressions
И Students initially work alone, then check in pairs. They
are likely to know some of the phrases or to be able to make
a logical guess, but one or two are more difficult, e.g. 4 and
7. Use this opportunity to teach students how to use their
monolingual dictionaries. Ask students to predict which
word they should look up in the two expressions: pass the
buck + pullyour weight, (lire ‘grammar’ words are to be
ignored, e.g. the and your in these examples.) In relation to
the content words, the system could vary, depending on the
dictionary. However, tire idiom can typically be found under
the first main word, e.g. pass. If, however, the first word is
very common, e.g. have, be, get, pull, look at the second main
word in the idiom. Thus, in the phrase pull one’s weight, a full
explanation of meaning may be found under weight. Ensure
that you as a teacher are familiar with the systems used in the
students’ dictionaries.
After completing and checking the exercise as a whole class,
ask students which expressions they have either heard or
actually used. Remind students that these are relatively
informal and are more likely to be spoken or used in an
informal written context, such as an email to a friend.
1f2h3e4c5a6d/g8b
SO: and О Students compare their answers in pairs before
whole-class feedback. If your students are working, ask
them to share their personal experience of being involved in
projects. Encourage them to identify the people involved.
Collocations
И With higher-level learners, ask students to do this exercise
without looking at the verb options. Have a small piece
of paper ready to covertlie list. In whole-class feedback,
comment on the strength of the collocations they have chosen,
e.g. achieve the deadline is a weak collocation, whereas meet
the deadline is strong. It is not a case of ‘right’ or ‘wrong’,
but usually what sounds more natural or not. At the end,
encourage students to record the new items of lexis as a
‘chunk’, i.e. establish a timeframe.

.1 meet 2 reach . .3'establish. 4 set
5 achieve 6 fix 7 miss 8 stick to
Speaking
О И possible, give a personal anecdote of a time when you
worked on a team project, where the other team members
had key weaknesses or strengths. Explain the benefits or
difficulties that their attributes caused. Alternatively, describe
your own personality in terms of being part of a project, if
appropriate. Group students in threes, ideally with people they
feel comfortable with. Encourage them to be honest with each
other!
62 77reBussness
4.3 Grammar
ANSWERS:
This module focuses on tlie use of past modals for various
functions such as speculating and expressing regret, including
their use in the third conditional structure. In addition, the
module revises how to talk about past habits or states, and to
talk about familiarity with new situations.
Internet research уУл .
A search for downshifting gives many interesting facts and
personalised stories about this phenomenon. Help students to
structure their presentation on their own imagined downshift
by asking students to clearly identify the nature of their
personal and ideal downshift, state what might prompt them
to do it, explain how they would manage the change, indicate
the major changes in their lifestyle, and note the potential
benefits. If your class is too large to allow for all students to
give their presentations, put them in groups of four and hold
group votes.
This search could be done before the discussion in exercises 9
and 10.
1	If we had given Murray a different role, he wouldn't have
resigned,	|
2	’If we had not been irt such a nish,We would have made
3	If the users had been listened to, their views would have
J been taken into account ' ’ \	*
4	We'would not have wasted one month if we had asked the
I right questions in the first place 1 Л -.	> «
'5 Hwehad gotthe project approval earlier, we would have. < |
Ц been able to start correctly, " >
гб.;. .ytfe.woufdjhbt'have had allthese problems;if-we had madei 'i
the right decisions’	-	,
?
i
•
i
I-
I-
I,
i
I

Test yourself: past modals
Q Start by reading the section under ‘Past modals’ in the
Refresh your memory box. Students work in pairs to think
of one example of a past modal used to express a regret, and
one to express speculation. Students work alone on exercise 1,
before comparing answers in pairs. Take whole-class feedback
and at Illis stage highlight the pronunciation of have, which
is reduced in fluent speech to /av/ and which also links to the
word preceding it, e.g. We couldn’t have /kudantav/ predicted.
Drill as appropriate.
Test yourself: used to, be used to and get
used to
EH Students first work through exercises 8-9 in the
Grammar and practice section (page 123 in the Student’s
Book, answers on page 117 in this book). It may help students
to consider which structure functions adjectivally, with a
meaning similar to be accustomed to, e.g. I’m used to the
bad weather here now, and which structure is used like an
auxiliary to express a habit or state in the past, e.g. I used
to wear glasses when I was a child. Students should work
alone and then compare their answers in pairs, reading the
explanation on page 123. After whole-class feedback, students
follow the same procedure for exercise 3 on page 48.
| ANSWERS; - 1	r ,	-
If students seem unsure of past modals dr would like some
further practice, work through some or all of exercises 1-4
in the Grammar and practice section (page 122-3 in the
Student’s Book, answers on page 117 in this book).
.ANSWERS:,
1 shouldn't have choseri'
2 could have predicted
3 should have put 1 >.	;
4	would have done
5	might have been ,
6	would she have listened	'
7 ought to have been taken’ •
8	must have wasted?	1	‘
9	wouldntbe*	Hl	;
,10	could have made ’•
Test yourself: third conditionals
B3I Put sentence 9 from exercise 1 on the board, and elicit
the name of this structure. Go through the same procedure
as in exercise 1, starting with the Refresh your memory box
under Third conditional’, to remind students of the form.
In whole-class feedback, elicit other possible modal verbs
and their effect, e.g. If we’d given Murray a different role,
he might not have resigned (implies less certainty about the
,........ result).	Focus again on natural-sounding pronunciation: weak
j’	forms and linking, as well as the use of contractions. Model
atl^ drill some examples. If students seem unsure of the third
conditional or would like some further practice, work through
' some or all of exercises 5-7 in the Grammar and practice
К section (page 123 in the Student’s Book, answers on page 117
r ’ . in this book).
1 used to give^ ‘	-4^7ей/ rl""’
2 get used to working	.	’
7 am still not used to typing s'	4	'	, ,
FURTHER PRACTICE
Students write down three things that they used to do
before they joined their present college or company, e.g. I
used to have much more free time. Students write down
three elements that they first found unusual or surprising
in this new place, e.g. at first I found the long hours quite
difficult. Finally, students write down be / get used to
sentences to describe their present state of familiarity with
those things, e.g. I’m getting used to the long hours now.
Students then compare their sentences in threes. Take
whole-class feedback on points of interest.
Regrets
SI and E’-ol Write the words senior partner in an
accountancy firm and farmer up on the board. Students
discuss in pairs the pros and cons of each job. Elicit some of
their ideas. Students then do exercises 4 and 5. They work
alone and then compare answers in pairs, before whole-class
feedback. Monitor carefully to see where they are having
problems. Remind them to use contractions, e.g. Grant
could’ve had a career...
I
=5:
•:.L
4
I
•i
if
I
!•
<1
i
TheBuBiness 53
4.3 Grammar
| ANSWERS:
Exerc'be 4
(Kim regret? her decisions more. ' '	'	J'
‘Exercise 5
‘1 could haveJiad >’	‘	\
2 could have earned
3 should have stayed ' '	>	<
'4 should have studied - 1	*»,L	”
1:5|;?Ьои1с1 haVejefehkL;^^
в could have lived
JfDjI Students work in pairs to finish the sentences, as
imaginatively as they wish. Particularly with higher-level
students, remind them that they can use different modals, or
even adverbs, to show the degree of possibility that they feel,
e.g. If Grant had stayed at the accountancy firm, he might
not have been so happy; if Grant had stayed..., he probably
wouldn't have been so happy.
SUGGESTED ANSWERS:!	.;-"><!:-Z!'/
n If Grant had stayed at the ..cnnrit nu.y firm he would have :
’ earned u lot more money.
b . If Kim had studied to become a vet, she would have been
happier.
c If. Grant hadn't become a fanner, he would have had a much
more stressful life ’
d If Kim had helped Grant start his farm, they might have got
  married!' !	; L :.	' • ; .
and ЮН Do the first example together, referring clearly to
the two choices of structures. Students are not required to use
‘get used to' in this exercise.
^QWElQjSyldiGESTEP ANSWERS: h h
Exercise 7
past: earn a lot of money, work in London, work under
pressure	i
Now: work with animals! runmy own business, have a slow -
pace of fife
, , ' -
Exeicise 8 . 
He used to earn a lot of money.
Hedidn't used to work I He’s used toworkmg with animals.
• lie used to work in London.
He didn't used-to run / He's used to running his own business;:
He didn't used to have / He's Used to having a slow pace of -
life. •		•
He used to work under pressure. .
Discussion
О and ЦП Students read exercise 9. Put the following
prompts on the board: what exactly was your job before?;
which city did you live in?; what made you leave?; what
kind of farm do you work on?; what is your role?; where
is the farm?; how happy are you now? Students consider
the points on the board for two minutes alone, then go back
to the Student’s Book and make notes on their ideas. After
a few minutes, group the students into threes so that they
can exchange opinions. Remind students to use the target
structures, eliciting an example of each. Students start their
conversations: ‘So, how are you enjoying your new life?’
54 Z&Business
4.4 Speaking
This module looks at the importance of giving clear and
constructive criticism and of recognizing merit when in a
managerial position, with particular attention to the message
organization, language and delivery used in verbal feedback.
Internet- research ;/
A search for how to manage difficult people will bring up a
selection of sites, with references to a broad range of issues,
such as the need to empathize, to understand personality
types, the need to be proactive when dealing with difficult
staff, etc. These sites often cover related areas such as how
to deal with bosses and customers too. You could extend the
search to cover these areas as well. This research could be
done at any point during or after the module.
Discussion
И Write the situation in number 1 on the board, before
letting students open their books. Ask: What would you do
if you were the manager? and elicit responses, encouraging
students to start their response with 'I’d...' Students do the
exercise alone, before discussing their answers in threes.
SUGGESTEUANSWERS: ,  ?\
s1(: Prbbab!y b: expjairi;hpw thelf performance was ^ss than^jy
-expected, set new objectives and deadlines, and supervise ^. .
У'-’-theXiitployee тдгех1о5е1у?;.?У?У<<
i 2 Probably d: ask the employee to analyse their, own
ji^perfpfrriaiicejahdth^reas'onslwHy it has faHen belovy’ : ;;-
 :  their usual standards, and try to find out if there is
<< problem; remind them of what you expect from them; and
- ’.tern porari I у set A ndc he ck-s h orfe rtef m ;g pa I s .->¥/;
-3,Probably h: congratulate them on their performance; and. /
S^Siy^.tHem'iorigeftermjgoalsrnfbrehdtphpm^ahrt^ore;^;^
- freedom to take the initiative. ,1	>	'	.
54:	:'Prdbablyj:;thank themJoriheinhariworlt.And perhaps
give a bonus, a promotion or wider responsibility.
Listening
И ф 1:33-1:34 Allow students to listen to one or both
of the interviews again, if necessary, and take whole-class
feedback. In response to question 3 and the second interview,
ensure that students understand that Rafael probably feels
confused by the mixture of praise and criticism in his chat with
Mrs Gomez.
[ANSWERS
Interview-1
Objective: to reprimand Rafael
Raf.iel upset Mr Bc-itan '
Rafael probably feels confused and resentful because he'*5"
doesn't understand what he has done wrong • 1 \	,
Interview 2	>	<	'
Objective to praise Rafael, ,	((i
Rafael covered for Maria
Rafael probably feels confused because he has been praised
ifor.coYering>for.Maria;andireprimandedTor.not-.iwearing;a:.t1e
and not switching off the computer*’’ '	’ ,	' ’
RECORDING SCRIPT
ф 1:33-1:34
Interview 1
Mrs Gomez: Rafael!
Rafael: Yes, Ma'am?
G: I want to see you in my office, now.
R: Yes, Mrs Gomez.
G: I don't know what the hell you think you're playing at, but
I'm not having it! Are you trying to sabotage this company?
R: I'm sorry, I don't...
G: You've been here for three years now, you should know
better. Don't you like your job? There are plenty of other
people just waiting for their chance, if you don't want it.
R: I'm very sorry, Mrs Gomez, but I don't know...
G: Don't interrupt me! You're insolent and incompetent. I
don't know what you did, but Mr Baitan was very upset.
Mr Baitan is a very important customer. We can’t afford to
upset him. If this happens again, you're out!
R: Yes, Mrs Gomez.
G: All right, I think I've made myself clear. This is your last
chancel Now stop wasting my time and get back to work.
R: Yes, Ma'am.
Interview 2
Mrs Gomez: Rafaell
Rafaei: Yes, Ma'am?
G; Would you step into my office, please.
R: Yes, Mrs Gomez.
G: Rafael, I notice you're not wearing a tie today.
R: Well, it's very hot, and um ...
G: Always wear a tie, Rafael. If not, your staff will not respect
you. Now, sit down please, I want to talk to you about
Sundays.
R: Yes?
G: I know you normally attend church on Sunday morning, so I
was very pleased to see that you came to work the last three
Sundays while Maria was sick.
R: Thank you Ma'am.
G: Maria had better be very careful, this is the third time this
year she's been sick - fortunately for her, you took the
initiative of covering for her.
R: Yes Ma'am.
G: So this is a good point for you, but a bad point for Maria. All
right, Rafael, that's all.
R: Thank you, Ma'am.
G: Oh, just one other thing, Rafael. You didn't switch off
the computer when you left yesterday evening. Be very
careful. This kind of carelessness can cause a fire. You must
remember to switch off when you leave.
R: I'm sorry, Mrs Gomez. It won't happen again.
G: All right, see that it doesn't.
H and И1 Pre-teach any difficult lexis such as recognize
merit (to acknowledge and praise someone for an aspect
of their personality or for something they have done). Give
students one minute to do exercise 3, and take feedback.
Students do exercise 4 alone, before comparing their answers
with a partner.
^AN^E^S^SUGGECTEDANSWERS^^^W^^gg
Exercise 3	• 1 -	,	„ у A
interview 1: Constructive criticism	•
Interview 2: Recognizing merit
Exercise 4
1 Mrs Gomez' criticism is not constructive, she doesn't state '
the facts or elicit the causes of the problem, she dpesn't' ,
give Rafael any chance to comment, she doesn'tset’ ..
objectives, she mixes giving criticism and recognizing merit,
' she doesn't specify the qualities she appreciate^ or the ..?,У
positive consequences of Rafael's behrvioii'.
J	\	J ‘ ’"'л	- -	“	;	' C ( .	r '	• ’f 1
//.«Business 55
i	4.4 Speaking
-------------------------------------------------------------------------------
jQI When giving feedback to someone, aspects such as body
language, facial expression, eye contact (if face-to-face) and
delivery are crucial factors. After doing the task alone, get
,	students to think about how to say these sentences so that
they sound sincere. TtypicaUy, key words will be stressed more
emphatically to express gratitude or admiration, e.g. Thanks
to you, everything went smoothly and аж didn’t lose any
business. Students should practise saying these sentences in
pairs, before whole-class feedback. Monitor pairs, assisting
and drilling, as appropriate. After checking the answers,
students underline useful phrases to record in their notebooks,
e.g. thanks to you,...; I really appreciate your...; you are...;
these are qualities the company values highly; before you go,
let me shake your hand.

Г contact-set. thescenc, ,	\	' ГЛ-
2 conclusion -consequences ''	, .
3 praise-facts or results	i
ittSpraise-n personal, 'qua]ities,:-y5M
5 conclusion - keep the interview short	।
О and И <§11:35 When checking students’suggestions
for exercise 6 as a whole class, focus on intonation and stress.
They should be polite but firm in their delivery. Raising the
pitch (not volume) of their voices slightly can often help.
Finally, play the recording in exercise 7.

Exercises6 and '• I.'	,	<	:	’
1 Could I havg a word With you in my office?
'Can you tell nie.exactly what happened with Mr Baitan on-'
Friday?\	- "b r 1	S ’
<3/'Doyou have any ideas as to .why Mr.'Baifan was quite so 
, upset? у
4;./Do you realize that this kind of problem can have serious ; :?•(
Ц consequences? l - -	* 2 3 4 5 * \
5 So what do you think we can do to make sure this situation
doesn't happen again?
. 6 So, before you go, сап I just summarize what we.have/ '
agrepd?	:
RECORDING SCRIPT
Ф 1:35
Mrs Gomez: Rafael!
Rafael: Yes, Ma’am?
G: Could I have a word with you in my office? ... Have a seat,
Rafael. Now, can you tell me exactly what happened with
Mr Baitan on Friday?
R: I'm sorry, but I was very tired, and he was being really
difficult: I just lost my patience and he wouldn't stop askin
me the same questions.
G: Well, Rafael, you have many qualities, but I think there are
few areas where we need to improve your skills, don't you
R: Yes, definitely.
G: Now, do you have any Ideas as to why Mr Baitan was quite
so upset?
R: I understand he's an important customer. He wants to get
the information that's important to him. I'm afraid I was
probably a bit rude to him.
G: So Rafael, do you realize that this kind of problem can hat
serious consequences?
R: Yes, of course.
G: All right then, so what do you think we can do to make su
this situation doesn't happen again?
R: It might be useful to do the customer care course. Perhaps
Maria could help a bit more when things are particularly
busy.
G: Right. I think that's a good plan. So, before you go, can I
just summarize what we have agreed? I'll book you on thi
course next week, and Maria will give you some help durii
the really busy periods. OK? And then we'll meet again in
one month to see how you're getting on. Is that all right
with you?
R: Yes, that's fine, Mrs Gomez. Thank you very much.
G: All right, now let's break the weekly sales records, shall w
R: Yes Ma'aml
О After giving students time to read the example, let them
work in pairs to rephrase the statements, once more using
appropriate pronunciation.
. 1 Do you realize that we risk,losing Mr Baltan's business if s
.. don't find a solution7 ,	' ч. ' ,	’ f
2 , Do you tlunk you shoil’d ask for help next time you have
/Oproblem ?:
3 „ Da you think you should've called me on my mobile?
4 Do you agree that this Wouldn't have happened if you’d
1 been more flexible? t	’	,
5 Do you realize that you should've remembered that the /
customer is always right7 ' 1 *
Role-play
И With lower-lsvel learners, initially put As together in pt
and Bs together in pairs, so that they can discuss what they
are going to say in each of the four cases. Ask As and Bs to
identify the situations in which they are giving feedback, an
in which they are receiving it. After a few minutes, re-group
students into mixed pairs and start the role-plays. Monitor
carefully and give feedback at the end, particularly in relatii
to choice of words and delivery. Encourage more confident
pairs to show the rest of the class too. Students should give
feedback on the clarity and delivery of the feedback, paying
attention to their own language when giving feedback!
56 rtirSusincsB
4.5 Writing
This module develops students’ abilities to write effective
reports. It looks at organizational issues and useful linking
phrases and style.
There are several Internet sites giving a wide range of
information on how to write clear and accessible reports.
Although these are primarily aimed for native English or fluent
speakers, at upper-intermediate level this should not pose
too many problems. Advise students to research at least three
different sites, before putting together a report. With lower-
level students, resources allowing, you could pair up students
and do the research and compilation in class time, where you
can guide and assist students more helpfully. If necessary, refer
students to the template in exercise 9, and elicit typical points
which will arise under each section.
Exercise 3 f'	Ц
Paragraphs begfnhmg., 1 '’V’V.. 1
1 A survey ...r
2 The Management Committee .., ’	‘'""’'“'AA <
3 Firstly, Webwide Consulting 1,,	'	\ *		' ~
4 Three main areas o’f concern... . ' ’	'-7> v,’ •.’ .
5 |n conclusion .1	|
6 1 We should\'<4 '	1	' i \ s '
(Xcrclse 4 a	<	s
1 /A;>, , , * -> А/о1
Executive summary. A survey-.	c т *
Introduction:fhe Management Committee'Y..^	” i
Procedure: Firstly, Webwide Consulting..*. ; ’’ 'Л f
Findings: Three main areas of concern .'5';	,A ,
Conclusion: In conclusion..., £' >	//'* 1 * 3 4	‘
Recommendations: 1 We should \ .'cd	•, A ' ’
Suggested answers r Г	\	,4 | |	,
Bullet points numbers 'etters ' ’ A
This research and writing could come at the end of the
module, to give students further practice in report writing.
Discussion
И Ask students if they have ever received or given a
performance appraisal, writing the two words on the board.
Elicit some examples of when, where and who with, and
briefly what it involved, etc. Ask students who appraisals are
intended to help: employer or employee? Then put students in
threes to discuss the points in exercise 1, before tairing whole-
class feedback.
Linking words and phrases
О and О For exercise 6, encourage students to read the
sentence first to try and understand the context. From this,
they will be able to conclude what sort of word is needed, e.g.
a sequencing word. In feedback, raise students’ awareness of
the form of these linking words, if appropriate. Most of them
can be used at the start of a clause and are adverbials. Due
to acts as a conjunction and is therefore used either at the
beginning of the sentence or in the middle (at the start of the
subordinate clause).
WUfrjSE^p ANSWERS;
ANSWERS:
Employer reviewing progress, setting achievable goafs,
identifying strengths and weaknesses, encouraging л-- ‘
communication Ц	_
Employee: discussing rewards, planning-training; stating career-
objectives |	' '
In whole-class feedback, elicit the correct order onto tire
board, for students to refer to in exercise 3.
SUGGESTED ANSWERS:
1 Title
i^6t^tiye.;su^fnaf]ji.
3 Introduction1'’
4 Procedure--’* ?
. 5-’ - Findings;®^/!
16 Conclusions 't','’
Raed rinnepd ahons-
Exercise 5
a next b for example c moreover
d due to, therefore e finally, to sum up, overall
Exercises _ ,	1,
1 Therefore 2 Next 3 Moreover 4 due to
5 Overall ’ 6 due to 7 for example ' . I v
Report style
Ю Without letting students see the course book, ask them
which is more appropriate in a report: active or passive?
Students are likely to say the passive. Inform them that both
are possible, particularly nowadays where readers often
favour a more direct, punchy approach. Students do the
transformation exercise in 7 alone, before comparing their
answers in pairs. Monitor as students are doing this, assisting
where necessary.

Analysis
О and О Cut up the report into paragraphs and give a
cut-up set to each pair of students, to order logically. After
checking the order, let students discuss the two points in
exercise 4 in pairs, before taking whole-class feedback.
,We held interviews':.	* , J "	- .
We took this decision
we gathered information 11 ‘«'TP	'
External consultants carried out a survey ...	/ ,
We recommend... h '	- ,>	~ -
 The,individual interviews revealed three main areas of concern.
।	4.5 Writing
I-
j------------------------------------------—-------------------------------
Г •
Writing
[ГЗ and И With lower-level students, hold a reading race to
ensure that they understand the initial context. With course
I :	books closed, dictate several questions such as:
What was set up last year?; who is supposed to write the
first draft of the report and why?; how did staff feel generally
about the scheme?; what's Berger’s role in this?; what did
staff consider to be weaknesses of the scheme?; when were
the interviews carried out and who by?
Students work in pairs to find the answers as quickly as
possible. Then they continue to work in pairs to try and match
tire notes in exercise 8 with the template sections in exercise
V;	9, e.g. Procedure: first point in the notes; Findings: second
point; Conclusions: third point; Recommendations: fourth
and final points.
;i;	Students submit their final versions to you for marking.
ANSWERS / SUGGESTED ANSWERS:	______-	-
Exercise 8 t	,	,
Lou wants you to write the .first-draft.of the Annual appraisal-,
review report	' r’ " X ,	* -
Exercise 9 s
Annual Appraisal Scheme Review ’ $
Introduction r	1	1	‘	.
; An annual.appraisal’scheme!was«set-up.last .yearrto .improve®»-:
..rtaffimdtiyatipiTand.^
planned a review of the scheme after one year. X	<
Procedure > <	<	• f '
Line managers ran appraisal interviews in December. Amongst
other questions, staff were asked for their feedback on the <
/sch'ernfelXXXyyyX^^
Findings
The feedback was mostly positive, The majn criticisms of
theschemewerethattheinterviewsweretooshort(just45
minutes) and that there was a lack of ‘objective measurement
of performance’. "1 i	\
-The appraisal mteryiew’scheme should.be. maintained but with:
some minor adjustments > '	< x -	-
Recommends hops'	'	'	' ,	'
Hun onejiqurappraisal interviews this year,'subject to:'
1	the development of more objective performance indicators
 . Berger to report back in January), and ' . .
2	the final approval of the Board of Directors. ...	 ' -.. '
li
!1
•;.
H
• I
i
58 Z’/icBuainesa
4.6 Case study
This module examines problems between stall members
and management in an oil company. The issues stem from
differences in perceptions between individuals and between
cultures, thereby making decision-making complicated. In the
final role-play, students draw on die language of feedback from
module 4.
Internet research
An internet search for managing your manager yields useful
advice on this interesting area, and some sites give information
on boss types. Some of the advice given is very' specific, e.g.
always write your manager an email as soon as you arrive at
the office, to update on progress; once you’ve found out the
best way to communicate with your manager, be proactive
and inform him/her exacdy what resources you need. Some is
much more general, e.g. understand that you can either work
with your boss or against him/her; speak the same language,
so find out what your boss is interested in.
This research could be completed at the end of the module, to
round off the topic, or prior to the role-play in exercises 5-8.

!
1.

LEAD-IN ACTIVITY
Write the following points on the board or onto a handout
and ask students to decide if these are true or false, working
on their own:
A deadline is a deadline - it has to be met.
As an employee, if you do not understand your boss’s
instructions, you need to have this clarified.
Men and women usually work best in mixed teams.
Giving gifts is a useful way to show respect.
Humour can help to develop good relationships in the
work culture.
Shouting should be avoided in the workplace.
As a manager, it is not acceptable to employ your relatives.
Students discuss their responses, giving rationales, in
threes. Take whole-class feedback on some or al) of the
points. Where relevant, highlight that we are locked into
our own cultural norms and expectations, e.g. in relation
to the second point above, it is not acceptable to question
people in authority in some cultures. Different cultures
would probably give very different responses. Encourage
students to draw on their own experience or knowledge of
other cultures, in relation to the world of business, either
anecdotal or real.
£
Discussion
Ц Following on from the lead-in activity, students look
at exercise 1 in different groups of three. Take whole-class
feedback.
Reading
E3 and Ю1 Ask students to look at both texts and to identify
what the genres are: a magazine article and an email. Read
out the two-line introduction in exercise 2, and focus students
on die heading of the article. Elicit the kind of ‘station’ it is
referring to. Widi lower-level students, include a gist reading
task, to facilitate the next stage. Dictate these gist questions:
Do you think it is easy to sell petrol in Africa? Do you think
Mr Thorpe’s new Job as a sales manager is going to be easy?
After quick whole-class feedback on these, allow students
to answer die comprehension questions in exercise 2 and to
check their answers in pairs. Take whole-class feedback, then
students complete dte chart in exercise 3.
ANSWERS^gg
Exe rcJse 2T< ’V-tcfe-WV'T?-Wf	"V f
1	Petrol prices are fixed by the government in many African
countries	'	’’
2	Because quahty.of. service, and not petrol prices'; is the , ;
crucial factor in attracting customers
3	Some of them are very good, but many get things done by
shouting at their staff.
4	Some are owned by independent dealers and some directly
by Trident. 
5	He has just been on a .three-day fact-finding trip to the
Lamu district.	,
6	The Lamu district development project is behind schedule
and In a mers
Listening
EH and ф 1:36-1:38 Before students listen to die
recording in exercise 5, let diem read die notes. Higher-level
students can try’ to predict the missing words in the first
extract only (Abeba), before listening. Replay the recording
if necessary, and let students compare answers before whole-
class feedback. At the end, ask students to summarize Abeba’s
/ Mrs Mohamed’s opinion of Mr Mbugua, and Mr Mbugua’s
opinion of Mrs Mohamed.
[(Answers-.
Exercise 5  .
1 customers ' 2 friends and relatives 3 nephew
4 leave 5'recruitment 6 support 7 deadlines
8 female 9 ..top 10 quit
if
It
V-
The Business 59
4.6 Case study
RECORDING SCRIPT
1:36-1:38
Part 1
John Thorpe: Abeba, you've been a mechanic in Witu for five
and a half years, is that right?
Abeba: Yes, sir, that's right.
JT: So you worked for two other dealers before Mr Mbugua
- and you say that things have got worse since he became
the Dealer here?
A: Yes, sir. Before Mr Mbugua arrived, we had a good team,
everyone pulled together, and we enjoyed our work. Now,
it's not at all the same. Morale is bad, and the customers
can see the difference. A lot of our regular customers have
stopped coming. Mr Mbugua fired several good colleagues
for no reason, just so he could hire his friends and relatives
instead. They get the easy shifts, and the rest of us do the
hard work.
JT; Have you spoken to the sales rep about this?
A: Mrs Mohamed? Huhl We never see her. She's too busy with
the development project. Anyway, she can't do anything
- Mr Mbugua is Mr Wambugu's nephew, didn’t you know?
To be honest. I'd leave, if there was any choice. But there
aren't any other jobs around here, so I just have to put up
with it.
Part 2
John Thorpe: Mr Mbugua, I've been hearing accusations
of favouritism - and that you've employed friends and
members of your family in your service station?
Mr Mbugua: Oh, Don't pay any attention to what Abeba says,
Mr Thorpe. She’s not a team player - only interested in
herself. It would be better for her to leave, and the sooner
she leaves, the better.
JT: But is it true that you employ members of your family?
M: Yes, of course it's true. As a Young Dealer, I work my
fingers to the bone for Trident, Mr Thorpe, and I get very
little thanks for it I need staff who will work hard for the
company too, and it's not easy to find them, I can tell you. I
employ two of my cousins and a couple of friends because
I know they're hard workers, like me. What's wrong with
that?
JT: Does Mrs Mohamed agree with this recruitment policy?
M: I haven't asked her. Anyway, I don't think Mrs Mohamed
is interested. Her big development project is far more
important! I get absolutely no support from her, or from
the company, for that matter. Other companies look after
their dealers much better. I have to do everything myself.
Everything!
Part 3
Mrs Mohamed: Thank you for taking the time to see me, Mr
Thorpe, I really need to talk to someone; I don't think I can
go on much longer like this.
John Thorpe: That's what I'm here for, Mrs Mohamed. The
more you can tell me about the problems, the better - and I
promise I'll do my best to help.
M: Thank you. It's just -1 always wanted to become a sales rep.
But it's turned into a nightmare. Mr Wambugu, the District
Manager, delegates everything to me, and I just can't cope.
He gives me impossible deadlines, then blames me when we
fall behind schedule. And that means I have no time to visit
the dealers, so they're not getting any support.
JT: Yes, I've just been speaking to Mr Mbugua in Witu.
M: Oh, don’t talk to me about Mbugua! The man is a monster!
The way he treats his staff is a disgrace, especially the
women!
JT: So how did he become a Young Dealer?
M: Didn't you know? He's Mr Wambugu's nephewl I tried to
stop his appointment, but there was nothing I could do.
I think Mr Wambugu got to hear about it, and he's never
forgiven me. I think he's giving me too much work because
he hopes I’ll quit.
Discussion and role-play
1:39 Students work in groups of three
to compile a list of problems and possible solutions. Elicit
some brief oral feedback from different groups, then play the
recording. Assign a clear time limit for students to discuss th
implications, and to decide what concrete steps to take.
RECORDING SCRIPT
1:39
Mr Wambugu: Mr Thorpe, this is Mr Wambugu. One of my sa
reps, Mrs Mohamed, has just handed me her resignation. I
intend to promote Mr Mbugua, currently the Young Dealt
in Witu, to the position of sales rep. He is a hard-working
young man with energy, ideas and enthusiasm who will
do well in the job. As you are no doubt aware, I need you
to authorize this appointment with the HR department
in Nairobi. Personally, I think Corporate should stop
interfering, and let us Kenyans manage our own affairs.
However, since that's the procedure, I would appreciate it
you could deal with this matter as soon as possible.
Ш Reshuffle students so as they are working with different
pairs. Tell them they are going to hold three meetings betwei
Mr Thorpe and the three employees concerned, one after tin
other. Students decide who is going to play which role in eai
case. Monitor as they are talking, noting down any strengths
in their general language performance, to give as feedback a
the end. In whole-class feedback, share information on wha
happened.
60 TheBusiness
Review 3 and 4 answers
Review 3

3 Quality
1	struggle to keep up
2	take something for granted
3	make something a number one
priority
4	fall into a trap
5	become an end in itself
6	appeal to a person’s aesthetic sense
7	get the job done
8	adopt TQM or other quality schemes
1	Check the packet.
2	Begin by fitting the wooden pegs in
the four holes in the ends of each
shelf.
3	Screw the five shelves to the side
panels, with the shelf edges towards
the front.
4	Slide the back panel into place in the
grooves at die rear of the side panels,
5	Fix in place the top and bottom
panels with the correct screws.
Review 4

1	Can I have a word with you in my
office?
2	Do you have any idea why it
happened?
3	Do you realize what could have
happened?
О
consequently: therefore
due to: because of
in conclusion: overall
moreover: in addition
The new words make the text more
formal.
a 1
b 2
c 5
О
1 meeting
2 expectations
3 specifications
4 tolerances
5 fit for purpose
6 performs
7 lean
8 waste
9 procedures
10 compliance
11 standards
12 defective
13 damaged
14 reliable
4 Feedback
1 touchy-feely
2 hard
3	greater / sum
4	commitment
5	accomplish / achieve
6	buy into
7	overcome / shortcomings
8	held accountable
9	temper
10	start / scratch
T aggressive / impatient
2	cooperative / helpful
3	charismatic / motivating
4	obsessive / stressed
5	individual / unpredictable
1 improvement / faults
2 practice / standard
3 specifications / requirements
1	is that machine serviced
2	is it being serviced
3	has it been serviced
4	was it serviced
5	was it being serviced
6	is it going to he serviced
7	it could have been serviced
8	it should have been serviced
1 h
2 d
3 a
4 c
5 e
6 g
7 f
8 b
1	e
2	f
3	d
4	b
5	c
6	a
7	g
Referring to graphics: 1 e
Digressing: 6 a
Restating / Reformulating: 3 d
Emphasizing: 7 g
Checking understanding: 4 b
Ending one point: 2 f
Moving on to the next point: 5 c
1	meet a deadline
2	set a target
3	fix a date
4	miss a deadline
5	achieve a target
6	stick to a budget
7	establish a timeframe
8	reach a milestone
1 should have done
2 couldn’t have done
3 would have acted
4 might have been
5 ought not to have paid
1 had been / would have acted
2 hadn’t been I would have been
Other modal verbs: could, might
Business 61
/:/:ЙЙЧ'" ?> / /	' 'С::/-.?. ЙЙ/.Й/ЙЙ®
:.. ’Sgps his unit deals wi th the related topics of sales andmarketingcSelling is best seen as
;;Й??й Ageing iorTe ’element of marketing,.alongside other .elements such ^advertising,: public. .
ййй H:h'relat]bns;;direct>maitand prdmotibd (cdm’pefi.tidns/.spbrisorshipibrochures,- websites,- h
• exhibitions and trade fairs, etc.). Selling is the final link-all the other elements pf marketing '
may ii4i ease awa'eness and interest ana move the p/ospect closer to thc,npi,r. of trurci'ase,: A-?
out it is thr- peiso"ai contact between sa'.esperso-i ano riisiome' tinat ?irf..a у pro-;:...crs .
^:»:.@siness.pphgcrp:i?--|t;p-<fihpt;;-prpp®j4,!hgy;5;g?^
p Of;course, many things contribute to sales success, not just the.effertiveness cf the . .
/-' salesperson-Theiguality of the product (ard its price) are c early going to be ve-y important .
!' factors. pl?vertheless, selling makes a big difference, particularly in more commoditised areas ’’
of'business vvhrire product's are all.sim lar. This short imrodi.ctlcn will c.eai witn selling rather ?;
than marketing (which is introduced in the'marketing mix'text in 5 2), й ’
;• /What makestaxustomer say.of one salesperson (but not another);.'They and their company 
are good people to do business with'7 A successful salesperson needs to be:	'
•	Knowledgeable (of the castor ер and their needs, cf the p'cdi.cts Leino sold, arid of.the
/ШйТпЙМгУагЖесЬп1сакагёа);^
уй» hErripathetic'(able;tbisee;thihg5:frQm.the/cLS^
•	V.'s i)ly well prepared, u'yam'zed and we. -presc-.tcd to inspire confidenceimthe other Й '
/'. AA/perSOhB?
i ; Reliable (tney phon? oack when they say. they.will),?	у.-.	?:?'?Ч.:?:й?й/й:-тй
^8^/"iHeki}iilK.(a^fe&tespphd.tb;;di^ging;cuftomdfneeds.ai^:offgfita1jp
 / .•	• ГЙ;	'? f'	-/• -. '•')::. / A?-A	' ?)?..;: " ?.	•.’•? pA	' й'.’. ?/  i'A A	'' < - ??; ./	?  W:	?v'	 A	г.й.к A j;?: рй	? , ??	?. А -A?А у
And in.modem bi.isinp.ss an aggressivei'hardiseli’iappfbach'rareiy works -customers -are too	:
aware of the techniques and feel they are being pushed into a decision before they are ready
; iNowadays se.il Ing js :rnpre?about;uhderstahding customer needs, addressing be ti'. positive: a nd.,?:
A negative sines of a situation/(customers know ’that no product: is perfect),>md then helping .
Й:- .the:cummer to make a.decisio--.	йййй"?I"i::l:l:::::’it-??:
Лй	-.с .cy.,	•• i	. i-\ .1-	f-,	\
 й-й:-й 	>7?>;	:-:V' Й?-’й йкЙ-:' '; '‘  •	' • :й'\i;' <?..i^i?''>?.<i: ?’ <•?:-??.? '.::<'д.й :.-. <:?'• 	:й?> . i’ >:/..' • {(•/'fY''4
What can be said about 'sales techniques', i.e. the dynamics.of the face/to-face.meeting
between saiesoersnn and customer?.The,following..are important:.:????.;=.'-??'?'?' :' й;’::-.’.;-. '-
Reseamh the сотри чу beforehand .А:?:'?'::': й
« iiy to ioentwyt-.e ai-hemr.t roles in the company: who is ti-e dccisio-1 Taper? w:;,esc agvice :
?: .;/?^	be.'actually using, the product?These may=|i he differ ent
::-?i;f::;-pepple;::ййА?й.:’;?:?
• Have 'big ears ,-r.d a small moi.tr-'. Ask lots of questions to discover the customer's r.ecds,
jAW^Tim^kflbWlbd^tisijaiimajpntbmpfetitjyp’adyantageAjtiisgU^aSiimpqrt^
the product.o' 'ts p-;cc. Listen aptive|y:.,focus youf-attention.on the’other pefsprj and take;;i? :
|: (? Й ? n рЬед;:А:й)::'::?:.:й; й?й|тй::?'	•? <i :ЗуА(':1йтй1й^^^^
fSji’AtptPhay^KPnefits'fwlTat^prpduptrdi^siAhpy^ijtfwiliiflXfeeiliff^i.&ett^io.P
 rather than features (what it is). A?: speed gearbox is a feature. Its' benefits .include greater Й
fuel economy, q.jicmr running at,high speed;.and .less carnage to the enghie overtime; :
Y/fA tBifferehXatefffpm the;co'rhpetit!b.n?:,f?,
Build.a case slcw'y,/based alvyays.pn-thej.indjyidual'customer's needs-father than ‘working ..I
?•’://?':
• Sell toe pr:re by demonstrating vaiup. for mor-ey (being cheap is rare'y a virtue).
? . • iv’akp ycur case:beljeVable byireferring.to some,forrn of proof: a demonstration ot the:,	-.
/; /.product, a mention/of .other satisfied,customers,citing the. results-of tests arid research,; A/т :
;/?t?usmigithb:pwprof numbers:^
,• “View objections as an opportunity-they are a sign of interest and are inevitable. X '
I Useful websites
..:A;Thefeiafpmah^,lnternet/sitKTelating:jo;-sales:and:sel.lirig?Here:ace:twp:;gbpd;.phes::ftA?^
http://www.knowthis.com/selling/salesinfa.htmhttp://www.saleslinks.com/tss/menu.htm
And after looking at'these' links, ..check- out the rest of this wonderfully idiosyncratic site; '..	-
I http://www.businessballs.com/salestraining.htm
62 TfeBusiness
5.1 About business
This module looks at the relatively new but growing
phenomenon of viral marketing. Through reading and
discussion it encourages students to consider how this new
trend is changing the face of marketing.
Internetresearch
A search for viral marketing videos will yield a huge range of
samples. It would be motivating for students to start off this
module by watching a small sample of video clips that you (or
one of the students) have found, on sites such as YouTube.
Select three that you personally like; show them to the class;
encourage students to vote for their favourite, giving reasons
to support their choices. Tell students which one you like
best and why. Students then do a similar search, possibly in
preparation for the next lesson, where they show their own
favourite video clip and explain why they like it.
Students could do this research at the start of the module, or
alternatively before the discussion activity in exercise 7.
Discussion
И In pairs, students brainstorm all the different media used
for advertising, e.g. posters, TV ads, radio ads, etc.,Students
discuss tire points in exercise 1. Spend time at the feedback
stage encouraging longer answers, to help prepare students for
the next stage.
Skim reading
О Initially students cover all of the main text, leaving the
headline and first paragraph uncovered (up to the words: Then
he waited). Read aloud just the first paragraph. Be prepared
to clarify the nature of the advert described, by drawing on
the board, explaining or miming. Elicit students’ predictions
regarding what happened next. Encourage them to guess how
many 'hits’ Robinson’s website received. Ask students to find
out and also to respond to the gist questions in exercise 2, by
reading the rest of the text. Students compare answers before
talcing whole-class feedback.
ANSWERS:
',1..,Virarweb ads:spread from computer user to compufer'user.
, 2 Advertising has shifted front-television and print media 
 to the Internet^ and has started to try to entertain its
'3 More difficult ‘
Scan reading
И Give students a time-limit of around 3-6 minutes,
depending on the group, to find the numbers in the text and
what they refer to. Students check in pairs before whole-class
feedback.
ANSWERS:
1	.. TKe amount of rhohey. Eti Robinson spien t on prodliciiiq his
•first vi deb'dip,
2	The amount Robinson's company now charges to create a
successful a du	, '	<
3	The number of friends Robinsop sent his first clip to
4	The number of hits Robinson's website received in three
months.
5	The value of the viral marketing advertising pie.
6	, The number of videos YouTube shows per day.
Reading for detail
И Pre-teach these words and phrases: negligible (para 4
- too small or unimportant to be given any attention); a victim
of its own success (para 5 - in advertising, when something
becomes too popular, ironically it might 'kill itself off', e.g. if a
fashion item becomes over-popular, people might stop buying
it); have / give an edge (para 5 - Wordlist); wary (para 7
-very careful about doing something; looking out for danger);
become mainstream (para 7 - become very common; widely
accepted). Students then work individually, before comparing
answers in pairs. Monitor to assist, where appropriate. Take
whole-class feedback.
'ANSWERS:
И T ‘2 t\ 3 F> ' 4 T S F ' 6 F
Listening
И and И 2:01 Before listening, ask students: as an
advertiser, would you prefer to use a viral ad or a TV ad for
your product? Why? Elicit students' suggestions and then play
the recording, focusing them on the gist task in exercise 5.
After brief feedback, students listen again to complete
exercise 6.
ANSWERS:
Тхёгс|Ц:5ЙЭ-й^^ йй й-й^ЙЙ'й>ййййЙВ?й
They disagree about the benefits of viral advertising. ,
Exercise 6	,	-;	ft- 'Waй;
ЙМЙёГпетЬеЙЙЙЙЙЙй
21 es s imp act :	SS?
3 small proportion ,
5 pay more attention
RECORDING SCRIPT
2:01
Elaine: Hey, Marcus, look at this viral ad somebody sent me! It's
brilliant! (laughs)
Marcus: Yeah, I saw it on YouTube. It's quite funny, I suppose.
E: Quite funny? It's hilarious! I think we should get one made
for our next campaign instead of a TV ad. People really
enjoy a good laugh, so they remember them more easily.
M: Well, personally, I'm not sure virals are really very effective.
Now everybody's using them, so I think they're having less
impact, not more.
E: Oh come on, Marcus, they reach a huge number of
households, and they cost next to nothing!
M: Well, that's another thing: apart from teenagers, I'm
convinced only a small proportion of the public really watch
them. And teenagers don't buy car tyres!
E: But they do influence their parents' choice, you have to
admit that
M: Well, yes, but anyway, just because an ad makes people
laugh, it doesn't mean they’ll buy the product. So we don't
get increased sales.
E: No, but it's all about image. A good viral ad makes a
product really cool. And remember, most people don't
choose to watch TV ads, so they just ignore them. But when
they make a conscious decision to watch a viral, they pay
more attention!
i
•’n
:.i;
The Business 63
5.1 About business
Discussion
И and И Put students into groups of three and do exercise
7. For exercise 8, students work in the same groups. They
describe an ad they like, and the advertising medium used,
and then describe why they like it and how it grabs their
attention. After sharing ideas, ask students to compose a
group statement, similar to the James Bond example. As in
the example, they should try to include three ‘ingredients',
e.g., like a piece of cheese, a good ad has three essential
ingredients: it’s smooth, full of flavour, and you want more.
It might help students to start with a simile, as in lire examples,
e.g. like a X,... Invite students to share their statements and
ideas with the rest of the class.
!OI Students work in threes to choose one of the items in the
list, and to consider a 12-second video ad for the item. They
should outline the stages and content of the video, state who
the audience is, and say how it responds to the ‘three vital
ingredients' (either their own or the ones from the James Bond
example). Take whole-class feedback and encourage students
to comment on each others’ ideas.
64 ZfeBusiness
S.2 Vocabulary
T
SUGGESTED ANSWERS
This module examines different aspects of marketing,
including the components, techniques, and sales promotion
techniques. Students extend their vocabulary in this Geld, on
both a receptive and a productive level.
Internet research
Mos/ow’s marketing filter is an interpretation of his well-
Icnown 'pyramid of needs' into a marketing field, stating
how the different motivators (physical, emotional, social,
etc.) in people’s Eves can be interpreted in marketing terms.
This research could inform students’ discussions in exercise
8, to talk about the different sorts of appeal that the chosen
products might have. Alternatively, it could be used as a
follow-on to the discussion in exercise 1.
Discussion
Ю To raise students’ interest, write up the first parts of
the sentences and get students in pairs to think of witty
conclusions, doing the first one together as a class, e.g.
Marketing is what you do when (your product)...; Business
has only two functions: ...;No great marketing decisions
have ever been made.... Then do exercise 1. Elicit some
whole-class feedback on this.
This is probably not a very coherent rnixas the customers?'?
of this type of salon probably prefer to travel by car rather ’
than by underground; it suggests that the franchise has not j
done its market research properly. _	1
This seems a sensible mix dynamic since cassette*	.J? J
manufacturers face a declining, market where, market share :
is being captured by mp3 players?This kind of distribution |
minimizes costs and allows a product at the end of its life
cycle to improve its profit margin J ~	< |
Thus mix seems incoherent since the majority of readers of
women's fashion magazines are probably not ecologists, do 1
not wear T shirts, and a re'not meg, thus excluding a large
market segment The company needs to find media which
4 Not a coherent mix, since the product is B2B, notfor the	,
:«^general:piib|lc,^and_poor5miX;dynaniicS;as.few!executi^-^4
still write business letters The company need to Conduct a
©l^fltdgstbdyifw'gre^^g^tl^h'^^'ereXs'any’fieip'a'ndS^
I MMNBHpWiMHi
5 The mix is probably coherent, as a majority of football'f	:
fans are male, i e the same segment of the population as
most video gamers (teenagersand young men) and buyers
(fathers and grandfathers).	-	,
2
'3
ЕЭ Students read the questions and try to predict what they
think the answers might be. Put any suggested answers, even if
partial, on the board. Students read to check. Take whole-class
feedback.
ANSWERS_______________________________\
Listening
Ю and IS! '© 2:02 Students match the terms in exercise 4
then check their answers in pairs and as a whole class before
listening (exercise 5). Pause the recording after each speaker.
With lower-level learners, give them a few seconds to compare
answers at this point, repeating this procedure for each
speaker. Monitor students during and after the first fistening,
to see if they need to listen again.
1 Price, Promotion, Product and Placement( -1л -	~
2;: Customer Solution, Cost, Convenience, Communication •?
3 -how well the components of the mix blend together ,>..f <
4: : bow'the mix'must be adapted to'changes in the.business ?
environment, the organization's resources and the product:
life cycle 7 -	'

Discussion
ЕНЭ Do the first example together, before putting students in
pairs. Monitor during the discussion to ensure that they are
using the relevant terms from the reading and applying them
correctly. Take whole-class feedback on some or ail of the
points.
Exercise 4 г. - t ’1
1 e- 2 a 3 b, 4 f 5 d 6c
.Exercise.S'
1 advertising	~	>
2 direct marketing -
3;ae:ifiarketingA??fj;i^^g|s^^?SS
4 undercover marketing J* ।
5 publicity * :	» Ж ' ’
6 viral marketing,	vl”J
T%4 Business 65
5.2 Vocabulary
RECORDING SCRIPT
2:02
Speaker 1
Determining market segmentation is essential when
using media like TV. Football matches guarantee a large,
masculine audience; every four years the World Cup attracts
an average 90 million viewers per match. It’s the perfect
opportunity for advertisers to try to flood the market with
razors, deodorants and sports shoes.
Speaker 2
Entering a new market often means a 'hard sell’. If you want
to promote your new alarm system to companies in Eastern
Europe, don’t waste money on TV or newspaper advertising:
conduct a market study to identify suitable targets, send out
a mail-shot, then call any companies who show an interest
in your product.
Speaker 3
New technology is providing new promotional tools; sellers
can use electronic databases to select suitable prospects,
then address a personalized sales pitch by email or SMS.
These techniques are often combined with telemarketing.
Don’t be surprised if the email you received about investing
in a timeshare apartment in Spain is followed up a day or
two later by a call on your mobile inviting you on a free
holiday!
Speaker4
In many western countries, tobacco and cigarettes are facing
a declining market Advertising is strictly regulated, so even
market leaders have to resort to stealth tactics like getting
their products in films. Smoking is all about image, and the
subliminal messages delivered by Hollywood movie stars are
strong motivators.
Speaker 5
A movie is a product with huge development costs. In order
to guarantee successful box office, DVD and TV sales, it is
crucial to capture market share in the first days after release.
Producers encourage rumours about the love life of their
stars in the weeks before they bring the movie to market
- nothing attracts public Interest more than a little scandal!
Speaker 6
A little market research soon demonstrates that one of the
best ways to develop a niche market like skateboarding
accessories is by releasing games or video clips featuring the
products onto the net. Teenagers circulate them to their
friends - it's a perfect 'soft sell' by word of mouth - or word
of electronic messaging, to be precise.
И Higher-level students can attempt this exercise without
die alternatives, covering the list of possible answers with a
pen or pencil. After completing and checking this exercise,
students record the collocations in their notebooks. Encourage
them to use a mind-map, around the central word ‘Marketing’.
Students could group the words depending on whether they
are noun phrases, e.g. market leader, or verb phrases, e.g.
bring a product to market. If students are unfamiliar with this
technique, write it up on the board.
| ANSWERS?: ’ -у	< ,
::1:, segmentation ;
। 2. declining ,	,
3 niche	
4 share '
:?S/vreseafcife:	V/T
6 study
7 'eaaer
Ш>1с^^
: 9 bring	 :f Sp??;T<
10 enter т? 
FURTHER PRACTICE
Ask students to translate the sentences into their first
language, in pairs where possible. They may find that there
is no short equivalent in their first language, in which
case they should use a phrase. Students then underline
the target phrases which are now written in their first
language (the words which were gapped in the original
exercise). Students close their course books and, reading
their sentences, translate the underlined words back into
English. Higher-level students can try to translate back the
whole sentence.
Discussion
Ю Write the techniques on the board, e.g. BOGOP, loss
Leaders, tying, etc. Students work in pairs to see which ones
they already know. They check their understanding with the
book, and complete the task in exercise 7. Take whole-class
feedback and ask students to add these terms to their mind-
maps (see exercise 6).
1 This is cro of the most effective ’.vays of iHCrr-.i'.inc; <.|!?<
. .. volume, for all sorts of different product-, - anythint; from. .
soft drinks to mobile phones. The idea is to persuade
’ . customers to purchase two1 items at a;50% discount.
; Because there's no reduction in the price for one item, '
the apparent 'full value’ of the product is maintained
So customers have the impression that they're getting
1	me!h;ng ’for free'. IУi?;	T Й
2	Inkjet printers are a good example of loss leaders. The J
 actual printer is 'sold so Cheaply that the manufacturer loses
money on it-but the customer is then forced to buy that
manufcctu’cr's Ingh-priced ink i..rtndges and special paper.
3	lying is often seen in electronics, in video games, for
example, where games cotnoi. . will, only fun software?’-:'
licen'ed by the console manufacture!, so custorrers aie
forced to buy their games and nobody else's -
,4 Cashback is a term v/hich Is used in various contexts to refer
.to scherpes in which .customers receive money, in the form
of cash or otherwise, during transactions in which the main
; , movement of money is in the other direction. For example, ,
: -. some big chain stores have a debit card which: allows .	
shoppers to receive cash along with their goods svhen they
.pay by debit: card.: And some creditcard companies have : . ?
’? : a similar credit card/where they pay,the customer'a small.:,
/.. ' 'amount for each .Use of, the card.,Then of course there,are"
-i. the rebates that customers get with loyalty prograrns or by
sending receipts or proofs of purchase to the manufacturer
-the kind of thing you often find op cereal packets or ' ’
'chocoiatebars..-
5 Bundling involves offering several products for sale as ' '
one combined product-. This strategy is.very common in: ,: /;•.
tile software business, where for example you can bundle
a word processor, a spreadsheet, and a database into a ’< i)
single office suite - and in the fast food industry, in which
multiple items are combined into a complete meal; .
El Students first work alone for a few minutes. Remind
them to reflect on exercises 2-7, and to try and use new
concepts and lexis from the module. Group students into
threes to discuss their strategies for all three mini case studies
allocating a time-limit. As they are discussing, monitor and
see which group has the best ideas for which case. Towards
the end of the discussion time, tell individual groups which
ease study they will be giving feedback on to the class: 1,2
or 3. Hold feedback and encourage students to react to each
others’ ideas, e.g. are the sales promotion techniques used
appropriate?; is tire mix coherency logical?, etc.
66 rteiBufisaess
5.3 Grammar
This module focuses on the use of question tags to make
conversations more interactive and, more specifically, to either
check information or to persuade. It also looks at the use of
negative questions, for suggesting and persuading.
.Internet research
A search for how to close a sale will yield several sites giving
very practical information about how to get a customer to
commit to a purchase. Some of the sites give very general
points such as: get respect from your customer, and give
effective presentations. Some give very specific tips: try to
create a sense of urgency by telling them that the offer is
about to end; once you hear a buying signal, stop trying to
sell. Encourage learners to note down the more concrete and
specific tips for an information-sharing activity. This research
could be done at any point in the unit, or even at the start as a
lead-in activity'.
Test yourself: question tags
Start by asking different students some natural-sounding
lag questions, e.g. You come here by bus, don't you?; you’re
going away soon, aren't you?; you’ve already handed in
your homework, haven’tyou?; it’s your birthday soon,
isn’t it?, etc. Students then try to recall as many of these
questions as possible. Write these on the board. Elicit the
grammatical name, and the purpose: to make communication
more interactive and to check information. Students read the
part on question tags in the Refresh your memory box, then
work alone to complete exercise 1, before comparing answers
in pairs. Check answers in the whole class, eliciting from
individuals and ensuring that their pronunciation sounds fairly
natural. All.of these question tags are likely to have a falling
intonation, as they fulfil the function of persuasion. (Exercise
4 focuses overtly on pronunciation.)
| ANSWERS!
т don'tthe
3	don'tthey? ;
4	will it? . <	<
5	would you?
6	didn’t We?	v	x
7	wasn't she?
8	should I?
H Students work alone, then check in pairs and as a
whole class. Elicit the purpose of using question tags here:
mainly to persuade, therefore with falling intonation, except
for examples 1,2 and 8. If students seem unsure or would
like extra practice, work through exercises 1,3 and 4 in the
Grammar and practice section (pages 124-5 in the Student's
Book, answers on page 117-18 in this book), either in class
time or as homework.
Test yourself: negative questions
О Students read the relevant part of the Refresh your
memory box and read the first example in exercise 3. For
variety, manage this exercise as a pair competition. Mix
students up carefully so that stronger and lower-level students
are together, then hold a race. After talcing whole-class
feedback, students go through the same exercise in pairs,
saying the uncontracted form. (This form can be used to give
more emphasis, so is a useful linguistic strategy in marketing).
For further practice, students work through exercises 5-7 in
the Grammar and practice section (page 125 in the Student’s
Book, answers on page 118 in this book).
2,-;. Wouldn'tIt"
3 Don't you '> -,i r
.•4k/tfen'tyou-
6 Isn't'
:.7 i-Haye you"
: 8 Don't you’
9 Didn’t they'1
Pronunciation
Ш and S3 2:03 Students often experience problems
either hearing or producing the correct intonation in question
tags. Be prepared to play the tape again in exercise 5, and to
re-model and drill the example sentences yourself.

Exercise 4
•Iinformation b agreement
Exercise 5	* c,. '	
1	rise	’ 1	
2	fall
RECORDING SCRIPT
%) 2:03
1: You don’t happen to know how many you ordered last year,
do you? [rise]
2: You don't really want to run out of components, do you?
[fall]
О © 2:04 If students need more support, write up the first
two examples from 2:04 on the board and elicit whether this
is for getting information (I) or persuading (P). After listening,
students compare their answers and try to say the correct
version. Monitor to register how difficult they are finding this
task. Play the recording again, but this time let students read
the transcript and see the arrows. Drill students if appropriate.
ANSWERS:
11	2 P 31	4 P 5 ? G I 7 P 81
ANSWERS '
1 b 2c 3 a 4b 5 c 6 a 7 c 8 c
yAcBuainess 67
5.3 Grammar
RECORDING SCRIPT
2:04
1:	You don't happen to know how many you ordered last year,
do you? (rise)
2:	You don't really want to run out of components, do you?
[falll
3:	You couldn't possibly give me an order today, could you?
[rise)
4:	You can't afford failure, can you? [fall]
5:	You'd agree that everybody needs to know how to use the
system, wouldn't you? [fall]
6:	You wouldn't have any idea how many people need
training, would you? [rise!
7:	You really should upgrade your software regularly, shouldn't
you? [fall]
8:	You haven't upgraded to the new version yet, have you?
[rise]
Ю and Give students time to consider both the form
and the pronunciation individually, marking the intonation
with arrows. Students compare answers in pairs. Before
starting exercise 8, do the Erst example together, eliciting the
appropriate intonation and response. Then pairs practise the
others. Monitor very tightly, giving particular attention to
individuals’ pronunciation. If students need further practice,
refer them to exercise 2 in the Grammar and practice section
(page 124 in the Student’s Book, answers on page 117 in this
book).
ANSWERS:
-	?.A AAA.AA:,t ч\А:АА.;А'
1	could you?
2	could we?
3	don't we?
4	doyou? . .
• 5 did you?
6	didh't:	i А'аШ tИ-'И '
7	is there? . A.	A
8	could you?
Exercise 8,	;	1	‘
5 rise 6 fail 7 fail 8 rise ;	'	.
Listening and speaking
Ю and ф 2:05 After establisJiing the rules, let
students hear the recording again, then pair up the students.
Lower-level students work in fours, with two people acting
as salespeople and two as customers. Students initially use
the same example (car), and talk for a minute. Write up
other possible products on the board, e.g. television, annual
subscription to a gym, for students to discuss in the same
way. Monitor and record any problems relating to the target
language, for delayed feedback.
RECORDING SCRIPT
2:05
Speaker 1: You'd enjoy driving a nice new car, wouldn't you?
Speaker 2:1 probably would enjoy it, that's right.
Speaker 3:1 imagine your old car is costing you a lot in repairs,
isn't it?
Speaker 2: It certainly is.
Speaker 1: And I expect you're going on holiday soon, aren’t
you?
Speaker 2: Y ... um, that's correct.
Speaker 3: So this might be a good time to think about buying
a new car, right?
Speaker 2: Well, possibly...
Speaker 1: Because you wouldn't want to break down in the
middle of your holiday, would you?
Speaker 2: Of course not.
Speaker 3: You didn't say 'no' then, did you?
Speaker 2: No, I said 'of course'... OH NOI
1И Students to look at the visual and interpret it; a good
salesperson can sell anything, even an ice-cream in Iceland!
Remind students to use their voice effectively (paying attentk
to sentence stress and intonation), and even to consider bod}
language, to make their delivery more persuasive. Before
starting, ask three of the higher-level students to act jointly
as salespeople, with you as the customer, modelling the first
example. Give students time to prepare alone, before putting
them into pairs to complete the task. Take whole-class
feedback on two of the more amusing examples.
ANSWERS A:.	;.aAa;-a. a-A. :M'-lAgg
1 i Don'tthey deserve more than grabbing a.hamburger, or
citing a sandwich at their desks? 4 \	‘ ,
: 2 Haven't they earned the right to sit down to .a proper, rnep
AA/iri'ATestaurant?lii^^.AZ’:^i^feki^rli(;&;;Y^AA Ally.ШАй
 3:!.lsn!tthere a better way to keep them.satisfied and / : .
motivated all afternoon?.
4 . Don't yo.u know. that, not beingable to eat properly is' one
f.;;; :.tof:.tha m.aihYeasons.staff.quit their jbbs?.'.!.A .aA<;,> A;A/>
,5 . ..yVouldn't your staff appreciate receiving luncheon vouche
; as:partpf theij;:cdmpensation7.-:,?^):i§&‘
.6 Wouldn't you like to। actually save money because lunchet
vouchers are tax deductible?,
:7A Wonh it be nice to do something positive for every । " ai-i
: employee?,’
EH With lower-level groups, allow them to work in pairs
initially to choose one of the items in the list, and to prepan
together. Encourage students to think of at least two negatit
questions and two question tags, which they can write dowi
if they need to. Then put students into new pairs, to persuai
each other in turn. Ask students to write their dialogue dow
for homework, to consolidate.
ANSWERS:	aaAa A.AA
Exercise 9	, -,
Ope person is the customer The selleis have to persuade
the customer to buy something by asking tag questions, The
customer mustn’t a nswer yds of nr.. A A., A   A. \
60 jfAeBusiness
5.4 Speaking
5.4 Speaking •	,	 .
dealing with objections
This module focuses on how to deal effectively with objections
when trying to sell a product to a customer. Students focus on
specific language and techniques useful to win the customer
over.
Internet research	<• л
Before doing the search, students work in threes to brainstorm
their top ten pieces of advice, written from the point of
view of a company. Students then do the Internet search
individually. A search for how to make customers love you
will give various sites with useful suggestions, ranging from the
correct way to deal with angry customers to keeping your staff
happy, making your website customer-friendly, and how to
use promotional products effectively. Ask students to go to at
least three sites before choosing their top ten ideas. They then
return to their original groups to compare lists.
If this area is particularly relevant to your students, ask them
to create a group list for a wall display, including a brief
explanation for each of their points. This research could be
done at any point in this module.
Discussion
Я Before this discussion, make sure that students know the
following words or phrases: objection (statement or feeling
of disapproval or disagreement); the competition (your
competitors in the market). Elicit the meaning of sentence 4,
i.e. if a customer objects to a product, then this is the time to
try to persuade them. After comparing their opinions in pairs,
get feedback on the most interesting and controversial points
as a whole class.
Listening
H Ф 2:06-2:08 Before listening, clarify points b and
c, give in to pressure (as a seller, when faced with lots of
objections, you stop trying to support your product and give
up); overreact (you do not react calmly and professionally to
your customer, possibly becoming angry). Having played the
recording once, ask students if they would like to hear it again
before taking feedback.
| ANSWERS:
a . Salesperson 2 criticizes the competrtion. 1’-.
b Salesperson 3 gives in to pressure.	" '
c Salesperson,.! oyerreacts-and threStensThe customer.
RECORDING SCRIPT
2-.06-2-.08
1
Customer: Listen, your proposal looks great, but I just don't feel
ready to take the plunge!
Salesperson: Well, if you don't sign the contract this week. I'll
have to bill you for the study and the plans for the pool.
C: Bill me for the study? You never mentioned thatl
S: It's in all our literature. Look, here, in the small print.
2
Customer: $32,00071 How do you justify that?
Salesperson: Simple. To develop software as good as this, you
need the best engineers,
C: But I've had another quotation for less than twenty
thousand I
S: Well, you know what they say; if you pay peanuts, you get
monkeys!
3
Customer: Can you give me a discount?
Salesperson : I'm afraid it's not our policy...
C: Oh, come on! I used to work in a health club, so I know you
can if you want to.
S: Well, perhaps a five per cent reduction ...
C: Ten per cent. Take it or leave it Now, where do I sign?
2:03-2:11 Give students a few minutes to read the
descriptions. Ask students to work in pairs to interpret them,
and to try to give examples. Listen to the improved versions of
the dialogues.
ANSWERS;- - 	Ц
, T Use the 'feel, felt, found' formula to answer objections
- conversation 2	? J! ,	”i
2 Redirect the objection to obtain more information
3 'Welcome objectionsand try to establish agreement
RECORDING SCRIPT
2:05-2:11
1
Customer Listen, your proposal looks great, but I just don't feel
ready to take the plungel
Salesperson: I know exactly what you mean. It's a big decision
to make, isn't it?
C: Yeah. I’m just worried that I won't have enough time to do
everything.
S: Oh I see. Finding enough time is always a problem, isn't it?
C: Yeah. Things are busy at work, and I don't have time for the
garden, let alone a pool.
S: OK. Well, I understand. We all want to get a product we can
actually use, don't we?
C: Sure.
S: So, if we include the automatic chlorinator and robot
pool cleaner options, I can guarantee that you will spend
less than ten minutes a week on maintenance. Are you
comfortable with that?
2
Customer: $32,000?! How do you justify that?
Salesperson: I understand how you feel. Like you, a lot of our
customers felt that this was more than they wanted to
spend. However, they soon found they were saving money.
After you start using the software, you'll reduce your
operating costs by 25-30%.
C: As much as that?!
S: Yes, more in some cases - but that's the average saving.
Have I answered your question?
3
Customer: Can you give me a discount?
Salesperson: Well, I'm glad you asked me that. Our philosophy
is that if we gave discounts, we'd have to compromise on
quality and service - and I'm sure you'd agree that would be
a mistake, wouldn't you?
C: Yes, I suppose it would.
S: So tell me, is the membership fee the only reason you're not
ready to sign up now?
C: Yes. I've just bought a new car, you see.
S: Right. So, if I could postpone your first payment to next
year, would you be ready to sign up today? Would that
make sense?
i^and О As a change from listening, students could check
their answers to both 4 and 5 by reading the transcript on page
139 in their Student's Books.
//«Business 69
5.4 Speaking
J understand how you feel I ike you, several customers felt j
Ithatithis was’morelhan they vyanted^tp spend,-Ho,weverz.they../‘
soon found they were saving money, '’,r	> .	
So te)| me is the piembersfiip fee the only reason you re not
ready to sign up now? '	v i _	’ ''
So, if I could postpone your first payment to next year, would
you i:r> re ady to sign up today?	,. ' . .	' ?
fi;kpt^:exactly:;whht:ydu:nieari^It's:a:bjg:deci^qri,to::make;lsn'y!;
I understand We all want'to get a product we can actually use,
don’t we?	•
'£kefcise<5'-
Are you comfortable with that?*	‘	'
hfaye:ihnswerecLyoUrqudriiari?^
Would that make sense? f •' '	•
Do the first example together, clarifying who the
objections come from (customers). Students complete the
exercise alone. Ln oral feedback, elicit from students that ail
the responses are actually framed as questions. Particularly
for lower-level students, you could put the lexical phrases or
sentence starters on the board, for students to record:
You’re probably wondering what I why..., aren’t you?
Do you mean, why...?
Can you find... to...?
You are (probably) asking yourself if it’s worth..., is that
right?
Of course, you don’t really mean that, do you?
Is ... the only reason you don’t... ?
If you like..., could you make a decision by...?
Can 1 ask if there’s a particular reason for...?
И After students have read the instructions, tty to elicit or
give information about local organizations which organize
similar trips {show leaflets if possible). Elicit suggestions
regarding possible destinations, length of stay, etc. Put students
in groups of four and give them ten minutes to brainstorm
ideas. All of the group members should note down the details,
in preparation for exercise 10.
Tell students they are going to try and sell their study trip
to representatives from schools and colleges. Ask one group
a question about their study trip, e.g how long is the trip for?
In response to each point, raise an objection, e.g. most of
our students would prefer to go for a shorter time. Prompt
students from that group to give you a suitable response, e.g.
Can I ask you if there's a particular reason why? Ask one
more question to another group and similarly raise objections
and get responses. Invite other students in the class to
comment on the groups’ responses to your objections. Then
ask students to predict at least five objections to their project
in their groups. Students then practise possible responses
orally, within their groups.
S3 Mix students up into new groups of four to sell their trips
in turn, responding appropriately to any objections. In the
end, get students to identify the best salesperson and to give
their reasons. Give these people the chance to give their sales
talk to the whole class.

lb 2d 3 a 4 c 5 tj Ge 7 h Б f
EK Remind students to refer to the suggestions in exercise
6 and also exercises 3 and 4. Do the first example together,
then monitor to see if students are giving appropriate,
grammatically accurate responses. In whole-class feedback,
hear some good examples, reminding students to pay attention
to their pronunciation. Then students work with a different
partner to respond to the salesperson in each case.

1 , Is the freeze the only reason you’re not ready to order , s
2 1'n, glud you mentioned that It's difficult to understand
f why one supplier is 20% more expensive than another, isn't
it? But have yon asxed yourself why there's such a large
• difference?
3 1 understand how you fee) A Jot of our customers felt the
1	same way before they tried tiie product. But afterthey
adopted jt, they found it surprisingly robust, j, {i
4	If I could show you how you could pay less for insurance on
a new car than on your old car, would that make you feel
b.'tt'.r about it?
5	-Vou’ie probably asfring yourself if Head Office might block: :;
the deal. We'll be happy to meet them and explain why it's
'  :a good choice. Are you comfortable with that? 1\
6	Da y°u mean that you'll choose the supplier who delivers
the fastest?
70 The Business
5.5 Writing
This module focuses on how to compose an effective
attention-grabbing mailshot, with a particular focus on
organization and stylistic devices.
Internet research
A search for the keywords advance fee fraud will suggest
several websites which give information on this crime. It is
essentially a type of fraud, where the victim is promised a
much larger sum of money by giving away a relatively small
sum. A simple example is when a business responds to a loan
advertisement, but is initially charged an arrangement fee. Tire
business pays the fee, but does not receive the loan. Many of
these advance fee frauds are more complicated: the ‘Nigerian
letter’ is a particular type of commonly used fraud, which
originated in Nigeria in the 1980s. Students should go into
some of the sites to try to understand precisely how this fraud
can work, later comparing their understanding and findings
with fellow students. This research could be done at any point
in the module.
Discussion
CT Students do this alone, then compare answers in threes.
Discuss any points students disagreed on as a whole class.
Analysis
El and О To focus students on organization, cut up the
letter and ask them to order it in pairs. Students match the
labels with the paragraphs. Take feedback on this task and
then give students time to do exercise 3, first initially and
then in the same pairs. Write up the answers on the board for
students to check their decisions.
О and И Write up the words A'BV brings you all the
latest business news, trends and opinions and tell students
that this sentence uses the technique of ‘tripling’. Elicit
suggestions regarding what this means. Students complete
the task in exercise 5 alone. After feedback, they consider if
this technique is used in their own language as a technique in
marketing. Students work in pairs on exercise 6. Monitor and
assist where necessary, and in whole-class feedback just select
some of the responses, as this exercise should not pose many
problems.
ANSWERS/ SUGGESTED ANSWERS:
Exercise 5 - V -	,	5 , \	’	'
Watch,.listen and read-verbs 4 t	'
on DVD, in the car, or on your PC-preposition i-roun
|who'e4ej^odtprey:wherdver,you®e?and;whenever:youvvants
-conjunctions
lLJodirig corrip^tiTs, l:irge, medlum'and sniall - TdjectiveS;.--’:' : ''
Exercise 5 ,
’l students, teachers arid writers ,
2 fitter, healthier and stronger! , , .	;
3“ improve productivity,savettime and increase profitability,,
4 plan, prepare and deliver	< л7 г I 
5 improved handling, a redesigned cockpit and a host of J '
In lev, than an jibut you’ll be able to stnrttisirigjT :
Homearchitect® software; in less}than a day you'll be?;''.
designing your own interiors, and in less than a week you It
 be producing, professional quality plans and blueprints. ...
t7 save for a new'house, plan; for your retirement and take
advantage of tax deductions. <l-r- “	'
. 8n hov)jto:hahdle'.difficultcustomers;.how:torieal with^fti
complaints and how to build customer loyalty
FHit Students work in different pairs to do this task. Early
finishers write two additional sentences for the class to identify
in the same way, at the whole-class feedback stage.
| ANSWERS:
1 Hook'
2 Action‘
3 Credentials
.AfArtianWS;
s Но°Ш18
6 PS
7 Promise
8 Benefits
The Business 71
5.5 Writing
Writing
И and О Before class, cut up some cards and write one
product from the list onto each card. You may need to think of
more products if you have a large group, e.g. a luxury pen; air-
conditioning system, etc. Put the students into groups of three.
Shuffle the cards in front of the class and ask one person from
each group to select a mystery product. Break down the task
stages for the class, putting the details below on the board. If
possible, put the actual time for each stage, e.g 9.30-9.45.
Stage 1: Brainstorm ideas: 15 minutes (see exercise 7)
Stage 2: Write your mailshot' 10 minutes (write one copy per
group)
Stage 3: Review your mailshot: 5 minutes (check for
accuracy, organization (see exercises 2, 3, 4) and style (see
exercise 6))
Stage 4: Rewrite the final version: 5 minutes
И Make copies of each group's mailshot for the other
groups. Write the product headings on the board. Ask students
in groups to read all of the mailshots and to choose the two
most convincing ones, giving two points for the first choice
and one for the second. In whole-class feedback, add up the
score for each product: the one with the most points is the
winner. Elicit what was successful about the winning mail-
shot, ensuring that students individually receive a copy of this
example.
:i
EXTENSION ACTIVITY
Collect in sample mailshots from each group and use these
to gather examples of sentences which are good for the
genre, either linguistically or stylistically. Alternatively,
if there are several problems, select words, phrases or
sentences which need correcting from different texts.
The problems may be related to accuracy, range, style
or discourse. Copy about ten sample sentences on to a
worksheet, with an indication of what the problem is, e.g.
write ‘gr’ or ‘grammar’ if there is a grammatical problem
next to the error (also *sp’ (spelling); *ww’( wrong word);
'p’ (punctuation), etc.). Students work in pairs to identify
tire problems and to correct or upgrade them. Finally, work
through the worksheet as a group.
72 The Business
5.6 Case study
ANSWERS:
Tills module prepares students for a negotiation, and in so
doing draws together elements from the earlier grammar and
speaking modules in tliis unit.
Internet research
A search for future of mobile phones gives several sites
detailing what mobile users can expect the future to bring.
For example, the push-to-talk (PTT) concept will enable
phone users to use their mobiles like walkie-talkies. Other
possibilities are the watch/phone combination, already a
success in some parts of Asia. Some of the developments relate
simply to improvement of current features, e.g. a battery which
will last considerably longer, or higher-resolution cameras.
Let students discuss their findings in groups of four, writing
their two most useful and two most useless applications on the
board. Then students take a class vote. This research could be
done as a foDow-up exercise at the end of the lesson.
Discussion
И To motivate students, dictate the following questions:
when do you think the first hand-held mobile phone was
marketed? how much did it weigh? how much did it cost?
Students decide on their answers in pairs, then open their
books to find the answers and to discuss the two questions in
exercise 1.
Reading for implication
Ю Set the scene for the reading: this is a courier business
in Korea, and one of the couriers is called Jung Jun.
Students read the text and respond to the four questions,
before checking their answers in pairs. Prior to whole-class
feedback, put students into groups of three, and then assign
to each member of the group one of the three roles: Min Su,
Thomas Ibanez or ‘narrator’. The narrator should read all
the text which is not direct speech. Ask students to begin by
underlining their ‘part’, and when ready, they read the text in
their groups.
ANSWERS;
1 Thomas Ibanez Is frustrated because he can't contact Jung • ’
2;
3
Jun, which makes it more difficult to run the delivery
service»/ <'	r>’~	Й
TrijJhmwyrier/busirie^j'timeJsmqne^BetSuse/cust^bri^s
pay for fast delivery of urgent packages, and the faster a
,d riyerjddjiye'rij She; mb^cuStbmers;^e;c§n;ymve|;!^^^ij;
Jung Jun's phone is on voicemail, perhaps because he has a
battery problem, or ha has switched it off while speaking to
□ customer or while having a break, or because he is out of j
range of a transmitter,,or because It hasbroken down//'
Mobile phopeswith geopositioning would mean the office
would be able to know exactly where drivers were at any'
moment, -	<	'
4
IsiU Elicit the currency in South Korea; ‘won’fexchange
rate approx. £1 sterling = 1.85 South Korean won). Remind
students who Backchat Communications are, then let them
read the advert and answer the three questions, before taking
whole-class feedback.
i-Vv Because-they haye.fcnger'line:rehtblSmSahd'jf^lu&jmbfe'
sophisticaten handsets.	>/	'///у/
2 . Because it nelps them to manage their future cash, flow./
3 a The Hi-tech plan, if they need geopositioning.
b and r All opinions are possible.
Listening
El 2:12 Give students time to read the notes before
playing the recording. Let students compare their answers and
monitor to see if they need to listen again. Hike whole-class
feedback.
Customer~Seouf Deliveries*-	 */• ", S
Contact nametThomas Ibanez Ц	| I
Position Office Manager -	*	~	5
Approx, number of Units required. 200	' \
'User profiles and needs:/ K'# /<,//’’ •	\
1 Adcnm staff-wouid like Bluetooth headsets ,,
_ Managers - need email t
', Drivers - management want to motivate drivers with
. something'more sophisticated ,	* '"
- Possible objections: Drivers may abject to tne geopositioning=:
system
'.(remind them about the mp3 player and TV)	
Nlanageis may object to drivers vjatching TV and playing
Video games	<•	*
RECORDING SCRIPT
Ф 2:12
Assistant: Mr Lim?
Lim: Yes?
A: I just had a call from Seoul Deliveries, you know, the courier
company?
L: Yes?
A: They're interested in mobiles for about two hundred staff.
L: Are they now? Hm, we’d better send somebody to see them.
A: They said they'd like a proposal by fax.
L: Well, yes, but we need to know more about their needs
before we can write a proposal, bet me note this down.
Who's in charge over there?
A: The Office Manager is a Mr Ibanez. He's French, apparently.
L: Ibanez. Right. Two hundred, you said. Do we know who
they want the phones for?
A: Well, there are three categories. Drivers, managers and
admin staff.
L: Admin staff? Why do they want mobiles?
A: Well, it seems they have to move about a lot between
different offices. They only really need to call the drivers
when they're out on the road, but they take a lot of
calls from customers, and they like the idea of Bluetooth
headsets so they can work hands free.
L: I see. Yes, that makes sense -1 can imagine it would make
their Ilves a lot easier. What about the managers?
A: They seem quite keen on Blackberries. Email is very
important for them.
L: Good. They'll need the high-tech price plan then. Do you
think budget will be a problem?
A: They didn't say.
i • Good. We can try to sell some longer contracts — we need
to secure our future cash flow, even if we have to give
discounts.
A: They did say they were interested in giving the drivers a
sophisticated phone to motivate them.
L: Sounds better and better! And the geopositioning system
would be really useful - then the office would always know
exactly where they were.
A: I don’t know if the drivers would like that very muchl
Business 73
5.6 Case study
t; You're right, HI make a note - we have met some resistance
in the past But generally once they find out there's an mp3
player, and they can also have TV to keep up with basebail
and soccer games, they're happy.
A: Hm. But I guess the managers won't be very happy if they
think drivers are wasting time watching TV and playing
video games!
L: Well, that's where we come in. The sales team's goal is to
show them why they need all these features - and to try to
get some longer contracts and sell them some options too,
of course! OK, thanks very much. I'll get someone over there
as soon as possible.
Preparation
IPffi Tell students that they are about to negotiate an important
deal between Backchat and Seoul Deliveries. Write up on
the board: Aim: to negotiate the best deal at the best cost.
Elicit from students any genera) strategies they could use
when negotiating, from either position, e.g. for discount,
for free trials, etc. Split the ciass into two groups (or four if
you have a large class). Tell one group they are Backchat,
and the other Seoul Deliveries. They need to decide on their
specific negotiating strategies. When they have had a few
minutes to discuss this, tell the Backchat students to refer
back to exercises 3 and 4, to remind themselves of appropriate
language, and also how to deal with objections.
Negotiation
О and И Consider carefully how to group your students;
e.g. if you are using groups of four, it may be better to put a
lower-level student with a higher-level one, if they share the
same role. Before they start, decide as a class on a reasonable
time-limit for the negotiation. As students are discussing,
monitor to check that they are filling in the order form. If
students really enjoy the task, you could ask them to re-do the
same task with different buyers and sellers, before checking
their 'scores’ on page 115.
FURTHER PRACTICE
Particularly if you have lower-level students in the group,
ask them to write out a version of the negotiation for
homework. They should include at least three question
tags, two negative questions and two objections.
74 'rtf Businecn
6 New Business
, ' Цn this Linit the area of 'New Вusiness' is вpproachedfrom the p01 nt of view of fiqancing,
Ц but for context it is worth takmg a moment to go over the stage before that, namely the
buS|pess:plan’/Any/prQyider;of;funding Will basfctheirrdecisibnd'argely bri'tHe^'Usijfess^Sftf
₽lan> ,	\	' s i	V ~
у >	‘	8 g £	- ” ,	e ч ’	> Ss
A business plan will typically include ^3	* 1	|	~,	<//-,
'• Executive Summary: the last section you write, but the firstand most important section of.
,	MarketAnalysis:an industry descriptionand outlook,informationabout thetarget"'


market, results of any market research, an analysis of the competition s .	’ '	*
£« ’Company Description.thespecific marketplaceneedsyouare tryingto satisfy, how you•
t will do this (what will lead to your success), and typical customers that have these needs •*' '
>• Organization and Management: the company's organizational structure, details about the -
Ь'! ownership of the company, profiles of the management team, and the qualifications of’*	
the board ох director
Marketing Strategy: how you will enter the market and then'grow the business, .
I" distribution channels, communication strategy (how you will reach your customers), sales /
' ' strategy (sales force, sales calls, average value per sale, etc) '
:   Service or Product Lire: dose::ptor- of yeur service orpro;m:.t, emphasizing the benefits^;.
, to customers	'	/ л W Wh -;//'
,• funding Request: specify the amount of fundjng you are asking for (you can give best and
worst case scenarios) ,	,	, -,	>	t * < c ' ' r
:	Financialsr.forecasted income statement, balance sheet,/cash flow statement, and capital;
: /:;/w/expehditure:budgeth)\hAww/')gh<
g/ • . Appcidix: CVs of key /managers) market'studies, legal documents; contracts, name oi
lawyer and accountant, etc	>
With.a bi,sir.ess ulan, the'ent:eureneur can look for funding. Sources induce: /	.	.
//'/>. I amily arid f'iephsO'/f//;/;//;/!/)//)):;Wyli/hhcO/^F:JvS
’• Angehnvestors individuals who invest their own private capital into start-ups and small
businesses'” '	>	|	!	‘‘	‘	'
: •Venture capitalists: with more moneyavailable than 'unge.s', ithese:/a refuiktime: investors ../
vvhwho.backsmall companies that have, a high growth potential (particularly in areas like; с.;
technology, where R&D and start-up costs are high and it may be many years before any
Notice thatthe sources of funding above fail into two categories. ’Equity funding’, is where
:/;/you Exchange:shares: in the company for tr.e funding you requiid. .nvestors business angels:'
>. p and venturecapitalists— expect.this in exchange for.the money they are giving and the risk ' - 
they are taking (they won't get anything back if th.e business fails). 'Debt funding’ is where fz’'>
! you get a Ijne of credit which you have to pay back bank Ioans, overdrafts, credit cards, etc.
^;^ЙеЬ:^тг(еёЬ;5оп^5РЙ^1рй!!а^га1;(диаГап^е^Ь^г^^Сап;^^Й5;|:.регЬа^уои^^^
i house	' ч ”,	x ' „	,
it.//'/://»
The aim of equity funding is to make money for the investors,''but they are realistic and	t
know that the vast majority of new businesses fail To minimize risk they will analyse any ' j
ч new venture very closely before making a decision. What they hope is that they wilt find - ? 4
the rare cases, like a Google, where they can come in at the beginning, take a large stake, ' '-i
^^ё1р/1:1^^трапу/дг6^:;а)й®ёп)5ё^^1г^^^^^Ни^^дй^!а1ег^^5:'еХ!^;й&9уК|Д^Й
fundamental to their business model and they have no interest in being involved overihe ч4 ’
), long term- They have two options; either to make a -'trade sale' (sell the start-up to a larger .
company in the same industry) or go for an IRO - initial public offering Ip'an IPO they sell
their stake when the company is first listed on the stock market. ’	.
Useful wellsites
There are many Internet sites with help for small business This official US governmenfsite'i’-.V^
' has many useful.articles and resoutces:	/ :/<z/'t:./-/Tz)/'/^^
http://www.sba.gov/index.htmi	'	\	\ ’
 Arid ;Fis site has information specifically about funding; /. // ..;) .
http://www.business-funding-guide.com/
77/t-Bnsiness 76
6.1 About business
This module focuses on the issues surrounding die setting up
of a new business, with a particular focus on the difficulties of
getting funding.
Internet research
A search will reveal that bootstrapping business is die art
of starting a business with little or no start-up capital or
external funding. Some sites refer to well-known examples
of successful companies which initially bootstrapped, e.g.
Hewlett-Packard, Walt Disney and Dell Computers. Ask
students to find out how to bootstrap, and also to find any
other examples of successful bootstrappers. They can then
share their information in groups.
Ideally, students could do this research before the reading
(exercise 2), but it could also be carried out as a follow-on to
the module.
Ю1 Students re-read the last paragraph of the first half of the
article, from ‘So what should an entrepreneur do?’. In threes,
they try to predict some of the general pointers regarding how
to develop your business ideas on your own. If students need
guidance, give prompts like: market research, attitude and
expectations, getting advice, keeping costs down, etc. Take
some oral feedback, putting some of the pointers on the board,
in note form. Students read the headings in exercise 4 and ask
about any problem lexis, e.g keep your integrity (stay honest;
keep firmly to your principles and beliefs). Students complete
the matching task individually, then check answers in pairs
before whole-class feedback In feedback, ask students if any
of their initial predictions were right.
Discussion
О Ask students if they know anyone who has set up their
own business. Elicit details such as the nature of the business,
when it was set up and why, how it is doing, etc. Students read
the points in exercise 1 and grade them individually. Students
compare answers in threes, giving explanation for their
choices.
Listening
Ю and И 2:13 Prc-teach business angel (this is
a kind of venture capitalist, often on a slightly smaller
or more individual scale, e.g, it could just be a wealthy
businessperson). Ask students: what do you think Vecchia’s
argument will be? Play the recording and take very general
feedback on Vecchia’s views. Ask students to listen again and
this time take notes on details. Students compare answers
in threes, then they read exercise 6. This time, pause the
recording at the appropriate place. (The answers to this task
are all in the last section of the interview.)

Reading
H Before reading, students brainstorm possible sources of
funding for a new business, and discuss any related problems,
e.g. a bank loan may be hard to get and expensive; a loan from
a family member is likely to be cheaper but possibly a little
embarrassing to procure, and the implications could be more
serious if the project fails. Write the words sources of funding
on the board, to be referred to in exercise 3, if necessary'.
Students then do the task in exercise 2. Elicit students’
responses. Draw their attention to the amusing photograph,
getting feedback on the purpose of the product shown and
their reactions to it.
Exercise 5
He thinks that most-people underestimate the cost ofstarting ;»
a new buslness and will eventually need to approach a venture
capitalist, a business angel or a bank;  iis attitude to da-it-
yourselfers could be described as dismissive or amused.
Exercise 6	.	,	' ,	>
1 commitment
2/ skills	/	,<X7
3	realistic
4	growth  '	/7/	. 7'7
5	. valuation		•
6	due diligence

The author recommends 'doing it yourself ;i.e. raising capital' x
from sources such as friends and family, savings/credit cards;
second mortgages and so on
Ю1 Pre-teach the following words: venture capital
(money loaned by a venture capitalist. A venture capitalist
is a businessperson willing to lake risks and invest in new
businesses seen to have potential); myth (a widely believed
story or idea, which is actually false). Give students time to
read the statements in exercise 3. Tell them that the answers
to this task lie in the first half of the text, up to the sentence:
‘Here are some pointers’. After doing this task alone, students
compare their answers in pairs. Take whole-class feedback.
IN 2 Y 3 N 4 N 5Y 6Y 7 N -, . ‘ ‘
76 The Business
6.1 About business
RECORDING SCRIPT
2:13
Presenter: Good morning everyone and welcome to 'Biz
Podcast’, coming to you from sunny California. I'm your host
Karen Guilder, and today we're going to be talking about
raising finance for new businesses. My guest today is Alex
Vecchia, a business angel here on the West Coast. Hi, Alex,
and welcome!
Alex: Great to be here, Karen.
P: Alex, I was reading an article about do-it-yourself financing
for new businesses the other day and it gave the impression
that trying to raise finance from venture capitalists or
business angels was a complete waste of time.
A: Well, Karen. I think a lot depends on how much money you
need. Of course, if you just need a few thousand bucks, you
may be able to raise that from friends and family, and that's
OK for projects with low start-up costs. But most people
underestimate the real costs of setting up a business and
even the do-it-yourselfers will probably come knocking on
the venture capitalist's or the angel’s door at some stage.
Pt And what are angels looking to get out of a deal?
A: Of course, the bottom line is... like for any investor, an
angel is in it to make a profit. Typically, we're looking at a
high return on investment over a period of, say, five years.
P: And, for all the budding entrepreneurs listening to us today,
what key factors would convince you to back them?
A: That's a complex question, Karen, but 1 think most potential
investors will be looking at three broad areas: the team, the
business and the deal. First, the team. Many entrepreneurs
forget that most seasoned investors 'bet on the jockey,
not on the horse’. OK, you must pitch your idea, but don't
forget to sell yourself and your team. Potential investors
want proof of honesty, determination and commitment.
Market knowledge and business skills are vital too. The
business plan Is important, of course, but investors want
to be sure you can actually run a business, not just write
about it! In terms of the business, financial forecasts must
be realistic and the business plan should present both a
best- and a worst-case scenario. And you may well need
to demonstrate a high growth potential too, because
static ’lifestyle’ businesses, a single restaurant for example,
just aren't attractive to investors. Finally, in terms of the
deal, an unrealistic business valuation is a classic deal-
killer - sometimes they can be too high for the investor,
too low for the entrepreneur. Otherwise, make sure you
have everything to hand for the due diligence process.
Investors will want to check such things as the certificate
of incorporation, audited accounts, details of existing
contracts, and so on. Oh, and you shouldn't ignore ... [fade]
Discussion
H Tell students they are a group of business angels, and they
have to choose how to invest their money wisely. Students
work alone to decide which company they prefer, giving a
clear rationale. Put students into groups of three to compare
ideas and to make a group decision, as investors. Encourage
students to invent any relevant details, referring back to the
listening in exercise 5 if necessary. After ten minutes, get
one representative from each group to tell the class of their
decision and how they arrived at it
7’/«?Bualnasu 77
6.2 Vocabulary
This module continues with the theme of funding and start-
up companies. It introduces a variety of vocabulary related to
this topic area, and gives opportunities for students to use the
language in context.
taternet research'
Business angels are private investors, or groups of investors,
who invest their money in start-ups, if they feel confident with
the product. Students will find several informative sites on this
subject. Ask them to locate the answers to these questions:
Who? (who are they?), what? {do they invest in?) and how?
(how do they help?). Students should also note down any
other points of interest, for discussion. They can compare their
findings in threes.
Ideally, students should do this research at the start of this
module.
Discussion
CT Before starting, clarify the following items of lexis.-
temping agency (an agency which finds temporary staff for
other companies); cash-flow problem (a problem relating to
the flow of money into and out of a company); raw material
(Wordlist); outstanding bill (Wordlist). Do the first example
together as a class, then put students into threes to discuss the
best sources of funding in each case.

1 leasing 2 bank loan :3 equity finance 4 overdraft
H and И Students work individually, then compare their
answers in the same groups as in exercise 1, before whole-
class feedback. Then students reflect again on exercise 1. Take
whole-class feedback on any changes they would make.
Exercise 2	:? :’! 1 '
1	self-funding	, .
2	bank loan
3	overdraft
4	family and friends	
5	- equity finance
6	grants	 ?
.7. leasing
Ю1 For lower-level students, write up the first letter of each
missing word on the board, e g. 1 the amount you pay back
each month: r(repayments). Students work together
on this task. At the whole-class feedback stage, drill the words,
marking the stress on the board if necessary. Give students
time to record these new words in their notebooks.
Scan reading
Л31 Elicit from students what new businesses might be asked
to do when asking for money from an investment organisation,
e.g. fill in an application form; attend an interview; give a
presentation, etc. Students complete the task in pairs. With
lower-level students, initially elicit the first and the last steps
together.
ANSWERS:
1b 2 c 3 a  4 <j 5 c 6 f 7 c
jO Point out the italicized words, and elicit from students
what kind of words these are, i.e. phrasal verbs (or multi-word
verbs). Do the first example together, then students work
alone, before comparing their answers. If your students need
help, write the following verbs and their equivalents on the
board or on a handout, for them to refer to:
turn down - reject
come up - arise
put forward (a plan) - present I submit
work out - find out by doing mathematical sums, etc.
check out - investigate
go through (describing a deal) - proceed / go ahead
weed out - select and remove inappropriate examples from
a large group
draw up (a legal document) - compose
set out - detail
get through - be successful / pass
. ' 1 get through
2 ' come tip
. 3  turr; dewr.	'
4. check out /.go over
t 5 ' draw'up^
7 goes through
' 8 put lev ward	•
9 workout
10 ’ weed out
Listening
О Ф 2:1х1 Before listening, let students check then-
understanding of tlie list of reasons with their partner. Elicit
examples and explanations from students. Play the recording
and monitor to see if students need to hear it again, before
letting them compare their answers. Take whole-class
feedback.

1 inadequate financial returns ,
2 Lack of skills in the management team ''
3 Not scalable: nn growth potential .
4: Financial forecasts based on too many assumptions --
1	repayments <
2	cash flow
3	security
4	guarantor
5	interest-free loan
6	matching-funds
7	maintenance
78 The Business
6.2 Vocabulary
RECORDING SCRIPT
2:14
Speaker 1
Well, basically the first angel we met turned us down
because of the IRR - that's the Internal Rate of Return
-we were forecasting; between 30 and 40%. Investors lose
money on around 40% of deals and they need to make that
up on the others. So a rate of 50% per annum minimum
would've been a 'tastier carrot', you know, a better return
on investment
Speaker 2
The three of us were fresh out of college, full of enthusiasm,
with a damn good product We had checked out the market
and drawn up a real good business plan. But there was just
one problem. None of us had run a business before, and I
guess we just didn't have the sort of hands-on experience
they were looking for.
Speakers
The venture capitalist we contacted went through our
business plan in detail. When he'd finished working out the
figures, he said that our niche market was just that - too
‘niche’ - not enough growth potential. Our target customers
were specialists in their own field and there would've been
a limit to what we could sell them.
Speaker 4
We'd done our homework and we knew that the financials
needed to be set out in detail. But, in retrospect, I think we
tried to be too realistic, taking all eventualities into account.
The projections were peppered with 'if this, then that' and I
think they were looking for something more concrete.
Discussion and presentation
И and О Give a context and rationale for this writing task,
e.g. it could be (part of) an online information sheet given at
the initial application stage, or it could form (part ol) a free
downloadable leaflet to be found on the website. Put students
in threes and give them about 15 minutes to complete the
information sheet. They can refer to this and the previous
module (transcripts 2.13 and 2.14 are particularly useful).
They need to write a minimum of eight points in total. Elicit
an example for each category onto the board first; e.g. DO
work out exactly how much funding you’ll require; DON’T
underestimate the real costs of setting up a business. Remind
students that all members of the group should write down the
list. Students then do exercise 9. Take whole-class feedback on
some good pieces of advice.
7Z>cBusiness 79
G.3 Grammar
This module focuses on the future perfects (simple and
continuous), and on the future continuous, within contexts
relating to schedules, plans, predictions and forecasts.
Internet research.
A search on environmentally sustainable solutions will give
information and ideas on the sort of products that a company
such as Sustain might sell. This research could be done before
the discussion in exercise 8, to give students ideas which they
can then use in their business plans.
Test yourself: Future simple or future
continuous
И and W Start by reading the notes on future forms in the
Refresh your memory box. Students work alone to complete
exercises 1 and 2, before comparing their answers in pairs. Use
this exercise to test students’ language awareness, monitoring
closely to see what problems they are having. In whole-class
feedback on exercise 1, ask students what ‘sounds' more
natural. Follow this up by trying to elicit why they have used
their chosen form. When taking feedback on exercise 2, focus
students on the need to sound polite: getting students to use
a higher pitch and to politely emphasize key words (not the
modal itself, which can have the opposite effect). Students
should try to identify the most likely main stress in each
sentence, e.g. 1 Axel; 2 eating; 3 boss; 4 office; 5 office;
6 fly. If students need more practice differentiating between
the two forms, work through some or all of exercises 1-4 in
the Grammar and practice section (page 126 in the Student’s
Book, answers on page Г18 in this book).
Exercise 1
• 1 will • b e tai king . .	.. - 
2	. will call
3	won't be coming	>
4	will be thinking ,	*	' >
5	will be going
i’eAWilltelT&.A^A
/will... о e	
8 will be doing	V (
Exc-icue 2
:^S'Wiiiypu:^fe:^eing;Axel:this^ebj<?^v!&^sMjM'
2	Will you be eating with us this evening? \
3	Will your boss be coming to the.meeting?
4	Will you be staying in the office at lunchtime? ,
5". Will.you be phoning the office? 	.
6 Will you be flying to Moscow?'
Test yourself: Future perfect or future
perfect continuous
О and |O Write up these two sentences on the board: I
won’t have finished the report by Friday and I won’t have
been finishing the report by Friday. Elicit the correct form
and the reason why it is used. Follow tire procedure as for
exercises 1 and 2. In whole-class feedback, be prepared to
ask concept questions and to use timelines to clarify. With
higher-level students who have mastered the form and the
concept, encourage them to work on natural-sounding
pronunciation, i.e. contractions: we'll, won’t, and weak forms
such as 'have' Zav/, as well as linking, e.g. he won’t have
finished', ZwauntavfmiftZ. For further practice of the two forms,
refer students to exercises 5-7 in the Grammar and practice
section (page 127 in the Student’s Book, answers on page 118
in this book). Analytical students may respond well to the
grammatical explanations here.

Exercise 3	•
1 will not (won't) have finished , '*	'	.
: 2 . will.have been: working'	.
3 will have been waiting '	,	' _	'
.4. will have been :.	. Aг:'ААЗД
:-5MwilI have been 'travel iing.Ki;£AJ^
1	will have floated	> t
2	will be sitting - s
,3 will not (won't) have gone rsX ’ '	‘ ’
4 will still be trying	\	"A |
5A will.haye been wprkirigBrf-SlA
e will you be seeing \	* 1 * * 4 5 j
У . "will not (won't) be meering . '	'	<
’ 8 will not (won't) have got' ~	।	,	.
9 will have finished
10 Will nbt (won’t) ba thinking ., i \ < . . ' -i
И Elicit what 'environmentally sustainable solutions’ might
be, e.g. softwood such as pine as opposed to hardwood like
mahogany. Such choices are becoming increasingly popular
in the UK, for example. Ask students how tin's compares with
their countries. Students work with a partner to decide on an
appropriate form. In feedback, ask students why the future
perfect simple is used in examples 2,4 and 6 (these are state
verbs so do not usually take the continuous form).

1 ‘ will have been trading I five years .
, 2 will h ave been / five years ’
□ will have been Selling / two years .
4 will h ave had / three years
5 will have been receiving / one year
Will ha'Vfe.pwn ей iirflitee'ydafs:i^^|®
BQ T&Businesa
И After drawing students’ attention to the party invitation,
elicit some possible alternatives, e.g. At 7.15 pm they’ll
be having cocktails or they’ll have probably all arrived.
Students work alone on the exercise. Encourage early finishers
to add one or two more creative examples, e.g. by the time the
guests start the meal, they’ll be getting increasingly talkative.
Take whole-class feedback.

„they will he having cocktails on the lawn. fe	‘ г '
fZii'tfiey'Wlij'be fiating
3 they wiU be listening to John Gregor (giving company / 1
j awards) Ц | [	' w ; ><	(
4 they will be dancing in the disco ‘	'
И Before starting, remind students who John Gregor is
(MD), and establish the relationship between the two people
(it is formal). Students work in pairs to try and complete
the dialogue. Monitor and be prepared to help students by
putting up the infinitive forms on the board, if necessary: give
/ present, wear, arrive, need, want! have I choose. After
checking the answers, students work in pairs and read the
dialogue together, paying close attention to pronunciation.
•ANSWERS:
•Л. Aviirypuibe.arriving;-/
2 y Will you be;fieedin g |
3,  Will ypu- be giving
.4 , w i I I: у о u'; b exh о psi n g;
5 wiilypu b'eAyearingi
Discussion
О and El Brainstorm some ideas as a class, writing these on
the board. Put students in groups of three and tell them that
one of the group members will have to present their plans.
Inform students that the class will vote for the best plan, i.e.
the most a) imaginative, b) realistic, and c) comprehensive.
6.4 Speaking
This module looks at how to deliver a worthwhile
presentation, and more particularly at how to deal confidently
with questions from the audience.
I Internet research
A search for presentations taking questions will provide
students with some more useful tips in this field, such as:
repeat the question out loud before you answer- this forces
you to listen carefully and also gives you thinking time;
work on trying to be positive; to think of this stage in the
presentation as a bonus, rather than a hindrance. Students
should aim to find at least three additional tips, and after
completing the search can share their findings in groups of
four. If possible students should do this research prior to
exercise 6.
Discussion
0П1 Ask students if they have recently attended or given a
presentation where there was a question and answer session at
the end. Ask: did the speaker deal with this part well? What
was impressive (or not) about this part of the presentation?
Why is this often considered the trickiest part of a
presentation? Students look through the statements and put
a tick (if they agree) or cross (if they disagree) by each point,
before discussing them with two other people. In whole-class
feedback, draw out just the most interesting points for further
class discussion. Elicit the meaning of awkward (Wordlist), as
this reoccurs later.
Listening
JEU ф 2:15 Before listening, try to elicit what advice the
specialist might give. Play the recording and allow students to
compare answers before whole-class feedback. Particularly if
tliis topic area is relevant to your students, allow them to listen
again for more detail.
ANSWERS:
i Listen to the questioner.
2 Don'tintairupt.
3 ' Comment bn the question before yoii answer it.
4 Rep,у to the aud^nce. ;‘J .
RECORDING SCRIPT
Ф 2:15
Juliette: Last but not least, that brings us to the question of...
questions! A lot of inexperienced presenters are terrified
of the question and answer session. After ail, it's the part
of the presentation over which, apparently, you have least
control. But, with careful preparation, you can come out
smiling. Put yourself in your listeners’ shoes. What sort of
questions could they ask you? What are the worst questions
they could come up with and how can you answer them?
And preparing for questions involves developing your
general question-answering techniques, improving your
skills in response to the five basic types of question. There
are a couple of general points to remember. The first point
to remember when you're fielding questions is listen to
the questioner, for example, maintain eye contact with the
questioner and use body language, nodding for example,
to show that you're paying attention. The next thing to
remember is don't interrupt. That would make you look
rude, and the questioner might feel he or she hasn't had
a chance to get their point across. Next, comment on the
question before you answer it. This signals your attitude
to the audience, but, equally important, gives you a few
seconds of thinking timel The final thing to remember is to
reply to the audience. Yes, not just the person who asked
the question, but the whole audience. Although one person
asked the question, it might have been in everyone's minds.
After all, you hope everybody wants to hear the answer! ...
US and Ю1 2:1S Briefly attempt to elicit from students
the other types of questions, to focus them. After listening,
elicit tlie answers to tire board. Then students do exercise
4, comparing answers in pairs when they are ready. Play the
recording again, pausing it at relevant points, to check their
answers. Allow lower-level learners to read the transcript at
this point.
ANSWERS:;
Exerase 3 / «	”	> *	' - i
2' awkward	'	.	•
ЗЙirreIeyaiitt;Sj‘J>S.;'''»'
4 unnecessary
5 no questions
Exercise 4
Id 2 f 3 a  4 b 5 c Not needed e ,
32 T&rBusiness
6,4 Speaking
RECORDING SCRIPT
2:16
Juliette: That brings me to thefive basic question types and
how to react to them. First, useful questions. They reinforce
or clarify what you're saying. Thank people for asking them.
Second, awkward questions. Questions can be awkward
for different reasons: they may be loaded - aiming to put
you on the spot - aggressive, or just unclear. Or maybe
you just don't have the answer. Whatever, you must avoid
getting into an argument Defuse the aggressive ones,
clarify the vague ones. Be prepared to explain, reformulate,
or reassure. Be fair but firm and don't be aggressive
or defensive yourself. And be honest If you can't, or
don’t want to answer, say so, or offer to get back to the
questioner afterwards. Next, irrelevant questions. Double-
check quickly that they are irrelevant, comment tactfully
and move on. Then there are unnecessary questions, which
you've already covered. Point this out, summarize briefly
and move on. And finally, 'No questions'. Maybe your
presentation was perfect and your audience is speechless!
Unfortunately, in most cases two other scenarios are more
common: either they need a bit of encouragement, or
you've put them to sleep! In either case, if you don't want
to finish on a low, you need to start them off; tell them
a question you're often asked and then answer it! The
chances are the questions will begin to flow. OK. Let's look
in a bit more detail at ...
Commenting on questions
И Do the first comment together, before asking students
to work in pairs to complete the others. After whole-class
feedback, you could get your students to record tire sentences
or sentence starters in Llicir notebooks, under the heading:
Dealing with questions in a presentation.
Explaining and reformulating
О Give students time to fill in the gaps and to compare
answers before checking them together as a whole class.
Encourage students to record in other words and to put it
into perspective, as these are useful lexical chunks, not just
relevant to presentations.
I ANSWERS:
2 To be precise-	'	
3 'That's why",-,/4^
4 In other words • ’
)^^i-put;it'into-ber5f
6 S’o'-;Z<	Л.r
EXTENSION ACTIVITY
И your students need further pronunciation practice, get them
to read the text in exercise 8 out loud. First students listen to
you reading the text. Drill any potentially problematic words,
e.g. turbine, efficient, competitors, 450,000, European, rosy.
Pick out some weak forms and drill the whole phrase, e.g.
twenty per /рэ/ cent; any of /ov/ our competitors; twice as /az/
many units as /az/ this year. Finally, read the text again for
students to mark the main stresses in each sentence, e.g. Our
turbine is the most efficient on the market. Get feedback on
some of the sentences. Students practise reading the sentences
first ‘under their breath’, to themselves, and finally to their
partner.
Presentation
EB and FR Students could also think of their own interesting
topics, e.g. how to respond to questions in a presentation;
how to improve one’s English; a hobby or interest, etc. Give
students four minutes to prepare their one-minute talk,
considering a) how to organise it, b) how to add in at least
two of the lexical items from exercise 8, selecting ones they
like, and c) how to respond to any questions. Put students into
groups of three to do exercise 10.
Speaking
О and О Elicit an example fora, then put students in pairs
to prepare questions. Towards the end, write these example
ways of introducing questions onto the board: You mentioned
X / you explainedX,... so canyon tell us / so I’d like to
knout...? 1 was very interested in your comment on X, so...?
Regroup the students into different pairs and let them do
exercise 7. Hear some examples as a whole class, to round off
the task.
TbeBusiness 83
6.5 Writing
This module focuses on how to write a convincing and
organized executive summary, a key component of the
business plan, which is submitted to potential investors.
1 Internetresearch
An Internet search for busmess plan executive summary will
give a wealth of information on what to include. Examples of
conflicting advice include suggestions for length; some sites
suggest 1-2 sides, others more; sources; some sites suggest
that you cut and paste from your actual plan, others that you
write afresh; recommendations for including slightly different
content; small variations in organization, etc. Students could
do this research after tire reading and analysis, and before the
writing in exercises 6 and 7.
Discussion
gl Choose one of the pictures and brainstorm as a group
what the risks and opportunities might be. Put students into
groups of four, and assign one of the other pictures to each of
them. Assign just three minutes, before asking each group to
give feedback to the whole class.
Scan reading
О Pre-teach the following words; landscape gardening
(the art of arranging trees, plants and paths in a garden or
park to make it look attractive); environmentally aware
(understanding the effect of your lifestyle choices on the
environment); weeding (taking out weeds - unwanted plants
which grow where flowers or crops grow). Give students
a time-limit of three minutes to answer the scan-reading
questions, before talcing whole-class feedback.
ANSW
:rs;
.. 1 it will be bv. fret landscape gardening company In the
, 'country to use organic gardening techniques. ”	,	'
2 Pukes w,II be affordable, so rot too expensive.
:3-Good:seiviceisimp'ortantfaecausethecompanyhope5to
grow through customer recommendations.
;ШйРагадгарКАггД1Ш^
О Ask students: do you think a company of this type
could be successful in your own countries? Why / why not?
Students do the matching task and compare their answers
before checking as a class. Put lhe headings up on the board,
down the side so that you can refer to them in exercise 5.

at b 4 c 7 d 5 e 2	<6 q i '
Style
И and H After checking tire answers to exercise 4, students
work in pahs on the two elements of exercise 5. Prepare an
OHT in advance with the suggested answers on, which you
can use in whole-class feedback.

Exercise4 kj '	<	b,' *,> , * , i
? The executive summary tries to be factual and Is ’ '
’ somewhere between neutral and'exaggerated, but it Is ‘	i
certainly positive or upbeat ; .. |	*" ,	‘	( ,
2 It is mostly written from a third person (Greenman '
, Gardening) point of vfeuMyf,, ( < ‘«i'J'-v'zf v,	/ I
T Bullet points, italics to highlight the company .name,. .
numbering and paragraphs	1
4 The future with 'will' ~	‘ в '	$ J , ' i
Exercise 5 '	'
1 Greenman Gardening will increase turnover by 25 per cent
}p Year2 (Be positive)-Financial summary >
2 Sharon Roma will be the marketing manager. (Don’t
, exaggerate but stick to facts)-Management team’> , -
: 3 Greeninan Gardening ivill spend £20,077 ph advertising in
 'the first six months; (Use'ill's third:person point of view)
| 1 - Financial rummary ~ < r | , 1 <, ’	, - >
4 Greenmail Gardening's competitive advantage Is based an f
OAhree'facforsTSifoy:^^^
• price’i -	,	\	1 ‘
, t innovation	/'«•’./	, J <* i, i
(Use bullet points) - Keys to success	>• ’
i.5«;Greenman Gard0ningiWillhutld:an:fiiteractfve website for:.';<
' customers to view landscape options. (Be positive) - Core
I products and services	< “ i' ... ’ z »
Writing
О and И Read out the introductory sentence about
Bowie’s. Students look at the different text types and say what
these are (from top left, going clockwise): advertisement;
extract from a brochure on the town of Shawton; two pieces
of information to use in the new business plan. Students
answer the questions alone, before checking in pairs. Student
continue to work in pairs on exercise 7, using tlie model in
exercise 2 as a reference. When they have finished, studenis
give their summaries to another pair, who should mark it.
Write the following categories on the board which ‘markers’
can use; overall message (is it clear?); style (appropriate?);
organization (headings, paragraphing, logical development);
accuracy of grammar and vocabulary. Tell students to grade
their partners’ text out of 20 (broken down into Jive points fo
each area). They should then return the texts, to be rewritten
as a final draft and submitted, as homework if necessary.
P.4 The Business
6.5 Writing
ANSWEHS/SUGGESTED ANSWERS: <
В
1	A clothes shop '
2	Products T-shitU, fackets and Jeans for'txien and women.
./YS-rrv&sradYiwo^
j3^yoyng'worldngrprofessionalsin4helr;twentiesior; thirties?
ВВЮ^ЖЯИ8Я
5	Kerry Clarke and Sam Marques
Outline
SHRdW'" Vi 1TI . rP
5й1Шй^яш®вйййж
a«ia8iBSisiMasesss
•	ipUl м кЛЗ ' у'^И' IУ Ul vl C3alU| lo|tvyi ]sZ'-Ki W* I JU yV >41 JIUw|
। to look, good И » \	|	«
PanagPentteanV-:V'-
Kerry Clarke, with ten years'-retail experience, will tie the shop/.
i"
» Projoctedttm over in year 2-£320,000
•	r,i««n»,n»,eHnyn,,3-a40|0®	'	<
>«йй1МИИввййЯИвВ
We will provide the latest bp to.the rpinute casual fashTans to M
vounq workmq professionals:vjho know that appearance^.
Z/nrBusiness B5
6.6 Case study
This module gives students the opportunity to make a pitch
for a new business idea, and also revisits the skill of fielding
questions from the audience from module 6.4.
ilntemetrose Arch
' 9 Can you work undei sties;.?	Т/Т'/';
Are you the sort of person who panics under pressure or do t
, you perform best when pushed? ,	• < ?
10 Are you good at financial management?	„V ’ *
Are yod willing to get to grips with the basics, possibly \
even the details, of business finance? Are you also prepared,;
_ to be organised and systematic with all the subsequent л i
ЙЙp ape rwo r k?'.	Й<ЙЙTТЙ1' /• ; • i ЙЙЙЙ T / / ййй:;й .ЙЙ
An Internet search for angel last pitch competition gives
students the opportunity to understand the nature of these
highly competitive pitches in context, and will prepare
them for their own pitches. The majority of these formal
competitions take place in America, run in conjunction with
business schools and colleges. For some students, tills concept
might be a completely new one.
Ideally this research should be done before the reading in
exercise 3. Alternatively, starting the module with a look at one
of the sample pitches would be motivating and informative.
Discussion
Ki and iO Ask students to look at the three people sitting
nearest them and to consider silently if they would be capable
of setting up their own business. Do not get any feedback
on this, but elicit from students what qualities are necessaiy,
also eliciting why. Students do the questionnaire, and then
compare answers with their partner. Hear some comments as
a whole class.


:;2;
I:
I
Exercise 1
In fact, you need to be able to answer‘Yes' to all the , >
questions, yvfth the possible of exception of 10, where you <
could (and probably should) bring in outside help.'j'^i
Are you ready for a complete change? , t >	;
The shift fromworker to boss can be seismic. You lose
\ whatever security youhad <;s an employee, unci gain ail the ,
> responsibility, at least initially, of everything starting and: -
Sstopping With yoii. :	<
Are you up for learning hard and fast? f ,
The learning curve never really stops. It keeps going. You
:; are always developing new skills.apd you haveto stayiopem
to doing that	'
Are you willing to take advice from others? *
You can't afford to Ignore good guidance, but at the same
time уоu dо have to beconfident of уour own vision
4 . Can you stay seif• motivated, even when: faced with ‘
' disappointment and difficulty?	=
 When you think about running your owr, buJne'-s you . . .
*' may initially be filled with ^dtement at what is to be, but '
. what will happen to that enthusiasm when something goes
'TMTwro i-.g? .'Ш'/ T/i йй/ЙЙ	й:	;ЙЙ' Й Й: ’ Й - 
5 Can you be emotionally resilient? ’ \ j
Running a business for yourself, often by yourself, can be'
lonely You will need to develop ways of coping with this
and ensuring it doesn't became too much of un issue. .
Are you ahi.-10 think laterally?
Acreative approach to seeing situations can be a real asset
in business
- Are you able to build up good working relationships?
You have to be capable of creating good working ( 7
• /eiationships with everyone, from staff and suppliers to
clients and potential clients.
8 Can you manage your time?
Most of us know we should work to Smart (Specific,'.
Measurable, Realistic and to a Timescale) objectives. But'
there is appreciating the theory-and there is applying it.
Й; Will/yoii beadle to stdy'focused?: ЙЙЙЙЙЙЙЙЙЙЙЙЙЙ ’
a

G
7
Reading
Ю and И Introduce the text and topic by telling students
that the two friends are planning to start a new business and
are in the initial stages of putting together their business plan,
in preparation for a pitch. Clarify pitch: (a (sales) pitch is
a condensed, intense presentation on your product or new
company, where you try to sell the idea to either buyers or
investors). Students do exercise 3 and give their answers in
group feedback, before doing exercise 4.

Exercise 3	.	,
,1'~’Because the bank wouldn't lend Kate and Luis 550,000,	,< j
2 Nothing in terms of money, but possible contacts with < -?
business angels op ven ture capitalists yvho may be ’4' ij'l
’ interested in investing in good ideas . u
3 So that they can think about their own ideas in a real ’	,
. ivstuurani. environment.й’йй'':
Exercise 4	' ' ,	•	•	,
• Business name: Kaluma	-	.
Listening
El <§? 2:18 Students look at the three photographs and
say who the people are. Focus students on the template again
before listening. If necessary, replay the recording, or parts
of it. Students compare answers in pairs before whole-class
feedback.
I

Business name Kaluma ,	'	_
Outline.medium-sizedrestaurantorgamefood,emphasison
fairtrade	.	.
Target customers: not defined specifically becausecustomers-
will come if the product is good , » ,	, -	•
/Core.products and services: healthy, organic cuisir.e, coo!
::аГтЬ5рЬ<йе;:,согкерЙй;ЙЙйЙййЙйЙйЖ
Management team Luis Hernandez- General manager, Kate
Shapiro - Financial manager, Mario - Head chef
Keys to success: location, training and good service
Financial summary: Turnover! 5380,000 in Year 1, $550,000 m
Year 2
Mission’ to be a great place to eat with an engaging'
atmosphere and to piovide great her I thyfood
86 Tbe'Bushtess
6.6 Case study
RECORDING SCRIPT
Ф 2:17
Luis: Kate, If I didn't know you better, I’d say you brought me
hereto boost my morale. The food's OK, and the decor isn't
bad, but if this is the best Montreal can offer, then I think
we can do better with Kaluma.
Kate: Shh, Luis, the waitress! Yeah, but you're right, I'm sure
we can.
L: Did you bring the executive summary headings? Sorry, I
forgot to print them out.
K: Yep! Here you go. Shall we just take it as it comes?
L: Yeah, go for it. Humh, outline ... Kaluma ...
K: Well, we need to say a bit about what Kaluma is. You know,
a medium-sized restaurant selling organic food, and so on.
We also need to say we have an emphasis on fair trade. I
think people think that’s more and more important. Now,
target customers?
L: Well, I suggest we need to think a bit more about that
one, before we define a precise target market. After all,
Montreal's a big city and I'm sure, if the product is good, the
customers will come.
K: OK, let's leave that for later. So, core products? We have to
say that we are selling healthy, organic cuisine. But to me
it's not just a question of that. We have to also mention the
cool atmosphere. So it's not just the food but the whole
concept that we’re offering, that sort of thing.
L Yeah, I'll go forthat... OK ... Management team. Mmm.
Well that's easy really, we can mention that I’m the general
manager. That's probably all they need to know about me.
And you're the financial manager.
K: Don't forget about Mario though. He's one of the most
experienced chefs in town. Let's mention that he's the head
chef.
L: OK. Now, what’s next? Oh, keys to success. Well, we have to
mention the location. We've talked about that a lot, haven't
we?
K: Mm. We should definitely emphasize our location, which is
excellent. The other thing we should mention is the training
weTe giving our staff. Good service is everything. So,
location and training.
к Yeah. You know, I think we're gonna be better than the
competition. The whole experience is gonna be, well, just so
much nicer than a place like thisl
K: Shh! The waitress!
L: Sorry, I'm just getting overexcited again!
K: Yeah, well the financials should calm you down. After all,
that's why we're here in the first placel I think we should
just stick to some basic figures. Let’s just give our predicted
turnover. I think we said $380,000 in year one. That was
right, wasn't it? And then $550,000 by the end of year two.
L: Yeah. $380,000 and $550,000. And lastly our mission. I think
we should keep ft really simple.
К: I agree. I had two main things in mind. To be a great place
to eat, with an engaging atmosphere.
L: That's obvious enough.
K: And to provide great healthy food.
L: Fantastic. With that devil Mario in the kitchen, we're gonna
be unbeatable.
K: Well, Luis, let's just hope that general manager, Luis
Hernandez, with his 15 years of management experience,
and Mario ‘the devil' can persuade an angel to part
company with 50,000 bucks next week!
L: Slihl Kate. The waitressl
Preparation
И Put students into threes, ensuring that you mix the ability
levels within each group. Focus them clearly on the rules and
instructions detailed in exercise 6, getting one student to read
them aloud. Give a clear time allocation, e.g. 15 minutes, and
remind students that all three of them should talk in tire pitch.
Monitor students carefully at this stage to see if they need
more or less time, and to give points to develop for earlier
finishers, e.g. to expand certain sections; work on intonation
and eye-contact, etc.
Listening
Era Stop students and ask them which aspect of die pitch they
are finding challenging. Ask them the following questions: Are
you happy with your style? Will you make your pitch within
the tight time-limit? Tell students they are going to hear a
coach give some last-minute advice. Aftpr listening, re-elicit
the main points as a class. Then give students just three more
minutes to complete the pitch and to rehearse it one more
time.
RECORDING SCRIPT
<2> 2:18
Darren: So, to summarize, first, you have to grab your audience
with your opening sentence. You may have a fantastic
product and a dynamite team, but if you don't get investors'
attention, you won’t get funded. So make sure you have a
great hook. Then, cut out all the hype and exaggeration.
Don’t use superlatives like 'cheapest', ‘fastest’ and so on. Be
specific; say 15 per cent cheaper, ten per cent faster than
the competition, and be relevant, ‘cause you just don't have
time in 60 seconds to go into detail. And of course, make
sure your pitch can be delivered in 60 seconds without
rushing. That means a maximum of 150 words and probably
something nearer 100.
Finally, questions. The angels may have only three minutes
to ask them, but those three minutes will seem like an
eternity to you If you aren't prepared. So, think about the
sort of questions they might ask, the tough ones, and decide
how you're gonna respond. Now, I know ...
Presentation
EB Focus students on the instructions, if necessary clarifying
how tire scoring scale works. Remind them that they should
make brief notes while others are giving their pitches, to help
them formulate sensible questions. Start the presentations,
keeping very strictly to the time-limits and assigning someone
to be the time-keeper. After each one, give students two
minutes to decide on scores within their groups and to fill in
one scorecard per group, for each pitch observed.
И Give students a few more minutes in their groups to
finalize the scoring, and then take whole-class feedback,
noting both the scores and the rationale for each pitch. Record
the scores on the board and include your own scores and
comments too. Finally, add up the total scores to decide on the
ultimate winner.
77n'Business 87
Review 5 and 6 answers
Review 5

5 Selling more
1 clip
2 blogs
3 hits
4 buzz
5 dollars
6 message
7 content
8 spots
9 virals
10 mainstream
1 f
2 a
3 e
4 b
5 d
6 c
‘Benefits’ and ’Credentials’ have been
reversed.
Review 5
| (pagaaSJnthejtutlenCsaonlhy -- - .Л,- *j
1 product
2 price
3 promotion
4 place
5 convenience
6 mix
7 marketing
8 coherency
9 environment
10 cycle
1	market research
2	market segmentation
3	niche market
4	bring the product to market
5	market share
6	flood the market
7	market leader
8	face a declining market
1 aren’t thev
2 is it
3 don’t they
4 will it
5 hasn't she
6 shall we
1 Isn’t it time that you looked at some
alternatives?
2 Haven’t you been looking for a
competitive edge?
3 Don’t your customers ask for more
functionality?
4 Wouldn’t they appreciate this model?
1	postpone / ready / sign
2	glad you mentioned / wondering
3	feel / felt / more than / spend 7
found / benefits
4	only reason / ready
5	exactly / mean / asked yourself
a 2,5
b 1,4
c 3
6 New business
1 raise
2 Start-up
3 venture capitalists
4 return your calls
5 drag on
6 mortgage
7 revenue
8 profitability
9 advances
10 odds
11 outstanding
12 long-term
13 pitch
14 growth potential
15 due diligence
16 audited
17 exit strategy
38 hit the jackpot
1 go through
2 put forward
3	sets out
4	work out
5	get through
6	came up
7	draw up
8	check out
9	turned down
1 ‘11 travel
2 ‘11 be travelling
3 ‘Il sit
4 ‘11 be sitting
1 ‘li have worked
2 ‘11 be working
3 ‘11 have interviewed
4 ‘11 be interviewing
1	afraid / figures / get back
2	recap
3	honest / issue
4	assure / homework
5	Let / simple
6	be precise
7	put / perspective
Financial control

SB
,л/Х.: <.     .
sBSS
Kgsahis unitis about accounting and financial statements The Unit title 'financial control' is
ЙШЙх Bt' ejnisleading, us the resncns biiity for budgets and credit control ies with pebjMeBs
:  X^X! called financial controllers,who are concerned with. planning and monitoring day-to-
cay spending ra'.ue-.thanpreparing.thecfficiafina-<ialstatements..
. Cnmnanies have a.Iqgal cbiicatfcn to produce tln c’e r:nancial statements every year:.tiie . ..
fx'Balance Sheet (BS), the income Statement (IS) v.'i-jr.n can.also be talled the Prof't and I oss ..
v 5 statement (P&L), and the statement of cash flows. These statements have to be checked by ’
f^-inexterpa j^irm ofauditors,andare,publicly'.avaiiable (statementsfor particular companies'X.
. pre easily found on the company's website;:often under a tab caHoc investor relations').' ,B;
Users o! fnanciarstateinents mciuceshareho dors, ootehtiai snarehclcers, creditors (such
as banks)', Customers and suppliers, journalists, analysts working for Investment banks,
government agencies; etc. '? v 1	’ |	j
XX	X	ifurn; ;x? -;X’m u: :/ i XXX: '  ,; у-г-гХ
The Balance Sheet |	t * '	4 В -b v ’ f
The bal&nce sheet represents a	record of	a company's assets	(what ft owns),	liabilities	(what
' it owes) and equity (what would be left if all the assets Were sold and all the debts paid - the
‘ ’ leftover money belongs to the shareholders). The three elements balance in the following
' manner	‘
i- :XX ;: уXtBBBBB BX I:::;'':;::.	'i:X::1; B.-B.BBBtBXBBBBB
Assets = ..i.:b:iitir-s I Shamnolders' Equity X- '	X;;X V
Assets represent the resources that the .business owns or.controls at aigiven point in. time.
This includes items such.as cash, inventory,: machinery and.buildings. The other side-of the
equation represents:the totabvaluerof the,financmg-the.company.has used:to acquire those wia
' assets. Financing caXcome as a result of either liabilities or equity Liabilities represent.debt
< (which of course must be paid back), while equity represents the total valbe of money that ’ ’
the owners have contributed to the business-including retained earpings, which is tha .' . ’
orofit made m oievious vears.	:.	XaS ''
if he income Statement-XT :x: л - iirx-::; : .	:?x-t XX'.<- Xa^'X:
к
’< profit made in previous years
'/Vhi|ethe..balancesheet.takes a.'snapshot', of the business ata point in time, t-e income
f«.5tatement^measuresra company^performance over-а:period:of.time (annually,;and;alsowf
' voften'quarterly as a management tool). The income statement presents information .
s - about revenues (= income = turnover), expenses (= costs) and profit (=: earnings) that were
generated as a result of the business operations for that period A very simplified income
” statemehtis: 4 /' <*	- $ -f-' ’ <‘ Шг сЛ X , 'В, 	1 *	‘
Reven uesX? <	. 
t‘ = Profit (or Loss) ; Ц x
..‘Tax;- dividends,depreciation:
= Retained earnings ’
•i
Xi

№
S-
^Statementqf-.Gash:Frovvs	, v <	;	, g	’
The statement of cash flows represents a record of cash inflows and outflows over a period
. of time. Typically, a statement of cash flows .focuses, on the following activities:;
•	Operating Cash Flow (O.CF): Cash generated from cay-to-day business operations: :X;-'
•	- Cash from Investing’(Ci;;): Cash used fodnyesiing in assets, as well us the proceeds from ..
; the sale uf othrrr busl'iLSSos. -ccuitjn'er.t or .cr g te-r.i assets
•	Cash ftom Financing (CFF): Cash paid or received from the issuing and borrowing of funds
I The cash flow statement is important because it is very difficult for a business to manipulate
•	its'.cash situation! Creative accountants can massage earnings, but it's hard to fakercash in the
bank. It's real cash.that pays the ::il!s, not cro'its.. /	\;;X	. XB :
Useful websites
On the Internet, the US Securities and Exchange Commission has an excellent introduction to
financial statements	‘	\	*s
http://www.sec.goy/investor/pubs/begftrtstnitgurde.htm
Ard this site is in 'lessor’ format:	' :;X "i X-':',-;<X;:f
http://www.studyfinance.com/lessons/finstnit/index.mv
7/ifBusiness B9
7.1 About business
This module examines both the traditional and current views
of accountancy and accountants, thereby introducing the topic
for the unit.
Internet research
An Internet search for extreme accounting will show that
this is a phenomenon sponsored by Britain’s Chartered
Institute of Management Accountants (CIMA) and accounting
software consultancy CODA. It asks accountants to post up
photographs of themselves doing daring activities onto the
web. Examples include accountants mountaineering; trekking
in extreme climates; scuba-diving, etc. This is an attempt to
change the current image of accountants; to make people
reconsider the profession as attractive and even dangerous.
Students could carry' out this search at any point in this
module after the initial discussion in exercises 1 and 2.
Discussion
И Write the word accountants on the board and ask
students to write down two adjectives that describe a typical or
stereotypical accountant. Put their suggestions on the board.
Then students do exercise 1.
О Invite students to discuss the two questions in exercise
2 as a whole class. Prompt them if necessary, using questions
like: Are these images fair? what are accountants usually
good at and not so good at? is it usually a man’s or woman’s
job? how important is their role in a company? Finally, ask
students if they know any accountants. If they do, ask them to
describe them and to compare them with the stereotype.
I SUGGESTED ANSWERS:
The image the jokes give of accountants is rather negative (but
then jokes usually are!). However, some points could be seen
as positive. The jokes portray accountants as: greedy, boring.
traditionaLpopr at maths, lacking original thinking, but hard-
working and respectful of procedures.;. ;	. \ '
Listening
Or ^2:19 Students read the two questions and then
think in pairs of possible reasons, before listening. Elicit their
suggested answers before playing the recording. Be prepared
to play the recording a second time, if necessary. Let students
compare their answers in pairs and then take whole-class
feedback.
1 First,'it is associated;with maths'and numbers, which
traditionally a. lot of people are not keen oh, secondly, it.  t-:
is seen as predictable and, lastly, it is also seen as a steady ;
job, not for risk-takers.
2 Accountancy's image is improving due to excellent job-
satisfaction, "the fact that it is a female-friendly profession
and that accountants today are key decision makers.
..——— • .....—-—;—.——- ____________ _ ;______
RECORDING SCRIPT
2:19
Interviewer: Welcome to Next Steps, the graduate career
podcast. I'm joined today by Pedro Avalleneda, a
Manchester-based careers consultant who’s been
researching changing attitudes to the financial services
industry, in particular accountancy. Pedro, why do you think
accountancy has had an innage problem?
Pedro: Well, it's a stereotype, and in that sense it's unfair. But
there's often an element of truth to a stereotype, and the
image may have had some basis in fart In the past. There
are several reasons why I think the image developed. Firstly,
accountancy is seen as based on numbers. Most people
aren't that keen on maths, and It's a subject that a lot of
people give up as soon as they can. It's a shame people
make this association, because these days much of the maths
is taken care of by computers and the accountants can focus
on analysis and strategy. Another reason is that accountancy
is seen as predictable: I guess what people have in mind is
that the tasks you have to do are often similar-relating to
balance sheets, profit and loss accounts, and so on. This isn't
really true any more, since accountants do a lot else besides.
Finally, accountancy is seen as a steady job. You might ask
what's the problem with that, but for some people it implies
that accountants are not risk-takers.
I: And what's changing now? I mean, how would you say the
accountancy profession is breaking out of the stereotype?
P: Well, the best way to answer that is to look at the facts. A
recent survey into job satisfaction showed that people who
entered so-called creative professions like advertising and
the media were often the least satisfied with their jobs.
Accountancy, however, reported excellent job-satisfaction.
Sixty-seven per cent said they wanted to stay in their jobs.
So it seems people who pursue accountancy don't find it
predictable. Another reason for its changing image is that
it's friendly to women. In the US, 60 per cent of public
accountants are women, and in the UK levels are also high.
So it's a female-friendly profession, and this has changed
some of the negative perception -the stereotypical
accountant was often a man. Finally, accountants really
are key decision makers. Accountants today are important
figures in the boardroom, and it's often accountants who
have the best understanding to make big management
decisions. In that sense, it's a very responsible position.
As a consequence, I think, graduates are recognizing that
accountancy is a profession in which they can expect to have
real influence on a business.
I: OK, thanks Pedro. Now, I have got some questions for you.
We've had some emails ...
90 TfeBsisiness
7.1 About business
Reading
И and И After doing exercise 4 and getting feedback,
pre-teach: litigation (Wordlist); tax evasion (Wordlist),
white-collar crime (Wordlist); scandal (an incident which
is shocking to the public, e.g. when a politician is revealed
to have criminal connections); fraud (dishonest behaviour
or actions to make money). At the end, pre-teach forensic
science (science used in legal cases, to find out precise
circumstances of a potential crime, e.g. a forensic examination
of the body revealed that the man had been hit by a car).Try to
elicit what forensic accounting might mean. Then students do
exercise 5. Students compare answers in pairs before whole-
class feedback.
ANSWERS:
Exercise 4	л	,
a answers will vary / '\’z J %S _.‘ \ 77 	.	,
' bg be«ui^cMuntancy-^a^ipna|]y.haS-aipootiimage'bnd.,'i^
few people would-wanMa'be.seen;wearing-a-T-shirt;t?ti?'*i.-ri
claiming that they intend to be an accountant: '
c positive	'	' '
Exercise 5-;' . 7	'
A confident rnan'ner'.irf court; a systematic and analytical mind,
and imagination.	7:	 M'	’
Ю Students should work on this more intensive reading task
alone, before checking their answers in pairs. Take whole-
class feedback, encouraging students to refer back to the text
explicitly to indicate where they found the answer.
ANSWERS:
1А;;7/:1Ъ773-'Ьм-47а
Discussion
E/l Allow students time to consider and develop their own
ideas on their own for about three minutes. Group students
into threes and let them compare ideas. For early finishers,
have some additional questions cut up on cards to hand out,
e.g. What attitude is there to accountancy in your country?;
does forensic accounting exist in your country?; do you
think you'd make a good accountant?; are your answers to
exercise 4 still the same, having read the whole text?
/7л-Business 91
7.2 Vocabulary
This module focuses on types and contents of financial
documents, with the associated terminology. It also looks
at the form and meaning of verbs to do with enabling and
preventing, in the context of these financial documents.
A search for financial statements beginners guide will give
numerous sites, many of which are very helpful to students of
economics or business. Some of them give simple definitions,
others give examples or general overviews in the context of
setting up a business. Ask students to investigate at least six
sites and to select the most useful and accessible for them, for
class comparison. They should note reasons why, recording
examples from the sites. Students should then compare
their findings in groups of four, and select the most popular
reference site. This research could be done at any point during
the module.
Discussion
Bl Put students in pairs to discuss these points. While
they are talking, add these additional discussion points on
the board, which you can refer to if some pairs stop talking
prematurely: Have you ever been overdrawn? How did this
happen?; how often do you check your bank balance; in
relation to your spending, how far do you plan ahead? Elicit
just a few interesting comments in whole-class feedback,
without prying into students’ personal affairs J
Financial documents
И and И Allow students to do these exercises on their own
first, before checking in pairs. Some students may be more
familiar than others with these documents, so allow them
to share their knowledge by re-grouping if necessary. Take
whole-class feedback.
Exercise 2	<
Exerase 3	'	, 1	| t t	j
1	a cash flow statement - ‘	\	«- - -Г ’ ' 4' *
b profit and Jnss account
;baiance;5heef/fWS
The numbers In brackets represent cash outflow. '	1
И Students should work in pairs on this exercise. As they
are working, monitor to see if they need dictionaries, in
whole-class feedback, check that students are pronouncing
the words correctly. Drill words such as cash receipts, assets
and liabilities, if necessary.
1g 2b 3 d, ,4 e Sc 6 a '7 f
8 h and i
Ol and Еда For variety, cut up the categories and examples,
giving one complete set to each pair or group of three, to
match. After whole-class feedback, ask students to put the
category cards face-down on the table, and to test each
other on the categories by reading the examples. When they
have done this, they should reverse the activity, putting the
examples face down and the category cards upturned. Then do
exercise 6 in the same pairs. Take whole-class feedback.

Exercise 5	. ‘-у > 't ‘	1 * j
Exercise 6
1 Under cash payments	ч >’ ’	,	' »
depreciation as a negative figure (in brackets) below gross
\ /profit; extraordinary income under other income’ 'vf, ,
3, plant and machinery Under fixed assets and accounts,/
:/;Sp.ayab I ё Unde recurrent liabilities'
Enabling and preventing
О First write the three types of financial documents on the
board: balance sheet, cash-flow statement and profit and
loss account. Ask students to look back at exercise 3 and
discuss in pairs why these three documents are particularly
useful to a company. It does not matter if students do not
know the answers, as this simpiy acts as a prediction exercise
for the readings in exercise 7. Students fill in the three mini-
texts in pairs. Ask higher-level students to cover up the verb
options and in feedback discuss their choices if they differ
from the suggested answers. (This could lend itself to an
analysis of nuances of meaning, for example three students
may have written prevent instead of discourage). After
checking the answers as a whole class, get students to try
and group die verbs according to their patterns. Put the three
patterns on the board (see below) and elicit an example for
each. Students work in pairs to do the others. Ask students
to try and find any generalizations in terms of patterns and
meaning, e.g. most of the negative words with a meaning
related to ‘stop’ use pattern three.
Verb т someone + do + something
make, let, help
Verb + someone + to do + something
encourage, allow, force, help, enable
Verb + something from + doing + something
discourage, prevent, prohibit
ANSWERS:
: .1' encourages ’ >
2	- lets ' ’ I , \
'discouraged;; ‘i'
4 made: <	* ’j
5 helped
'6 prevent '	>;
7/force f.S j' / I
8 allows ‘	;
5 prohibit
10	permit
11	enables' \
12	compels
92 TheSusiness
7.2 Vocabulary
FURTHER PRACTICE
Get students to work in pairs, A and B. A reads the first
text in exercise 7 (Sally Timmerman) and В listens, with
their book closed. When A comes to a gap in the sentence,
he or she does not say the gapped word, but simply says
‘beep’. Student В listens carefully and has to provide a
suitable word at this point. A continues, repeating the
procedure at each of the gapped words. Students then
change partners and do the same with the other two texts,
alternating the roles of speaker and listener.
О Put students in pairs and ask them to select which
document in exercise 8 they would like to focus on, ensuring
there is a mix of choices of genre within tire class. Students
should write an explanation of at least five lines, using at least
three different verbs from exercise 7. Take these in and record
any problematic language for remedial work in a future lesson.
Business 93 T
I
7,3 Grammar
SUGGESTEO ANSWERS::
This module focuses on the vocabulary of cause and effect, as
well as how to talk about ability in the past. It also revises the
use of the definite, indefinite and zero article.
; Internet research
A search for causes of business failure will give a variety of
sites. A number of common causes are often cited, such as:
the market fails to materialize as planned; lack of technical
capabilities, despite a market opportunity existing; failure
to price the product or service correctly; inadequate cash
reserves; inability to judge the power of the competition, etc.
You could initially brainstorm possible causes for failure in
class, then get students to search at least three sites. They
should find and compare the causes listed on each of their
selected sites, in preparation for discussing their findings in
groups. Tliis research could be done at the end of the module.
Test yourself: Cause and effect
Ш Start by reading the first part of the Refresh your
memory box. Students work through exercise 1 alone,
before comparing answers with a partner. At the whole-class
feedback stage, elicit the meaning of stem from (arise from;
have their origin in, e.g. the company’s problems stemmed
from a global slump in the market) and bring about (cause to
happen, e.g. technology lias brought about incredible changes
to our lives). Students should record any new verbs in their
notebooks, with tire prepositions.
' ANSWERS:	____________  . ___________
* 1 stemmed from
2'-’resulted from '
3 gave rise to г
4 led to -
;5 brought about Ч';
6 arose from 5
Test yourself: Describing ability
El For lower-level students, put the main verbs on the board,
in random order. Follow die same procedure as in exercise
1, referring initially to the Refresh your memory box. At the
whole-class feedback stage there could be several options,
so encourage students to give their answers, even if they are
different. At this stage, highlight the cause and effect phrases
by asking students to underline them: due to, thanks to,
owing to + noun phrase. These function as conjunctions,
so elicit from students that an additional main clause is
needed, putting a subordinate clause on the board for them
to complete: Thanks to the hot weather, ... (the garden
furniture business did extremely well last summer). Elicit
the fact that a comma is needed, and that the clauses can be
changed around: The garden furniture business did extremely
well last summer, thanks to the hot weather. If students
would benefit from more practice of either of the above areas,
refer them to the exercises and explanations in the Grammar
and practice section on page 128 (Cause and effect, exercises
1-5) and page 129 (Ability, exercises 6-8) of the Student's
Book, answers on page 118 in this book.
1 couldn’t pay
2 managed to beat	.
.‘ЗА/ aren’t -able'fe.-fihdSEAEiEiS&E^
4 have succeeded in Increasing <	>	|
5 managed to get - <	; <	>
;•65 iailed to come,dipjWith5EE5'W
7 r.oulci pay.
О	 , . -.даЛ;• г:	'' < ?	::   1:а/' -':
, 8;.:.,were
\	, , S , ,, >...........................
Test yourself: Articles
НЭ and О Follow the same procedure as above, but handle
exercise 3 as a race. Students discuss the rationale for their
choices in pairs. In whole-class feedback, clarify students’
understanding of the target language using concept questions
such as: is it talking generally? is it specific? what does it
refer to? Decide who finished first and who has the most
correct answers, to identify the winner. Students do exercise 4
in pairs, followed by whole-class feedback.
Exercise 3	,	•	- < 1	,
1	Sue ya.ve me useful information about the new regulations..;
2	Harry's a real technophobe he just hates computers!
:3.5,CorrecT5	.5,5 A	55T
4	Tpbecorri.e ail accountant. Geri spent.three years studying, i
5	They bought new machinery to help them meet the order.
6	Personnel are firming it difficult to find candidates with <
intelligence.	’
7	Correct. s* i • '	, -1, ,	' j ,
8	Luke resigned after he was accused of unethical behaviour. 1
jjsyaWhen/CompletingjypUriexpenM
fo> entertaining,	.
10 The CFO asked me to do research to establish why our '
•	losses had increased.	
Exerase 4
a	He's still running the’Same	restaurant.	$'.* 	1	,,	?
b	He’s still in the restaurant business	hut perhaps	running a	.
. ..different restaurant ondoing a-different job entirely.
a She couldn't attend becauseshe was studying at college.'/
b. She couldn't attend because she was at the college, i.e. on -
the campus, but perhaps not studying.
a He avoided talking about his private life in public	•
b He t-voided tu!k:ng about his private life at work,
Reporting performance
О and И After getting feedback on exercise 5, students
work in pairs to finish the sentences in exercise 6. Remind
them to refer if necessary to exercise 2. Monitor students while
they are doing the exercise, so that whole-class feedback is
not necessary, but select any problem examples from students'
work to discuss as a group.
94 The Business
7.3 Grammar
ANSWERS / SUGGESTED ANSWERS: :
Exercise 5	,	’
Fantastik metperformnce targets for unit sales, repeat
business, adiWn tests, pa'yr'oll and operating profit.'- Z *,	,
Exercise 6r	|	|	- 1
2 In fact, they only succeeded In making €0 98 million
3 they managed to reach this target । ”r -	‘
4 They were able fcf achieve a reduction of three percent ’
5 they only managed to reduce them by two per cent
6'Fantastikplannedto keepthepayrollto€250,000 andthey
f .succeeded. 1	1 '	|	'
7 Fantastik hoped to make an operating profit of €220,000"
and they managed to reach €255 000	<	,
Explaining performance
El and ICT Give students sufficient time to read the short
articles in exercise 7 and to consider alone how the points
relate to Fantastik’s performance. Students then discuss their
hypotheses in pairs, before doing the writing in exercise 8. Put
lower-level students in pairs to help each other and refer them
back to exercise 1.
[SUGGESTED ANSWERS:;
.Unitsales - higher than expected due to hot weather.r,:y--.
Value of sales -' down due to tne increased price of petroleum*
derived products and the knock-on-effect onraw.-materials;*?»'
Admin costs - down due to lower labour costs
Raw materials- less of a reduction than expected due to -. . ?
increased price of petroleum-derived products •
Payroll - down due to'lower labour costs	,
/.Operating profit/-higher. than expected, due to the .hot-?.i?/-.&?
I feather, and the resultingistrong sales,‘and reducedjabduri-T'.;
Exercise 8	-
\ Hot.weather ln July ied to increaseddeniand for^ir -
/conditioning units, and as a result Fantastik sold a.record
42,000 units. Reduced costs stemmed from a number ofiw'A-s-s.;;
different factors, for,example a large reduction in the payroll
resulted from the availability of migrant workers from new.?:;.::;
European states. On the other hand, high oil prices gave rise
Ло increased rSvi materialcosts. Deiplte this, the’favourable
; conditions resulted Tn an operadrig profit.Which'was yvell.: .
above target.
О Ask students to complete this individually, then put them
in pairs to compare and discuss their answers. Early finishers
should first practise reading the speech to themselves, and
then to their partner, with a particular focus on natural-
sounding pronunciation: a focus on individual sounds and
sentence stress.
Speaking
ш and EH To help stimulate students, remind them that
the instance can be big or small, something college, work
or school-related. Give a personalized example, trying to
naturally incorporate some of the language from the module,
e.g. cause and effect; past ability. For example, tell students
about an exam that you once studied for. When students are
talking in exercise 11, monitor and note down any linguistic
problems, particularly in relation to the target language, for
remedial work later. Let students hear one or two of the more
interesting situations.
EXTENSION ACTIVITY
Ask students to think of'riddles' for the other members of
the class to solve. Here are some examples, ranging from
easy to difficult:
1 Thanks to this invention, nowadays we can arrive at
our destination much faster than we could in the past.
(aeroplane)
2 This invention has brought about great changes in the
way people spend their free time in the evening. Before
this, people would spend much more time outdoors.
(TV)
3 The development of this item stemmed from a desire to
keep one’s feet relatively comfortable. Before this thing
was invented, people were at the mercy of the weather.
(Wellington boots)
4 The invention of this device led to the possibility of
taking your friends and family everywhere with you,
with great ease and at practically no extra cost, (the
photo)
The sentences practise ‘cause and effect’ language, and
potentially also the language of ability. Put the examples on
an OHT, without the underlined words, and ask students to
solve the riddles. Students then work in groups of four to
write similar ones. If they find it difficult, encourage them
to simply write easier riddles (see example 1). Hold a class
competition.
| ANSWERS;
1 an 2 a' 3 the 4 no article 5 the’'> 6' no article
10 the, .'IT no article';,-:-' '
14 the 15 the \ 16 the
19 a 20 no article
7 no article 8 the . 9 the
12 no article  13 no article
mSairiclei^ii8dnC>:^Icle
The Business 95
7.4 Speaking
This module provides students with strategic language to help
them understand and participate in meetings more effectively.
internet research
A search for ending a meeting will give a handful of relevant
websites giving veiy practical advice and strategies, e.g. end
on a positive note; summarize what has taken place; set a time
and date for any subsequent meetings; check that the rainute-
taker is happy with their record of events, etc. Give time in the
foUowing lesson for students to compare their five points. This
search could be done at any time in the module, but preferably
before the final role-play.
Discussion
И Students talk about the last meeting that they went to:
tw/ien was it? what was it about? was it successful? Pre-
teach: never admit ignorance (never say when you don’t
understand something); stick to the agenda (keep to the
agenda). Students do exercise 1. If you think students will
find it hard to think generally about their culture, ask them
to think about their own performance in the light of these
characteristics. Take whole-class feedback.
Listening
El and О 2:20-2:21 Before listening, students
brainstorm their (imagined) main problems when attending
meetings in a foreign language. Elicit specific problems
students might encounter: speed of speech, specific language
items used, colloquialisms, separating the main point from
the peripheral points, etc. Do exercises 2 and 3 and take
whole-class feedback after each one.
RECORDING SCRIPT
Э 2:20
Alice: OK, guys. Your financial reporting system looks to be in
good shape, but we're gonna have to make a few changes
in terms of when you do things and how often, you know,
to bring things into line with US procedures; do a bit of
tweaking on the reporting period side. And ...
Serge: Euh, sorry, Alice, could you repeat?
A: Sure, Serge. I was saying we need to do a bit of tweaking
on the reporting period side. And we need to iron out some
issues on the IT side, too, David. But 1 reckon we're gonna
have to set up a separate meeting to take stock of things
'cause we don't realiy have time today, OK?
David: What, Alice? I, erm ...
A: Yeh, Dave, a meeting to take stock, maybe with some of
your key team members. What about tomorrow morning at
eight-thirty?
D: Umh, what? Oh, yes, OK, eight-thirty.
A: So that’s all clear then. Great, so what do you say if we
break for lunch. I just got off the plane this morning and I
didn't have time to grab breakfast. I'm starvingl Shall we
meet back at two?
S: Euh, two?
D: Yes, OK. two.
A: Great, well, ‘bon appetit' as you guys say.
S: David, what the hell is Tweaking'?
D: I don’t know. Serge. All I know is that I've just agreed to a
meeting tomorrow morning at half past eight to talk about
'stacks' or ‘stocks'!

EXerciseS/ ,	1 r "4 ‘ <' '	,
The meeting is more productive because the men. who don't
understandverywell,explainmoiedearly 'whyandwhat they
don’t understand. This helps Alice understand their problems
and,she in turn tries to he clearer. This results in better:Л<
communication and mutual understanding.

Exercise!	\	| - г -
1	The meeting is not very successful because the two men. -
' don’tunderstand verymuch, ofwhat Alice is .saying,, and
С:У;А!кеТ16ё5пТ:гёа11грд^
2	Very little. Serge has heard the word 'tweaking' hut doesn’t
knowwhatltmeans DavidjustunderstandsthatAlice
, wants a meeting at 8.30 the next day.i\ s	s
3	Students'own ideas. .....
96 '//.«.'Business
7.4 Speaking
RECORDING SCRIPT
2:21
Alice: OK, guys. Your financial reporting system looks to be in
good shape, but we're gonna have to make a few changes
in terms of when you do things and how often, you know,
to bring things into line with US procedures; do some
tweaking on the reporting period side. And ...
Serge: Euh, sorry, Alice, I’m not sure I follow you. Could you be
more specific?
A: Sure, Serge. Humh, what I mean is that we need to
standardize the procedures, ... make the procedures the
same as our US ones.
S: Erm, so, what you’re saying is that we're going to have to
produce financial statements more often, is that right?
A: You got it, Serge. To be precise, every month.
S: That’s going to mean a lot of extra work, Alice!
A: Well, you're right up to a point but the benefits are
worth it. Anyway, we’ll look at ways we can allocate more
resources to set up the new system later on, OK?
S: OK, Alice. (Sounding more convinced.)
A: Now, we need to iron out some issues on the IT side, too,
David. But I reckon we’re gonna have to set up a separate
meeting to take stock of things, 'cause we don’t really have
time today, OK?
David: Sorry, Alice. You've lost me. We need to do what?
A: Well, In other words, we need to deal with some IT
problems. And to dothat, first we need to take stock, erm,
see where we are at the moment. Do you see what I mean?
D: Yeah, that's clear now. I could set up a meeting tomorrow
morning at half past eight if that suits you?
A: OK. That's great. So, can we go over what we've decided?
We're going to standardize the financial reporting, and
David and I will meet tomorrow to discuss the IT problems.
Does everyone agree with that?
S: Yes, that's fine.
A: OK. Now, I don't know about you guys, but 1 didn't have
time to grab breakfast this morning and I'm starving, erm,
very hungry, so what do say if we go eat?
S: Good idea, Alice. Just thinking about monthly reporting has
made me hungry.
D: Let's got
Analysis
STS Students look at the phrases in exercise 4 and work
in pairs to predict some of the missing words. Monitor
their progress. Play the recording again to check students'
predictions.
О Do the first example together, then let students work
alone on the task before checking their answers in pairs. Put
the answers on die board for students to refer to, then ask
them to highlight some specific phrases in the exercise which
they would like to start using. Students will probably know
all these phrases on a receptive level, but find it difficult to
actually broaden their range and use them when speaking. Ask
them to record these highlighted phrases in their notebooks.
ANSWERS:
Asking for clarification: b, c	’’ 1
Clarifying a, d,e .,	\	;
Checking cither people understand g, 1 ' \.	| f |
Speaking
И Put students into groups of three and ask them to think
of at least two solutions to each problem. Then hold whole-
class feedback and write possible solutions on the board, for
students to refer back to in the next stage.
Before they start, get students to refer back to the
analysis stage (exercise 5), in particular to the phrases they
highlighted. Ask students to refer to the role-play structure
provided in exercise 7 and to consider where diey will be able
to include their phrases. With lower-level students, give them
a few minutes to copy the phrases into the relevant place in
the flow-chart in exercise 7. Then let students practise the
dialogues.
Role-play
О Lower-level students in particular would benefit from
revisiting the listening in exercise 3. Then group students into
threes and give them time to read their role-cards, as well as
the agenda. Monitor closely to assist with any difficulties or
unknown words. Remind students who is running the meeting
and whose first language is English. Give students Alice's
opening sentences: Well, thank you for coming today. Here’s
a copy of the agenda. The first thing I'd like us to discuss
is... Allocate an appropriate time-limit, e.g. 15 minutes.
Earlier finishers should improvise on the AOB (point 9 on the
agenda). In feedback, get students to tell you some of the main
outcomes of the discussion, and give students feedback on
some of the language they used.
Tl&cSusineas 97
7.5 Writing
This module focuses how to write minutes for a meeting, with
a focus on the style and layout of this genre, as well as verbs
which are typically used.
Internet research
A search for writing clear minutes will give a number of
websites giving useful advice on this subject. Many of them
emphasize the importance of using clear and concise English,
short sentences and bullet points. Tell students to draw up a
list of ten tips for good minute writing, and in class compile a
list of the top ten. Students could do this research at any time
during the module, but ideally before doing exercise 5.
Discussion
and Ю After students have discussed these points in
pairs, take whole-class feedback. Give students one minute to
do exercise 2 and elicit the answer.
SUGGESTED ANSWERS:/’-ft:-ft'-.-
Exercise 1 Qi'-, ft:	ft::ft/:ftft: ' •'-	 • 'ft'	' й/
'a 1 Informal
2 Formal	‘ t
3 informal but businesslike r ’’	’ *> >
>	4 Informal	'
' b 1 to organize the Cnnstmas lunch  ..
j . 2 to review the construction project ’	’	/ й" <
3 to bring members oftfie department upto date on any
( ,	' new issue- ’	,	, ' x.
4 to appomta sales manager » * Л ,
у Seco nd q uesfion: students' own answers. /ft\ftftft ft'
c The first three meetings will probably require minutes
'* as there are several participants and potentially several
л . „ppints to di'cuijs/Meeting '4involves only.two people and
. ' - relates to a relatively sifople cHaicejpf one candidate.The.'
( z minutes Will probably differ in terms of their formality or
informality.
Exercise 2	|
They relate to Meeting 3, '	/
0 and И Students should find exercise 3 fairly easy, but
if they appear to be having difficulties, allow them to work
together before moving on to exercise 4. Get students to
compare their answers for exercise 4 in pairs.
ANSWERS:
st'xesrcise 3ft:ft?•?л
gftt-J^
3	Attendees
4	Item	j	\	/ ’* ’
5	Discussion
6	Action i Г r ‘	\ Г?r ‘ ‘ t ',£ j
1 Next meeting > ' 5	4. r ’	:
exercise 4
1	Full names are given In the iist of attendees but otherwise
initials are used.
2	Ta determine who wiH do what by when	*
3	expressed, identified, proposed, agreed, requested,
accepted, decided, concluded > t ’	'
4;.yvill get, will prepare, to led: into.
Summarizing discussion
Encourage students to work in pairs on this task.
Students not only need to choose the appropriate reporting
verb, they also need to consider the verb pattern. Give out
dictionaries to students as they are doing this task, so that
they can check the form, if necessary, e.g. EF congratulated
Sally on her work ... (congratulate + someone + on + (doing)
something). Early finishers can write up their completed
sentences on the board, for others to check their answers.
SUGGESTED ANSWERS:
'2 We rejected the idea of keeping the existing open plan w
arrangement,	< ,	.... «>	'ft
3"fEF congratulated Sally on her work in accounts receivable.
,4 DS explained that the current,dppreisai'sysrenifsjjdtftft/ft
 ’; /working because interviews take foo lang and are too '
t infrequent/!p'i<5'<;-У '-••-ft fty-ftft'yftft'
5	DS continued that the department heads thought that the J
 ft current expepsftfoirn was too. com plica fodftft ftftftftft:ftft
6, FWsuggested getting three quotationsfor screens and
, three for partitions /•	: ,
Making action plans
Ю! Students should initially work individually to try and
match the two halves, before considering the appropriate
verb. When they have completed the task, take whole-class
feedback and at this stage consolidate the language by elicili
the type of words which collocate with these verbs, e.g. chat
up someone such as a bank, suppliers or other service-
providers; contact someone such as suppliers, clients,
manufacturers; arrange a meeting; draw up a draft of a
document; organize an event such as a party, dinner etc;
evaluate a plan, a proposal etc.
ANSWERS: ' v * ?£ ftftft 
: T- ;:prganize -r e;
ilftdrawfopftf,;:
(зАаггапде - a
i'4/' contact fte ft
5 evaluate - cl-
6	chase up b
Listening
H 2:22-2:24 Guide students at the initial prediction
stage. For points 2,3 and 4, write die following prompts
on the board: Do you have any ideas on how they could
chase late payers?; what’s one possible advantage and о
disadvantage of providing cover for absent employees?;,
three suggestions for reducing office waste. Write student
suggestions on the board and then use these as a focus for
listening to the three recordings. Check the answers as a v
ciass.
7.5 Writing
RECORDING SCRIPT
2:22-2:24
1
Enzo: OK, Francois. Thanks for those statistics on late payers.
I can see why management want us to cut late payment
time by at least 1S working days. Any ideas on how to do it?
Alice?
Alice: Well, it's pretty clear to me, Enzo. We have to put more
pressure on the slow payers much sooner than we do at
present -1 think Francois will back me on that?
Francois: Absolutely, Alice. In my opinion, we need to do two
things. We need to reword our standard chasing emails to
make them sound more threatening and ...
E: Threatening. Francois? I don't really want chasing emails
sounding like that!
F: OK, let's say more assertive or persuasive. Anyway, they've
got to show the customer that we require prompt payment.
And the second thing is, we need to send the first reminder
out earlier.
E: Right, so that's make the chasing email more assertive and
send the first reminder out more quickly. Erm, Francois,
could you look after redrafting the standard email? And
Alice, perhaps you could review the current schedule of
when we send each chasing email and see how we can
reduce the whole timescale. Can you both report back at
our next meeting in two weeks?
A: Fine, yeah, erm, OK.
2
Dylan: So, to put it briefly, covering for absent colleagues
instead of just leaving their work until they get back is
not just a question of efficiency. It will also improve the
department’s image both inside the company and with our
customers and suppliers. Of course, it will mean slightly
more work at certain times, but I'm convinced the effort will
be worth it.
A: I see your point, Dylan, but I'm not sure that the end of the
year is the best time to run a major project like this. Staff
will need training to be able to do their colleagues' work,
and you know that the end of the year is always our busiest
moment.
E: Alice is right, Dylan. Why don't we give ourselves more time
on this point?
D:	Oh, I'm quite happy to have more time. If you like, I'll draw
up a training schedule for February next year and show it to
you at our first meeting in January. How's that?
E:	Sounds great, Dylan. We'll look forward to hearing your
conclusions in the New Year.
3
F:	Let me see. What else?... Electricity saving measures, toner
and ink cartridge recycling, reductions in the use of paper,
proper sorting of waste into plastics, paper, and I think
that's about it.
E: Humh, well I think this brainstorming session has been very
useful. It's certainly thrown up a whole lot of good ideas.
But I get the feeling that we need some outside help on this
if we really want a lasting reduction in waste.
A: You’re right, Enzo. We should get in touch with an
environmental consultant or something for some basic
advice.
E: Fine, well, I'll deal with that if you like. I don't think I'll be
ready in two weeks so I'll come back to you on it in October,
OK?
Note-taking
О To focus students, warn them that they are going to write
up the minutes of the meeting at the next stage. Students
compare their notes after listening and if necessary listen again
to all or part of the recording.
Writing
Ю Ask students to work individually on this task. Monitor as
they are writing, and remind them of issues of formatting, style
and accuracy, including the verbs in exercises 5 and 6. When
students have finished, they should compare their versions of
the minutes in threes.
Business 99
7.6 Case study
In this module students examine an interesting case study,
where a member of staff is found to be guilty of dishonest
behaviour. Students hold a meeting to decide on the best
course of action to take.
| Internet research;: >
Listening
Ю ч® 2:25 To create further interest, tell students that
they are going to find out about the mystery of the bills, and
will discover that someone has behaved dishonestly. Let
students read the questions before playing the recording. Givi
students time to compare their answers and to discuss point
6. In whole-class feedback, remind students that Emily and
Filip were at business school together and that Filip suggestei
Emily for her current job. (See notes on reading text in
Exercise 2.)
An Internet search for famous whistleblowers gives
information on what whistleblowing is, with examples of
various resulting scandals, e.g. Jeffrey Wigand exposed the
tobacco scandal in the US; Cynthia Cooper (WorldCom)
and Sherron Watkins (Enron) exposed financial scandals.
You could divide the class into groups of three, A, В or C,
allocating specific cases of whistleblowers to each member
of the group to research. After information-gathering on
their own, students could report back on their findings in
their groups. It would also be interesting to elicit and discuss
reasons for whistleblowing as a whole class, e.g. fame, money,
revenge, ethics.
Students could do this research at any point in the module,
but it is best done as a follow-up, to contrast with the issue of
dishonesty which is raised in this case study.
Discussion
И1 First check that students know the following words:
embezzle; throw a sickie; petty cash, which are all in the
Wordlist. Invite students to reflect on the points in exercise 1
alone, and to consider if they have ever done / would ever do
such a thing. Students then discuss their opinions in threes.
Take whole-class feedback on some of the more controversial
points.
Reeding
Give students enough time to understand the nature of
the different texts and allow them to compare their answers in
pairs before whole-class feedback.
: Answers:.:: д/й:
Й'-' Car-Glazer is In tSe car glass repair and replacement' \
• business й	'	~	‘
2	Emily is Car-GlazeKs Chief Accountant. She's been working
s for ttje subsidiary for pearly eight months ' •
3	Filip Novrk.
-4 They are damaging vehicles while doing repairs. L ,

Analysis
О Students do the task. After comparing answers, take
whole-class feedback. At this point, focus students particularly
on point 3: the mystery of the two bills., one of which is
considerably higher than normal, as well as the damage. 'Пу
to elicit the possible causes, to create motivation and facilitate
the listening.
1 He works in Accounts Receivable
i^ndS/StuOents^own'-answeis.-::''':
1 She speaks to Jakob Miler,the owner of Garage Miler, ‘
2 He is Area Sales Manager in the EasL/\‘l‘ ‘ ". ;/’i
3 A Volkswagen. <	b	> _ ~ 1 • v
a1 ab
5 ‘Because they themselves haven't been paid the 378,000
koruna for file work done on Fihp Novak's BMW. I
6 Students'own answers. .. ' j*. *’ •	л :
RECORDING SCRIPT
Ф 2:25
Nina: Hello. Accounts.
Emily: Oh, hello, is that Nina Kovar?
N: Speaking.
E: Good morning, Nina. This is Emily Wyatt from Car-Glazer
in Prague. Robert Smid asked me to call you. It's about an
outstanding bill from July.
№ Ah, yes, well, humh. In fact, can I put you through to Mr
Miler. I think he'd like to talk to you about this himself.
E: Well, yes, of course.
Jakob: Miler speaking.
E: Good morning, Mr Miler. Emily Wyatt from Car-Glazer. I v
calling about the outstanding...
J: Yes, yes, I know why you're calling, Ms Wyatt. Look, I'm
sorry to sound so rude, but this whole matter has made n
rather angry. It's that Safes Manager of yours, Filip Novak
E: Filip Novak, our Sales Manager for the East? I'm sorry, Mr
Miler, I'm not sure I follow you.
J: Yes, well, let me explain. He brought his BMW in to the
garage to ba...
E: Sorry to interrupt, Mr Miler. You said his BMW?
J: That's right.
E: But our Sales Managers drive company Volkswagensl
J: Well, that explains a lot. Anyway, he brought the car in t
be repaired at the beginning of July. He'd had an accider
and we had to do a lot of work on It. He told us you kne
all about it and that Car-Glazer would pay the bill. Here
Brno we trust people. We simply sent you the bill with о
normal July claim-for about 81,000 koruna I believe-a
thought no more of it. But we still haven't been paid th<
378,000 koruna for the work we did on his car. And that
why we haven't paid you. It seemed like the only way oi
being paid what your Mr Novak owes usl I've been tryin
call him for the last three weeks but had no luck.
E: Well, I see what you mean, Mr Miler, and I can understai
why you're annoyed. I'll need to talk to my boss, Artur
Nemec, about this, but i'll get back to you as soon as I c;
think Filip Novak owes everybody an explanation!
100 T&Business

7.6 Case study
Discussion
Н Re-group students into groups of four or five. You could
assign the following roles, if it would help your students
in their discussion: Emily Wyatt (chief accountant), Artur
Nemec (Director Czech Rep.), Lesley Toth (Human Resources
Manager), Martin Mamatejova (Sales Manager). Let students
plan what they are going to say for two minutes, and to look
up any words in the Wordlist {reprimand, suspension). Inform
students that they have at least eight minutes to discuss their
course of action. Artur Nemec should introduce the meeting,
handing over to Emily Wyatt to explain what has happened.
Listening
О 2:26 At a suitable point, interrupt the meeting and
ask students to listen to the recording. Tell students it brings
some good news, but news which makes their decision more
complicated. Play the recording and check that students have
understood the message. Give students three more minutes to
reach a conclusion in their groups. Monitor as they are talking
and stop at an appropriate point Finally, invite different
groups to tell the class what their final decision was and why.
RECORDING SCRIPT
2:26
Artur: Well, that was our friend Filip Novak! He's just landed
us the biggest deal we've ever made. We’re going to be the
preferred glass replacement company for the number one
insurance company in the Czech Republic! So, where do we
go from here?
EXTENSION ACTIVITY
Ask students to work in pairs to role-play the conversation
between Nemec and Novak. Ensure that students are
working with a different partner, not one who they worked
with in the discussion activity (exercise 5). Allocate the
roles and give students time to prepare what they are going
to say. Suggest to Novak that he may need to think of some
good excuses in advance, just in case some of the feedback
is negative! Nemec should inform Novak of the facts and
the outcome of their earlier meeting.
7’bfBusHiess 101

-
' 'aif-fradey^amdFganizedrsbcial/m'overnerit'whichyfbmbtcs'stahdards’fpfdriternatignai' .
labour, environmentalism, and social policy jn areas related to the production <	। ’
of\fairtrade goods. There-is an umbrella organization called Fairtrade' Label Iing
- Orgahizatibns.lntefhatipnal; (FLO) whosemissionfspo। set the Fairtrade standardsTSupport;: :
' inspect and certify producers, and harmonize the fairtrade message across the movement.
, Key principles of fair trade, as put forward by its supporters, are ’ „ ,	,	‘
’*»' Creating opportunities for economically disadvantaged producers. Fairtrade Is a strategy
< I Jor povertydlleviatipman^	у j ’y
'	• Transparency and accountability. Fair tradeinvolves тга-уиагепт manuycir.e-:t and -' :<
commercial relations to deal fairly and respectfully with trading partners
- • Capacity hur’d'.ng.. cu’r.’.r=de.is a means.'tp. develop producers'Jhdepehdence. Fair  
trade relationships provide continuity, during which producers and their marketing
' organizations can'jmprove their management skills and their accessto new markets.
•	Payment of a fair price A fair price is one that has been agreed through dialogue and?	'
‘ participation, it enables production which is socially just and environmentally sound. It у
у provides fait пну to the producers and takes into account the; principie- of ecud pay for
; :equa-:workby women and ine:,. Fairtrade's eiisuie prompt payment to theb partners
. 'and, wh enever possible,''help producers; vvithiactess to pre ha'vest or;pre-productibn '
..financing.:; у	 у	1 -
•	Gender e<;u ty. Fair trade means that women's work is properly valued and гелагсе:-:.
Women are always paid for their contribution to the production process and are
 empowered ;ih theinbrgahizatipns.b; у.; (; by	''.'C	-;    1
•	'Working, tprid'tions. Fain trade1 mbads'a safeydd'healfhy wo-king envirbrirrientf dr '	;
. producers;.The;participation of children (if any) does not inversely affect them well-being <
У security) educationaj requirements and need for play and conforms to the UN Convention
jpn the Rigntsof.'the Crild'as well asthe :aw and-norms in the local context.
•	Environment Fairtrade actively encourages better environmental practices and the
:	; application of resppnsiblejdeth^	ЖШШ I f
; . The main argument against tair trade, used by those in favour of free trade, is that it distorts
prices and encourages overproduction Setting a price floor for 3 commodity (in effect a farm
subsidy like any other) will benefit г number of fair trade producers over the short run, but
overthe long term it will encourage existing producers to produce more and new producers
to'enter the market. This will lead to excess supply and eventually make the world price fall •
пл ?-,ei  so Ih.a-. :he vast majority of prooi.rurs bt-coine werse ott.Withjfredtradejipn the;
1  ’other ha-d, the market п.юспапгт of fahing prices '.-.'cuT: encourage(producers to switch
 - to (irowirg ,-tnei crops, and lead to greater diversification and.ultimatelyimgre sustainable
; - rural developnient/f у	y.m -y	yrt-.
Other objections to fairtrade are that it only offers certification to co-operatives of small
у pfoduqersj(so thp tfib vaS mppH^ bffarm workers,;v\p64vork:oh plantadbhs;- miss>out); hj;j'y
p-addithat rnost of theprbmium price pjaidpy consumers.goes.tdthe.rdtailers/  '
-'y-.’y yyy..;;'my- T; ;;'y	m;y;;  yyrt ''r'.c;	;:'f	ЙсЖШ	-'? 'c
I 'In a wldei context, fair trade is just one of the issues that comes under the heading of
'corporatesocial respbnsibi|ity';.(C^R)ijThis:is;a';rapidiy growing field, w'th rompuries . .
realizing that their image (and sales) depend on public percepxions of the social and
' f ehvirohm'entaj impact-of their actiifties.F у	у,, у yy Тл,;: ЙуЙГуШШШ; -F'fr
Useful websites

ror more information bn fair tiade visit:-- y.rn у ;: cf :
http://www.fairtrade.org.uk/
http://www.maketradefair.com/en/index.htm
jAn d(fby GSR-J n;gen era I Ibok; at:;'
httpd/www.csr.gov.uk/index.shtmlhttp://www.csreurope.org/
.11 ;:f'±':	;-yy<-y y-;- /: ,.y : G-;<offey
8.1 About business
ANSWERS:
This module introduces the topic of fair trade versus free trade
and encourages students to consider the pros and cons of fair
trade through reading and discussion.
Internet research ::
An Internet search on fair trade will give numerous sites with
different perspectives on the argument over free trade versus
fair trade.
Discussion
Ю! To promote oral fluency and to orientate them loosely to
the topic, dictate the following questions to students: how do
you take your coffee? have your tastes changed as you've
got older? where can you get the best coffee in your town?
does coffee intake have a physical effect on you? is coffee
becoming more or less popular in your country? Students
discuss these in threes. They then continue with tire discussion
task in exercise 1. Take whole-class feedback on the four
points.
Predicting
О After reading the headline, elicit the following: Why
do people buy fair trade? Why is it becoming increasingly
popular? What is the difference between fair trade and bee
trade? Students should then tick at least two of the points
1-5 in exercise 2. Pre-teach the words: altruism', crop (see
Wordlist); mechanization (the introduction of machines
instead of human beings or animals); peasant farmer (a small
farmer who works on the land and who usually owns just a
small area); incentive (something which encourages you to
work harder, e.g. a bonus). After reading, students check in
pairs to compare their predictions and say whether they were
correct, showing where each point is mentioned or refuted in
the text.
I ANSWERS:
1 "Fair trade products make rich consumers feel guilty. N ,
2 Free trade would help the poorest farmers more than fair
, -trade y- ' - , ” _ ’ Г'	ч.’*-, * Й'i
3 Fair trade products are low quality N (
4®Tair tradefarmers^reTorced to modernize thelhproductlon;
methods. N; ', '
^s;;Big-.coffe^chains^orce farmersto.reduce'their.pricesitNl®^
Reading for detail
El and ^3 Students work initiaUy on their own to do
exercise 3, before checking their answers in pairs and then
in whole-ciass feedback. For exercise 4, be prepared to help
students if they are having difficulty locating tire phrases by
writing up the choices on the board. After taking whole-class
feedback, elicit students’ reaction to the article. Ask students
to briefly consider any arguments in support of fair trade, to
counter the view expressed here.

Exercise 3	1 ‘ ,	1
Mfjsa.minimum price to producersp1, .
? to reheve'thelr guilt 4	, *
3 :an artificially high price’
4because they can invest in quality
mechanization, and: modernization
6 .1.they appreciate coffee as-а premium product; they drink'
7 those who respond to the demands of the market
Exercise 4	1
1	economic illiteracy
2	, kicks away the ladder from the poorest producers
,3 Wave a magic wand ч r '	_ '
‘4 a romantic view of peasant-fanners toiling in the f
5 locking therri into poverty	.	!
!б superheroes of the coffee market . L йЖй -’ ;


Listening
Й38 '&> 2:27 Allow students to listen again and to take notes
on any additional details they hear. Students then compare
their answers before whole-class feedback. This will help to
provide them with more facts for the discussion.
MOWERS:	'	".
fair trade lets small farmers make a living '	* • j
fair trade avoids the danger of unbalanced economies by
spreading risk "s.'' | j . " ’ » | , 1 - '' ’ ’
RECORDING SCRIPT
2:27
Margaret: Oh, yes, hello, this is Margaret, from Cheltenham.
I'm phoning to comment on the article 'Why fair trade is a
bad deal' which appeared on your website. I just wanted
to say that fair trade supporters are not as 'misguided' as
the article suggests. It's rather surprising that the writer
himself has forgotten to mention that free trade and
globalization are all about the survival of the fittest. Free
trade is a jungle! It may be true that big producers who sell
to Starbucks and Caffs Nero can improve their productivity
and command higher prices, but what happens to the small
farmers? They're forced out of business altogether. Fair
trade may never make small coffee farmers rich, but at least
it lets small farmers make a living! And on a larger scale,
free trade is dangerous because it encourages unbalanced
economies. Take Mr Singleton's example of Mexico. With
free trade, Mexico might decide to stop growing coffee,
corn, or rice. All their farmers would only grow chilli
peppers because ids more profitable, and they would make
enough profit to be able to import everything else. 8ut
what would happen if the world market for chilli suddenly
collapsed? With fair trade, you spread the risk, and you give
everybody a chance to make a decent living.
Discussion
Put students into groups of three. Before speaking, give
them a few minutes to consider their own views, planning how
to justify their answers as effectively as possible. Monitor and
note down any stimulating points that students raise, to use in
class feedback as prompts, if necessary. After the discussion,
manage some whole-class feedback on the points which
students found to be the most interesting or controversial.
T&rBusiness 103
8.2 Vocabulary
This module focuses on vocabulary relating to written
contracts. It also looks at examples of unethical behaviour,
and at the language of corporate crime. The larger issue of
whether profits can ever be ethical is also raised and discussed.
Internet research
A search for mission statement generator will provide
students with one or two sites with generators, where an
assortment of mission statements can be made or found,
typically, these generators allow you to choose from different
categories such as openers, verbs, noun, adjectives, adverbs
and closers, to create impressive-sounding mission statements.
Ask students to create their own mission statement so that
students can vote for the best one(s). They could even write
one for their college or company. Display these on the
classroom walls, if appropriate. This research could be done at
any point in, before or after this module.
Brainstorming
jO and OS Students work in threes to brainstorm suggestions
for just two minutes. They read the contract in exercise 2,
then work through each point in pairs and ‘translate’ it into
everyday English from the legalese, e.g. 1: the seller agrees to
transfer and deliver the goods detailed below to the buyer
by 1st November. Then get students to do the matching task
in exercise 2. If students need assistance, put the first letter of
the answer on the board, e.g 1; accepted - e(entered
into).
0 and Ю Give students time on tlieir own to do exercise 3,
before checking in pairs and then as a class. Follow the same
procedure for exercise 4. This exercise is mainly based on
collocations so students may be able to choose what simply
sounds best. For early finishers, refer them to dictionaries.
In whole-class feedback, put useful phrases on the board for
students to record, e.g. A penalty clause applies if deadlines
are not met; a company can be sued for breach of contract.
ANSVVER57;SUGGE5TEO^SWEnSt!
Exercise 1	<	-	,
sign a contract; if ydugfet a job, agree to buy or sell a house, ’
agree to provided product or a service ’ ’S S "
negotiate a contract1 if you transfer a footballer, get married,
agree to write a book Й * ,!	,‘'-'r -* | '
break a contract: if you leave your job without giving notice, >
fail to do the work you are paid to do 7'	(	:
cancel a contract if you are-dissatisfied with your ISP if your
customer doesn t pay ’	<.	|
draft a conti act: if you want to formalize what you have
agreed with your cleaning lady v ,	J
award a contract: if you choose an advertising agency to
improve your company's image,,or a distributor to sell your.- J
products	,
renege on’a contract if you fail to pay for the encyclopedia
you'ordercd, refuse to appear in the movje you agreed to star ’
i.fake out a\cohtrart4itybu-pay;sbmeOT^
2	К i
ЙвР»
? hereby f s	, v -' ВЦ <' Й t4
3 undertakes >
4 on or befo-e	’
5 hereinafter | f ’ -( r/’j i
6 make payment ’ c- [ f 1 (	1 •'	< i !
7 deemed i «	\ W , I
8 regardless of the cause thereof. v ~	' J "ч I<*f
7^!д!уегП'оЙсе7гПШЖЖЖВ5ЖгЖ^
1p irrevocable Ж < ‘i . д "	|	. ' < *
FURTHER PRACTICE
Rewrite the text, this time with the correct collocations.
However, write the target words jumbled, e.g. A legally
diinngb contract is one which can be reedcofn by the
legal system. И would be useful to do this as a revision
activity next lesson, or later in the course.
104 Business
8.2 Vocabulary
Discussion
Do the first example together, encouraging students to
refer back to the earlier exercises. Students then work in
pairs. They should write down their suggested answers after
discussing each point, in preparation for whole-class feedback.
SUGGESTED ANSWERS
1 Calisto will be In breach of contract. JZ Music.will be. '
entitled td.cancel the contract; refuse the goods,and 
withhold payment More probably, a penalty-clause will
apply and Calisto will have to pay compensation.
2 JZ Music will probably, refuse the goods and insist on
delivery of the alto saxophones. They may negotiate .
favourable termsif they thinkthey can alsosell the
3
tenors, but tenors are usually too.heavy for children sb not.S
appropriatefof theChrismasmarlret.	c
JZ Music.will probably Ignore the invoice since they are'not<A;
>.required iermake.payment.until thirtyidays:after recelptof^
thegoods ;	'	* ’	'
4 The goods will not be deemed received since the port - *
&;»of Southampton4s specified;in.the.<ontracti Calisto wIIIhssm
.have to make arrangements to transfer the goods to
! ‘ Southampton on of by 1 November, or they will be in , < ~ '
tejbreach of contract; and the penalty clause wiH apply. Calisto
Wjnay&llow a discountif JZ MusIc.agree to receive the goods
 1 in Tprfemput^	llOO
5	. Providing JZ examine the goods on arrival, and give notice 
to Cr.listo of a claim for damages yvithin:seven,business'; . ,
days after delivery, Calisto have to pay for or replace the
damaged goods, since the risk is on the seller. ' j
6	If JZ Music fail .to give notice to Calisto of-a claim for .
;,, damages.within seven:business days after delivery, they •
. Will be deemed to have.accepted the goods and will have
no claim on Cabsto. ,	.
7	If JZ refuse to pay, Calisto can sue for breach of contract
Providing the goods were delivered and received as
ticsspecifledin the conti-actfJZMuslc will probably be orderedi/.
to pay the invoice plus interest and perhaps damages.
8	|fJZ do not remembdf .to extend the warranty on or before
1 April it.wlll be deemed to have lapsed,.and Calisto will :
not be required to provide a maintenance and repair ’ ?'
sennee.
ss

Listening
О Students work in mixed-level groups of three. Give out
dictionaries if necessary towards the end. Before checking the
answers as a whole class, drill the words so that students can
pronounce them correctly in whole-class feedback. For early
finishers, ask them to discuss which crime(s) they consider to
be the worst.
. SUGGESTEb ANSWERS:
bribery' - paying money or giving presents to someone to
persuade them to do something illegal
: conspiracy - a secret plan by a group of people to do •
something illegal	, • 1
: corruption -dishonest or illegal behaviour by officials or- . "4
people in positions of power
embezzlement - abusing a position of trust to stealing money
from a company
fraud - obtaining money by tricking people
i insider trading.- using,confidential information about
 companyto benefit from buying or selling itsishares-:»!^®::;;:»;
money-laundering hiding the origin of money obtained from. ’
illegal activities by putting it into legal businesses .
nepotism-using power or influence to give jobsto family
members instead of people who deserve them .
И Ф 2=28 Play the recording, pausing after each case.
Students compare answers in pairs and listen again to any
case they found difficult to label. Ask students to listen once
more to some or ail of the cases, to decide on an appropriate
punishment. Stop the recording again, after each one, allowing
students to discuss it in pairs, with them making a note of
their final decisions. Discuss students’ suggested answers as a
group.
ANSWERS;
,1 fraud-
' 2: insider trading
3	‘bribery '7	(
4	corruption V.
5	embezzlement ,
’ 6 : nepotism
,7 conspiracy '
8 money-laundering
• notions of appropriate p
: culture,’experfence and [
RECORDING SCRIPT
£ 2:28
Speaker 1
Well, talking about unethical behaviour, does the name
Victor Lustig ring any bells? He was the man who sold the
Eiffel Tower - twice!
Speaker 2
You must know the story about the American CEO who
sold her company shares only days before the share price
crashed? She said it was 'an unfortunate coincidence'! Like
hell it was!
Speaker 3
Paying government officials to avoid red tape is well known,
but did you know that music companies have been paying
radio DJs to play their music since the 1950s? Might explain
why some number one records are so bad!
Speaker 4
Did you hear about the mayor of that small town In Italy?
He used his position and influence to get local contractors
to build him this enormous castle in the mountains-for
nothingl Incredible!
Speaker 5
And there was this Korean scientist, a top researcher, a
really famous guy. Anyway, it turned out that he'd been
using government research funds to pay for luxury hotels,
restaurants, and even a round-the-world cruise for his wife!
Nice work if you can get it, I say!
Speaker 6
A couple of years ago there was an HR Director who
managed to hire and promote several of her brothers and
sisters to important positions in the same multinational.
Keeping it in the family, eh?l
Speaker?
I heard about these marketing executives who were
so desperate to succeed, they planted bombs in their
competitors' factories. Fortunately they were caught before
they went off-otherwise I suppose they would have had
what you'd call a booming market!
Speaker 8
Of course everybody's heard about the offshore banks which
process large cash transactions for drug dealers. I just don't
understand why governments seem to wash their hands of
the matter!
Business 105.' .
8.2 Vocabulary
Reading
О and Write Ethical Profits on the board and elicit
what it might mean or involve. Ask students: is such a thing
possible, or do the two contradict each other? Students do
exercise 8 individually, before comparing their answers in
pairs. Monitor closely and then, at an appropriate stage, write
the answers on the board, for students to refer to. Follow the
same procedure for exercise 9.
Exercises • л ,f
ta-12*®biЗАA c 5d’;'1 .'.'d(> r 4
Exercise 9	’	,
,1 '.corporategovernance.
7 urccnntab'lity
3 best practice I''s / ' • (
4. borderline ethics ..i® X:
,5' empowerment' /p i \ 
6 regulatory bodies
Discussion
ПП Group students together who are likely to hold different
views on ethical issues, if possible. Students first just read
the questionnaire. They circle one answer in each case, then
discuss their answers in threes, giving their rationales. Take
feedback on the more controversial responses and differences.
-inn The Business
8.3 Grammar
This module practises the use of modals to express obligation,
permission and possibility. It also looks at the use of inversion
with modals to show emphasis in formal English, both oral
and written.
| Internet research
A search for Golden Bull will provide information on what
this award is, and examples that it has been awarded to. You
may need to guide students in their search, aslcing them to
also google Plain English Campaign. The award was set up
as part of the Plain English Campaign, a body which works
with any organization dealing with the public, to ensure that
their language is clear. The award is an ironic one, given to
individuals or organizations who are guilty of speaking in
inaccessible English.- The examples given by offenders are
typically wordy and inaccessible. Students could do this search
at any point in the module.
Test yourself: Obligation and permission
M, H and О Start by reading the notes on obligation
and permission in the Refresh your memory box. Try to
elicit some example sentences from the students, using the
target language. Students work alone to complete exercises
1 and 2 and then compare their answers with a partner. In
feedback, be prepared to clarify the difference between don’t
have to and mustn’t. The first means it is not necessary', and
the second that it is notallowed. Ask appropriate concept
questions, where relevant, such as: Can I drive more than
30QO km if I want to? (Answer, no) Do I have a choice
(Answer: no). If students seem unsure or would like further
practice, work through some or all of exercises 1-9 in the
Grammar and practice section (pages 130-1 of the Student's
Book, answers on page 119 in this book).
Test yourself: inversion
И Some of your students may not have encountered the
phenomenon of inversion. Let students work alone on the
task, monitoring closely to see if they are having problems. If
they are, use the first sentence as a model on the board:
Under no circumstances, child labour shall be used (normal
word order)
Linder no circumstances shall child labour be used
(inversion of subject and verb)
If students got several of the sentences wrong, they should go
back and correct them, following this brief clarification. After
checking answers in pairs, students should practise saying the
sentences with the appropriate emphasis. Pronunciation is a
vital way of adding emphasis, to be used in conjunction with
the inverted form. Typically, key words are stressed, and in
particular the negative words, e.g. no in the example above.
Take whole-class feedback on the sentences, paying attention
to both form and pronunciation. For further practice, students
can work through exercises 10 and 11 in the Grammar and
practice section (page 131 of the Student’s Book, answers on
page 119 in this book).
ANSWERS:
1. Under no circumstances shall child labour be used.
;2 Not until both parties agree will the court issue the r.
\ - - certificate.
!3.\Only once.the contract has been signed may demolition
' work begin.
.4 On no account can the company be held responsible for the
damage '
5 The goods should be not only correctly packa'ged but also
PSA ie а Гiy la b'-‘l!У it. ST®
-Should payment not.be received within seven days,:a.fl rle,.
! of 30 euros will become due	, v _
7 On no account should the seal be broken.1*' Sv®1 ,
8 Under no circumstances will the use of pesticides be '
tolerated ”

Exercise 1 '	' j
1 mustn't „ ~
2 must
3 can'f\. ’ ' ।
4 can
5 have to , s '	'•
6 don't ha--.-i- !u '
Exercise2 , •	'
1 shall
2 shall'
3 may not
4 shall not '	/
5 may * *-	'
6 may
Exercise 3
1 permission
2 possibility, v, ‘ i
3 permission ~
;:4 po ss i hi I ity	. %
6 permission - ' , > i
7 possibility^
3 ‘permission
Setting guidelines
О and И Write up the following three prompts on the
board: wear smart clothes; smoke in the office; use the phone
for personal calls. Students make these into suggestions
given from management to a new employee, using appropriate
modals. Students work alone on exercises 5 and 6, before
checking in pairs and then as a whole class. Early finishers can
add some more examples to exercise 5.
Exercise 5
a you have to , »	|	/’.
b you can't I mustn't / may not / aren't allowed to
c you must) have to	*
: d. you.mustn't /. may not / aren't allowed to-
e you mustn't \ "	'' '	®	
f you must / have to ”	'
g you can / may |	1Й,
h' you mustn t/may not / aren't allowed to
Exercise 5„ ' >	•, ’ >	| |	’ ч I;
1 can't claim more ' \ ц Л1? , ( , i
2 have to look | r-r , г- л. t)
3 can terminate
4 aren't allowed to call your friends ,
//«.'Business 107
8.3 Grammar
Listening
2:29 Introduce the listening by saying that this
company had bad publicity recently because of poor staff
conditions. Play the recording a second time, if necessary, and
monitor as students are checking their answers in pairs. И
is important that students note down sufficient and relevant
information, so that the next task is manageable.
131 Do an example sentence together, e.g. Minimum age:
Workers under the age of 16 shall not be employed. These
guidelines can be written with bullet points, forming part
of the code of practice (to be submitted with the contract).
Remind students that the style should therefore be formal.
Exercises 7 and 8	.'
Minimum<.ge-
Workers under the age cf 16 shsll not be employed.
Working-
, Workerrshalt work a maximum of 12 hours consecutively
Breaks ,	‘	- i'	\
. Workers shall have a break'of atleast 30 minutes every four:
hours.	) I' '	,	'
>All man'ufa'ctuiingimartiihes.shal.' be fitted vvith appropriate,
guards and these si,< II be used at al! times.
Artoiniimdmior:	\	:
Company accommodation shall provide a minimum of six
square metres of personal space per worker.t
RECORDING SCRIPT
Э 2:29
Oksana: Right, Eddie, if you go through the main issues in
this outsourcing agreement, then I’ll get Jen to draft the
guidelines tomorrow morning, OK?
Eddie: Sounds good to me, Oksana. It's a question of giving
ourselves the right image. Basically, we can’t afford the sort
of bad publicity we had last year, when the media suggested
our suppliers were treating staff badly. We need to look at
everything to do with working conditions, minimum age,
working hours, safety, that sort of stuff.
O: Yeah, well, let’s start with minimum age. I guess that'll be
the usual over 1S the day they join the company.
E: Yeah, nobody under 16, and I mean nobody!
O: OK, agreed.
E: Regarding working hours, our suppliers need some
flexibility, but we need to stick to a maximum of 12 hours
in any one shift And at least a half-hour break every four
hours.
O: OK, so that’s no more than 12 hours at a stretch and a half-
hour break every four hours. Now, what about safety?
E: Well, in fart I'm gonna have to get back to you on that,
. because I don't have details of all the machines they use. But
basically, it's a question of ensuring that all the machines
have the necessary guards and that the operators use
them. The other thing is that they must give ali employees
protective gloves of course, that sort of thing. Still, you can
ask Jan to draft the basic clause and I'll get back to you with
the details.
O: Great! Now, let’s see ... accommodation? Company
dormitories and so on.
E: Well, things are generally Improving. They're beginning
to see that if you treat people like rabbits, they work like
them. But anyway, I reckon we should Insist on a minimum
personal space of six square metres and ... [fade]
Ю1 and ГП Ask students to finish the sentences in exercise
9 in pairs, using result in or lead to. Write up the sentence
starters on the board as they are working. In whole-class
feedback, ask students to complete the sentences, eliciting two
alternatives for each one. For exercise 10, let students initially
work alone to transform the sentences, before comparing
answers in pairs. Focus students on accuracy of form and
pronunciation at the whole-class feedback stage.
SUGGESTED ANSWERS:	~	
Exercise 9	' ' г ,' ’	_	। ч ;
T Evidence of poor working conditions may resultin .y ,J
- , termination of the contract. c	‘ \ |
2 Products not finished to agreed standards may be rejected,
>3 Legal representatives appointed fay us'may inspect the.
premises at any time > ‘	_ j
4 Failure, to use safety clothing may incurfines. x ‘
Exercise 10	4 z ‘ Г ‘	; J
1 Under no circumstances should you sign the contract unlessj
you agree with the term's, < f '“''’.f'" <r ' „.'J
rZcrNot untilrthe fuil shipmenthas beemreceived will payment >
be made.
J3^ Only once the goods arrive at our Warehouse will they be -•
:: deemed received by the customer. ;i
4 On no account must health and safety be put at risk ;?> <
Writing
КП Put students into groups of three. Write the example
sentence from exercise 11 on the board, and elicit another
rule relating to their college or company. Give students three
minutes to brainstorm as many rules as possible. One person
should record them in each group. When the time is up, ask
the group with the longest list to read it out. If other students
have very few ideas, they should borrow some of these.
Students then formalize their sentences, as in the example.
They should use inversions where they have a negative form.
Collect students’ sentences at the end, and either mark them
or make notes of any problems for remedial teaching in the
following lesson.
10B Business
8.4 Speaking
This module focuses on the skill of how to negotiate a
compromise diplomatically. It provides students with several
opportunities to practise this skill.
Internet research	____
A search for corporate barter will find a number of websites
giving information about this subject. Corporate barter allows
large companies to get rid of unwanted stock or other assets
such as machinery and real estate, to free up other capital for
such tilings as advertising. Students could do this research at
any point in the module, but it would work particularly well as
a follow-up activity.
Discussion
И To start, play the game of 'Hangman’ with the word
‘compromise’. Elicit from students which words collocate
with this word, e.g. reach, find, come to, negotiate. Then
get students to look at the four situations in exercise 1
individually, before discussing their ideas in groups of three.
Take whole-class feedback on some of the more interesting
points.
SUGGESTED ANSWERS:
s 1 The class agree to speak more if the teacher gives them ,5.
'. 11 homework, A satisfactory compromise,for both parties
assuming that oral competence is mere important than the
1	homework programme, t. .	:	’ ' 1 ... ч
2	A five per cent increase now with a further two per cent
’ ' if productivity targets are met. Probably more satisfying >,
forthe workers, who will see itas a victory, tnan for the
> 11 management, Who may feel they have lost face . '
3 The company agrees to continue advertising on condition
‘ the newspaper drops the story. Perhaps more satisfactory
, “ for the company since they need to advertise anyway
4 The supermarket chain agrees to pay on time providing '
3 the dairy products meet agreed quality standards. A (
satisfactory co npiomise for both parties	
Listening
Lt'TI and El 2:30-2:31 Before they listen, ask students
to predict the kind of things Leah and Alfredo might discuss
under the topics given, e.g. the cooperative wants a better
price for their top-grade beans. After playing the recording
once, take feedback as a whole class. Then play the second
version in exercise 3. Allow students to briefly discuss in
pairs how the negotiation was different and what kind of
compromise was reached. Take whole-class feedback.
RECORDING SCRIPT
2:30-2:31
1
Leah. I m sorry, Alfredo, but we can't go as high as $160. Our
normal fair-trade premium for top-grade cocoa beans is
world market price plus $140 perton. I can't go higher than
$150.
Alfredo: We want $160.
L Yes, I know that, Alfredo, but as I just told you, it's not
possible. What about prefinancing?
A: We want advance payments of up to 60% of the value of
the contract
L Well, OK, but 60% is only possible if at least half of the crop
is grown under shade trees.
A: No. Shade trees mean extra cost And you already want to
increase our costs by refusing to let children under fifteen
help their parents on the farms. I can't agree to that.
Lt Alfredo, you know very well that child labour is totally
unacceptable!
A: Well, our children always help on the farms, and we can't
afford shade trees. And if you're not prepared to negotiate
the premium. I don't think you have any right to criticize
our culture.
L: Look, Alfredo, I'm not criti... Oh, forget itl
2
Leah: I'm sorry, Alfredo, but we can't go as high as $160. Our
normal fair-trade premium fortop-grade cocoa beans is
world market price plus $140 perton. But look, I know how
important this is to your cooperative; assuming we can reach
a compromise on the question of prefinancing. I'm prepared
to meet you halfway - $150. Is that acceptable?
Alfredo: All right; that seems fair.
L: Good. So what about prefinancing?
A: We would like to be able to ask for advance payments of up
to 60% of the value of the contract.
L: Well, OK, we are willing to agree to 60%, provided that at
least half of the crop is grown under shade trees.
A: Leah, as you know, shade trees mean extra cost. I'd be
reluctant to make that sort of commitment - unless you can
review your position on children under fifteen. You see, it's
a tradition in our country that children help their parents on
the farms.
L: Alfredo, I think we'll have to agree to disagree on that.
Child labour Is something that fair trade customers feel very
strongly about.
A: Hm. All right, I understand that. So, at least half the crop
under shade trees, and up to 60% of payment in advance.
L OK. And no more children working on the farms?
A: All right I can live with that.
И Before students listen to recording 2:31 again, they
consider possible options for the gaps in pairs. They then
listen to confirm their predictions.
ANSWERS:

a
Exercise 2 '
1 They don t reach agreement oo anything
ggdi dn‘t use apprо priate Ianguage to make heroffers of
compromise attractive ч г <• fe <
;Exerciie 3> Ж	<•  
the fair trade premium fortop-grade cocoa beans - $150'.
prefmancipg/advance payments-60%"	,
growing the crop under shade trees-at least half the crop \ 13
undrr shade trees
children under 15- no more children working on the farms ' ’
This version Is more successful because they both agree to " ,
compro tri is e? . J .:	. J 'йЯКШ
/Answers:
I'm prepared to meet you halfway,.	,
‘That seerijs.f aiй ЙТ /Wl’V/W'ST
, I can live with that?, " J 1	>	,?
We are willing to agree to provided that...	’’
I’d be reluctant to ..., unless .. '
I think we'll have to agree to disagree
77л’Business 109
8,4 Speaking
Practice
О Students read the dialogue and comment on whether it is
informal or forma! (answer informal). Students work in pairs
to make it more appropriate, stylistically, writing their final
version down. Monitor, correcting any problems as you do so.
Hear one good example at the whole-class feedback stage.
Refer students to the framework and ensure that students
understand it, by relating it to the dialogue in exercise 5. Put
students in pairs and allocate roles, A or B. Give students a
few minutes to read the situations and to plan. Unless you
have lower-level students, do not let them write anything
down this time. During the oral practice stage, monitor and
note any linguistic problems, especially those relating to the
target focus. This can be used for remedial work later. For
whole-class feedback, choose a few different pairs to act out
their dialogues.
Negotiation
Ы Divide students into As and Bs, and after referring
them to their relevant tables, give them time to process the
information. They should underline the commodities that they
need most, and be prepared to negotiate more strongly for
these. After negotiating, allow As and Bs to show each other
their final columns and to decide who was the most successful
negotiator and what strategies they used. Elicit whole-class
feedback on their overall performance as negotiators, to round
off the task.
110 Tlx Business
8.5 Writing
| ANSWERS / SUGGESTED, ANSWERS:
This module helps students to write formal letters and emails
of complaint in an appropriately formal yet assertive style. It
introduces useful phrases and linkers which can be used in
this genre.
| Internet research
A search for assertiveness will give numerous sites which
explain what tliis means; how it differs from aggression;
different strategies that can be used to be successful, etc. Some
of the sites also raise rhe issue of an individual’s rights, e.g. I
have the right: to make mistakes; to change my mind, not to
have to justify my behaviour; to'tell others how I like to be
treated, etc. Half the class could find out about rights, and
the other half find strategies or techniques. In each case, they
should select about seven examples which they personally find
valid and/or interesting. Students then share their findings in
mixed pairs.
'Illis research could be done at any point in the module,
though ideally it fits best after the initial discussion.
Discussion
Ш1 Write the word assertive on die board, de-vowelled:
_ SS_RT_V_, and ask students to guess what the adjective
is. Elicit the general meaning, then refer students to exercise
1, reminding students that they can select more than one
adjective. Take whole-class feedback. Be prepared to clarify
any of the other lexical items here too, e.g. submissive
(someone who is typically rather weak, who obeys orders
very willingly); evasive (Wordlist). Ask early finishers to mark
die words which have a positive connotation, e.g. confident,
objective and polite are generally considered to be positive
characteristics. Ask students if they consider themselves to
be successfully assertive or not, and if it depends on which
language they are speaking!
ANSWERS;
confident, polite, objective, direct
Complaining assertively
И Give students just 20 seconds to find out a) what kind of
letter this is, and b) which shop item is mentioned. Students
tiien answer the questions in exercise 2. Take whole-class
feedback and at this point, ask students if a complaint letter in
their first language would a) have a similar organization b) use
a similar tone.
ANSWERS:
1 paragraph 3
2 paragraph 2	-
‘3 paragraph 4	s-'
4 aggressive. Vocabulary is extreme (endless) and the letter
:makes subjective judgements (rubbish)
И and И Students work individually, before comparing
answers in pairs. Higher-level students could attempt to
replace the words in tlie text without looking at the choices
in exercise 3. After checking students' answers, do the first
example in exercise 4 together and write it on the board.
Students rewrite the other sentences in pairs. Monitor
carefully as students are doing tliis, as they are likely to
need help grammatically and syntactically. Thke whole-class
feedback.
;Dear Sir or Madam, ;	;	 b.
Miam:yvntirig;to)cdmpla(h-abput some problems wehave?fS-;S$
experienced, in relation to your products.and customer service.
We purchased a printer front your onliriejstpre two^m^
: ^g^f^hh inyofee.is; attachediThis.product was immediately/).*..
discovered to be.faulty. Due-.to an electrical problem, the
printer makes a loud buzzing noise.’ .
Despite numerous emails and phone calls, we have been 
< unable.to obtain any,assistance. What is especially frustrating
is,the lack of;tnterest:displayed by your helpline staff; Under.)
no circumstances would this level of after-care service be
• acceptable from a higtvstreet store. v.-v	".
. We expect you to resolve this situation to our satisfaction .>
within seven days of receipt of.this,tetter. Failure to reply by
this date will result in the matter-being referred to our legal
departap«i€‘
 Yours faithfully;
lETonarhar.-c-.):-?;:
1	What is especially annoying is that we are unable to print’
. our annual report.
2	In no way does the printer deliver what your website
! - -promises?'	<*; r <	;. i " • '?- : * *'
3	Failure to send, an engineer by the end'of the week will '?
result In legal action i
: 4* yvjiatpeople find most annoying is.the constant buzzing
noise.
5	Linder no circumstances would yve recommend your printer
to our Paris office	’	’
6	Unless you help us, you will leave us no alternative but to
t contact a consumers' association.	:
i.. iji • :v Tiif\,:ri"i',‘' ii i h'	’л'	Г’ П '  '

Responding assertively
И and Ol Draw two columns on the whiteboard, with the
headings negative and positive. Ask which column the word
‘unfortunately’ goes in, and why. Then ask students to work in
pairs to try to complete the task in exercise 5. Students come
up to the board and put the expressions in the appropriate
column. Clarify where appropriate, and then go on to exercise
6. Students initially work alone, before comparing answers in
pairs and then in whole-class feedback.
ANSWERS:
: Exercise 5	?	'	)*'"'	. < 	:
in principle + as things stand. - (invitation.to negotiate) by and
large + on the whole + / -to be honest-regrettably -
Exercise 6 '
 I dr. the Whole    :,	' a//S *
2 'unfortunately .
3-Jnprinclple./-'::;.-
4	as things stand	' .
5	by and large
6	regrettably	*•*"'	: •	-	;
Business 111
8.5 Writing
О Remind students who the one-line email replies are
addressed to (CEO), as the tone is crucial here. Do the first
example together, eliciting both an affirmative response,
e.g. lit principle, I could fly out there, but I will need to
confinn this, and a refusal, e.g. Regrettably, I have an
important meeting tomorrow and it is essential for me to
be there. Students work in pairs to complete the answers.
Monitor carefully, in particular to ensure that messages remain
polite. In whole-class feedback, give immediate feedback on
appropriacy and clarity of the messages.
SUGGESTED ANSWERS;
Unfortunately, my passport has expired,.?. \V’-‘
2	Onlri (yhole I'd bs in favour.- ;	  . . '	' :-
3	in principle 1 have nn objection.
4	, As things stand, I Would be reluctant to y/ork nights,
S To bp honest. I'm not sure it’s in the company's interest
' 6u Regrettably I'll be on maternity leave next year..; 
FURTHER PRACTICE
For fun, if your students have access to computers in the
classroom, you could ask students to send each other
similar requests and responses by email. Give them just
three minutes to reply to each request
Writing
Ю1 Write this on the whiteboard to summarize the situation:
As; Ganges Rashion, Bangladesh Bs: AQX Logistics
(exports clothes to Europe) (transport provider)
Divide the class into As and Bs and put the groups on
opposite sides of the room. Refer students to the board, and
highlight which company they represent. Give a copy of the
relevant text to each of the students, ensuring that they do
not see the other text (this ensures an element of surprise!).
After students have read their texts, elicit how the bosses feel
in each case. Put As together and Bs together, in pairs, to
compose an appropriate message. Give out a blank template
of an email and allocate ten minutes for the task. When all the
pairs have finished, you need to act as ‘postperson', delivering
the messages to a pair from the opposite group. Students then
need to reply, so repeat the same procedure, again giving a
clear time limit for the writing task. Take in their letters, for
delayed feedback next lesson.
112 TheBusiaess
8.6 Case study
In this module students consider the options open to a coffee
grower whose distributor is impatient to make changes relating
to staff conditions and the environment. Students practise
their negotiating skills in a role-play, in an attempt to arrive at
a sound conclusion lor all parties concerned.
I Internet research
A search for green consumers will give a handful of sites
suggesting a typical profile. Typically, a green consumer is
a young adult; is female, frequently with children; has a
disposable income; is someone who does not readily trust
environmental claims from companies, etc. Students could
compare and discuss their findings, and also comment on how
tills affects marketing and products.
Discussion
HI Cut up the words of the two quotations and give the
jumbled pieces of paper to groups of three. Students formulate
the two quotations in their threes, against the clock. Tell them
that one starts with the words An Englishman... if necessary.
Students then do exercise 1. Prompt them by asking if the
two quotations mean tire same tiring. At the end, ask which
quotation is the same as ‘a gentlemen’s agreement’, explaining
this term if necessary (a verbal agreement between two people
who trust each other).
| SUGGESTED ANSWERS: 	:
.An EnglishmamdoesnT.need to;sigmacoptract ifhemakes a-;.-1,
promise he: will keep:if;?
A verbaiagrfeernentwithbutasignecfcontract'iscompleteiyTf;:;;
worthlessly
Many.cultures still value a personal relationship much more .
highly than a contract: in other situations it wouid.be foolish
to rely on a 'gentlemen's agreement'.: ;
Reading
Before reading, elicit some considerations that an
environmentally and ethically aware coffee company might
have, in terms of the following: use of pesticides; land used
to grow tire crops; labour-force. Students read the texts
and answer the questions in exercise 2 individually, before
comparing answers in pairs. Take whole-class feedback.
ANSWERS;
1	Granos Cabrera are in breach of contact. Green Hills is under.:
’pressure from fair trade’brarids andranriot.affordtb be :	;
associated with borderline ethical practices.  ;. "
2	The CFO wants Fiona to enforce the.terms of the contract or
change suppliers.	"	. '
3	; Her father had a special relationship with the Cabrera
family and overlooked certain problems.	:
4	Clauses 3 1, 3 2, 4 1, 4 2 and perhaps 4 3.
Listening
О -S’ 2:32 Prior to the listening, students look at the
table and at the two photographs. Explain that Gordon Hills
is Fiona’s father. Elicit the relationship with the Cabreras
from the previous text; also what Granos Cabrera’s problems
might be, i.e. financial. Play the recording. Allow students to
compare their completed tables after the first listening, and
monitor closely, to see if it needs to be re-played.
	Fabio	. Magda.v'TsT;;’4’;"/
Opinion of	' , Gordon jRiilsI^ 1	 good an'd generous • man  -/ . :>	a cleyer?; T ’. ?’ businessman
Opinion of	' Попа Hills	very fair, a good manager •' '	only interested in the bottom line - a good negotiator
^easbifsltgi^G^^J Cabrera's problems	problems are due to world market prices	Green Hills pay;less. ’.every'уеаГ;45£;
Solutions toT,	. Granos.; : Cabrera's problems	Fair trade, going 4 organic	Green Hills should pay for fair trade certification, lend some money
RECORDING SCRIPT
ф 2:32
Magda: Fabio, for God’s sake, stop talking about Gordon Hills
as If he was some kind of saint! 'Gordon always said this,
Gordon always did that!'
Fabio: Listen, Magda, Gordon was my father's best friend; he
was a good and generous man, and if it wasn't for him,
Granos Cabrera wouldn’t be where it is today.
M: A good and generous man? Don't be ridiculous! He was
just a clever businessman: he knew your father grew good
coffee, and he knew he could make a good profit on it. And
unlike his daughter, he wasn't worried about details like
pesticides, or children working on the farms.
F: Fiona is very fair. She has strong ideas about ecology and
human rights, and she wants s fair deal for everyone.
M: Fabio, get real! She doesn't really care about pesticides, or
child labour-for her, it's just a good excuse to negotiate
even lower prices! She's only interested in the bottom line.
Why do you think Green Hills is so profitable?
F: That's not fair! Green Hills is profitable because Fiona is a
good manager.
M: Well she's certainly a good negotiator. She always gets the
lowest possible prices. She's the reason for all our problems
- Green Hills pay us less every year! It's no wonder we're not
making any money!
F: Magda, it's not Fiona’s fault. Granos Cabrera's problems are
due to world market prices - they keep going down. It's very
technical.
M: Well I know I'm only from Germany, and we Germans know
nothing about the 'very technical' international coffee
market, but I do know that if Green Hills paid a fair price,
the organic price, the farmers would be able to send their
kids to school, instead of sending them out to work!
F: Well, sure, fair trade is the future. That and going organic
probably would be the solution to our problems. But
Magda, we can't afford fair trade certification, it's just too
expensive -
M: Well then, the solution Is very simple. Green Hills should
pay for fair trade certification, and lend us some money to
invest in new equipment to go organic! It’s in everybody's
interests.
Z/jeBuslness 113
8.6 Case study
F: I don't know; it's very difficult. If Dad was still alive he'd just
have a friendly chat with Gordon and everything would be
OK.
M: Yeah, well, he's not, is he?! He's dead and gone, and so is
Gordon Hills. So you'd better start getting tough with Fiona,
or she'll eat you alive.
£3 Give students a choice of whether they want to be A
(Green Hills) or В (Granos Cabrera) and group accordingly.
Allocate a time-limit for the meeting preparation. After
students have been talking for about eight minutes, interrupt
them and show them the texts in exercise 5.
Reading
О Give students time to understand who the writers are, and
the purpose and effect of these emails. Elicit some ideas in the
class, then return students to their groups, giving five minutes
to finish planning.
['ANSWERS; f :	<' y,-:'.-y.g-
The first email is to Granos Cabrera from another coffee
distributor, offering better terms than Green Hills, andhelp to
; expand production. .	.
The second email is' to Green -Hills from another grower,
offering better quality, organic and fair-trade certified coffee
beans at a competitive price; • ' '
fTheyigive'etichXidfelan'diternativie'ip'a-'n^
Negotiation
Ю Ensure that there are at least two representatives from
each organization on each side, and bear the students'
personalities and linguistic abilities in mind at the re-grouping
stage. Nominate one student in each group to be responsible
for keeping to the agenda and for talcing notes. Indicate clearly
how much time students have for the negotiation, adjusting
this as the task is in progress, if necessary. Two minutes before
the end of the negotiation, students summarize the outcomes
of their discussion amongst themselves, to ensure clarity.
Discussion
О Before whole-class feedback, in their groups students
reflect on the strategies used by the representatives: did
they compromise; did they become very assertive or even
aggressive; did they use real or false threats; did they use
emotional means of persuasion? etc. Compare the outcomes
of the discussion as a whole class, as well as the strategies
used.
1J4 T&BusinsES
Review 7 and 8 answers
Review 7
Review 8

1 b
2 c
3 a
7 Financial control
1	litigation
2	tax evasion
3	bribery
4	scam
5	protection racket
6	fraudster
7	white-collar crime
8	law enforcement agency
1	Net Sales / expenses / Operating
Profit
2	Assets / Liabilities I Owners' Equity
3	accounts receivable / accounts
payable
4	fixed assets / plant and machinery
5	depreciation
6	payroll
7	raw materials
8	extraordinary
1 brought about / led to I resulted in
2 arose from / resulted from / were
caused by
3 Asa result of / Due to / On account
of / Owing to
1 was able to
2 managed to
3 succeeded in
1 /
2 X
3 /
4 /
5 X
6 X
7 /
8 /
Asking for clarification: 3 and 9
Explaining more clearly: 6 and 10
Reformulating to check you understand:
5 and 8
Checldng other people understand: 1
and 4
Summarizing: 2 and 7
8 Fair trade
1 c
2 d
3 a
4 b
5 g
6 f
7 e
8 h
c
a
f
e
b
d
1	b
2	e
3	d
4	c
5	a
6	h
7	j
8	i
9	f
10	g
1	hereby undertakes
2	give notice
3	make payment
4	irrevocable / hereby (or hereinafter)
5	on or before I lapsed
1	legally binding / enforced
2	penalty clause / applies
3	sued / breach of contract
4	parties / out-of-court settlement
5	goes to court / damages
1	commercial best practice
2	money laundering
3	requirements of regulatory bodies
4	good corporate governance
5	insider trading
6	employee empowerment
1	I’m prepared to meet you half way
2	Shall we split the difference?
3	I can live with that
4	We are willing to compromise
5	I’d be reluctant to do that
6	I think we’ll have to agree to disagree
ЕИ
as things stand = the way things are now
by and large = on the whole
frankly = to be honest
in principle = theoretically
regrettably = unfortunately
1	legally binding
2	commitments
3	sued
4	parties
5	litigation
6	damages
7	laundering
8	requirements
9	governance
10	empowerment
The Business 115
Grammar and practice answers
1 Building a career

a 7
b 4
c 9
d 8
e 2
f 5
g 3
h 1
i 11
j 10
к 6
1 was working I had already decided /
found out
2 was sitting / called / had heard
И
1 designs / have used / are not
thinking
2 have exceeded / are going through /
know
belong
mean
seem
understand
want
weigh
1 a have been applying for
1 b have applied for
2 a have written
2 b have been writing
1 c
2 b
3 a
4 a
1 am sitting
2 am visiting
3 went
4 have lost
5 don’t like
6 went
a 2
b 1
c 3
1 J get I it'll be
2 I got I it would be
3 I know / I will go
1 knew / would tell
2 forget/rains
3 give / will find
4 don't hear / will assume
5 hear / will assume
6 wouldn’t do I were (or was)
7 would I do /1 were
8 will (or shall) we do / the bus doesn't
come
1 b
2 d
3 a
4 e
5 c
1 c
2 b
3 a
1 will be
2 1’11 get
3 It’s going to fall
4 1’11 open
5 I’m playing
6 I’m going to start
2 Information
, • id 115 h
1	cheaper than
2	less expensive than
3	as expensive as
4	as expensive as
5	more expensive than
6	the cheapest
7	the most expensive
8	the least expensive
9	more (and more) expensive
10 cheaper (and cheaper)
1 good-better-the best
2 bad - worse - the worst
3 big - bigger - the biggest
4 healthy - healthier - the healthiest
5 far - further - the furthest
1 than
2 as
3 than
4 of
5 than
6 than
7 as
8 as
1 the nearest
2 the next
3 the latest
4 the last
1 the most boring meeting 1 have eve;
been to
2 the most user-friendly software I
have ever used
3 the friendliest team I have ever
worked with
4 the worst documentation I have ev
seen
1 X
2 X
3 /
4 X
1 The faster your Internet connectio
the more you pay (for it)
2 The more we use the Internet, the
less time we spend watching TV
3 The more complex the network, tl
more that can go wrong
4 The harder J work, the less time I
spend with my friends
5 The more I think about the idea, 1
less attractive it becomes
1 how 1 get to tire station from here
2 what time tire train leaves
3 which platform it leaves from
4 if / whether 1 change in Cologne
5 if / whether I can get something t
eat on the train
1 What are you thinking about?
2 Who did you borrow this from?
3 What is this dress made of?
4 Who will you share your new ofi
with?
1 Do you mind if I call you back I;
2 Would you mind if I called you I
later
3 Would you mind calling me bad
later
1 a /
1 b X
1 c /
2 a X
2b/
2с/
a 1 and 6
b 3 and 5
c 2 and 8
d 4 and 7
11 к 77м* Business
Grammar and practice answers
3 Quality

1	are usually taken
2	was announced
3	will be visited
4	is going to be completely redesigned
5	is still being considered v
6	was being serviced
7	have been finalized
8	had already been agreed
1	Dozens of quality checks are done
every day
2	Our products are used by thousands
of people
3	That file you were looking for has
just been found
4	We were given more credit last
month
5	All senior managers will be paid a
bonus at the end of the year
6	That is never going to be done
7	Our quality checks are done by
highly trained inspectors
8	The issue is being dealt with
1 d
2 a
3 e
4 b
5 c
1 announced
2 agreed
3 said
4 reported
5 estimated
6 believed
1
2
3
4
3
6
hasn't been serviced
aren't going to be paid
hadn’t been trained
is not being monitored
hasn't been shipped
just aren’t done
1	Is this machine serviced regularly?
2	Is it being serviced at the moment?
3	Was it serviced yesterday?
4	Will it be serviced next week?
5	Has it been serviced recently? (or
Has it recently been serviced?)
6	Is it going to be serviced soon? (or
Is it soon going to be serviced?)
7	Isn't this machine serviced
8	Isn’t it being serviced
9	Wasn’t it serviced
10	Won’t it be serviced
11	Hasn’t it been serviced
12	Isn’t it going to be serviced
1	Will the goods be delivered by next
week?
2	Has the password been changed?
3	Is this photocopier being used?
4	Are we going to be given a meal
when we arrive?
5	Were you given any options?
1	must be found
2	must have been found
3	could be postponed
4	could have been postponed
5	might be designed
6	might have been designed
1	has been written
2	have shown
3	have reached
4	has been caused
5	have now been told
6	have asked
7	have agreed
8	have been made
1 had this computer fixed
2 have our accounts audited
3 having my car serviced
4 having air conditioning installed
5 have my hair done
4 Feedback
(nr^r-. 12? лис 133 fp'.tho Student'S BookTr
1 might not have reached
2 shouldn't have done
3 would have been
4 ought to have given
5 must have been
6 couldn’t have known
1 ought to have been / should have
been
2 could have been
3 could have been I might have been
4 must have been
5 would have been
1 could have got
2 ought to have listened (or should
have listened)
3 could have got (or might have got)
4 can’t have been
5 must have been
6 wouldn’t have been
1 Would she have consulted
2 Should we have gone
3 Could they have got
4 Would I have done
1 d
2 c
3 b
4 a
1 had taken / wouldn't have got
2 hadn’t taken / would have got
3 had had / would have met
4 hadn’t had / wouldn't have met
1 wouldn't have
2 might not have
1 c
2 b
3 a
1 am getting used to working
2 am used to working
3 used to work
5 Selling more

1	isn’t it
2	is it
3	aren’t you
4	have you
5	doesn’t she
6	don’t you
7	do you
8	didn’t you
9	weren’t you
10	aren’t I
11	won’t you
12	will you
13	should it
14	am I
15	aren’t I
16	shall we
17	will you (or won’t you)
18	they
19	they
20	it
1	и (persuading)
2	(real question)
3	s) (checking)
1	Yes, they are.
2	No, they're not
r/x'Busineas 117
6 New business
7 Financial control
1 to the bar, shall we?
2 leaves from platform 4, doesn’t it?
3 to take a risk, can you?
4 to your boss, won't you?
5 the list, aren’t I?
6 the salt, could you?
7	won’t you?
8	haven't they?
9	haven't met Joeile, have you?
10	have met Joeile, haven’t you?
11	me a sandwich from the shop,
could you?
12	chance be passing a post box on
your way home, will you?
1 c
2 a
3 d
4 b
(pJgM 126 TO ot IU> SW.J-nt-^,.,4, г
1 b
2 a
3 e
4 c
5 d
1	'll work
2	'll be working
3	‘11 be launching
4	'll launch
5	‘II be wearing
6	‘11 wear
7	won’t give
8 won’t be giving
9 ‘11 be sitting
10 ‘11 sit

1 h, i, m, n, s
2 a, k, p, r, u, w
3 b, e, t
4 d, f, 1, o, q, v
5 c,g,j
1 because, as and since
2 much less common
3 owing to
4 on account of
5 owing to
6 because of, because
7 also very common
1 a It’ll be expensive to use Air
Express, won’t it?
1 b Won’t it be expensive to use Air
Express?
2 a It’d be better to ship via
Rotterdam, wouldn’t it?
2 b Wouldn’t it be better to ship via
Rotterdam?
3 a We've met somewhere before,
haven’t we?
3 b Haven’t we met somewhere
before?
4 a You spoke to our sales agent
yesterday, didn’t you?
4 b Didn’t you speak to our sales
agent yesterday?
5 a There’s always room for
compromise, isn’t there?
5 b Isn’t there always room for
compromise?
6 a You don’t have insurance cover,
do you?
6 b Don’t you have insurance cover?
7 a You haven’t seen one of these
before, have you?
7 b Haven’t you seen one of these
before?
I Do you not have insurance cover?
2 Have you not seen one of these
before?
a decision: 4 and 6
a promise: 1
an offer 10
a refusal: 7
referring to an action in progress: 9
referring to the middle of an action: 2
and 5
showing that something is definite: 3 ‘
and 8
1 Will you be joining us
2 Will you be speaking
3 Will you be visiting
1
2
3
4
she’ll have visited six countries
she’ll have taken seven flights
she’ll have had 20 meetings
she’ll have eaten 11 restaurant
dinners
1 ‘U have learned
2 ‘11 be learning
3 ‘11 be spending
4 ‘11 have spent
1 ‘11 have been malting
2 ‘11 have made
3 ‘U have written
4 ‘U have been writing
1 fed to
2 As
3 Due to
4 so
5 as a result (or so)
6 arose from
1 from
2 from
3 of
4 about
5 to
6 by
1 we could
2 1 was able to
1 1 was able to install it
2 1 managed to install it
3 I succeeded in installing it
4 I failed to install it
1 c
2 b
3 a
4 d
5 I
6 g
7	e
8	i
9	h
10	j
SMness
EE3
i x
2 X
3 ✓
4 /
5 /
Grammar and practice answers
1	X
2	/
3	/
1	the up-to-date information
2	a very important
3	Thanks for the information
4	I enjoy the job
5	/
6	become a doctor
7	The love
8	/
9	do a research
10	/
11	do the research
12	/
8 Fair trade

1 e
2 d
3 b
4 c
5 a
6 c
1	must
2	have to
3	have to
4	must
1	‘11 have to
2	had to
3	don’t have to
4	won't have to
5	has to
6	didn't have to
lb could park
1c were allowed to park
2b you can't smoke
2c you're not allowed to smoke
3b you can take
3c taking pictures is allowed
1	✓
2	got
3	/
4	Z
5	get
6	get
1	have I tasted coffee as good as this
2	circumstances should you accept a
bribe
3	all the work is completed will we pay
them
4	only is the contract badly worded, it
is also incomplete
5	account should you talk to the media
6	once safety checks have been carried
out can work begin
1 have, to do / must do
2 mustn't do / can’t do
1	have to do / must do
2	don't have to do
3	can do
4	mustn't do / can't do
5	have to do / must do
1	seldom
2	on no account / under no
circumstances
3	no sooner
1	permission
2	possibility
3	permission
4	permission
5	possibility
6	possibility
7	permission
8	possibility
1	can’t
2	don't have to
3	mustn't
4	needn’t
5	can’t
6	mustn’t
7	must
8	don’t have to
9	mustn't
10	shall
11	may
12	shall
The Business 119
Additional activities
Speaking: Suspicious CVs
Type of activity: interview.
Preparation: Group your class into interviewers and applicants and make relevant photocopies of page 121. For
every applicant there should be two interviewers. Cut the page in half so each student has one role-card.
1	Ask students if they have ever lied, exaggerated or omitted some information on a CV. Elicit examples of what
kind of information might be treated in this way. Give some examples which relate to the task, e.g. if you left
your previous job after only three mouths because of problems with the boss, would you put this on your
CV? How would you deal with it at interview, if asked?
2	Tell all the students that the applicants have CVs which are a little suspicious (if something is suspicious, it
means that you think something is wrong or untrue about it).
3	Divide up the group: for every single job applicant, there should be at least two interviewers. Let applicants
work together, and interviewers work together initially.
4	Students read their role-cards. While they are preparing, go around and elicit from applicants how they are
going to deal with the problem areas, e.g. What is the real explanation for X, and then what will you say as
your reason, if asked? Encourage the interviewers to be suspicious of the problem areas, but also remind the:
to ask more general questions too, such as: Why would you like to work for this company?
3	Move students into their groups of three (with just one applicant in each), and tell them to carry out the
interview. Give a time-limit before they start. If you have time, and students are enjoying the activity, get them
to interview at least one more applicant.
4	After the interviews, conduct whole-class feedback to find out how the applicants compared with each other,
and also how convincing their explanations for the ‘missing information’ were.
Reading: Life begins at 60
Type of activity: Comprehension and discussion. This task should be done after module 1.2.
Preparation: Make enough photocopies of page 122 for each student.
1 Ask students if they know' of anyone who has taken time out from their job, or even changed their job
completely. Find out what they did and how long they took off.
2 Students look at the heading and sub-heading and imagine in pairs what this person actually did.
3 Students then complete exercise 1 alone, before comparing answers in pairs.
|p| Text B. He did not hand m his notice, and nor does he mention any regrets (text A). He did not actually give
up his job because of his love of Water-sports; he did not find the instructor course difficult; he did not tram
iinmc'di Italy ;:s aii instructor (text С). .	/'t
5	Elicit some adjectives from the students to describe the man. Refer them to exercise 2 and allow them to ask
about any unknown words. Students complete the task and check their answers in pairs. Encourage them tc
‘read between the lines’, e.g. the fact that he changed his focus so easily suggests that he is ‘flexible’.
All of those descriptions could refer to him, except for.‘quiet’ (this may betrue, but we do not know this, nor
can we deduce it); .'materialistic'(this is probably not true, as money does notseem to be an important facto
for him): funny (we do not know this, though he does not mind being called 'granddad' etc, which suggests I
' hasa senseiofM	йЖЙЖ ;
6	Ask students to look at cite last line of tile text. They work in pairs to finish it off, giving sound advice. They
should write their advice, using at least seven words.
fhere is no correct answer, butthe original text reads: Маке the most of life and face it, full on, Уаи only Hue
once!
7	Elicit some examples and also ask students to respond to the text Ask students: what do you think of this
man? Could you see yourself doing something similar? What like?
8	If students need further writing practice, ask them to go back to the text and write the initial application let
from Ben Lewis to the diving instructor school in Thailand, explaining his situation and plans. Explain to
students that it is difficult to get a place on this course, so the letter must be convincing.
120 T&Susiness
Additional activities
<ЙйвййШ8йЙййЙЙйЙййЙЖй^^Й!й^В«Йе^«»^Йг^^Шй^гМ^
Speaking: Suspicious CVs
Interviewer
You are about to interview an applicant for a post as Receptionist at your fairly large electronics company,
Brightlight You are the Personnel Manager for the company. You see from the Employment history' section of
the applicant’s CV that they have some experience, despite being young, but you need to know more about the
following:
•	his / her IT skills
*	his / her interpersonal experience and skills (they will have to deal with visitors and phone calls, etc. so need
to present a good image)
The applicant looks quite promising overall. However, there are one or two points that you want to follow up in
the interview. Find out the answers to the following, which seem a little suspicious.
•	there appears to be a year ‘missing’ between school and college
•	the applicant spent longer than usual studying at college
•	there is only one referee given, and that is a teacher from school, rather than a previous employer
•	the applicant stayed at their last job for just four months
Applicant
You are applying for a post as Receptionist at an electronics company called Brightlight. You have worked in this
position for two different local companies but these were relatively small. The interviewer is going to ask for more
information about:
•	your IT skills
•	your interpersonal experience and skills (as you will have to deal with visitors and phone calls)
The interviewer is very observant and has noticed some irregularities on your CV under Education and
Employment history:
•	there is a year ‘missing’ between school and college. What did you do?
•	you spent longer than usual studying at college. Why was this?
*	there is only one referee given, and that is a teacher from school, rather than a previous employer. Why is
this?
*	you only stayed in your last job for four months. Why was this?
Think of some very valid reasons. Although you shouldn’t lie, you do need to present yourself in a positive light.
You really want the job!
The Business 121
::!:;/':!;/://!/:://:-у!л.//
Life Begins at 60
5"
:w
15.
;20
25
:/0
We talked to Benjamin Lewis from Knutsford, Cheshire, who decided to change his
career at a time of life when most people are contemplating a more sedate life of
gardening and reading.
'I'd always loved watei spoils but
had never had. the opportunity or. :
available cash to follow it through.
It had somehow become a distant
jdipifipba's:!:^
1 worked for was going through
financial dilficulties’andivas offering
early retirement to its employees,
.!spTjumped;at
really thin king a t the time what I
was going to do;:I:needed a diange:;,/
and a rest as I'd been at the same
place for 15 years,. My wife and ',»
familywahterim
; fellrQyasithe!^
.jybsfihitofejyearsh
'Afterleaving work, I stalled
t^gpi&wiinnifii^^
local swimming pool and 1 heard'.,
that diving courses were on offer
at othci pools in Manchester I took
the course just for fun really, and fib-
then took my wife Sara on holiday’
enrolled on the PADI Open Water
Course. I completed it successfully >f
and immediately went on to
do tile Advanced Open Water. I
can honestly say that I became
completely hooked! We came back
from.holiday and discussed howl
/£y?coiild con jiriup.tfi'^
1 passion. What we came up willi was,
' a plan to keep us financially stable,
35\and myself emotionally satisfied..
'/! / I.’.vas work part-time for eightwifS
;-’?moiathkpf.;the'ycah.sp.thatI couldfpi.
.  to.en .go abroad and diye'for'the. . p
;bther tour!
. ho   / ‘ As -part, of 'dur. re d tindanCy:  !'!
 deal we were given money for re-. .
yWhainirig in any: field ofinof choice;! ; :!
as well as the financial package.
iCil 'k-Sppdi^i yearkagp, hwcntputdp-thep;
« west coast of Thailand on my own
( I got my first qualification as '
a diving in.sfr.wto:; doing die' //
:  Greenforce 1 live Instructor
•; Piogramme. Tills took tluce months
Vi to complete, but I am. .;oiv qualified .
to instruct people to witness the joys
®pftheiufiderW^
‘t was by far tire most senior
member of that course, but I'm ;	85
55 proud to say that 1. was healthier
than many of them, and had more
. stamina than mqst! The trainers;
on the cooise said that -ny age rnd
experience-was actually an asset
go as I was approachable and calm;
7 I thoroughly enjoyed the whole
experience, even down to going.
A
ent with the others and socializing .
'Hypiu;fiee!.tim^
ones-yictoldicafi infc'dad'yif :e veti!//:.!i
'granddad' at times, but J didn't ’
mind. I have actually stavedin
.touch with a handful of my fellow
'trainees;	 w " /Г!/!!::""/ •.  '-
! T now intend to .get'short-term:". i
instructor posts in various locations
around the globe: Australia, The
Bahamas, fiiji. The Philippines':
Having travelled very lillle as a
young man, Гащ now getting to "".
see the world. 1 keep waiting for
: the ncveltv td.-vyeafioff; but.so far it
has n'Lan'dT^^ypUhgja^ihhNdpy.;''
!has!thb/hbckof.leO^^
but boring job' ev'er Mlfnehthdugift?^
Же jnipney, :as iyoucanjiinagirie/ds;!.', a
inpt'particularlygood .Ел'/ппалппр:/'!'
to work part-time for eight m on ths
a year ah sceifis Wo; th it. Being
! underwater issd exhilarating!.
My first dive was a life-changing Ш:’
experience for me, I completely!:: .
forget myself down.mere-,, at one " . -: 
with the creatures and the rocks.
5° 'My advice to anyone dunking of. i
Д.:/. taking! that! ixiitlaljfr i'gHt erimg'stejb;:/:
into the unknown, changing your
:Й/: career is,'; ?.	' Й/Т? :/!'*'
65.
70
75
во;
И Which of these mini-texts below is the best summary of the article? Be sure to check the facts fully.
A
This article is about a man who decided to change his career, towards the end of his working life. He handed in his notice at his place
work, because he felt the time was right to take a new direction in his life. He is extremely happy with the choice he made, and finds h
new job fulfilling, although his earnings are relatively low. His only regret is that he didn't do it earlier.
В
This article is about a man who decided that he wanted to do something completely different, even though he was fairly mature in age.
He was not very satisfied at work and people were being made redundant. He took early retirement and went on various diving course
including a diving-instructor training course abroad. Since then, he has never looked back. He loves his new life.
C
This article is about a man who decided that he needed a dramatic change in lifestyle. He'd always enjoyed water sports, so when
the opportunity arose to take early retirement, he took the chance so that he could indulge his passion. He immediately trained as an
instructor. The course was really tough but enjoyable, but he now gets enormous job-satisfaction from his work, a quality he never
experienced before.
jSS Which of these descriptions does NOT describe Benjamin?
fit	determined	materialistic	flexible	brave	funny passionate
quiet	fun-loving	fast-learner	sociable	adventurous
И Complete the last line with a sentence of your own. Be imaginative!
122 '/^.’Business
The Business Upper-lntetmliaie Teacher's Book © Macmillan Publishers UmHed 2053. This pace may be (rtiolocopied and used within the class.
Additional activities
Speaking: You and your mobile
Type of activity: Survey. This activity links with modules 2.3 and 2.4.
Preparation: Make a copy of the questionnaire for each student.
1	At the start of this activity, get students to put their mobile phones away. Then give out a questionnaire to each
student, and ask them to read it, considering how to respond.
2	Pre-teach any words that may be new to students, e.g. hand-set, sat nav (satellite navigation system), ring-tone.
3	Put the students in groups of three or four, to do the survey. Alternatively, you could do this task as a class
mingle. If you conduct the exercise as a mingle, make sure that students ask each person just one question,
before moving on to the next person.
4	When they have finished, allow students to take out their mobile phones and show them to their classmates.
At this point they could show their classmates some of the features which they have been discussing, as well as
any additional ones worth mentioning.
3	Just prior to whole-class feedback, get students to work in their groups to make sentences orally, using the
language of comparison from module 2.3. At the feedback stage, hear some of these sentences and also find
out if any of the students use their mobiles for one thing in particular, or if they have any unusual features on
their phones. It could be interesting to hear from the students who are less reliant on them, asking them why.
It could raise valid points about potential health issues, personal preferences about how to work, work-life
balance, etc.
Reading: Use of ICT at home
Type of activity: Comprehension and interpreting graphs. This activity should be done after modules 2.1 and 2.3.
Preparation: Make enough photocopies of the text and graph on page 125 for each student.
1	Asa lead-in, write the words: DVD player, CD player, mp3 player, desktop computer, portable computer,
mobile, digital TV, spread out randomly on tire board. Find out how many of the students in the class
have these, with a show of hands. Write up the results on the board, and if possible write up the equivalent
percentage in each case, for the class overall. If relevant, students could compare these results with their
parents, or possibly their children.
2	Give students the graph and the heading, and explain that tliis information is about UK households. Give
students one minute to look at the graph and consider what it shows, both generally and specifically, in relation
to ICT overall and to the different technologies mentioned.
3	Students read the text very quickly to find out which paragraph gives information about the following, which
you should dictate: digital TV, users of ICT in general, computers, DVD and CD players, mobile phones. Give
students no longer than one minute to do this.
4	After getting feedback on this task, do exercise 1. Tell students that the answers can be found either in the text
or in the graph.
5 After checking their answers in pairs, and then as a whole class, students can compare the details here with
general trends in their own countries. Students could then research the statistics, if available, for homework,
writing it up as a summary.
/ZrrBusiness 123
You and your mobile
Find out who:
1)	owns one or more mobile phones
2)	uses a mobile phone mainly for emergencies
3)	uses their mobile for business
4)	sends or receives text messages at least once a day
5)	takes photos or videos with their mobile phone
6)	uses their mobile to access their emails
7)	uses their mobile to actually send emails
8)	uses their mobile to work on, using packages like Word and Excel
9) uses a hand-set
10)	uses their mobile for other reasons, e.g. a calendar or a sat nav system
11)	has an interesting ring-tone on their phone
12)	likes to change their mobile at least once a year
124 ?’Zv Business
the Business Uppcr-lalstmHsle fectiert Book © Macmillan Publishers limited 2003. This pane may be photocopied and used within tho class.
Additional activities
2 in 3 UK homes
have digital
TV service



at/aiiabkpn mpbilsj^hqnes//707/5/7
.and ttiesв are contiriually/tjeihgh/7Й/
developed. By July 2005,66 per
Gentof;acults/ig/Great:8ritain,haGaB
sept, a text message and 68-per cent
hiad redeiyed 'опё';. while/ 28. per/cent//
had sent a picture or photo using '
,th6ir;frit?bi!e/piiobe! ahd/^ipercprity;;
;hacj/'receiyedorie/ lbJanuary toApril
j2(^//3p:^/c^^
possessed a mobile phone that, '
'dpuid/atcdss^e/lfrternet/ij^frgm^
20 per cent in April 2003	'
| J’Therbisfa Strong: lin,k;b,eiween;th:e/
age of a mobile phone user and the
i reason’'fphbWhg 'a/pipbife/phdрё;-//'
Adii Its qgedSSGndover/arejnostu//'
U^/likely/t^
\ in an emergency; those aged under
G;G;25'a W	a;
..phone’tp tgxt,Uielrfriends and	...__
;iB:io/§Q/^^|ila/cbrtipu^in/ttid/^^
“-----------' sa. aged from. 16 to 24. had seni a text 77 J!*'—*'--------,
message compared with 17 per cent
of those aged 65 and over -
.	, ..	. h. . .4 5 .
w
G'U3S;
Digital technofogyis relatively new,
-J 'yct It is a'ready approaci’ir.g the
pgnfe5®niY®^l^ft^rship;!ey0js^^S
//GlderltecrT^
ys'plsyerpWhefehlgrlias beeb rapid in :i:
'- recent years, with the proportion of
. UK households owning one rising
Ga byn ne-and-a-halfi timesibetwee h;;G\
2002/03 and 2005/06 to 79 per
ю>:cent. In 2005/06, 83 per cent of UК
•Ihouseholds'had a CD/player and 7'J
□crcent a Tioidie pbpne. h Ap.G to
<.5 Jline; 200В-,.26 per' cent of/people. •/,../:
£/ aged; i 5 /an/d/оуё pgtyned/drT rfi pS/Sgi
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In January, to April 2006i 56
per/centGf hpusehoiSs/ip/ Gi/egU&pG/
Wain nan a o-nskton computer, 30
‘pgf/cenl^ad/a/pdftabib/brihpidgG/G!/
c. oiTipu ter,land'; peyehjpgrlc .epthad//;:/
a handheld computer. During this
lperiQd;87/per/centof;people/a
20
/// previous th'reel;rnpnths compared:
' 25; with 45 per cent of those, aged 50
///J/d n d dyer.'/ / '•••/'/
ss
BO
go-
g|T^^f^i®Rni^|lousfehQids that
receive a digital television service
has Increased, from 19 per cent in
1996/97. to 65 percent In 2005/06; <
No wad ays/ill ere  are; ал
interactive sen/ces ava iap.c on
digital television. In 2005, 33 per,
cent of adults with a television In J >
their home could take part in game
GsHpw.spalthpd
actually did. While 28 per cent had
the facility .to buy products through
65 shopping channels, only five. per.••••
yG cent chose to co so . .-,	.;> "/7:
I nere !s a considerable cveriap
)/ In the ownership of information and
communication technology (ICT),
5$WomiJanuaryljciiApnl/spo^isliTosf /
^g/bn^/bajf/^/^bf/cbht) ref/hcuseholds
у ,7i/recPiypd'dtoigifa|.toifevi?ipn/pervics,'
as well as owning a.mobile phone
- and having access to the Internet.
did not have access to any of these
ICT capabilities.	/.' Л.-<.;/'
i
Ы Mark these sentences T (true) or F (false), according to the text.
a)	The most rapid growth is in the use of DVD players.
b)	In 2005, about two thirds of Britons had sent or received a text message, and more than half of those had used their mobile to send a
visual.
c)	Young people use their mobiles primarily for social reasons.
d)	Although many people were able to shop through shopping channels, less than a third of those people did so.
e)	Computer use is far more popular amongst younger people.
f)	In 2002/03, the number of people with digital TV was similar to the number of mobile phone users.
g)	The growth in the number of home computers has been steady since 1996/97.
h)	In 2006, the number of people with portable computers was three times greater than the number of people with handheld computers.
^Photptppiable
Th? Bysfoess UppBi-Iniennsiitate Teacher's Soak © MacmIMan Pubfatefs Limited 200&. TWs page may Iw photaccpled and used within the class.
The Business 125
Speaking: Office makeover
Type of activity: Ranking exercise and discussion, followed by an information gap activity. This links with the
language focus in module 3.3 and is a controlled practice of passives.
Preparation: Make a copy of the introduction and list of complaints for all students, as well as the blank grid.
1	At the start of the activity, ask students to think of any offices they have worked in or visited. What made the
offices unattractive or attractive?
2	Ask students to briefly consider the effect of on uncomfortable or outdated office on staff productivity or
morale. Elicit possible problems such as noise, space, etc.
3	Students work in threes to select the eight most important areas only, due to budget constraints. They should
discuss their rationales.
4	In their threes, students then consider the verbs associated with each of the complaints, e.g. install, put in,
replace, renew, update, remove, re-service, build, revamp, re-do, etc. If necessary, write these words on the
whiteboard.
5	Each group member should then fill in the grid (column one) with their eight choices.
6	Re-group students into pairs so that they are working with someone from a different group. Tell students tha
they are about to play a game where they see how like-minded they are. Ensure that pairs do not look at eacl
other’s grids.
7	Students need to find out if their partner has similar priorities. Elicit a model statement, e.g. we think that tl
carpet should be replaced I we should have the carpet replaced. Remind students of the language used for
passive structures from module 3.3.
8	Tell students they should both mark their grid with a / (same priority) or an X (different priorities). The
winners of the game are the pair with the most similar ideas; 8/8 is the highest possible score.
9	Asa follow-on to this activity, you could get students to comment on their partner’s choices, e.g. rve thought
the photocopier should be replaced, not just serviced; I think that the noise issue is very important, so th
should be dealt with.
Reading: Shoddy nation
I^pe of activity: Reading comprehension and interpretation of the author’s stance. This links with module 3.1 г
the Internet search for ’planned obsolescence’.
Preparation: Make one copy of the text and questions 1-4 for each student.
1	Students discuss in small groups what electronic gadgets they have recently bought and whether they have h
any problems with any electronic items recently.
2	Students read die text and find out what problems the man experienced. Give them about 4-6 minutes to sk
read the text. They then look at exercise 1. They should do this individually at first, then compare sentences
before feedback. At the feedback stage, ensure that their sentences are correct in terms of the message, and t
grammatically.

U3J, 1 HiscotTiputerbrokedov.'n after'lessrtlian'tvvp';yeari.(9Avards)
sjwZ’Thi? rcu4acementcomputerll5topped|wprkingprbper]y'\yithinav/Bek.\{9lwards)
. 3  He couldn't burn files onto a CD-ROM with an Apple. (10 words)  7
/’,'4/' His mobile phone stopped working within six months. (8 words)
3 Students read the text alone to answer the questions in exercise 2, before again checking with their partner,
whole-class feedback, keep students on task, and do not let them go onto the discussion task yet.
a ft might meari.equipment stops working even sooner than companies had planned or that.consumers are
.discarding equipment even sooner than companies had planned.; '  . 	 / r '..,	'	'
./' b'  Peopleiare discarding new or useable equipment. I	’ Y i '  •
'/£': c .Tisey still work.> 57,4/
f/'/.d/ lt is materialistic and,wastefull7//7/4;-:7;:,?:f;4 :7-7,77-;::;7fX;r/|7f:7''7/J<: 
4 As students give you words to describe Guntzman’s attitude in exercise 3, put them on the board to focus
students on the different emotions expressed and purpose behind the text, e.g. irony, humour, sadness,
disbelief, etc. Guntzman would like a change in attitude, to stop terrible wastage.
126 7&’3usmess
Additional activities
Office makeover
Staff at Spatola & Co., a large, well-established advertising firm, were recently sent a feedback form on the
comfort-level of their working environment. This was a response to relatively high staff turnover at middle-
management level. The evidence was collated and then given to the Board of Directors, in the form of a report,
prior to the annual budget meeting. Here is the final list of problems from that report:
List of complaints from staff:
•	office chairs very uncomfortable
•	poor lighting
•	very hot in summer
•	too cold in winter
•	shelving needed for piles of files, software, papers, etc.
•	some superfluous furniture, e.g. shoddy filing cabinets and old stools
•	desks bulky and old-fashioned
•	unreliable photocopier
•	noisy work-space
•	old lavatories
•	flooring shabby
•	wireless networking not available
•	no facilities for coffee-making
•	no area to sit and relax during breaks
My suggestion e.g. shelving installed	My partner's suggestion Write / if they agree and X if they disagree
1	
2	
3	
4	
5	
6	
7	
3	
TOTAL SCORE	
The Business Upper-tntemedisle Teachers Book ©Macmillan Publishers Limited 2008. This page maybe photocopied and used within the class.
TZteEusiness 127
SHODDY NATION
Our columnist, Gersh Kuntzman, bemoans the current state
of state-of-the-art gadgetry
I was having a bad couple	f
of weeks; a perfectly good / ’
NSpefsdnaliebr^^
barely two years old died on
5 me The computer thatI bought
N to rep] ace it broke down less A 
than a week after it arrived in
the mail. It was perfect... except
vAMfobianm^hgiiTfept^tHngg^’f'
io error messages that said 1 must
<;?;:”upgradM
of'Windows Messenger',
which is apparently an instant-
yg;*me^
dfiduiiihSfall^ndpv^l^^SCTgefi^
s but the devil kept coming back.
::;':FmaIlyTN
the newer version, thinking -
I'd just uninstall itlater. Well,
и seconds after the download d
,was comple.te'my brarid-riew'/'r ...,...	_____o... o ______________
computer started acting like a so country? We've all heard of , '
; pimch-dn:uk fighter.. Whenever W planned obsolescence, which ;
was corporate America's Way'
of getting us to buy stuff sooner
w by ha v mg i t bi eak j ustaft erthe ' '
65 point at whichit would make
financial sense to repair it But,
. !‘ what 1 am going through - along
Уу у wiflnprdl^	S
jo obsolescence, an entirely new
phenomenon in our consumer
i//:cultthe.':lli/;<:;<:'':
l'NhddAnd;just;ariIwarisiftinglin;:::::'.v:
:Glhy: q|fibhj;;w anting: tp' thrp wdyW
'75 all my brand-new computer
dhgAimjam^
.. ,nudw room, tliegomputer gave?
-iomewarningmessageslike,'This
1 system file can not be deleted'
ч ’ My cellular phone broke '
\ down after less than six months,
of fairly mild,use. The so-called ,
45 'smartphone' isn't broken; but .
Sdhe^a^ech'Sorrietimes^hpr^
out in the middle of a call, It's
dgb^pf-annbyirig; bo 1 brought
;. :1 hack to my Spr:::t PCS store
so-and.told them about;iti'11's sti 11
. - under warranty' the cleric' saidn
'We'll just get you a new one.'. A so
new one? This is a $400 device!
55 yet Sprint is gomg to just throw "''
Ь/Ж t- w ayl?:	1
Given all I’ve been through,
feel qualified to'askrWhat. :
,d the heck is gomg on in this .
is smytdby, I'd get this amazing,
•'I error message: ‘Тин device .
: driver for the ''Standard ;e
101 /102-ус orMicrosoftNatural
f1’S/2 Keyboard'/device is
. idqpreyentmg;tjie;mathirie:fipjilk;K:.
;. entering standby'.Aryb/ri,.
An Apple computer that
< ' I've been borrowing suddenly .
decided thatit wouldn't let
35 me burn files onto a CD-ROM 
because, and I'm quoting here,
'the stai tup diskis full’. Yet
when 1 hied to delete files to
' discovered that my neighbours -;
//•had beaten nm io it. Last w-eck,, ,
a group called'Recyde This - \ :
; NS'G' b.ail sei up a lent for
people to 'recycle' their used,'. ;
broken or no longer state-of .
the-art electronicnquipmcnt.
Audit wasn't just old junk '
: that was being thrown on our
society's scrap heap; Most of ::; h l l
what was being cropped, pfi. : w
was,fully functioning computer, h
equipment, Thcie was one *
computer with a f.at-scrccn
monitor. Therenyere.new? -, ’::
looking printers and cell phones.-
beeing he detritus ci miiddih y ,
American life made me reflect, у
abou t mor r.’l fy. ,\c: my .own,; 
butthe mortality of the stuff, we ,
buy. In my living room?! have :
a Sony Trinitron television seL,
that my parents bought m 1981 . '
that stillworks brilliantly. In my
dining room, I am sLi11 using the :
Sanyo amplifier and radio tuner
that I bought iri 1980.	?::';::yy
 I guess I'm. a bad American. Г
don't throw out perfectly useful
sluff. 'When you organize these .
recycling drives,, it seems that
our entire economy is’propped."
up by companies trickin gms:I
'up. into thinking that we need new.
, stuff just because it's new,': said.
Rachel Cernanski, a volunteer.
'Io me that's what deserves an
:'error message.
35
95:
100.
105;

S Summarize the nature of each of the four problems noted by ths writer. You should write a sentence to briefly describe each proble
each sentence should be no shorter than Gve words but no longer than ten.
Answer these questions:
a What do you think Kuntzman means by 'unplanned obsolescence’?
b What is surprising about the ‘recycling programme’ in his neighbourhood?
c What is surprising (or not) about some of the older technological items he has in his own house?
d What is shocking about the culture Kuntzman is part of?
О How would you describe the author’s attitude and his style? How does he feel about this situation?
О Do you think the situation is similar in your country? Do you think the situation is likely to get better or worse globally?
128 YfeBuainess
lhe Business Upper-Intermediate Teacher^ Beck© Macmillan Publishers Limited 2003. This pajje may ba nhoiocopied and used within ths class.
Additional activities
Speaking: No regrets
Type of activity: Reading and retelling. This activity links with modules 4.2 and 4.3.
Preparation: Make sufficient copies for your students. Students will work in groups of five, and each student
should have one part of the story. Ensure that you shuffle the text pieces before giving them out.
1	Remind students about downshifting and tell them they are going to read an interesting story on this matter.
2	Put students into groups of five and give out one part of the story to each member. If necessary, give stronger
students more than one part of the story. Less strong students can be given part 3, which is slightly shorter.
3	Tell students that they have to read and remember most of the information in their part, to re-tell to the
others. Allow students time to read and digest their part of the story. Less confident students can be allowed
to take notes, but ensure that they are not just copying sentences down. Monitor and assist with vocabulary if
necessary.
4	Tell students that tire aim is to put the story in order by listening and talking. They should also aim to answer
these two questions which you can write on tire board: What kind of life did he lead? Why did he decide to
downshift? Before starting, ask which student thinks they have tire first part. They should read out the first
line. You should confirm that this is right or not and then remove all the texts.
5	Students then talk and listen and you monitor. At the end, get some feedback on any problems, and also on the
two questions.
6	As a follow-on activity, ask students to either write the resignation letter to their boss, or to continue the story
in around 200 words.
Reading: letter of resignation
Type of activity: Reading comprehension (gist and more intensive). This reading links with the topic of feedback
and particularly with modules 4.4 and 4.6.
Preparation: Make a photocopy of the letter for each student.
1	Students read the first line to discover the purpose of the letter. Elicit the answer.
2	Do exercise 1 - the gist task - and make sure that you give students a maximum of two minutes to do this,
before quick class feedback.
3	Students do the comprehension task in exercise 2. Allow them to share their answers in pairs before whole-
class feedback.

Ol The following are mentloneddirectly: 1, 4, 6, 9. ' 7 is indirectly mentioned.
4	Put students into new pairs or groups of three to discuss exercise 3.
| SUGGESTED ANSWERS:	t I’ <i	;
^ftffer.dtherikdiieaguesiifieLmentbf/brjihWianagefeah
OL-Paula shoUld possibly have discussed.thisiwith
personnel, or even her boss herself.
5	As a follow-on activity, set up a role-play between Ms Nash's boss and Paula. The boss wants to try and
persuade Paula to stay. Allow ‘bosses’ and ‘Paulas’ to sit together at the planning stage. Bosses should
think of possible means of persuasion, e.g. explain they have spoken to Ms Nash; explain there's been a
misunderstanding; give praise, etc. 'Paulas’ should consider what might make them stay, and if perhaps they
have been too hasty. Should they have used strategics to avoid this situation earlier?
6	In pairs, students act out the role-play.
7	Get feedback on what happened and if bosses were successful or not. If so, what strategies did they use?
ZfeBusinesi. 129
No regrets
--------
I have always had a passion for buildings. When I was young I wanted to become an architect. However,
my father dissuaded me from doing the training, because he didn’t believe I’d have the commitment. I don’t
think he really knew me that well. So I studied to become the next best tiring in my young eyes - an estate
agent. I didn’t bother going to college, I just left school at 18 and did a short course in estate agency. When I
got my first job, I felt so excited. My parents had instilled in me the desire to be ambitious and competitive in
all areas. I always viewed that as a positive thing, and couldn’t wait to climb up tire ladder, and of course, to
look around properties of all shapes, sizes and values.
I found the job fairly easy, and to be honest, I soon got bored with valuation and sales after the first couple
of years. It started to feel a bit monotonous and I used to lose the buzz I’d first got when viewing houses
and making a sale. I was good at it, and did well financially because we also worked on commission, but
it wasn't enough. I asked for promotion and I got a small managerial position in the agency where I was
working as a sales person, but after the first 12 months, the exhilaration of managing people also waned. 1
wanted more. As the company I was working for was quite small, 1 decided to go to a larger company, and I
was lucky enough to be accepted at interview for a similar post, but managing a much larger department in a
prestigious agency.
I felt the buzz of excitement again. I enjoyed working in a different environment and having new colleagues.
Because of my management role, I theoretically wasn’t supposed to do so many house valuations, so I didn’t
even see new properties any more. However, I took my management role very seriously and it paid off. The
department I was in charge of made huge profits, and the partners felt it was mainly due to my influence.
They offered me a more senior position and I accepted it immediately.
I was flattered and started to work even harder. I would typically work a six-day week, voluntarily, and work
an 11-hour day. I think 1 relished the positive feedback, and also started to really enjoy the luxuries of my
new-found lifestyle. I worked hard and played hard and I was also an aggressive and demanding manager
of staff. After four years of hard work, I was offered a partnership post and I accepted it without a second
thought. However, I had started to suffer slightly from the effects of a heavy and quite stressful workload
and a generally unhealthy lifestyle. Soon I found I didn’t have the mental and physical energy to keep up
the pace, to meet and surpass the annual sales targets. Eventually, when I was at the point of taking tablets
to help me sleep, as w’ell as anti-depressants, my GP suggested 1 took at least three months off work as I was
suffering from stress.
And that was when my life changed. For tire first two weeks I just did nothing but sleep and think, and I
had the time to sit back and to assess my adult life critically. I found it to be meaningless. Although I was
on a very healthy salary, I myself was unhealthy and unhappy. I had been totally single-minded about my
work and had stopped noticing the world around me. I had just become obsessive about my work and
about making money for the company. I had been bullish with my staff and had very' few friends. Strangely,
this realization left me feeling completely liberated. I thought long and hard about my future and decided
to just give myself some space. I handed in my notice and pledged to do something more worthwhile and
fulfilling, and also to try to develop my relationships with people. I was lucky, I had come to this realization
reasonably young.
130 The Business
TIk Business Uppsr-lntonMiate Teachers Book® Macmillan Publishers Limited 2008. Ulis раце may be photocopied and used within the class.
rPhotocopiabl
Additional activities
4/eedback ,Rea
м>.г<м ~7 ‘	-zл?•' г .,.)л':




:Д6'б, Crofters; Street;
Qbpdopvv . ;;Л	\:t
SE4 1AJ '

Dear Mr Goodman,	 vZ
I n'ii writing to infc,”in you c:" my ducis'or: to resign fro?' my post as Service Engineer, .-:.,
forthwith	4	№	~	1'
.-y - ’•'/	’.p	/\2-. :V.7Z--<	??!></'/' л'	.-. ?V:<'> -•. 7>'i-	ml'
I have had little job satisfaction over the fast seven months, and therefore have no desire to
continue in this position or in this company. As you can imagine, Jhis is not a decision I have
: . takmi i'ghtly, ard I trust the-1 you will keep tlie x-llowinq reasons co.ufidontia’, as I have riotim
spoken to my colleagues about these personal issues.	•
d am leaving for several reasons, just some of which I will outline briefly here. They revolve ;>?
varound the poor.relationship.I. have.with Jill Nash, my.Manager and Head of Department.-Im-
.- .mhave found her very difficult to.work .with on several.counts,,!.am used-to-а more-assertive' 
style of management and I feelrthatshe has consistently failed to give me a clear sense .
of direction. This has been very frustrating. At the same time, whilst giving little or no
guidance, she is always extremely quick to criticize my work, sometimes publicly.
In addition, and on a related issue. Ms Nash neve' gives any positive teedoac-; and so 1 j-V-'-.-y
. have not felt appreciated, even though I work.extremely hard. You may be- aware that
• my role, along with those of the otner project team members, has been significant in the
devempment and corrp^etio" of the 'Mirage' project, as well as witn 'Deepest Co cur', but
this has not been acknowledged by her.
personally singled, but by her, though I do not know prcicisely why. I finci her
. . general approach very, lacking and even unkind. To give an example, I actually overheard -
---.her talking about me tn very negative terms to a colleague recently. This for,me'was the. last
; straw. In spite of all.of .the:above/ l havemot spoken:to her about this directly, or to HR - our
relationship is so poor and I am naturally of a fairly shy disposition. (1	'
? - I would be grateful it you couid pass on this letter to t'ie people concerned. - ;i.
fyt.Withithhhksiahd^

' :
i

Raula^dma^ * * * * * * * * * * iO

W
&

MWWH*
И Read the letter of resignation and find out the main reason why Paula has decided to leave.
H Read the letter again, and tick which of the following boss-related problems are mentioned by hen
Ms Nash is not sufficiently assertive.
She changes her mind very frequently.
She has very high expectations of her staff.
She gives little praise.
She has no sense of humour.
She is very over-critical.
She is not a good communicator.
She takes credit for others’ work.
She does not behave in a professional manner.
iO Do you think Paula's argument sounds reasonable? Do you think she has handled this in the right way?
1
2
3
4
5
6
7
8
9
The Business 131
Speaking: Office space
Type of activity: Conversation: negotiating over tire phone. This activity revises the language of persuading and
dealing with objections.
Preparation: Malte one copy of page 133 for each pair. Cut the page in half so each student has card A or card В
1	Ask students to brainstorm what people might look for when searching for an office to rent, e.g. location, size
etc.
2	Divide students into pairs, As and Bs, and then give out the role-cards to the students.
3	Students read the role-cards and check any words they do not know with you.
4	Ask students to consider where and how they could negotiate or be more flexible.
5	Elicit how to start the phone conversation. Then students do the role-play. As they are talking, monitor and
record any errors for remedial work later.
6	If students enjoyed the activity, ask them to repeat it with another partner. This time, refer them initially to
modules 5.3 and 5.4, to remind them of appropriate language. Ask students to select language relevant to this
negotiation, e.g. 1 understand how you feel... So, if I could shorten the lease, might you be ready to sign
today? Don’t you think having a kitchenette could really improve your working environment? I couldn’t
possibly rent out at a loss, could I? etc.
7	Take whole-class feedback on the outcome of the role-plays and give any relevant feedback on language use.
Reading: Want to know your readers? Better go and live with them
Type of activity: Reading comprehension.
Preparation: Make one photocopy of page 134 for each student.
1	Show the students some glossy magazines for women and/or men. Elicit tire types and tools of market
research which precedes a launch of such magazines, e.g. focus groups, questionnaires, cold calling, etc.
Check students know the words launch and glossy.
2	Write the name Look on the board and ask if students are familial’ with it (it is published by 1PC Media). Tel
students that before the launch of Look, the editors and executives did something quite strange. Show them
the headline and elicit from students what happened.
3	Students read the first paragraph and find out if their predictions were right,
4	Elicit students’ answers and initial responses to this land of market research.
5	Pre-teach the following words: immerse-, immersion; be wary of something; shift; insight.
6	Students write down five things that they would expect 18-30 year-old women in their culture to be interest
in. Take feedback, writing suggestions on the board.
7	Ask students to read the text and do task 1. These are ‘large’ questions, so give students sufficient time to
complete the task and to compare answers in pairs, before class feedback. In feedback on d, remember to
compare the students’ earlier predictions on the board with the research findings.
'Qj a" Focus groups are limited. People in focus groups want to please.
kjk: b It involves living with consumers in order to really understand their lives and interests.। .
c People are used to it ano en.oy 't.	,
d The target group (18—30 year-old women) are interested in celebrities and shopping, rather than man.
У/лке .There is increased competition for advertising revenue and people's time. kkiAA^k. кАпА-;,
8	As a follow-up task or for early finishers, students look at the following expressions in the text and try' to
guess the meaning, before checking in a dictionary:
Romance is not big on their radar (screens) before the age of 30 (lines 79-80); The stakes are much highe
now (lines 85-6); The publishers have clearly done their homework (lines 96-7); They’ve got so much get
and go (line 106).
9	Put students in groups of three to discuss the points in exercise 2.
10	Asa follow-on activity, students can go to the magazine’s website, www.look.co.ulc, to find out more.
Alternatively, students write a mailshot to launch Look in their home country (see module 5.5).
132 TbeBvsmess
Additional activities
5 Selling more Speaking
EBBS tsfte&Ste
Student A
You need to rent an office for your family-run printing company which is expanding. The new office needs
to be / have:
•	close to Ute actual industrial unit where the printing takes place, south of Cookham (maximum 4 km
from the centre)
•	phone lines
•	paridng for at least four cars
•	good security
•	rental fees to be no more than £300 per month, including rates
*	private bathroom facilities
•	needs to be bright, preferably not on the ground floor
•	a short lease of six months only (in case the current expansion slows down)
•	unfurnished - you already have most of the necessary furniture
You have been looking for a few weeks now and there is very little available. You have just seen this advert
in the local paper
53
ijfvS'S-ji
SPACIOUS OFFICE TO LET IN
THE TOWN CENTRE
Gentral location and competitive all-lnclusivs rent'
Suitable for small business.
?	; Serviced.
Tel:01494 573950
Em a il: m .ha r ris@jacksancoufl.ce. uk

Student В
You own a building in the centre of Cookham, which has been divided into five separate offices. One
of these has unexpectedly just become available. You need to let it urgently as you are going abroad for
several months on business and do not wish to use a letting agency. You cannot afford to leave it empty.
You have just placed tills advert in the local paper:
v?:.
SPACIOUS OFFICE TO LET IN
THE TOWN CENTRE
Central location and competitive all-inclusive rent
Suitable for small business
Serviced/
Tel: 01434 573950
Email: m.harris@jacksoncourt.co.uk
Additional information: new bathroom and kitchenette (both shared with one other office on same floor);
fully furnished (the furniture has been left by die previous tenants, but is in excellent condition); phone
lines; two parking spaces (there is a multi-storey car-park just two minutes’ walk away); minimum lease 12
months; new alarm system in place; rent £350 per month all inclusive.
The Business Upper-Intermediate Teacher's Book© Macmillan Publishers L'miled 2(308. This page may be phalocapfed and used wilhin the class.
Z/л? Business 133
Want to know your readers?
Better go and live with them
Tomorrow's launch of women's weekly 'Look' follows market research that went
way beyond normal focus group conventions

^the^:readpB?B^^^xecub^e§a|f^;
:5J:^G;Ka^4aHgnreadeeteSear<^Jtcy^
yyhdwlengffisim^^
-te/Sne^lehgtiisimmeideliye^bfmeif
,5 weekly glossy Look, which goes out ;
on newsstands from tomorrow. Tor
1 periods in tire two years .preceding
the launch, editors and executives	’
: were required;lo go waybeyond ? ', '
: 'la.lcohventiphaliprbcedtqes.'arid; .
;/1ЙасЙа11утс^
readers, going do wn the pub, and. .
sharing the meals, dreams and Jives
of ordinary young women.
:hs';'It's called;'immersionfesearch/w
‘ or ethnography - the need not jusf'
: to .understand your reader, but;; .  
to/know their. DMA', asrlPC puts >
 it. IPG's: Chris’ Tay lor .explains:  1;
'Usually in magazines, someone has,
an idea - a lightbulb goes oilr-'and
thev work on it to see if it has legs.
But wc.went put tp par-audience: r
Ж literaily lived :br weeks a: a :imofed'
withreadersmtheirhomes It's’'1,
a quantum leap away from fpeus
groups and 'Do they like blue on
the covci?', and more about how'
readers live tlieir lives," ;;’. ;
!•.ve.уn Webster, mana,u:-g
director of IPC Connect, says it
wassignihcantthatmterebtina-
consumer group came before the
idea for the magazine?.'We didn't:
35 start out with a special concept,'
jA shesays;;' fiYas.-jiJst in terested m-;A
/ l-she has a muchcloserLninghtinto®; T,
  the desires cf die average ; 8-30-1  '
os ycar-okl woman And observation . ;
 didoverturn "some tr.adi lienal-. ;.-	.;
assumptions. 'Contrary-to what you
; might tliink, romance is not big oh
; their.rad ar before the age of .30,7 T-:
aoys.he'seyA'You-discover that yvhat ..-
...interests tliis group is not really men
. pi but celebrities and shopping.'
.’ Claire Beale,, editor of Campaign 
magazine, adds: "'The stakes are
ss much higher now. There's a lot i -
- more competition for advertising '
/ revenue and for people's time, with :
the Internet increasingly satisfying
niche entertainment requirements.'
'20:
'25:
Зо
this group, so 1 decided to immerse
myself in dicir lives, In their own
environment, women, will open	<
up and talk tranklу We went to
nightclubs, the pub, or I'd t /
rummage through wardrobes, / '
diatefig-ifWi'.:
Once a product is launched,
45 consumers are now subject to a
batter}^ о t new marke tin g tool s
Buzz, stealth and viral marketing
techniques keep a product in the
l-lilpiiblic'sniind/but’ivaY/ofgetting::’;:
so - into-tlie customer's mindi-.creatively. -:
before the product is conceived з
are also on the increase It may be
Orwellian, but going eycball-to
. .eyeball.with the consu-ner is taking . и Yet siwis - sceptical of the-Vallie, of',Tn
..................................	,	)	upic.,^ undertaken over
long periods Given tlrat Look is .
I PC’s biggest launch, to which it is
icqhj tniiltiiig-’ £13.m:yyi.tli theihelpof;::/
Groupc Marie Claire, the publishers
have dearly done their homework.
You might Say spending several
months of sleepovers to disco ver '
.. th at'what really; motivates young  '
1'йтурЖеп;-^
is a bit of a dismaying prospect, ’
but at least Webster's enthusiasm
 matches her target audience. 'This
-generationisdifferent,'shesays.,
los 'They've got so much gel up and go
'/i’ti^^isperhqilbhgtnneTvithithenihut,::
really, they were a joy to be with.'
55 oh as companies become wary of
*> focus groups '	_	
As David Fletcher, head of MbC
McdiaLab, s/ys: There is a liimi
to what you cari gct out of .1; focus
group. There is a deep psychological
desire to want to please - to say' 
what they'll beyalucdfor saying.- *$.’
B'ehmd alLthis is a profound shift
in society, whereby through CCTV
on die'high street. Big Brother and
btheryeaiityl3TfshbW6hpepple;'i
havebecomeaccustomedtp'bcing
.'^seryed.iqiulmanA^
T A Gan:vd’i: everrea 1 lyi fknoiWT AA
70 a consumer? It would take'a?	j i
ч psychiatrist or a philosopher to
•' 'answer that, but Webster believes ;
:95:
65;

Ш1 What does the text say about the following?
the role of focus groups
the nature and purpose of immersion research
being observed in today’s (Western) society
the findings from this ‘study’ in relation to their target audience
competition in the media world
О Do you think this is a good way to find out about your customers and their needs and interests? Can you think of any
disadvantages to this kind of research? Would you let a ‘researcher’ into your home in tliis way?
a
b
c
d
134 The Business
Пб Business Upper-lntemrediale Teacher's Book® Macmillan Publishers limited 2008. This pace may be photocopied and used wilhln the class.
Photocopiabh
Additional activities
6 New business teacher's notes'&1ari|^»f^
Speaking: Posh Pets
Type of activity: Serial role-play. Students work in pairs. One student plays the role of an entrepreneur seeking - ‘ /
investors. The other student plays three different potential investors, in succession: parents, a successful business -TC.
person and, finally, a business angel. This links with the theme of module 6, and is best done towards the end of
the module.	'	1	 ,	(
Preparation: Make one photocopy of the role-cards for each pair and cut them up. Keep the cards on your desk in
separate piles for each pair. Make one photocopy of the business plan notes for each entrepreneur.
1	Tell students that they are going to do a three-stage role-play between entrepreneurs with a new and exciting *
product, and three different potential investors. Elicit from students what the aim is, i.e. for entrepreneurs to
get funding.	. •
2	Group entrepreneurs on one side of the room and potential investors on the other. Give out the first phase of
role-cards, i.e. ‘Part 1’ to entrepreneurs and ‘Parents’ to potential investors. In addition, give out the executive
business plan summary extract to entrepreneurs. Give students time to read and discuss their cards with their
peers, asking you for assistance where appropriate. Tell them that you expect them to talk for at least five
minutes on each stage, i.e. 15 minutes in total. Keep the role-curds for stages 2 and 3 on your desk. ,	i ' 
3	Re group students so that an entrepreneur is sitting next to an investor (or parent at this stage). Tell students ‘	'
that this is interactive, the listener should interrupt and ask questions. Remind them of the time limit.
4	When a pair have finished the first part, they should approach you and ask for the second stage role-cards
(‘Part 2’ for entrepreneurs, ‘Businessman / woman and friend of tlie family’ for potential investors). They
should return to their places, read the new role-cards and resume the role-play. Once finished, they come and
ask for the stage 3 role-cards. Pairs may finish each stage at different times, so monitor carefully. It does not
matter if one or two pairs do not do all three stages of the role-plays. If possible, also monitor for any linguistic
problems.
5	Get some whole-class feedback on what happened and how successful the entrepreneurs were, and what the
conditions were in Part 3.
6	Give some feedback on their performances and also feedback on any problem language.
Reading: blogger's entry
Type of activity: Reading comprehension (gist and more intensive). This reading links directly with the topic of
giving pitches in module 6.6.
Preparation: Make a photocopy of die blog entry' for each student.
1	First ask students if they have ever blogged. Ask students what they lenow about blogging.
2	introduce the text genre and topic: this is a sample blog from one person who performed in a Fast Pitch Event
3	Ask students to slcim read the text quickly to find out if it was a positive or negative experience for the young
entrepreneur, Marek, both in business terms and also in personal terms.
4	Ask students to do exercises 1-3 individually, and then to compare their answers with their partner before
whole-class feedback.

О Steve wished him luck; he had a strong desire to run away; his throatdried up and his legs went weak; he
started to use calmingtechniques; he walked up to the stage; he took the microphone; the bell went; his heart
. was beating furiously; his Voice and brain started to work together; he fielded questiops'ithe audience clapped;
;g: .-'lie'nearly fairited.
He did quite well'.ln terms of his presentation-skills (average of 7), but very well on the actual product idea: 9s
and 10s. He didn’t come first In the competition.	. . .
^^LWe know little about Marek's background: he was a science graduate and he didn’t like public speaking. They
make a range of bamboo products, which are particularly hard and which do not scratch easily. ' ?
5	Ask students to discuss what they would do to calm themselves down in this situation. Get some whole-class
feedback.
6	Allow students to circle a maximum of seven new items of vocabulary from the text that they would like to find
out about. Students compare their items in pairs, and if possible explain the words to each other. Then let them
use dictionaries.
7	If students have enjoyed reading about the experience and would benefit from the writing practice, they could
either write a blog as if they were Steve, giving the account of the event from his perspective, or they could
write another blog entry as a different contestant in the same competition. For higher-level students, take away
the initial text.
The Business 13Б
ENTREPRENEUR	POTENTIAL INVESTORS
Part 1 You are going to ask your parents to give or lend you some money. Your parents are elderly and are not wealthy. They are intelligent and critical, but not business people. You feel slightly embarrassed about asking them, but are confident in your product and its future. Give the basic outline of your business. If they refuse initially, keep trying to persuade them. Refer to your past history and experiences and how you have made things work. Start like this: Dad / Mum, I want to tell you about this project I’ve been working on.	Parents Listen. Be sympathetic. You are cautious, but encouraged him / her to study business. You are not business-minded but you are sensible. Ask lots of sensible questions! At first refuse. You don’t like animals; your expenses are too high already: one child has just started college abroad; one is getting married, etc. In the end, agree to lend 10% of the funds. Say when you need it back by and what the interest rate will be.
Part 2 You are going to speak to a small-time but very successful businessman / woman who is also a family friend. He / she quite often invests in start-ups. Convince him / her that you have a viable product for investment. Tell him / her about the plan and about its potential. Start like this: I don’t know if you’ve heard, but I’ve been working very hard on developing a new product...	Businessman / woman and friend of the family Listen carefully and ask lots of sensible questions. You are always very cautious at these initial stages and have recently lost a substantial amount of money on poor investments. Finally, offer to loan 15%. Say what the conditions will be.
Part3 You are going to speak to a local business angel, who invests in start-ups. You are very hopeful that he / she can provide the remaining funding, but realize that you will have to be very persuasive. This is your last chance. Start like this: We have a very exciting product...	Business angel Listen carefully and ask lots of sensible questions. You are always very cautious at these initial stages - you get numerous young people trying to sell you their product and though they are often interesting, many are not viable. Often young entrepreneurs have lots of ideas, but this is not sufficient. If you have been reassured by the entrepreneur’s responses and information, offer to lend the remaining amount of 75%, but on your own terms. Make this really clear. You are prepared to compromise a little.
Read the notes, adapted from an executive business plan:
Outline: Posh Pets is a pet-food company providing higher quality gourmet food for pets. First company of its kind in this country.
Core products: Quality gourmet dog and cat food, e.g. shrimp, tuna (cats); beef and vegetable; marinated lamb (dogs). Guaranteed
high vitamin and mineral content, few additives (no added sugar, salt or colourings). High percentage of meat or fish (written on the
tin) and quality of protein assured and tested.
The target customers: Health-conscious pet-lovers, wanting the best Market research has shown that there is a market for this (surveys
sent to pet owners) + customers willing to pay more for quality. Pet-care business currently expanding.
Management: the company to be jointly run by owners: three university graduates - two have MAs in management. On the board of
advisors are two specialists: a food nutritionist, Dr Philip Mankin (Intesto Food Laboratories), and a veterinarian, Sally Rohlfing.
Keys to success: high quality food. Posh Pets to use low-level marketing, e.g. reps at regional pet and health events.
Plans: Posh Pets to get initial contracts with local pet shops, later higher quality supermarkets; to expand range, e.g. a vegetarian
option, wheat-free, low-fat, organic, etc. + range of desserts. Currently investigating possibility of working with accessories firms to
design exclusive collars (cats and dogs) and jackets (dogs).
Financial summary: Sales projections for the first year: S340,000, based on tire size of market and defined market area. The salary for
the three co-owners for the first year will be 230,000 for the first year. Need 28,500 to finance first-year growth. Together, the co-owners
have invested 26,000 to meet working capital requirements.
136 f&'Eusmess
The Business Upper-lntermeiiiite reseller's BookO Macmillan Publishers Limited 2008. Tills pags may be pt.ctocopied and used within the class.
Additional activities
Posted by: Marek on 4 May 2007, 1.28 pm
A/f'fvcaaGonipIetelyTeraferibrtvhaO^^
	of the hardest tilings 1 have ever done. Our company, a'start-up established by '
<;.f. myself and my .university, colleague Steve,. was one of 20' contendersin a Fast,Pitch Competition two years : :b- Г
fyilvvy	.ifitwasyesierdayri/ri
• The comp etition was set in the conleiencc centre’s largest h all and it seated over 280 participants The ~
audiencb consisted' of-moyersan d.sha tiers dnthedjusiiiess\vortd:::Sa\n^':angelsfSutcessfulentrcprcneijrs,<'':::-i'-:
representatives from larger companies and other would-be investors'. The panel of sixjudges also looked
utterly formidable. My coach, Ben, standing at the sidelines with Steve, looked almost as nervous as I did
He smiled feebly and mouthed,‘Good luckk	:;h.k
'	:' 1 was mm .her 8 am], with all honesty; 1 can say that I was so close to simply running but of the room.
, I just kept thinking, ‘This is totally ridiculous. 60 seconds for an idea that has taken years to startup. 60	.
; seconds between success and fm’iure; My throat was completely dry, no matter iii?.v much water I drar.k/ My . :.
legs felt like jelly. I tried implementing some calming techniques which Ben had recommended. I pictured
myseif try-iug to smile; and I bredthed deep and lew. again and again, It started.to work. •
Deep breath. 1 started, except then I stopped. The audience in front of me were swimming around, and my
speak. I heard myself saying tlie opening words of my pitch, though I remained completely detached'from У
it for the first, few seconds. Slowly but surely my voice 'and brain started to. work more harmoniously. I
managed to deliver my pitch within the allocated: time. The panel started to bombard me with questions;jarid  / '
/ I fielded them with assurance, even some degiее of passion, I was told afterwards. • i-Х-Лrij/ ri?;Anу к/
, At i he end. there was a slight pause arid then a .warm round: of applause. I .scored an average of 7} on	'
: presentation; but for,the product idea itself,-, wegot:9s and 10s. We were thrilled. I felt so relieved I almost	•
dropped to me floor!
k in termS of iriy personal:development, it’s'been;greaf for-my confidence and-has definitely helpeime to
i-trkrfovercorne'adifeiorig'fe^
flurryofinterest,itwentquietfora couple ofmonths,butthenaventurecapitalist himcontacted us,having
' seen the video of the event. We now have external funding which.is allowing us to expand even beyond ' '
... mir forecast. Our company, -Bambobzeled’;rriake a range of products made of bamboo, from flooring to. AW
kitchens, bathroom accessories id coffee tables.	'	‘b 
ypufqteeribioggqrsjiav&sugi’es^	:r
’dbriSbdjieyedni^dripfi^tmtgldtydiift'i^^
. It is an ninaziug and ven; worthwhile experience, and its invaluable tor start ups. You won’t lookback, even
if vou don't come first! We haven’t, and didn't.	i, :	’
-wtr*0
twwswge

M Read the text and put the following in order, from the middle part of the text:
the audience clapped
his throat dried up and his legs went weak
he walked up to the stage
his heart was beating furiously
Steve wished him luck
the bell went
he fielded questions
his voice and brain started to work together
he took the microphone
he nearly fainted
he had a strong desire to run away
he started to use calming techniques
Qi] How exactly did he perform hi the competition, and how did he do in relation to other competitors?
Oi What do you luiow about Marek’s background, and about their actual product and company?
ne Business Upper-lntemedlsle Teacher's Ss<ft© Macmillan publishers Limited 2009. This page may be photocopied and used within the class.
77/eBussnesB 137


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Speaking: Missing vocabulary
Type of activity: Vocabulary definitions and explanations. This activity practises lexical items from unit 7 so
should be done at the end of that unit.
Preparation: Make enough copies of the blank and completed puzzles for the class. Each student will need one
blank puzzle sheet and one completed puzzle only.
1	Tell students that they are going to define mystery words to each other, but that they will have some time to
check their words and to prepare. Hold up two completed puzzles to clarify the task.
2	Divide the class into two halves, A and B. Within these halves, put students into groups of three, so three As
are working together, three Bs, and so on. Give out the completed puzzles to relevant groups. In their threes
they need to check the lexis with unit 7 in the Student’s Book, with each other or you. Monitor as they are
doing this, to ensure that the final information gap works smoothly.
3	Students work in pairs, sitting back to back. Give out the blank sheets to tlie relevant partner. They define
tlie words to their partner in turn. They should tell their partner when there is more than one word, e.g. ‘fixed
assets’ (written as one word on tlie puzzle). They must not use any of the words in their explanation. They
should write tlie letters for each word in the correct squares on the grid, to fit in with ‘financial’ or ‘accountant’
Emphasize, therefore, that the letters already given on their blank grids are not necessarily the first letters of iht
word being defined.
Reading: This man can save you £6000 a year
Type of activity: Reading for specific information.
Preparation: Make enough copies of the text on page 140 for each student in the class.
1	Dictate the following questions to students: Do you turn the lights off when you leave a room-, What do you
do with old envelopes; What products do you use to clean your room / house; Is your fridge generally full о
empty; Do you have any store cards?
2	Students discuss these points in threes. At the end, write the words T am very careful / careful/ average /
careless / very careless with money’ on the board. Students write down the sentence, completing it with tlie
appropriate adjective phrase for themselves.
3	Write the headline of the text on the board, and translate the £ sum into local currency. Students brainstorm
at least four concrete suggestions of howto save money in their groups again. Take class feedback on some
interesting examples.
4	Pre-teach these words: tight; loophole; apathy; fleece; prodigy.
5	Students read the text up to paragraph three and underline the tips that Martin Lewis suggests. Students
discuss with their partner which tips they like.
6	Students read the remainder of the text, to find out more about Lewis. Give students the gist question: Is
Martin Lewis driven by financial motives?
ажмжжмшжшвя
:	No, not primarily. More political and a sense of fairness.
7 Take brief feedback on this question, then students do exercise 2, checking their answers in pairs before whole
class feedback.
1 He looks for wavs of netting around companies'policies to make money from their offers.
- 2 Companies dislike him because he teaches customers howto get money back from them, V , h
3 Most customers are not aware of the powerful marketing strategies used in today's highly competitive
world, so’end up being fleeced. He wants to raise customers'awareness.	
4	Companies do not care about individuals. They just want our money. :  . <
5	A tart is someone who does not have a’stable relationship' with one single bank, but switches banks and
accounts at every opportunity, to take full advantage of their offers. (Lewis'own term.)
/• 0 • He bad to leave before he found himself becoming totally driven by the money, <	<
/ 7 He does not allow advertisements on his website. : ;. . :	 	
8 be thinks that his messages, which are fundamentally political, areprobabiy more powerful -and widely reac
•	. through his TV and radio slots, website, emails and book.		
8 Go back to the gist question in 6, if you think students might be able to contribute more at this point.
9 Ask students to work in pairs to draw up a list of tips to save money, both small and large. They can use tlie
tips from this text, but also research on the Internet, including Martin Lewis' sites. They should type in the
keywords tips to save money or Martin Lewis.
138 Z&i’Business
Additional activities
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10	О	U	T	S	T	A	N	D	I	N	G	В	I	L	L
For Bs to explain to As
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Ту
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1					F	R	A	U	D					
2			В	R	I	В	E	R	Y					
3				I	N	V	E	S	T	О	R			
4			E	N	A	В	L	E						
5			C	О	N	G	R	A	T	U	L	A	T	E
6 D	E	P	R	E	C	I	A	T	I	o	N			
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8			C	H	A	s	E	U	P					
9			В	A	L	A	N	C	E	s	H	E	E	T
'As Buslnsss Upper-ltilimdiato Teachers Book® Macmillan Publishers Limited 2008. This разе may be photocopied and used within Як clai
T&’Businesa 139

7 Financial control Re;
.-,/	- .7	• •„• ' л^-уг-
i'iS®:barJy;Janu^^;Ayhen;^e;^edjfeig:i.
' cartJ bill looms .i:;gc arc trie ba-ik “,:/
},>;}/balancers :iri need ‘of senous help;.\ . < 
a book called Hie Money Diet has
5 obvious attractions Ils aulhoi,'.
Jvlm'iin i .ev.’is, promises to be ab.le.to/
' save hts readers up to £6,000 a у ear.
The book suggests a few tricks '•
Й/ Z? dial, might bdijiyorLlyffy irtg, such as; h.
• io, using the swilhngs of milkbottles to
; Mwater/plants, because; dilutcdlpulkhh
is a fertiliser. But Lewis's favourite
i game is spotting loopholes that offer
hhh somellungfqr.noilung
15 example would be to buy chewing
.gum (or something equally, small) ;
:-.. in order to qualify for a Tesco ' ;
;?1 ;. card, thereby getting’3,0C0 free ;'/ . •
/;/ Nectar ppuits (wordi £30), before. )
3Q immediately closing the account. .
In 2002, fie set up www
. .morieysavingexpert.com to pass on/,
su ch tips. About 1.5million people
visi t the website each montli and
:} n 400,COO have registered forliis. ,'tt-
weekly email, making him Public
/ Enemy No. .1 for companies whose
marketing offers can be manipulated
: by the consumer. /;	/ . :MM ;f
,sho// ?HOas;been;cafic^
' / tightest man. Ever/since he was. :
h) president; bfithg.^dent^LunibnhbBZ
.. .the London School of Economics, he-
has been a highly politicizedvsingle-,
35?. issu ecam pai ^epiyfori«hg^
L:/;'the imbalance of power between/ /,
///companies ;hnd?tfidir;<ijSt6toferS;?It.is;
the,companies' job to make,as much
.‘money fromtheir cusioiners us d:ey‘
•in can,', he says; 'Our job as consumers
so to the myriad ways in which we aie
//У being fleeced. He says vehemently
' that companies may swcct-talkus
into thinking that they care, with /.
h/^erripetspn^iz^einaiis; .аНЬ;Т;/)/ук?)-й
55 customer services departments, but ±
hhhihto^	tdififem/h/S')
/®/^d:are}miniber^^
, He pa uscs and asks 'Dо you
want to be a tart?' 'I do,' I toll him
go earnestly. 'Well then, I'll tell you-
/fiow/toigo abdutiit/Spu mdsbbdfrpvhhihi
money at zero per cent from a
credit card's introductory offer, use <->
it to earn interest at another bank -
1 and then shi ft the debt when th e	///;M.
introductory period ends.' -	'
I am not surprised to learn
that Lewis,whose father was the _
headmaster of a Cheshire school
1 for cliff dren with dyslexia, was a /Ж <
/.•.childhood mathhpifodigjppdspite)/
//this} gitt.iiafouridrn a thsitdo/absfract,?/;?/
soKeaead governmentandlawat /• 
/ttfiejhphdbfi School; bfiEcpribhucs,;.;/::////
> before getting liis first job as a
financial PR , z	4 v)
/Lgpfiso^gmatjebiddiVEiah^.afWiSSfSl
completing a course in broadcasting
tt$ih;lfegbt}lhs|ngbht&itt:d^
r appearances giving money-saving
advice,bh a progi'amnie.Then, thi'ee '/: '.
/i//;;yea rSiiagpZEe wi s se t iup- his hyebsite/?/.;)/
It wasn't intended as a money- ’
iZth/gpimifeh/hebmphaisiz^fii
He receives money from links ('	’
• ///(//to/ndtheici seihn’ces; hhf fie writes/?
........ ............... _	editorials before he knows whether
millions on training staff. Consumers м the companies he mentions will ’<
,..getno training.: That's why./>/;/.	' pay 11/ and h-? cioes not take
companies ivin. I want to empower advertising.	T
One day, he will probably go into
politics. 'But not yet/he says. 'lean .
65.
70
Martin Lewis is on a
mission to put more
cash in consumers’
wallets. The way to
do that, according
millions.oh ttaminV staHi tiOrisiin'i
man’, is to show us
th emy r i ad; ways \n
in their pockets. If companies are
making money out of apathy, inertia 95 do more from my website than I
.;':and confusion;, we. will target you;?;
are being fleeced
cpuldifi; tfifiHopsepfiCdmmbh’s.t
^3 Is Martin Lewis driven by financial motives?
H Re-read the text and try to explain what the following phrases mean in this context:
1	His favourite game is spotting loopholes
2	He is Public Enemy No. 1
3	Companies spend millions on training staff. Consumers get no training
4	We are not people to them, we are numbers
5	Do you want to be a tart?
6	He left the post before ‘my salaiy got so big I couldn't'
7	He does not take advertising
8	I can do more from my website than I could in the House of Commons
140 7/^Businass
Tbs Business Upfer-lnleme^sis Teacher's Book® Macmiilan Publishers Limned 2003. This pogo may So photocopied and used within tho class.
Additional activities
Speaking: Moral dilemmas
Type of activity: Discussion. This links with the topic of ethics in unit 8, and particularly with the examples of
unethical behaviour in module 8.2.
Preparation: Make one photocopy of page 142 for each student.
1	Students brainstorm ‘white-collar’ crimes verbally.
2	Give out the worksheets and ask students to read through each of the four cases. Monitor as they are reading,
to respond to any queries about vocabulary orthe overall situation.
3	Give students about five minutes to consider each case, and to make notes about what they will say.
4	Students work in groups of three to discuss the issues and to reach a group conclusion. Monitor and note
down examples of good use of language or problematic use, for feedback later.
5	Take whole-class feedback on the four cases, encouraging students to justify their responses.
6	Give feedback on their language use.
7	As a follow-on to this activity, students choose one of the situations and take the next step, leading on from
their discussion, e.g. if in situation 3 the students decided not to accept the holiday, they should write an email
politely refusing it to the Indonesian suppliers; if in situation 1 they decided to talk again directly with the
friend, they should do the role-play, etc.
Reading: Worker pleads with Tesco to honour the fruits of her labour
Type of activity: Reading for gist and for more detailed understanding; discussion.
Preparation: Make one copy of page 143 for each student.
1	Thke in a few items of fruit, e.g. a banana, avocado and orange, and ask students to guess where they come
from and how much they cost to produce.
2	Students read the text and find out: 1 Why did Gertruida travel all the way from South Africa to a Tesco annual
shareholders' meeting in London? 2 Was it a worthwhile trip?
омийвмйдИдрийи
О г to tell them about her and her.fellow workers’ working conditions and problems.
2 ' not exactly, as Tesco's chairman said there was not enough evidence, but perhaps long-term it might..	; j
influence decisions and attitudes	i'T-	;
3	Students do exercise 1 alone. They then check their answers in pairs.
Q: 1.7 (though probably T).  .2 F: 3 T (implicit) ? 4 F •'•S'-T	-'SЖ;
6 Т 7 Т 8 F 9 F 10 F 11 ?( probably not!) 12 F
4	Get class feedback and encourage students to give justifications for their	answers, referring to	the	text explicitly.
5	Students role-play Gertruida and her sister or one of her co-workers	and	explain exactly what	happened. She
should mention: the meeting; what happened after; what she thinks will happen; extra information about the
trip, e.g. seeing London for the first time I contrasts with South Africa.
6	Students discuss in threes what the next steps would be, if they were Gertruida. Take whole-class feedback.
The Bunines» 141
Situation 1
You have recently found out that a colleague and friend of yours, an accountant at tire firm
where you work, is embezzling small amounts of money. You have known this person for
many years and he has always been a very honest person. Your friend has been under great
strain and confessed what he was doing to you recently: he has huge debts, mainly due to the
extravagant spending habits of his wife and teenage sons, as well as health costs relating to his
elderly parents. The bank is becoming increasingly impatient with him to repay loans. You are
concerned about your friend, who appears to be desperate. The company is fairly small and
you have worked there for nearly 15 years.
What would you do?
Situation 2
You and your brother are co-owners of a banana plantation in the Philippines. Competition
is high, and a year ago you managed to secure a deal with Fair Trade and were certified. You
have succeeded in changing work conditions and in keeping to the contract, although in the
last three months you have been unable to meet demands for organic fair trade bananas. The
weather has been unpredictably poor recently, and as a result you have produced only 50% of
your organic stock. Your brother is so concerned about losing the deal with the distributors,
and having to lay off local people, that he wants to supplement your own stock by 25% from
another producer (who does not have fair trade certification).
What would you do?
Situation 3
You are one member of a team of purchasers in a manufacturing company. Recently you
have been sent an invitation from a potential supplier in Indonesia to stay in their luxury
villa on Bali with your family. Your company has an unspoken policy not to accept gifts from
customers, although it is not formalized. In any case, this is a little different as tire supplier is
not currently doing business with your company. The director of the firm sent this invitation as
a personal ‘thank you’ to you, after you visited them two months ago when checking out future
suppliers. You were able to give them some informal advice on how to forge links with foreign
manufacturers, as they are a young, fast-growing company, new in the trade.
Wict would you do?
Situation 4
You are the Personnel Manager for a pharmaceutical company and you will be one of a
panel of three interviewers who will be selecting a new Assistant Communications Manager.
The Production Manager (your line manager) has asked you to 'put in a good word’ for her
nephew, who is one of the four candidates. The Production Manager is not a member of the
interview panel. Nobody else knows that this candidate is related to a senior member of staff.
From his CV, the candidate looks well-qualified and suitable for the job. Before finding out
his relationship with your Production Manager, on paper this applicant seemed the most
promising to you.
What would you do?
142 The Business
The Business Upper-lnlamedisls Teacher's Bonk® Macmillan Publishers Umlted 2С(И. This pane may be photocopied and used within ths class.
Additional activities
5
Worker pleads with Tesco to
honour the fruits of her labour
She is. a mc>.dcst'38-yeaf-old:	./ /don’t get the same wages as the / for где to make but l am thinking
single mother from South Africa - men even if I do the same work. I about the other farm workers
who spends the fruit-growing	am here today to ask Tesco what it out there and the people who are
 struggling to stay alive,.It is my hill
i hope that it will help to change: .
my life.’
Ms Baartman differs from
season packing apples, pears
and peaches into boxes to export ад
to the UIG But yesterday in
London, Gertruida Baartman
is going to do about my problem,’/,
she said. '	'
The issue of poorly paid female
fruit-pickers was brought to the
, became a spokesperson for;
: underpaid workers throughout the
io developing world
Ms Baartman took on the .
might of the UK retailing world ; •
when she highlighted the plight '
of farm workers at Tesco’s
is annual shareholders’ meeting in •
Lon don: In front of more than 500 .
onlookers the. fruit packer, who
is paid 46 rand (£3.49) per day,
made an impassioned plea to one
го of the best-paid executives in the
City, Tesco’s chief executive Sir
Terry Leahy. Her wages just scrape
the legal minimum set by the..
South African government earlier '
и this.year, but are less than a man \
would earn for the same work.
Ms Baartman confessed she? ,
was risking her job by speaking ‘
out. She works on a farm in the
so western Cape that supplies Tesco
. with fruit during the country’s 
. four-month growing season. 'I
. don’t get paid enough to feed my: . .
children and ! have to work with
35 pesticides with my bare hands. 1
. supermarket giant’s, attention •
in a report last year by Action..
45 Aid, the campaign.group that  ao
persuaded Ms Baartman to speak
out and funded her trip. Action  '..
Aid bought one share in Tesco in
hername, giving her the right to
'0- speak up at the retailer’s annual ее
. meeting. The share cost about tlie j
same as she earns for her nine-
hour shifts. She said. Tlrnow
Tesco has been told before about
55- our problem and they always say . so
it isn’t true,"but I’m standing here
. as a woman who is still living with
this problem. So no one can tell
' inc this is not true.’
co After tlie meeting Ms	45
Baartman, who arrived in
London.on Wednesday and leaves
today, visited a,Tesco store in; .
Kennington and said she was
и'shocked' at the price charged for 100
tile fruits of her labour. Explaining
her reasoning for malting the
journey to the Queen Elizabeth II
Conference Centre in Westminster,
?o she.said:'It was a difficult decision 105
many fruit-pickers because she. .'
does not live in the inadequate- /rift./
housing provided by the farmers.
Instead, she remains in. her '
parents’ home, which she shares
with her three children, her .	-•.•'
disabled brother and her sister’s
two children- For the eight months.
of the year when there' is no farm .
work, the family lives off money
Ms Baartman can make begging,
on government handouts for her: . >'"/.•
32-year-old brother's disability and"
her parents’ pension.
David Reid, Tesco’s chairman,
said the supermarket’s ethical	|
trading team had.visited Soutli -	J
Africa but had found no proof J
to back up the allegations made J
because neither Action Aid or |
Women On Farms, a South African I
pressure group, will name and f
shame the farms concerned. He |
promised to 'personally guarantee’	|
to protect Ms Baarthian from .  £
any backlash from her employer	|
if it managed to ‘expose any bad
practice’.	j-;ri	
Ю Why did Gertruida travel to a shareholders’ meeting in London? Was it a worthwhile trip?
И Decide if the following statements are true (T), false (F) or if the information is not in the text (?):
1	Gertruida felt extremely nervous in front of the audience.
2	She decided independently to come to London to speak out.
3	She is a single mother.
4	The farm where she works provides Tesco with different varieties of fruit throughout the year.
5	Speaking out publicly is quite risky for Gertruida, in terms of her job security.
6	She does not wear protective clothing on the farm.
7	She earns less than male workers doing the same job.
8	She was officially not allowed to attend the shareholders’ meeting in London.
9	She saved up for a long time to come on the trip.
10	Her housing situation is similar to most fruit-pickers there.
11	Tesco's chairman is angry that organizations such as Action Aid will not give the names of fanners who are guilty of malpractice.
12	The family rely entirely on Gertruida’s earnings.
ns Business Upper-lntermeaiate teachers Buck® Macmillan Publishers limited 2608. This рвоо may be pliolocoplcd and used wiitifn lhe class.
The Business