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Margaret O'Keeffe

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lwonna Dubicka

Pearson Education LimltedEdinburgh GateHarlowEssex CM2o 2JEEngland

@ Pearson Education Limited 2006

The right of lwonna Dubicka and Margaret O'Keeffe to be identifiedas the authors ofthis work has been asserted by them inaccordance with the Copyright, Designs and PatentsAct 1988.All rights reserved; no part ofthis publication may be reproduced,stored in a retrieval system, or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording orotherwise, without either the priorwritten perrnission ofthePublishers or a licence permitting restricted copying in the UnitedKingdom issued bythe Copyright LicensingAgency Ltd,90Tottenham Court Road, London W1P 9HE

First published 2006Third impression 2oo7

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PhotocopyingThe Publisher grants permission forthe photocopying ofthosepages marked 'photocopiable' according to the followingconditions. Individual purchasers may make copies for theirown use or for use by the classes they teach. Institutionalpurchasers may make copies for use by their staff andstudents, but this permission does not extend to additionatinstitutions or branches. Under no circumstances may any partofthis book be ohotocooied for resale.

AcknowledgementsWe are gratefulto the following for permission to reproducecopyright materialsr

FinancialTimes Lirnited for extracts adaDted from 'Whv I refuseto hobnob for advantage at vanity faii by Lucy Kellaway,published in the Financiol Times 24th )anuary 2oo5; 'lt's a bravenew world out there ... so should you relocate' by Henry Tricks,published in the F/nancial Times 2oth Match 2oo4; 'Goodbye tooldJashioned ideology'by Detta Bradshaw, published in theFinoncial Times 7st August 2oo5; 'Emphasis should be on moreskil ls investment'by Gil l Plimmer, published in the FT Repoft,Profession0l Development 2oo4 Ttth Oclober 2oo4: 'An ltalian

iob takes its toll on Austrian roads' bV Adrian Michaels,published in the Finonciol limes 22nd Aptil 2oo5; 'lndia and itsenergy needs: Demand is rising but lags rest of the world' byKevin Morrison, published in the FlrdrclolTimes ltn )anuary2oo5;'Nuclear energy: Come-back kid or ugty duckling?'byFiona Harvey, publishedin the Finoncial Tines 14th 0ctober2oo4: 'Offshoring: A loss ofjobs or a gain in profits?'by ErianGroom, published in the FinancialTimes Business Reporis,Future ofWo* 2oo4 2zth September 2oo4;'Business bows togrowing pressures' by Alison Maitland, published in theFinoncialTines zgth November uoo4;'Why Deutsche resistsnational champion status' by Patrick Jenkins, published in theFinanciol Times 76th February 2oo5; 'Floodgates open to a newstyle'by Dan Roberts, from FT.com rorh March 2oo5; 'Advice isonce more in demand'by Simon London, pubtished in theFinancialfimes zSth April 2oo5; 'A tougher outlook for BritainSadvisors'by Michael Skapinker, published in the FinonciolIimes z8rh April zoo5; 'Plan to think strategically' by MorgenWitzel, from the FfSunmer School Seties 9th August 2oo4;'Why so many mission statements are mission impossible'bySathnam Sanghera, published in the FrronciolTimes 22nd luly2oo5; 'Groceries by the vanload' by Jonathan Birchall,published in the F,nancial Times 2otn Ap(il2oo5; 'Technologythat put a shine on a growing business'by Marcus Gibson,published in the Fira nciol Times t6th March zoo5; 'Assolan'sbabies battle for market share'by Jonathan Wheatley,published in the F,rdncialTimes r6th March 2oo5; and'Adventofthe lT marriage broker'by Maiia Pesola, published in theFinoncialTimes 5rh August 2oo5.

Sarah Murray for extracts adapted from her articles'Partnerships: Campaigners use peace as a weapon', from theFf Repoft,lntemational Public Sector 5tn May 2oo5;'OLderpeople: Age and experience', from f7Buslress Repofts,Business and Divercity loth May 2oo4; and'Business modets:Take a good look at the localissues', published in the Frorfloifimes z4t^ )une zoo4.

David Bowen for an extract adapted from his article 'We bsitesneed to have both hard tools and soft touches'. oublished inthe Financiol nmes 14th February zoo5,

Jay Conger and Edward Lawler for an extract adapted frorn theirarticle'People skills still rule in the virtual company', from FfSummer School 2oo5 26rhAugust 2oo5.

In some cases we have been unable to trace the owners ofcopyright materialand we would appreciate any informationthat would enable us to do so.

Introduction

Market Leader Advanced is the latest addition to this five-leveLseries. Like the other Course Books in the series. it reflects thefast-changing world ofbusiness with materials from authenticsources. such as the financial Times.The Advanced CourseBook contains 12 main units and four revision units and retainsthe dynamic and effective approach that has made this seriesso successful in Business EngLish classes worldwide. TheCourse Book is accompanied by a Practice File, Test File andTeacher's Resource Book (with photocopiable activities andText bank materiaD.

Market Leader is an extensive new Business English coursedesigned to bringthe realwortd of international business intothe language-teaching classroom. lt has been developed inassociation with the f7, anciol Times, one ot the worldt leadingsources of professional information, to ensure the maximumrange and authenticity of business content.

The course is intended for use either by students preparingfor a career in business or by those atready working who wantto improve their English communication skil ls. lt is mostsuitable for use with students who are at an advancedlanguage level.

Ma*et Leader combines some ofthe most stimulatingrecent ideas from the world of business with a strongly task-based approach. Role-plays and case studies are regularfeatures ofeach unit, Throughout the course, students areencouraged to use their own experience and opinions in orderto maximise involvement and learning.

An essential requirement ofBusiness English materials is thatthey cater for the wide range ofneeds which students have,including different areas ofinterest and specialisation, differentskills needs and varying amounts of time available to study.

Market Leoder offets teachers and course DLanners a uniouerange of flexible materials to help meet these needs. There aresuggestions in this book on how to use the unit materialextensivety or intensively, and how the material in the PracticeFile integrates with the Course Book, There are optionat extracomponents, including a Business Grammar, videos and aseries of special subject books to develop vocabulary andreading skil ls. This book contains extensive photocopiablematerial in the Text bank and Resource bank.

Course Book

This providesthe main part oftheteaching material, dividedinto 12 topic-based units. The topics have been chosenfollowing research among teachers to establish which are theareas ofwidest possible interest to the maiority oftheirstudents. The Course Book provides input in reading, speakingand listening, with guidance for writing tasks, too. Every unit

contains vocabulary development activities and a rapid reviewof essential grammar. There is a regular focus on key businessfunctions, and each unit ends with a motivating case study toallow students to practise language they have worked onduring the unit, For more details on the Course Book units, seeOverview ofo Course Book unitbelow.

There are also four revision units in the Course Book thatrevise and consolidate the work in the main units.

Practice File

This gives extra practice in the areas ofvocabulary grammar,business skil ls and pronunciation. There is a specialfocus oncollocations, text grammar and developing fluency in spokenEnglish. The Practice File includes an audio CD to enabtestudents to work on their own as appropriate.

Audio materials

All the listening activities from the Course Book (interviewswith business practitioners) and the Practice File(pronunciation exercises) are available on cassettes and audioCDs, depending on users' preference.

Teachefs Resource Book

This book provides you with an overview ofthe whole course,together with detailed teaching notes, background briefings onbusiness content, the Text bank (24 optional extra readingtexts) and the Resource bank (photocopiable worksheetspractising communication skil ls).

Test File

Five copiable tests are available to teachers and coursepLanners to monitor students' progress through the course.There is an entry test plus four progress tests and an exit textwhich review the work done throughout the course,

A typical unit consists ofthe following sections.

Llstening and discussion

Students have the opportunity to think about the unit topicand to exchange ideas and opinions with each other and withthe teacher. There is a variety ofstimulating activities, such aslistening to short extracts, expressing personal preferencesand answering questions, Throughout, students areencouraged to draw upon their life and business experience.

The authentic listening texts are based on interviews withbusiness people and experts in their field. Students developlistening skills such as prediction, listening for specificinformation, ordering facts, note-taking and correctingsummaries.

l lntroduction

Essential vocabuLary related to the listening topic ispresented and practised in each ofthese sections, through avariety ofcreative and engaging exercises. Students learn newwords, phrases and collocations, and are given tasks whichhelp to activate the vocabutary they already know or have justlearnt. There is further vocabulary practice in the Practice File.

There are a number ofdiscussion activit ies throughout thebook. Their purpose is to activate students'world knowledge,improve their fluency in English and provide them withopportunities to respond to the content ofthe recordings andtexts.

Reading and language

Students read interesting and relevant authentic texts from theFinancialTimes and other business sources. Thev develoD theirreading skil ls through a variety oftasks, such as matchingheadings and text, ordering items, completing summaries andpairwork information exchange, They also practise usefulbusiness lexis from the texts.

The texts provide a context for the language work anddiscussion in this section. The language work developsstudents' awareness ofcommon problem areas at advancedlevel. The focus is on accuracy and knowledge ofkey areas ofgrammar, text cohesion and idioms. In many units, more thanone language area is presented, and there are extra practiceexercises in the Grammar reference section at the end oftheCourse Book.

Business skills

This section helps students to develop their spoken andwritten communication skitls in the key business areas, such aspresentations, meetings, negotiations, telephoning, problem-solving, social English, business correspondence and reportwriting.

Each section contains a useful language box, which providesstudents with the support and phrases they need to carry outthe business tasks in the regular role play activities. TheWriting file at the end ofthe Course Book also providesstudents with useful modeltexts and writing guidelines.

Case study

Each unit ends with a case study l inked to the unit! businesstopic. The case studies are based on realistic businessproblems or situations and are designed to motivate andactively engage students. They use the language andcommunication skil ls which they have acquired while workingthrough the unit. TypicaLly, students will be involved indiscussing business problems and recommending soLutionsthrough active group work.

Allofthe case studies have been developed and tested withstudents in class and are designed to be easy to present anduse. No special knowledge or extra materials are required. Forteaching tips on making the best use ofthe case studies, seeCose studies that work below.

Each case study ends with a realistic writing task. Thesetasks reflect the realworld ofbusiness correspondence andwillalso help those students preparing for Business Englishexams. Models of writing text types are given in the Writing fileat the end ofthe Course Book.

Accessibility for teachers

Less experienced teachers can sometimes find teachingBusiness English a daunting experience. They may be anxiousabout their lack of knowledge ofthe business world and of thetopics covered in the cou$e. Market Leadersets out to providethe maximum support for teachers. The Business briefsectionat the beginning ofeach unit in theTeacherS Resource Bookgives an overview ofthe business topic, covering key terms(given in bold, and which can be checked inthe LongmonDictionary of Business E glsh) and suggesting a list of tittesfor further reading and information.

Authentlclty of content

One ofthe principles ofthe course is that students shouLd dealwith as much authentic content as their language level allows.Authentic reading and listeningtexts are motivating forstudents and bringthe realworld of business into theclassroom, increasing students' knowledge of businesspractice and concepts. Due to its international coverage, theFinancial Times hasbeen a rich source of text and businessinformation for the course.

The case studies present realistic business situations andproblems, and the communication activit ies based on them -group discussion, simulations and role-plays - serve toenhance the authenticity ofthe course.

Flexibility of use

Demands of Business English courses vary greatly, and thematerial accordingly needs to be flexible and adaptable.Market Leader has been designed to give teachers and courseplanners the maximum flexibility. The course can be usedeither extensively or intensively. At the beginning ofeach unitin the Teacher! Resource Book are suggestions for a fast routethrough the unit if time is short. This intensive route focusesmainly on speaking and listening skil ls. lfyou want to extendthis concentration on particular skills, optional components areavailable in the course (see Extending the cource below).

The following teachingtips will help when using case studies.1 Involve all the students at every stage of the class.

Encourage everyone to participate.2 Draw on the students' knowledge of business and the

world.

3 Be very careful how you present the case study at thebeginning, Make sure your instructions are clear and thatthe task is understood. (See individual units in theTeachert Resource Book for detailed suggestions onintroducing the case studyJ

4 Ensure that allstudents have understood the case and thekey vocabulary.

5 Encourage the students to use the language and businessskills they have acquired in the rest ofthe unit. A shortreview ofthe key language witl help.

Focus on communication and fluency during the case studyactivit ies. Language errors can be dealt with at the end.Make a record of important errors and give studentsfeedback at the end in a sympathetic and constructive way.lfthe activity is developing slowly or you have a group ofstudents who are a little reticent, you could intervene byasking questions or making helpful suggestions.Allow students to reach their own conclusions. Manvstudents expect there to be a correct answer. You can giveyour own opinion, but should stress that there usuatly isno single 'right' answer,Encourage creative and imaginative solutions to theoroblems exoressed.Encourage students to use people-management skil ls,such as working in teams, leading teams, delegating andinteracting effectively with each other.Allocate sufficient t ime for the maior tasks such asnegotiating. At the same time, do not allow activit ies todrag on too long, You want the students to have enoughtime to perform the task, and yet the lesson needs to haveDace.5tudents should identify the key issues ofthe case anddiscuss allthe options before reaching a decision.Encourage students to actively l isten to each other. This isessentialfor both language practice and effectiveteamwork!

Some students'needs will require more input or practice incertain areas, either in terms of subject matter or skil ls, than isprovided in the Course Book. In order to met these needs,Morket Leoderptovides a wide range ofoptionalextramaterials and comDonents to choose from.

Teachefs Resource Book

The Text bank provides two extra reading texts per unit,together with comprehension and vocabulary exercises.

The Resource bank Drovides cooiable worksheet-basedcommunication activities, linked to the skills introduced in theCourse Book units.

Business Grammar

For students needing more work on their grammar, this bookprovides reference and practice in allthe most important areasof Business English usage. lt is organised into structural andfunctionatsections.

Video

Fou( Market Leadervideos are now available at intermediateand post-intermediate levels to provide students withauthentic and engaging examples of Business English in use.Each video is ac€ompanied by a set of photocopiableworksheets and a transcript.

Introduction I

Special subiect series

Many students wil l need to learn the language of morespecialist areas of Business English. To provide them withauthentic and engaging male(ial Morket Leoderincludes arange of special subiect books which focus on reading skillsand vocabulary development.

The series includes Eonking and finance, Business law andlnternational managefi€rt. Each book includes two tests and aglossary of specialised [anguage.

Longman Didionory of Business Engllsh

This is the most up-to-date source of reference in BusinessEnglish today. CompiLed from a wide range oftext sources, itallows students and teachers rapid access to clear,straightfomard definitions of the latest international businessterminology.

Market Leader website

http: / /www.market{eader.n€tThis website offers teachers a wide range ofextra resources tosuDDort and extend their use ofthe ilarket Leader se(ies, Extratexts oftopical interest are added regularly, together withworksheets to exploit them. Links to other relevant websitesare posted here, and the website provides a forum for teachersto feedback comments and suggestion on the course to theauthors and publishers.

The Test Master CD-ROM

The Teacher's Resource Book includes a Test Master CD-ROMwhich provides an invaluable testing resource to accompanythe course.. The tests are based stricttv on the content ofthe

corresponding levelof Market Leade\ ptoviding a fairmeasure of students' progress.

. Keys and audio scripts are provided to make marking thetests as straightforward as possible.

. Most tests come in A and B versions. This makes it easierfor teachers to invigilate the test by making it harder forstudents to coDv from each other.

. The audio fi les for the l istening tests are convenientlylocated on the same CD.

Types of testThe Test Master CD contains five types oftest:. Placement Tests. Module Tests. Progress Tests. Mid-Course Test. End of Course Test

FlexibleTeachers can print the tests out and use them as they are - orthey can adapt them. Teachers can use Microsoft@ Word to editthem as required to suit their teaching situation, their studentsor their syllabus.

Test Master CDs are available fot Market Leader Advancedand all levels ofl4orket leod€r New Edition.

Contents

Unlt r Being internatlonal

At a glanceBuslness briefLesson notes

Unlt 2 Trainlng

At a glanceBusiness briefLesson notes

Unlt 3 Partnerships

At a gtanceBusiness briefLesson notes

Revlslon unit A

Unit 4 Energy

At a glanceBusiness briefLesson notes

Unlt 5 Employment trends

At a glanceBusiness briefLesson notes

Unlt 6 Business ethlcs

At a glanceBusiness briefLesson notes

Revlslon unit B

Unlt 7 Flnance and banking

At a glanceBusiness briefLesson notes

Unlt 8 Consultants

At a glanceBusiness briefLesson notes

Unltg Strategy

At a glanceBusiness briefLesson notes

Revision unlt C

Unit ro Dolng business onllne

At a glanceBusiness briefLesson notes

Unlt il l{ew buslness

At a glanceBusiness briefLesson notes

Unit rz Project management

At a glanceBusiness briefLesson notes

Revision unlt D

702

103

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10

18L920

28293o

38

666768

929394

424344

118

tt9

120

130

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r42

150

155

545556

Teachefs notes

Unit I Belng Internatlonal

NetworkingRelocating

Unit z Tralnlng

Business ideologyProfessional development

Unit 3 Partnerships

TollsystemsPartnerships with NGOs

Unit 4 Energy

India3 energy needsNuclear energy

Unit 5 Employment trends

OffshoringOlder people

75

156

158

15o

L62

168

770

772

774

164166

8o8182

Unit 6 Business ethlcs

Business responsibilitiesBusiness models

Unit 7 Finance and bankingInternationalbankingCorporate recovery

Unit 8 Consultants

The growth of management consultancyManagement consultancy

Unit 9 Strategy

What is strategy?Mission statements

Unit ro Doing business online

0nline groceriesUsing a website

Unit fl l{ew business

Technological innovationIncreasing market share

Unit rz Proiect management

Proj'ect medlatorsRemote management

Text bank answer key

Teacher's notes

Unit I Eeing international

Networking

Unit 2 Training

Telephone strategiesr clarifo ing and confi rming

Unit 3 Partnerships

Negotiating: being vague and being precise

Unit 4 Energy

Problem-solving

Unit 5 Employment trends

Resolving conflict

Unit 6 Business ethics

Ethicalproblems

18o

782

176178

184

186

192

794

Unit 7 Flnance and banklngBusiness vocabulary

Unlt 8 Consultants

Consultant's quiz / sales negotiations

Unltg Strategy

Brainstorming

Unit ro Dolng business onllnePresentations

Unit u New businessTelephone strategies

Unlt rz Proiect management

Functions and culture

Contents I

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227

188

190

229

230

23L

196

198

200

202

204

2Lg

219

223

224

international

lraaor t3Lbtcnlng ard dlscGslon(pages 5-z)Each lesson is obout60-75 ninutes, fhls timedoes not includeadnlnlstmtion and tlnespent golng thtpughhomewo* ln dny lessons,

Discussionr Public speaklnF5S are encouraged to discuss public speaking, inspirationalspeakers, effective presentations and international audiences.Listening: Experiences of tlvlng presentatlonsThree business people talk about their experiences ofgivingpresentations in intercultural settings and give tips for speakingto international audiences.

Vocabulary: Tlps for givlnt presentstlons55 look at some tips for giving presentations to internationalaudiences and use related vocabularv in context.Discussionr Tvpes of DresentstlonSS talk about setting up rooms for different types ofpresentations, colour connotations, audience reactions andadvice for giving presentations in their country.

Practice FiteWord power (pages 4-5)

lrsson 23nadl end la:6urgrbase6 &9)Each lesson is obout60-Z5 minutes.

Vo€abulary! Slan& buzzwords and isrgonSS look at examples of slang, iargon and buzzwords.Readlng: lrow rot to sound llke o fuolSS read some advice on how to adapt your language andpresentation style to ensure success when speaking to aninternational audience.

Language r€vlew: B[slness ldlomsSS look at some business idioms.

Tert bank

ORB pages l5G-159)

GJtmmar refercnce andpractice(CB page 118)

Practlce FileText and grammar (pagesGt)

Each lesson is about7j-9o mlnutes.

1{etworklnF5S discuss tips for communicating with people they don't knowor don't know very well: listen to some delegates meeting for thefirst time and networking at a conference; introduce themselvesto another participant at an international conference.

Wdtingi Replyintto a formal Invltstlon55 look at a formal e-mail and write a reply, accepting theinvitation.

Resource bank

ORB page 218)

Wrltlngfile(CB page 134)

Prdctice FileSkil ls and pronunciation(pages 8-9)

lr3son {:C&.6hrdy(pages 12{3)Each lesson is about7S-9o nlnutes.

Workins for LorlstaldA non-governmental organisation in Amsterdam is training somelogistics managers to be relocated to Indonesia. SS look at theiob advert, exchange some notes from the course onintercultural training and network during the break with otherparticipants. SS also write a reply to a formal invitation to adinner held at the Regional Governor's residence in Jakarta.

For a fast routethrough the unit, focusing malnly on sp€aklngskllts, iust usethc underlined sectlons.For one-to-one situations, most parts of th€ unlt lend themselves, wlth mlnlmsl ad.ptatlon, to use wlth individual students.Whcre thls is not the case, altenatlve pro(€dures are glven,

1 Belng international J

Many people have a fear of public speakin& but a certain amount ofadrenalin and nerves can helpmake a presentation more successful. Plenty of preparation time, knowing your topic, reheatsing andadapting your talk and presentation style according to the audience are also essential. Apart from theactualcontent ofa presentation, speakers should also considerthe following: room set-rp, seatirgarangements, pace of delivery and tone of voice, gestures and body lan$age, signs of approrral ordisapproval, which may all vary according to culture and audience type.

Msuat aids make a presentation easier to follow, but speakers should acquaint themselves withtechnical equipment beforehand to avoid any unnecessary embarrassment should things go wrong.PowelPoint is a usefuland commonly used program for presentations, although some speakers stillprefer to use an ovethead proiector with transparcncies or s[des as well as handouts.

Presentations, it is often said, need a beginning, a middle and an end. The use ofbumourorappropriate an€cdoteg to open a presentation can help to engage the audlence or get them on yourside, although humour differs widely in each culture and should be used sensitively or not at all. Anotherway to start offa presentation is with some brief, interesting or surprising facts and figures. At the startof any presentation, speakers should atso introduce themselves briefly, if they have not already beenformally introduced by someone else, before giving an overview of the talk. Likewise, after presenting thecompany, product or research findings, etc., the speaker needs to summalise or conclude the mainpoints of the presentation before signalllng the end and lnvltlng any further questions from the public.

The question-and-answer session, or Q&A after a presentation is sometimes considered the mostchallenging part ofspeaking in pubtic, as not allquestions can be anticipated. The presenter, however,should be prepared to a certain extent, if only to be able to refer the m€mber ofthe audience to anotherauthority or suggest further e-mail correspondence to follow up a particular issue.

l{etworklng

Some managers say an important part ofgetting work done is building relationships and having ane*ensive network of contacts.

Networks are largely built through work contacts, for example, in meetings and conferences and bydoingfavours for others. Managers can participate in company retreats and training programmes, aswellas geftlngto know people socially during coffee breaks, business lunches oron the golfcourse!HoweveL the extent to which employees socialise outside working hours varies tremendously accordingto personal preference, company and nationalculture.

Erchanging business cards, llstening adively, makingeye contact, asking suitable questions andfinding common ground are alL practical ways of networking, although certain practices or behaviourswitlvary from country to country.

In-work students wil l be able to talk about company presentations they have given or those they haveattended. They could also compare presenting styles from different international settings or differentareas, such as technical presentations vs. commercial ones. Pre-work students may have experience ofattending lectures or talks given at school and university. They can also talk about the speakers/lecturersthey know that are good at presenting. lt may also be appropriate for both types ofstudents to expressconcerns about giving presentations and share tips for speaking in public.

With networking, in-work students will be able to discuss occasions when they may network orsocialise in English and the potentiaI diff icult ies ofstarting conversations at business lunches, coffeebreaks, etc. Pre-work students may talk about the advantages of making contacts in business in general.

Read on

Dale Carnegie: The quick and easy way to effective public speak,r,g, Pocket, reissue edition 1990

Gert Hofstede: Cultures ond organisations: softwore of the mind - interculturul co-operation ond itsimportance for survivai, McGraw Hitt, 1996

Tom Leech: How to preparc, stage and deliver winning presentations, 3rd Edition, AMACOM, 2oo4.Fons Trompenaars: 44anaging people acrcss c!/tures, Capstone, 2oo4

lil@E o Pearson Education Limited zoo6

I r Belng International

Write three orfour ofthe fo owing views on publicspeaking on the board or on a transparency. Ask 55 whichones they agree/disagree with most and whatthey mean.Only the preparcd speaker deseryes to be confident.(Dale Carnegie, American writer and lecturer, 1888-1955)Tell the oudience what you're going to soy, soy itt then tellthem what vou\e said.(Dale Carnegie, as above)All the great speokery werc bad speokeR at first,(Ralph Waldo Emerson, American essayist and poet,18o3-1882)Talk low, talk slow ond don't say too much,(ohn Wayne, American actor and director, 19oZ-tgZg)It is delivery that makes the oratorS success,(ohann WolfgangVon Goethe, German po et, L7 49-!832\Most speakers speakten minutestoo long.0ames Humes, American lawyer and presidential speechwriter)Therc is nothing in the wo d like a persuasive speech tofuddle the mental apparutus.(MarkTwain, American humorist and writer, r835-t9ro)

Atternatively, ask 55 what they understand by the title ofthe unit,'Being internationa['.

. Tell the SS that they will be tooking at 'being international'in the context ofintercultural communication, namelygiving presentations to international audiences andnetworking at conferences or meetings.

a Go through the overview panel at the beginning of the unit,pointing out the sections that SS will be Looking at.

Quotationo Get SS to look at the quotation and ask them what they

think it means, (fhe idea is that understanding the poweroflanguage helps us not only to communicate but tounderstand each other more futly. SS may also be invited tocomment on the power and usefulness of understandingEnglish and other languages and the importance ofcommunication in the business world.)

SS are encourag€d to dlscuss public speaklng, Insplratlonalspeakers, effedfue presentations and lntematlonalaudlences.

@a Discuss question 1 with the whole class. cet SS to discuss

the r€maining questions in pairs or small groups and thengo through the answers with the whole class.

Suggested answerst You can give your own examples of giving presentations

or'speaking in public'as a teacher or trainer, EncourageSS to talk about their general fears or concerns ofspeaking in public, in their own language and/or inEnglish.

2 SS may suggest any ofthe following techniques used byeffective speakers: good preparation and knowledge ofthe topic; an ability to explain complex things clearly;proiection or good use ofvoice and style ofdeliverywithout reading slides, notes or handouts word forword; unusual or attention-grabbing opening to thepresentation; abil ity to establish rapport and engagethe audience with a warm personality or use ofquestions; use of humour; smart appearance; regulareye contact with the audience and absence of irritatinggestures, SS's discussion may highlight some culturaldifferences in Derceotions ofwhat makes aninspirational speaker.

3 Answers could include any ofthe following: aninteresting topic; expert knowledge ofthe subjectmatter; an engaging speaker; good preparation andorganisation with appropriate introduction, middle andconclusion; presentations that are succinct and to thepoinU use ofvisualaidsi appropriate room set-up; astimulating question-and-answer session at the end ofthe presentation: effective use oftechnical equipmentand technology such as video, PowerPoint, figures andgraphs and so on- SS's discussion may highlight somecultural differences in perceptions ofwhat makes agood presentation.

4 SS may pre-empt some ofthe speakers from thelistening and suggest any ofthe following: culturalsensitivity to localcustoms or traditions; careful use oflanguage; avoiding idioms, slang and colloquialisms;adjusting pace and tone of delivery so that alltheaudlence understands; (non-)use of suitabte jokes oranecdotes; seating arrangements; different ways ofshowing approval or reacting to the speaker, e.g.clapping, nodding your head or knocking on the tableand so on.

Three buslness p€ople talk about their erperlences of glvlngpresentatlons In Intercultural sattings and gtve tlps folspeaklngto Intemational audlences.

@ O'.'a Play the recording once and ask 55 to choose the best

summaries individually. Replay a second time if necessary.

o As a follow-up, you coutd ask the SS to guess thenationality ofthe different speakers (l American, 2 Belgian/French,3 Brit ish).

7C 20 3D

O Q'.'a Explain that the first speaker is called Michael, the second

Arianne and the third steve.

o Play the recording a second time, pausing if necessary toallow SS to take notes. You could also oause after theanswer to the first question to elicit the answer from theclass as an example. Replay a third time, referring 55 to theaudio scripts on page 162 if necessary

r After l istening, SS compare notes in pairs and discuss theanswers with the whole class. As with allcultural issues,discuss the differences in international audiences withsensitivitv.

Suggested answelst He was using a lot of language (stang) that people

didn't understand.2 Casual, fun and personal. People might not f ind it funny

because they don't understand him or his sense ofhumour.

3 Review it to remove/reduce the iargon and colloquiallanguage and ask a colleague to check it for him.

4 She found out that VIP guests and people in seniorposts sit in the front row ofthe audience.

5 5he normally uses a semi-circular, theatre style.6 She put some nicer chairs at the front for important

members ofthe audience and arranged forthem to beescorted to their seats.

7 By closing their eyes and nodding their heads up anddown slightly.

8 By knocking on the table instead of applauding.

vocabugff!ffi55 look at some tips forgiving presentationg to Internationalaudiences and use related vocabulary in context.

@I Do the exercise as a quick-fire whole-class activity, then

discuss thetiDs with the whole class.

tv isualaids 2scr ipt 3handout 4pace 5del ivery6 rephrase 7 gestures 8 greetRow is not used.

55 discuss the practical aspects ofa presentatlon.

@6 Get 55 to discuss their answers in pairs or threes. Go round

the room, helping where necessary with vocabulary.

1 Being internationat I

Bring the class together and encourage 55 particularly totalk about advice for giving a presentation in their countryand how it might differ from other cultures.

Go through the three dictionary definit ions as a whole class.You could explain that the terms colloqu,a lism, idiom andcl,thi are also sometimes used to refer to slang orbuzzwords. Dril l pronunciation ofthese terms if necessaryhighlighting word stress on the board. Elicit the first answer

Get SS to look at the cartoon. Ask them what buzzword isused? (p ro act ive le ade rsh i p)

Ask SS to do the exercise individually, then compare theiranswers in pairs.

Go through the answers with the whole class. Ask SS toprovide examples in English ofjargon used in theirparticular school, university or business sector that otherpeople would not understand. Ask them to give otherexamples ofcontemporary buzzwords currently used intheir organisation, such as cutting edge, synergy, blendedleornrng, etc. Ask SS how they feel about using this kind oflanguage.

SS read sone advice on how to adaptyour language andpresentation style to ensure success when speakingto aninternational audience,

@o As a lead-in to the atticle on How not to sound like a fool,

ask 55 whether they have ever been in a situation wherethey felt embarrassed about their English. lf 55 are not veryforthcoming, give an example ofwhen you feltembarrassed about speaking in public in a foreignlanguage, Exptain that native speakers may also sufferfrom feeling embarrassed when speaking in their ownlanguage in public. Alternatively, ask SS whetherthey thinkitt a good idea to use idiomatic or colloquial languagewhen giving international presentations. Don't reject any,ucds dr uI5 5rd6E.

@ Ask SS to read the questions and explain that the idea is toscan the article quickly for this information. They shoutdignore any words or phrases they don't know at this stageand focus on the task. In order to make this a quickerreading exercise, set a time limit. As a guideline, readthrough the text quickly, do the task and time yourself.Then altow SS about twice the time you needed to read anddo the task- orobablv about fourorfive minutes.

o Before SS read, ask them to predict the advice given in thearticle about using colloquial language, idioms, ctich6s,slang or buzzwords.

@ Ask SS for their reactions to the article before checking theanswers. Did they predict correctly?

@ Go through the answers with the whole class.

@o

2b 3b sb 6bta 4a

I I Being International

Suggested answerst lt! very colloquial, and the writer uses it to illustrate the

point that many people in an international audiencewouldn't understand it.

2 Suggested rewording, We rcally apprcciote theoppoftunity to talk to you, our colleagues from lapon.We hove some new ideos we wont to discuss with youwhich we thinkyou will be very impressed by.

3 The way you give your presentation.

4 Simplifoing the language for a non-native Englishspeaker (paragraph 6) and suggesting a colleaguereduce his talk (paragraph 9).

5 The Department of Commerce, embassies, localbusiness people with relevant experience, publications,organisations specialising in international meetings,managers of international hotel chains.

6 Make sure you understand the question and be patientif i t takes a while for the audience to comDrehend Vourmessage.Yawning, closing your eyes, nodding or shaking yourhead, frowning, smiling, waving, staring.

o Ask SS follow-up questions about giving and attendingpresentations in Engtish. How do they (or would they)rehearse their presentation? How much time do they thinkis necessary to prepare a presentation? (Some expertsrecommend uD to ten hours for a 2o-minute formalpresentationJ Do they prefer native speakers to simplirytheir English in presentations or use more idiomaticlanguage that is more advanced or'authentic'? What kindof presentations, speakers or accents do they find the mostdifficult to follow?

SS look at some common business idioms,

(c)

Get 55 to read the articLe again, explaining that theparagraphs are numbered. lfa 5S asks a question, throw itopen to the whole classto find out ifsomeone can providean explanation before answering it yourself.

lfyou are short of time, divide the class into pairs and askSS A to find items 1-4 Oaragraphs 1-4), and 55 B, items

5-8 (paragraphs 4-1t. SS then exchange answers.

Go through the answers with the whole ctass.

l The stakes can be high (and the pitfalls many)2 (a) risky business 3 set the stage for 4 futlblown

5 head down the wrong track 6Tap into

7 information overload 8 can't figure (you) out

a lf SS are interested in finding out more, give them thedetails ofthe titles in the Read on section (page 9) and TomLeech's website, www.winning-presentations.com

You may also tell SS they will be looking at presentationintroductions and presenting company information later(Unit Z), as well as summarising and dealing with questions(Unit 10). lf 55 are particularly interested in giving theirown presentations in class during the course, you may wishto dealwith these sections at an earlier stage.

lf 55 are keen to practise giving presentations, tellthemthat at an appropriate stage in the course they will need toprepare a four- or five-minute presentation, or the start ofapresentation, on a topic oftheir choice. For 55 with little orno experience ofgiving presentations, suggest they usethemselves as the topic. Other possibte presentation ideasare: explainingthe company or organisation where theywork or study, their producl or service, or a special interest.Encourage SS to vary the seating arrangements, use visualaids (PowerPoint/transparencies and/or handouts) andexperiment with different ways ofstarting a presentation,such as with surprising facts or figures, a ioke or ananecdote. Record their presentations on video, makingnotes on five or six language points, Give feedback afterthe presentations, praising good examples of presentationlanguage used, reviewing short sections ofthe recordedvideo. SS who listen should take notes and write down anyrelevant questions for the speaker. Ask SS to evaluate theirown presentations and say how theywould improve them.

Make sure SS are given sufficient time and notice toprepate their talks before speaking in pubtic. SS who donot knorv each other verywell may be retuctant to speak inpublic earty in the course and/or reluctant to give feedbackon each others oresentations.

) G^^ro, ,"1"r"nce: Business idioms pa1e 7tB

o There is a further opportunity to practise business idiomsin the Grammar reference section.

oo ExDlain this is an exercise on transformations with

vocabulary related to presentations and that SS can onlyuse a maximum offive words for each gap. Go through theexample with the whole class. Ask SS for the answer toitem 2, then get them to do the rest ofthe exerciseindividually. SS compare in pairs, then go through theanswers with the whole class.

rb 3b 4b 6b tb 8a2a 5a

| (example)give (us) a simple explanationmade (the) ar.angements forprovided a summary ofsomeone who/that specialises into bring the seminar toopen to (mis)interpretationmake any assumptions

2

345678

o

c

@6

55 dlscusstips for communicatlng wlth peopte th€y don'tkno$ or don't know rrery well; listen to some delegat€smeetlng for the first time and nirtworking at a conference;introduce themselves to another participant at anintemational conference.

a You may like to use this quote on communication as awarmer:'Good communication is os stimulating os black coffee andjust as had to sleep after'Anne Morrow Lindbergh, writer and aviation pioneer(1906-2ool)

6)As a lead-in to the section, ask SSrWhot do you understand by the tem 'networking'?When do you network? Where? Who with?ln what situations have you/do you netwo* in English?Do you enjoy networking?Vhy (not)? How is it useful?

Get 5S to look at the tips individually.

Go through reactions with the whole class.

Ask 5S ifthey would use questions like How nuch do youearn? ot Do you come herc often?Why (not)'!

Ask 55 to look through the questions individually first andadd some of their own.

Get SS to compare their answers in pairs or threes. Thisway, if SS only think ofa few oftheir own questions, theycan add those ofother SS to their list.

Go through the additional questions quickly with the wholeclass. ss's answers willvary depending on their culture,

Suggested guestions for networklngWhat do you like most about qiving in ... /your job /thiseven0?What's your opinion on (this restaurantrtventlflace)?What do you recommend ldo/see (in youltown/country/region)?All are examples of neutral and open questions.

What\ the weather like in your country/city/region at themoment?What do you think ofthe new boss?What\ the political situotion in your country/cityhegion atthe moment?The first one is an acceptable question for the British, butpossibly a non-starter in other cultures.The above questions may be acceptable in some cultures,but not in others.

Unsuitable questions for n€tworkingHow much do you earn?May be appropriate in India and other Asian countries, butnot Anglo-American and European countries.Do you come here often?Considered to be a clichd in English-speaking countries;also a yes-no question.

r Being internationat I

Other posslble questionsWhere are you from? How long have you lived there?How long have you been working fur --. /wo*ing os... /living here /coming to this event?Could you recommend a nice rcstaumnt (neorhere)?How wos your joumey/trip to the office/event/this city?

@ O*'o Refer SS to the list. Play the recording once and get thern to

mark their answers individuatty. Replay a second time ifnecessary.

o Go through the answers with the whole cLass.

Melanier Ask for confirmation y'2 Greet someone r't Compliment someone /4 Accept a compliment5 Agree with someone6 Express interest /

Konrad

7 Refer to a previous conversation8 Exchange business cards / a/9 Refer to future contact / 1/

10 Introduce someone to a useful contact

After listening, invite SS to comment on James'sintervention and why Melanie and Konrad had to stop theirconversation.

Refer SS to the audio script on page 162. Playthe recordinga second time if necessarywhile 55 read the dialogue,underlining or noting the expressions used for thefunctions in the l ist. Point out that these expressions areimportant and worth learning by heart for situations thatrequire networking or social English.

Ask 55 what kind ofdifficulties they experience whensocialising in Engtish in a professional context, such as aninternational conference. Ask them to brainstorrn othersituations when they might give someone their businesscard, for example at a business [unch, meeting, trainingcourse or with the passenger sitt ing next to them on afl ight.

Explain that they are going to do a role-play as delegates atan international conference. Theywill practise starting aconversation and tryingto find common ground with theother delegate, using some ofthe tips in Exercise A and thequestions in the Useful language box on page 10.

Go through the expressions in the Usefu[ language box onpage 11with the whole class. Ask SS to highlight orunderline expressions they find particutarly useful. Drillpronunciation of expressions, highlightingsentence stressand intonation on the board, ifnecessary.

@o

I 1 Being internationat

Divide SS into pairs. 55 A and 55 B Look at theircorresponding information on pages 142 and 49. Ask SS totake notes ofany questions they might ask their partnerbefore they start the role-play. For SS who know each otherwell, ask SS A to invent their name, company, job positionand personal interests. lf SS do not know each otherverywell. tell ss A to be themselves.

Monitor and circulate round the class as SS do the role-plays. Make a note ofSS who carry out the tasksuccessfully, any useful language used and five or sixlanguage points for correction, including intonation andpronunciation.

Ask SS what they found most difficult when networking inEnglish. Give feedback to the whole class, praisingthoseSS who found common ground, remembered to exchangebusiness cards and set up a future meeting successfully.

Ask one ortwo ofthe pairs to act out part oftheirconversations again, bearing in mind the previousfeedback,

Go through feedback with the whole class, praisingappropriate language for networking and use ofopen vs.closed questions. Write up any points that need furthernork on the board.

SS lookat a formal e-mail and ryrlte a reply, acceptlngtheInvftatlon.

@@ As a tead-in to this writing section, ask SS what kind of

formal correspondence 0etters or e.mails) they generaLLyreceive or write. Ask SS in work what kind offormalcorrespondence they receive in English, ifany. Ask pre-rvork SS what recent writing tasks they have done inEnglish. Noter Do not spend too much time on discussingless formal situations, as Unit 2 deals with writing effectivee-mails.

. Get SS to read the e-mailand underline examples ofanyformalor polite language used, e.g. l,y€ are Miting to;subsequently arose; We would be honoured; extremelygroteful; at your eorliest convenience; should you requirc.

. Ask SS if they think the people in the e.mail know eachother or not. Ohey probably do, as the exprcssions Deor MrGrau and Wamest regards are usedJ

. Explain that although this is an e-mail, it is a formalinvitation from a Chamber ofCommerce. lt is similar in styleand language to a formal letter, with the exception perhapsofthe ending. Ask SS how the correspondence might end ifit was a letter, not an e-mail. (A letter would probably endin YouR sincercly, but this is not used in e-mails.)

. SS have to rvrite a reply acceptingthe invitation to speak atthe conference, including questions concerning conferencedetails and promisingto send a proposalfor the talk. ltshould be formal- or at least semi-formal- in style.

. Circulate, monitor and help SS while they write. Make anote ofany useful expressions used on the board,

$ writing Jite page 94

lf peer correction is appropriate in your sefting, SS maycompare their replies in pairs after completingthe task. ls itthe right length? What formal phrases did they both use?What could be imDroved?

Go through feedback with the whole class, praising goodexamples offormal language and style and pointing outfive or six areas that need further work.

lf necessary photocopy the following sample answer, orwrite it up on the board. You may choose to elicit a simitarmodel fiom 55, writing it up on the board sentence bysentence, or gap-fill parts ofthe letter.

o Alternatively, divide the class into pairs. SS A accept and55 B dectine the invitation. 55 then read each other'se-mails and comoare.

t Early finishers may write a short reply declining theinvitation politely or rewriting the invitation in a less formalstyle. These writing tasks could atso be set for homework.

In thls case study, a non-gryernmental organlsatlon ( 60) InAmsterdam is training some lodstics manag€nr to berelocated to Indonesla. SS look at the iob advert, erchangesome notes from the coutse on Int€rcultural tralnlngandnetwork durlngthe break wlth other particlpants, 55 abowrlte a reply to a formal Invltatlon to a dinner held at theReglonal Governor's resldence ln lakarta.

lf this is the first case study you have done with the class, besure to prepare it carefully beforehand. Read the information inthe introduction ofthis Teacherb Resource Book (pages 4-5).

In class, pay particular attention to clearly breaking downthe case study into the different tasks and making sure that SSunderstand and follow the structure ofwhat you are doing.

There is no audio used in this case study. lt focuses mainlVon speaking skills, although a writing task is atso included.

Sample answerDear Mr McCarthy / Andrew McCarthy,Thank you for invit ing me to speak at the conference to behosted by the Chamber ofCommerce in Edinburgh nextmonth. I would be delighted to give a plenary talk on thesubiect of'Merging companies: merging cultures'and wil lsend you my speaker proposalform shortly.In the meantime, could you please let me know how longthe talk needs to be so that I can plan it accordingly? |would also be grateful ifyou could confirm the conferencevenue.I look forward to receiving your reply / meeting you at theconference.Best regards,jaume GrauBranch DirectorSavings Bank of Girona, Edinburgh

Background

. Get 55 to focus on the photo of the lorry. As a lead-in to thecase study, ask SS the following questions:What do you understond by the tern 'NGO'?what are some ofthe NGOS you arc familiorwith in yourcountry?Would you be interested in working for an NGO?Why (not)?

. Read the background information aloud (or ask a S to readit). Explain that Logistaid is a fictitious organisation. Dealwith any other questions 55 may have.

o Write the headings from the left-hand column ofthefollowing table on the board and elicit information from 55to complete the right-hand cotumn.

Organisation Logistaid

Purpose of organisation An NG0 that providesemergency assistance in morethan 80 countries

Based in Amsterdam

Training required Intercultural training oflogisticians/logistics managersfor relocation to lndonesia

Training company Centre for lnterculturalCommunication

Purpose oftraining Help managers to adapt to thenew environment and improveinteraction in social andworkplace settings

Task r

€ Ask 55 what they think a logistics manager does, then referthem to the job advert and ask them to check theiranswers. Get 5S3 initialreaction to the iob position andask them ifthey would be interested in apptying for it.

o Go through the answers with the whole class.

r Being internatlonal I

o Time permitting, you may ask pre-work SS to write a formalletter ofapplication for the job position, or set this ashomework at the end ofthe class.

Task z

@ Refer SS to the brochure from the Centre of InterculturalCommunication on their lnternational RelocationProgrammes. Ask SS:Why do you think intercultural training would be importont

fot monogers being rclocated to lndonesio?Whot do you think this kind oftraining consists of?lfappropriate for SS in work, askthem ifthey have everdone any intercultural training in their company ororganisation. lfappropriate, ask SS ifthey have ever beento Indonesia or South-East Asia and what they thought ofit. For SS who have not been to the area, ask them to focuson the generaI idea of relocation and going to work in aforeign country rather than Indonesia specificatly. Note: itis not necessary for 55 to have knowledge about Indonesiain order to complete the tasks in this case study.

a Get SS to look at the International Relocation Programmesand ask them:What is tulture shock'?What do you think willbe the most difficult aspect ofbeingrelocated to a country like lndonesia?

o Divide SS into pairs. Explain that in this role-play, they aretrainee logisticians for Logistaid in Amsterdam on theirlunch break and that they each have some notes missingand need to swap information. Dealwith any questions the55 may have before they begin the task.

o Circulate and monitor, checking SS are carrying out thetask correctly, Make a note ofany useful language usedand points for correction for later feedback.

o After 55 have exchanged information, go through thepoints quickly with the whole class. Ask SS how they feel atthis stage as trainees before relocation, for examplenervous, excited, anxious, etc.

Task 3o Divide SS into threes and tell them they wil l be getting to

know some ofthe other participants from the course andthat they have to find some common ground during thisnetworking task.

a Refer SS to their role-play information in the Activity file.Explain that they alt have different work experience andhave worked in different countries, but they keep their ownnationality during the role-play.

o Emphasise the importance of team-building and buitdingrelationships with people from the course, as they willfeelvery isolated once they have been relocated to Indonesiaand may want to keep in contactwith the otherparticipants. Tell SS they may be working together with theother course participants in the future, but this has not yetbeen confirmed before they begin the task.

Suggested answersSkilLs and experience required: leaderships skil ls, good

command of English and another language, witl ing totravel and work in a challenging intercultural context,experience in logistics desirable but not essentiat,relevant experience in logistics, e.g. purchasing,transport and distribution, maintenan€e as wellastraining and administration and general l iaising/co-ordinating.

Possible candidates for the position may include any of thefoltowing: candidates with a wil l ingness to travelandlearn about other cultures, suitable voluntary workexperience and a strong background in working forsimilar organisations, young managers with no famitycommitments; another possible profile could be anolder person who has been made redundant and islooking for new challenges.

| 1 B€ing Internatlonal

Circulate and monitor, checking SS are compl€ting the taskcorrectly. Make a note of key language being used andpoints for corection. Dealwith any basic errors after therole-play ifnecessary. Dealtvith other points, such asintonation in questions, during feedback when SS havecompleted the case study.

Alternatively, the rote-play cards in Task 3 can be omitted ifSS do not know each othervery welh they can then carryout the task as themselves, so that the task becomes anauthentic one.

Writing

a Tell SS that three months have now passed slnce they wereretocated. Ask them to imagine how they think theexperience has gone, for example adapting to culturaldifferences, difficulties at work, missing family and friends.

o Get SS to focus on the photo on page 13. Ask them whattheythink it is. TetlSS they have received a dinnerinvitation from the Regional Governor ofJakarta, and it isimportant they attend as a public-relations exercise.Explain they have recently found out that one oftheircolleagues, whom they met on the training course inAmsterdam, willalso be joining them soon, and they wouldpreferto attend the dinnerwith a colleague. Explain thatalthough they are working'in the field'as representativesof Logistaid, they would occasionally be expected to attendthis kind of formaI event.

Ask SS to read the letter and deal with any questions theymay nave.

SS write a short, formal reply of no more than 1oo words,acceptingthe invitation and mentioningthe name oftheir€otleague, taking care to word their request politely. Tell SSit is best to address a person ofauthority using his/hetofficiat title. Refer 55 to the exDressions used in theBusiness skills section for writing formal correspondence.This task may be set as homework or an out.of'classactivitv.

Feed back

a When SS have finished the writing task, bring the wholeclass to order.

a Praise the strong language points and work on five or sixpoints that need improvement, especially in relation tolanguag€ used for networking, finding common ground,open and ctosed questions and intonation in questions.

a Ask one or two groups to say what happened in theirgroups and what they discovered about the otherparticipants.

o tuk one or two 55 to read out their reply to the invitationor, ifappropriate, ask pairs ofSS to read each other! andcomment on any differences in language used.Alternatively, and ifshort oftime, collect the writingtaskand go through writing errors at the beginning ofthe nextclass,

r to la Go through the informatlon in the Course Book with

your student. Explain any difficulties. In Tasks 2 and 3,you and your student are participants on the trainingcourse for logisticians. In Task 3, choose only t$/o oftherole-play cards, A and B. Don't dominate theconversation in this task, but say enough to keep itgoing and allow your student to ask and answerquestions.

a At the sam€ time, monitor the language that yourstudent is using. Note down any good examples of[anguage and points that need correction orimprovement. Come back to these later, after thestudent has completed Task 3.

a Praise any good examples of language used and go overany errors, including pronunciation. Then repeatTask 3,swapping roles, ortaking roles A or B and C, Record thesecond role-play ifpossible. lfthe student is reluctant todo the writing task, explaln it is very short or do theadditionaL role-play at the dinner as recommended forearly finishers. Go through feedback with the studentafter the finaltask.) *,,,,,n tr," ,.r" ,ro

Circulate and monitor, checking SS are completingthe taskcorrectly.

For early finishers, or as an extra activity, divide SS intopairs or groups ofthree. Tell them they are norv at thedinner in lakarta. Two ofthe SS are reDresentatives ftomLogistaid and one is the Regional Governor ofJakarta. Givemore confident SS the role ofthe governor. Explain theyhave to talk for five minutes before dinner and find somecommon ground. Alternatively, with SS that don't knoweach othervery well, ask SS to give a short presentation ontheir company and/or their iob.

1 Being internationat I

L

Trainin

qrsswork - Cours€ Book Furth.r wort

Lesson r:llstenlng and dlscusslon(pages r4-r5)Each lesson is obout60-25 minutes. This timedoes not includeodm i n istrati o n an d ti m espent going throughhomewo* in any lessons,

Discussionr Tral!!ilgSS discuss their experiences of training courses, differentlearning styles and what they know about coaching andmentoring.

Listening: Int€rview with a tnlnlng consultantA training consultant talks about the purpose ofsome ofthetraining activit ies she does and the aims of coaching andmentonng programmes.

Vocabulary: Company training5S learn some key training words and expressions and use themrn context.

Discussion: Tvpe! eltlainjlgSS discuss training courses, their views on mentoring andcoaching and their future t ra in ing plans.

Practice FlleWord power (pages ro-u)

L€sson 2:Readlng and languag€(pages 16-12)Each lesson is about60-ZS ninutes.

Discussion: Online [qajo!!gSS discuss their views on e,learning, other learning styles andonline MBAs.Reading. Time to breok out lrom compusSS read an article about Universitas 21Global, an onlineuniversily offering an MBA programme.Language revieyvr Multiword verbsSS look at multiword verbs related to education and trainine.

Text bank(TRB pages 160-163)

Grammar reference andpractice(CB page 119)

Practice fiteText and grammar (pages12-B)

Lssson 3:Busln€ss skllls(pages 18-19)Each lesson is about75jo minutes.

Tel€phone strategles: clarirying and confirmingSS listen to two telephone conversations where people need toclarihr and confirm informatjon.

Writing: E-mailsSS look at tips for writing e-mails, analyse some sample e-mailsand practise wrjting e-mails in more and less formalstvles.

Resource bank(TRB page 219)

lryriting file(CB page r;5)

Pndice fileSkil ls and pronunciation(pages 14-15)

Lesson 4:Case study(pages 2o-21)Each lesson is about75-9o ninutes.

Tralnt|galSrnilecoA leading confectionery company, based in the UK, has recenflvbought out a rivalcompany. There is now a need to retrain all thesales force to update their skil ls and insti l a sense of team spirit.The management team also want to roll out a new marketinformation-gathering system.

Writing flle(CB page 135)

For a fast route through the unit, focusing mainly on speaking skilts, iust use the underlined sections.For one-to'one situations, most parts ofthe unit lend thcmsetves, with minimat adaptation, to use with indlviduatstudents. Where this is not the case, alternative procedures are given.

2 Training I

Most companies recognise the benefits oftraining employees. lt can give a company a comPetftive edgq byincreasing profits, productivity, creativity, staff motivation and customer satisfaction. The key lies in developingan effedive tralnlngstratetry for a business which identifies the skllls and knowtedge the company needs toachieve its aims, the skills and knowledge employees already have and, from that, the skills gaps to be filted.0rganisations and managers are sometimes reluctantto spend money and time on training because oftheshort-term costs, the lack ofa tangible return on investment and the possibility that staff might leave forbetter iobs or competitors might poach their highly trained employees. Furthermore, even when a companyhas a training evaluatlon proces6, it is often difficult to assess the benefits of certain types ofsoft-sklllstraining such as efr€ctlve communication, leadeGhlp skills, team bulldlng and conf,ict management.

Training can be done for many reasons and take many forms, As patt ofa pefolmance appraisal scheme, amanager may identifo areas where an employee is underperforming and recommend training. The companymay have a career or professlonal development programme for its staffand managers. There may also be aspecific requirement for all staff to tearn a new scheme and to develop certain computer llteracy skills as weltas technical and behayloural competences.

Although most emphasis is placed on formaltralnlng, people often learn most about thek iobs throughinformal on-th€-lob tralnln& such as reading setf-study books and instructional manuals, talking to theirmanagers, dealing with clients and chatting with peers by the coffee machine or over lunch. The importance ofthis Informal tralnlnt is often overlooked in the beliefthat training is something that only takes place in aclassroom.

Formal training takes a pre-determined form with specific lestnlng oblectlves. lt couLd be in the form ofuniversity or college courses, workshops, seminars, conferences, presentations or demos. lt can be provided

by an In-house expert, but increasingly businesses are turning to specialised extelnal consultants and trainingproviders. The programmes they offer may be tailor-made for the business or bought offthe shelf. Coursesmay be Intenslve or extenslve and be held onslte or offslte. Many companies also use the cascade tralnlngmodel to maximise the benefits from training.

tu information and computer technology has developed, it has become possible to offer dlstance learningcourses to business via the Internet. Some ofthe advantages ofthis modelare that employees can have moreflexibility and control over their training programme, and it is generally more economical for companies.However, not allcourses are suited to the e-leaming format, and itb also important to bear in mind thepreferences and l€arnlngsgles ofemployees- lt seems likely that blended leaming, combining face-to-fac€ctasses with onlln€ meterlals, may become a popular model for business training in the future.

Nowadays mentorlngand coachlng are popular forms of informal, personal development in business,particularly for senior executives. The two are very similar, but in general, coaching lasts for a set period oftime. The word mentor comes from Greek mythology, meaning'a trusted friend, counsellor or teacher'.Mentorlng programmes tend to be long term and they allow new, inexperienced managers to be paired with amore experienced person, who is not their direct boss. The mentor offers 'a friendly ear' and advice as thenewcomer progresses in her/his career.

In the past, many companies could offer an employee a iob for llfe. ln today's rapidty changing world,individuals, as well as companies, are aware ofthe need for contlnuous and self-dlrected learnlng throughoutone's lifetime. More and more people are now taking more responsibility fol planning their own career paths.

In-work students will be able to talk about the training strategy oftheir company and other companies theymay know or have worked for. Pre-work students will have experience oftraining from schooland university.They can also talk about the companies they know that have a good reputation for training programmes. Allstudents wil l have generalworld experience oflearning all-purpose life skil ls, such as time management.

P. Nick Blanchard, James W. Thacker and An&ew Slul'; Effective truining - systems, strategies and practices,

Prentice Hall,2oo3

Marcia L. conner: learn more now - 10 simple steps to learning better, smatter, ond fasfeli Wiley, 2oo4

David Kay and Roger Hinds, A practical guide to mentoring, HowTo Books, 2oo4Henry Mintzberg: /Vdnagers not MBAS: o hard look at the soft prcctice of managing and nanogementdeve lo pm e nt, Berrett-Koehler, 2oo5

Suzanne Skimngton and Perry Zeus: Ihe complete guide to coaching at work, Mcc.aw-Hill Education, 2ooo

l@ o Pearson Education Limited zoo6

l2 Training

Ask SS to brainstorm allthe learning situations they'vebeen in as a child and adult. Set a three-minute time limitfor this activity. To make sure 55 understand what theyhave to do, elicit or give them an example, e.g. learning totie your shoelaces, swim, ride a bicycle, cook, drive a car,etc. Write SS! ideas up on the board. Then ask 55 to workin groups ofthree or four to discuss what they rememberabout any ofthese learning experiences, who taught them,how they felt and how they were taught.

@ Tell SS they wil l be looking at different types of training andorofessional develooment.

@ Go through the overview panelat the beginning of the unit,pointingoutthe sections that 55 wil lbe lookingat.

Quotation@ Ask 55 what the quote means and what they think of it.

@ Ask SS ifthey have they ever had a mediocre/good/superior/great teacher. 55 may not feel comfortable beingnegative, so leave out the question about the mediocreteacher ifyou think it is inappropriate. Who were theseteachers and what made them mediocre/good/superior/great?

55 discuss their experlences oftraining courses, differentlearningstyles and what they know about coachingandmentoring.

@@ 55 work in pairs to discuss the four questions. Set a three-

minute time limit for this. Then get feedback as a wholectass. Help SS with the names of different types oftrainingcourses in English. 55 wiLl probably say that the learningstyles they prefer may depend on what they are learning -elicit some examples. lt isn't necessary to spend much timecontrasting face-to-face with online learning, as thissubiect comes up in the second lesson. For question 3, askSS ifthey can priorit ise the qualit ies they have listed. Add afew more qualities if SS haven't mentioned them, e.g. havea good sense of humour, and ask 55 for their views. 55 wil lhave some ideas already about mentoring and coaching; ifnot, give them the section in the Business brief (see page19) as a short introduction. lt is not necessary to spend toolong on this, as it forms part of the [istening section,

SS llsten to Rosa soler, a training and developmentconsultant bas€d in Barcelona, spain, who works withmultinationals, local companies and universities. In th€ firstpart ofthe interview, shetalk about her company anddescribes some ofthe tralnlng activities she does, In thesecond part ofthe intervle$ she talks about the differencesbetween coaching and mentoring progammes.

@ O,. 'Get SS to focus on the photo of Rosa, then to work in pairsand look through the sentences. Explain any diff icuttvocabulary and ask SS to try to predict the missinginformation.

Plav the first oart of the interview,

Get 55 to check answers in pairs, then play the recordingagain, stopping in sections to aLlow SS time to write ifnecessary. Replay any diff icult sections a third time ifneceSsary

5S check their answers in small groups. Circulate and dealwith any queries they have. lfyou can see that altSS havethe correct answers, you may decide not to go th.ough allthe answers in open class, simply confirm for the class thateveryone has the correct answers and dealwith theproblem questions. This saves class time.

analysing/assessing/evaluating/observing; training(programmes)bridge-building; leadership; interpersonalmanagement skil ls; priorit ise; cope under pressurecoaching; mentoring

o

a

2

34

@ Q,."@ Get SS to read the statements and predict if the answe.s

are true or false.

o Play the second part so they can check their predictions.Ask 55 ifthey need to l isten again and play the second partagain if required.

1 True

2 False

3 True

A False

Basically, when you cooch people, youimprove on their skills so thatthey con do abetter job ... These skilb moy include monybusiness monogement skills, such asnegotiating, tine managenent, preparingmeetings and presentations ot organisation.But coaching isn't only for managers.Anyone in a company might do this sott ofprogramme.... they are long-term coreer proqrommeswhich are speciolly designed for a select fewin multinationals.The mentoring progrumme is in fact onlypoft ofa bigger picturc becouse theporticipant, or mentee, moy probably beattending other truining ond personaldevelopment progrunmes. ot he or shemight be studying foron MBA..- butthe mentor cannot be the mentee'sdirect manager or boss. Usuolly the mentoris soneone who is high up in the compony,who has a lot ofexperience and know-how...It hasto be someone who can be objective ifthe mentee has a problem at work orcomes

foradvice.They invest a lot of time and energy; it3 verydifficult to frnd the right peson.

z Training I

D 2 coaching; coach 3 evaluation 4 mentor; mentoring5 consulting/consultancy; consultant 6 assess;assessor 7 appraise; appraisal 8 instruct; instructor9 participate; participant

E r training 2 assessment 3 training/coaching4 instruction(s) 5 participants 6 mentor7 assess/evaluate 8 appraisal

55 dlscuss training courses, theirviews on mertorlng andcoachingand their future tralnlng plans.

o@ Get SS to discuss the four questions in pairs.

@ With the whote class. ask SS to reDort back on their viewsand future training plans.

SS dlscuss theirviews on e{eamin& other leamlngstylesand online l/lBAs,

@@ This section returns to the concepts offace-to-face and

online or e-learning introduced in the first lesson. ltintroduces the idea of blended tearning, which combinesthe two. Before discussing the questions, you might wantto ask ifany 55 are already studying for an MA or an MBAor are planning to do so in the future. Ohis follows up fromthe discussion in the last class) lfthey are, ask them morequestions about the course(s): method of instruction, whythey chose that course, how long it is, what the courserequirements are, what are the advantages ofhaving anMA/MBA, etc, lt may not be appropriate to ask aboutcourse fees.

@ Refer SS to the three questions and deal with any problemwords. Then ask the 55 to work in groups ofthree or four todiscuss the questions. As feedback, ask each group in turnto give you an advantage ofdoing an MBA online, and writeeach new suggestion on the board so that the groups cancompare their ideas and they are prepared for Exercise B.

@ lf you think your SS wilL appreciate the humour, you couldteltthem this joke and then, on a more serious note, askthem what they see themselves doing in five years'time.

Manager: What do you see yourselfdoing in five yeaE'time?Employee: ldon't know. ThelV guide only goes up to theend of the week.

SS read an article about Unlversltas 2r Global, an onlineuniversity offerlng an MBA programme.

5 True

: 5 True

€

€

You may want to refer SS to the audio script on page 163.It's often very useful for 55 to listen and read the audioscript. You may want to iust l isten to one part oftheinterview again, depending on the time availabLe and sS'sneeds. Then ask SS to pick out a language area, such asten words relatingto training or some multiword verbs(e-g. end up being manogers, come up with solutions).However, don't spend too long going over the audio scriptin detail.

55 learn some key training words and expressions and usethem in context.

@-@Explain the tasks and get SS to work in pairs on them.

Go round the room and help where necessary. correct anymisspell ingof words.

With the whole class go through the answers. Dril lpronunciation ofdifficult words (e.g. coach, evaluotion,mentoring, consultant, oppraisal, participonf) and hightightword stress on the board. Note: mentoree is alsosometimes used. instead of mentee.

l : Training

@€ Once you have the list of advantages on the board, refer 55

to the article and ask them to find the advantages ofonlineMBAs mentioned in the text. ExDlain that the idea is to scanthe article quickly for this specific information. Tellthe ssthat they should ignore any words or phrases they don'tknow at this stage and focus on the task. In order to makethis a quicker reading exercise, set a time limit. As aguideline, read through the text quickly, do the task andtime yoursell Then allow your SS about twice the time youneeded to read and do the task. SS will Drobablv needabout four or five minutes.

e Ask SS, in pairs, to compare their list of advantages andalso to compare it with their list on the board. What points

had they made that were not in the text and vice versa,Discuss the answers with the whole class.

o Ask them for their initial reactions to the Doints made in thearticle. Do they agree or disagree with the advantagesmentioned? Are there any disadvantages they can think ofnow after reading the article?

The MBA director at the Brisbane Graduate School ofBusiness says E{earring is engaging, authentic(paragraph z) - although this is debatable, it may bemore motivating for certain students, and the use ofnew technologies makes it appear more up-to-date thantraditional classroom methods.More accessible / less elitist than other MBtu: /t alsoaims to break away fron the elitist modelofhighereducation by making teftiory education occessible tomore people. (pangraph 3)An online course is more democratic, everybody has avoice, where you don't have iust yourtypical Anglo'saxon who is loud ond talks more,'says Mr Williams.(paragraph d This again is debatable, atthough it!possible that students who may sit quietly in a class wil lcontribute rnore readily to an online discussion.lt's cheaper than othet MBAS. Univercitas 2l Global soysthat it is offering an alternative route fot students inAsia, who connot afford to pay for higher education ortravel to the US, UK or Austrouo. To make its online MBAprogromme afiordoble, the institute chorges varyingtuition fees, depending on where the students come

fum. ban{aph s)older working students can save timet ... fiexibility ofboth time and curiculum, offers o huge incentive forworkin g professionols. (paragraph 7)

(9o Get 5S to read through the summary of the article first to

check vocabulary. lfsomeone asks a vocabulary question,throw it open to the whole class to find out ifsomeone elsecan provide an explanation. lf not, explain where necessary.

e SS read the text again and complete the summaryindividually. Circulate and check answers, clari! anydoubts and confirm correcl answers.

SS compare answers in pairs. lfthey need extra help, putthe missingwords on the board with a few distractors andget SS to choose answers from there.

lfnecessaM check answers with the whole class. lf not,then confirm that SS have completed the summarycorrecltv,

Discuss SS! reactions to the information again as a wholeclass and ask a few more general discussion andcomorehension ouestions:Why do you think Universitas zt Global MBA is popular in/ndrr? (Education is highly-valued and a leveller in a societywith a caste svstemJWhy is it difficult forthe university to break into theChinese morket? Ghe government is still deciding whetherto give approvaland also the course only costs 25% ofaface-to-face MBA course in China, so there mav be resistantfrom Chinese universities)Whot is the typical prcfile ofo student studying ot o'bricksand mottar' unive6v How is the student profile atUniversitos 2l Global different and why?(University ss areusually young and single. This online university! 55 aremarried, working professionals - presumably because theyhaven't got the time during the day to attend face-to-faceclasses, preferring to study at home at nights andweekends.)Do you think Univesitas 21GIobal\ pricing policy isworkoble?Whatwould Universitas 2l Global have to do to become arecognised bmnd in your country?How do people poy fortheh educotion in your country?Whot is being donertan be done to help people who con'tafford to pay for higher educotion in your country?

Alternatively, if you are short oftime, or SS don't want toread the whole article again in order to complete thesummary, then write the iumbled answers on the boardatong with a few distractors and get SS to complete thesummary using the words you have given them.

I online/international 2 universit ies 3 (tuit ion) fees

4 abroad 5 education/fees 6 market

Z recognised/accepted 8 mature/senior

Explain that the paragraphs in the article a/e numbered andshow SS where the numbering is.

Do the first item together as a whole class. Then ask 5S towork in pairs to find the other words and expressions. Theymay find they can do some ofthese items without referringback to the text, but they should look at the paragraph tocheck their answers.

Circulate and confirm answers or indicate in whichsentence a word or expression occurs where SS are havingdifflculties. Get early finishers to compare their answerswith another Dair.

@o

@a

a lf necessary check answers with the whole class. lf not,then confirm that SS have completed the summarycorrectly. lfyou'd like to offer further practice, askSS,individually, to write true example Sentences aboutthemselves using some ofthese words, e,g. post, degree.Also, dri l l the pronunciation ofany new words that SSmight l ike to have as part oftheir active vocabulary

r tertiary institutes 2 (associate) professor 3 tap into4 degree conferred 5 critical mass 6 bricks-and-mortaruniversities

SS took at nultlword verbs related to education and trainlng,

As a lead-in to this tanguage review section, refer SS toparagraph 3 ofthe article and askthem to find examples oftwo multiword verbs (tap into and brcak away fton).fhemeaningof top into utas already explored in Exercise D.Now ask 55 to try to work out the meaning of break awayFom in the context given.

Put 55 in pairs to do the same with the sentences inExercise E. Note that sentence 2 is break away from. Pointout that there is more than one multiword verb in sentence6. Circulate and help where necessary.

Go through SS's ideas with the whole class, asking eachpair to give their exptanations ofthe meanings and find outifthe rest ofthe class agrees.

Alternatively, you can use these synonyms to confirm SSanswers or give them to 55 to match with the multiwordverbs after they have identified them in the sentences.1 stop doing something, such as a course, before you

have completely finished2 leave / escape ftom

divide into separate parts to analyse itpay for someone to study a courseinvestigatefailto do something by the time that was expecteddo something that needs to be done, but which you didnot have time to do before.

7 will drop out = will leave before the course finishes2 brcl<e owoy frcm : stopped doing or gave up

(something mainstream)t breoklng it down - making it clear / summarising4 pufrlng its employees through = making its employees

study or do5 have been looklng rinfo = researching or investigating6 fell behlnd with = couldn't complete

\ cotchlng up with = studying hard for / making thesame progress as others

2 Training I

As further practice, tell SS to work in paks to write slxsentences oftheir own using these multiword verbs.Alternativety, ask SS to work in pairs. They write gap-fillsentences for three ofthe multiword verbs from theexercise and pass them to another pairto comptete, Do anexample on the board to make it clear what they have todo, e.g. I'll have to study this weekend to .., .., .,, my MBAcoursework-

Q Grammo, ,"lerence: Multiword verbs page n9

a Refer 55 to the Grammar reference for further informationand another Dractice exercise,

1 breaking away from 2 fallen behind with 3catchup4lookinto 5droppedout 6putherthrough Tcopingwith 8 followed up

55 to do the gap-fill exercise in pairs. Circulate and help asnecessary.

Go through the answers with the whole class.

Discuss SS's views on the article.

thype( i t )up 2br ingin 3setup 4getto 5thinkahead 6 Dut on

55 llsten to two telephone conv€rsatlons where people needto clarlfy and conffrm lnformatlon.

tryhat is staff indudion?A planned induction programme for new staff is a veryimportant part ofthe employment process. ltt anopportunity to make new employees familiar with theoperating procedures of the company. They should alsounderstand the company's business obiectives, and what itis trying to achieve. A typical programme might include atour ofthe company facilities, dealing with papenvork suchas contracts and the staff handbook, a presentation aboutthe company (e.9. the history ofthe organisation and adescription ofthe company organigram), some informationabout the job, hours ofwork, dress code and personaldevelopment within the company,

@ O".r'".+o Ask 5S if they know what 'staff induction' involves. You and

they may have some anecdotes ofyour/their ownexDerience of staff inductions.

@a

o

o

34

62

lz Training

l f SS don't know what a staff induction programme is, tellthem the information on page 23.55 can listen and then, inpairs, reconstruct verbally what they heard. Repeat theinformation so SS can get more details ifnecessary.

Discuss the reasons why companies have inductionprogrammes and whether they are worthwhile. lfthere istime and interest, get SS to design an inductionprogramme for their own company or institution, if one isnot already on offer.

SS listen to the first phone conversation and say who thespeakers are (e.9. a manager, a new member ofstaff, areceptionist, someone from the human resourcesdepartment) and what the purpose ofthe phone call is.

Check answers in pairs, then confirm the information as awhole class. SS can give any details they heard.

Repeat this procedure with the second phone call.

With the whole class. ask SS which callsounded moreformal and why.

1 In the first conversation, the main purpose of LeoniTaylor's caLlto MelVan Der Horst in Human Resources isto find outwhere she has to go to attend the inductioncourse. In the second conversation, the receptionist,Pierre, calls Melto advise her thatthe meeting roomhas been double-booked and that she has to move herinduction session to another room.

2 The first conversation between Mel Van Der Horst andLeoniTavlor is more formalthan Mell conversation withthe receptionist, Pierre. Thatb because Mel and Pierreare clearly work colleagues who know each other quitewel[. Meland Leoni have apparently never met, so theyare more Dolite and formalwith each other,

@ C),.r@ Check the vocabuLary with 55, particular items a-c, and

explain functions l ike'echoing/rephrasing' if necessary.

@ SS do the exercise in pairs before listening to the firstconversation again to check their answers,

c Dril l the pronunciation ofthe phrases that use questioningintonation.

@ Refer SS to the Useful language box, where there is asummary ofthe expressions used. Ask them if they canthink of any more expressions that they use for thesepurposes. Try to sensitise the SS to English sentencestress, linking and intonation. Don't get them to repeat allthe expressions, just one ortwo from each section thatmight be difficult in terms of pronunciation (e,g. Would youmind ...? ot Could I ask you to ...?).

@ Refer 55 to the audio script on page 163 and ask them topractise the dialogue in pairs, using the correct intonationwhen checking and confirming information.

@ O''+@ Ask 55 to look at the room booking form and put the grid

on the board. Explain that they have to listen to the secondconversation again and correct the form, adding any extrainfotmation. Play the recording. Allow 55 time to compareideas in pairs. Then complete the grid on the board, askingthe SS for the correct details.

@ Ask 55 to tisten to the second conversation and get them tofind examples ofcheckingand confirming. Where did thespeakers use a) echoing/rephrasing, b) question intonationor c) direct questions? lf necessary, 55 can also read thesecond audio scriDt to check their answers.

Room a.m. p.m.

82 f11 Chairmantmeeting

11- Staff induction(for rest ofday)

B3 f12 Staff induction 2-4 Sales team meeting

Cr 2-5 Interviewing

a For follow-up practice, go to the Resource bank on page279.

SS look at tips for wrltlnge-mails, anatyse some samplee-mails and practise wrltlng more and l€ss formal e-mails.

{ D)

@ Ask SS to work in groups ofthree or four. Start with adiscussion of SS's use of e-mail. Who do they write to? Howoften do they use e-mail? Does their writing style varyaccording to the recipient ofthe e-mail (how and why)? Dothey ever have to write in English? How often do they writee-mails in English and who to?

@ CircuLate, monitor and assist with the discussions. Make anote of any usefulvocabulary SS use relating to the topic ofe"mail, and three or four common errors for correction withthe whole group. Write these on the board, in two separatesections, while Ss are completingthe task. Earlier f inisherscan be referred to the board to see ifthey know allthewords and ifthev can correctthe errors.

o Go through the language points for praise and correctionon the board with the whole class.

a As a round-up ofthe discussion, ask SS who writes themost e-mails in English in each group and find out moredetails about this.

@ Ask SS to work in the same groups of three or four,Brainstorm five tips for writing effective e-mails. Tell alt 55to write down the tips as they will need to refer to theselater. Set a five-minute time limit for this. Circulate andmonitor what SS are writing.

o Regroup SS, so that they now have a partner from adifferent group. Get them, in pairs, to compare ideas,

€

e

rb 2C 3b 4a 5b

Ask SS to read the tips and see iftheir ideas werementioned. Go through any diff icult words and phrases (e.9.subject line, headline, inverted pyramid, headings,recipient, proofread, on the receiving end) with the whoteclass.

In pairs, ask SS to decide ifthe e-mails followthe tips.Whatthings are good about each e-mail? What could be befter?

It hasn't been proofread: there are two spellingmistakes (1./'usl, sees/or) and a punctuation error(Everyone). lt does not have a strong subiect line. Onthe plus side, the sentences are short and clear.This e-mailis generally better. There are noproofreading errors, and it leaves a better impression onthe reader. The only problems are that alltheinformation is in one long paragraph which could besplit up. Also, essential information l ike the time anddate ofsession 1is missing.

\9. ln pairs, SS look at the e-mails again. As follow-up, ask for

some more examples offormal or informalopeners andclosers in e-mails, SS may mention some ofthe informalSMS abbreviations, which are also creeping into e-mailsthese days, e.g. CU 2noro and TTFN.

Suggested answersE-mail2 is more formal.More formol

Dear, . .It is my understanding that...I suggest that...Please confirm that...Best wishes

Less formolHelloJust a reminder that...see you thereThanksAll the best

Other openers: Hi, 60od morning, Good afternoon,Good eveningOther closing remarks:. With best rcgards, Speak to yousoon, Bye for now,

oa Ask SS to work in pairs to write an c mail together. Refer

backto the teleDhone conversations in Exercise A. fukthemto predict who might send an e-mailto whom after thesephone calls, e.g. from conversation 1, the HR managermight write to all new recruits confirming details about theinduction day. Or, from conversation 2, the receptionistmight write to the HR manager to confirm the new roomarrangements for the induction day. Ask SS to choose oneofthe Dossible scenarios and write an e-mail.

a Set out a template for an e-mail message on the board,similar to the ones on the page.

2 Tralnlng I

Refer SS to the modele-mail in the Writing fite (CB page135). Go through the features of a typical e-mail with them.

Circulate, monitor and help 5S. Make a note ofany usefulexoressions SS use and Dut these on the board.

To help SS be more aware ofthe impact their e-mails haveon the reader, put each pair ofSS with another pair. Theyexchange and read each others' e-mails. lfthey spot anywords and expressions they don't know, they can ask theircolleagues who wrote the e-mail about the meaning. lf peercorrection is appropriate in your setting, 55 could also beasked to proofread each others'writ ing task and point outany spell ing mistake or grammaticalerror they spot. Be onhand to help with this, if necessary but leave most ofthefeedback and discussion to 55.

lf necessary change the pairs around and repeat theprocess.

Go through any common errors and the usefulvocabularyand phrases on the board to round offthe activity.

lftheywould l ike or need further e-mailwrit ing practice, SScan do Exercise F in class or as homework. Repeat theorocedures above.

A leadlng confectlonery company, based In the UK, hasr€cently bought out a rlval company, There is now . need toretraln all the sales force to update theh skllls and lnstll8sense of team splrft. The manatem€nt team also want to rollout a new narket lnformatlon-gatherlng syst€m.

Background

o Get 55 to study the background information in the CourseBook.

a Write the headings on the left-hand side of the table andelicit information from SS to complete the right-hand side.

Company SmileCo

Based in UK

Industry confectionery / fast-movingconsumer goods (FMCG)

Recent acquisit ion Reedley

Combined sales team over 200

What! needed fromthe sales team

up-to-date / timely marketinformation on the company andrival products, includingmerchandising, promotions,number and type ofcustomersand rival sales-force activity

Why this informationis important

So that it can be analysed forplanning purposes.

l : Training

Listening Q 2.5

@ Get SS to read the listening task. Ask them to try andpredict what might be wrong with the present information-gathering system. 55 may be able to predict from readingthe background that the information is not being receivedon time or that new staff from the acquired companyhaven't had adequate training with the system, or that thesystem itself is antiquated. Don't reject any ideas at thisstage or give the answers away.

@ 5s listen and compare ideas in pairs. lf necessary, Listenagain. Go through points with the whole class.

e Discuss their initial reactions to the problem. What do theythink takes priority in terms oftrainingand why? Ohere isno right answer to this question. 55 may or may not reach aconsensus.)

Problems with the sales teamt current informationgathering system are:o lack ofinformation and out-of-date information;@ staffcan't afford to sDend time in the office

completing what they see as a complicateddatabase, so it just gets left;

a internal training for the regionat managers wasinadequate and they weren't equipped to train theirstaff;

@ sales team from Reedley have only had very ad-hocinformal training with the system.

Solutions discussed:Use iPAQ, a sort of palm pilot which the sales teamcould use to record details directly in the shops. Theinformation is then be uploaded immediately viamodem for anatvsis.Training needs initialty identify:@ Trainingforthe new |PAQ system implementation.

Need to ensure that the regional managers buy in.Kamal suggests that they need to train staffup asquickly as possible and that a consultancy firmshould do it.

o Updating sales skil ls, e.g. customer awarenesstraining to help sales staff become more 'pro-active'in their approach to selling.

c The merged teams aren't integrating well. lt couldbecome a Drobtem for staff motivation and morale.Team building is needed.

Task I

€ Divide 55 into two groups. Refer each group to a differentrole card: StudentAturnsto page 43 and Student B turnsto page 15o. Ask them to read and deal with any questions

thev have.

e Pak the SS up with someone from the other group to dothe role-play. since the role-play is in the form ofa phone

call, it is usefut for SS not to sit facing each other.

@ Circulate and monitor the language they use during therole-play. Make a note ofany key language used and anycommon errors for correction.

a After the discussion, draw attention to some key languagethat 5S used correctly and give praise. Also work on five orsix points for correction, e.g. pronunciation, vocabulary,structuralerrors.

Task z

o Revise some ofthe exoressions 55 used in the Businessskills section for clarifoing and confirming information.

@ 55 work in pairs again and take the same roLes as in theprevious role-play. Student A turns to page q3 andStudent B turns to page 15o. Askthem to read and checktheir role cards before starting the task.

o Circulate and monitor, checking that SS are completing thetask correctlV.

1to 1a lfthis is a one-to-one class, you take the role of

Geraldine Parker in Task 1. Since the role-play is in theform of a phone call, it is useful not to sit facing eachother. This avoids visual clues and atso allows you totake notes without distracting the student from thetask.

e Monitor the language that you both use. After thediscussion, draw attention to some key language thatyour student used correctly and give praise. Also workon five or six points for correction, e,g. pronunciation,vocabulaM structural errors.

o lfthere is t ime and interest, do the role-play again, thistime swapping roles-

o Repeat the procedure forTask 2.@ lt's also well worth recording activities such as role-

plays, summaries and presentations with a one-to-oneclass for intensive correction work from time to time.

Reading

Ask 55 to read the text about the training course run byEverly Consultants, Go over any new words, e.g. sets out to,make the most of, sales pitch, paid off.

Ask them to discuss whether they think they would like todo this type oftraining and explain why (not)- tuk them toconsider ifthistype oftrainingwould be good fortheSmileco sales team. fihere is no correct answer to thisquestion, but given the conversation 55 have heard aboutoutdated skills and the need for team building, this coursemight seem useful)

Task 3@ Put 55 in groups of three or four to discuss the questions.

0ne student should be appointed secretary to make a noteofthe decision reached and feed back to the class. Anothershould chair the discussion and make sure everyoneparticipates and that a consensus is reached. Set a 10-15-minute time limit for this task. lf most groups sti l l haven'tf inished the discussion after this time limit. allow them torun on a few more minutes, Remind any group that f inishesearly that the secretary will be asked to present theirdecisions to thewhole class, and that theyshould helpher/him to prepare for this.

2 Tralnlng I

Callthe class to order. Ask the secretary from each group togive a two-minute presentation.

SS listen to each presentation and say which oftheirprogrammes coincided and differed and justifu theirprogramme in the light ofany differences.

Alternatively, ifthe class size is more than ten or 12, ask allSS in each group to make a note ofthe decisions reached.Then regroup SS so that one person from each oftheoriginalgroups reports to the newly formed group. Thisensures SS get more speakingtime and speeds up thefeedback process. They may then want to continue thediscussion untilthey reach a new decislon.

To round offthe activity, summarise some ofthepresentations, stating whether there had been anyconsensus between the groups on the training priorities,intensive/extensive courses, etc. and highlighting the bestideas in how all staff could benefit from the training a fewpeopte receive and how to build team spiritwithin the salesteam.

Writing

Brainstorm the information that should go in the e-mailandput these points on th€ board. Alt this information has comeup in the role-plays in Tasks l and 2.

Ask SS to look at the writing tips in the Business skillssection again and the model e.mail in the Writing file (CBpage r35).

Get SS to write the final e-mail either as a class activity inpairs or for homework. This could probably be quite a longe-mail if 55 Include the background information as to whoneeds training and why the training is necessary.Alternatively, this could be made into a report-writing task.

) writing nu pageg5

Partnershi

Discussion: Private provision of Dublic servicesSS discuss examples of private-sector involvement in publicservtceS.

Listening: PPPS in the UKSS listen to a radio programme where experts debate the prosand cons of PPP5 in the UK.

Vocabularyr PPPs5S look at words relating to public private partnerships.

Discussion: Views on PPPS55 discuss their views on PPPs.

l-esson 1:Llstenlng and discussion

Each lesson is about60-75 minutes. This timedoes not includeadministration and timespent going throughhomewotk in any lessons.

L€sson 2:Readlngand tanguage(pages 24-25)Each lesson is about60-75 minutes.

Readin$ lnftastructurc, Expe ence of the t99os hos putpeople offss read about the successes and failures of PPP Droiects indeveloping economies.

Language reviewr Verb and dependent preposition; passiveforms and causative hoveSS work on two language areas: verb + preposition collocationsand the passive verb form.

Text bank(TRB pages 164-167)

Grammar referenc€ andpractice(CB pages l2o-121)

Practice FileText and grammar (pages18-19)

l{egotiatingr beingvague and being precise

5S look at expressions for negotiating, l isten to a conversationwhere they are used and apply them in a role"play.

Report writing: Layout and structure5S talk about when they need to write reports, complete report-writ ing tips and write a short report.

Lesson 3:Business skllls(pages 26-27)Each lesson is about7S3o minutes,

L€sson 4,Case study(pages z8-29)Each lesson is about75-9o minutes.

Konoonicka Airport takes offSS get information about the expansion project for an airport inPotand. They then participate in a role-play involving thenegotiation of a PPP agreement.

writing file(CB pages 138-139)

Practice FileWord power (pages 16 1Z)

Resource bank

[TRB pages 22o-221)

Writingfite (CB pages

13a-99)

Practice FileSkil[s and pronunciation

|pages 2o-21,

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

For one-to-one situations, most parts ofthe unit lend themsetves, with minimal adaptation, to use with individualstudents. Where this is not the case, alternative procedures are given.

3 Partnerships I

-fhe Longman Business English Dictionarydefines a partnership as a relationship between two people,organisations or countries that work together. In business terms, it is usually an association oftwo or morepeopte who to into partnership by pooling resoures and sharlng owneEhip, Iesponsibility, control, profits,losses and llabllities ofthe business. Each person contributes something to the business, such as ideas,expertise, money or property. The partners define their management righG and personal liability in a legalcontract. A silent partner is a person who invests in a company or partnership and shares in the profits orlosses, but does not take part in management ofthe business.

Anothertype of partnership is a strateglc alllance between two or more companies to achieve a set ofspeciffc goals while remaining independent businesses. Strategic alliances come in many forms, includingioint ventures and investments, and the development ofcommon processes (e.g. supply chain) to increasethe performance of both companies.

A third form of partnership is a co-operative relationshlp between people or groups who agree to shareresponsibility for achieving some specific goal. For instance, a charity might collaborate with a localgovernment department in orderto co-ordinate services, ln this case, there may not be any shared equity orformal legal contract.

A publlc prlvate partnership (PPP) is an agreement between the public and private sector on the provision ofpublic inftastructure proiects. In a PPB or P3, scheme elements of a service previously run solely bythe publicsector are now provided through a partnership between a government agency and one or more private-sectorcompanies. lJnlike futl privatisatlon, when the service is expected to operate like a private business, thegovernment continues to participate in a PPP in some way and may maintain ownership ofthe assets.

When public and private sector try to work together, there is often a clash ofcultures. However, there is a lotto be gained for both partners from working together. The publlc aector benefits from the expertis€ andresources of private business. The private sector offers better-quality services and responds more quickly topublic demand. Then there are commercial benefits to the private sector ofworking on large, lucratlve publiccontracts. A private company can also enhance its image and try to influence public policy-making.

This private-sector involvement is not without its controversy: Why should governments turn to the privatesector when they have traditionally provided these services themselves? Aren't private companies lessaccountable than governments to the public? Willprivate companies take short cuts in orderto increaseprofits? Willthe need for public private partnerships increase?

In many developing countries, the business sector has virtually taken over the delivery of public servicesbecause these governments do not have the resources to undertake large infrastructure projects. Poorcountries may be required to llberallse their industrial, service or agricultural sectors through tradenegotiations at the World Trade Organisation. Critics ofthis approach argue that there must be governmentcontrols to ensure that business delivers faif services to people.

Your in-work students will be able to talk about the strategic alliances and business partnerships formed bytheir companies. They may even work for a business that has public-sector cLients. Both pre-work and in-workstudents will certainly have views on public versus private provision ofservices - get them to talk about theirexperiences. They may also have views on the privatisation ofstate monopolies and the quality of publicversus private services in their country.

Helen Sullivan and Chris Skelcher: Working across boundariet Palgrave Macmillan, 2oo2

Alan Taylor et at.: Port?ership made poinless, Russell House Publishing, 2oo3

lI@!E @ Pearson Education Limited zoo6

| 3 Partnerships

@ Ask SS to brainstorm famous 'partnerships' for a fewminutes this can include comedy double acts*, singing oracting duos and business partnerships. Give them a fewexamples you think they'll be familiar with (see answersbelow) to get them started. Alternatively, if 5S enjoy triviagames, give them some ofthe first names ofpartnershipsfrom the list below and ask them to give you the secondname. SS then tell you what type of partnerships the pairs

*A'double act', also known as a comedy duo, is used to describethe comic tradition ofa pair ofperformers. One ofthe most famousdouble acts ever was laureland Hardv.

a@

Laureland Hardy (early film comedy duo)Batman and Robin,'The Dynamic Duo'(cartoon and fi lmaction heroes)Simon and Garfunkel (singing duo)Thelma and Louise (film characters)Starsky and Hutch (197os TV detective show)Cagney and Lacey (198os TV detective show)Romeo and Juliet (tragic lovers in Shakespearet pLay)Lilo and Stitch (Disney cartoon characters: an orphanedHawaiian girl and her extraterrestrial 'dog')Tom and Jerry (cartoon cat and mouse)Fred Astair and Ginger Rogers (dancing and acting duo)Paul McCartney and John Lennon (singer-songwriterteam for the Beatles)Fortnum and Mason (luxury goods department store inPiccadilly, London)Marks & 5pencer (British department store)Ben and jerry (US ice-cream company founded in the197os in the US by childhood friends Ben Cohen andJerry Greenfield, who had done a correspondencecourse in ice-cream making)Procter & Gamble (world! no.r maker of householdcleaning, beauty, health and baby-care products.Will iam Procter and James Gambte formed theirpartnership in the 19th century in the US. one a soapmaker, the other a candle maker, thev had married twosisters and were encouraged to go into businesstogether by their fatherin-law.)lohnson and lohnson (leading US producer ofhealthcare products, ranging from toiletries topharmaceuticals and medical diagnostic equipment. In1876, Robert Wood Johnson deveLoped a new type ofready-to-use surgical dressing, set up shop and formeda partnership with his brothers, james Wood andEdward Mead Johnson.)Tate & Lyle (founded in England in the late 19th century,the leading sugar and ingredients company grew fromthe separate sugaFcane refining businesses of HenryTate and Abram LVle)

@

€@

@

€@

@

o@

@

@

@ Tell 55 they wil l be tooking at the subject of private-sectorinvolvement in Dublic-sector services.

@ Go through the overview panel at the beginning of the unit,pointingoutthe sections that SS wil lbe looking at.

Quotation@ fuk SS ifthey've heard ofJohn D. Rockefeller, who made

his fortune in the 19th century with oil refineries andbecame so rich that he bought out most of his competitorsand controlled almostgo% ofthe oilrefined in the LJS. Thisnear-monopoly position became the subiect of muchcontroversy and led to the US antitrust laws, TheRockefellers are sti l lone ofthe richest families in the wortdtodav

@ Ask SS to read the quote and check the meaning of anywords. DeaLwith any questions they may have,e-9. foundin this context meaning 'start/begin with, based on'.

Then ask SS what they think the quote means and iftheyagree with it, Discuss the pros and cons ofsetting up abusiness with a friend or familv membeL

Ask SS ifthey can guess which famous businessman oncesaid,'0ur success has reatly been based on partnershipsfiom the very beginning' (Bill Gates, founder of MicrosoftCorporation). Then ask them ifyou knowwhichpartnerships he was referring to, (He was referring topartnerships with industry and governments.) lt!interesting to note that the richest man in the wortdrecognised the importance of partnerships to his business.

SS discuss examples of pdyate.s€ctor involvemenl in publicservices.

@@ Ask SS to look at the list of services. In small groups, they

discuss what percentage of each service is provided by thegovernment in theircountry and ifthere is also private-sector provision. They may mention any services that wereformerly state-owned but which are now being or havebeen Drivatised. Thev can also discuss theirviews on thequality ofpublic versus private services.

@ As a round-up, ask 55 ifthey know ifthe situation is similaror different in neighbouring countries or countries theymay know through business contacts.

SS listen to a radlo programme where €xperts debate thepros and cons of PPPS in the UK,

@Oyo As a possible lead-in to the listening, explain that in the

post-war era ofthe 195os, there was a major expansion ofpublic-sector provision of health, education and housingservices in the uK, and many industries were 'nationalised'(i.e. brought under public ownership), including therailways and coal mining. The Thatcher government ofthe198os reversed this trend. The public housing stock haslargely been sold offto tenants; pubtic utilities,nationalised industries and transoort services have allbeen reprivatised; and there is increasing private-sectorinvolvement in health and education services. However, thevast maiority of people still use these two public services.

€ Before listening to the first part ofthe radio discussion, askSS to look through the notes, check vocabulary and try topredict the missing information.

o SS listen and complete the notes. Then they compare theirideas in Dairs,

o Play the recording a second time so 5S can check theirnotes and get more information.

e Elicit the answers and put them on the board.

c Ask SS how this compares to their country:Whot seryices have been outsourced?ls the privote sector financing public infrastructureprojects?Does that seem like a viable model at the noment?Whv(not)?

1 outsourcing services : cleaning 3 catering 4 public-sector buildings 5 capitat-intensive 6 increasing pubticspending 7 schools, hospitals, prisons, roads8 a decade / ten years

@ Or.,@ Before SS listen to the second part of the radio programme,

ask them to look at the noteoad. which shows the firstDoint in favour of PFls.

€ In groups of three or four, SS quickly brainstorm oneargument in favour and one possible criticism of PFls.

6 Put SS! ideas on the board in two columns. as Der theCourse Book.

@ Ask SS to l isten and see if anv oftheir ideas werementioned. They should also make a note ofany otherDoints mentioned.

€ SS compare their notes in groups.

€ Askthem how many points they heard. There are fourpoints in favour and three crit icisms,

@ SS listen again to check their answers and pick up moredetails.

@ Go through the answers with the whole class, putting keyinformation on the board.

t Partnerships I

Ask SS for their reactions to the debate. Which ofthespeakers seemed pro- and which seemed anti-PFl?

Ask SS ifthey would l ike to l isten again while reading theaudio scriDt.

As follow-up to this, ask 55 to identiry five words orexpressions in the text that relate to private provision ofservices, e.g. outsourcing, competitive tendering. Helpthem with any words they don't understand. This stage willalso be usefulfor Exercise D.

55look at words related to publlc prlvate partne]shlps.

(D)

Give SS the instructions for this exercise and ask them towork in pairs. The first answer is given as an example.

Go through the answers with the whole class.

Focus on the pronunciation features such as word stress,vowelsounds and dlphthongs that 55 might have diff icultywith.

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

SS dlscuss their vlews on PPPS.

@o Go through the four questions. Ask 55 if they can give you

a definition of accounfabillry (lndividuals andorganisations are responsible for their actions and may beobliged to explain them to others.)

a

o

Argumerts in favour of PFI Critlclsms of PFI prolects

The government cancommission publicservices it couldn'totherwise afford.New money is pouredinto public services.As the private sector ismore efficient than thepublic sector, they canrun public serviceg mor€cheaply than the statecould.Time and cost overrunis significantly reducedwhen the private sectormanages a proiect.

PFI proiects designed togenerate as much profit aspossible for privateconsortiums.Buildings might/wouldbe cheaperto build andmanage ifthey weretraditionally funded.cheap{ooking buitdingsbeing built. When thebuildings become run-downand dated in a few years'time, the government willstiU be paying for them.The real cost won't beknown for another30 years or so.

| 3 Partnerships

Get 55 to discuss th€ points in palrs, Go round the roomand hetp where necessary. Make a note ofany commonerrors for correction, any useful newvocabulary and anypoints that are raised that would be good to discuss withthe whole class.

Write errors and new words on two separate parts oftheboard. Do the correction work with the whole ctass and gothrough the new words.

With the whole class, SS report back on th€lr opinions.Raise any interesting points that you heard 55 mention intheir pairwork discussion ifthey don't do so themselves,e.g. Clara mode an interesting point about ... Clara, wouldWu llke to tell us whot you said?fhis shows that you havebeen listeningto the discussions, ensures that thediscussion isn't dominated by the same SS every time andencourages particlpation from people don't normally speakin whole-group discussions. Obviously, only use thistechnique if, in youriudgement, SS can cope with this.

SS read about the successes and fellures of PPP proiects Indeveloplng oconomles.

@a Put SS in pairs to discuss the two questions.

. Refer 55 to the title ofth€ article. Ask them what to rutsomeone off means (make someone dislike or not want todo somethind, and who could be put offby PPP schemesand why.

a Ask SS to read the first two paragraphs quickly and saywhat the title refers to.

a Go through the answers with the whole class.

Suggested answerslack ofinvestment; projects in countries with high risk e.g.politicalor economic instability; inefficientgovernment/departments; corruption between privatecompanies and government officials; lack of legal orregulatory structures; no public involvement in the proiect

Ask SS to read the two parts ofthe sentence summariesand h€lp them with any difficult words.

SS attempt to match the two parts before reading the textand compare their ideas in pairs.

SS read the fulltext to check thelr answers and Dut theitems in the order in which they appear. At this stage, tetlthem not to focus on words they don't understand (somevocabulary items come up in the next exercise).

a lf you want to explolt the vocabulary from the text further, agood exercise is lo tell SS you witt only explain five wordsor expressions from the text today. SS look at the textindividually and choose thelr five words/expressions. Thenthey agree on five words ln palrs and so on in a pyramiddiscussion, until the whole class comes up with the finalffve words/expressions. What usually happens in thisprocess is that 5S help each other with the meaning ofwords, can usually guess words from context and theymake decisions about which words are essentialto anunderstanding ofthe text. Allthese are good learner-training techniques.

SS work on two langurg€ .ll.3r verb + pFposltioncollocatlons and the passlve vcrb form.

@Ask SS to work in paiG to do the vocabulary exercise. In thefirst instance, they should refer to the text to help themguess the meaning ftom the context. Circulate and help asnecessary,

Go through the answers with the whole class.

@ Gmrror reference: Dependent prepositions page 72o

For extra language practice related to the article, you canlefer SS to the Grammar reference and practice on page12o of the Course Book.

Go through the answers with the whole groups.

Ask SS in pairs to write an example sentence for any itemsthey had difficulty wlth. Drarv their attention to the fact thatallofthe verbs, except prefer, always require a directobied.

to: advise, forbid, persuade, prefer, supplyon; advise, buildwith: build, provide, supply

@a Read the example from the text with the whole class and

ask 55 to identiry the passive form: passive infinitive.

a lf necessary qulckly revise how the passive is formed andwhen it is used.

a

o

@a

rt 2e tc id 5b 6aText order is: 1f, 2e, 5b,3c,4d,6a

1b 2a ta 4a

3 Partnerships I

2 The TV company is still trying to get/have the jointventure approved by the government.

t The Polish minister hopes to get/have a highway built inIwO years.

4 Many still believe the only way to get/have businessbrought in l ine is through the estabtishment ofglobaLrules, such as are being discussed in 6eneva.

5 PPPS are types of contracts whereby the public sectorgets/has some kind ofservice built or managed by theDrivate sector.

6 PPPS have often failed because governments haven'tgot / don't have the public involved in the proiects.

Q Gramnar ,"1er"nce: Passive page p7

SS look at erpr€sslons for negotlatln& listen to aconversation wherethey ar€ uscd and applyth€m ln arole-pl.y.

@o Brainstorm the type of negotiations we have to do in our

everyday life, e.g. what to watch on the W, doinghousehold chores, what to have for dinner, as well as moreformal negotiations at work or college, e.g. the deadline fora project.

o Ask SS ifthey have seen the film Jerry Maguhe and whatthey thought of it. Tell them that the fitm was based on thelife of Leigh Steinberg, who wrote the book Leigh Steinberghas o game plon,based on his negotiation techniques.

@ tuk SS to read the six tlps for successful negotiation andhetp with any difficult words (e.g. porty, setthe stage, giveup).

c SS discuss the questions in pairs.

. Ask SS ifthey think Steinberg's techniques woutd work intheir country and ask them to explain why (not). Gothrough any other tips SS have with the whole class.

@@ 55 work in pairs to match the functions and expressions.

o Drill the pronunciation, highlighting the features ofsentence stress and intonation.

6 Refer SS to the cartoon. Ask 55 what thev think the man issaying? Why? Do SS think he is beingvague or precisehere?

@ Qr.ra Tell SS they witl hear pari of a negotiation. Ask them to

listen and decide what is being negotiated and what theoutcome is.

o SS listen and then compare their ideas in pairs.

Ask SS to read aLlthe sentences and dealwith any diff icultwotds, e.g. top down, think tonk, under the table -SS work in pairs to complete the sentences. Circulate andhelp as necessary.

Go through the answers with the whole class.

r needs to be made 2 will be set up / is going to be set up

3 fuilD have to be persuaded / have been persuaded

4 should not be built 5 has been forbidden 6was/hadbeen signedi was forced

) Grarra, nference: Possive page a2t

o For extra practice, see the exercise in the Grammarreference (CB page 1zr). lfdone in class,55 work in pairs togroup the verbs.

The private sector has recentty been involved by severalUS states in international marketing campaigns.How much private money should be put into publicprojects, when there is an existing government budget?The problem has been partly solved by the state ofAlabama by giving the private sector an almost freehand.But critics say it is hard for the private sector to knowhow far it should be involved when government fundingexists.Vice-president of the Economic DevelopmentPartnership ofAlabama says his department wasprivately fund€d by Zo businesses tast year.Another model is provided by the public-private IndianaEconomic Development CorDoration.The IEDC president says companies have beenencouraged to locate to Indiana, and export promotionis now handLed by the state.Twice as many deals have already been closed by thestate of Indiana compared with the same period lastyear.

Put the example sentence (sentence 1) on the board. AskSS to identifythe structure (causative have/get) and elicithow it is formed. Elicit a sentence in the negative andouestion form as wetl,

Ask SS to read all the sentences and dealwith any difficultwords and expressions, e.g. joint venture, bring business inline.

SS work in oairs to rewrite the sentences. Circulate andnelp as necessary

Go through the answers with the whole class.

@a

20 4f 5d 7h 8g1C 3e 5a

| 3 Partnerships

lf necessary play the recording again so 55 can confirmanswers and listen for more details.

Go through the answers with the whole ctass.

Topic: Pricing and special delivery terms (for olive oil)Outcome: Giovanniwill look into the possibility ofa solodiscount,

@ Or.ro SS listen again and complete the chart.

a Refer them to the audio script on page 164 to check theiranswers and find any more expressions that were used.

. 55 in pairs take the roles of Kathy and Giovanni and repeatthe dialogue, paying particular attention to pronunciation.Circulate and help with any pronunciation problems.

. SS swap roles and repeat the dialogue.

Ask SS to work in pairs. Tell Student A to turn to page 143and Student B to turn to page 15o. SS read the instructions.Dealwith any problem words.

Tell SS to ref€r to the negotiating expressions in Exercise B.

Remind them that there are two separate situations to role-play.

Give Ss time to read and checktheir role cards. SS take aminute ortwo to think about what they are going to say.Ask them to try to incorporate as many ofthe usefulexpressions as possible. In general, the longer SS take toprepare a role-play, the longer their utterances willbe andthe better the level of accuracy.

Circulate while SS are doingthe role-play and help themwhen necessary, Make a note ofany points for correctionand points for praise, focusing particularly on how 55 usethe negotiating language.

Call the class to order and go through the correction work,praising examples of good use ofthe language.

a Refer SS to the questions at the end of the exercise whichaskthem to review their performance. Ask SS about theoutcome oftheir negotiations. Did they get what theywanted in both role-ptays? What would they do differenttyanother time? Get feedback from each pair, or if time islimited, get feedback from a one or two pairs ofSS only.

SS telkaboutwhen they need to wrlte reports, completereport-wrltlng tips and write a short report.

oa Do a brief needs assessment with the whote class on report

writing. Ask 55 how often they have to write reports inEnglish, what type of reports they $rrite, who they writereports for, how longthey reports are expected to be. Askthem how they olganise their reports, i.e. what sectionsthey include (e.9. introduction, executive summaryconclusion, index, bibliography).

o Refer SS to the sections in Exercise F. SS work in pairs toput the sections into a logicalorder and say ifthere are anyother sections they would add (e.9. index, bibliography).

o Go through answers with the whole class, discussing anydifferences of opinion.

Ask SS how they go about writing a report.

Tellthe whole class to check the words in the box. Helpwith any difficulties.

SS work individuatlyto complete the tips and then comparetheir ideas in pairs. circulate and help as necessary.

Go through the answers with the whole class.

In pairs,55 discuss which ofthese techniques they alreadyuse, which they think it would be a good idea to use, andwhich they would never do and why.

@€

€)

a

a

€

a

a

o

l plan 2 register 3 errors 4layout 5 headings6 Re-edit 7 draft

Tell SS to read the sentences and then read the reDort onpage 159.

(Ua

speaka. \,tsu. Ptadr€ lsthgfor proclsaInfonnatlon

E pilislon5usadSuggesteal exonples

Kathy Couldn'tyou ofrer us a 5%discount?

Could you include the speci6ldelivery conditions at noadditionalcost?

Giovanni we can offer you exceptlonaldelivery terms. (doesrtspeciM

I'll sp€ak to my manaSerandsee what I can do.

I can't prcmise anythlnS, butifll be somewhere in th€region of5%.

Formal reports usually keep to the following order,although therc are variations d€pending on the type ofreport.a executive summarya introduction. findingsa conclusiono recommendations

other sections in a longer technical report may includecontents page, graphics, bibliography, appendices, etc.

a

a

a

oa

TellSS to put the sentences in the correct part oftherepoft. Note that there is one extra sentence. Circulate andcheck that the 55 are compteting the report corectly,pointing out ifthe answers are not correct to give SS anopportunity to try again.

SS comDare their answers in Dairs.

Go through the answers with the whote class.

Ask SS for thek views on and reactions to the content ofthe reDort.

With the whole class, brainstorm what information thevwouLd put in a report about each ofthe role-play situationsin Exercise E.

SS work individually to choose one role-play to write aboutand produce a short first draft oftheir report.

55, in the same pairs as they were for the role"play, readeach other's reports and make suggestions for changes orcorrect anv factual mistakes.

Refer SS to the modelreport on pages 138-139 oftheWriting file.

) writing fite pages 138-139

SS get informatlon about the expansion prdect for a maiorairport in Poland. They then partlclpate In a role-playinvolving the negotlation of a PPP atr€em€nt

Background

a With the whole class, look at the tit le ofthe case study andask SS what the word takes o/Fmeans in this context (i-e.to become successfu0. Then contrast this with the titeralmeaning ofwhen a plane takes off. Explain that this use ofdouble meaning is known as a'pun'.

Put the following table on the board and write the headingson the left. Tell SS to read the two sections on page 28 withthe background information and complete the chart. Do thefirst item together as an example,

Elicit the answers from 55 and complete the righlhandside ofthe table.

3 Partnerships I

LlsteningO 3.4

a Get SS to read the listening instructions and the partiallycompleted notes from the meetin& on the right.hand sideofthe page.

o Ask them to try and predict some ofthe missing details. SSmay be able to predict some items from personalexperience working on PPP5. Don't reiect any ideas at thisstage or give the answers away.

a SS listen and comDtete the notes.

o Ask SS to compare answers in pairs. lf necessary listenagain. Go through answers with the whole class.

SS may also like to listen and read the audio script on page154.

Ask SS for their initial reactions to the exDerience ofandadvice from the UK visitors.

Readlng

a Ask 5S to read the Laumann text. Ask them what type oftext it is (a press release)-

a Ask 5S to read the press release again and answer thesethree qu€stions:L What did the PM do to get a controctor?2 Which private companies will be involved in the

exponsion prcject and what are their roles?

3 Do you think Laumonn is o suitoble choice? Why (not)?

Name ofthe airport Xonopnicka Airport

Location Poland

Operated by Polish Akpons Agency (PAA)

Passenger numbers 5,5 million last year

Number of passenger terminals 1

Maximum passenter capacity 12 million a year

Expected groudh in next four years 9.4 million

Scope of building proiect A second runway, a newpassenger terminal, a caryoterminat, a catering base

Reason for the expansion To make it an internationalhub airportto relieve aircongestion in western Europe.

2

3

4

5678

making sure that ownership ofthe assets remains withthe state.agreeingthat the PAA continues to operate airportservices.lower interest rates over a longer timescale, but tend towanl more guaranteesPrivate investment firms: looking for a much higher rateofreturn in exchange for funding riskier ventures.part public, part private financeout to competit ive tenderpropose the method offinance.building contractor is responsible for delays in theschedule.

| 3 Partnerships

1 Put the prolect out to competitive tender, as suggestedin the meeting.

2 Laumann - building contractors; Weber-MerkeI Bank -providing the finance

3 Laumann would appear to be a good choice, as they area large company with a lot ofexperience ofinternationalprojects.

TellSS that they are goingto negotiate the agreementbetween the Polish government and its private partners onthe airport prolect.

Refer SS to the language of negotiation on page 26.

Elicit from SS what type of issues they think might bediscussed in the negotiations. Then, putthese heading onthe board:Financing0perations and managementRepayment terms ofthe loanBuilding scheduleRisk allocation

Split SS into two groups. Group A turns to page 144 andGroup B turns to page 151and they both read theinformation. Help with any vocabulary items SS don'tunderstand.

Regroup SS into A + B pairs. Alternatively, SS can do thisrole-play in groups offour or five. SS appoint a note-takerin each group to write down the decisions made. Ortheyboth take notes ofthe decisions made, ifthey work inparrs.

When SS are ready, get them to start their meeting.Circulate and monitor the language being used. Note downany points for praise and any common errors during thisstage. Altow 55 ptenty of time for the task as there are a lotof issues to cover.

Feedback

o Bring the class together again and praise five or six goodLanguage points that you heard and elicit the corrections tosix or seven errors that you spotted.

o Ask the note-taker or a reoresentative from eachgroup/pairto report back on what agreement was reachedon each ofthe five points above. 55 in the other groupslisten and identiry any differences in the agreements theynegotiated. They then report back on their agreements.

s SS decide which was the best negotiated agreement.There's no right answer to this, and opinions may vary.

l tOIo lfthis is a one-to"one class, you can take one ofthe

roles in the negotiation task.a Monitor the language that you both use. After the

discussion, draw attention to some key language thatyour student used correctly and give praise. Also workon five or six points for correction, e.g, pronunciation,vocabulary structural errors.

o lf there is t ime and interest, do the role-play again, thistime swapping roles.

o lt's also well worth recording activities such as role-plays, summaries and presentations with a one-to-oneclass for intensive correction work from time to time,

Wrltlng

o Refer SS to the executive summary section ofthe modelreport on page 138.

a Ask SS to use their notes from the meeting to write a2oo-3oo-word executive summary, addressed to theDkectors ofthe Polish Airports Agency and the Ministry ofInfrastructure. The summary must include the five pointsdiscussed during negotiations. SS could do this forhomework or in the same pairs or groups in class.

o lf the executive summary is written in class, circulate andhelp SS with thek written work and pointing out errors forcorrection.

@ writins trte page Be

o

e

3 Partnerships I

L

Reuision

This unit revises and reinforces some of the key language points from Units r-3, and tinks withthose units are clearly shown. This revision unit, like Revision units B, C and D, concentrates onreading and writ ing activit ies. Some of the exercise types are similar to those in the Reading andWriting section of the Business English Certif icate examination (Higher level) organised by theUniversity of Cambridge ESOL Examinations (Cambridge ESOL).

For more speaking practice, see the Resource bank section of this book beginning on page 211.The exercises in this unit can be done in class, individualty or collaboratively, or for homework

o This exercise gives SS further practice of the business idioms from pages 8 and u8.

r ran out of I 've run out of

5 get; input 6 kicks offz got back on track 3 going over 4 sticks to the point

7 kick around 8 keep track of

o SS are given further practice in using language related to networking from the Business skillssections on pages 10-11.

o This exercise gives SS practice in the theory of public speaking, following work onpresentations skills on pages 8-9.

1e2a

3f

Only the prepared speaker deserves to be confident. (Date Carnegie)Atl the great speakers were bad speakers at first. (Ralph Watdo Emerson)Once you get people laughing, they're l istening and you can tell them almost anything.(Herbert Gardner)It is detivery that makes the orator's success. 0ohann Wolfgang Von Goethe)Most speakers speak ten minutes too [ong. (James Humes)There is nothing in the world l ike a persuasive speech to fuddle the mental apparatus.(Mark Twain)

4d5c6b

@ SS write a formal letter confirming attendance at a conference and write about someintercultural issues as further practice to the Business skills on page 11.

Unit A Revision I

Sample answer

Dear Hendrickie De Vries,

With reference to your letter of September :.5, I am writing to confirm my attendance at theconference on Intercultural Retationships in Business, to be hetd atthe InternationalBusiness School in Amsterdam. The title of my talk is 'Business Culture for the BritishManager'. As requested, here is an outl ine of the main points.

Research has shown that understanding local systems is essential when communicating in aninternational context and that communication can break down for a variety of reasons.

r Managers may find it difficult to adapt to the challenges of living and working in adifferent culture. I will give examples of British managers who have been relocated toemerging markets such as Brazil, Russia and China.

z Not only language diff iculties but also misunderstandings about attitudes to hierarchyand loss of face can cause problems. I witt suggest that Brit ish business people need touse an ' international English'when doing business in an international setting. I alsorecommend that managers take care to respect the hierarchy in other countries and thatthe use of the British sense of humour does not always travel well.

3 Relationship-building is especially important for many non-Western cultures. I willhighlight the importance of building trust and entertaining foreign visitors with regard tonetworking and establishing business contacts.

Please do not hesitate to contact me should you require further information.

I look forward to meeting you at the conference.

Best regardsEmile Laszlo

(246 words)

o This exercise gives 55 further practice in using the vocabulary associated with training andprofessionaI development (pages r4-r5).

r business schools z three-year programmes 3 the school 4 training for executives

5 witl be offered 6 coaching 7 developing partnerships 8 develop

o This exercise gives SS further practice in confirming, clarifying or correcting information onthe phone (page r8).

rb(ctarifuing/confirming) zf(clarifoing/confirming) le(ctarifuing/confirming)+c(ctarifying/confirming) 5d(correcting) 6a(correcting)

@ SS correct an e-mail to an H R manager, practising e-mail writ ing (page rg). lf SS have notdone this type of exercise before, draw their attention to the rubric and the fact that thereisn't an error on every line,

1a zof 3do 4othersl / 5/ lmanagers 6i t Tfor 8/ gthemselvestol t t l

@ SS practise writing styles by rewriting the e-mail in the previous exercise in a more formalstyle (page 19).

Ltryl$ rerir1g! __

Sample answer

Dear Angus Eliot

I have been informed by my line manager, Joanne Westwood, that there wil l be a staff trainingand development day in the near future. I would be grateful if you could send details aboutthis, including course information and dates. Could you also please confirm whether courseparticipants need to pay for this kind of training themselves?

On a personal level, I would be interested in doing a training course in Six Sigma, whereasother managers in my department have expressed an interest in coaching-style programmes.

Finally, it would be greatty appreciated by alt staff members if a feedback form were to begiven to participants at the end of each course. I think you wil[ agree that this kind offeedback is very useful for analysing stafftraining needs and planning future courses.

| look forward to your reply.

Best regardsCarla.lohnson(r47 words)

o This exercise gives SS further practice in word-building associated with training andprofessional development (pages r4-r5).

r Mentoring z lecturer 3 assessing 4 appraisal 5 instruction 6 consultant

7 demotivated 8 trainees

o This exercise gives SS further practice in word partnerships associated with pubtic privatepartnerships, following the tistening and vocabulary sections on pages 22-23.

rh 2a 3b 4C 5f 6c 7d 8er private sector; delivery of services z lack of money; poor planning 3 reputation for;change their ways 4 far from perfect; make life better

o This exercise gives SS further practice in dependent prepositions (page rzo).

r invest z (have) declined I apptying/hoping 4 encouraged 5 expects6 hopes / is hoping 7try / are trying 8 needs 9 depend

o This exercise gives SS further practice in being vague or precise in negotiating by reading ashort dialogue between a government official and a manager of a construction company(pages z5-27).

r I'm afraid it's looking unlikety M 2 But you signed a contract (P) 3 the project sufferedserious detays when (P) 4 your company would be responsible for any detays (P)

5 that witt involve taking on extra labour (P) 6 look at the refinancing of this proiect (P)

7 whatever it takes M 8 otherwise we have no alternative but (P) 9 see what can bedone M ro look into the possibit it ies very carefully M

o This exercise give SS further writing practice in report layout and structure following pages

z7 and 1.59. SS write a progress report as the manager for the construction project mentionedin the nrevious exercise.

Unit A Revision I

Sampte answer

Progress Report

Construction of govemment offices

Eecutive summaryRoberts & Walters Construction was contracted to build new government offices as part of apublic private init iative. Following serious delays in construction work due to the findings ofarchaeological remains during excavation, the proiect is unlikety to be completed unti l earlynext year. Roberts & Walters therefore recommend a series of emergency measures to ensurethe work is completed by December.

IntroductionIn accordance with the present contractual agreement, atl r isk is assumed by Roberts &Walters. Failure to meet the expected completion date witt result in severe penalty fines. lt istherefore a matter of urgency that risk allocation is immediately reviewed. As the existinggovernment offices are due to be vacated by the end of December, the new offices will needto be completed by the end of this year.

FindingsThe discovery of Roman archaeological remains during excavation has caused serioussetbacks in the project schedule. As these delays were due to circumstances beyond ourcontrol, we recommend risk allocation is reviewed and that both parties assume 5o% of therisk. In addition, Roberts & Walters wil l have the current work schedule revised and employadditional labour, although this wilt affect project costs.

RecommendationsWe strongly recommend the following measures to ensure construction is completed byDecember of this year:

r An urgent meeting needs to be held by both parties to discuss the refinancing of theproiect.

z Roberts & Walters will need to have the refinancing of the project aoproved by the end ofthis month in order to meet the new proposed completion date.

3 Regarding any extra labour costs incurred on the proiect, our recommendation is thatboth parties share these additional costs.

ConclusionRoberts & Walters will ensure the new completion date is met, provided that risk allocation inthe contractual agreement is revised to allow for the extenuating circumstances.Furthermore, we recommend that any resulting additional labour costs are shared by bothparties.

(33r words)

ts-

Practice FileWord power (pages zz-23)

Text bank

ORB pages rf,8-t7t)

Grammar reference andpractice(CB page rzz)

Practice FileText and grammar (pages24-25)

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

For one-to-one situations, most parts of the unit lend themselves, with minimal adaptatlon, to use with Individuatstudents. Where this ls not the case, alternatlve procedures are glven.

Discussion: Sources of energv and energv savingSS discuss sources of energy and ways of saving energy.Listening: The future of natural gasSS listen to an energy expert talking about developments in thegas industry.

Discussion: Trends in the energy sectorSS discuss implications of rising energy costs and mergers ofenergy companies.

Vocabulary: EnergJy and the environmentSS learn key words used in tatking about energy and sustainablebusiness.

Reading: A dreom of a hydrogen economySS read about moves to develop hydrogen as the energy sourceofthe future.

Language review: Discourse devicesSS took at the use ofwritten and spoken discourse devices.

Problem-solvingSS listen to two problems being discussed, look at the languageof problem-solving and role-play a problem-solving scenario.

Itriting: Proposal writing55 look at the structure of proposals and use l inkingexpressions for writing proposals in context.

Resource bank

ORB page zzz)

Writingfile(CB pages r:8-rlg)

Practice FiteSkilts and pronunciation

{pages z6-27)

Energv saving at SuoersunSS look at the problems of energy cost at a supermarket chainand make proposals for savings.

Writingfite(CB pages rl8-rlg)

+ Energy I

There has been an enormous increase in the demand for energy since the mid-zoth century as a result ofindustrial development and population growth. According to The Energy and Resources Institute OERI),the world's population has more than tripled in the last 15o years, while per capita use of industrial energ;yhas increased about zo-fold. About 15% of the world's population tiving in the wealthy industrialisednations consume over half the energy used in the world. The number of cars and other motor vehicles hasmore than doubled since r97o. lt is now widely acknowtedged by industry experts that the enerty marketis already operating at close to full capacity as a result of surging economic growth in China and India.Volatite energy costs are also pushing up the prices ofpetrol and products.

Until recently, the main prlmary sources of energy in developed countries have been oil and coal. Thereare many environmental problems associated with fossll fuels, primarily the emission of carbon dioxide(CO") and other greenhouse gas emissions which are contributing to the destruction ofthe ozone layerand global warming. Adding to that, fossil fuels are non-renewable energy sources. Oil and coal suppliesare soon expected to be exhausted, although there are no reliable figures on how soon supplies will run out.Nowadays, the demand for natural gas - the cleanest fossil fuel - is increasing, and it now plays a key rolein the energy policies of many industrialised countries, because it is an environmentally frlendlyalternative. Most of the new powerstations developed around the world are gas-fired. In the UK, forexample, the disptacement of coal by gas in power generation helped the country more than meet itsemissions reduction commitment as part of the Kyoto Agreement.

While previously gas reserves were often too far away to bring to markets, liquefied natunl gas (LNG)and gas-to-liquids technologies have virtually etiminated mobitity as a problem. According to thelnternational Energy Administration (lEA), natural gas accounts for zzo/o of the world energy supply, and itsshare is growing significantly. Demand for LNG is rising so fast that by zozo to 2025, it may overtake oil asthe world's primary fuel.

Nuclear energy can also produce power on a large scale without burning fossil fuel. Some countries,such as France, depend heavily on nuclear power, as it is a locally produced source ofenergy that cruciallydoesn't depend on imports from other countries, atthough most green tobbyists are opposed to nuclearpower because ofthe potential risks.

The overall efficiency of energy production remains extremely low: on average, more than 9oolo of energyconsumed is lost or wasted in the process ofconversion from raw materials such as coal to the finalenergy service, such as blectricity. The main problem isn't that we use energy, but how we produce andconsume energy resources. Conserving energy has become the need of the day, be it in the transport,household or industrial sectors.

Alternative ener3y sources have become important and relevant in today's world, with manycompanies, such as Ford Motors and Brit ish Telecom, now looking at ways to generate their own energyusing technologies based on renewable energy sources. Wind, wave and solar power can be replacedrapidly by a natural process and can never be exhausted. At present, though, these renewable energysources account for no more than about 4olo of the world's total electricity consumption, according to arecent report inthe FinancialTimes, with most of this coming from hydro-electric power, a well-established form of renewable energy.

Fuel cells have also attracted attention recently as a potentially clean source ofenergy, harnessinghydrogen, the most abundant element in the universe. Hydrogen fuel cells produce electricity, with wateras the main by-product, making them an attractive way of reducing air pollution and greenhouse gasemissions. lt could become an alternative to fossil fuels in cars and in a wide range of household andindustrial applications. However, making hydrogen fuel economically is not at all simple.

Both pre-work and in-work students should be able to talk about energy sources and energy costs asconsumers and be aware of the environmental issues and the dwindting supply of fossit fuels. They mayalso have views on the merger of energy companies, nuclear power and their governments' energy poticies.

Godfrey Boyte (editor): Renewable energy,Oxford University Press, zoo4

Jeremy Rifkin: Ihe hydrogen economy Polity Press, zooz

Paul Roberts: The end of oil, Bloomsbury, zoo5

Vijay V. Vaitheeswaran:. Power to the people, James Bennett Pty Ltd, zoo5

@!E @ Pearson Education Limited zoo5

I 4 Energy

Give SS this tist of modern devices and ask them toprioritise them in terms of how essential they are to theirl ives: the plane, the car, the mobile phone, the computer,the fridge, the television, the lift (elevator), the light bulb,the microwave oven, the washing machine.

Get SS to tell you what the sources of energy are for allthese devices (electricity and petrol, both essential forproviding heat, tight and power for human activities). Pointout that these secondary energy sources are actuallydependent on primary sources and elicit from SS whatthese are (coal, oil, natural gas, nuclear power andalternatives such as wind, solar, wave energy andhydrogen). Tetl the SS that electricity has been generatedfor the purpose of powering human technologies for atleast rzo years. Ask them if they know what the first powerplants were run on (wood) and what we mainly rety ontoday (petroleum, natural gas, coal, hydroelectricity,nuclear power and a small amount from hydrogen, solarenergy, tidal harnesses, and wind generators).

Get SS to brainstorm other devices they think they wouldfind it difficutt to live without. Tell SS to discuss the relativeimportance of these items.

o Tett SS they witl be lookhrg at developments in the energyindustry.

@ Go through the overview panel at the beginning of the unit,pointing out the sections that SS wil l be looking at.

Quotationo Ask SS to define what a proverb is and why they think we

have them in every cutture. According to the LongmanDictionary of Contemporary English, a proverb is 'a shortwe[[-known statement that gives advice or expressessomething that is generally true'. lt 's worth noting that theyexist in every culture because they are essentially words ofwisdom to hetp guide our lives. Proverbs can also give ussome insight in the values of a culture.

o Tell SS to read the quote and ask them what they think itmeans. Note that many proverbs have been borrowed andadapted from Chinese cutture. The English equivalent ofthis oroverb is'There is no smoke without f ire'. l t means ifpeople are saying bad things about someone or something,there is probabty a good reason for it.

o Ask SS if a similar proverb exists in their language.

o Ask SS how they think this quotation can be related to thetopic of the unit. In the context of energy, you could arguethat it means all of our human activit ies need an energysource to drive them.

5S discuss sources of energ;y and ways of saving enerry.

@o SS work in small groups of three or four to discuss the two

questions. Set a five-minute time limit for this. Circutateand help SS by providing anyvocabulary they need.

o Call the class together. Dritl the word stress of anyvocabulary relating to energy which SS might have haddifficutties with, e.g. nucleor, environment, electricity, fossilfuels, coal, oil, petrol, etc. This witl help 5S to recognisesome of these words when thev hear them later in therecording.

@ Get SS's feedback on their ideas as a whole class.

Suggested answersr Sources of energy that are generally considered to be

environmentatly friendly:o Wind power, although some say that wind turbines

ruin the natural landscapeo Solar energyo Nuclear energy produces power on a large scale

without burning fossil fuel and therefore does notcontribute to effects of globat warming; it isbecoming popular again in countries l ike France, butis still considered to be a more controversial sourceof energy.

o Photovoltaic power (etectricity caused byetectromagnetic radiation) is one of the newerenergies and is becoming more popular in countrieslike Germany.

@ Hydrogen, e.g. hydrogen-fuelled cars (see Readingand language review)

o Natural gas, arguably, as it's cleaner than other fossilfuels such as oil or coal (see Listening)

z a) Turning off l ights and electronic equipment when notnecessary or when not being used; having showersinstead of baths (to save on heating and water);opening and closing fridge/freezer doors quickly;installing double-glazed windows; using [ow-energylight bulbs, etc.

b) Turning off l ights and electronic equipment when notnecessary or when not being used; using low-energylight butbs, avoiding air-conditioning systems ifpossible; turning down office heating systems toavoid people opening windows because it's too hot;having a heating/air-conditioning system that can beregulated in individual offices and not just through acentralised system; etc. (see also Case study)Also, although not strictly at home or in theworkplace, students may mention transport, e.g.saving energy by walking or cycling to work/placeof study; car-sharing as opposed to individualsdriving to work; reducing the number of cars perhousehold / company parking spaces; etc.

SS tisten to an energy expert talklng about developments inthe gas industry.

@ Q+"@ Get SS to work in pairs, look through the five questions and

try to predict the correct option. Explain any difficuttvocabulary.

Play the recording once and ask SS to check their answersin pairs.

Replay if necessary atthough SS should be able to do thisfirst listening task after hearing the recording once. Thistime, stop after each question to allow SS time to decideon an answer.

Go through the answers with the whole class.

ra zb 3a 4b 5a

e As a follow-up, you could ask the SS how popular naturalgas is as a source ofenergy in their country and iftheyhave natural gas in their homes, and if so, for whatappliances.

@ C)+"o Get SS to read through the summary and tell them there

are eight errors. Dea[ with any vocabulary questions theyhave.

@ Replay the recording.

o After l istening, SS compare notes in pairs.

@ Go through the answers with the whole class. One way todo this is to ask SS, in turn, to read out a section of thesummary with the correct information. The other SS listenand say if they agree.

Natural gas is far less more environmentally friendly thanother fossil fuels like oil and coal, but it is also beingreplaced by newer sources of energy, as it will probably runout in 5sr5o years't ime.

The gas sector is cn{i*ely tikely to continue doing well forsome time to come, and the opening up of markets, togetherwith deregulation, has created more competition in theindustry.

Changes in how the sector is regulated mean that gassuppliers can now se{l buy from anywhere. New regulationshave also forced some companies to b+mdle unbundle theiractivities, dividing their companies into separate areas ofbusiness.

Apart from competition, other factors that have affected thesector include a fuH rise in the use of natural gas, as well asattracting a wider customer base. This has led to mergersbetween gas and eil electricity companies, as seen inGermany, and the creation of energy giants.

Other concerns in the gas sector include security of supplyand diversification: the lliddle{ast EU relies heavily oncertain countries and regions for its gas supply, so countrieslike Spain now import gas from a variety of countries.

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

o As a final stage in the listening, you may want to refer SS tothe audio script on page 165. SS often like to listen andread at the same time. After listening, ask 5S to focus on alanguage area, e.g. get them to find ten words relating toenergy. Don't spend too long going over a[[ the vocabularyitems in the audio script in detail.

SS discuss implications of rising energy costs and mergerc ofeneq;y companies.

o@ Get SS to look at the four questions. SS discuss their

answers in small groups of three or four. Circulate andmonitor, helping where necessary with vocabulary. Make anote of any problems SS may sti l l be having with the texisassociated with energy and five or six points for correction.Also, listen for any good points that SS make which can bebrought up later when you round off the discussion withthe whole class.

SS learn key words used in talking about energ;y andsustainable business.

@o Get SS to look at the vocabulary items in the box. Explain

any difficult words (watchdog might need explaining- it3an organisation whose job is to protect the rights ofconsumers and to make sure that companies do not doanything i l legal or harmful).

@ Get SS to complete the articles in pairs. Circulate andmonitor, hetping where necessary by telling SS if they havethe right answers or not.

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

l energy consumption z greenhouse gas emissions

3 energywatchdog 4 renewable energy 5 energyefficiency 6 wind power 7 fossilfuet 8 globalwarming

o As further speaking practice, you might tike to ask SS fortheir reactions to the articles, e.g. What are theimplications for the global energy market of the growth ofdemand in India and China? How would they feel abouttheir government raising taxes in an effort to protect theenvironment? Would they mind having a nuclear powerstation near their home or place of work/study?

| 4 Energy

SS read about moves to develop hydrogen as the energysource ofthe frrture.

@@ Get SS to look at the photo of the car and ask them if they'd

like to have a car like that. Why (not[ Ask them how muchpetrol a car like that would need. (On average, a small caruses 6-8 litres per roo kilometres, a large luxury car usesrz-r5 litres and the average four-wheel drive uses zo-25titres.)

@ Get SS to read the extract How'green'is your car?Dealwithany vocabulary questions, e,g, sport in this context is averb and means'to wear or have visibly displayed'. Ask SSwhat the title means (green means 'environmentallyfriendly'). NB New petrol cars currently emit roo-r7o gramsof carbon dioxide a kilometre, but the average four-wheeldrive emits more than r85 grams.

e Get SS to look at the four questions. Deal with any problemwords, e.g. petrol-guzzling which means'using a largeamount of petrol in a wasteful way'.

o Ask SS to discuss the questions in pairs. Go round theroom and hetp where necessary.

@ Get the ctass together and go through their suggestedanswers. Ask SS why we will need alternatives to petrot-driven cars. (Because oil supplies are expected to run outin 5e-6o years'time. This fact was mentioned by the gasexpert in the recording in the previous spread)

Suggested answers1 Heavy marketing, peopte feel safer in them, status

symbol.

4 Electric cars, solar-powered cars, hydrogen (see article),people using public transport more, or walking andcycling instead.

@@ As a lead-in to the article A dream of a hydrogen economy,

ask SS whether they can predict why switching to hydrogenfrom fossil fuels could present challenges. Don't reject anyideas at this stage.

o Telt SS that they are looking for four challenges mentionedin the text. Exptain that the idea is to scan read the wholearticle quickty for this information. Tell 5S to underline thekey phrases when they find them. They should ignore anywords or phrases they don't know at this stage and focuson the task. In order to make this a quicker readingexercise, set a time limit. As a guideline, read through thetext quickty, do the task and time yourself. Then allow yourSS about twice the time you needed to do the task. SS witlprobably need about four or f ive minutes.

Tell SS to check their answers in pairs. Then bring the classtogether and go through the answers with the whole class,asking SS to tell you the paragraphs and extracts where thechallenges are mentioned.

Ask SS about the tone of the article, i.e. the generalattitude or feeling of the text. Ask SS if the writer seemsconfident that the hydrogen economy is a possibil i ty in thenear future, or if he seems more sceptical about it. After afirst quick reading, SS should be able to tell that the articlehas a sceptical tone, as the writer has mentioned so manyproblems associated with a hydrogen economy.

Get SS to work in pairs and ask them for more evidencefrom the text to suggest that the tone of the article is rathersceptical. Alternatively, if the task appears to be toochallenging for your SS, refer them to one or two of thephrases yourself.

Four main challenges:o finding ways to produce hydrogen: Top of the list of

difficulties is finding a simple and economical way toproduce hydrogen, (paragraph l)

o finding ways to store it: ... storing enough of it on boarda car has them utterly confused. Because hydrogen isthe lightest element, far less of it can fit into a givenvolume thon other fuels. (paragraph S)

o converting it to electricity by the use of fuel cells: (... fhe

fuel cells that convert hydrogen to electricity. Fuel cellshave been used to power spacecraft, but their high costand other drawbocks have kept them out of everydayapplicotions such as cars. (paragraph 5)

@ infrastructure required to supply it to consumers:Hydrogen fuel-cell cars also face an obstacle fromoutside: the infrastructure they need to refuel.(paragraph 7)

Another issue mentioned is the safety concern s: Varioustechnical challenges - such as making them ruggedenough to withstand the shocks of driving and ensuringthe safety of cars loaded with flammable hydrogen gas(paragraph 6)

The tone of the article seems somewhat sceptical aboutthe viabitity of switching to a hydrogen economy. This isshown by the number of probtems mentioned in the articleand comments such asl ,,, have sunk billions ofgovernment dollors into hydrogen initiatives (paragraph r),The only problem is that the bet on the hydrogen economyis at best o long shof (paragraph z),Years of reseorch in allthese oreas, however, have yet to yield decisive progress(paragraph 4), lf producing hydrogen cheaply hasresearchers scrotchlng theh heads, storing enough of it onboard a car has them utterly confused (paragraph 5), ... thelitony of concems over making the transition to ohydrogen economy (paragraph 9).

o@

o@ Get SS to read the vocabulary items and see if they can

predict the answers before reading the text again. lt isworth pointing out that both definit ions for items r and 8are possible, but only one is correct in the context. Tetl SSto read the relevant sections of the text, and check themeaning ofthe words and phrases in context.

@ Get SS to compare their answers in pairs. lf they do notagree, tell them to refer back to the text to help themdecide.

@ Call the class together and go through the answers with thewhole class.

rb 2a 3b 4b 5a 6a Ta 8a 9b loa

o As further practice, ask SS to write example sentencesusing three of the words or phrases.

This exercise relates back to the topic of 'environmentallyfriendly'energy, f irst raised in the previous lesson, andexptores the topic further. Put these three phrases - renvironmentally friendty, z alternative energy, 3 renewableenergy - on the board. Ask SS what the expressions meanto them. (r does not harm the environment; z energyderived from sources that do not use up natural resourcesor harm the environment; 3 an energy resource that isreplaced rapidty by a natural process, such as powergenerated from the sun or from the wind. )

Get SS to work in small groups of three or four to discussthe three questions. Set a five-minute time limit for this.Circulate and help SS by providing any vocabulary theyneed. Alternatively, this could be an Internet researchproject. First, brainstorm the sources ofalternative energyas a whole class (see answers to r below). Then sptit the SSinto groups. Give each group an alternative energy toresearch its advantages, disadvantages and technologicaldrawbacks. lf this is done in class time, set each group atime limit of one hour to research the topic. Or set the taskfor homework and allow SS time in class to comoare andput together a presentation of their f indings. Ask eachgroup of SS to give a five-minute presentation of theirfindings. 5S listen to each presentation and decide at theend which alternative energies seem most/less viable andwhy.Call the class together. Deatwith one source of alternativeenergy at a time. Get one student from each group tofeedback on their ideas as a whole class. Ask SS to decidewhat they think seem the most/less viable sources ofenergy and why.

r ErysY-J

Suggested answersr Solar, wind, wave, tidal, hydroelectric, geothermal,

biomass/bio fuet (e.9. straw, algae, cow dung, wood)z Experts think it is sti l l unclear whether any of the

alternative/renewable energies coutd be a viable globalalternative to fossil energy. Hydrogen, solar energy andbio-fuets are the most debated options as part oftheEU's energy strategy.o Solar energy is not very effective on cloudy days, in

winter, at night or in areas without much suntight.The problem is how to store significant amounts ofelectricity when the sun is not available to produce it.

o Wind energy is similar to sotar energy in that it is notdependable. Also, wind turbines are expensive,windy areas are often in isolated locations a longway from the power grid system, and some say thatwind turbines ruin the natural landscape. Salt waterwould quickly damage wind turbines placed at sea.

o Many sorts of installations have been tried to obtainenergy from waves, but without much success.Waves are not a dependable source ofenergy. As fortidal power, there are currently very few sites, it isconsidered ecologically damaging and not asignifi cant power source.

o Hydroelectric dams destroy the local naturalenvironment, witdtife and communities aredisplaced.

o Geothermal power is t imited to certain locations.o Using biomass such as wood can lead to

deforestation. Ethanol (grain alcohol) produced frombiomass (e.g. crops such as sugarcane) is a cleanerfuel than petrol as it produces less carbonmonoxide. However, it produces just as muchnitrogen oxide. In addition, ethanol productioncontributes to air pollution. Another drawback isthat organic material, while low in cost, tends to bebulky, making it uneconomic to transport over longdistances to power stations.

SS look at the use of written and spoken discourse devices.

A" "EA Grammar reference: Discourse devices page 722

@ lf 5S would tike to do some language work foltowing onfrom the text, refer them to page pz of the Grammarreference on l inking expressions. Get SS to read theinformation in the table on the left and look at the examplesentences. Ask them to find three examples of t inkingexpressions used in the article on page 37, e.g.But ry percent of the energy in naturol gas is lost as waste heatduring the re-forming process (paragraph 3), Yeors ofresearch in all these areos, however, have yet to yielddecisive progress (paragraph 4),Because hydrogen istheIightest element, far less of it can fit into a given volumethan other fuels (paragraph ), Yet, if that is the case, many

I + Energy

energy experts argue, governments should be spending farmore money to lower the technical and economic barriersto all types of alternative energy (paragraph ro).

Get SS to work in pairs to complete the sentences on pagetzz.Do the first one with the whole class so that SS knowwhat is expected. Circulate and help where necessary.

Catl the SS together and go through the answers with thewhole class.

r to buy smaller cars unlessz since (the) oit (supply) is

3 in spite of (thei| reservations / in spite of havingreservations

4 so they can / so as to

5 cheap because it costs6 on water (supplies) because of

SS tlsten to two problems being discussed, look at thelanguage of problem-solving and role-play a problem-solvingscenario.

@ Q+.,@ You may like to use this quote on problems as a [ead-in to

the section. Read it aloud, dictate it to the class or write iton the board. Get SS to say what it means, if they agreewith it and ask them who lhey think said it.We can't solve problems by using the same kind of thinkingwe used when we created them. (Atbert Einstein)

Ask 55 to look at the right-hand photo. Get SS in pairs todiscuss what they can see in it and decide where they thinkit was taken. Set a two-minute time limit for the discussion.Circutate and help with any vocabulary where necessary.

Calt the class together and ask if they guessed the city.(Rotterdam)

Refer SS to the left-hand photo and ask them what theysee. (Air-conditioning / air-con units)

Telt SS they will tisten to two separate dialogues. SS listenand identifiT what the two problems are, and who they thinkis speaking in each dialogue.

SS compare their ideas in pairs. Only if necessary ptay therecording again to allow SS an opportunity to confirm theirideas. Go through the answers with the whole class.

r In the first conversation, the speakers are talking aboutthe high [eve[ of staff turnover in one of the companyoffices. lt is probably a regional manager and a managerfrom the Human Resources Department.

z In the second conversation, the speakers are discussingthe shortage of air-conditioning units for sale. They areprobably the owners or managers of an electrical goodsshop.

@ O+.'o Tell SS that they wil l l isten to the dialogues again. Ask them

to read the extracts in pairs and try to predict the missingwords. Dea[ with any vocabulary questions, e.g. staffturnover means 'the rate at which people leave anorganisation and are replaced by others'; branches areindividual banks, shops, offices, etc. that are part of a largeorganisation; sold out of means'have no more left in ashop'.

o SS listen to the dialogues again and complete the phrases.SS compare their answers in pairs. Play the recording againif required.

@ Go through the answers with the whole class.

@@ SS work in pairs to identifo the function of each of the

phrases. Tetl SS to write the number of the phrase next tothe items (a-d). Do the first one together as an example.Circulate and help where necessary.

@ Go through the answers with the whole class as a quick-fireactivity.

o As follow-up, dri l l the pronunciation of some of theexpressions from the two conversations.

SS work in pairs again to match the two parts of thephrases.

As follow-up, draw SS's attention to the verb patterns withsuggest, consider and useful expressions like lf (someone)were ..., provided, might as well.

Drit l the pronunciation of some of the expressions from thetwo conversations.

1g zd 3f 4a Sb 6c 7h 8e

@ O+."@ Exptain that SS are going to role-play two situations based

on the conversations in Exercise A. lf necessary, play theconversations again to remind SS of the problems or elicitthe problems from SS.

o Tett SS to incorporate some of the problem-solvinglanguage from Exercises B and D in their discussions.

@@

r notice z could be 3 As I understand it 4 to jump toany conclusions 5 would be a good idea to 6 looks l ike

7 shoutd reconsider 8 only problem I can see 9 let'ssleep on it

Divide SS into pairs. SS A and SS B look at the firstsituation on their corresponding role cards on pages 44and r5o. Allow SS time to read them and prepare what theyare going to say. Tell 5S they have a minute to do this. Thispreparation time is vital, as second-language acquisit ionresearch has shown that it improves the accuracy andlength of SS's utterances. Dea[ with any vocabularyquestions.

Circulate and monitor the class as SS act out the role-plays.Make a note of SS who are carrying out the tasksuccessfully, any usefut language used and five or sixlanguage points for correction, including intonation andpronunciation.

Call the class together. Give feedback to the whole class,praising SS who used the expressions correctly. Put theitems for correction on the board and elicit the correctversions from 5S. Drilt any pronunciation items again,where necessary.

Refer 5S to the second situation. Repeat the proceduresabove, reminding SS to pay particular attention to avoidingthe same errors. Circulate and monitor SS oerformance.Again, make a note ofSS who carry out the tasksuccessfully, any useful language used and five or sixlanguage points for correction, including intonation andpronunciation.

Catl the whole class together and praise their efforts. Gothrough the corrections together as before. Finally, askeach pair ofSS for feedback on the tasks; were they able tocome up with any proposals or solutions to the problems?lf time is limited, iust ask one or two groups for theirfeedback.

For follow-up practice, go to the Resource bank in thisbook.

SS look at the structure of proposals and use tinkingexpressions for writing proposals In context.

o@ Telt SS that you are going to look at writing proposals. lf

you have in-work SS, ask if they ever have to writeproposals and whattheythinkthe purpose ofa proposal is(to persuade the reader to do or accept something, e.g.fund a project, buy your product, etcJ. Ask them what theyexpect to find in a proposal and how it might be organised.SS may have different experiences or no experience ofproposal writing. You could copy and distribute thefollowing information if SS wil l f ind it useful or go throughthese points by giving SS an oral presentation.

+ Energy I

Proposals are both informative and persuasive writingbecause they attempt to educate and to convince thereader to do something. Therefore, it necessary to get youraudience's interest in the proiect before you present themwith timescales and costs. lt's always important tohighlight the benefits the reader will receive, as well asthe cost ofthe solution.

There are many ways to set out a proposal, and the tipsand guidelines here are by no means definitive. You canuse a memo for internal proposals and the business-letterformat for proposals written from one externalorganisation to another. One simple framework is asfollows:o The introductlon presents and summarises the problem

and your proposed solution(s). lt includes a summary ofthe benefits the reader witl receive from the solutionand the total cost.

o The bodyofthe proposal provides a detailedexplanation of the solution, including a breakdown ofthe method, tasks, equipment and personnel that wil lbe required. lt can also present a detailed breakdown ofthe timescale and costs.

o The concluslon emphasises the benefits that the readerwill receive from your solution to the problem andshould encourage and persuade the reader to take yourproposed course of action.

Some proposal writers provide an executive summarywritten in non-technical language for those outside yourspecific area of expertise. Alternatively, you might includea glossary ofterms that explains technica[ language usedin the body of the proposal and/or attach appendices thatexplain technical information in language that is easy tounderstand. In addition, if your proposal is goingto peoplein the organisation or clients who don't know you, includeyour qualiflcatlons for the proiect.

Get SS to look at the Useful tanguage box and identify themore formal linkers that might be used in reports and theless formal words that might be more common in spokenEnglish.

SS compare their ideas in pairs.

Go through the answers with the whole class.

Suggestions for less forma[, more frequently spokenexpressions are:Adding extra Informationtoo, also, as well asContrastin g informatlonbutIntroducingthe result of previous informationsoGiving the reason for somethingbecause, that's whyExpressing a sequence of eventsthen, after that, finally

@

@

| + Energy

@@ Tell SS they are going to write a proposal. Refer them to the

writing-style tips at the bottom of the page. Deal with anyvocabulary questions, e.g.'gender-neutral' languagemeans using words that do not assume people are alwaysmale - writers should use he or she rather than iust he.

@ Ask SS some questions about the tips, e.g. Why is itparticularly important to write with the reader in mindwhen doing proposals? (Because you want your reader todo/accept what you propose); For which audiencesdo/woutd they use a semi-formal writ ing style and whendo/woutd they write in a more formal style?

@ Now telt 5S to imagine that they are managers in acompany that is about to relocate. Ask 55 to suggestreasons why a company might relocate. Ask 5S to suggestsome reasons why employees might be happy or unhappyabout such a move. S5 may have personal experience ofoffice moves which they can tell you about.

@ Get SS to read the instructions and the notes to incorporateinto their introduction. Deal with any vocabulary questions,e.g. outskirts.

o SS work in pairs to write their introductions. Circulate andhetp SS with the task, pointing out any errors as they arewrit ing, but allowing SS the opportunity to make thecorrections themselves.

o SS exchange proposals with another pair and read eachothers'versions. lf culturally appropriate, you could ask SSto proofread each other's work and point out any errors.

o Copy the model answer lelow and distribute it to SS forthem to compare with their versions. Ask them to underlinethe linking expressions and any expressions they findusefu[.

SS look at the problems of energy cost at a supermarketchain and make proposals for savings.

Background

Get SS to focus on the photo ofthe supermarket freezers.As a lead-in to the case study, ask SS where they usuallyshop for food and if they buy much frozen food. Ask them ifthey think the demand for frozen food is l ikely to increaseor decrease in the future and to give reasons for theiranswer5.

Get SS to study the background information in the CourseBook. lf you think it l useful, read it aloud or ask a studentto read it aloud. Deal with any vocabulary questions theymay have, e.g. the bottom llne means 'the figure showingthe company's total profit or loss', shelf stock means 'allthe items that the store sells'.

Write the following headings on the left-hand column of thetable and elicit information from SS to complete the right-hand column.

Company/organisation Supersun

Based in California

No. of stores 3oCurrent threats andweaknesses

a tight profit marginsstrong competit ionincreasing energy bittsgovernment's'clean air 'legislation

a

a

a

Main operating costs . shelfstock. energy bil ls

Strengths andopportunities

o creative marketing strategiesto retain and increasecustomers

. reduce energy costs byimproving efficiency

Reading

@ Put these numbers on the board: 2, 5e., Lo,9, 10, 4oo.

@ Get SS in pairs to read the CERG newsletter extract and saywhat the numbers refer to.

@ Go through the answers with the whole class as a quick-fireactivity. Deat with any vocabulary problems, e.g. earningsper share means 'a company's profits for a period of timedivided by the number of shares'.

Profit margins are below zolo in supermarkets.

Energy costs are as high as $5o or more per square metre.

It's estimated that a roolo reduction in annual costsincreases profit margins by 9olo, increases share earningsby nearly roolo and is equivalent to a $4oo increase in satesper square metre.

Model report

Transport service for relocated staff

lntroductionGiven the high cost of office space in the city centre, thecompany has decided to relocate to a new business parkon the outskirts of the city in January next year. This movewill provide more spacious facilities, allow for expansionand have the added advantage that the offices andwarehouse witt be finalty integrated on one site.

Despite these benefits, a major concern of theadministration staff due to be relocated is the lack ofpublic-transport l inks to the business park. I haveinvestigated existing transport facilities and, as thebusiness park is a new development, the local transportcompanies do not, as yet, have any plans to reroute anyservices or create any new services for the foreseeablefuture.

As a solution to this problem, I propose that the companyprovide a morning, lunchtime and evening mini-bus servicefrom Kings Square, a location in the city that provides easyaccess for onward iourneys via bus, underground and trainnetworks. At an estimated annual cost of 53,ooo euros,this solution is both cost-effective and efficient and willensure staff morale is not adversely affected by thecompany relocation.

o Ask 5S if they think energy saving is a good idea forsupermarkets based on what they've read. (lt wouldcertainly seem so from the increase in profit marginsclaimed by the CERG newsletter)

o Ask SS why they think supermarkets have such high energycosts. What do they think are the main sources of energyconsumption in supermarkets? Don't spend too long onthis discussion, as the sources of energy consumption areoutlined in the pie chart on the next page.

@ Refer SS to the pie chart on page 41. Deal with anyvocabulary problems. Ask SS as a whole class tobrainstorm ways supermarkets could reduce costs in theseareas. You and SS may be able to talk from personalexperience of walking into a store that was too hot/cold, orwhich had the doors open in winter and the heating on, etc.

ListeningQ +.t@ Get SS to look at the agenda for the store managers'

monthly meeting and read the listening task.

@ Ptay the first part of the recording and ask SS whichagenda items the group are discussing. Ohey start withitem z, but go into items 3 and 4 as well during the courseof the discussion.)

Ptay the whole recording and ask SS to make a l ist of thetasks the new Energy Project Team will have to work on.

SS listen. In pairs, they compare ideas. lf necessary replaythe recording. Go through points with the whole class.

Suggested action points for Energy Proiect Teamo Collect and analyse.data on energy costs.o Think of ways to make energy saving a priority for

everyone in the company.@ Come up with ideas for reducing CO, emissions by too/o

in the next seven years.o Make proposals for energy savings and possible

investment in new equipment/technologies.

As a follow-up, ask SS what energy-saving and waste-reducing measures people came up with in the meeting;were they the same ideas as SS had mentioned earlier intheir brainstorming session? Play the recording again to getmore details and check SS's answers.

SS compare their answers in pairs. Then go through theanswers with the whole class.

@ Turn air-con down.@ Turn off lighting inside and outside the supermarkets.o Use skylights.o Buy/use more energy-efficient refrigeration units.o Buy energy from renewable sources.o Selt less frozen food and cut number of fridges.@ Cut transportation costs through buying more produce

locally.

+ Energy I

Taskr

o Tell SS they are now part of the newly formed EnergyProject Team. One of their duties is to collect informationabout ways to save energy and report back to the group.

@ Divide the class into two groups. Refer one group to theStudent A role card on page r45 (Energy Efficient Lightingin Shops) and the other group to the Student B role card onpage 151 (Refrigeration). Tell them to read the informationand try to memorise it, retelling it in their own words. Dealwith any vocabulary questions. They can look at the cardquickty if they need to. Allow them time to practise this intheir group.

@ Regroup SS in A+B pairs. Tell them to report theirinformation to their partner. They can look at the role cardsifthey need to check something, but should try to retell theinformation in their own words as much as possible. SSlisten to each other and take brief notes. Circulate andmonitor SS's performance and what they are writ ing. Notedown strong points, any useful language used and five orsix language points for correction, including vocabularyand pronunciation features.

@ Calt the class together. Praise SS's performance. Gothrough the points for correction, eliciting the answers fromSS wherever possible. Ask SS which techniques they readand hear about would save the company most money andwhich would be the cheapest to implement, e.g. checkingfridge door temperature settings, using low-energy lightbutbs.

Reading

@ Get SS to read the news extract at the top of page 4r. Dealwith any vocabulary problems, e.g. hike means 'a largeincrease in prices'. Ask SS what impact these price riseswil[ have on Supersun. (lt wi]l increase operating costs andreduce the profit margin. Supersun may decide to increaseproduct prices as a result, but this could cost it customers.Alternatively, they could [ook at energy-saving measures tocounteract the price rise.)

Task z

s Telt SS to read Task z and to look at the CO, emissionschart on the right. Deal with any questions they have.

@ Refer SS back to the problem-solving language used inExercises B and D on page 18. Dritt a few oftheseexpressions again.

@ Divide SS into small groups. Tell them to discuss the pointsand to come up with some solutions and proposals. Oneperson from each group should lead the discussion, and anote-taker should write down their solutions andproposals.

@ One way to encourage SS to use certain expressions is togive each ofthem a card with three expressions on.5Shave to try to get atl three of their expressions into theconversation.

I q Energy

@ Circulate and monitor, checking SS are carrying out thetask correctly. Make a note ofany good language beingused and common errors for correction, includingpronunciation.

o Alternatively, another way to deal with errors is to write. them down on pieces ofpaper and pass them to SS to look, at and tryto self-correct.

Feedback

@ Bring the class together. Praise some of the stronglanguage points that you heard, and work on five or sixpoints that need improvement, especially in relation tolanguage used for problem-solving. Get SS to model thecorrect forms.

o To round offthe activity, ask the note-taker from eachgroup to report back on their proposals. Highlight some ofSS's best ideas.

o lf there is t ime and interest, ask SS if they think energysaving is an issue in industry and companies in general.They may be able to give you examples of initiatives theyknow of, such as new office buitdings that make the mostof natural tight and which have been equipped with energy-saving devices, such as solar panels.

Writing

5S took at the rubric for the Writing task.

Get SS to brainstorm the information that should go inthis proposal and put these points on the board. All thisinformation has come up in the l istening and in Tasks rand z.

Ask 55 to look back at the tips for proposal writing (CBpaCe 39) and in the lesson notes (TRB page 49). Revise thestructure and purpose of a proposal. Get SS to look at theUseful language box on page 39 again as well.

Get SS to write their drafts in pairs or individually.

Circulate and monitor, checking SS are completing the taskcorrectly.

lf t ime is l imited, SS can write iust a 2oo-word introductionas a class activity and do the full report for homework.

For early finishers, or as an extra activity, telt 5S toproofread each others' proposals.

Put atl the proposals on the wall and ask SS to circulateand read the other proposals and decide what other pointswere mentioned that they woutd have tiked to include intheir proposals.

@ Wri,tn, tips (CB paCe 39) and guidelines (TRB page rrp)

@

@

@

@

1tO 1

o Go through the information in the Course Book withyour student. Explain any difficulties. In Task r, get thestudent to prepare one of the roles and you take theother. At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later. Praise any goodexamples oflanguage used and go over any errors,including pronunciation.

o Do Task z together. Don't dominate the conversation inthis task, but say enough to keep it going and allowyour student to ask and answer questions. You couldrecord the discussion on cassette or video, if thestudent agrees, and use it for intensive correction workafterwards.

ent trends

g'si*i

Lesson rlLlstenlng and dlscusslon

Each lesson is obout60-75 minutes- This tinedoes not includeodninistm$on and tinespent going throughhomewo* in any lessons.

Llstening 1! Work patternsSS listen to short extracts and decide what type of employmentthe speaker is talking about.

Listening 2: Trends in employment5S listen to an interview with a business studies lecturer, whotalks about recent research into employment trends in the [JK.

Vocabulary: EmploymentSS look at words related to employment.

Discussion: Emplovment trends 15S talk about emDlovment trends.

Practice FiteWord power (pages 28-29)

Lesson 2:Readingand language(pages ++-+s)Each lesson is about60-75 minutes.

Discussion: lob satisfactionSS discuss the factors that affect iob satisfaction.

Readingt Indio, Coll centes ring the chonges55 read about staff attrit ion rates at call centres in lndia.

Language review: Cohesive devices and using inversions foremphasisSS look two language areas arising from the text: cohesivedevices and using inversions for emphasis.

DElugggriloplsymer|lllqrdg 2SS talk about jobs of the future, unpopular lobs and howcomDanies can retain staff.

Text bank(TRB pages 172-175)

Grammar reference andpractice(CB pages rz3-rz4)

Practice FileText and grammar

Qages 3o-31)

Lesson 3rBusiness skills(pages 46-47)Eoch lesson is obout7530 ninutes.

ResolYing conflict5S discuss their views on conflict in the workplace; l isten to aconversation where a conflict is being discussed; do a role-playand listen to an expert talking about misunderstandings thatarise in e-mail comm unication.

Writingr e-mails5S write a reply to an abrupt e-mait.

Resource bank(TRB page 223)

Writingfile(CB page r35)

Practice FileSkil ls and pronunciation(pages 32-331

Lesson 4!Case study(pages 48-49)Each (esson is obout7530 minutes.

PelaGyicalGcentre absqltqgi54SS read about the problems of absenteeism in a Dublin callcentre, role-plav an interview about absenteeism with a memberof staff, priorit ise the issues and discuss how to resolve theDroDlemS.

writing fite(CB pages 138-139)

For a fast route through the unit, focusing mainly on speaking skills, iust use the underlined sections.For one-to-one situations, most pafts ofthe unit lend themselves, with minimal adaptation, to use with individuatstud€nts. Where this is not the case, atternative procedures are giver.

5 Employm€nt trends I

The way we work is undergoing coristdnt change as the world moves from the industrlal age to theintormatlon age. In many industrialised countries, this transition has generally led to a loosening of.elationships between emplryeE and emplryees and far greater flexibillty in terms ofemploymentcontracts and worklng hours, with more people working on flred-term contracts and greater levels ofself-em ployment.

lnformation and communication technologies, such as the Internet and broadband connections, arehaving a major impact on the way we work and wil[ continue to do so in the future. Many jobs and caleelswill become 'extinct', and new ones will replace them. Other jobs will be transformed by technology out ofall recognition in today's world. Experts predict that most oftoday! childlen willbe doing iobs in thefuture that do not even exist yet.

The trend ofmoving manufacturing operations to countries with low laboul costs has existed for manydecades. This drive towards Incrcased ploductivlly and lower production costs, combined withtechnological advances, has more recently allowed companies to outsource and offshore other parts oftheir operations to these countries and regions. Companies are now able to distribute their work aroundthe globe and operate 24 hours a day, seven days a week.

According to the FTt Future ofWotk Repott Asia is the top destination, with 3Z per cent ofoutsourclngproiects. But western Europe also benefited, with 29 per cent - the favoured locations being the UK,lreland, Spain and Portugal- and eastern Europe with 22 per cent. lndia has become one of the majorsuppliers ofcall centres for the Britain and the United States because ofthe huge number of English-speaking graduates. However, it is not only the low-sklll€d jobs that are being transferred to Asia.Increasingly, multinationals are recruiting hlgtty skilled engineering and programming staffin tuiancountries and transferring their reseerch and development operations to these countries as well.

Free marketeers argue that European countries, like France and Germany, suffer fiom excessive laboutmarket retulation, such as mlnlmum wagr leglslation and EU directives controlling working hours. Inmany eastern European countries, large-scale unemployment and the infomal economy are still majolproblems, and ones that the expanded Eu wil l have to find ways to dealwith. Many predict there wil l begreater mobllity ofthe workforce as people move from east to west to find work. Western Europe, Japanand the United Sates are all ageing societles. As the adlw workforce continues to fall in proportion to thetotal population, many hayp expressed concerns about the impact that this will have on these societies.

India and China are now playing an increasing role in the world economy. According to Kim Clark, dean ofHarvard Business School, 'We simply have not comprehended yet the full impact of 2.5 billion peoptecoming into the world economy who were not part ofit before.'There is no doubt ofthe benefits andopportunities for those developing economies that have invested in technology in terms ofincreasedemployment opportunltles and economic development. secondly, hlgher Incomes in these developingeconomies not only benefit the domestic economy, but also the global economy, as these are hugepotential markets for goods and services.

Your in-work students wil l be abte to talk about how their jobs and careers have changed as technologyhas devetoped. They may atso have experienced a change in direction in their careers, have retrained orenvisage the need to do so in the future. Pre-work students wilL be able to talk about the iobs of membersoftheir family and the type ofjob they expect they'll be doing in the future. Both pre-work and in-workstudents wil l certainly have views on employment trends in their country/region and in the wider world.

Rebecca Corfield: Saccessful interview skills: How to present you6elfwith confidence, Kogan Page, 2006

Mafthew,, DeLuca: 2ol answe6 to the toughest job interuiew quesf,ots, Schaum, 1996

Spencer Johnson: Who noved my cheese? Putnam Adult, 1998

Richard Nelson Bolle st What color is yout parachute? A proctical guide for job-hunters and coreer changers,Ten Speed Press, 2oo5

lI@!E @ Pearson Education Limited zoo6

| 5 Employment trends

Get SS to look at the opening picture. Tellthem to work inpairs for two minutes and talk about what they can see inthe picture and how they think it relates to the unit title.callthe class together and ask them what they think theconnection is between the unit t it le and the picture. (He

seems to be working from home, or at least an isolatedlocation, thanks to modern technology (note that there is asatellite dish on the roof). This photo shows one way thatemployment is changing in the'information age'. The unitdeals with different aspects ofthis change.)

Put some ofthese jobs on the board and ask if ss knowwhat they are: butler, cobbler, servant, tailor, shoeshine,furmer. Ask SS ifthese iobs exist today in their country andin what form. Ask 55 ifthey can give you any moreexamples ofiobs which are virtually 'extinct' today.

Get SS to think about some iobs that exist now that didn'texist a hundred years ago. Put some ofthese jobs on theboard: printer, nurse, reporter, secretary, bank clerk,doctor, engineer, miner, airLine check-in staff, travetagent,supermarket cashier. Get SS to say how they thinktechnology willaffect these jobs in the future. Witttheybecome extinct or how witlthey be transformed? Thisactivity can be done in smallgroups ifyou prefer.

This could lead into a discussion ofoutsourcing andinsourcing. Don't spend too long on this, because SS willget an opportunity to dkcuss the issues in more detail inthe reading section.

lnformation boxIt is estimated that medical knowledge is doubling everyeight years, and that halfofwhat students learn in theirfirst year at university about science and technology isobsotete or revised by their finalyear.Some futurists predict that the type ofjobs that will'survive'are those that involve face-to-face contact withclients or that don't involve routines that can beautomated, or jobs that require high levels ofteamworkand flexibility. Examples are retail salesperson, health-careprovider, lawyer.

Tell SS they will be looking at some issues related toemployment trends around the wortd.

Go through the overview panelat the beginning ofthe unit,pointing out the sections that SS will be looking at.

QuotationPut some ofthe following abbreviations and acronyms onthe board - or add some others, as appropriate for your 5S- and ask 55 what they represent. Do this as a quick-fireactivity with the whole class.BA (Bachelor of Arts) degree: first university degree insubjects relating to the broad definit ion ofarts, usuallylasting three years in the UKBSc (Bachelor ofScience) degreer see BABEC Business English Certificate (UCLES)CAE Certificate in Advanced English (UCLES)lliD Doctor ofMedicine: degree in medicine usually studiedafter a first degree. Medicaltraining takes between six andseven years in totalin the UK.PhD Doctor of Phitosophy: a degree of a high level thatinvolves advanced research. Studying for a PhD can takeanything from three years to a lifetime.

Ask 55 these ouestions:What qualifications do you think arc impoftant to get agood job nowadays?Hos this changed in the (ast 50 yeoE?Do people need more quolificatlons nowodoys?What is the overoge length ofa degree cource ondvocotional training in yout country for doctoE, lowyers,architects and other professionols?Has this changed in recent decades?NB In some European countries, such as the UK, theaverage degree course is three years in length, but it canbe four or even five years in countries like Spain-

Get SS to give you some ofthe acronyms and abbreviationsfor courses and exams they can study for in secondaryschool, university and in further and higher education.What are the minimum requirements to get into university?Do people put letters after their names (e.9. BA, MSc)? Inwhat circumstances?

Get SS to look at the quotation and ask them what theythink it means. Dealwith any questions 55 have about thevocabutary, e.g.felloulis an old-fashioned way to say'man'. Alternatively, ask 55 to look at their dictionaries tofind definitions for the word fellow and any related wordsand report back to the rest ofthe class.

Then get SS to read the quotation and explain what itmeans. Askthem ifit is the case in their country or regionthat highly quatif ied people can't get work in theirorofession.

As follow-up, SS might want to look at the use ofabbreviations and acronyms in business, e-9. CEO, VIB VP.Depending on the area ofbusiness, there may be a lot ofstandard internationalabbreviations, e.g. importation andexportation, or banking and finance. Put some ofthesecommon business abbreviations and acronyms on theboard and elicit the meaning from SS in a quick-fire activity.Ask SS if they can add a few more. NB Some companies arebest known bytheir init ials as well, e.g. GM, lBM, BMw, cK,DHL, BA, FT.

SS listen to short monologues and decid€ what work pattemthe speaker lstalklngabout,

@ Os. 'Get SS to read through the eight work patterns. Dealwithany questions they have, e.g. casual labour (also informalemployment) is any work that is done without a legalcontract, social securityand income-tax payments,

Play all six extracts without stopping. SS work in pairs tocompare their answers, Monitor to see if SS are gettingmost ofthe answers,

Play each extract again. Telt SS to listen for words andexpressions which helped them decide their answers. Thistime, pause after each speaker and eLicit the answer fromthe whole class. tuk SS to tell you what words or phrasesthev heard which helDed them.

lf time allows and SS are interested, refer them to the audioscript on pages 165-166. Get SS to listen again and read.Ask 55 to identin/ any otherwords and expressions thatrelate to work patterns and gave clues to the answer.As further practice, refer SS to the two extra work patternsthey didn't hear described (shift work and ftxed-term/temporury contract and get them to write a shortmonologue which describes some aspect of one oftheseforms ofwork. In pairs, 5S then read their short extract toeach otherand decide which work pattern is beingdescribed.

To round up, ask 55 questions about some ofthese workpaIIern5:ls seosonal work conmon and in which sectors (e.9.agriculturc, hotel and tourisn)?ln which iobs is it common to work shifts (e.9. hospitalstaff)?Do people migrate to or from thet country/region to work?Where to/fron?Are fixed-tern contracts common?

SS listen to an lntervlew with Sean i/lccuinness, a businessstudles lecturer and govemor at Hammersmlth and W€stLondon College in london. In the flrst part ofthe Interview, hetalks about recent rGsearch Into work pattems in the UK. lnthe second part, he descdbes how n€w technologles havechanged the way we work.

@ (?s."o Get SS, in pairs, to look through the questions and try to

predict which statements are true and which are false.Explain any difficult vocabulary.

e Play the first part ofthe intervieu

5 Employment trends I

@ 6et 5S to check answers in pairs. Go through all theanswers in open ctass after SS have listened only once. SSshoutd have understood enough with one listening to dothis true/false task. Tell them they witl be l isteningto therecording again, though.

1 False 2 True 3 True 4 False

Put the following items on the board. Tell SS to listen to theinterview again and identiry what the items refer to.ESRC,80, 90, 5, 2,6 and 2, 7 and 4, portfolio workers

Play the recording again all the way through.

SS check their answers in small groups. Circulate and dealwith any queries SS have.

lfyou can see that altSS have had diff iculties with aparticular item, play that section ofthe recording again.

Go through allthe answers in open class,

@

@

@

@

ESRC = the Economic and Social Research CounciI80 - percentage of people in permanent employment tenyears ago

90 = percentage of peopte in permanent employment today

5 = percentage ofemployees with temporary contractsnowaoavs

Z = percentage of people in self-employment

6, 2 = the average length of time (years, months) peoplestayed in their jobs ten years ago

7, 4 = the average length of time (years, months) peoplestay in their iobs now

portfolio workers = a flexible and mobile workforce thatgoes from job to job

@ As a foltow-up, you could ask 55 if any information theyheard in the interview surprised them.

@ C)s.rAsk 55 to look at the picture on the Left ofthe exercise andask ifthey know what this object is and what it's used for.(An hour glass, an old-fashioned device filled with sand,used for telling the time) Tell SS that hour g/ass will bementioned in the recording in another context.

5S, working in pairs, to lookthrough the items a-e. Dealwith any questions they have (e-g. enlargement, frcm lheroot word larqe, meaning'to increase in size or amount';commonly used to refer to photocopies, images orphotographs).

Play the full recording through a first t ime.

SS compare answers in pairs. Go through the answers withthe whole class. lt should be oossible for advanced SS todo this first task having heard the recording only once.

Correctorderr c, b, e, a, d

2h 46 6daa 3e 5c

| 5 Emptoyment trends

@ Qs.ro TellSS to l isten again and make notes about each ofthe

five ooints.

o Play the recording, this time pausing briefly after each itemto allow SS time to finish writing their notes.

o SS go through their notes in small groups. Circulate andmonitor, dealingwith any questions 55 have and checkingifthere was any important information that SS did not pickup on.

o Go through the answers with the whole class.

a lf necessary based on your assessment of SS's feedbaclqptay any difficult parts ofthe recording a third time, toallow SS an opportunity to hear the Information agaln.

Suggested answersPropo]tlon of people using the Intemet and €-mall atworko Over 8oo/. of higher professional and senior managers

use the Internet and e-mail at work.6 Only 29olo of administrative staff and q-15ol. of skilled,

semi-skil led and unskil led manualstaffuse the Internetand e-mail in their jobs.

oerrelopment of iob enlargement@ People are taking on additional skil ls and roles and

sharing out middle-management roles.@ Higher professional lobs have risen by 3o/oto 37"/oin the

last ten years, but the middle-ranking jobs have beensoueezed out.

Descrlptlon of the'hour-glass' economyc The theory suggests tliat there witl be targe numbers of

highly skilled and unskilled workers and very fewpeople in the middle-ranking occupations.

Occupatlons that are expe encing gowth@ Traditional and low-paid occupations: sales assistants,

call-centre operators, security guards, care workers andgenerally service-sector jobs are growing.

o The fastest growing occupation in the UK ishairdressing- up by over 3ooo/o from ten years ago.

Recommendatlons for twernment €mployment pollcy6 Need for minimum wage legislation and controls over

working hours.

Ask SS to describe what is meant by the'hour-glasseconomy'. Ohere willbe more higher professionals andunskil led workers and fewer middle-ranking iobs.Therefore, the implication ftom this is that employment inthe UK will resemble an hour-glass shape - wide at the topand bottom, but narrow in the middle. The speaker thinksthis will make social mobility difficult.)

For further practice, you may want to refer SS to the audioscript on page 166. lt's often usefulfor SS to listen and readthe script, but itt also valid for 55 just to read withoutlistening again. Ask SS to pick out a language area, such asten words and expressions relating to the lexical set ofemployment. Don't spend time going over allthe words inthe audio script in detait; focus SS on a particular languageitem and just dealwith questions relatingto that language.This task will also help SS prepare for the next exercise.

55 look at words related to employment.

@6 Refel SS to the items in the box, but do not explain any

expressions at this stage. Encourage them to use thecontext ofthe sentences to help with the meaning.

@ 55 work in pairs to complete the sentences. Circulate andmonilor. TellSS iftheir answ€rs are right or wrong so thatthey can try again ifnecessary.

o Call the class together and go through the answers. Drillthe word stress and pronunciation features ofsome ofthemore difficult vocabulary items.

SS tatk about employment trends.

@6et SS to read the questions and deal with any questions(e.9. oyerfime means working extra hours; somecompanies pay for this, but most don't; Fo reseeoble means'fairly soon).

Get 55 to discuss their answers in small groups of three orfour. Circulate and monitor, helpingwhere necessary Notedown five or six common errors for correction related to thetheme ofemployment and any new words that have comeup which might be useful for the whole class. Write theseon the board for later, You could also make a note ofanvinteresting/controversial points raised during thesediscussions to refer back to in the finalfeedback stage.

Bring the class together and go through the corrections,eliciting the correct forms from 55. fuk them to explain thenew words on the board. Drill pronunciation wherenecessary.

As a final feedback stage, ask a person from one group fora brief summary of their discussion and whether theyagreed or not. Ask one person from each group to feedbackif t ime and interestallows. SS maywantto continue thedebate as a whole class ifthere are a lot of differences ofopinion. Encourage this and act as a leader/moderator.

An argument in favour ofemployment legislation is that itprotects employees with less bargaining power from longworking hours and very low wages. An argument againstlegislation is that employers want greater flexibility andfreedom and may employ fewer people as a consequenceof legislation.

l service sector 2 employment tenure tmobileworkforce 4iobstabil ity 5middle-management6 bargaining power Tskil led manuat 8 minimum-wage

oa

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

8efure the task, ask SS what factors they think aff€ct iobsatisfadion. Do this as a quick-fire activity with the wholeclass.

Go through the list offactors. Deal with any questions (e.g.perts are something in addition to money that you get fordoing your job; other examples are luncheon vouchers andftee medical insurance).

Drill the pronunciation ofthese factors, highlighting wordstress on the board.

SS do the exercise individually and then compare th€irideas in small groups of between three and five. Remind SSto think about some other factors they think are important.Allow five minutes for this activity.

Callthe whole class togetherand find out ifthere was anyconsensus about the items that were marked with a 1 (veryimportant)- Ask SS to provide examples ofother factorsthey consider to be important (e.g. long holidays, close tohome).

SS read about staff attrition rates at call centres ln lndla.

@. As a lead-in to the afticle lndia: Call centres ring the

charges, ask 55 to explain what a call centre is and whichbusinesses generally use them. (A place equipped to take alarge number of phone calls, generally dealing withcustomer bookings and queries. Banks, insurancecompanies, computer firms, tmnsport, utilities andtelephone companies are just some examples ofbusinesses that use themJ Do this as a quick-fire activity.

c Ask 55 which countries now outsource/offshore a lot ofcall-centre work and where it is outsourced to. (Examplesare France to Morocco, Spain to Morocco and LatinAmerica, the USA and Britain to India, Germany toneighbouring central and eastern European countries,There is a lot ofoutsourcing within a region too, e.g.England to Scotland and lreland. Basically, thanks tomodern technology, this work is generalty outsourced tocountries with lower labour costs.)

e Ask SS what they think are the main benefits and problemsof managing a call centre in India. Do this as a quick-fireactivity and don't reject any ideas at thls stage. Put SS'sideas in two lists on the board.

a Get SS to read the first two paragraphs of the articte and tounderline the benefits and problems they find. Atlow only acouple of minutes for this. Callthe whole class together.Ask SS to refer backto their lists on the board. Whichpoints were made? Were there any other benefits/problemsthev hadn't anticioated?

5 Employment trends I

Get SS to read the questions and multiple-choice options.Deal with any questions.

Explain that the idea is to read the whole article in closedetail. Tell SS they should ignore anywords or phrases theydon't know at this stage and focus on the task.

Monitor SS to see how long the task ls taking. Allowenough time for most ofthe SS to finish the task.

Early finishers can compare their answers in pairs/smallgroups. Get 55 to identifo where they found theinformation in the article. This allows slower readers timeto finish the task.

Go through the answers with the whole class. lf necessarySS say where they found the answers in the article to helptheir colleagues who may not have answered correctly,

Ask SS for their initial reactions to the Doints made in thearticle. Were they surprised to discover that staff retentionwas now such a problem in Indian call centres? Why (not)?(5S may say it's not surprisin& as there is more demandthan supply, so people can change lobs easity. Also, theymay know that staffattrition rates are generally high in callcentres anywhere in the world.)

@a

Possible benefrtso Growth in the sector the sedor has almost quadrupled

... in the past three years to more than 35o,oooemployees ond looks setto continue expanding at Soper cent a year

o Other possible answers not mentioned in the first twoparagraphs: low labour costs, English-speakingworkforce (paragraph 3), cheap office space, etc.

PrcblemsMain problem is the 'revolving-door' work culture, i.e.high staff tu rnover / high atttition ntest Atttition mtes,pafticularly in the laryer hubs ofBangolorc, Delhi andMumbai, hove jumped to more thon So per cent a yearin the past tg months. This leads to oroblems with staffloyalty, hierarchy, patience and discipline.Added stress for HR mangers who are recruiting andtraining staff: fhese yo ung call-centre workers thinknothing oftoking a job, doing fou weeks oftroiningand leoving without onything else in the bag.Other possible answers: low staff motivation/morale,lack ofiob security, lack ofcontinuity in the workplace,etc.

l-r2-

1b its rcvolving-door work culture is also undeminingvirtues such as loysv hiemrchy, patience onddiscipline (pa'agfaph i'Until very recently lndia had o culture where you tooka job fot life and never dreamed of leaving it unlessyou hod o firm counter-offer' .,. 'But these young call-centre workers think nothing oftoking a job, doing

four week oftraining and leaving without anythingelse in the bag'...'There is o citcuit where newconpanies cone in ond poach employees ot highersolalies' (paragraphs 2 and 3)One solution has been forcomponiesto choose moreisoloted locations (paragraph 4). Note that 55 may betempted to choose option c), which is not €orrectbecause the text states in paragraph 5: 'You can onlyrcally attnct people with such gimmick,'soys MrChawla. 'Retaining them is o differcnt moften'Another solution - still in its infoncy- is to hire paft-time older employees, including housewives, and toallow them to telecommute from home batagJaph 7)there is little to suggest the prcblem ofan inherently

footloose wokforce will pose a moftal threot tolndioS continued exDansion. 'Coll-centre ottrition is auniversal problem,'soF Mr thatnogar'lt hos gotwoRe in lndia, but not neorly to the extent you wouldsee in the West'(patagraph ro)

2C

3o

4c

5a

| 5 Emptoyment tr€nds

o As a final stage to the reading, you might want to exploitsome ofthe vocabulary items 55 didn't understand in thetext. A good exercise is to tell sS you witl only explain fivewords/expressions from the text today. 55 took at the textindividually and choose their five words/expressions. Thenthey agree on five words in pairs and so on in a pyramiddiscussion, unti lthe whole class comes up in with the finatfive words/expressions. What usually happens in thisprocess is that SS help each otherwith the meaning ofwords, can usually guess words from context and theymake decisions about which words are essentialto anunderstanding ofthe text. Allthese are good learner-training techniques.

SS look two l.ngu.ge areas arising from the t€xt: coheslwdevlces and uslng Inverslons for emphasls.

$ Grorra, ,eJerence: Cohesive devices page tz3

e fu a lead-in to cohesive devices, refer SS lo such anxieties(paragraph 1 ofthe article) and ask them whether thisphrase is referring backwards or forwards in the text andwhat it's referring to (see answer key).

Get SS to turn to page c3. Talk through the exampte ardask SS to do the exercise individually. Alternatively, writeitems l+ and the paragraph numbers on the board so SSdon't have to keep turning from the Grammar reference atthe back ofthe book to the article on page 45. Circulateand monitor 55, confirm their answers and help wherenecessary.

SS compare in pairs. Then go through the answers with thewhole class.

Q Gmr^a, ,eJ"r"nce: lJsing invercion for emphasispage L24

tu a lead-in to inversions, ask SS to close their books.Dictate this sentence and get 5S to compare what they'vewritten in pairs.They say that the booming sector hos helped spown abrosh new generation of profligate consumeE, and itsrcvolving-door work culture is also undermining virtuessuch os loyolty, hierorchy, patience and discipline.

Get SS to open their books again on page 45 and find asentence with a similar meaning (lvof o|,ly has the booningsector helped spawn a brash new generation of profligateconsumeE, they soy, but its revolving-door work culturc isako undermining vittues such as loyary hierorchy,potience and discipline (paragraph r)).

The anxieties of more demanding consumets (a broshnew generation of profligote consumeR) and a highturnover of staff (revolving-doot work culture) thatisundermining virtues such as loyalty, hierarchy, patienceand discipline. (Anaphoric reference: referring back tosomething in the text)Attrition rates, porticularly in the larger hubs (cities) ofBangalore, Delhi ond Mumbai, have jumped to morethan 50 per cent a yeor... (Anaphoric reference:referring back to something in the text)ln spite oflndio3... supply of English-speokinggraduates ... the industrfs rate of expansion has meantthat demand has often outstripped supply. (Anaphoricreference: referring backto something in the text)Omits companies, (Anaphoric reference: referring backto something in the text)Substitutes people,/e m ployees. (Anaphotic reference:referring back to something in the text)Atthough some companies are trying to attract youngworkers with gimmicks (salsa classes, multi-cuisinecanteens, on-site recreational facilities, such as footballtables and caf€s), the more serious solution is dealingwith employee trauma. (Cataphoric reference: referringforwards to something that is coming in the text)Omits enployees. (Anaphoric referencer referring backto something in the text)Omils as these two core problems existing (i.e. that fewpeople like to work at night and the work is repetitive).(Anaphoric reference: ref€rring back to something in thetextl

Ast 55 why the writer uses the construction Not only ... butabo and tvhat happens to the verb hos helped in thisconstruction. Cfo emphasise a point. The auxiliary verbgoes before the subject and the main verb goes after it)

Get SS to turn to page 124 and read the information aboutth€ iour types of inversion. Point out that where there is noaurjliary verb, we use the auxiliary do in inversionstructures, e.g. /Vof only dld she study ot the unlversity, butshe olso teaches ther€ rou lf the verb in the first phrase isto be, it is moved before the subject, e.g.l/ot only ls she aquolifed engineeti she is olso an accomplished musicion.

Do the first sentence transformation with the whole class.SS |\/ork on the other questions individua[ty. Circulate andmonitor, confirm SS answers and help where necessary.

SS compare in pairs. Then go through the answers rvith thewhole class.

Not only is call-centre work repetitive, (but) it's alsostressful.Not only did the company increase salaries, (but) it atsocreated recreational facilities for staffonly when he had worked in lT for two years did Paulrealise he wasn't cut out for the iob.Never had lfound a iob so rewarding until I startedworking for myself.Hardly had he started interviewing candidates forthenew job vacancies when three more people handed intheir notice.On no account will she (ever) accept a cut in salary.

SS tatk about iobs ofthe future, unpopul.r lobs and howcompanles can reteln staff.

oo Get 55 to read the three questions. Deal with any queries.

o SS work in small groups to discuss the questions. Circulateand monitor their discussions. Help with any questions.Make a note offive or six points for correction, any newvocabulary items and points for praise. Put the items forcorrection and new vocabutary on the board, Early finisherscan be asked to work on these.

€ Call the class together and elicit the corrections and themeaning of newvocabulary from SS, Praise any good useof language you heard.

e 6et feedback from SS on their discussions. lf t imeistimited, iust get feedback from one or two groups.

SS discuss theirviews on conflict in the rvorlglace, fisten to aconversatlon where. conflict is belng dlscussed, do a role-play and llsten to an €xpert talkng about misundeFtandhgsthat arise in e-mail communication.

5 Employment trends I

The issue ofconflict may be very culturally sensitive. Somecultures don't like to have any public display ofdisagreement or conflict, for instance Thais. otherculturesseem to be more comfortable expressing themselvesforcefully, e.g. Spanish and Americans. As a lead-in to thissection, ask SS when was the last time they had adisagreement with someone in the family, at work or astranger in the street. Ask them what the conflict was aboutand how they resolved the issue. Alternatively, you can givea simpte example yourself, e.g. when someone iumped infront ofyou in a queue in a supermarket and what you didor said.

Get SS to look at the photo at the top of page 46. Ask SS toimagine how the two speakers are feeling and what theconversation is about.

Get SS in pairs to write a short dialogue for the photo.Circulate and help where necessary.

Get SS to act out their dialogues for the whole class. lf timeis limited, iust ask one or two pairs to do this.

Put 55 into smallgroups to discuss theirviews on thestatements. There are no correct answers, this is aconsciousness-raising exercise to make SS aware oftheirown feeling about conflict and maybe think about theirculturet attitude to conflict.Callthe class togetherand ask them ifothertypes ofworkplace conflict can arise, e.g, between departments,between boss and staff.

Get 55 to look at the checkllst. Dealwith any questions,e.g. give in.

SS work individually to complete the chart, answering thequestion'Which do you most often use?'.Put 55 into pairs to compare their charts and answer theother two ouestions,

Call the class together and go through the last twoquestions with the whole class, asking SS which conflictresolution techniques get the best results and othertechniques that they have used or seen used.

Get 55 to read the extract. Deal with any questions. Tellthem they have to memorise the essential information.

SS close their books and work in pairs to tell a summary ofwhatthey've read. They can look backvery quickly ifthereis something theyve forgotten, but usually between both55 thev can rememberand relatethe essence ofwhatthey've read in their own words.

Ask the whole class ifthey think they are good listeners.Most ofus like to think we are. Askthem to give youexamples ofhow they show other people they are listening.

Some suggestions for ways to show you're listening:noddin& smiling, eye contact, asking more questions.

@o

@o

@o

| 5 Employment trends

@ Qs.+c Tell SS that they are going to listen to a conversation

between two work colleagues. Tell them to listen out for

what the conversation is about and what techniquesTerryuses to show he is listening to Yolanda.

o Play the recording once and get 55 to write their answersindividually, then compare in pairs.

o Ask what the conflict is about. Oerry's phone calls disturbYolanda when she's working.)

a Play the lecording a second time so that 55 can identiry all

the techniques Terry uses.

@ Go through the answers with the whole class.

r Terry paraphrases what Yolandal said to check his

understanding: letme see iflfollow you- YouTe sayingthat you can't wotk because I disturb you when I m

using the phone.2 Then he asks her to continue rather than interrupting

her or defending himself, No, please go on-

3 Next he shows he understands her point of view before

explaining his position:.l appreciote how you feel,Yolando. The thing is, it's impoftant for me to talk to

clients and engoge in some friendly small tolk. lt reallyhelps to get sales.

Refer SS to the Useful language box on page 47' Ask SS to

listen again and tick the phrases Terry uses. (see answelsabove.)

Get SS to work in pairs.Sefer SS to the audio script onpage 166. Dealwith any questions. Get 55 to read the

dialogue atoud, paying attention to their intonation.Monitor SS's Derformance and make a note ofanyproblems SS are havingwith the features ofconnectedsoeech.

callthe class together and dril lany phrases SS haddiff iculties reproducing at a natural speed and rhythm, e.g.

driving me up the woll, when I'm using the phone, most of

the time.elc,

SS swap roles and repeat the dialogue, trying to reproduce

it at as naturala speed and rhythm as possible.

Finally, call the ctass together and ask SS how they would

resolve the situation. Don't reject any ideas at this stage.Ask SS at the end to decide what they thought was the best

solution mentioned.

For further practice, 55, in the same pairs, might like tofinish the conversation between Terry and Yolanda. Get 55

to incorporate at least one more phrase from the Useful

language box. Circulate and help as necessary.

Cattthe whole class together and ask one or two pairs to

read out the resolution ofthe conflict between Terry and

Yolanda.

(9@ Explain that SS are going to do a role-play and should try to

use some ofthe expressions in the Usefullanguage box.

Go through the expressions in the Useful language boxwith the whole class. Dril l pronunciation ofsome ofthephrases SS might have difficulty with.

Divide SS into two groups. Group A and Group B look attheir corresponding information on pages L45 and 752-Dealwith any questions, atthough SS will probably be ableto help each other in their groups. SS read and prepare

what they are going to say.

Put SS into A+B pairs. SS role-play the situation. Monitorand circulate as SS act out the role-plays. Make a note ofss who carry out the task successfutly, any target language

used and five or six language points for correction,including pronunciation.

Go through feedback with the whole class, praising

appropriate language used for active listening,paraphrasing and checking understanding. write up anyooints that need further work on the board and eticit thecorrections ftom SS.

Ask 5S ifthey were able to resolve the conflict betweenOrsolya and Bohdan and how.

For follow-up practice, go to the Resource bank at the back

ofthis book.

@ Os.s@ As a lead-in to this section, ask SS what kind of e-mails

they generally write and receive, how many e-mails theydeaLwith in the course of a day, ifthey ever react badly tothe e-mails peopte write to them and what sort of ptoblems

they sometimes have.

o Get SS to look at the emoticons and ask SS ifthey knowwhat some ofthem mean.

Some common emoticons:-) lh smilingr( I'm sad/upset:-[ l'm cross:-D l 'm laughing:-o l 'mshocked/embarrassed

;) I 'm joking/winking

:-p l 'm sticking my tongue outrl l'm confused->: -@ I'm angry:L( I 'm shedding a tear:-? I 'm doubtfut

Ask SS ifthev ever use emoticons and what their views on

them are. (People might argue that itt a lazy or immature

way to write e-mails.)

Go through the three questions as a quick-fire activity with

the class. Don't reiect any ideas at this stage.

Get 55 to look at the photo of Rob Giardina on the left and

telt them they are going to listen to his views on thesequestions. Split the class into three groups. Tel[ each group

to listen forthe answers to iust one ofthe question and to

take notes while thev listen.

a

a

55 compare their notes in their groups and add any extraintormation their colleagues heard which they didn't.Crrulate and monitor, dealing with any questions ordo{rbts.

Hay the recording again, this time pausing briefly aftereach question to allow 55 time to complete their notes.Again, each group compares their answers.

AJt the 55 into groups ofthree, with one person from eachofthe previous groups. Tellthem to exchange th€ answersto the three questions.

Go through the answers with the whole class.

Discuss SSt views on what they heard. Have they everexperienced misunderstandings ofthe type mentioned inthe interview? In-work 55 who work with multinationalteams might be able to talk abut the differentcommunication stvles of their different cultures.

o No visual information and feedback that vou have ina face-to.face conversation, e.g. smiles or nods,being able to say'l don't understand.'This makes iteasy to get nasty and 'flaming' can occur, i.e, peoplesending angry and insulting e-mails.

o Your context is different from their context, forexample you write a quick e-mail because you're in arush, and it can be interpreted as brusque anddirect.

o Some people don't express themselves well inwrit ing.

o When you read an e-mail, don't always believe yourfirst impression -think about other possibleinterpretations.

e When you write e-mails, thlnk about how the otherperson could maybe mislnterpret what youte writingand then make it ctear that you don't mean that.Emoticons sometimes seem silly, butthey can helpexpress the tone you want.

o When in doubt, ask open, neutral questions.€ E-mail can help resolve conflict by removing the

visual information, and this is particularly usefulformulticultural teams because you can avoidmisunderstandings that can be caused by dlfferentcommunication styles and differences in things likebody space or eye contact. lf a conflict exists, peoplecan't see you're angry and you have more controlover what you communicate.

o Secondly, you have the time to make your e-mailsmore rationaland less emotlonal ifyou choose.

6 Finally, you can't interrupt and you can't beinterrupted.

5 Employment trends I

55 wrlte a reply to an abrupt e-mall.

@o Get SS to look at the e-mail from Yolanda's manager.

Explain that it has been a very busy period at work for thewhole department. Askthem how Yolanda might feel aboutreceiving that e-mailand other possible interpretations forthe e-mail. (Yolanda might feet offended/stressed out bythe brusque nature ofthe e-mail and its brevity. However,her manager could have written it in a rush and had notintended to cause offence.)

a Set out a template for an e-mail on the board, much like theone on the page.

o Refer SS to the model e-mail on page 135 of the Writlng fileand briefly go through the features.

a Get SS to work in pairs to tvrite a reply from Yolanda to hermanager. Circulate, monitor and help 55 to formulate theirideas whilst they write. Point out any mistakes and allowSS an opportunity to make corrections. Make a note of fiveor six common errors and any useful expressions used. Putthese on the board for later feedback.

Earlier finishers can be referred to the board to see iftheyknow allthe new words/expressions and ifthey can correctthe errors.

After completing the task, if peer correction is appropriatein your setting, SS may compare thelr replies with anotherpair. ls it the right length? What phrases did they both use?What could be improved? lfthey spot any words andexpressions they don't know, they can ask their colleagueswho wrote it about the meaning. This task helps SS bemore aware ofthe impact their writing has on the reader.

Go through feedback with the whole class, praising goodexamples of language and style and ask SS to correct theerrors on the board.

Alternativety, if t ime is l imited, this writ ingtask could alsobe set for homework.

Sanple e-mallTor Lynne AtkinsFrom: Yolanda FowlerSubject: Monthty salesI'm so sorry Lynne, but, as you know, itl been anextremely busy period at work, and I'll need more time tofinish the sales report. I can have it ready by the end oftheweek. Hope thatt all right.

RegardsYolanda

$ writins fite page 85

| 5 Employment trends

SS read aboJt the problems ofabsenteeism and low moraleh a Dublln call centre, role-play an Int€rview aboutabsenteeism wlth a member of staff, pdorltlse the lssues anddlscuss how to resolye th€ problens.

Background

a Get SS to focus on the case-study title, the photo of Dublinand the callcentre staff. As a lead.in, ask 55 whatabsenteeism means (tegular absence from work or schoolwithout a good reason) and why they think staff at a callcentre might be absent from work regularly. Don't spendtoo long on this discussion, as most ofthe issues come upin the case study.

a Get SS to study the background information. Read it aloud,or ask SS to read it aloud. Deal with any questions theymay have.

o Write the headings from the left.hand column ofthefollowing table and elicit information from SS to completethe right-hand column.

Report

a Put the following sentence stems on the board, then get 55to read the report and complete the sentences,1 HR spent.., monitoringabsenteeism.2 The annualsick absence is..,

3 Typical reasons for sick absence are ...4 Some consequences are.,.

5 Most seriously, this could lead to ...6 The company must...SS complete the sentences individually and then comparetheir ideas in pairs.Go through the possibte answers with the whole class.

Task r

@ Divide SS into two groups. Refer each group to a differentrole card: Group A turns to page 46, and Group B turns topage 152. Ask them to read the role cards and deal with anyquestions they have, after they have discussed their ideasas a group. lt's a good idea In the first instance to allowtime for peer teaching. Tell Group A to think about possiblereasons why Tricia is offsick so often and what you, as hermanager, could say to her in the interview. Tell Group B todiscuss and plan whatTricia could say in this delicateinterview with her manager. Giving SS time to prepare forthe role-play helps to increase the length oftheirutterances and the level of accuracv.

Possible reasons for absenceo Personal problems she doesn't want the company to

know abouto Pretending to be ill to take a day off work when she

feels like ita Lack of motivation, tow morale, low payo Pressure ofworkload, Lack ofcontrolover workloade Feeling bored, undervaLued, or overqualified for the iob

Refer SS to the Usefutlanguage box on page 47. Gothrough and dril l the pronunciation ofsome ofthe phrasesfor active listening, paraphrasing and checklngunderstanding. Remind SS to try to incorporate at least twoor three ofthese in their role-play.

Pair 55 up with someone from the other group to do therole-play. Circulate and monitor the language that they use.Make a note ofany target language used and five or sixcommon errors for later correction.

Afrer the discussion, draw aftention to some key languageSS used correctly and give praise. Also work on the pointsfor correction, put these on the board and elicit the correctform, pronunciation, word, etc. from SS,

Ask 55 for feedback on how their discussions went, iftheywere able to avoid a conflict and resolve the problem, and ifso how? Ask the SS who ptayed Tricia ifthey fett theirmanager had been supportive or not.

1 HR spent ayear / 12 months monitoring absenteeism-2 The annual sick absence is (on average) seven days pcr

atEnt.3 Typical reasons for sick absence are headaches,

mlgraines, colds, flu, back problems and stress.4 Some consequences are delays in answerlng calls, i

extn work and stress, co6t of replacements,unc€rtainty for ftrture planning. I

5 Most seriouslv this could lead to cllent and customer Idlssatlsfactlon with the level ofservlce. I

6 The company must find ways to deel wlth and rcduceabsenteeism.

Company Delaney

Based in Dublin,lreland

Client Major caFhire company, whichhas outsourced its Europeanoperation to Delaney

Numberofstaff 24o fulftime and part-time

Staff profile Mostly young women in theirmid- to late 2os. Many ofthemare fluent in Spanish, French andGerman.

Average employmenttenure

three years

Probtems associatedwith staffturnover

. high costs of recruitment,selection and training

. newer staffhave lowerproductivity levels

. the competitiveness ofthecallcentre

Th€ consultantl report

. G€l SS to read the report and underline the main problemsand sources of confl ict, Deal with anv ouestions.

Suggested answersBoredom, stress, unfriendly environment, pressure ofworkload and performance targets, call-monitoring

Task z

a Get 55 to read Task 2. Deal with anv ouestions.

a Divide the SS into small groups of five or six. Tell them theywillbe the management team from Delaney during thistask. Get them to allocate role among themselves (e.g. theOperations Manager, the Human Resources Manager, theChief Financial Officer, one or two Team Managers). NB TheOperations Manager is the senior member ofstaffthat allthe others report to. They could also have a representativefrom the consultants. APP. One student should lead thediscussion and one should be note-taker.

t Circulate and monitor, checking SS are carrying out thetask correctly. Make a note ofany useful language beingused and five or six common errors for correction, includingpronunciation, for later feedback,

Feed back

. when most groups have finished the task, bring the whoteclass together. Praise the strong points that you heard andwork on five or six points that need correction, gefting 5Sto provide the correct forms.

o Ask the note-taker from one or two groups to report backon how they prioritised the tasks and any solutions theycame up with. There is no right answer to this question. SSmay or may not reach a consensus.

. To round offthe activity, highlight and summarise some ofSS! best ideas.

o tu further practice, SS could be asked to write up actionminutes from their management meeting (see Writing fi lepage 136).

Writing

Get SS to study the writing task and deal with anyouestions-Brainstorm the information that should go in the e-mail andput these points on the board. Alternatively, this could bemade into a report-writing task.Get 55 to look at the modele-mailon page 135 oftheWriting file again (or report writing on pages r38-139).Get SS to write their first draft in paks or individually.Circulate and monitor, helping where necessary makingcorrections and checking SS are completing the taskcorrecllv.Get SS to write the final e-mail either as a class activity orfor homework. This could probably be quite a long e-mail.

5 Employment trends I

l tO1o Go through the information in the Course Book with

your student. Explain any diff iculties. In Task 1 you andyour student are a team managerand a call-centreagent. Allow the student time to prepare her/his role.During the role-play, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later Praise any goodexamples of language used and go over any errors,including pronunciation.

o Do Task 2 together. Don't dominate the conversation inthis task, but say enough to keep it going and allowyour student to suggest ways to resolve these issues.You could record the discussion on cassette or video, ifthe student agrees and use it for intensive correctionwork afterwards.

Q wririrg Jit" p^g" "35

Business ethics

Dlscussion: Ethical issuegSS discuss the affects of competit ive labour and production costsand companies that have suffered bad press as a resutt ofunethical business practices.

Listening: Corporate social responslbltitySS listen to MiguetMorAn, international dean ofa businessschool in Barcelona, talk about business ethics and corporatesocial resoonsibit itv

Vocabutary: cSR temsSS look at language for giving opinions in the context of CSR.

Practlce FileWord power (pages 34-35)

Text bank(rHb pages 17b-179)

Grammal refelence andpractice(CB page 125)

Practlce FlleText and grammar (pages

iG37)

Readingj Corpomte responslblllty without the wafr.eSS read about the types of CSR reports that companies areproducing.

Discussion: Who is resoonsible?SS discuss the ethics of advertising junk food to children andsocial responsibil i ty in general for companies.

Language reYiewr Multiword vetbs55 look at multiword verbs in the context ofCSR reports.

neidlng and langulte(pages sz-3)Each lesson is obout60-75 minutes.

Resoulce bank(TRB page 224)

wrltlng file(CB page 136)

Practice FileSkil ls and pronunciation(pages 38-39)

Ethical Droblem-solvins55 discuss three situations involving ethical problem-solving atwork and listen to three people giving their opinions on someethical problems.

Managing meetlnFsSS look at tips for effective meetings, listen to an extract of ameeting and discuss an agenda on managing meetings,

Writing: Action minutes55 write up action points as discussed in the meeting onmanaging effective meetings.

Stltch Wear clothinFStitch Wear is a US-based company manufacturing casualwearand sports clothing, with factories in developing countries. ltfaces allegations of using child labour in its factories in Pakistan.SS listen to a corporate responsibil i ty consultant giving adviceon improving the company's commitment to CSR. SS thendiscuss ways of improving the companyl image regardingcorporate responsibil i ty in a management meeting. 55 write upaction points for the meeting.

lassor| 4!Case stdy(i.des 5e.52)Each lesson ls about75jo minutes.

For a fast loute through the unit, focusing mainly on speaking skills, iust use the underlined sections.

For one-to-one sltuatlons, most parts ofth€ urit lend themselves, with minimal adaptation, to use wlth individualstudents. Where this ls not the case, atternative procedures are given.

6 Business ethlcs I

CrD!'a!! sodal Gsponsibitlty, or CSR, is fundamentatly about the obligations ofa company to societyad the wdys in which it can affect society and the environment. CSR has recently become a fashionableitem on the corporate agenda. Even tobacco companies now make reference to CSR in corporate literature,

tlo,tf,ever, as demands and expedatlons ofgovernments and society have become greater, many thinkdlat businesses need to show a strongel commitment to issues such as social responsibility,sGtainabitity and transparcncy.

The fashion business particularly faces significant challenges. In the 199os, Nike hit the headlines withdlegations that some of its products were made in sw€atshop condltlons and by chlld Jabour. ln 2oo5,Nike published the names and locations ofmore than 7oo suppliers that manufacture its goods in anaftempt to highlight the sportswear group's ethlcal worklng practlce in developing countries. Companiesare now seriously considering the commercial viablllty ofethical fashion.

The tendency to swltch productlon frequently, to achieve the cheapest prices, means that relationshipsb€tween brand owners and their producers in developing countries are often short term. Nevertheless,many believe the time is right for companies to market their ethical stance and that brands can leverageth€ir position internationalty by being ethical. A brand's value nowadays may not just be about profit andloss, but also accountability- being able to demonstrate clearly where and how a product is made.

Brand owners atso risk being criticised for exploitingthe concept of being ethicalfor commerclal gain.Some would argue that the product comes first and ethics will always be secondary to the consumers'self-interest, Nevertheless, evidence suggests that consumers, especially younger ones, do care aboutwhere and how the clothes they buy are made,

Companies need to be specific and transparent about every aspect oftheir business. Transparency hasalways been an important aspect ofcorporate responsibility, and a growing number ofcompanies arestruggling with the challenge of reporting on social, envlronmental 8nd economic lssu€s, encouraged bygovernments and regulatory authoritles. The Netherlands, Denmark and Norway have requiredenvironmental disclosures for several years.

A growing number of companies are voluntarily producing CSR or sustalnabllity reports about non-financial issues and impacts that could significantly affect the business. But there are many multinationatswhich say nothing about issues such as carbon.dloxlde emlsslons, suppliets' labour condltlons orconmunity relStions, -

The nature and standard ofCSR reports varies widely. Sustainability experts say that companies shouldintegrate financlal and non-ffn.ncial ]eportlng and that many reports are too vague to provide usefulinformation, but that is beginning to change.

Certain companies, such as Andersen, Enron and Worldcom, have suffered from allegations of unethicalcorporat€ governance or financlal inetularltles at management level, demonstrating that business ethicsolav a role on both the macro and micro level.

In-work students will be able to talk about the sustainabitity oftheir companyt products or services,labour conditions, ethical manufacturing and purchasing, the effect oftheir company's products/serviceson society and the environment, the company's financial and non-financial reports and contribution, orlack ofcontribution, to CSR.

Pre-work students may have experience of Labour conditions and environmental impacts when workingfor companies on work placements or as part-time or temporary employees, Pre-work SS may also be moreaware than in-work SS regarding issues such as (un)ethical fashion labels.

Allstudents will have general world experience ofbuying (non-)ethical brands as consumers and maydiscuss the importance ofcorporate social responsibility when creating a positive or negative corporateimage, They can also talk about whether companies should demonstrate greater responsibility andaccountabil ity to stakeholders such as employees, the local community and developing countries.

Robert E. Frederick 4 componion to business efhrcs, Blackwell Publishing, 2oo2

Tom Hoskins: The lcsA corporate social rcsponsibility ha'dbook, lcSA Publishing, zoo5

Sarbanes-Oxley: / co rporote directot's compliance guide,lohnWiley & Sons Inc, 2oo5

E@!E o pearson tducation Limited zoo6

l6 Business ethics

Ask SS to btainstorm a list ofadjectives to describeattributes ofan ethical business leader or manager. Writeon the board: A, eth ical business leader or managershould be ... (honest, trustworthy, open, fair, transparent,etc.). Then ask 5S to brainstorm nouns related to ethics.Write on the board: In ethical business should estoblish ocorporate culture based on ... (e.9. honesty, trust, integrity,good conduct, values, openness, fair-mindedness, courage,transparency, etc.). Write 5Sl ideas up on the board.

Alternatively, ask SS what they understand by the title ofthe unit. 'Business ethics'.

a Tell SS that they will be discussing business ethics andcorporate social responsibility.

o Go through the overview panel at the beginning of the unit,pointing out the sections that SS witl be Looking at.

Quotatlon. Get 55 to look at the quotation and ask them what they

think it means. (Ihe idea is that a business shouldcontribute to society and/or the localcommunity in someway apart from iust making a profit; for example, byimproving labour conditions ofits workers, reducingcarbon-dioxide emissiori! and damage to the environment,setting up education or health programmes for employees,especially in devetoping countries and so on.)

SS dlscuss th€ afrecB of competltlve labour and productioncosts and companles that have sufier€d bad press as a resultof unethical buslness practices.

(a)

a SS work in paks to discuss the two questions. Set a timelimit (three to five minutes) for this. Then get SS's feedbackas a whole ctass. Help 55 with expressing their opinionsand vocabulary retated to ethics and business practice inEnglish.

a For the first question, SS will probably say that competitivelabour and production costs can affect a company!employees because companies in the retail industryparticularly often switch suppliers and outsourceproduction, depending on local labour costs. Workers maylose their iobs to countries wh€re labour is cheaper andsuffer from low wages, poor working conditions or lobinsecurity as a result.

o In the second question, SS may refer to recent scandals inthe news and allegations ofethical misconduct and thequestion ofcorporate governance. Do not spend too muchtime on these questions, as unethical practices, such aschild Labour, are discussed in the Listening section.

SS llsten to igu€l tlorin, Internatlonal dean of a buslnessschool In Barcelona, talk about buslness ethics. In the ffrstpart ofthe lnt€rvl€w, he defines corponte citizenshlp andcorpordte soclal responslblllty and talks about competltiyelabourcosts.In the second part ofthe Intervlew, he tatksabout chlld labour and some of the challenges compsnlesface regardlng ethical buslness practlce.

@ Oo"o Get SS to work individually, tooking through the two

summaries. Explain any difficult vocabulary G.g. pay lipservrce to) and ask for SS's initial reaction to the questionsraised in the summaries.

Explain briefly that SS are going to listen to an internationaldean ofa business school.

Play the first part ofthe interview once and give SS time tolook at the summaries again.

Replay ifnecessary stopping in sections to allow SS timeto take notes.

5S check answers in pairs. Circulate and dealwith anyqueries SS have.

Go through the mistakes in summary r quickly with thewhole class, playing the recording a third time ifnecessary.

Summary 2 is correct. Summary t has four mistakes:

Miguel Moran says that corporate responsibility orcitizenship is largely to do with the action taken bycompanies in relation to the local environment andcommunlty/soclety and is a kind ofcompensation paidback to society. The Intervlewer says many companies onlypay lip service to these issues. However, ifa company isinvolved in unethical practices, it will be found out by itsstakeholders in the long run. He adds itl also difficult formultinationals to ensure workers in developing countrieshave decent wages due to locallabour costs. Finally, hesays it is up to governments to ensure that companiesrespect not only labour laws but also the human dignity oftheir emDlovees.

o@ Ask SS to ,rd,Vdudlt read and mark the statements with

the symbols.Deal with any difficult vocabulary.Ask SS to compare their answers in pairs or groups ofthree. Set a time limit (seven to ten minutes) forthisdiscussion question,

Bring the class to order and go through their reaction to thestatements, discussing those questions that caused mostdisagreement-

@

o

3 Oo,. Ask 55 to listen to the second part of the interview and

comDaretheir answers with those ofthe interviewee.

a nay the recording a second time, if necessary

r After l istening,55 compare their answers in pairs.

a Go through the answers with the whole class. Do not refer55 to the audio script at this stage, as SS listen to therecording again in Exercise E.

r F Nes e, the well-known Swiss food compony,prcduces o lot of its products in Asion countrieswhere fi- ond t2-yearolds are legally ollowed toworN.

2 NS MM only gives the example of Nestle that getschildren to work part-t ime then pays for theireducation the rest ofthe time; he doesn't state thisas a general rute.

3 NS MM states these children need monev for theirfamilies who are living in poverty, not that banningchild labour wil l cause extreme Dovertv.

4 NS This is imptied by the interviewer3 secondquestion, but not stated by MM.

5 F it\ not iust the fault ofWestem companies thatchild labou exists; its olso the fault ofthe stateand the government -.. I think it\ a mix.

6 F There are on awful lot ofwell-known componiesthot have a reputation for being ethical but areproducing unethically. And I'm talking about a lotofmajor companies...

e As a follow-up, ask SS if their opinions changed afterl istening to Miguel Moren or after discussing their answerswith the other 55.

@ Qo."o Exptain to SS that they are going to l isten to the second

part ofthe interview again. lf t ime is short, do not replaythe recording, but iust refer SS to the audio scripts on page167.

€ 55 check their answers in pairs, referring to the audioscript if necessary. Don't spend too long going over thescript in detail, only the expressions in items 1-8.

3 Go through the answers with the whole class, writ ing themissingwords in each sentence on the board. lfyou cansee that aILSS have the correct answers, you may decidenot to go through allthe answers in open class, simplyconfirm for the class that everyone has the correct answersand dealwith the oroblem ouestions. This saves class time.

6 Business ethics I

55 look at language for glving opinions in the context ofCSR.

(F)

a Explain that 55 will be looking at expressions from theinterview for giving opinions.

o Get SS to do the exercise individually. Circulate andmonitor, helping where necessary with vocabulary.

@ 55 discuss their answers in oairs.

o Bring the class together and go through the answers.

a fu an additional activity and time permitting, get SS towrite their own opinions on CSR and child labour using theexpressions in Exercise F, as wellas other similarexpressions (e.g. / m ust soy ..., it all comes down to ...).

I l f I had to 2 Let! be 3 face it; two sides ofthe samecoin 4 pay l ip service to 5 the time has come for; thebottom line

@ For follow-up practice, go to the Resource bank on page224.

55 read about the types of CSR reports that companies areproduclng.

@@ Get SS to discuss the Questions in Exercise A in small

groups.

@ 60 through answers as a whole-class activity. SS may pointout the quote by Milton Friedman was mentioned in theinterview with Miguel Moren in the previous l isteningsection. 55 may suggest the following for otherstakeholders: NGOs/pressure/special interest groups,women, ethnic minorit ies, local/national governments,end"users.

@@ As a lead-in to the atticle Corporate rcsponsibility without

the lvoffe, ask 5S to comment on the accompanying photo:What does it show? Where is the factory? What do youthink about employees' working conditions in these kindsoftextile factories?

@ Explain that the idea is to scan the first part ofthe articleon page 52 qulckly to find the meaning of wafle and thewriter's opinion. TellSS they should ignore any words orphrases they don't know at this stage and focus on the taskoffindingthis information. In orderto make this a quickerreading exercise, set a time limit. 5S witt probably needabout three or four minutes for the firsl Dart ofthe article.

@ Get 55 to read the first part of the article, then ask for theirinit ial reactions to the points made before checking theiranswers to the questions.

6 Go through the answers with the whole class.

2

34

6

I

They hire these chitdren part-t imeneed money for their familiesnot iust the fault ofdemanding lower and lower pricesstarting to think about whethertrying to repair the damagehave a reputation for beingthe difference in production costs

l!e

l6 Business ethics

a The writer is clearly quite sceptical about the forewordsof corporate responsibility reports and critical of thelack of meaningful content.

. Wofie (colloquiaD means 'talking or writing using a lotofwords without saying anything important'. SS may beable to paraphrase this based on their reading ofthetext.

@ Ask 55 follow-up questions about whether they have readtheir company's CSR report and what they think of it.Alternatively, ask 55 to list some ofthe vocabulary ftom thearticle that is used as waffle, e.g. passion, commitment,engagement, trust, govemance, crcdibility, etc, You maylike to point out that some ofthese words have becomeCSR'buzzwords'.

o€ Get 55 to read the article again, explaining the paragraphs

are numbered. lfSS ask questions, throw them open to thewhole class to see ifsomeone can provide an explanation.lfnot, explain where necessary.

@ Alternatively, if tlme is short, or SS don't want to read thefirst part ofthe article again, write the jumbled anstvers onthe board alongwith a few distractors and get 5S tocomplete the ex€rclse using the words you have glventhem.

@ Ask SS to do the exercise individually, then compare theiranswers in pairs.

o Monitor and circulate as SS do the task, indicating in whichsentence a word or exp6ssion occurs where SS are havingdifficulties.

@ Go through the answers with the whole class.

6 Drill pronunciation ofthese words and expressions, ifnecessary highlighting word stress on the board, e.g.'stakeholde5,' tackling, com' mitnent,' foreword.

r being a turn-off z stakeholders 3tackling 4lawsuits5 cut offfrom 6workout 7fuzzy E commitment9 foreword ro tracks

Write these two headings on the board: Points for CEOS toaddressi Examples of good compony pructice.

Get SS to read the second part ofthe article on page 53and do the exercise individually.

Monitor and circulate as SS do the task. Deal with anvquestions they may have.

Get early finishers to compare their answers with anotherpair.

Go through the answers with the whole class. Ask ea€hstudent or pair to give their example and find out ifthe restofthe class agrees,

3 Governance

4 Credibility

€ As a follow-up, ask SS in work to provide some oftheir owncompany's examples ofthe four points mentioned. Ask pre-work SS to give other examples ofthe four pointsmentioned, thinking ofa company they know or that hasbeen in the press recently.

SS dlscuss the ethl6 of adyertlsing lunk food to chlldren andsoclal responslblllty In genersl for compenies.

@c Ask SS to discuss the questions in pairs or groups of three.

@ Give SS a time limit, e.g. five to seven minutes.

o As a follow-up to the first question, askss.Io what extentdo you think other Wes of industies (tobacco, mobile,pharmaceutical, etc) should toke rcsponsibility forpeo ple\ health pro b lensT

@ 55 may suggest the following answers for the secondquesflon:

- CEOS offood comDanies could mention the risksassociated with added sugar, salt and fat ln their productsand talk about theircompanyl commitment to healthierfood and limiting advertising to children.- A computer and mobile phone company CEO could talkabout the environmental impact oftheir obsolete productsand show a commltment to recycling hardware or its safedisoosal.-A CEO ofa maior clothing firm could demonstrate concernabout the labour conditions in the suppty chain, undertaketo ensure decent conditions and label their clothesaccordingly.

Polnts for CEOS toaddressI Specific challenges/

risks and proposalsfor deatlng with them

2 Transparency

Exampl$ ofgood companypracticeArun Sarin, CEO Vodafone,talks about how the companywilltackte human rights abusesin the companyb supply chain.Bob Eckert, CEO Mattel,mentions audits by an externalorganisation of the company'sCSR record and that thecompany publishes the result ofthis study on the website.Bob Eckert says the companyhas a specialcommittee to dealwith this.Novo Nordisk improved the risk-management system last year,gets board members to do self-evaluations and has introduced ashare-based incentive scheme.PaulPressler, CE0 Gap, mentionsthe poor reputation the companyhas in terms ofworkingconditions and how they aregoing to improve conditions.

oo

SS b* -

nuhisord rerbs in the context of CSR repofts.

1i

a As a lead-in to this language review section, refer 55 toExercise c again. Ask sS to give examples of multiwordv€rbs, or words that derive from multiword verbs, in thefirst part ofthe article (being aturn-offin paragraph 1; cutoff fron in paragraph 4i work out in par.agraph 4) .

a Go through the exercise as a quick-fire activity with thetYhole class.

) Grorror refer"nce: Multiword verbs page ps

a For revision or further practice, you may want to refer SS tothe Grammar reference on multiword verbs from Unit 2(page 119) again, if necessary.

2 rc 2a 3a 4b 5c 6a

55 discuss thr€€ sltuatlons livolvlng ethical problem-solvingat workand listen to three people glvingtheir oginlon onsome €thlcal problems

@€ As a lead-in to this section, ask 55 what they understand

by the fotlowing quote on ethics and personal behaviour.It is important to remain focused on chonging individualbehaviouti Aftet all, it is individuals who make unethicoldecisions, not foceless, corporate bodies.0ohn Plender and Avinash Persaud, writers)

Alternatively, ifthere is a good class atmosphere, you maywant to describe a moral dilemma ofyour own thathappened in the workplace and then ask Ss the followingquestrons:What kind of ethical problems have you faced at work?Whot happened?Do you think you took the right decision?Why (not)?lf you werc facing an ethicol dilemma at work, who wouldyou osk for adviceT Why?

Get 55 to look at the three situations. lf time is short, ask5S to read all three situations, but only discuss one ofthem. (Ihey witt need to read all three situations in order todo the following listening exercises.)

Go through initial reactions with the who{e class. Were anyofthe ditemmas similarto ones previously discussed?

6 Business ethlcs I

@ Oo.ro Explain to SS they are going to listen to three people

talking about the situations in Exercise A.

a Play the recording once and ask SS for their initialreacltons.

@ Oe.rPlay the recording a second time, pausing,lf necessary togive 55 time to mark their answers individuatly.

Get early finishers to compare their answers in pairs,

Go through the extracts from the speakers with the whoteclass. Point out the fiequent use ofthe contaction lA /I wouldn't... when hypothesising, givingadvice or problem-solving.

Go through pronunciation with the whole class and dritlsome ofthe expressions, if necessary, paying attention towords that are stressed for emphasis and to highlight thehypothetical meaning(e.g. if it rerc the case.-.).

Refer SS to the audio script on page 16Z. Play the recordinga third time, if necessary whilst SS read the monologues,underliningor notingthe pronunciation of expressionsfrom the Usetul language box on page 54. Ask SS iftheycan think ofany more expressions for these purposes,

Try to sensitise the SS to English sentence stress, linkingand intonation. Don't get SS to repeat allthe expressions,iust one or two from each section that might be difRcutt interms of pronunciation (e.8. There orc o lot of issues ot ployhere),

SS look at tlp6 for €ffective meetings, tlst€n to an extrad of amcetlngand dlscuss an agenda on managing meetlnSE.

@ Oo.ro tuk SS to look at the tips for effective meetings and writing

up action points. Point out that the tips use the mnemonic.PARTAKE"

a Tell SS they are going to listen to a group of peopte havinga problem-solving meeting, discussing procedures foremploying staff. Tellthem to focus on what the agendawas, and whether the meeting was managed effectively ornot.

. Ptay the recording once. Ask SS to compare their answersin Dairs.

o

o

l set out 2 held to accountftom 5 follow suit

3 phase out 4 shy away

7b 8a

I

2

3456

The first step would be toIn that case, l'dIn this situation, I wouldn'tHaving said; it were the case; on the grounds thatcould argue thatI'd have no problem

l6 Eusiness ethics

a Go through feedback with the whole class. ptay therecording a second time, asking the 55 to note down all thethings that go wrong in the meeting. Refer to the audioscript on page 167 if necessary. lt is not necessary to spendtoo much time on this, as the listening is a humorous lookat how notto manage meetings. Make sure SS are givenplenty oftime to discuss the next task and role-play themeeting.

Agenda or purpose of meeting: to discuss guidelines /company policy for taking on staff / the recruitment andselection process. ls it transparent? Ohe purpose ofthemeeting is stated clearlyJThe meeting, however, is not managed wellgenerally, asAlan is not an especlally effective chairperson: he says hedoesn't have much time and has to finish by ro.r5. Alan'salso quite aggressive and even sarcastic to theparticipants, although he asks for people's opinions andasks Alison to get to the point.The meeting is also ineffective or unsuccessfut because theparticipants are disorganised, e.g.1 The HR manager (Francine) is not present at the start.2 Minutes from a previous meeting are not mentioned.3 Alison has notes from Francine, but didn't distribute

them beforehand.

4 lan is not l istening / hasn't read the agenda.5 Alison goes offat a tangent.6 The meeting is interrupted with Francine's late arrival.SS may argue, however, that these kinds of problems arerealistic.

@o Refer SS to the language for problem-solving in the box on

page 54. Go through the expressions and drillsome ofthem for pronunciation and intonation if necessarv.

o Ask SS to discuss the guestions about the kind of m€etingsthey have. SS in work may want to spend more time on thistask. With pre-work SS, you may want to skip the exerciseand move on directly to the meeting role-ptay (Exercise fl.

oo Explain to SS that they are going to simulate or role-play a

company meeting, usingthe suggested tips. Tellthem themeeting is about how to manage internal meetings moreeffectivelv.

a Divide 55 into small groups of about four or five. Appoint astronger student in each group to chair or lead the meeting.Ask SS to look at the meeting agenda page 16o and dealwith any questions they have.

a Get SS to take notes before they start the meeting. GivingSS time to prepare forthe role.play helps to increase thelength oftheir utterances and the level of accuracy.

a Monitor and circulate round the class tvhile 55 role-play themeeting, helping the chairperson, if necessary, but nottaking control ofthe meeting. Make a note ofwhether Ssare followingthe tips and using language for problem-solving, as well as five or six language points for correction.

Go through feedback with the whole class, askingtheperson who chaired or led the meeting to summarise anvdecisions made. lf appropriate, ask SS iftheythought themeetingwas managed effectively. Praise those SS whofollowed the advice for effective meetings and anyappropriate language used. Write up any points that needfurther work on the board.

For follow-up practice, go to the Resource bank on page22t! ,

SS w te up actlon polnts as discussed In the meetlng onmenadng efi€ctlye meetlngs.

(G)

o As a lead-in to this writing section, ask SS in work whatkind ofaction points or minutes they generally receive orwrite. Ask pre.work SS what they tvould expect to read inaction points ofa company meeting.

@ Tell SS they are going to write up a summary of the meetingthey have iust had in pairs.

6 SS write a summary in the form of action points for whatwas decided in the previous meeting. Make it clear to theSS that they do not need to write detailed minutes.

€ Circulate, monitor and help SS whilst they write. Make anote ofany useful expressions used on the board, togetherwith five or six common errors.

€ Early finishers can be referred to the board to see iftheycan correct the errors.

@ watirs nb pug" Be

After completing the task, SS may compare their actionminutes with another pair. Were atl the main pointsmentioned? ls it clear who is responsible for each point?Are there deadlines or suggested dates for the actions?What could be improved?To help SS be more aware of the impact their writ ing has onthe reader, put each pair ofSS with another pair from thesame group. They exchange and read each others'actionpoints. 55 compare their summaries and ask theircolleagues about any differences.lf peer correction is appropriate in your sefting, SS couldalso be asked to proofread each others'writing task andpoint out any spelling mistakes or grammatical errors theyspot. Be on hand to help with this, but leave most ofthefeedback and discussion to 55.Go through feedback with the whole cLass, praising goodexamples oflanguage used and pointing out five or sixareas that need further work.Go through any common errors and the useful phrases onthe board to round offthe activity.This writing task could also be set for homework.

Stltdr Sear is a Us-based company manufadurlng casualEar rnd sports clothin& wlth factodes in developingtElnties. lt faces alletatlons of uslng chlld tabour in ltsfa.todes in Pakistan. SS llst€n to a corporat€ respoElbllltycdrsultad gMng advice on Inprwlngthe companfscommitment to CSR. SS then dlscuss ways of lmprwlng thecompanfs image r€gardlng coDorate responslbltlty in amanagement meeting. SS w te up action Dolnts for theneeting.

€ In class, pay particular attention to clearty breaking downthe case study into the different tasks and makingsu;e that55 understand and follow the structure ofwhat vou aredoing.

. The audio in this case study could be omitted if necessaryalthough you will have to give some prompts and ideasfrom the audio script for improving Stitch Wear'scommitment to CSR and improving its public image.

Background

Ask SS to focus on the photo ofthe clothing factory. As alead-in to the case study, ask SS where they think thephoto was taken and to predict what kind of problems thecompany might be facing.

Ask SS to read the background information.

write the following headings from the left-hand column ofthe table and elicit information from SS to comDtete theright-hand column.

6 Buslness ethics I

The media

Refer 5S to the newspaper article on page 56. Get SS'sinitialreaction to the news story-

Ask SS to read the article and look at the graphs above itshowing sales figures for the two companies and answerthe ouestions:How will the scandal affect Stitch Weor?How do sales figures for the two companies compare?

Go through the answers with the whole class.

Dealwith any questions the SS may have regarding difficultvocabulary. Note on the company name-Stitch Wear-andthe newspaper headline: one ofthe Longman dictionaryentries for the multiword verb stitch uD is'to deceivepeople for f inancial gain' (Brit ish Engllsh). Another informaldefinition ofstitch up is to 'frame someone'; to makesomeone seen guilty ofa crime by providing falseinformation. The name Stitch Wear could therefore havenegative repercussions in the UK.

o Customers, especially younger people, may boycottStitch Wearl clothes as a resuLt ofthe allegations andthe WLA'S campaign.

a Sales for Stitch Wear have fallen from 5.1bn dollars to

4.9bn dotlars, while sales for its maln competitor haverisen from 4.9bn dollars to 5.1bn dotlars in the lastquarter. Stitch Wear is therefore losing a significantamount ofits market share to the competit ion.

ListeningQ e.5

a Get 55 to read the listening task. Ask them to try andpredict what advice the consultant may give. SS may beable to predict from reading the background informationthat Stitch Wear needs to rethink its CSR policy and devisea new CSR strategy including corporate sponsorship ofcommunity projects, boost company sales, remaincompetitive and present a more positive ethical image tothe public. Ask SS what kind of proiects the company couldsponsor that would appeal to younger customers. Don'treiect any ideas at this stage or give the answers away.

a Play the recording once, pausing after sections ifnecessary, to allow SS time to take notes. You may chooseto pause and elicit the consultant's second suggestion andthe response from the Head of PR.

o 55 comDare their notes in oairs.lfnecessary pLay the recording a second time, referring tothe audio script on page 167. Go through the suggestionswith the whole class, writing them up on the board. Thisinformation wil[ help SS in the next stage ofthe case study.Discuss SS's initial reactions to the suggestions made andwhether they think the ideas are appropriate or not. Thereis no right answer to this question. 55 may or may notreach a consensus, but do not spend too much tim€ on thisatthis stage, as theywill be discussing these and furthersuggestions in the meeting.

oa

o

€

Company/organisation Stitch Wear

Purpose Clothing company thatmanufactures and sells casualwear and sports clothlng

Based in U5

Retailoutlets in US and Europe

Factories in Pakistan and lndonesia

Problems Allegations by the press andthe WLA ofusing child labourand poor working conditionsin factories in Pakistan.Boycott campaign of StitchWear clothes, led by the WLA.

Tasks Rethink CSR policy / Devise anew CSR strategy: corporatesponsorship of communityprojects, boost companysales, remain competitive,present more positive ethicalimage to the public.

Department responsible PR

Suggestlons for CSR lmprovem€ntResponse

1 Consultant: be carefulwithlanguage in the CSR report;has to sound realand sincere.

Head ofPR agrees

Consultant: Stitch Wear alsoneeds to stay competitive, Anyaction plan / CSR programmeneeds to be financially feasible,e.g. adjust profit margins andreview pricing.

Head ofPR confused/sceptical; asks forexamples in theindustry

3 Consultant gives example ofcompany in Pakistan that setup educational programmesand healthcare for ex-childlabourers,

Head of PR says it'sexpensive.

4 Head of PR: conpetitor runsa're.use a shoe' program,

Consultant thinks it'sa good idea.

5 Consultant: recommends apartnership with the EthicalTrading Initiative to screensuppliers.

Head of PR soundsinterested.

l6 Business ethics

Task

Feedback

o When SS have finished the task, bring the whole class toorder.

c Ask each group to summarise the outcome of each meetingbriefly for the whole class- Ask one or two groups to saywhat happened in their groups, whether the meeting wasmanaged effectively and whether the outcome wassuccessful or not. You may like to ask the whole class tochoose the best proposat. Alternatively, SS may like topresent their proposals formally to the rest ofthe class. Theother SS act as company shareholders and/or board ofdirectors and vote on the best solution.

o Praise the strong language points and work on five or sixpoints that need improvement, especially in relation tolanguage used for managing meetings, probtem-solvingand discussing business ethics.

Wrlting

Get SS to focus on the writing task on page 57 and dealwith any questions they may have. Stress that their finalproposals witl need to be financially viable, as wellasattractive to the public and media.

Ask SS, in pairs or groups offour, to check the informationthat shoutd go in the action points, referring to theirmeeting notes. Allthis information has come up in thelistening and meetlng rote-play,

Go through one group's first action point and put thesepoints on the board as an example.

Get SS to write in pairs or individually.

Refer SS to the CSR meeting agenda and task on page 52.Dealwith any questions they may have regardingvocabulary (e.g- susta inable supply choin, supplierscreening policy).

Divide the SS into groups ofthree or four. Explain to SSthat the meeting has been called by the Head of PR,follorving his conversation with the ethics consultant. Inthis role-play, they are managers from differentdeDartments at Stitch Wear. 6et SS to look at theirrespective role-play information on pages 746,752, $6 and158. Strongeror more confident 5S could take the role ofStudent A, Head of PR, as this person needs to lead themeeting. Dealwith any questions SS may have before theybegin the task.

With groups ofthree, make sure someone is StudentA, buteliminate one of the other roles, according to SStinterests.

Get SS to take notes before they begin on how these issueswill affect their own department. They can also add anyother ldeas they may have on how to improve thecompany's commitment to CSR and its public image.

TellSS to take notes during the meeting, as theywillneedto write up action points later.

SS hold the meetinS. Circulate and monitor, checking 55are carrying out the task correctly. Make a note ofanyuseful language being used for problem-solving and five orsix common errors for correction, including pronunciation,for later feedback. Write these up on the board.

Early finishers may correct the errors on the board.

4 wntirg f e page na

Circulate and monitor, checking 55 are completing the taskcorrectly.

Get SS to write the finat draft ofthe action points, either asa class activity in pairs or for homework. Alternatively, thiscould be made into a report-writ ing task following theirpresentation to the board ofdirectors.

For early finishers, or as an extra activity, tell SS that therehave been rumours offinancial irregularities involvingmanagement at Stitch Wear. The PR department has toissue an internal e-mail to all staff, atlaying their concernsabout the recent altegations in the press surrounding thecompany's unethical employment practices and what thecompany plans to do, as discussed in the recentmanagement meeting.

6 Business ethics I

t tor. Go through the information in the Course Book with

your student. Erplain any diff iculties. In the task, yourstudent is Student A (Head of PR) and you are Student B(Head of Production). oon't dominate the conversationin this task, but say enough to keep it going and atlowyour student to ask and answer questions.

. At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later.

. Praise any good examples of language used and go overany errors, including pronunciation. Then repeat thetask, as Students C and D respectively. Record themeetings on video or cassette, ifpossible.

Reaision

This unit revises and reinforces some ofthe key language points from Units 4-6, and links withthose units are clearlv shown, This revision unit, like Revision units A, C and D, concentrates onreading and writing activities. Some ofthe exercise types are similar to those in the Reading andWriting section ofthe Business English certiflcate examination (Hlgher leveD organlsed by theUniversity of Cambridge ESOL Examinations (Cambridge ESOL),

For more speaking practice, see the Resource bank section ofthis book beginning on page z11-The exercises in this unit can be done in class, indlvidually or collaboratively, or for homework.

o These exercises give SS further practice of linking expressions on pages 39 and 12.

A 1 The homes are designed to use solar panels as well as electricity for heating.2 He talks about protecting the environment, yet his car! a real petrol guzzler.

3 The hydrogen economy is stilt a dream, dcsplte the years spent on scientific research'4 | always take the bus to work as you can never find a parking space.5 There was a power cut due to a sudden surge in demand.6 The worldt oil supplies will soon run out, so we'll have to find other fuels.

B aswellas + in addition toyet -+ even thoughdespite -r in spite ofas -r because/sincedue to -+ because of / as a result ofso + therefore

c a) as well as, in addition to b) yet, even though, despite, In spite of c) due to, becauseof, as a result of, so, therefore d) as, because, since

n)o SS are given further practice in using language related to energy from the Listening and

Reading sections on pages J4-37.

r fossil fuels z Wind power; renewable energy 3 greenhouse gases 4 four-wheeldrive 5 Globalwarming; carbon-dioxide emissions 6 energy consumption7 environmentally friendly 8 energy-efficient

@c This exerclse gives SS word-building practice following the case study on pages 40-41.

l reductlon 2 investment S legislation 4 improvement 5 performance

6 comDetitive

(te 55 write a proposal for energy efficiency as fulthel practice to the Business skills on page 39'

Unit B Revision I

Sampl€ answerReport

Proposals for energy efnciencyIntroductlonI have been asked by the management team to make proposals for energy savings in thecompany as part of our drive to reduce energy costs. Some ofthese proposals can beimplemented immediately wlthout incurring major costs. others require some capitalinvestment. A detailed breakdown ofenergy bills over the last five years and an estimate ofthe implementation costs and proiected savings are provided in the appendices to thisreport.

Executlve summarytlghtlngUsing low-energy florescent lighting would produce a saving of25-3o%. Although these aremore expenslve to buy, they last up to twice as long as normalflorescent lights, so we willsoon recoup the cost. I also propose the installation of time switches in staff lavatories.

He8tingThe heating system is old and inefficient and do€s not distribute heat equally in all areas ofthe building. Some staffopen the windows in winter to cooldown, while staffin other partsofthe buildings are using extra electric heaters to keep warm- | recommend we replace thecurent system as soon as possible. Estimated savings would allow us to recoup ourinvestment within sixto seven years.

AhcondltlonlngOur costs in this area have risen dramatically and are now on a par with our heating bil ls.Lack ofmaintenance means that the units are not working efficientty. These should bechecked by a qualif ied technlcian once a year.

Staff awarenessIn addition, information about energy emciency should be posted on noticeboards toencourage staffto save energy.

(259 words)

@o SS write an introduction to a report as further practice ofthe Business skills on page 39.

Sample answelOvercapacity at Mitos 3 Gym

IntrcductlonMitos has a chain offive gyms in the city. Mitos 3 opened six years ago, with a 25-metreindoor pool, a sun deck, a zoo-square-metre weight and machine training area, five rooms forprogrammed exercise classes, in addition to a bar and a beauty saloon.

Membership of Mitos 3 is at record levels. There are now over 4,ooo members, the vastmaiority young adults in their 2os and 3os. The peak periods are between l and 3 p.m. and inthe early evening between 6 and 8 p.m.

Because ofthe number of active members, the gym is running at full capacity during peaklunchtime and evening periods. This has generated some problems and complaints frommembers. Specifically, people have to wait to use the training machines, and classes aresometimes full, There are also queues for the showers, and the boiler can't generate enoughhot water to coDe with demand.

As a solution to this problem, I propose we offer a cheaper-rate membership at off-peaktimes. I also recommend putting notices in the shower area asking members to be moreconscious of water conservation.

(192 words)

I unit B Revision

a This exercise gives SS further practice in using the vocabulary associated with employment(page 42).

I Part-t ime 2 Seasonalwork

5 Teleworking 6 Unemployed3 Shift work 4 Fixed-term/Temporary contract7 Migrant worker 8 Self-employment

o This exercise gives SS further practice in cohesive devices (page 123).

a SS correct an e-maiI from a dissatisfied customer, practising inversions after the case studyon pages 48-49. lf SS have not done this type of exercise before, draw their attention to therubric and point out that all six errors relate to inverted forms.

I'm writing to complain about the service I received when I phoned to reserve a car today. Ican't believe how rude the operator was. Not only dld she rush me through the reservation,but she also finished the call$rhen lwas in the middle ofa question. No sooner hed I givenher my details than she ended the catl without confirming the price. I had to phone back andonly after my third callwas I able to speak to the same operator. l'm going to tell all myfamily and friends about this experience and tetl them th.t on no account should theyreserve a car with your company.

a SS practise writing e-mails by replying to the customer's complaint in the previous exercise.

Sample ansrver

Dear Mrs Moore

Thankyou for informing us about your experience and please accept my apologies. Weappreciate feedback from our clients and we take customer service very seriously, All our callagents are trained to deal with customer enquiries politely. we atso operate a monitoringscheme to check that calls are handled correctly. We do our best to ensure that all ouroperators confirm the booking details and enquire ifthe customer has any further questionsbefore ending the call. I am sorry that this did not happen when you made your reservationand I would like to offer you a 5olo discount on your booking. I hope this is to yoursatisfaction.

Best regardsAnita Hodden(118 words)

a This exercise gives SS further practice in the useful language for active listening,paraphrasing and checking understanding on page 42.

tThis 2 them 3 in this respect 4 its 5 its 6 this knowledge Ttheir

t f 3b 6d2C 4a 5e

Unit B Revision I

a 55 correct a short article on business ethics by identirying the extra tvord that appears onsome but not allofthe lines. lfSS have not done this type of exercise before, draw theiraftention to the rubric and the fact that some ofthe lines are correct.

r/ 2out 3for 4the sat 6/ 7 thal 8 there 9/ toyou lt not 12/

o This exercise gives SS further practice ofwords related to corporate social responsibility afterthe case study on pages 56-57.

r passionate 2 commitment 3 trust 4 persuasive 5 scepticlsm 6 riskyTenvilonmental 8 threat 9 development 10 successful rl progressive 12 inspiration

a This exercise gives SS further practice of multiword verbs from page 53.

r set up 2 hold us to account 3 shy away from 4 set out 5 falls Into 6 phase out7 carried out 8 follow suit

o This exercise gives SS further e-mail writing practice after the case study on pages 5G57. SSwrite a reply to one ofStitch Wearl customers who is concerned about the companv! use ofchild labour.

Sample answer

Dear Ms Powell

Thank you very much for your e-mail. I can assure you that Stitch Wear is taking this issuevery seriously. We now screen all our suppliers to ensure that children under 14 are notemployed anywhere in the world in the production ofour goods.

We are also planning to introduce health and educational facilities for children who onceworked in our Asian factories. Stitch Wear is deeply committed to child welfare, and wesponsor several fund-raising events for childrent charities in this country, including theannual Happy Child Fun Run. Please click on this link to our websit€ to find out more aboutStitch Weart commitment to responsible business www.stitchwear.com.With best regardsHarriet Pratt(u9 words)

Finance and bankin

For a fast route through the unit, focuslng mainly on speaklntskllls, iust use the undedined sectlons.

For one-to-one situatlons, most parts ofthe unit lend themselves, with minimal adaptation, to us€ with individualstudents. Where thls is not the case, alternative prccedur€s are glven.

8ol

7 Flnan€e and banking I

Finance is the part ofeconomics concerned with providing funds to individuals, businesses andgoremments. Finance allows these entities to use credlt instead of cash to purchase goods and Inyest inprojects. For example, an individual can borrow money from a bank to buy a home. A company can nisemoney through Investors to build a new factory. Governments can lssue bonds to raise money for proiects.There are many other aspects offinance, such as corporate ffnance and public f,nance,

Institutions such as stock exchanges provide a market for existing securftles, which inctude stocks andlonds. Banks and other flnsnclal lnstltutlons Drovide credit.

Banking is the business of providing flnanclal servlces to consumers and businesses. Some of basicbanking services are checklng accounts (curent accounts in the lJ l0 and savings accoonts and deposltaccounts that can be used to save money for future use. Other services inctude loans, credit catds andbasic cash management services such as forelgn cunency exchange.

Banklng Instltutions include commerclal bank5, savlngE and loan associatlons (SLAs) and savlngsbanks. The major differences between these types of banks lie in horv they are owned and how theymanage their assets and llabllltles. Bank assets are typically cash, loans, securities (bonds, but notstocks) and property in which the bank has invested. Liabilities are mainly the deposlts received ftom thebank's customers, which are stillowned by, and can be withdrawn by, the deposltors.

Other financial institutions that are not banks but nevertheless provide banking services include:finance companles, ilwegtment companles, iNestnent banks,Insurance compenles, penslon hrnds,secudty bmkers .nd de.leE, mortgage companies and r€al-estate lnvestment trusts.

All business activity canles rlslg and any company can fail. cashflow is not the same thing as proftability,and a common cause offailure is rapid growth, causing costs to rlse steeply ahead ofincome.

The causes offailure are complex. 0nce-stable markets go lnto decllne, reducing Income and cashflow.Operational problems create large, unfoleseen costs that eat up pronts. Investors begin to los€confidence, the sharc prlc€ falls, credlt ratlngs are reduced and it becomes more difficultto borrow.Profitable parts of the company may be sold offto ral3e cash; this works in the short term, but long-termrevenue declines.

Sometimes the senior management team is changed, also known as corporate restrudurin& in thehope that new managers will make a difference. However, studies of US companies that change theirtopmanagement in response to crises show that only about one-third make a fu[ recdtery.

As a last resort, declarations ofinsolvency or bankruptcy can create a breathing space, and compellenders and investors to come to terms wlth problems and bear some ofthe losses. Not every Insolventcompany is wlltt€n off; many recover and return to successfrrl tradlng. In other cases, insolvency exposesdeeper problems. Then the only choice is llquidatlon, with assets sold at auctlon and staff maderedundant.

In-work students wil l be able to talk about aspects of company finance, describing company performance,

and witl possibly have some knowledge of international banking transactions such as letters of credit usedfor import/export. Pre-work students may have experience ofreading about company performance.

All students will have some experience ofpersonal banking and banking services, possibly includingonline banking, and may also be able to discuss groMh and recovery regarding companies that are in thenews.

Michael Brettf How to read the frnoncial pageS Random House, 2oo3

Ron Chernow: Ihe ho use of Morgon: on Amerian banking dynosty ond the rise of modem frnonce,Grove Press, 2oo1

Longman Business English Dictionory Peatson Educatlon, 2ooo

lI@!E @ Pearson Education Limited zoo6

| 7 Finance and banking

a Ask SS to brainstorm the names of some high-street banksand say what sort of banks they are, e.g. commercial,savings banks or building societies, and whethertheyareregionat, national or 'global' banks. Write SSb ideas up onthe board, but do not spend too long on this, as it leadsinto the first discussion ouestion ln Exercise A. Ask SS toname some wellknown international banks ifthey haven'talready done so, e.g. J.P. Morgan, Deutsche Bank, etc., andwhetherthey prefer to bank with lesser-known reglonalbanks or a gtobalbank.

o Tell SS that they will be looking at finance and banking inthis unit.

e Go through the overview panel at the beginning of the unit,pointing out the sections that SS wilt be looking at.

Quotationa Get 55 to look at the quotation and ask them what they

think it means. Ohe idea is that money is obviouslyessentialand ls an example ofWoody Allen's irony.)

55 ane encour.gld to dlscuss banks, Intemet banklng andhow personat and Intematlonal bsnklng have changed.

@@ SS work in pairs to discuss the questions. Set a three-

minute time limit for this. Then get 55's feedback as awhole class. Help 55 with banking terminology in English.With this kind ofspecific vocabulary it is a good idea toread the Business b.ief (page 81) before starting the unitand have a good dictionary such as the longman EusinessEnglish Dictionaryto hand during class.

55 look at some banklng terms and us€ relat€d yocabulary Incont€xt.

@6 Refer SS to the words in the box. The vocabulary is taught

here before the listenin& as 55 may have varied experienceof banking terminology.

@ With pre-work 55 particularly, you may prefer to pre-teachsome ofthese items, and/or have a good businessdictionary such as the Longman Business EnglishDictionory,lo hand. One way of pre-teaching vocabularyitems is to write the words and their definitions on theboard. SS then match the items. Alternatively, give 55 oneofthe words and get them to look it up in the dictionary. SSthen exDlain their word to the rest ofthe class in their ownwords. As a follow.up activity, ask 55 ifthey have everinvested in bonds or company shares. Why (not)?

SS may say that they think certain banks are successfulbecause they charge a lot for their services, or have agood reputation for customer service, or havedeveloped online banking and more sophisticatedbanking services In order to attract more clients. ManySpanish banks offer'points'to customers, dependingon the number of banking transactions carried out ondebit or credit cards. Customers can thereby accumulateand exchange points in return forvarious gifts. Ask 55 iftheir banks offer similar promotions.SS witlprobably say Internet banking is easier andquicker than goingto their high-street bank, althoughSS may also have reservations about carrying out onlinetransactions for security reasons, lt is not necessary tospend too long on this point, as the future ofbankingforms part ofthe discussion after the listening section.SS may say that banking transactions are faster or moreefficient than five or ten years ago, with thedevelopment of Internet banking and new technologies.55! answers willvary here, depending on theirexperience ofcompany finance and/or payments ofexport/import. lt is not necessary to spend too muchtime on this question with pre-work SS.

a

a

AII: Automated Teller Machine or cash point (BE)bood: a document which can be bought and sold andwirich is produced by a government or organisation,p{omising that it will pay back money it has borrowed,usually with interest

cquity (or €quities): the capitalthat a company has ftomshares rather than from loans; tradlnt€qultles meanstrading in companies' shares on th€ stock market, ratherthan trading on other markets

l. er ofcredlt: used to guarantee payment and delivery ofgoods, whereby the importer's bank guarantees paymentto the exportert bank once it receives the related shippingdocuments

seculftles: a financial investment such as a bond or share.or the related certificate to show who owns it

share: one ofthe parts into which the ownership ofacomDanv is divided

SS do the exercise in pairs, then compare ans$rers.Go through the answers with the whole class. Dealwith anyfurther vocabulary questions SS may have.

7 Finance and banklng I

1 True2 False 0. Rosas mentions new technologies, not new

regulationsJ3 False (He refers to electronic letters ofcredlt, not

e-mails.)4 True5 True6 False (He says they are examples of sophistlcated/non-

traditional/investment bankingJ

a lfSS are interested in recognising accents, you may like toexplain that Joan Rosas is Catalan, but travels a great dealin his job and spent ten years working in New York, andtherefore has a mixture ofa Catalan and American accent.

@ Oz... Refer SS to the cartoon. Ask 5S what the woman is doing

and what it says on the screen. (She's checking her bankbalance on the TV with a remote control, and the account isoverdrawnJ Ask 5S ifthey can already do their bankingtransactions in this way, or ifthey think this wil l be thefuture ofbanking for indlvidual customers.

a Ask SS to read through the notes under the three headingsand see ifthey can predict any ofthe answers. Note: it isnot important for them to complete all the gaps, as thefocus is on familiarising them with the vocabulary.

o Play the second part ofthe recording, pausing wherenecessary to give SS time to write theit answers

o After listening, 5S compare their answers in pairs; circulateand dealwith any queries SS have.

a lf necessary play the recording a second time and refer Ssto the audio script on page 168. However, don't spend toolong going over the script In detail, as SS will need time todiscuss the questions in Exercise E.

o Go through the answers with the whole class. Ask SS ifthey know what WAP stands for (Wireless ApplicationProtocol, which is a protocol that turns mobile telephonesinto small lnternet browsers).

l global 2 (large) regional 3Smaller 4dowell5 strategic market segments 6 bundled 7 savingsI credit cards 9 insurance and consumer 10 bricks

retail branch 12 Internet 13 Clicks and clicks14 cetlphones t5 DigitatW 16 W remote control

SS talk about howtrcnds In banklngare affecllng businessand the tutuie of banklng.

@a Get 55 to discuss their answers in pairs or threes. Circulate

and monitor, helping where necessary with vocabulary.

lATM 2letters ofcredit 3 corporate restructuring4 bonds 5trading 6 capital

. Tell SS they witl also be deaLing with vocabulary for f inanceand groMh in the following reading section.

SS tisten to loan Roses, from La Calxa sayings bank based InBarcelona, t8lk about curent ttends In banks and banklngs€ryices. In the fi15t part ofthe Intervlew, he tatl6 aboutre€ent changes and tr€nds In Intemationel banklnt In thes€cond part, he talks about the future deyelopments lnintemational banklng.

@Qrua Get SS to focus on the short explanatory text on La Caixa,

You may also like to tetlSS that La Caixa! success inCatalonia, Spain, is partly due to its extensive branchnetwork, with ATMS on every high street, despite currenttrends towards online banking. lf SS are interested, referthem to the bank's website: www.lacaixa.esGet 55 to work in pairs, lookthrough the questions and tryto predict whether the information is true or false. Explainany difficult vocabulary.

Plav the first Dart ofthe interview and elicit the answer tothe first ouestion,

Play the iest ofthe recording once, stopping in sections toatlow 5S time to mark their answers.

Get 55 to check answers in pairs.

Go through the answers with the whole class, playing anydifficult sections a third time ifnecessary, or referring SS tothe audio script on page 168 if necessary.

a

c

I 7 Finance and banking

Bring the class together and encourage SS particularly totalk about new banking products and services, the waynew technotogies are changing the world ofbanking andhow companies carry out payment transactions (e.g.internationol cheque trurcatior).some SS may want todiscuss re€ent bank mergers in the news and the feasibilityofcross-border mergers. other 55 may want to talk moreabout security issues with Internet banking. You may like topoint out to SS you will be deating with online business inUnit 10.

During the discussion, monitor and circulate. Make a noteofany good examples of vocabulary and five or sixlanguage points for correction, inctuding pronunciation.

Go through feedbackwith the whole ofthe class, praisingappropriate language for finance and banking. Write up anyfurther points on the board.

5S with a specialist interest in finance may want tocomDare British and American terms for finance andbanking services-see table below. lt is worth pointing out,however, that some American financialterms are also usedin the UK and maybe more widely used internationally.Write up both columns without the headings and askstudents to guess which column is British English andwhich is American English, and then elicit what the termsmean. Alternativety, mix up the words in the column ofAmerican English, then ask students to match the terms tothe British equivalent. Ask 55 ifthey are more familiar withthe British orAmerican terminology in their country orbusiness.

o lf SS are interested in further finance and bankingvocabulary you can also refer them to the followingwebsite: www.investorguide.com

SS dlscuss factoF that can caus€ a company ffnancialproblems and tead a short artlcle on the topic.

As a lead-in to the exercise, you may like to use this quoteand ask SS $rhat they understand by it.Money is to a business what food is to a living orgonism.Businesses thot run out of money effectively starve todeath.(Morgan Witzel, writer)

Explain to SS that the idea is that 'just as the nutritionrequirements oforganisms change as they grow and age,so a businesst money needs change as it matures. Privateborrowing may be enough when the business is in its"infant" stage, but more sophlsticated types offundingmay be needed as the business grows'(from An essentialconmodityby Mo(gan Witzetfor the FT,4 August 2oo4)

Alternatively, refer SS to the photo ofthe closing-downsale. Elicit from SS why the shop might be closing down,e.g. the owner is retiring, a larger shop has taken away itsbusiness, there's no demand for the goods it sells, etc.

Refer SSto the questions, askingthem to thinkofsomefactols, first of all individualty, then compare their answersin groups ofthree or four,

Go through the answers with the whole class.

Most ofthe items listed, with the possible exception ofexecutive salarles, can cause a company financialproblems and lead to financial crisis. Other potentialexternal or internal factors are:a slow company response to change in the industry or

maior societaUenvironmental/technological issues,e.g. the advent ofthe PC, mobile phones or theInternet;

a dramatic changes in corporate structure;o weak Financiat Director;a over diversification;o corruDtion and scandal:a autocratic Chairman/CEO and passive board

members;a high administration costs (this could include

executive salaries).According to rohn Argenti, UK business consultant anddesigner ofthe A-score, 'lt 's not change that causescorporate failure, itl management mistakes. And thosedepend on the originaldefects in a company.'Hedivides corporate break-down into three phases:Defeds: sees the emergence ofcrucial gaps andimbalances in a companyl management, andconsequently its internal and external monitoringsystems.l lstakes! when these defects lead to inappropriatebusiness decisions.Symptoms: the company starts to show the symptomsoffailure. from staffturnover to cashflow crisis.(Adapted from http://news.ft .com/)

Get 55 to read the short newspaper extract on businessrecovery.

SS compare their answers in pairs.

Go through the answers with the whote class.

@o

a

o

Brftish English Amedcan Engllsh

cheque check

current account checking account

share stock

shareholder stockholder

stock inventory

building society (orsavings bank)

Savings and LoansAssociation (sLA)

merchant bank investment bank

unit trust mutualfund or MutualSavings Banks (MSB)

creditors accounts payable

debtors accounts receivable

2 For turnaround: it stops the shareholders from losingtheir investment and saves iobs.Against turnaround: it prevents consolidation in a highlycomDetitive sector.

SS read two short texB on company d€bt and recoery inElation to lllarconi and US Al ays,

@c As a lead-in to the articles, ask SS what thev know about

the two companies, e.g. Marconi is a maker oftelecomequipment: US Airways used to be one ofthe big Usairtines. Both companies experienced financial crisis. 55may know that Marconi almost went bankrupt, but don'tspend too longon this, as the SS willanswer some ofthesepoints in the following reading task.

c Divide the class into pairs: SS A read the text on Marconiand 55 B read the article on US Airways. Tell SS they aregoing to verbally summarise what they read and theanswers for the three questions fortheir partner. Explainthat the idea is to scan the articles ouicklv for thisinformation. Tell SS they should ignore any words orphrases they don't know at this stage and focus on thequestions. In orderto make this a quicker reading exercise,set a time limit.

€ Get SS to read the articles. lvith less confident SS or largergroups, you may decide to divide the class into groups Aand B: Group A reads the Marconi article together in pairsand Group B reads the US airways text. SS then summarisetheir answers for another Dair.

€ SS summarise their answers to the questions and $,hatthey have read for their partner. Circulate and monitor,hetping SS with vocabulary if necessary.

o Ask SS for their initial reactions to the Doints made in thearticle before checking the answers.

6 Go through the answers with the whole class.

7 Finance and banklng I

Itlarconib crisis was brought about by the decision tofocus on telecommunications and to sellthe orofitabledefence division. The company also bought a lot ofother compani€s, butthere was a collapse in demand inthe hi-tech and telecoms sector.US Airways' problems appear to have been caused byhigh fuelcosts and competition from low-budgetairl ines. Although it isn't mentioned in the article, theaviation industry was also badty hlt by the 9/ll terroristattack (11 September 2oo1).llarconl has restructured the company, sotd manybusinesses, sacked thousands ofstaffand given controlofthe company to bondholders. In exchange, the debthas been written off, and the origlnal shareholders havelost almost all of their investment.US Airuays is declaring bankruptcy to conserve cashand avoid paying creditors. The company has also beentryingto get staffto agree to 'savings' (presumablysalary cuts, staffreductions and increased productivity)and wants legal permission to suspend pensionpayments and cancelthe pension fund for some staff.l iarconi seems to be surviving the crisis - the companyhas been able to setlsome businesses and pay offsome debts earlier than expected, and profits and sharevalues are improving.US Ai ays seems almost certain to go bankrupt unlessthe government intervenes orthey are bought out byanother company.

a Alternatively, if time is short, or with one-to-one SS, Ssread one ofthe articles and exchange information aboutthe second article with vou.

o After reading, ask SS follow-up questions:Whot has happened to the two companies since the orticleswere wdtten?Do you know other companiesthat arc experiencing similarfr n a nc i a I d i ffi cu lti es?How ore these companies dealing with decline ondtumoround?Do they seem likely to go bankrupt? Why (not)

Note: There is no language review forthis section - seeBusiness skills.

SS look at vocabulary related to company debt and lecowryln cont€rd.

rc)

o Get all SS to read both articles again, pointing out that theparagraphs are numbered. lf SS ask questions, throw themopen to the whole class to see ifsomeone can provide anexplanation. lfnot, explain where necessary.

o Alternatively, ifshort oftime, ask SS to read only one ofthearticles, or ask SS A to do questions 1-7 (Marconi) and SSB, questions 8-4 (US Airways). SS then exchangeanswers.

a

| 7 Finance and banking

Get SS to do the exercise individually.

Circulate and confirm answers or indicate in whichsentence a word or expression occurs where SS are havingdifficulties. Get early finishers to compare their answerswith a partner.

Go through the answers with the whote class, asking 55 togive their explanations ofthe meanings and find out if therest ofthe class agrees.

lb 2a 3a 4b 5a 6b 7b 8a 9b iobr la 12a 13D 14a

. lf SS are interested in finding out more, give them thereading list in the Read on section (page 8d and thewebsite: wwwinvestorguide.com

SS dlscuss whlch companies/sedors are dolng well/badly.

(Dl

5s discuss the questions in pairs or small groups.

Circulate and monitor during the discussion, making a noteof any useful language used.

Go through the answers with the whole class. SS wilt givetheir own answers for question 1 ln question 2, SS may saythat in Europe, the science R&D and banking sectors aredoing very well, but the traditional manufacturing sectors,such as car plants, arestruggling due to high labour costsand overseas competition. The airline industry appears tobe in crisis gtobalty. The hi-tech and telecoms sector isrecovering from the downturn ofthe late 199os.

SS llsten to someone Introducing a presentatlon and prddlsethe language of lntroduclng a presentatlon.

@ Oz'ra As a lead-in to this section, ask SS some of the following

questions about introducing presentations:When was the last time you gave a presentation? Where?Who to?How did you introduce or start the presentation?Did you wite and rehease it beforehand ordid youimprovise?How could you inprove the introduction?

o Alternatively:When was the lost time you saw someone give ap resentati o n ? Wh e re? W ho to?How did they introduce or statt the presentotion?Do you think they inprovised it, orwos it wtitten ondrcheased?

Point out that ifthey are going to give a presentation inEnglish, it's a good idea to write at least their introductionand conclusion and rehearse it beforehand. lt is notnecessary to memorise the introduction word for word, butit's important to be able to read it without tooking toomuch at vour notes,

Play the recording once, pausing if necessary to give SStime to write their answers.

55 comDare in Dairs.

Play the recording a second time if necessary.

Go through the answers with the whole class.

l to talkto you 2 start by reporting 3we'lllookat4I'm sure you'll 5 ask any questions

The speaker uses expressions like the br? ht future aheadand growing from strength to strcngth lo gettheaudience's interest in what! she's going to talk about. 5healso addresses them directly when she says I'n sure you'llaaree.

@ DrilI pronunciation ofsome ofthe expressions used,highlighting word stress on the board. lt's often a goodidea for SS to read the audio scriDt aloud to each other topractise the pronunciation and intonation ofthe key wordsand phrases.

a Refer 55 to the presentation tips. Deal with any questionsand ask 5s to add any further tips they may have for givingDresentationS.

SS listen to a presentation and d€scrlbe Rnanclalp€rformance uslng the language of t]ends.

@ Qz.co As a lead-in to this section, ask SS some ofthe following

questions about giving or attending financialDresentations:How often do you give financial prcsentations?When wos the last time you saw a presentotion onconpany performance?Whot do you think are some of the difficulties of givingthese kinds of presentations?What kind ofvisuol aids doltuould you like to use in thiskind of presentotion (e.9. PowerPoint, gtophs fromfinancial repofts, etc)?

o Ask SS to read the short explanatory text on CME.

o Refer SS to the graph and the description ofCME sperformance and projections. Make sure 55 are givenenough time to do this before playing the recording.

o Play the recording once, pausing where necessary to giveSS time to write their answers.

o Get 55 to compare their answers in pairs.

a Go through the answers with the whole class.

o

o

a

@

o

routp€rform 2 medium term 3 gradually recover

I o/er double

Refer SS to the audio script on page 168 and deal with anyquestions they may have regarding language for describingtrends.

Try to sensitise the SS to English sentence stress, linkingand intonation. Don't get SS to repeat allthe expressions,

iust one or two from each section that might be difficult interms of pronunciation, drit l ing pronunciation andintonation ofany diff icult items and highlighting wordstress on the board n/here necessary e.g. lyftat we've gothere; Whot you can seei by Wor seyen will be over dou e.SS may find it useful to read the audio script and listen tothe recording a third time, at the same time as highlightingstressed words.

For further practice ofthe language of trends, refer SS tothe Grammar reference on page 126 in the Course Book.

) Gronrar reference: Languoge of trends page 726

r ra :b 3c 4b2 l gradually declined 2 fallingfrom 3rapid upturn

4 soar to 5slightdrop 6stabilisedat 7 recovered

@ Qz.s€ Refer SS to Exercise C and the bar chart on page 160.

a Ptay the recording once and get 55 to correct the five errorsin the chart individuallf pausing at relevant sections whennecessary to give SS time to write their answers and checkthe graph.

€ 55 compare answers in pairs, playing the recording asecond time if necessary.

@ Go through the answers with the whole class, referring 55to the audio script on page 168 if necessary.

Errors ln chartI In Year 1, revenue more than doubled between Q3 and

Q4 to $4om, not $5om.2 In Year 2, revenue rose to $4om in Q2 (not $42m).3 In Year 3, growth in Q2 and Q4 was $48m and $62m, not

vtce versa,

4 In Year 3, Q4 should match Q4 of Year4, not Q1.5 In Year 4, Q3 revenue dipped slightly to $46m, not

$55m.

As a lead-in to the exercise, write the following five verbsfor describing trends on the board and elicit from the SSwhether they are used to describe rising or falling figures:slnk (falD, leop (rise) , plummet (fall), surge (rise) and sl,p(fall). Ask SS which of these verbs expresses only slightmovement (slD and explain the others express asignificant rise or fall.

o

o

7 Finance and banking I

Dlvide SS into pairs and ask them to look at the Languageoftrends box on page P6.

Monitor and circutate as SS do the activity, helping them,where necessary to identiry the expressions in the financialpress and add them to the appropriate section in theGrammar reference.

SS compare their answers with another pair.

Ask 55 to add to the table any more expressions that theyuse for these purposes.

Go through the answers with the whole class.

@@

Try to sensitise the 55 to English sentence stress, linkingand intonation. Don't get SS to repeat allthe expressions,just one or two from each section that might be dlfficutt interms of pronunciation (e.9. plummeted, ttipling, fout-fold).You may atso tell the SS they will be looking atpresentations again later in the CB (Unit 10 looks atsummarising a presentation and dealingwith Q&A).lfSSare particularly interested in giving presentations, you maywish to dealwith this section at an earlier stage.

For follow-up practice, go to the Resource bank on page225.

SS write the Introductlon of presentatlon on their companylflnanclal peformance.

@a Get SS to read the l.Jseful language box.

o Elicit the first few sentences ofthe Dresentation from the5S, or refer them to the presentation given by Diana Hotdenon page 55.

o SS write their introduction to the presentation on CME3financial performance in pairs.

34

Suggested answersI The frrm sank deep into the red... (add to end ofthe

table)... has seen profits leap (add to Profrts hove rocketedsection ofthe table. Point out the construction ofthissentence is different from the others and that Profitshove /eopt is also possibleJ

-.. shores plummeted (add to end ofthe table)Shares ,.. hove slipped (add to Profits have decreosedsection ofthe table)Shares ... dropped sharply (add sharply to the list ofadverbs in the Profts hove section ofthe table.... numbers climbed from ... to ... (add to Profrts hovedoubled section ofthe table).-. surged (add to Profrts hove recovered section of thetable)... almost tripling (add to Profrts have doubled sectionofthe table)... in the last quarter, (add to first section ofthe tabte)... soar (add to Profits have rccovered section)... four-fold (add to the list of adverbs)

I 7 Finance and bankint

Alternatively, if SS do not generally give these kinds ofpresentations, ask them to write the introduction for apresentation they have already given or will possibty give inthe future, e.g. on their company or department or line ofwork,

Circulate, monitor and help SS whilst they write. Make anote ofany useful expressions used and five or six pointsfor correction on the board.

Early finishers can be referr€d to the board to see iftheycan correct the errors,

After completing the task and, if peer correction isappropriate in your setting, SS may compare theirintroductions in pairs. Are the sentences too long? Whatexpressions did they both use?What could be improved?Tell SS not to bother too much with spelling mistakes, asthis introduction is meant to be spoken. lfthey spot anywords and expressions they don't know, they can ask theircotleagues who wrote it about the meaning. This task helps55 be more aware ofthe impact their presentation has onthe audience,

Go through feedback with the whole class, writing up anycommon errors and usefulvocabulary and phrases on theboard.

Ask SS to memorise as much ofthe introduction as theycan. 5S then give their short presentation to the rest oftheclass. This activity may also be recorded on video orcassette, as SS will find it a more challenging and realistictask ifthey are recorded, ratherthan just'talking'to theirDee15.

6 Go through feedback with the whote class, praising goodexamples of language and style, including pronunciationand pointing out five or six areas that need further work. lfpresentations have been recorded in larger classes, do notreplay the whote presentation each time, as you may nothave time. Just replay sections and make sure you praiseSS as much as commenting on their errors. lt may not beappropriate to comment on 5S's body language anddelivery depending on SSI culture and the teachingsetting, as in the case ofSS who may be rather shy, or,indeed, professional SS who are in work and well practisedat giving presentations in their own language.

o Alternatively, or if time is short, this writing task could alsobe set for hornework.

SS llsten to some radlo buslness news concerningthefinancial crisis at Erstsunllche Autos (EA), a German carmanufacturef ad as ftnanclal consultant$ and d€vise a cost-dttlng pmgramme whlch they present to management at EA.

o In class, pay particular attention to clearly breaking downthe case study into the different tasks and making sure that55 understand and follow the structure ofwhat vou aredoing.

Background

o Get SS to focus on the Dhoto of the new model of a car andthe accompanying headline. As a lead-in to the case study,ask 55 the fottowing questions:Where do you think the car was produced?Would you buy o Chinese car? Why (not)?Which countries arc famous fot their car industry? fthe US,Germany and Japan)

o Elicit some well-known car companies from these countriesand ask SS to tell you which ones are doing well or badly,and why. Elicit from 55 the implications of the headline andthe information 'reading between the l ines'. (l-here's beensome restructuring: there's a new chief, Earnings need tobe boosted: Erstaunliche Autos are probably doing badlyJ

a Get SS to study the background information. Tell SS thecase study is based on a fictitious German car company.

a Write the foltowing headings from the left-hand column ofthe tabte and elicit information from SS to comDlete theright-hand column. Dealwith any further questions SS maynave.

Task r

a Refer 5S to the graph on three Chinese car manufacturersover the last three years. Get SS's initial reaction to thegraph, then ask them to write down a sentence for each ofthe companies, describing the graph in more detail.

@ lf SS write their answers, circulate and monitor whilst theywrite, helping them with language for describing companyperformance, if necessary.

o Go through the answers with the whole class and write uptheir answers on the board.

Company Erstaunliche Autos (EA)

Industry Car manufacturer

Based in Frankfurt, Germany

Size Medium-sized

Employment conditionsfor workers

(Very) good: enjoy a fourdayweek and good salaries

Problems EA is facing Production costs are high (ao%

more than similar companies);serious competition from China.

Possible solutions The new company chairmanwants a cost-cuttingprogramme with iob losses;help with the refinancingpackage from financiaLconsultants, Tompkins andKosters.

6r-.ph oo Chinese cal manufacturersr Sales for Car company 1(purple line) incteased

dramatically in the first quartel ofYear l and reached12% by the middle ofYear 2, following a ioint venturewith a US company. Since then, figures have fluctuatedsignificantly, dropping to just under 8olo in Year 3.

2 Sales for Car Company 2(orange line') tluctuatedthroughoutYear 2, then rose dramatically at the start ofYear 3 with the introduction of a nert, Mini modelandnow remain at just over 6010.

3 Sales for Car Company 3 ted /ine) also fluctuatedthroughout Yeat 2 and increased to over 4% in the earlymonths ofYear 3. Sales have been rising steadily andare now at 57o.

conclusion: the graph shows that despite maiorfluctuations and a sharp rise in sales for Car Company 1 inYear 2, sales figures have converged in Year 3, and thecompanies now have a market share of between 5+7o.Competit ion is tough, although Car Company 1is sti l laneao.

a As a follow-up to the activity, tell SS the following threefacts about the Chinese car industry. Alternatively, write upthe sentences on the board and elicit the bold figures.Point out that EA is concerned about competition from theChinese car manufacturers in the global market, if SS donot comment on this themselves.

The Chlnese car industryLess than 1% ofthe Chinese population had a car in 2oo5.china is the world's third biggest car market.capacity for €ar production in China is close to six millioncars a vear, while domestic demand was around thteemill ion in 2oo5.

ListeningO 7.6. Get SS to read the listening task. Ask them to try and

predict what plans have been leaked to the press. SS maybe able to predict some ofthe answers from readingthebackground. They may also guess that the company mayhave plans to relocate, possibly to china or elsewhere, ifproduction and labour costs in Germany are very high,Don't reiect any ideas at this stage or give the answersaway,

c 55 l isten to the recording. After l istening, they compareideas in pairs. lf necessary playthe recording a secondtime, pausing after relevant sections.

c Go through the answers with the v'rhole class.

7 Flnance and banking I

Information about EA that has been leaked to the pressI Chairman of EA wants to increase productivity and

boost profits by €4 billion over the next three years.

This will involve cost cuts of up to €Z billion.z Inside sources claim EA chief, Bernd Wulf, is looking into

closing the Belgian car plant.

3 Theret a possibility of EA opening a factory in India.

@ Discuss SSI init ial reactions to the Droblem and ask thesequestions:Do you think it might be better to open a foctory in China inthe light of previous infomotion?Why (not)?What do you think is 9oin9 to happen at Uand why?SS may say the Chinese market is more dimcult to get intothan other markets: that German carwork€rs need to bemore productive. There is no right answer to thesequestions. SS may or may not reach a consensus.

Task z

@ Get SS to focus on the photo on page 69. Ask 5S what itrepresents (a robot-operated assembly line). Ask 55:Whot do you think will be the future ofcat assemblywo*eE in the wodd?What\ the cuftent situation ofthe car industry in yourcountry?SS will probably say that job losses are to be expected asrobots take over car production, as they have done alreadyin France and other countries.

e Refer SS to the first part ofTask 2. (Note this task is in twostages.)

Divide 5S into groups ofthree. Explain to SS they arefinancial consultants at Tompkins and Kosters and have todecide on the best proposals for a cost.cutting packagewhich they will later present to management at EA. Get Ssto look at their role-play information on pages q6, 153 and157. Dealwith any questions the 55 may have before theybegin the task.

SS exchange information and decide on the best proposalsin groups. The information includesr proposed figures andareas where cuts can be made (see pie chart for studentA); annual productivity rates in Germany and Belgium forEA compared to other car manufacturers in China and India(see bar chart for student B); average hourly rates forassembly{ine workers in three countries (see bar chart forStudent C).

Circulate and monitor, checking 55 are carrying out thetask correctly. Note that any proposals should besupported by the facts and figures they have. Make a noteofany key language being used and five or six points forcorrection, including pronunciation, for later feedback.

Bring the class together. Go through the main pointsquickty with the whole class, making a note oftheir ideason the board.

Refer 5S to the second part ofTask 2. Tell them they wil lneed to present these cost-cutting measures tomanagement using these figures and graphs,

I 7 Financ€ and banklng

Give SS five or ten minutes to prepare their presentations.lf 5S are working in groups ofthree, ask them to divide thepresentation into three parts (introduction, main proposalsand conclusion). Note that this presentation time isimportant if SS are to carry out the task correctly andconfidentlv.

5S present their proposals to the rest ofthe class. Make anote ofany key language being used and five or six pointsfor correction, including pronunciation, for later feedback.

Alternatively, or if time is short, ask SS to prepare only theintroduction oftheir presentation with the main proposalsincluded.

Feedback

@ When SS have finished the task, bring the rvhole class toorder.

@ Ask one or two groups to say what happened in theirgroups and, ifappropriate in yoursetting, ask 5S tocomment on the best proposals and give reasons for theirchoice.

@ Praise the strong language points and work on five or sixpoints that need improvement, especiaLly in relation tolanguage used for f inance and describing companyperformance.

@ To round offthe activity, highlight some of 55's best ideasand praise those students that gave successfulpresentations.

Writing

Refer SS to the writ ing task and deal with any questionsthey may have.

Get 55 to look at the rubric. Brainstorm the informationthat should go in the summary and put these points on theboard. All this information has come up in Listening, Tasks 1and 2 and their Dresentations.

Ask SS to took at the Useful language box on page 67 againand the Grammar reference on page 126, ifnecessary.

Q Grammar reference: Languoge of trends page p6

Circutate and monitor, checking 5S are completing the taskcorreclty,

Get SS to write the final summary oftheir proposals eitheras a class activity in groups ofthree or individualty.Alternatively, this writing task could be set for homework.

For early finishers, and ifappropriate in your setting, ask5S to read and compare each others' summaries. SS couldcomment whether graphic information and figures weredescribed correctly and appropriately in the summary.

r tor@ Go through the information in the Course Book with

your student. Explain any difficulties. In Task r, you andvour student are ftnancial consultants. Don't dominatethe conversation in this task, but say enough to keep itgoing and allow your student to describe the graphshowing Chinese car makers, In Task 2, you and yourstudent are financial consultants SS A and B. Praise anygood examples of language used and go over anyerrors, including pronunciation. Then repeat this task,alternating roles, e.g. SS B and C. Alternatively, yourstudent may look at information for SS A and you lookat both bar charts and proposals for SS B and C.

@ During these tasks, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later.

6 Record Task 2 on video or cassette, if possible.

7 Finance and banking J

l_r'

Consultants

L€sson $Llstenlng and discusslon(pages 7o-7r)Each lesson is about6o-75 ninutes. This timedoes not includeod m i n i strati o n and ti m espent going throughhonewo* in any lessons.

Discussion: Consultants55 discuss the benefits oftaking on external consultants andappropriate steps for recruiting a consultant,

Listening: Radio interview on recruiting consultantsSS listen to business advisor Michelle Geraghty talking about thedifferent stages of recruiting consultants and managingconsultancies during an assignment or proiect.

Vocabulary: Managing consultancies55 look at managing consultancy projects and use relatedvocabulary in context.

DiscussioniDEqdyaolqges of consuttanciesSS talk about some of the disadvantages of hiring consuttants.

Practice FileWord power (pages 46-47)

Lesson 2iReadlng and language(pages p-tl)Eoch lesson is about 60-75ninutes.

Discussion: Usinr consultantsSS discuss the use of consultancv firms and business sectorsthat spend the most money on consultants.

Reading: Could it be you when they need on expert?5S read an article on the benefits and drawbacks of becoming aconsultant and the consultancy industry in general.

Language review: Negation using prefixes/Conditlonals55 look at negation using prefixes (in the context ofthe reading)and conditionals (as an optional activity in the Grammarreference).

Text bank(TRB pages 184-187)

Grammar reference andpractice(CB pages 128-129)

Practice FileText and grammar (pages

48-49)

Lesson tlBusiness skllls(paees z 4-z 5)Each lesson is about75-9o minutes.

Negotiating sates5S Listen to a sales manager giving a training session on salesnegotiations, look at some negotiating tips for makingconcessions and do a role-play to negotiate a car deaI for theircomoanv.

Writin$ Terms and conditionsSS write up the terms and conditions agreed in a previous salesnegotiation.

Resource bank

ORB page 222)

writing fite(CB page 137)

Pradice FileSkil ls and pronunciation

|pages 5o-5,

lesson 4:Case study(pages 76-77)Each lesson is about7S-9o minutes-

Mobi-netr it's their callSS study proposals from two consultancy flrms for Mobi-net, amobile service provider based in Austria that needs to keep itslead in the competit ive mobile-phone market, SS negotiate withboth consultancies and write a summary ofthe terms agreedwith the oreferred consuttancv.

Writingfile(CB page 137)

For a fast route through the unlt, focusing mainty on speaking skills, iust use the unde ined sections.For one-to-one situations, most parts ofthe unit lend themselves, with minimal adaptation, to use with individualstudents. Where this is not the case, alternative procedutes are given.

8 consultants I

A consultant is an indep€nd€nt contractor that provides speclalised servlces orskills to a client for a fee.As rrFrts in thelr fields, consultants can help with analysing and solving problems, comptetlng prolects

aild spccific tasks. They can also help a company to focus on nsults, based on the cllentb obiectlyes. Thedegree to which these objectives are achieved is an important measure ofsuccess.

There are different types ofconsuttants, f$anagement consultants analyse and propose ways toi.nprove an organisation's structure, efficiency and/or profits. Technology consultants provide

implementatlon, support, tElnlng and strateglc planning serylces. Web consultants provide assistancewith websites, which may inctude s€tting goels, optlmlslng search engines and designing the site.

Consultants can offer the most cost-efiectlve solution to a companyt needs by providing speclalisederyertise; werload asslstance during a peak period, as consultants can absotb woddoads frompermanent empLoyees; lmpartlat analysls (providing an obiectlve polnt ofview); innovatlon and tralnlng.Consultants may also carry out the work themselves.

Many business teaders, however, have a love-hate relatlonshlp with consultants, as advlsory serylcesare expensive and organisations have become more dependent than ever upon bought-in edvice.Consulting expert, Fiona Czernlawska says that cases such as Enron have tamlshed the reputatlon oftheindustry and reinforced clients' concerns that consulting projects are likely to go $/rong when they involvemd-to-end or bundled services; that there is insufficient objective information available to clients; andthat ag8resslve selllng compromises the ability of firms to offer the best possible advice or assistan€e,

companies should not retaln consultants without understanding how to capture the desired retum oniny€stment (ROl).There are different ways ofgetting the most benefit from working with a consultant.

lf a company wants to streamllne buslness proc$ses or increase profftabllity, they should choose aspecialist in tactical matte6. This type ofconsultant should have real-wortd €xPetience in the sameindustry as the client. Competltors'benchmark, as well as cause-and-effect analysls and cost-benefltanalysis should form part ofthe consultant's methodology for a tactical proiect.

lf a company is looking to enter new markets, increase sales from existing clients or acquire anotherbusiness, they should choose a consultant who excels in blg-plcture thinklng. Scenarlo plannin&fore€astlng and rlsk analysis are required for this type ofstrategic advice. A client sometimes decides tor€tain a consultant as a coach,

when choosing a consultaNy fim, check the consuttancy's refer€nces and whether the consultant hasadvised clients in the same type of business, at the same point in the company! l i fe cycle. lt is alsonecessary to understand the pot€ntlal conflicts of lnterest. ls the advice truly obiective?

communlcation is another key factor when selecting consultants. The advisor's answers need to beclearly explained. A good working relationship on a personallevel is also essentialr the client needs towork with the consultant with trust, often revealing confldential Informatlon.

Where cost and contract are concerned, ifthe consultant bil ls bythe hour, both parties need to agree onexactly where and when the workwilltake place. The contract should detall precisely what the consultantis paid to do. lt should include details on how to handle lssues that are not anticipated. The contradualarrang€ment should also include a confidentiallty agreement or non-disclosute agreement that preventsthe consultant from revealing the company's business to anyone else.

Finally, there wil l be no return on investment when hiring a consultant unless the company's managersbuy in, or agree, to the proposed changes. This is best achieved before the consultant begins the work, sothat managers and other staffwill be co-operatlve in providing necessary information to the consultant.

ln-work students will be able to describe projects or tasks that have been or could be outsoutced toconsultants. Some students may also have had first-hand experience working alongside consultants.Pre-work students nill be able to talk about whether they could be interested in a career in consulting.All students wil l probably have world knowledge of some ofthe maior consultancy firms.

Mick Cope: Ihe seve n Cs of consulting: the delinitive guide to the consulting process, Financial TimesPrentice Hall,2oo3

Fiona Czerniawska and PaulMav Management consulting in procticet awatd"winning internotional casesfudles, Kogan Page, 2oo4

Calvert Markham: The top consultant: developing your skills for greatet effectivenesS Kogan Page, 2oo4

@@ o Pearson Education Limited zoo6

l8 Consultants

Ask 5S to brainstorm some names ofconsultancy firms andthe kind ofconsulting they do (e.g. McKinsey & Company,BCG (Boston Consulting Group), Bain & company and BoozAllen Hamilton were the top four US firms in managementand strategy consulting in 2oo5, whereas lBM, CSC andAccenture are leading companies in lT consulting).

Write 55's ideas uD on the board. Then ask in-work S5:What kind of consultancy firms hove you wofued with inyo u r co n p ony o r o 19 o n i sati o n ?Why did the conpany need to recruitthem?Wos the consultoncy proiecthssignment successful? Why(not)?

Ask SS to focus on the positive aspects ofworking withconsultants in this section, as Exercise F in Listening anddiscussion deals with criticisms of using consultants.

Alternatively, ask SS to give a definition of a consultant -see the Business briefon page 93.

. Tetl SS that they will be looking at using consultants in thisunit.

e Go through the overview panelat the beginning ofthe unit,pointing out the sections that SS wilt be looking at.

Quotation@ Get SS to look at the quotation and ask them what they

think it means. (fhe idea is that when you are too involvedwith a problem or in a crisis, it's best to ask an outsider foradvice, as they will see the problem objectively in adifferent light. Alternatively, the quote could also imply thatthe work ofexperts or consultants is redundant, as theymay state the obvious, i.e. tell a company what it alreadyknows.)

SS discuss the benefits oftaklng on extemal consultants andappropriate steps for recrultlng a consultant.

@o Ask SS to brainstorm possible reasons why companies

might take on an external consultant or advisor. Write SS'sideas up on the board (e.g. specialised expertise;assistance during a busy period, as consultants cantemporaritytake on the work ofemployees; anatysis,providing an obiective point ofview; for innovationpurposes as well as providing training. Consultants mayalso carry out the implementation work ofa project or taskthemselves without long-term commitments to the ctientcompany).

a Then ask SS to work in pairs to dis_cuss questions 2 and 3.Set a three-minute time limit for this. Then get SS!feedback as a whole class. Explain any difficult vocabulary,although much ofthis vocabulary features in the Listeningsection and follow-up vocabulary nork (e.9. brief,n i lesto n es, tim escale, de liv e mb les, etc).

55 listen to business.dvlsor Mlchelle Geraghty. In the firstpart ofthe Intervlew, she talks about the different stagrs ofrscruftlng consultants. In the second part, she tall6 aboutmanaging consult.ncies dudng 8n asslgnment or proi€ct,

@ Qs.'a Play the first part ofthe interview; 55 compare their

answers to the previous exercise.

o SS compare answers in pairs, It should not be necessary toplay this section a second time for this exercise.

To provide advice or a service to make the businessmore successful. consultants usually help with specificproblem ortasks when your company doesn't have theknow-how orthe resources, e.g. controlling proiectcosts, training, improving manageriaI perfo]mance; theymay also manage specialist proiects.Choose one that has experience ofbusinesses ofyoursize, that understands your industry, and is a member ofa professional body like the Institute of ManagementConsultancy.0rder for recruiting a consultant:c) Define the problem, proiect or task.e) Write a brieffor the consultant.f) Make a shortlist of possible consultants.d) The consultant submlts a written proposal.b) Negotiate contracts, terms and conditions for the

consultancy.a) Recruit the consultant.

O C)a'a 55 listen to the first part of the interview in more detail.

Play the recording a second time, pausing in sections toallow SS time to write notes. Play any difficult sections athird time ifnecessary

a 55 check their answers in pairs. Circutate and deal with anyqueries SS have. lfyou can see that all SS have the correctanswers, you may declde not to go through al[ the answersin open class, simply confirm that everyone has the correctanswers and dealwith the problem questions. This savesclass time.

Five principles ofSMART1 is it (the proiect ortask)specific, measurable, achievable, relevant and time-limited?The briefshould include: (D a description oftheorganisation -what it does and its size and structure;(ii) an explanation ofthe problem; (ii) what you want toachieve.The consultant's proposal should inctude: (i) theirunderstanding ofthe problem; 0i) any retevantexperience ofthe consultancy firm; (iiD a work plan andschedule: (iv) the reports and any systems that will besupplied; (v) any input tequired by you / the clientcompany.A written contract should include (D obiectives; (ii) abrief; (iii) how and for how long the consultancy will bemanaged; (iv) fees; and (v) the deliverables (theconsultantb report and any systems required by theclient).T&M (time and materialsl contracts or fixed-pricecontracts.lfyou are not happy wlth any aspects ofthe proposal,don't take them on.'Make sure the chemistry is right.'

e You may $rant to refer SS to the audio script on page 169.Itb often very useful for SS to listen and read the script.You may want to just listen to one part ofthe interviewagain, depending on the time available and SS's needs.Then ask 55 to pick out a language area, such as ten wordsrelating to consulting and proj€cts. Don't spend too longgoing over the script in detail.

@ Qe."o Ask 55 to discuss the questions in pairs before listening.

o Play the second part ofthe recording, pausing in sectionsto allow time for SS to write their answers.

e SS compare their answers in pairs. circulate and monitor,helping where necessary with vocabulary.

a Play the recording a second time for SS to check theiranswe15.

a Go through the answers with the whole class, playingdifficult sections a third time, if necessary.

8 Consultants I

t You have to agree on several things: task to be done byyour staffr short-term goals, milestones or long-termgoals, deliverables, also regular meetings to discussprogress, problems, or whetherthe client's situation haschanged.

2 So that thev are informed about what the consultant isdoing. lt's crucial they feelthey're part ofthe process.

3 In a report and followed by a presentation.Ask the consultant to oroduce a first a draft ofthereport, and then discuss it with colleagues before thefinal repod is written. The final report should contain nosurprises. lfthere are very confidential issues, they canalways be put in a private letter.

o You may want to refer SS to the audio script on page 169before they do the next exercise.

SS look at managlng consultancy proi€cts end us€ telat€dvocabolary In conterl

@o As a lead-in to the exercise, ask SS whlch ofthe words refer

to (i) deadlines (rn estones); (ii) what the consultancy hasto hand over to the client (deliverables); and (i0 the proiectcalendar schedule (fimescole).

a Drill pronunclation of these terms, if necessary hightightingword stress on the board. Elicit the first answer.

o Get SS to do the exercise individually before comparing inpairs. Tell SS them may took at the audio script on page 169rto check their answers, ifthev didn't do so at the end of theprevious exercise.

a Circulate and monitor, helping where necessary withvocaDuLary.

o Bring the class together and go through the answers withthe whole class. Dealwith any questions 55 may have.

t specialist tasks; managerial performance 2 brief; fees3T&M 4timescale 5 short-term; milestones6 communication 7 deliverable

SS talk about some of the dbadvantaS€s and critlclsms ofhlrlng consultants.

@a Encourage SS to make a connection between the line

quoted in the first question and the opening quote for theunit.

a Get SS to discuss the questions in pairs or small groups.

o Circulate and monitor, encouraging SS particularly to talkabout any personal experience ofconsultancy firms theymay have. Make a note of five or six points for correctionand points for praise.

l8 consul tants

@ Call the class to order and go through the correction workand praise examples ofgood use ofthe language.

Suggested answers for question 31 Some consultants may talk using a lot of management

buzzwords and cliches, but may not have the specialistknowledge the company is looking for. The consuttantmay be inexperienced in the industry/sector.

2 Despite being costly, the consultant's fees are notusually based on the success ofthe project; there isLitt le or no guarantee the consultancy wil l be successful,depending on the contract negotiated and which partyis assuming most risk.

3 The report is the most tangible deliverable, and the feewill not involve imptementation unless it has beenpreviously negotiated and included in the contract.

4 With so many consuLtancies in the market and increasedcompetit ion, it is sometimes diff icult to see how theydiffer from each other or what a consultancy's uniquesell ing points or'added value'may be. More prestigiousconsultancies may offer the same advice and servicesas cheaper, lesser-known ones.

5 Consultancies are given work based on the premisethere is a problem with the company or the companyrequires a specialist service or task that they are unableto do in-house. Consultants are unlikely to turn down apossible contract, or they may find a problem in the waya company works, even if one does not exist in reality.

SS discuss the us€ ofconsultancy firms and buslness sedorsthat spend the most money on consultants.

@@ Have SS do the exercise as a whole-class activity.

o Do not spend too long on the first question, as this formspart ofthe reading task.

@ For the second question, you may like to ask SS to provideexamples of popular consultancy firms in their country.

@ For the third question, you may tike to give SS the followinginformation on consultancy spending in the UK:

In the UK in 2oo4, the spending on consultants was highestin the financial sector, closely followed by the public sector,then the communications industry. In fourth place was theutilities sector. Spending on consultancy by the retailindustry increased and saw it become the fifth largestsector, closely followed by manufacturing. Once one ofthemost important sectors for consultants, manufacturing isno longer considered to be a major market.

SS read an article on the benefits and drawbacks of becominga consultant ard the consultancy industry In genenl.

@@ As a lead-in to the article, ask 55:

Would you be intercsted in hoving a carcer in consultoncy?why (not)? (c{e-wotkSS)Would you be interested in wo*ing as consultonts as asideline to your present job?Why (not)?(in"work SS)

@ You mav also like to ask SS:Do you thinkyou would moke a good consultant?Why(not)?

lfso, whot type ofconsultant would you be?

@ ALternativeLy, see the Resource bank on page 227 as awarmer for this reading section.

o Get 55 to read the whole article. Explain that the idea is toscan the article quickty for topics a-h. Tell SS they shouldignore any words or phrases they don't know at this stageand focus on the task. In order to make this a ouickerreading exercise, set a time limit. As a guideline, readthrough the text quickly, do the task and time yourself.Allow your SS about twice the time you needed to read anddo the task- probably about fourto five minutes.

@ Ask SS for their init ial reactions to the Doints made in thearticle before checking the answers to the questions. Didthey predict correctly in question 1 of Exercise A?

@ Go through the answers with the whole cLass.

a) Paragraph 5 b) Paragraphs 1,3 c) Paragraph 3d) Paragraphs 4,6 e) Paragraphs 2,8 f) Paragraph 9g) Paragraph 8 h) Paragraphs 2,6

Ask 55 fotlow-up questions, such as:Whatother problems might consultancy firms sometimeshave with clients? Fhe client might not take the advice ofthe consultant or might implement their recommendationsincorrectly; there may be lack ofsupport from the rest ofmanagement and resentment from other staff, etc.)Whot do you understand by the expression 'highmaintenance' in porograph 4? "Ihe client is ve ry dem a nd ing.)

Ask 5S to give examples of successful or failed consultancyproiects in their company:Why do you think it was (un)successful?What should your compony do differently next tine?Whot should/shouldn't the consultant(s) have done?

SS do the exercise individually, then compare in pairs.

Alternatively, if time is short, or 55 don't want to read thewhole article again, then write the iumbled answers on theboard along with a few distractors and get 55 to completethe exercise using the words you have given them.

Go through the answers with the whole class.

@@

€

r leading player(s) 2 money spinner(s) 3 back office

4 keep upwith 5fee 6tout(ing) for Ttake/takingon8 pare(d) back 9 in-house 10 get Got) offthe ground

As a follow-up exercise, ask SS for synonyms and wordsthat are similar in meaning to some of the vocabularyitems, e-g.leading ployer (key player/market leaders), takeon (recruit or hire), pare back (cutbackldown-sized/cutcosts), li-house (in-company), get off the ground (stattaventure or project). This is a good way for SS to extend andrecycle their vocabulary.

SS look at negatlon using prefixes (in the context ofthereading) and condltlonals (as an optlonal activity In theGrammar reference).

@o As a lead-in to this section, refer 55 to Exercise D and

paragraph 5 ofthe article. Do this question with the wholeclass.

e Write the sentence on the board and highlight the answers.

€ Ask SS which other negative prefixes they know and ask forexamples of adjectives ushg prefixes for negation (e.9.i lleg a I, i m p e rfe ct, d issati sfi e d, m is lead i n 9, i I teg u la r,overquolified, etc).Elicit from 55 possible spellingpatterns: that with certain prefixes, double consonantsmay occur, e.g. r'llegal, inegular, dissatisfie4 etc. Point outthat hyphens are not usualLy used with most adjectives,verbs and nouns, although they may be used with someprefixes, e.g. miscorduct, deregulation, but anti-tiot policeand n o n - e xe cutiv e d i recto r.

Get 5S to read the short extract on psychometric testingand get their init ial reactions to the text.

Ask 5S to do the exercise individuallv. Circulate and confirmanswers where SS are having diff iculties.

Get early f inishers to compare their answers with a partner.

Go through the answers with the whole class.

€ As a follow-up, ask SS to write five sentences usingadiectives with negative prefixes.

8 Consultants I

@ For further practice on negation using prefixes, refer 55 tothe Grammar reference on page 128.

1 misinformed 2 dissatisfied 3 inconvenient

4 misused 5 non-core 6 discontinued

7 misinterpreted 8 unloading 9 i l legiblerc incompatible ll misleading 12 deregulated

o For revision of conditional forms, refer SS to the Grammarreference on page rz9.

1e Third conditionat, describing a hypothetical situationin the past

2 a Second conditional, making a polite request

3 f Second conditional with inversion, emphasising thatsomething is untikely to happen

4 d Third conditional with inversion, expressing complaintor crit icism about a Dast action or event

5 b First conditional, stating a necessary condition6 c First conditional, giving a warning

rrtSS listen to a sales manag€r glving a trainlngsesslon onsales negotiatlons, look at some negotiatinttips for makingconcesslons and do a role.playto negotlate a car deal fortheircompany.

@o fu a lead-in to this section, use this quote.

My father said: 'You must nevet try to make oll the moneythat\ in a............1. Let the other fellow moke some.......----.2too, because ifyou have a reputation fot always ...--..,...,j allthe money you won't have mony ...........,a.'(1. PaulGetty)

e Write the quote with the gaps on the board and ask SS toguess the words that are missing.

l deal 2money 3making 4deals

Then ask 55! init ial reaction to the quote. Alternatively,ask SS about situations when they need to negotiate. Pre-work SS may talk about situations at home, with friends orfamily, etc.What do you negotiate? Where? Who with?ln whot situotions do you negotiate in English?Do you enjoy negotiating?Why (not)?Have you everdone ony troining in negotiating?What didyou learn?Was it useful?Have you ever read any books on negotiotion? lf so, whichones?Would vou recommend them?

Get SS to look at the cartoon on page 74. Ask SS whichgrammar structure we often use when negotiating(conditionals). Ask SS to identifo the conditional in thecaption (the first conditionaD.

@€

€

€

) Grarrar ,"J"rence: Negation using prefixes page p7i

cla55.

w_

r overused; unnecessary 2 inaccurate; misleading

3 incompetent 4 irrelevant; impossible 5 unreliable

Conditionals page t28

@ Do Exercise A as a quick-fire activity with the whole

20 4D1C ,a

@o

a

l8 consultants

o Go through initial reactions to the sentences with thewhole class. Ask SS ifthey are aware ofany othernegotiating skills or techniques (e.g. bluffing or pretending;checking facts and figures etcJ.

@ Qs.ro Get SS to read the tips and say whether they think they are

tlue or ialse before they listen.

a Play the recording once and get SS to mark their answersindividualU pausing in sections, ifnecessary.

o SS compare answers in pairs. lt shouldn't be necessary toplay the recording a second time at this stage.

a Go through the answers wlth the whole class.

l False 2 False STrue 4 False 5True 6True TTrue

a Refer SS to the audio script on pages 16f1zo. You may liketo play the re€ording a second time whilst SS read thescript, underlining or noting the terms and expressionsused in the exercise.

Refer SS to the expressions used in the box in Exercise C.

Get SS to complete the tlps for making concessions withoutlistening to the recording again.

SS compare their answqrs in pairs.

Go through the answers with the whole class.

1 big concession zonebyone Ssomesortofcompensation 4 understands its fullvalue 5 you aregiving one 6 willing to make concessions Z 'take-it-or-leave-it'; ill-will 8 walk away from the negotiation

As a follow-up activity, get SS to discuss their reactions tothese tips in groups of three orfour. Ask 55:Do you frnd theses tips useful? Why (not)?What othertips would you (ike to add?

Go through feedback with the whole class. There are noright or wrong answers to this activity, and SS's reactionswilldepend on thek professional experience and culturalbackground. Be aware that some SS may feeluncomfortable with the hggressive'techniques ofAmerican-style negotiating.

As a lead-in to this activity, ask 55 the following questions:When wos the lost time you bought something which youhod to bargain for (e.9. a house or flat, an ontique olpainting, food pmduce in a local market, or a holidaysouvenir)?What hoppened? How much did you pay? Was it a goodDtice?

Who ended up making most concessions?You or the seller?Did you ot the seller use ony ofthe previous negotiotingtechniques?

Explain to 55 that they are going to do a role-play, usingsome ofthe techniques from the previous exercise. Youmay want to refer SS to the previous negotiatingexpressions on page 26 ofthe Course Book (Exercise 8).Divide SS into pairs. SS A and SS B look at thekcorresponding information on pages 46 and 153. Ask SS totake notes before they start the role-play. This preparationtime is very important if SS are to perform the tasksuccessfully.

Monitor and circulate round the class as 55 act out therole-plays. Make a note ofSS who carry out the tasksuccessfully, any useful language used and five or sixLanguage points for correction, including pronunciation.Write up any errors on the board.Earlier finishers can be referred to the board to see ifthevcan correct the errors.Time permitting, ask SS to repeat the task, swapping role-play information and, possibly, with different partners.

Go through feedback with the tvhole class, praisingappropriate language for negotiating and techniques used.Note there are no right/wrong outcomes for this activity,but a good measure for a successful negotiation is the'win-win' scenario. Are both parties happy with theoutcome? lfnot, and ifpeer correction is appropriate inyour setting, you may tike SS to repeat the negotiation,with another pair observing and making notes. Be aware,however, that SS in-work may have their own preferredstyle ofnegotiation. Drill pronunciation ofany difficultexpressions ifnecessary, Write up any language points thatneed further work on the board.For follow-up practice, go to the Resource bank on page227,

lf SS are inter€sted in finding out more on negotiation,refer them to this reading l ist:Roger Fisher, William Ury Bruce Patton: 6etting to yes: thesecrct to successful negotiotion, Random House EusinessBooks, 2oo3Howard Raiffa: The ott and science of negotiation,HaYadUniversity Press, 1985Michael Watkins: AregotrafioL Harvard BusinessEssentials, Harvard Business School Press, 2oo3

55 wdte up the terms and coldltlons aFeed In the prevloussales negotlatlon.

@o As a lead-in to this writing section, ask SS what kind of

written terms and conditions they generally receive orwItte,

@ Refer SS to the Useful language box. Deal with anyquestions they may have.

a

o

oa

a SS write the e-mails confirming the terms and conditionsagreed upon according to the previous role-play. Circulateand monitor, helping 5S whilst they write with languageused for confirmingterms and conditions. Make a note ofany useful expressions used and five or six points forcorrection on the board.

a

@

) wririns Jit, p"g 13,

Earlier finishers can be referred to the board to see iftheyknow all the expressions and ifthey can correct the errors.

Alternatively, this writing task could be set for homework.

a SS compare their e-maits in pairs. Were the terms andconditions described the same? Were there anydifferences? Were any points omitted? What phrases didthey both use?

a lf peer correction is appropriate in your setting, SS couldalso be asked to proofread each others'writing task andpoint out any spelling mistakes or grammatical errors theyspot. Be on hand to help with this if necessary but leavemost ofthe feedback and discussion to SS. lf necessarychange the pairs around and repeat the process.

. Go through feedback with the whole class, praising goodexamples of language and style and pointing out f ive or sixareas that need further work.

55 study proposals from two consultancy firms for ,,lobl-net,a mobile service protrlder based in Austrls that needs to keepa lead ln the competltlve moblle-phone maftet.55 n€gotiatewith both consultancles and wrlte a summary of the termsagreed with the preferred consultancy.

€ In class, pay particular attention to clearly breaking downthe case study into the different tasks and making sure thatSS understand and follow the structure ofwhat you aredorng.

Background

o Get SS to focus on the photo ofthe skier. As a lead-in, ask

'vihat is she doing?(texting on a mobile phone from a ski

station)How dependent are you on your mobile phone?whot mobile seruice providers do you use?Which ote the main mobile phone componies in youlcountN?Which one(s) offer the best services ond deals forcustomers?Which ones have the most aggressive sales tactics (e.9.phoning potentiol customers, door-to-door soles people,etc.)?

___gleEs!e4t

It is not necessaryto spend a longtime on this discussion,but use it to highlight the competition in the industry.

Get 5S to study the background information in the CourseBook.

Write the following headings ftom the left-hand cotumn ofthe table and elicit information from SS to complete theright-hand column. Dealwith any questions they may have.

Company Mobi-net

Purpose Mobile service provider

lndustry Mobile/telecommunications

Markets Austria. Slovenia and Croatia

Problem Increased competition, demand forconvergence of Internet and mobileindustries; needs to keep the lead in theAustrian market.

tasK Find a consultancy with mobile and lT know-how to improve processes and services toMobi-net's customers; maintain position as amarket leader.

Task r

@ Refer 55 to Task 1. Explain they witl first have to study twoproposals from competing consultancy firms. Ask SS tonote the differences, making a iist ofeach oftheconsuttancy! strengths and the recommendations theypropose.

a Write up on the board the name of each consultancy and asubheading for each for its strengths andrecommendations.

e 55 A look at the proposal from Performance Consulting onpage 77, and SS B study the proposal from UnicornConsulting on page 154. With larger classes, 55 may workin pairs and exchange information in groups offour.

e Get 55's initial reaction to the oroDosals.

@ Ask SS to summarise in their own words the proposals theyhave read and listen to the summary that their partnergives. SS make a note ofthe strengths andrecommendations of the competing consultancies.Circulate and monitor, helping SS with the task, pointingout televant sections in the texts, where necessary.

@ Go through the answers with the whole class, writing upthe strengths and recommendations ofeach consultancyon the board.

l8 Consultants

Suggested answersPedomance Consulting (UK firm)Strengths@ ls a more established consuttancy with ten years'

experience.6 Specialises in strategy and mobile telecommunications.@ ls a member ofthe Association ofManagement

Consultancy (AMC).

Recommendationso 'Family and friends'pricing package for subscribers.@ Centralisation ofthe call centre.@ Training for both customer service staff and

managemenr.

Unlcom Consultlng ([Js-Austrian fi rm)Strcngths@ ls a us-Austrian firm and should therefore know the

market well.o ls a young consultancy with only five years' experience.e Specialises in lT consulting.@ offers quality and'fair prices'.

Recommendations@ Install ing a unified desktop/interface in the callcentre.@ Competitive pricing package designed for young people

(12{8-year-olds).@ A strategic atliance with an Eastern European partner.

@ Ask 55 which consultancy they think should win thecontract with Mobi-net. A quick show of hands should beenough. There is no right answer to this question at thisstage. SS may or may not reach a consensus about the bestproposal. Use any discussion ofthe questions as a lead-into the l istening section,

Listening Q aa

@ Refer SS to the listening task. Ask them to try and predict

some ofthe problems the mobile phone company isexperiencing. SS should be able to predict from havingread the background that Mobi-net is looking for aconsultancy with knowledge ofthe mobile industry andwith lT expertise; that they are lookingto improve theirprocesses and services; and that they want to maintaintheir position as a leader in the Austrian market, ascompetition in the industry is tough. Don't reiect any ideasat this stage or give the answers away before SS listen.

@ 55 listen. In pairs, they compare ideas. lfnecessary play

the recording a second time. Go through the points withthe whole class.

o Discuss their init ial reactions to the problem. Do they thinkPerformance Consulting is a suitable candidate? Why (not)?

SS may argue that Andrew from Performance Consultingdoesn't convince CristoDh Kahnwald of Mobi-net that theirsis the best consultancy, as the MD thinks they charge toomuch, and Andrew hasn't looked into possible partners yet

for Mobi-net. SS might also add that the MD soundsstressed out and that Mobi-net could be a'hish-maintenance' customer.

@ Go through the answers with the whole class, referring 55to the audio script on page 17o, if necessary.

1 Mobi-net wishes to maintain its Dosition in the market(by differentiation); mobile services must remaindistinctive.

2 Mobi-net needs to maintain its reDutation for customerproblem-solving, although customer service needs to bemore efficient and cost-effective.

3 Mobi-net is looking for a strategic alliance / partner oracquisition (in order to develop their product portfotio).

4 Mobi-net also wants a consultancy with the rightexDertise and know-how in lT.

Task z

@

@

Divide SS in groups ofthree or four. Explain that in thisrole-play, Mobinet has to negotiate the best dealwith oneofthe consultancies. Get SS to look at their role-playinformation in the Activity file (pages 47, 44 and 157).Make sure ss have time to make notes and dealwith anyquestions they may have before they begin the negotiation.Tell SS representing Mobi-net that they witl have tonegotiate the best dealfor their compant which includesthe consultancv's solution, fees and terms and conditions.Write these three points up on the board, if necessary.

lf 5S are working in groups offour, StudentA negotiateswith Student C, and Student B negotiates with a differentStudent C. After the task, both SS C, who represent Mobi-net, will discuss which is the best deal for the company.

lfSS are working in groups ofthree, one ofthem takes therole of a consultant (A) and the other two SS the role ofMobi-net (C). SS then repeat the task with one ofthe SStakingthe role ofStudent B.

Circulate and monitor, checking SS are carrying out thetask correctly. Make a note ofany good negotiatingexpressions being used and five or six common errols forcorrection, including pronunciation, for later feedback.

Bring the class to order.

lf SS are working in groups offour, ask SS c to discusswhich is the best consultancy and give reasons for theirchoice. SS A and B meanwhile can compare what theynegotiated with the client.

lf SS are working in groups ofthree, ask both SS C to conferand choose the best deal. The other student (A/B) maylisten and take notes.

Circulate and monitor, checking Ss are completing the taskcorrectly, Make a note of useful expressions being usedand write up some common errors for correction on theboard for later feedback.

Early finishers may correct the errors on the board,

When SS have finished the second part ofthe task, bringthe whole class to order.

@

@

Feedback

@ Ask for a quick show of hands to find out whichconsultancy was chosen by the majority ofSS representingMobi-net. Ask one or two groups to say what happened intheir groups and to give reasons for their choice.

Prais€ the strong language points and work on five or sixpoints that need improvement, especially in relation tolanguage used for negotiating and consulting.

To round offthe activity, you may want to read out orphotocopy the following information for SS.

6 There is no right answer to the negotiation, as Mobi-net'sflnalchoice wiLldepend on the deal (the consultancytsolution, fees and conditions) that SS managed tonegotiate. However, Unicorn Consulting is possibly the bestoption for Mobi-net because oftheir lT expertise, theirknowledge ofthe Eastern European market and becausetheir Drices mav be lower.

Writing

Refer SS to the writ ing task and deal with any questionsthey may have.

Brainstorm the information that should go in the e-mailandput these points on the board. Allthis informatlon hascome up in l istening and role-plays in Tasks r and z.

Write up on the board the following four points to considerwhen writ ing the summary:

@ Project brief (the needs of the client)@ Consultancy's proposal(the solution and

recommendations)@ Terms and conditions ofthe project (contractual

agreement, milestones and timescale)@ Consultancy's fees

Ask SS to look at the Useful language box on page 75again.

Get SS to write in pairs or individually, depending on howthe role-play was conducted.

8 Consuttants I

Circulate and monitor, checking SS are completing the taskcorrectly.

This could probabLy be quite a long summary if SS inctudeallthe points agreed upon in the negotiation. Alternatively,set this summary writ ing task for homework.

For early finishers, or as an extra activity, SS compare eachothers' summaries to check ifthey contain allthe mainpoints agreed upon in the negotiation.

1to 1@ Go through the information in the Course Book with

your student. Explain any difficulties. In Task 1 you andyour student are 55 A and B. Don't dominate theconversation in this task, but say enough to keep itgoing and allow your student to summarise theproposal and ask you questions.

@ ln Task 2, you are Student A and take the role of aconsultant from Performance Consulting, and yourstudent is Student C and represents Mobi-net. Thenrepeat Task 2: you are now Student B, taking the role ofa consultant from Unicorn Consulting, and your studentis sti l l Student C. Your student then decides on the bestdealnegotiated.

@ At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later.

@ Praise any good examples oflanguage used and go overany errors, including pronunciation. Record the rote-ptayon cassette orvideo, ifdesirable, asthis increases thechatlenge for the student and is useful for givingintensive feedback on your student's particularstrengths and weaknesses.

Itlobi-nef s choice of consultancyPeiormance Consulting has the necessary strategicexperience and a more established reputation. Atthoughthey are more expensive, they can offer junior consultantsat a reduced rate, but witl need four months for the proiect.Their proposalfor stafftraining may not appealto Mobi-net, as the client has already spent money in this area.However. their recommendation to centralise the callcentre mav be an effective solution to their customer-service problem, despite possible resistance from the HeadofCustomer Service.Unicom Consulting is a tess established firm, but isprobably cheaper and seems to have more lT know-how.Their proposal for a unified desktop/interface for the callcentre sounds like a practical lT solution. They may haveless experienced consultants, but the firm can startimmediatety. They also appear to have more knowledge ofthe Eastern European markets than PerformanceConsulting, which may prove vaLuabLe when findingDotentialDartners,

I ,riring fit" pug" "3,

Strate

Les3on r:Llstenlng end dbcusslon(page za-zg)Each lesson is obout60-7 5 m i n utes. Th i s ti m edoes not includeadministmtion and timespent golng thtoughhomework in any lessons,

Qisqlgtloi iComp4ylgatecySS are encouraged to discuss the concepts of strategy, vision andmission and to talk about the strategy process in (their)compantes.

Listening:'Fastfashion' and the challenges of long-termstrategiesJosep Valor-Sabatier from IESE Business School in Barcelonatalks about the strategy of clothing retaiLers such as Zara, thendescribes the measures of success and the challenges forcompanies of implementing their long-term strategies.

Vocabutary: Strategy and growth55 look at and use vocabulary related to strategy and growth incontext.

Discussion: Quotes on strateFvSS talk about companies who are'successful imitators'anddiscuss some quotes on the strategies of some successfulcompanies.

Practlce FileWord power (pages 52-53)

Leggon 2l

Readlng and larguagr(page 80--81)Each lesson is obout 60-75minutes.

Readi.tgt Growth mode5S read about the challenges for companies of f inding newgrowth opportunities and give examples of growth strategiesthat went wrong.

Vocabulary: Market growthSS look at and use vocabuLary related to growth in context.

Discussion! Growth crisis5S discuss the growth crisis, core business and adjacencies.

Language review: ldioms for giving examplesSS Look at idioms for giving examples.

Text bankORB pages 188-191)

Gramnar reference andpractice(CB page 13o)

Practice FileText and grammar (pages

sq-ss)

l€sson 3iBuslness sNlls(page 82-83)Eoch lesson is obout75to minutes.

Brainstorming and creativitySS discuss some ouotes on creativitv in the context of businessideas, l isten to a trainer discussing brainstorming techniques,then brainstorm marketing strategies for a clothing retailer thatis experiencing diff i culties.

Writingr Mlssion statements55 brainstorm ideas and write a mission statement for theircompany or organisation.

Resource bankORB page 228)

Writingfi le(CB page r4o)

Practice FileSkil ls and pronunciation(pages s6-sz)

lesson 4!Case study(page 84+5)Eoch lesson is about75-9o minutes.

The companv matgqyelHazel is a multinational seller of cosmetic and beautv oroductsthat is in need of an overhaul. Hazel's sales are declining and itsproducts have litt le appeal for younger women. 55 l isten to apresentation from the new CEO, hold a meeting to devise a newstrategic vision in order to boost growth and write a summary oftheir Drooosals.

Writingfite(CB pages 138-139)

For a fast route through the unit, focusing mainly on speakingskitls, iust use the underlined sections.

For onc-to-one situations, most parts ofthe unit lend themselves, with minimal adaptation, to use wlth individualstudents. Where this is not the case, alternative procedures are given.

9 Strategy I

S:?regy is an outline of how a business intends to achieve its tpals. The goals are the obiectlve; thessregy sets out the route to that objective. ln the early stages, business obiectives are usually fairlysinple: to survive and to achieve growth talgets. Strategies are correspondingly simple, and are often noteven committed to paper; it is enough that everyone in the company understands where it is going and.ow it wil l get there. But as the business grows, so does the need for co-ordination. Everyone in thebusiness contributes to the execution ofthe strategy in some way.

Many managers believe that the key to successful leadership (and a successful strategy) is articulating along-term vision, sometimes known as a'mission statement', 'strateglc intent' or 'corporate purpose'.This is a long-term view ofwhat a company should be doing and where it should be going.

The mission statement should be clear and understood by everyone in the organisation. Professor DonaldSull from the London Business School suggests these three steps for Setting out a companyt vision:I specifo the industry domaln: a long-term vision should define where the company competes. This

helps managers and employees to sort opportunities in their domain from those that distract them fromtheir core business,

2 speciF/ geographic scope: does a company consider itself local, national, regional or global?

3 Set aspirations: many companies state this in terms of global leadership or excellence. The problem,of course, is that most companies aspire to 'being number one or number two'.

Long-term visions offer certain advantages. They give an organisation a shared sense ofdirection and canmotivate people to achieve the vision. Professor 5ull, however, believes that too much vision can result inmanagers becoming fixated on a long-term goal rather than concentrating on the here and now. Take, forexample, Microsoft 's early vision of a world with 'a computer on every desk and in every home, runningMicrosoft software'. lt was a vision that bLinded the company to the early potential ofthe Internet.

Management thinkers tend to fall into one oftwo camps, according to Simon London of the FinonciolIimesr strategists, who believe that most companies fail because they try to sell the wrong products to thewrong customers at the wrong price; and pragmatists, who see business failure as mainly the result ofpoor execution: missed sales taltets, poor-quality products and tactical cnors, The best managers havethe mental agility to deal with both the strateglc and operatlonal lssues.

Experts also say that television and Internet media have allowed advertisers to address precise marketsegments. This can actuallFreduce competition between companies by enabling them to concentrate ondistinct sub-markets. Yet fratm€ntatlon increases the complexity ofadvertising. lt also makes it necessaryfor companies to think hard about theirvalue proposition, which is the essence ofstrategy.

Nicholas Carr, author atthe Haruafu Business Reylew, looks at competltive advantage from theviewpoint of information technology. He argues that lT has become so diffused through the economy thatit is no longer a soulce of d lfferentlatlon; technology is now a cost ofdoing business. This challengesmanagers to think again about adding value in ways that are diff icult for competitors to replicate.

In-work students will be able to discuss strategy and groMh, vision and mission statements in the contextoftheir own companies and organisations and competitors. Pre-work students may have knowledge ofstrategies concerning marketing, pricing and 'fast fashion' of high-street retailers such as Zara, Benetton,Gap, etc.They can also talk about thevision and purpose ofthe organisations where they study.

All students wil l have generalworld experience ofsuccessfuland unsuccessfulcompanies, and whatmakes the most successful companies different from their competitors. lt may also be appropriate for bothtypes ofstudentto discuss the ideas ofcertain influential management writers, such as those [isted here.

Jim Coll insr Good to gfeot, Random House Business Books, 2oo1

Peter Druckerf lhe essentiol Drucker: the best of sixty yeors of Peter Druckets essential writings onm a n age m e nt, Hat percollins, 2oo3

Henry Mintzberg: fhe rise ond foll of strategic planning, Financial Times Prentice Hall, 2ooo

Henry Mintzberg, Bruce Ahlstrand, Joseph B. Lampel: Strotegy bites bock, FinancialTimes Prentice Hall,2OO4

Kevan Scholes, Gerry Johnson, Richard Whittinglon: Explo ng corporute strategy: text ond cases, FfPrentice Hall.2ooa

ll@@tlEl @ Pearson Education timited zoo6

[ 9 strategy

Ask SS to brainstorm some very successful companies andwrite 55's ideas uD on the board. Then ask 55 to discuss inpairs or smalt groups why they thinkthese companies havebeen so successfuland what were their differentiatingfactors compared to other companies in their industry orsector. 5S's answers willdepend on the companies theychoose, but they may come up with some ofthe followingfactors: innovation, new technologies, corporate values,leadership, pricing/marketing/growth/organisationaIstrategies, etc. Go through feedback with the whole class.

Alternatively, ask SS what they understand by the title ofthe unit, 'Strategy' (a plan or series of plans for achieving anaim, especially success in business, or the best way for anorganisation to develop in the future, Lorgmon BusinessEnglish Dictionaryisee the Text bank reading,'Plan to thinkstrategically' on page 188 for an alternative definition).

tu always, with more compLex topics such as this one, orwith pre-work SS, you may choose to give 55 the Businessbriefon page 1o3, getting them to look at it for homewotkbefore the first class on this unit.

. Telt SS that they witl be looking at strategy and groMh inthis unit.

o Go through the overview ianel at the beginning of the unit,pointing out the sections that SS witl be looking at.

Quotatlona Get SS to look at the quotation and ask them what they

think it means. CIhe idea is that it is easy to pr€dictsomething is going to happen or needs to happen, but theissue is how you are going to make this happen. or, in abusiness context, it is obvious that a company needs tosurvive and achieve its groMh targets but the question ishow it is going to achieve these goals.)

55 are enco[ragcd to dlscGs the concepts of st]atety, visionand misslon and talk about the strategy process In (their)companles.

@. SS work in pairs to discuss the questions. Set a three-

minute time limit for this. Then get SS's feedback as awhole class. Help them with vocabulary on strategy inEnglish (see the Business briefon page 1or. lt is notnecessary to spend too long on this, as it forms part ofthelistening section.

55 llsten to losep Italor-Sabatler frcm IESE Buslness Schoolin Barcelona. In the filst psrt of the intervlew' he talks aboutthe 'fast fashlon'strat€gy of clothlng retallers such as Zara(lndltex group), In the second part, he descrlbesth€measuBs of success and the challenges for companles ofInplementlngthelr long-tem strat€gies.

@ Qg,@ Ask SS ifthey are familiar with the Spanish retailer Zara.

c Get 55 to work in pairs, look through the questions and tryto Dredict the correct answels before thev listen.

. Play the first part ofthe interview, pausing in sections, ifnecessary,

Suggested answers1 ltt very important to look beyond immediate

circumstances, clarifying where the company wants tobe in the future.The mission and vision ofthe companyare part of its overall strategy, as is getting to knowcustomers, the market and the competition.

2 Strategic meetings for multinationals may be as often asevery quarter. Microsoft have come up with aninnovative solution, They have used a sort of'strategyslam'process to make sure strategies get mapped andadapted quickty. They identiry a group of 20 or 30people most capable ofcontributing to the strategy ofanew initiative and literally lock them in a room for 48hours with a skilled facilltator. The only ground rule: acomprehensive strategy and detailed action plan thatthe entire team willendorse must be delivered on the

48th hour.

3 Strategic goals are generally developed by topmanagement, but increasingly the responsibil i ty isbeing shared by lower-level management andoperations people, i.e. people closest to the market.Some might argue it is best ifthe CEO or companychairman is not present at meetings where strategicgoals are being discussed or reviewed, so thatparticipants feel less inhibited.

4 lf a company wants to enter new markets, it may comeup with completely new products/services, andinnovation will be a key factor. However, ifitsproducts/services are very similar to those ofitscompetitors, it wil l need to dlstinguish itselfwithdifferentlation factors such as quality, priclng orcustomer service, and 'adding value' wilt be key. Acompany may gain a competitive advantage bybecoming a fast copier/follower, imitating the marketleaders (see Listening), usually at a much lower price.

SS check their answers in pairs; replay any difficult sectionsfDr them, .eferring them to the audio script on page 17o,

SS checktheir answers in pairs. Circulate and dealwith anyqueries SS have. lfyou can see that they all have the correctanswers, you may decide not to go through allthe answersin open class; simply confirm for the class that everyonehas the correct answers and deatwith anv Droblems.

9 Strategy I

@ You may want to refer 55 to the audio script on page 17o.It's often very useful for SS to listen and read the script. Youmay want to iust l isten to one part ofthe interview again,depending on the time available and 55's needs. Don'tspend too long going over the script in detail, as this formspart ofthe next exercise,

As a follow-up, and if SS are interested in fashion retail, youcould ask the SS whether they buy from Zara, Benetton,H&M or similar fashion retailers in their country and howthese companies differentiate from each other in quatity anddesign of product, price, target markets, e.g. teenagers orolder customers, location ofstores, etc. The Swedish retailerH&M, for example, selts at very low prices, but haveoccasionally employed well-known designers, tike StellaMcCartney to create designer collections at affordableprices. These collections have sold out within an hour ofthestores opening and have helped to improve the companylimage.

Ask 55 iftheir home country fashion retailers mass-producein China or similar countries.

@ Og."Get SS to look through the questions individually. Explainthat they wil l have to l isten to the generatmeaning oftheinterview, rather than listening for specific words andpnrases.

Play the second part oftie interview, pausing in sections togive 55 time to write their answers.

After l istening, SS compare notes in pairs. Circulate andmonitor, helping 5S where necessary. Point out thatsometimes more than one answer is possible, as withquestions 2 and 4.Replay the recording.

Go through the answers with the whole class, playing therecording a third time in sections, ifnecessary.

55 look at and use vocabulary related to strategy and gowthin context.

@@ Elicit the answer to the first question as an example, then

get SS to do the rest ofthe exercise individually, referring tothe audio scripts on pages r7o-r7r where necessary,

@ 55 check their answers in Dairs.

@ Go through the answers with the whole cLass.

l reinvented 2 newcomer 3 mass-produce

4 market follower 5 innovate 6bottom line 7 margin8 DrofitabiLitv

@ Deal with any other vocabulary questions the SS had onreadingthe audio scripts.

SS talkabout companies who are Successftrl lmitators'anddiscuss some quotes on the strdtegies ofsome successfulcompanies,

@@ Refer SS to the cartoon on page 79 and ask the SS what it

means. (The idea is that although companies and theirmarketing departments may collect a great dealofdataabout their customers, they may not know what to do withthis information; the big question after market research andanalysis is, How do you implement the right strategies toensure further sales and groMh?)

@ Get SS to discuss the questions in pairs or small groups.Ss's answers wil l largely depend on their experience of andpersonal interest in the companies mentioned. SS may saythat:-the computer manufacturer Dell has achieved groMhthrough its system ofdirect sales and emphasis oncustomer service;-Airbus has a track record for quality and safety as wellasprofitabitity;

- Campbetl's has also developed worldwide brandrecognition since 1869 as the world's largest soupmanufucturer, with a presence in 12o countries, despitecompetition from, often cheaper, competitors;- McDonald\ is another prime example of globalisation,despite criticism of American fast-food nutritional content,especially for children, and controversy surrounding BSCCmad cow disease), as it has managed to enter emergingmarkets such as Brazil, Russia, India and China.

€€

Suggested answers1 The success ofa company can be measured either by its

sales and profits or (profit) marglns.2 According to Professor Valor-Sabatier, companies need

to concentrate on both mission and vislon and deflnlngthe measures ofsuccess / long-term and shott-termgoals.

3 When implementing long-term strategies, it's easier toconvince an ownerthan to convince the stock market.

4 When measuring success, the stock market tends tofocus more on short-term goals and profitability /guarterly profits.

5 lt! very difficult to change a companyl strategiesbecause ofthe conflict between short-tem gains andlong-term goals,

6 Good strategic management consists oftaking acompany in the right direction for the future, whilstmaintaining short-term protitablllty.

I 9 Strategy

Circulate and monitor, helping where necessary withvocabulary. Make a note ofany useful language used andthree or four points for correction,

For earty finishers, or as a follow-up question to question 2,you may want to ask SS: To what extent do you thinkinnovation is more or less important than other aspects ofstrategy? As a follow-up to question 3, you may like to ask55: How important is'business genius'and courage when itcomes to making a company successful?

You may also like to make reference at some point in thediscussion to some well-known world business leaders, forexample JackWelsh (General Electric), Bil l Gates(Microsoft), Carlos Ghosn (Nissan/Renault), Steve Jobs(Apple), John Browne (BP), Hiroshi okuda (former chairmanofToyota), Lindsay Owen-Jones (U0r6al), Dieter zetsche(Mercedes), Heinrich von Pierer (Siemens), Michael O'Leary(Ryanair), Jos6 tvtaria Castellanos (former vice president ofInditex/Zara) and up-and-coming leaders such as ZhangRuimin (Haier) in China.

Bring the class together and encourage SS particularly totalk about the (un)successful strategies ofcompanies theyknow. Go through feedback with the whole class, praising

appropriate language fortalking about strategy. Write upanv Doints that need furtherworkon the board.

lfappropriate in your setting, you could encourage SS toresearch all or some ofthe comDanies mentioned inquestion 2 on the Internet. Alternatively, if SS are interestedin finding out more about these companies, refer them tothe following websites:www.airbus.com/enwww.dell.comwww'camobellsouD.comwww.mcdonalds.com

SS read about the challenges for companies offindlng newgrowth opportunlties and glve examples ofgrowth strategiesthat went wrong,

@ Write the names of all or some of these companies on theboardr GE (General Electric), Microsoft, Coca-cota, Nissan,BA, McDonaLd's, lBM, Apple.

@ Tell SS these companies have been commended for theirturnaround abil ity and successfuI strategies.

@ Ask SS to match the companies to the following comments.Do this as a quick-fire activitv. Read out the comments,while SS match the companies. SS may either say thenames or write them down.1 The best turnaround in the car industry, with constant

cost reductions and restructuring.2 Constant innovation and their success of iPod and

iTunes.

3 A perfect transformation from selling computers tosell ing services.

4 Quality of products and handling of the transition fromlong-serving leader, iackWelch, to its current chiefexecutive.

5 lts marketdominance: avery innovative companythattouches almost everything in our l ives with a strong baseand emptoyee satisfaction.

6 Turning a loss into a profit; they hit a bad time andpulled together.

Z lts ability to attract customers through its effectivecommercials and strong brand power.

I Reacting fast in the war around fat consumption.

@ Go through the answers with the whoLe class.

rNissan 2Apple 3lBM 4GE 5 Microsoft 6BA

7 Coca-Cola 8 McDonald's

You mav like to tell 55 that these comments came from arcpoftby the Financial lines on the Most RespectedCompanies in 2oo5 and that Nissan,AppLe and IBM werethe top three in the turnaround category,

As a follow-up activity, divide 55 into pairs or small groups.

SS discuss the attributes ofthe various comDanies, thencompile their own list ofcompanies they admire most, eitherusingthe companies given, or other companies they know.

@@ As a warmer for this section, get 55 to look at the photos.

Ask them to identiry the company logos and teLl you whatthey know about the companies (Giorgio Armani, thedesigner clothes label, and Swissair, an airl ine). Don't rejectany ideas about furtherdetails ofthe companies atthisstage, as this forms part ofthe reading task.

@ As a lead-in to the articLe, ask SS what is meant by the sub-heading, Finding new ways to grcw a conpany in todaystough climote isnt easy (it's difficult to expand a companyor achieve growth targets because of fierce competition/thestate ofthe economy etc. in the business world today).

Ask SS to do the exercise individually and say whether thecompanies are examples of a successful or failed growth

strategy. Explain that the idea is to scan the article quickly

for this information. Tell SS they should ignore any words orphrases they don't know at this stage and focus on the task.In order to make this a quicker reading exercise, set a timelimit. As a guideline, read through the text quickly, do thetask and time yourself. Then allow your SS about twice thetime you needed to read and do the task. ss will probablyneed about four or five minutes.

Go through the answers with the whole class. Ask SS fortheir init ial reactions to the Doints made in the article beforedoing Exercise B.

Logitech: a mouse and computer peripheral manufacturer(successfuI growth strategy)

Giorgio Armani: a designer clothes label (successful growth

strategy)

Accor: a budget hotelchain (successful growth strategy)

swissair: an airline (failed groMh strategy)

Marconi: a defence and electronics conglomerate (failedgrowth strategy)

ooG€t SSto read the whole article again, pointing out that theparagraphs are numbered.

lfsomeone asks a question, throw it open to the wholeclass to find out ifsomeone else can provide anexplanation. lfnot, explain where necessary.

Crculate and confirm answers or indicate in which sentencea word or expression occurs where SS are havingdifficulties. Get early finishers to compare their answers.

lfshort oftime. divide the class into Dairs and ask 55 A todo items l-4 (paragraphs 1-4) and 5S B, items 5J(paragraphs 5J). 5S then exchange answers.

Go through the answers with the whole class.

the usualmethods of achieving growth are almostexhaustedmost companies' growth levets are unlikely to reachaoo/o

groMh of twice their industry rate and earnings fourtimes higherLogitech, Armani, Accortheir ability to move into sectors adiacent to their corebusinessbuying smaller airl ines, an airl ine caterer and an airl ineretailerthe company's financial problemsto go into the telecoms industrythe company serious financial problems (which it hasn'tfulty recovered from today)

€ Ask 55 the fotlow-uo ouestion: Which other nationalcompanies in your country are doing well or areexperiencing dilficulty with growth at the moment?Encourage 5S to talk about different business sectors, as inthe article.

SS look at and use vocabulary related to growth in context.

(oExptain the fotlowing two exercises willdealwithvocabulary related to growth,

Get 55 to do Exercise c individually.

Circulate and confirm answers or indicate in which sentencea word or expression occurs where SS are havingdifficulties. Get earlv finishers to comoare their answers.

Go through the answerswith the whole class. Dril lpronunciation of these words, if necessary hightightingword stress on the board. Elicit the first answer.

Go through Ss's ideas with the whole class, askingeveryone to give their explanations ofthe meanings andfind out ifthe rest ofthe ctass aerees.

9 Strategy I

Ask SS for the answer to item 1 then get them to do the restofthe exercise individuatly. SS compare in pairs, then gothrough the answers with the whole class.

Alternatively, if time is short, write the jumbled answers onthe board along with a few distractors (e.9. adjacency andwholesaler) and getSS to complete the exercise using thewords you have given them.

ltoehold 2booming 3 spree 4venture 5 Revenue6 targets 7 core business 8 range

SS discuss the growth crisis, core business and adiacencics.

rd)Get SS to discuss the questions in pairs or threes. Circulateand monitor, helping where necessary with vocabulary.

Bring the class together and encourage 55 particularly totalk about how the growth crisis affects/may affect gtobaltyas wellas nationally (e.9. lack ofinvestment,unemployment, recession, etc). Encourage 55 to be ascreative or absurd as possible when brainstorming thepossibte adjacencies - see the Business skills section forfurther work on brainstorming techniques.

As a follow-up activitv, ask SS to vote on the various ideaswith a show ofhands and assess whether thev would begood business propositions.

Suggested answers1 lt is clearer that some parts ofthe world, notably

emerging markets l ike China, are experiencing massivegrowth, whereas the more mature economies in the Usand Western Europe have definitely slowed down interms of groMh.

2 PossibLeadiacencies:Publisher ofchitdren's books: toys and children'sclothes, child-friendLy caf€ chain, ball-parks for youngchildren, children's CDs and DVDs, books for aLl ages.Restaurantr cookbook library, cookery classes,cookbook pubtishing, branded food labels (e.g. soup,ready meals), specialist food stores, catering service.Bicycle manufacturer: sportswear, adventure sportsequipment, cycling and other sporting holidays, runningsporting events.Supermarket chain: caf6, cake shop, other domesticservices provided at the supermarket, e.g. drycleaning/laundry service, key-cutting/shoe repairservice, Internet shopping, own-labeI goods, small, local'one-stop' 24-hour shops.Mobile-phone company: other electronic equipment, TVchanneland radio station, Internet provider, etc.

45

78

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| 9 Strategy

SS lookat ldloms ior glvlng examples.

J eronmor reference: tdioms for giving examplespage 13o

r a case in point is Burger Max 2 such as British Airwaysand lberia 3 Atitalia for one 4carsalone iAgoodexample is Tesco's 'Finest' 6 Take, for instance, Arnott!

7 l ike Lindt and Sprungli 8 Halls, to name a few

55 discuss some quotes on creativlty In th€ context ofbusiness ldeas, listen to a trainer dlscusslng bralnstormingtechnlques, then bralnstorm mark€tlng strategles for aclothing retailer that is experienclng dlfficulties.

o You may like to use this quote on strategy as a warmer:SWOTed by strotegy models? Crunched by onalysis?Strotegy doesn't hove to be this wol/: Strateov is reallv ollabout beina different.(Frcm Strategy bites back by Henry Mintzberg, BruceAhlstrand, Joseph B. Lampel- see the Read on section(page 1ot for details)

(a)

As a lead.in to this section, ask 5S what they understand bythe letms brainstormng (a way of devetoping new ideasand solving problems by having a meeting where everyonemakes suggestions and these are discussed\and creativity(producing or using new and int€resting ideasi also used inmarketing, retating to producing advertisements, etc). Thenask SS the following questions:ln what situations do/would you need to broinstotm atwork? Who with?Do you enjoy brainstoming?Why (not)?How could it be useful in business?ln what situations is it useful to be creative at work?Why?

There are no right or wrong answers for these questions,but SS may think of brainstorming and creativity asmarketing and advertising skills, when they are also usefulin terms of product innovation and design, as well as beinga useful management skills for problem-solving andstrategy - see Warmer quote.

Get 55 to look at the photo ofAlbert Einstein and elicit fromSS that he was a great creative thinker.

Get 5S to discuss the questions in pairs or small groups.

Go through initiat reactions with the whole class.

@ Og.r. Ask SS to try to predict the brainstorming tips before they

listen.

@

Play the recording once without stopping. Get SS to answerboth sections on brainstorming tips and the principLes ofKoinonia.

5S check their answers in pairs. Replay the recording if SSask to, referringthem to the audio script on page 17r ifnecessary.

Go through the answers with the whole class.

As a follow-up, ask SS ifthey are familiar $rith any otherbrainstorming techniques or tips (e.g. writing down ideason different coloured Post-its and putting them on a board).

Refer Ss to the Useful language box on page 83, wherethere is a summary ofsome ofthe expressions used. Askthem ifthey can think ofany more expressions that theyuse for brainstorming or suggesting and reactingto ideas.Try to sensitise SS to English sentence stress, linking andintonation. Don't get SS to repeat allthe expressions, iustone or two from each section that might be difficult in termsof pronunciation (e.9. Would anyone like to get the bollro ing?).

Explain that SS are going to brainstorm some marketingstrategies for a company in order to turn it around.

SS read the information about the retailer, Rose &Frankwright. Ohis is a fictitious company, loosely based onthe British retailer Marks & Sp€ncerJ Dealwith anyvocabulary questions they have. Make sure to give SSpreparation time to make notes before brainstorming anymarketing ideas, as this will improve the quality and lengthof their contributions.

Divide SS into pairs or small groups. Tell SS that one personin each group will need to take notes during this task. TelLpre-work 55 they should all take notes during this task, asthey will come in useful later (see Exercise F, writing missionstatements).

Monitor and circulate round the class as SS do the task.Make a note ofSS who contribute ideas, any usefullanguage used and five or six language points forcorrection, including pronunciation. Write these errors onthe board.

Get early finishers to correct the errors on the board.When SS have finished, bring the class together.

Go through feedback with the $/hole class, praisingappropriate language for brainstorming. Write up anypoints that need furtherwork on the board.

There are no right orwrong answers for this task. Do notreiect ideas during feedback, as the idea was to encourageSS to be as creative as Dossible.

a

a

o

€

€

Bruinstoming tipsr ideas 2 eight or ten people 3Write down4 discussing any one item 5 uncritical 6 contributions7 problem or task I Study and evaluate

Seven p nciples ofKoinonialdialogue u ideas 3 argue 4 interrupt 5 carefully6 thinking 7 honest

55 may suggest some of the following:1 Diversification into other market segments, e.g. younger

customers.2 Product development of best-selling products or brands

and/or developing other l ines.

3 Competit ive pricing with lower range products. (55 mayalso suggest cost-cutting measures, including loweringproduction costs, although this is not strictly amarketing strategy.)

4 Entering new markets, e.g. opening more stores abroadand marketingthe idea of'Brit ish guality products'.

5 Creating adjacencies, e.g. food products to complementthe core business,

6 Promotional marketing and advertising campalgns witha new slosan.

As a possible follow-up activity, and time permitting, ask 55to evaluate the ideas for Rose & Frankwright and choosethe best ones. You may also l ike to take the opportunity toask SS to give presentations to the rest ofthe class for thisactivity.

For follow-up practice, go to the Resource bank on page228.

55 bralnstorm ldeas and wrlte a misslon stat€ment forthellcomPanY or organlsation.

ft)tu a lead-in to this writing section, ask 55 what is meant asa mission statement (see the definitions at the beginning ofthe unit (CB page Z8) and the Business brief ORB page1ot. tuk them if they are familiar with the missionstatement of their company or organisation. lfthere isInternet access in the classroom, you may like to ask SS tofind one on a company website, otherwise, keep a copy ofthe statement to comDare with their own mission statementonce they have completed the writ ing task.

SS do the exercise and check their answers in pairs.

Go through the answers with the whole ctass,

Ask SS to discuss the follow-up questions in pairs.

Go through their answers with the whole class.

You mav like to read out extracts from the missionstatements ofthree ofthe companies, or refer SS to theirwebsites for further reading:1 We wiLlensure a stress-free car rental experience by

providing superior services that cater to our customers'individual needs... always conveying the'We TryHardep'spirit with knowledge, caring and a passion forexcellence. (www.avis.com)

2 WWW.aVOnCOmpany.Com

3 www.kodak.com

9 Strategy I

4 ICRC is an inpartial, neutral and independentorganisation whose exclusively humanitarian mission isto protect the l ives and dignity ofvictims ofwar andinternal viotence and to provide them with assistance. ltdirects and co-ordinates the international relief activitiesconducted bythe Movement in situations ofconflict. ltalso endeavours to prevent suffering by promoting andstrengthening humanitarian law and universalhumanitarian principles. (www.icrc.org)

5 The World Bank Group! mission is to fight poverty andimprove the living standards ofpeople in the developingworld, lt is a development bank which provides loans,policy advice, technical assistance and knowledge-sharing services to low and middle income countries toreduce poverty. The bank promotes groMh to create iobsand to empower poor peopte to take advantage oftheseopportunities. (web.worldbank.org)

o For further reading on mission statements see the Text bankofthis book.

@o Ask SS to read the text on writing mission statements and

make a note ofthe four criteria,

o Go through the answers with the whole class.

An effective mission statement should;I define the purpose ofthe organisation;2 say what we want to be remembered for;

3 be shott and sharply focused;

4 be clear and simple / easily understood.

a You may also like to telt 55 (or dictate) these additional tipsnot mentioned in the text but suggested by Peter Ducker.55 may then number the seven criteria in order ofamDortance:

5 provide direction for doing the right things6 match the organisation! competence

7 inspire commitment among members in the organisation

oo Explain to SS that they are going to write a mission

statement for their company or organisation in pairs orsmall groups. In the case of pre-work SS, they may eitherwrite a statement for their place ofstudy or one for Rose &Frankwright (see Exercise C) using the notes they tookduring the brainstorming task.

a Get SS to brainstorm ideas before they write. This task maytake longerthan the actualwrit ing ofthe mission, as it isimportant that SS reach a consensus on the vision andmission ofthe company.

@

€

@

a

@

3b 4d1C 2e 5a

| 9 Strategy

6 Circulate, monitor and help SS whilst they write, referringSS to the writing tips on page 2Z and the Writing file.Alternatively, with more confident 55, you may like to showthem the example mission statement afterthey havecompleted the writing task, so that they do not copy from itdirectlv.

@ lf peer correction is appropriate, 5S compare each otherstexts. Go through feedback with the whote class, showing55 the originaltext as an overhead slide.

Tony Cram ofAshridge Business Schoolargues that pricing, thefourth ofthe'four Ps'in marketing, has been sorely neglected.He reminds us that a one-per-cent increase in the sell ing priceof products usually has a greater impact on profits than a one-per-cent improvement in volume, fixed orvariable costs. Thelaunch price of new products is often set too low, leading tohigh volumes but low margins. Among his examples is theAustin Mini. an almost immediate sales success that earned noprofits for the company because the launch price was cut atthe last minute to below f5oo. He might have added that BMWhas avoided making the same mistake with its modernreincarnation ofthe iconic small car. The German company'sdecision to price the new Mini as a premium compact car brokenew ground in the IJS market and has meant high profits onevery sale.

(Adapted from the FT Summer School series, Return toclossroom for business leoders, by Simon London, published

30 July 2oo4)

Haz€l ls a multlnatlonal sell€r of cosmetlc and beautyprcducts that is in need ofan overhaul. Hazelb sales aredeclining, and its producG have llftle appeal foryoungerrvomen. SS llsten to a presentatlon from the new CEO, hold ameetlng to devlse a new stntegic vislon ln order to boostgrowth and wrlte a summary oftheir proposals.

@ In class, pay particular attention to clearly breaking downthe case study into the different tasks and making sure thatSS understand and follow the structure ofwhat vou aredorng.

Background

@ Get 55 to focus on the photos of cosmetics. As a lead-in,ask female SS whetherthey would buy these kinds ofcosmetics. Why (not)? (Younger students may say thecolours are too old-fashioned.) Alternatively, ask 5S to giveexamples ofsuccessful CFT (cosmetics, fragrances andtoiletries) companies, e.g. fOr6al, whose chairman, Lindsayowen-Jones, is a well-respected business leader.

6 Write the following headings from the left-hand column ofthe table on the board.

@ Get SS to study the background information in the CourseBookand the three pie charts.

o Elicit information from SS to complete the right-handcolumn ofthe table.

@ writinq fite page 4o

Make a note ofany useful expressions used and five or sixpoints for correction on the board. Although the missionstatement may be quite short, it will be necessary to reviseit and write a couple ofdrafts before ss are completelysatisfied with the final version.

Early finishers can be referred to the board to see iftheyknow all the expressions and ifthey can correct the errors,

After completing the task, SS may compare missionstatements with other pairs or groups, referring to the fourcriteria discussed previousty. Does it include the purpose ofthe organisation? Does it say what the company can beremembered for? ls it the right length and focused? ls themission clear?

lf peer correction is appropriate in your setting, SS coutdalso be asked to proofread each others'writing task. Whatexpressions did both pairs/groups use? How could it beimproved? Are there any spelling mistakes or grammaticalerrors? Tell SS accuracy is extremely important in this kindofwrit ing, as the mission statement would normally appearin company literature and/or be diffused on the Internetand therefore read by many people. Be on hand to help withthis, if necessary, but leave most ofthe feedback anddiscussion to sS. lf necessary change the pairs around andreDeat the Drocess.

Go through any common errors and the useful vocabutaryand phrases on the board to round offthe activity.

Alternatively, this writing task could also be set forhomework, but it is obviously preferable for SS to do thebrainstorming as a group activity in class in order togenerate more ideas,

fu an alternative to writing mission statements, or as anadditional writing activity on strategy, you may like to usethis anecdote on the Mini and pricing as a 'dictogloss'. TellSS you are going to read them a text and they shoutdconcentrate on understanding the general sense of it, andnot focus on every word. Before you read, write the propernames on the board and tetlSS these names are mentionedin the text (i.e. Tony Cram, Ashridge, Austin Martin).

Read out the text at normal speed. SS take notes while youread and then comoare their notes in oairs. Read the text asecond time, at normalspeed again. SS then reconstructthe text in pairs. Explain to SS the important thing is thatthe content should be accurate and their writing should begrammatically correct, but they do not need to reproducethe text word for word.

Company Hazel

Purpose Direct seller of cosmetic and beautyproducts

Industry Cosmetics, fragrances and toiletries(cFT)

Markets US, South America, Western Europeand Asia Pacific

Experience inthe industry

5O years

Problem Only modest revenue in the last tenyears; now has annuatsales growthof less than 1.5olo

Task for CEO Devise a new strategic vision

Direct saLes as a o/o

ofthe totatCFTmarket

7"/"

Top five sectorsfor Hazel's sales (o/o)

fragrances (197d, cosmetics (167"),hair care (167o), skin care (r57o),bath and shower products (147")

Reading

e Refer 55 to the world market overview on cosmetics andtoiletries.

€ Ask SS to write on the board or dictate the followingquestions on the key market trends.1 Which specific consumer groups in CFf are

ma n ufacturc rs now ta rg eti n g ?2 Which markets and products are doing particularly well?

3 What are the reasons forthis?e Get SS to compare their answers in pairs.

g Go through the answers with the whole class.

t People with sensitive skin. 'older' people, andteens/Dre-teens.

2 Anti-ageing products, which account for almost 27oannual growth in the CFT industry; teens and pre-teens,esDeciaLlv skin care.

3 There is demand products that counter the visibleeffects ofageing, and 8oo/" ofteenage girls use skincareDroducts on a dailv basis.

Listeningf) e.a@ Get SS to read the Listening task. Write the two headings

(Customer problems and Sales reps'probLems) on theooaro.

@ Ask 55 to try and predict some of the CEO'S findings. SSmay be able to predict from reading the background thatcustomers may complain Hazel has an outdated image orthat there is a Lack of interesting new product lines, Don'treject any ideas at this stage or give the answers away.

€ Play the recording once. SS compare ideas in pairs.

q Strategy I

@ Ask SS if they woutd like to read the audio script on page171 and listen to the recording again. Dealwith anyquestions. Go through points with the whole class.

aJ Customer problems b) Sales reps'problems

@ outdated image@ unattractive catalogues@ too many products@ poor quality ofproducts@ lack of interesting new lines

@ not being able toreorder popular items

@ not receiving correctitems

@ otd-fashioned/complicated/slow/cumbersomeordering system

@ Discuss SS's initial reactions to the problem. What do theythink takes priority in terms ofdealing with these complaintsand why? What kind of strategy might be needed? There isno right answer to this question, but do not spend too longon it at this stage as it forms part ofthe main task.

Task

@ Divide the 5S into pairs or smallgroups. Tellthem they witlbe the management team during this role-play. With largergroups, it may be appropriate to give SS differenl managerroles, e.g. Finance, production, Marketing and sales, R&Dand Customer Service, depending on 5Sk interests.

@ Refer SS to the SWOT analysis. Explain that this is acommon framework for analysing a company! probLemsand devising init ial strategies.

@ SS brainstorm the new vision for Hazel. Tell SS to be ascreative and innovative as possible at this stage.

@ Circulate and monitor, checking SS are compteting the taskcorrectly. Make a note ofany key language being used andfive or six common errors for correction, includingoronunciation. for later feedback,

@ Early finishers may write up their ideas on the board.

Feedback

@ When SS have finished the task, bring the whoLe cLass toorder.

@ Ask one or two groups to say what happened in theirgroups and summarise their ideas ofa strategic vision.

@ Praise the strong language points and work on five or sixpoints that need improvement, especially in relation tolanguage used for brainstorming, strategy and groMh,

o During feedback, highlight some of SS's best ideas andthose that were common to most groups.

@ Alternatively, or ifyou choose to omit the foltowing writingtask, ask SS to present their ideas formally to the rest oftheclass as the management team. Make sure SS have enoughpreparation time to do this and preferably refer to graphicinformation [ike the pie charts on page 84.

@ This case study is based on Avon. You may like tophotocopy the following information for SS so that they cancompare their proposals with the realcase,

| 9 Strategy

This case study is based on the world's leading directsellers ofcosmetics and beauty products, Avon. Andrea

Jung became Avon's CEO in November 1999. This is thestrategy execution and business results under CEO Andreajung and President and Chief Operations Officer SusanKroDf.

Busln€ss process re-engineering: The heart ofAvon'sstrategy implementation efforts was its ability to eliminatethe costs of low value-added activities from its value chain.Much of Kropft re-engineering had to do with improvingthe company's manufacturing and distribution systems.

Sales representativ€s: The recruitment and retention ofsales reps was a strategic obiective that led to theimplementation of lung's Sales Leadership program.

E-commerce and the Internet: Jung and Kropfsaw theInternet as the driver of transformation in the relationshipsbetween representatives, customers and the company'smarketing and supply-chain operations.

lmage enhancement: The transformation ofAvon's imagecalled for new products, new packaging, celebrityendorsements, stylish new catalogues and new advertisingcampaigns.

Product development: In 2ooo, Avon's R&D teamresponded to Jung's challenge to develop a blockbusterproduct within two years by introducing Anew Retroactiveanti-ageing skin cream.

Intematlonal: Avon pushed its innovative new productslike Anew Retroactive into emerging markets like China,Poland, Russia, Hungary and Slovakiai redesignedcatalogues to illustrate the glamour ofthe Avon brand; andallocated up to Z per cent ofsales to advertising in eachcountrv market.

Writing

Tell 55 they are going to evaluate their ideas in the previoustaskand summarisetheir proposals in the form of a reportfor the comoanv's board ofdirectors.

Get SS to look at the rubric for the Writing task and dealwith any questions they may have.

Brainstorm the information that should go in the proposaland Dut these ooints on the board. All this information hascome up in the l istening and main task.

Ask SS to look again at the writing tips for report writing onpages 138-139; you may also want to refer SS to proposalwriting on page 39 if necessary.

Get SS to write in pairs or individually, as this is a detailedproposa[.

Circulate and monitor, checking 55 are completing the taskcorrectly.

Get SS to write the final proposaleither as a class activity orfor homework. This could probabty be quite a long proposalif SS include the background information, the CEObfindings and the strategic plan for the company.

Alternatively, ask 55 to write a new mission statement forHazel in pairs or smatl groups. Tell 5S that they need tomake sure they reach a consensus on the vision for thecompany before they start wfiting. Refer 55 to the Writingfile (page 40) for this alternative writing task.

1to 1@ Go through the information in the Course Book with

your student. Explain any diff iculties. In the main task,you and your student are senior management teammembers (the CEO and one ofthe other directors, e.g. ofMarketing and Sales). Don't dominate the conversationin this task, but say enough to keep it going and altowyour student to ask and answer questions.

@ At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimorovement. Come back to these later.

6 Praise any good examples of language used and go overany errors, including pronunciation. Then repeat thetask, swapping roles or taking on the role ofdifferentdirectors (e.g. Finance and Customer Service or R&D).Record the role-play on cassette or video, if desirable,for intensive correction work,

@ writing Jite pages 4a-49

9 Strategy I

lr'3

Reaision

This unit revises and reinforces some ofthe key language points from Units 7J, and links withthose units are clearly shown. This revision unit, like Revision units A, B and D, concentrates onreading and writing activities. Some ofthe exercise types are similar to those in the Reading andWriting section ofthe Business English certificate examination (Higher leveD organised by theUniversity of Cambridge ESOL Examinations (Cambridge EsOt).

For more speaking practice, see the Resource bank section ofthis book beginningon page 2fl,The exercises in this unit can be done in class, individuatly or collaboratively, or forhomework.

o This exercise gives SS further practice in using the language of banking, finance and growth,

following the vocabulary sections on pages 62 and 65. Point out the rubric and explain that SShave to find one word which does not collocate.

l equity 2 interest 3 shareholder 4anATM 5 accounting 6 price 7 fixed8 bankruptcy 9 assets 1o flow

o This exercise gives SS further practice in introducing a presentation following the Businessskills section on pages 6tr2.

7c 2f td 4e 5a 6b

a This exercise gives SS further practice in describing financial performance following theBusiness skills section (pages 6ffii.

rconsecutive quarter 2netloss 3 reducing costs 4the next fouryears 5thesameperiod last year 6 higher steel costs 7 poor results 8 dragged CH shares down9 recovery plan 10 recolded a profit

@ SS write an introduction to a presentation describing the company performance of CH Autosas mentioned in the Drevious exercise.

Sample answ€rIntroductlon to a presentatlon

Company perbrmance for CH AutosGood morning. My name's..., I'm the Finance Director for CH Autos. I'm very pleased towelcome you all here this morning. I'm here today to tell you, our shareholders, about thebright future ahead for our company. Let me take this opportunity to say that, despite recentlosses as a result ofchallenges we have faced in the industry such as higher steelcosts, wefirmly believe that CH Autos will recover fully from these temporary setbacks and we hope tosignificantly increase our output in the next year. l'l[ start my talk by reporting on last yeartfinancial results. Then I'lltalk about our recent performance and the results ofour recoveryplan in the last quarter. Finally, we'tl look at the company! plans for further reduction ofcosts and our proiected forecast. I'm sure you'llagree that our European operation, whichrecorded a profit of$3Zm this year, is growing from strength to strength. There'll be anopportunity at the end of my presentation to dealwith any questions you might have.(18o words)

Unit C Revision I

a This exercise gives SS further practice in word-building associated with consulting vocabularyfollowing the listening and vocabulary sections on pages 70-72.

r expertise 2 reputable 3 consultancy/consulting 4allocation 5 deliverables6 proposal Z achievable 8 recruitment/recruiting

a SS practise conditional forms when negotiating, following work on conditionals in theGrammar reference on pages 128-129,

rb(2nd) 2eGrd) 3 f (mixed: 2nd and 31d) 4a (rst) 5c(1st) 6d(1st)

a This exercise gives 55 further practice in negotiating ftom the Business skills section on pages

74-75. SS maythen role-play the dialogue with a partner as an optional speaking activity.

Suggested answers1 To be honest, we think six months would be a more realistic timescale,2 You need to bear in mind that we charge more for senior consuttants, / All of our

consultants are experienced, but we prefer to use both iunior and senlor consultants onproiects.

3 Actually, we were looking at fees paid according to hourly rates, but I'm sure we can cometo a satisfactory agreement.

4 Let me iust say that having access to company information is very important for us. ltensures good communication and the success ofthe proiect.

5 Thatb fine, but we would need to negotiate any implementation work separately, as it witlobviousty increase our fees. What did you have in mind?

6 I'm sure you are aware that other firms don't have our reputation, although I admit theymay be cheaper, largely due to the fact that they take on inexperienced consultants. lfyoutake a look at our proposal in more detai[, you'll see we can really offer you the bestsolutions.

o SS correct a letter of a contractual agreement between a consultancy and a client, practisingsummarising terms and conditlons (page Z$. lf 55 have not done this type of exercise before,draw their attention to the rubric and point out there isn't an error on every line. You may atsolike to tellSS there are seven errors in total.

r/ 2/ 3an 4for 5high 6/ 7 within Spay 9lflshould roto a/ 72/

o This exercise gives 55 practice in the language of marketing strategies following the exerciseon Rose & Frankwright in the Business skills section on page 82.

I develop their products or services 2 integrating them both at an early stage 3 adaptingtheir products or services 4 downscaling their operations 5 more responsive and flexible

a 55 are given practice in vocabulary related to communicating bnnds following the exercise onRose & Frankwright in the Business skills section on page 82.

i advertising z communicating t advertisements 4 innovative 5brand 6leveraging7 differentiating 8 core values 9 creative 10 competitors

lUni tCRevis ion

c SS are glven further practice in vocabulary associated with strategy following the listeningsection on pages 7&29.

I market position 2 customers and suppliers 3 significant impact5 future competitor 6 change the rules 7 management systems9 planning systems 10 the same vision

4 entering the market8 goats and objectives

o 55 are given practice in mission statements by writing a press release, outlining the newstrategy ofa British retailer (pages 82+3).

Sample arswelkess rel€ase

Rose & Franl0right: newvlslonWe aim to be the number.one store in British fashion offering down-to-earth prices, whilecontinuing to provide excellent service and quality ofdesign to our customers. We havedeveloped an excitingvision at R&F, with netv lines foryoung adults. Visit our new-lookstores where you will love our'Designer Discovery' collection. This special collection hasbeen inspired by our Designer ofthe Year award in the search for talented, young designerswho understand whatS happening on the high street and can make designer clothingaccessible to R&F customers.

@4 words)

Unit C Revision I

lr',

business online

Cbsswork - Course Book

L€sson 1:listenlng and discussion(pages 9G9tEach lesson is about60-7s minutes. fhis timedoes not includeodministtotion and timespent going throughhomewotk in any (essons,

P!1cugsjg1: Online shopoing rSS are encouraged to talk about online shopping.

Listening r: Three types ofonline shoppingSS listen to three people talk about shopping online.

vocabutary: onlin€ shoppingSS look at vocabulary related to the Internet and e-business.

Listening 2: Interview with Maiia PesotaSS listen to Maiia Pesola, the lT correspondentfot Ihe Financiolf imes. In the first part ofthe interview, she talks about the dot-com crash in 2ooo. ln the second part, she talks about trends inonline business today.qEqulgiojionti ne shoppi !g zSS discuss Internet security, cyber crime and online business.

Practice FileWord power (pages 58-59)

L€sson 2:Readingand language(pages 9z-93)Each lesson is about 60-75minutes-

Readingr ,Vef goins on the shop trcntSS read about the successes and failures of online companies.

vocabulary: word partnershipsSS look at word DartnershiDs for online sales and use relatedvocabulary in context.

Language review: Cleft sentencesSS look at cleft sentences and use them in context.

Text bank(TRB pages r9z r95)

Pradice tileText and grammar (pages60-61)

Grammar refelence andpractice(CB pages 130-131)

L€sson 3:Business skllls(pages gq-gl)Each lesson is about7530 minutes.

Presentations: Summarising and deating with questionsSS discuss websites they often use and the concept of usabil ity;l isten to a website expert summarise her presentation and dealwith questions; practise dealing with diff icult questions relatedto the lnternet, summarise a short presentation on a topic oftheir choice and dealwith questions from the audience; discusshow to present information on a website on the topic of doingbusiness online.

Writingr Presenting infohation on a websiteSS look at t ips for writ ing web pages and write up the mainDoints oftheir Dresentations for a site.

Resource bankORB page 2 29)

Practice FileSkil ls and pronunciation(pages 52-63)

Writing fite(CB page 141)

Lesson 4:Case study(pages 96-97)Eoch lesson is about

75jo minutes.

learsY!rylhssrlilelrpe rceAudio Wire is a manufacturer ofelectronic equipment that wantsto improve its online sales. lt has hired the web design company,Online Experience, to analyse sales data, improve the websiteand overallsales ofthe earphones section, where they selldirectly to consumers. 5S listen to a meeting with the team atOnline Experience, analyse the website data, write up a proposalfor redesigning the website and present their recommendationsto the client comoanv.

writing file(CB pages 1j8-139)

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

For one-to-one situations, most parts ofthe unit lend themselves, with minimal adaptation, to use with individualstudents, Where this is not the case, alternative procedures are given.

10 Doing business online I

Ever since Jeff Bezos set up amazon.com, the world's largest bookseller, the Internet has opened up amassive consum€r market for e-taile6 (online retailers). The experts advise building e-busln€ss into anybusiness plan, although smaller retailers are stlll nervous about e-tallin& as they often see it as a risk.Onllne shoppers have the idea that delivery should be immediate, apart from being extremely convenient,so ifcompanies don't deliver untila week later, they won't get retumlng customers.

0n an e-commeac€ sfte, where customers may browse stoclq select lt€ms to fill a shopplng bask€t orcart and then go to a vlrtual chcckout to pay for goods. The main difference between this and a brochuresite that simpty displays products and company information is Interactlvlty. When a customer is makingchoices on the website, this requires a more sophisticated website. Many lSPs (lntemet Servlce Prordders)have packages that can enable small businesses to host a webslte.

Web metrlcs are the numbers that tell managers what is happening in their site. Success on the webessentially means getting people to do what you want when they visit the site. This is called the targetaction, which is usually buying something or filling in a form. Another important consideration is whetherthe siteb design makes it easy for people to engatc in the target action. Ease of navlgatlon is one ofcommon complaints people have about web deslgn.

The key perfomence Indicator in e-business is the conversion reter the percentage ofvisitors whoengage in the target action, which can either be the percentage ofvisitors who submlt a form or who buyonline. The average conversion rate is 2 per cent, whereas Amazon are said to have the highest rate atabout 9 per cent. However, these sites have very high brand recognltlon, which means people alreadyknow what the site is selling before theyvisit.

The most important area in online shopping is the credit-card paynent page. Between viewing productpages and completing the target action, the visitor ideally does something: fill in a form and hlt the submitbutton, or submit a credit-card page. People who don't submit are said to have 'abandoned'. Each formtherefore has an abandonment rate.

The basic rule for reduclng abandonment is to ask fewer questions. The form is primarily for having arecord of potential customers so the sales team can contact them, Many companies treat contact forms asan opportunity for market research. They ask questions like'Where did you find our site?'These types ofquestions wil[ be a reason for someone to dlsengage with the site, or'cllckoF. Many potential customerswill also have second thoughts about buying ontine when they are asked to enter credit-card information.

When a visitor first arrive6on a website, they quickly scan it to see if it has what they are looking for. Atthis time, they are a scannlng vlsitor. Web deslgn€rs also talk about the 'elght-second rule', that is, mostpeople will allow no more than eight seconds to review a site before making a decision. Researchindicates, however, that 30 seconds is more the norm. ln either case, an e-tailer should make sure the coleofferingofits site can be conveyed in this short time.

Committed visitors are those who read more than one page or spend more than one minute. Gettingffrst-time vlsltors to stop scanning and start reading requires different design elements from selling.Successful sites will have landint pag€s to switch visitors from scanning to reading. A company can alsoanalyse its web metrics results to determine the ROI (return on investment) for online advertlslng.A good rule of thumb is to multiply the conversion rate for visitors coming from each ad by the cost pervisitor That is the cost p€r acquisition (CPA). Ultimately, a business should ask itself if it can afford tospend that much to attract e-tail consumers and get online sales.

In.work students wil l be able to talk about their company's website and wiLl possibly have experience ofdoing e-business and analysing data from online customers. Pre-work students wil l probabty have theirown ideas about what makes an effective website. They can also talk about writing for web pages orcontributing to their organisationS website.

Most students will have experience of using the Internet and buying goods or services online.

Nicholas G. Carr: Does lT matter? lnfornation technology ond the coffosion of competitive advantage,Harvard Business School Press, 2oo4

John Cassidy: Dot con: the reol story ofwhy the lnternet bubble bursf, Penguin Books, 2oo5

Dave Chaffey: E-buslness and e-commerce monogement, FI Prcntice Hall, 2oo3

Ravi Damani, Chetan Damani, Nei[ Sait: Z trabits ofsuccessful e-conmerce componies: give you6elfa reolcompetitive advantoge. Read this book. Study it. Practice it,lmano Plc, 2oo4

lI@!E @ Pearson Education Limited zoo6

I ro Doing business online

Ask 55 to brainstorm some successful online companies(e.9. mass retailers such as amazon.com, eBay, buy.com,sears.com or specialised retailers such as easy-jet.com,deLl.com, gap.com, Discoverystore,com, etc.).

Write 55's ideas up on the board. Then askthem iftheythought that these companies would do so wellwhen theyfirst started. Why (not)? SS may say that they didn't thinkcertain products would sellon the Internet, that people getirritated by online advertisements or that they did indeedforesee the potentialfor online seLling. Don't spend toolong on this, as it forms part ofthe first exercise.

Alternatively, ask SS what they understand by the title ofthe unit, 'Doing business online'.

@ Telt SS that they wil l be looking at doing business onlineand e-business.

@ Go through the overview panelat the beginning ofthe unit,pointing out the sections that 5S wilL be looking at.

Quotation6 Get 55 to look at the quotation and ask them what they

think it means. Ohe idea is that human errors are minorcompared to the catastFophes that computers and lTsystems can cause, although SS may also argue that mostcomputer errors are in fact human errors, such as notsaving documents, deleting fi les, not knowing how to usesoftware programmes correctly or forwarding virusesunintentionallV.)

55 are encouraged to talk about online shopping.

@@ As a lead-in to this activity, ask SS if they shop online and

ask for a show of hands. lf 55 are reluctant to Dut uo theirhands, ask the questions:Hove you ever bought something on the lnternet?lfso, what did you buy?

@ Get SS to work in pairs to discuss the questions. Set athree-minute time limit forthis. lf 5S don't have manvideas, refer them to the symbols showing the types ofproducts and services you can buy online on page 90. HelpSS with online or computer vocabulary in English byputting up some words and expressions on the board asthey do the activity. Note that some ofthis vocabulary willbe dealt with in Exercise c.

@ Get SS's feedback as a whole class. They may say that theydon't usually shop online, but may in fact realise that atsome point they have bought books, CDs, DVDs, software,electronic equipment or done their supermarket shoppingonline, and booked cinema/theatre/concert t ickets, f l ights,holidays or hotel accommodation, SS may also mentionthat they woutdn't buy certain products online, such asfresh food, cLothes and shoes, or furniture. lf SS mentionthe dot-com crash in 2ooo, do not spend too longdiscussingthis, as it forms part ofthe l istening section.

nrt"ritit*iixiffiSS listen to three peopletalkabout shopping online.

@ Qro.r@ Explain briefly SS are going to l istening to three people. To

increase the challenge with larger classes, you may like Ssto raise their hands as soon as they know what type ofonline shopping is being described. Alternativety, 55 maywrite down their answers and then check in Dairs afterl istening to the three speakers.

Play the first recording once, then pause and check theanswer. Repeat the procedure for the next two speakers. lfSS get the answer early on in the recording, pause it andask them to note down the words they heard that helpedthem, then playthe rest ofthe recording (e.g.5peaker 1:hand luggage, tetminal, boatding pass, depafture loungeiSpeaket 2t download, lnternet, updote my anti-virus scan,spwore removenSpeaket 3t plot sunmaries, reoders'reviewers).

Only play the recording(s) a second time if SS have notunderstood what type of online shopping is beingdescribed. lt should not be necessary for SS to refer to theaudio script on page 121, as this Listening section is not themain l isteningtask. lf SS need to refer to the script, do notspend a long time going through it in detail, although youmay like to draw S5's attention to the colloquial use oflanguage in the third rccording]. it\ olways been a hassle(= problem) post rg stuff(= things) to people-

lf 55 have noted down vocabulary they heard, go throughtheir answers, and write up words retated to the lnternetfrom the second recording on the board, checking that SSknow what thev mean.

r buying airl ine tickets / checking in for f l ights z buyingsoftware 3 buying books

o As a follow-up question, you could ask the 55 to guess thenationality of the different speakers after playing eachrecording (speaker 1: Australian; speaker 2: Indian;speaker 3: Brit ish).

SS look at vocabulary related to the Internet and e-buslness.

oe This exercise deals with vocabulary which features in the

next listening section.

o Ask SS to do the exercise individually, then check theiranswers in pairs. Circulate and monitor, while SS checktheir answers, helpingthem with language for the Internetand ontine business, where necessary.

o Go through the answerswith thewhole class.

ro Doing business online I

@ You may want to refer SS to the audio script on page 171 tohightight the differences between the text on page 91andthe correct answers. With SS who are not very familiarwiththis language area, you may ask them to pick out five or sixwords and cotlocations (e.g. adiective + noun, adverb +verb, etcJ relating to online business in the audio script(back-end systems, I ntemet browsing, broodbondconnections, online shopping, bubble burst). Don't spendtoo long going over the script in detail.

@ Q'o.r@ Get 55 to read the questions before they listen.

@ Play the se€ond part of the interview without stopping.

@ SS compare their answers in pairs.

@ Play the recording a second time, pausing in sections ifnecessarv to allow 55 time to comolete their answers.

@ After l istening, SS compare notes in pairs.

@ Get ss's initial reaction by asking them whether theypredicted correctly, then discuss the answers with thewhole class.

You may want to refer 55 to the audio script on pages121-172, but don't spend too long going over it in detail, as5S need time to discuss the questions in the next exercise.

tu a follow-up activity, you may like to refer SS to theInternet to find recent articles on e-business either byMaija Pesola or other lT correspondents, These articles canserve as background reading before going on to thereading section.

1d 2h 3j 4e 59 6i 7f 8b 9a mc

o

o

€ Drit l pronunciation ofsome ofthe words and expressions,highlighting stress on the board ifnecessary. This isparticularly important, even with 5S with a background inlT: atthough 55 may be familiar with the written word andits meaning, they sometimes do not pronounce technicalwords correctly in EngLish, but say them as they would intheir mothertongue.

SS listen to ilaiia Pesola, the lTconespondent for theFinoncial Tlmes. ln the first part of the Intervlew, she talksaboutthe dot-com crash in 2ooo. In the second pad, she talksabouttrends in online business today,

@ f)ro.z

Do the question in the rubric as a quick-fire activity withthe whole class. (i.e. a lot ofcompanies and individualsinvested in dot-coms, then lost a lot of money / got theirfingers burnt).

Play the first part ofthe interview without stopping.

Play it a second time, pausing in sections if necessary togive 55 time to note down the errors.

After l istening, SS compare notes in pairs and discuss theanswers with the whole class.

The problem was that there was too much investmentmoney coming into the market too quickly. Thereforefunding was given to dot-com companies that didn't haveparticularly well-thought-out business plans and didn'tnecessarily have the back-end systems to carry out theirplans. Another factor was that the market wasn't ready forInternet shopping in the way that it is today, and in zooo,not many people had broadband connectlons. The positiveoutcome ofthe dot-com collapse is that it's weeded outsome of the weaker companies, and those companies thatare still in existence today have refined their businessmodels.

2

t

Banner ads, which were very similar to putting an advertin a newspaper. However, companies found that theyweren't getting a lot of response from them.Consumers were annoyed by pop-up ads.Advertising that's related to search results when peopleuse search engines.Companies are happy to pay for this because they seehigher response rates from these targeted ads, and itteasier to measure how many times the ad has come up,Products that are very easy to ship, such as books ormusic and to some extent wine, sell well, Anothercategory that has done weltis travel, for similarreasons; also because booking travelon the Internetadds something genuinely different to the experience.Clothing tends to be difficult because these areexamples ofgoods that people would like to see, feeIand try on before buying.

I ro Doing business ontine

SS discuss Internet security, cyber crime and e-business.

@@ Get SS to discuss their answers in Dairs or threes. Circulate

and monitor, helping with vocabulary, where necessary.

@ Bring the class together and encourage 5S particularLy totalk about e-business and ontine securitv issues. Inquestion 3 on cyber crime, SS may say that while somefears about the misuse ofcredits cards have been allayedby banks and government measures, they might resurfaceagain, e.g. due to newspaper reports about hackers getting

into online bank accounts, In question 4 on data collection,SS may tatk about 'data mining' (analysing large amountsofdata about customers held on computer in orderto get

information about them that is not immediatelv availabte)and the waythat online retailers and marketingdepartments try to collect as information on online visitorsvia cookies, etc, as part oftheir market research (see theBusiness brief (page 119) on filling out online contactforms). Regarding question 6, the benefits of doingbusiness online are enormous. and online sales areexpected to increase, despite ongoing price wars with high-street retailers. For many consumers, price has long ceasedto be the primary reason for shopping online, says MaijaPesola, primarily because research shows convenience isthe main factor (delivery was the second). However,e-retailers sti l l need to ensure they have the necessaryback-end systems to cope with orders and guaranteeprompt delivery (see the Reading section ofthis unit).

55 read aboutthe successes and failures ofonfinecompanies.

@@ As a lead-in for this section, write the foltowing sentences

with gaps on the board, They are taken from KeLkoo,com,the price-comparison website. Ask SS to guess which itemsare missing.

Electronic goods such as c....,.,.....', d.......-.-.- c.....,.,....' andM..,.,......, p.........-.-3 continue to dominate os the mostpopular items for online shoppers. Howeve6 increasingnumbers ofshoppers ore also moving to buying c-----.4overthe lntemet.

l computers 2 digitalcameras 3 MB players

4 ctothes

Refer SS to the exercise and get them to number the fourfactors for good e-retailers in order ofimportance (1 = mostimportant) individually. Then get SS to discuss their l ists inpairs and give reasons for their choices.

Go through SS's answers with the whole class. Do notreject any ideas at this stage, as this forms part oftheReading section.

AlternativelV do the exercise as a quick-fire activity withthe whole class.

Get SS to look at the cartoon. Ask them what it means. f iheidea is that employees spend a lot of t ime playing on thecomputer, e-mailing friends, searching on the Internet, etc.when they look like they're working, and they use problems

with technology as an excuseJ

Ask SS what they think the tit le of the article -'Net gains

on the shop front'- means (the idea is that profits can bemade from online business).

Get 55 to read onlythe first part ofthe article and do theexercise individuatly. Explain that the idea is to scan thearticLe quickLy for this information. Tell 55 they shouldignore any words or phrases they don't know at this stageand focus on the task. In order to make this a quicker

reading exercise, set a time timit. SS wil l probably need twoor three minutes for each part ofthe reading.

After reading, SS compare their answers in pairs.

Ask SS for their init ial reactions to the Doints made in thearticle before checking the answers to the questions. Dotheir l ists in Exercise A coincide with the writer's opinion?

Go throush the answerswith the whole class.

@@

@

@

The article suggests that customer service and deliveringorders as promised are the deciding factors for onlinesuccess. Features such as a user-friendly website areexpected as the norm, and low prices are important, butnot as imDortant as order fulfilment and customer service.

o Ask SS follow-uo suestions about success and failure forother online companies they are familiar with. You may alsolike to ask about other factors that may influence e-taiLing.(SS may mention the convenience factor; that people canbuy from the comfort oftheir home and at any time oftheday; also access to goods that are not usually availablelocatly, e.g. foreign fitms, books, food and wine.)

@@ Get SS to read the first part ofthe article again, pointing

out that the paragraphs are numbered. Alternatively, if timeis short, or 55 don't want to read the first part ofthe articleagain, do the exercise as a quick-fire activity with the whotecLass. lfsomeone asks a question, throw it open to thewhole class to find out ifsomeone else can provide anexplanation. lf not, explain where necessary

@ Circulate and confirm answers or indicate in whichsentence a word or expression occurs where 5S are havingdiff iculties. Get early f inishers to compare their answers inpairs.

@ Go through the answers with the whole class, asking SS togive their expLanations ofthe meanings and find out iftherest ofthe class agrees.

I now offer (paragraphs r and z) 2 have mixed feelings(paragraph z) 3 repercussions for the company! goodname (paragraph 3) 4 no longer impressed (paragraph 4)5 unlikely to be cost effective (paragraph 5)

@e Refer SS to the photo and ask them ifthey would buy the

product online. (Ihe photo shows some rvomen's scarvesor shawls from the White Company, mentioned in thearticle. You may like to tetl SS that this e-tailer is based inLondon and sells a variety of products including bed tinen,bathroom accessories, adult and children's clothes, giftsand furniture.)

o Get SS to read the second part ofthe article. Circulate andmonitor, pointing out relevant sections from the texthelping where necessary as SS do the exercise individually.

a Get early finishers to compare their answers.

o Go through answers with the whole class, asking 55 toexplain which part ofthe text confirms their answers.

lf SS are interested in findingout more, hand outthereading list in the Read on section (page 119) and thewebsite www.thewhitecomDanv.com

sS look at word partnershlps for onllne salca and us€ relatedvocabulary In context.

@€ Explain this is an exercise on word partnerships with

vocabulary related to online sales and retail in generat. Gothrough the first question $rith the whole class.

o Get 55 to do the rest ofthe exercise individually.

a Early finishers can compare their answers in pairs.

ro Doing business onllne I

a Go through the answers with the whole ctass, dealing withany vocabutary questions the SS may have, highlightingthe pronunciation and stress ofsome ofthe more difficultwords and expressions (e.9. flashy, frckle, fulfrl, fulfilment).

1 - come rolling in; part with - 2flashy-;user-friendly -; up-to-date - 3 demanding -;(un)forgiving -; fickle -; Good old-fashioned) - service4 meet and manage (customer) -; high(er) - 5 to (not) bein -; - is stored; - control; - availability; - room; -management; - orders 6takean -ifulfilan -: processan -; pick an -

Get SS to comDlete the sentences.Early finishers may check their answers in pairs.Go through the answers with the whole class.

r part rvith 2 tulfil/process Shigh ibein5 flashy: up-to-date 6 fickle; service

SS look at cleft sent€nces and use them In contcxt

@ Granmar relerence: Cleft sentences, page r3t

As a lead-in to this language review section, dictate thefollowing information to 5S. Alternatively, write it up on theboard. (Note this dictation ls an alterative explanation tothe fullGrammar reference on page 131ofthe CourseBook.)

SS compare their dictations in pairs.

Cleft sentencesWhen we want to give new information, contrast ideas,clarifo, summarise or simply emphasise something, we canuse a cleft sentence. The thins about cleft sentences is thatllCllbevgtwo clauses, each with their own main verb.Different expressions can be used with these types ofsentences. Here are some examples:7 The thina obout online shopoina is (that) its rca y

convenienL2 What I like most obout e-tailers is the fod that thev

delivet to your home.3 The White Company moved on to the web six yeats ago.

What thev did next was move on to the high street.It's not only for emphasis that cleft sentences can be used.The sreat thins about cleft sentences is thev can be usedfor a variety ofbusiness situations, such as meetings,negotiations, writing reports, for training purposes andDresentations.

(tooo

1 False

2 True

3 True

4 True

Rother than the website being a sepante, self-contained patt ofthe buslness, e"tail needs tobe fully integrated into the support s6temsond infrostructure that drive every other poftofthe business... lf it [the webslte]can't befifted into the existing framewo*, then thefromewo* needs to change to Ft the website.(paragraph 6)lfyour website:nys one thing and the stockroom onothet they are not going to investtheirtime with you again. (paragraph Z)Overoll groMh is about 40 per cent, but theonline side is up 86 per cent on last yeor(paragraph 8)... when on item is sold, whether through o shopor noil ordet the website is automaticowupdated. (paragraph 9)

ts:-

I ro Doing business online

Ask SS to identifo six cleft sentences in the dictation andunderline the main verbs and expressions used toIntroduce them. Do the first one as an examDle with thewhole class.

While SS do the task, circulate and monitor, referring sS tothe Grammar reference on page r3r and helping them toidentif,/ the different parts ofthe cleft sentences, wherenecessary,

Get SS to compare their answers in pairs.

Go through the answers with the whole class, highlightingthe main verbs and expressions used in cleft sentences, ifoossible on a slide or on the board. There are six cleftsentences in total, including the three examples.

Refer SS to paragraph 10 ofthe article and ask them toidentify two cleft sentences.

It is nottaklnSthe orders online that causes the problemsfor e-tailers, lt ls the operational costs offulfilting thoseorders.

It ls meeting the higher expectation levels ofthe e-tailconsumer where lt gets tricky.

Alternatively, or if time is short, omit the dictation activityand simple write the two sentences ftom the text up on theboard, pointing out that information in these kinds ofsentences is divided in two clauses, each with its own mainverD.

Refer SS to the exercise in the Grammar reference on page131ofthe Course Book.

1 lt is meeting the expectation of online shoppers that isvery difficult.

2 What has had a huge impact on e-commerce is the rapldspread of broadband Internet access,

3 Why / The reason why they contracted Amazon was tohelp them improve their online sales.

4 All they (have to) do is print off the orders and deal withthem manually.

5 lt was delays in delivery that damaged the company'sreputation and sales.

6 The thing we tike most is the simplicity of the onlineordering process.

SS dlscuss websltes they often use and the concept ofusablllty; [sten to a webslte expert summa]ise herpresent.tlon and d€al with questions; practlse deallngwlthdlfflcult questlons related to the Internet summarlse a shortpresentatlon on a toplc ofthelr choice and deal wlthquestlons ftom the audience; discuss how to presenthformatlon on a webslte on the topic ofdoing businessonline,

As a lead-in to this section. ask SS what makes an effectivewebsite. SS wil l probably mention some ofthe factors thatwere discussed in the previous reading section, i.e. that itshould be easy to navigate, user-friendly, visualty attractiveand up to date, etc.). SS may also add that it depends whatthe website sets out do, e.g. slmply inform and offerinformation, or sell. Ask 5S what they understand by thetetm usabilityin rclation to web pages. Do not relect anyideas at this stage, as they wil lform part ofthe next task.

Get 55 to look at the definition ofthe website extract onusability and see ifthey were correct. Deal with anyquestions they may have. tuk SS whetherthey think theintentions ofdesigners are in conflict with the needs oftheusers. SS may say that photos or images can take a longtime to download, or that ifthere are too many'flashy'pages, images or adverts to click through to find what you

are looking for, users will leave the site.

Get 5S to discuss the questions in pairs.

Go through init ial reactions with the whole class, making anote ofsome ofSS's favourite websites on the board andhow they rate the usability factors. SS may or may notreach a consensus on this.

fu a follow-up, ask 55 ifthey have designed or created webpages, either for their company ortheir own personalsites.Ask them whether they think they were successfulor not.You may also like to mention the three Ws in web pagedesign: write the following questions on the board, leavingout the first wh- question word and get SS to completethem:Whydo you want to hove a website in the frrst ploce?What do you wont to achieve?Who are the audience and whot do they wont to do or frndout on vour site?

@ O'o'qo Tell 55 they are going to hear the summary of a

presentation on the topic ofcreating web pages.

o Get SS to read the statements. You may also l ike to askthem to note down the four things Sophie is asked about.(SS do not need to write down the questions word forword, as Exercise C deals with the exact phrasing ofthequestionsJ

a Play the recording once, getting SS to mark their answersindividually and pausing after each ofthe speaker'sresponses if necessary.

e Get SS to compare their answers in pairs.

o Play the recording a second time, then go through theanswers with the whoLe class. Do not refer SS to the audioscript at this stage if possible, as this is dealt with in thefollowine exercise.

I c, d (differences between government websites and theprivate business sector)

2 c, d (how a company can improve its online sales)

3 a (copy writing; language that works well on a website)

4 b (anguage to be avoided when writing for websites)

@o

o

a

o

@

. Get Ss's initiaL reaction to the recording of Sophiet talkabout her advice for web page design and how she deattwith the Q&A session (e.9. she sounds authoritative andconfident, although she admits she's not an expert inonLine sales and refers the audience to her colleague whenasked about this).

. Ask SS some ofthe following follow-up questions:What do you find most difficult about sumnarisingpresentations?Whot do you find most difficult about dealing with, olosking questions, in these kinds ofsituations?SS may say that they have usually rehearsed the start oftheir presentation, but have not practised the conclusion,or that they often run out of time at the end and have tohurry through the summary. They may also say that they donot feet confident about either asking or dealing withquestions in public, and end up avoiding the Q&A iftheyare presenting because they are afraid oftricky questions,

€ Ask SS in work ifthey have any tips for dealing with theQ&A. Explain to SS that it is aLways best to anticipatequestions people may ask them, but that there are certainexpressions they can use to sound more positive or play fortime.

@ C)'o.qo Refer SS to the ljseful language box on page 94 where

there is a summary ofthe expressions used forsummarising a talk and the Q&A. Explain to 55 they witl bedealing with questions in this exercise. Ask them ifthey canthink ofany more expressions that they use for thesepurposes. Drill pronunciation of the expressions,highlighting sentence stress and, especially, intonationwhen asking questions on the board. Don't get 55 to repeatallthe expressions, just one or two from each section thatmight be difficult in terms ofsentence stress and intonation(e.9. I was just wondering what you thought about...).

o Refer SS to Exercise C. Play the recording a second time,pausing in sections to give 5S time to write their answers.

o Get SS to compare their answers in pairs.

Circulate and monitor, helping 5S where necessary andpointing out these are indirect questions that are used tosound polite.

Go through the answers with the whole class.

I I was just wondering what you thought ...z I'd like to know...

3 I'd be interested to know more ...; I mean to say, couldyou tell us ...

4 Yes, but lwas wondering.,,

6 As a follow-up activity, you may like to ask SS what thedirect forms ofthese questions are. (1 liyhat are the maindifferences ...? 2 How can a company actuolly improve ...?9 What kind oflanguage do you think workswell..,?4ls there ony kind of languoge you would ...?)

ro Doing business online I

Refer SS to the audio script on page 172. Play the recordinga third time if necessary whilst SS read the dialogues andunderline or note the expressions used for summarising,asking questions potitely and dealingwith questions.

Alternatively, you may Like to refer SS to the audio scriptand ask them to practise the dialogue in pairs, usingthecorrect intonation.

For further practice, go to the Resource bank on page 229ofthis book.

(9@ Exptain to SS they are going to do a role-play as Internet/lT

experts, practising dealing with difficult questions relatedto the Internet and using some ofthe expressions in theUsefullanguage box.

@ Divide SS into pairs. 55 A and B look at their correspondinginformation on pages 47 and 155. Ask 5S to take notesbefore they start the role-play, referring to other sections inthe Course Book where necessary. This is important ifSSare goingto do the task successfully. Help them, ifnecessary to formulate the additional questions on thetopic (e.g.lwas wondeing what kind of softwore youwould recommend for creating my own website?Could Iask you what sott of dot-com componiesyou think havedone well in recent yeaE? lA be interested to know youropinion ofthe eight'second rule in web page design.).Point out to SS that the questions do not have to relateonly to e-business, but can be general questions on theInternet and other lT issues, depending on 55's interests.ExpLain that in the role-play, it is acceptable for them toadmit they are not an expert, but they should try to give ageneral opinion and refer their partner to some othersource or Derson for more information.

@ Monitor and circulate round the class as SS act out therole-plays, encouraging them to ask follow-up questions.Make a note ofSS who carry out the task successfully, anyuseful language used and five or six language points forcorrection, including pronunciation.

@ Go through the correct question forms with the wholeclass.

Suggested answersStudentA1 | was (ust) wondering what you thought about

university and higher education exams beingadministered online.

2 l'd be interested to know how access and use of theInternet can be improved in developing countries,

3 l'd tike to know iflwhether you think there should bestricter control of the Internet regarding security.

Student BI Iwas (ust) wondering how company websites might

encourage consumers to Shop more online.2 CouLd you tell me what the government can do to

reduce online credit-card fraud?3 lf l ike to know whether children under five should use

computers for educational purposes.

@o

I ro Doing business ontine

As a follow-up, you may like to ask a couple of55 to ask /dealwith a question for the rest ofthe class. Alternatively,get SS to ask you some difficult questions.

Go through feedback with the whole class, praisingappropriate language for dealing with diff icult questions.Write up any points that need further work on the board.

For further practice, go to the Resource bank on page 229ofthis book.

Explain to 5S they are going to summarise a shortpresentation on a topic of their choice, but related to onlinebusiness, the Internet or l l and that thev wil lneed to usesome ofthe expressions in the Useful language box. Thepresentations need only be three to five minutes long.

Ask SS to took at the possible topics on page 16r tuk SS totake notes and give them enough time to prepare thesummarv or conclusion oftheir Dresentation. This isimportant if SS are going to do the task successfully.Monitor and circulate as 55 do this, hetping wherenecessary. Point out that 55 should also anticipatequestions they may be asked by the audience. Exptain thatin the role.play, it is acceptable for them to admit they arenot an expert, but they should try to give a general opinionand refer their partner to some other source or person formore information.

SS give their presentations to the rest ofthe class.Encourage the other 5S to ask follow-up questions. In one-to-one classes, ask the questions yourself. Make a note ofSS who gave effective presentations, the key languageused and five or six language points for correction,including pronunciation.

Go through feedback with the whole class, praisingappropriate language for dealing with difficult questions.Wite up any points that need further work on the board.

You may like to ask 55 to give their presentations and dothe following writing exercise in the next class in order togive SS more time to prepare and use slides, handouts orother visuaI aids. lt may also be appropriate to record 55on cassette or video during this task for intensivecorrection work.

SS took at tlps forwrltingweb pag€s and yyrite up the malnpoints oftheit presentations for a slte.

oo Explain to SS they are going to look at presenting

information about doing online business on a website,

@ Get 55 to look at the information on page 161 firstindividually and ask SS to take notes before they startdiscussing in a group.

Divide the class into groups ofthrees or fours. 55 talkabout how they coutd present this information in the bestway- Exptain to SS they do not need to rewrite theinformation, only discuss and take notes as to how theywould set out the information on the web.

Monitor and circulate, encouraging SS to discuss variousways of writ ing for web pages and highlighting that in thistask, the organisation ofthe material is more importantthan the'copy' (the actual language useo. Make a note ofSS who carry out the task successfully, any usefullanguageused and five or six language points for correction.

Go through feedback with the whole class, summarisingsome ofthe best ideas and praising appropriate [anguageused for tatking about online business and web writ ing.Write up any points that need further work on the board.Refer 55 to the writing tips at the bottom ofthe page andthe example web page on page 41 and get 55 to comparetheir ideas with the latter. Note there is not right or wronganswer for this task, but SS may mention some ofthefollowing points.

Suggested answers1 Use/non-use of white space and colour: too much text

on one page.2 Organisation of text: divide the text over 2-3 web

pages? Re-write the introduction Into a shorterparagraph? Reduce the existing text for the differentpoints, adding bullet points?

3 Headings and sub-headingsl lssues and Solutions areperhaps confusing sitting next to each other in twocolumns.

4 Key words and expressions in the text need highlighting.

There are, however, short, clear sentences in theintroduction and bullet-style points under each sub-heading. A direct and informal style ofweb writing has alsobeen used.

@e

@

@

Q wririns Jit" pug" ,4,

As a lead-in to this writing section, ask SS whether theyhave ever written information for web pages for theircompany or organisation or for a personal website.

Get SS to read the tips on Writing for web pages.

Set out a template for a web page on the board, much likethe one on page 41. Alternatively, ifyou have computeraccess in your classroom, referSS to their companyororganisationb website. Ask SS to comment on theorganisation ofthe web page, e,g. use of headings andsubheadings, white space, menus, etc.

Refer SS to Exercise G. lfthey have given a presentationrecently, they can base their writing on that. lf not, they canuse the one thev did in Exercise E.

Circulate, monitor and hetp 55 whilst they writ€ up theirpresentations. Explain that this summary shoutd fit onapproximately three web pages. SS may tend to use moreformal language, as this is a writing task, but explain thatfor web pages, a more informal style is usually used. Makea note ofany useful expressions used on the board and anycommon errors.

Early finishers can be referred to the board to see iftheyknow allthe exoressions and ifthev can correct the errors.

10 Doing business online I

Go through feedback with the whole class, writing up SSIideas on the board. (SS may say that there is not enoughinformation/text, no prices are given, the image oftheearphones is too large and the menu on the left takes uptoo much space; you cannot tell from this page whether theproduct is available or not; they may also mention that thebackground is too dark and 'busy' and that it makes itdimcult to read the main textJ

Write the following headings from the left-hand column ofthe table on the board. Refer 55 to the backgroundinformation and elicit information from 55 to comDlete theright-hand column. Deal with any questions 55 may have(e.9. conversion rates are explained beneath thebackground information - see also the Business briefforthis unit (page 11r)-

Llstening Q ro.5

o Get SSt init ial reactions to the pie chart showingconversation rates for Audio Wire. SS wilt probably say thatabandonment rates (see the Business briefon page 119)are high at 49olo and that there are few returning customers(ttv").

@ Refer SS to the rubric for the l istening.

o Estabtish with 55 what the team members are responsiblefor and write this up on the board G-e. Ed = MD; Larry =

Online Sales Analyst; Kirstie = Designer and Copywriteo.Also write up on the board the following three headings:Problems with Audio Wire.comRecommendationsDeliverables

a Play the recording once without stopping.

o After tistening SS compare ideas in pairs. lf necessary playit a second time.

a Go through the answers with the whole class. Note thatmuch ofthis information has aheady come up in thebackground or is apparent from the image ofthe website.

) wririrs nu pug" r,4,

After compLeting the task, and if peer correction isappropriate in your setting, SS may compare their webwriting in pairs. Were the pages short and simple? Wasthere one idea per paragnph? Did they use an objectiveand informal style that would be direct and clear for a webvisitor? Did they use headings and sub-headings andhighlight key words or expressions? What could beimproved?To help ss be more aware ofthe impact their writing has onthe reader, put each pair ofSS with another pair. Theyexchange and read each others'rveb pages, etc. lftheyspot any words and expressions they don't know, they canask their colteagues who wrote it about the meaning.

Go through feedback with the whole class, praising goodexamples ofweb language and style and pointing out f iveor six areas that need further work.

Alternatively, this writing task could also be set forhomework. You may like to encourage SS to write up themain points oftheir presentations on slides to present inthe following class.

Audio Wlre is a manufacturer of electronlc equipmentthatwants to lmprove lts onllne sales. lt h8s hired the web designcompany, Online Erperlenc€, to analyse sales data,lmprovethe webslte and oye6[ sales of the eE phones s€ctlon, wherethey sell diredly to consumers. SS llsten to a meetlntwlththe team at Onfine Experlence, analyse the webslte data,write up a proposal for redesigningthe website and pr$enttheir r€commendatlons to the cllent company.

€ In class, pay particular attention to clearly breaking downthe case study into the different tasks and making sure thatSS understand and follow the structure ofwhat vou aredoing.

a As with other units involving specific vocabulary it is agood idea for 55 to have looked at the Business brief(page fl9) as background reading before doing this casestudy in class.

Background

o Get SS to focus on the Audio Wire web page. As a lead-in tothe case study, ask SS to discuss in pairs for a minute ortwo what they think ofthe web page. ls it effective foronline shoppers?

Company Audio Wire Incorporated

Purpose Manufacturer and seller of professionalmicrophones, earphones, etc.

Industry Audio electronics

Based in New York, USA

Task lmprove sales ofthe earphones section ofAudiowire.com

Solution lmprove its online business and website;increase conversion rates and overallsalesby looo/o

Consultants Online Experience, a web design company

Deliverablesrequired

Analysis of Audio Wirel websiteusability; analysis ofonline sales data (web

metrics); recommendations for redesign.

I io Doing business online

Problems with Audlo Wlre.comBad sales-conversion rates, very few users are returning topurchase; high shopping-cart abandonment rates (4970);probLems with the checkout process, which is too longandrequires registration; confusing navigation; content anddesign - images too large; not enough information aboutthe products.

RecommendationsRedesign and relaunch the website: Audio Wire needs asingle functionalweb page to view all their productselections, pricing, delivery and payment information.Make images smatler. Rewrite copy for the web page.

DeliverablesI A file showing screenshots ofthe current site and their

recommendations. They recommend improving navigationand content for every page in the buying process, fromthe earphones home page through to checkout.

2 Rewrite the copy / web text with exact wording for oneofAudio Wire's products in the earphones range.

@ As a follow-up, refer SS to the audio script on page 172.Dealwith any questions they may have regarding colloquialAmerican words and spoken expressions, e.g. ltke (used asa fit ler while you are thinking ofwhat to say next, alsoBritish English); /usf ryry too big (= nuch too/extremely,informal, spoken); yup or Yep (= Yeah/yes,informal andspoken); Some ofit really sucks (= is owfuuvery bad,spoken). Do not spend too long going through the audio. . r iht . r th i . < izop

Task r

@ As a lead-in to the task, get 55 to focus on the OnlineExperience web page. Ask 5S to read it quickly and askthem the following questions:What\ the name ofthe client compony mentioned? (Df"\l

Television Networks)What kind ofan increase in sales conversion rates did theyachieve for DTv? Gov")What kind of imprcvements do they usually achieve insales conve Rion rutes? (4o"/-1,5oqd

@ Remind SS that Audio Wire has asked for a looo/o increasein online sales and they are going to have to live up to theirreputation of experienced web consultants in the followingtask.

@ Divide SS in small groups of three or four. Exptain that inthis role-play they meet as members ofthe team at OnlineExoerience to discuss imDrovements and recommendationsfor the relaunch ofAudio Wire. Note that the clientoriginalty asked for improvements to the earphonessection, but has now agreed to a retaunch ofthe site. AskSS to take notes on the different points to consider anddealwith any questionsSS may have before they begin thetask, You may also want to ask SS to take on the three rolesofthe MD (EO, the 0nline Sales Analyst (Larry) and theDesigner and copywriter (Kirstie).

@ Circulate and monitor, checking 55 are carrying out thetask correctly. Make a note of any key language andexpressions being used and common errors for correctionon the board, including pronunciation, for later feedback.

@ Early finishers can try to correct the errors on the board, orsummarise their recommendations for imDrovements.

@ Bring the class to order. Quickly summarise some of thebest ideas that were mentioned and go on to the next task,

Task z

@ 55 continue working in the same groups as in Task 1.

@ Ask them to review their recommendations and DreDare topresent them in the form ofa summary. Explain that theywill now Dresent their recommendations for Audio Wiremanagement. 55 should divide the presentation into equalparts between them and anticipate any questions they maybe asked. Make sure SS have sufficient preparation time atthis stage so that they can carry out the task successfully.

@ SS give their group presentations. Get other 55 to askquestions atthe end ofeach presentation. Make a note ofuseful [anguage being used for summarising presentationsand dealing with questions, and five or six points forcorrection, incLuding pronunciation, for later feedback.

@ Alternatively, if short of time, or SS are not willing to givepresentations, ask SS to compare their recommendationsfor Audio Wire with another group.

Feedback

@ When ss have finished, bring the whoLe class together.

@ Ask one or two groups to say what happened in theirgroups and whether they think their recommendations wil lresult in looo/. improvement in online sates for Audio Wire.

@ Praise the strong language points and work on five or sixpoints that need improvement, especially in relation tolanguage used for presentations and the Q&A. Make sureyou highlight some ofthe 55 best ideas and praise thoseSS who gave effective presentations or asked/dealt withquestions appropriately.

Wrlting

@ Get SS to look at the rubric for the Writing task and dealwith any questions they have.

@ Brainstorm the information that should go in the proposaland Dut these ooints on the board. Altthis information hascome up in the l istening and role-ptays in Tasks l and 2.

@ Get 55 to write in pairs or individuatly, and look again atthe section on proposalwrit ing on page 39 ofthe CourseBook, as wellas the section on report writ ing in the Writingfite.

? writing fite pages 138-139

Circulate and monitor, checking SS are compteting the taskcorrectlV.

Alternatively, this writing task could be done for homework.

10 Doing buslness online I

l to1a Go through the information in the Course Book with

your student. Explain any diff iculties. In Task 1, you andyour student are members ofthe team at 0nlineExDerience. Don't dominate the conversation in thistask, but say enough to keep it going and altow yourstudent to ask and answer questions. In Task 2, yourstudent gives the presentation summary and yourepresent Audio Wire.

o At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later.

g Praise any good examples of language used and go overany errors, including pronunciation. Record thepresentation on cassette orvideo, ifdesirable, forintensive correction work.

New business

tor a fast route through the unit, focusing mainly on speaking skllts, iust use the underlined sections.

For one.to.one sltuatlons, most parts ofthe unit lend themselves, with minimal adaptation, to use with indivldualstudents. Where this is not the case, alternative procedures are given.

11 New business I

Many people are attracted to the idea of running their own business. However, there is no blueprint forbecoming a successful entr€preneur, and the reality is that more than half of all start-ups in the UK alonego out ofbusiness within the first 12 months. While the fundamental principles ofstarting a business arenot complex, in practice there are many pitfalls on the path to success.

The halLmark of any entrepreneur is a drive and determlnation to succeed. Yet the founder of a businesscan ruin it i f he or she lacks abil ity to think quickLy and make good iudgements. This commerclal acumen isoften only arrived at through years ofexperience and, very often, by learning the hard way.

Every entrepreneurial ventule needs to have the fundamentals in place: a superior product or servicethat has been rigorously tested; extensive market research, an efficient suppty chaln, a motl\rdted teamand adequate fundlng are the basics without which no business can survive for long.

Entrepreneurs also need a receptive business environment- Many small and medlum-sizcd business(5ME) owners complain that government red tape is one oftheir biggest headaches. Eank financing isoften expensive, and banks and other financial institutions are generally risk-averse. Businesses cansometimes ralse flnance from venture capltalists. These range from business ant€b to very large venturecapital institutions, often specialising in particular fields such as biotechnology.

Anoth€r vital ingredient is skilful team-bullding. An entrepreneur may be personally capable ofdoingsome tasks, such as finding clients or potential backe6. But it is rare for one person to be able to carry outallofthe tasks that are essentialfor success. lt is possible to build an entrepreneurial team by hiringtoptalent, but this is usually unaffordable for a cash-starved start-up. Another approach is to hire younger,energetic workers and trust theirvitality and commitment to overcome the inevitable hurdles, However,financiers are generally more reluctant to back a manatEmentteam ofenthusiastic novices.

In a rapidly changing world, change creates new niches that large corporations are often slow to exptoit.Entrepreneurial competitors can move more quickly on ideas. The pace of innovation is increasing, withmore new ideas coming on to the market more quickly than ever before. Those companies that start up onthe back of successful product or process Innovation are sooner or later faced with the problem of how tomaintain the advantage that innovation has given them.

A few crltlcal success factors (CSF5) tend to account for much ofthe difference in performance from onecompany to another within an industry. The essential questions are: Which decisions or activities are theones that, ifcarried out wrong, will have crippling effects on company performance? Second, whichdecisions or activities, done fight, will have a disproportionately positive effect on performance?

In retailing, for example, industry veterans have said that the CSFs are location, location and location.Retailers in top locations can get many things wrong and still perform very well. But those in poorlocations, however many things they do right, will probably struggle to survive.

Businesses that do survive the first two years have probabLy survived because they have built up a goodcustomer base, are adequately funded and have a strong management team. The first obiective, survival,has been met. This is a good time for the founder entrepreneurs to consider explicitly what the goats ofthebusiness are and how it needs to be expanded. Do they plan to go into partnershlp with a rivalcompany,float the company on the stock exchange or do they wish to keep it private? However quickly the companygrows and whatever new form it takes, expansion inevitably means a change in culture. No one feels thisculturalchange more than the entrepreneurs who founded the business.

Both pre-work and in-work students will be able to talk about the pros and cons ofbeing a business ownerand whether they have any aspirations to run their own business. Some ofthem may have relatives whorun a family business and know people who work for themselves or have a small business, In-workstudents may even have experience ofrunning their own businesses, Allstudents will have someknowledge ofthe new businesses that are doing wellin their country.

Rachel Bridge: How, made it: 40 successful entrepreneurs reveol oll, Kogan Page, zoo4

Peter F. Drucker: /rrovation and entrepreneurshrp, Butterworth Heinemann, 1999

Rita Gunter McGrath and lan C. MacMillan: The entrepreneurial mrndset, Harvard Business School Press,2000

Steve Parks: Starf yo ut business: week by lv€e*, Prentice Hall, 2oo4

Howard Schultz: Pout you heart into it: how Starbucks built o company one cup ot a time, Hyperion, 1999

E@lE @ Pearson Education Limited zoo6

| 11 ew business

Put the following names on the board: Richard Branson,Thomas Edison, Bil lGates, Ted Turner, Anita Roddick. Ask55 what these five people have in common. Ohey are/wereall successful entrepreneurs ofone type or another.)

Ask SS if they have heard ofany or all ofthem and eticitwhat they know about them. Do this as a quick-fire activity.Alternatively, if 55 are interested and you have lnternetfacilities, split the class into five groups and get each groupto research one ofthese DeoDle on the lnternet. Tellthemtheir task is to come back and give a five-minutepresentation on her/him.

Give SS a copy ofthese five quotations or read them outand ask SS ifthev know which entreDreneur said what. Dothis as a quick-fire activity.

Finally, ask SS what they think about these views.

Business opportunities are like buses, theres alwaysanother one coming.(Richard Branson, founder of Virgin Enterprises)

I never peiected an invention thot I did notthink about interms ofthe service it might give othes ... I Fnd out whatthe world needs, then I proceed to invent.Ohomas Edison (1847-193r), inventor)

We were young, but we hod good advice ond good ideasond lots of enthusiasn. -(Bill Gates, founder of Microsoft Corporation)

My son is now an 'entreprcneuf. That\ what you're colledwhen you don't have o job.(Ied Turner, broadcasting entrepreneur)

Nobody talks about entrepreneu6hip os suNival, butthat\ exoctly whot it is and what nuttures creativethinking. Running that first shop taught me business is not

financial science; itb about trading: buying ond selling.(Anita Roddick, founder ofThe Body Shop)

Source: http://entrepreneurs.about.com/od/famousentrepreneurs/a/quotations.htm

Tell 55 they will be looking at the subiect of new businessin this unit.

Go through the overview panelatthe beginning ofthe unit,pointing out the sections that 5S will be looking at.

QuotatlonGet SS to look at the quotation and askthem ifthey'veheard of Peter Drucker and what they know about him.(Peter Drucker (191o-2oo5) was a writer, managementconsultant and university professor. He wrote more than adozen titles dealingwith management, such as thelandmark books lhe p roctice of manogement and Theelfective executive,He is regarded as the founding father ofthe study of management.)

Ask SS what they thinkthe quotation means, specifically,what type of'courageous decisions'are ne€ded to start abusiness. Don't reject any ideas, allow SS to brainstormtheir ideas. They may choose to referto the lives ofthe fiveentr€preneurs they looked at in the warmet e.g. Bill Gatesdrcpped out of Harvard Business School to set upMicrosoft.

lf55 are interested, you could also give them thesequotations from Drucker to discuss:Fotthe fi/st four yeoE, no new enterprise prcduces prcfits.Even Mozart didn't stort writing music until he wos four.(Peter Drucker on the importance of entrepreneurship andinnovation)Everybody has accepted by now that change isunavoidoble. gut thot still inplies thot change is like deathand taxes - it should be postponed os long os possible andno chonge would be vostly prcferoble. But in a period ofupheovol, such as the one we arc living in, change is thenom. (Peter Drucker, Management chollenges fot the 21stcentury,19gg)

SS dlscuss their vlews about runnlngthelr own business.

(A)

5S work in pairs to discuss the questions. set a five-minutetime limit for this. Then get feedback as a whole class,identirying the business sectors that attracted most SS, anyhobbies that SS have that could be made into a business,and brainstorming the qualities ofa start-up entrepreneur

Get SS to identirythe top five qualities that they think anentreDreneur needs, Let them discuss their ideas for a fewminutes, but it isn't necessary for them to come to a finalconclusion ifthey don't agree. Lead and moderate thediscussion and bring it to a close after a few minutes.

3 Business Angel Robert Drew includes in his list ofqualities a willingness to succeed above all else, a lot ofenergy and total focus. He says, 'ltt got to be apleasure, not an irritation, when a customer calls youwith a probtem in the dead of night when you're onholiday.'Other suggested answers: strong leadership qualities,creative ideas, hardworking.

SS listen io Max Benson, a dlrector of Everyryoman, a lJ Kconsultancy that provld€s.dylce to women running thelr ownbusinesses.

@o Get SS, in pairs, to read through the description ofthe work

Everyrvoman does and try to predict the missingwords andexpressions. Deal with any questions, but don't tellSS thecorrect answers at this stage,

a CaLl the class together and compare 5S's ideas.

@ Qr.ra Play the first part of the interview.

a Get SS to check their anstvers in pairs.

a Play the recording again lf necessary. Ask SS if they wouldpreferyou to pause the recording after each section or playthe whole recording through again without stopping.

a Go through the answers with the whole class.

I business skills 2 qualified 3 networking opportunities4 challenges 5 barriers 6 offline 7 face to face8 workshops 9 previous job roworkplace

@ Q*za Discuss the question in the rubric with the whote class as a

quick-fire activity.

o Get SS to read througlithe summary before playing therecording. Deal with any questions.

o Play the recording; SS listen and correct the summary.

o Get SS to compare their correctlons to the summary inpairs. lfyou think SS need extra help, tellthem that thereare five words to change in the summary. Ask them iftheyhave found al[ five.

o Play the recording again if not all the SS have finished.

a Go through the answers with the whole class. One way todo this is to look at one sentence at a time and ask SS if itis correct or not.

Research has shown that there are f,ve soecific barriersthat women face when starting a new business. Firstly,they don't know how get access to Rnanc€. Secondly, a lotofbusiness networks are set up and dominated by men.Another maior barrier is their lack ofcolfld€nce.Furthermore, women are not reaching high positions incorpotations and they therefore lack the range ofsklls ofmany men starting their own businesses. lt also appearsthat women are slowto adopt technologi€s that can beused to help a business to gro$/.

@ O'"ro Ask 55 to look at the list and brainstorm some examoles of

businesses in each category. Dealwith any questions.

r:. New business I

Get them to predict which ofthese business sectorsprobably attracted women entrepreneurs in the UK.

Listen to the recording once. lt should be enough for 55 toget the answers. Get SS to compare their ideas in pairs,and ask 55 if they need to hear all or part ofthe recordingagain.

Go through the answers with the whole ctass.

Two main types ofbusinessesla Health and personal care, e.g. alternative therapistso Training and development, e.g. coaches and trainers in

business skil ls

@ C)'*+a Ask SS to look at the question and brainstorm some

possible problems people face when starting their ownbusinesses. Don't spend long on this; just generate a fewideas before tistening.

a Listen to the recording once. lt may be enough for SS to getboth answers. Get SS to compare thelr ideas in pairs. Ask55 ifthey need to hear all or part of the recording again.

o Go through the answers with the whole class.

Two main Droblems:a Underestimating how much money they're going to

need to borrow in their business plans.a Underestimating how long it's going to take until the

money starts coming in.

As a final listening activity, you may want to refer SS to theaudio scripts for recordings 11,1-11.4 on pages q2-173.lt'soften very usefut for 5S to llsten and read the script bothfor pronunciation purposes and in terms ofthe languagestructures and vocabulary used in the recording,Ask 5S to pick out a language area, such as words orexpressions relatingto new business or tenwords/expressions they'd like to know the meaning of.Don't spend too long going over the script in detail.

SS dlscuss the challenges involved In stertlngs business.

@Get SS to discuss their answers in groups ofthree or four,Circulate and monitor, helpingwhere necessary withvocabulary.

Bring the class together and encourage SS particutarly totalk about some ofthe problems and risks facing smallbusinesses starting up today.Alternatively, you may want to allow some time to researchsome ofthese questions (e.g. on the Internet and inmanagement books and magazines) and then discuss theirfindings.

I il New business

55 look at expressions relating to starting a new business.

@@ Get 55 to look at the words and expressions in the box. Tell

them to look up any words they don't know in theirdictionaries. The Longman Business English Dictionaryis agood monolingual source of business vocabulary.

@ Get SS to work in pairs to do the exercise.

@ Bring the class together and go through the answers,checking that 55 know what the words mean and drawingtheir attention to collocations, e.g. go ,rfo partnership, goout ofbusiness,offer business gronts, government redtaDe.

l partnership 2 out of business 3 business grants

4 red tape 5 Venture capital 6 franchise

SS look at different opinions about starting a new business.

rnTell 5s to do the exercise individually. Dealwith anyquestions (e.9, A'mature market' is one where growth isrelativelV low and there are fewer competitors than before).

Get SS to compare and discuss their answers in groups ofthree or four.

SS read about the quatitles that dlstlngulsh successfulentrepreneurs.

@@ Refer 55 to the title ofthe article. Ask them what they think

The bruises ofthe bondwagon means (the painfulexperiences ofbeing a start-up entrepreneur. Explain thatto junp/clinb/get/scramble on the bandwago, means'tostart doing or saying the things that a lot of people arealready doing/saying'. Ask 55 what they imagine some ofthese 'bruises' might be (e.9. losing a lot of money) andhow they think these bruises might be beneficial for anentrepreneur (e.9. learning from experience).

@ Get SS to look at the cartoon in the article. Ask them how itrelates to the title ofthe article. (A 'small' business man istryingto chase the success of a 'big' business manJ

@ Divide SS into two groups. Tell Group A to read paragraphs1-5, and Group B to read paragraphs 6-ro, and review theiranswers to Exercise A, with Group A focusing onstatements 1-4 and Group B on statements 5-8. Tell SS toignore any words or phrases they don't know at this stageand focus on the task,

When the SS have had time to read and discuss theiranswers, put SS into A+B pairs to tell each other about thepart ofthe article they've read and to review their answersto Exercise A together.

Callthe class together and go through statements 1+ inExercise A. Get SS to say ifthe article agrees (A) ordisagrees (D) with the statements and where thisinformation is found in the article.

Ask 55 ifthey were surprised by, or disagreed with, any ofthe Doints made in the article.

SS look at noun phrases and pradise uslngthem ln context.

@@ Do the first item together as an example with the whole

class. SS should get this answer immediately, as the title ofthe article was discussed in the previous exercise.

@ Get 55 to work individually on the remaining vocabutaryitems, readingthe whole text through this time. Circulateand tell SS iftheir answers are right or wrong at this stage.

1D Venture copitalists and business angels have alwaysbeen more inclined to back a great team with omediocre ideo than a mediocrc teom with a areotidea. (pangraph 2)Both are important. Ultimately the success ofobusiness idea rests on the ability oftheentrepreneur They must have basic business skillsoracquire them vio personol development or hiring.They must also have leadeship qualities ...(paragraph 3)... their chances of success willoko improve inproportion to the level of relevant knowledge theybring to their chosen market... for exomple, wherean engineer tokes the knowledge he gains ot o largecompany and uses it to set up a val. (pa'aglaph 3)Herbeft Simon ,.. suggests this process is intuitive: agood business idea stens from the creative linking,o r c rc ss -associ ati o n, o f kn ow" how a n d co n tocts.(paragraph 5)lnnovation - whether in the form of o new producttype, production nethod or marketing medium - is atemporary source of market power that erodes theprofrts and position of old conpanies. (pangtaph 6)'Early entry during the growth phase helps survival,but is disadvantageous during the mature phase' ...ln otherwords, iumping on a bandwagon is almostolways a bad idea- (paragraph 7)Entrepreneurs should, in foct, be encouraged whenthey frnd there is very little data available abouttheirchosen narket.Iltl is frequently invesely related tothe reol potential ofan opportunity,' says leffryTimmons (para$aph 7)Meeting these more focused consumer needs givessmall firms greater competitive advantoge overtheirlarg e r co u nte rp arts. (paragraph 8)

2D

3D

4A

5A

6A

7D

8A

o

€

@e

Alternatively, if time is limited, divide the class into pairsand ask 55 A to find items 2-6 (paragraphs 2-d and SS B,items 7-1o (paragraphs 69); then SS exchange answers.

Go through the answers with the whole class.

lf 55 woutd like further practice with this vocabulary, getthem, in pairs, to write three example sentences usingsome of the words or expressions. CircuLate and check that55 are completing the task correctLy.

1 scrambling on to the bandwagon / iumping on abandwagon 2 venture capitalists 3 assets 4 cashfLow5 spin-outs 6 know-how 7 radicatism 8 oligopoties9 ventures 10 ground-breaking

Refer SS to the Grammar reference section (page r3z). Getthem to read the explanation.

Return to pages 1oo-1o1. TellSS to identify both nounphrases and prepositional phrases in the reLevantparagraphs.

Get 55 to compare their answers in pairs. Monitor andcheck if 5S have identif ied allthe noun and DreDositionalphrases correctly,

Go through the answers with the whole class if necessarv. lfyou can see that allthe 5S have the correct answers, tellthem so and avoid the need to check everything in openclass.

paragrapn 2... have always been more inclined to back a greot teom(with a nedlocre idea) than a mediocre team (wlth ogreat idea).Both noun phrases (+ prepositional phrase)paragrapn 3Ultinotely, the success ofo business ldeo rests on theability of the entrepreneur.Noun phrase + prepositional phrase; noun +prepositional phraseparagraph 4Research led by Dr Rojshree Agarwal, ossociateprofessor of strateglc msnogement ot the ltniversity oflllinois, suggests ...Noun phrase + prepositional phrase + prepositionatDhraseparagrapn 5..- a good business ideo stems from the creotive linking,or cross-ossociotion, of know-how and contads.Noun phrase + prepositionaI phraseparagraph 7Subsequent reseorch by Dr Agdrwal, in colloborctlonwith Professor Michael Gort, hos shown that ...Noun phrase + prepositional phrase + prepositionalpnrase

@ For further practice, get SS to do the extra exercises onpage 132.

u New business I

r rb zf ia 3e 4c;g 5d2 te 2c ab 4a 5d 6h 7i 8 i 9f 1og3 l prize money 2 space flight 3 zero-gravity 4space

station 5 2ft-century version 6 ticket salesTvideo games 8 home computers 9 realityTVshowto Aeronautics engineers

55 talk about the qualities ofleading entrepreneurs.

rnGet SS to work in smatl groups ofthree or four to discussthe questions for a few minutes.

CalLthe SS together and get feedback from each group!discussion.

Add two further questions for discussion with the wholecLass:@ How can smaller companies have a competitive

advantage over lorger ones?@ The American management guru, Peter DruckeL who

said the opening quotation, olso soid: 'Few technicalinnovations can compete in terms ofimpact with suchsocial innovations as the newspaper or insurance.'What innovations have entrepreneurs come up with inthe lost 25 years that hove hod a major impact onsocietv?

SS look at tlps and useful expressions fordealingwithcustoners and suppllers on the telephone.

@@ As a lead-in to this section, ask 55 if thev ever have to deal

with customers and suppLiers. How often? What about?Whatform ofcommunication do they usuaLly use?Brainstorm some of the problemswhen deatingwithcustomers and suppliers on the phone (e.9.misunderstanding, diff iculties getting them to agree to dosomething).

@ Sptit the class into two groups. Group A turns to page 142and Group B looks at the telephone tip box on page 1o2.Tetl SS to read the tips and try to predict the missing words.

@ Explain that the other group has the missing informationthey need to complete the tips and they have to writequestions to ask the other group.

@ Circulate while SS prepare their questions and help wherenecessary.

@ Put SS into A+B pairs to ask and answer questions andcomplete the tips.

@ Ask SS for their init ial reactions to the telephoning tips. Arethere any points they agree or disagree with or more tipsthey wouLd add?

) Grorra, ,eJerence: Noun phroses page 732lr:5

I 11 ]{ew buslness

Suggested answersStudent A1 What should you (always) use? (the ofher pesons

name\2 What should you quote? (ony relevant account/

custo m e r /i nvo i ce n u mbe rs)

3 How should you connect with the other person? (brla po lo 9 isi n 9 o r e m poth isi n g as op pro p ri ate)

5 What shoutd you confitm?. (the follow-up action)

Student B1 What does it (giving your name and using the other

person! name) help to establish? (a good workingrelotionship)

2 What should you h ave to hand? (the paperwork)

4 Why should you restate the details you are given? (tocheck that you understond what's been soi

6 What should you set? (o deodline for follow-up action)

@ Qtt.sa Refer SS to the Dicture of the kitchenware on the left. Ask

them ifthey can identifi/ any ofthe objects in the photo. Dothis as a quick-fire activity as a lead-in to the listening.

@ Get 55 to listen to the recording and identify what the callis about (a mistake with an involce; 12 units were orderedand delivered, but 16 were billed for).

o Get SS to listen again and say what techniques eachspeaker used that were good or could be improved on.

o 55 compare their ideas in pairs, then go through theanswers with the whole glass.

Suggested answers1 Both speakers state their names and use each othert

names.2 Daren doesn't have all the papeMork in front of him

and seems disorganised.

3 Wendy shows she is listening closely by restating andchecking the details, but she doesn't apologise orempathise with Darren's problem.

4 At the end ofthe conversation, the speakers are clearabout the follow-uD action and have set a time timitfor it.

As a follow up, ifthere is time, refer SS to the audio scripton page 173 and ask them to work in pairs to write animproved version ofthe dialogue. Circulate and monitor,helping where necessary.

Call the class together and get one or two pairs to do theirdialogue in open class. Draw 55! attention to any usefullanguage used.

@ Qu.6a Ask SS the name of the two people (Wendy Taylor and

Darren Baitey) and the two companies (Fenwick Plasticsand Dyson Kitchenware) in the previous recording. Put theinformation on the board if necessary to remind 55. Askwho the supptier is (Fenwick Plastics) and who thecustomer is (Dyson Kitchenware). Explain that they have tophone each other regularly.

a Get SS to read the instructions and elicit hom them whatthe phone call is about on this occasion (Fenwick arechasing Dyson for payment). Brainstorm the type ofinformation 55 can expect to hear (e.9. invoice numbers,dates, amounts),

a Get SS to listen and make a note ofthe outstandingpayments and the follow-up action mentioned.

o SS compare ideas in pairs and listen again if necessary.

o Go through the answers with the whole class.

o There are two overdue payments: invoices 16987 dated28 May and tt24 dated 8 ,une.

a Darren agrees to settle the invoice for 28 May this week.He also agrees to pay the other invoice within r5 days.Wendy wil l contact Darren again on 30 July ifshe hasn'treceived both payments.

Get 55 to look at the Useful language box on page 1o2. Dritlone or two ofthe phrases fiom each section that might bedifficutt in terms of oronunciation.

5S look at the audio script on page 173 and underline anyuseful expressions from the language box and noting anymore useful expressions.

Get SS in paks to practise the dialogue, paying attention tothe intonation, linking and stress patterns.

Suggested answersThis is Wendy Taylor from Fenwick Plastics.Could you give me the invoice number?Could you teLl me when that will be?l'm sorry but we'd expect payment sooner.We'd have to consider rvithdrawing credit terms...Would that be acceDtable?We woutd prefer payment...I thinkwe can work with that.OK, Darren. I' l lget back to you on...

SS look at useful phras€s for chasing paymeG then mle-playa phone call about an outst.nding psyment.

@o Ask 55 if late payment is a problem for companies in their

country and how long companies can usually expect to waitfor payment,

a

a

@a

Get 55 to look at the words in the box. Deal with anyquestions.

Get SS in Dairs to comDlete the sentences.

Go through the answers with the whole class.

l debt recovery 2 account/invoice 3 paymentterms4 delivery notes 5 recipient 6 deadtine Ttemindelletter E withholding payment

Explain that SS are going to do a role-play, using some ofthe expressions in the Useful Language box.

Get SS to work in the same palrs again. Student A reads theinformation on page 1o3 and Student I reads the role cardon page 155. Dealwith any questions. Allow 5s a fewminutes to prepare what they are going to say and remindthem to tryto incorporate some expressions from thelJseful language box. One way to encourage this is to giveeach student cards with two or three expressions writtenon. They should try to get the expressions on their cardsinto the €onversation.

During the role-play, circulate and monitor 55. Make a noteof five or six points for correction and points for praise,focusing particularly on how SS use the telephoningranguage,

Callthe class to order and go through the correction workand praise examples ofgood use ofthe language.

Ask SS about the outcome oftheir phone calls. Did they getwhat they wanted? Get fuedback from each pair, or if timeis limited, get feedbackfrom one ortwo pairs ofsS only.

55 wlite a l€ttel chaslng peyment.

@a As a lead-in to this urriting section, ask in-work SS what

kind ofdifficult correspondence they generally have towrite. Ask Dre-work SS what kind ofdifficultcorrespondence a supplier might have to write. lfnecessary, remind them ofthe phone callchasing paymentin Exercise c and their own role.play in Exercise E.

a Get SS to read the information and deal with anvquestions,

a Copy and give SS the following useful expressions.Alternatively, give SS the headings and ask them to classifythe expressions. Or write these headings and expressionson the board.

u New buslness I

Usefrrl €xprecsiong br difficult conespondence

Estab Ii sh I n g th e s peci ficsWe are $/riting to inform/remind/advise you that ...

Suppofting documentsPlease find enclosed/attached a copy of ...

Making concessionsIn view ofour good commercial relationship to date / in thepasr, .,.Otherthan on this occasion, we have always found yourservice/products to be excellent.

Firm rcquestWe ask that you ...Please contact us immediately should / if / in the eventthat ..-We'd be grateful ifyou could give this matter your urgentattention.

Consequences of not conplyingIn the event that we don't receive payment within ten days,we shall,..Should you failto settle this account, we will...Unless payment is received by this date, we may have noalternative but to...

SS work in pairs to write the letter. Tetl them to try toincorporate some ofthe useful language in their letters.

circulate, monitor and hetp sS whitst they write. Make anote ofany more useful expressions used and any commonerrors (e.9. spelling, vocabulary) on the board.

Earlier finlshers can be referred to the board to see iftheyknow allthe words and ifthey can correct the errors.

To help 55 become more aware ofthe impact their writinghas on the reader, and if peer correction is appropriate inyour setting, put each pair of55 with another pair. Theyexchange and read each others' letters. lfthey spot anywords and expressions they don't know, they can ask theircolleagues who wrote it aboutthe meaning. SS could alsobe asked to proofread each others'writing task and pointout any spetting mistake or grammatical error they spot. Beon hand to help with this, if necessary, but leave most ofthe feedback and discussion to SS. lf necessary change thepairs around and repeatthe process.

Go through any common errors and the usefulvocabularyand Dhrases on the board.

To round offthe activity, give SS copies ofthe model letterto compare with their versions.This writing task could also be set for homework.

I u New business

Sample letter

Dear Mr Bailey,Final Pavment Reminder lnvoices No. 1728q and 171s6I am writing to inform you that, despite earlier requests forpayment, invoices no.17289, dated 15 iune, for€2,915 and17356, dated 22lune, for €2,675 ar€ now overdue. Pleasefind enclosed copies ofthe invoices for your information.I 'd l ike to remind you that, under our terms and conditionsoftrade, payment is due 30 days from the date of invoice.In view ofthe situation, I have to inform you that we willnot dispatch further orders untilwe receive payment in full.We askthat you settle this account within seven workingoays.

Should you failto pay these invoices by this date, thenwe may have no alternative but to reduce DysonKitchenware! credit limit to €6.000.

In the event that you have already paid these invoices,please ignore this reminder.

Yours sincerelv

WendyTaylorAccounts Manager(r53 words)

SS look at Coplslsten, a DVD copyingand printing company,and tryto resolve a number of problems and constralnts Inorder to manage the companys stmng gyowth.

Background

@ As a lead-in to the case study, ask SS whether they wouldlike to run their own business and, ifso, who they wouldlike to run it with.

@ Put the following table on the board. Write the followingheadings from the left-hand column ofthe table. Get 55 tostudy the background information in the Course Book andto complete the right-hand column.

@ Ask SS in pairs to look at the financial information andmake statements about it, with possible explanations forthe changes overthe last three years. Invite comments andencourage brief discussion.

Suggested answers@ Assets have increased in value, which suggests that the

company may have bought more data-dupticationequipment and/or property. Note that this is asimptifi ed description of the company's fi nancialposition and depreciation has not been included.

o Shareholder equity has also risen each year, suggestingthat the owners have reinvested profits from theprevious years in the company.

@ Although sales have almost tripled over the three-yearperiod, profits have not risen by the same level. Thissuggests thatwhile thevolume ofsales has increased,the company is working for lower prices. Clients areincreasing the size oftheir orders, but also may benegotiating lower prices in return for repeat businessand large orders. There may also be cashflow problems

while the company awaits payment on big orders. Thecompany is therefore working with very tight profitmargrns,

@ The strong sales groMh obliges the company to have alot offixed costs (e.9. staffsalaries, rent, energy bills)and assets (e.9. expensive machinery and stocks, whichwill be depreciating in value). Allthis leads one tosuspect that although the company is doingvery well, itwill need external sources ofrevenue (e,g. bank loans)to help finance growth, This is a very common problemfor new businesses which are successful.

Llstening Q u.7

@ Get 5S to read the listening task. Ask them to try andpredict some ofthe information. SS may be able to guessfrom reading the background and the financial informationthat the number ofstaff, turnover and competition have allincreased. They may also imagine, given its success so far,that the company wants to expand.

@ SS listen. In pairs, they compare ideas. lfnecessary play

the recording a second time, pausing at the retevant points.

@ Go through points with the whole class, referring to theaudio script on page 173 ifnecessary.

Company/organisationCopisistem

Industry DVD copying and printing

Based in Valencia, Spain

Started ten years ago

Owners Doug Hall iweltand Jos6 Ram6nGarcia

First clients and orders Wildlife documentaries for amaior publisher and DVDS for anational newspaper.

Init ialproblem Turnover was low as few peoplehad DVD players.

lnitialsuccess Good margins and managed tocapture some ofthe biggestclients in the country,

staffingstarted out with the two owners employing three peopleon production, two in dispatch, two in administration and,ose Ram6n3 cousin Pilar doing accounts one morning aweek.

Nowthere are eight more operators, a chieftechnician, acouple of people now working on sales, and Pilar is nowthe fullt ime companV accountant. There are also threemore peopLe working in the admin and customer service.

TurnoverThree years ago, turnover was around six mill ion euros.Last Vear, it was almost 16 mill ion,

Threats and competitionNow one ofthe Leading companies in this sector, butthere's heavy competit ion from start-ups and companiesthat have switched from VHS duDlication.

Future planso To expand, particularly into other European markets.s To be readywhen somethingcomes alongto replace

DVD.

Reading

€ Get 55 to read the e-mail, the Post-it note and theproblems facing the company. Deal with any questions.

e Get 5S to discuss their init ial reactions to the problem inpairs.

Task r

€ Put 55 into pairs. Studeit A turns to page 48, Student Bturns to page 155. Tell55 they have to read the informationand summarise it for their partner. Deal with any questionsas SS read the texts.

g SS give their partners an oral summary of what they'veread, referring back to the information briefly ifthey needhelp.

@ Ask SS to discuss the pros and cons of Copisistem3 ownersgoing to a venture capital firm for finance.

Suggested answersThey can get much-needed investment monev.The interest rate on the loan is higher than a bank loan.They could lose control ofthe compan;.The company would probably be ftoated on the stockmarket within three to seven years.

Task z

@ Divide SS into small groups to discuss the issues.@ Circulate and monitor, checking SS are completing the task

correctly, Make a note of good language and expressionsbeing used and five or six common errors, includingpronunciation. for tater correction.

u New business I

Possible solutions to consider1 Subcontract some of the work to coDe with demand.2 Apply to venture capital firms for more finance and try to

negotiate on interest rates, ownership and controlissues.3 Run the expensive machinery for more hours so that

they recoup their investment before this assetdepreciates in value and even becomes obsolete asanother technology replaces DVD.

4 Appoint a Sales Director with experience of otherEuropean markets.

Feedback@ When SS have finished the task, bring the whole class

together.

@ Praise the strong language points and work on five or sixpoints that need improvement,

@ To round offthe activity, ask one or two groups to say whatdecisions they cameto. Also highlight some ofthe SS'sbest ideas.

@ Ask 55 what they think wilt reptace DVD and how soon. Ssmight [ ike to investigate this topic on the internet to seewhat companies l ike Sony are researching at the moment.

Wrlting

@ As a lead-in, ask 55 which publications and websites theywould go to for job adverts ifthey were looking for work.You may also l ike to bring in examples ofjob adverts inEngLish from the press or get 55 to look at adverts on thelnternet.

@ Get 55 to look at the rubric for the writing task and read thechecklist. Dealwith any questionsthey may have.

@ Brainstorm the type ofjobs that Copisistem might need toadvertise (e.9. Sales Director, Marketing Director, HumanResources Manager).

@ Get 55 to work in pairs or individually to write theiradvertisements.

@ Circulate and monitor, checking SS are completing the taskcorrectly and helping where necessary

@ Get 55 to read each others'adverts and say which job theywould most l ike to apply for and why.

r tor@ Go through the information in the Course Book with

your student. Explain any difficulties. In Task r, you andyour student read one ofthe texts each and exchangeinformation. In Task 2, you and your student are the twodirectors ofCoDisistem. Don't dominate theconversation in this task, but say enough to keep itgoing and allow your student to propose solutions andrespond to your ideas.

@ At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error correction orimprovement. Come back to these later

@ Praise any good examples oflanguage used and go overany errors, including pronunciation. Record the role-ptayon cassette or video, if possible, for more intensivecorrection work.

ect mana

Discussion: What makes a good Droiect team?SS do a quiz on proiect teams and discuss their answers.

Listening: Interviews with two proiect managersSS wilt hear two project managers giving their opinions aboutdifferent aspects of a project.

Vocabulary: Proiect management5S look at words related to proiects and use the vocabulary incontext.

Practice FiteWord power (pages 7o-7r)

L€sson r:listerlng and discusslon(pages 106-107)Each [esson is about60-75 ninutes. This tinedoes not includeod m i n istrati o n a n d ti m espent going throughhonework in any lessons,

Lesson 2!Readlng and languag€(pages 1o8-109)Each lesson is about 60-75minutes,

Dislussio! | J ot ratinssSS rank different jobs according to the levet of diff iculty anddiscuss their views.

Readingt llot enough good Woiect manogers?55 read an articte from a website about the diff iculties thatproject managers face.

Language review: Cohesion55 look at cohesion and referencing in texts.

Discussion: Proiect managers55 discuss their views on some issues arisins from the articLe.

Text bank(TRB pages 2oo-2o3)

Grammar reference andpractice(CB page 133)

Practice FileText and grammar (pages

72-73)

Writing: Briefing muttinational teamsSS listen to three people talking about aspects oftheir owncultures, read tips for working with multinational teams andthen write a brief.

Teleconferencing55 listen to teleconference caLls, look at some advice and role-Dlav a teleconference.

Resource bank(TRB pages 231-2jz)

writ ingfite(CB pages 138-139)

Practice FileSkilLs and pronunciation(pages 74-75)

L€sson 3rBusln€ss skllls(pages to-ul)Each lesson is about7S-9o minutes.

Lessor 4lCase study(pages 112-113)Each lesson isabout

75-90 mtnutes.

Leatw Shanqhai: a construction DroiectA Canadian developer has a maior construction proiect inShanghai. The team is muttinational and based in threecontinents. A new proiect manager has to dealwith delays andcosl overrun.

Writingfi le(CB pages 138-139)

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

For one-to-one situations, most parts ofthe unit tend themselves, with minimal adaptation, to use with individuatstudents. Where this is not the case, alternative procedures are glven.

12 Proiect management I

ftoiect management has evolved from the engineering, construction and defence/aerospace industries inthe last 50 years and is now found in alI industries and organisations. For instance, the top industries nowrepresented by the Proiect Management Institute's membership are information and computer technologies,telecommunications, business management and fi nanciaI services.*

Project management is becoming more closety linked, through proied portfollo management, to thestrategic goals of organisations. Senior managers inevitably find themselves running projects as well asdoing their day-to-day managerial role, and the principles and practices of project management are now animportant part of every executive! responsibilities in project-driven industries.

A project manager (PM) has many responsibilities and has to iuggle p orities and know how to multi-task. This includes the abil ity to assembte the right team, work out a realistic schedule, estimate theresources needed and manage the project as it progresses. A PM also has to get results when he/shedoesn't have direct authority over team members, know how to handle differing departmental agendas, andhow to combine his /her regular work with additional project management or participation responsibil i t ies.

To ensure effective teamwork, certain conditions are necessary. Team members must understand theproiect objectives and have clearly defined roles and responsibilities. The prolect schedule should beachievable, Everyone must be aware ofthe team rules (e.g. communication channels), and these must bereasonable. The PM must have good leadership, confl ict-resolution and team-building skil ls.It is generally accepted that there are four broad project stages: initiation, definition, implementation andcompletion, although different terms exist to describe each ofthese stages. When designing a proiectlifecycle process, itt important to set out the project obiectives clearly, to identinr and define the number ofphases and sub-phases ofthe project and to know which ofthese are sequential and which will beovedapping. Various graphictools and systems exist to help with project planning, such as flow charts andGantt charts.

It is then essential to identin/ the dellverables for each phase, i.e. what produce or result will beproduced. These deliverables could be documents or physical objects. Key decision points (milestones orevents) occurat the start and end ofeach phase or sub-phase. Dependingon howthe proiect isprogressing, these decision points may include the need to revise the objectives or scope ofthe project, toput it on hold, to repeat a phase or to even end the project.

Advances in information technologies and the Internet have had a significant impact on projectmanagement in recent years. Web-enabled proiect management allows project information to be updated24 hours a day from any location. Companies have been able to build virtual proiect teams with peoplelocated all over the world. lt also makes it easier for PMs to react more rapidly to changes such as scheduleslippagos, cost overruns or other risk factors, and makes it easier to spot opportunities for improvements.

When evaluating the success of a project, there are hard criteria which are measurable, the most frequentbeing to do with time, cost, resources, safety levels and technicaL standards. lt is less easy to measure softcriteria such as the levels ofstakeholder and client satisfaction and the effectiveness ofthe team.'Soltcet Project monagement state of the art 2oo4 by Russell D. Archibaldhttp://wwwmaxwideman.com/guest5/stateofart/intro.htm

Your in-work students may be able to talk about their experiences ofworking on proiects for their companiesor for external clients. They may also have attended team-buitding training sessions as part oftheir stafftraining.

Pre-work students may have experience ofworking on projects and assignments with their cotleagues andhave views on the pros and cons ofteam-working.Both in-work and pre-work SS may also have experience of team sports and can talk about how it comparesto working in project teams.

http://www.pmforum.org/ PMFORUM is a not for profit resource that gives information on internationalproject management affairs.

RusseLl D. Archibald: State of the att of project monagement,http://www.pmforum.org/tibrary/papers/2oo4/StateArtofPM2oo3Partl.pdf, 2o03

A. Bruce and K. Langdor': Project monogement, Dorling Kindersley, 2ooo

Sebastian Nokes: The definitive guide to proiect management, FinancialTimes Prentice Hatl, 2oo3

Stanley Portneyr Pro./?ct monagement for dufim,€s, Hungry Minds Inc,, 2oo1

@!l @ Pearson Education Limited zoo6

I 12 Proiect management

Write some, or all, ofthese sentence stems 0n bold) on theboard ordictate them to SS- Deal with any questions. Thenask 55 how they could complete the sentences. Do this asa quick-fire activity.

Read out the second halfofthe quotes and ask SS tomatch them with the correct stems. Write the answers onthe board one at a time and/or get SS to complete thesentence stems they have wriften down.A two-yeor prclect wlll toke thrce yeors, a three-yearNojed will nevet finish.Atry prclect can be estlmoted accumtely once it\ beencompleted.lf It wosnl fot the 'tost nlnuE', nothing would get done.The more rldlcalous the deodllne, the more money will bewasted tryinq to neet lt.fhe s&ner W get behlnd schedute, the more time youhave to make it up.Whot 19 not on poper has not been soid.When olth sold ond done. o lot morc is said than done.Everpne os/fs for a s0ong proled manoger - when theyqet one, they don't want her(Quote source: http://en.wikiquote.org/wiki/Project-management)

Ask SS for their reactions to the quotes. Do they think thereis an element oftruth in anv of these or not? What has beentheir own experience ofliorking to deadllnes? What tasksdo they tend to leave until the last minute?

Tell SS they will be looklng at proiect management in thisunit.

Go through the overview panelat the beginning ofthe unit,pointing out the sections that SS wlll be looking at.

Quotatlona Get SS to look at the quotation and ask them what they

think it means. Deal with any questions SS have about thevocabulary.

a Ask SS if they think it is true and brainstorm some of thereasons why a project might take longer than anticipated orcost more than budgeted for (e.9. poor project planningtobegin with, people are too busy working on other things,experienced people aren't available or leave the project,work gets duplicated, work has to be redone becausespecifi cations change, staff sickness, computer viruses,testing throns up problems, cost of materiats increase,more materials needed than expected, things get broken orlost, bad weather conditions, other unforeseen risk factors,etc.). Do this as a quick-fire activity.

55 do a quiz on proiect teams and discuss their answeE.

(no Get SS to read the quiz and deal with any questions. Ss

work in small groups ofthree or four to discuss theiropinions. Set a five-minute time limit forthis- Then get SS'sfeedback as a whole class.

e There are no cleaFcut right and wrong answers to this quiz.The aim is to compare ideas and to highlight some oftheissues associated with proiect management.

Suggested answers1 c A project manager can't be too easy-going ifthey

want to get things done.2 b lt may be impossible to get total consensus, ortake

a very long time, so a) isn't tikely to be the bestsolution.

t b Being too rigid about schedules isn't likely to provesuccessful, as work may get done on time but donebadly. lfprojects always take much longer thanexpected, then they haven't been planned ororganised well.

i c All these factors could be causing problems, but c) ispossiblv the most serious to overcome.

o As a follow-up activlty, ask SS to say what they think makesa good project manager. Do this as a quick-fire activity anddon't reiect any ideas at this stage. Tetl SS that they will bestening to two experts giving their opinions in the

recording.

SS tlsten to two dlfferent types of prolect menag€6. f$lchaelSawyer is vP of Supply Chain and Purchaslng fol the Sara LeeBakery Group. He dealsvvith Internal efilclency proieds forhls company. Rob ,ackon is Operatlons tlanagrr br theFrench constructlon flnn Bachy Soletanche and he wo 6 onproleds for extenal cllents. In the first part ofthe Intervleuthey talk about the quallties of a good prolect manager. In thesecond part, they telk about problems thet can arlse andmeasutes of succQss.

@ Qrz.re Exptain briefly that Michael Sawyer deals with internal

efficiency proiects for his company, while Rob,acksonworks on construction projects for external clients.

e Get SS to look through the characteristics and deal withany questions,

Point out that Michael is the first speaker. Play recording12.10nCe.

Get 55 to check their answers in pairs, then play therecording again, without stopping.

SS checktheir answers in pairs again.Then checktheanswers with the whole class.

Michael Robt has good communication skil ls /2 clarifies people's roles on the team ./

3 knows how to organise and motivate people / ,/

4 avoids acting like a boss ,/

5 includes members ofthe team in decisions /6 knows how to delegate work ,/7 can deatwith many tasks at the same time ,/8 is able to take a globalview ofthe project ,/

9 ensures everyone is clear about the project ,/atmS

@ Qrz.z@ Explain briefly that in this second part of the interviews,

Michaeltalks about sources ofconflict in his proiects andthe role ofthe project sponsor in his company, while RobJackson talks about what he does when a proiect isn'tgoing on track.

@ Get SS to read the notes before thev l isten. Dealwith anvquesuons,

o Get 55, in pairs, to predict the missing words or phrases.

@ Play the second part ofthe interviews. Pause briefly afterthe first speaker to aLlow 55 time to finish writing.

@ Play the recording a second time.

@ After listening, SS compare notes in pairs.

@ Go through the answers with the whole class. Deal with anyquestions (e.9. a milestone is an importantaccomplishment/event. In a project, a date is scheduled foreach milestone).

t help and resources 2 the team up 3 milestones

4 monthly progress 5 moderator 6major Tminor8 the client or the sponsor 9 working with / reassessingand redirectins

@ Q'r.r@ Get SS to read the notes before they listen. DeaL with any

questions.

@ Get 55, in pairs, to predict the missing words or phrases.

@ Play the third part ofthe interviews. Pause briefly after thefirst speaker to allow 55 time to finish writing.

@ Play the recording a second time.

@ After l istening, SS compare notes in pairs.

@ Go through the answers with the whole class.

rz Proiect management I

1 set goals / set specific targets and deadlines 2 trackingmeasures 3 relationship between the members

4 programme and milestones 5 budget 6makeaprofit

7 safety 8 repeat business

@ Ask SS to identift/ the similarities and differences betweenthe projects that Rob and Michael manage and which lobseems more dimcult to them.

Suggested answersRob has an externalclient and needs to ensure they getrepeat business. Michael has a senior manager in hiscompany as a sponsor ratherthan an externalclient. SSmay decide that both jobs are difficult but for differentreasons.

You may want to refer SS to all or some ofthe audio scriptson page 174 for Exercises B, C and D. SS listen again andread the scripts. Then ask SS to focus on a language area,such as finding and underLining ten words or expressionsrelating to proiect management (e.g.gools, delegate,multi-tosking, project sponsor, resources, set up a teom,nilestones, going on trock, remove obstacles, redirectte a n, ta rg ets, de ad Ii n es, t racki n g me asu res, co sts, b ud g et,safe systems) .

Go through the ideas as a whole class, writing key wordson the board so that 55 build up a lexical set relating toprojects.

Dealwith any questions related to the target language anddon't spend too long going over all the other vocabulary inthe scriots in detail.

SS look at words related to proieds and use thevocabulary incontext.

@@ Get 55 to look at the phrases in the box. Most ofthese

shoutd now be familiar to 5S from the previous exercisesand the recordings. Dealwith any questions,

6 Get SS to work in pairs to compLete the weblog. Circulateand monitor, helping where necessary.

@ Bring the class together and check the answers with thewhole class.

l take on a proiect 2 have a strong sponsor3 renegotiate budgets and timescales 4 face setbacks5 celebrate the major milestones 6 miss a deadline

T reach a consensus 8 get a quick progress report

I 12 Proiect manag€ment

SS rankdiffer€nt iobs according to the level of difflcuw anddlscuss thelrvlews.

@@ Get SS to look at the iobs and deal with any questions.

They then do the exercise individually.

@ Get SS to compare their ideas in groups ofthree or four,giving reasons for their choices,

@ Go through the answers with the whole class to find out ifthere was any consensus ofopinion. Ask SS to provideexamples ofthe difficutties of each iob and ask them forexamples of other iobs they think are very chatlenging.

SS rcad an article from a webslte about the dlfffcuttles thatproiect managers fece.

(B)

@ Get SS to read the first paragraph ofthe articte quickly.

@ Brainstorm some of the reasons whv SS think these firmsmight not have enough good proiect managers with thewhole class (e.g. low pay, lack oftraining, stressfulwork).Don't reiect any suggestions at this stage.

@ Get SS to read sections 2-4 of the article for theinformation. TellSS to ignore any words or phrases theydon't know for the moiient and focus on the task.

@ Ask 55 in small groups to compare their answers beforechecking the questions with the whole class.

@ Go through the answers with the whole class. Start with allthe points in section 2, then look at sections 3 and 4 inturn.

@ Ask SS follow-up questions about which of these factorsthev would find the hardest to dealwith.

Suggested answersThere are not enough good proiect managers because...

Section 2@ it's a tough role;6 you may get responsibility for completing a iob you

didn't start:o the budget for the proiect may be low;g the client coutd be impossible to please;@ the job you are assigned to manage may be one of ten

iobs that you are responsible for managing (i.e. workoverload and the problem of having to wear tifferenthatsJ;

@ inemcient computer system;@ there just isn't enough time, money, or manpower to do

the lob property (lack of resources).

S€ction 36 lack of appreciation from your firm; lack of control of

external factors (budgets ore routinely exceeded,deliverables late or quality lacking for any number ofrcasons... The foct thot nany, if not all, of these thingswere not/ore not under the contrcl of the PM ...)

Sedlon 4@ intrusion ofwork time into personaltime; need for

constant connectedness (The need for rapid"fireresponse requires thot the cellphone be turned on ande-mail be constantly checked)

@@ Get SS to read through the section headings first to check

vocabulary, lfsomeone asks a vocabulary question, throwit oDen to the whole class to find out ifsomeone else canprovide an explanation. lf not, explain where necessary.

o Point out that there is one heading that is not needed.

@ Get SS to read the whole text this time and match theheadings to the sections. Explain that this is a skim-readingexercise and set a time limit of five to six minutes,approximately double the time you woutd need to do thetask. Circulate and check answers, clarify any doubts andconfirm correct answers.

@ Get SS to comDare answers in Dairs.

@ lf necessary check answers with the whole class. lf not,then confirm that 55 have matched the headines andsections correctlv.

i f 2d 3g 4a 5c 6e (Distractor: b)

@@ Do the first item with the whole class as an examDle. Deal

with any questions.

@ Get SS to do the exercise individually and then comparetheir ideas in pairs. Circulate and monitor, hetping wherenecessary. Encoumge SS to try to work out the answers byusingthe word form (e.g. is it a verb, noun phrase, etcJ andconlexl.

: r low performers 2 universally lauded 3 griping about; ftnformal) 4 tremendously gratifoing 5 intrusioni 6 connectedness 7 real-world 8 restrictive

€ Call the class together and go through the answers with thewhole class.

SS look at coh€slon and referenclng In texts.

fE)

Do the first item with the whole class as an examDte. AskSS what It on line 5 ofthe text refers to (o frn). Ask 55 ifthe it refers to something previously mentioned in the text(anaphoric reference), something yet to come in the text('cataphoric reference) or something externalto the text('exophoric reference') (pteviously mentione .

Get 5S to work in pairs to do the task. Circulate andmonitor, helping where necessary.

Call the class together and go through the answers with thewhole class,

I My theory is that no firm is completety happy with howIt handles proiect management. = ro fm (anaphoricreference)

2 Thele's no doubt about lt - being a PM is a tough rol€. =

being a PM is o tough role (cataphoric reference)

3 Your computer system may not support moving thework around the firm to get it completed by those bestqualified to do lt. = #re work (in both cases anaphoricreference)

4 As the lead person handling the project from thearchitectural, engineering or environmental firm, theyare also in the best position to see the firmt successes

-.. = prcject manages (anaphoric reference)

5 ... project managers probably face more of this thananyone else. = rnfrusion ofwork time into personaltine (anaphoric reference)

6 The reasons for that are many. = ... the skills that areessentialto being a good proiect manager... (which)are not emphosised in the typicol engineering,architecture or science education (anaphoric reference)

7 If we want to solve the problem of not enough goodproiect managers in our firms, we are going to have todo some things differently. = business leaders /m an og e m ent (exophoric reference)

8 ... not allowing them to go on with a dysfunctional ideathat it is less importantthan the technical stuff they do

- the project mangers (anaphoric reference)

9 ... not allowing them to go on with a dysfunctional ideathat it is Less importantthan the technical stuff they do= work that PMs do (exophoric reference)

10 ... not allowing them to go on with a dysfunctional ideathat it is less important than the technical stuffthey do= P 4s (anaphoric reference)

12 Proiect management I

@ Grorro, ,"1"r"nce: Cohesion page 133

@ As further practice to this language review section, refer Ssto the exeacise on page 133.

teasons = omit wotdin an intercultural setting = 6ril rnrot"team members = theyof living and working in a different culture = omit phraseAllofthese ... mean that = This is whyproject managers = theycultures - onesDistractorsi it, those

55 dlscuss thelrvlews on some issues arlsingfrcm thearticle.

@@ Get SS to discuss the questions in small groups.

o Circulate and monitor the discussions. Make a note of anyuseful language used and five or six language points forcorrection, including pronunciation. Put these on the boardand get early finishers to start work on these,

@ Call the class together and praise any good use oflanguage. Then do the corrections with the whole class,eliciting the correct forms from SS wherever possible.

@ Get some SS feedback from the task, such as some ofthepositive aspects ofproject work and their views on theneed for praise.

SS llsten to three peopte talklng about agp€cts oftheir owncultures, read tips fol wo*ingwith multinational teams andthen write a brlef.

@ Q'r.+@ Tell SS to listen to the three speakers and try to identin/

where they are from based on what they say about theirculture.

@ Play the recording, then allow 55 time to compare theirideas in oairs.

@ Play the recording again.

@ lf 55 have no idea, put the three nationalit ies on the boardand add one or two distractors.

@ Go through the answers with the whole cLass, elicitingsome ofthe key information that each speaker gave,Highlight speakerone! explanation of' loss of face / tolose face', meaning'to stop having the respect ofotherpeople'. lt is also'to lose prestige', and therefore to feelhumiliated or discredited.

@@

I 12 Proiect management

1 Chinese: 'loss of face' and 'saving face' are vitaL issues.2 American: very direct and frank styte of communication,

not afraid to disagree

3 Russian: business culture is changing rapidly, don'thave western'good manners', don't smile much, directstvle of communication

SS might like to read the audio script on pagery4andlisten at the same time. Dealwith anyvocabularyouestions.

Discuss the second question about misunderstandingswith the whole class. At this stage, SS witl mention theirown culture! views on loss offace, frankness incommunication and so on. lfthis is a multiculturaI grou p,allow an opportunity for at least one person from eachnationaL group to give their opinion. You may welL find thateven in a monolingual/monocultural group, there aredifferences of opinion about nationaI characteristics, andpeople willargue there are differences between regions. Tofinish the discussion, ask 55 if it is possible for people tobe truly objective about their own culture and othercultures.

Get 55 to study the phrases in the box. Dealwith anyquestions, in the first instance by asking the other 5S ifthev can answer the ouestion,

Get 55 to work in pairs to comptete the tips. Circulate andmonitor, confirming ss answers and helping wherenecessary.

Callthe class together and go through the questions withthe whole class.

1 perceptions 2 working practices 3 sticking todeadlines 4 senior staff 5 frankand dkect 6 sharinginformation T loss of fuce

TellSS that they are goingto write a brief for amultinational team, explaining the working procedures intheir country. This briefshould take the form of a report.

Look at the model report on pages 138-139 to remind SS ofsome ofthe features of a report. Alternatively, eticit thestructure of a report from SS and develop a template withheadings and sub-headings on the board. The sub-headingcould be the items in the third tip, i.e. Time, Relationships,Communication, Social Values and Meetings.

SS can work in tlvos or threes to discuss their ideas andprepare a report. lfyou have a multicultural class, groupthe SS according to nationality. Circulate and monitor,helping and correcting where necessary and making a noteofgood language used, and five or six common erlors forlater correction with the whole class.

Alternativety, if an overhead proiector is available, youcoutd get 55 to write their reports on transparencies andthen present it to the whole class. You can then docorrection work from the transparencies as well.

Catlthe class together and ask one person from each groupto present the ideas in their report. lf t ime is l imited, justdo this feedback with one or two groups. In a multinationalclass in particular, SS might want to ask each other follow-up questions about the issues mentioned in the reports.Alternatively, in a monocultural class, get SS to swap theirreports with another group and to read and feedback oneach others'reports, pointing out any errors, ifappropriate,and noting any good points that were mentioned and whichthey could have included in their own reports.

@@

J writing fite pages 138-139

SS llsten to teleconference calls, look at some advice androle-play a teleconference.

@ Q',.s@ Get SS in groups to discuss the four questions. 5S who are

in work may have experience of teleconferencing andtherefore will have more to say on this subject. Find outhow often SS have teleconferences, what the meetings areabout, how many people attend, where the participants arebased and what type ofproblems 55 have had withteleconferences (both technical and language problems).

@ lf your SS are pre-work and have little or no knowledge ofthe subject, use the answer key as a'l ive l istening'comprehension task, i.e. tetl the 55 to listen white you readout (some or alL of) the information and take notes toanswer the first three ouestions,

@ Call the class together and go through their answers,adding points from the answer key as appropriate.

Suggested answers

I Options availabLe:Dial-inThe chairperson of the conference advises all participantsofthe date and time ofthe meeting, and then providesthem with the phone number and access code for the call.

Dial-outThe chairperson (or operator, ifrequested) dialsparticiDants and connects them to the teleconference.This eliminates the need to get phone"number andaccess-code information to the participants before thecallcan take place. The participant simply answers thephone if he or she is available, and is immediatelyconnected to the call.

ODerator assistedAn operator greets participants when they callin, and thatoperator usually performs the rollcall for the meeting(otherwise the chairperson is responsibLe for rollcall). Theoperator also remains available throughout the cal[.

Lecturc/broadcast telcronferenceThis feature allows a single person to speakor lecture forpart or all ofthe conference without interruption. All otherparticipants are placed in listen-only mode, their linesmuted so there is no background noise or interruptionfrom them,

Question-and-answer sesslonsThis feature is popular for shareholder presentations.During the conference, each participant, other than thepresenter, is placed in listen-only mode. lf a participanthas a question, they indicate it by pressing a key on thephone, such as the hash key (#). The chairperson can thenplace them into speak mode. The chairperson is usuallygiven the ability to field questions before they areaddressed to the group, cutting down on unnecessaryinterruptions and keeping the meeting running smoothly.

Pros and consPros: enables quick decision-making, problems can behandled quickty, it! cheap, saves time and money ontravelling and setting up meetings, and allows you to bein contact with people anywhere in the world.Cons: no visual communication or help (e.9. facialexpressions, body language), easierto get distracted,people may be less communicative than in a face"to-facemeeting, €ould be interruptions, background noise.

Advance plannlng@ Make a l ist ofallattendees and checktheir availabitity

on the date and time Dlanned.@ Decide on what options you will use for your call. Wilt

it be dial-in or dial-out?Will you want it recorded?@ Contact all pa icipants and give them the date and

time ofthe teleconference. Be sure to speciry whichtime zone you are referringto,

@ Include a wlitten agenda for the teleconference.@ lfyou're goingto provide handouts and supplementary

materialto participants, send it early enough so that itarrives before the teleconference and DarticiDantshave time to read it and generally prepare for themeelrng.

@ 5hort biographical information on the participants is anice addition, especially when people aren't familiarwith each other.

@ Remind participants of the telephone number andaccess code the day priorto the meeting, as theyftequently mislay it and can't find it when needed.

Tell SS they are going to listen to three conference calls andhave to decide what the problem is.

Play allthree recordings and allow 55 time to comparetheir ideas before playing the recordings again.

Go through the answers with the whole class asking SS tosay what they heard which helped them to decide.

Suggested problems1 The first speaker is talking about an issue that isn't on

the agenda for discussion.2 Someone arrives late, giving her apologies and

interrupting someone at an inappropriate momentwhen he is giving a presentation.

3 Gerry uses an in-ioke or colloquial langnge (a tdck uphri sleeye) which is insensitive, as other people whomay not understand the joke will feel excluded.

12 Prolect management I

As a foltow-up to the tistening, ask SS ifthey have ever hadsimilar problems. SS often complain that native Englishspeakers use a lot ofiargon, slang and jokes that theydon't understand, which can lead to 55 feeling frustrated.

Explain that SS have to complete the sentences stems (1-Z)and then match them with the second part (a-d.

Get SS to study the phrases in the box and deal with anyquestions, initially by throwing the question open to the

Do the first item together as an example, then get SS towork individualtv on the rest ofthe exercise. Circulate andmonitor, helping where necessary.

Get SS to compare their ideas in pairs before going throughthe answers with the whote class.

r g) take a roll call 2 a) the agenda 3 b) basic rules4 c) an eye on 5d) keep track of 6f) get feedback

7 e) go over what was discussed

o As a follow-up, ask SS who do have telecons if they dothese things, whether they agree with all the advice and ifthey would add any more suggestions oftheir own.

oa Tell SS that they are going to role-play a teleconference,

using some oftelecon expressions in the Useful languageDOX.

a Go through the expressions in the box with the whole class.Ask them ifthey can think ofany more expressions thatthey use for these purposes. Dril l pronunciation ofsomeexpressions, highlighting sentence stress, linking featuresand intonation on the board, if necessary. Don't get SS torepeat allthe expressions, just one or two from eachsection that might be difficult in terms of pronunciation.

o Get SS to look at the background information aboutArchibald Food Group and look at the photo ofsome of itsploducts. Dealwith any questions. Ask SS how they thinkthe company might have to adapt the products for theChinese market (e.9. make the biscuits sweeter to suit theChinese palate).

a Divide SS into groups ofthree. SS A, SS B and SS C look attheir corresponding information on pages 48, 156 and 158.Make sure allthe SS know who they are in the role-play.Get SS to take notes and oreoare for a few minutes beforethey start the role-play. Dealwith any questions. Whenthere is a class with onlv two students, or a one-to-oneclass, the Student B (Francesca Russo) and Student C (GaoShan) roles could be combined. With bigger groups, afourth student could listen and evaluate how $relltheothers do accordingto the tips in Exercise E.

a Circulate and monitor as 55 do the role-plays. Make a noteofSS who carry out the task successfully, any usefullanguage used, and five or six language points forcorrection, including pronunciation,

(9o

| 12 Prolect management

Callthe class together when it seems that most groupshave completed the task. Go through feedback with thewhoLe class, praising appropriate techniques and languageused for telecons.

Write up any points that need correction on the board. Elicitthe correct forms and pronunciation from SS wherepossible

Feedback could then be in the form of action minutes. Elicitthe decisions made from the 5S discussion, the personresponsible and the date for action. Alternatively, forfurther writ ing practice, SS could write action minutes fromthe telecon themselves. Remind them ofthe structure ofaction minutes by referring to page 136 ofthe Writing fite.

For follow-up practice, go to the Resource bank on pages23!-232,

A Canadlan developer has a maior construction proiect InShanghai. The team ls multlnational and based in threecontlnents. A new proiect manager has to deal with delaysand cost o\rerrun.

Background

o Get SS to focus on the opening photo. As a lead-in to thecase study, ask 55 what they can see and where they thinkthis picture was taken (e.g. buildingworkers in hard hats,scaffolding, skyscrapers in shanghai, china).

@ Write the following head?ngs from the left-hand column ofthe table on the board.

@ Get SS to read the background information. Deal with anyquestions they may have and elicit information from SS tocomplete the right-hand column.

Report

o Ask SS to look at the milestones set at the start of theproject on page 112. Dealwith any questions.

Ask SS to predict why a building project might be twomonths behind schedule. Don't reject any ideas at thisbrainstorming stage.

Tell 55 to read the report about the delays on page 113 tosee ifany oftheir predictions were correct and to find outwhat caused the delavs.

Deal with any questions SS have by throwing the questionopen to the whoLe class in the first instance.

Get SS, in pairs, to compare their answers, summarisingand retelling what they've read using their own words.

Call the class together and go through the answers with thewhole class.

o Finally, ask SS to imagine they were the PM on the project.Get them to work in smallgroups to brainstorm somesolutions to the problems as they arise.

@ CalL the class together and get feed back from the groups. lft ime is l imited, ask only one or two groups to feedback.

Listenin g (-) rz.o--r:.9@ As a lead-in to the listening, get SS to look at the World

Clock Meeting Planner and decide when the best t ime forteleconferences would be for a team based in these threelocations. (Theret no right answer to this question. Clearlywhen it's morning in Toronto and early evening in Berlin, ittlate at night in Shanghai. One solution would be to rotatethe meeting time)

o Ask the SS where each ofthese groups is based. Ctheproperty developers are in Toronto, Canada; the architectsare in Berlin, Germany; the building contractors are inShanghai, China, as are the structural engineers for theproject.)

@ Ask SS to predict why team morale might be at 'rockbottom'. Don't reiect any ideas at this stage.

@ Tell SS to l isten and note down the problems onerepresentative from each group makes.

@ Get SS to compare their ideas in pairs and pLay therecording again.

@ Go through the answers with the whole class,

@ After checking the answers, ask SS ifthey would like to readthe audio scripts on page 175 and listen to the recordingsagain. Dealwith any questions.

Suggested answers .6 The developers wanted the designs changed, and the

architects took three weeks to do this.o There was delayed road access to the site for some

equipment.@ A building sub-contractor couldn't start on time because

they had financial probtems and they were delayed onanother proiect.

@ Detivery ofsteel had to be delayed as there wasnowhere to store it. The cost of steel subsequently wentup.A heatwave meant it wasn't Dossible to work the aroundthe clock in the surnmer.

Project developer / cl ient Leatty

Industry Property development

Based in Canada

Location of proiect Shanghai, China

Proiect description three-phase housingdevelopment with shops andleisure centre

Location of team members Architects in Germany,structural engineers andbuilding contractors in China.

Problems at nine-monthstage of project

16010 over budget, two monthsbehind schedule

Why a new project manager(PM) has been appointed

to rescue the troubled project

The developerso Not everyone knows how to use the Internet-based

application correctly. But Some people are not familiarwith the software.

a ltt causing problems with communication. Some peoplein Germany and China are using e-mail, telephone andpaper-based systems instead. ltl therefore difficult tokeeD track and work is duDlicated or missed.

@ The developer wants people to be more task-driven anddeadline-oriented. but contractors and consultants inChina and Germany focus on maintaining a very highquality. The developer wants a 'good enough' approach.

The archltectso There's no face-to-face communication, and it's more

difficult to exchange information and solve problems. Nosense of working towards a common goal. More teleconmeetings would help for status and progress reports.

e Not enough time allocated for quality design andrevisions to the plans.

The bulldlng contractor@ Time differences make teleconferences difficult. The

meeting times are set at the Canadian team'sconvenience. Everyone in China is tired when meetingsare held.

@ Contractor doesn't like speaking at telecon meetingsand feels he's confronting the client by discussingdelays in the schedule. This causes misunderstandings.

The structural englneer3€ The feedback from the ctient is negative. They have

achieved a lot in nine months,o The engineering team is working 6o-hour weeks. There's

no time to enjoy the?r work as the workschedules areunrealistic and aggressive, There's a danger of burn-out.

o There's no clear idea when this phase ofthe project wil lbe finished.

@ Get 5S's init ial reactions to the problems mentioned. Don'tspend long on thls, as 55 tvill have an opportunity todiscuss their ideas in more detailas oart ofthe main task.

Task

Divide the SS into small groups ofthree or four. Get SS tolook at the task and deal with any questions 55 may havebefore they begin.

Ask SS who they think the proiect sponsorwould be in thiscase (i.e. someone in a senior management position inLeatty, the property development firm, but not the PM'simmediate l ine manager. The PM works for the mainbuilding contractor overseeing the project in China).

Circulate and monitor, checking SS are carrying out thetask correctly. Make a note ofany useful language beingused and common errors for correction, includingpronunciation, for later feedback.

12 Proiect managem€nt I

Feedback

a When most ofthe groups have wound down theirdiscussions, bringthe class together.

a Praise any examples of good use of language and ask SS toprovide corrections to the common errors whereverpossibLe.

Go through each ofthe points quickly with the whole class.Ask one or two groups for their solutions and ask the othergroups ifthey had any different solutions. Ask SS to decidewhat the best solutions were.

To round offthe activity, summarise the discussion,highlighting some ofthe SS best ideas.

Writlng

Get SS to took at the rubric for the Writing task and dealwith any questions they may have. Brainstorm theinformation that should go in the report and put thesepoints on the board.Ask 55 to look again at the report about delays on page fl3and to note features such as the structure (e.9. headingsand sub-headings) and language used (e.g. passive forms,no contractions, linkers). Also get 55 to look at the modelreport on pages 138-139 ofthe Writing file.Get SS to write in pairs or individually to produce thereDorI.

J wririrg nt" ,.res 138i39

Circulate and monitor, checking SS are completing the taskcorrectly.

Get SS to write the final report either as a class activity inoairs or for homework.

t to lo Go through the information in the Course Book with

your student. Explain any difficulties. In the task, youare the proiect sponsor and your student is the proiectmanager. Don't dominate the conversation in this task,but say enough to keep it going and altow your studentto ask and answer ouestions.

a At the same time, monitor the language that yourstudent is using. Note down any good examples oflanguage and points for error corection orimprovement. Come back to these points later. Praiseany good examples oflanguage used and go over anyerrors, including pronunciation. Record the role.pLay oncassette or video, ifdesirable, for intensive correctionwork.

Reaision

This unit revises and reinforces some ofthe key language points from tJnits 10-12, and links withthose units are clearly shown, This revision unit, like Revision units A, B and C, concentrates onreading and writing activities. Some ofthe exercise types are similar to those in the Reading andWriting section ofthe Business English Certificate examination (Higher leveD organised by theUniversity of Cambridge ESoL Examinations (Cambridge ESoL).

For more speaking practice, see the Resource bank section ofthis book beginningon page 211.The exercises in this unit can be done in class, individually or collaboratively, or for homework,

@ This exercise gives SS further practice in using the language of online business, following thevocabulary and listening on pages 9og1.

rb zc ad 4a Sa 6h 7c 8d 9b roc

@ This exercise gives SS further practice in using e-commerce vocabulary following the readingon pages 92J3. Point out the rubric and explain that SS have to find one word which doesrot collocate,

l f ickle 2time 3flashy 4 back-end 5 store 6order Twebsite SseLling

9 price 10 a mistake

@ This exercise gives SS further practice in using cleft sentences, following the language workin the Grammar reference on page 131.

1 lt is the increased 2wastheirpoor 3Thethingthat 4Whathas 5Queuing6 is that it's

@ 55 work on expressions for summarising and dealing with questions in presentations(page 94).

1c 2f 3b 4e sa 6g 7d

@ 55 write a report which gives further practice in using the Language of online businessfollowing the case study on pages 9697.

r:9J

Unit D Revision I

Sample answer

ReportAudlo Wire's Online Sales

IntrodudionAudio Wire launched its website ten years ago. The site was initially used solely foradvertising purposes. lt was felt that it was not viable at this early stage to introduce theoption to buy our products online for two main reasons. Firstly, the cost of integrating theonline purchasing process with back-end systems was high. Secondly, the general publicwere more wary about buying goods and seryices online at the time.

ShoppingcartA shopping cart was added to the website five years ago. Over a three-year period, wemonitored sales conversion rates, that is the percentage of people who visit our site anddecide to make a purchase online. lt was found that user abandonment during registrationand purchasing was high, at around 49'l.. Some 23olo ofvisitors only browsed the site, 1zolowere repeat online cUstomers and 11olo were one-olf customers.

Redeslgned websiteGiven the fact that only 28olo ofvisitors actually made a purchase online, the consultantsOnline Experience were hired to evaluate and redesign ourwebsite with the aim ofincreasingconverston rates.

onllne sal€s slnce the relaunchThe website was relaunched on July 15 last year, and the first 12 months have seen a markedimprovement. lJser abandonment has fallen to 41olo, while the percentage ofvisitors who onlybrowse the site has also dipped slightly to 22olo. Returning customers now represent 24olo ofvisitors and one-off customers 13olo,

ConclusionThe streamlined registration and purchasing process and the more user-friendly interfacehave clearly had a positive impact on conversion rates.

(z6z words)

o This exercise gives SS further practice in using the language of new business, following thevocabulary on page 99,

ran entrepreneur 2goinginto 3 franchising 4redtape 5running 6businessplan

Tgrants 8loan 9 Venture capital rc go out ofbusiness

o SS work on expressions for dealing with customers and suppliers on the telephone (pageao2t.

o SS correct a letter by identifying the extra word that appears on some, but not all, ofthe lines,Draw SSk attention to the rubric and the fact that some ofthe lines are correct.

!/ 2/ tyou 4/ sthe 6 have 7to Sbeen gthat tol 11not 12do

o SS write a short presentation. This task follows on from the context ofthe case study onpages lo4-1o5.

rd 3b2C 4e 5a

l:r'

I unit D Revision

Sample answer

It is my great pleasure to make this presentation on behalf of Copisistem today, My nametDoug Haltiwell, and I am ioint-owner of the company with my colleague here, Jose Ram6nGarcia.

I 'd t ike to start by tell ing you about our great management team at copisistem. Then l ' [[outl ine the risks and opportunities of investing in our company. I 'd also l ike to tatk brieflyabout a recent ioint venture and our plans to expand our team. Finatly, I ' l l give you thefinancial details, lfyou have any questions during my presentation, pLease feelfree toasK me.

Jose Ram6n and I started Copisistem ten years ago, Between us, we have 20 years'technical

and managerial experience working for electronics corporations. We have a great teamworking with us, most of whom have been with us from the start ofthis venture,

We were one ofthe first companies to offer DVD copying services and we have managed tocapture some ofthe biggest clients in the country, making us the leading company in thisfield. lt is true that there is strong competition. However, we believe that our commitment tohigh quality, competitive pricing, timety order processing and constant innovation continue togive us the edge.

There has been a major development this year. We have formed a strategic alliance with arival DVD company in order to deaLwith the increase volume of orders. We are also planning

to recruit a Sales Manager with experience ofother European markets to help expand ourbusiness.

l'd now like to turn your attention to some figures. As you can see from page 3 ofthehandout, our turnover has almost tripted in the last three years, from 5.8 mill ion to 15.7million euros. What's more, our proiections show steady growth for the next two to threeyears at least.

You can atso see that this high volume has also meant the need to invest in equipment andstaff, and our running costs are therefore high. We estimate that we need a capitalinvestment of 10 mitl ion euros to take our company to the next level. This iniection of cashwill allow us to set up a factory in Slovakia as part ofour strategy to break into the Europeanmarket. lfyou look at page 5 of my report, you'lLsee a breakdown of costs for this proiect.

Thank you for your attention. I 'm sure you'l l agree that Copisistem has the potentiaLto beone of Europe's leading DVD duplication services.

(42o words)

@ This exercise gives 55 further practice in using the language of project management,following the l istening and vocabulary on page 1oZ.

r deadline 2 reach a consensus 3 setbacks 4 over budget 5 safety 6 multi'task

7 on track 8 sponsor

@ ss work on cohesive devices following the language work on pages 1o8 and 133.

r l t 2 i t 3Bythen 4they 5theother 6both part ies Tthe proiect Sthis

9 them 10 this

@ 55 are given further practice in vocabulary related to working with international proiect teamsfollowing the Business skills section on page 11o.

l speak up 2 confronting 3 overruns 4 direct style 5 milestones and deliverables6 face-to-face Taroundtheclock 8 meetingtimes 9 telecon 10 teamwork

Unit D Revlslon I

@ SS write an e-mail giving cultural advice, based on the information they have read in thepreviouS exercise.

Sample answer

Subiect: Your new projectFrom: SandraWinterbottomTo: Enrique Martinez

HiEnrique,

Congratulations on your new project. lt sounds very exciting. I'd be glad to help you preparefor working with your lndian and American colleagues. As you know, I've worked in Chicagoand I spent a month in India on my last project.

The first thing to bear in mind is that Americans may seem a bit argumentative, but it,s justtheir direct style of communication. Don't be offended, it 's nothing personaLand you like alively discussion anyway. Indian people, on the other hand, are more indirect in the way theyspeak and they won't usually say 'yes'or 'no' outright. Make sure you always confirm whattbeen agreed and write down allthe targets and deliverables for everyone to see. I use aflipchart or whiteboard for that purpose in meetings and then send action minutesafterwards.

I expect you'll have lots of teleconferences and you won't have many face-to-face meetingsafter the initial phase ofthe project. You may find that your Indian colleagues don't likecontributing much to telecons. lt's best to ask them a question directly to encourageparticipation and always thank them for their contribution. Also, l'd suggest you rotate thetelecon times so it isn't always set in the daytime here in the States and at unsocial hours inlndia.

That's allthat occurs to me for the moment. I hope it! useful. lf I think ofanything else, l ' l l letYou know.

Allthe bestSandra(255 words)

I Unit D Revision

@ 55 are given further practice in writ ing action minutes and a short report following theteLeconference role-play on page 111. The status report can be in the form ofan email.

Sample answers

Subjectr Toto in China Status ReportTo: RachelStevensFrom: Bob Frasier

Hello Rachel.

I've just had a teleconference with Fran Russo from R&D and Gao Shan, our Head ofProduction, to discuss the status ofthe TIC proiect.

You'll be pleased to know that the biscuit flavour was improved in the last round oftria[s.Fran and Gao are doing more trials next week in Guangzhou, and then we can start consumertesting soon afterwards. l've now scheduled that for the week beginning 9 December, so theslippage there isn't looking bad at this stage, about two weeks.

Gao will also get back to me next week about the new machinery they're installing to boostproduction capacity, I ' l l let you know ifthere is l ikely to be any delay or maior cost overrun onthat front bv the end ofthe month.

That's all for now. We've agreed to hold another telecon after the trials, so I'll send you anupdate next week.

Best regardsBob(16z words)

Action minutesToto in China' project

Date: 25 November 2006Present: Bob Frasier, Gao Shan and Francesca Russo

1 Next round of trialsFran reported on the success ofthe last round of producttriaLs with the new improved biscuit flavour. Fran is going toGuangzhou next week to work with Gao on two days offurther trials.

2 Produd tabetlingThe packaging department has solved the problem withthe labels. Sample labels willnow be available inChinese and Engtish by mid-December.

3 Production capacityGao Shan is stil lworking on options to increase capacity.He's expecting a quote for new machinery in the next fewdays and will contact Bob ifthe cost is more thanZolo over what was budgeted for.

4 ConsumertestingThe Marketing department will start consumer testing afterthe next set oftrials in China nextweek.

Action

FR and Gs

By

2 Dec

15 Dec

28 Nov

9 Dec

FR

GS

BF

Text bank

The Text bank contains articles relating to the units in theCourse Book. These articles extend and develop the themes inthose units, You can choose the articles that are of mostinterest to your students. They can be done in class or ashomework. You have permission to make photocopies ofthesearticles for vour students.

Before each article, there is an exercise to use as a warmer thatallows students to focus on the vocabulary ofthe article andprepares them for it. This can be done in pairs or small groups,with each group reporting its answers to the whole class.

lf usingthe articles in class, it is a good idea to treat differentsections in different ways for example reading the firstparagraph with the whole ctass, then getting students to workin pairs on the folLowing paragraphs. lfyou're short oftime, getdifferent pairs to read different sections ofthe articlesimultaneously. You can circulate, monitor and give help wherenecessary. Students then report backto the whole group with asuccinct summary and/or their answers to the questlons forthat section. A full answer key folLows the artictes (starting onpage zo4).

In the Over to you section(s) following the exercises, there arediscussion points. These can be dealt with by the whole class,or the class can be divided, with different groups discussingdifferent points. During discussion, circulate, monitor and givehelp where necessary. Students then report back to the wholeclass, Praise good language production and work on areas forimprovement in the usualway,

The discussion points can also form the basis for short piecesofwritten work. Students willfind this easier ifthey havealready discussed the points in class, but you can ask studentsto read the article and write about the discussion ooints ashomework.

I Text bank

M Beinginternational

Networking

Before you readWhy do people 'networf? Do you thlnk networking is useful? Why (not)?

ReadingRead this article from the FlnancidlTimes and answer the ouestions.

I Levelof difficuLty: OOOI

I refuse to hobnob for advantageby Lucy Kellaway

At some point on Tuesday, 1,000 ofthe worlal's leading businessmenwill get on aircraft and hurtleacross the sky to Davos to attendthe Worlal Economic Forum. Intheir briefcases they will have a fatstack of business cards and acollection of glossy invitations.EYery hour of the day for five daysthere will be a different socialengagement to Eey into theirpersonal digital assistants.

On Tuesday, I will be on the 8.38a.m. to Moorgate Station as usual.I am not going to Davos this year. Idiil not go last year, either. In fact, Ihave never been,'Never been toDavos?' people say, eyes wide with

'mazement. 'You must go. You'allove it. You'd get to meet so manypeople.' I always nod, but actualythe prospect of tbe biggestnetworkathon in the worldappeals to me even less than theprospect of going skiing - whichappeals not at all. Having to malGconversation with strangers whilesquinting at their name tags analtrying to work out U you shouldhave heard of them is a wretchedway to spend an eveningi doing itfor days on end must be puretorture.

The whole networking processdefeats me, in particular thebusiness cards. I keep my own at

the bottom of my hanilbag, andthey are usually a bit grubby onthe rare occasions I am required toproduce one. Other people's cardsgo back into my bag, and get fishealout whenever I spring clean it.They then sit on my desk for awhile before eventually going intothe bin.

4 Networking may not be all it iscracked up to be. Last week, I hadlunch with a man who was afamous UK entrepreneur in the1980s and now has many fingers inmany pies. The previous night hehad been invited to a drinl(s partyin a grand London hotel. The greatand the good of British industrywere there, along with all thebiggest brokers, lawyers andaccountants touting for businessand laughing just a touch tooloudly.

: He checked in his briefcase andwent into the heaving ballroom,smiling anal catching the eyes ofthe people he knew. Suildenly hefelt tired by the whole thing. Hedid not see the point of beingthere. So he collectedhis briefcase,regretting the !2 he hail paiil to thecloakroom attendant for fiveminutes' custody, and went hometo watch the cricket on television.

6 It had taken him 6Gplus years torealise that networking was awaste of time. He could notremember one business deal or

one person he had ever hired onthe strength of a meeting at thissort of occasion. So why did he goon turning up? As a younger man,he had simply liked seeing andbeing seen. It had tickled hisvanity, but that day he discoveredthat his ageing vanity was nolonger in need of tickling, or atleast not in this way.

z The more I think about it, theodder I frnd the whole networkingprocess. The very word is off-putting: it sounds so pushy andcalculating. The point ofnetworking is to meet someonemore important than you are, Butif everyone goes to a partydetermined to network, the wholeexercise becomes self-defeating. Italso offends against the idea thatwe work in a meritocracy, wheretalent will out, eventually. In truelife, of course, talent does notalways out. The smarmiest bavean annoying way of getting to thetop. But it does not follow that thecollecting of business cards atdrinks parties is a good use oftime. Ah yes, networkers say,Theirs is an art, and you have tolearn to do it $/ell. Hence thesuccess of volumes called Non-Stop Netu)orking, NetuorkingMagic or The Neh.Dorking SuraiualGuide.

FINANCIALTIMES

,56J o Pearson Education Limited zoo6 @!

Texl bank I

Mil Beinginternational

Read the whole article and match these headings to theparagraphs they relate to.a) A recent networking event in Londonb) One entrepreneur's reaction to the London eventc) The entrepreneur's new-found feelings about networkingd) A description ofan international networking evente) Why Lucy Keltaway criticises the networking processf) The reasons why Lucy Kellaway isn't going to Davosg) Lucy Kellaway! policy towards business cards

Match these adjectives from paragraph r (r-5) with thenoun they describe (a-€).1 leading a)2 business b)

3 glossy c)

4 social d)

5 personal e)

e) 'He checked in his briefcase' here means he ...D looked inside it.i0 left it at the akport check-in desk.iii) left it in the hotel cloakroom.

f) ' ... and went into the heaving ballroom, smiling andcatching the eyes ofthe people he knew.' This means hewas ...

D trying to get the attention of influential people.i i) looking at acquaintances as they looked at him.iii) wanted to avoid eye contact with people he knew.

g) 'He did not see the point ofbeing there'means that he...i) felt there was no good reason to be there.ii) felt lost because he didn't know anybody.

iiD didn't understand why the event had beenorganised.

Read paragraph 6 and correct these sentences wherenecessary.The entrepreneur...a) had only recently come to think that networking was not

a good way to spend his time.b) thought he had made a lot ofuseful business deals

while networking.c) had employed only one person he had met while

networking,d) found he enjoyed networking more as he got older.e) had networked to help him feel good about himself

when he was younger.

Find adiectives in paragraph Z to match these definitions.a) appearing unattractive or causing dislikeb) doing everything you can to get what you want from

other oeoolec) thinking carefully about how to get exactly what you

want, without caring about anyone elsed) causing problems that you are trying to prevente) making you feelslightly angry

Over to you r. What are the advantages and disadvantages of

networklng, accordingto the article? Do you agree withsome or any ofthe points made?

. Can you add any more examples of advantages anddisadvantag€s?

. What is the best way to go about networklng ln youlprofession or company? What organisations are useful toioin? What events are worth attending?

0ver to you zDo you thinkyou tive in a meritocracy where the highest sociaIpositions are occupied by people with the most ability? Why(not)?

digital assistantscardsbusinessmenengaSemenrlnvitations

Match each ofthese nouns with the adjective from Exercise2 it commonly goes with. More than one combination maybe possible.a) brochure b) lunch c) brand O computer e) occasion

Read paragraphs 2 and 3 and say whether these statementsare true or false.Lucy Kellaway...a) goes to work by train.b) has always been interested in aftending the World

Economic Forum. .

doesn't like talking to strangers at networking events.can neither understand nor dealwith networking.finds her business cards don't stayvery clean in herhandbag.often has to give people her business card.regularly searches through her handbag to find cards.keeos allthe business cards she receives hom contacts.

5 Read paragraphs 4 and 5. Choose the correct alternative toexplain the words and expressions in ifalics.a)'Networkin g may n ot be al I it i s cracked up to be.' "f his

means it isn't as ...D difficult as it seems at first.ii) crazy as it looks.iii) good as peopte say it is.

b) ... has ndny fingets in many pies means that someone ...

D suffers from an eating disorder.iD is influential and involved in many activities.i iD is the owner of a famous chain of restaurants.

c) The grcat and the good means people who are ...D respected for their charitable works.ii) considered important-i i i) members ofa secret organisation.

d) Touting for business means they were ...i) trying to persuade people to buy what they were

offering.ii) praising something to convince others that it!

important.iii) trying to buy and sell tickets for sports event or

concert.

EI@!E o pearson Education Limited zoo6

c)d)e)

f)

s)h)

I text bank

@ Beinginternational

Relocating

Before you readWould you consider relocatingto another region or country for work? why (not)?

ReadingRead this article from the Financial Times and answerthe ouestions.

I Levelof difficulty: OOOI

It's a brave new world out there ...so should vou relocate?by Henry Trlcks

Relocation agents like to say theirbusiness is shockproof. Whentimes are good, business peoplemove around tlrc world with thefluidity of cross-cultwalcommuters. When times aretough, they head back home again.One way or another, they arealways on the move. However, thebusiness of relocation agents ischanging. These days, whenexecutives are given theirmarching orders, ft is a brave newworld they are entering. In cleclineare the expat ghettos, the lavishrental allowances and themonocultural schools. Instead,expatriates are increasinglywanting to blend into theirsurroundings.

The habits of this well-heeledhuman trallic have bigimplications for property marketsaround tlre world; expatriates havelong been a mainstay of the luxuryrental sector. In central London,some 40 per cent of tenants workin the linancial sector, and three-quarters traditionally come fromoverseas.

Landlorils in tlrc most exclusiveexpatriate neighbourhoods - StJohn's Wooal for Americans,Kensington and Chelsea forEuropeans - have been forced total<e lower rents on the chin. Theyhave also had to invest heavily tostand out in a saturatedmarketplace, ripping out oldcarpets to put in r,'rooden floors,raaliators to fit underfloor heating,and baths to make way for powershowers. Horror of horrors, theyhave also been forced to compete

with lorarer rental locationsattractive to expatriates outside ofIondon.

The change is felt just as keenlyin other parts of the world.According to Stephan Branch ofSirva Inc., the worldwiderelocation specialists, landlords inHong Kong have been offeringbusinesses free accommodationfor up to 18 months of a three-yearlease to secure their tenure. Hesays even expat-friendlySingapore, home to 80,000foreigners working in white-collarprofessions, has begun to playsecond fiddle to Chinese citiessuch as Shanghai, where rents arelower, and the infrastructure andschools are improvingimneasurably.

So, what are the changes to thetypical expat way of life? CrisCollie, executive vice president ofWorldwiale ERC, a globalrelocation association, saysAmericans, for example, are likelyto travel less, with more UScompanies moving employeeslocally, rather than acrosscontinents. 'It's not just going tobe the tlTical American expatworking for a US company anymore. They've built up cadres ofprofessionals all over the world.The talent is much more global.'That means shuffling moreEuropeans around Europe, andAsians around Asia. When they dotmvel, American assignments arelikely to be shorter: to train localemployees, for example, then headhome. The days of compoundliving are also in abeyance, hebelieves: 'We're clearly moYing to amore homogeneous world.'

6 Fons Trompenarrs, a Dutchcross-cultural academic andauthor of a pioneering book on thesubject Riding the Waves ofCultue, believes the oldexpatriate lifestyle is dying out.'You now see many more nomads,who stay not years in a country.but days, and jump from countryto country.'

7 The hotel industry has alreadyadapted to the strain of such alifestyle, offering fitness rooms,healthier food and bettercommunication linl$ - in short,more home comforts. Increasingly,however, executives will demanalfrom thet companies homes awayfrom home, he believes, in theform of serviced apartmentspeppered amund the world. Thesemight be owned on a fractionalbasis: available for a number ofweeks a year. But they will oftencome with concierge services andtailoreal facilities, so yourfavourite wine is stored for you,your own paintings are or1 thewall, and there are tickets to yourfavourite show rvhen you alrive.

8 That means there is less neeal touproot families, disrupting thechilalrenh education and puttingstrains on a marriage, It doesmean. however. that some of thepungent flavour of living abroadwill be lost. Which is a shame.Because it's a wonderful world outthere, and exploring itsneighbou-rhoods - and tbe peoplewho live in them - should be one ofthe most fulfilling career moves abusiness executive can ever make.

FINANCIALTIMES

.v Pearson Eoucaron Lrrn"o ,ooo [@t!!

Text bank I

Gil Derng Inrernaronar

Read the artlcle and put these points in the order theyappear in the article. There are two that do not appear.a) Executives' families do not have to retocate as often as

in the past.b) People now want a different type of accommodation

when they relocate.c) Cultural dlfferences put stress on business people who

retocate.d) Executives are no longer working abroad for long

periods oftime.e) Relocation agencies believe that they will always have

lots of business.f) Serviced apartments may become a more popular

alternative to hotels.g) More Asians and Europeans are relocating to America.h) There is a downward pressure on luxury rents in many

key locations.

l jse the correct form ofan expression in paragraph 1tocomolete these statements,a) A person or thing that is strong and resilient after being

in a diff icult situation is............ .b) lf someone returns to a particular place, they ............

............ there.c) A person who travels a long distance to work every day

is a ..,...,--. .d) To be constantly trav€lling is to be

e) When a person is ordered to leave somewhere, they are

f) A situation that is new and exciting and expected toimprove one's life is known as a ..,......,.. ..,,.

g) Part of a city where people of a particular group or classare concentrated is known as a ........,....

h) A generous sum of money given to someone foraccommodation is a .

i) A person who lives in a foreign country is an ..,......... , oran ....,...,... for short.

i) lfyou want to appear similar to people around you andnot be noticed, you try to.......,.... ............ the group.

3 Read paragraphs 2 and 3 and find words and expressionswhich match these definitions and descriDtions.a) informalword meaning 'rich'b) the activity of buying, sell ing and renting buildingsc) important part of something that makes it possible for it

to continue to exist

O people or organisations that pay rent to work or livesomewhere

e) people or organisation that own land or buildingsf) expensive parts oftown where foreigners liveg) accept a difficult situation without complainingh) be really much better than the restl) when there are more people selling than buying

D make it possibte for something newer or better to bebuilt

@ @ Pearson Education Llmired zoo6

Read paragraph 4 and say whether these slatements aretrue or false.a) Some landlords offer three years' free accommodation to

businesses in Hong Kong.b) lt's possible to get a rent-free period for signing a three-

year agreement in Hong Kong.c) There are 8o,ooo foreign omce workers living in

Singapore.d) Singapore is more popular than Chinese cities with

oeoDle who relocate.e) The infrastructure in Shanghai is gradually getting

better.

Match the two parts ofthese phrases from paragraphs 5and 6.I executive2 global

3 rocaL

4 compound

5 homogeneous6 cross-cultural

7 pioneeringI old expatriate

a) relocationassociationb) lifestylec) academicd) worlde) book0 livingg) employeesh) vice president

Read paragraphs Z and 8 and use the correct form oftheverbs to replace the words in ,'talics.a) Hotets proyide many new facilities for business

travellers,b) Serviced apartmentsarc in many different locotions

around the world.c) Serviced apartments witl haye concierge services and

tailored facilities.d) Families won't have to leave their homes for a new place

as often.€) Relocation can adversely offect a couplet relationship.

Over to you r. What are the most exctusive neighbourhoods in your city or

town? Do many expats live in them? What nationalities arethey?

. What would be the most important factors for you in termsof relocating to another country?

Over to you zWhat hotel facitities and services do you think are essentialwhen you travel abroad for Yvork?

ls,

I text bank

I|lfin Training

Business ideology

Before you readWhy do you think many MBA students choose to study abroad? Would you study business in anemerging economy such as China, India, Brazil or Russia? What woutd be the advantages anddisadvantages?

ReadingRead this articte from the FT.com webslte and answerthe ouestions.

ooo

Goodbye to old-fashioned ideologyby Della E6dshaw

Earlier this year, the Chinesegovernment took one of its mostsignificant steps to date in ditchingold-style business anal educationideology. It licenseal China's firstprivately owned business school torun MBA programmes. This ultra-capitalist move was a sign thatChina intends to become a worldplayer in manageeent etlucationand that it will adopt Us-styleeducation policies to do so. Themor€ comes just 14 yeals after thegovernment licensed its fbst MBAprogramme.

The school in question is theCheung Kong business school,established with money from oneof Chira's richest men, Li Ka-Shing, two-anal-a-half years ago.Aheady it has become a notableparticipant in the nascent Chinesemarket. Bing Xiang, the dean,believes the government is usinghis school as a pilot. Clearly otherswill folloq but meanwhile theschool has to pioneer ways ofruDning programmes in thetraditional Chinese envircnment.

The Chinese university system'sapplication procedure is verydifferent from those in the US orEuope. Applicants can only applyto one school, and instead of theGMAT test - widely used in therest of the world - they must sit alocally developed test known asGRK, which is written in Chinese.With Professor Xiang aspiring toattract overseas students to hisprograurme, which is taught inEnglish, the Chinese ealucationdepartment has agreed that,although all MBA participantsmust sit the test, there is no mini-mun score required.

a If infectious enthusiasm were allit took, then the school wouldalready be a world leader inbusiness education. It is easy to seewhy Professor Xiang, anaccounting professor by training,is so keen. Since its inception, theCheu[g Kong business school - thename means 'Yangzte River' - hasgraduated its first MBA students,launched a range of executiveprogramrnes and is con templatinga doctoral degree programme.That the school has come so far soquickly is thanks not only toProfessor Xiang, but to theremarkable changes happening inChina and the thirst for knowledgethat exists for the region.

5 The school's policy is to aim big.Its executive MBA (EMBA)programme - an MBA for workingmanagers - is the most expensivein China, costing Rmb 288,000($35,500). Some 68 per cent of theparticipants are chief executivesor directors. Getting the rightfaculty is more difficult. At themoment, there is just a handful ofprofessors, but Professor Xiangintends to attract 80 faculty in thenext ten years. As with the toptraditional Chinese universities -Fudan, Beijing and Tsinghua - topof the hit list are Chineseprofessors who have studied andtawht abroad. Academic associatealean Jeongwen Chiang was amarketing professor at theUniversity of Rochester, andstrategy professor Ming Zengtawht at Insead, for example. Bothwere seduced by the idea ofconducting research in China.

6 'You really have to be here,' saysProfessor Zeng. 'If you are going tolive in an e-world, using e-mails,it's really not going to happen.

Companies are eager to learn fromyou, the professors. China ischanging every day.' The EMBAalumni network is extremelypowerful, he says. 'We can get intocompanies. we can get informationnot thowh the formal channels.'

z Professor Xiang believes theCheung Kong school is a bridgebetween western academicresearch and Chinese knowledge.He says: 'People like myself havethis view and vision. We don'twant to regurgitate what we learntin the US.' The school has writtenup to 80 case studies of localconpanies, and the dean believesthis is a signilicant bartering chipwhen negotiating with overseasbusiness schools to run jointprogrammes in the region. Theschool has organised a three-weekprogramme with Insead and theWharton School of the Universityof Pemsylvania for March, withone week tawht on each canpus,'Our connections are getting betterevery alay,' says Professor Xiang.'We want to look at top-rankedbusiness schools in the US andEurope. We will be complementaryto each other.'

s The Li Ka-Shing foundation iscommitted to keeping the schoola-float for ten years, but ProfessorXiang believes the school will beable to raise additional funds fromindividuals in the next few years.He believes the school has toconsolidate its position in China,but does not intend to stop there.'Our ambition is to go way beyondChina,' he says.

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G./ Pearson Eoucaron Lrr,,uo ,ooo li@![

Text bank I

@| rraining

Read through the whole article to find these people orthings.a) the dean ofCheung Kong business schoolb) the university test used in the US and Europec) the type of course the school offersd) the price ofthe school's MBA programmee) the number of teaching staff the school hopes to

acquiref) two foreign schools that are collaborating with the

Chinese MBA

Correct these statements about paragraphs l and 2 wherenecessary.a) The Chinese government set up China's first privately

owned business school.b) China hopes to ban Us-style education in management

education.c) The new school was set up with money from Li Ka-Shing

and Bing Xiang.d) The new business school belongs to Bing Xiang.e) The school is a model for future Chinese business

schools.

Find words and expressions in paragraphs 3-5 that meanthe following.a) system ofrequesting a university placeb) do an examc) the number of points required to pass a testd) the start ofan organisation or institution€) a university qualification ofthe highest levelf) a strong desire for information or to learng) university teaching staffh) the head ofa university or university department

Read paragraphs 3-7 and say whether these statements aretrue or false.a) The school's MBA is taught in various Chinese

languages.b) The school's poticy is to attract more professors from

the uS.c) Professor Chiang and Professor Zeng both prefer

teaching in China.d) Contacts with ex-students means they can conduct

research more easiLv.e) They want to implement an American ideology in the

scnooL

5 Look at paragraphs 6 and 7 and choose the best alternativeto replace the words in itolics in the context ofthe article.a) alumni network (paragraph 6)

i) contact with former studentsii) meetings between former students

b) a btidge between (paragraph z)i) a transition from... to...iD a way to get rid of differences between

c) regurgitate (pata{aph 7)i) reproduce exactly without thinkingi memorise effectivelv

@EE @ Pearson Education Limited zoo6

d) a significant bartering chip (paragraph 7)i) a factor other than money used in negotiatingii) a concession used in exchange ofgoods and services

e, run ioint programmes (pan{aph 7)i) give courses simultaneously

iD organise courses with other institutionst) on (eoch) campus (paragraph 7)

i) onlineii) on the university or business-school site

g) connections (paragnph 7)i) relationships with other business schoolsii) communication with foreign institutions

h) top"ranked (paragraph 7)i) most expensiveii) most prestigious

6 Match each expression (1-6) with the verb that it goes within the articte (a-0.r pioneet (pa.alJaph 2)z ospiring (paragraph 3)3 lf infectiousenthusiasm

(paragraph 4)4 the school (paragraph 4)5 We can (paragraph 6)6 committed to (paragraph 8)

7 Match the words in ifdllcs in Exercise 6 to these meanings.a) having enough money to operateb) the only thing requiredc) organising or managingd) done very well in the circumstancese) have significant access tof) be the first to do somethingg) hoping to be successful in

Over to you r. What are the benefits and drawbacks of working and

studying at the same time?. Which business schools are considered to be the top

business schoots in your country?. How necessary is it to have an MBA in order to further your

career in your country or sector/line ofbusiness?

Over to you zFind out about three business schoots or universities on theweb. Compare the fees, the faculty and the kind ofcoursesthey offer. Which school would you preferto attend, whichcourse offers best vatue for money and why? Report yourfindings back to your class.

a) keeping the schootafloat

b) has come so farc) gef irto companiesd) were all it took...e) ways of running

programmesf) to attract overseas

students

I Text bank

Professional development

Before you readWhat are the arguments forand agalnst companies spendlng money on trainingand professionaldevelopment for their employees?

ReadingRead this articte from the FT.com website and answerthe ouestions.

I Levelof difficulty: OOOI

Emphasis should be skills investmentby Gill Plimmer

1 Ask any question about the problerosfacing an ailing economy a.nd theanswer is ]ikely to include the skillsshortage. Yet. while the diiagnosismay be correct, the prescription is alltoo often wrong. Instead ofdevelopiDg existing staff, compadespoach the best from their competitoFor from overseas,

2 Rather than organising work-basededucational progri nBes, emplolneesare sent on generalist courses in'rn2nrgement' or its hew incarnation,'leadership', 'Companies are oftenfailing to hit the target,' says JimHinds of Marakon Associates, aconsultancy that advises F"ISE 100companies on the issues that mostftive their perforutarce and long-term value. 'llley ar€ not investingenowh in training, ard wbat they areinvesting is often directed at thewrong pl,aces.'

3 A competitive labour market and ashortage of skilled professionalsshould give more weight to the oldcledo that 'people are your finestasset'. But a gaping gulf has emergedbetween rhetoric and reality. On theone hand, professional developmentbroadly described as the systematicdevelopment of hxowledge and skills- is receiving more attention frompolicy gurus than ever before; on theother hanal, companies bave becomeincreasingly reluctant to invest itrtraining, leaving ttre job to theregulatoF, individual employees orttre professional associations theyhave formed.

4 Exact figures are hard to pin down,but Saratoga, an arm of accountancyfirm PwC, estimates that expenditureon formal, off-the-job training lrasdecreased by 10 per cent dufng thepast two years. This could be masked

by the ris€ in or ine leaming, but isstil a fall big enough to causeconcern. So long as employees arelikely to chatrge jobs at any time,employers wiU question whether theyshould be picking up tfie tab fortraining. But the simple arswer isthat companies camot afford not to.

5 A good employer is not necessarilyone {'ho pays the highest rate, but isone who helps keep their staff's skillsanal hence theh employability up todate,' says Richard Phelps, partrer atSaratoga. IUr Phelps says thattraining is often the last item to beadded to a company's budget and thefirst to go because it is hard todemonstrate the retum on invest-ment. 'Companies have failed to taketraining as seriously as they shouldbecause it is hard to demonstrateexactly how much impact it has onthe bottom line,' he adds.

6 However, the changing nature ofwork - with downsized, flatterorganisations, the end of the 'job forlife' and tlrc rise of the llayermanager' - ha6 also made companiesaware ttrat to be competitive, theyneed to get more out of their people.'Companies have downsized, right-sizeal, reorganlsed, but they nowcamot cut or reorgardse arry further.So, where do they focus next as a wayof gettrng an adwntage over theircompetitors? The most obvious pLacehas to be their people,' says Mr Hinds

z Consultancies, training providersand business universities all point toa near doubling in the number ofcustomised education progft unmes asa rcsult. 'Most companies are lookingfor traininB that will have the biggestimpact. they are begilming to investagain, but they are behg much morediscriminatory' says Bill Shedden,dircctor of customiseal executivedevelopment at Crarfi eld Udversity.

8 Certainly, the increase in regula-tion is starting to push somecompanies to put their money wheretbet mouth is. Continuingprofessional development (CPD) hasbecome compulsory in most coreaccounta.ncy disciplines. However,much of ttre burden has fallen onindividuals who have bee! forced tofoot the bill for training themseh€s.Jonatban llarris, cbairmatl of theInsdtute of Continuing hofessionalDevelopmeut, says employees aremuch like atbleteq 'engaged in aprocess of permanent and endlesstraining, They pla-n tieir route,exercise ard, as soon as they hit onegoal, there is a new one.'

9 Professional associations areforcing the many organisations thatcompete for members within eachindustry to pay more attention toCPD The Financial ServicesAuthority now requires employers tobe respoDsible for keeping thetstaff's competence up to date, withthose that fail liable to stilging fines.Proposals put forward as part of theOperating and Finarcial Review inthe UK have put pressure oncomparfes to increase transparencyand to demonstrate to shareholdenthe imlact of hrman-resourcepolicies.

10 'Once companies bave worked out away of measurirtrg and demonstrafmgclearly to stakeholders the contribu-tion that training makes to thecompary, they will find it easier tomake room for it in their budg€ts,'says Mr Phelps. In business terms,this could mean that the 6ums ontraining finaly add up. Or, as DerekBok, the Harvard president, oncesaid: 'If you tIinl( traidng isexpensive, try ignoralce.'

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I Complete the sentences (1-8) with the appropriateexpressions (a-h), then re-read the article to check Vouranswers,I According to the article, companies should invest more

According to one consultancy, .....,...... are not the answerto the oroblem.Despite recognition of its importance, money allocatedto.........,.. has diminished in recent years.Employers are............ training, knowingthat their peoplemay leave at any time.Organisations need to provide regutar skills training fortheir staff .............One current trend is the.,.......... ofexecutive traininsprogrammes,Some professional bodies are making it obligatory for

8 Richard Phelps says that it will be easier to increasespending on CPD once companies are able to measure

a) in order to remain competitive in the marketplaceb) in the professional development oftheir employeesc) companies to keep staffskills up to dated) off-the-iob traininge) reluctant to pay forf) customisation or tailoringg return on investmentsh) generalised courses on management or leadership

2 Read the first three paragraphs and match the words (1-8)with their definitions (a-h).r aiting (paragraph r) a) take unfairty or illegally2 prescription (paragraph r) b) impressive language3 poach (paragraph 1) used to influence people

4 incarnation (paragraph z) c) great difference or lack of5 credo (paragraph j understanding6 gaping (paragraph 3) d) very wide and open7 gulf (paragraph 3) e) sickly or unhealthy8 rhetoric (paragraph 3) O formalstatement of

beliefsg) latest version or

reinventionh) medicine or treatment

ordered by a doctor

3 Match the adjectives (r-7) with the nouns (a-g) to formword partnerships from paragraphs 4-8.1off- the- iob2 bottom3 flatter4 business5 customised6 professionalZ online

a) universitiesb) programmesc) organisationsd) learninge) developmentf) trainingg) l ine

4 Choose the correct meaning ofthese multiword verbs asthey are used in paragraphs 9-1o.a) keep up to date (paragraph 9)

i) make something continueii) continue to learn and know about the most recent

factsiii) continue to practise a skillso that you don't lose it

b) put foMard (paragraph 9)D suggest a plan for others to consider or digcussiD suggest formally that someone should be

considered for a iobiiD arrange for an event to start at an earlier time

c) work out (paragraph 10)i) exercise or trainii) think carefully about how to do something

iiD work very hardd) add up (paragraph ro)

i) say more about somethingii) give a particuLar quality to something

iii) come to an acceptable total within a given budget

5 Replace the idiomatic expressions in italics in thesesentences (1-6) with the definitions (a-f).t companies poac, tDe best from their competitors

(paragraph r)2 Companies are ofte n failingto hit the torget

(paragraph z)3 they should be pickirg up the tab for lrcining.

(paragraph 4)4 training is often the last item ... and the first fo go

(paragraph 5)5 end of the 'job for lfe'(paragraph 6)6 push some companiesto put their money wherc theh

rnorfh ,s (paragraph 8)

a) paying for something when it! not your responsibil i tyb) take the most qualified and experienced people unfairlyc) to be given up readilyd) successfully find the exact answer or solutione) long-term employment with the same companyf) do what they say they wil ldo

Over to you rWhat kind oftrainingdo you think is required at yourcompanyor organlsation? Who do you think should foot the bitt forprofessional development? Employers, staff or professlonalbodles? Should professional trainingalways take place duringwork hours? Why (not)?

Over to you zFind out about two or three organisations on the web thatprovide professionat development training for your sector ofbusiness, Which company would you prefer to provlde you oryour companywith training? Bear in mind cost, programmecontent and return on investment. Give reasons for vourchoice.

lIfiffilE @ pearson Education Limited zoo6

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@ Partnerships

Tolt systems

Before you readWhat are the arguments in favour ofpaylngtolls on roads?

ReadingRead this article from the FT.com website and answer the questlons.

Level of

An Italian job takes its toll on Austrian roadsby Adrian Michaels

Sometimes a marriage oftecbnology and governnent policypays off very quickly. Just ask tleAustrian government. Dx 2m2, itsre\€nues from drivers on Austrianroads in tolls and taxes were €642m.In 20(X, ttre frgure rose by 79 percent to €1.14bn. The change is alora,nto the introduction of Europpass, ato[ing system for heawcommercial vehicles on Austria's2,000km of motorways that v/eredesieneal and built bt Autostrade ofItaly. T'lle government has toldAutostrade that it wilt take up anoption to buy the whole system,anal the two sides are negotiatingon tlrc worth of the project.

Europpass's advantage is that,compared with other toll systems,it is simple, works smoothly and ischeap to install. It is'fteeflow',meaning that truck alri!€rs do nothave to pull over, queue for tollbootls or look for loose change orwallets. I'lrc tolls are paid automatically as vehicles pass under800 gantries across carriagewayson motorways. The gantries readdata from small, microwavsemitting boxes that are installed inthe trucks. The boxes can beinstalled in seconds and cost just€5. Autostrade says an equivalentsystem in Germany, based onsateUite technology and costing€300 per truck, suffercd start-upproblems and the units tal<e fourhous to install.

The gantries detect trucks in thetime it tales for a vehicle to passunderneath. The system isenforced by 30 roving inspectorsand a cetrtral ofnce that receivesreports on vehicles without data

boxes or tlose that have opted forprepayment but have not paidsufflcient funds. The toll systemcost €300m and rjvas fully financedby Autostrade. The Itdiancompany carried the risk because,at the time of installation, thesystem was untried. For now, itreceives a share of tolls paid.

But, while other governmentsmight be tempted by tle success ofthe scheme, Austria is a specialcase because of its position as atransit country. Only onequarterof the signal boxes have been flttedin Austrian trucks, tXe rest havegone to vehicles nerely passingthough the country. It is alsomountainous terrain, offering fewoptions for those who want to useother roads to evade feesNonetheless, Autostrade says it isin talks with authorities in theCzech Republic and Slovakia onsimilar schemes. Futhermore,Antonio Marano, Autostrade'scorporate development executive,says the company has suddenlyattracted competition. As it seemsto be a wry attractive business,there has b€en a new set of players.'

Back in ltaly, where tolls haveoperated on motorways since theearly 1960s, the technology is lessadvanced. Howevel tlrcre is a cleartrend away fiom cash towardseasier mears of payment such ascredit cards or passes. Five yearsagq says Autostrade, mor€ thanhall of Italian alrivers paid tolls incasb. Now 65 per cent pay withcredit cards or Telepass, a systemttrat makes vehicles stoptemporarily while data is trans-ferred and a gate opens.

T'he company, which iscontrolled by the Benetton family,

sees tecbnology as crucial toincr€ased effrciency and lowercosts. Some I per cent of revenues- about €30m - goes on researcha.Dd development. Of its almost€3bn rcvenues in 2004, &5 per centcame from tolls. Part of theremainder comes from royaltiesfrom motorflay service areas,many of which are run byAutogrill, a company that is alsocontrolled by the Benettons.

z Autostrade dirccfly controls60 per cent of the It lian tollednetwork and acts as a clearinghouse for the norcash revenuereceived on another 20 per cent ofttre toll roads. Autostrade hasinstalled about 1,000 cameras onmotorways, and the accompanyingsensors can rclay information ontrafflc and weather to uJrits such asmedia ouuets or screens in servicestations, The next stop is to sendinformation to mobile telephones.Autostraale is discussing a ventureurith 3. the telecomnunicationscompany, that wiU see ftee andpaid-for services available onmobiles.

8 Piero Bergamini, an employee inthe company's tecbnology divi-sion, says drivers' phones can belocated by readings tahen from themobile phone network. But thereare stiU problems to overcome. MrBergamini says tracking the exactlo€ation of vehicles, and speed anddirection of travel are not yetprecise enough. 'If you wantpersonal information, you wantinformation that is tailored foryou, not for someone who is nearyou.'

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lnfiil Partnerships

Read the whole article and chose the correct options in thissummaryAutostrade has deveLoped a new tollsystem calledEuroppass for a) Austrion /ltalian molotways, makingmotorway driving easier for commercial drivers. The tollsare paid automaticatly as vehicles pass under tollb, booths /gantries on the motorway. Drivers therefore donot need to stop when crossing tolls or waste time Lookingfot c) cash /driving licences or credit cards. The system,which is cheap d) but dimcult /and easy to install, ismonitored by e) lnspectors /roving attendarts and a centraloffice that can pick up information regarding pre-paymentand non-payment oftolls. The project costf) the Austiangovemment /Autostrade €3oom; they also carried the riskofthe partnership because gl the system wos unt ed/of itsposition osa transit courtry. There are plans for a similarproject both abroad and in ltaly, where 65% ofdrivers pay

by Telepass or h) cre dit card /cash and where AutostradeconlIols l) 2oo/o /60o/0 of the ltalian tolLed network. Thecompany is currently looking into using telecommunicationtechnology to locate drivers so that driving becomes evenmore convenient for i) mobile-phone users /ttuck drivers.

Choose the best definition for these multiword expressionsin itdlics as they are used in paragraphs r and z.a) ... government policy pays offvery quickly (paragraph r)

i) pay allthe money you owe a company or person

ii) pay someone ia order to stop them from makingtrouble

iii) when a particular plan or proiect gets a good resultor is successful

b) ... it witt fdle up an option (paragraph 1)i) decide to go ahead with an idea or suggestioniD start a new iob or positioniiD use a particuLar amount of t ime or space

c) ... truck drivers do tlothaveto pull over (paragraph z)i) overtakeothervehiclesiD wear warm winter clothingiii) drive to the side ofthe road and stop

d) ... pass under 8oo gantries (paragraph 2)i) go through without stoppingii) go below or underneath something

ii i) drive past a landmark

Match these words to form partnershiDs that occur inpdroBroprr r oIu z.

1 government a) technology2 loose b) probtems

3 truck c) booths

4 start-up d) vehictes

5 satellite e) drivers6 toll f) change

7 commercial g) policy

4 Complete these sentences with a suitabLe expression fromExercise 3 in the correct form. Two are not used,a) ............ can save a lot of t ime ifthey don't have to pull up

or queue at............ on motorways.b) lt's really annoying when you stop at a motorway toll and

discover you don't have enough ,.,......,.. to pay.

c) Europpass, the ltatian toll system, was introduced forthe purposes ofeasingthe journeys of....,....... onAustria! extensive motorwav network.

d) Although simitar gantries in Germany use............ , theyare more expensive than their Austrian counterparts andtake longer to install.

5 What or who do these figures refer to in paragraphs 5, 6and 7?a) 196os b) 5 c) 65

t)zo h) r,ooo i);d) lom e) 85 f) 60

6 Read paragraphs 7 and 8 and say whether these statementsare true or false,a) Information about tramc and weather conditions can be

communicated to the media and petrol stations viasensors on Autostrade3 cameras.

b) A joint venture between Autostrade and atelecommunications company wil l mean totl systems wiLLbe free for mobile users.

c) As a result of Autostrade's new technology, vehicles canbe located using their drivers' mobiles.

d) However, this new technology for locating drivers needsto be develooed further.

e) Mr Bergamini says this high-tech tracking informationneeds to be tailored to meet Autostradet sDecificrequirements.

Over to you r. What are the arguments in favour of paying tolls on roads?

What measures would you take to improve your nationalroads, motorways and service stations? What can be doneto reduce traffic iams during peak periods on busy roads?

. What percentage of roads and motorways in your countryare controtled by the government and by publiccompanies? Do you know ofany existing or future proiectsfor inprovingyour country's roads or motorways by way ofprivate-public partneJships?

Over to you zFlnd out about existingtotls or future plans for motorway to[[sin your country usingthe Internet. How much do dtivers haveto pay and how do they pay? What kind oftechnology is/willbe used? What are the instattation costs comDared to oth€rcounties lik€ Austria or ltaty?

ll@tlE @ Pearson Education Limited u oo6

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@l Partnerships

Partnerships with NGOs

Before you readwhat role do you think campalgning groups have in business, ifany?

ReadingRead this articte from the FT.com website and answerthe ouestions.

I Levelof difficulty: OOOI

Partnerships: Campaigners use peaceas a weaponby Sarah Murray

1 When Peter Melchett, heaal ofGreenpeace, accepted a position asan aalviser at Burson-Marsteller,the corporate commurdcationscompany, his move angered maryenvironmental campaieners. LordMelchett. however. insisteal that hecould achieve more working withcompanies than in opposition totlem. Tbday, a growing number ofcampaign and advocacy organisa-tions are tahing a similar stance.

z Ttre Rainforest -

Alliance, theconservation group, lvorks withcompanies such as Chiquita, the USbanana giant that has been heavilycriticisetl for its poor record on theenvironment anal labour rights, toalter their business practices.Greenpeace, too, has embarked onalliances, joining companies such asMower, the UK electricity supplietanil Unilever, the consumer gooalsgroup.

j Divisions remain between thosein non-governmental organisationsand campaign gToups who believein opposing the corporate sector,anal those who see engagement asthe way forward Hower€r, someorganisations manage to do both atthe same time. Greenpeace, forexample, supported Unile!€r'sintroduction of environmentallyftiendly Greenfreeze tecbnology forfriilges but has attacked thecompany on other issues, such asmercury pollution from aHinalust€n Lever factory in TamilNadu, Inilia. Stephen Tindale,executive director of GreeDpeace,says that, at a personal level, thiscan create tensions. 'But at thestrategic level, compaDiesunderstand that when they go into ajoint ventu-re with us, this is anoccupational haza.rd.'

4 For companies that a.re keen towin public trust, such tensions a.re asmall negative factor in a

relauonship that they see as givingthem a way to builil credibility anildemonstrate transparency. At thesame time, campaign groups areable to harness the scale andelficiency of the corporate se€tor tofurther their aims. 'We needcompanies, because companies arein a position to deliver the solutions.And when they engage, they canmove faster anal be more dynamicanal creative than government can;says NIr Tindale. 'With the rightcompany, it enables you to getthings done tiat you coulil neverpossibly alo on you.r own.'

Au.ret van Heerden, executivealirector of the Fair Labor Associa-tion, believes the rapprochementbetween the corpomtions andcampaigners will continue.'Initially the campaign groups wereonly exposing and shaming,' hesays. 'But slo{rly the campaigngroups have realiseal that exposCsonly take you so far, and you neeil tobe willing to engage if you want topromote long-term change.'

The FLA, a Us-baseal monitoringorganisation, works more closelywith companies than manyorganisations whose mission is toimprove corporate behaviour inareas such as human rights orenvi.ronmental pmtection. The FLAhas, for example, both companiesanal non-governmental organisa-tions on its board.

However, to maintain itshalepenalence and crealibility, theorganisation lays down strict rulesof engagement. All bustresses co-operathg with tbe FI"A must agreeto grye it unimpeded andunannounced access to theirfactories, and none of thecompanies has any control overwhat the FLA publishes in itsreports about the Labour conditionsin thea supply chains. 'It's wa.rtsand all,' says Mr van Heeralen. 'Analwe've specified the ground rules

precisely because we feel we canonly do our job properly if we haveindependence.'

I Maintaining this inilependence iscrucial for orgarfsations tiat do notwant to be seen to proviale'greenwashing' - a t€neer ofcredibility - for their partners. Forthis reason, Greenpeace does nolta.ke any money from companies.And, says Mr Tindale, all jointprojects must be based arourdsomething concrete anal clearlydefensible, such as the partDershipwith NPower that has led toconstruction of an offshore whilfarm. 'If anyone says this isgreenwash, we just point to the 30turbines in the sea and say "that'swhat it's delivercd",'he says.

q 'This delivery of results issomething or€anisations need tokeep in minal when contemplatingjoint projects to tackle social andenYironmental problems,' says RosTennyson, co-director of thePartnering Initiative at theInternational Bushess LeailersForum. 'The key question iswhether the collaboration isalowing the campaigning NGO toachieve its primary mission moreeffectively or not,' she says.

io As campaim groups recognisethat confrontauon is only part ofthe process of change, allianceswith companies are likely toincrease. 'we seek tiings where wecan cGoperate because people don'tjust want to hear about what's goingwrong. They want to know what tiesolutions are,' says Mr Tindale.'That's a very important part ofwhere environmentalism is at now.People know there are big problems.We need to be able to convey themessage that there are reasons foroDtimism,'

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Read the article quickly. Who are these people / What arethese organisations?a) Lord Melchett f) Unileverb) Burston-Marstelter g) Stephen Tindalec) The Rainforest Alliance h) Auret van Heerdend) Chiquita D Fair Labor Associatione) NPower I Ros Tennyson

Read paragraphs l and 2 and correct these sentences.a) Peter Melchett angered many environmentatists when

he became head of Burston-Marsteller.b) Peter Melchett argued that he could achieve more

working with environmental campaigners than inoDDosition to them,

c) Few non-governmental organisations are currently doingthe same as Greenpeace and the Rainforest All iance.

d) The Rainforest All iance has come under severe crit icismfor its poor record on environmental and labour issues.

e) 6reenpeace has embarked on joint ventures to improveworking practices in companies such as Chiquita,NPower and Unilever.

Choose the best definition for these words in itolics fromparagrapns 4 an0 5.a) ... are able to hafiess the scale and efficiency ...

i) control and use the natural force or power ofsomething

iD fasten two animatstogetheriii) hold in ptace or stop from falling using leather bands

b) ... to fi.r/#,ertheir aimsD become successfulii) achieve or obtain

ii i) promote or help something progress to besuccessfulc) And when they ergage, they can move faster ...

D attract someone's attention and keeD theminterested

ii) get involved with other people and their ideas inorder to understand them

iii) arrange to employ someone or pay someone to dosomething

d) ...the rapprochenent between the corporations andcampaigners...

D establishment of a good relationship between twogroups after unfriendly relations

ii) conflictive or unpleasant situation between twoopposing parties

ii i) mutual understanding and co-operation betweentwo groups or countries

e) ... campaign groups were only exposing and shaningD be so much better than someone elseii) making someone feel ashamed or embarrassed

ii i) pretending to be upset or i l l to gain sympathy or anaovantage

f) ... expos6s only fake you so far...i) achieve l imited ortemporary resultsii) achieve negative resuLts

@E!E o pearson Education Limited zoo6

iii) attract a lot ofattention from the public

Read paragraphs 6 and 7 and say whether these statementsare true or false.a) The FLA works with other non-governmental

organisations on global issues such as human rights andenvironmental concerns.

b) The FLA applies strict ruLes so that it is not influenced byany one dominant company or organisation.

t) Member companies ofthe FLA have to undergo lengthyinspections oftheir factories which are arranged weltinadvance.

d) Membercompanies ofthe FLA have some influence onthe reports into their working practices and suppliers.

e) The organisation publishes the realfacts aboutcompanies, however unpleasant or embarrassing theymay 0e.

f) Mr van Heerden states the FLA can onlv be effective if itremains independent.

Read paragraphs 8, 9 and 10, then match the beginnings ofthe sentence summaries (1-6) with the endings (a-f).1 'Greenwashing' is giving the appearance ...2 Greenpeace does not accept company money ..,3 Greenpeace's joint proiects have to be specific and

tangible,...

4 According to Ros Tennyson, any joint ventures withbusinesses should ..,

5 Stephen Tindale says campaign groups need tocollaborate with companies...

6 Mr Tindale states that the Dublic is well aware ofenvironmental Droblems..,

a) such a5 the construction of a wind farm in the sea.b) that a company has a good record on environmental

issues.c) in order to maintain its credibility.d) and wants to see some positive solutions.e) and not just criticise them.f) help toward achieving the long-term aims of the NGO.

Over to you r. Do you think campaigning groups interfere too much with

the business of multinationals? Why (not)?. The FLA monitors companies on issues such as human

rights and the environment. What other areas ofcorporatebusiness do you think need to be monitored closety? Why?How can non-governmentat groups hetp solve some ofthese Droblems?

Over to you zFind out on the web about a ioint venture or partnership inyour country. What is the problem and the proposed solution?What are the benefits ofthe proiect to society? What kind ofimage does the company hope to proiect with theirinvolvement in the partnership?

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M en"tgy

India's energty needs

Before you readDo you know lvhich five countries are the biggest energy consumers in the world? How might thatchange over the next 20 years?

ReadingRead this article from the nnonciol nmes and answerthe questions.

ao

India and its energy needs: Demand isrising but lags rest of the worldby Kevin Monlson

Inalia, a sleeping eiiant in theenergy world, may have fi-nallyan'oken, qritb energy consumptionpmjected to grow by the secondfastest rate during the next 25years, putting it just behind China,its bigger neiglbour. Futureenergy usage, howevet will stillfall well short of consumptionrates in the developed world.India's population of about 1billion represents about 16 percent of the world's population, butaccounts for less than 2 per cent ofits energy consumption.

Even if the country achieves theforecast growth rate of 2.3 per centfor energy use dwing the nextyears, each person would still beusing less than half of the energyused by the average person in tledeveloped world by 2080.Nevertheless, the gowth inenergy consumption in India isexpecteal to result in a doubling ofgreenhouse gas emissions over thenext 25 years, according to theInternational Energy Agency(IEA), the energy watchdog for thedevelopeal world.

'The increased amount of CO-emissions to come out of India anilChina, will negate whatever rveare trying to do in the West inattempting to reduce emissions,'says John Waterlovr, an energy

alalyst at Wood Mackenzie. 'Thisis the conundrum,' he says. 'Howcan the West tell the developingworld that it must limit theamourxt of emissions it can emit,which. in turn. affects thedevelopment of their economies?'ln spite of the increase inemissions in India anal China.developed countries will have farhigher per capita emissions thanin India. This is largely alue toIndia's wide use of wood and cowdung in rural areas for cookingand heating.

Biomass and waste accounts formore than 50 per cent of India'stotal energy use. Although itsshare is e8)ected to decline duringthe next 25 years as India'sconsumption of oil, gas and coalincrease. it will stiU remain themost common fuel for residentialenergy consumption, the IEA saidin its World Energy Outlookreport. The IEA forecasts thatIndian oil demand will rise to 5.4mbarrels a day by 2030, with morethan 90 per cent of thisconsumption to be supplied byimports. This growth may pushhdia into the top tier of oilconsumers in the world, but stillputs it well behind China.

Indial low level of caros'nership is the main reason forthe relatively low use of oil. Evenif the car ownership increases in

the next decade from the presentnine cars per 1,000 people to 24 carsper 1,000, it is still lower thanChina's grovrth rates and afraction of the levels of carownership in Eumpe, where one intwo own a car. 'India will never beable to bave the same rate of carownersbip as the West becausethere is simply not enowh oil inthe world,' says Mr Waterlow

6 The IEAS projected strongeconomic growth rates of morethaD 4 per cent a year on averageover tbe next 25 years willstimulate gas demand amongiredustrial users in India. Despite arecent sigDificant gas discovery,this will not be enough to meetfuture demand. Therefore asubstantial increase in gasimports is forecast, maintytbrough shipments of liquefiednatural gas (LNG). India hassiened a S40bn deal 1s impqrt LNGfrom Iran and is also negotiatingwith Bangladesh and Burmaabout building pipelines to importgas. Nevertheless, coal will remainthe preferred energy for industrialusers. The IEA projects Indian coaldemand to rise at similar ratesto total growth rates of energy usein the country during the next25 years.

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1 Read the whole article. How many types of energy arereferred to, and what is expected to happen to India'sconsumption ofeach over the coming years?

2 Read paragraphs l and 2 and find the meanings ofthewords in ltolics as they are used in this context.a) ... energy consum ption p ro iecte d to gtow by the second

fastest rate ...i) made a picture or film appear on a large screen

ii) catculated to be in the futureiii) stuck out beyond an edge or surface

b) ... energy usage, h owever, will still folt welt shott ofconsumption rates...i) be a clear equivalent toiD be a lot more than

iii) be much less thanc) ... 1 biltion represerts about 16 per cent of the world's

population...i) officially speak or take action for other peoDleii) is equalto

iii) be a svmbolofd) Even ifthe country achieves the forecost groMh rate...

i) prediction ofthe weatherii) what is happening nowiii) what is expected to happen in the future

e) Even if the country achieves the forecast gronh rate ...i) speed at which something increases in size

ii) payment fixed adcording to a standard scaleiii) percentage charged for borrowing money

f) ... half of the energy used by the averoge person ...0 not unusually big or smalli i) typicalof most ofthe people (or things) in a group

ii i) usualstandard, level or amountg) ... is expected to result ir a doubling of greenhouse gas

emissions...i) cause to haDDenii) success or achievement of something

iii) profit or loss made by a company over a period oftime

Use the correct form ofthe words and expressions fromExercise 2 to complete these sentences.a) Chlna has a strong economic .....,...... ............ which is

expected to last for severaldecades.b) Energy savings last year were only €5o,ooo, which

.......--... the €9o,ooo target.c) The over 5os ............ the maiority of our clients.d) Falling share prices ............ ............ calts for the CEO's

resignation.e) The...........- is for more oit Drice rises.fl Our sales are ............ to grow by 4% a year.g) The ..........., worker in Spain earns €1,2oo a rnonth.

4 Look at paragraph 3 and find the words and expressionswhich mean the following.a) cause something to have no effectb) confusing and difficult problemc) industrialised cou ntries (2 expressions)d) countries that are changing their economic system to

one based on industrye) as a resultf) when a country or region increases its wealth, for

example by changing the economic svstemg) for each personh) by many people and in many piaces

5 What do these numbers refer to in paragraphs 4 and 5?a) 50 b)zf c) 5-4 d)90 e)nine f)oneintwo

6 Read paragraph 6 and say whether these statements aretrue or false.In India. . .a) the economy is expected to grow annually by over 4olo.b) the demand for gas is expected to increase in the

industrial sector.c) large deposits ofgas have been found.d) there will be sufficient locally produced gas to meet the

needs ofindustry.e) the government is in negotiations with three countries to

import gas via pipelines.f) gas is the most common energy source with industrial

users.g) the demand for coal is expected to remain stable.

Over to you rWhat is the West doingto reduce CO,emlssions? How couldsome ofthe wo;ld's largest energy users reduce theirconsumption? Why might they resist reducingtheirconsumption?

Over to you zUse the Internet to help you find out about the economicgroMh rate in hlghty industrialised countries and comDare ltto the growth rate in fast-growing economies like China andIndia. What are the imDlications ofthis?

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lltilllD Enersy

Nuclear ener€y : OOO

Before you readWhat are some ofthe arguments for and against using nuclear power?

ReadingRead this article from the FinancialTlnes and answ€r the ouestions.

Nuclear energy: Come-back kid 0r ugly duckling?by Fiona Harvey

r For environmentalists. it isthinking the unthinkable. Nuclearpower, once the target of protestsand demonstrations, has beentransformed into the unexpecteddarling of some sections of thegreen lobby. The reason is simple:nuclear energy offers the hope ofproducing power otr a large scalewithout burning fossil fuel. Thatwould solve what many regard asthe biggest threat the planet faces:global x'arming, caused by adramatic rise in the level of carbondioxide since industrialisation.

, As people still want the benefirsof industrialisation, and asdeveloping nations pursueeconomic development - leadingto pr€dictions that our energyconsumption and thus levels ofatmospheric carboD could morethan double - some experts depictthe once-maligned nuclearindustry as the best solution. Thenuclear industry has itseuassisted this transformation,tlrough the development of newtechnologies designed to makenuclear power safer and to dealwith long-term problems such asthe disposal of waste.

3 But critics argue that thetechnology still suffers fromproblems, For instance, anynuclear reactor takes a long timeto build and to produce energy.Safety concerns have also beenheightened by the escalation trterrorist threats. Not only is there

the possibility of a terrorist attackon a nuclear installation, but thecreatiol of nuclear material foruse in r€actors and the wastegenerated provides terrorists withopportunities to steal valuablenuclear materials for use innuclear bombs, or 'alirty' bombs.

4 Another question is whethernuclear energy would beeconomically viable. The upfrontcosts are discouragingly high at anestimated $1,300 to $1,500 perkilowatt to build a nuclear plant,which works out as roughty twicewhat it costs to build a gas"firedpower station. However, pro.ponetrts claim that over the life ofa nuclear plant, it can generateenergy at a cost comparable to oreven cheaper tlan that ofconventional fossil-fu el power.

5 Detractors counter that theindustry has been subsidised bythe public purse in so many ways,from research and development toclear-up operations, that theenergy is much more expensivethan tlrc sector admits- For allthese reasons, thowh somegreen lobbyists support a nuclearfuture, most remain opposed. Theyargue that alternatives, frombetter energy conservation andnatural sources such as wind. totecbnologies such as hldrogenfuel ceus, are more realistic andless risky,

6 Eileen CLaussen, president ofthe Pew Centre on Global ClimateChange, believes there may be arole for nuclear energy, but only

rvhen certain conditions have beenmet. 'You have to make sure youhave enough safeguards and thatyou don't have nuclearprolferation.' Some governmentsalso remain opposed to the idea.Sweden recently conlirmeal plansto shut down one of its 11 nuclearreactors, to reduce its dependenceon nuclear power.

7 By contrast, Sweden's neigh-bour Finland has heartilyenbraced nuclear power. TheFinnish parliament recentlyratified a ilecision to build a finalspent-nuclear-fuel storage facilityand approved a new nuclearreactor. France generates three-quarters of its energy fromnuclear sources, and PresidentGeorge W: Bush has indicated hissupport for new nuclear reactorsin the US.

8 Perhaps the most importantgovernment in the debate is China,whose appetite for energy requiressweeping solutions. It plans tobuild as many as 30 nuclear plarts,and to generate as much as 300gigawatts from nuclear meansby 2050. This has made othergovernments nervous. Thedevelopment of a problem-freealternative. nuclear fusion. is asfar as 50 years away. Long beforethen, governments and tlrc publicwill have to decide what part tbeywant nuclear power to play inenergy production.

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lnfiil Energy

I Read the whole article. Which paragraph(s) contain thefollowing information?a) Countries that favour using nuclear energyb) A country committed to lessening its reliance

on nuclear energyc) Why some environmentalists now support

nuclear energyd) lmprovements being made within the nuclear

industrye) Recent concerns about nuclear power and waste

productsf) The hidden costs of nuclear powerg) Comparative costs ofcoal and nuclear power

stations

Read paragraphs r and z. Then replace the word(s) in itortsin these sentences with the correct form ofa word orexpression from the paragraphs, keeping the samemeaning.a) There were ot sone time in the past plans to build a new

nuclear reactor.b) The company is fhe subiect ofcriticism by safety

inspectors because ofits accident record.c) Solar energy is very popular with many environmental

groups.d) The use ofgdi coal ond oilincreasesthe levets of

carbon dioxide in the atmosDhere.e) The Swedish gov& nmentis trying to achleve its plan to

reduce dependence on nuclear energy,f) A major problem with nuclear energy is throwing away

the unwonted substances prcduced.

Read paragraph 3. Which ofthese disadvantages ofnuclearDower are NOT mentioned?a) Fears of nuclear waste faLling into the wrong handsb) The preparation time before any energy can be producedc) Concerns about possible attacks on nuclear installationsd) Risk of accidents at a nuclear plante) Contamination of the local environmentf) The time it takes to construct a nuclear installation

Match the word partnerships from paragraphs 4 and 5.I upfront2 nuclear

a) pLantb) pursec) lobbyistsd) operationse) power stationf) costs

gas-firedthe publicclear-up

Complete these sentences using one of the wordpartnerships from Exercise 4.a) lf money is provided by the government, it is said to

come from .......,.... .b) A factory that generates energy using nuclear material is

caLLed a ............ .c) An activity or activities which are planned to deal with a

proDtem 4re,..........,.

d) People who try to persuade the government to act onenvironmental issues are............ .

e) When money is paid as soon as a project starts or a dealis signed, this is known as ......-...- .

f) A factory that generates energy using gas is described asa ............ .

Read paragraphs 6 and 7, then replace the verbs in ifolics inthe sentences below (a-f) with a verb or phrase from thebox with a similar meaning (r-6).

1 signed (an official agreement)2 eagerly accepted

3 made clear

4 satisry5 said that it's definitely true there are6 continue to be

a) The nuclear industry must meet certain conditions.b) The Dutch and Swedish governments remol, opposed to

nuclear power.c) The Chinese government recently corfrn€d plans to

buiLd many new plants.d) France enbraced nuclear power as its main source of

energy many years ago.e) lndia has ratified a ptan to build a gas pipeline from

Burma.f) The green lobby has indicotedits opposition to plans for

a nuclear waste facilitv,

7 Read paragraph 8. Why is China's nuclear policy soimDortant?A Because it will be the first country to use nuclear fusion,

which is more dangerous than existing nuclear reactors.B Because it plans to build a large number of nuclear

power stations in a relatively short period oftime.C Because other governments are worried about the

competit ion from Chinak nuclear industry.

0ver to you r. Has the article changed your opinion of nucteat energy?. Woutd you be happy to live near a nuclear power station?

Why (not)?

0ver to you zwhich countries have the highest dependence on nuclearenergy in the world?What is your count4y's energy poticy? What percentage ofyour country's energy is produced by nuctear power? Whatother forms energy are used in your country?

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Gil Emproymenr uerqs

Offshoring

Before you readOutsourcing is o process, offsho ng is a location.What do you understand by this quote? What are the advantages and disadvantages for companieswhen outsourcing work to low-cost labour markets?

ReadingRead this article from the Financial Times and answerthe questions.

Offshoring: A loss of jobs 0r a gain in profits?by Brlan Croom

mhe bitter Us.inspired debate aboutI offshorinc, the transfer of jobs to

low-cost Labour markets, is spreadingto the non-English-speaking worLl.The issue is rising up the politicalregister in countries such as Flance,Germany and Spain. While it oftenarouses emotion out of proportion tothe jobs tlvolved, the underlyingquestions go to the heart of Europe'scompetitiveness. To ttre French, thephenomenon is 'ddocalisation'. InGermany, it mergps into a longer-running debate about de-inalustrialisation or the 'bazaareconomy' in v'ihich goods madeelsewhere are solil on tfirough theworld.

West Europeans are ae woryiedabout losingjobs to Eastem Europe asto India or China. Increashgly, theseane whitecollar and skiledtechnology posts as well as themanufacturing jobs that hale beenmoving for more than a alecaale. TheEuropean Union's enlargement gavetlrc argument fresh impetus. Cheapand often higbly skilled workers canbe found in countries such asSlovahia, Russia, Croatia or Bulgaria.

Germany's Charcellor denouncedoffshoring as 'unpatriotic' afterLudwig Georg Brarur, head of thechambe$ of commerce, urgetlbusi.nesses to tal<e advantage ofpossibilities afforded by EUexparsion. Siemens, Volkswagen,Continental and SAP are amongcompanies t]mt have shifted activitiesabroad, and now fhancial institutionssuch as Commerzbank and DeutscheBan]{ are looking at relocating bac.k-office work. Medium-sizedMittelstand companies are j oining theexodus.

At first, Berlin responded by sayingGermany must improve its own skilllevels. Recently, however, it hasshown more protectionist impulses by

joidng France ill calling for newmember states to be denied EUregional aid urdegs they raisecompany tax levels. Nicolas Sarkozy,France's finance mi[ister isproposing tax incentives to percuadecompanies to stay at home andencourage others to returu. In Spain,trade rmions say nearly 40 foreignmultirutionals have left iD the pastthree years, creating a cha.llenge forthe government.

5 what impact is offshoring having?The evidence is patchy, which hashelped fea$ to grow. A recent survey,by the United Nations Conference onTrade and Development and Munich-based Roland Berger StrategyConsultants, fourd nearly half ofEuropean companies planned to shiftmore services offshore. UK companiesaccounted for 61 per cent of the totalof jobs moved, fouowed by Germa.nyand tbe Benelux countries with 14percent each. It was not a one-way street,though. Asia was top destination,with 37 per cent of projects, butwesterD Europe itself benefited with29 per cent - the favoured locationsbeing the UK, heland, Spain andPortwd - and Eastern Europe with22 per cent.

6 Forrester Research forecasts 1.2mEuropean information technologyand service jobs vi'ill move offshoreover the next ten years, nearly threequarters from the lJK. It seescontinental countries as slower tooutsource, whether because ofmanagement caution, tight labourlaE's or union resistance, and arguesthat Germany, Italy, Fmnce and theNetlerlands will lose by being lesscompetitive as a result.

7 HoweveL Fo$ester's defmition ofoffshoring - use of service providersbased at least 5,00 miles away - ignoresEastern Europe. On that issue, astudy of German and Austriancompardes by Dalia Marin, professorat the Univer6ity of Munich, fourd

surprisingly limited negative impact.While Germal multinatiouals created,!60,000 jobs and Austrian ones 2,01,000in Dastern Europe between 1990 and2001. the result q,as a direct Ioss ofouly 90,000jobs tn Germany and 22,000in Austria - paruy because ofproaluctivity differences.

8 What drove many companies eastwas the search for skilled employeesbecause of a shortage at homq v/herethere was a 'human capital crisis'. MsMarin's remedies include bettereducation and looser i&migratioDrules to import skilled workers. InFrance, a linance ministry studyfound the negative impact of'delocalisatiou greauy exaggerated.Only 4 per cent of tr'rench foreiglinvestment was production movedoffshore in order to reimport goodsinto Frarce.

9 That still leaves go!€rnmentswrestling with the problem of how toact. Tax brea.ks to encouragEcompa-nies to stay seem likely to haveoDly a limited effect. Morc fruitfulwould be a aletermined effort toreform labour, product a.nd capitalmarkets as promised under the EU'sLisbon agenda. A report by McKinseyGlobal Institute found ttrat everyilollar of corporate spenaling shiftedoffshore generates up to $1.14 in USwealttr, But when a GerEran companyinvests a ewo in a cheaper place, itshome economy is on averagp 20 centsworse off. The main differeuce is thatalispLaced workers in the US quicklyfind replacement jobs. In Gemany,because of labour laws and 6lowgrowth, they alo not.

10 Companies caD beuefit fromoutsourcirg if it makes them morecompetitive. Increased profrts canthen traDslate into higher investmentand more employoent at home - butgovernments must first createconilitions for job creation to tlrive.

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Gil Emproymenr renq5

Read the whoLe article and number these items in the orderthey appeara) The advantages of outsourcing.b) Countries that are resistant to outsourcing may fall

behind others that are not.c) Pressure on newer EU member states to raise taxes in

order to reduce offshoring.d) Results of research into job losses as a consequence of

offshoringe) Countries which are becoming a source of cheap and

highLy skitled workersf) Alternative terms for the phenomenon of'offshoring'g) German companies that have transferred iobs to low-

cost labour marketsh) Possible solutions for increasing the number of skilled

workers in western Europe

Read paragraphs 1-4 again. Are these points true ofGermany, France or both?a) The issue ofoffshoring is becoming increasingly

controversial.b) Some call offshoring a form of'de-industrialisation' or a

bazaar economy.c) Others refer to outsourcing or relocating abroad as

'delocalisation'.d) Some countries are worried about losing iobs to Eastern

EuroDe. as wellas Asian economies.e) There is disagreemeit between business institutions

and polit icians concerning outsourcing work abroad.f) one minister is giving financial incentives to encourage

companies to stay at home.

Read paragraph 5 and say whether these statements aretrue or false.a) There isn't much evidence to demonstrate the real

effects ofoffshoring.b) According to one survey,6lolo of European companies

aim to move services abroad.c) Germany and the Netherlands are the countries that use

offshoring most.d) The UK, lreland, Spain and Portugal are the top

destinations in Europe for offshoring.e) Eastern Europe is currently the most popular location for

outsourcing work abroad,

What do these figures in paragraphs 6 and Z refer to?a)r.z b)l c)5oo d) 46o,ooo e) zolooo f) 9o,ooo

Read paragraphs 8 and 9. Match the words and phrases inifoiics in sentences a-h to their correct definitions from thebox (1-8).

2

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productive or with better resultsless strictly controlledtry to understand or solvepeopte and their skil ls considered as a productionfactormade to seem better, larger or worse than it really issimilarforce someone to do or go somewhereincentives given as encouragement

a) What dfoye many companies east was,..b) a'human copital ctisis'c) looser immigration ruLesd) ... found the negative impact of'delocalisation' greatly

exaggemtede) with wage levels comparable to Fnnce'sf) That still leaves govenments wrcstling with the

problem...g) Tax breoks to encourage companies ...h) More fralfful would be ...

6 Read paragraphs 9 and 10. What do the words in itolicsreferto?a) its home economy is on average 20 cents worse off.b) ... fhey do not.c) ifit makes th€m more competitive.

Over to you rDo you thinkthat companies should be given financialincentives or encouraged by governments to stay at home?Do you agree that certain countries should increase companytax rates in order to stop them ftom b€ing more attractivepropositions for companies? Why (not)? Why are thosecompanies that outsource work more competitive than onesthat do not?

Over to you zWhat kind ofwork is usualty outsourced abroad? ls yourcountry one ofthe poputar destinations of muttinationals foroffshoring or outsourcing? Why do you think that is? To whatextent does offshoring benefit your country's economy?

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f:ii:iil Emproymenrrrenos

Older people

Before you readAccordingto the one forecast, by the year 2o5o, the numberof people in the world aged over 6owitl rise from 6oom to 2bn. What do you think witt be the imptlcations ofthis trend in terms ofemployment?

ReadingRead this article from the Flnonciol Times and answer the ouestions.

aac

Older people: Age and experienceby Sarah Munay

Demographics usually proves apowerftrl force for change in thebusiness world, a]ld the rapidlyageing world population looks likelyto continue the pattem. By the year2050, accordtrg to the IntemationalLabour Organisation, the number ofpeople agEd over 60 will rise from600m to 2bn. In less than 50 years, forthe nrst time in history, there will bemore people in the world over the ageof 60 than under the age of 15. A.Uttris has profound implications foremployen and, says the ILO, shouldprovide an incentive for compa.des tonght age discrimination a.ndaccoDmodat€ older workers, qeatingchalenging careers to pe$uadethem to stay in theirjobs longer.

However, changing demo$aphicsalone are urlikely to spark drasticdlanges in corporate policies andpractices towards older workers.Joh! Atkinson, who ru.s theUnemployment and Labour MarketDisadvautage programme at theInstitute for Employment Studies,says legislation is lilely to provide asharper stick with which to prcdcompardes lnto action. Lr the UK, forexamplg the government iscoDmitted to implementing ag€legislation under the EuropeanDirective o|1 Equal Tteahent.

The exact form the nev/ rules v'illtal{e is not yet clear, but it is thoughtlikely that it will be similar toexisti.ng legislation on race andgender. 'It wasn t lmtil the law camein that most employers pulled theirsocks up and started to take itseriously,' says Mr Atkinson. 'So thebest employers are thinking abouttheir policies and practices towardsage, but the vast majority are not.'

And yet, as savw companies haverealised, positive poUcies andpractices on age diversity make goodbusiness sense. Because of thenature of its busiDess, B&Q, theBritish DIY retailer, bas found thathaving older workers on its sta.ff hasenharced sales and customer loyalty,Older employees often have a basicknowledge of Dry and customers,who tend to associate older peoplewith this knowledge, feel com-fortable asking their advice,

And for sectors such as fiDa[cialservices, the age profrle of customersmeans it Dakes business sense toincrease the average age of salesteams. Changing demographics waspart of tie reason that llalifax Bar*of Sco and GIBOS) re-evaluated itsdiversity progra.Dmes. Ar ag€ingpopulation was driving a need to puta gr€ater focus on savings andretirement plans and the release ofcapital tied up in property and atlea.st hau of the ba.Dl's customersare now over the age of lO. Inresponse, the HBOS group poliw wasaltered to allow people to workbeyond the traditional retirementage of 60 or 62.

But permitting employees to workbeyond traditional retirement ag€ isone thing. It is quite another topersuade them to remain in work -particularly when prilate peDsionsand savings anal the possibiliw ofbuying a house in the south ofFrance provide a tempting altema-tive. Indeed, many workers, ratlerthan staying on, are retiring early -either through alesire or because ofpoor health.

At the same time, .hangingalemographics present anotherchallenge for employers that hope topersuade thei.r stalf to remain with

the company for longer. In a worldwher€ a higber proportion ofemployees are older, there will nolonger be a sufflcient supply of thesort of seDior managpmeut positionsttrat were once the goal of many inttrc workforce.

8 'People tend to look at olderemployees when they talk about age,'says Michael Stuber, founder of Mistconsulting, the cologr€-baseddive$ity consultancy. 'What theyoften ignore is that the main clienteleare people wbo are today 38 to 45.They are gronring oLler anal theyhave made their careem with an ideathat they should be at a director'sraDk by the age of 4:), otherwise tlrcywon't make it. Anal now it's obviousthat, particularly in times of leanmanagement, they cannot all bepromoted to director level.'

9 With rates of promotion slowingand pay gmwth declhing from about35 onwards, working longer looks farless attractive than it did a couple ofalecades ago. 'What used to be amanual worker's eamings patternthey earned their most at theirfittest, and their earnings declined asthey got woru out - has become thepattem for everyone,' says MrAtkinson. Given such trends, simplyabolishing the formal retiremeut ageand remw'mg age specilicationsfrom recruitment advertisementsremain cosmetic initiatives. Tttey failto address a deeper underlyingproblem. That is the need to createan appealing working life for ttrosegrowing older in a world wherecareer structures, rather than beingve*ical, will look increasinglyhorizontal.

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l||!|l!| Employmenttrends

1 Read the article quickly. Who are these people andorganisations?a) ILOb) John Atkinsonc) B&Q

HBOSMichaelStuberMist Consulting

Read paragraphs 1 and 2 again and correct these sentences.a) The lnstitute for Employment Studies says that, by the

year 205o, the number of people over 60 wil l increasefrom 6oom to 2bn.

b) In 50 years' time, it is predicted there will be more over-6os than teenagers in the world,

c) Employers should deal with race discrimination at workand provide incentives for seniorworkers to agree toearLy retirement.

d) lohn Atkinson from the lL0 says changes indemographics wil lforce companies to take action.

e) The British government is hesitant about implementingage legislation under the European Directive on EqualTreatment.

Choose the best alternatives to replace the words in lfalics,according to the context of paragraphs 3 and 4.a) lt wasn't until the law come in ... (pa"aglaph 3)

i) was involved in a plan or dealii) came into effect

i i i) became fashionable or popularb) ... most employers,jD u lled th e i r socks u p (para graph 3)

i) made more ofan effortiD crit icised someone orsomethingiii) showed disapprovat

c) ... sawy companies (paragraph 4)smart and wise

ii) ignorant or lacking in abil ityiii) high-tech and up-to-date

d) ... enhanced sales and customer loyalty (paragraph 4)i) the length of t ime customers stay with a company

ii) the act of consumers refusing to change theirpurchasing habits

ii i) the degree to which people buy a brand or use acompanv's services

4 Read paragraphs 4 and 5 again and complete thesesentences (a-h) using the expressions in the box (r-8).a) For many supermarket chains, it ............ to employ otder

people as checkout attendants.b) B&Q prefers more experienced workers ............ , as they

can explain their products more effectively.c) lf you ............ ofsomething, you understand the main

principles behind it, but you are certainly not an expert.d) | didn't ............ apptying for that job, as I didn't think I

had the necessary skills,e) ............ should ensure that a variety of people of different

race, age and background are recruited by a company.f) What is really ............ to employ older people for longer is

the change in demographics in the world.g) He had always put money towards .,.....,..,. in case he was

suddenly made redundant.

@ o Pearson Education Limited zoo6

h) The business had gone bankrupt, but managed to payoff its workers, as it had money............ in property.

I

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because ofthe nature ofits businessdiversity programmesdriving a needfeelcomfortable abouthave a basic knowledgemakes good business sensesavings and retirement planstied up

Match the words and expressions (1-6) from paragraphs

7-J) with the correct definitions (a-f).

d)e)0

3 lean c) using the most effective

I demographics(paragraph 7)

z workforce(paragraph 7)

(paragraph 8)

4 earnings(paragraph 9)

5 abotish(paragraph 9)

6 recruitment(paragraph 9)

a) allthe people who work in acountry industry or factory

b) money a person receives forwork for a particular period

methods and the fewestpossible employees

d) process offinding new peopleto work for an organisation

e) officially end a law, system ororganisation

f) details concerning age, sexand income of a particulargroup of peopte

6

A

Read paragraph 9 again and choose the best summary.

Working longer is now more appealing than it was in thepast, and all workers now earn most when they are in theirforties. A change in legislation is not the answer. There is aneed to create a more attractive working life for olderemployees whose careers are more likely to develophorizontally, rather than going up the career ladder.

B Working longer is now less appealing than it was in thepast, and all workers now earn most when they are in theirphysical prime. Changing the retirement age and notmentioning age requirements in job advertisements areonly minor changes. We need to find ways ofworking forlonger and accept that careers may develop horizontalty.

Over to you. Do you agree with the formal retirement age in youl

country? Why (not)?. At what age would you expect to retire?. Do you think older employees shoutd earn more or less or

the same as youngerworkers? Why (not)?

I Text bank

llllllll Business ethics

Business responsibitities I Levelof difficulty: OOCI

Before you readWhat do you understand by the term 'corporat€ social responsibility'? ls CSR an important issue forcompanies in your sector or country?

ReadingRead this articte from the FinancialTlmes and answerthe questions.

Business bows to growing pressuresby Alison Maitland

1 Ttre language of responsibility hasspread so rapidly in bu.siness tbat itis now turning up in some surprisingplaces. Messages such the small printin drinks advertisements tbat urg€customers to enjoy alcohol'responsibly' are not directed at thepublic so much as governments,regulators, irovestols and employees.A decade ago, few companies withsocial and enviroDmental program-mes were willing to Seak out aboutthem for fear of attracting closerscrutiny, ard possibly shouts of'h''pocrisy', from campaign groups.Tt day, many companies feel theycarnot afford not to talk about vihatthey are aloing, even if this does makethem more wlnerable to attack.

, Rising expectations of business arebeing given extra impetus bycontinuing rer€lations of corporatemalpractice, particularly in the US.Compades that frnd themselvessubject to greatest scrutiny includethose with alominant marketpositions, such as former state-owned utilities; those alealingdirectly with consumers, such asbanhs a.nd retailers; those producingessentials such as food or drugs; andthose exploiting natural resources ordepending on supply chains in low-income countries, such as oilproalucers and clothingmanufacturers.

3 Trust and responsibility havebecome valued adalitions to the CEOlexicon. Some talk of responsibili8as a moml obligation. MerwnDavies, chief executive of StandardChartered Bank. which iloesbusiness in more than 50 developingeconomies, says that the pusuit ofprofit is not enough; companies needprinciples, and employees wart to seethose principles in action. 'I don't

thinh comparies can just go aboutdoing thet business and imorewhat's happening around them aldnot make a contribution,' he says.

a Others justify it on businessgrounds. 'We know very clearly thatcompanies which adopt and embracecorporate responsibility are morerikply to create wealth andshareholder value than those that donot,' says Michael Fairey, deputychief executive of Llolds TSB. 'Thebusiness case rcvolves arounal thecreation of employee motivation,customer satisfaction anal brandloyalty.' Is there clear evidence tiarresponsible business boosts fi narcialreturDs? Many stualies haveexamined whether there is a link.Those that have established aconnection easily outnumber thosettlat have founal no link or a negativecorreLation, according to Risk,Retums and Responsibility, a reportby the Association of BritishInsurerc that reviews the evialence.

r The biggest incentiYe forcompanies to behave properly is thedrmrge caused when they do not.Take Citigroup, the world's largestfinancial services company, whichsaw its share price dragged ilown bya series of legal and rcgulatoryproblems that have cost it billions ofdollars. Tbe image of Chuck Prince,Otigroup chief execuur€, apologisingfor barling-law vioLations in Japanis a powerfti one. Mr Prince has beentrying to instil ethical behaviour inthe group sillce his appointment.

6 lbe damage caused by corpomtemalpractice can be both ilnsealiateard endurjng. 'CEOS are talkingmoreabout [co4)orate r€sponsibility]. Arethey taking responsibility? Some are.Some arc not,' says Robert Davies,chief executit€ of the l-ntemationalBusiness lraders Forum (IBLFr,which has been promoting res-

ponsible business practices for 14yeals. 'The tragedy is tbat, so often,they have to be hit by a crisis.'

z Institutional investors areincreasingly concerned about thistype of crisis and the ethical, sociala.nd environmental risks thatcompalies run. Big investors see theway that companies hardle issuessuch as obesiw or huDan rights as ameasure of the overall quality oftheir man'gement, says IvIr Davies,For growing numbers of compa.niesin the supply cbain, responsiblepractices are no longer a matter ofchoice. Vodafone, for example,requires its suppliers to comply withits new code of ethical purchasing,designed to provide sale and fairworkirg conditions. Vodafoue saystermiDating a coltract with asupplier would be an act of lastresort, but the tlreat is there.

8 Greater govemment regulation toenforce corporate responsib ility isone of the demards of non-govem-mental organisations. They can beexpected to continue to lobby for it aslong as they perceive a mismatchbetween ttre rhetoric anal the waysome companies behave, For multi-nationals in pa*icular, it requiresuEelenting effort to ensure highstandards by every employee atevery site in every country in whichthey operate. But ur ess they do,their crcdentials n'ill be jeopardised.Witness the w4y ttrat the reseri€sscandal at Royal Dutch/SheU hasundermined its pretensions toleadership as a 'sustafuEble' oilcompany. Compades that fail tomake all the connections oncorporate responsibility increase t}ledsk of damage to shareholder valueand fuel cynicism among the publicanal campaigners.

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1 Read the whole article and number these items in the orderthey appear,a) A scandal at a financial companyb) The expectations of malor investorsc) The views ofa CEO and a deputy CEOd) Types ofcompanies that are under most pressuree) Use of product advertising to promote a CSR messagef) A company putting demands on suppliersg) A crisis at a maior oilcompany

2 Read paragraph l and find the meanings ofthe words inifalics as they are used in this context.a) The language of responsibility has spread...

i) share work, responsibility or money among severaloeoole

iD become widely used or known aboutiiD pay for something gradually over a period oftime

b) ... it is now fuming up in some surprising places.D being found

iD arriving unexpectedlyiiD operating a switch to increase temperature, volume,

etc.c) ,.. fot fear of attracting closer suutiny ...

i) causing people to l ike or admire someone orsomething

ii) moving towards another person or thingii0 creating interest in examining something carefully

d) ... manycompanies feelthey cannot offord not to tolkabout...i) must talk because there could be serious oroblems

ifthey didn'ti i) do not have enough money or t ime to talkiii) must not talk because it could cause serious

conSequences

3 Match the word partnerships from paragraph z.

5 Read paragraphs 3 and 4. Are these polnts made by MervynDavies, Michael Fairey orthe Association ofBritish tnsurers?a) People continue to buy a company,s goods or services if

it acts responsibil i ty.b) Companies can't just concentrate on making money.c) Clients are happier ifthe company is more responsible.d) Most research suggests that companies gain financia[y

from responsible business,e) Staff feel that companies have a moral duty to society.

6 Find words in paragraphs 5 and 6 which have a sirnilarmeaning to these phrases.a) actions that break the law, an agreement or principteb) teach people to think, behave or feel in a particular wayc) being chosen for a iob or positiond) continuing for a very long timee) acceptingf) trying to persuade people to support

Z Use the words from Exercise 6 in the correct form tocomplete these sentences,a) Since her .....,...,.. as CEO, she has announced Dlans to

make 5,ooo people redundant.b) Jeans have an ....,....... appealwith people ofaltages and

socialclasses.c) The government has announced a campaign to ............

healthy eating habits.d) The sale ofthes€ animalskins is a............ of

international law-e) The manager has worked hard to............ discioline in the

deDartment.f) Although he was head of the project, he let his deputy

-........... the blame forthe financial mismanagement.

8 Read paragraphs Z and 8. Match the verb-noun collocationsas they appear in the text.t handle a) credentials2 terminate b) cynicism3 ensure c) issues4 ieopardise d) a contracr5 fuet e) high standards

Over to youShould CEOs and senlor management be hetd legaltyresponsible for adions taken by other members of staff? Whatpenalties should there be for companies that commit thefollowing violations?. pollutingtheenvironment. employing child labour. not providing a safe working environment. lying to shareholders about the financiat position of the

company. selling unsafe products to consumers. Fxing prlces

I2

3456

corporatedominantstate-owned

a) manufacturersb) countriesc) utilities

suPPlY d) malpracticelow-income e) market positionsclothing f) chains

4 Complete the sentences below using the word pairs fromExercise 3 in the correct form.a) The series oforganisations that are involved in passing

products from manufacturers to the public is known as

b) Examples of............ are usually water, gas and electricity,although these companies have been privatised in manycountries.

c) ------ are often criticised for their use of non-biodegradable synthetics such as nylon and polyester.

d) The company has a ............, as its brands now have over6oolo ofcombined market share.

e) When companies breakthe lawto gain some advantagefor themselves, this is referred to as ............ .

f) Many call centres have been outsourced to ..........,. in amove to economise on employee salaries.

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IfilIZf Business ethics

Business models

Before you readDo you think multinational companies operating in poor or developing countries have a dutytoimprove the quatity of people's lives in these countries? Why (not)?

ReadingRead this article from lhe Financial nmes and answerthe ouestions.

I Levetof difficutty: OO Ol

Take a good look at the local issuesby sarah Murray

1 Because business has access tofinancial resources and modernmanagemenl methods, it might seema logical canalidate to contribute totbe development of poorcommunities h the countries i-Ewhich it operates. with socialresponsibiliw on corporate minds.the will to participate certainlyexists. However, since companies arenot e8)erts in hedth or educatiorr.and many lack staff equipped tomanage social programmes, theyneed to treaal extremely carefi.rlly toensure that those programmes donot backfire.

2 Ttre issue is most contendous inthe extractive industries, whosecompanies create vast footprintswherever they invest ard whoseoperations are often located incountries run by oppressive andcorrupt regimes. Here. the thorniestissue is defrning the limits ofresponsibility. If an oil companybuilds hospitals and schools forcommunities iDmediately su$ound-ing its operations, conflicts can arisewith neighbouring vilages that feelleft out. Yet if companies do nothing,they will be operating in whatRichard Sandbrook, special adviserto the United Nations DevelopmentProgramme, calls 'an oasis ofaffluence in a desert of need'.

; Alother danger is that, byimproving life for those arcunal theiroperations, multinationals cancreate a culture of dependence. Thequestion then arises as to whathappens to the programmes com-panies have funded or the townshipsthey have built when a mine needs tobe closed or conllict forcesinvestments to be with&awn. In

recent years, however, many ha!€become better equippeal to deal withsuch issues. Big mining companies,which often work in remote areaspopulated by indigenous people,now employ sociologists andanthropologists.

Multinationals have learned towork wittr local gQvernments,unions and non-governmentalorganisations (NGOS) in roling outsocial programmes, and many con-duct social-impact stualies beforeeven embarking on an investEent.'The large mini.ng compa.uies I'vedealt with have become so experi-enced at this that they have com-munity plans, closure plans for theirmines al1d the whole thing is ilone ona basis that is so much morethorough than it used to be,' says MrSandbrook. 'But there are still plentyof companies that do just abandon aplace ard leave a mess.'

Even for less controversialbusinesses working in more stableparts of the world, communityinvestments or philanth.ropic pro-grammes must be approached in ameasured way. 'The first thing is tounderstand the local conditions,'says Adrian Hodges, managingdirector of Intemational BusinessLeade$ Forum. 'Then ]rou must beclear about what it is you have tooffer - and cash is probably not tfiearswer.'

Such resources include technology,office space and business expertise.Accenture, the technology andconsultirg company, for example,offers its services to NGOS inaleveloping countries at an affordableprice via Accentue DevelopmentPartnerships, a non-proflt group.When companies offer theiT ownskills or services. however.

transparency is essential. A softwarecompany partnerirg with aneducation establisbment to promotebetter schooling, for example, may bealso selling software to that institu-tion. 'The danger is that it's seen asself serving,' says John Kline,professor in international businessdiplomacy at Georgetown University.'So it's important that there is apartner group that's separate fromthe company so there's credibiliry to

Often, companies' day-to-daybusiness has unforeseen benefits.Pfrzer, the pharmaceuticals company,is tryfurg to map what it calls 'valuetransfer' tb.roughout the business.Nancy Nielsen, Pfrzer's senior direc"tor of corporate citizenship, cites theexample of construction sites wherethe company has imposed safetystandards requiring, for example,worke$ to wear hard hats and shoes.a practice that has subsequently beenadopted elsewhere.

If orgadsations focus on spreadingthe benelits of their investmentoutwards - through, for example,local sou.rcing they car mahesubstantial contributions.'Unileverin Vietnam employs about 4,500people dircctly, but has created 800 to1,000 small businesses in support asweU so the numbers get really quitebig,' says Mr Sandbrook. 'In ttle past15 yea$, everlthing has beenconcentrated on the environmentalstory and to some degree on thesocial story, rather forgetting thatactually the biggpst contributioncompanies can make to developmentis the economic story, Rightly, thepenalulum is now swinging backto$ards that one.'

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If,filil Businessethics

Read the whole article. According to the article, whichindustries and companies have done the following?a) provided health and education facilities for the local

communitvb) built homes for their workersc) worked with specialists in isolated indigenous

populationsd) done research into the impact of their operations on the

communitye) offered their services to non-profit organisations at a

reduced Dricef) created safer working environmentsg) given contracts to local businesses

Read paragraphs l and 2. Find the words and expressionswhich mean the following.a) don't have enoughb) plans to improve the quality of people's livesc) be very cautious about what is done in a difficult

situationd) have the opposite effect to the one intendede) causinga lot of disagreement between peoplef) companies obtaining raw materia[s, such as oiland coal,

from under the groundg) have an enormous impacth) the most complicated and dimcult probtem

D begin to happen -

D sense that you are not accepted or included

Read paragraphs 3 and 4 and find the verbs which are usedwith these nouns. Put the verbs in the infinitive.a) lifeb) a culture ofdependencec) (social) programmes (2 vetus)d) investments/an investment (2 verbs)e) social-impact studiesf) a placeg) a mess

Read paragraphs 5 and 6. Find the phrases which have asimilar meaning to the following.a) done in a carefuland controlled mannerb) providing money for community proiects might not be

the best solutionc) it must be clear to everyone that what the company is

offering is fair and honestd) to hetp develop improved educational standardse) it appears that a company is only doing something to

gain some advantage for itselff) it can be believed and trusted

5 Read paragraphs 7 and 8 and say whether these statementsare true or false.a) Pfizer knew that their safety policy would be beneficial

outside the company as well.b) [Jnilever works with up to one thousand small

businesses in Vietnam.c) Richard Sandbrook believes that the most important role

ofcompanies is to help countries develop economicatly.

Over to you rWhat type ofinformation might a mining company want toinclude in a social-impact study? what impact could theclosure ofthe company have on the local community? Whatmight a closure plan involve?

Over to you zWhat do you think a multinational company wo]king in adeveloplng country shoutd provide for. l tsstaf f i. lts staff's dependents;. the wider communlty;. the country as a whole?

Over to you 3What type of social pmgnmmes are some well-knownmultlnatlonal companies involved with? Use the Internettohelp you ffnd out. which programmes do you llke most andwhy?

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Iliiiiill F,nance ano oann,ng

Internationa[ banking lGelo-idiffi;ut-t{-al

Before you readWhat are the biggest banks operatlng in your country?

ReadingRead this article from the Financialfimes and answer the ouestions.

Whv Deutsche resists nationalU

champion statusby Patrick Jenkins

I"I ver since Deutsche Ban]{

I.t . discovered that operatingJ-J abroad - particularly ininvestnent banhing - was moreprofitable tl1an much of its root-and"branch business back home,Germany's biggest bank has had adilficult relationshiD with thelocal establishmenl. For a nationthat alemands patriotism fromits big companies, Deutsche'sannouncement recently that itwoulil be laying off 6,400 people -even though it had made recordprofits of €2.5bn - was haftl toswallow.

Politicians of all parties haveaccused Josef Ackermann, thebank's affable Swiss-born cbiefexecutive, of immorality' forputting profits before jobs. Yetpoliticians especially thosepreparing for important regionalelections against a background ofa recoral 5 million unemployed -were always likely to criticiseDeutsche over its job cuts. ForDeutsche, the real trouble is thatthe German social ethos fitsuncomfortably with globalshareholaler value principles.

Deutsche might har€ maderecord profits last year. But, whencompared with its global peergxoup, a pre-tax return on equityof 19 per cent and a marketcapitalisation of barely €35bn putit outsiale the top 20 - eventhough, in terms of assets,revenues and investment-banhleague-table performance, it

is a top-ten operator. For MrAckermann, it is the age-oldtussle between what Germanydemands and what investors analthe analyst community want tohear - namely that he isunalertaking serious measures toreach his goal of a 25 per cent pre-tax rcturn on equity, on a par withUS rivals.

'Deutsche Bank is supposeal tobe a national champion,' saysDavid Williams, an analyst atMorgan Stanley in London. 'Thetrouble is that the definition of anational champion aliffers insialeand outside Germany. Deutschecan only really play in the top tierif its profits, share price andmarket capitalisation are com-parable with the best. But insialeGermany, all that matters is for abank to have a big balance sheet,employ a lot of people and lenalmoney to anyone r4rho wants it.'

That kinal of tension does notonly apply to Deutsche Banl, butto any company that pits itseuagainst an international peergroup and puts pressure on jobswhile being highly profrtable. ForDeutsche, though, it is moreacute, analysts believe. siemenslast year extracteal longer houlsfor no extra pay from severalthousand stalf in its mobile andnetworks operations, while BASFsaial in November it would cut3,600 jobs despite recoralingforecast-beating profits. Yet bothSiemens and BASF appear to haveavoided a political onslaught bybeing open to compromise.

Siemens abandoned initial plansto shift up to 5,000 jobs ove$eas,and BASF promised to avoidcompulsory redundancies.

Deutsche's difflcult rclation-ship with the German estab-lishment is long-stanaling. Despitecarying its nationality in itsname, it no longer regarils itselfas a German bank, and these daysemploys more people - and makesmore money - abroaal than athome, To compou.nd matters,Mr Ackermann is not evenGerman. Despite reasonable linksto government, adYisers sayMr Ackermann is obliged tomaintain a degree of tlistancein his political and corporatenetworking in order to avoidbeing drawn into unprofitablepatriotic business.

Morgan Stanley believes thepolitical outcry over the Deutschejobs saga caryies a resonantmessage. 'This kind of politicalinterference is derailing capita-lism in Germany,' says MrWilliams. 'It is social engineering.And it is delaying much-neededconsolidation in German bankhg.It is a big deterrent for potentialacquirers from abroad.' ForDeutsche, in particular, seniormanagers believe the debacle hasexacerbated the 'Germandiscount' attached to the shareprice. That is the last thing MrAckemann needs as he tries toplay catch-up with hisinterrational rivals.

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@l Financeand banking

Read the whole article and complete this summary usingBETWEEN ONE AN D THREE words from the text in each

Deutsche Bank is Germany's a)............ bank, but there areincreasing tensions between the expectations ofGermansociety and the bankt strategy to become a leading playerin international banking. German b)............ are accusing thebank ofgiving more priority to making profits rather thansaving jobs.

Although the bank made record profits last year, it is notone ofthe c)............ investment banks in the world in termsof share value. Forthis reason, Josef Ackermann, DeutschelCEO, needs to increase pre-tax return on d)...........- frome)............ in orderto compete with f)..........-- banks.

Two other German companies, g) ...........,, suffered similarpressure when they planned to cut iobs in Germany, andboth had to h)............ . In reatity, Deutsche is a Germancompany in name only, since it now employs more peopleand makes more money abroad. Experts at Morgan Stanleybelieve that German banking is In need of l) ............ but that

D ............ is making this difficutt.

Read paragraphs r and 2, then match the two parts oftheseword partnerships.I investment2 root-and-branch

3 local

4laying5 recoro6 social

7 shareholder

d) totalvalue of a company's sharese) things belonging to a business that have value or the

power to earn moneyf) money a company receives from selling goods or

services

t) expert who studies financialdata and recommendsbusiness actions

h) at the same levet, value or standard asl) participate at the highest levelj) document showing a company's financiaL position and

weatth

5 Read paragraph 5. Which statements refer to Siemens,BASF, both or neither?a) increased working hours without increasing salaries in

some divisionsb) introduced longer working hours throughout the

companyc) made bigger profits than expected last yeard) planned to reduce th€ workforce in Germanye) received the same strong criticism from politicians as

Deutschef) will transfer about 5,ooo iobs outside Germanyg) decided not to move thousands of jobs to other

countriesh) agreed to ask which staffwant to leave theirjobs in

return for a payment

6 Read paragraphs 6 and 7 and say whether these statementsare true or false.a) Deutsche was on good terms with the establishment

untilrecentlv.b) MrAckermann's nationality has helped improve the

bankb relationships wlth the estabtishment.c) Mr Ackerman doesn't maintain close ties with the

establishment so his company doesn't have to getinvotved in loss-making businesses.

d) The angry protests about Deutsche! iob cuts has adeeper significance in German business.

e) Mr Williams believes that the government is interruptingplans to make German banks stronger.

f) Mr Will iams thinks foreign buyers are becoming moreinterested in German banks.

g) Top management in Deutsche feelthat the politicalsituation is helping to increase the bankt share price.

Over to you rDo you thinkthe national government and establishment arerightto put pressure on natlonal companies? What are thepotential risks ofthis level of political interference? What a]ethe advantag€s?

Over to you zUse the Internet to find three orfourofthe leading investm€ntbanks in the wodd. choose one and find out horv the firm isorganised and what careers ale on offer within the company.

a) establishmentb) vatuec) offd) profitse) ethosf) bankingg) business

Match the exDressions from Exercise 2 with the correctdefinition.a) set of ideas and moral attitudes that are typical of a

particular groupb) highest ever levelof money gained from doing businessc) principle which states that the first consideration in

business decisions is the interests of people who owncomDanv 5nare5

d) group of people in a society who have a lot of power andinfluence and who are often opposed to any kind ofchange or new idea

e) the complete network of local offices that are part of thelarger organisation

f) activity of buying stocks and shares and then sellingthem to the public; atso offering advice on mergers andtakeovers

g) stop employing someone because there is no work forthem to do

Find the words and expressions in paragraphs 3 and 4which mean the following.8) group of companies or products that can be compared

because they are similar in a number of waysb) amount of profit made on an investmentc) capital that a company has from shares

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Corporate recovery

Before you readlfa company is having financial problems, what can it do to hetp pay its debts?

ReadingRead this articte from the Financial Times and answer the ouestions.

Floodgates open to a new styleby Dan Roberts

1 Some years ago at the Plaza Hotel inNew York, a group of Britishclearing banks anal officials from theBanh of England were introduced toa new breed. of investors who were torevolutionise what happens tocompanies ill trouble around theworld, The symposium, organised byPricewaterhousecoopers (hvc),aimed to acquaint the Britishbanhers with an emerging US styleof corporate recovery 'led bydistressed debt investors ard moreactively engaged bondloldercommittees.

2 Irir the heady days of the late 1990s,bankruptcy was far from the mindsof most businessmen, not leastamong the more traalitional lendersin Europe. Of course, soon after, theexplosive bursting of the technologybubble was to provide plenty ofcandidates for this new approach -

' ith entte industries, such astelecommunications, in neeal offinancial restructuring. But it wasthe more recent arrival of hedg€firnds anal cash-rich private equityffrms into the European market thatwould really open the floodgates tothis new style of restructu.ring.

g Having seen fuamatic andextremely prolitable turnarounds inUS industries such as steel, coal andutitities, distressed investors aredeluging European narkets with aflood of money looking for suitablybjgh returns.'No doubt about it,there has been a significant changein the market,' says Ian Powell,European business recovery leaderfor PwC. 'US funds are investing bigstyle in European recoverysituations. Their money brings with

it both aalvantages and disadvan-tages for companies. but most ot allit brings far greater complexity anda very fluid set of new staleholders.'It used to be just a case of advisinglocal banks; now the people aroundthe table can represent internationalbanks. distressed funds. bondholdersand pension trustees,' explains MrPowell.

4 The results can be seen all overEurope anal much of Asia. LisaDonahue, a New York managingdirector at AIix Partners, thecorporate recovery ffrm, says thenew money car bring much-neededliquidity to companies looking torestructure their deb[. While in thepast, European companies mighthave been entirely reliant on ahandful of conservative local banksfor help, they can now raise freshcapital in a variety of different ways.

5 More liquid debt markets arc alsocreating more flexibility for thebanks. Senior lenalers are now able toexit at a relatively early stage in acompany's financial difficulties,mearfng the set of faces around thenegotiating table car change veryrapidly once a company's credit-worthiness begins to sude. A bigchallenge for corporate recoveryadvisers is to make sure that anynev/ capital structwe is as liquid aspossible, allowing investors to tradefreely in and out of restructured debtand equity, rather thar frndingthemselves locked in.

6 But the new faces arourd the tablehave also attracted a growingamount of scepticism from seasonealcou)orate recovery professionals inEurope. David James, a crisismanager, is one of many who fearthat the US style of reshucturhg

brings more disadvantages thanadvantages. 'It has made exitstrategies a lot Eore complicated.'he warns, poiroting out that theaggressive new investors are oftenfocused on very short-term obje( -tives rather than worrying neces-sadly about the long-term health ofthe company.

7 Even within the same fiIEdifferences of opiniou are apparentover this thorny question. Mr Powellat PwC in London is relativelyupbeat about lhe benefits of in-creased liquidity and tradable debtinstruments. 'Tt rs positive in theshort term, as there is so much cashentering tbe market,'he says. 'Howlong that window is going to stayopen is more difhcult to assess.' Butacross ttle Atlantic. Paul Kirk. whoheads PwC's business-recoverypractice globally, stresses the otherside of the coin. 'Yes, they have addedIiquidity to the market, but the trad-ing in and out of debt means the goalsof the stakeholders are not aligned.and so doing, a successfi.rl work-out ismuch more alifficult,' he says.

s 'The US system focuses on keepingthe company alive, the rest of theworld focuses on keepirg tbebusiness alive anal recognises when acompany has no future,'says MrKirk. slowly though, the inllux of USinvestors and turnaround specialistsis changing the character ofEuropean business recovery. 'Themindset change is prettyfundamental,' says Mr PorMell. 'TheUS approacb looks at !€lualions, inEumpe and the UK the emphasis hasbeen on cashflow and the ability toseryice alebt, but that is changing.'

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Gil rrnanLeano DanKrng

Read the whole articte and match these headings with thelvrrcLr PdrdBrdpu.

a) Comparing approaches to business recoveryb) Same company, two different expert opinionsc) An expert's warning about the US approachd) British bankers introduced to a new systeme) Advantages ofthe US system for big lendersf) How the US system helps companies in debtg) US distress funds investing in Europeh) Changing times brings a need for f inancial restructuring

Read paragraphs l and 2 and match the two parts ofthesefinancialterms.1 distressedz bondholder

3 financial

4 neoge

5 private

Choose the correct explanation for each term fromExercise 2.a) capital investments made in private companies that are

not quoted on a stock marketb) finance used to buy the bonds of companies that have

filed for bankruptcy or appear likely toc) making an agreement with lenders to pay debts in a

different way to the one agreed originatlyd) money usually usedly a small group of rich private

investors and institutions to make investments that canoften be high risk

e) group of lenders that has certificates of debt (usuallyinterest bearing) which have been issued by a companyto raise money

Read paragraph 3 and find words and expressions whichhave a similar meaning to the following.a) change in a company's performance from bad to a very

good onesendinga lot of something all at the same timea large amountlikety to change quickly or oftenpeopLe considered to be important to an organisationpeople that have legalcontrol over someone else'smoney and the power to invest it

Read paragraph 4. Which ofthese points does LisaDonahue NOT make?

New money from US distress funds makes it easier forcompanies in financial difficulty to ...

a) pay employees and suppliers and make interestoavments to banks,negotiate with a small number oftraditional banks.find new sources offinance.

6 Read paragraph 5. Choose the correct meaning for theexpressions in lfdlics in the context ofthe articLe.a) More l,qud debt markets are also creating more

flexibility for the banks.D ftee-flowingiD easily converted into cashii i) smooth movement

b) Senior lenders are now able to exit at a relatively earlysrage.

i) leave the negotiationsii) selltheir stake in a compan,iii) close down a firm

c, ... once o company\ credit-worthiness begins to slide.i) lt becomes difficult for a firm to pay loans on time.ii) A company starts to ask for bigger loans to pay

debts.iiD A firmt share price begins to decrease over a long

oeriod.d) ... rather than fi nding themselves locked in.

i) There are some legal restrictions on ending aconIracI.

ii) They are morally obliged to financially support afailing company.

iii) They have gained something and are certain tokeep it.

Z Read paragraphs 6, 7 and 8. Who makes the followingpoints about the new style ofcorporate recovery? DavidJames (DJ), lan Powelt (lP) or Paul Kkk (Plo? Who seemsmost in favour ofthe new style?a) The US style ofrestructuring makes it more difficult to

close a company.b) A distressed-debt investor may not be interested in

helpingthe company recover in the long term.c) lt's good that there is more capital available to help

companres.d) ltt not easy to predict ifthis f inance wil lbe available in

the future.e) Planning a strategy for a company will be harder

because the stakeholders' aims are not alwavs the5ame.

f) The US system tries to help a company survive.g) The European system is becoming influenced by the US

system.

Over to you rThe US system emphasises keeping a company allve. Whatare some ofthe arguments for and against this approach?

Over to you zlook at the financiat press and the Internet to find out about acompany that is in troubte. What were the causes ofthefinanclal problens and what ls the company doing about thesituation?

a) fundsb) equityc) restructuringd) debte) committee

b)c)d)e)D

b)c)

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I Text bank

lllllllll consuttants

The growth of management consultancy I Levelof difficulty: OO J 1

Before you readHas your company or organisation ever employed a consultancy? Why (not)? lfso, what kind ofconsultancy services were provided? Were the assignments successfut? Why (not)?

ReadingRead this article from the Finoncial Times and answerthe ouestions.

Advice is once more in demandby Slmon London

r Reports of the death of managementconsulting bave been gleatlyexaggerated. The g2oobB-a-yearbusiness advice industry swvived thedovrmtum a.nd dot-com crash. A.fteran extended period of recuperation, ithas returned to gro\ath. 'We had afabulous ]€ar last year , strongdoubledigit growlh after several flalyqrrs,' says Steve Gunby, head ofthe Americas region for BostonConsulting Group. - Bravado?Excluding information-technologyconsulting. wh.ich remains stagnant,the industry grew by 6,3 per celt lastyear according to KennedyInformation, tle matket reseffcher.

, But the return to grouth does Dorimply a return to business as usual.The rate of growth over the next fewyears is likely to be well below thedoubledigit levels achieved thrownthe 1900s. The strength atrd paflernof the r€covery varies by country,and some sectors remain depressed.Derek Smith, research dtector atKennedy Information, points outthat the injormation-tecbnologyconsulting sector is likely to grow atan averag€ compound rate of litflemore than 1 p€r cent. Exclualing Itconsulting, he expects the widerbusiness advice industry to grow atan annual 7 per cent.

3 The merger and acquisition waveamong US public companies helpsexplain why North ADerica isleading the way. Consultanls areoften called in to review poteDtialdeals ard advise on post-mergerintegration. The return to growttralso reflects a fardliar, cyclicatpattern. The economic boom of thelate 1990s led to very strong demandfor business advice with whichcompanies struggled to keep paceExperienced consultants wereleaving to work for 'hot' tecbnologycomparfes, and yorurg recruits could

not be trained fast enowh to fill thegap. The result: raw recruitsdelivering work of questionablequality to increasingly disillusionedclients.

a It has taken four years for buyers ofbusiness advice to turn again toextemal advisers. But thesecompanies are wiser for the earherexperience, On average, projects areshorter and less valuable thanduring the boom years, maldng iteasier for clients to keep track ofexpenses and objectives. Competitivebidding on engagements is muchmore frequent.

5 Even once ar engagement hasbee[ signed, compa.nies ar]eincreasingly likely to r€port to MBA-trained executives in clientcompanies, many of them formerconsultants. To add value, they mustbring to the table more than sharpminds and sharper suits. Experienceand perspective are requircd. ThecombLEtion of demanding clientsand shorter projects is forcingconsultancies to take a hard look athow they run their own businesses.Under particular scrutiny is thetraditional, pyramid-shaped organi-sation in which a fenr senior partrrersare supported by an army ofenthusiastic juniors.

6 The ability to 'leverage' theexpertise of senior coDsult$ts inthis way is central to the economicsof the ilrdustry. Surveys show astrong correlation betwe€n highleverage and high profrts per partner.I'he inalustry's traditional upor-outcareer progression also relies onlarge annual int€kes of raw recruits.Mr Manlins says: 'This is anapprenticeship industry. If you havetoo few people coming in at thebottom, you end up wittr not enoughnanagers.'

7 The leverag€ model works,however, only iJ clients are willing topay for bright young MBAS ard sign

up projects of sulficient duration forthem to learn on the job.Increasingly, they are not. 'My senseis that a lot of firEs are questioningthe traditional business model,' saysBetsy Kovacs, AMCF president. Someconsultants predict the emergence of'diamond-shaped' {irms, in whichpartners are supported by moreexperienced consultants and feweryou.ngsters. IVIr Brown obs€rves:'People are hiring again, but tley aretending to go for the moreexperienced recruits.'

8 Can consultancies mal(e money ifclients decline to support theleverage model? Yes, but only bychanging their recruiting patternsand pay practices - and fitrding newways to adal value. Already, morethan half of the AMCF s membelsare comparies whose primaryactivity is not business advice. Notethat tbe world3 largest consultingcompany is not McKinsey, Bain orBoston Consulting Group - the 'bigthree' strategy consultants - butIBM, which sells advice alongside mseryices, servers and software.Similarly, Bain is now as well knowrfor the exploits of Bain Capital, itspri te€quity arm, as for strategyconsulting.

9 The best that can be said at thisjuncture is that there will be nosingle 'right' arswer for allconsultants. Notwithstanding thedisapproval of clents, some lr'illdoubtless frnd ways to maintain theleverage model. Others vtrill evolveinto diamond-shaped orgaldsations.Some will remain pure advisers.Others will ally with companies inadjacent industries or develop newsources of income to supplementadvisory fees. As constrlta.nts arefond of telling clients, the essence ofstrategy is differentiation.

FINANCIALTIMES

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Text bank I

Read the whole article and say whether these statementsare true orfalse.a) The forecast for the business advice industry depends

on country and sector, although lT consulting isexpected to do well.

b) American management consultancies have particularlybenefited from an increase in the number of mergers andacquisit ions.

c) In the past, demand for consultants was high, but clientswere often disappointed with the results.

d) Leverage in the management consultancy businessinvolves using a mix of both senior managers togetherwith less experienced and younger consultants.

e) In the 199os, few apprentice consultants were required,as turnover in the industry was relativety low.

f) A diamond-shaped organisation, where seniorconsultants are the minority, is predicted to replace thetraditional pyramid.shaped consultancy.

Read paragraphs l and 2 and underline the word or phrasewhich does NOT collocate in the text with the words in bold.a) lT management sector consultlngb) exaggerated business advice industry

$zoobn-a-yearc) fabulous flat several yeard) recuperation double-digit return to growthe) recovery lTconsulting depressed sectolf) groMh average compound sector rate

Read paragraphs 3 toi and find expressions in the text thatmean the same as these phrases,a) the significant rise in takeoversb) more successfulthan othersc) help companies to work together after they have mergedd) time when business activlty increases rapidlye) inexperienced trainees producing poor resultsf) different consultancies competing for contracts

Choose the best definition for these words and expressionsin italics from paragraph 5.a) Even once an engogement has been signed ...

D an agreement between companies to merge!i) a consultancv contractiii) an arrangement tO meet someone or attend an event

b) fo add value,they must bring to the table ...D have other sources of income

ii) increase sales and profitsi iD offer additional benefits which are not f inancial

c) .., more than shalp minds and sharpet suits,D experience in the retailcLoth!rrg industryii) experience and smart appearance

iii) intetligence and stytish clothesd) forcing consultan cies to take a hard look ot ...

D examine something or someone very carefullyiD think about or consider doing something

iiD evatuate yourself criticallye) Under particular s crutiny is ...

i) consideration ofan idea, plan or proiectiD careful, thorough examlnation of something/

someoneii i) close examination of company finances/accounts

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t) ... on ormy of enthusiastic iuniors.i) those who have already completed their military

serytceii) a large number of armed forcesiii) many people involved in the same activity

5 Add the correct prefix or sumx to these nouns from

e) ...takesf) apprentice...

Match the words from Exercise 5 with their definitions.t the combination of knowledge and special skills a

person has in an area ofwork or study2 the period oftimewhen a pe;son istrainingfora

particular iob and is staying with the employer for aspecific time

3 the numbers ofpeople who ioin a schoolor profession ata particulartime

4 the graduat process of change or development5 being able to improve or enhance your position6 the connection between two ideas or facts, especialLy

when one is the cause ofthe other

Match these words to make word partnerships ftomparagraphs Z, 8 and 9.1 diamond-shapeda experiencedt primary4 strategy5 adiacent6 advisory

a) consultingb) activityc) ftrmsO feese) recruitsf) industries

8 Complete these sentences with a suitable expression fromExercise z.a) A companvt ............ is its core business and makes the

most money or is the most important.b) ............ are tess likely to disappoint clients than younger

ones.c) Recruiting patterns for............ consist oftaking on only a

small number of iunior consultants.d) We considered taking on a large, international firm, but

their ............ were very high compared to a localconsultancy.

e) As well as selling lT products and services, ............ is amajor area of the companyt business.

f) lt is expected that some consultancies will formpartnerships with similar or......,...,. to find new sourcesof income.

0ver to you rWould you employthe servlces of a consultancy for businessadvice? lf you needed advice for your company or organisation,how would you go about choosing the best consultancy?

Over to you zWhat are the most well-known consultancy firms in yourcountry? Would you like to work for one ofthem? Why (not)?Which companies or sectols use theit gervices most?

paragraph 6.a) lever...b) expert...

c)...relationd) progress...

I Text bank

lnfi*f Consultants

Management consuttancy

Before you readFrce advice costs nothing until you oct upon it.What do you think this ioke about consuttants means?

ReadingRead this article from the Financialnmes and answerthe ouestions.

I Levelof diff iculty: OO Ol

A tougher outlook for Britainby Michael Skapinker

1 American management consullantsmay be upbeat, but the ttK inalustryhas less reason to be cheerful.British consultants' fee income roseonly 4 per cent to t10.1bn ($19.2bn)last year, and much of the growthcame from outsourcing work ratherthan the dispensirg of adYice tosenior managers. According to areport by the ManagementConsultancies Association, about 40per cent of its members' income nowcomes from out3owcing. Thatincludes providing advice on how tooutsource, but much of the workconsists of consultants providing theoutsowced service themselves.

2 Many of the colsultants nothvolved in outsourcing are puttingtogether computer systems.Information-technology-relatedconsulting and systems der€lopmentaccounted for about 25 per cent ofMCA members' fee income.Traditional management consultingmade up only 33 per cent and hasfallen for two successive years, TheMcA said its members saw fees fortraditional consulthg fall 8 per centlast year. Not all managementconsultants are members of theMCA. The association estimates thatits members account lor 65 per centof the UK hdustry's fees. Among thenotable absentees a.re the la.rgestrategy consultants. But MCAmembers make up the majority ofUK management consultants, andwhat happens to them is aninalication of wider industry trellds.

3 Does it matter that their businesshas moved away from old-fashionedconsulting towards outsourcing andIT? Outsourcing has grown quickly,and consultants v'rouLl have beenfoolish not to have grabbed theopportunity to be part of it. Ttreproblem is that grorath in

outsourcing appears to have peaked.The MCA says that outsourcing feeincome increaseal by 18 per cent lastyear. In 2003, it grew by 46 per cent.

Much of the new spending onmanagement consultancy is comingftom government rather than fromthe private sector. The MCA saidtJlat its members' fee income frompublic-sector consulting rose 42 percent last year, compared with anincrease of only 4 per cent from theprivate sector. Large projects, suchas builaling a modern IT system forthe National Health Service, haveprovided consultants with valuablework. The problem is that manypublic-sector consulting projectshal€ been controvercial, and there issome pubuc and press resistance tothe government spending too muchon consultancy.

What has gone wrong for UKconsultants? Fi.rst, clients arebecoming much more sophisticated.They understand the consultingbusiness far better than they did -pafily because so many of the clientmanagers are former consultantsthemselves. Bruce Tindale, chiefexecutive of PA Consulting saysaround 30 per cent of the clientma.nag€rs his firm deals with areformer consultants.

The reason so many consultantsnow work for client companiesshould worry the industry: theconsultants who leave for clients doso because they find the demands ofconsulting, and the tol] on familylife, too heaw 'There are problemswith recruitment and retention.' MrTindale says. 'We are noticingpushback from consultants, who aresaying: "I'm not prepared tosubsume my life any more." we'relosing people to clients becauseclients offer stabili8' That has notstoppeil consultancies fromrecruiting. MCA member firms

employed more than 45,000 people in2004, an increase of 9 per cent over2003. At the same time, revenue perconsultant fell more steeply Iast yearthan in any other recent year down1l per cent to i16?,000.

Fiona Czerniawska, who wrote theMCA repod, suggests severalreasons why revenue per consultantmight have fallen. Changes in MCAmembership, particularly theincrease in the number of smallerIfums, may have depressed theIigure, as smaller consultancies tendto charge less, 'It's also possible thatthe changing mix of servicesprovided by the MCA member firDshas had an impact. The growth inoutsourcing and IT-relatedconsulting, both of which have lowerfigures than traditionalmanagement consulting services,certainly accounts for part of thedrop,' Ms Czenriawska says.

But the likeliest expLanation forthe fall is the increase ill t]re numberof consultants. why have firms beenhi.ring if that has been depressingrevenues per head? Because so ulanyconsulta.nts, inveterate optimists,believe sales are about to increase.Many consultants over-recruitedduring the Intemet boom at thebeginning of the decade, ard MsCzerniawska says:'Consulting firmshave perhaps not entirely leamt thelessons of 2001.'

Mr Tindale, who insists his ownfirm's revenues and prolits showedhealthy grovfih last year, saysconsulta.nts need to provide theirclients with a better value-for-moneyservice than they did in the past. 'It'sa matter of keeping anal sustainingtrust among clients. It's very dfffrcultbecause they look at those bills andsay: "Wlat are we getting for this?"'

FINANCIALTIMES

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Text bank I

Gl LonsurrdnL5

Who said what? The writer ofthe article, the MCA, BruceTindale, Fiona Czerniawska, an anonvmous client or ananonvmous consultant?a) Fees for traditional consulting fell 8 per cent last year.b) Does it mafter that their business has moved away from

old-fashioned consulting towards outsourcing and lT?c) The problem is that many public-sector consulting

projects have been controversial.d) Around 30 per cent ofthe client managers my flrm deals

with are former consultants.e) I'm not prepared to subsume my life any more.f) The increase in the number of smaller f irms is one ofthe

reasons why revenue per consultant might have fallen,as smaller consultancies tend to charge less.

g) Consultants need to provide their clients with a bettervalue-for-money service than they did in the past.

h) What are we getting for this?

Read paragraphs l and 2 again. What do these figuresrefer to?a) rg.z b)qo c)zs d)rr e)8 f)65

choose the best definition ofthese words and expressionsin itdlics forthe context in paragraphs 3 and 4.al o I d - f a s h i o n e d consultin E

D not modern or fashionableiD traditional management consultingiii) lT-related and slstems consulting

b) consultants would have been foo,sh...D sil ly or unwiseiD immatureiii) taking unnecessary risks

c) ,.. not to have grabbed the opportunity

D taken without askingiD suddenty tried to take hotd ofiii) obtained quickly in a dishonest way

d) ... outsourcing appeatsto have peaked.i) reached the highest point or levelii) gone down after reaching a maximum limitiii) formed a point above a surface or at the top of

somethinge) projects have been contrcvesial

i) discussed in depth and at great lengthii) shocking or completety unfairand wrongiii) causing disagreement as people have strong

opinions about the subiect

Find words in paragraphs 5 and 6 that mean the following inthe context of the article.a) having knowledge, experience or understanding of

complicated subjectsb) pressure or very bad effect something has over a long

period oftimec) when workers stay with a company instead oftaking a

job with another employer

resistance or dissatisfactiontreat something as being less importantsharply or dramatically

5 Read paragraph 7 and choose the best summary.

The author ofthe MCA report suggests ...A there are various reasons why revenue per consuttant

has fallen recentlv: the MCA now has new members,especially from smaller consultancies who charge Less.She also thinks the change in the type ofservicesconsultancies offer is a contributing factor since lT-related consutting and outsourcing both generate lessfee income than management services.

B there are two reasons why revenue per consultant isfalting. Many independent consultants have becomemembers ofthe MCA and charge less, which hassignificantly reduced the average income ofsmallerfirms. Ms Czerniawska also thinks outsourcing generatesless fee Income than traditional management consultingseryices.

6 Say whether these statements about paragraphs 8 and 9are true or false.a) The average consultant fee income has declined mainly

due to the rise in the number ofconsultants.b) Consultants are always optimistic and are convinced

they will have more work.c) Ms Czerniawska thinks that despite consultancies taking

on too many ne$/ recruits a few years ago, they aremaking the same mistake again.

O MrTindale states that consuttants generally provideclients with value for money,

Over to you rDoyou agree wlth Mrnndale'9 opinions in the finat paragraphofthe articte? How can companies iustify the expense ofconsultancy fees? In what ways can consultancles providetheir ctients with a 'better value-for-money servlce'?

Over to you zHave outsourcing and lT-retated consulting become poputarforms ofconsultlng service In your sector or country? what doyou understand by the term 'tradltional management'consulting? Why do you thinkthere has been a reduction indemand for this kind ofbusiness advice?

d)e)D

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I Text bank

What is stratery?

Before you readHow important is it for every business to have a strategy?

ReadingRead thls article from the Financial nmes and answer the questions.

:OO

Plan to think strategicallyby Morgen WiEel

1 Strategy is, very simply, an oudineof how a business intends toachieve its goals. The goals are theobjective; the strategy sets out theroute to that objective. In the earlystages, business objectives areusually fairly simple: to suwiveand to achieve growth targets.Strategies are correspondinglysimple as well, anal are often noteven committed to paper; it isenowh that everyone in thecompaly understands where it rsgoing and how it will get there.But as the business grows, so doesthe need for co-ordination.Accordingly, tlrcre is a need for amutually agreed and acceptedstrategy for the business.

z Some theorists, such as AuredChandler, ttre business historian,would say this is tle wrong way togo about it. A strategy should bedeveloped first, and flrcn tbeorganisation tailored to meet therequaements of tbe strategy. Butthis is easier said than alone.Strategy is also constrained by thecompany's capabilities. Followingprivatisation in the 1990s, severalBritish gas and eiectricitycompatoies branched out intoretail operations, selling domesticappliances in high-street sbops.Most of these shops quickly closedwhen it transpired that thecompanies had no experience orexpertise in retailing. This was nota matter of orgarrisation, but ofthe wrong companies aloing thewrong things.

3 Strategy, then, is the art of tnepossible, and needs to taleaccount of time and resourcesavailable. Many managers like tohave a formal strategy, a v/Tittendocument to wNch managers andstaff sign up and which sets outeveryone's responsibilities inmeeting the company's goals. Thisformal approach has its critics,notably the Canadian guru HeffyMintzberg who believes that mostcompanies evolve their strategyas tbey go along. ,Emergent,

strategy adapts continuously tochanging circumstances andenvironment.

4 Another possibility is thatmanagers adopt a mixtffe of bothmethods, with a formal strategydocument creating a framework{rithin which managers respond toevents as they arise and make ad-hoc decisions. There is an oldadage that 'everlthing in strategyis very simple, but nothing instrategy is very easy'. One of thefi$t things the novice managerlearns is that strategic plans arealmost never executed asintended.

5 No matter how careful theplanning process has been, therewill always be uDl{nown factorsand unforeseen events. Known itrthe jargon as 'turbulence, or'friction, these build up untitthey threaten to derail theoriginal plan. This usually meansthat the original plan must beadapted or, in extJeme cases,scrapped and a new plandeveloped instead. Flexibitity is

key to good strategic thinking. Is ltbetter to go through obstacles orround them?

6 There is a perception in somequarters that strategy is somehowttre preserve of senior managers,who carry out the strategy whileeveryone else puts their headdora'n and gets on with the job.This is a mistake. Everyone in thebusiness contributes to theexecution of the strategy in someway, even if only indirccuy. Everydepartment has its role to play -even the cleaning stalf and thepost room help to contribute to thesuccess of the strategy, byensuring that offices are clean andcommunications keep flowilgleading to greater elficiency. Ifthere is a group of departmentthat is not contributing to thestrategy, then it is wastingresources atrd should be dispensedwith.

7 Once the company's goals havebeen established, every ounce ofenergy should be devoted tocarrying out the strategy to reachthose goals. This does not meanthat the strategy, and indeed thegoals themselves, will not change.Change ebbs and flows, and ittales quick and creative thinldngto recognise the need for it andadapt the existing strategyaccordingly. Ultimately, strategyis not a matter of formaldocuments and plans, but a way ofthinl{ing.

FII{ANCIALTIMES

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Text bank I

Illlllil stratesy

Read the whole article and match these headings to thecorrect paragraphs,a) Strategy: a way ofthinkingb) Flexibility is keyc) What is strategy?d) All-round participation and efficiencye) A formalor an tmergent' approach?f) Fit the company to the strategyt) Have a strategy but be flexible

Read paragraph l again and say whetherthese statementsare true or false.a) Strategy in business is about how you go about

achieving your goals or obiectives.b) Initial business obiectlves for a company are survival

and achieving groMh.c) Strategies should always be put in writing so that

everyone in the organisatlon understands them.d) As a company gets bigger, there is less need to discuss

strategies, as everyone should understand where thecompany is going.

Find expressions in paragraph 2 that mean the same asthese Dhrases.a) not the correct method to adoptb) adapted to the criteriac) simple in theory but difficult to put into practiced) diversified ;e) a question of

Choose the best alternative to complete this summary ofparagraph 3.Strategy is the art ofthe possible. Many managers ...A ... are provided with a written document setting out the

company's strategy, although this emergent approachhas been criticised by Canadian guru, Henry Mintzberg.

B ... prefer to have a written document setting out thecompanyb strategy, although this approach has beencriticised by those who prefer an 'emergent' strategywhich adaDts to each situation.

C ... need to have a written document describing thecompany's strategy and everyonel responsibititieswhich all members ofstaffhave to sign. Some businessgurus, however, favour an 'emergent' approach whichconstantly changes depending on the environment.

Read pa/agraph 4 and find words or phrases that are similarin meaning to the fotlowing.a) set of rules, ideas or beliefs on which decisions are

basedb) happenc) not planned, or done only when necessaryd) proverb or wlse sayinge) new or inexperienced

Read paragraphs 6 and 7 and choose the best meaning forthe words and expressions in italrts in the context ofthearticle.a) There is a perception in some quafters ...

D in some areas ofa citvii) according to some peopleiiD in certain departments

b) the preselve ofsenior managersD area of land that is kept for private hunting or fishingiD activity that is only suitable for a particular group of

Deooteiii) activity of making something without changing it

c) everyone else pufs thet head downD lies down or has a restii) think5 that something is caused by something elseiiD concentrates orworks hard individually

d) ...gets on with the job,i) continues doingii) stops doingiii) enjoys doing

e) Change ebbs ond flows ,.,i) flows away fiom the shoreii) is constantly occurringiii) is necessary

Match the verbs (1{o) with the phrases (a-D to makeexDressions from the text.r achieve (paragraph r) a) the originat planz meet (paragraph z) b) a mixture ofboth methods3 set out (paragraph 3) c) ad-hoc decisions4 adopt (para&aph 4) d) everyone's responsibilities5 create (paragraph 4) e) groMh targets6 make (paragraph d f) obstacles7 scrap (paragraph 5) g) the requirementsI go round (paragraph 5) h) a framework9 waste (paragraph 6) D those goals

ro reach (paragraph 7) i) resources

Over to you r'Eyerything in strategy is simple but nothing in strategy is veryeasy.'What kind of difficulties do companies experience whentrylngto put their strategies Into practice?

Over to you zHow would you descrlbe the strategy ofthe company ororganisation where you work or study? Compare lt with that oftwo orthree other simltar organlsatlons In the sector using theInternet. What are the similalltles and how do they dlffer?Whose is the most/least successful strategy and why?

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I Text bank

@il strategy

Mission statements

Before you readAccordingto the Long man Buslness Engllsh Didionary, a mission statement is a short writtendeclaration made by an organisation, intended to communicate its aims to customers, employees,sharehotders and others. Do you think mission statements are useful to these groups? Why (notx

ReadingRead this article from the FinanciolTimes and ans$rer the questions.

I Level of difficutty: O OC I

Whv so manY mission statements areUU

mission impossibleby sathnam sangftera

The rvoman behind the desk at AvisR€nt-A-Car had b€e! chatting fteelyfor some time, but developed adreadful speech impediment as soonas I queried the bill. 'I'm afraidyou're liable for tie flat tyre,' shedeclared, sounding like a robotreciting the smaL print from aregulatory document.'It's companypolicy.' But it was llat when you gaveme the car! 'It's company policy.'ButI only drove it out of the car parkand back!! 'It's company policy.' ButI'm a r€gular customer and ashareholder!!!'It's company policy.'

This treatment continued for awhile. Halfway tirough theencou.nter which ended with mythreat to sell my shares in AvisEurope, never to use Avis again andto compLain about it to everyone Imeet for the remainder of myhopefully very long life (havefollowed through with the firsttbreat, am workirg on the lattertwo) - I noticeal that Avis's ll2-year-olal mission statement wasembLazoned on surfaces around theofnce. 'We Tty Haraler,' it pro-claimed. The words haunteil me as Istomped off to wdte a long andultimately unsuccessful letter ofcomplaint. We lYy Harder? Tryharder to do v/hat? To irritate ourloyal customers? To alrive themaway?

Weeks later, the words were stillswilling around my head. So, as anoutlet for my rage, I beganresearcbing the subject of missionstatements, to find out if theyare all as annoying as Avis's.Suprisingly, there is a substantial

amount of literature available onthe subject: tens of books andtheses with lively titles such asLibrariet Mission and Marketing:Writing Mission Std,tements Thatl/ork. Broadly, the authors fall intotwo camps: those who thinhmission statements are not worththe paper, plaster and plastic theyare written on, and those who thinkthey are fabulous. Among thecritics, it is customary to citeEnron's mission statement, whichfamously declared that thecompany was 'open and fair',

Meanwhile, among proponents, itis alnost obligatory to craft amission statement for missionstatements: to set out in precisedetail the essential ingredients fordeclarations of company philGsophy. One expert insists that thereare exactly five things missionstatements should cover: thepurpose, goals, products, marketsand philosophical views of theorganisation. Another insists on noless than eight key elements. Yetanother hsists that the best test ofa mission statement is being able toidentify the company rMhen onecrosses its name off the statement.

On reflection, I cannot side witheither camp. There is somethingnatural about mission statements -after all, what is the AmericanDeclaration of Independence, if nota mission statement? But, at thesame time, since the 1982publication of In Search ofEbcellarce, which advisedcompanies to articulate clearergoals, the fad has spread too far.

The tiniest businesses are nowdrafting long statements that bang

on tediously about 'passion''integrity' and 'excellence;. And aquick Google search reveals thatnow even individuals alld familiesare getting in on the act. T'heprospect of the latter is particularlyperplexing. Families alo not neealmission statements. And neither dobusinesses for that matter: if youhave a real raison d'otre, as JamesCollhs and Jerry Porras put it inBuilt Tb Inst,'a visitor could dlopinto your organisation fromanother planet and infer the visionwithout having to read it on paper .But while businesses do not needthem, mission statements neednot be a source of furitation, ifthey are: (1) short, (2) clear and(3) realisable.

z All the best corporate missioDstatements adopt this modestapproach. Walt Disney's aim 'tomake people happy' sprines tomind, as does Wal-Mart's aim 'togive ordirary folk the chance to buythe same thing as rich people', 3M'saim 'to solve unsolverl problemsinnovatively' and Google's simpleaim 'not to be evil'. As it happens,Avis's 'We Try Harder', which thecompany describes on its website asits'rallying cry', fits my criteriaperfectly. It is short, memorableand realisable. Indeed. there is noproblem with the mission state-ment at all. The problem, judgingfrom my experience anal fromAvis's recent lamentable corporateperformance, is that the companyhas given up trying to make itsmission statement a reality.

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l||llllil strategy

1 Read the whole article and choose the best option.The writer probably ...A had had an interest in mission statements before his

experience at Avis.B has come to distike all mission statements since his

exDerience at Avis.C wrote this article, in part, to complain about his

experience at Avis.

z Read paragraphs r and 2 and put the events in the anecdotein order,a) The Avis woman told him mechanically that he was

legally responsibletor the cost of repair.b) The client wolked away angrilt/i imagining that the

company was trying h a(d lo behave in o way that makescustomers leave-

c) The client explained that the car had a flat tyre before hedrove it and that he wassomeone who used thecompany\ seruice often.

d) Her voice changed when the client asked a questionabout the charyes.

e) The client noticed that the company's mission statementwas clearly visible on obiects around the Avis ofnce.

f) The Avis woman was talking in a friendly woy to theclient.

3 Find words and expressions in paragraphs 1 and 2 whichcan reolace the Dhrasesin italics in Exercise 2.

4 Read Paragraphs 3 and 4 and say whether these statementsare true or false,The writer ofthis article,..a) could not stop thinking about the words the Avis woman

had used.b) decided to investigate mission statements as a way to

deal with his anger.c) discovered that some MA and PhD students have written

long studies on the subject.d) says that a title is'lively'for humorous effect, because

he really believes it's boring.e) argues that mission statements can be categorised into

rwo groups,f) found experts were remarkably consistent about what

makes a good mission statement.

5 Read paragraphs 5 and 6 and choose the best meaning forthe words and exDressions in italics in the context ofthearticle.a) On reflection, I cannot side with either camp.

D agree withiD get angry withil i) give an opinion on

b) ... the fad has spread too far.

D influence ofsomethingii) enthusiastic devotion to something

iii) practice that becomes very popular for a short time

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c) ... that bang on tediously about'passion','integrity' andtxcellence'.D show that they are confident and happyii) taLk continuously about something in a boring wayiii) express views and opinions in a very loud, forceful

wayd) ... individuals and families arc getting in on the oct.

i) beginning to do something that others are doingiD watching the activities of companies with great

interestiii) putting pressure on companies to produce mission

statementse) ... a visitor couLd drop into yout otganisation from

another DlanetD stop doing somethingii) take something to a placeiii) visit without arranging a time

f) ... if they are: (r) short, (z) ctearand $\ reolisable,D possibte to fulfitii) easy to understandiii) dealing with situations in a practical way

6 Read paragraph 7. Match the adiectives (1-6) with thenouns they go with (a-f).1 modest2 ordinary

i unsolved

4 rallying

5 memorable6 lamentable

a) problemsb) approachc) mission statementd) folke) corporate performancef) cry

7 Comptete these sentences with the correct adiective fromExercise 6,a) lt was a truly ............ conference. All the participants said

it had been enloyable and tvorthwhile.b) lfsomething is average, common or usual, it is described

c) The company encourages all its employees to stay in....-.......three-star hotetswhen theytravelfor business.

d) When you can't find an answer or explanation for amystery, it remains ....,....... ,

€) The saleswoman's treatment of the customerwas............, and he left feelingvery dissatisfied.

f) The chairman's .,.......... speech called on all the staff tosupport the companyb strategy.

Over to you rLook at the flve mission statements in paEgraph 7. Do youagree with the writefs assessment ofthem? Which do you likemost?

Over to you zThlnk ofthree famous companies and write a missionstatement for each. Then checkto see on the Internet to see ifthey already have a mission statement and lfyour verslon wasslmllar,

I Text bank

Gili l uorng Dusrness onrne

Online groceries

Before you readlfyou were goingto start up an online business, what kind of products or services woutd you setl?What wouldr't you sell? Why?

ReadingRead this article from the FinanciolTimes and answer the questions,

Groceries by the vanloadbyJonathan Birchall

t T Then Andrew ParkinsonlA/ started his career in onlinet Y groceries 15 years ago, he

was very much ar outsider, He andhis brother Thomas persuaded JevielStores, a Chicago grocer, to ta}e therevolutionary step of allo\ ing someof its customers to place deliveryorders via their computers with theirstart-up, Peapod. But while Peapod'searly computer system could takeand deliver orders, Andrew andThomas were nof alowed to workfrom the supermarket that served astheir base. Instead, they werecorfined to a van in the car park. 'ByFebruary, it was mitus 25 degreesFabrentreit,' says Ardrew 'They hadsaid they would be su4)rised if wedid more than $1,m0 a week in sales,ever. But by then we were doingsomething lil{e $5,000 $6,000 a week.So they let us inside their store,'

Fifteen years and one Internetbubble later, Antuew is still sellingonline groceries. Peapod is a whollyowned subsidiary of Alold, theDutch retail giant. It operates underits own name in the Chicago area,ard works {'ith Ahold's Stop & Shopand Giant chains on the east coast,ushg two distribution warehousesard smaller 'warerooms' at existingstore sites. Today, Peapod3 serviceclaims about 200,000 regularcustomers, with an average order ofabout $145. While Ahold does notproduce separate figures, Peapod'ssales were estimated to be about$200m last year, maling it thebiggest oDline operator in terms ofrevenue in what is stiu thecomparatively small US market.

Peapod's online operation is nolonger run from a single Dellcomputer. But elements of the

strategy developed by the brothersremain, Andrew says, starting withthe central relationship with abricks-and-mortar grocer, whichnow also happens to own them, andits emphasis on softwaredevelopment and customer service.'We didn't want to be the grocer. Sowe've always partnercd with aretailer They know how tomerchandise.'

4 Peapod's early focus on formingpartnerships qrith supermarketscontrasted with the 'pule play'approach of other Intemet bubble-era competitorc. Peapod was alsoguilty of expanding too quickly afterthe company went public, saysAndrew, but formed distributionpartnerships with leadi[g super-market chains. Then, when thecompany's funding crisis hit in 2000,u'ith the sudden collapse of a 9120mfinancing package, Andrew foundhimself calling retailers in anattempt to sell his company.

5 The takeover by Ahold dnma-tically reduceil Peapod's sourcingcosts. But both Parkinson brothersstayed on, with Aldrew becomingchief firancial officer Ahold alsokept Peapodb separate identity, hesays. 'From the very beginning, wehad "the Peapod way", \a/hich was to"amaze aud delight" the customer,make sure you enjoy your job anddont forget about your family.'Peapod claims that it has achievedfar lower turnover of staff tha-rrwould be usual in a business thatcombires logistics and retailing, andwhere the var driver can be theprinciple point of contact for acustomer, It still runs regularemployee awards and its 'BrokenPromises Index' that monitors itsperformance in 14 key areas, such asLateness and incomplete orders.

6 Peapod has also continued todraw on its strong background insoftware. Thomas Parkinsonremains chief technology officer andheads web development. Thecompany has developed its ownsearch technology for site users, aswell as customised software forplalllling the routes of its vans,and innovations such as allowingcustomers to sort products bynutritional content.'People stillwant to shop quickly. That's what itcomes down to,' he says. 'There area lot of things we don't even doyet that I hope to do. We can sort, butwe can't filter - so if you're adiabetic, in the future you mightbe able to filter everrthing out thatisn t low sugar.'

7 Despite the transformation underAhold, An&ew still sees himself asarl entrepreneur, saying he still getsto do 'creative thilrgs'. But he alsofaces some distinctly non-entrepreneurial challenges. Com-petition looms with other bigsupermarket chains that are activeonline. 'We have competitive plarsalready in place if they come, and weexpect them to come.'

8 Looking back, Analrew sees thingshe would do differently now. Hewould not expand so fast, or bring inan outside chief executive to win theconfidence of investors, as he did in2000. He also aalvises would-beentrepreneu$ against listening tooclosely to their mother's advice. 'Wesaid to her after we developed ourbusiness model, what should westaft up in ... books or gxoceries?'Mrs Parkinson, he says,recommended groceries. Jeff Bezos*chose books.

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tiiitlil torng Dusrness onune

Number these events in a logical sequence, then read thewhole article and check vour answers.a) Peapod experiences financialcrisis, whilst other dot-

coms go bankrupt.b) Peapod makes approximatety $zoom a year and

becomes the biggest online operator in the U5.c) A supermarket allows them to setl to some customers

via a computer and a van in the car park.d) An outside chiefexecutive is brought in. Andrew

becomes chief f lnancial officer, Thomas is in charge oftechnology and Peapod maintains its company culture.

e) Peapod makes more than $5,ooo a week.f) The brothers'mother recommends they start up an

onLine grocery business.g) Andrew selts the company to a Dutch retailer.

Read paragraphs r and 2 and say whether these statementsare true or false.a) Andrew Parkinson was an experienced grocer when he

started Peapod 15 years ago.b) A Chicago retailer, Ahold, let Andrew and Thomas setl

grocery orders online to its customers.c) When the brothers first started the business, they were

based outside a suDermarket.d) Peapod is now completely owned by the well-known

Dutch retailerAhold.e) Ahold is probably the largest online operator in US

groceries, making fpproximately $2oom a year.

Match the words to form oartnershiDs that occur inparagrapns 3 ano 4.1 online2 bricks-and-mortar

3 software

4 distribution

5 funding6 financing

a) developmentb) crisisc) operationd) packagee) partnershipsf) grocer

CompLete these sentences with the expressions fromExercise 3 in the correct form. One word pair is not used.a) The most stressfut period ofhis tife, admits Andrew

Parkinson, was just before the takeover by Ahold whenthe companywas experiencinga crisis, as its.,......,... hadcoltapsed.

b) 0ne of the keys to Peapodt success was undoubtedlyits ............ with leading supermarket chains in California,Texas,0hio and New England.

c) The main strategy of Peapod was based on a successfulmix ofcustomer service and technology, in the form of............ , together with the partnership with Ahold, a

d) The Parkinson brothers' ............ has now been profitablein all areas for two vears.

5 Read paragraph 5 and say whether these statements aretrue or false.a) The takeover by Ahold was beneficial to Peapod, as it

made getting supplies considerably cheaper.b) One result ofthe takeover was that Peapod had to adapt

its mission and vision.c) Finding the right balance between work and family l i fe is

part of PeaDod's business ethos.d) Peapod! staffare unhappy with the company.e) The online grocer gives out various prizes as a way of

motivating its workers and ensuring good customerservice.

6 Find expressions in paragraph 6 that mean the following.a) knowledge and experienceb) is in charge ofc) online customersd) tailored to specific requirementse) the introduction of new ideas or methodsf) the bottom line or the single most important thing

7 Read paragraphs 7 and 8 and complete this summary usingone or two words from the article in each gap.

Mr Parkinson sti l l thinks l ike an a) ............ , although Peapodis now a subsidiary of a retailgiant. He is prepared forfuture b) ............ , namely online competit ion from otherc).........,.. . In retrospect, he would not have expanded sod) ............ or brought an e) ............ chiefexecutive in to keepthe f) ............ happy. Neither would he have listened to hisg) ............, who recommended the brothers h)............ agrocery business instead ofsetl ing i)............ online, asdid | ............ , the founder of amazon.com.

Over to you r. When the dot.com bubbte burst, a lot of Peapod's

competitors gottheir fingers burnt. Accordingto thearticle, why did Peapod stay in business?

. What do you understand to be the 'pure ptay' approach ofthe dot-coms that went bankrupt?

. What do you think will happen to Peapod and other ontinesuDermarkets in the future?

Over to you zWhat are the disadvantages ofa supermarket selting its goodsontine? What kinds of business do you think are rotsuccessful online? Why?

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I ren Uant

lnfit Doing business online

Using a website

Before you readwhat are the different possibte uses of a commerciaI website?

ReadingRead this article from lhe FinonciolTimes and answerthe ouestions.

I Levetof difficulty: O OOI

Websites need to have both hard toolsand soft touchesby David Bowet

Is your website used for marketing,customer service, processing jobapplications, talking to joumalists?Or is it used for brand-building,making your organisation seem likea nice place to work, emphasising itscuddly social side? Both, all andmore, you reply. There can be veryfew large groups (commercial orotherwise) that do not now use theirsites in mary different ways. Thegreat strength of a website is, afterall, that it can do many things at thesame time. But i? is useful todistinguish b€tween the sets ofattributes listed in the first twosentences. They arc fundamentallydifferent and represent $'hat I call'hard web' and 'soft s'eb'.

Hard web is the website as a tool.Consumers ca.n buy products orcheck accounts. B2B customers ca.nplace orders. Journalists can findhow much money your CEO earnedlast year. Investors can see howmuch money they have made out ofyou. I'lrcy are all doing somethingthat helps them in their lives or jobs.Soft web is using a site to nudge, toi.mpress, to massage. 'Brochule-ware', s'here a website reproducesmarketing literatue created forprint, is soft web. So are the look, feeland 'voice' of a site, which transmitmessages about the organisation'sculture and brand. And the greatbulk of corporate socialresponsibility (CSR) material is soft.

L€aving e-commerce aside, thebusiness web has been broadly softfor the last decade. Early elements ofhardless came from the HRdeparhent, which realised thatsites could be used to Drocess

applications, and also from investorrelations - providing repolts onlineis a hard process, because it savesmoney. More recently, somecompa.nies have been haraleningtheir sites byusingthemas sales andcustomer support tools. A goodexample is the Swedish toolscompany Sandvik, which uses itssite (www.sandvik.com) to replaceany number of human beings. Thenthere are the US companies that areturnitrg their atteDtion to completelynew groups of user - Boeing'soutplacement areas for redundantemployees at www.boeing.com is mycunent favourite.

4 Does this mean that haral is good,soft is bad? Not at all. One of the bestuses for a site is to transmit complexCSR messages. The overall look andfeel give off important messages topeople who might want to work foryou, hvest in you or buy from you.The tone of larguage ('voice') iscritical for the same reason. Buthard does have one huge advantageover soft. People will make the effortto use hard features" because theysave them time, money or whatever.They will not seek out soft featuresin the same way. Socialresponsibility material may beadmirable ard engagirg, but apartfrom that strange new beast - theCSR professional - who rvill click ona link to find it?

5 Students lookirg at compardes willvisit sites to find out facts, andperhaps apply. They wi.ll not go thereto absorb its look, feel and subtlemessages - but having arrived. that isexactly what they will do. The trick isto use hard and soft web in harness.Create as many hard features as youcan to get people to your site. At the

basic level, make it an essentalstoppng point for investors,journalists and jobseekers. Thin-kwhat you can offer customers, B2B orprivate - interactine calcr ators tohelp them choose products, a servicereminder perhaps? Back this up withsearch-engine optimisation, and youwill have the right people flora'ing toyour site and staying there. ltris iswhen you can bombard them withthe soft stuff.

6 The homepage alesign is critical,but given the likelihood that manypeople will arrive mid-site fromGoogle, standards must be kept upthoughout. Take care to g€t the'voice' right, too - companies areincreasingly hiring professionalwriters to produce copy for theirsites. The ability to write engagingheadlines is a particularly rare anduseful skill - and if they can do that,they can write killer labels for lir {s,too. Put those links down theright-hand side of pages. Thisis where people expect to findroutes to related material, andit is the way to g€t them to contentthey would otherwise never see -social responsibility material isthe obvious example. Siemens(www.siemens.com) scatters linl$ toCSB material throughout its site - itwants everyone to know houtvirtuous it is, not just those whochoose to click the Citizeuship orEnviroDnoent buttons.

7 That's it really. Draw people inwith what they want (hard), thenfeed them what you want (soft). Yes,I know it's obvious; so why don'tmore companies do it?

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Text bank I

lltlllt Doing business ontine

1 Read the whole article and match the followine ideas to theparagraphs,a) Some tips for writing for web pagesb) Mixing 'hard' and 'soft ' web and making it easier for

customers to buyc) A parting questiond) Recent trends in website use and some effective

examDles ofwebsltes€) An analvsis ofthe differences between 'hard' and 'soft'

webf) The many different uses ofa websiteg) The Look, feel and'voice'ofa website and the main

advantage of'hard'web

z Read paragraph r and find words or expressions whichmean the following.a) developing a product so that it can be easily recognised

by its name or designb) soft and friendlyc) main quality that gives something an advantaged) good or useful qualit ies or featurese) basically or essentially

3 Read paragraph 2 and say whether these statements aretrue or false.a) Hard web is about doing business or searching for useful

information online.b) Hard web is only for people who need to work online.c) Soft web is about lhe less tangible features or marketing

content of a website that may influence the user.d) The way information is communicated about the

company and its products or services is also consideredto be 'soft'web.

e) Anything on the web that is related to corporate socialresDonsibil i tv is soft.

4 Choose the correct summary for paragraph 4.The writer says...A hard web is better than soft web, although soft elements

such as overallweb-page design or annual reports mayinfluence users. However, people use hard features moreoften, as they are designed for specific purposes,whereas soft features do not have obvious uses or mayonly interest a small number of professional users.

B hard web is not better, but is certainly more usefulthansoftweb, although soft elements, such as a CSR reportand the overalltone of a website, are very important.However, people use hard features more often, as theyare designed to save time or money, whereas softfeatures are not obvious to the user or the user mavchoose not to click on soft tinks.

5 Find words or expressions in paragraph 5 which mean thefoltowing.a) techniqueb) together or in combinationc) destination or visitd) a note from a company informing the customer about

the benefits ofsome ofits services

ll@t!!l o Pearson Education Limlted zoo6

e) show that what you are saying is truef) making the best possible use of something or doing it in

the best possible wayg) moving continuously ln large numbersh) give a lot ofsomething, for example information, to

someone allat once

6 Match the words to form partnerships that occur inparagraphs 6 and Z.1 arnve2 keep up3 hire4 produce5 scatter6 draw7 feed

a) standardsb) peopte inc) copyd) peoplee) mid-sitef) rvrilers

d l inks

7 Complete these sentences with the expressions fromExercise 6 in the correct form. One ofthem is not used.a) lf a user .-......,... , he or she may have come to a web page

via a l ink from a search engine.b) lt! essentialto ............ throughout the website, as users

may not have accessed the site via the home page or themain pages.

c) The writer recommends ......,..... professional ............ whocan write good copy, labels and headlines and thereforeattract more users to the site.

d) 1f............ to cit izenship or the environment have been,.....,..... throughout the site, there is more ofa chancethat users will click on them.

e) .......,..., to a website means attracting users and involveshard web, whereas .,..,...,... them what you want meanscommunicating your message successfully and entailssoft web.

0ver to you r. Accordlng to the article, which ofthese web pages require

'hard' or 'soft' web? Why?- an online iob application- the Chairman's CSR reoort- a purchasing older- the environmental track record of a manufacturer- a company's annual financial report- a B2B auction- the page entitled About Us'

. Do you thlnk current trends in web page design favour hardor soft web?

0ver to you zLook at two or three ofthe websites mentioned in the article(Sandvik, Boeing and Siemens) on the Internet. Why dld thewriter recommend them? To what adent do these websitesfottow the writer's guidelines? What do/don't you like abouttheir websites?

I Text bank

llllllil New business

TechnologicaI innovation I Level of difficutty: OO O I

Before you readWhat are some ofthe chattenges ofsetting up your own buslness?

ReadingRead this article from the Financiolnmes and answerthe ouestions.

Technology that put a shine on agrowing businessby Marcus Gibson

r Ttuee years ago, a youngentrepreueur in I€€ds riskedeverything he had to make hisbusiness a success. AndrewAinge's Fint-technology company,Metallx, now expects annualrevenues in excess of !10m over thenext two yearc. IIis route to successtook him as far afreld as China andled him to adopt an innovativetecbnologylicensing model thatminimises the operttion's overheadswhile maximising its profits.

, The technology in question is anew method of printing metalliccolours. The system has changedthe industry's approach to the use ofmetallic inks, anal the visual results- on brochures, packaging, annualreports and so on - have beenstunning. Printers us€ the CMYKsystem (combinations of cyan,magenta, yellow and black in}) tocreate coloured images ard text. Toprint metallic colours, a fifth ink rsrequired. Mr Ainge developed a newkind of inh that enabled theprinting of 104 million metalliccolours in tle same run on a five-colour press. The system allowedmillions of metallic colours to becreated at once.

I Once the process was tested andproven, Mr Ainge's first challengewas to convince a global audience ofbotl printers and designers of itsbenelits. The second was how tomaximise revenues, His answer wasa strategy tlat combined inno\€tivemarketing of the tecbnology witne4foitation of tie inteUectualproperty behind the idea. Mr Aingealready ran a design and pre.pressagency, so it would have been easyfor him to buy a printing press andoffer the techdque locally. He

foresaw, hor ever, that a much morelucrative strategy would be tolicense the technology to otherprinters on a global scale. By late2002, the product was ready, butthere was a problem: Mr Ainge'sfinancial resources were exhausteal.

a By this stage, he had not only builtup considerable debts andmortgaged his house, he had evencashed ir his pension. He decided tostake everything on a forthcomingprint industry exhibition inShanghai, China. Borrowing iS,E00from a close friend, he boughttickets for himself and histeclmology marlager. 'Then thefrenzy sta ed,'he recalls. In onlythree days, Mr Ainge had colectedmore than 0250,000 in orders forlicences. Mr Ainge made access tohis technology a carefully controlledprocess. First, he licensed the rightsto manufacture the ink to several ofthe industry's biggest participants,bcluding Wolstenholne Inter-Dauonal, a ttK printing-inkcomparry. Next, he made sure thatdesigners and printers also gainedaccess to tle tecbnology throwh asoftwar€ licence that allows them tospecify exactly which MetatMcolour they wart.

5 Finally, MetaltrX put together asophisticated v,/ebsite, enablingprinters around the world to goonline and buy a licence. Designers,too, could search the globaldirectory of MetalFX printers tofind one closest to them. 'Becausethe search engine lists all suppliersworldwide, it has created a uniqueprint sector alliance,' Mr Ainge says.A MetalFX printer can find aMetalFX desigrer in their area, or abrard owner can source suppliers tocreate and print some packaging'Althowh the company employs

only nine staff at its L€eds oflices,the site gives it an army of 20,000people arourd the world whopromote MetalFX.

Pricing yyas another issue.MetalFX now licenses itstecbnology for the same price91,7:,0 - around the world. Thesingle global price simplilies thelicensing process, particularly for acompany that sells online and hasthousands of distributors aIld brandowners. Printers who want to buy alicence also have to pass a quality-control test. The marketingstrategy has paid dividends, and MrAinge claims that the business nowenjoys a g2-per-cent profit margin,as well as a worldwide exp,ortfacility in a market for metallicprint worth !100m.

z He is also branching out in anunexpected direction. Once thetechnology began to be used rocreate eye-catching and colourfulbrochures, posters, packaging andpublications, it caught the attentionof another group - artists. inresponse, Mr Ainge set up an artgalery in llkley, West Yorkshire,and allowed artists using MetaltrXinks to show their work for free.

8 Much of the company's successis down to its effrciency inreaching overseas buyers, ArYorkshire Forward, the regionaldevelopment agency, AdamPritchard, head of investment, iswell aware of the vital importanceof export activity: 'If a business assmall as Metallx can sell to morethan 120 countries - usinginnovative ideas, key traale showsand the power of the Internetthen, frar dy, anything is possible.'

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Text bank I

If,fiil Newbusiness

r Read the whole article and complete this summarywithsuitable words orexDressions from the box. One is not used.

big break founder intellectual propertylicences nine staff overheads printing-inksingle price technology manager three daystrade exhibition

A buslness model that caught the eye

Andrew Ainge, a) ............ of MetalFX, a company thatl icenses technology to print metall ic colours for brochures,reports and other publications, had his b)............ aftertravelling to a c)............ in China.

Borrowing money from a friend to attend the event with thecompany's d) ............ , he found a ready demand amongChinese printers, raising f25o,ooo in orders for l icences ine).......,.... . The company employs only f)............ andminimises overheads bvvirtue of a business modelthatrelies on arms-length exploitation ofits g)............ .

Mr Ainge licenses production of his metall ic ink toWolstenholme Internationat, a UK h) ............ company.Printers around the world then buy l icences to use the ink inthe printing process, as wellas for software that controlsthe graphic-design process.

For simplicity's sake, Mr Ainge charges a i).....,...,.. offr,75ofor licences, wherever the purchaser's market.l) ............ aretypically bought through the company website.

2 Read paragraphs 1 and 2 and say whether these statementsare true or false.a) Andrew Ainge is a young businessman whose company

wasn't successfulin his hometown of Leeds, but becameextremely successful in Asian countries.

b) MetalFX is a printing-ink company that uses innovativetechnology and licenses the product so as to reduce thecompanyt overheads and make maximum profits.

c) The technology has revolutionised the process ofprinting metatlic inks, although the method needsfurther develoDment.

d) Cyan and magenta are two ofthe colours used in theCMYK printing system.

e) Using Mr Ainge's new syst€m, various metall ic colourscan be printed simultan€ously.

3 Read paragraph 3 and match the adjectives (r-5) with thenouns (a-e).1 innovative2 intellectual

3 Lucrative

4 global

5 exhausted

a) scaleb) resourcesc) propertyd) marketinge) strategy

4 Read paragraph 4 and choose the best meaning for thewords and expressions in ifdllcs in the context ofthe articte.a) he had not onty bu,'lt ,p considerabLe debts ...

i) prepared for a particular moment or eventii) accumulatediii) paid back

EE!ffilE o Pearson Education Limited zoo6

b) ... he had even cashed in his pension.i) exchanged for moneyii) profited from a situation that others considered

unfairiii) invested in

c) He decided to sfak€ everything or, ..i) take a big riskii) invest inii i) acquire shares in a company

d) Then the J?enzy started...i) diff icult ies or challengesii) t ime when people do a lot of things quickly

iii) great anxiety or excitement in which you cannotcontrolyour behaviour

€) First, he licensed the rights ...i) partially sold

ii) received permission to make something using apatent

i iD let someone make something using his patentf) printers also ga,red occess to the technology -..

i) managed to enterii) gradually want more ofi iD obtained or achieved

Match these words or expressions from paragraphs 5 and 6(1-5) with th€ir definitions (a-e).1 alliance a) be very useful or bringadvantages

brand owner b) an agreement between2

345

sourcepay dividendsprofit margin

organisations to work togetherc) difference between the cost of

producing all ofa company'sproducts and the total sum theyare sold for

d) obtain materials, parts, etc. from aparticular place

e) individualor company thatexclusively produces arecognisable product

6 Read paragraphs Z and 8 and find expressions that meanthe same as the following.a) expanding and diversifiTingb) noticeably unusual or attractivec) attractedd) due toe) customers who are pur€hasing from abroad

Over to you rWhat rlsks woutd you orwoutdn't you be prepared to take inorderto ensure the success ofyout business?

Over to you zThe biggest nistake people nake in lile is not naking a livingot doing what they most enioy,Malcolm S. Forbes (r9i9-i99o), US publlsher and editorDo you agree with the quote? Why (not)?

I Text bank

lnfiil Newbusiness

I ncreasing market share

Before you readWhat important factors do you think may help a business make the transition from 'smatt'to 'big'?

ReadingRead this articte from lhe Financialnmes and answer the ouestions,

I Levelof diff iculty: i l OOI

Assolan's babies battle for market share

by Jonathan Wheatley

Defying the laws of gravity is notusually something to attempt everyday. But that is how Nelson Mellodescribes his business moalel. TheBrazilian entrepreneur has launcheda succession of products in marketscommanded by one or two seeminglyunassailable leaders, thanks to acombination of astute strategy andchanging market conditions inBrazil.

Mr Mello and his team beEanselling tomato prodriits in 19e,6 in amarket dominated by Unilever. By2000, one of their Foducts haalbecome a market leader. In 1988, theylaunched a stock cube to competewith established products, gaining 20per cent of the market. Othersuccesses include a fruit-flavouredfuink that gained a 32-per-cent sharcagainst Kraft's Tang, and amayonnaise that won 19 per cent of amarket dominated by the mightyHellDann's. Then. in 2001. Mr Mellowas brought in to head up Assolan, amaker of steel-wool scourers. T?regiant in the sector was Bombril, with89 per cent of the market. True toform, Assolan's market sharc rosefrom 10 per cent to almost 2? per centin four yea$.

How did Mr Mello do it? He and histeam developed their strategies atArisco, a foods company that is nowcase history in Brazilian corporatecultue. In 1973, Arisco was a smallbusiness in Goiania, deep in Brazil'sinterior. Its owners - throwh theirholdirg company Monte Cristalina -set about making it Brazil's flrstindustrialised condiment companywith nationwide distribution. MrMelo joined in 1978, Twenty yearslater, Arisco had more than 400products and. had acquired Assolan.

In 2000, Monte Cristalina sold Ariscoto Best Foods, and when Best Foodswas bought by Unilever, Mr Melloremained head of the Arisco foodsportfolio. Yet Assolan languisheal,ard a year later Unilever put it up forsale. The buyer was MonteCristalina, Y'ihich bought its oldbrand and re"hired its old managers.

4 Arisco's success in grabbingmarket share derives partly ftomtwo characteristics of the Brazilianmarket. Ftst. the course ofindustrialisation from the 1950s ledto each market being dominated by asmall number of brands. In the late1990s, however, conditions beganchanging. Second, Arisco launchedits new bralds when Braziliarrconsumers were becoming arYale ofa widening choice of products. Toexploit these factors, Mr Mello andhis team developed what he calls the'fou.r pilla$ of success'; proaluct,distribution, communications andpeople,

s The basic product the Assolansteel-wool sponge - is barelydistinguishable from competitors. Itssales force is also largely ex-Arisco,and distribution is built on theAdsco model, using four logisticscontractors, 52 distributors with2,100 sales representatives. The factthat Assolan products a.re still madein central Brazil helps greatly withdistribution.

6 Yet Mr Mello concedes thatAssolan owes much of its success toits marketing nous. 'We set out ourstrategy based on a seven-year plan,'he says. 'We spenil a dispro-portionate amount on communica-tions at the start. That's the bet:spend much more than normal at thestart to reach your targets morequickly.' If the amounts are unusual- about $10m, $12m and $12m in the

past three years the way they arespent is even more so. For the fi.rstyear, Assolan used no advertisingagency. Instead, Mr Mello met thepresenters of 'auditorium' showsthat air daily on Brazilian television.

Product endorsements on theshows are routire. Mr Mello toldpresenters that they could improviseat the start and end, but the centralmessage was to be leamed by heart.The most powerful opinion formersin Brazil told their aalmirers about awonderful steel wool called Assolal.'we had got across the very simplemessage that there was a s'ile wooltllat was not Bombril,' Mr Mello says.Next. he hired Nizan Guanaes. a starof Braziliar advertising. 'We set tworules,' Mr Mello says. 'One, nevermention our competitor. Two, nevercreate expectations beyond whatwe're selling.'

Assolan's advertisements makevi.rtually no cLaims about theproduct. Instead they play onchangps in Braziliar society, promo-ting the idea that Assolar is part of anew wave of consumer choice.Bombril is never mentioned, thougha veBion this year notes thatnowadays'... letters a.re by e"mail,cameras are digital, and {rire wool isAssolan'. 'We don't mention thecompetitor, but we make hil]] lookold,' says Mr Mello. Other aalvertise-ments feature Assolan babies withsteel-wool wigs. Ads have to creates].mpathy for the product,' says MrMello. Assolan is now launching arange of cleaning proalucts.'Cleaning is a lot like cooking: thereis a.n emotional element to caring forthe family's health,' Mr Mello says.Brand managers of householdcleaners would alo well to ta.ke note.

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Text bank J

Read the whole article and tickthose factors that helped

make the AsSolan steel'wool sponge a success.

a) The application ofthe Internet and new technologies

b) An entrepreneurial teader, supported by a good team

c) Polit ical changes in central Brazil

d) Achange in public awareness of consumer choice

e) An innovative idea for a brand-new product

f) A lot of money spent on the launch of the product

g) Brazilian footbalters endorsing the product on television

h) An emotional element in the advertising campaign

Read paragraphs l and z and find words or expressions in

the text that mean the following.

a) doingthe impossibleb) a series ofc) apparently unbeatable companies

d) clever and able to understand things quickly

e) obtained or achievedf) appointedg) manage or leadh) typically

Make word pairs to form expressions from paragraph 3'1 CaSe2 COrporate

3 condiment

4 nationwide

a) distributionb) companyc) cultured) history

b) Yet Mr Mello corcedes...i) is ofthe opinionii) admits something is trueii i) gives up

c) ... owes much of its success to its marketing rous.

i) team spiritiD innovationsii i) know-how or abil ity

d) We spend a disproportionote amount ...

D relatively largeii) exceedingly largeiii) fairly minor

e) That's the bet...i) decision to risk moneyiD iustified expenseiii) an action or situation that is likely to be successful

7 choose the correct summary of patagraphs 7 and 8.

A Nelson Mello told TV presenters to endorse the product

by improvising a little but reciting the key message from

memory: namely, that Assolan was a fantastic steel-wool

scourer. As part ofthe advertising campaign' presenters

could not mention the name ofAssolan's competitor or

create false expectations ofthe product. The advertspromoted the idea ofchange in Brazil ian society and the

fact that consumers do not have to use the same old

brands any more. Another characteristic ofAssolan's

marketing strategy was playing on peopte's emotions'

such as the use ofcute babies in the advertisements'

B Nelson Mello told W celebrit ies to endorse the wire wool

by communicating the key message that Assolan wasn't

the only steeLwool sponge on the market. As part ofthe

advertising stlategy, presenters could not mentlon the

name of Bombrilor create sympathy for the competitot'sproduct. In addition, the advertising promoted the idea

ofchange amongst Brazilian consumers, as ['etl as

awareness ofthe factthatAssolan was launchinga new

range of cleaning products. Another characteristic of

Assolan! marketing was the emotional element, such as

the use of babies wearing stee[-woolwigs in the

advertisements.

0ver to youThinkofthree food comPanies whose brands dominate themarket in your country. What brands are they? Use theInternet to help you answel these questionsl. How long have they been established leaders?. What has been the key to their malket dominance?. what kind of marketing and advertising do they emptoy?. Are there any newcomels in the sector?

Match the verbs (r-4fwith the noun phrases (a+) to formexpressions from palagraph 4'r grab2 change

3launch4 exploit

a) conditionsb) new brandsc) market shared) factors

ComDlete these sentences with suitable expressions from

Exercises 3 and 4 in the correct form. Two ofthe

expressions are rot used.a) In the 198os, Mr Mello and his team ........... , such as a

stock cube, to compete with established products from

Knorr and Maggi.b) Due to the remarkable success of the .......'..., , Arisco is

regarded as............ by many Brazil ian executives.

c) Over the last two decades, Arisco ....'..'.... the ...........' ofgiants in the industry, such as Kraft and Hetlmann's.

d) One ofthe factors that greatly hetped Arisco sel[ its

steel-wool scourer was............ , as the company is

strategically located in central Brazil.

e) ............ in Brazil's economy and industry atso played an

important part in the rise ofthe Assolan steel'wool

sponge,

Read paragraphs 5 and 6 and choose the correct definition

ofthese words and expressions in itdiics in the context they

are used in the article.at .,, barely distinguishabl€ fom competitors.

i) not very different fromii) easily differentiated fromiii) not very successful compared to

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I text bank

lllffillf project management

Project mediators

Before you read. What are the possible reasons why technical proiects are often 'prone to failure'?. What is meant by theletm marriage broker or marriage guldonce counsellor?

ReadingRead this article from the nnoncial nmes and answerthe questions.

ooc

Advent of the IT marriage brokerby Maiia Pesola

The chances of Large information-techrology projects being successfulare even mone depressing thandivorce statistics. While six out ofevery ten British couples tying theknot can hope to stay married, it isestimated that only about 50 per centof IT projects will come in on budget,and only about 10 per cent w l fDishon time. In the worst cases, ffprojects fail spectacularly, causingmore expense an{ reputationaldamage than a trip throwh thedivorce courts. However, estrangedcuents and providers are nowbringing in a new breeal ofconsultant Ukened to a rnarriageguidance counsellor - to help resolveconllicts and put errant projects backon track.

To try to prevent relationshipsbreaking ilown, comparies and ITs€ryice provialers are calling on theservices of smaUer, third-partyconsultancies, who can help set upthe contract and make swe allparties remaill in agreement. 'Youcar call us malriage counsellors,'says Bob Fav/throp, chief executiveof Morgan Chambers, an outsourcingadvisory company. 'When arelationship breaks dowlr, it is nevertotaUy one party's fault. It is usuallya case of people misunderstandtrgeach other. A third party caD come inwith a more objective view.'

Sometimes. to ensure the advice istruly impartial, the client ard ITcontractor will share advisory fees.'Ten years ago contracts wouldmerely say that mediation on anycontJact disputes would be dealt v/ithby senior man2geDent,' says IvorCanavan, European vice-presidentat Computer Sciences Corporation,

an ll-services company. 'Now,comparries are often nominating athird-party mediator from the start.ltrere is more of an expectation thatttrings can get out of shape, andcompanies are putting in placemeasures to ensure tley can resolveproblems quickM he says.

q Mr Fa&.throp says MorganChambers is being called in fre-quently to help companies writecontracts with their m suppuers andto mediate when problems adse orthe terms of the project need to bechanged. The company had about 100engagements Last year, and demand isgrowing at around 25 per cent eachquarter.

5 As well as advising on setting upprojects, small consultancy com-panies are also being called in tooversee them as they progress. A lotof projects fail because the partieshave different agendas,' says AlistairClifford-Jones, chief executive ofLeadent, alr Ot'ordshire-based con-sultancy that does this kind of tTproject work,'Systems integratorsmay want to make more charges to aproject because they mal(e moneyout of changes. The client may notdeliver everlthing it is supposed to,a.nd the company circumstancesmight change,' Mr Clifford-Jonessays. 'Leadent's job is to keep every-one on track, There is a consultingrevolution going on where clients arefed up with the inefficiency and highfees of the big accountancy andconsulting companies. People arestarting to accept that there needs tobe a level of independence drivingthe project,'

6 A small company that only startealoperations tlree years ago, l€adentis already seeing its revenuesincreasing by 300 per cent a year. It

has workeal on a number of projects$'orth tens of millions of pomds,with customers such as Whitbread,the leisure group, and Anglian Water,the utility compary. SometimesLeadent consultznts have beenpanchuted in to turn round a projectthat has aheady run into trouble. Butincreasingly they arc being includedat the 6tart.

Anglian Water brought in thecompany as an overseer when itbegan to plalr the launch of a mobi]ecomputing system for its workels.Paul vallely, programne manager atthe utility, says, 'Rolling out mobilefield services is a new project for bothCSC and Anglian Water, anal weneeded a specialist,' Mr Valelybelieves l€adent provides a goodcounterview to CSC on the require-ments of the project. 'We have a goodrelationship v/ith CSC, but it is goodthat they can say what is feasible toexpect CSC to do, and in what timescale. Leadent ars making sure tiatCSC deliveE the specilication ontime and to cost.'

Mr Clifford-Jones says Leadent isalso able to flag up problems with theclient company more effectivelybecause it is considered to beindependent.'Clients take L€adent'sadvice seriously because they knowthe guys aredt there to sell morework,' he says. So far, on the Anglianproject, the'marrirage counselling'approach appears to be producingresults. The project is expected tofinish on schedule next year and isestimated to be ruming 15 per centbelow budget. With a little outsidehelp, it seems, tecbnology providersard their clients can look forward toa long and bappy union.

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Text bank I

If\fia Project management

Read the whole article. Who said what? Bob Fawthrop (BD,lvor Canavan (lC), Alistair Clifford-Jones (AC), PaulVallely(PV) orthe writer ofthe article (MP)?a) Only about 5o per cent of lT proiects will come in on

budget, and only about 10 per cent will finish on time.b) When a relationship breaks down, it is never totally one

partyt fault. l t is usually a case of peoplemisunderstanding each other.

c) Companies are putting in place measures to ensure theycan resolve problems quickly,

d) We are being called in frequently to help companieswrite contracts with their lTsuDoliers and to mediatewhen oroblems arise.

e) There is a consulting revolution going on where clientsare fed up with the inefficiency and high fees.

f) Leadent consultants have been Darachuted in to turnround a proiect,

g) We needed a specialist.h) We're also able to flag up problems with the client

company more effectively because we're considered tobe indeoendent.

Read paragraph 1. Match the verbs (1-7) with thenouns/adverbs (a-d to make expressions from the article.t t ie a) damage

b) budgetc) the knot

' d) trackc) spectacularlyf) on timeg) conflicts

5 Read paragraphs 7 and 8 and choose the best meaning forthe words and expressions in itdilcs in the context used inthe article.a) Anglian Water brought in the company as an overseer..,

i) financial controlleriD project sponsoriiD advisory body

b) PaulVallely, programme manager atthe utility,...D csc

ii) a mobile computing systemiii) Anglian Water

c, Rolling out mobile field services ...i) producing a lot ofsomething in a short space of

timeii) supplying a new service after it has been tested and

marketedii i) doing a particular business activity quickly and

eas yd) Leadent provides a good counterview ...

i) different agendaii) alternative opinionii i) impartial agreement

€) ... making sure that CSC delivers the sp ecilicotion ontime .,.i) deliverablesii) time scheduleii i) milestones

f) Leadent is also able to flag up problems ...create

iD point outiiD solve

g) ... because they know the guys aren't there to sell ...i) advisory consultants

it lT supptiersiii) ctient companyb management

h) ... look forward to a long and happy urior.i) merger or acquisitionii) projecti i i) partnershiD

Over to you rWhy do the companies mentioned in the article thlnk itbeneficial to emptoy an advisory orthird-party consultancy?What can proiect managers or proiect sponsors do to €nsureptoiects are completed on time and come in on budget?

Over to you zHave you ever been involved in an lT proiect? What did itinvolve and what rvas your role? Was the final outcomesuccessful? Why (not)? Would an advisory consultancy havehelped the proiect be more successful?

2

t4567

come in onfinishfailcauseresolveput backon

Read paragraphs z-4 and say whether these statements aretrue or faLse.a) Bob Fawthrop, who works in an advisory capacity when

business relationships get into trouble, says that oneparty is never entirely responsible.

b) Third-party consultancies are compared to marriagecounsellors because they give impartialadvice and helpwhen communication has broken down.

c) Onty the client pays the advisory consultancy fees whendifficulties arise with lT contracts.

d) Companies are not usually realistic about possibledimculties that may arise in projects.

e) Morgan Chambers is expectingto have a similaramountof business this year as last year.

Read paragraphs 5 and 6 and find expressions in the textthat mean the following.a) supervise or check an activity is being done correctlyb) not having the same prioritiesc) allthat was agreed or expectedd) make sure everyone is doing what was agreede) annoyed or irritatedf) leading or influencing

t) contracted in an emergency to make a project successfulh) experienced difficulties

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I Text bank

l||!|tllf Project management

Remote management

Before you readwhat do you understand bythe expression vlrtual meetings?

ReadingRead thls article from the FlnancialTimes and answer the ouestions.

I Levelof difticutty: OO Ol

People skills still rule in the virtual companyby Jay conger and Edwald Lawlel

1 Three weeks ago, the seniormanagEment team of a large computerservices company met in Manhattan at7 a.m. on a Sunday. The ten colleagueshad not met for several months, whichis hardly surpdsing given theirlocations. Three are based irCalifonfa, two in New Jersey, orle inPebnsylvarfa, oDe in CoDnecticut, onein London and two in Inilia. They arescattered acro6s the world for a simplereason: ttreir operations and customersare global. Even though the managErsdo Dot meet face to fate regularly, theycommunicate daily, Daking ertensiveuse of e-mail, mobile phones and videoconferencing. This company representsan extreme case of how organisatioDsare changing, but it is not unique. Itrepresents what more and morecompanies will cobe to look like.

Virtual ma.nagpment2 lccreasingly, Eanagel€ and those who

work for them are no longEr in the samelocation. Gone are ihe days whelrmanagers could supervise the hour-tGhour work of individuals. ManacBrsnow ne€d to lead by focusing on tlrcprocesses shaping perfoErance, aloDgwith the results that staff Erust acUeve.This can be done only if EaDagprsstructure virtual proiecls, setappropriate goals and milestones,shape behaviour, and develop measuresto analyse what progress 16 being made.

3 Critically, managels must have adeeper unde$tanding of when to usetbe wide rangp of combunications thatare now available. when is a phone callbest? A teleconfer€nce? A videoconference? An email? A facetcJaceEeeting? Research suggests that face-tcface communlcation is often the bestway to start a virtual project in orderto reach a! initial agreement ongoals, milestones, nonns andindividual coEmitments. It helps builda trusting relatiotrship that cannotbe built remotely.

4 Once a Eanagerial or teamrelationship has b€eD established,Buch can be accomplished with email.That said, it is still important to holdrcgular meetings, either face to face orby video conJerence. As a general rule,face-to-face sessions are for intensive,real-time problem-solving, whilevirtual meetings are for efficientinformation-sharing and assessingprogress,

5 It is also useful to create smallergroups wlthin a vltual team. I'lrcsesmaller groups are held mutuallyresponsible for the successful deliveryand integration of their specific task.For the Eost critical phase of thesubgroup's work, they are browhttogether, often for se.,.eral weeks.Physical proximity is critical toperformance. It allows individuals torespond to ideas immediately, toer.plore options more deeply, and to bemore productive ln problem"solving.

Managing n'lthout authodty6 ilYaditional organisatioDs worry about

control atrd reportiDg relatiobstrips.The assumption is that organisationsare most effective tfhen ther€ are clearrcporting relationships. It is a validprinciple when what needs to be doneis simple and can be carefullysupervised. It is not necessarily a goodidea, however, when the product orservice is complex and its creation isnot easlly obseNed and monitored.Often complex managementrelationships need to be developedbecause oryanisations are trying toproduce complex produck and serqicesacross geographic boundaries.

7 In these circumstances, individualEanageIs need to work with andinlluence people who are Dot tbeirsubordinates. Among tlre mostiEportarrt skills to leam are:constructive persuasion, inspirationalappeals, exchange of favours andmutual help, coalition-bullding andconsultation. One codpany that hasbeen highly successful at tbjs is core,

maler of Gore-Tex fabric. Since t958,core has avoided a haditionalhierarchical model, opting i-ostead for ateam-based environment that fosterspersonal initiative, encouragesinnovation and promoles person-to-penon communication.

sharcd leadershlp8 Because more and more work is being

done in cross-functional global teaDs,leadership incrcasingly must beshared. One comEury rotatesleadership roles across its project teamEembels at critical phases. Partly thisapproach to leadeFhip is a resul I of thefact that team members are now oftedpeels. Partly it is a result of the factthat work is now done in subgoups indifferent locations. To succeed atshared leadership, mzrnagers muststart by creating expectations. Filst,they must explain that sharinglead€$hip is a performanceexpectation and will be rewarded.Second, team members must acceptresponsibility for ploviding as well asresponding to peer-based leadership.

9 Managers must select team memberswho can perform pell without strongguidance from a superior. T'hey mustencourage team problem-solving anddecision-making. This means oftendeferdng critical decisioDs andmanagels assuming more of afacilitative mther than directive style.They must be able to demonstrateshared leadelship in meetings, tumingleadership over to a capablesubordinate or peer at tbe appropriatemoment, They must coach and developtheir teamS irdividual and collectiveleade$bip skills. This may be the mostdilficult of the Dew skills to leam, sinceit requtes letting go of direct control.That said, it is becoBiDg a Decessity ina world where working relationshipsare scattered over great distances.

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Text bank I

l!:filt rroreLrmanagemenr

1 Read the whole article. Number these ideas in the orderthey appear in the text.a) Managers need to know when it's best to telephone,

e-mail or call a teleconference or a virtual meeting.b) Globalcompanies nowadays cannot superuise

individuals as closely as before.c) Managers should encourage team members to share

leadership and take responsibil i ty for their actions.d) As a result of gtobalisation, companies will increasingly

have to manage teams that work in different parts oftheworld.

e) Managers today need to know when to defer decisions,lead, facilitate or coach team members,

f) Face-to-face meetings are more effective when it comesto complex task like problem-sotving.

g) With complex organisations, a manager does not alwayshave the authority to directly ask the team to dosomething.

2 Match the verbs (1-8) with the expressions (a-h) to makeword partnerships from paragraphs z and 3 ofthe text.1 focus on2 achieve

3 set

4 shape

5 develop6 analyse

7 reacn8 build

a) measuresb) behaviourc) processesd) progresse) an initial ag]eementf) appropriate goals

' g) a trusting relationshiph) results

3 Correct six ofthe verbs in these sentences, using the verbsfrom Exercise 2.a) Managers now have to lead by setting processes,

performance and results.b) Staff need to build results.c) This can only be done if managers shape appropriate

goals and milestones, reach behaviour and developprogress being made.

d) Face-to-face communication is the best way to start avirtual proiect in order to analyse an agreement onmilestones and commitments.

4 Comptete these sentences using expressions fromparagrapn 4.a) Video ............ and ............ meetings make buitding

relationships more of a challenge, but they are part oftoday's globat business, where managers may be basedanywhere in the world.

b) lf a manager wants a group of workers to get the iobdone effectively, a solid team ............ has to exist, andthe members wil l need to meet in ............ sessions.particularly at the start ofany big project.

c) Real-time ............ in meetings involves building a trustingrelationship and should be done face to face, wherephysical proximity can improve performance, whereasDure ........,... can be done via teleconference or videoconference,

lI@!E @ Pearson Education Limited zoo6

5 Read the section entitled Monaging without authority(paragraphs 6 and 7) and choose the best meaning for thewords and expressions in italics in the context ofthe articte.a) The assumption isthat..,

i) something that people think is true although thereis no definite oroof

i i) something that everyone knows to be trueiii) when someone starts to have control or power

b) ... when there are cleat reporting rclotionships.i) relationships between employees and managersiD working relationships between team membersiii) management relationships across different

countriesc) The expression irspirational appeols tefers to ...

i) making public requests for help, money orinformation

ii) being creative about motivating staffiiD asking staff to do things they do not want to do

d) coolition-building and consultationD organising working groupsiD buitding relationships with people who have a

common goali i i) building relationships with official bodies or

organisationse) ... a team-based environment that fosters personal

initiativei) requires or makes obligatoryii) provides training in a particular skil[

iii) encourages or promoteg

6 Read the section entilled Shared leadershrp (paragraphs 8and 9) and complete this summary with one or two wordsfrom the text in each gap.

Leadership must be a) ............ due to the development ofb).........,.. globatteams: team members often work indifferent c) ............ and are now regarded as d) ............ .Managers need to convey the idea that sharing leadershipis a e)............ and that individual members should takef).....-...... for their work. The role ofthe manager hasbecome less g).....,......, and team members are alsoexpected to take the initiative. Managers must thereforeh)......-..... individual and collective i)............, although thisinvolves letting go ofD ............ .

Over to you rWhat are some ofthe oroblems that can arlse whencommunicatlng with team members from other countries?

Over to you zWhat are the advantages and dlsadvantages ofsharlng olrotating leadership in a team?

I text bank

l{etworklng

t ld 2f 3g 4a 5b 6c 7ez rc zb 3e 4d 5a3 Suggested answers

a) glossy brochure b) business/sociallunchc) leading brand d) personal computere) socialoccasion

4 a) True On Tuesday, lwill be on the 8.38 a.m- toMoorgote Station as usuoL (paragraph 2)

b) False ... actually the prospect ofthe biggestnetwotkothon in the world appeals to me evenless than the prospect of going skiing - whichoppeob notat alL (paragraph 2)

c, f(ue Hoving to moke conversation with strangers ... iso wretched way to spend an evening; doing it fordays on end must be pure tofture- (parcglaph 2)

d) frue fhe whole netwo*ing process defeots me(paragraph 3)

e) frue they ore usually o bit grubby (paragraph 3)f) False on the rure occasions I am required to produce

one. (paragraph 3)d False ... get frshed out whenever I sprtng clean it.

(paragraph 3)h, False They then sit on my desk for o while before

eventually 6oing into the bin. (paragraph 3)a) i i i b) i i c) i i d) i e) i i i Di i r ) iSuggested answersa) correctb) thought he hadn't made.ny usefulbusiness deals while

networking.c) hadn't employed a slngle person he had met while

networking,d) found he enjoyed networking less as he got older.e) corrcct

7 a) off-putting b) pushy c) calculating d) self-defeatinge) annoying

Relocatlng

1 e,b,h,d, f ,a2 a) shockproof b) headback c) commuter d) always on

the move e) given their marching orders f)brave newworld t) ghetto h) lavish rentalallowancel) expatriate; expat D btend into

3 a) well-heeled b) property market c) mainstayd) tenants e) landtords f) exclusive expatriateneighbourhoods g) take ... on the chin h) stand outi) saturated marketptace i) make way for

4 a) False landlords in Hong Kong have been offeringbusinesses free accommodation for up to tEmonths of o three-year lease to secure theirrenure.

b) True landlords in Hong Kong hove been offeringbusinesses free occomnodotlon tor up to 18montl|6 of o thrce-Wor leas. to secure theiltenure.

True Singapore, hometo 8o,ooo foreigners workingi n w h ite- co llo r D rofessi o n s

False Singapore... has begun to ploy second fiddleto chinese cities such as Shanghai

True Shonghoi, where rents arc lowec ond theinfrastructure and schools are lmprtinglmmeosum y.

2a 3g 4f 5d 6c 7e 8bHotels offer many new facilities for business travellers.serviced apartments are p€ppered around the world.Serviced apartments will come wlth concierge servicesand tailored facilities.Families won't have to uproot as oftenRelocation can put stralns on a couplet relationship.

Business ldeology

I a) BingXiang b) GMAT test c) EMBA (executive MBA)d) $35,5oo (Rmb 288,ooo) e)8o f)lnseadandtheWharton School (University of Pennsylvania)

2 Suggested answersa) The Chinese government llcensed China's first privately

owned business school,b) China hopes to adopt US-style education in

management education.c) The nerv school was set up with money from Li Ka-Shing

ef,d{inG*h,ng.d) The new business schoolis run by Bing Xiang.e) correct

3 a) application procedure (paragraph 3)b) sit (a test) (paragraph 3)c) minimum score (paragraph 3)d) inception (paragraph 4)e) doctoraldegree (paragraph 4)0 thirst for knorvledge (paragraph 4)g) faculty (paragraph 5)h) dean (paragraph 5)

4 a) Fatse Professor Xiong aspiring to attroct overseasstudents to his programme, which is taught inE glish... (paragraph 3)

b) Fatse top of the hit list are chinese professots whohave studied ond tought obroad. (patagraph s)

c) True Both werc seduced by the ideo ofconductingrcsearch in chino. (paragraph s)

d) True The EMBA alumni netwotk is extrcmelypowerful... we can get information not throughthe formal chonnels. (paragraph 6)

e) False We don't want to rcgurgitote whot we leomt inthe Us. (pa.agaph 7)

c)

d)

e)

5 th

6a)b)c)

d)e)

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a) i b) i i c) i d) i e) i i f ) i i s) i h) i i1e 2f 3d 4b 5c 6aa) keeping... afloat b) att it took c) runningd) come so far e) get into f) pioneer g) aspiring to

Professlonal development

i lb2hjd4e5a2 1e 2h 3a 4g 5t3l f2g3c4a5b4 a) i i b) i c) i i d) i i it tv zu Jo 4r jE

6f zc 8g6d 7c 8b6e 7d

6f

Toll systems

r a) Austrian b) gantries c) cash d)andeasye) inspectors f) Autostrade t) the system was untriedh) credit card i) 60% D mobile-phone users

2 a) i i i b) i c) i i i d) i i1tgzf3e4b5a6c7d4 a) Truck drivers; toll booths b) loose change

c) commercial vehicles d) satellite technology5 a) period since when tolls have operated on ltalian

motorwaysb) numberofyears ago when more than halfof ltalian

drivers Daid tolls in cashc) percentage of ltalian drivers who pay with credit cards or

Telepassd) amount of money 0n euros) spent by Autostrade on

research and develoDment€) percentage ofAutostade's revenue that came from tolls

in 2ooaf) percentage ofthe ltalian tolled network controlled by

Autostradeg) percentage of ltalian toll roads for which Autostrade acts

as a clearing house for the non-cash revenueh) number of cameras installed by Autostrade on

motorwaysl) name of the telecommunications company with which

Autostrade is discussing a venture6 a) True the accomponying senson con relay

infornation on tomc and weather to units suchas media outlets ot screens in se|ice stations.

b) False Autostrade is discussing a venture with 3, thetelecommunicotions company, that will see freeand paid-for seruices availoble on mobiles.

c) True d ve6'phones con be located by readingstaken ftom the mobile phone network.

d) True Mr Bergamini says tracking the exact locationofvehicles, ond speed and ditection of travelare not yet prccise enough-

e) False lf you want personal infomotion, you wontinformation that is tailored for you, not forsomeone who is nearyou. (Here, he ls refeningto Dersonal information for the driver andmobile user, not for Autostrade.)

Text bank I

Partnerships with l{GOs

1 a) Peter Melchett, head ofGreenpeace (paragraph r)b) corporate communications company (paragraph r)c) conservation group (paragraph z)d) US banana giant (paragraph z)e) UK electricity supptier (paragraph 2)f) consumer goods group (paragraph z)g) executive director ofGreenpeace (paragraph 3)h) executive director ofthe FLA (paragraph 5)l) US-based monitoring organisation, working with

companies and NGOs (paragraph 6)

) co-director of the Partnering Initiative at theInternational Business Leaders Forum (paragraph 9)

a) Peter Melchett angbred many environmentalists whenhe became an advlser at Burston-Marsteller.

b) Peter Melchett argued that he could achieve moreworking with companies than in opposition to them.

c) A growlng number of non-governmental organisationsare currently doingthe same as Greenpeace and theRainforest All iance.

d) Chiqulta has come under severe crit icism for its poorrecord on environmental and labour issues.

e) Greenpeace has embarked on joint ventures to improveworking practices in companies such as ehiquita,NPower and Unilever.

a) i b) i i i c) i i d) i e) i i f ) i6) False The FU... works more closely with companies

than nany orgonisations ... The FLA hos, folexample, both componies and non-govemmental orgonisotions on its boord.

b) True to maintain its independence ... theorganisation lays down strict rules ofenqagenent.

c) False All businesses co-operoting with the FLA mustogree to give it unimpeded ond unannouncedaccess to their factortes

d) False none ofthe companies hos any contrcl overwhat the FU publishes in its reports obout theIabour conditions in theh supply chains.

e) True 'tt3 warts and oll,'soys Mrvon Heerden,f) True '... we feel we can only do our job properly if we

t4

have independence.'

51,b 2c aa 4f 5e 6d

Indlab energ;y needs

Beforc Wu rcodAccording to the BP Amoco Statistical Review of World Energy(2ooo), the top five biggest energy consumers in the worldwere as follows:

lUSA 2China 3 Russia 4lapan 5 Germany

lnternational Energy Agency forecasts suggest that China willsoon be the top consumer. India is presently the sixth largestconsumer ofenergy, but willshortly become one ofthe topfive.

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I text bank

I Four types ofenergy:

wood and cow dung(also referred to asbiomass and waste)

currently accounts for morethan halfofthe country's totalenergy use; will remain themain source of energy fordomestic energy users

oil usage currently low due to thelow level of car ownership;demand will rise to 5.4m barrelsa day by 2o3o

gas demand wil l r ise amongindustrialusers

coal remains the preferred source ofenergy for industrial users

a) i i b) i i i c) i i d) i i i e) i 0 i i s) ia) groMh rate b) fellwell short of c) representd) resulted in e) forecast f) proieded (forecast usedas a verb is also possible) g) averagea) negate b) conundrum c) thewest; developedcountries d) developing world e) in turnf) development g) percapita h) widea) percentage of Indla's totalenergy use accounted for by

biomass and wasteb) number of years over which the use of biomass is

expected to decline and use ofoil, gas and coaltoincrease

c) number of million barrels a day of oil India is expected tobe using by 2o3o

d) percentage ofoilthat wilt be supptied by importatione) number of cars that exist for every 1,ooo people today in

lndiaf) number of people that own a car in Europea) True strcng economic groffih rotes of more than 4

per cent a yearb) True will stinulate gos demand among industrial

use|s in lndio.c) True o recent signifrcant gas discoveryd) Fatse this will not be enough to meet futurc demond.e) False lndia ... is olso negotioting with Bongladesh

and Burma about building pipelines to inpoftgas.

e) The Swedish government is purstrlng its plan to reducedependence on nuclear energy.

f) A major problem with nuclear energy is th€ dbposal ofwaste.

o,et f za 1e 4b 5d,6ca) the public purse b) nuclear plant c) clear-upoperations d) green lobbyists e) upfront costsD gas-fired power stationa)4 b)6 c)5 d)z e)r f ) lB

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2

t

0 False coal will remoin the preferred energy folindust al use6.

g) False The IEA prcjects lndian cool demond to rise otsimilar rotes to total groMh rates of eneryy usein the country during the next 25 years, (similarrotes rcferc to 4 per cent a yeor atlhebeginning of the paragraph.)

l{uclear energy

1 a)7,8 b)6 c) t ,z dlz e)3 05 d42 a) There were oncc plans to build a new nuclear reactor.

b) The company is the taltet of safety inspectors becauseof its accident record.

c) Solar energy is the dadlng of many environmentalgroups.

d) The use offossll fuels increases the levels ofcarbondioxide in the atmosphere.

Offshoring

r f ,e,g,c,b,d,h,a2 a) Both b) Germany c) France d) Both e) Germany

f) France

3 a) True The evidence is potchyb) False nea y half of Eurcpean componies planned to

shift morc services offshore.c) False UK componies accounted for 6l per cent ofthe

total ofjobs moved, followed by Germany andthe Benelux countries with 14 percent each.

d) True ... westem Europe itselfbenefited with 29 percent- the favoured locotions being the UK,lreland, Spoin ond Portugol

e) False Asio wos top destinotion, with 37 per cent

4 a) the number (in millions) of European informationtechnology and service jobs that will move offshore overthe next ten years (accordingto Forrester Research)

b) the proportion ofthose iobs that will be from the UKc) the distance 0n miles) used by Forresters to define

offuhoringd) the number ofjobs created by German multinationals in

Eastern Europe between 1990 and 2oo1e) the number ofiobs created byAustrian multinationals in

Eastern Europe between r99o and zoorf) the number ofiobs lost in Germany as a result

5 ar7 b)4 c)z d)s e)6 f ) r e)8 h)r6 a) Germanyt b) displaced German workers

c) it = outsourcing; them = companies

Older people

I a) International Labour Organisationb) runs the Unemployment and Labour Market

Disadvantage programme at the Institute forEmployment Studies

c) British DIY (do-it-yourself) retailerd) Halifax Bank ofScotlande) founder of Mist Consultingf) a cologne-based diversity consultancy

2 Suggested answersa) The llo says that, by the year 2o5o, the number of

people over 60 willincrease from 6oom to 2bn.b) In 50 years'time there will be more over 6os than

chlldlen underi5 in the world.c) Employers should deal with aE€ discrimination at work

and provide incentives for senior workers to agree tostay In thelr iobs longer.

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d) John Atkinson from the Institute for EmploymentStudles says changes in leglslatlon wiL[ force companiesto take action.

e) The Brit ish government is committed to implementingage legislation under the European Directive on EqualTreatment.

a) i i b) i c) i d) i i ia)6 b)r c)s d)4 e)z f ) l S)z h)8l f 2a 3c 4b 5e 6db

Unit 6'

Business responsibilities

1 e,d,c,a,b, f ,g2 a) i i b) i c) i i i d) i

31d2e3c4f5b6a4 a) supply chain b) state-owned uti l i t ies c) Clothing

manufacturers d) dominant market positione) corporate malpractice f) low-income countries

5 a) MichaeLFairey b) Mervyn Davies c) MichaelFaireyd) Association of Brit ish Insurers e) Mervyn Davies

6 a)violations b) insti l c) appointment d) enduringe) taking f) promoting

7 a) appointment b) enduring c) promote d) viotatione) instil f) take

8 1c 2d 3e 4a 5b

Business models

1a)oi lcompanies b) mining companies c) miningcompanies d) mining coitpanies e) AccentureDevelopment Partnerships f) Pfizer g) Unilever Vietnam

z a) Lack (para. r) b) social programmes (para. 1) c) treadextremely carefully (para.r) d) backfire (para. r)e) contentious (para. 2) f) extractive industries (para. 2)g) create vast footprints (para. 2) h) the thorniest issue(para. z) i) arise (para. z) | feel teft out (para. z)

3 a) improve b) create c)fund;rottout d)withdraw;embark on e) conduct f) abandon g) leavea) approached in a measured way b) cash is probably notthe answer c) transparency is essential d) to promotebetter schooling e) it's seen as self-serving f) there'scredibil i tv to ita) False ... hos unforeseen benefits.b) True -.. hos creoted 8oo to 1,ooo smoll businesses in

supportc) True the biggest contribution companies can make

to development is the economic story

b) True

International banking

1 a) biggest b) politicians c) top 20 d) equity e) 19olo(to 257d f)Us g)Siemensand BASF h) compromisei) consolidation D (political) interference / social c) Trueengineering

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I a)6e b)Sd c)Zb d)ta e)zg f) r f g)+c

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Text bank I

a) peer group b) return c) equity d) (market)capitalisation e) assets f) revenues g) analystcommunity/analysts h) on a par with i)ptayinthetoptier i) balance sheeta)Siemens b)neither c) BASF d) both e) neitherf) neither g) Siemens h) BASFa) False Deutsches difficult relationship with the

Ge tma n esta bl i s h m e nt i s lo n 9 -sta nd i n g.b) False To compound matters, MrAckemonn is not

even Gernan,c) True Mr Ackemann is obliged to mointoin o degree

ofdistonce in his politicol and corporotenetworking in otdet to ovoid being drawn intounprcfitoble pat otic business.

d) True the politicol outcry overthe Deutsche jobs

saqa carnes a resonant messoge.e) True 'This kind of politicol interference is derailing

copitolism in Germony,'soys Mr Willioms.'lt issocial engineering. And it is delaying nuch-needed consolidation in German banking.'

f) False 'lt is a big deterrent for potentiol acquirers

from abroad.'g) False For Deutsche, in pafticulal senior managers

believe the debocle has exocerbated the'German discount' attoched to the shore price.

That is the lost thing M Ackermann needs oshe t es to play cotch-up with his internotionalrivals.

Corporate recorery7 7d 2h 3g 4f 5e 6c 7b 8az rd ze 3c 4a 5bI a)Sb b)rd c)3c d)4a e)ze

4 a) (dramatic) turnaround(s) b) deLuging... (markets)c) a flood d) fluid e) stakeholders f) trustees

5b6 a) i i b) i i c) i d) i

7 a)Dl b)DJ c) lP d) lP e)PK f)PK g)) lPlan Powell is most in favour ofthe new stvle,

The growth of management consultancy

r a) False The strength and pattern ofthe recovery va esby country ond some sectors remaindep resse d ... t h e i nfo rn ati o n - te ch n o logyconsulting sector is likely to grow at onaverage compound rote of little more thon1 pet cent. (pangtaph 2)The mergerand ocquisition wave among USpublic conpanies helps explain why NorthAmerico is leading the way- Consultants arcoften called in to rcview potential deals ondadvise on post- merget i ntegration,(paragraph 3)The economic boom ofthe lote ggos led tovery strcng demond ... fhe rcsult: raw recruitsdeliveing wotk ofquestionable quolity toi ncreasi n g ly d i si llus io ned cli e n ts.(paragraph 3)

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45

d) True Under particulor scrutiny is the traditional,pyramid-shaped organisotion in which a fewsenior partners are suppofted by an arny ofenthusiastic iuniors. (paragraph 5)The ability to'leveroge' the expertise of seniolconsultants in this way is centnlto theeconomics ofthe indust4a (paragraph 6)

e) False Experienced consultants were leaving to work

for 'hot' technology companies, and youngrccruits could not be trained fast enough to frllthe gap. (patagtaph 3)'This is on apprenticeship industry lfyou hovetoo few people coming in at the bottom, youend up with not enough managers.'(paragraph 6)

f) False Some consultants predict the eneryence of'diamond'shaped' firms, in which pattners oresupported by more experienced consultontsand feweryoungsters (i.e. where seniorconsultants are in the maiority) (paragraph 7)... some willdoubtless frnd ways to naintainthe leveruge model. Others will evolve intodiomond-shaped organisations. (paragraph 9)

a) sector b) exaggerated c) several d) recuperatione) recovery f) sectora) the merger and acquisition wave b) leading the wayc) advise on post-merger integration d) economic boome) raw recruits delivering work ofquestionabte quality

f) competit ive bidding on engagementsa) i i b) i i i c) i i i d) i e) i i Di i ia) leverage b) expertise c) corretation d) progressione) intakes f) apprentic€ihiptb zf 3e 4d 5a 6c7c 2e 3b 4a 5f 6da) primary activity b) Experienced recruits c) diamond-shaped firms d) advisory fees e) strategy consultingf) adiacent industries

a) i i b) i c) i i d) i e) i i ia) sophisticated b) toll c) retention d) pushbacke) subsume f) steeplyA is correct. B contains various errors:.., there are two reasons lthere are various reasons, ofwhichonly two are descibed in this pamgmphlwhy revenue perconsultant is falling. Many independent consultants havebecome members ofthe MCA and charge less, which hassisnificantlv reduced the averase income ofsmaller firms

lpartly true, but not a defrnite ot significant deuease; shesays smoller firns may have depressed the figurel. MsCzerniawska also thinks outsowcing Iand lT- relotedconsultinglgenetale Less fee income than traditionalmanagement consutting services.a) True But the likeliest explonotion for the fall is the

incrcose in the numbet ofconsultonts.b) True Because so nany consultonts, invetemte

optimists, believe sales are obout to incrcase.c) True Many consultants over-recruited during the

lnternet boom otthe beginning ofthe decade,ond Ms Czemiawska says: 'Consulting fitnshave perhaps not entirely leamtthe lessons of2oo7.'

d) Fatse Tindole... soys consultants need to providetheirclients with a better value-for-moneyseruice than they did in the past.

34

678

Management consultancy

1 a) the McA (para. 2) b) the writer (para. 3) c) the writer(para.4) d) BruceTindate (para.5) e) anonymousconsultant (para. 6) f) Fiona Czerniawska (para. 7)g) Bruce Tindale (para. 9) h) anonymous client (para. 9)

2 a) amount earned by British consultants last year (in billiondollars)

b) percentage ofmembers ofthe MCAwhose incomecomes from outsourcing

c) percentage of MCA members' fee income accounted forby information-technotogy-related consulting andsvstems develoDment

d) percentage of McA members' fee income accounted forby traditional management consulting

e) percentage by which McA members' fees for traditionaIconsulting fell last year

f) percentage ofthe UK consulting industry's feesaccounted for by MCA members

What is strategy?

t 7c 2f 3e 4E sb 6d 7a2 a) True Strategy is, very simply, an outline ofhow o

business intends to achieve its qoals, Thegoals are the objective: the strategy sets outthe route to that obiective.

b) True ln the early stoges, business objectives oreusuolly fairly simple: to su.ive ond to achieveqrowth taryets.

c) False Strategies arc correspondingly simple as well,and ore often not even committed to paper; itis enough that everyone in the companyunderstands where it is going ond how it willgetthere.

d) Fatse But as the business gtows, so does the need

for co-ordination- Accotdingltl therc is a need

for a mutually agreed ond accepted strotegy

for the business.

3 a) the wrong way to go about it b) tailored to meettherequirements c) easier said than done d) branched out€) a matter of

4B5 a) framework b) arise c) ad-hoc6 a) i i b) i i c) i i i d) i e) i i

7 ae 2g 3d 4b 5h 6c 7a

d) adage e) novice

8f 9i 10i

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1

z3

t$ission statementsL

f ,d,a,c,e,ba) liable b) stomped off; drive (customers) awayc) a regular/Loyal customer d) queried the bilt e)emblazoned f) chatting (freely)a) False The writer says fhe u/o tds hounted me and the

words were still swilling around my head, buthe is referring to Avis's mission statement, notto the words ofthe woman.

b) True as an outlet for my rage, I begon researchingthe subject of mission statements

c) True there is a substantial amount of literatureavailoble on the subiecfr.., theses (a thesis isan essay written by an MA or PhD student)

d) True The writer says... wit, lively titles such as'Librories, Mission and Ma*eting: WritingMission Statements Thot l,yo/k', but he is beingironic.

e) False the authorc fall into two comps (notlhemission statements)

f) Fatse One expert insists thot ,,, Another inslsts on .-.Yet onother insists that ...

a) i b) i i i r ) i i d) i e) i i i f ) i1b 2d 3a 4f 5c 6ea) memorable b) ordinary c) modest d) unsolvede) lamentable f) rallying

Text bank I

5 a) True The tokeover by Ahold dramotically reducedPeopod\ sourcing costs.

b) Fatse Ahold also kept Peapod's separate identity, hesoys.'From the very beginning, we hod'thePeopod way", which was to "amaze anddelight" the customer...'

c) True ... moke swe you enioyyouriob ond don'tforyet obout your family.

d) False Peapod cloimsthat it hos achieved far lowerturnover of staff than would be usuol in obusiness that combines logistics and retailing

e) True lt still runs regular employee awards and its'Eroken Promises lndex'that monitors itsperfornance in t4 key arcas, such as latenessond incomplete orders-

6 a) (strong) background b) heads c) (site) usersd) customised e) innovation(s) f) what it comesdown to

7 a) entrepreneur b) challenges c) supermarket chainsd) fast €) outside f) investors g) motherh) start (up) l) books l)leffBezos

Using a website

1 8)6 b)5 c lz dl t e lz t ) r Srq2 a) brand-building b) cuddly c) strength d) attributes

e) fundamentatly3 a) True Hard web isthe website as atool. Consuners

can buy products or check accounts. B2Bcustomes con ploce onde's.lournalists can findhow much money Wur CEO eamed last yearlnvestoE can see how much moneythey hovemade out ofyou. They ore all doing somethingthat helps them in theh lives or iobs.

b) False Consumers can buy products or checkaccounts- B2B custome6 cdn Dlace orde6...They are all doing something that helps themin their lives or jobs.

c) True Soft web is using o site to nudge, to impress,to mossage.'Btochureware', where a websitereproduces marketing litemture created forprint, is soft web.

d) True So ore the look, feel and 'voice' of o site, whichtmnsmit messoges about the orgonisationBculture ond brand.

e) False Most CSR, but not allt And the great bulk ofcorporate social rcsponsibility (csR) naterial issoft.

4B5 a) trick b)inharness c) stopping point d) service

reminder e) back (this) up f) optimisatlon g) flowingh) bombard

6te2a3f4cSg6b7d7 a) arrives / has arrived mid.site b) keep up standards /

keep standards up c) hiring; writers d) links; scatterede) Drawing people in; feeding

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Onllne groceries

I f ,c,e,a,g,d,b2 a) False ... he was very much an outsider. $)aragJaph r)

b) False He ond his brother Thomas persuaded )ewelStores, a Chicago grocer, to take therevolutionary step of ollowing some ofitscustomers to place delivery ode6 via theirconputers with their stott.up, Peopod.(paragraph 1)

c) True Andrew and Thomas were not allowed to workfrom the supermatket thot seryed os theirbase. lnsteod, they were confined to o van inthe cor park. (paragraph r)

d) True Peopod is a wholly owned subsidiary ofAhold(paragraph 2)

e) False ... Peapod's soles were estimated to be about$2oon last yeo,i making it the biggest onlineoperutor in tetms ofrevenue in what is still thecomporatively snall US matket. (parcgrcph 2)

tc zf 3a 4e 5b 6da) financing package b) distribution partnershipsc) software development; bricks-and-mortar grocerd) online operation

E@E @ Pearson Education Limited zoo6 Ee2-

I terr bank

Technologlcal Innor6tion

1 a) founder b) bigbreak c)trade exhibitiond) technology manager e) three days f) nine staffg) intellectual property h) printing-ink l) single price

I Licences2 a) False Three yearc ogo, a young entrepreneu in

Leeds risked everything he hod to moke hisbusiness a success .,. His route to success tookhim as far afreld as Ch,na... (China is not theonly country where the company has beensuccessfulJ

b) True Andrcw Ainge's print-technology company,MetalFX,... an innovative technology-licensingmodel that min imises the operation\overheads while naximising its ptofits.

c) False fhe systen hos changed the industrySopproach to the use of netallic inks, and thevisuol rcsults - on brochures, packaging,annuol reDofts and so on - have beensturn,rg. (fhere is no mention ofit needingfurther development.)

d) True Pinte6 use the CMYK systen (conbinations ofcyan, mogenta, yellow and block ink) to creotecolourcd images and text.

e) True The system allowed millions of metallic colouRto be created at once.

3 1d 2c ae 4a 5b4 a) i i b) i c) i Oi i e) i i i f ) i i i5 1D 2e 30 4a 5C6 a) branchingout b) ey6-catching c) caught the attention

of d) down to e) overseas buyers

Increaslng market share

1 b,d, f ,h2 a) Defying the taws ofgravity b) a succession of

c) seemingly unassailable teaders d) astute e) gainedf) brought in g)headup h)True to formto 2c aD 4arc 2a 3b 4da) (ha$ launched new brands b) condiment company;case history c) has grabbed; market shared) nationwide distributlon e) Changing conditionsa) i b) i i c) i i i d) i i e) i

c) False Sometines, to ensure the advice is trulyimportiol, the client and lT contractor will shorcadvisory fees.

d) False ... componies arc often nominoting a third-pafty nediotor from the statt. There is more ofon expectotion that things can get out ofshape

€) False The compony hod obout no engagements lostyeal and denond is gtowing ot around 25 percent each ouarteL

4 a) oversee b) have different agendas c) everything it issupposed to d) keep everyone on track e) fed up (with)f) driving g) parachuted in to turn round a proiecth) run into trouble

I a) i i i b) i i i c l i i d) i i e) i f ) i i 8) i h) i i i

Remote management

1 d They are scattered across the world ,.. their operctionsond customers ore globol... lt represents what more ondmore companies will come to look like. (paragraph r)

b Gone are the doys when managets could supervise thehour-to-hour wo* of individuols. (paragraph z)

a ... managers must have o deepet undeRtonding of whento use the wide rcnge ofc'mmunications that ore nowovoilable. When is o phone call best? A teleconfercnce?A video confercnce? An e-mail? A face-to-face meetin g?(paragraph 3)

f As o general rule, foce-to-foce sessions ore for intensive,reol-ti me problen-solvrng (paragraph 4)

g ... individual managers need to work with ond infiuencepeople who are nottheir subordinotes. (paragraph 7)

c First, they must explain thot shoring leadetship is apetormance expectation and will be reworded. Second,teom members must accept responsibiw for Novidingas well as responding to peer-based leadership.(paragraph 8)

e This neans often defeaing critical decisions ... Theymust be able to demonstrate sharcd leadership inmeetings, turning leadeship over to o copablesubotdinote or peer at the approptiote moment. Theymust coach and develop thei team's individual andcollective leodership skills. (paragraph 9)

2 tc 2h 3f 4b 5a 6d 7e 8g

3 a) Managers now have to lead by focuslng on processes,performance and results.

b) Staff need to achleve results.c) This can only be done if managers set appropriate goats

and milestones, shape behaviour and analyse progressbeing made.

d) Face-to-face communication is the best way to start avirtualproject in orderto reach an agreement onmilestones and commitments.

a) conferences; virtual b) relationship; face-to-facec) problem-solving; information-sharinga) i b) i c) i i d) i i e) i i ia) shared b) cross-functionat c) locations d) peerse) performance expectation f) responsibitity g) directiveh) develop/coach l) leadership skilts I direct control

345

6

7

Proiect medlators

r a) MP (paragraph r) b) BF (paragraph 2) c) lC (paragraph3) O BF (paragraph 4) e)AC (pangraph 5) f)MP(paragraph 6) g) PV (paragraph 7) h) AC (paragraph 8)

2 1c 2b j , l 4e Sa 6g 7d3 a) True When a relationship breaks down, it is never

totally one pafty\ fault,b) True A third potty con come in with a more objective

view:

56

o Fearson Eoucaron Lrru"o ,ooo fi@!!

Resource banl<

flThese Resource bank activities are designed to extend anddevelop the activit ies in the main Course Book, Each Resourcebank unit has between one and three exercises, some of whichdevelop the language points from the Course Book and otherswhich appty this tanguage in roLe-play activit ies.

You have permission to photocopy the Resource bank pages inthis book. In some units, you wil l give SS a copy ofthe wholepage. In others, there are role cards which need to be cut outand given to 55 with particular roles. These activit ies areindicated in the unit-specific notes below.

The language €xercises can be used to revise language fromthe main Course Book unit; point out the connection with theCourse Book materialto SS. ln many cases, these activit ies canbe done in a few minutes as a way offocusing SS on theactivitv that follows.

A typical two-person roldplay might last ten minutes, followedby five minutes of praise and correction. An animated groupdiscussion might last longer; in this case, drop one ofyourother planned activit ies and do it another time, rather thantryingto cram it in before the end ofthe lesson. lfyou thenhave five or ten minutes left over, you can always go over somelanguage points from the lesson again, or, better sti l l , get SS tosay what theywere. One way ofdoing this is to ask them whatthey've written in their notebooks during the lesson.

Feel free to do an activitv more than once. After one run-through, praise strong points, then work on three or four thingsthat need correcting or improving. Then you can get SS tochange roles and do the activity again, or the parts oftheactivity where these points come up. Obviously, there wil l comea time when interest wanes, but the usual tendency in languageteaching is not to revisit things enough, rather than the reverse.

Concentrate on different things in different activities. In somerole-plays and discussions, you may want to focus on fluency,with SS interacting as spontaneously as possible. In others,you will want to concentrate on accuracy, with SS working ongetting specific forms correct, Rather than expect SS to geteverything correct, you could pick out, say, three or four formsthat you want them to get right, and focus on these.

Be sure to give complete instructions before getting SS tostart. In role-plays, be very clear about who has which role, andgive SS time to absorb the information they need. Sometimesthere are role cards that you hand out. The activities where thishapDens are indicated in the notes.

In pair work or small group situations, get all pairs to do theactivity at the same time. Go round the class and listen, WhenSS have finished, praise strong points and dealwith three orfour problems that you heard, especially problems that morethan one group has been having. Then get individual pairs togive public performances so that the whole class can [isten.The performers should pay particular attention to the three orfour problem areas.

The pair activit ies can be done one to one, with you taking oneof the roles. The activity can be done a second time, reversingthe role and getting the student to integrate your suggestionsfor improvement. (Where there are groups ofthree, you cantake two ofthe roles, changing your voice for the second role)

Before the class, photocopy and cut up the role cards for55 A and B. Make as many photocopies as there wil l bepairs of S5.Tell SS they are going to do a quick social English quiz. AskSS A and B to look at their respective questionsindividually, then check their answers with the key given.Get 55 to do the quiz in pairs as a speaking/l isteningexercise. SS A ask questions 1-5. SS B ask questions 6-10.Circulate and help where necessary.After f inishing the quiz, ask SS to give each other a scoreand tell their partner the correct answers.Go through any idiomatic or colloquiaL expressions that SSdidn't understand.One-to-one SS may do allthe questions as a quick-fireexercise, settinga time limit oftwo to three minutes.Alternatively, ask them allthe questions.

rb 2c ab 4b 5a 6c 7c 8a 9a 10c

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o@

I Resource bank

(9@ Before the class, photocopy and cut up the role cards for

SS A and B. Make as many photocopies as there wil l bepairs ofSS.

@ Ask the whole class to look again at the expressions in theUseful language box on page ll ofthe course Book andmodel the intonation of the Dhrases.

@ Tell SS they are networking at an annual conference fortheir company/ organisation /sector. Allow SS a minute ortwo to highlight or make a note ofthe expressions theymight use before doing the role-play. Tellthem they onlyhave five minutes to find out about the items listed.

@ Circulate and help where necessary during the role-play,noting down examptes oflanguage used, five or six pointsfor correction, including pronunciation and intonation.

@ Bring the class to order and go through feedback with thewhole class.

@ After feedback, SS may repeat the activity, swapping roles.

@ With one-to"one students. take on one ofthe roles.

Ask the whole class to look again at the expressions in theUseful language box on page 18 ofthe Course Book andmodelthe intonation of the ohrases.

Get the SS to read them with reaListic intonation. Do thiswith the whole class, then repeat in pairs.

Repeat any phrases tfat SS had difficulties with.

Ask SS to close their Course Books and work on thisexerctse.

Go through the answers with the whole class-

Practise the intonation ofthese ohrases.

l f 2g 3e 4d 5a 6c 7b

Before the class, make as many photocopies ofthe rolecards as there are pairs in the class.

Explain the scenario set out in the rubric. Divide the classinto pairs and hand out the role cards.

Begin the role-play in parallel pairs. Go round the room andmonitor the language being used. Note down strong pointsand points that need correction or improvement; this caninclude incorrect structures, vocabulary and pronunciation,Focus particular on clarifoing and confirming language. Putthese items on the board for later feedback.

Ask early finishers to look at the board and to attempt thecorrection work.

When most pairs have finished, bring the class to order andpraise good language points used.

Refer SS to the board and work on the corrections together,getting 55 to provide the correct form, vocabulary andpronunciation if possible.

lfthere is time, ask SS to change roles and repeat the role-play, this time being carefulto integrate the correctionsmentioned.

Before the class, make as many photocopies as there willbe pairs ofSS in the class and cut up the'turns'.

SS work in pairs to rearrange the turns. TellSS the correctorder ofthe first two utterances to get them started.Circulate and help where necessary.

SS then read out their conversations,

When most SS have finished. callthe class to order andword on any intonation and pronunciation problems.

Get SS to concentrate on the last nine Lines ofthe dialoguefrcm Are you soying you won't be able to delivetthis ordeluntil the New Year?

Get 55 to memorise one card each and turn it face down.SS repeat the partially hidden dialogue. Repeat thisprocedure a few more times, hiding a l ine each time, untiteach SS can say their lines from memory. To help them, youcan put a few keywords on the board from each turn,

Ask the whole class to look again at the expressions inExercise B on page 26 ofthe Course Book and model theintonation of the Dhrases.

Get the 55 to read them with realistic intonation. Do thiswith the whole class, and then repeat in pairs.

Repeat any phrases that 5S had difficulties with.

Then ask SS to close their Course Books and work on thisexercise.

Go through the answers with the whole class.

Practise the intonation ofthese Dhrases.

@@

@

@

@@

@@

@

@

@

6 6

o

@

@

@@ I We're looklng at an initial order of two to three

thousand.2 Would you be willing to come down a bit on that?

3 Somewhere in the region of 5oo euros.

4 l think we could work with that.

5 Supposing we were to make that twelve free samples.6 Glven that we are likely to be placing large orders, we'd

like a 10% discount.

7 Are you saylng that you can handle an order of that sizeeach month?

8 What would you say to a display ofyour products in ourtoy department?

9 Se€lng that you'd like some free samples, we'd like ourlogo to be visible.

@o Before the class, make as many photocopies ofthe role

cards as there are Dairs in the class.

ExDlain the scenario set out in the rubric. Divide the classinto pairs and hand outthe role cards.

Begin the role-play in parallel pairs. Go round the room andmonitor the language being used, Note down strong pointsand ooints that need correction or imDrovement. This caninclude incorrect stru€tures, vocabulary and pronunciation.Focus particular on clarifi/ing and confirming language. Putthese items on the board for later feedback.

Ask early finishers to look at the board and to attempt thecorrection work.

When most pairs have finished, bring the class to order andpraise good language points used.

Refer SS to the board and work on the corrections together,getting SS to provide the correct form, vocabulary andpronunciation if possible.

lfthere is time, ask 55 to change roles and some ofthedetails on their cards. SS repeat the role-play, this timebeing careful to integrate the corrections mentioned.Alternatively, ask a strong pair ofstudents to repeat therole.Dlav for the whole class.

Get SS, in pairs, to match the expressions and thefunctions,

Circulate, monitor and help where necessary.

Bring the class together and go through the answers withthe whoLe class.

Practise the intonation ofsome ofthese phrases.

For further practice, SS could use some ofthese phrases tomake a short dialogue oftheir own.

Ask th€ whole class to look again at the problem-solvingexpressions on page 38 ofthe Course Book and in theDrevious exercise,

Get SS to work in groups offour or five. Tell them to readthe problem and the possible solutions. Dealwith anyouestions.

Ckculate while SS discuss the Droblem and solutions andmake a note ofthe good expressions they use, as well asfive or six language points for correction.

Bring the class to order and go through the correction workwith the whole class, asking 55 to modelthe correctonrases.

Ask one or two groups for feedback, What other solutionsdid they come up with. What were the best solutions?

Resource bank I

@a Get SS, in pairs, to read the sentences and cross out the

extra word,

o Circulate, monitorand helpwhere necessary pointingoutwhere SS have or haven't identified the extra word correctlyand giving them an opportunity to look again.

a Early finishers can check their answers against the Usefullanguage box on page 47 ofthe course Book.

a Bting the class together and go through the answers withthe whole class.

34

Let me see if I follow te you, you're saying that thebooking is incorrect.From iFyour point ofview, the situation has gotwo15e.Let me I make sure I understand you correctly.l'm sorry | missed €'rr+ that. Could you ptease repeatit?I'm not sure lf€{ler|iig understand you. Could you saythat again?Please t€{* go on. I'm interested to hear what youthink.I appreciate how you feel{ile.I can see {€€s€r why yo! feelthat way.Yes, you have a t+se point when you say there was along delay.Here's hor,v it looks ne from my angle, we both mademistakes.

789

Before the class, photocopy and cut up the role €ards forAand B. Make as many photocopies as there will be pairs ofss.Ask the whole class to look again at the expressions inExercise A or the Useful language box on page 47 oftheCourse Book. Modeland dril l the intonation ofsome ofthepnrases.

Tell SS they are going to role-play two situations betweencall-centre agents and clients at Delaney callcentre inDublin. lfnecessary look back at pages 48 and 49 oftheCourse Book to remind SS about the case studv.

Allow SS one or two minutes to hightight or make a note ofthe expressions they might use before doing the role-play.

As this is a telephone role-play, SS should not sit facingeach other. Circulate and help where necessary during therole-play, noting down examples ofgood language usedand five or six points for correction, including pronunciationand intonation,

Bringthe class to order and go through feedback with thewhole class-

55 then swap roles to do the second rote-ptay. Repeat theDrocedures above,

@a

@

6

o

o

@o

@o

1D 5t 6a 7d2e 3c 4C

I Resource bank

@@ Get 55 to read the sentences and find the errors. Elicit the

first one as an example. Circulate, monitor and help wherenecessary, pointing out where 5S have or haven't identifiedthe incorrect word and giving them an opportunity to lookagarn.

@ Get SS to compare their answers in pairs.

@ Early finishers can check their answers against Exercise Fon page 51and the Useful language box on page 54 oftheCourse Book,

@ Bring the class together and go through the answers withthem. Dealwith any difficult vocabulary e.g. whistle-blower(someone who tells people in authority or the public aboutdishonest or illegal practices at the workplace). Thisexpression also features in Exercise B ofthe Resourcebank.

lf I had to define corporate cit izenship, lwould / 'd sayitt all to do with payback.Let's face it, not many companies have the time to writeproper CSR reports.Many fashion retailers only pay lip service to businessethics.The time has come for corporate responsibility to betaken seriously by businesses.I disagree that the bottom line about business ethics ismaking it commercially viable.lf it were the case thatour company was unethical, l'dhand in my resignation.Havingsaid that, l'd discuss the situation with mymanager first.There are a lot ofissu€s at Dlav with bad businesspractice: firstty, as an individual, are you prepared to bethe whistle"blower?

Refer SS to the words in the box. Dealwith anv difficultvocabulary (e.9. whrstle-blowers).

Get 55 to read through the guidelines and complete thetext,

Circulate and monitor, helpingwhere necessary,

Bring the class together and go through the answers withthe whole class.

Dril l the Dronunciation ofsome ofthese words.

l affected; environment 2harm; mitigate 3 deceptive

4 conflicts; Transparency 5 behave; whistte-blowers;refrain

Ask SS to discuss the guidelines for evaluating ethicalbehaviour in pairs or smallgroups. Referthem to theUseful language box on page 54 ofthe Course Book forproblem-solving.

Circulate and help where necessary during the discussion,noting down examples of key language used and five or sixpoints for correction, incLuding pronunciation andintonation.

Bring the class to order and go through feedback withthem.

Ask early finishers to add their questions to the board.

To round offthe activity, ask SS to vote on removing oradding points to the framework.

Before the class, photocopy and cut up the rote cards for55 A and B. Make as many photocopies as there wil l bepairs of55.

Ask the whole class to look again at the language fordescribing trends on page 126 ofthe Course Book.

TellSS they are going to be business newsreaders. Allowthem a couple ofminutes to highlight or make a note ofthepronunciation oftheir three news items before readingthem aloud to their partner.

Circulate and help where necessary during the informationgap, noting down examples of good pronunciation andintonation and three or four points for correction.

Bring the class to order and go through feedback with thewhole class.

Alternatively, photocopy allfour bar charts/graphs for 55,but not the news items. Read the six news items yourself.Owo ofthe news items are distractors.) Ask 5S to matchthe news extracts to the four bar charts/graphs,

News item 1: There is no graph/bar chart on the Australianbanking sector.

News item 2r Atlianz, bar chart A

News item 3: Mitsubishi Motors, graph B

News item 4r Microsoft, graph D

News item 5: There is no bar chart on the UK economy.

News item 6: ING Direct. barchartC

Tell 55 they are going to do a quiz to find out ifthey woutdmake good consultants.

5S do the quiz individualty.

Circulate and monitor, helping where necessary withvocabulary.

When SS have completed the quiz, they check their scores.

Bring the class together and ask SS, with a quick show ofhands, who would make a good consultant.

As a follow-up, ask SS what theythought ofthe results.

@

@

@@

@

@

@

@Ask SS to brainstorm other words in the unit related tobusiness ethics, Write these words on the board.

@@ Before the class, photocopy and cut up the exercise for 5S.

Make as many photocopies as there wil lbe 55.

Ask the whole class to look again at the expressions andskil ls in Exercise A on page Z4 ofthe Course Book, ifnecessarv.

Get 5S to do the exercise individually and go through theanswers with the whole class.

Ask SS which ofthese extracts could be a bluff(where theperson is only pretending in order to get a better price).(extract b)

Divide the SS in pairs. Tell them they are going to continueone ofthe negotiating situations. SS A are sales peopleand SS B, potential buyers. Allow SS a minute or two tochoose a situation and highlight or make a note ofanyofthe expressions they might use before doing the role-play.Tell 5S they wil l need to decide what they are buying orsell ing, but they can be as absurd as possible (e.g. t ins ofsardines, pet snakes, chocolate hair dryers, designerdiamond flip-flops, drills for dentists, etc). This dramatechnique often helps SS to learn the key language beingused and makes the task more memorable, Tell SS not toworry about the prices being realistic, but they need to beas persuasive as possible. You may decide to act out one ofthe conversation firstwith one ofthe more confidentSS inthe class.

Circulate and monito5 helpingwhere necessary during therole-play, noting down good examples of negotiatinglanguage and five or six points for correction, includingpronunciation and intonation.

Bring the class to order and go through feedback with thewhole class. Ask 5S who managed to selltheir product at agood price.

SS may repeat the activity, swapping roles and partners. 5Sshould also choose a different situation and ridiculous

Unitg Strategy

@@ Ask the whole class to look again at the expressions in the

Usefullanguage boxon page 8l ofthe Course Book andmodelthe intonation of the phrases.

€ Get SS to read and correct the expressions in Exercise A,

@ Circulate, monitor and help where necessary lf extra help isneeded, put the correct words on the board in randomoroer.

@ Bring the class together and go through the answers withthe whole class.

€ Practise the intonation of some of the new expressionswhich might be diff icult for S5.

Resource bank I

r Would anyone like to get the ball roll lng?2 What a coincidence. I was just going to say that!3 What a fabulous idea!Why didn't lthinkofthat?4 Has anyone else got a contribution to make?5 Let's see ... I'm sorry my mind's gone blank.6 That's not exactly what I meant. I was thinking more

alongthe l ines of...7 Very interesting, but can I come back to you later on

that one?8 You've taken the words right out of my mouth!

@o Before the class, photocopy and cut up the the text on the

client and the challenge for SS.

a As a lead-in to the activity and for vocabulary revision, askSS to quickly brainstorm in pairs ten words or expressionsrelated to growth and strategy. Go through the answerswith the whole class, writ ing them up on the board.

@ Tetl SS they are going to brainstorm some growthstrategies for a global company interested in expanding itsDresence in Asian markets.

c Allow 55 two or three minutes to highlight or make a noteof possible strategies and expressions they might usebefore doing the role,play.

@ Circulate and help where necessary during the role-play,noting down good examples of language used and five orsix points for correction. Highlight to SS who areexperiencing difficulty with the task that they need to thinkboth locally and globally and mention some ofpossiblestrategies (e.9. recruiting local managers and/or relocatingsenior managersi product development, etc,).

o Bring the class to order and go through feedback with thewhole class.

a You may like to refer SS to the document entitled 'Thinkinglocally to grow globally'. Otherwise, summarise the mainpoints for the 55 and ask them to compare their ideas withthat ofthe rea I outcome.

o This case study is based on one carried out by the BostonConsulting Group. For further reading, refer SS toconsultant websites such as: http://www.bcg.com

o With one-to-one students, take on one of the roles, e.g. theCEO ofthe client comDanv.

@o Get SS to look again at the expressions in the Useful

language box on page 94 ofthe Course Book before doingthis exercise.

o 55 match the sentence halves and then the expressions tothe correct function.

a Circulate, monitor and help where necessary.

o Bring the class together and go through the answers withthe whole class.

2d 5D1C 3e 4a

Er-

@

I Resource bank

a Practise pronunciation and intonation ofthese expressions.

t i 2e t f 4 i 5h 6C 7d 8c 9a rcb

Before the class, photocopy and cut up the quiz cards forSS A and B. Make as many photocopies as there wil l beDairs of SS.

Ask 55 to look again at the expressions for asking anddealing tvith questions in the useful language box on page94 ofthe Course Bookand modelthe intonation ofsome ofthe questions.

Tell SS they are going to do a quiz to find out whether theyare technophobes or technophiles. Allow 55 a minute ortwo to look at their questions and make a note ofanyindirect questions they might use before doing the quiz.

SS do the quiz in pairs and give each other their scores. lfthey need a more rigid structure, you could make thequestions multiple choice (see below).

Circulate and help where necessary as they ask and answerthe questions, noting down examples ofkey language usedand five or six points for correction, including intonation.

Bring the class to order and go through feedbackwith thewhole class. Ask SS whether they agree with their scores ornot.

With one-to-one students, take on one ofthe roles,

@a

{A)

o Get SS to match the expressions with the responses.

o Circulate, monitor and help where necessary.

. Bring the class together and go through the answers withthe whole class.

a Practise the intonation ofthese ohrases,

Before the class, photocopy and cut up the role cards forSS A and B. Make as many photocopies as there wil l beoairs ofSS.

Askthe whole class to look again at the expressions in theUseful language box on page ro2 ofthe Course Book andmodelthe intonation ofsome ofthe phrases that are l ikelyto cause difftculties.

Allow SS a few minutes to make a note of the expressionsthey might use before doing the role-play.

Circulate and help where necessary during the role-ptatnoting down examptes ofkey language used and five or sixpoints for correction, including pronunciation andintonation.

Bring the class to order and go through feedback with thewhole class-

Student Br a) A laptop? That's a portable computer, isn't it? (o

points)b) Yes, but I don't use it very often. (1 point)c) Yes, I couldn't live tvithout it! (2 points)a) A plasma-screen TV. (o points)b) A home cinema svstem with surround sound.

(r point)c) An M-982 optimised system. (2 points)a) | can talk to my friends any time. (o points)b) | can talk, text and send photos. (l point)c) | can send e-mails, surfthe Net and download the

latest music. (2 points)a) They're so complicated! (o points)b) There's so much to choose from! (1 point)c) As soon as you buy something, it's out of date again!

(2 points)a) Not saving my documents. (o points)b) When my hard disk crashed and I lost all my data. (1

point)c) When I tried to rewrite some software, and the

whole network went down for days. (2 points)

Suggested multiple-choice options for questions

Student Ar a) Whatk the difference? (o points)

b) | think Macs are easier to work with. (r point)c) Although Macs afe more user-friendly, PCs are more

universaland have a greater range ofcompatiblesoftware. (2 points)

a) They let a lot of light in. (o points)b) I think it crashes too often. (r point)c) lt,s pretty user-friendly, as itt based on the desktop

system and icons. (2 points)a) Do lwhat? (o points)b) Yes, I usually use coogle. (1 point)c) | usually use either Google or Yahoo, but sometimes

I use a specialist sea.ch engine. (2 points)a) My mobite phone. (o points)b) My iPod. (r point)c) lt 'sdiff icultto choose. l love my Blackberry butthen

my PalmPilot is really useful, too. (2 points)a) Recording my favourite TV programme. (o points)b) Setting up broadband on my computer. (1 point)c) Building my computer. (2 points)

t f 2d 5D 6c3a 4e

Get SS to read the expressions and add the missing wordto each.

Circulate, monitor and help where necessary lf extra help isneeded, put the extra words on the board in random order.Bring the class together and go through the answers withthe whole class.

Practise the intonation ofsome ofthese phrases, whichmight be difficutt for 55.

o. Get SS to read the information. Deal with any questions.

c Get SS in small groups ofthree or four to brainstorm theirideas.

@ Callthe class together and go through their ideas.

Suggested answersA Singaporean might feela British person is not beingpolite by getting down to business before spendingsufficient t ime on small talk in order to establish arelationship. He/she might also feelfrustrated ifhe/sheisn't given enough time to respond to questions. He/shemight not understand the British use of ironic humour, andthis could cause embarassment and loss offace. ASingaporean might not be aware that the British oersonhas given an instruction if it was made indirectly.

A Brit ish business person might feel frustrated that aSingaporean takes a long time to get down to business,seems evasive and takes a long time to respond toquestions. He /she might wonder why a Singaporeanperson doesn't respond to attempts at self-deprecatinghumour.

Resource bank I

Eefore the class, photocopy and cut up the role cards for55 A and B. Make as many photocopies as there wil l bepairs ofSS.

Ask the whole class to look again at the expressions in theUseful language box on page 111 ofthe Course Book andmodel the intonation of the ohrases.

AllowSS a minute ortwo to highlight or make a note oftheexpressions they might use before doing the role-play.

Circulate and help where necessary during the role-play,noting down examples of key language used and five or sixpoints for correction, including pronunciation andintonation,

Bring the class to order and go through the corrections andfeedback from the role-play with the whole class.

@@e

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78

9

Good morning, everyone. Who do we have wlthus todav?0K. lt's nine o'clock. Lett start bytaklng/dolngarollcall.Our programmer, Dave Scott, has also ioinedus/ me today.Hello. This is Emile Piaget from the paris office.I'd like to direct a question to Hannah.May I add to whet Enrique has iust said?Helen Stevens wlll be here shorfly.Could we go/talkover the action points again?ls lt correct to say thatTeresa Romero isresponsible for that?May lmake a commenton the results ofproducttesting?May I ask Nikotay a question at this stage?Can I iust check who's In charge ofwhat?

aabbac

ob11

72

I Resource bank

ENil Beinginternational

Networking

(jt Choose the most suitable thing to say at a conference reception - a, b or c - inresponse to items 1-1o.

Student A

r So, what did you think of the plenary talk?a) l'm afraid I've run out of business cards.b) Wett, it3 not exactly what I was expecting.c) Really? Thatb a coincidence! Sodidl.

2 Andreas, can I introduce you to a cotleague ofmine? This is Diamshid.a) Coutd you spellthat, please?b) We really must get together again some time.c) I'm sorry ldidn't quite catch your name.

3 How long have you been working for thisorganisation?a) | must admit, time flies, doesn't it?b) Must be getting on six years now.c) How about you?

4 So, Martin has told me some great things aboutyou.a) I'm sorry | don't gEt on wellwith him.b) Martin Amos, my line manager?c) How about giving us a iob, then?

5 What do you think of our new offices?a) Original design, but I'm not sure about the

water feature.b) ssh! Don't tatk now, the boss is listening.c) Did you build them yourselE

sS qt qE rz qr ^a)

Student B

6 Could you recommend some places to visit while I'mhere?a) I'm afraid that wouldn't be possible, no.b) You?e ioking, aren't you?c) lstanbul3 a very big city, letmesee...

Z I hear the company's due for some majorrestructuring.a) I'm afraid it isn't what I was expecting.b) Really? So, am l.c) lthink you'llfind that's just office gossip.

8 Would you be interested in a game ofgotfsome time?a) Great idea, what's your handicap?b) Could I introduce you to a colleague of mine?c) Friday at 3 p.m. would be lovety, thanks.

9 ltb been a real pleasure talking to you.a) l'll look forward to hearing ftom you.b) Woutd you please call me soon?c) No, no, linsist on paying. lt3 my round.

10 | don't suppose you know where the next talk is takingplace?a) l'm sorry I'm new around here. Bye.b) I'm told the canteen is on the ground floor. Hello,

Mike!c) No, I don't, but those people look as if they know

where they're going.

lor P6 eg : l :9 [ay

@ Wort< in pairs. You have five minutes to comptete the following tasks.

Student A

. Find out your partner's favourite hobby orsport.

. Ask your partner to recommend somewhereto eat .

. Borrow 10 euros (or the equivalent).

. Swap business cards,

. Arrange a future meeting.

Student B

. Find out your partner's favourite holidaydestination.

. Ask your partner to recommend a company toinvest in.

o Ask your partner where they bought their shoes,tie or handbag,

o Swap business cards.. Arrange a future meeting.

c, Pearson Eoucaron umn"o ,ooo [@fi![

Resource bank I

lltilllil Trainins

Telephone strategies: clarifying and confirming

@ nn external trainer phones the Human Resources Depaftment to discuss thedetails of a course she's about to do there. Match the two parts ofthe expressionsshe uses.

1 Would you mind goingz Could lask you to give

3 Let me iust make sure

4 So that's now 11 participants with

5 Can liust checkthat we

6 I'd like to

7 Well, actually, what I meant

a)b)

d)

e)

f)

c)

start at nine o'clock and finish at five?was that I'll bring a video camera for thesession.confirm that we'll be in conferenceroom B.the company chairman, then?that I can get access to the room half anhour before we start.over the audio-visual equipment?me those details about the break timesagain?

Work in pairs. Student A is an external trainer about to do a one-day course onpresentation skills with a group of staff at a finance company. student B is themanager in Human Resources who has organised the training session, The trainerphones the H R manager to discuss some last-minute details.

Student A: External tralner

Use some ofthe expressions above, and others, toclarify and confirm the following.l'lumber of participants: ldeally there should be ten to12 participants. In the last e.mailyou received (s)hesaid there were ten people. Can (s)he confirm the tenattendees on your list?Time: Confirm the session starts at 9 a.m. and finishesat 5 p.m. There is an hour for lunch, from 1to 2 p.m.Location: Confirm the training session will be hetd inconference room B. How do you get there? You'd like tobe there 30 minutes before to set up the room.Equipment: You asked HR to arrange for audlo-visualequipment in the room. ls there a TV and DVD player?You have your own digitalcamera to record theDresentations.

Student B: Human Resources Manager

Reply to the trainer's requests and questions usingthis information,Number of participants: One participant, HilaryDriver, has had to drop out due to work commitments.However, the company chairman, Stetios Remos, nowwants to attend, although it may only be for part ofthe day.Time: Start time is now half an hour later - somepeople have a divisional meeting to attend first.Finish time is unchanged at 5 p.m. Tea and coffee willbe served in the conference room at 1t a.m. and3.30 p.m.Location: Conference room B is on the second floor,Call from reception and someone will escort youthere.Equipment: You have booked audio-visualequipment, including a ft a DVD player and a videocamera, so that the trainer can record some Darts ofthe session.

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M Partnerships

Negotiating: Being vague and being precise

@ lut the foltowing conversation between a supplier and a client about delivery datesin order.

Amanda: I can confirm that your order has been received and we're processing it asquickty as we can.

Tobias: Yes, but I really need to have an exact date of delivery ofthe shipment. I mean,do you have any idea when it's going to be?

Amanda: Wett, if I'm honest, delivery for December zoth doesn't look very likely, Tobias.

Tobias: Couldn't you be more specific, Amanda? We really need to have this modelin stock again by December zznd.

xx

Amanda: Wel[, before the Christmas rush is looking tricky, then there's the holidayperiod, which takes us into January.

Tobias: Are you saying that you won't be abte to deliver this order until the New Year?

Amanda: Realistically speaking, that3 the way it's looking.

xxxx

Tobias: lf that's the case, I'd like to cancel our order, then.

Amanda: Look, I'm sure we can work something out here. How about a discount for theinconvenience caused?

Tobias: What did you have in mind, exactly? | really don't think we'd be happy withanything less than ro7o.

Amanda: Fine, we can work with that.

Tobias: OK, so we're agreed on roolo then. I'lt put that in an e-mailto you today.

xxx

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Negotiating: Being vague and being precise

Correct one word that is incorrect in each ofthese useful expressions fornegotiations.

1 We're seeing at an initial order of two to three thousand.2 Would you be willto come down a bit on that?3 Somewhere in the area of 5oo euros.4 lthinkwe could work on that.5 Supposing we are to make that 12 free samples.6 Giving that we are likely to be placing large orders, we'd like a 1oolo discount.7 Are you said that you can handle an order ofthat size each month?8 Where would you say to a display ofyour products in our toy department?9 Seen that you'd like some free samples, wed like our logo to be visible.

A sales manager for a toy manufacturer and the buyer for a leading departmentstore are negotiating a contract to supply toys to the store.

Student A

You are the buyer for a department store in thenegotiations. Use some ofthe expressions above tonegotiate the following agreement.Delivery: You want guaranteed delivery within 48 hoursof order.Discount: ldeally, you d like a discount of 1oolo oncatalogue prices ofall orders worth 3oo euros or more.But you are willing to be flexible on this point.Display: You may be able to display the manufacturers'pr0ducts in a prominent position in the toy department,but not in the shop window, as another tovmanufacturer has already paid for that privilege thisyear. Be vague about this fact, though.Free samples: You'd like about a dozen free samotes ofthe company's best-selling toys for the childrent playarea in the store.Size of orders: You think the initial order for soft tovswill be 2,ooo or 3,ooo, but you can't be precise at thisstage. Further orders will depend on sales. youd like toknow if the manufacturer can handle monthlv orders ofthis size.Payment terms: lt3 your company's policy to makepayment 60 days from date of invoice, you may agree toless if the company can make some sort ofconcession.

Student B

You are the sales manager for the toy manufacturer inthe negotiations. Use some ofthe expressions aboveto negotiate the following agreement.Delivery: You can generally deliver within 48 hours,but it depends on the time ofyear. In the holidayseason, it can take up to Z2 hours. you want to keeDthis point a little vague for fear of losing the contract.Discountr You might agree to a discount of 5o/s-7o/o oncatalogue prices on allorders worth 5oo euros ormore,Display: You'd tike a disptay ofyour toys to takeprominent position in the store windows duringperiods when toy sales are high.Free samples: You can offer five or six free samplesfor the childrenb play area in the store, provided thecompany's logo is clearly visible as a sponsor oftheplay area.Size of order: You'd like to know how large the ordersfor soft toys will be. Monthly orders greater than2,ooo may mean you,ll need to step up production inthat area, but don't mention this fact to the buyerthough.Payment termst Youd like payment to be made 3odays from date of invoice, although you realise thatmost companies want 60 days. you can offer a further2% discount for prompt payment.

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Problem-solving

a)b)c)d)e)f)

s)

It could be that her baby isn't sleeping very well at night.It's too soon to iump to any conclusions.What if we were to introduce flexi.working?I'lllust have a quiet word with her. ltb the best thing to do.Do you think it would be a good idea to send her an e-mail about it?I notice that Jill was late for work again today.I'd say we should remind all the staffthat punctuality is important.

introducing a problemsuggesting the cause ofa problempropose a solutiongiving an opinion about a problemavoid making a decisionasking for an opinion about a problemmaking a decision

@ u"t.h th. "*pressions

(1-Z) with the functions (a-d.

1

2

3

4

)6

7

You represent shoe manufacturers in your country and clvil servants and politiciansfrom the Department of Industry. Discuss the foll;wing crisis ln the shoe industry inyour country. Look at the possible solutions. Add some ofyour own ideas as weliand decide the best solutions to the problem. Use the expiessions on page 38 ofthe Course Book.

ProblemThe leather-shoe manufacturing industry has a long tradition in your country. However, inrecent years, cheap imports from overseas have had a maior impact on sales. The industryis now in crisis. Many factories have already closed down, and tirere is widespreadindustrial unrest.

Possible solutions. Devise a nationaI and international advertising campaign and get famous actors and

other celebrities to endorse your snoes,o Provide government subsidies to help the national shoe industry to compete and

increase the import tariffs on all imported goods.. Sponsor sports events to raise the profile of the industry.. Differentiate your product by concentrating on the luxury end ofthe market.o Diversifo and move into other leather goods areas that are less affected by foreign

imports, e.g. bags and belts.. Accept that the demise ofthe industry is inevitable and construct a compensation

package for industry owners and retraining programmes for staff.

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l|Nlllt Employment trends

Resolving conflict

@ Cross out the unnecessary word in each of these expressions.

1 Let me see if I follow to you, you're saying that the booking is incorrect.2 From in your point ofview, the situation has got worse.3 Let me I make sure I understand you correctly.4 I'm sorry | missed out that. Could you please repeat it?5 I'm not sure I following understand you. Could you say that again?6 Please you go on. I'm interested to hearwhat you think.7 | appreciate how you feel like.I I can see reason why you feel that way.9 Yes, you have a true point when you say there was a long delay.

ro Here! how it looks me from my angle, we both made mistakes.

Work in pairs. These role-plays are based on the Delaney cal[ centre in the casestudy. Student A is a Delaney call.centre customer phoning about a car-hirebooking. Student B is the agent who takes the calt.

Role-play r

Student A: Customer

You're in a very bad mood. You've had a very stressfulday at work, and to top it all, you're had to shorten yourtrip to Brussels by a dd'\7. You'll only need a car for sixdays from 5 November.You made your booking yesterday with Tricia. Yourbooking reference is DR395BV. You want to dealwithTricia again today to make the changes and you insiston dealing only with her.You also want an upgrade from a class A two-door carto a class B four-door car.

Role-play rStudent B: Call-centre agentYou haven't been doing this lob long and don't havemuch experience of call-centre work. You've agreed towork extra hours today because your colleague Tricia isoff sick, Your typical response to anger is to fall silent,but that only seems to make angry clients worse.Remember to say the company name and your first namewhen you answer the caller. The first thing you need isthe client's booking reference.Your computers are very slow at the moment, so youcan't complete the client's booking, Apotogise, offer totake their phone number and offer to call back at asuitable time.

Role-play z

Student B: Customer

You?e been trying to get through to hire a car allmorning, but the phone is constantly engaged. You feelvery frustrated and you want to let off some steam whenan agent finally does answer the phone. You want a classB four-door car.You?e travelling to Heathrow Airport and witl pick the carup at 11 a.m. on 3 November, dropping it off in the sameplace at 12 noon on 6 November.

Role-play z

Student A: Calt-centre agent

You haven't been doing this job long and don't havemuch experience of call-centre work. You've agreed towork extra hours today because your colleague Tricia isoff sick. Your typical response to anger is to fall silent,but that only seems to make angry clients worse.Remember to say the company name and your firstname when you answer the caller. To make a booking,you need to ask for the customerb full name, the typeof car the client wants and the dates and times andpick-up and drop-off points.Your computers are very slow at the moment, so youcan't complete the client3 booking. Apologise, offer totake their phone number and offer to caLl back at asuitable time.

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Gl Dusrness ernrL5

Ethical problems

Correct the errors in these sentences related to giving opinions and ethicalproblem-solving.

1 lf I had to define corporate citizenship, I had say it's altto do with payback.

2 Let3 argue it, not many companies have the time to write proper CSR reports.

3 Many fashion retailers only pay lip service at business ethics.

4 The time has flown for corporate responsibitity to be taken seriously bybusinesses.

5 | disagree that the top line about business ethics is making it commerciallyviable.

5 lf it were the suitcase that our company was unethical, I'd hand in my resignation.

7 Having told that, l'd discuss the situation with my manager first.8 There are a lot ofsubiects at playwith bad business practice: firstly, as an

individual, are you prepared to be the whistle-blower?

The following ethical questions provide a framework for dealing with corporateresponsibility and individuat (un)ethical behaviour. Complete them with words fromthe box.

affected behave conflicts deceptive environment harmmitigate refrain transparency whistle-blowers

AN ETHICAL FRAMEWORK1 Who are all the people _ by this business decision: from employees,

shareholders, and clients to the wider community and - ?2 Does this decision cause _to any of those affected and are there

reasonable things you can do to _ this harm?

3 lsyourbehaviour-?Would you regard i t thatwayi fyouwere intheposition ofthe opposite party?

4 Are there any disguised - between yoursetf, shareholders and thoseaffected by the business decision? - can help reinforce ethicalbehaviour.

5 What would happen if everyone were to _ in the same way in relationto each player in the transaction? This is [ike every driver at an intersectiondeciding to iump the traffic lights. lf harm would be caused by everyone treatingclients, other parties, - and shareholders as you do, you should

from doing it.

@ Discuss these questions in pairs or small groups.

Do you think these guidelines are appropriate for using in your company orsector? Why (not)?

How would you improve these guidelines? Which points would you change?What other questions could you add?

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l ff i l .,,,on"" ono oanKrng

Business vocabulary

Do this role-play in pairs.

Student A

a) You are a radio newsreader.

News item 1

Australian banks are lendingmore cash and growing richoff the proceeds. Annualeamings at the top banks areup 7-15 per cent, rrith thelargest - National AustraliaBank - unveiling an 1 1-per-cent rise in exceptional netprofits on Wednesday.

Look at these business news items, then

News item 2

read them to your partner.

News item 3

This autumn's hurricanesfailed to knock the windout of Allianz. Even afterabsorbing €750m ofcatastroohe losses in thethird quarter, the Germaninsurer should more orless double net profits to€4bn this year. Allianz istargeting another 10-per-cent profit rise next year.

The remnants ofDaimlerChrysler's Asiancar strategy have finallyyielded a profit. A triplingof Mitsubishi Motors'share price this year haschanged Daimler's mindabout hanging on to its12.4-oer-cent stake.

b) Listen to your partner reading some extracts of business news on the UK economy,Microsoft and ING Direct. Match the two graphs below to the correct news item. Ohere isone extra news item.)

C €bn

7

5

4

3

'I

0

I

a

30

2A

24

22

0

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Giiiil .nanre ano DanKrng

Business vocabulary

Do this role-play in pairs.

Student B

a) Listen to your partner reading some extracts of business news on the Australian banking sector, Allianz andMitsubishi Motors. Match the two graphs to the correct news item. (There is one extra news item.)

350

300

2so

200

150

'100

0

*

Eg)

Year '1 Yeat 2 Year 3

b) You are a radio newsreader. Look at these business news items, then read them to your partner.

News item 4 News item 5 News item 6

Microsoft is getting ready foranother fl ve-yearly change,and its share price is up againat 22,2 cents to the dollar.Microsoft has started reactingto Google's impressive searchservice and offer of newonline services, with itsreorganisation into threedivisions and appointment ofa new head ofservicesstrategy.

Growth in the UKeconomy is worse thanexpected, and inflation ishigher. That being so, theBank of England decidedon Thursday to leaveinterest rates unchanged at2.4%o for the thirdconsecutive month,surprising no one.

New chief executive at INGDirect knocked the companyinto shape last year, sell ing 14businesses and freeing up€3bn of capital. This year, heis demanding growth, andING is one of severalEuropean insurers doing wellin this market. Pre-tax Drofitsare up 17 per cent to €6.4bnin the first nine months of thevear,

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ffif Lunsurranrs

Consultant's quiz / sales negotiations

Would you make a good consultant? Answer the fotlowing questions, circling trueor false, and then check your score. Discuss your results with your partner.

1 I usually like to work by myself. T F2 When I have a tough problem, I usually need to ask someone else T F

for advice,3 l'm a good listener. T4 | prefer doing number problems ratherthan word problems. T5 When a friend has a problem, I like to offer ideas about how to solve it. T6 As a student, I found it very stressful when I had homework in several T

subjects allat once.7 I'm a creature of habit. | find a way to do something and stick with

that method.8 | am pretty sure of myself, even in unfamiliar situations. T9 ltend to think before ltalk. T

10 When I hand in a report or other assighment, I know I've done my best. T

FFFF

TF

FFF

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lor 16 t8 f l !9 tS f , I€ )z I t:sra sup asaqllo q:ea Surqrleu to; lulod auollesrno^ aA!g

Match these negotiating skilts (r-l) to the five extracts ofdifferent salesnegotiations (a-e),

r Explaining the value of a concession2 Testing the situation3 Checking facts or figures4 Responding to an unacceptable concession5 Checking with a higher authority

a) I'd like to do business with you, but l'm afraid we are simply too far apart. MaybeI could get in touch with you in a few weeks'time to see ifthings have changed.

b) Let me understand. l'm offering 74,ooo, and you are at 80. This means we areonly 5,ooo apart. You're saying you'll take ZZ,ooo, is that correct? lt's a realshame that we can't agree over such a small amount. Let me run this by my bossand I'll get back to you tomorrow ... You know, my boss is really tough on thesedeals. 5he went through the numbers and said we shouldn't even be at 74,ooo,but she'll honour it. She won't go for 72, as I thought she would.

c) lf you order r,ooo units at a time, we'll actually pay for the delivery. Now, in realterms, that's a saving for you of about $5oo in transport costs.

d) Buyer: What if I take 4,ooo units over the next year? How much wouldthey cost me then?"

Salesperson: Assuming lcan quote you a satisfactory price, are you preparedto sign an agreement to go ahead on that quantity today?"

e) Buyer: Your asking price of 9,ooo is way out of line. I saw at least three ofthese at prices from 7 to Z,8oo. You'll have to do better than that.

Salesperson: What3 the name ofthe places where theywere for sale? Werethey new or used? What sort of condition were they in? And whenwas that exactlv?

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--aiilfl t.,o.=sy

Brainstorming

Corect the errors in these sentences related to brainstorming. There is one wrongword in each.

r Would anyone like to get the batl kicking?z What a coincidence. I were iust going to say that!3 What a fabulous idea! Why didn't I think in that?4 Has anyone else got a contribution to do?

5 Let3 see,.. I'm sorry my mindt been blank.6 Thatb not exactly what I meant, I was thinking more ofthe lines of...7 Very interesting, but can I come back to you later from that one?8 You've taken the words right out of my throat!

Work in palrs. Look at the information and brainstorm some possible strategies thatthe client company could adopt, using some ofthe expressions in Exercise A,

StudentA: You are a strategic management consultant.Student B: You are the CEO ofa US-based globat high-technology manufacturer.

The clientA leading European business-to-business and business-to-consumer high-technotogy manufacturer with operations in more than 4o countries. The clientwishes to grow its already-strong business in Asia by more than 20 per cent a year.

The challengeThe company's business is focused on the United States and Europe, but Asiaalready accounts for 25 per cent ofglobalsales. The cEo believes that the companyneeds to significantly expand its market share in Asia (China, India, Korea, japanamongst others) and wants a strategy for doing so.The client and consulting team are certain that the key to success in the region is thedevelopment of a localised approach to products and management skills. This wouldentail a significant commitment from the company's senior executives. However,many ofthem are unfamiliar with Asian markets and tend to shy away fiom large-scale - and potentially higher-risk - growth initiatives there.

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e la8 ol llalord aqlSuunp BlsV ol sdlll snolEA apeul stol]atlpJo pleoq s.luedulot aqllo sloquraw t:8ull,rollo, aql popnllu! qlrotS.toJ safale4s

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E:iiiil uurnt ousrness onrne

Presentations

Match the two parts (r-ro, a-D ofthese expressions for summarising and dealingwith questions at presentatlons.

1 Let's take another look at some2 As I've said before, usability

3 You'llfind a summary ofwhat

4 My main point really is, what

5 | was iust wondering what you thought about6 Well, thatt not exactly my department, but I

7 I'm not sure lentirely understand. Are you saying8 I'd like to know why you didn't mention cyber crime.

9 Of course, I'd say it's as vitat as other security issues, but10 I'm often asked that, but I really believe

a) it wasn't the focus of my talk.b) we haven't yet reatised the full potential of online purchasing.

c) Don't you think it3 important?d) the sales department is usually in conflict with the designers?e) is about content, design, navigation and effectiveness.f) makes successfut web design in the handbook.g) think Clive witl be happy to discuss that question.

h) copywriting in respect to online sales.

D ofthe key factors in successful website design.

i) do you want your online customers to do?

@ Technophile or technophobe? Work in pairs.

Student AAsk your partner these questions to find out if he/sheis a technophile or a technophobe.1 Do you prefer PCs or Macs?2 What do you like most/teast about Windows?3 Do you 'Google', or use other search engines?4 What's your favourite technological gadget at the

moment?5 What's been your biggest technological success?6 Add o question ofyour own.

Give your partner 1-2 points for each question,depending on their answers:o = technophobe; 1 = average technicaI competence;2 = technoDhileTell them their score (out of rz) and why you think theyare a technophile or a technophobe.

Student BAsk your partner these questions to find out if he/sheis a technophobe or a technophile.

1 Do you have a laptop? How often do you take itwith you?

2 lf money were no obiect, what technologicalequipment would you buy?

3 What do you tike best about cell phones?4 What annoys you most about new technologies?5 What's been your biggest technological disaster?6 Add a question ofyour own.

Give your partner 1-2 points for each question,depending on their answers:o = technophobe; 1 = average technical competence;2 = technoDhileTetl them their score (out of 12) and why you thinkthey are a technophile or a technophobe.

@

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ffi Ntsw uu5're5s

Telephone strategies

@ m"t.h th" ""pressions

(r-6) with possible responses (a-f).

r Good morning. This is Angela Schulz. I'm calling from PZ lberia.2 Could you give me that invoice number again?

3 Can you tetl me when delivery will be?

4 I'm sorry but we'd expect payment sooner.

5 We can dispatch that within 48 hours. Would that be acceptabte?6 Are you saying that the order can't be fulfilled on time?

a) We're looking at the end ofthe month.b) Yes, that woutd be fine.c) Well, there will be a delay due to the transport strike.d) Yes, it's P2915lZS, dated 15 November.e) I'm sure we can work something out. How aboui within 15 days?

0 Hello. Barry Jordan speaking. How can I help you?

Work in pairs. Use expressions from Exercise A and the Useful language box onpage 1o2 ofthe Course Book. Student A phones Student B about some outstandingpayments.

Student A: You are Angela Schulz from the Accounts Department of the packagingcompany, PZ lberia.

Student B: You are Barry Jordan from one of PZ lberia's main clients, Hobart Foods.

Student BBarry,ordan, Hobart Foods. Check and confirm the invoice number and dates.o Acknowtedge the payments are overdue and

explain that it is standard practice for companiesto pay up to 90 days after the invoice date.

. Explain that you have been withholding paymentbecause the deliveries were not made on theagreed date.

. Agree to paythe invoices as soon as possible.You d tike to pay the first invoice within r5 daysand the second one within 30 days, but don't teltthe supplier this.

Student AAngela Schulz, PZ lberia. Explain that you are calling about two outstanding

invoices: PZgtsl7S, dated 15 November, andPZ9$168, dated 2 December. Remind your clientthat payment is now overdue on both.

o Remind your ctient politely but firmly of the creditterms they agreed to (within 6o days) and that youwoutd like both invoices settled immediatety.

. Sympathise with the client and apologise for thedelay due to a transport strike. Explain that as theprobtem has now been resolved, payment is due.

o Ask for an exaci date when the payments will bemade. You woutd like both invoices within sevendays; you witl be more flexible about the secondinvoice if necessary but don't tell the customer this.

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lllffi|lf Project management

Functions and culture

There is one word missing from each ofthese expressions for teleconferences. Findthe missing word in each. Which expressions are a) making presentations, b) waysof making a contribution or c) checking action points?

r Good morning, everyone. Who do we have us today?2 OK. ltb nine o'clock. Let's start by a rollcall.

3 Our programmer, Dave Scott, has also joined today.4 Hetto. ls Emile Piaget from the Paris office.

5 I'd like direct a question to Hannah.6 May ladd to Enrique has iust said?

7 Helen Stevens be here shortly.8 Could we over the action points again?

9 ls correct to say that Teresa Romero is responsible for that?ro May I make a comment the results of product testing?11 May I ask Nikolay a question this stage?12 Can I iust check who's in charge what?

Read the information about Singaporean and British business cultures. What typeof misunderstandings could arise between these nationalities if they were workingon a proiect together?

Singaporean business cultureSingaporeans never disagree with someone who is senior to them in rank, asthis causes both parties to lose face and can destroy a business relationship.They have an indirect non-confrontational style of communication. Singaporeanswill not overtly say'no'; likewise their'yes'does not always signiry agreement.Singaporeans always hesitate before replying to a question. This hesitation cantake up to 15 seconds, so it is important not be too quick to speak or you witlmiss the reply. ln business meetings, it is common to engage in smalltalk toestabtish a relationship before getting down to business.

British business culturePunctuality and courtesy are important elements of British business culture. Inmeetings, an extended period ofsmalltalk is not necessary. The meeting canproceed quickly from introductions to the business at hand. First names are usedalmost immediately with all colleagues. Exceptions are very senior managers.However, you should always wait to be invited to use first names before doing soyourself.Remember the British have an indirect style of communication, and thereforeinstructions are often disguised as polite requests. An important element ofBritish culture is the renowned British sense of humour. The importance ofhumour in allsituations, including business contexts, cannot be overestimated.Humour is often in the form of self-depreciation or irony.

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E:iiiil Fro;ecr managemenr

Functions and culture

@ Work in pairs, An lT manager makes the teleconference call.

Student A: You are the British lT manager.Student B: You are the Singaporean head ofprogramming.

Student AlT Proiect Manager, Manchester, UKYou are Michael Harwood, the lT Project Manager fora [arge bank. You are based in Manchester, England.In the last ten years, the company has outsourcedmost of its routine administrative work to callcentres in India. More recently, more complexoperations, such as lT proiects, have also beenoutsourced to India and Singapore. You are now incharge of various teams of programmers whom youhave rarely met face-to-face. One team in Singaporeis currently working on the implementation ofa newdatabase system.Read the agenda for the meeting and your notes.Make the telecon call to Garry Yew, the Head ofComputer Programming, based in Singapore.Remember to start thecall by engaging in somefriendty small tatk as a mark of respect to yourSingaporean colleague.

Agenda

Objective: Get a strtus report on the newdatrbase

System testingHapv t*o qron lirkzd, uV int*z h,rb noafieznr6ottcd,?

Revised scheduleWo nul,tle ystuta uTanl, ruxxiag by t uarcloft2xtftt

Cost ovemrnI'w 6ti]4ah/, urru about S% ou.r budter atllqitt4!o.

Staffing problemsHaw tfuy reuuiatr, eru ry tv oxpcriu.ceT,

P{0!rqtfttl2ft?

Face-to-face meetingId,Akeb to outr b rhtapro i*tlo htt a'uk of

Ja.u44r/.

Student B

Head of Programming, SingaporeYou are Garry Yew, the Head of ComputerProgramming, based in Singapore. You are workingfor a large UK bank which has outsourced most ofits lT proiects to India and Singapore, atthough thelT Proiect Manager, Michael Harwood, whomyou've only met twice, is based at the bank3headquarters in Manchester, England. Your teamof rz staff is currently working on a new databasesystem for the bank.Read the agenda for the meeting and your notes.MichaeI Hanwood calls vou.

Agenda

System testing.t,tat etrorr tu/<eA q2 w t*e arb Aate naa>bee*re.obn4 bataoto/i wutl be nztutuil uore tedrlfut nznt/a

Revised schedulertt4"y"ttdt, Lbt a be fuh7d aza:l ktzl.t4/c'/x

Cost overrunAtzat 7-&% tu?/ tul4etat&* tazebea.ua#zba*rcatdt*zyri)Ecaabu*/bn*olooZftarye/a*?ar2!.8 ata, /ate ltate,

Staffng problemsItze'redi/ltzaprEra*azrt rht6 bat otiztt azaan*lg cxdo hacr 441 k4?:4t b resul?.z/?,

/ atZo/noalx

Face-to-facetoatlu/anradb tr ?rEi*1tazgtt't uik&tr*tztt rfuitt ltun luefr &z ktt 4.,?4* t/

Jatul*y bez<tae Ht &p &l42.te Ne4, ye4z

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