market leader upper teacher
TRANSCRIPT
Market Leader
Upper Intermediate
Teacher’s Guide
Claudia Machado
Unit 1Communication (Complete)
Vocabulary: Good communicators
Listening: Improving communications
Reading: Communication problems
Language Review: Idioms
Skills: Problem-solving on the phone
Case study: Creating a sense of identity
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Ask the student how he/she can define communication.
3. Write the table below and ask the student to complete it with his/her own ideas.
drums
pigeon post
smoke signals
semaphore
Morse code
telephone
painting
sculpture
Music
newspaper
radio
television
Internet
interactive television
language
sign language
body language
Dance
SEMAPHORE /‘semãfãr/
SIGN LANGUAGE = a language that uses hand movements instead of
spoken words, used by people who cannot hear well
4. Ask the student to read the quotation and discuss it. It can be mentioned music or painting as communicating emotions that cannot be expressed in words.
5. Starting Up – activity A. Discuss the question with the student.
6. Starting Up – activity B. Discuss the question with the student.
7. Starting Up – activity C. Discuss the questions with the student.
MEMO = a short official note to another person in the same company or
organization
MINUTE = written record of what is said and decided at a meeting
JARGON = words and expressions used in a particular profession or by a
particular group of people, which are difficult for other people
to understand
8. Vocabulary – activity A. Ask the student to classify the adjectives into the categories.
Good communicators: articulate, coherent, eloquent, fluent, focused, lucid, persuasive, responsive, sensitive, succinct
Bad communicators: hesitant, inhibited, rambling, tongue-tied
ELOQUENT = able to express your ideas and opinions well, especially in a
way that influences people
LUCID = expressed in a way that is clear and easy to understand
RESPONSIVE = eager to communicate with people, and to react to them in
a positive way
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RAMBLING = rambling speech or writing is very long and does not seem to
have any clear organization or purpose
TONGUE-TIED = unable to talk in a relaxed way because you feel nervous or
embarrassed
9. Vocabulary – activity B. Ask the student to find the words for the definitions.
1. focused, succinct
2. hesitant, inhibited, tongue-tied
3. rambling
4. fluent, eloquent, sensitive
5. articulate, coherent, lucid
6. persuasive, responsive
10. Vocabulary – activity C. Ask the student to find the opposites.
inarticulate
incoherent
unfocussed
uninhibited
11. Vocabulary – activity D. Discuss the question with the student.
12. Give the student the text “Communication with employees”, from the Text Bank.
13. Listening – activity A (track 1). Ask the student to listen and answer the questions.
1. New technology and the idea that communications, education and
training is important.
2. E-mail means companies can talk to clients more easily. This will go on
improving as people become more sophisticated at sending e-mail
attachments. (by ‘structures’, Penny is referring to attachments like text
documents, spreadsheets and so on.)
3. An intranet is a confidential computer network where information is only
accessible to people in specific organizations (unlike the Internet, where
information is accessible to anyone). VW employees can gain access to
any work that her consultancy is doing for them in order to suggest
changes, etc.
4. She mentions a number of instances where her consultancy has nearly
lost clients because of communication breakdown.
IN-ROAD = to make some progress towards achieving something difficult
GRASP = ability to understand something
BUDGET = the money that is available to an organization or person, or a
plan of how it will be spent
TO SIGN OFF = to show that you approve of a plan
14. Listening – activity B (track 1). Ask the student to listen again and fill in the blanks.
1. understand
2. strategy
3. development
4. aims
5. Verbal
6. one-to-one
7. confidence
8. rapport
9. relationship
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15. Ask the student about the good and bad points of communication in his company.
16. Reading – activity A. Discuss the question with the student.
17. Reading – activity B. Ask the student to read the text and complete the chart.
Communication
Small organizations
Less than 200
Large organizations
More than 200
Need either a
hierarchical structure or a
line management system
Already have a free
flow of information
Costs of above
1. Information can only flow along certain channels because only certain people contact each other regularly.
2. Lack of personalized contacts means less personal commitment.
3. Favors will only be done where there is a clear quid pro quo (=where there is a clear and immediate benefit of doing so).
4. Large organizations are less flexible.
One solution
Divide larger organizations into
smaller units
In addition
Avoid maintaining too formal a structure by allowing staff to:
1. build reciprocal alliances
2. interact in a casual way
HARD SELL = a way of selling something in which there is a lot of pressure on
you to buy; if an idea is a hard sell, it is people to get people to
accept it
LINE MANAGEMENT = a system of management in which information and
instructions are passed from one person to someone
immediately higher or lower than them in rank
QUID PRO QUO = something that you give or do in exchange for something
else, especially when this arrangement is not official
COMMUNAL = shared by a group of people
PANACEA = something that people think will make everything better and
solve all their problems
TO DRAW ATTENTION = to make someone notice something
OUTPUT = the amount of work produced by someone or an organization
PURPOSE-BUILT ACCOMODATION = a place for people to work designed
and made for a particular purpose
TO DISPENSE WITH = to not use or do something that people usually use or
do, because it is not necessary
TO IDLE AWAY = to spend time in a relaxed way, doing nothing
IDLE (adj.) = not working or producing anything
SNIPPET = a small piece of information
TO SPARK = to provoke
18. Reading – activity C. Ask the student to answer the questions related to the text.
1. a) the decision not to have a coffee room
b) the architects who designed the new building
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2. a) destroyed without realizing it
b) small groups of people who know each other well
c) ‘empowered’ usually means ‘given the authority to do something
without having to ask permission from managers each time’, but here
it means something more like ‘drove forward’: It was the intimate
social networks that drove forward the organization and made it
successful.
3. a)
4. a)
5. designed and built with a particular use in mind
POUND STERLING = the standard unit of money in Britain
19. Reading – activity D. Discuss the question with the student.
20. Reading – activity E. Discuss the questions with the student.
21. Reading – activity F. Discuss the questions with the student.
22. Explain idioms to the student.
23. Language Review – Box. Go through the box with the student.
HIT YOUR TARGETS = reach your objectives
AT STAKE = if something that you value very much is at stake, you will lose it if
a plan of action is not successful; money that you risk as the result of
gambling
DON’T ROCK THE BOAT = to cause trouble where none is welcome; to
disturb a situation that is otherwise stable and satisfactory: Look, Tom,
everything is going fine here. Don’t rock the boat!
24. Language Review – activity A. Ask the student to put the idioms in their correct place.
1. c5. b
2. h6. e
3. d7. f
4. a8. g
BE ON THE SAME WAVELENGTH = to have the same opinions and feelings as
someone else
TALK AT CROSS PURPOSES = not understand each other
GET A WORD IN EDGEWAYS = to manage to say something when other
people are talking and ignoring you: Mary talks so fast that nobody
can get a word in the edgeways.
BEAT ABOUT THE BUSH = to avoid answering a question; to waste time: Let’s
stop beating about the bush and discuss this matter.
HEAR ON THE GRAPEVINE = to hear about something because the
information has been passed from one person to another in
conversation
GRAPEVINE = a climbing plant on which grapes grow
25. Language Review – activity B. Ask the student to choose the right word.
1. shop
2. tip
3. gift (‘Gift of the gab’ is ‘gift of gab’ in AmE)
4. loss
5. cuff
6. language
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7. head
8. tail
TALK SHOP = if people talk shop, they talk about their work when there are
people present who are not interested or involved in it – used to show
disapproval: Are you going to talk shop all night?
GIFT OF THE GAB = an ability to speak confidently and to persuade people
to do what you want: Jo has always had the gift of the gab.
TO GAB = to talk continuously, usually about things that are not important
SPEAK OFF THE CUFF = to speak in public without preparation: I need to
prepare a speech for Friday, although I speak off the cuff quite well.
CUFF = the end of a sleeve
OFF THE TOP OF HEAD = to state something rapidly and without having to
think or remember: Jane can tell you the correct amount off the top
of her head.
CAN’T MAKE HEAD OR TAIL = to be completely unable to understand
something
26. Ask the student to make up sentences with the idioms studied.
27. Give the student the sheet “Idioms related to Money 1” and do it with him/her. Ask the student to come up with sentences using each idiom.
28. Give the student the sheet “Idioms related to Money 2” and do it with him/her. Ask the student to come up with sentences using each idiom.
29. Give the student the sheet “Idioms related to Money 3” and do it with him/her. Ask the student to come up with sentences using each idiom.
30. Ask the student whether he/she is used to solving problems on the phone and which are the main problems it arises.
31. Skills – activity A. Discuss the question with the student.
Delivery: late delivery, delivery to the wrong place, delivery of the wrong goods, damaged goods
Payment: late payment, payment sent to the wrong place, bouncing checks, non-payment
Quality control: goods not to agreed specifications, defective goods, breakdowns
32. Skills – activity B (track 2). Ask the student to listen and answer the questions.
There’s a labor problem at the supplier’s (Martin) plant, and they can’t deliver the air conditioning equipment ordered by the customer’s (Elena) firm on time. Martin suggests that Elena’s firm might be able to get similar equipment from a German supplier.
TO BREATHE DOWN SOMEONE’S NECK = to keep close watch on someone;
to watch someone’s activities
33. Skills – activity C (track 2). Ask the student to listen again and decide on who says each sentence.
a) customer
b) supplier
c) supplier
d) customer
e) customer
f) supplier
g) customer
h) supplier
34. Skills – activity D (track 3). Ask the student to listen and answer the questions.
The manager’s (Patricia) flight has been delayed and she can’t get back on time to chair an important meeting. Her PA (personal assistant) suggests that participants deal with the less important points first, by which time Patricia might be back. The PA suggests the meeting could be chaired by Rachel. Patricia agrees to the idea, and says she will think of other possibilities in case Rachel can’t do it.
TO BRIEF = to give someone all the information about a situation that they
will need
TO JOT DOWN = to write a short piece of information quickly
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35. Skills – activity E (track 3). Discuss the point with the student.
36. Skills – Useful Language. Go through the box with the student.
37. Skills – activity F. Role play the situation with the student.
CONSIGNMENT = a quantity of goods that are sent somewhere, especially
in order to be sold
38. Give the student “Problem-solving on the phone”, from the Resource Bank.
39. Give the student the text “Communication with the world at large”, from the Text Bank.
Unit 2International Marketing (Complete)
Vocabulary: Marketing Collocations
Reading: International marketing mix
Language Review: Noun compounds and noun phrases
Skills: Brainstorming
Case study: Zumo – creating a local brand
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Ask the student to consider the place of the international products on the left in the table below in relation to the products on the right in his/her country.
Coca-Cola and Pepsi Cola
Fast-food hamburgers
Sneakers
Jeans
Rock music
Tea, coffee and local soft drinks
Traditional food in the country
Shoes or sandals
Pants
Popular music of the country
3. Ask the student to read the quotation and discuss it. This quotation goes against the usual principle of marketing, which is that marketers should understand customers’ needs and provide products and services that satisfy them.
4. Starting Up – activity A. Discuss the question with the student.
Cars: Ford, GM, Toyota
Clothes: Gap, Benetton
Food: Nestlé
Cleaning products: Procter & Gamble
TO MARKET = to try to persuade people to buy a product by advertising it in
a particular way
5. Starting Up – activity B. Discuss the questions with the student.
1. Advantages include being able to buy raw materials in large quantities
at lower prices, and being able to spread administrative and other costs
over a larger number of products sold.
2. Problems include not understanding local tastes and habits, and not
understanding the structure of local distribution networks.
3. Indirect export – exporters use an intermediary, such as an export agent,
to deal with buyers in the overseas market.
Direct export – companies handle their own exports, for example by
setting up overseas sales offices.
Licensing – companies sell the rights to use a manufacturing process,
trademark or patent for a fee or royalty.
Joint ventures – two companies, for example an overseas firm and a local
one, may work together to develop a particular market.
Direct investment – the company buys a local firm, or sets up its own
manufacturing subsidiaries.
6. Starting Up – activity C. Discuss the question with the student.
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7. Starting Up – activity D. Discuss the question with the student.
8. Give the student the text “Towards a global brand”, from the Text Bank.
9. Ask the student to think of words he/she knows related to marketing.
10. Vocabulary – activity A. Ask the student to fill in the blanks.
1. monetary regulations (Point out that ‘currency regulations’ would also be
possible here.)
2. government bureaucracy
3. political stability
4. buying habits
5. economic situation
6. Income distribution
MONETARY = related to money, currency
RED TAPE = official rules that seem unnecessary and prevent things from
being done quickly and easily
TO HINDER = to make it difficult for something to develop or succeed
11. Vocabulary – activity B. Discuss the questions with the student.
1. For business, benefits include stable environment for planning, investment,
etc.
2. Talk about inflation, growth, general prosperity, etc.
3. Treat this one with caution. Some students might argue that unequal
distribution allows some people to accumulate wealth that can then be
used for new investment. Others may say that on principles of fairness,
wealth should be more equally distributed.
12. Vocabulary – activity C. Ask the student to cross out the odd expression.
1. d3. c5. c7. d9. d
2. b4. b6. d8. c10. d
TO SWAMP = to suddenly cover an area with a lot of water (= flood)
TO CORNER = to gain control of the whole supply of a particular kind of
product: They’ve been trying to corner the market by buying
up all the wheat in sight.
FOCUS GROUP = a small group of people that a company, political party
etc asks questions in order to find out what they think of
their products, actions etc
SPOT CHECK = an examination of a few things or people from a group to
check whether everything is correct or satisfactory
SLUGGISH = moving or reacting more slowly than normal
END USER = the person who uses a particular product, rather than the
people who make or develop it
WHOLESALER = a person or company who sells goods wholesale (=in large
quantities at lower prices)
13. Reading – activity A. Discuss the question with the student.
Cars: the student might mention adapting car interiors for different national tastes: for people, on the one hand, who prefer functional-looking dashboards, instruments, etc, or, on the other hand, for those who like a lot of ‘wood’ covering (even if it’s plastic). Advertising for the same car might emphasize performance in one market and comfort in another.
Fast food: do the international chains try to provide for local tastes with additional items only available in particular countries?
Soft drinks: do drinks companies try to satisfy varying tastes in fizziness (amount of gas) or sweetness? (they do, in fact, as the article will point out.) Does advertising emphasize fun and youth, or does it show specific situations of use, like family meals?
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TO TAILOR = to make something so that it is exactly right for someone’s
particular needs or for a particular purpose
14. Reading – activity B. Discuss the question with the student.
The disadvantage is higher costs, hopefully balanced by the advantage of higher sales in each market. Companies have to find a balance.
15. Reading – activity C. Ask the student to read the text and fill in the chart.
CompanyProduct Marketing approach
Nissan Cars reduced number of chassis designs
Kelloggbreakfast cereal
ignored research and introduced cereal in France; changed consumption patterns
Coca-Cola
Cola changes flavor to suit local tastes
Citibank credit cardtailors the product features, promotions, prices and distribution for each country, but maintains its high quality position
Unilever Soapdifferent ingredients in India and east Africa, but same positioning – inexpensive, everyday, antibacterial
MARKETING MIX = everything involved in launching a new product
CHASSIS = the frame on which the body, engine, wheels etc of a vehicle is
built
TO COMPROMISE = to reach an agreement in which everyone involved
accept less than what they wanted at first
TO SETTLE = to end an argument or solve a disagreement
TO MINE FOR = to look for
INPUT = ideas that you put into an activity in order to help it succeed
TO MELD = if two things meld, they combine into one thing
TO GAUGE = to measure or calculate something by using a particular
method
PREMIUM = of very high quality
TIMEPIECE = a watch
LIFEBUOY = a large ring made out of material that floats, which you throw to
someone who has fallen in the water, to prevent them from
drowning
COLA = a brown sweet soft drink
16. Reading – activity D. Ask the student about other companies mentioned.
CompanyProduct Marketing approach
Toshibaelectronic devices
launches new products in different moments in each country
Intel PC chips launches new products simultaneously in different countries
Rolex Watchessame approach everywhere – for high achievers, upmarket distribution outlets, premium price
17. Reading – activity E. Discuss the questions with the student.
1. Internet and Intranet has the potential to accelerate the process of
gathering information from different markets that can be included in new
products.
2. Japanese companies take new products to market and then gauge
reactions, without carrying out conventional market research. US
companies tend to use more formal market research methods. For
German companies, product development schedules tend to be more
important.
18. Reading – activity F. Ask the student to choose the correct definition.
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1. a2. a3. a4. a5. a
19. Tell the student about noun compounds and the use of ‘of’ in English. Give examples: car door / office desk / strawberry juice.
20. Language Review – Box. Go through the box with the student.
DATA-MINING = the process of using a computer to examine large amounts
of information about customers, in order to discover things
about them that are not easily seen or noticed
DATABASE = a large amount of data stored in a computer system so that
you can find and use it easily
21. Language Review – activity A. Ask the student to find the phrases in the text.
1. country-specific differentiating features
2. changing consumption patterns
3. new product development strategies
4. global research laboratories
5. software development establishments
6. formal market research methods
7. product development schedules
8. marketing mix decisions
9. upmarket distribution outlets
10. premium price
22. Language Review – activity B. Ask the student to put the phrases in the box.
AdverbAdjective /
-ing participleNoun / GerundHead noun
markedly
different
changing
new
global
consumption
product
development
research
ways
patterns
strategies
centers
23. Language Review – activity C. Ask the student to put the phrases in the correct order.
1. really impressive sales figures
2. new public relations department
3. highly ambitious market research program
4. expanding overseas operations
5. rapidly improving balance sheet
6. extremely volatile exchange rate
7. highly confidential marketing report
8. incredibly successful trade fair
BALANCE SHEET = a statement of how much money a business has earned
and how much money it has paid for goods and services
24. Give the student the sheet “Collocation pelmanism” and do it with him/her. Ask the student to come up with sentences using each phrase.
25. Ask the student if he/she usually takes part in or chairs brainstorming meetings.
BRAINSTORMING = when a group of people meet in order to try to develop
ideas and think of ways of solving problems: a
brainstorming session to come up with slogans for new
products
26. Skills – activity A. Discuss the points with the student.
1. Yes, but sometimes it is good to be vague about the purpose of the
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meeting, so that participants don’t look immediately at the specific
situation. This will keep the discussion more open-ended and throw up
ideas which otherwise might not have occurred.
2. Theoretically, no. The idea is to get everyone involved as equals. But
people in some cultures would always expect the most senior person to
speak first, whatever the type of meeting.
3. Probably a good idea.
4. This should be one of the main features of brainstorming, but sessions
where this actually happens must be rare.
5. In theory, yes, but extremely bizarre suggestions would probably be seen
as such.
6. Easier said than done, but it’s probably more acceptable to interrupt in
brainstorming than other types of session.
7. Theoretically, the speculations should be as wide-ranging as possible, but
most participants would probably set limits as to what is relevant.
8. Probably a good idea. Details can come later in developing particular
ideas.
27. Skills – activity B (track 04). Ask the student to listen and answer the questions.
1. To develop promotional ideas for the Business Solutions website.
2. Advertising on television and radio; online promotion; direct mailing; press
advertising in traditional newspapers; business magazines and journals.
FIRE AWAY = (only in imperative / spoken) used to tell someone that you are
ready to answer the questions: ‘Do you mind if I ask you
something, Woody?’ ‘Fire away.’
DIRECT MAIL = advertisements that are sent by post to many people
TEASER AD = an advertisement that is used to make people interested in a
product, but that does not give much information about the
product, so that people will pay attention to more
advertisements later
28. Skills – activity C (track 05). Ask the student to listen to the rest of the meeting and answer the questions.
1. Send a mailing to the names of the contact base, containing a brochure
and/or a CD Rom; an event, for example on a river boat; billboard
advertising.
2. Next meeting in three weeks; information on the budget and the cost of
the different promotional activities.
GLOSSY = printed on good quality shiny paper, usually with lots of color
pictures
WALK-THROUGH = instructions of how you should handle something
29. Skills – activity D. Ask the student to put the phrases under the appropriate headings. Ask the student also to say if the expressions are neutral (N) or strong (S).
Stating objectives
The purpose of the meeting this morning is… (N)
Encouraging contributions
Anything goes… (S)
1. Fire away! (S)
8. Would it be worth sponsoring some kind of event? (N)
10. What about that? (N)
Making suggestions
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I think we could send out glossy brochures… (N)
3. I think we’d reach a wide audience… (N)
6. What about press advertising? (N)8. Would it be worth sponsoring some kind of event? (N)
9. It would be great to do a presentation… (S)
Agreeing
Yes, that’s a good idea. (S)
2. Excellent! (S)
4. We should definitely do some of that. (S)
5. Absolutely! (S)
7. That might be one way… (N)
Expressing enthusiasm
That’s great! (S)
2. Excellent! (S)
4. We should definitely do some of that. (S)
5. Absolutely! (S)
7. That might be one way… (N)
30. Skills – activity E. Role play the meetings with the student.
31. Give the student “Brainstorming”, from the Resource Bank.
32. Give the student the text “Cultural problems in international marketing”, from the Text Bank.
Unit 3Building Relationships (Complete)
Vocabulary: Describing relations
Listening: Ways of entering markets
Reading: Relationship marketing
Language Review: Multi-word verbs
Skills: Networking
Case study: Getting to know you
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Build on with the student a map of a typical individual and their relationships. Draw a circle showing the individual and arrows going out to other circles representing family, colleagues, friends, clubs the individual belongs to, etc.
3. Then get the student to draw an individual map talking about each type of relationship, how important it is for him/her and so on.
4. Ask the student to read the quotation and say if he/she agrees with it.
5. Starting Up – activity A. Discuss the questions with the student.
6. Starting Up – activity B. Tell the student he/she will listen to a manager talking about the key factors companies must consider when communicating with their clients. Ask for the student’s opinions concerning these key factors.
7. Starting Up – activity C (track 06). Ask the student to listen and take notes on the key factors Ward mentions.
be honest, transparent, clear in order to gain trust
be clear about what you are selling and about prices
respond customers fast
8. Starting Up – activity D. Ask the student to do the quiz and discuss the answers with him/her.
9. Give the student the text “Employer-employee relationships”, from the Text Bank.
10. Ask the student to come up with verbs which come together with the word relations.
11. Vocabulary – activity A. Ask the student to complete the table.
Positive meaningNegative meaning
build up
cement
develop
break off
cloud
cut off
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encourage
establish
improve
maintain
promote
restore
resume
strengthen
disrupt
impair
jeopardize
sever
sour
spoil
TO BUILD UP = to make something develop
TO CEMENT = to make a relationship firm and strong
TO PROMOTE = to encourage; to help to develop
TO RESTORE = to make it return to its former state or condition
TO RESUME = to start doing something again after being interrupted: Peace
talks will resume tomorrow.
TO STRENGTHEN = to make something stronger
TO BREAK OFF = to end a relationship
TO CLOUD = to make something less pleasant: Her happiness was clouded
by having to leave her son behind.
TO DISRUPT = to prevent something from continuing in its usual way by
causing problems: Traffic was disrupted by a bomb.
TO IMPAIR = to damage something: The illness impaired his ability to
concentrate.
TO JEOPARDIZE = to risk losing or spoiling something important
TO SEVER /‘sivar/ = to end a relationship with someone especially because
of a disagreement: The two countries severed diplomatic
relations.
TO SOUR = if a relationship sours, it becomes unfriendly or unfavorable: An
unhappy childhood has soured her view of life.
12. Give the student some verbs to be used with the word relations and ask him/her to make up sentences which describe his/her real life.
build up Jeopardize
strengthen Sever
cloud Impair
resume break off
13. Ask the student to come up with adjectives which come together with the word relations.
14. Vocabulary – activity B. Ask the student to fill in the table.
Very bad Very good
stormy strained cool amicable friendly close excellent
STORMY = full of strong and often angry feelings
STRAINED = tense; difficult, where people do not fully like or trust each other
COOL = behaving in a way that is not as friendly as you expect: My
proposal met with a cool response.
AMICABLE = a relationship in which people feel friendly towards each other
and do not want to quarrel: The two parties have reached an
amicable agreement.
15. Vocabulary – activity C. Ask the student to match the columns.
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1. e2. d3. b4. a5. c
16. Talk with the student about the importance of building relations in the business world.
17. Listening – activity A (track 07). Ask the student to listen and mark.
1 China 4 Latin America
2 China 5 China
3 Latin America6 Latin America
POWER (adj.) = a meal at which people meet to discuss business
TO HASH OUT = to discuss something very carefully, especially until you
reach an agreement
TO PART = to move apart
TO DRAWN OUT = talking more time than usual or than you would like
LUNCHEON = (formal) lunch
18. Listening – activity B. Discuss the questions with the student.
19. Listening – activity C (track 08). Ask the student to take notes on how business decisions are made in China.
Foreign business people should make companies trust them by establishing a social relation with the people who take the decisions.
20. Reading – activity A1. Ask the student the proposed question.
21. Reading – activity A2. Ask the student to answer the question. Then, ask him/her to read the two paragraphs of the article in order to check his/her answers.
1 a 2 c
22. Reading – activity B. Ask the student to read the text and answer the questions.
1. A 5% decrease in the number of defecting customers led to profit increases of between 25% and 85%. Domino’s Pizza estimates that a regular customer is worth more than $5,000 over ten years.
2. Established customers
1) tend to buy more
2) are predictable
3) usually cost less to service than new customers
4) tend to be less price sensitive
5) may provide free word-of-mouth advertising and referrals
6) retaining customers makes it difficult for competitors to enter a market or
increase their share of a market
3. Advocate Supporter Client Customer Prospect
REASSURINGLY = in a way that makes you feel less worried or frightened
TO BE CARRIED AWAY = to become so excited that you are no longer in
control of what you do
HUMDRUM = boring and ordinary
DEFECTING = leaving your group in order to join an opposite one
REVENUE = money that a business receives over a period of time, especially
from selling goods or services
LIABLE TO DO STH (adj.) = likely to do something
TO NURTURE = to feed and take care
TO REFUTE = to say that a statement is wrong or unfair
RUNG = one of the bars that form the steps of a ladder
PROSPECT = the possibility that something will happen
23. Reading – activity C. Ask the student to match the words and their definitions according to the context.
humdrum B
defecting A
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nurturing B
correlation A
customer retention B
24. Reading – activity D. Ask the student to match the columns to make word partnerships.
1. c2. a3. b4. e5. d
25. Reading – activity E. Discuss the questions with the student.
26. Give the student the sheet “Idioms related to Relationships” and do it with him/her. Ask the student to come up with sentences using each idiom.
27. Language Review – box. Explain the types of phrasal verbs.
TO BEAT OFF = to succeed in defeating someone who is competing with
you
TO LOOK INTO = to investigate
28. Language Review – activity A (track 09). Ask the student to listen and put the conversation in the right order.
a) 9f) 1
b) 3g) 5
c) 2h) 7
d) 4i) 10
e) 8j) 6
TO BE ON THE LINE = if something important is on the line, there is a risk that
you might lose it or something bad could happen to it
MARKET SHARE = the percentage of sales in a market that a company or
product has
TO BOOST = to increase or improve something
TRACK RECORD = all of a person’s past achievements which show how well
they have done something in the past
29. Language Review – activity B. Ask the student to underline the phrasal verbs in each sentence and then find their meaning.
1. get on (really well)6. sounded out
2. count on 7. let us down
3. build up 8. set up
4. hold on to 9. draw up
5. put (it) off 10. call (it) off
30. Language Review – activity C. Ask the student to rewrite the sentences using phrasal verbs.
1. We’ll have to call the meeting off tomorrow. / We’ll have to call off the
meeting tomorrow.
2. Let’s put off the presentation until next week. / Let’s put the presentation
off until next week.
3. We know our suppliers will never let us down. / We can count on our
suppliers to meet their deadlines.
4. We have now set up a first class distribution network in Europe.
5. Could you please draw up a contract as soon as possible? / Could you
please draw a contract up as soon as possible?
6. Could you set up a meeting with hem for next week? / Could you set a
meeting up with hem for next week?
7. We’ve held on to the same market share that we had last year.
8. The new sales manager gets on very well with his team.
31. Ask the student to make sentences with the ten phrasal verbs learned in this lesson.
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32. Give the student the extra sheet “Phrasal Verbs” and do it with him/her.
ATLAS /étlâs/
BROCHURE /‘brouchâr/
33. Ask the student what he/she usually does to keep networking.
TO NETWORK = to meet and talk with people who have similar jobs to yours,
especially because they may be useful for your work
34. Skills – activity A (tracks 10, 11, 12 & 13). Ask the student to listen to the conversations and mark True or False.
1. a) false b) true 3. a) true b) false
2. a) false b) false4. a) false b) true
DATABASE = a large amount of data stored in a computer system so that
you can find and use it easily
TO GET HOLD OF = to find and speak to someone
IT’S EARLY DAYS = used to emphasize something has just begun
35. Skills – activity B (track 14). Ask the student to listen and answer the questions.
1. Valentin Perez (A) wants advice on franchising contracts. A friend has
given him the name of the person that he calls, saying that they might be
able to help. B (whose name we do not learn) is unable to help, but gives
Valentin Perez the name of someone who might be able to: Stephanie
Grant.
2. The call is successful in the sense that Valentin Perez gets Stephanie
Grant’s name.
36. Skills – activity C. Ask the student to listen and complete the sentences.
1. hope / mind / phoning
2. convenient / back
3. mentioned / advise
4. who’s / an / expert
5. by / any / chance
6. mention / your / name
37. Skills – Useful Language. Explain the phrases.
38. Skills – activity D. Ask the student to role play the situations.
AMBER = a hard yellowish brown substance used to make jewelry (ÂMBAR)
WHOLESALE = the business of selling goods in large quantities at low prices
to other businesses, rather than to the general public
39. Give the student “Networking”, from the Resource Bank.
40. Give the student the text “Relationships between companies: strategic alliances”, from the Text Bank.
Unit 4Success (Complete)
Listening: Successful people and companies
Discussion: Epic failures
Reading: Mobile phones
Language Review: Present and past tenses
Vocabulary: Prefixes
Skills: Negotiating
Case study: Camden FC
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Ask the student to mention successful people and say why he/she thinks they became successful.
3. Ask the student to read the quotation and say if he/she agrees with it. Ask him/her whether some people can become successful by luck.
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4. Starting Up – activity A. Discuss it with the student.
DRIVE = (C) an effort to achieve something; (U) determination and energy
to succeed: Brian has tremendous drive.
RUTHLESSNESS = the quality of being so determined to get what you want
that you do not care if you have to hurt other people in
order to do it
STAMINA = (U) physical or mental strength that lets you continue doing
something for a long time without getting tired: You need
stamina to be a long-distance runner.
5. Starting Up – activity B. Discuss it with the student.
6. Starting Up – activity C. Ask the student what indicates a person is successful. Discuss the questions.
CHAUFFEUR /‘tchoufâr/
COSMETIC SURGERY = medical operations that improve your appearance
because you want to look more attractive
FLASH = (BrE) new, bright and expensive – used to show disapproval
SMART = fashionable; controlled by computers
7. Starting Up – activity D. Discuss it with the student.
8. Give the student the text “What makes product innovations successful?”, from the Text Bank.
9. Ask the student what makes a successful business person in his/her opinion.
10. Listening – activity A (track 15). Ask the student what makes a successful business person according to the interview.
Successful business people
* know their job very thoroughly
* are good at managing people under them
* have a clear idea of the direction of their business
* can make a profit
* are good team players
* are good at managing responsibilities, making people feel comfortable in
the organization
* are ambitious and want to succeed
* need a good collection of people around them, e.g. in finance,
marketing, etc.
* manage their work/life balance: they manage their own life as well as
their business life
11. Listening – activity B (track 16). Ask the student what makes a successful company according to the interview.
Successful companies
* often have well-known brand names
* are good places to work
* have been in existence for some time
* have a strong management team
* are financially successful
* learn from the mistakes of unsuccessful companies
* have sometimes been in existence for only a short time
* were sometimes unsuccessful ones that have been taken over and turned
round
12. Listening – activity C. Ask the student to write an article at home.
13. Discussion – activity A. Tell the student the articles mention mistakes. Ask him/her to read it and find out.
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Ford Edsel: Remember My Name
ON THE WAY UP = climbing better positions in society
TO DATE = until that date
MOTORING = the activity of driving a car
FAULTY = not working properly or not made correctly
New Coke for Old
LEAD = the first position
16. Reading – activity A. Discuss the questions with the student.
17. Reading – activity B. Ask the student to read the article and take notes.
1. Country of origin Finland
2. Chief Executive Jorma Ollila
3. Chief executive’s main objectives
* telecom-orientated
* global
* focus
* value-added
4. Industry position world’s biggest mobile phone maker
5. Market share 30 percent and growing
6. Market capitalization (= total
value of its shares on the
stockmarket)
Є142 billion
7. Main competitors Motorola, Ericsson
8. Reasons for success
* luck
* decision to concentrate on GSM
segment
* decision to get out of chemicals,
tyres, etc.
* strong brand (some thought it was
Japanese)
* fashionable, reliable, user-friendly
handsets
* short product cycles
* launches new products just when
older ones are becoming
unprofitable
* increases volumes (quantities sold)
to offset falling prices
* unbureaucratic despite growth
culture of innovation
* best logistics (=organization)
* incredibly efficient
9. Potential threats
* new rivals, including US Internet
giants
* new technology
* market has high expectations
CAPITALIZATION = the value of a business based on the value of its shares or
on the amount of money it makes
AT THE FOREFRONT = to be in a leading position in an important activity
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HANDSET = the part of a mobile phone that you hold in your hand
TO OVERTAKE = to develop or increase more quickly than someone or
something else and become more successful
FINNISH = from Finland (person: FINN)
FRINGE = something that is less important than the main ones
PULP = (U) a very soft substance that is almost liquid, made by crushing
plants, wood, vegetables or fruit (POLPA); books, magazines, films
etc that are badly written and contain lots of sex and violence
FORTUITOUS = happening by chance, specially in a way that has a good
result
DE FACTO = (formal) really existing although not legally stated to exist
BRIEF = official instructions that explain what someone’s job is
SPRAWLING = spreading over a wide area in an untidy or unattractive way
TO OUT GO = to go from inside the company
TO OFFLOAD = to take something off a truck or ship
TO OUTSTRIP = to do something better than someone else or be more
successful
ALLIED = (adj.) connected
FLAIR = talent; a way of doing things that is interesting and shows
imagination
TO OFFSET = if the cost or amount of something offsets another cost or
amount, the two things have an opposite effect so that the
situation remains the same: Cuts in prices for milk, butter, and
cheese will be offset by direct payments to farmers.
TO STIFLE = to stop something from happening or developing
EQUAL = someone who is as important, intelligent etc as you are
SINGLEHANDEDLY = if one person does something single-handedly, they do
it without help from anyone else
GDP = gross domestic product; the total value of all goods and services
produced in a country, in one year, except for income received
from abroad (GNP)
FULSOME = sounding insincere because it contains too much praise,
expressions of thanks etc
PRAISE = expression of admiration for something, especially public ones
TO DEFY = to refuse to obey
TO SNAP = to move into a particular position
AT ONE’S HEELS = if a person is at your heels, they are following closely
behind you
TO LIVE UP TO = to do as well as expected or promised
DAUNTING = frightening in a way that makes you feel less confident
18. Reading – activity C. Ask the student to write the article as homework.
19. Reading – activity D. Discuss the question with the student.
20. Ask the student to come up with sentences using Simple Present, Present Continuous, Simple Past and Present Perfect.
21. Language Review – box. Ask the student to fill in the blanks.
1. present simple
2. past simple
3. present continuous
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4. present perfect
22. Language Review – activity A. Go through the activities with the student.
1. took over, wrote down, saw
Past simple, because these are completed actions which took place at
a particular time in the past.
2. has outstripped, has allied, has produced
Present Perfect, because these are present results of past actions.
3. are snapping, living up to
The present continuous is used because this is a current situation.
4. has happened, has happened – present perfect, because these are
present results of past actions.
has, is – present simple, because these situations are generally true.
has played – present Perfect, because this is a present result of a past
action.
realized – past simple, because this took place at a particular time.
would move – conditional, depending on ‘realized that’.
to concentrate – infinitive (decision to do something).
was – past simple, because this decision took place at a particular time.
has become – present perfect relating to the present result of a past
action.
23. Language Review – activity B. Ask the student to write an article about the company based on the notes.
CONFECTIONERY = sweets, chocolates, etc.
OVERALL = considering or including everything
The company and its markets
Chupa Chups, based in Barcelona, is the world’s 25th biggest sweetmaker, with an overall market share of 0.9%. Its share of the global lollipop market is 34%. It has manufacturing sites in five countries and its products are familiar to children all over the world.
How the company started
In 1954 Enric Bernat tried to revive the sweet manufacturer Granja Asturias, and he succeeded in turning the company around. In 1985 he bought all its shares and dropped the entire product range (except lollipops) to concentrate on the new Chups lollipop.
What it is doing now
The company is now building its adult customer base. It is attracting older customers with new flavors.
Recent events
Chupa Chups has recently launched its highly colored ‘tongue-painter’ lollipops. It has also diversified into sugar-free mints with the Smint range, and the resulting sales surge has been spectacular. The company’s revenues have grown enormously, and last year it sold 4 billion lollipops.
24. Give out the cards of “Mixed Tense Questions” and discuss them with the student.
25. Ask the student to give examples of verbs starting with over- and out-.
26. Vocabulary – activity A. Ask the student to match the prefixes to the verbs.
overbid;
overbook;
overcharge;
overrun;
oversubscribe;
overtake.
outbid;
outmanoeuvre (BrE) / outmaneuver (AmE);
outnumber;
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outrun;
outstrip;
outvote.
BID = (bid/bid/bid) to offer to pay a particular price for something,
especially in an auction; to offer to do work or provide services for a
specific price, in competition with other offers
OVERBID = to offer to pay too much for something in relation to its value
OVERRUN = to take more money or time than intended; to take control of
OVERSUBSCRIBE = if a company issues shares on the stock market and they
are oversubscribed, the demand for shares is more than
the number of shares available
OVERTAKE = to develop or increase more quickly than someone or
something else and become more successful
OUTBID = to bid more than others
OUTMANOEUVRE = to gain an advantage over someone by using cleverer
or more skillful plans or methods: He believed he could
outmaneuver and trap the English king.
OUTNUMBER = to be more in number than another group
OUTRUN = to develop more quickly than something else
OUTSTRIP = (outstripped) to do something better than someone else or be
more successful; to be greater in quantity than something else
OUTVOTE = to defeat a person by winning more votes than them
27. Vocabulary – activity C. Ask the student to fill in the blanks.
1. overtook
2. outstripped
3. outbid (point out that the past tense and past participle of ‘outbid’ are
also ‘outbid’: it follows the same pattern as ‘bid’.)
4. outvote
5. outmanoeuvred
6. outnumber
7. overbooked
8. overran
9. overcharged
10. oversubscribed
28. Vocabulary – activity D. Ask the student for the meanings of over- and out-.
‘Over-’ is used, among other things, to say that something is higher than something else.
‘Out-’ is used, among other things, to say that something is not inside something, and to talk about leaving or movement away from a place, and to say that something goes beyond a particular level or number.
29. Vocabulary – activity E. Ask the student to choose the best definition.
1. c2. b3. b
30. Ask the student what he does to achieve success in negotiations.
31. Skills – activity A. Explain to the student the steps taken in anegotiation.
32. Skills – activity B. Ask the student to find examples.
Special requirements? What do you mean exactly? – checking understanding
Mmm, Ok, how about this? – signaling
Ok, so you’re saying you will modify the car if we ask you to? – checking understanding
Right then, let’s see what we’ve got. – summarizing
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That’s it. Ok, let’s talk about delivery now. – signaling
FUSSY = very concerned about small, usually unimportant details, and
difficult to please
33. Skills – activity C (track 17). Ask the student to listen to the negotiation extracts and answer the question.
1. checking understanding
2. signaling
3. —
4. checking understanding
5. signaling
6. summarizing
7. checking understanding
8. —
So the answer is 3 and 8.
HAULAGE = the business of carrying goods in trucks or trains for other
companies
INSTALMENT (BrE) / installment (AmE) = one of a series of regular payments
that you make until you have paid all the money you owe
34. Skills – activity D. Role play the situation with the student.
ANKLE = the joint between your foot and your leg
35. Give the student the sheet “Negotiating”, from the Resource Bank.
36. Give the student the text “What makes countries successful?”, from the Text Bank.
Unit 5Job Satisfaction (Complete)
Reading: Fringe benefits
Vocabulary: Synonyms and word building
Listening: Motivating Factors
Discussion: What’s in a title?
Language Review: Passives
Skills: Handling difficult situations
Case study: Office attraction
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Ask the student about the difference and the relation between:
Job Satisfaction & Motivation
3. Ask the student to read the quotation and say if he/she agrees with it. Tell the student Sir James Barrie was the writer of Peter Pan.
4. Starting Up – activity A. Discuss the questions with the student.
REDUNDANCY = the situation when somebody has to leave their job
because there is no more work available for them
PERKS = something you receive as well as your wages for doing a particular
job, for example car and health insurance
FRINGE BENEFIT = extra things that an employer gives you as well as your
wages
5. Starting Up – activity B. Discuss the questions with the student.
6. Quiz ‘Are you in danger of burning out?’ (page 137). Discuss the questions with the student and check his/her scores.
TO TURN UP = to arrive
TO COWER = to bend low and/or move backwards because you are
frightened
BURNOUT = the state of being extremely tired or ill, either physically or
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mentally, because you have worked too hard
PRACTICAL JOKE = a trick that is played on somebody to make them look
stupid and to make other people laugh
BRAINSTORMING = a way of making a group of people all think about
something at the same time , often in order to solve a
problem or to create good ideas
TO CATCH UP ON STH = to spend extra time doing something because you
have not done it earlier
TO AFFORD = to have enough
MERGER = the act of joining two or more organizations into one
CURSORY = done quickly and without giving enough attention to details
TO HYPERVENTILATE = to breathe too quickly because you are very
frightened or excited
TO LIE / LIES / LYING / LAY
REMINISCENCE = the act of remembering things that happened in the past
TO GLOW = to look very pleased or satisfied
TO GET ON TOP OF = to be too much for somebody to manage or deal with
TO SMOULDER = to be filled with a strong emotion that you do not fully
express
SPARK = a very small burning piece of material that is produced by
something that is burning or by hitting two hard substances
together
7. Reading – activity A. Discuss the questions with the student.
8. Reading – activity B. Discuss the question with the student.
COUNSELLING = professional advice about a problem
MASSEUR = a person whose job is giving people massage
9. Reading – activity C. Ask the student to read the text and check which benefits are mentioned.
childcare company holidaysguitar lessons
haircuts masseurs sushi
(Viagra, not on the list in Exercise B, is
of course the well-known male potency drug.)
TO SINGLE OUT = to choose something from a group for special attention
DEAD SET = completely in a position
CUT-PRICE = sold at a reduced price
ERGONOMIC = designed to improve people’s working conditions and to
help them work more efficiently
ALLOTMENT = a small area of land in a town which a person can rent in
order to grow vegetables or flowers on it
TO LAY ON = to provide something for somebody, especially food and
entertainment
TO WHISK = to take somebody somewhere very quickly and suddenly
FORWARD-LOOKING = planning for and thinking about the future in a
positive way
VEXED = a complicated problem that has caused a lot of discussion and
argument and is difficult to solve
TO MOUNT = to plan, to organize
BID = an offer to do work or provide services for a specific price
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BOUNTY = food or wealth that is provided in large amounts
DAUNTING = frightening
10. Reading – activity D. Ask the student to answer the questions about the article.
1. By practicing 10 specified healthy behavior patterns.
2. The idea that employees should have a healthy balance between time
spent at work and time for themselves. Companies in the article are trying
to solve the problem by providing numerous benefits. They have been
successful in that hardly anyone leaves, perhaps, according to the writer,
because it would be daunting to leave companies that provide so much.
However, the basic problem of work/life balance is not being tackled.
3. a) Everyone is extremely happy.
b) The idea of leaving seems so difficult that employees decide to stay
where they are.
4. The answer is a).
5. Some employers provide subsidized housekeepers. One company
provides $10,000 towards the cost of adopting a child.
11. Reading – activity E. Discuss the questions with the student.
12. Ask the student for the meaning of fringe benefits.
13. Vocabulary – activity A. Ask the student to match the columns.
1. a 5. h
2. e 6. g
3. b 7. c
4. f 8. d
(Human Resources is the more modern term for personnel.)
14. Vocabulary – activity B. Ask the student to fill in the blanks.
1. a) satisfied b) dissatisfied c) satisfaction
2. a) motivatingb) demotivatedc) motivation
3. a) fulfillment b) fulfilled c) unfulfilled
4. a) inspiring b) inspiration c) uninspiring
5. a) frustrationb) frustrating c) frustrated
15. Give the student “Adjectives ending in -ing and -ed”.
16. Give the student the text “Job Sharing”, from the Text Bank.
17. Listening – activity A. Set the context and discuss the question with the student.
18. Listening – activity B (track 25). Ask the student to listen and check his/her predictions.
Satisfied: women; the highly paid; those with promotion opportunities; the self-employed; the Swiss; Americans
Dissatisfied: those who work long hours; those in large workplaces; those without job security; those who commute long distances; Eastern Europeans; the Japanese
BLOW = an action or event that causes difficulty or sadness for someone
19. Listening – activity C (track 25). Ask the student to listen and answer the question.
1. high pay
2. job security
3. opportunities for promotion
20. Listening – activity D (track 25). Ask the student to listen and mark true or false.
1. false
2. true
3. true
21. Discussion – activity A. Discuss the questions with the student.
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REPROGRAPHIC = reproduction of pictures or images that are designed to
represent objects or facts, especially in a computer
program
LOGISTICS = the practical arrangements that are needed in order to make
a plan that involves a lot of people and equipment successful
22. Discussion – activity B. Ask the student to read the text and compare his/her answers to activity A.
CASH-STRAPPED = having little or no money at the moment
SNOBBY = behaving in a way that shows you think you are better than
others (= snobbish) / snobbery (noun: behavior) / snob (noun: the
person)
TO FORGO = (forwent / forgone / forgoing) to not do or have something
pleasant or enjoyable: I had to forgo lunch.
TO LONG = to want something very much
23. Discussion – activity C. Ask the student
1. a2. b3. a4. a
24. Discussion – activity D. Ask the student
1. c2. b3. d4. a
CATERING = the activity of providing and serving food and drinks at parties,
meetings etc for money
25. Write the sentence below and ask the student to analyze the subject and who did the action, so that he/she elicits the use of Passive Voice:
People are judged by their job titles.
26. Language Review – Box. Check the box with the student.
27. Language Review – activity A. Ask the student to match the verb tenses to the sentences.
1. c5. d
2. e6. g
3. h7. a
4. b8. f
PATERNITY LEAVE = a period of time that the father of a new baby is
allowed away from work
HALF-TERM = a short holiday from school or work in the middle of a term
TO HAMPER = to make it difficult for someone to do something
28. Language Review – activity B. Ask the student to fill in the blanks.
1. have been conducted
2. be perceived
3. are entered
4. were given
5. were paid
6. were paid
7. is reduced
SPRING = to come from
29. Language Review – activity C. Ask the student to write sentences based on the notes.
Procedure
Questionnaires were distributed to all departments.
All managers were interviewed.
A sample of workers was canvassed.
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Data on similar schemes was (or were) consulted.
Recommendations
A new scheme should have been introduced from Jan 1.
A system of team bonuses should have been adopted.
Other incentives besides financial ones should have been investigated.
Further research should have been carried out into a share option scheme.
The existing range of fringe benefits should have been maintained.
TO CANVASS = to ask people about something in order to get their opinion
or to get information
30. Give the student the verbs “Passive Voice Verbs Upper” so that the student makes up own sentences following the verb tenses proposed.
31. Give the student the sheet “Observation 4” so that the student practices Past Perfect Passive Voice.
32. Ask the student which are the most difficult situations he/she has to handle everyday. Ask about his/her responses to each one.
33. Skills – activity A. Ask the student to match the columns.
1. h5. f
2. g6. b
3. d7. a
4. e8. c
CLUMSY = moving in an awkward way and tending to make things fall over
34. Skills – activity B (tracks 26, 27, 28 and 29). Ask the student to listen and match the conversations to each topic.
1. Apologizing 2. Ending a conversation
3. Showing sympathy4. Saying ‘no’ politely
TO RESIGN = to officially announce that you have decided to leave your
job
TO BE UP TO ONE’S EYES = to be very busy doing something
35. Skills – Useful Language. Check the language with the student.
36. Skills – activity C (tracks 26, 27, 28 and 29). Ask the student to listen again and find examples for other headings.
Saying ‘no’ politely
I’m really sorry, I really can’t.
Showing sympathy
I know what you mean. You’re not the only one who feels like that.
Apologizing
I’m really sorry. We’re going to have to…
Ending a conversation
Could we talk about this later?
37. Skills – activity D. Discuss the questions and responses with the student.
1. That’s really bad luck. I know how you must feel.
2. I don’t know how to tell you this but…
3. I was thinking that it would be good to have a chance to talk about the
contract over dinner.
4. I hope you don’t mind me saying this, but actually it’s not very
comfortable. Would it be possible to move?
38. Give the student the “Handling difficult situations”, from the Resource Bank.
39. Give the student the text “Job Loyalty”, from the Text Bank.
Unit 6Risk (Complete)
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Vocabulary: Describing risk
Listening: Managing risk
Reading: Risks from globalization
Language Review: Intensifying adverbs
Skills: Reaching agreement
Case study: A risky business
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Ask the student to think about words which can come together with the word risky.
risky
business
deal
investment
lending
project
strategy
undertaking
LENDING = the act of lending money
UNDERTAKING = an agreement
3. Ask the student to read the quotation and say if he/she agrees with it or not. Ask the student for arguments.
4. Starting Up – activity A. Discuss the questions with the student.
5. Starting Up – activity B. Ask the student to choose and explain his/her reasons.
POOR DIET = bad quality kind of food that a person eats every day
STOCK = a share in a company; (U) the total value of all of a company’s
shares
SHARE = one of the equal parts into which the ownership of a company is
divided
6. Starting Up – activity C. Ask the student to think of three risks businesses face.
7. Starting Up – activity D (track 31). Ask the student to listen and note down the risks mentioned.
1. doing nothing
2. credit or guarantee risk
3. political risk
4. risk of catastrophe or disruption (= the risk of not being able to continue
business as usual because of some unforeseen event)
8. Give the student the quiz “Stock Exchange” and check it after done.
GONG = a round piece of metal that hangs in a frame and which you hit
with a stick to give a deep ringing sound
CLOSE = the end of an activity or of a period of time
XCLOSING = the shutting of a factory, school etc. permanently
EDIFICE = a building, especially a large one
TO GAZE = to stare; to look at someone or something for a long period of
time, giving it all your attention, often without realizing you are
doing so
BILLBOARD = a large sign used for advertising
TO STRIKE (struck / struck) = to hit against the surface of something
TO RISE (rose / risen) = to increase; to go upwards
X
TO RAISE (raised / raised) = to move higher: raise your hand; to collect
funds: raising funds
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9. Vocabulary – activity A. Fill in the table with the student.
Predict Meet Assess Manage
foreseeencounter
face
calculate
estimate
prioritize
eliminate
minimize
reduce
spread
TO ESTIMATE = to try to judge the value, size, speed, cost etc. of something,
without calculating it exactly
TO SPREAD = to share or divide something among several people or things
10. Ask the student to make up sentences with those verbs.
11. Vocabulary – activity B. Ask the student to match the columns in order to make up sentences and check it out.
1e
2f
3g
4d
5c
6b
7a
LENDING RATE = the rate of interest that you have to pay to a bank or other
financial institution when you borrow money from them
ACTUARY = someone whose job is to advise insurance companies on how
much to charge for insurance, after calculating the risks
12. Vocabulary – activity C. Discuss with the student the categorization of the adjectives into high (H) and low (L) level.
Faint (L)
negligible (L)
slight (L)
great (H)
remote (L)
substantial (H)
huge (H)
serious (H)
terrible (H)
low (L)
significant (H)
tremendous (H)
FAINT = very small or slight
NEGLIGIBLE = too slight or unimportant to have any effect
13. Vocabulary – activity D. Discuss the questions with the student.
14. Give the student the text “Computer crime”, from the Text Bank.
15. Listening – activity A (track 32). Ask the student to listen to the second part of the interview with Allan Smith and answer the questions 1 and 2.
1 a) true
b) true
c) false
2 1. The company will end up with an obsolete product in an obsolete
market.
2. The customer may not pay.
3. Government actions may change the situation.
4. A company may encounter fraud or criminal damage.
AT THE END OF THE DAY = used to give your final opinion
TO BE INTO = to like and be interested in something
TO STRIKE = to notice; to realize
TO FLOUNDER = to have a lot of problems and be likely to fail completely
TO SHIP OUT = to send goods somewhere by ship, plane, truck etc.
STOCK = supplies
16. Listening – activity B (track 33). Ask the student to listen to the following part of the interview with Allan Smith and answer the questions.
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1 the information that companies have about risk �Companies should have good quality, up-to-date and reliable information available.
2 the management of risk �They should have a good management team in place to identify and deal with risks.
3 communication lines �There should be good lines of communication between the people in the company who will play an important role in dealing with any risk.
TO HAVE SOMETHING AT YOUR FINGER TIPS = to have knowledge or
information ready and
available to use very easily
TO HARNESS = to control and use the natural force of something
17. Listening – activity C (track 34). Ask the student to listen to the final part of the interview with Allan Smith and answer the questions.
1. A printing press was using out-of-date technology. It had a skilled workforce, but hadn’t kept up with the market and had to close down. Lesson: Companies must keep up with evolving technology and market demands or go out of business.
2. Companies sold goods on credit and were never paid. Lesson: Check the credit status of the companies you trade with, or demand payment up front.
TO GO BUST = a business that goes bust cannot continue operating
INSOLVENCY = bankruptcy
PRINTING PRESS = a machine that prints newspapers, books, etc.
TRACK RECORD = all of a person’s or organization’s past achievements,
successes, or failures, which show how well they have
done something in the past and how well they are likely
to do in the future
18. Ask the student for an example of a company which went bust due to any of those business risks mentioned by Allan Smith.
19. Reading – activity A. Discuss the questions with the student.
20. Reading – activity B. Ask the student to match the two columns and check it out.
1 e
2 g
3 d
4 f
5 a
6 c
7 b
21. Ask the student to make up sentences with those words.
22. Reading – activity C. Ask the student to read the text and check his/her answers in activity A2.
Russia Increasing
The Middle Eaststatic / decreasing
North Africa static / decreasing
Latin America static / decreasing
PLETHORA = a very large number of something
TO POLL = to ask a lot of people the same questions in order to find out
what they think about a particular subject
SHAREHOLDER = someone who owns shares in a company or business
FOREMOST = the most important; in a leading position
TO REPLACE = to remove something from its place to put something new
There
PETTY = small, unimportant
23. Reading – activity D. Discuss the question with the student.
1. globalization
2. the development of communication technologies
24. Reading – activity E. Discuss the table with the student.
a) personal security risk
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terrorism, kidnapping, petty crime
b) reputational risk
direct action by pressure groups, consumer activism, human rights demands
c) political risk
international sanctions, currency devaluation
d) financial risk
organized crime, fraud, corruption, extortion, petty crime
25. Reading – activity F. Discuss the question with the student.
26. Get the examples below from the text and introduce Intensifying Adverbs:
Businesses are not fully prepared to handle growing risks.
Businesses expect to be increasingly forced to face reputational risks.
27. Language Review – box. Read and fill in the gaps with the student.
-ly
-ally
28. Language Review – activity A. Complete the table with the student.
Intensifying adverbs
Weak Moderate Strong
a bit
slightly
fairly
increasingly
moderately
quite
rather
reasonably
somewhat
entirely
exceptionally
extremely
highly
totally
very
EXCEPTIONALLY = extremely; outstandingly
FAIRLY = more than a little, but much less than very
QUITE = fairly or very, but not extremely; pretty
X
RATHER = fairly or to some degree
Rather, fairly, quite and pretty are all used to say that something is true to some degree, but not completely orextremely.
Rather is fairly formal but can be used in spoken language, especially British English. In American English it is more usual to use pretty. Quite can also be used in front of an adjective or adverb to mean ‘completely’: You are quite wrong.
REASONABLY = quite or to a satisfactory degree, but not completely
29. Language Review – activity B. Ask the student to fill in the gaps and check it out.
1. exceptionally, extremely, very
2. exceptionally, extremely, highly, totally, very
3. fairly, moderately, quite, rather, somewhat
4. entirely, totally
5. fairly, moderately, quite, reasonably
TO BE FLOODED WITH SOMETHING = to receive so many, that you cannot
deal with them all easily
ON BALANCE = if you think something on balance, you think it after
considering all the facts
30. Give the student the extra sheet “Intensifying Adverbs” and check it after done.
TO LIVE UP TO = if something or someone lives up to a particular standard or
promise, they do as well as they were expected to
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* If necessary, give also the extra sheet “Intensifying Adverbs Exercises”.
CLOSELY = very carefully
FULLY QUALIFIED = well qualified
BARELY = only with great difficulty or effort; almost not: She was very old and
barely able to walk.SCARCELY = almost not or almost none at all; hardly: The city had scarcely
changed in 20 years.
31. Language Review – activity C. Ask the student to talk about situations in which he/she uses each of the expressions.
ABSOLUTELY = completely and in every way; (spoken) to say that you
completely agree with someone
PARTICULARLY = more than usual or more than others; especially
THOROUGHLY = completely; carefully, so that nothing is forgotten
32. Ask the student whether it is easy to reach agreement in a negotiation and which are the common expressions for agreeing and disagreeing.
33. Skills – activity A (track 35). Set the situation and ask the student to listen and fill in the table. Check it afterwards.
IdeasApproved
Yes/NoComments
On-line promotion yesone of the first organizations with a website, cheap form of promotion, must be focused
TV advertising noexpensive, no experience of using it, competitors use it a lot, risky to put so much money into one thing
Sponsorship no could be more easily focused on target audience, but expensive
Advertisements in journals
yes as long as it is focused
Using established contacts
yes important to build on these, not expensive
Newspapers / magazines
yes know the readership, successful in the past, wide audience
ARGUABLY = used to say that there are good reasons why something might
be true
HIGH PROFILE = noticed by many people or that gets a lot of attention
TO MISS OUT (ON) = to not have the chance to do something that would be
good to you
LOT = group of people or things
PROVISION = what is provided
BROCHURE = a thin book giving information or advertising something
34. Skills – activity B. Classify the expressions with the student under the appropriate headings.
1 disagreeing
2 giving opinions
3giving opinions, disagreeing
4 agreeing
5 agreeing
6 agreeing, emphasizing
7 giving opinions, emphasizing
8 making suggestions
9giving opinions
10summarizing
35. Skills – Useful Language. Check the expressions with the student.
36. Give the student “Reaching Agreement”, from the Resource Bank.
37. Give the student the text “Fraud and corruption”, from the Text Bank.
Unit 7E-Commerce (Complete)
Listening: Trading on the Internet
Vocabulary: Internet terms
Reading: Using the Net
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Language Review: Conditionals
Skills: Presentations
Case study: KGV Europe
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Write the letter e- and give the expression e-commerce. Ask the student for the expressions by giving them the beginning of them and their definitions.
1. e-commerce
2. e-mail = the sending and receiving of messages on the Internet
3. e-business = commercial activity on the Internet, not just buying and
selling
4. e-conomy = is used to talk about the ‘new’ economy that depends on
the Internet
5. e-tailing = selling goods on the Internet (it is short for ‘e-retailing’)
6. e-fulfillment = the activity of sending goods that have been ordered on
the Internet
3. Ask the student to read the quotation and say if he/she agrees with it.
4. Starting up – activity A. Discuss the questions with the student.
5. Starting up – activity B. Ask the student to read the quotation and say if he/she agrees with it and why.
6. Listening – activity A (track 36). Ask the student to listen and answer the questions.
1. What is EFDEX? It stands for Electronic Food and Drink Exchange.
2. What service does it provide? It enables customers to trade
electronically, through the Internet.
TO SOURCE = to find out where something can be obtained
SHELLFISH = an animal that lives in water, has a shell, and can be eaten as
food, for example, crabs, lobsters and oysters
DROUGHT = a long period of dry weather when there is not enough water
for plants and animals to live
TO HIKE = to increase the price
BLUNT = speaking in an honest way even if it upsets people
AT THE EXPENSE OF = if something is done at the expense of someone or
something else, it is only achieved by doing something
that could harm the other person or thing
PASTIME = something you do because you think it is enjoyable or interesting
7. Listening – activity B (track 36). Ask the student to listen again and fill in the blanks.
1. good business idea
2. technology idea
3. good management team
4. resources
8. Listening – activity C (track 36). Ask the student to listen again and check the downside of e-commerce mentioned by Rhodes.
People spend more time finding solutions that are Internet-based at the expense of other social pastimes.
9. Ask the student for words he/she can think of related to the Internet.
10. Vocabulary – activity A. Discuss the meaning of the words with the
student.
Browse: to look through a series of web pages, perhaps those of a particular site, or ones found by a search engine relating to a particular topic.
Directories: list of sites of similar organizations, or of sites with information on particular topics.
Hits: the number of visits that a particular site receives or the sites found by a search engine that contain the key word you entered.
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Key word: a word that you enter into a search engine in order to find sites with web pages that contain this word.
Locate: find information, a site, etc. that you are looking for.
Net: another word for Internet.
On-line: used as an adjective or adverb to talk about activities related to the Internet.
Search: to look for particular information or a particular site, or the act of looking for it.
Search engines: sites like Google, Yahoo, AltaVista, etc. that allow you to find other sites with the information you are looking for by entering key words or expressions.
Site: a series of related screens with information about a subject, organization, etc.
Surfers: people who go and look at different sites, perhaps in a random way with no particular purpose in mind.
Traffic: the number of people looking at a site in a particular period.
11. Vocabulary – activity B. Ask the student to fill in the blanks and check it out.
1. Net 7. hits
2. search engines8. surfers
3. traffic 9. on-line
4. site 10. directories
5. search 11. browse
6. site 12. locate
PORTAL = a website that helps you find other websites
12. Vocabulary – activity C. Ask the student to match the columns.
1. b2. a3. c
13. Give the student the text “Difficulties of Distribution 1”, from the Text Bank.
14. Reading – activity A. Set the context and ask the student to read the text and answer the questions.
1. extranet
2. Internet
3. intranet
4. extranet, Internet
5. intranet
MERCHANT = someone who buys and sells goods in large quantities
AVENUE = a possible way of achieving something
OPEN SYSTEM = a computer system that can be connected with similar
computer systems made by other companies
SOFTWARE = the sets of programs that tell a computer how to do a
particular job
TO REORDER = to order a product to be supplied again: Can you reorder
more of this fabric?
TO TRAVERSE = to move across
HANDBOOK = a short book that gives information or instructions about
something
GEAR = a s et of clothes that you wear for a particular occasion or activity
BROKERAGE = a company of brokers (= someone who arranges sales or
business agreements for other people)
TO REQUISITION = if someone in authority requisitions something, they
officially demand to have it during an emergency
TO ENLIST = to persuade someone to help you to do something
TO MARK UP = to write notes or instructions for changes on something
15. Reading – activity B. Ask the student to answer the questions.
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1. thousands
2. 1,200
3. 2,500
4. retail stores
5. suppliers, manufacturers, distributors, freelance product designers,
lawyers, accounting firm, ad agency, bank, independent retailers
6. They can refer to the company handbook, they can check and change
their investment and health care arrangements, calculate their
retirement benefits, and file expense claims.
16. Reading – activity C. Tell the student the text mentions some thing Cool Sportz used to do that they do not do anymore. Ask them to come up with sentences.
Examples:
* Cool Sportz used to send invoices by post. Now Cool Sportz sends them
by e-mail.
* Cool Sportz used to fly marketing people to New York to discuss
advertising campaigns with their ad agency. Now Cool Sportz have
brainstorming sessions over the extranet.
17. Reading – activity D. Ask the student to
1. supplier 6. merchant
2. manufacturer7. employee
3. retailer 8. buyer
4. partner 9. distributor
5. consumer 10. designer
18. Reading – activity E. Discuss the question with the student.
Advantages include:
Easier communication with everyone: things happen in ‘real time’.
Less danger of misunderstandings and mistakes in dealing with suppliers, manufacturers and retailers.
Less time spent traveling to deal with lawyers, accountants and advertising agencies.
Disadvantages include:
Things may happen automatically that Cool Sportz’s managers might want more control over, for example it may pay suppliers’ bills too quickly, causing cash flow problems.
Freelance designers may feel isolated working on their own with no human contact.
19. Write the sentence below and analyze it with the student:
If designers work on their own, they will possibly feel isolated.
20. Language Review – box. Explain the four conditionals and ask the student to make up conditional sentences from the four types.
21. Language Review – activity A. Ask the student to match the sentences to the headings.
1. reflecting on the past
2. advice
3. promise
4. speculating about the future
5. bargaining
6. promise
7. speculating about the future
8. invitation / request
9. promise / bargaining
10. advice / warning / threat
11. reflecting on the past
12. request
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BUST = a business that goes bust cannot continue operating
OVERHEADS = money spent regularly on things that are needed to keep a
business operating
22. Language Review – activity B. Ask the student to make up conditional sentences according to his/her reality.
23.Language Review – activity C. Ask the student to make up conditional sentences according to his/her reality.
TO ALLOCATE = to use something for a particular purpose
TO CUT CORNERS = to save time, money, or energy, by doing things quickly
and not as carefully as you should
24. Give the student “Pick my good deed”.
25. Ask the student what is necessary for the presenter to give a good presentation.
26. Skills – activity A (track 37). Ask the student to listen and answer the questions.
1. Smarterwork connects small business customers with providers of
particular services.
2. a) the number of months Smarterwork has been in existence
b) the number of registered users of its site
c) the number of employees that it has
3. Clients, typically small businesses, and suppliers: service-providers who
have been pre-screened.
TO SCREEN = to find out information about people in order to decide
whether you can trust them
RATING = a level on a scale that shows how good, important, popular etc
someone or something is
27. Skills – activity B (track 38). Ask the student to listen to the second part of Marris’ presentation and fill in the blanks.
The missing stages are:
The client evaluates the bids (with the help of one of Smarterwork’s account managers).
The clients assigns the project to a supplier.
The client and supplier develop the project.
The money is paid to the supplier.
TO OUTLINE = to describe something in a general way
BID = an offer to do work or provide services for a specific price
USP = unique selling proposition: a feature of a product that makes it
different from other similar products and therefore more attractive to
people who might buy it
ACCOUNT MANAGER = the person responsible for the arrangements to sell
goods or services to another company over a
period of time
TO ASSIGN = give someone a particular job or make them responsible for it
HOLDING ACCOUNT = the holding account holds all investor funds up until
such time as the minimum offering amount has
been reached. Then all funds can be transferred to
the corporate operating account of the company
and are available for use by the company.
TO SIGN OFF = to show that something is finished by signing an official
document
28. Skills – activity C (track 37). Ask the student to listen again to the first extract and answer the questions.
1. a b d
2. 1. I’m going to
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2. begin by giving you
3. I’ll go on to tell
4. I’ll explain
29. Skills – activity D (track 39). Ask the student to listen again to the second extract and note down the language used to introduce steps.
Firstly, the client posts a project…
Then the suppliers visit the site…
After that the client evaluates the bids.
At the next stage, the client assigns the project to a supplier and then the client transfers…
The client and supplier then develop the project.
Finally, the client signs off…
30. Skills – Useful Language. Go through the box with the student.
31. Skills – activity E. Ask the student to match the expressions to the appropriate headings.
1. Involving the audience
2. Emphasizing
3. Commenting
4. Changing subject
5. Referring to visuals
32. Skills – activity F. Ask the student to prepare a presentation using adequate language.
33. Give the student “Presentations”, from the Resource Bank.
34. Give the student the text “Difficulties of Distribution 2”, from the Text Bank.
Unit ARevision (Complete)
Communication
1.Adjectives:
A B
1. persuasive 1. fluent
2. articulate, coherent, eloquent2. articulate
3. hesitant, inhibited 3. lucid
4. succinct 4. inhibited
5. lucid 5. succinct
6. responsive 6. responsive
7. fluent
2.Problem solving:
Model answer:
Subject: Books not received
From: (your name)
To: books-to-you.com
Two weeks ago, I ordered some books over the Internet from your site. On the screen for ordering, it said that they would be delivered within 48 hours. I see from my latest credit card statement that you have debited an amount for these books, but I still haven’t received them. I’ve phoned three times, but there is never any answer.
Service like this is unacceptable. There seems to be a serious problem with your systems. Please, could you look into the matter and let me know when I can expect to receive my books?
I look forward to hearing from you soon.
Subject: Re: Books not received
From: books-to-you.com
To: (your name)
I’m very sorry that you have experienced problems with our service. I understand how you feel. We have looked into the matter, and your credit card was indeed debited. Unfortunately your order got lost. Your books are being sent today, and we are including an additional book, at no charge to you of course, to help make up for the inconvenience.
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Again, I offer my apologies for this problem.
Best regards.
International marketing
3.Reading:
1. b6. d
2. c7. b
3. d8. c
4. c9. d
5. b10. b
PREMIER = a prime minister
POTENCY = the power that something has to influence people; the strength of
something, especially a drug, on your mind and body
TO CAST = (past and participle: cast) to throw something somewhere: ‘He cast
more wood on the fire.’
SECT = a group of people with their own particular set of beliefs and practices,
especially within or separated from a larger religious group
SET = a group of similar things that belong together or are related in some way
IMMEDIACY = (U noun) when something is important or urgent because it relates
to a situation or event that is happening now: ‘the immediacy of
everyday experience’
INTERMEZZO = a brief show (music or dance etc) performed between the sections
of another performance
VICARIOUS = experienced by watching or reading about someone else doing
something, rather than by doing it yourself: ‘the vicarious pleasure
that parents get from their children’s success’
STATIONARY = standing still instead of moving: ‘How did you manage to drive
into a stationary vehicle?’
≠
STATIONERY = writing materials such as paper
4.Writing:
SALOON CAR = a car that has a separate enclosed space for your bags etc.
MOTORING PRESS = journalism related to the activity of driving a car
Building Relationships
5.Reading:
1. c5. c
2. b6. c
3. c7. a
4. d
TO REVOLVE AROUND = to have something as a main subject or purpose
6.Multi-word Verbs:
1. off
2. about
3. √
4. for
5. on
TO LOOK INTO = to try to find out the truth about a problem in order to solve it;
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investigate
TO BRING IN = to introduce a new rule
FLIER = FLYER
7.Writing a Memo:
Model answer:
MEMO
To: All receptionists
From: (your name)
Subject: Telephone answering procedure
I have had a number of complaints recently from customers who were not happy with the way their phone calls were dealt with when they phoned the company. As you know, the telephone is extremely important in maintaining good relations with our customers.
You should pick up the phone within three rings and answer with the company name and ‘good morning’ or ‘good afternoon’, as appropriate. Of course, courtesy and a pleasant tone of voice are also extremely important.
I hope you will pay attention to these points in future. I cannot overstate how important they are in maintaining good customer relations.
TO OVERSTATE = to talk about something in a way that makes it seem more
important, serious etc. than it really is
Success
8.Verb Tenses:
Texas Cake and Cookie Kings (TCCK) is a San Antonio-based cakemaker, with a 14 percent share of the US cookie market. It has manufacturing sites in San Antonio, Buffalo (NY) and Sacramento (California). Of Americans, 64 percent recognize the TCCK brand, but it is less familiar in the rest of the world.
Betty Brandonfounded the company in 1934, using her grandmothers’ recipes. She succeeded in expanding the company over the next 20 years and introduced many new products. In 1955 Multilever, a large food and consumer product manufacturer, offeredto buy the company, nut Betty refused. In 1960, Betty retired, and the company was then headed by ‘Wild’ Bill Brandon, her son. Multilever finally bought TCCK in 1975, but Bill remained as head of the company.
TCCK has recently been developing its mail-order business, especially during the busy Thanksgiving and Christmas periods. Bill Brandon retired two years ago. TCCK is now managed by Laura Antonelli, a Multilever executive.
TCCK has recently been expanding its ranges and establishing an international presence. It has been working on building its brand in Europe and Asia. It has further developed the mail-order business, and promoted its sales in the fine foods sections of department stores. TCCK had sales last year of $550 million, of which 27 percent were outside the US.
FINE FOODS = countable: kinds of food
9.Prefixes:
1. underperforming
2. overestimated
3. outbid
4. outsource
5. undercharged
6. overextended
7. outmaneuvered
8. overrun
OUTBID = to bid more than others
OUTMANOEUVRE = to gain an advantage over someone by using cleverer
or more skillful plans or methods: He believed he could
outmaneuver and trap the English king.
OVERRUN = to take more money or time than intended; to take control of
≠
OUTRUN = to develop more quickly than something else
Job Satisfaction
10.Passives:
1. promotion promoted
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2. isolating isolated
3. were was
4. discussion discussed
5. love loved
6. motivating motivated
7. be being
8. assess assessed
SBY’S DAYS ARE NUMBERED = used to say that someone or something cannot
live or continue for much longer
11.Tactful and Less Tactful Responses:
1. c, j2. a, d3. b, h4. e, f5. g, i
* The more appropriate response is underlined in each case.
TO BUTT IN = to become involved in a private conversation that does not concern
you
Risk
12.Intensifying Adverbs:
1. b5. g
2. a6. d
3. e7. c
4. f
13.Writing:
Model answer:
MEMO
To: Chief Executive
From: (your name)
Subject: New office location
I have looked at Monroe, Newtown and Osborne as possible locations for our new office. Unfortunately, Newtown is not particularly stable, and the business climate is not good. Another negative factor is that communications with the rest of the region are very bad: flights are infrequent and the telephone system often breaks down. Office rents in Newtown are, unsurprisingly, very cheap, but I do not recommend locating our office there.
That leaves Monroe and Osborne. Osborne is politically slightly less stable than Monroe, and the business climate slightly less good, but still acceptable. The quality of communications is about the same. However, office rents in Osborne are much lower, so I recommend setting up our new office there.
E-commerce
14.Conditionals:
1. b7. a
2. c8. b
3. b9. b
4. a10. c
5. c11. a
6. c12. c
TO OUTCLASS = to be or do something much better than someone else
15.Reading:
1. c5. c
2. b6. d
3. b7. a
4. a
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LEADING-EDGE = the most modern and advanced available
UP-TO-THE-MINUTE = including all the latest information
ON THE SPUR OF THE MOMENT = suddenly
COURIER = a person or company that is paid to take packages somewhere
DELUXE = (adj.) of better quality and more expensive than other things of the
same type
Unit 8Team Building (up to Reading)
Vocabulary: Prefixes
Reading: Successful teamworking
Listening: Building a team
Language Review: Modal perfect
Skills: Resolving conflict
Case study: The new boss
1.Warmer – Give the student an article concerning recent news and discuss it.
2. Write the word TEAMS and ask the student to brainstorm all the kinds of team they can think of, in the business world and outside.
Examples:
sports teams
project development teams
sales teams
medical teams doing operations
management teams
teams of ministers with their political advisers and civil servants
3. Ask the student to read the quotation and say if he/she agrees with it.
4. Starting up – activity A. Discuss the question with the student.
Possible issues:
Advantages
� Things can be achieved by a team that
can’t be achieved by individuals working
separately – some things can only be
achieved by teams.
� Some people prefer working with others
rather than on their own.
� Team-working allows everyone to feel
they have something to contribute.
Disadvantages
� Explaining and organizing the task can
take so much time that it’s easier and
quicker to do it yourself.
� Communication breakdowns can lead to
severe problems in achieving the task.
� Conflict between team members can be
very destructive.
5. Starting up – activity B. Ask the student to do the quiz. Discuss their answers as well as the result.
TO TREAD ON SOMEBODY’S TOES = to offend someone, especially by becoming
involved in something that they are responsible for
6. Starting up – activity C1. Discuss the question with the student.
7. Ask the student to brainstorm prefixes they know.
8. Vocabulary – activity A. Ask the student to match the words and their meanings.
1. b3. c5. c7. b9. c 11. b
2. b4. a6. b8. a10. a12. b
ANTI /enti/ or /entai/
BI /bai/
HYPER /raiper/
9. Ask the student to think of possible collocations for the words above.
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mismanage of a company, the economy
pro-European voters, politicians
predict events, the future
post-industrial economies
dishonest behavior, politicians
ex-President Clinton
underdeveloped countries
anti-social behavior
bilateral trade agreements
reconnect the power supply
irresponsible actions, behavior
hyperactive children
10. Vocabulary – activity B. Ask the student to fill in the blanks with the words from activity A.
1. ex-President
2. bilateral
3. predicted
4. pro-European
5. underdeveloped
6. mismanagement
7. dishonest
TO COME ABOUT = to happen, especially in a way that is not planned
TO PROFILE = to write or give a short description of someone or something
TO RUN UP A DEBT/BILL ETC = to use so much of something
11. Vocabulary – activity C Ask the student to add prefixes to the words and discuss the proposed questions.
uncommunicativeunfocussed impractical
indecisive unimaginativeunsociable
inefficient disloyal unstable
unenthusiastic disorganized intolerant
inflexible unpopular
12. Give the student the text “Team-building Techniques 1”, from the Text Bank.
13. Ask the student what they understand by successful and unsuccessful teamworking.
14. Reading – activity A. Ask the student to read the text and match the headings.
1. Common goals with challenging targets
2. Open communication
3. Involvement of all team members
4. Conflict resolution
5. Leadership
6. Measuring progress against goals
EVERY NOOK AND CRANNY = every part of a place
NOOK = a small space in a corner of a room
CRANNY = a small narrow hole in a wall
TO GET AWAY FROM = to avoid something that is difficult or unpleasant for you
SYNERGY = the additional effectiveness when two or more companies or people
combine and work together
CULPRIT = the reason for a particular problem or difficulty
TO OVERRUN = to take more time than intended
GOAL = something that you hope to achieve in the future
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X
TARGET = something that you are trying to achieve
ALBEIT = (formal conjunction) used to add information that reduces the force or
importance of what you have just said; although
CATALYST = something or someone that causes an important change or event to
happen
TO COACH = to teach a person or team the skills they need
15. Reading – activity B. Discuss the questions with the student.
1. to create something that is greater than the sum of its parts
2. synergies (line 8)
3. – meetings that overrun
– frequent arguments between team members
– unhealthy level of competition between individuals
– people not completing tasks assigned to them
– last minute panics to meet deadlines
16. Reading – activity C. Teach about ‘fixed pairs’ and ask the student to complete the sentences with the expressions.
1. a
2. a) on and off
b) hard and fast
c) give and take
d) ups and downs
e) touch and go
f) wine and dine
g) by and large
h) pros and cons
TO BULLY /bãli/ = (past bullied) to put pressure on someone in order to make
them do what you want: ‘Don’t let them bully you into
working on Saturdays.’
17. Ask the student to come up with own sentences using the expressions above.
18. Ask the student which are the key factors in building up a team.
19. Listening – activity A (track XX). Ask the student to listen to the interview and fill in the blanks.
Know what your strengths and weaknesses are.
Establish your baseline, where you are in terms of your skills, in terms of your activities, in terms of your experience.
Relate that to the task in hand.
Identify what the project is or the task is.
Build the team around what you need to complete the task.
BASELINE = the starting point for something
20. Listening – activity B (track XX). Ask the student to listen to the second part of the interview and answer the questions.
1. With larger groups and more complex tasks.
2. Pulling people together, checking progress against targets and deciding what the next
course of action is.
3. When there’s a strict time scale.
21. Ask the student whether he agrees with those answers and why (not).
x. Language Review – activity A. Ask the student to
1. no
2. yes
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3. yes
4. no
5. no
6. not sure
7. not sure
8. no
x. Language Review – activity A. Ask the student to
1. should (but you didn’t and now it’s too late)
2. might or could (but it wasn’t)
3. yes
4. no
5. no
6. not sure
7. not sure
8. no
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