teacher’s manual 1 · 2006. 4. 19. · professional experience and wide-ranging knowledge to...

1English for International Business

Teacher’s Manual

Kenneth Schmidt

Global Links 1 Teacher’s Manual

Copyright © 2002 by Pearson Education, Inc.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Vice president, director of publishing: Allen AscherSenior acquisitions editor: Marian WassnerSenior development editor: Carolyn Viola-JohnDevelopment editor: Jennifer BixbyVice president, director of design and production: Rhea BankerExecutive managing editor: Linda MoserProduction manager: Alana ZdinakSenior production editor: Mike KemperDirector of manufacturing: Patrice FraccioSenior manufacturing buyer: Dave DickeyCover design: Ann FranceText design and composition: Word and Image DesignText art: Garry Torrisi, Min Jae Hong

ISBN: 0-13-088388-3

1 2 3 4 5 6 7 8 9 10–PHH– 06 05 04 03 02 01

AcknowledgmentsThe authors and publisher wish to acknowledgewith gratitude the following consultants,reviewers, and piloters who helped in thedevelopment of Global Links 1.

ConsultantsSusan V. Caesar, Korea University, Seoul, Korea •Ana Isabel Soares Delgado, Instituto Brasil-Estados Unidos, Rio de Janeiro, Brazil • MarioHernández-Lamia, Universidad IberoamericanaNoroeste, Tijuana, Mexico • Marcela Martinez,Universidad de los Andes, Santafé de Bogotá,Colombia • Julio Prin, CVA Del Centro, Caracas,Venezuela • Grant Trew, Nova InterculturalInstitute, Osaka, Japan

ReviewersEugenio Aberto, Schola, Mexico City, Mexico • Elton Carvalho, Casa Thomas Jefferson, Brasília,Brazil • Tom Edwards, Aeon, Tokyo, Japan • MegFurlan, The English Factory, São Paulo, Brazil •Michael Glaser, ALC Education Inc., Osaka, Japan• Ioneti M. Javens, The English Factory, São Paulo,Brazil • Diana Jones, Angloamericano, MexicoCity, Mexico • David Kendall, Oe Dae LanguageInstitute, Seoul, Korea • Kevin Knight, KandaGaigo Career College, Tokyo, Japan • Karen Kuhel,Associação, Brasil-América, Recife, Brazil • InésRomán López, Universidad de Tijuana, Tijuana,Mexico • Márcia Sayuri Miasaki, The EnglishFactory, São Paulo, Brazil • Megumi Okada, OTCInc., Osaka, Japan • Brett Rockwood, Nova Group,Toyko, Japan • Isa Tirado Rodríguez, MexicanCanadian Language Center, S.C., Zapopan, Jal,Mexico • Jill Rachele Stucker, Aeon, Tokyo, Japan• Rosa E. Vásquez, Centro Cultural DomínicoAmericano, Santo Domingo, Dominican Republic •Orlando Vian Junior, Seven English & Español,São Paulo, Brazil • Marilia de Moura Zanella,Associação Alumni, São Paulo, Brazil

PilotersTonya Balsdon, Interac Co., Ltd., Tokyo, Japan •Sian Bollee, Interac Co., Ltd., Tokyo, Japan • MegFurlan, The English Factory, São Paulo, Brazil •Jan Petter Isaksen, Stratford Institute, León,Mexico • Ioneti M. Javens, The English Factory,São Paulo, Brazil • Márcia Sayuri Miasaki, TheEnglish Factory, São Paulo, Brazil • ChristinaWolff Vidal, The English Factory, São Paulo, Brazil• N. Walker, Interac Co., Ltd., Hiroshima, Japan

Contents

Scope and Sequence iv

Introduction vi

General Suggestions for Unit Sections viii

Additional Resources xii

Unit 1 Introductions in the Business World 1

Unit 2 Describing Your Company 6

Unit 3 Office Routines 10

Unit 4 Business in Progress 14

Unit 5 Describing Company History 18

Unit 6 Making Telephone Arrangements 22

Unit 7 Describing Locations 26

Unit 8 Getting to a Meeting 30

Unit 9 Overseas Business Travel 33

Unit 10 Socializing 37

Unit 11 Explaining Your Culture 41

Unit 12 Comparing Workplaces and Products 45

Unit 13 Executive Advice 49

Unit 14 Business Plans and Predictions 53

Audioscript 57

Answer Key 69

Activity Sheets 76

iii

Topic Social/Functional Grammar Culture Report Writing NumbersLanguage

Introducing yourself: Simple present of Titles and Names Memo about a Addresses, name, company, position be business visit telephone numbers

It’s nice to meet you. Wh- questionsMy name’s Linda Dumas.What’s his last name?Where is he from?

Conversation Strategies:Can you spell that?What’s the number again?

Talking about company Simple Present: Greetings Around Letters of Hundreds andlocation, products, and regular verbs the World introduction thousandsglobal business

It’s a Mexican company.They make cell phones.

How many employeesdoes it have?What do you do?

Conversation Strategies:Can you repeat that?How do you spell it?

Talking about business Frequency adverbs Business Hours E-mail replies Clock timesroutines and frequency Short answers

We always have meetings Questions with on Thursdays. How often?I sometimes go on trips.

Do you often work late?How often do you writebusiness letters?

I usually do.I hardly ever do.

Talking about current Present continuous Business and Our Memo about Hundreds,actions and activities in for current action Environment a current project thousands, andthe workplace millions

What is she doing?What are they doing?

I’m writing the memo now.She’s coordinating the project.We’re building new plants.They’re talking to a client.

Talking about recent Simple Past: Regular Company Mergers A business results Dates (day, month,business and company and irregular verbs report year) history

We opened a new officelast year.They sold 200 buses.

What did Magna do in 1989?What happened from 1996 to1999?

Conversation strategies:Can you repeat that?Did you say 813 or 830?

Making appointments Modals for requests Cell Phones Follow-up letters Time zonesLeaving and taking (fixed forms)messages

Can we meet on Tuesday?Could I speak to Mr. Marshall?May I have your name, please?Can you hold, please?

Asking for, describing, Prepositions of Personal Comfort New office design Ordinal numbers:and confirming location location Zones fax first, second, third,of places and things fourth ...

Where’s the coffee shop?It’s on the first floor.

Where’s the wastebasket?It’s next to the desk.

Conversation strategies—repeating:It’s on the third floor.The third floor?

Scope and Sequence

Introductions in the BusinessWorld

DescribingYour Company

OfficeRoutines

Business inProgress

DescribingCompanyHistory

MakingTelephoneArrangements

DescribingLocations

2

1

3

4

5

6

7

iv

Topic Social/Functional Grammar Culture Report Writing NumbersLanguage

Asking for and giving Imperatives Being “on time” E-mail directions 24-hour and directions to your company 12-hour clock

How do I get to there?Which way is it?

Turn left.Go straight for two blocks.

Dealing with airport Preferences: Tipping Airport arrival Prices in dollarsprocedures and hotel I’d like ... I’d prefer ... forms and centscheck-in Questions: How long ...?

I’d like a single room.I’d prefer nonsmoking.

How will you be paying?How long will you bestaying?

Having social Offers Giving Gifts Thank you letter Decimals: conversations with (fixed forms) currencybusiness guests exchange rates

Would you like some tea?Would you like me tomake the reservations?Can I get you somethingto drink?Cream or sugar?

Asking and explaining Modals (Advice) Business Cultures E-mail advice Measurements:about national culture about business area and lengthand business customs customs

You should try it.You shouldn’t wearcasual clothes.Don’t miss the Grand Palace.You should visit the city of Kyoto.

Comparing companies, Comparative forms Job Satisfaction Bar graph Measurements:jobs, and products comparisons volume, weight,

and liquids AOL has fewer applicantsthan Dell.I get a higher salarythan I did before.Cedro is more expensivethan Alto.Our printer is faster thanAlto.

Giving advice about Modals of necessity Teams: Key Advice for good Fractionsoffice projects and and obligation Questions to Ask managementworkplace needs

You need to tell everyone about it.You have to set deadlines.

Why don’t you ask forsome part-time help?

Conversation strategies—keeping a conversationgoing:I agree ...That’s right ...Yes, and ...

Talking about a future Future forms: The Technology Business Millions, billions,business trip be going to Revolution predictions and trillions Making predictions Present Continuous report

for futureI’m going to go therenext month.I’m speaking at the salesconference next week.How many sales reps are you going to need?

Conversation Strategies—making time to think:Well, I’m not sure, but ...

Getting to aMeeting

Overseas Business Travel

Socializing

Explaining YourCulture

Comparing Workplacesand Products

ExecutiveAdvice

Business Plansand Predictions

8

9

10

11

12

13

14

v

Introduction

This Teacher’s Manual offers a wealth of suggestions,options, and materials that busy teachers can use toefficiently prepare and teach lessons appropriate totheir students. The manual includes: GeneralSuggestions with step-by-step procedures for the unitsand photocopiable activities, unit Notes with page-by-page suggestions, photocopiable Activity Sheets foreach unit, the Audioscript, and the Answer Key to theStudent Book exercises.

The business English student

Many students using Global Links bring a wealth ofprofessional experience and wide-ranging knowledgeto class. Acknowledge this expertise and draw on it toenrich the class. On a continuing basis, encourage themto ask questions freely for specific help they need.

Businesspeople using Global Links are used tofeeling competent and respected outside of theclassroom, so it is important to make students feelcomfortable taking risks and making mistakes in theclassroom. Affirm all efforts at participation—evenmistakes—for the valuable contributions they are.Errors, too, provide valuable material for the classroom.Avoid turning activities into a kind of “test” thatstudents may fail and risk embarrassment.

Global Links often calls for students to talk abouttheir own companies and situations. However,businesspeople may be hesitant to share what theyconsider private information. Help students understandthat it’s perfectly acceptable to politely avoid aquestion and/or speak in generalities.

On-site company classes

When students are all from the same company, someadjustments to the material may be needed. Studentswill already be knowledgeable about their company,and may know each other as well. Suggest thatstudents sometimes talk about other companies,drawing from real-life experiences or making up anyinformation they don’t know. An alternative is forstudents to select a real company, gather informationabout it, and adopt it as “their” company for classroomactivities.

University students

While many university students will not have hadactual job experience in the business world, they can

draw on their own knowledge and everydayexperience. Encourage students to find out specificinformation about companies to share with the class.Consider having students select real companies to be“employed” by for classroom purposes.

Small or private classes

The material and activities in Global Links are easilyadapted for small or private classes. Again, suggestdifferent companies to discuss to introduce variety intothe class. Take advantage of the many opportunities toindividualize and personalize the material. Specificsuggestions are given in the unit Notes.

Teaching techniques

Introducing and eliciting language and ideas

Before teaching a lesson, check the Summary Languagepages (Student Book pages 97–110) and the activitiesthemselves for language or concepts that may beunfamiliar to students. Definitions for key businessvocabulary may be found in the Glossary (StudentBook pages 111–114). You may wish to introduce newlanguage before beginning an activity; other times, itmay be preferable to introduce vocabulary in thecontext of the activity. Specific suggestions are given inthe unit Notes.

When introducing new language or information, givestudents a chance to draw on their prior knowledgeand supply the meaning themselves, if practicable.Although teachers usually elicit the target language byasking questions, consider giving hints, posing puzzles,or asking students to finish a sentence.

Creating context

Creating a business context for an activity is a keyingredient for students’ success with a task. Becomingfamiliar with the context will help students impartmeaning to the language they hear or read. Takeadvantage of the many photos and illustrationsprovided in Global Links to stimulate interest andbuild context when introducing an activity. Forexample, when introducing a Conversation page,speculate with students about the place, situation,relationships between people, and related language.Before listening or reading, point out aspects of thescenes that give clues for understanding.

vi Introduction

The use of visuals can help students imagine thesituation, and can also improve memory by enrichingthe mental images stored in connection with newlanguage. Whenever possible, bring realia (e.g.,magazines, news articles, appointment books, memos)into the classroom to heighten interest and motivation.There are suggestions for using realia in the unit Notes.

Examples and demonstrations

When introducing an activity, refer students to thedirections given in the text. Additional explanationsabout the instructions often tend to confuse rather thanhelp students. Instead, go over the examples carefullyand give thorough demonstrations. These are valuableteaching opportunities, and give students the chance tothoroughly grasp an activity and its possibilities beforehaving to perform it themselves. For pair work, takeone role yourself and demonstrate the activity with astudent (T-S) or coach a pair of students (S-S) throughthe activity. Elicit other students’ help and ideas as youwork through the demonstration. This takes pressureoff of the one or two chosen to perform and makes itmore of a group activity. Do as many examples asneeded. With a firm understanding of a task and itspossibilities, students can take part with confidenceand imagination.

Conversations

Before students practice a conversation in pairs, alwaysdemonstrate. A live performance helps students pickup subtle meanings and nonverbal aspects of theconversation they might easily miss with only therecorded version. Encourage students to look at theperson as they speak. Help students grasp the dramaticpossibilities, emphasizing the need for appropriate eyecontact and voice inflection. Make it clear that this is achance to practice presenting themselves in ways thatwill inspire confidence and trust in a variety ofbusiness situations.

Pair or group work

Partners

If student numbers allow, have students changepartners at least two or three times during a one or one-and-a-half-hour class period. This provides stimulatingvariety, and allows students to work with partners ofdifferent abilities and practice an activity more thanonce.

Monitoring

As students practice in pairs, move around the roomand quietly monitor pairs and groups as they work.With controlled, accuracy-oriented activities, feel freeto step in and offer help. But with more open-ended,fluency-oriented work, only correct students whenthere is a serious breakdown in communication.Afterward, point out language and strategies thatwould have been helpful and discuss useful ideas andlanguage used by students.

This “circulate and monitor” technique worksespecially well with larger classes because the teacher’sattention is divided among numerous groups. Insmaller classes of two to five, some students willwelcome the greater attention, but others may feel self-conscious in a teacher’s presence. In such situations,occasionally distance yourself a bit—possiblypreparing the next activity on the board—while stilllistening in. More frequently, simply assume the role ofa fellow learner, taking your turn at participating andobserving, like the others.

An open-ended approach

Business English courses often involve students ofvarying levels from different English learningbackgrounds. Allow for this by taking an open-endedapproach to activities, particularly those involving role-play and/or exchange of personal information. Insteadof considering an item finished when the answer isgiven, encourage students to give more extendedanswers. You may need to ask more questions to movethe interaction forward. Help prepare everyone toaccomplish the minimum, but encourage students toextend beyond to communicate and use language atwhatever depth their capabilities allow. For example,an open-ended approach may lead to discussing aparticular company at greater depth, or asking furtherquestions about a student’s experience at work. Thiswill enrich the class and will yield helpful languageand strategies that can then be shared with everyone.

viiIntroduction

General Suggestions for Unit Sections

Unit Objectives

Unit Objectives appear on the first page of each unit,while specific objectives are noted within each of thetwo-page modules. Check these before each lesson, andalert students so they can keep track of lesson themesand goals on their own.

Module 1: Business Talk

PAGE 1

Getting Started

Getting Started introduces the main functions, sociallanguage, and grammatical focus for the unit. Studentstypically complete an introductory task (e.g., listening,fill-in-the-blank, matching), which exposes them to thetarget language, followed by a controlled practiceactivity. These activities engage students in the topic,and allow the teacher to assess what students alreadyknow.

Activity 1

1. Begin by introducing the topic or context, followingsuggestions given for the unit. Elicit language youmight hear in such situations. As students offersuggestions, write useful phrases and terms on theboard. Keep the introduction brief.

2. Read the directions. Help orient students to the pageby pointing to the photos, illustrations, or questionsas you go over the directions.

3. Play the audio program as required. Give studentstime to do the task individually.

4. Play the audio program again and have studentscheck answers as they listen. After listening, alwaysgo on to confirm answers verbally.

5. Elicit questions from students about vocabulary thatis still unfamiliar. Discuss any appropriate languageor culture points.

Activity 2

1. Begin by introducing the activity and the directions.If there is a language box, go over the vocabulary.

2. Demonstrate how to do the activity, using theexample given or modeling it with a student.

3. If appropriate, help students generate language theymay use in the task, and note it on the board sostudents can refer to it.

4. Students work in pairs or small groups. In largerclasses, move around the classroom and offerassistance as needed. In small classes, do theactivity as a class rather than in pairs.

5. After working in pairs, invite students to share theirideas with the rest of the class.

6. End by discussing any additional questions orinteresting points that come up.

Notes

1. The key grammar of the unit can be brought to thestudents’ attention when introducing the context ofthe activity. For example, describe the situation andask them to choose which of several sentences mightbe used. For example, Harry Kraemer is talkingabout his daily schedule. Which will he probablysay? I went home around six. I usually go homearound six. I will go home around six. (Unit 3)

2. Although usually discussed after an activity, keyvocabulary and expressions can be used at thebeginning to introduce the context. For example,before students open their books, put several keyexpressions on the board. Ask, When would youhear these questions? When students have guessedthe topic or situation, elicit other language orexpressions they may know.

3. Rather than always ask students for answers to itemsin the tasks, occasionally have students ask you forthe answers. This makes the process less “test-like”and allows them to ask about the items they wantedto confirm.

PAGE 2

Conversation

The Conversation section is a model of key sociallanguage and language patterns in the context ofcommon business situations. Each conversation isrecorded twice on the Self-Study Audio Program: thefirst time without pauses (for students to read andlisten) and the second time with pauses (for students torepeat). The Complete Audio Program provides a thirdrecording of the conversation, which uses the alternateexpressions noted below each photo frame. Thesealternate expressions help students broaden theirexpressive and receptive abilities.

viii General Suggestions

Activity 3

1. Establish the context for the conversation, tellingstudents who the people are and what they arediscussing.

2. Have students briefly look at the pictures, and thenclose their books. Brainstorm with students termsand expressions the speakers may use in thesituation.

3. Have students listen to the conversation on theaudio program. They can listen with books open orclosed.

4. Review the alternative expressions and discuss anydifferences in meaning.

5. Invite questions and discuss related language orculture points.

6. Have students listen again and repeat.

Activity 4

1. Students practice the conversation with a partner.Remind students to use the alternative phrases aswell. As they practice, listen and offer assistance asneeded.

2. Invite pairs of students to do the conversation forthe class. Remind them that they can read theirlines, but should then look up and speak. With morefluent students, encourage them to change anyinformation they would like.

Notes

1. Model the “read, look up, and speak” method. Readthe dialogue lines in the text, then look up andspeak. Show students that you never speak whilereading the dialogue. Explain that if you forget aline, you can always look down and read, but thatyou must look up while speaking. The point is tolook at the other person as you speak.

2. Option. After describing the situation and people inthe conversation, provide students with a photocopyor overhead transparency of the conversation withtext bubbles partially or completely deleted.Brainstorm what speakers may be saying. Makenotes in the bubbles or on the board. After studentslisten to the audio program, they can compare theirnotes with what they heard.

Pronunciation Focus

This section provides practice with features of spokenEnglish that are critical to being understood: stress,rhythm, linking, or intonation. As an alternative, youmay want to do this activity before students practicethe conversation in Activity 4.

Activity 5

1. Have students listen and repeat after the audioprogram. Replay the audio for extra practice asneeded.

2. Suggestions for extra practice are given in each unit.Modify these for specific student needs and issuesthat come up during conversation practice.

Module 2: Business Connections

PAGE 3

Listening

In this module, students engage in listening activitiesset in a variety of business-related situations. Pre-listening suggestions are given in each unit to helpstudents create a context. The initial listening activityis usually a relatively easy task for general meaning.This is typically followed by a more detailed taskinvolving listening for specific information or language.

Activity 1

1. Introduce the context/setting for the listening andpreview or elicit key vocabulary. See individualunits for specific pre-listening suggestions.

2. Read the directions and briefly guide studentsthrough the task, pointing out any unfamiliarlanguage or concepts.

3. Play the audio program. Students listen andcomplete the task. Encourage students to listen forthe needed information. Remind them that they donot need to understand every word.

4. Review answers with the class. As an alternative,have pairs compare their answers before checkinganswers as a class. If students have difficulty withthe material, instead of giving them the answers,play the audio again.

Activity 2

This often involves the same listening passage, butwith a different task. Set up and proceed with the taskfollowing the general suggestions above. Varytechniques for previewing the task and checkinganswers as appropriate.

Notes

If the listening seemed very challenging for students,write the answers on the board as you review the itemswith the class. Then play the audio program again. Asstudents listen, point to the answers on the board asthey are said on the audio program.

ixGeneral Suggestions

Speaking

In these information gap and role-play activities,students use the target language to exchangeinformation or solve a problem. Boxes with helpfullanguage and phrases provide additional support forstudents. Conversation Strategies give useful phrasesfor managing conversation while doing the activity.

Activity 3

1. If numbers allow, divide the class into pairs(Speaker A and Speaker B) and have students turn totheir respective pages. (Speaker B turns to theActivity Files in the back of the Student Book.)

2. Introduce the activity. Set up the context andintroduce/elicit key language points, includingpronunciation of unfamiliar terms.

3. Read the directions. Model the example with astudent, having students find the information ontheir page. Do one or two more examples as neededto make sure students understand the activity.

4. If there is a Conversation Strategies box, introducethe strategy in the box, and model using severalexamples.

5. Have students complete the task in pairs. Asstudents do the task, move from pair to pair, offeringassistance as needed. Encourage students to use theConversation Strategies as they converse.

6. As several pairs finish, bring closure to the activity.Bring up any useful language or information thatstood out, or further discuss a topic from theactivity.

Notes

1. In all demonstrations, consistently model/elicit theuse of featured Conversation Strategies (e.g., Canyou repeat that?), recycle past ones, and add othersas appropriate (e.g., What does _____ mean?).

2. It may be helpful to introduce and provide practicewith the Conversation Strategies before students dothe Speaking activity. For example, give a briefstatement with unfamiliar language to promptstudents to ask for clarification.

3. If roles for Speakers A and B are quite similar,introduce the task in the same way to all students atonce. If Speakers A and B have different roles (e.g.,hotel clerk and guest), after a general introduction,consider dividing the class into two groups andmeeting with them separately as they brainstormand prepare for their roles.

4. Conversation Strategies. In some cultures, especiallyin Asia, listeners are considered responsible forunderstanding the speaker, not vice versa. Listeners

may rarely interrupt to ask for clarification, and maytry to guess what is being said. Assure students that,at least in a Western cultural context, they will bringno disrespect on themselves or on the speaker withrequests for clarification. On the contrary, if usedcorrectly, these strategies show that the listenerconsiders the information important and isinterested in understanding the speaker accurately.

Module 3: Global Communication

PAGE 5

Reading

Articles from business magazines, newspapers, orbooks provide further insight into the unit topic. Manyof these authentic texts also provide information aboutbusiness practices and customs in different cultures.The readings are short, and can be read during classtime. They provide background in preparation for theshort discussion that follows in Talk About It.

Activity 1

1. Introduce the reading topic. Set up the context andintroduce/elicit key vocabulary. Ask an open-endedquestion about the topic to create interest and givestudents a reason to read. See suggestions given ineach unit.

2. Students read the article silently. After silentreading, you may wish to have students listen as youread the article aloud.

3. After reading, students complete the taskindividually or in pairs. Go over directions beforethey begin.

4. Review answers as a class. 5. Elicit any additional questions about the reading.

Notes

1. Readings provide a rich source of business termsand concepts. After completing the activity, bringstudents’ attention to selected language in thearticle. Students may want to note down usefulexpressions and terms.

2. Readings may be adapted as cloze activities, inwhich certain words are replaced with blanks forstudents to fill in. You may want to make up anactivity sheet to focus attention on key language orcontent words and phrases that you have introducedpreviously. Students listen and fill in the blanks asyou read the full text. Or have pairs work together,with one partner reading from the text while theother chooses appropriate words from a list youprovide. Check answers when finished.

x General Suggestions

Talk About It

These questions are designed to help students thinkabout the reading topic in terms of their own cultures,experiences, and knowledge, and to support a simplegroup discussion. Freely substitute and rearrangequestions to best suit your students.

Activity 2

1. Introduce the activity by reading the directions andthe questions.

2. Allow several minutes for students to think silently,fill in blanks, rehearse how they will respond, anddevelop related ideas they would like to express.

3. With the class, begin (or have a student begin)discussion by asking a question to initiatediscussion and elicit ideas from several students.

Notes

1. At the false-beginner level, discussion may be fairlyshort. Students may become frustrated ordiscouraged if they feel pressured to discuss morethan they can produce. Point out to students that,even in a simple way, they can exchange ideas onimportant, business-related topics.

2. During discussions, encourage students to interactdirectly with each other rather than through you, theteacher. Remind students to look at the person theyare talking to, and when listening, to show they arelistening by using facial expressions and expressionssuch as Hmm, OK, and I see, etc. This is a key factorin becoming an effective communicator in groupcontexts. As students progress, use these shortdiscussion times to work on helpful strategies foreffective turn taking, politely interrupting, etc.

3. In some classes, students may feel they have noreason to discuss a particular topic since everyone’sideas will be the same. Help students see that evenwithin the same country or company, people fromdifferent regions, backgrounds, or professions mayhave quite different views or customs.

PAGE 6

Writing

In the Writing section, students review an example of aparticular type of business writing, and then write theirown, following the model.

Activity 3

1. Introduce the topic. Set up the context andintroduce/elicit key language points.

2. Students read the model text.

3. Go over the model together. Draw students’ attentionto the sections, format, and formulaic language used.On the board, write phrases that students may beable to use in their own writing.

4. Read the instructions for the writing task, and addany extra explanation or information students mayneed. Brainstorm ideas for writing as needed.

5. Students complete the task. If the task is difficult forstudents, the writing can be done together as a classon the board.

Notes

1. Analyze the example in a group discussion, using anoverhead transparency of the text for marking.Identify aspects such as the central purpose of thetext, the specific pieces of information included andhow they relate to the purpose, and the tone/formality of the message. Point out specific languageused to open a letter or new topic, identify thepurpose, connect ideas or step from one idea to thenext, close a message, etc.

2. Give students a task sheet in which they identify keycomponents of the message or the language used.Questions may include: Who is the message to?What is the purpose of the letter? Where is it stated?Find a phrase meaning, “I want to talk about . . .”).Items should be specific requests for information orlanguage in the text. Students complete the activityalone or in pairs.

Numbers

Here students practice listening to and using numbersin common business contexts. These activities can bedone at any point in the unit to introduce and practicenumbers, as necessary, before an activity.

Activity 4

1. Review or introduce key language, followingsuggestions in the unit.

2. Introduce the activity and play the audio program.3. Have students check their answers with a partner.

Then answer any additional questions. Replay theaudio as needed.

Activity 5

Repeat steps 2 and 3 above.

xiGeneral Suggestions

Additional Resources

Summary Language Pages

For each unit, there is a summary of key vocabulary,expressions, and grammar at the back of the StudentBook, pages 97–110. Review the Summary Languagebefore teaching each unit, and refer students to thesepages to check their knowledge of key points and forreference.

Other Supporting Materials

A glossary of business terms (pages 111–114); tables ofnumbers, metric conversions, months, and days (page115); a map of the world (pages 116–117); and a list ofcompany websites (page 118), are also provided in theback of the Student Book as a resource for use in classor home study.

Activity Sheets

Photocopiable Activity Sheets are provided for eachunit at the back of this Teacher’s Manual, starting onpage 76. They consist of a variety of personalizeddialogues, discussion questions, speaking activities,and a business and culture quiz.

1. Personalized Conversations

These dialogues are modeled closely after theconversations presented on the second page of eachunit. They give students the opportunity to personalizethe conversation and choose appropriate words orexpressions from a language box. After completing theconversation, students practice in pairs.

Procedure

1. Hand out copies of the activity sheets. Read throughthe instructions and the situation. Give students afew minutes to read over the conversation and lookat the box of words.

2. Ask for volunteers to read through the conversationwith you, filling in the blanks as they go. You maywant to do this more than once so that students seehow different alternative expressions can be used.Then have students work individually to completethe conversations using their own information.

3. When most students are done, ask several of them toread through the conversation to check that theyhave understood it. Address any questions aboutlanguage, culture, or performance of theconversation.

4. Have students practice the conversation in pairsseveral times, changing roles. Encourage them to trysubstituting different lines in the dialogue forvariety.

5. Ask volunteers to perform their conversation for theclass. Then answer any questions and work on anypronunciation and body language issues.

6. Expansion. After students have practiced, have themput aside the activity sheet and role-play a similarconversation. Students shouldn’t repeat the printedconversation, but should successfully participate inone of their own.

7. Option. The photocopiables can be used to review aprevious class, to informally assess a student’sprogress, or as homework, if appropriate.

2. Talk About It Activities

These conversations provide additional discussionquestions related to the topic in the text.

Procedure

1. Read through the instructions and questions. Givestudents time to think about their answers. Reviewwords in the language box as needed.

2. Model the discussion by having students ask you thequestions. Note useful vocabulary on the board.

3. Have students work in pairs, small groups, or as aclass to discuss the questions.

4. See also the General Suggestions for Talk About It,page xi.

3. Speaking Activities

These photocopiables give students opportunities foradditional practice of target language and expressionsby providing a problem to solve or information toexchange.

Procedure

1. Read through the instructions with students. Gothrough the example provided, and have twostudents do an example or an item to make sure thatstudents understand how to do the activity.

2. Students work in pairs. As they converse, movearound the classroom and offer assistance as needed.

3. Wrap up. Have several students or pairs do part ofthe activity, or discuss new or useful vocabulary thatcame up during the activity.

xii Additional Resources

1

O B J E C T I V E S

S T U D E N T S

❚ Introduce

themselves in

business situations

❚ Exchange basic

information

❚ Use titles and

names in different

cultures

Introductions in theBusiness World1U N I T

B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 2)

Students practice introductions.

See General Suggestions for Getting Started, page viii.

Activity 1

a. Close books. Begin by moving around the class and introducing yourself tostudents. Have the student do the same, keeping it brief.

A: Hi. I’m Mr. Santos.B: Hello. My name is Mrs. Mead.

b. Ask students, What did you say? Write their phrases and responses on theboard.

c. Say, Now listen to three very short conversations. Which of these words orphrases do you hear?

d. Play the audio program, pausing after each conversation. Which words didyou hear? Check off any phrases written on the board.

e. Say and model, Open the text. Read the directions out loud and play theconversations again.

f. Elicit and answer any questions about vocabulary and expressions. Point outthe contrast between the first two relatively formal greetings, Hello, I’m . . . ,and the third, more informal style, Hi, I’m . . .

g. Listen again, with students repeating after the audio. (See General Suggestionsfor Conversation, page viii.) Model and repeat as needed.

Activity 2

a. Point to the Other Greetings box. Model using these phrases in the threeconversations. Demonstrate with a student (T-S). Model the “read, look up,and speak” technique. (See the Conversation section of the Introduction, pagevii.)

b. If you have three or more students, have everyone stand up and introducethemselves to each other (S-S and T-S), trying different variations.

c. In a one-on-one class, have the student take on the identities of differentpeople (in the company or well-known businesspeople). Do many differentintroductions for additional practice.

d. Expansion. To extend practice with self-introductions without it becomingtedious, bring in interesting magazine pictures of a variety of people sostudents can enjoy creating and taking on new identities. As an alternative,brainstorm with students some names of famous people (from business,sports, or entertainment) for students to use.

UNIT_1to14 11/26/01 1:31 PM Page 1

2 Unit 1

Language Notes

a. In all three models, the first speaker might replywith Pleased to meet you, too. In the second model,after Mr. Lopez says, Please call me Rick, the secondspeaker could reply with Thanks or OK, Rick. Ifappropriate for your students, introduce andpractice these replies.

b. It’s and I’m are commonly dropped in introductions,for example, Good/Nice to meet you and Pleased tomeet you. This is widely accepted as politelanguage.

c. In North America, the greeting Good evening is usedafter 5 or 6 p.m. Good night, however, is not agreeting but a way of saying good-bye at the end ofthe evening.

d. These conversations are just openings, and are onlycomplete if they take place in a short amount oftime, for example, right before an appointment or ameeting starts. Students will need to know how toclose a conversation after an introduction. Forexample:

A: It was nice to meet you. B: Good to meet you, too.

Culture Notes

a. In some Asian countries, family names commonlycome first. English speakers typically use given(first) name followed by family (last) name. Moreinformation on this is given in the Unit 1 Reading,Student Book page 6.

b. Students may say, Hello, I’m Mr. Gonzalez. Whilethis is sometimes heard, it is very formal, and tendsto suggest that the speaker is superior to the listener,for example, an adult to a child. More informationon titles and names is given in the reading.

c. Please call me . . . (conversation 2) is an easy way toput social relations on a comfortable, equal footing(if that is desired).

d. The slight differences and variations in intro-ductions and forms of address (first name, last name,title, etc.) can be very complicated to explain tostudents. It’s better not to explain all possiblevariations. The models presented here will helpstudents to sound friendly but polite in a variety ofsituations.

e. For more information on shaking hands in businesssituations, see Unit 2 Reading, Student Book page12.

C O N V E R S A T I O N It’s nice to meet you. (page 3)

Students will hear an introduction in a businesssituation.

See General Suggestions for Conversation, page viii.

Activity 3

a. Create context. Close your books. In thisconversation, Mr. Lopez, a visitor, is met by EmilyPark. They greet each other, and Ms. Park introducesherself. She then takes him to the office of Mr. Hunt,whom he has met before. Hold up your book forstudents to see the pictures but not read theconversation. As an alternative, show an overheadtransparency or provide photocopies of theconversation with words covered or deleted. Askquestions to help students draw inferences from thephotos. In the pictures you see a business visit. Whois the visitor? That’s right, the man sitting down.

Continue with questions about each picture. Forexample, What are they doing here? (Shakinghands.) Where do you think they are going? (To anoffice/meeting.) Do you think the men already knoweach other? (Answer could be yes or no.)

b. Option. Listening. Books are still closed. Is this thefirst time Mr. Lopez and Mr. Hunt have met? Havestudents open their books, listen, and answer.Finally, have students listen again and repeat.

c. Point to the alternate phrases in red print. Havestudents look at Frame 1. Say, If it’s afternoon, theycan say, “Good afternoon.” In Frame 2, explain thatIt’s nice to meet you means about the same asPleased to meet you; Nice to meet you and I’m gladto meet you are also similar. Explain that sometimesthe alternative phrases given are similar in meaning,but at other times (as in Frame 1) the meaning isdifferent. Continue in the same way with thealternative expressions in Frames 3 and 4. Finally,model the conversation, using the alternate phrases.Then have students do the same.

Activity 4

a. Practice. If possible, have students practice ingroups of three. (If groups of three are not possible,work in pairs (S-S or T-S), with Speaker A playingLopez and Speaker B playing Park and Hunt.)Students take roles and act out the scene. Speaker B(Park) actually leads A (Lopez) across the room, andthey imagine entering Hunt’s office to meet C (Hunt).

b. Option. Model how the conversation mightcontinue. In the final frame, Mr. Hunt says, How areyou? Mr. Lopez might reply, Fine, thanks. And you?or How about you? Hunt could reply, Very good,thanks. More advanced students could practicethese additional lines.

c. Expansion. See Activity 1, PersonalizedConversation, page 76.

UNIT_1to14 11/26/01 1:31 PM Page 2

3Introductions in the Business World

P R O N U N C I A T I O N F O C U S : Statements with be (page 3)

See General Suggestions for Pronunciation Focus, pageix.

Activity 5

a. Pronunciation emphasis. After students have donethe activity, have them listen again and clap handsor tap desks with the rhythm and stress of thesentences. Model this first. For example, a. and c.would be: ba-baa-ba-ba-ba; b. would be: ba-baa-ba-ba-ba-ba-ba.

b. Blending sounds. In the sentences It’s nice to meetyou and I’m glad to meet you, the final t of thestressed meet and initial y of the unstressed youblend to form a “ch” sound: “meechou” /mit

�cu/. If

desired, model these sentences combining meet andyou; then have students repeat after you.

B U S I N E S S C O N N E C T I O N S

L I S T E N I N G What’s your address? (page 4)

Students listen for names, addresses, and phonenumbers.

See General Suggestions for Listening, page ix.

Activity 1

a. Pre-listening. Briefly review numbers and letters, asneeded. Students may be able to read numbers andletters, but may not be able to readily recognizethem or pronounce them in conversation. Gothrough the alphabet and numbers, focusing on onesthat are problematic.

b. Introduce/elicit language. Before students listen,point out potentially unfamiliar items: (c) Ave., shortfor Avenue, a kind of street; (d) (312) and (320) arecalled area codes; (e) suite, a group of offices with acommon, main entrance.

c. Introduce the activity. Say, You will hear five shortconversations—A, B, C, D, E (point to each). Checkthe names, addresses, and phone numbers you hear(draw a check mark (�) on the board).

Activity 2

a. Introduce/elicit language. Have students refer to thelist of nationalities in the Summary Language,Student Book page 97. If you are from Korea, you areKorean. Elicit several others, as well as nationalitiesfor all class members.

b. Create context. Before listening to each segment(A–C), set up the situation. Tell students:1. A woman is calling to make a reservation at the

Clarion Hotel. Her last name, city, state, and zipcode are already written here. Listen and writeher first name, address, and phone number.

2. A customer is calling to make an airlinereservation.

3. A passenger on an airline flight doesn’tunderstand her arrival card. She asks a flightattendant for help.

c. If students need more time to write the answers,pause the audio program.

d. Wrap up. Review and check comprehension byasking students how to spell their names, and whattheir addresses are. As they spell their names, writethem on the board. With small or individual classes,have students spell out names of other familymembers or colleagues.

Language Notes

a. Numbers in addresses and phone numbers are oftenpronounced digit by digit, for example, 416 HarlemAve. = four- one- six Harlem Avenue, or 222-4985 =two- two- two, four- nine- eight- five. Digits may alsobe paired off and pronounced as numbers, e.g., four-sixteen Harlem Avenue, or two- two- two, forty-nineeighty-five.

b. In addresses and phone numbers, the digit 0 (zero) isusually pronounced like the letter O (oh), but canalso be pronounced zero.

c. In the US, each state has a two-letter code (e.g.,WA=Washington State, CA=California, NY=NewYork). Offer more examples as needed. Ask studentswhat codes they use for states/provinces/regions.

d. In Activity 2a, 94123 is a zip code, a term generallylimited to the US. This number goes after the statecode in the address. A more widely understood termfor zip code is postal code. If appropriate, have moreadvanced students explain their postal code andwhere it is written.

e. In Activity 2c, there is a space for initial. Explainthat in many cultures, people may have middlenames. People rarely use their middle initial, butinitials are often asked for on forms and used insignatures.

UNIT_1to14 11/26/01 1:31 PM Page 3

4 Unit 1

S P E A K I N GWhere is she from? (page 5)

Students use Wh- questions to exchange basicinformation and fill in business cards.

See General Suggestions for Speaking, page x.

Activity 3

a. Introduce/elicit language. On the board, write theseprofessions: engineer, director, accountant, salesmanager. Describe a profession and have studentsguess which one you’re talking about. This persondesigns machines, bridges, computer networks, etc.(Engineer.) Check that each student knows the nameof his/her profession.

b. Option. Bring in your business cards and hand themout to the students to help introduce the activity.Alternatively, bring in a variety of business cards forstudents to use to extend the task if they finish early.

c. Have students look at Kenji Takeda’s business cardwhile covering the questions on the right. Writethese cues on the board: Name? Job/profession?From? Telephone? E-mail? Elicit questions andanswers about Kenji, providing hints and help asneeded. For example, What’s his first name? It’sKenji. Point out and model the use of ConversationStrategies, Can you spell that? and What’s thenumber again?

d. Go through the cues again, this time having studentsask you questions. Emphasize changes in verb form,is�are/am, does�do, and possessive pronoun,his�your.

e. Demonstrate. Take the part of Speaker A and have astudent take Speaker B. Ask, What’s Helena’s lastname? Assist the student in the answer as needed.Say, When I am finished asking about cards A andB, Speaker B asks me about card C.

f. Students form pairs (S-S or T-S), following thedirections on Student Book pages 5 and 86. In a one-on-one class, take one of the roles and do theactivity with the student.

Activity 4

a. Pronunciation emphasis. Point out the fallingintonation in the Wh- question, compared with therising intonation in the yes/no question fromConversation Strategies. Write both questions on theboard and draw a rising or falling arrow over the lastword of each question.

b. Demonstrate. Do the first business card with astudent partner (T-S), perhaps eliciting help fromother students. Model the use of ConversationStrategies.

c. Pair work. Before students begin pair work, explainthat they can use a real or imagined address in thelast item.

Language Note

For e-mail addresses, follow these conventions forreading the written symbols: @ = at . = dot_ = underscore - = dash or hyphenFor example, the address r-s-smith@store_more.netwould read, R dash S dash Smith at store underscoremore dot net.

G L O B A L C O M M U N I C A T I O N

R E A D I N G Titles and Names (page 6)

See General Suggestions for Reading, page x.

Activity 1

a. Create context. Before students open their books tothe reading, write the title of the article on theboard: Titles and Names. Say, “Mr.” is a title. Whatare some other titles? Write titles that the studentssuggest. If Ms., Mrs., or Miss are not mentioned,elicit and introduce them. Write on the board andreview the meanings of first name, given name, lastname, family name.

b. Introduce/elicit language. Check understanding oflanguage in the reading that may be unfamiliar: ifyou aren’t sure, Western countries, order of names,polite, friendly.

c. Give students time to complete the task. Havestudents give their answers and give explanations,referring to the reading.

T A L K A B O U T I T (page 6)

See the General Suggestions for Talk About it, page xi.

Activity 2

Expansion. See Activity 2, Talk About It, page 77.

Culture Note

Ms. has become the title most often used by women inthe Western business world, but some married womenmay use Mrs. It is best to avoid Mrs. unless someoneuses it to introduce herself or it appears on stationeryor a business card.

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5Introductions in the Business World

Language Notes

The many possible combinations of titles and namescan be confusing. After the reading, considerdiscussing forms of address in three situations: (1) directly addressing someone, (2) giving your ownname, and (3) introducing a third party.1. When directly addressing someone, we can use a

first name only or a title and a last name. We don’taddress someone using both their first and last names.

Good morning, Robert.Good morning, Mr. Jones.

2. When giving your own name, give just your firstname, or give your first and last names. In a moreformal situation, where titles are important, you maygive your title and last name: Hello. I’m Dr. Smith.Other titles include: Professor, Officer, Judge.

3. When you talk about another person, there are fourpossibilities, depending on formality and thesituation. You may introduce a person by saying hisor her first name, first and last name, title and lastname, or title, first, and last name.

W R I T I N G Office Memos (page 7)

Students write a brief office memo about a businessvisit.

See General Suggestions for Writing, page xi.

Activity 3

a. Create context. Talk about memos. Tell students,This is an inter-office memo, sent between twooffices in the same company. What do you call amemo sent within the same office? (Intra-office orinternal memo.) How do you usually send inter-office memos? By paper? E-mail? Some othersystem?

b. After students have read the memo, call theirattention to the different parts of the memo: the typeof message (Inter-office Memo), the headings (To,From, Re, Date), and the message.

c. Writing. Read aloud the last line of the memo:Please come to the Conference Room and meet her.Then brainstorm with students other requests thatcould be written. For example, Please meet her atthe main lobby reception desk, or She is arriving onFlight 35 at 10 a.m. Can you meet her at the airport?Encourage students to imagine a business visit orthink of a recent or upcoming business visit at theirworkplace.

d. Before students write individually, you may wish towrite a memo together on the board. Elicitinformation from the students to fill in the heading.Together, think of a message and write it on theboard. Call students’ attention to specialpunctuation and layout used in the memo.

e. Option. If a student rarely deals with business visits,encourage him/her to write on a more relevant topic,for example, announcing a planning meeting or atraining seminar.

f. Option. An authentic brief memo or announcementfrom your office can be used as a second example,especially if its topic is more relevant to yourstudents’ situation.

g. Expansion. Have students read their messages to apartner. The partner takes notes and then checksthem for accuracy.

Language Note

Re: stands for Referring to. It quickly identifies thetopic for the reader.

N U M B E R S (page 7)

Students hear and write phone numbers and numbersin addresses.

See General Suggestions for Numbers, page xi.

Activity 4

a. Introduce/elicit language. Write an address (e.g.,4085 York Street, Chicago, IL 60601) and phonenumber (e.g., (312) 449-9876) on the board. Ask,What are these? Elicit address and phone number.Explain their parts (street number, state code,zip/postal code, area code) and conventions forsaying them.

b. Expansion. Have students write their own list of fivephone numbers, dictate these to partners, and thencheck for accuracy.

Activity 5

Play the audio program. Then have students checktheir answers with a partner.

UNIT_1to14 11/26/01 1:31 PM Page 5

O B J E C T I V E S

S T U D E N T S

❚ Greet business

colleagues

❚ Exchange

information about

their companies

❚ Write an e-mail

introducing their

company

6

Describing Your Company2U N I T



Students identify industries, companies, and products.


Activity 1

a. Introduce/elicit language. Read the directions and the example with the class.Write on the board: _____ makes _____. Say, Toshiba, pointing to the firstblank. Point to the pictures and say Toshiba makes . . . Have students give ananswer, if they are able. If not, just continue to the next company. They willbe able to guess companies they don’t know after matching several of thecompanies and pictures.

b. Writing. Have students write the task. When they are finished, ask students toread the answers.

c. Expansion. What other companies make computers/VCRs/food products/cars/cellular phones? Elicit names of companies and write them on the board.Then have students make statements about what each company makes.

Activity 2

a. Introduce/elicit language and create context. Look at the list of industries(types of business) in the bottom right corner. Listen and repeat. Say eachword and have students repeat. Name a company in the electronics industry.Continue with other questions and elicit answers. What’s its nationality? It’s aBrazilian company. What does it make? It makes automobiles.

b. Introduce the activity. Have a student read the examples. Model by talkingabout your “company” or school as an example, and then continue by havingpairs of students tell each other about their companies. Employees of the samecompany or university students can be employees of any company they knowsomething about or would like to work for.

c. Point out that many companies do not produce physical products but provideservices. Ask, What are some service companies? (Airlines, consultancies,shipping companies.) Together describe their services.

d. Option. Guessing. This can be done with one student, or with a large classdivided into groups. Say, Choose any famous company you know somethingabout. Give hints and answer your partners’ questions to help them guess thename of the company. Demonstrate by having a student choose a company;ask questions used in the activity until you can guess. This option can be usedif several class members are from the same company, or for variety/expansion.As an alternative, bring in company magazine advertisements for students tochoose from.

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7Describing Your Company

Teaching Note

Students may need assistance with language todescribe their company’s products or services. Supplylanguage as needed, writing it on the board so studentscan refer to it as they talk.

C O N V E R S A T I O N And what do you do? (page 9)

Students hear a conversation between two businessmenwho are meeting for the first time and talking abouttheir companies and jobs.


Activity 3

a. Create context. Point to the photos and say, Mr.Lyons has just finished a presentation for managersfrom a number of companies. Mr. Young comes upand introduces himself. This is the first time theyhave met.

b. Option. Have students listen the first time withbooks closed. Then elicit phrases or questions theyremember from the conversation. Write these on theboard without making corrections. Then have themlisten again, and make changes or corrections tolanguage on the board. Alternatively, have themlisten with books open, and then correct what’s onthe board.

Activity 4

a. Expansion. For additional conversation practice, say,Imagine that they continue the conversation. Whatwill they talk about? Elicit some ideas and havestudents practice the conversation again with newendings.

b. Expansion. See Activity 3, PersonalizedConversation, page 78.

Teaching Note

Note that in the conversation Young doesn’t ask aboutLyons’ job in return because he’s presumably alreadyheard about it during Lyons’ presentation.

Language Notes

a. Be sure students understand that in this contextWho are you with? means What company are youwith? not What person did you come with today?

b. As in the name Cava Group, Group is sometimesused for a company with a number of divisions thatmay maintain separate identities (e.g., Rexstar, amember of the Cava Group).

Culture Notes

a. The reading in this unit, Greetings Around theWorld, includes information about shaking hands.See Student Book page 12 and Teacher’s Manualpages 8–9, for more information.

b. Young presents his business card at the end of theconversation. In some cultures, businesspeoplealways exchange cards the first time they meet. InNorth America, business cards are not automaticallyexchanged. When they are exchanged, it is usuallydone at the close of the conversation. It’s appropriateto ask for someone’s card or to offer your card whenthere may be a need for future contact. These days,most cards include e-mail addresses.

P R O N U N C I A T I O N F O C U S : Wh- questions (page 9)


Activity 5

Pronunciation emphasis. After students have done theactivity, have them listen and mark which wordreceives the main stress (is said most strongly) in eachquestion: (a) company, (b) do (second), (c) with.Explain that in English, important words are strong andlong. Unimportant words are weak (soft) and short(quick). Demonstrate this with hand gestures and voice:What company do you work for? As an alternative,whisper the unimportant words and say the importantword in a louder voice. Practice pronouncing thesequestions with proper stress, rhythm, and the fallingintonation needed at the end of Wh- questions.


L I S T E N I N G What about your products and services? (page 10)

Students listen for head office locations and companyproducts.


Activity 1

a. Create context. Say, You will hear four people tellabout their companies. The first one is a shortconversation. The others are short descriptions.Listen for head office locations and main products.

UNIT_1to14 11/26/01 1:31 PM Page 7

8 Unit 2

b. Introduce/elicit language. Preview the vocabulary inthe Some Products box.

c. Pre-listening. Ask, Do you know about thesecompanies? Try to guess the head office locationsand main products for each company before youlisten. Then proceed with the task.

Activity 2

a. Introduce the activity. Note that university studentscould choose any company they like beforelistening.

b. Post-listening. Have students ask their partners thequestions and write down the responses.

c. Wrap up. Have students report on their partners’information or ask individual students for theiranswers.

Teaching Note

The listening passages in Activity 1 include a lot ofinformation. Encourage students to focus on beingsuccessful with the task and not try to understandeverything. However, if the task proves easy on the firstlistening, challenge students to see what else they cancatch on a second listening.

S P E A K I N G Where’s the head office? (page 11)

Students use Wh- questions to exchange basicinformation about companies.


Activity 3

a. Before beginning, direct students’ attention to theConversation Strategies at the bottom of the page.Say difficult words or unusual company names andhave students use the strategies to clarify theinformation.

b. Introduce/elicit language, especially head office,employee, sportswear, electrical/electronicequipment, and conventions for saying numbers(e.g., 23,000; 2,500; 170,000; 990,000; 3,400).

c. Option. Consider using Unit 2 Numbers, StudentBook page 13, before Activity 3 to introduce andpractice conventions for saying large numbers.

d. Pronunciation. Before starting, model the names ofthe companies and check pronunciation. Note thatNEC is said by pronouncing each of the three lettersof the abbreviation (Nihon Electric Company).

e. Demonstrate. Take the part of Speaker A and have astudent do Speaker B. Include ConversationStrategies:

A: What does Colgate-Palmolive make?

B: It makes toothpaste and soap.

A: Can you repeat that?

B: It makes toothpaste and soap.

A: Toothpaste and soap . . . Thanks. And how doyou spell toothpaste?

f. Wrap up. If students are familiar with thecompanies, ask questions to generate moreinformation about them. For example, What otherproducts does NEC make? What’s Samsung’s mostfamous product? Ask genuine questions.Alternatively, mention a recent news story about oneof these firms.

g. Expansion. If student numbers allow, changepartners and continue by asking and answeringabout their own (or other) companies. For example,What company are you with? Where’s your(company’s) head office? To model, assume adifferent identity and have students ask you thesequestions. Give interesting answers. Encourage themto ask any questions that occur to them. Forexample, What other products do you make? What’syour most successful/popular product? Was yourcompany started in Taipei? Who’s the CEO? Noteuseful questions on the board. Also encouragelonger, more detailed answers.

Language Notes

a. Questions about head offices, products, andemployees can be answered quickly, with just thedesired information (e.g., New York City, Toothpasteand soap, 37,000).

b. Numbers like 23,000 are not typically exact figures,and we usually use words like around, about,almost, close to, just over, and over to show this.


R E A D I N G Greetings Around the World (page 12)

Students read about the custom of shaking hands indifferent cultures.


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9Describing Your Company

Activity 1

a. Create context. Before introducing the reading, askstudents, What’s the traditional greeting that youuse? When do you shake hands?

b. Introduce/elicit language. Check comprehension ofcustomary, arrive, and firmly before or after reading.


See General Suggestions for Talk About It, page xi.

Activity 2

Just as with handshakes, greeting behaviors around theworld are constrained by numerous rules. Elicit rulesstudents know from other cultures for handshakes,bows, embraces, kisses, and so forth in businesscontexts. If several students are from different cultures,have them act out greetings, as appropriate.

Culture Notes

a. In North America, while one would rarely shakehands with a whole group of people, shaking handsis common when first meeting one or two people,and when meeting again if a considerable time haspassed since last seeing each other.

b. The final three points in the reading are importantin North America. Eye contact carries differentmeanings in different cultures; in North America,looking away communicates insincerity or distaste.A weak handshake can communicate displeasure,coldness, or a superior attitude. Long handshakesare uncomfortable and, especially between men andwomen, can be misunderstood. For both men andwomen, a firm hand clasp is preferred; a weak orlimp hand leaves a poor impression. Usually, peopleshake just one or two times.

W R I T I N G Letters of Introduction (page 13)

Students write an e-mail introducing themselves andtheir business to a representative of another company.


Activity 3

a. Create context. Ask students, Who uses e-mail? Is itfor business or pleasure? How often? If appropriate,ask how they use e-mail in their business and whatkinds of e-mail they write.

b. Introduce the activity. Before students read the e-mail, draw their attention to the parts of the message

that are labeled. Ask a simple question about eachsection. For example, What’s the date? Who is themessage to? Who is writing the message?

c. Give students time to read the message. Then checkunderstanding of new terms, for example, suggestedthat, contact you, components for computerhardware, partner companies, arrange a time,International Sales Coordinator.

d. Pre-writing. Before writing, have students orallycompose their e-mails, following the example. Thiscan be done as a class or in pairs. Students withouta company should choose a company they arefamiliar with to write about.

e. Option. If the writing is difficult or very time-consuming for students, compose one e-mail as aclass, having students write it on the board.


Students listen to statements about production andemployment and write the numbers they hear.


Activity 4

Create context and introduce/elicit language. Put thesetwo sentences on the board: Our company produces5,500 units per month. We have 38,987 employeesworldwide. Confirm understanding and explainconventions for saying large numbers (e.g., 23,000;2,500; 17,000; 99,000; 3,400). Explain that in English,you say how many thousands, then how many more.

Activity 5

Introduce the activity. Say, You will hear six statementsabout companies, products, and employees. Don’tworry about understanding every word. Just listen forthe numbers and write them down. Then proceed withthe directions in the text.

Teaching Note

Some languages have different counting systems thanEnglish. In Japanese, for example, besides counting byones, tens, hundreds, and thousands, you also count by10 thousands and 100 millions. This can makeconverting large numbers between languages quitedifficult. Numbers are still usually written the sameway, however. Have students focus on the three digitsbetween each comma and answer these questions: Howmany millions? How many thousands? How manymore? This can help make conversions easy based on ashared writing system, rather than torturous convertingfrom one counting system to another.

UNIT_1to14 11/26/01 1:31 PM Page 9

O B J E C T I V E S

S T U D E N T S

❚ Talk about weekly

work schedules

❚ Ask about frequency

of work activities

❚ Write an e-mail

about a manager’s

daily routines

10

Office Routines3U N I T



Students talk about work schedules.


Activity 1

a. Create context. Ask students several questions about daily events androutines. For example, What time did you have lunch today? Do you alwaysgo to lunch at . . . ? Do you often have meetings? When?

b. Read the directions. Before students listen, have them silently read theparagraph.

c. After students have completed the task, check answers by having them readthe sentences. Check comprehension of schedule, go jogging, voice mail.

Activity 2

a. Introduce/elicit language. Point out the chart of work activities and frequencyadverbs. Model the activity by using each adverb in a personal example fromyour own life, including time phrases (e.g., I always go to the office before9:00.). See Language Note below. Make sure students understand the languagein the chart.

b. This task can be written or done orally. In a small class, encourage students togive two sentences for each time of day. In a large class, go quickly around theroom and have each student make a statement. Note useful vocabulary on theboard.

Activity 3

a. Read the directions and model the activity with a student. Then students canwork in pairs.

b. After talking with a partner, have students share ideas with the class. Withsmall or individual classes, have students simply share ideas with each otherwithout the partners step. In classes with university students, brainstormweekly activities appropriate to them, writing useful language on the board.

c. Option. If appropriate, encourage students to ask follow-up questions as theytalk with a partner. Model this with a student.

A: In the morning, I always read my e-mail first. B: Oh, how many e-mails do you get every day?

d. Expansion. Memory challenge. Tell students to listen carefully to each other’sdaily routines. Then have a memory test. Each student challenges the other(s)to remember what she/he said.

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11Office Routines

A: What do I do in the morning?

B: You always have a meeting at 10:00.

A: You’re right./No, I usually have a meeting at11:00.

Language Note

When using the adverbs of frequency always, almostalways, and usually, the time frame must be stated orunderstood from the context. For example, I alwayshave coffee with breakfast. (When? When I eatbreakfast.) I usually have meetings in the morning.(When? In the morning.) Without a clear understandingof the time frame with these adverbs, statementsbecome meaningless: I always have coffee. (When?) Iusually have meetings. (When?) Other adverbs (e.g.,often, sometimes, etc.) can be used without designatingthe time frame. For example, I often have meetings. Isometimes call our office in Hong Kong. I hardly eversee my new boss.

C O N V E R S A T I O N A New Employee (page 15)

Students will hear a conversation about weekly workschedules.


Activity 4

a. Create context. Tell students, Look at the pictures.This man is a new employee. He has just startedworking for the company and he is asking a co-worker about her work schedule.

b. Introduce language. Before listening, be surestudents understand take work home, statusmeeting, marketing (department).

c. Have students listen once with books closed, andthen again with books open. Ask questions to checkcomprehension. For example, Does she work hard?How do you know?

Activity 5

a. Before students practice, read through theconversation with a student, substituting thealternative expressions.

b. Option. After students have practiced, have severalpairs do the conversation using the “read, look up,and speak” method. (See Teaching Techniques forConversation, page vii.) Model this with a studentfirst. Stress the importance of eye contact.


Language Notes

a. The question What about marketing? in Frame 4 isan example of continuing a conversation by askingthe same question about a different person orsituation. Encourage students to use What about . . . ?and How about . . . ? (e.g., How about you?).

b. Speaker A says, Do we always have sales meetingson Mondays? B answers, Yes, we almost always do.B could also have said, No, but we almost alwaysdo. Yes, we usually do would have been OK, as well.A yes answer can signal general agreement, or nocan be used to focus on even a minor difference.

Culture Note

Different cultures and different companies vary inregards to the number of hours a professional isexpected to work. Speaker B’s statements about takingwork home on weekends could be seen as boastful orseeking pity. Others might see it as an example of adedicated employee. Ask students what they think. Forexample, How many hours a week do professionals inyour industry work? Do you/they usually work overtimeduring the week? Do you/they take work home at nightor on the weekend?

P R O N U N C I A T I O N F O C U S Yes/No questions with frequency adverbs (page 15)


Activity 6

After students have listened and repeated once, havethem listen again and mark the first stressed word ineach question (always, usually, often). The first twowords—Do you/we —aren’t important and are weakand reduced. Have students practice saying thequestions with natural rhythm and the final risingintonation needed for yes/no questions.


L I S T E N I N G Tell me about your job. (page 16)

Students listen to people talk about their jobs and thehours they work.


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12 Unit 3

Activity 1

a. Create context and introduce/elicit language. On theboard, write the seven days of the week. Ask, Whichof these are work days at your company? Which isyour busiest or longest day? Do you work a lot ofovertime? Do you work set hours, for example, from9 a.m. to 5 p.m. every day? Or do you have flexibleworking hours, meaning you may come in andleave at different times on different days? On theboard, write the key words from the questions.

b. Students may need a quick review of expressions oftime in hours and minutes. Ask a variety ofquestions to review, such as, What time does ourclass start/end? When do you get up/go to sleep?What time do you usually have breakfast/lunch/dinner?

c. Pre-listening. Tell students to look at the fivepictures. Ask, Where are these people? What arethey doing?

d. To check comprehension, play the audio programagain, pausing after each speaker and having astudent tell what picture it goes with.

Activity 2

Wrap up. After they have listened again, have studentscheck answers by asking each other questions: Inconversation A, what day is he talking about? Whathours does he work that day?

Teaching Note

Remind students it’s not necessary to understand everyword that is said, but to listen for the information theyneed. This is the key to successful listening in real-world situations.

S P E A K I N G How often do you . . . ? (page 17)

Students talk about the frequency of work activities.


Activity 3

a. Create context. Ask several questions to introducethe topic: How often do you have meetings at work?Every day? Almost every day? Sometimes? Once aweek? Write these additional time phrases on theboard: every day, about once a week, twice a week,three times a day.

b. Introduce the activity. Read the directions and goover the adverbs in the box. Take the role of SpeakerA and go through each question, answering foryourself. Model the next step with a student asSpeaker B. Ask the questions out of sequence sopartners have to listen to each other. Make surestudents understand vocabulary, for example,overtime, local business trip, speeches.

c. Option. If these questions don’t apply to yourstudents (e.g., if they are not working in business),brainstorm other questions to ask. For example, Howoften do you work part-time on weekends/get toschool early?

d. Option. Challenge students to ask one or two follow-up questions for each item. For example, How oftendo you use the Internet? What do you use it for? Doyou ever use it to do research?

Activity 4

a. Wrap up. Ask several students to tell which thingsthey have in common: Both of us often work duringlunchtime. We sometimes use the Internet. Or,students can tell what is most different: I never havedinner with customers, but Jean usually does.

b. Expansion. For extra practice and to increasevocabulary, have students ask additional questionsusing the activities listed in the More Routines box.


R E A D I N G Working and Eating Around the World (page 18)


Activity 1

a. Create context and introduce/elicit language. Ask,What is the usual work week in your country?Monday through Friday/Saturday? What are theusual business hours? Do most people leave work atthat time? What places or companies have differentwork routines?

b. Introduce the reading. Say, Here you’ll read aboutusual work days and weeks for managers andexecutives in Argentina, the US, and South Korea.

c. After students complete the chart, check answersorally. With a small or individual class, do the taskorally, having students skim the reading for theanswers.

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13Office Routines



Activity 2


W R I T I N G E-mail Replies (page 19)

Students write an e-mail about a manager’s dailyroutines.


Activity 3

a. Create context. Say, Mr. Ito, president of company A,is planning to visit executives at company B. Mr.Heenan, an executive at company B, is planning theschedule for Mr. Ito’s visit. Two days ago, Mr.Heenan e-mailed company A to ask for details of Mr.Ito’s usual schedule. Here is the reply.

b. Point out the subject at the top of the e-mail. Explainthat subject is often used instead of re.

Activity 4

Students write about their schedules in preparation fora company visit. As an example, write about your ownschedule on the board, eliciting words from thestudents as you write.


Students listen for times of day.


Activity 5

a. Create context and introduce/elicit language. Drawseveral analog and digital clocks on the board andelicit appropriate time expressions. Be sure toinclude these terms: o’clock, a quarter after, halfpast, a quarter to, 7:05 = seven “oh” five.

b. If possible, bring in a large clock and turn the dialsto practice time expressions. This works well withsmaller classes.

c. Check answers by having students say the times.

Activity 6

Play the audio program. Then have students checktheir answers with a partner. If students have difficulty,play the audio program once or twice more.

UNIT_1to14 11/26/01 1:31 PM Page 13

O B J E C T I V E S

S T U D E N T S

❚ Describe current

actions in the

workplace

❚ Talk about current

activities in a

business day

❚ Write a memo about

a current project

14

Business in Progress4U N I T



Students hear about and describe current actions in the workplace.


Activity 1

a. Create context. Ask, What sorts of things do you do every day at work? Talkingon the phone? Checking e-mail? What else? Quickly list student ideas on theboard.

b. Have students look at the photos and listen. Give students time to completethe sentences.

c. Students listen to check answers. d. Check comprehension of key words by acting them out and having students

guess what you are doing.

Activity 2

a. Use realia. If possible, bring in a variety of pictures of work-related activities.Magazine pictures are a good source of images of people doing things. Insteadof asking students questions, have a volunteer ask questions of other students.As they talk about the photos, write useful language on the board.

b. Create context and introduce/elicit language. Say, Imagine a busy day at yourcompany. It’s ___ o’clock. What do you think other people in your companyare doing? For example, talking with customers? Having a meeting? Havestudents make statements, assisting them with language as needed. Continue,asking about different times.

c. Option. With a small class, have students share ideas as you write them on theboard. With a larger class, have students brainstorm in pairs, and then sharetheir ideas with the class. For university students, ask them to choose anycompany or office scene they are familiar with, or to imagine the school office.

Teaching Note

When eliciting language and ideas from students, as in Activity 2, try turning itinto a brainstorming session, encouraging students to produce as many ideas aspossible in a short time. Model this, showing how brainstorming can be lively,challenging, and fun. Depending on the class, you might even present it as a“competition” to see which pair or group can produce the most ideas, or set atime limit of two minutes.

Language Note

In Activity 1, documents = papers and co-worker = office mate/colleague.

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15Business in Progress

C O N V E R S A T I O N A Surprise Meeting (page 21)

Students hear a conversation about workplace activitiesand preparation for a presentation.


Activity 3

a. Create context. Have students look at the pictureswhile you briefly explain that two managers arepreparing for a presentation later in the day.

b. Introduce language. Be sure students understandpresentation, boss, client, reports, in ten minutes.

Activity 4

a. Before students practice the conversation, model theconversation with a student, using the alternativelanguage shown in red. Remind students to practicethe conversation both ways.

b. Option. For variety, try doing pair work practice in adifferent way. This is most easily done with studentsstanding up. Students pair up and practice theconversation one time. Then, at your signal, theyswitch partners and do the conversation again. Pairscan do either one of the conversations or roles whenthey switch. Students continue changing partners (atyour signal) until they have done the conversationfour or five times. Set a short time limit (about 30seconds) and have pairs switch, even if they haven’tfinished. This will encourage hesitant speakers tospeak more fluently.

Language Notes

a. The alternative language for Frame 2—in tenminutes—indicates that something will happen 10minutes from now. Words such as after or later aregrammatical, but wouldn’t generally be used in thiscontext.

b. In Frame 2, Now? is short for Did you say “now”?Repeating with a rising intonation is a common wayto express surprise and check understanding andcan be used in any except the most formalsituations, for example, Tomorrow? Contract? It canalso be used to show you don’t understand a word.For example:

A: Jim’s negotiating with a client. B: Negotiating? (What does that mean?)

Practice this by telling the students surprising things(I was in a car accident yesterday. An accident?) andusing difficult words (The new printer has minimalproblems. Minimal?).

P R O N U N C I A T I O N F O C U S Contracted forms of be (page 21)


Activity 5

Option. Before having students do the activity, youmay wish to provide some practice with contracted anduncontracted forms. On the board, write: a. He istalking to a client. Say, “Is” is usually not so importantto meaning. So, just add it to the previous word tomake a contraction. Write: He’s talking to a client. Putup contracted and uncontracted versions of thesentences on the board (in two columns). Say thesentences in random order and have students identifythem as 1 (contracted) or 2 (uncontracted).


L I S T E N I N G He’s sending e-mail. (page 22)

Students listen to activities during a business trip.


Activity 1

a. Pre-listening. Say, Look at the pictures. Nick Hansenof Bell Technology is on a business trip toSingapore. What’s he doing in each picture?Students brainstorm with partners and/or shareideas as a class.

b. Introduce the activity. Tell students, Now listen andnumber the pictures in the order you hear them—1,2, 3. Play the audio program, then check answers asa class.

Activity 2

a. Introduce the activity. Read the directions and givean example, If you hear looking, check it. If youhear look or looked, don’t check it. Model this onthe board. Then play the audio program and checkanswers.

b. Review by having students describe each pictureagain using words from the list.

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16 Unit 4

S P E A K I N G What are they doing? (page 23)

Students talk about current activities in a business day.


Activity 3

a. Introduce/elicit language. Elicit needed language bymiming (acting out) an action and asking students toguess what you are doing. Possibilities: correcting areport, writing some notes, making/preparing slides,making a presentation, leaving the classroom, typinga memo, filing some papers, looking at a chart,calling a client, taking a break, etc.

b. Create context. Divide students into pairs and havethem turn to their respective activity pages (23 and89). Say, Nick (point to the illustrations on page 22)is back from his trip to Singapore and is preparing apresentation. His staff is helping him to get ready.Point to their names on the page as you read them.

c. Read the directions and demonstrate (T-S or S-S)using the example provided and one or two moreitems. Model asking questions out of time and namesequence to force partners to listen to each other.

d. Option. Put up several times on the board, forexample, 8 a.m., 10 a.m., 12 noon, 2 p.m., 4 p.m., 6 p.m. Have a student ask you, What are you usuallydoing at 8 a.m. on Monday? Answer with, I’musually . . . Have the student ask you about anothertime. Then have students ask each other questionsin pairs. Finish by having students tell about theirpartners’ activities.

e. Expansion. See Activity 6, Speaking, page 81.


R E A D I N G Protecting Our World (page 24)

Students read about and discuss environmental issuesin business.


Activity 1

a. Create context. Mention a current environmentalissue or event that students are likely to know about.If possible, bring in news pictures. Ask, Did youhear about the oil spill in . . . ? Discuss it briefly.

b. Introduce the reading. Write environmentalism onthe board and explain: “Environmentalism,” orprotecting the world’s environment, is a hot topic.Companies that pollute the environment are oftenin the news, creating a poor public image. Manycompanies now understand that it’s good business toprotect the environment. It creates a responsible,positive image for the company. Here, we’ll readsome promotional literature (advertising) from ShellPetroleum. Write the new vocabulary on the boardand discuss meaning.

c. Before or after the reading, put unfamiliar terms onthe board and check comprehension, giving hints orproviding meanings when necessary. Possible items:protecting the environment, doing our best,important goal, playing a major part, solar and windenergy, environmental groups, asking for theiradvice, balance profits and environmental concerns.

d. Reading. Have students complete the sentences.Elicit questions about new terms.

e. Option.Students can learn more about Shell byvisiting the website listed on page 118 of theStudent Book.

T A L K A B O U T I T ( P A G E 2 4 )


Language Note

Although they can be treated as distinct questions, thequestion sequence in this Talk About It is a goodexample of a useful conversation-building strategy:start with a general question, and become increasinglymore specific to help the person you’re talking withgive an appropriate and interesting answer. If the firstquestion about national environmental issues provesdifficult (due to lack of knowledge, background), thefocus is narrowed to an individual company or office.When asking a question, the speaker may suggestpossible answers. This is a common conversationstrategy when someone has difficulty answering aquestion. If appropriate, model and explain thisstrategy, and have students use it in theirconversations.

W R I T I N G Project Update Memo (page 25)

Students read and write a memo about a currentproject.


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17Business in Progress

Activity 2

a. Create context. Say, Eric Hide is coordinating aproject to build a new chemical plant for hiscompany. He’s sending a project update, or statusreport, to Pedro Silva, a manager in General Affairs.He writes about what each member on his team isdoing.

b. Writing. After students complete and check the task,explain any vocabulary that is still unfamiliar (e.g.,coordinating, inviting).

Activity 3

a. Have students write about a current project orimagine a recently completed project. They maychange any names and details, or even create acompletely imaginary project. Students canbrainstorm ideas as a class or in pairs. Beforestudents write, check that they have a clear subjectfor the memo. For example, Re: Mexico City SalesCampaign, Re: Manila Area CA Network.

b. Option. If students are unable to come up with anidea, write notes about a project for students to useon the board. Encourage students to substitutenames of friends and colleagues to make it moreinteresting. Here is an example:

Re: Toronto Area Cellular Service CampaignSally Chandler, coordinating print ads and publicity

(newspapers, magazines)Stephen Lau, producing radio and television

commercialsEmil LaRoche, designing web pageJill Schmitt, handling special department store

promotions


Students listen for large numbers in business contexts.


Activity 4

Introduce/elicit language. Before beginning the activity,put these numbers on the board: 120,000; 655,000.Review conventions for saying large numbers (e.g., InEnglish, you say how many millions, how manythousands, then how many more.).

Activity 5

Introduce the activity. Tell students, This time you willhear business information with numbers. Just listen forthe numbers. Only write the numbers. After listening,check the answers by having students read theiranswers.

UNIT_1to14 11/26/01 1:31 PM Page 17

O B J E C T I V E S

S T U D E N T S

❚ Inform clients about

company history

and recent business

❚ Exchange

information about

companies’ past

activities

❚ Write a brief

business results

report

18

Describing Company History5U N I T



Students learn about events at an international company and talk about recentdevelopments at their own companies.


Activity 1

a. Create context. Write Bombardier Corporation on the board. Have you everheard of this company? Look at the picture on page 26. Read the introductorytext.

b. Introduce/elicit language. Be sure students are familiar with Montreal (a largecity in Quebec, Canada) and highlights (bright spots, major accomplishments,successes). Read through items A–E, helping students to understand the twooptions and any other unfamiliar vocabulary, for example, cooperation,agreement, invested, facilities, delivered. (See Language Note below.)

c. Listening. Tell students to listen and check the verbs they hear. d. Option. Students can learn more about Bombardier by visiting the website

listed on page 118 of the Student Book.

Activity 2

a. Introduce the activity. Read the two examples. Tell about some recent eventsat your own company or organization.

b. Introduce/elicit language. On the board, write the verbs used in Activity 1(produced, made, won, signed, began, started, invested, spent, received,delivered). Ask, What are some recent events at your company/in your school?As students give answers, write other verbs that they use on the board. Assiststudents with language and vocabulary as needed.

c. This task can be done as a class or in pairs. Give students sufficient time totalk about events, and offer help as needed. Encourage them to give detailsand ask more questions as they are able.

d. Option. For private students, university students, or students who work forthe same company, expand the task to include other companies to providemore variety. Students can talk about any company they are familiar with,create an imaginary company, or you can supply several company sketchesthat they can choose from and use. This type of information can be easilyfound on company websites, usually under company history.

e. Wrap up. Ask students to share the biggest or most important event for theircompany in the past year or two. Allow time for preparation, if needed. Withsmall or private classes, more attention can be paid to helping students findthe right expressions and terms for describing their company situation.

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19Describing Company History

Teaching Note

Assure students that they need not share any companysecrets. They can also speak in generalities, forexample, about winning a large contract in SouthAmerica rather than winning a $35 million contractwith Ford-Brazil.

Language Note

In Activity 1, items A–C, either verb choice could beused. For D, however, only invested is acceptable.Spent would require the preposition on, for example, . . . spent $13 million on new companyfacilities. In E, received refers to receiving an order (awritten agreement), while delivered refers to shippingthe actual buses.

C O N V E R S A T I O N We opened our office last year. (page 27)

Students will hear two businesspeople talking aboutcompany history and recent business.


Activity 3

a. Create context. Have the students look at thepictures. Say, These men are having coffee togetherand talking about the older man’s company.

b. Introduce/elicit language. After reading andlistening, check that students understand the tagquestion aren’t you? as well as these items: startedout, domestic market (home market), exporting,expand our markets, enter this market (start doingbusiness here), Latin America (Mexico, CentralAmerica, South America).

Activity 4

a. Review and expansion. Expand on the dialogue byincorporating language students have learned forgreeting colleagues in Unit 2. See Unit 2Conversation, Student Book page 9. Ask twostudents to read the conversation out loud. Say, Let’simagine what the two men in Unit 5 (point to thepicture on Student Book page 27) said when theygreeted each other. Make up fictitious names andcompanies for the men. Then write the beginning ofthe greeting on the board (Hello, Mr. . . . I’m . . .).Write up the conversation as a class or in pairs.Have students role-play the expanded conversation.


P R O N U N C I A T I O N F O C U S Past tense ending -ed (page 27)


Activity 5

Option. Write these IPA symbols on the board: [d], [t],[d] and model the pronunciation of -ed for each one:started; talked; opened. Write these six words on theboard: received, missed, invested, signed, dropped,started. Then read the following sentences and askstudents how the -ed is pronounced. Follow up byhaving students repeat the sentences after you.We received a large order for processors. [d]We missed our sales goal last year. [t]We invested $100 million in building a new factory.

[d]We signed an agreement with a British company. [d]Our stock price dropped. [t]We started making products in Malaysia. [d]

Language Notes

a. The conversation begins with a tag question. Arising intonation at the end indicates that thespeaker thinks he’s right, but isn’t sure and wants tocheck. If the intonation falls, the speaker is quitesure and simply wants confirmation of the point.Depending on their first language, students mayhave great difficulty answering tag questions. Here’sa simple rule that students can use: Change it into asimple question and answer that question. Forexample, change You’re a Korean company, aren’tyou? into a simple question: Are you a Koreancompany? The question You’re not a Koreancompany, are you? can be changed to the samequestion: Are you a Korean company? Now eitherquestion is easily answered with Yes, we are./No, wearen’t, or an answer as in the conversation in thebook.

b. Here are some guidelines for pronouncing -ed.1. Use [d] if the verb ends in a vowel or voiced

consonant (except [d]). 2. Use [t] if the verb ends in a voiceless consonant

(except [t]). 3. Use [d] if the verb ends in [d] or [t].

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20 Unit 5


L I S T E N I N G Made in Mexico (page 28)

Students hear about past events at a Mexican company.


Activity 1

a. Introduce the activity by reading the directions andeach of the items A–D. Ask students, What kind ofinformation will you be listening for? (Dates, years.)

b. Introduce/elicit language. Point out the small noteabout NAFTA. NAFTA is a free trade agreementremoving trade barriers between Canada, the US andMexico. Ask students what they know about Detroit,a major US city in Michigan and the center of theautomobile industry.

Activity 2

a. Pre-listening. Tell students, Before we listen again,try to fill in the blanks in A–F. Then have studentslisten to check their answers.

b. Option. Students can learn more about Sanluis (aswell as the companies on the next page) by visitingthe websites listed on page 118 of the Student Book.

S P E A K I N G What did they do in . . . ? (page 29)

Students exchange information about companies’ pastactivities.


Activity 3

a. Introduce/elicit language. Put the following termsand phrases on the board: co-designed, brand name,business increased by over _____% per year, had40% of the world market, sold 20 millionth TV,organized company into two divisions, Mexican-based company. Go through each item, askingstudents to supply meanings, and explaining asnecessary.

b. Introduce the activity and go over the examples.Point out the Conversation Strategies at the bottomof the page and use them in your demonstration:

T: What did Magna International do in 1989?

S: It co-designed the first child safety seat.

T: Can you repeat that? (or Did you say designed orco-designed?)

c. Wrap up. Mention or ask students for the names ofseveral companies that have recently been in thenews. Discuss recent important events in thesecompanies’ histories and write a brief timeline onthe board.


R E A D I N G Company Mergers (page 30)


Activity 1

a. Create context. Write merger on the board. Mentiona recent merger from the news or ask, What mergershave been in the news recently? Briefly discuss.Challenge students to come up with a definition formerger and write it on the board. Then have themcompare it to the definition given in the glossary inthe back of their books.

b. Introduce/elicit language. Put unfamiliar terms onthe board and give/elicit their meanings: “mega”companies, financial services companies, successful,difficulties, faced major management culturedifferences, balancing differences. This can be donebefore or after the reading.

c. Ask students to help you fill in the blanks for thefirst item, financial services. Then have studentscomplete A and go on to B.



Activity 2

Expansion. With students, briefly discuss news ofimpending mergers and some possible problems witheach. If possible, bring in news reports about themerger and summarize for students some of the keypoints, writing new language on the board.

W R I T I N G Business Results Report (page 31)

Students complete a brief memo about a currentproject.


UNIT_1to14 11/26/01 1:31 PM Page 20

21Describing Company History

Activity 3

Try this sequence:a. Look at the chart of business results. What do these

terms mean? Put the terms on the board and go overthe meanings (net income, profit rate, export sales,imports). Students may consult their glossaries.Note: Export sales ratio = export sales as apercentage of total sales (domestic and internationalcombined).

b. Say, These numbers are in US dollars. M = millionand B = Billion. The year 1999 is said, “nineteenninety-nine” and 2000 as “(the year) two thousand.”

c. Write the words increased and decreased on theboard. Give examples to help students understandthe terms. For example, Last year, Tom’s weightchanged from 75 kg to 80 kg. His weight increased.Ellen’s telephone bill changed from $60 last monthto $40 this month. Her phone bill decreased.

d. Have students use information from the chart andthe words increased and decreased to fill in thereport.

e. After students finish the activity, check through theanswers together.

f. Oral presentation. After students finish, have themgive the report orally using only the chart (withoutreferring to the written text). Demonstrate, givestudents several minutes to prepare, and havestudents present in pairs.

g. Expansion. If appropriate, have students do a similarreport using data from their own companies orcompanies they’ve researched. Alternatively, bringin actual annual reports for several companies. Havestudents develop charts and give oral reports basedon these, or simply use charts already shown in thereports.


Students hear and say years and dates.


Activity 4

a. Introduce/elicit language. Before beginning theactivity, write these years on the board: 1700, 1900,2000, 1905, 2005, 1910, 2010, 1994, 2023. Reviewconventions for saying these years. Note how thesenumbers are read: 1905 = nineteen “oh” five; 2005 = two thousand (and) five; 2010 = twothousand (and) ten or twenty ten. Have students saythe numbers as you point to them randomly on theboard.

b. For extra practice, have a volunteer dictate 10 yeardates to the rest of the students (or in a private class,to you). Students read back the numbers to checktheir answers.

Activity 5

a. Introduce/elicit language. Put the numbers 1–12 onthe board and elicit and write the names of eachmonth: January, February, March, April, May, June,July, August, September, October, November,December. Put several month/day/year figures on theboard: 3/15/76, 8/28/99, 6/14/00. Explain that in theUS, a month/day/year order is commonly used, butin many countries they use a year/month/day order.Explain conventions for saying each, including:March fifteenth, nineteen seventy-six; the fifteenth ofMarch, nineteen seventy-six; three, fifteen, seventy-six (3/15/76).

b. After students listen, have them check their answersby dictating the dates to you as you write them onthe board in the month/date/year format.

UNIT_1to14 11/26/01 1:31 PM Page 21

O B J E C T I V E S

S T U D E N T S

❚ Arrange a business

meeting

❚ Exchange

information in

telephone

conversations

❚ Respond to

telephone messages

22

Making TelephoneArrangements6U N I T



Students listen to and practice common telephone language.


Activity 1

a. Create context. Before students open their books, ask questions about theirphone habits. For example, How often do you talk on the phone? Two timesper hour? More? How much time a day do you spend on the phone? Do youever speak on the phone in English?

b. Introduce/elicit language. Ask, If you make a phone call in English, what aresome things you might say at the beginning of the call? Write phrases on theboard. If needed, introduce the terms extension and put on hold. Afterstudents listen, they can say which phrases were used.

c. Have students do the activity, and then listen to check their answers. Go overthe answers orally, clarifying any unfamiliar language.

d. Option. For extra practice with new vocabulary, ask students questions: Whatis your extension at work? Do you ever have to put someone on hold? Is itacceptable to hang up when you have to wait on hold for a long time?

Activity 2

a. Introduce/check unfamiliar expressions before or after doing the activity, e.g.,put you through, It’s busy right now.

b. Introduce the activity. Say, Here’s another telephone conversation. Theoperator at TVT Group answers the phone and says, (1) “Good morning. TVTGroup.” What does Ms. Foster say? Have students find the right response.Then play the audio program and have students finish putting theconversation in order.

c. To check answers, have students listen again to the conversation.

Activity 3

Option. After students have practiced, have them do the conversation using theirown names, company names, and extensions.

C O N V E R S A T I O N Thank you for calling (page 33)

Students hear two businesspeople arrange a meeting over the phone.


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23Making Telephone Arrangements

Activity 4

a. Option. Tell students to look at the pictures on page33. Say, Doug Chen is calling Erica Hart to arrange ameeting while he is in Vancouver. Now close yourbook. Listen. When will they meet? Students listenfor the answer. Then, with books open, they readwhile listening again.

b. Introduce/elicit language. Before or after listening,check students’ understanding of set up a meeting,arrange, can’t make it. Ask additional questions tocheck comprehension. For example, Are they goingto meet on Tuesday or Wednesday? Why can’t theymeet on Wednesday morning?

Activity 5

a. Remind students to practice the conversations usingthe alternative phrases as well. Model this with astudent.

b. Option. To simulate the lack of visual contact duringa phone conversation, have students practice theconversation while sitting back to back. If this is notpractical, students can stand. Students usually enjoythis extra challenge.


Language Notes

a. In very formal situations, Would it be possible tomight be substituted for Can/Could we.

b. Talking on the phone and making arrangementsinvolves numerous idiomatic expressions and two-word verbs. For example, I’ll put you through. I’llput through Mr. Kim. He’s on hold. Please hold on.Don’t hang up. Let’s set up a meeting. Let’s set ameeting up.

P R O N U N C I A T I O N F O C U SQuestions with modals can/could (page 33)


Activity 6

Option. After doing the activity, provide extra practicewith these sentences: (1) Can we arrange a meeting? (2)Could you meet at 9:30? (3) Could you make it onWednesday? (4) Can you see if Mr. Santos is free? (5)Could I speak with Ms. Green? First, say the sentencesand have students note on a piece a paper if you saidcan or could. Then have students repeat the sentencesafter you, using a rising intonation at the end.

Language Notes

a. While can is generally unstressed, can’t is usuallystressed to set it off from can. Since the final t ofcan’t is rarely pronounced clearly, stress is the mainfeature distinguishing the two forms.

b. Can and could are often used similarly, but could isoften a little softer socially than can. Both aretypically said quickly, without stress.

Culture Notes

a. As business colleagues, Erica and Doug are on afirst-name basis. Their exchange is friendly in tone,and they seem to perceive themselves as roughlyequal in rank. You might discuss how thisconversation would change in a less equal or moreformal situation.

b. In US business culture it is fairly typical forprofessionals to answer their own phones. With theuse of voice mail, companies don’t have secretariesanswering phones for management level employees.


L I S T E N I N G Is Mr. Marshall in? (page 34)

Students listen to phone conversations and write themessages that are being left.


Activity 1

a. Create context. Act out a brief conversation to set thescene and elicit language. Model a brief dialogue,acting out answering the phone. Explain that you arean assistant in a company.

A: Good morning. ABC Company. May I help you?

B: Yes, may I speak with Mr. Wong?

A: I’m sorry but his line is busy.

B: Can I/Could you . . . ?

Encourage students to help you by supplyingphrases and lines. Elicit or provide the questionsCan I leave a message? Can you ask him to call me?,and so forth. Stop the dialogue at this point, andhave students start the activity.

b. Introduce the activity and look through eachmessage with students, pointing out the kinds ofinformation they should write in each blank: To: _____ = the person the caller wanted to talk to;

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24 Unit 6

Mr./Mrs./From: _____ = the person who called; of _____ = caller’s company; Number: _____ = caller’s phone number; blank area at bottom = space for message.

c. Listening. Students may find writing the messagesquite challenging. Let them know that they don’tneed to write every word, or complete sentences, butjust enough to convey the basic message. If needed,pause the audio program between messages andoffer hints or other support.

d. Extension. Have students role-play the conversationsbased on the notes they took while listening.Demonstrate first. There is no need to match thetaped conversations word for word; just have asimilar conversation based on the message taken.Use this as a way of checking answers or to wrap upafter answers have already been checked.

S P E A K I N G May I speak to . . . ? (page 35)

Students exchange information, leave a message, andschedule a meeting over the phone.


Activities 1 and 2

a. Before starting the role-plays, go over the directionsfor Activities 1 and 2 and the expressions in thelanguage box in the top left of the page.

b. In a class with two or more students, divide theminto groups of Speakers A and Speakers B. Meetseparately with these groups, going through Card 1and Card 2, being sure students understand thesituations and giving examples and suggestions forwhat they can say. Then, after demonstrating how tobegin a conversation, have groups pair off andcomplete the two conversations.

c. Option. If students have personal cell phones, forvariety and a more realistic experience, invite pairsto sit at opposite ends of the room and do these role-plays using their own mobile phones.

Activity 3

a. Introduce the activity. Speakers A and B, look atyour schedules. It’s Monday morning at 9:30.Speaker A, you are calling B to arrange a meeting.Use your schedules to find a convenient time forboth of you.

b. Demonstrate. Do a complete, slow demonstration,pointing out/eliciting expressions from the languagebox and other useful ideas. When you suggest timesthat don’t work for your partner, give more examples

of negotiation (How about . . . ? I’m sorry, I’m busythen). Set a time and a place to meet. Pairs then dothe activity on their own.

c. Option. If pairs finish early, they can set up another,follow-up appointment as well. As an alternative,students may switch partners and practice again.

d. Wrap up. Students report on when and where theywill be meeting.

e. Option. Since Activities 1–3 involve phoneconversations, again consider having speakers sitwith their backs to each other, making eye contactimpossible.

f. Expand on the activity. Have partners repeat thetask, this time with a different meeting purpose, andusing their own, real schedules.

Teaching Note

While demonstrating Activity 1, emphasize usefultelephone strategies: Can you repeat that? Whereagain? Was that 555-5987? Also draw students’attention to the helpful language in the two languageboxes (upper left and lower right).


R E A D I N G The Cell Phone Connection (page 36)

Students read an article about trends in cell phone useand discuss their own use.


Activity 1

a. Create context. If possible, bring a cell phone ormagazine advertisements for cell phones to class. Doyou use a cell phone? What percentage ofprofessionals in your industry use cell phones? Whydo you (or don’t you) think having a cell phone isimportant for you?

b. Introduce/elicit language. Put unfamiliar terms onthe board and check comprehension before or afterreading the article: early 1990s, sold 10 millionunits, the picture changed, consumers bought,compared to, at least one cell phone, by 2003.

c. Have students read the article and invite anyquestions about the reading. Then say, Now look atthis graph of cell phone and PC sales. Useinformation from the article to complete the graph.Act out drawing on the graph to give students theidea.

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25Making Telephone Arrangements



W R I T I N G Follow-Up Letters (page 37)

Students read an e-mail, and then write their own inresponse to a telephone message.


Activity 3

a. Create context. Say, Do you remember the messagefrom Al Moore to Mr. Hussain in the Listening onpage 34? There was a problem with the parts Mr.Hussain’s company sent. Mr. Hussain called backand they discussed the problem. Now Mr. Hussainhas written a follow-up e-mail to confirm what theyagreed to on the phone.

b. After students have read the letter, go over keyphrases (Thank you for your telephone call . . . , Weapologize for . . . , Again, we are sorry for . . . , Welook forward to . . . ).

c. Writing. Read through the task together, clearlyidentifying the writer (student), the audience (Mr.Moore), the story to this point, and the three-partpurpose of the letter (express regret, explain thesituation, promise corrective action).

d. Expansion. For additional practice, have studentsbrainstorm other, possibly more relevant situationsin which they might need to apologize. Write theseverbs from Unit 5 on the board to help students getstarted: apologize, was/were shipped, are sorry forthe error.

Culture Note

In North America, as in other places, expressing anapology often includes three steps: first, an expressionof regret (I’m very/so sorry . . . , We apologize for . . . );second, an explanation (Our suppliers were late indelivery, We had some temporary computer trouble);third, a promise to correct the situation (I will send theparts today, We will give you a better room for areduced rate). This is true of both verbal and writtenapologies.


Students use a time-zone map to match concurrenttimes around the world.


Activity 4

Introduce the activity. Ask the class, What time is itnow? Do you know what time it is inManila/London/Buenos Aires? Let’s find out. Read thedirections; make sure students write 0 in the correctbox. Work through the task with the students.

Activity 5

a. Introduce the activity. Read the instructions andpreview the pronunciation of each of the cities listedon the map.

b. After listening, have students share and check theiranswers. Instead of correcting errors, have studentslisten to the audio program again to check answers.

Language Note

Students can say the time using a.m. and p.m., or inthe morning, in the afternoon, in the evening, at night.Some students might also know the 24-hour clockconvention (e.g., 14:00 = fourteen hundred hours fortwo o’clock).

UNIT_1to14 11/26/01 1:31 PM Page 25

O B J E C T I V E S

S T U D E N T S

❚ Ask for, describe,

and confirm location

of places and

objects

❚ Exchange

information about

locations in

buildings

❚ Write a fax

describing an office

design

26

Describing Locations7U N I T



Students specify the locations of items in an office.


Activity 1

a. Use realia. If possible, bring in additional office objects, including items fromthe Office Objects box on Student Book page 38.

b. Introduce/elicit language. Pointing to items in the classroom, ask, In twominutes how many things in this room can we name? As students name eachthing, identify its location. Try to use all of the prepositions in the box belowthe photo.

S: Wastebasket. T: Yes, it’s to the left of the door.

c. Option. If students are capable, emphasize listening by having Speaker A readsentences A–I, while B covers them and gives answers from the box.

Activity 2

a. This activity may be done in pairs or as a class. If done as a class, goingquickly around the room, have students say where things are, being carefulnot to repeat what has already been said.

b. Wrap up. To check comprehension, make statements about things in the roomand have students tell you whether it is true or false.

Language Notes

a. In Activity 1, items A-I, the article a is used when mentioning an item for thefirst time. Notice that the next time the same item is mentioned, it is precededby the because it’s the one we mentioned before. The exercise presents a clearexample of this. While many students at this level may not be ready tomanage correct use of a versus the, some may be ready to understand theprinciple, and make effective use of it at some point in the future. Aftercompleting the activity, if appropriate for your students, explain this concept.Then hand out a copy of the activity with all the articles deleted and havestudents fill in the blanks to check understanding.

b. Call students’ attention to the use of There’s . . . for singular objects and Thereare . . . for plural objects.

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27Describing Locations

C O N V E R S A T I O N It’s on the second floor. (page 39)

Students hear a businessperson asking for the locationof an office in a building.


Activity 3

a. Introduce/elicit language. Ask students about thelocations of several places in the building where youare holding class. For example, Imagine that I amvisiting this building for the first time. From here,where is a telephone? Other locations could include:the stairs, the elevator, the lobby, and so on. Elicitphrases like: Go left out of this room, take theelevator to the third floor, turn left. It’s the secondoffice on the left.

b. Introduce the activity. Look at the conversation onpage 39. They are at an information desk. Thisperson is looking for the Air Mexico office. Listenand read.


Activity 4

Before students practice the conversation, ask a fewquestions to check comprehension of the conversation.For example, What airline company is he looking for?Why do you think he needs to go there? What timedoes it open? Do you think he’s going to go to thecoffee shop until the office opens?

Language Notes

a. In Frames 2 and 4 of the conversation, the speakerrepeats to check understanding: On the secondfloor? This is a useful communication strategybecause it quickly confirms understanding or showswhere any misunderstanding has occurred. It canalso signal a desire for further information orclarification. A rising intonation indicates realuncertainty about what was said, while a fallingintonation shows confidence and a simple desire toconfirm. Encourage students to use this often, andmodel it frequently.

b. Opposite carries the same meaning as across from inFrames 3 and 4. Across from is short for across thehall from, or across the street from, which are bothacceptable as well.

P R O N U N C I A T I O N F O C U S Prepositions of place (page 39)


Activity 5

a. Pronunciation emphasis. Words carrying importantlocation information are usually said distinctly toavoid misunderstanding. Emphasize second, first,right, there, across.

b. Gestures often play a key role in communicatinglocations. As you practice pronouncing these lines,also model gestures and invite students to join in.


L I S T E N I N G In an Airport (page 40)

Students listen for the locations of people and things inan airport.


Activity 1

a. Introduce/elicit language. Brainstorm names ofplaces in an airport. Say, Let’s list all the places wecan think of in an airport. Then write the wordticket counter on the board to get started. If needed,introduce arrival area, departure area.

b. Introduce the activity. First, go over the eight objectspictured. Then point to the scene and say, When youfly, you often check in at the ticket counter, gothrough security, then wait for your plane in thedeparture area. Look at the picture of a departurearea. There’s a currency exchange, where you canchange your money from dollars to pesos, and aduty-free shop where you can buy items withoutpaying import taxes. What kinds of things can youbuy at a duty-free shop? (Cameras, perfume,watches, cigarettes, liquor.)

c. Check answers. After listening, ask students or havethem ask you where the items are. Play the audioprogram again if needed.

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28 Unit 7

Activity 2

a. Introduce the activity. Say, Now listen again. Thistime, some descriptions will be correct, but somewill not. Check Yes or No in your book.

b. Option. As students listen, pause after each item toelicit the answer. If students are able, have themindicate the mistake and the correction following amodel you put on the board. For example, He saysthe suitcase is to the left of the woman. It’s actuallyto the right.

S P E A K I N G Where’s the coffee shop? (page 41)

Students ask for and give directions to places in acommercial building.


Activity 3

a. Introduce/elicit language. Review the locationexpressions in the box at the bottom of the page.Mention objects in the classroom, then differentoffices or areas in the building to elicit neededlanguage. For example, Imagine I’m a new visitor inthis building. I ask you, “Can you tell me where theelevator is?” What do you say?

b. Introduce the activity. You and your partner are inthis office building. Speaker A, you are looking forthese places in the building (point out items A–F onpage 41). Speaker B, use your map on page 92 toanswer Speaker A’s questions.

c. Demonstrate using the example (item A), with youas Speaker A and a student as Speaker B. Model theConversation Strategies (repeating to checkunderstanding) and demonstrate with locations suchas the fountain or lounge, which appear on bothpages.

d. Read the directions to the second task, at the bottomof the page. Make sure that students understand thatSpeaker B now asks questions and Speaker Aanswers. Demonstrate as needed.

e. Wrap up. As pairs finish, they can check eachother’s diagrams to see how well they understood.Ask students which items presented difficulty andwork together to give clear directions for these.

f. Expansion. To challenge students, add onto theexchange by having students confirm the location indifferent words. Using the example given, afterSpeaker B says, It’s on the first floor, in the corner, A

could say, Oh, to the right of the front entrance?Speaker B answers, Yes, that’s right, or No, it’s . . .Demonstrate this and put an example on the boardfor students to refer to.

Teaching Note

In any information gap like this, it is best if studentsavoid showing each other their pages while doing theactivity. This forces them to use language to completethe task and helps maintain motivation.

Language Note

Where’s . . . ? is often used by itself, especially with afriend or someone you know, but would seem abruptwith a superior or someone you don’t know well.Suggest students start off with excuse me (e.g., Excuseme, where’s the coffee shop?). To make the questioneven softer, or when you’re not sure if someone knowsthe answer, you might say, Excuse me, can you tell mewhere . . . is? Offer this as an option if appropriate.


R E A D I N G Where is your “comfort zone”? (page 42)

Students read about comfort zones (or personal space)and eye contact in different cultures and discusscomfort zones in their own cultures.

See General Suggestions on Reading, page x.

Activity 1

a. Create context. Tell students, In different cultures,people often stand different distances apart whenthey talk (show with gestures and body movement).And people in some cultures have more eye contactthan in others (show with eyes). The distance youare comfortable with is your “comfort zone.”

b. Introduce/elicit language. Put unfamiliar words andphrases on the board and check comprehensionbefore or after reading the article, for example, howclose we stand, different from culture to culture, alot of eye contact, comfortable “talking space,” one-and-a-half feet away, give the wrong idea, standback, follow your own customs, won’t be very longbefore.

c. Option. Have students try to answer the questionsbefore reading, and then read to check their answers.

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29Describing Locations


Students discuss comfort zones in their own cultures.


Activity 2

a. Expansion. See Activity 10, Talk About It, page 85.b. For a bit of fun, bring a measuring tape or stick to

class and have students actually measure andcompare their personal comfort zones.

W R I T I N G Ideas for a New Office (page 43)

Students read a fax describing an office layout, thencompose a fax describing their own office.


Activity 3

a. Read the fax together as a class, drawing attention tothe form of the letter (its various parts), andchecking understanding of key words and phrases,such as: Northstar Holdings (building managementcompany), Re:, office space, general layout, diagram,forward, architect, entrance, reception room, tworows of desks, work station, filing cabinets, inspectthe site.

b. Writing. Read through the task together, clearlyidentifying the writer (student), the audience(building manager), and the purpose of the letter (todescribe the general layout of his office and requesta plan for a new design).

c. Demonstrate. Before students write independently,write an example together, describing the classroomyou are in, an office you are all familiar with, or anoffice shown in a magazine picture you supply.

d. Option. For students without an office, have themdescribe any public space they are familiar with, forexample, the departmental office at school.


Students hear and say ordinal numbers.


Activity 4

Introduce the activity. Begin by sharing some factsabout yourself using ordinal numbers. At first supplythe ordinal numbers with emphasis, then see ifstudents can supply them. For example, I taught twoclasses earlier today. This is my third class today. Ivisited France when I was in college, and I went thereagain last summer. It was my second trip to France.Our school was started 10 years ago. This is our . . .year. (Tenth.) My grandmother and grandfather havebeen married for 50 years. Last week was their . . .anniversary. (Fiftieth.) “First, second, third, fourth,tenth, fiftieth”—these are called ordinal numbers.

Activity 5

a. After students have listened, have them check theiranswers with each other, and confirm, if necessary,by listening again to the audio program.

b. Give students a few minutes to write personalstatements using ordinal numbers. Then havestudents read their sentences to the class or in smallgroups.

UNIT_1to14 11/26/01 1:31 PM Page 29

O B J E C T I V E S

S T U D E N T S

❚ Ask for and give

directions to an

office

❚ Give and follow

street directions

❚ Write an e-mail

giving directions to

a company

30

Getting to a Meeting8U N I T



Students match directions and diagrams and practice giving directions.


Activity 1

a. Build context and introduce/elicit language. Before students open books,quickly sketch on the board a very simple map of the neighborhood, clearlymarking where the classroom building is. Say, Imagine I’m a visitor fromanother city. I want to go to the nearest bank. How can I get there? Start givingthe directions, encouraging students to help you. Draw a route on the board.Do this for several locations, introducing and using these expressions: turnleft/right; go two blocks; go to the corner; go straight/past. Write the terms onthe board.

b. Play the audio program and have students complete the task as they listen.Check answers orally.

Activity 2

a. Introduce the activity and model the example with a student. Use the mapdrawn on the board in the previous activity, or draw a map on the board,showing various places such as a bank, hotel, restaurant, train station, and soon. Following the example, suggest to a student a place to meet and givedirections. Then have the class give you directions to a place on the map. Goover the expressions in the Other Directions box.

b. Option. If possible, hand out maps of the area, or work together with studentsto draw a large map on the board or an overhead transparency.

c. Wrap up. Have students give directions to a mystery destination. Ask otherstudents to listen and guess the destination. With a small class, have eachstudent give directions.

d. Option. For variety, bring in and use maps of a famous city or area of interest.

Teaching Note

Before doing Activity 2, write direction language on the board to show whichitems are interchangeable. For example:

1. Take for two blocks.Go on State Street to the next light/the first signal/Center Street.Go straight on past the bank.Go down . . .

2. Turn left/rightGo on Center Street.Make a left/right turn

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31Getting to a Meeting

Give an example to show that the directions above canbe repeated over and over until the destination isreached: Go down to Spring Street. Turn left. Gostraight two blocks. Make a right turn on Third Street.

C O N V E R S A T I O N How do I get to Global Travel? (page 45)

Students hear a businessperson asking for directions toa nearby office.


Activity 3

a. Build context/elicit language. Ask students, Where’sthe nearest travel agency? How do you get there?Ask for directions. Introduce and write on the boardblocks, traffic light, on the corner.

b. After students have listened to the conversation, askquestions to check understanding. For example,What direction should the man turn when he goesout of the building? (Left.) How many blocks is itfrom the building to the traffic light? (Three.) What’sthe name of the hotel next to the travel agency?(Hilton Hotel.)

Activity 4

Before students practice with their partners, remindthem to also use the alternative expressions shown inred under each frame.

Language Note

In Frame 3 of the conversation, the speaker repeatswith a rising intonation to confirm understanding: Let’ssee. Turn left and go three blocks to the traffic light?This conversation strategy was introduced in Unit 7,Student Book page 41. Encourage students to use it.

P R O N U N C I A T I O N F O C U S Imperatives (page 45)


Activity 5

a. Pronunciation emphasis. Imperative forms arecommonly used when giving directions orinstructions. They’re often said slowly anddistinctly, with particular stress on key words andphrases to be sure the listener is following. Havestudents listen and identify the key words in thesentences.

b. Gestures play a large role in giving and receivingdirections. As you practice pronouncing these lines,also model gestures and invite students to join in.


L I S T E N I N G Which way is immigration? (page 46)

Students follow directions to different locations in anairport.


Activity 1

a. Introduce/elicit language. With books closed, givehints to elicit immigration, the bank, the businessclass lounge (items A–C): We’re talking about placesin an airport. I’ll give you a hint, and you tell mewhat place I’m talking about. When you arrive byplane in a new country, you have to show yourpassport to an officer in this area before you go tothe baggage claim area. (Immigration.) This is aplace where you can buy traveler’s checks or amoney order. (Bank.) This is a place where businessclass passengers can wait for their flights. (Businessclass lounge.) Then write the new terms on theboard.

b. Help students orient themselves to the diagrambefore listening. Give directions to a third-floor area(e.g., the snack bar). In your directions, includeseveral of the important airport landmarks (e.g.,escalator, rest rooms, duty-free shop).

c. Introduce the activity. Say, Now listen to people givedirections in the airport. Number the directions onethrough five (point out the lists) in the order youhear them. Which do you hear first? Which second?

d. As students listen, stop after each item (A–C) tocheck the order.

Activity 2

a. Introduce the activity. Tell students they will heardirections to three places. Have students compareanswers, and play the audio program again toconfirm if needed.

b. Expansion. Have student pairs reenact theconversations they heard, using the numbered listsof directions from Activity 2.

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32 Unit 8

S P E A K I N G Go down Fifth Street (page 47)

Students ask for and give directions to help each otherfind places in a downtown district.


Activities 3 and 4

a. Introduce the activity. Have students group in pairs,and have Speakers B turn to page 93 in the StudentBook. Point out the phrases in the box that they canuse. Have Speakers A look at the list of places theywill ask about. Do the example with a student, andhave everyone trace the directions on the maps.

b. Now have Speaker B ask you for directions to thefirst location in Activity 4 (Union Bank). Interruptand model repeating directions to confirmunderstanding. Again, show that the Go . . . Turnsequence can be repeated until the destination isreached. Then a final statement of location is usuallygiven: It’s on the left, next to . . . (See Teaching Notefor Business Talk, page 30 of this manual.)

c. Wrap up. Give challenging directions to one moreplace on the map. Students listen and identify it.

d. Expansion. See Activity 11, Speaking, page 86.


R E A D I N G Being “On Time” (page 48)

Students read about concepts of punctuality indifferent cultures.


Activity 1

a. Create context. Ask students to imagine this situation:We are in your country. I invite you to my house fordinner at 7 p.m. What time do you arrive? Poseanother situation. We have a business meeting set for10 a.m. What time do you arrive? Get student ideas.

b. Introduce/elicit language. Put these terms on theboard and check comprehension before or afterreading the article: around 10, exactly ten o’clock,scheduled time, careless or not serious, socialoccasions, at least 30 minutes after, bad manners.

c. Have students complete the sentences. For alistening focus, have one partner read the cues,while the other covers the cues and gives answersfrom the article.

T A L K A B O U T I T


Activity 2


W R I T I N G Here are the directions to our office. (page 49)

Students write an e-mail giving directions to their owncompany.


Activity 3

a. Read the e-mail together, clarifying key words andphrases such as gate, football field, tennis courts.

b. Writing. Read through the task together, clearlyidentifying the writer (student), the audience (Ms.Ribeira), and the purpose of the letter (to provideclear directions to the student’s workplace). Havestudents draw the route on the map.

c. Demonstrate. Before students write independently,write an example together on the board (e.g., givingdirections to the classroom building from the airportor train station).


Students practice hearing times and convertingbetween 24-hour and 12-hour time systems.


Activity 4

a. Introduce the activity. Write this time on the board:18:00. Say, If you see this time on a clock, what timeis it? (6 p.m.) In some areas and in some businesses,they often use 24-hour time because it is clear andhelps avoid mistakes. Do any of you often use 24-hour time in your business or country?

b. Introduce/elicit language. How would you say thesetimes? Ask students, but supply answers if needed:19:30 (nineteen thirty), 8:45 (eight forty-five), 10:15(ten fifteen), 23:59 (twenty-three fifty-nine). Read theinstructions and go through the examples together,supplying two or three more examples as necessary.

Activity 5

Introduce the activity. Play the audio program and thenhave students check answers with their partners.

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33

O B J E C T I V E S

S T U D E N T S

❚ Deal with

immigration

procedures

❚ Check into a hotel

❚ Complete an arrival

card

Overseas Business Travel9U N I T



Students match pictures with common travel dialogues and practice theconversations.


Activity 1

a. Create context. Adjusting for your students as needed, ask, How many of youhave traveled abroad/traveled to other countries besides this one? Continuewith other questions such as Where have you gone? Was that for business orpleasure?

b. Introduce/elicit language. Point to the In an Airport and In a Hotel languageboxes. For each box, elicit or supply meanings and contexts for each word,using short explanations and examples. Boarding card—issued at theticket/check-in counter and collected at the boarding gate. Immigration—theofficial entry point into a country. Security—an area where officials checkpassengers and luggage for dangerous items. Arrival card—a personalinformation card passed in at immigration. Carry-on baggage—luggage that iscarried onto the plane and stored above or below the seat. Customs—a checkpoint, after going through immigration. Duty-free shop—an airport store withimport tax-free items

c. Introduce the activity. If necessary, do item A as an example. Students may dothe task individually or in pairs.

d. Option. For a listening emphasis, read the conversations while students coverthe text and listen to find the matching pictures.

e. Play the audio so that students can check their answers.

Activity 2

Expansion. With sufficiently fluent students, challenge them to change theinformation and extend each of the conversations as much as they can.

Language Note

In Activity 1, item A includes the request form Can I and item C includes Couldyou. In these examples, can and could are interchangeable. Could is sometimesinterpreted as softer and more polite than can, but this depends strongly on thesituation and tone of voice. Here, there is no significant difference. Both termscan be used to soften a request.

In A, the attendant could also have said, Can you show me your boardingcard, please? In C, the hotel clerk could have said, Could I ask you to fill in thisform, please?

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34 Unit 9

C O N V E R S A T I O NWhat’s the purpose of your trip? (page 51)

Students hear a conversation between a travelingbusinessperson and an immigration officer.


Activity 3

a. Introduce the activity. Tell students, Quickly look atthe conversation on page 51. This businessperson’splane has landed, and he is at the airport, goingthrough immigration.

b. Listening. Books closed. Ask students, Where is hefrom? What’s the purpose of his trip? How long willhe be staying? Have students listen, and checkanswers. Then have students open their books andlisten again.

Activity 4

a. Expansion. After students have practiced in pairs,ask students what other questions are sometimesasked at immigration. Possible answers might be:Are you carrying any plants with you? May I seeyour passport please? Have you been here before?Students may want to do the role-play again,including new questions.

b. Expansion. See Activity 13, PersonalizedConversation, page 88. But wait to do this until after you’ve completed the Arrival Cards writingactivity, page 55.

P R O N U N C I A T I O N F O C U S Information questions (page 51)


Activity 5

a. After students have listened and repeated, you maywish to provide additional practice. Focus on thefalling intonation at the end of informationquestions in contrast to the rising intonation at theend of yes/no questions. Write these pairs ofquestions on the board:

Are you coming from � Where are Argentina? you coming from?

Are you here on � What’s the purpose of business? your trip?

Will you be staying for � How long will you be a week? staying?

Model the questions and have students repeat. Ask,What happens to my voice at the end of thesequestions? Does it go up or down? Demonstrateagain to show that yes/no questions have risingintonation while information questions have fallingintonation. Draw intonation arrows.

b. Option. See Language Note below. Practice byposing questions using only one or two intelligiblewords and rising or falling intonation. Students willfind they can answer effectively with only aminimum of comprehension in a controlledsituation like this. Examples:

T: Hm hm hm coming hm? (falling intonation)

S: From Korea.

T: Hm hm coming hm Chile? (rising intonation)

S: Yes, from Chile.

Continue asking similar questions. T: Hm hmpurpose hm hm stay? (falling intonation) Hm hmhm hm vacation? (rising intonation) Hm long hmhm hm staying? (falling intonation) Hm hm stayinghm hm short time? (rising intonation)

Language Note

The immigration area conversation in Activity 3 is veryroutine, and the set of likely questions and answers isquite limited. In this kind of situation it’s especiallyhelpful for learners to know what to expect and torealize that catching even one or two words and theintonation of a question is often enough to answersuccessfully. For example, in the question, Can I haveyour arrival card, please? the only words likely to besaid clearly are arrival card. But with a knowledge ofthe situation and a grasp of those two words and arising intonation, the learner can be fairly confidentthat he/she has understood. Likewise, if you catch thewords coming from with a falling intonation, thequestion almost has to be Where are you coming from?


L I S T E N I N G Travel Forms (page 52)

Students listen to several conversations and choosematching forms.


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35Overseas Business Travel

Activity 1

a. Introduce the activity. If students are likely tohandle the activity easily, simply explain the taskand begin. If it may prove challenging, begin bygiving hints and having students locate the formyou’re talking about. For example, A clerk fills thisout when you call to reserve a room for your stay inCanada. You fill this out while you are on theairplane. You receive this from the cashier after youpay for your meal.

b. Introduce/elicit language. As you check the answersafter listening, confirm the meaning of each item onthe forms and what information would go in thatspace. For example, for Thrifty Car Rental: Name—customer’s name, Car Model—maker and model(e.g., Ford Escort), Pickup—date the customer picksup the car, Return—date the customer returns thecar, Credit Card—Visa, MasterCard, and so on,Number—credit card number, Expires—expirationdate of card.

Activity 2

a. Introduce the activity. Before students listen, givethem a few minutes to read over the questions.

b. Expansion. Have student pairs role-play two or threeconversations they heard. They needn’t be exact, butcommunicate the same meaning, using the formsfrom Activity 1 and the questions from Activity 2.The Thrifty Car Rental and Hotel Victoria forms maybe easiest to use.

S P E A K I N G How long will you be staying? (page 53)

Students role-play checking into a hotel.


Activities 3 and 4

a. Introduce the activity and introduce language. Say,Speaker A, you are the reservation manager at theMetro Hotel. Speaker B, you are a guest checking in.Look at the registration form. Go through each partof the form, eliciting the questions you would askfor each (e.g., May I have your name? Is your lastname spelled G-A-R-C-I-A?) and appropriateanswers. Include requests for special services (wake-up call) and other questions the guest might ask(e.g., Does the Business Center have Internetaccess?). If possible, make an overhead transparencyor large photocopy of the registration form and fill inthe information as you work through the form.

b. As students practice, move from pair to pair andoffer assistance as needed.

c. Wrap up. Get feedback from student role-plays. Askstudents how long they plan to stay, what kinds ofrooms they chose, and what special services theyplan to use. Ask for volunteers to do the role-play infront of the class.


R E A D I N G Tipping (page 54)


Activity 1

a. Create context. Say, Imagine this situation. You’re ina restaurant in Canada. You just finished your meal.The server gave you very good service. Do you leavea tip (some money for the server) on the table? Howmuch? Elicit ideas.

b. Introduce/elicit language. Put unfamiliar terms andphrases on the board and check comprehensionbefore or after reading the article: it’s normal to,service jobs, hotel porters, differs from city to city,taxi fare, depending on, don’t include a servicecharge on the check.

c. Pre-reading. Direct students to the reading task,items A–F. Quickly try to answer these questionsbefore you read. Then read and change any answersyou need to.

d. Wrap up. Check answers and discuss any questions.



W R I T I N G Arrival Cards (page 55)

Students read a completed arrival card, then fill in acard with their own information.


Activity 3

a. Create context. Direct students to the Welcome toThailand arrival card on Student Book page 55. Ask,Who filled it out? What’s his last name? Where’s hegoing? When did he fill out the form?

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36 Unit 9

b. Confirm understanding by asking questions abouteach section. Don’t go in order, but skip around tobe sure students actually understand and respondappropriately. For example, Where will Rick bestaying in Thailand? Where’s he from? Why is hevisiting Thailand?

c. Introduce the activity and have students fill in theirown Welcome to Brazil arrival cards. Check thatstudents print legibly and clearly.


Students hear and write dollar amounts.


Activity 4

a. Introduce/elicit language. Write $10.25 on the board.Ask students, How can you say this amount ofmoney in English? Elicit/offer ten dollars andtwenty-five cents and ten twenty-five.

b. If students need additional practice, have them saythe following numbers in different ways: $1200.75;$202.33; $1953.01.

Activity 5

a. Introduce the activity. Explain that amount meansan amount of money. It may be the total bill at adepartment store or the amount of money in yourwallet right now. Price means the cost of a particularitem (or service); for example, the price of a car, orthe price of a car repair.

b. After listening, students read the amounts and pricesto each other to check their answers.

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37

O B J E C T I V E S

S T U D E N T S

❚ Have social

conversations with

business guests

❚ Socialize at business

conferences and

dinners

❚ Write a thank you

letter to a business

host

Socializing10U N I T



Students listen to and practice short social exchanges.


Activity 1

a. Introduce the activity. Say, Look at the pictures on page 56. Listen. Which oneam I talking about? They’ve just finished a meeting. (E.) A visitor has justarrived for an appointment. (A.) They’ve just finished having dinner. (C.) She’sgoing to have dinner at the hotel restaurant this evening. (D.) They’re waitingfor their morning golf game to start. (B.)

b. Introduce/elicit language. After listening, check understanding by asking forother ways to say the same thing. For example, What’s another way to say“Please have a seat”? (Please sit down.) “Can I get you something to drink?”(What would you like to drink?) Provide ideas and explanations as needed.

Activity 2

Demonstrate. Encourage students to modify the conversations and/or extendthem. Model this in a T-S or S-S demonstration. For example, Activity 1, Frame 2:

T: Can I get you something to drink?

S: Some Diet Coke, please.

T: I’m sorry, they only have regular Coke. Is that OK?

Teaching Note

Frame d may require some explanation: A hotel employee is offering to makedinner reservations for a guest who will be entertaining customers at the hotelrestaurant this evening. This employee is often called a concierge.

Culture Note

Activity 1, Frames b and c. Customs regarding the offering and accepting ofdrinks, food, invitations, favors, gifts, and so forth, can vary widely from cultureto culture. In some regions it may be polite to refuse at first and wait to be urgedagain. In others you might accept only if the host is eating or drinking as well, orit might be rude to refuse at all. Discuss how these situations would be handledin the students’ cultures and in target cultures.

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38 Unit 10

C O N V E R S A T I O N Would you like something to drink? (page 57)

Students hear a social conversation with a businessguest.


Activity 3

a. Create context. Tell students, Mr. Faldo is going togive a sales presentation at Mr. Williams’s company.They’re in the meeting room waiting to start. Mr.Williams introduces himself.

b. Check comprehension of key expressions by askingstudents questions. For example, Would you likecoffee or tea? Do you take cream or sugar? Couldyou introduce me to your friend? Help themrespond, providing language as needed.

c. Extension. For extra practice, make groups of threeand have students continue the conversation toinclude introducing Ms. Solar, the director. Giveclear demonstrations and provide language supportas needed (e.g., Ms. Solar, this is Mr. Williams). Witha small or private class, you can play more than onerole.

d. Expansion. See Activity 14, PersonalizedConversation, page 89.

Activity 4

After students have practiced in pairs, ask forvolunteers to act out the conversation. Encourage themto keep eye contact as they speak. Some students maywant to do the conversation using their own names.

Language Notes

a. Activity 3, Frame 4. Mr. Faldo makes a request. Twooptions are presented: Could you introduce me andWould you mind introducing me. The request isanswered in Frame 5 with I’d be happy to. Studentsshould know, however, that a positive response toCould you will often include Yes (e.g., Yes, ofcourse), while a positive response to Would youmind will often include No or not (e.g., Of coursenot).

b. The word please (Activity 5, Items B and C) is oftenthought to add politeness, but this depends on thesituation. In answer to an offer (What would you liketo drink? Coffee, please.), please makes the answermore polite. However, depending on the intonation,including the word please can actually makerequests B and C a little stronger than they would bewithout it.

P R O N U N C I A T I O N F O C U SQuestions with would and could (page 57)


Activity 5

Pronunciation emphasis. When these questions areasked at normal speed, the words would and could aresaid quite quickly, and the following y sound ofunstressed you blends with the final d of would/couldto make a j sound. Practice making this blend,remembering the rising intonation at the end of thequestion.


L I S T E N I N G I’d like to go sightseeing. (page 58)

Students listen to people making requests and identifywhat each wants.


Activity 1

a. Pre-listening. Have students look at the pictures onpage 58. Tell them that in each conversation theywill hear a request. Ask, What do the people want?Before you listen, guess. Have students read eachitem and make a preliminary guess before listeningand marking the actual answer. If needed, introducedessert, suit, rest, sightseeing.

b. Option. You might teach the question form: Does hewant (to) . . . or . . . ? Then have students do the pre-listening task with one student covering the cuesand looking at the pictures while the other poses thequestion for each situation.

Activity 2

a. Introduce the activity. Tell students to listen again tothe conversations. Say, In each conversation there’s arequest and an answer. Items A–E show two possiblerequests and two possible answers for each situation.Which ones are actually used in the conversations?

b. Listening. Have students listen to item A; then stopand check the answers to be sure everyoneunderstands the task before proceeding with theothers.

c. Expansion. Have student pairs role-play theconversations they heard. They needn’t be exactlythe same, and may use any of the cues in Activity 2.

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39Socializing

S P E A K I N G Would you like some dessert? (page 59)

Students role-play a dinner conversation.


Activity 3

a. Introduce the activity. Tell students, Speaker A is abusiness guest from another country. The guestarrived at the hotel about an hour ago. Speaker B isA’s host during the visit. They are now having dinnertogether at Speaker A’s hotel. We are going to role-play their conversation during dinner. Draw figureson the board to aid comprehension.

b. Introduce/elicit language. Read through the menutogether, explaining any unfamiliar items. Ifpossible, bring in color pictures of food shown onthe menu. On the board, write these headings: (1) Look atmenus, (2) Order, (3) Wait for the meal and eat, (4)Order coffee/dessert after eating. Read the examplequestions, explaining and offering answer ideas. Askstudents which heading each question belongsunder. Make it clear that the host will probably askthe guest what he/she wants and order for both ofthem when the server comes. Elicit several morequestions for each heading. For example, Have youever been to Miami before? Is your hotelcomfortable?

c. Demonstrate. Slowly go through the role-play withyou as host and a student as guest. Introduce andelicit more questions and answers as you proceed.Have another student pose as the server.

d. Wrap up. Ask hosts what their guests ordered andwhat topics they talked about.

e. Use realia. If possible, increase interest by bringingin copies of a real menu from a different type ofrestaurant to use after students have done the one inthe text. Demonstrate again and clarify any questionsabout meanings of items on the menu.

Culture Notes

a. When dining in a different country, businesspeopleare careful to use table manners acceptable in thatculture. Lack of information about culturaldifferences in table manners can result in a poorimpression. Discuss some guidelines and tips fordining in different countries with students. Forexample, in the US, plates and bowls are not liftedto the mouth; except for cutting with a knife, onlyone utensil is used at a time; one shouldn’t talk withfood in his/her mouth.

b. Show students how to politely signal a server in aUS restaurant. With your hand slightly raised, say,Excuse me, or Excuse me? (with rising intonation).Discuss how this might differ in other countries.Then play the part of the server as students signalyou to their tables.


R E A D I N G Giving Gifts (page 60)

Students read about appropriate business gifts invarious regions.


Activity 1

a. Create context. Tell students, Imagine this situation.You will spend several days visiting the offices andfactories of a business partner in another country.One manager from the company will be your hostand guide during your visit. You would like to givehim/her a gift to show your thanks. What gift willyou give? Have a brief discussion about the topic,writing suggestions on the board.

b. Introduce/elicit language. Put possibly unfamiliarwords and phrases on the board and check theirmeanings before or after reading the article: differentcustoms and practices from country to country;twenty-five dollars or less; diaries; the thoughtbehind a gift; handkerchiefs; cutting ofrelationships; symbols of romance.

c. Expansion. After students read and complete theactivity, ask them if the items in the activity wouldbe good gifts in their own countries or cultures.


Students discuss gift-giving and business gifts in theircountries.


W R I T I N G A Thank You Letter (page 61)

Students read a thank you e-mail and write one of theirown.


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40 Unit 10

Activity 3

a. Analyze the text. Read through the example note asa class, clarifying unfamiliar language such aswonderful hospitality; return your warm hospitality;making me feel at home.

b. Help students identify key parts of the note. Writethe names of the key parts on the board.1. Greeting: Dear . . .2. General introduction/statement of purpose:

I want to thank you . . .3. Specific example(s) of what you’re thankful for: I

enjoyed . . . , I will never forget.4. Expression of a desire to return the kindness:

I would like to return your . . .5. Restating your thanks: Thank you again . . .6. A wish for the future: I look forward to . . . 7. Closing: Sincerely,

c. Demonstrate. If possible, choose a situation thestudents are familiar with, either a business trip oneof them took or another scenario related to thestudents’ work and lives. Work together, elicitingideas and writing a letter on the board or overheadtransparency.

d. Writing. Students write their own thank you notesregarding a business trip or other situation relevantto their lives and work.

e. Option. If practical, have students pair off anddecide on a situation they will both write onindividually. After finishing, they compare theirletters and edit their own work based on thisdiscussion.

f. Wrap up. Have several students explain theirsituations, then read their notes.


Students hear and write decimal numbers.


Activity 4

a. Introduce the activity and introduce/elicit language.Write 10.5 and 10.51 on the board. How do you saythese numbers in English? (Ten-point-five; Ten-point-five-one.)

b. After listening, have students practice saying thenumbers with a partner.

Activity 5

a. Introduce the activity and introduce/elicit language.Quote an exchange rate for two currencies familiarto the students. For example, Today in New York theJapanese yen was trading at ¥109 to the dollar. Whatword do we use for “¥109 to the dollar”? Elicit/offercurrency exchange rate.

b. After students listen, have them check answersorally. To confirm answers, play the audio programagain.

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41

O B J E C T I V E S

S T U D E N T S

❚ Explain about

national culture

❚ Talk about culture

with business

guests

❚ Give a visitor advice

about business

customs

Explaining Your Culture11U N I T



Students listen to a tourist guide talk about Bangkok, Thailand. They then talkabout important sites and activities in their own countries and cultures.


Activity 1

a. Introduce the activity. Ask students, Has anyone been to Thailand before? Didyou go sightseeing in Bangkok? What famous places did you visit?

b. Introduce/elicit language. Before or after listening, check for unfamiliar wordsand phrases: don’t miss, traditional Thai art, Temple of the Emerald Buddha,shouldn’t wear very casual clothes, should take off your shoes. Also check thevocabulary in the Casual Clothes box.

c. After listening, have students check if the sentences are true or false.

Activity 2

a. Demonstrate. Tell students to imagine they are working at a touristinformation center in their area or city. Ask, What should business visitors seeor do? Model by giving examples from your own area and culture, or an areayou know. For example, about New York: You should go to the top of theWorld Trade Center. It has a beautiful view. Don’t miss going to a Broadwayshow.

b. Explain that should/shouldn’t indicates strong recommendations (really goodideas). Don’t miss is similar in meaning to you should, but even a littlestronger. If students are ready, also explain and demonstrate that we usuallyoffer some explanation after a recommendation (e.g., It has a beautiful view).See Language Note below.

c. Wrap up. Have students share ideas as a whole class. Ask some follow-upquestions (e.g., Why is it famous?) and encourage students to do the same.

Language Note

a. Activity 2. You should and You shouldn’t are common ways to give a strongsuggestion. Even stronger are You have to; You can’t; You must; You mustn’t.For softer suggestions try You could or You might not want to.

b. Activity 2. We often qualify suggestions with if statements. For example, Ifyou like animals, you should see the zoo. Students can try this if they areready.

UNIT_1to14 11/26/01 1:36 PM Page 41

C O N V E R S A T I O N You should try it! (page 63)

Students hear a conversation between a businessvisitor and a host about things to see and do in thehost’s country.


Activity 3

a. Create context. Say, A businessman is visiting Braziland has some free time. He’s asking his host forsome good ideas about what he should do.

b. Listening. Students look very briefly at theconversation frames to grasp the situation. Then say,Now close your books. The host gives the visitor tworecommendations. What does she suggest? Havestudents listen and check answers. Then have themopen their books and listen and read.

c. Ask questions to check understanding. For example,What recommendations does she give? What willthey probably do tonight? Do you like beef stew?

Activity 4

Expansion. See Activity 15, Personalized Conversation,page 90.

Language Notes

a. Activity 3, Frame 1. You should and Don’t misscarry similar meaning, but can’t simply besubstituted for each other. Don’t miss is followed bya noun/gerund phrase (Don’t miss the Statue ofLiberty or Don’t miss seeing the Statue of Liberty).You should is always followed by the remainder ofthe verb phrase (see the Statue of Liberty).

b. Activity 3, Frame 2. The alternate expression What agood idea! is an exclamation and may presentdifficulties. We normally associate What with aquestion, but here it’s more equivalent to That’ssuch a good idea! Offer other examples to make thisclear. What a beautiful car! What a delicious meal!Draw students’ attention to the exclamation point atthe end of the sentence.

c. Activity 3, Frame 3. What about is a common way tocontinue on a similar conversational track, but witha new topic or focus. For example, What about you?What about Chinese food? What about a soccergame? Encourage students to use it.

P R O N U N C I A T I O N F O C U S Should and shouldn’t (page 63)


Activity 5

Pronunciation emphasis. When speaking at a normalspeed, should is said quickly without stress. Shouldn’t,however, receives contrastive stress to set if off fromshould. Have students practice making this distinction.


L I S T E N I N G This is culture. (page 64)

Students listen to three executives speak about customsin Malaysia, China, and Cuba.


Activity 1

a. Create context. Write the word customs on theboard. Explain, Customs is sometimes a place: thearea in the airport where they check your bags whenyou arrive. But the word customs can also refer to anidea or cultural meaning. Cultural customs arethings that people in a society often do and say inparticular situations. For example, in NorthAmerica, when a new employee comes to the officeor a new person moves into the neighborhood, it’s acustom for people to introduce themselves andwelcome him/her. That’s a social custom. If you areinvited to a party at someone’s house, it’s customaryto arrive a little late. That’s a custom. Use severalexamples.

b. Introduce the activity. Read the instructions. Ask,What kinds of customs do they talk about for eachcountry? Check the topic.

c. Introduce/elicit language. Before and/or afterlistening, check for unfamiliar language: (a) light-weight clothes, long-/short-sleeved shirt, socialevent, (suit) jacket; (b) equal business relationships,banquet; (c) informal and relaxed, right away.

Activity 2

a. Introduce the activity. Tell students to listen again toeach conversation. Ask them to explain the customsand fill in the blanks.

b. Pre-listening. Have students quickly try filling in theblanks before listening. Then have them listen againto check their answers.

42 Unit 11

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43Explaining Your Culture

S P E A K I N G It’s very popular. (page 65)

Students recommend things to do and see in theircountries/cultures.


Activity 3

a. Demonstrate. After reading the instructions together,give an example for each category (sport or game,entertainment, well-known place) from yourculture/home area or one you know. For example:

S: What sport should I see ?T: You should go to an ice hockey game. It’s a lot of

fun.

b. Planning time. Before having students work with apartner, allow students up to five minutes to planitems and reasons for each category in the AskAbout box. They can use ideas from their owncultures or give advice for a visit to another regionthey know.

c. Demonstrate. Demonstrate again with a student, thistime sharing more ideas and asking follow-upquestions if possible. For example, What’s the bestplace to do that? What’s that food made with?

d. Wrap up. With a large, monocultural class, havepairs join to make groups of four and share ideas tocome up with their four best recommendations,which they then share with the whole class. With asmall class, have students share their ideas witheveryone and ask each other follow-up questions.

e. Option. With a large class, after pair work, have eachstudent individually circulate around the room,gathering ideas for a specific category (e.g., sports orgames). They then report to the whole class on thetwo best or most interesting ideas they heard.

f. Options. Here are some other activities for amonocultural class. 1. You are members of an entertainment committee

brainstorming the best ideas for entertaining aforeign guest in your community.

2. Each pair chooses a different region of theircountry and chooses activities and foodsappropriate for that area.

3. Each pair is assigned a guest (a fictitious orfamous person) of a different age (e.g., in his/her20s, 30s, 40s, 50s) and chooses appropriateactivities.


R E A D I N G Business Cultures (page 66)


Activity 1

a. Create context. Tell an anecdote from your ownexperience or pose a situation like this: Imagine thatyou are in a business meeting, talking about yourplans for a new business idea. Another person says,“I strongly disagree with you because . . . ” How doyou feel about him? People from different culturesmight have different feelings. That’s the topic of ourreading.

b. Introduce/elicit language. Before or after reading thearticle, check understanding of key words andphrases. For example, be direct in business dealings;expressions; “Time is money”; “Let’s get to thepoint”; open disagreement; detailed plans; goodtechnical knowledge; successful businessrelationships; strong social relationships; dobusiness with individuals, not companies; In otherwords; “small talk”; respect for age and rank; neverdisagree openly; embarrass.

Activity 2

a. Listening emphasis. Students work with partners.Speaker A reads the cues, while B, with book closed,answers with usually, sometimes, hardly ever. Theythen switch roles and repeat.

b. Wrap up. Ask students for their responses andask/elicit follow-up questions (e.g., When is/isn’t itimportant?).


Students discuss business culture and keys to goodbusiness relationships.


Activity 3

Expansion. See Activity 16, Business and Culture Quiz,page 91. (Note that answers to the quiz are provided onpage 92 and can be photocopied and distributed to thestudents.)

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44 Unit 11

W R I T I N G Advice About Business Customs (page 67)

Students read an e-mail offering advice about businesscustoms in Colombia, then write a similar note aboutcustoms in their own countries.


Activity 4

a. Analyze the text. Read through the example notetogether, clarifying unfamiliar language: it’s mypleasure to; in English on one side, and in Spanishon the other; two to three weeks in advance; makeback-to-back appointments. Guide students inidentifying the key parts: subject: Your trip toColombia; greeting: Dear; statement oftopic/purpose: You asked about; specificsuggestions/advice: bulleted list.

b. Writing. Go through the list of possible topics in thebox, giving examples of advice in each of theseareas. Then have students write their own noteswith advice on several of these topics, or others oftheir choice.

c. Wrap up. In a small class, students read their notesfor the others with follow-up questions/discussionon each. In a large class, students pair off, read theirnotes, and ask follow-up questions.

d. Option. Use student writing to make a small bookletof tips for visitors.


Students hear and write metric equivalents for USmeasurements.


Activity 5

a. Introduce the activity. Explain that the US is one ofthe few countries in the world that has not made themetric system its standard system of measurement.

b. Introduce language. Read through each unit ofmeasurement (inch, millimeter, foot, etc.), havingstudents listen and repeat to establishpronunciation. Write on the board and introduceounce (oz) and pound (lb).

Activity 6

a. Introduce the activity. Students complete the taskand then check answers with their partners.

b. For additional practice, dictate additionalmeasurements to students.

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45

O B J E C T I V E S

S T U D E N T S

❚ Compare companies

and jobs

❚ Compare different

products

❚ Use graphs to

compare

information

Comparing Workplacesand Products12U N I T



Students listen to and read comparisons between several companies, then makeadditional comparisons.


Activity 1

a. Introduce the activity. Ask students what they know about the threecompanies on page 68. Give background as needed. For example, AmericaOnline is the leading Internet service provider in the US. Dell Computer is aleading producer of personal computers and servers. Johnson & Johnsonproduces many famous brand-name household products (soaps, lotions, etc.).

b. Introduce/elicit language. Before and/or after listening, check for unfamiliarwords and phrases: online, applicants, percentage of turnover, fewer, higher,lower. On the board, draw a bar graph of applicants at AOL and Dell to showfewer/more applicants. Put up another bar graph of turnover at AOL and Dell.Point out higher and lower turnover.

c. After listening, students write four more sentences (in pairs or individually).Do a few examples orally first.

d. Option. Don’t limit the activity to four comparisons. Challenge students toproduce as many comparisons as possible in a given amount of time.

Activity 2

a. Option. Have students compare their ideas in pairs or groups. You can add acompetitive aspect by awarding one point for each idea one group has but theothers don’t.

b. Wrap up. Discuss these questions as a class: Which company might have themost competition for jobs? Where would you like to work as personnelmanager? Why?

c. Option. Expansion. From a magazine, clip a table of business statistics (e.g.,average pay, profits, price-to-earnings ratio) for several companies. Studentscan use this to make new comparisons. Alternatively, students makecomparisons based on their own knowledge of various companies.

Language Notes

a. Activity 1. Comparative forms vary depending on the adjective being used.Short, one-syllable adjectives typically take -er plus than (bigger than, nicerthan). Two-syllable adjectives ending in -y typically drop the -y and add -ierplus than (easier than, noisier than). Other two-syllable or longer adjectivesusually don’t change form, but add the words more . . . than (more expensivethan) or less . . . than (less difficult than). Two important irregular forms aregood–better and bad–worse.

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46 Unit 12

b. Activity 1. When comparing numbers and amounts,the comparative adjective typically precedes thenoun, with than following. (AOL has fewerapplicants than Dell. AOL has a higher percentageof turnover than Dell.) When comparing countablenouns, use fewer and more (fewer applicants, morenew jobs). For noncount nouns use less and more(less crime, more trouble). For levels, percentages,rates, and so forth, use lower and greater/higher (alower absentee rate, a higher percentage ofmistakes).

C O N V E R S A T I O N Tell me more about your new job. (page 69)

Students hear two friends talk about the positive andnegative points of a new job.


Activity 3

a. Introduce/elicit language and create context. (Booksclosed.) Write these words on the board: happy with,satisfied with, interesting, responsibility, chances forpromotion, stress, challenging, salary, earn money.Check understanding, then ask, What are all of thesewords related to? (Work, jobs, careers, etc.)

b. Listening. Have students look briefly at theconversation frames. With books closed, havestudents listen for the answers to these questions:What’s better about his new job? What’s worse? Afterlistening, check ideas. Have students open books,listen again, and read.


Activity 4

After students have practiced in pairs, invitevolunteers to do the role-play for the class. Encouragestudents to adjust the conversation to suit their ownsituations.

Language Notes

a. Activity 3, Frame 1. The woman says, You seemvery happy with your new job. Seem(s) usuallyprecedes a general impression based on what you’veseen, heard, felt, and so forth. Sounds precedes animpression based on what you’ve heard or read.Looks is based on what you’ve seen or read. Feels isbased on your physical (e.g., touch) or emotionalsensation.

b. Activity 3, Frame 3. The woman asks, but don’t youhave more stress? This expresses her guess that hehas more stress in his new job than before. It’s verysimilar to the tag question but you have more stress,don’t you? In either case, the answer is the same.Respond to the simple question Do you have morestress? with Yes, I do or No, I don’t.

c. Activity 3, Frame 4. The woman summarizes toconfirm her understanding of what has been said,beginning with So, and finishing with right? This isan especially useful strategy for language learners.Using a simple tag, right?, expresses relatively highconfidence that you’ve understood. The longer form,Is that right?, shows less confidence and is moreacceptable if it turns out you’re mistaken.

Culture Note

Activity 3. How we speak about our jobs variesstrongly from culture to culture. Explore with studentshow a similar conversation might be in their ownculture(s). For example, Would you ask why the job ismore interesting? Would it be OK to suggest a possibleproblem with the job (more stress)? Would youcomment on your higher salary or clear interest inpromotion?

P R O N U N C I A T I O N F O C U S Statements with more . . . than (page 69)


Activity 5

a. Pronunciation emphasis. In natural speech, more istypically not strongly stressed, but is not reducedeither. The adjective or noun following receivesstrong stress, while than which follows is quitereduced (very weak and quick). Focus students’attention on the intonation and rhythm.

b. Expansion. Have students continue makingstatements comparing past and present jobs (real orimagined). For example, My present job is moreenjoyable than my old job.

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47Comparing Workplaces and Products


L I S T E N I N G Is it more expensive than . . . ? (page 70)

Students listen to hints with comparative forms anddecide which items are being talked about.


Activity 1

a. Introduce/elicit language. On the board, write asentence comparing two cars that are well-known inyour area, with blanks where the comparative formsgo. Elicit answers from the words listed in Activity2. For example, A Mercedes 350SL is _____ than aFord Escort.

b. Introduce the activity. Read the instructions. Give anexample: Look at the objects in Activity 1. Whichone am I talking about? It’s larger than a watch andmore expensive than a cassette player. It’s easier tocarry than a small stereo. (CD player.) Give studentsa few minutes to study the pictures and vocabulary.Play the audio program.

Activity 2

Introduce the activity. Read the directions and makesure students understand the vocabulary beforebeginning.

S P E A K I N G Our printer’s better for you. (page 71)

Pairs role-play a salesperson and customer comparingbusiness products.


Activity 3

a. Introduce the activity and new language. Checkunderstanding of key terms, for example,videoconferencing system, current discount, groupconferencing, service guarantee. Then brainstormanother comparison between Alto and Cedro.

b. Students work together to think of morecomparisons. This can be done in pairs or in groups.When students are finished, have students sharetheir comparisons.

Activities 4 and 5

a. Introduce Activity 4. Give students a few minutes tostudy the chart of printer features. Ask for a fewexample comparisons. Note: The Cedro printer is infact for medium to large workgroup use, not groupconferencing.

b. Read through the directions carefully with thestudents. Have two students read the example. Askstudents for other things the sales rep (representa-tive) can say.

c. Demonstrate. Use the Example from Activity 3. Say,Now I’m a sales rep for Cedro Inc. I want to sell youmy product. You are customers who challenge me toprove my product is the better buy. Role-play thesituation with you as the sales rep for Cedro and theclass as a group of customers. Encourage them to betough in a good-humored way (see Culture Note,below).

d. Follow the same procedure as above to introduceActivity 5. Check understanding of key terms, forexample, continuous call time, monthly fee.

e. Have students practice the role-plays in pairs. Movearound the classroom and offer assistance.

f. Wrap up. Ask students whether they were convincedby the sales rep to buy the product. Ask volunteersto show their sales skills as they role-play for theclass.

Culture Note

In Activities 4 and 5, the sales rep is making directcomparisons between products to convince thecustomer. Expected behavior on both sides varieswidely from culture to culture, from an almostcombative approach to a very subtle exchange with fewif any direct comparisons. Suggest an approachappropriate to the needs of your students. In a NorthAmerican context, this exchange might include directcomparison of the products on both sides, with thesalesperson pointing out the advantages of his/herproduct, while the customer points out potentialdifficulties and asks for clarifications, moreinformation, and so on. Both sides, however, will usesmiles and humor to soften their words and will striveto maintain a cordial feeling throughout the exchange.


R E A D I N G Job Satisfaction (page 72)


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48 Unit 12

Activity 1

a. Introduce the activity. Write the phrase jobsatisfaction on the board. Ask these rhetoricalquestions: How satisfied are you with your job? Areyou happy with your job? Are there things youwould like to change? This article is about a jobsatisfaction survey. Canadian workers were askedwhat makes a job good or bad. As you read,underline the six main points for job satisfaction.

b. After students have read the article, elicit the sixmain points, and write them on the board. Clarifyany difficult terms.



Activity 2

a. Introduce the activity. Preview the question, thevarious factors (good pay, etc.) and possible answers(very important, important, less important). Readthrough the examples. Point out that the verb be inthe question will change depending on the subject(How important is good pay? How important arefewer working hours?). Gerund phrases take is (Howimportant is improving skills/making decisions?).

b. Demonstrate. If possible, put a copy of the chart onthe board. Have students ask you questions. Answerwith your own opinions and have a student mark offyour answers on the chart. Ask students to providetheir own ideas for the last (other) item. Modelsimple answers (It’s not very important) andcomparative answers (It’s more important than, It’simportant, but it’s less important than). Also modelgoing beyond short answers to explain why youthink so.

c. Planning time. Divide students into pairs. Beforebeginning, have students check boxes to record theirown ideas and fill in the last (other) item.

d. Wrap up. After students have interviewed eachother, ask the whole class, Which factors are mostimportant to you and your partner? How do yourideas differ? What other factors are important toyour job satisfaction? What factors are especiallyimportant in your culture?

W R I T I N G Bar Graph Comparisons (page 73)

Students read a table highlighting industry-by-industryemployee responses to three statements related to jobsatisfaction and then produce bar graphs based onthem.

See General Suggestions for Writing page xi.

Activity 3

a. Introduce the activity. Explain that the table showsdata from the survey in the reading.

b. Introduce/elicit language. Read through the table,explaining terms as needed, for example, percentageof employees who agreed, by business sector, hightech, insurance, utilities, resources.

c. Show how the data for the first statement have beentranslated into a bar graph. Have students completegraphs 2 and 3.

d. Wrap up. Have students put graphs 2 and 3 on theboard. Ask students to estimate if most employees intheir own sector would agree or disagree with thesestatements.


Students hear and write metric equivalents for USmeasures of weight and volume, then hear and writeseveral more measures.


Activity 4

a. Introduce language. Go through each unit ofmeasurement, having students listen and repeat toestablish pronunciation and abbreviations.

b. Introduce the activity. Listen for metric equivalentsfor US weights and volumes and write them down.

Activity 5

Play the audio program. Students listen and then checktheir answers with their partner.

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49

O B J E C T I V E S

S T U D E N T S

❚ Give advice about

office projects

❚ Talk about

workplace needs

and problems

❚ Write advice for

managers

Executive Advice13U N I T



Students listen to and read advice from Bill Gates on managing projects. Theythen give their own advice on selected topics using should, shouldn’t, have to,and so on.


Activity 1

a. Introduce the activity with books closed. Start out with a different twist: Let’sdo some word association. I say black, you say . . . (White?) I say spaghetti,you say . . . (Sauce?) Student answers may vary, but accept reasonableassociations. I say airline, you say . . . (British Airways.) I say Macintosh, yousay . . . (Apple/computer.) I say Bill Gates, you say . . . (Microsoft.) That’sright. Bill Gates became famous as the chairman of Microsoft, and today we’llread some of his advice for executives managing projects.

b. Pre-listening. Students have practiced modals should and shouldn’t before inthe context of travel advice, Unit 11. Have students quickly skim the text,thinking of how to fill in the blanks. Don’t check answers; continue on towork with other important vocabulary (see below) or go straight into listening.

c. Introduce/elicit language. Before and/or after listening, check comprehensionof interface (face-to-face communication, interaction), business projects, besure, skills and resources, too little or too much, complete the project, inperson, keep everyone informed regularly.

Activity 2

a. Introduce/elicit language. On the board or an overhead transparency, write thewords should, shouldn’t, have to, don’t have to, need to. Also write thesesentences with blanks:

1. You _____ visit the dentist once or twice a year.

2. You _____ try to be a few minutes early for work every day.

3. You _____ work too much overtime. You’ll get tired and stressed.

4. You _____ spend too much money. You need to start saving.

5. You _____ learn a second language, but it can help you in business.

6. You _____ buy a new car. A used car might save you money.

Have students work in pairs to fill in the blanks. Then discuss whichphrase(s) would be best in each blank, and help students get a sense for howthese modals are used (see Language Note below). More than one answer ispossible.

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50 Unit 13

1: have to. This must be done. There is no option.2–3: need to or should. All are good ideas, strongly

suggested.4–5: shouldn’t. These things should be avoided. 6–7: don’t have to. It might be a good idea (6). It

might not be a good idea (7). b. Demonstrate. Work together with the students,

eliciting ideas to produce one piece of advice foreach topic. They can be very similar to Gates’ssuggestions in the text. Do one or two for each topic.Then erase the board and have student pairs repeatthe exercise, using their own, original ideas or ideaslike those in the text and your demonstration.

c. Wrap up. Elicit ideas from the whole class.

Language Note

Activity 1. The phrase don’t have to is oftenmisinterpreted by learners as being the opposite ofhave to, that is, can’t/must not. Show that don’t haveto means you can do it or not do it as you like.

C O N V E R S A T I O N Why don’t you . . . ? (page 75)

Students hear a junior manager asking a seniorcolleague for advice about problems at work.


Activity 3

a. Create context. Jim’s team is working on a project,but there’s a problem, so he asks a senior colleaguefor some advice.

b. Introduce/elicit language. Before or after listening,check understanding of key words and phrases, forexample, for a moment, new markets project, behindschedule, part-time help, any other advice, leteveryone know, anything else, what else, setdeadlines for each stage.

Activity 4

Expansion. See Activity 18, Personalized Conversation,page 94.

Language Notes

a. Activity 3, Frame 1. The first speaker (Jim) says, CanI speak to you for a moment? This is a soft requestoften used by a lower-ranking individual withsomeone of higher rank or between equals. The manreplies, Sure what can I do for you? showing hiswillingness to help, and encouraging his colleagueto tell him what’s on his mind. This expression iscommon between equals or from a higher-rankingindividual to a lower-ranking one. It might seempresumptuous coming from someone of lower rank.The open-ended requests for ideas and strong,concise pieces of advice confirm that thisconversation is between people of unequal rank.

b. Activity 3, Frame 4. Jim says, Anything else I shoulddo? This is a shortened form of the question, Is thereanything else I should do? Another form—What elseshould I do—would be acceptable, but it’s a strongerexpression that demands an answer. The yes/noquestion is softer and gives the other individual thechance to decline: I can’t think of anything rightnow.

P R O N U N C I A T I O N F O C U S Have to (page 75)


Activity 5

a. Pronunciation emphasis. When spoken at a normalspeed, the have portion of have to is typically notstrongly stressed, but it is not particularly reducedeither, while to is reduced (very weak and quick).The following verb receives strong stress. The finalvoiced [v] of have and the final [z] of has assimilateto the voiceless [t] of to. Focus on pronunciation andrhythm of the modal and verb set in isolation (e.g.,have to tell) then apply to saying the wholesentence.

b. Expansion. If appropriate, have students continuemaking statements of advice or duties they have toperform. I have to get to work by 7:00 tomorrow.

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51Executive Advice


L I S T E N I N G What should we do? (page 76)

Students hear people talking about problems at workand identify the problems.


Activity 1

Introduce/elicit language. After introducing theactivity, have students look together through theproblem options for each item (A–E) and explain anyunfamiliar expressions, for example, too much work,don’t have enough meetings, too many meetings, tookthe wrong road.

Activity 2

Pre-listening. Ask students to try to quickly fill in theblanks before listening. If they don’t know one, theycan skip it. Then have students listen to check theiranswers.

S P E A K I N G What skills should people have in your job? (page 77)

Pairs discuss workplace needs and problems.


Activity 3

a. Introduce/elicit language with books closed. Put anextended version of the example conversation on theboard or an overhead transparency, but leave out theaffirming phrases: I agree . . . , That’s right . . . , Yes,and . . . You’re right . . . For example:

A: People in my job should have computer skills.

B: _____ And they should be good at makingpresentations.

A: _____ They also need to write clearly.

B: _____ They have to organize their time well, too.

Point out to students how the expressions keep theconversation moving more naturally. Have studentsopen their books and look at the ConversationStrategies.

b. Introduce the activity and demonstrate. Havestudents read the example, and then elicit moreideas about skills to have. Do one more exampleusing the first item from Speaker B’s page.

c. Introduce/elicit language. With smaller classes, pairsshould simply start working and ask you when theydon’t understand a question or how to respond.With larger classes, you may need to go throughseveral or all topic questions and clarify meaningsbefore starting.

d. Wrap up. Elicit ideas from the whole class for one ortwo of the topics that seemed particularly interestingduring pair work.


R E A D I N G Teams: Key Questions to Ask (page 78)

Students read about management strategies for teamprojects.


Activity 1

a. Introduce the activity. Read together theintroduction and the three questions. Say, These arequestions Wageman and Katzenbach think youshould ask any time you form a team. Answer anyquestions about the items, then have students readto match the advice with the questions.

b. Introduce/elicit language. Before and/or afterreading, check understanding of key language, forexample, shorten delivery time by 2 hours, cleartarget, “individual” company culture, workseparately under a manager, help—but not control—team members, not be afraid to make decisions.


See the General Suggestions for Talk About It, page xi.

Activity 2

Expansion. See Activity 19. Talk About It, page 95.

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52 Unit 13

W R I T I N G Good Management Tips (page 79)

Students read a set of management do’s and don’ts, andthen write their own.


Activity 3

a. Introduce/elicit language. Books closed. Say, Thesetips are from a management seminar. Some aredo’s—things a manager should do—and some aredon’ts—things a manager shouldn’t do. Readthrough the list for the class, clarifying meanings asyou go. Have students tell you which are do’s andwhich are don’ts.

b. Introduce the activity. When students finish, haveseveral students read through their advice.


Students hear and write various fractions.


Activity 4

Introduce the activity. Write on the board (withfigures): 1–2 , 2–5 , 3–7 , 15–9 , 8 1—15 . Ask, How do we say thesefractions? Elicit and/or provide one-half, two-fifths,three-sevenths, one and five-ninths, eight and seven-fifteenths. Then read the instructions and proceed withthe activity.

Activity 5

Expansion. For extra practice, divide the class intopairs and give one student in each pair a list of 10fractions to dictate to the partner. After students havefinished, give out another list of fractions for the otherperson to dictate.

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53

O B J E C T I V E S

S T U D E N T S

❚ Talk about a future

business trip

❚ Make predictions

about the workplace

❚ Write about

business predictions

Business Plans andPredictions14U N I T



Students listen to a manager talking about a future business trip, then talk abouttheir own future business trip.


Activity 1

a. Introduce the activity. Tell about a business trip you’re planning or would liketo take in the future. Ask, How often do you travel on business? Are you goingon a business trip soon? Where? On page 80, listen to a manager talking abouta future business trip.

b. Introduce/elicit language. Introduce the listening task and check comprehensionof early Tuesday morning, production site, sales conference.

Activity 2

a. Introduce/elicit language. Put these sentences in random order on the board:I’m leaving on the 18th. I’m going to meet with sales reps on the 20th. I’ll seeyou on the 22nd. I’m planning to buy a new car. I’ll probably play some golfon the weekend. I might ask Gonzalez to work for us. Have students rank thestatements from strongest/most sure to weakest/least sure. After a given time,ask students to do this on the board. (See Language Notes below.)

b. Demonstrate. Go through the example with a student. Emphasize theconnecting language: First, Then, Finally. Write them on the board, as well asNext, After that, And then, Later. Now do another example. Tell about a realor imaginary future trip and have students ask questions. Pause betweenutterances, and elicit connecting words from the students, pointing to theboard if necessary. See Language Notes below.

c. Be sure to give students enough time to recall/plan their itineraries beforebeginning to talk with a partner.

d. Wrap up. Ask several students to tell about their partners’ trips.

Language Notes

a. Activities 1 and 2. When talking about our plans (things we havedecided/intend to do), we typically use phrases like I’m leaving, I’m going tomeet, I’m planning to buy. Simple I will is rarely used when talking aboutplans, and is more often used (a) at the time you decide something (I’ll meetyou at the corner), (b) when volunteering, agreeing, or promising to dosomething (I’ll do it!), (c) to predict or express a hope for the future (I know I’llpass the test). Both will and be going to are sometimes used to expresssomething you believe will happen based on current evidence (If we don’t

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54 Unit 14

hurry, we’re going to/we will be late. I’m goingto/will be 50 tomorrow). The phrases I’ll probablyand I might can be used in almost any situation toexpress uncertainty.

For students, these distinctions can be verysubtle. Consider introducing only as much of this asmay be helpful and avoid excessive detail.

b. Activity 2. Connecting words help hold a story oraccount together, showing how parts relate to eachother. Introduce first, then, next, after that, later, andthen, later, finally, and model and encourage theiruse. All except later, first and finally are basicallyinterchangeable. Later indicates some passage oftime after the previous event or action.

C O N V E R S A T I O N We’ll save money. (page 81)

Students hear two sales managers discuss plans for aconference.


Activity 3

a. Create context. Say, Two people are talking about anupcoming professional conference/trade show.They’ll have a booth in an exhibition hall. Askstudents who they think the boss is and why.

b. Listening. Students look at the photos briefly, thenclose their books. Ask, How many sales reps does hewant to take to the conference? Does his boss likehis idea? Why or why not? Have students listen,check answers, then open books and listen again.

c. Introduce/elicit language. Confirm understanding ofkey language points. For example, I think . . . ,Really?, Yes, I’m sure you can, but . . . , Besides, . . .Let’s do it. See Language Notes below.

Activity 4

a. As students practice, check to make sure they usethe alternate phrases.


Language Notes

a. Activity 3. In Frame 2, the boss says, Really?Depending on voice inflection, this can be a fairlysoft way of expressing doubts. It’s often followed bya question or statement clarifying what the concern

is. Here the boss adds, Are four going to be enough?In Frame 3 also, the boss wants to express furtherdoubt, but she balances that by first affirming herfaith in the manager’s opinion/judgment/ability.

b. Activity 3. In Frame 4, besides signals that anotherpoint will be brought up from a somewhat differentperspective. With All right. Let’s do it, the bossindicates that she’s convinced and is ready tosupport the plan and work for its success.

Culture Note

Activity 3. In this exchange, the boss is quite gentlewith the sales manager (Really? . . . I’m sure you can,but . . .), while the manager is fairly forceful in pushinghis plan, even interrupting his boss in Frame 4.Depending on the personalities involved, the genderroles, the company culture, and the culture of theregion, this exchange could go quite differently. Ifstudents are able, discuss how people might interact ina similar situation in the students’ companies/cultures.

P R O N U N C I A T I O N F O C U S Contraction of will (page 81)

See the General Suggestions for Pronunciation Focus,page ix.

Activity 5

Pronunciation emphasis. In spoken English, will isusually combined with the preceding word to form acontraction. It’s particularly important that students areable to catch this when listening.


L I S T E N I N G The Future of Business (page 82)

Students listen to people talking about future trends inbusiness.


Activity 1

a. Introduce the activity. Say, On page 82, our topic isthe future of business. You will listen to peopletalking about some trends in business. Read theinstructions together.

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55Business Plans and Predictions

b. Introduce/elicit language. If students need thesupport, elicit key words for each picture, askingWhat do you think these pictures are about?(Videoconferences, management and planning,credit cards, and multinational companies.) Also goover the time expressions listed under each item.

Activity 2

Expansion. After listening again and completingActivity 2, ask students, What do you think is thefuture of business? What changes do you expect, andwhen do you expect them? Discuss this as a class, orhave pairs brainstorm, then share their ideas.

Language Notes

a. Activity 1. The time phrases in five years and withinfive years may carry a similar sense of somethinghappening within a given time frame: In/Within fiveyears, 80 percent of the population will use mobilephones. However, in five years can also indicate thatsomething will occur five or nearly five years fromnow, while within five years indicates that it mighthappen at any time in that period: In five years I’mgoing to quit my job and move to Bali is not thesame as Within five years I’m going to quit my joband move to Bali.

b. Activity 2. In this case, be going to and will areinterpreted similarly, with the sense of a prediction(will) or something the speaker thinks will happenbased on current evidence (be going to).

S P E A K I N G I’m going to start my own company. (page 83)

Pairs make predictions about the workplace.


Activity 3

a. Introduce the activity. Begin with: What do youthink you will be doing in 10 years? Will you workfor the same company? Will your job be different?How about next year? Our topic is the future. Whatwill happen in our jobs and companies? Read theinstructions and the topics in the box.

b. Introduce/elicit language. As you work through theintroduction and demonstration, stop to clarify anyunfamiliar language. In particular, be sure studentsunderstand that by 2015 means that this will happenbefore or in the year 2015, but not after.

c. Demonstrate. Share your own ideas for each cue.Then give students 5–10 minutes to write their ownideas.

Activity 4

a. Demonstrate. Have a student ask you for your ideas.Follow up some of your answers with How aboutyou? Also model use of the Conversation Strategies,Well, I’m not sure, but . . . and show that negativeideas are fine, too. For example, I don’t think we’ll . . .

b. Wrap up. Ask several students to report oninteresting points their partners shared with them.

c. Option. If students are not currently working inbusiness, have them express their expectationsand/or hopes for their future careers.


R E A D I N G The Technology Revolution (page 84)

Students read about some effects the Internet will haveon business.


Activity 1

a. Create context. Ask, Do you use the Internet? Haveyou ever bought anything over the Internet? Tellabout your own experiences with e-commerce.

b. Introduce/elicit language. Before and/or afterreading, check understanding of key language, forexample, technology revolution, nontech companies,producers selling products through stores or agents,sell directly, more competition, keys to profitablebusiness, Internet economy.



W R I T I N G A Business Predictions Report (page 85)

Students examine a chart on future trends, then write ashort report based on the chart.


Activity 2

a. Introduce the activity. Tell the class, As you know,companies and individuals around the world arespending more and more on technology and theInternet each year. Here’s a chart showing the

UNIT_1to14 11/26/01 1:36 PM Page 55

56 Unit 14

estimated percentage of increase in the next fiveyears. Read through the chart with the class.

b. Introduce/elicit language. As you read through thechart, define key terms, for example, technologyspending, Internet usage, estimated percentage ofincrease, regions, Americas (North, Central, andSouth America), Asia Pacific.

Continue on to the example, and point out thephrases is going to increase and will increase.Elicit/offer other ways to express the same meaningand write these on the board. For example, is goingto rise, will be up. If appropriate, point out thatthese estimates could be expressed in less certainfashion using should or will probably, for example,should rise, should be up, will probably increase.

Activity 3

After students write their reports, have several presenttheir reports for the others. Critique and givesuggestions as appropriate.


Students hear and write large whole numbers usingdecimal expressions, such as 7.5 million.


Activity 4

Introduce the activity. Write on the board: 7,500,000;1,200,000,000; 26,800,000; 99,620,000,000. Elicit thenumbers in long form. Ask, What’s a shorter way to saythese numbers? Elicit/offer seven point five million;one point two billion; twenty-six point eight million;ninety-nine point sixty-two billion. Continue with moreexamples as needed.

Activity 5

Expansion. For extra practice, have each student write10 numbers on a piece of paper. Then, working inpairs, have students dictate their numbers to eachother. Have students write down the numbers in boththe short and long forms.

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76 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

U N I T 1

Introductions in the Business World

Activity 1

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 3)

Conversation: It’s nice to meet you.

Personalized Conversation

1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box andyour own ideas.

morning It’s nice This way All rightafternoon I’m glad Follow me OK

NicePleased

Situation: Speaker A is visiting Speaker B’s company. They meet and then Speaker B takes Speaker A to his or her office.

A: Good ____________.

B: ______________, Mr./Ms. _______________. (name) I’m ______________. (name) It’s nice to meet you.

A: __________ to meet you, too, Mr./Ms. __________.

B: Let’s go to my office. __________, please.

A: __________.

B: By the way, please call me __________. (first name)

A: Thanks. And please call me __________. (name)

2. Practice the conversation with a partner. Then switch roles.

BACK_MATTER 11/26/01 1:47 PM Page 76

77Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

U N I T 1


Activity 2

Name _________________________ Date ________________________

G L O B A L C O M M U N I C A T I O N (page 6)

Reading: Titles and Names

Talk About It

Discuss the following questions with a partner.

• Do you use your first name when you meet a business visitor for the first time?• When a co-worker introduces someone to you, do you use the person’s first name?• In your country, is it OK to call someone by his or her first name when you meet for the first time?• When do you always use a title and last name?



U N I T 2

Describing Your Company

Activity 3

Name _________________________ Date ________________________


Conversation: And what do you do?


1. Read the situation and the conversations below. Then fill in the blanks. Use words from the box andyour own information.

What company do you work for? I’m with We’re in the _____industry. here’s mineWho are you with? I work for We make/produce What does your company do?What department are you in?

Situation: Speaker A and Speaker B are at a presentation for managers from different companies. Thepresentation ends, and they introduce themselves. This is the first time they have met. They talk abouttheir companies and products.

A: Hello, I’m ____________________. (name)

B: I’m ____________________. (name) Nice to meet you. What_______________?

A: I ___________________________. (company name)

B: Oh. ____________________do?

A: We _____________________. (type of industry/products)

B: And what _________________?

A: I’m in the ____________________ department. So, how about you? Who _____________?

B: Oh, I’m ____________________________. (company name)

A: ________________?

B: We ____________________________. I’m in the ___________________ department. Here’s my card.

A: Thanks, __________.




U N I T 3

Office Routines

Activity 4

Name _________________________ Date ________________________


Conversation: A New Employee


1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box andyour own information.

good fine overtime always How often next week Mondaynice OK late almost always once in two weeks Tuesdaygreat not bad usually twice Wednesday

often three times Thursdaysometimes every day Fridayhardly evernever

Situation: At a local train station in the evening, Speaker A sees a business friend, Speaker B. Theircompanies are doing some business together.

A: Oh, hello, _____________ ! (name)

B: Good evening. It’s ________ to see you again. How are you?

A: ________, thanks. And you?

B: _________, thanks. Wow, it’s almost ________ o’clock! Were you working ________ tonight?

A: Yes, I _________ do. How about you?

B: Yes, I _________ do, too. I have an important meeting tomorrow.

A: _________ do you have meetings?

B: About_________ a week. By the way, when is our meeting with you and your department head?

A: Oh, that’s _______________ on ________.

B: Thanks. Well, I’ve got to be going. It was _______ to see you again.

A: Yes, see you soon.

B: Good-bye.




U N I T 3

Office Routines

Activity 5

Name _________________________ Date ________________________


Reading: Working and Eating Around the World

Talk About It


• How often do you have business lunches? How long are they? • Do you usually eat lunch at your desk, in a lunchroom, or at a restaurant?• Do you take business guests out to dinner? How often? • When you take business guests out to dinner, do you discuss business during the meal?



U N I T 4

Business in Progress

Activity 6

Name _________________________ Date ________________________

B U S I N E S S C O N N E C T I O N S (page 23)

Speaking: What are they doing?

What is he doing?

Work with a partner. Choose a picture and describe it to your partner. Use words from the box and yourown ideas. Your partner will guess which picture you’re talking about. Then take turns describing andguessing the pictures.

ExampleA: He’s standing in front of a chart.B: Oh, is he looking at something

on a table?A: No.B: OK. Then it’s picture number 5. A: That’s right.

2.

5. 6. 7.

3. 4.1.

checking equipmentdrinking coffeehaving dinner with a clientintroducing someonemaking a presentationmeeting with a client

meeting someone at an airportputting papers or reports on a tableshaking handsstanding at a tabletalking to customers/a customer/a clientwearing a suit/tie



U N I T 5

Describing Company History

Activity 7

Name _________________________ Date ________________________


Conversation: We opened our first office last year.


1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box andinformation about your company or a company you know about.

Nice to meet decided almost all exporting last yearThank you. did most of importing two years ago

enteredopened our first

office/facilitystarted outwasexpand our marketsfind new marketsknow

Situation: Speaker A, a reporter for a business magazine, is interviewing Speaker B, an executive,about his or her company.

A: Hello, Mr./Ms. _____. (name) I’m _________ (name) from ___________ magazine.

B: ______________ you, Mr./Ms. ________________. (last name) Please, have a seat.

A: ______________. May I ask you a few questions about your company?

B: Sure.

A: You’re a __________-based company, aren’t you? (country)

B: Well, we _________ in ________, and we _________ most of our business in that area.

A: Most of your business?

B: Yes, at the beginning our business ________ in the __________ market.

A: I didn’t __________ that. I thought you ____ a lot of ______________.

B: Not very much. So we _________ to __________________.

A: When ______ you enter this market?

B: We ______________________ here _____________.

A: (Ask additional questions.)




U N I T 6

Making Telephone Arrangements

Activity 8

Name _________________________ Date ________________________


Conversation: Thank you for calling.



tomorrow evening/this Friday/next Tuesday/on the 18th/Wednesday afternoon/Friday morning/in the afternoon/earlier/later/for lunch/for dinner

Of course/Sure/Great

I’m busy then/I’ve got another appointment then/I can’t make it then

that’s good/that sounds good/I’m free

Situation: Speaker A is going to Speaker B’s city. Speaker A calls Speaker B to arrange a meeting.

B: Hello, this is ______. (name)

A: Hi, _________. _______ speaking. (names)

B: How are you?

A: Fine.

B: When are you coming to _______?

A: ____________. Can we arrange a meeting?

B: ________. Is ________ all right?

A: Oh, I’m sorry, but ___________. Could we meet ______ ?

B: Yes, ____. How about at _________?

A: Yes, _____________ for me. Thanks very much. I’ll see you _________ at your office.

B: OK. I’m looking forward to it. Thanks for calling.

A: My pleasure. See you soon.

B: Good-bye.

A: Bye.




U N I T 7

Describing Locations

Activity 9

Name _________________________ Date ________________________


Conversation: It’s on the second floor.



Where’s ______? Can you tell me where _________ is?/I’m looking for ______________.

first/second/third/fourth/fifth floor

doesn’t start/doesn’t begin

coffee shop/place to sit and wait/a book store/a newsstand

across the street/in the building/opposite the newsstand/coffee shop

Situation: Speaker A meets Speaker B, a new student, near the main door of his or her building.Speaker B wants to find this classroom.

A: Excuse me. Can I help you?

B: Yes, please. ________________________________?

A: Oh, sure. It’s on the ______________ floor.

B: The ___________ floor?

A: Yes, but class _________ until ________ o’clock today.

B: Really? Is there a __________ nearby?

A: Yes, there’s one ____________________.

B: _________________? Great. Thank you very much.

A: You’re welcome.




U N I T 7

Describing Locations

Activity 10

Name _________________________ Date ________________________


Reading: Where is your “comfort zone”?

Talk About It


In business situations in your country:• What is a comfortable “talking space” for business colleagues? • Do you sit beside each other or across from each other at meals? In meetings? • Do you have a lot of eye contact, or very little?



U N I T 8

Getting to a Meeting

Activity 11

Name _________________________ Date ________________________

B U S I N E S S C O N N E C T I O N S (page 47)

Speaking: Go down Fifth Street.

Can you give me directions again?

1. Look at the map below. Read the situation and the conversation. Choose a building on the map. Thenfill in the blanks with directions to the building. Use words from the box and your own ideas.

Go down _____________.Go past ______________.Go straight.It’s across the street.It’s next to ___________.It’s on _____________ .It’s on the left.It’s on the right.Take ________ to ______.Turn left.Turn right.


* Note to teacher: If sequence requires, students may need another exchange to describe the location. Two blanks follow.

Fifth Street

Bechtel Corporation

Blake Hotel

Bar’s Bookstore

Speaker B is here

IBM Building

Post Office

TravelAgent

Third Street

Fourth Street

Duke’sRestaurant

Pharmacy

ComputerCenter

North

West

South

East

KingConferenceCenter

The Tower

Building

Shore Avenue

Lake Side Drive

LakePark

Grand Avenue

Subway Station

Central Avenue

x

Situation: Speaker A has received a call fromSpeaker B, who needs directions to Speaker A’soffice building.

A: Hello, _________ speaking. (name)

B: Hello, _______. (name) This is ______________.

(name) I’m sorry, but I lost the directions to

your office. Can you give me directions again?

A: No problem. Where are you now?

B: I’m at the corner of Third Street and Shore

Avenue.

A: OK. ______________________________________.

B: So I _______________________________. Right?

A: That’s right. Then _________________________.

B: OK. So it’s on ____________________. *

A: Yes. Then ________________________________.

B: __________________________.

A: Right.

B: Thanks. I’ll see you in about 10 minutes.



U N I T 8


Activity 12

Name _________________________ Date ________________________


Reading: Being “On Time”

Talk About It

Discuss the following questions with a partner. Use words from the box and your own ideas.

a few minutes before a few minutes after half an hour earlyjust before _____ minutes early half an hour lateon time ______ minutes late

ExampleA: What time do you arrive if there’s a big sales meeting set for 10 o’clock?B: I arrive a few minutes before, at about 9:50.

1. For business appointments, what time do you arrive if . . .• there is a big sales meeting set for 10 o’clock?• you have a meeting with your boss at 2 o’clock?• you have an appointment with a customer set for 3 p.m.?• there is an office party starting at 7 in the evening?

2. In your social life, what time do you arrive if . . .• you are meeting some friends at a restaurant for dinner at 8 o’clock?• a friend is having a large party starting at 7 o’clock?• you are invited to your wife’s or husband’s parents’ house for dinner at 6?• some friends are going to play soccer at 3 in the afternoon?

3. For each of the situations in questions 1 and 2, how many minutes early would be too early? How many minutes late would be too late?



U N I T 9


Activity 13

Name _________________________ Date ________________________


Conversation: What’s the purpose of your trip?


1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box andinformation from your Arrival Card on page 55 of the Student Book.

family (last) name/first (given) name/nationality/passport number/occupation will you be staying five days/one week/two weeksthe purpose of your visit on business/for a conference

Situation: Speaker A is a Brazilian immigration officer. Speaker B is a business traveler arriving at theairport in São Paulo, Brazil. Speaker A asks Speaker B questions to confirm information.

A: Good afternoon. Your passport and arrival card, please.

B: Here you are.

A: What country are you coming from?

B: From _________.

A: What’s your _________ name?

B: ___________________________.

A: What’s your ___________________?

B: __________________________.

A: How long _____________________ in Brazil?

B: ___________________________________.

A: What’s the _________________________________?

B: ___________________________________.

A: What’s your occupation?

B: ____________________________________. (your job or industry)

A: OK. Enjoy your stay in Brazil.

B: Thank you.

A: Next!




U N I T 1 0

Socializing

Activity 14

Name _________________________ Date ________________________


Conversation: Would you like something to drink?



Pleased/Nice/Glad coffee/iced coffee/tea/iced tea/sodaWhat kind would you like? cream/sugar/lemonWould you mind? director/president/departmentI’d like/I’d prefer head/our chief engineer/boss

Situation: Speaker B has given a sales presentation at Speaker A’s company. Now they’re socializingafter the meeting. Speaker A introduces himself or herself to Speaker B and offers something to drink.

A: Hello, Mr./Ms. ______________. (name) I’m ___________________. (name)

B: _______________ to meet you, Mr./Ms. _________________. (name)

A: ___________ you like something to drink?

B: Thanks. __________ some _____________, please.

A: _______________ or ___________?

B: ___________, please.

A: Fine, just a minute. (Goes to get the drinks and returns.)

B: Ah, thank you.

A: Oh, there’s our ____________, Mr./Ms. _________________. (name)

B: I’d____________ meet him/her. _____________________ introducing me, please?

A: I’d be happy to.

B: Thank you.




U N I T 1 1

Explaining Your Culture

Activity 15

Name _________________________ Date ________________________


Conversation: You should try it!



country/city/area

sports/water sports/the outdoors/nature/music/dance/theater

art/museums/famous buildings/eating out/shopping

great/excellent/good/interesting/fun

Situation: Speaker A is on a business trip and is visiting Speaker B’s country or city for the first time.Speaker B is the host and gives recommendations about what to see and do.

A: This is my first trip to your ____________, and I have a free day. Can you give me any advice?

B: Sure. What kinds of things do you like to do?

A: Well, I like/enjoy _____________________.

B: Oh, then I think you should _______________________.

A: That’s a/an ________________ idea. What about ___________________?

B: Oh, that’s very _________________. And don’t miss ___________________.

A: What’s that?

B: It’s ____________________.




U N I T 1 1


Activity 16

Name _________________________ Date ________________________


Reading: Business Cultures

B U S I N E S S A N D C U L T U R E Q U I Z

Read the questions about business and culture in different countries, and discuss them with a partner.Then circle your answers.

1. In England, a visiting businessperson shouldn’t wear a striped necktie. True or False?2. You are visiting China to hold business talks. A manager from the Chinese company gives you his

business card. You shoulda) thank him and quickly put his card in your pocket, wallet, or purse.b) accept his card with your left hand and give him your card with your right hand.c) accept the card with two hands, and look at it carefully for a short time before giving him yours.

3. In Brazil, you should keep steady eye contact most of the time. True or False?4. You are a businesswoman visiting a large Indian city and are meeting an Indian manager at a

restaurant. You know him because you met last year at your home office. How should you greet him?a) Smile and put out your hand for a warm handshake.b) Shake his hand only if he offers to shake yours first.c) Simply smile.

5. You will soon go on your first important business trip to Mexico. You ask a Mexican friend for adviceabout clothes. She says you should a) wear clean, good clothes. Fashionable clothes are not so important.b) wear fashionable but conservative clothes. Everything should be perfectly pressed and polished.c) wear casual clothes. It’s a tropical climate, and businesspeople generally dress for comfort.

6. You are visiting Taiwan and have been invited to dinner by your host. Most of the food looksdelicious, but there are one or two dishes that don’t look appealing to you. You should a) eat everything you are served.b) try everything, but leave a little food on your plate.c) eat what you like. Don’t touch what you don’t like.

7. You’re in Italy and want to give a nice gift to a manager you have been working with. What’s a goodgift to give?a) A nice desk clock with your company logo on the face. b) A set of fine pens or a silver key chain.c) A beautiful handkerchief or small pocket knife.d) A gift-wrapped bouquet of 12 roses.

8. In Malaysia, when you are passing a paper to someone, you should a) always use your left hand.b) always use both hands.c) always use your right hand.

9. You have successfully completed your business in Japan. Mr. Aoki, a manager with the firm that isyour business partner, was especially helpful. At a final party, you should make a toast to Mr. Aoki tothank him for his great help. True or False?

10. In Germany, meetings often begin with small talk about the weather, traffic, free-time activities, orfamily matters. True or False?



U N I T 1 1


Activity 16

Name _________________________ Date ________________________

A N S W E R K E Y

B U S I N E S S A N D C U L T U R E Q U I Z

What is your business and culture score? Check your answers.

1. True. In England, many schools and institutions have their own “regimental” neckties with specialstriped patterns. If your tie looks like the tie of a particular school, some people may be offended.

2. c) When you receive a business card, examine it respectfully for a short time. Then carefully put it inyour card case or lay it on the table where you are seated. Not reading a business card and putting itquickly into your pocket are very bad manners.

3. True.You should try to keep steady eye contact. Looking away while communicating is often seen asrude in Brazil.

4. b) In most Indian groups, public touching between men and women is not accepted. However, inlarge Indian cities, men and, occasionally, Indian women will offer to shake hands with foreign menand sometimes with foreign women. A foreign woman should not, however, be first to offer her handto an Indian man.

5. b) Fashionable, neat dressing is important in Mexico. Men normally wear dark, conservative suits andties, while women wear skirted suits, skirts and blouses, or dresses. Attractive accessories and highlypolished shoes also give a positive image.

6. b) In Taiwan, if you leave a “clean plate” it means you didn’t get enough food, and are still hungry.It’s a great insult to the host. However, not touching food you were given can be an insult to the hostalso. To be polite, try to eat at least a little bit of everything.

7. b) Your gift should be small and not obviously expensive, but of a well-known brandname. Don’t givegifts featuring your company’s logo. Sharp items like knives aren’t good gifts because they are relatedwith pain and despair. Handkerchiefs also remind people of sad occasions. Flowers are a nice gift,but you shouldn’t give an even number; 11 or 15 flowers would be better than 12.

8. c) In Malaysia, the left hand is often considered unclean, and you shouldn’t use it to touch someone,eat, or pass things.

9. False. Never publicly praise one Japanese colleague. This could be very embarrassing for him or her.Instead, praise the whole group. Special thanks should be made in private.

10. False. “Small talk” is not so common in German culture. Conversation usually focuses on topics ofreal interest or importance, and can be quite frank. Personal topics (homes, families, etc.) are alsorarely discussed at work.

Source: ExecutivePlanet.com <http://www.executiveplanet.com/community/> 8/00



U N I T 1 2

Comparing Workplaces and Products

Activity 17

Name _________________________ Date ________________________


Conversation: Tell me more about your new job.



happy/satisfied/pleasedinteresting/enjoyable/rewarding/exciting/great

responsibility

moreinteresting projects interesting customers/clients chances for promotion free time/travel

less stress/overtime fewer problems with customers

more stress/pressure/work less free time

challenging/important/interesting . a higher salary/a bigger office/better benefits

Situation: Speaker A is talking with a friend, Speaker B, about his or her job and comparing it to aprevious job.

A: Hi, ______. (name) How’s it going?

B: Fine, _____. (name) How are you?

A: Great, thanks!

B: Say, you seem very ________with your job. Tell me more about it.

A: It’s very/really _____________.

B: What makes your job so ___________?

A: Well, I have ________________ than I did at my previous job.

B: That’s great, but don’t you have ___________ than in your old job?

A: Yes, I have ________________________. But the nice thing is that it’s more ______________. I have

______________than I did before. I like that!




U N I T 1 3

Executive Advice

Activity 18

Name _________________________ Date ________________________


Conversation: Why don’t you . . . ?



(for) a few more days everyone to work some overtime make up a new schedule(for) some extra staff/ meet with the client to discuss it think about how you can save time

help write a memo to your boss(for) a new schedule(to) set up a meeting about it That’s a good idea.

That may be difficult.

Situation: Speaker A asks for advice from Speaker B, a co-worker, about a problem he or she is havingat work. Speaker B offers some suggestions.

A: Excuse me, __________. (name) Do you have a moment?

B: Of course, ___________. (name) What can I do for you?

A: My team has to (your own idea) __________________ but we’re behind schedule.

B: How about asking _____________________________?

A: That’s a possibility. I think I need _____________.

B: And why don’t you ___________________?

A: __________________________________. Do you have any other suggestions?

B: No, I can’t think of anything else right now.

A: Well, thanks a lot. You’ve been a big help.




U N I T 1 3

Executive Advice

Activity 19

Name _________________________ Date ________________________


Reading: Teams: Key Questions to Ask

Talk About It

1. Each type of corporate culture, individual or team has advantages and disadvantages. Look at the listof advantages and disadvantages. Write “T” for team or “I” for individual culture.

___ Co-workers can help each other with problems.

___ People have to be very flexible.

___ There’s more communication.

___ People can work on their own.

___ Individuals have to make their own decisions.

___ There are often lots of meetings.

___ Decisions have to be discussed.

2. Discuss the advantages and disadvantages of both types of corporate cultures with a partner. Giveexamples from your company, or a company you know about, if possible.

ExampleA: At my company, we work together in teams. I feel I spend too much time at meetings.B: Yes, but at my company, we often have to make decisions on our own. It’s good to discuss decisions

with co-workers.



U N I T 1 4

Business Plans and Predictions

Activity 20

Name _________________________ Date ________________________


Conversation: We’ll save money.



many manywill/going to ___moreenough I’m/I’ll

Situation: Speaker A is planning a business trip to New York City and talks to Speaker B, his or her boss, about it.

A: Can we discuss my upcoming trip now?

B: All right. How _____ days ______ you need in the city?

A: I think I’m _______ need about _______ days.

B: Really? Will ______ days be ________? How ______ appointments do you have?

A: I have about ______ appointments so far. Maybe that won’t be _______ time.

B: I don’t think it will. I think you’re _______ need _____ days.

A: Maybe you’re right. _______ probably need more time to see that many people.



57Audioscript

Audioscript

U N I T 1



Listening. What’s your address?

Exercise 1, page 4

a. My name’s John Wolfe. That’s W-O-L-F-E.b. I’m Jessica Stuart. That’s spelled S-T-U-A-R-T.c. A: My address is 416 Harlem Avenue.

B : Sorry, did you say four sixty or foursixteen?

A: Four sixteen. One six.d. A: The number is (312) 555-0782.

B : 3-1-2-5-5-5-0-7-8-2.e. A: The meeting’s at 1314 Belle Street Suite 50.

B : Suite 50?A: That’s right, 50.

Exercise 2, page 4

a. A: Clarion Hotel. May I help you?B : Hello. I’d like to make a reservation.A: May I have your name, please?B : Yes, it’s Emerson, Brooke Emerson.A: Could you spell your first name, please?B : Yes, it’s B-R-O-O-K-E. A: Thank you, Ms. Emerson. And what’s your

address?B : 1342 Sutter Street, San Francisco,

California 94123. A: Excuse me. Is that S-U-T-T-E-R?B : Yes, that’s right.A: And your phone number?B : 415-555-7193.A: 415-555-7193. OK, and when will you be

arriving?

b. A: Phoenix Travel. Can I help you?B : My name’s Jordan Simms. I’d like to make

a reservation to Sydney for next Saturday.A: Is that S-I-M-M-S?B : Yes, that’s right.A: And your address and phone number, Mr.

Simms?B : It’s three seventeen Rose Street, that’s

R-O-S-E Street, Seattle. And the phone is555-3267.

A: Three seventy Rose.B : No, three seventeen. Three one seven.A: Oh, sorry. Three seventeen Rose. And

555-3267. B : That’s right.A: OK. What airline would you prefer, Mr.

Simms?B : Well, Pan Pacific, if possible.

c. A: Excuse me, but I’m having a problem withthis card. Can you help me?

B : Sure. What’s your last name, uh, familyname?

A: Wang.B : W-A-N-G? Write that here. A: OK.B : And your first name?A: It’s Meilan.B : M-E-I-L-A-N? A: Yes.B : Where are you from?A: China.B : OK, so your nationality is Chinese. Write

that here. Then write your passport numberon the next line.

A: A374 1-0-9 82. B : All right. Just sign your name and you’re

done.A: Thank you very much.

Numbers

Exercise 4, page 7

a. 210-555-8046 b. 981-555-2793 c. 062-555-1647 d. 828-555-9322 e. 707-555-0880

Exercise 5, page 7

a. Three two five Park Street b. Madrid 28-0-2-0 c. Tokyo one six three d. 849 Delaware Avenue e. São Paulo 0-1-0-46-0-0-2


58 Audioscript

U N I T 2

Describing Your Company


Exercise 1, page 8

a. Toshiba is a Japanese company. It makesVCRs.

b. Nestlé is a Swiss company. It makes foodproducts.

c. Motorola is an American company. It makescellular phones.

d. KIA is a Korean company. It makes cars.


Listening. What about your products and services?

Exercise 1, page 10

a. A: Can you tell me a little about Qualcomm?You’re an American company, aren’t you?

B : That’s right. And our head office is in San Diego, California.

A: San Diego. OK. And what about yourproducts?

B : We specialize in cellular phone technology,such as cell phone chips and software.

A: Cell phone chips and software. I see. Well,I’m sure you do a lot of internationalbusiness.

B : Yes, we do. We have customers andpartners worldwide.

b. Thank you for coming today. I’ll start bygiving you a general picture of Michelin.We’re a French company and our head officeis in Clermont-Ferrand, central France. But theMichelin Group of companies is worldwide.Our main products are tires for all types ofvehicles, from bicycles to cars to aircraft. Inaddition to tires, we are well known for touristmaps and guidebooks. In fact, we produce70,000 tourist maps and guides every day.

c. Welcome to the world of Panasonic, a part ofthe Matsushita Electronics Group, a leader inthe consumer electronics industry. Our headoffice is in Osaka, the business center of theKansai region in Japan. We are well-known forour high-quality televisions and stereoequipment. However, televisions and stereosare just two of our many products. FromOsaka to our many divisions in 38 countries’round the world, we work ’round the clock tobring you the best in consumer electronics.

d. Petroleos de Venezuela, South America(PDVSA) is a well-known leader in the oilindustry in Venezuela and around the world.From its head office in Caracas, PDVSAdirects several divisions in four major areas ofthe oil industry—exploration, production,refining, and marketing.

Exercise 2

a. What company do you work for? Write yourcompany’s name on the line.

b. Where is your company’s head office? Writethe city.

c. What does your company make or do? Writeyour company’s main products or services.

Numbers

Exercise 4, page 13

a. three thousand b. fourteen thousand five hundred c. six thousand eighteen d. seventy-five thousand two hundred ten e. two thousand one hundred f. thirteen thousand nine hundred forty-six g. one thousand seven hundred thirty-seven h. fifty-eight thousand three hundred fifteen i. five thousand eight hundred sixty j. ninety thousand four hundred ten

Exercise 5

a. We have one hundred eighty-six groupcompanies worldwide.

b. Our factory makes four thousand six hundredcomponents.

c. Last year, we produced seventeen thousandfive hundred units.

d. The company manufactures eight thousandproducts.

e. There are a total of forty-nine thousand threehundred fifty employees overseas.

f. Twelve thousand three hundred engineerswork on research and development.

U N I T 3

Office Routines


Exercise 1, page 14

When I’m in our head office, my schedule isusually the same. I often go to the office early.But I hardly ever stay in the office after 6 p.m. Iusually go home and have dinner with my


59Audioscript

family. I always do something with my childrenafter dinner. At about 9 p.m. I usually go jogging.After that, I almost always listen to my voicemail and read e-mail.


Listening. Tell me about your job.

Exercise 1, page 16

1. A: Tell me about your job. What’s your busiestday?

B : Oh, I’d say in the middle of the week,probably on Thursday. On Thursdays wealways plan new sales strategies. I get tothe office at eight and have meetings with my staff almost all day, from around ten inthe morning to five in the afternoon.

A: Ten to five? You mean seven hours of . . .2. A: Do you ever have flexible working hours?

B : Yes, on Tuesdays I usually have differentworking hours. I have to call overseas toAsia at night, so on Tuesdays I come towork at eleven and go home at eight. I likeit. In fact, I wish I could always workeleven to eight!

3. A: What’s your most interesting day?B : Friday! It’s a long day. I start at nine and I

usually get home late, around ten o’clock,but I don’t mind. You see, on Friday Iusually meet new customers and dosomething enjoyable. We often entertaincustomers or foreign visitors at restaurantsFriday evening. So working from nine a.m.until ten at night on Friday is really OKwith me!

4. A: What about your longest day?B : On Wednesday I often work overtime until

around nine o’clock. I have to get ready formeetings the next day. I come in early, atabout 8:30, so it’s usually a 12-hourworkday for me on Wednesdays.

Numbers

Exercise 5, page 19

a. three o’clock b. seven ten c. a quarter to twelve d. a quarter after six e. eight forty-five f. half past nine

Exercise 6

a. I usually start work by half past eight.b. Our company executives often work until

eight o’clock.c. I never get to work before a quarter to eleven

when I use flex time.d. Lunchtime finishes at twelve forty-five.e. At a quarter after five almost all employees go

home. f. I sometimes have business dinners at around

seven thirty.

U N I T 4

Business in Progress


Exercise 1, page 20

A: I’m sending a fax.B: He’s filing some papers.C: We’re having a meeting.

a. She’s writing a memo.b. He’s drinking coffee.c. He’s copying some documents.d. She’s talking to a co-worker.


Listening. He’s sending e-mail.

Exercise 1, page 22

1. Nick is in an airplane. He’s flying to Singaporeto visit Singapore Computing. He’s looking outthe window, and he can see the city belowhim.

2. Nick is at Changi Airport in Singapore, andhe’s getting on a bus. He’s going to the HolidayInn Hotel in the city.

3. Mr. John Lee, who works for SingaporeComputing, is at the hotel. Now, he’s drivingNick to his company.

4. Nick’s in the head office of SingaporeComputing. Nick has an appointment withMs. Singh, the sales manager. Mr. Lee isintroducing him to Ms. Singh now.

5. Nick’s taking a tour of the productiondivision. Mr. Williams is showing him somenew computer components.

6. Nick’s eating dinner with Mr. Lee and Mr.Williams. After dinner, Nick wants to do someshopping.


60 Audioscript

7. Nick’s back in his hotel room now, and he’ssending an e-mail message to his head office.

Numbers

Exercise 5, page 25

a. seven hundred thousandb. one hundred fifty thousand c. two hundred seventy-five thousand d. eight hundred twenty-nine thousand e. five million f. nine million six hundred thousand g. eleven million seven hundred fifty thousand h. three hundred forty-one thousand i. twenty-four million one hundred twenty-five

thousand j. four hundred seventy-three thousand

Exercise 6

a. We’re producing two hundred eighty thousandbatteries a month.

b. This tanker is carrying two hundred sixtythousand barrels of oil in its hold.

c. Right now, the assembly line is making abouta million units a year.

d. Aren’t you importing over three millionsemiconductors?

e. He is coordinating a thirty-seven milliondollar project.

f. They are projecting an increase of six hundredeighty-five thousand shares.

U N I T 5

Describing Company History


Exercise 1, page 26

Bombardier is a Montreal-based transportationcompany. It makes planes, trains, buses, andother products. Business was very good in the1990s. Here are some highlights from 1999. In 1999, Bombardier:a. produced its 2,000th Learjet. b. signed contracts in France and Germany for

$135 million.c. started a cooperation agreement with

Mitsubishi Industries of Japan.d. spent $13 million in new company facilities.e. received an order for 210 buses in Belgium.


Listening. Made in Mexico

Exercise 1, page 28

In 1993, Canada, Mexico, and the USA formedNAFTA. NAFTA changed many companies. Thisis the story of one Mexican company, Sanluis. In1978, Antonio Madero and his partners boughtSanluis. They quickly made more money. Mr.Madero used some of the money to buy an autoparts company. In 1991 Sanluis sold somecompanies, but not the auto parts company. Mr.Madero had a plan. He thought the companycould do very well in NAFTA. Sanluis soon hada lot of new business. In 1995, it opened an officein Detroit to be near its customers. And a fewyears later, Sanluis invested in companies inSouth America. From North to South America,the future looks bright for Sanluis.

Numbers

Exercise 4, page 31

a. nineteen fifty-three b. nineteen ninety-five c. two thousand three d. nineteen eighty-six e. twenty fifty f. nineteen seventy-eight g. twenty twelve h. nineteen ninety-two i. two thousand j. twenty sixty-six

Exercise 5

a. Company operations began on August 1st,1969.

b. The first overseas company was established onOctober 2nd, 1982.

c. On June 10th, 1986, the stock marketdecreased by 30%.

d. The company introduced the new model onSeptember 3rd, 1998.

e. The project deadline is January 4th, 2001.

U N I T 6

Making Telephone Arrangements


Exercise 1, page 32

a. A: May I have your name, please?


61Audioscript

B: This is Bob Parker from Global Systems.b. A: Could I speak to Mr. Adamo?

B : Yes, of course. I’ll put you through.c. A: Do you know the extension?

B : Yes, it’s extension 2247.d. A: It’s busy. Can you hold, please?

B : Yes, I can wait. Thank you.

Exercise 2

A: Good morning. TVT Group.B: Hello. Could I speak to Mr. Alomar at

extension 19, please? A: May I have your name, please?B: This is Joan Foster from Western Energy.A: One moment, Ms. Foster. I’ll put you through.B: Thank you.A: I’m sorry. It’s busy right now. Can you hold,

please?B: Yes, of course.


Listening. Is Mr. Marshall in?

Exercise 1, page 34

a. A: Good afternoon. New Vistas Technology.B : The sales department, please. A: Just a moment. I’ll connect you.C : Sales department. Can I help you?B : This is Al Moore from C & D Systems. May

I speak to Mr. Hussain, please? C : Sorry, he’s not here now. Can I take a

message? B : Yes. We haven’t received the parts he sent

last week. C : The parts didn’t arrive? I’m very sorry. I’ll

tell him to return your call immediately.B : I’d appreciate that.C : Will you be in your office? B : I think so, but I’ll give you my mobile

phone number, too. It’s 555-4291. C : 5-5-5 4-2-9-1. OK. Thank you, and I’ll give

him your message as soon as he gets back. B : Thank you. Good-bye.C : Good-bye, Mr. Moore.

b. A: Thank you for calling Western Energy.We’re sorry, but our offices are closed now.Our hours are 9 a.m. to 5 p.m., Mondaythrough Friday. Please call again. If you’dlike to send a fax, please send it now. Ifyou’d like to leave a message, please speakafter the tone.

B : This is a call for Bill Turner. It’s Jeff Brownfrom Union Power Company. Could youcall me tomorrow morning? I’m staying atthe Hayes Hotel, room 219. That’s 2-1-9.

The hotel’s number is 555-9207. I’ll repeatthat: 5-5-5 9-2-0-7. I’ll be in the hotel allmorning. Thank you.

c. A: Stanton Incorporated. May I help you? B : Hello, this is Naomi Saito from Tetra

Imports. Is Mr. Marshall in? A: One moment, please. I’ll check. I’m sorry,

he’s in a meeting right now. Should I askhim to return your call?

B : No, that’s all right. But could you tell him Icalled, and I'll call again at about 1:30?

A: Of course. I’m sorry, and your name wasNaomi?

B : Saito. That’s S-A-I-T-O.A: S-A-I-T-O. From Tetra. T-E-T-R-A?B : That’s right.A: And you’ll call back around 1:30. All right.

I’ll give him the message, Ms. Saito. Andthank you for calling.

B : You’re welcome. Good-bye.A: Good-bye.

d. A: Good morning. TVT Group.B : Hello. Extension 120, please.A: Hold on, please.C : Hello. Lisa Kim speaking.B : Hi, Lisa. It’s Pam.C : Pam! Where are you? Don’t you have a

meeting today?B : That’s why I’m calling. The weather’s

terrible here. All flights are delayed.C : All flights delayed? B : Yes, I can’t believe it! Anyway, can you tell

Jim I won’t be there for the meeting?C : Of course.B : Oh, and I got the e-mail address Jim

needed. Can you give it to him?C : Sure. What is it?B : It’s radma, r-a-d-m-a, at tsc dot com. C : [email protected]. OK. Don’t worry. I’ll get

this to Jim. B : Thanks. See you tomorrow. I hope!C : I hope so too! Bye!

Numbers

Exercise 5, page 37

a. What time is it in São Paulo?b. Do you know the time in Calcutta?c. What’s the time in Johannesburg?d. Do you know what time it is in Los Angeles?e. What time is it in Paris, France?f. What time is it in Mexico City?g. What’s the time in Melbourne?h. Do you know what time it is in Shanghai?


62 Audioscript

U N I T 7

Office Locations


Exercise 1, page 38

a. A manager is sitting behind a desk.b. There’s a light above the desk.c. There’s a laptop computer on the desk.d. There are some folders to the right* of the

computer.e. The folders are between the telephone and the

computer.f. There’s a wastebasket next to the desk.g. A newspaper is in the wastebasket.h. There’s a briefcase under the desk.*Note: Audiotape error. Should say “left”


Listening. In an Airport

Exercise 1, page 40

1. A woman is standing at the currency exchangecounter. Her suitcase is on the floor. It’s to theright of the woman.

2. The woman’s briefcase is on the counter. It’s toher left.

3. There is a bank clerk behind the window. He’sfacing the woman.

4. There’s a BankAmerica sign on the window.It’s to the left of the bank.

5. Two other people, a man and a woman, arewaiting in line at the currency exchangecounter. The woman is standing next to theman.

6. There’s a bench across from the currencyexchange counter. There’s a plant hangingabove the bench.

7. A man and a woman are sitting on the bench.The man is on the left, and the woman is onthe right.

8. There’s a duty-free shop in the middle of thehall. A woman and a child are walkingtogether. They’re standing in front of the duty-free shop.

Exercise 2

1. A woman is standing at the currency exchangecounter. Her suitcase is on the floor. It’s to theleft of the woman.

2. The woman’s briefcase is on the counter. It’s toher left.

3. There is a bank clerk behind the window. Heis facing the woman.

4. There’s a BankAmerica sign above the bankclerk’s head.

5. Two other people, a man and a woman, arewaiting in line at the currency exchangecounter. The man is first in line, and thewoman is behind him.

6. There’s a bench across from the currencyexchange counter. There’s a plant next to thebench on the right.

7. A man and a woman are sitting on the bench.The man is on the left, and the woman is onthe right.

8. There’s a duty-free shop in the middle of thehall. A woman and a child are walkingtogether. They’re standing in the duty-freeshop.

Numbers

Exercise 4, page 43

a. fifthb. sixthc. eleventhd. eighthe. ninthf. twenty-third

Exercise 5

a. The personnel office is on the third floor. b. We increased exports in the fourth quarter.c. The order arrived on October twenty-first.d. There is a copy machine in the second office

on the left.e. The sales department is on the seventh floor.f. We started the project last month on April

sixteenth.

U N I T 8



Listening. Which way is immigration?

Exercise 1, page 46

a. ImmigrationA: Good morning, ma’am. Can I help you?B : Good morning. Yes. Which way is

immigration?A: Upstairs. You take this escalator on your

left to the second floor.B : OK.A: On the second floor, turn right and go past

the restrooms.


63Audioscript

B: I turn right and go past the restrooms. OK.A: Then turn right again. It’s the first entrance

on the left.B : OK. Let’s see. I go up the escalator and turn

right. Then I go past the restrooms. I turnright, and immigration is on the left. It’s thefirst entrance. Is that right?

A: That’s correct.

b. The BankA: Excuse me. Can you tell me where the bank

is?B : Of course, sir. You take the escalator to the

second floor.A: Which escalator?B : This one on your right.A: OK.B : When you get off the escalator, turn left. Go

straight. You’ll see an escalator in front ofyou, across the room.

A: So, turn left, there’ll be an escalator acrossthe room.

B : Take the escalator to the third floor.A: To the third floor?B : Yes. When you get to the third floor, turn

right. Walk past the row of chairs. You’llsee the bank next to the chairs.

c. The Business-Class LoungeA: Excuse me. Is there a business-class lounge

in this airport?B : Yes, ma’am, there is. Take the escalator to

the second floor.A: This escalator on the left?B : Yes. Turn right when you get off. You’ll see

another escalator in front of you, across theroom. Go up to the third floor.

A: OK. I turn right and take the escalator tothe third floor.

B : That’s it. On the third floor there’ll be asnack bar next to the escalator. Go past thesnack bar. The lounge is the second roomon the left. In front of the duty-free shop.

A: So, . . . past a snack bar . . . the secondroom on the left in front of the duty-freeshop, right?

B : That’s right.

Numbers

Exercise 4, page 49

a. seventeen fifteen b. eight forty-five a.m.c. nineteen fifty d. ten forty-five p.m. e. eighteen hundred hoursf. four forty p.m. g. fourteen ten h. twelve oh five a.m.

Exercise 5

a. Please come by one fifteen p.m. b. I have an appointment at fourteen forty-five.c. Can you arrive by three p.m.? d. I’ll be there around eleven a.m.e. The meeting’s at sixteen thirty.f. My flight leaves at twenty-three forty.

U N I T 9



Exercise 1, page 50

a. A: Can I see your boarding card, please?B : Yes, here you are.

b. A: Good morning. I’d like to make areservation for March 5th, please.

B : Would you like a single or a double room?c. A: Could you fill in this form, please?

B : Yes, of course.d. A: How long will you be staying in the USA?

B: For 10 days.


Listening. Travel Forms

Exercise 1, page 52

1. A: Your card, please. B : Excuse me? Did you say my passport?A: No. Your customs declaration card.B : Oh! Here you are.A: Where did your flight come from?B: From Toronto.A: Do you have anything to declare?B : Pardon?A: I said, do you have anything to declare? B : Declare? No, I don’t think so.


64 Audioscript

A: Well, could you open that suitcase, please?B : This suitcase? A: Uh-huh. That’s right. Could you open it,

please?2. A: Excuse me.

B : Yes, sir.A: May I have the check, please?B : Certainly. I have it right here.A: Thank you. Is service included?B : No, it isn’t. A: And where do I pay?B: Where? You can pay me, sir. And I’ll bring

your change.3. A: And that’s a single for Friday night, right?

B : Yes, this Friday.A: OK. Can you give me a credit card number,

please?B : Yes, it’s MasterCard and the number’s 555

726 112 057.A: 555 726 112 057. What’s the date of

expiration?B : Uh, let’s see. It expires in April of next

year.A: April. OK, that’s everything. You’re

confirmed for a single room, on Friday,March 2.

4. A: Hello.B : Hi, Jack. It’s me. The travel agent just

called.A: Great. Did we get business class?B : No, it was sold out for that date, but

everything else worked out fine.A: Oh, good. What’s the flight number?B : It’s WA 1697.A: 1697. And what time does it depart?B : What time? Let’s see. Departure’s at 15:55

so let’s get to the airport at about . . .

Numbers

Exercise 4, page 55

a. one hundred fifty-six dollars and thirty-sevencents

b. a hundred fifty-six thirty-sevenc. one hundred fifty-six thirty-seven

Exercise 5

a. That’s seventy-five dollars and fifty cents. b. Each unit costs four hundred twenty-four

dollars and ninety cents. c. The bill comes to one twenty-eight sixty-five. d. That will be a hundred seventy-three ninety-

six.

e. The total is two hundred and seventy-fivedollars including tip.

f. How much is one thousand seven hundreddollars in Japanese yen?

U N I T 1 0

Socializing


Listening. I’d like to go sightseeing.

Exercise 1, page 58

a. A: Well, that was delicious!B : I’m glad you liked it. Would you care for

some dessert?A: No, thank you. I’m quite full.B : Some coffee or tea?A: I’d like some tea, please.

b. A: Hello, Ms. Salas. I’m John Burns from HR.B : How do you do, Mr. Burns.A: Please call me John. And this is Janet

Renton. She’s the section manager.B : Glad to meet you, Ms. Renton.C : Pleased to meet you.A: How about something to drink? Coffee, tea,

or juice?B : Juice, please.A: Janet?C : I’ll have coffee, thank you.

c. A: Are you having a good time, Cristina?B : Yes, I am. How about you, Lin?A: Just fine. By the way, do you know that

man?B : The man in the blue suit?A: No, the man over there in the gray suit. B : Yes. He’s INET’s director of international

sales.A: I wanted to talk to him. Could you

introduce me, please?B : Sure. I’d be glad to.

d. A: Could you pass me the sugar, please?B : Certainly. You don’t look too worried about

calories. What do you do for exercise?A: Oh, I usually go swimming three or four

times a week. But sometimes I’m too busy.B : Yes, I know. But exercise is so important

for stress, isn’t it?A: It sure is. Oh, and the cream, please?B : Here you are.

e. A: Hello. My name’s Roberto Alma fromAltamar Incorporated.


65Audioscript

B: Oh, yes. How do you do? I’m Hiro Katofrom Kanto Industries. Here’s my card.

A: Thank you, and here’s mine. Did you have a pleasant trip?

B : Yes, very pleasant.A: Oh, good. But you’d probably like to rest a

little after you check in, right?B : Oh, no, I feel fine.A: Well, how about shopping or sightseeing

before dinner then?B : Yes, thank you. I think I’d prefer

sightseeing. This is my first time inCaracas.

Numbers

Exercise 4, page 61

Example: twelve point five a. point eight seven b. ten point fifty-four c. thirty-one point oh eight d. two hundred six point forty-nine

Exercise 5

a. There are one hundred five point oh nineeuros to the US dollar.

b. There are eight point twenty-seven Chineseyuan to the dollar.

c. The Mexican peso is nine point thirty-twotoday.

d. The Japanese yen is seventy point eleven tothe Australian dollar.

e. The exchange rate for sterling is one hundredand seventy-six point forty-two.

f. The rate fell to sixty-four point twenty-five onFriday.

U N I T 1 1



Listening. This is culture.

Exercise 1, page 64

a. A: You spent some time in Malaysia, didn’tyou?

B : Yes, I was in Malaysia for a year.A: I’m going there on business next month.

Can you give me some advice?B : Sure. What do you want to know?A: What about business clothes?B : You should take light-weight clothes. Men

usually wear a long-sleeved shirt and tie,but don’t wear a short-sleeved shirt towork. If you go to a social event, youshould wear a jacket, but men don’t usuallywear a jacket to work.

b. A: What about business entertainment?B : It’s very important, and dining is a form of

entertainment. It’s especially important tothe Chinese. They are very proud of theirfood, so it’s good to show an interest inChinese cooking.

A: So were you invited to many lunches anddinners?

B : Yes, but I also had to invite the people whoinvited me. Chinese managers like equalbusiness relationships. If they invite you toa banquet, you should also invite them to abanquet. But don’t give a more expensivebanquet than the one they gave you. Thatwould embarrass them.

c. A: Did you know I was in Cuba on businessrecently?

B : No, I didn’t. How was it?A: Wonderful. The people were warm,

friendly, and outgoing. They have a greatsense of humor. But most of all, they loveto talk. They like to have conversationsabout everything!

B : What about in business meetings?A: Well, meetings are very informal and

relaxed. But be ready for long meetingsbecause people love to talk. Also, youshouldn’t talk about business right away.

Numbers

Exercise 5, page 67

• One inch equals twenty-five point fourmillimeters.

• One foot, or twelve inches, equals thirty pointfour eight centimeters.

• One yard, or three feet, equals point nine onefour meters.

• One mile, or one thousand seven hundredsixty yards, equals one point six zero ninekilometers.

• One square inch equals six hundred and forty-five square millimeters.

• One square foot equals nine hundred twenty-nine point zero three square centimeters.

• One square yard equals point eight three sixsquare meters.

• One acre, or four thousand eight hundred andforty square yards, equals point four zero fivehectares.


66 Audioscript

• One square mile, or six hundred and fortyacres, equals two point five nine squarekilometers.

Exercise 6

a. This is our latest twenty-nine-inch flat-screenTV.

b. The KX-FKN cellular phone weighs eightpoint six ounces.

c. Our new home appliance division was builton a four point seven acre area.

d. The factory floor is thirty-four thousand fivehundred square feet in area.

e. Today, bullet trains can go over two hundredand seventy-five kilometers per hour.

f. Ladies and gentlemen, we will soon reach ourcruising altitude of thirty-seven thousand feetor eleven thousand three hundred meters.

U N I T 1 2

Comparing Workplaces and Products


Listening. Is it more expensive than . . . ?

Exercise 1, page 70

a. A: This product is larger than a stereo. It’smore expensive than a camera. And it’squieter than a refrigerator.

B : Larger than a stereo. More expensive than acamera. Quieter than a refrigerator. Is itfaster than a printer?

A: Yes, it’s faster than a printer.b. A: It’s lighter than a fax machine. It’s smaller

than a mobile phone. It’s cheaper than a CDplayer.

B : OK. Lighter than a fax. Smaller than amobile phone, and cheaper than a CDplayer. Is it larger than a pen?

A: Yes, it’s larger than a pen.B : Okay, so it’s smaller than a mobile phone

and larger than a pen. Hmm… c. A: This thing is easier to use than a video

camera. And it’s more expensive than acalculator. It’s also noisier than arefrigerator.

B : All right. You said it’s easier to use than avideo camera. More expensive than acalculator, and noisier than what?

A: It’s noisier than a refrigerator.d. A: This product’s bigger than a calculator. It’s

lighter than a CD player, and it’s cheaper

than a television.B : Can you repeat that, please?A: Sure. It’s bigger than a calculator, lighter

than a CD player, and cheaper than atelevision.

B : Is it less expensive than a printer?A: Yes, it’s less expensive than a printer.

Numbers

Exercise 4, page 73

• One ounce equals twenty-eight point threefive grams.

• One pound, or sixteen ounces, equals pointfour five three six kilograms.

• One ton, or two thousand pounds, equalspoint nine zero seven metric tons, or onethousand kilograms.

• One fluid ounce equals twenty-nine point fiveseven three milliliters.

• One quart equals point nine four six liters.• One gallon, or four quarts, equals three point

seven eight five liters.• One cubic inch equals sixteen point three

eight seven cubic centimeters.• One cubic foot equals point zero two eight

cubic meters.• One cubic yard equals point seven six five

cubic meters.

Exercise 5

a. OPEC plans to cut oil production by two pointfive million barrels a day.

b. This washing machine uses a maximum ofone hundred thirty-six liters of water perwash.

c. Our new digital video camera weighs only sixhundred and seventy grams.

d. The new model has an engine volume of fourhundred and twenty-five cubic inches.

e. When full, most supertankers have a weight ofabout seven hundred and ten thousand tons.

f. Each can has a capacity of one hundredtwenty-five point six cubic centimeters.

U N I T 1 3

Executive Advice


Exercise 1, page 74

Bill Gates InterfaceNew Business Projects: What should you do?


67Audioscript

Here is some advice from Bill Gates aboutmanaging projects.

PLANNING

• You have to choose projects very carefully. Besure you have the skills and resources for theproject.

• You should also plan your schedule carefully.You shouldn’t give too little or too much timeto complete the project.

IN PROGRESS

• You have to make sure that project teams areworking together.

• Everyone should know what other teams aredoing.

• If there are problems, you have to telleveryone on the project teams about theproblems.

• You should have meetings with all groupsfrom different departments.

• Meetings don’t always have to be in person.You can use e-mail to keep everyone informedregularly.


Listening. What should we do?

Exercise 1, page 76

a. A: Another report? I don’t believe it! I’ll neverfinish. I’ve just got too much work to do.Far too much!

B : Why don’t you talk to Jim?A: Talk to Jim? B : Yes, why don’t you? He’s a great team

leader, and I’m sure he’ll do something tohelp.

b. A: Sorry to bother you, it’s this new softwareprogram again. I’m still having trouble withit. Sometimes I think I’ll never understandit.

B : Of course you will. You just need to get alittle more experience.

A: A little more experience? Well, I hopeyou’re right. Anyway, about this program, Ican’t . . .

c. A: Can I speak to you for a moment? It’s aboutSam.

B : Sure.A: Do you know what’s the matter with him?

His work is fine, he’s doing a good job. Noproblem with that. But he looks tired andkind of worried. I don’t know what it is,but I think he looks really stressed.

B : Maybe we should ask him if he wants totalk about it.

A: Yes, we should. That’s a good idea.d. A: Another three-hour meeting! And we just

had a long meeting two days ago. Wealways talk about the same things. We’rewasting too much time in these meetings.

B : You’re absolutely right. We don’t need tomeet so often. Once a week is enough.

A: I agree. One meeting a week is enough.e. A: I’m sorry I’m late again, but the traffic was

terrible. Maybe I should take a differentroad. That might help me get to work ontime.

B : Yes, that might help. But there’s something else you have to do.

A: What?B : You have to leave home much earlier!

Numbers

Exercise 4, page 79

a. a half b. three-fourths c. two-thirds d. one-quarter e. four-fifths f. five and seven-eighths g. six and a half h. three one-hundredths i. one one-thousandth

Exercise 5

a. IBM’s stock price was down only a third of apoint today.

b. Two-fifths of our employees work overseas. c. The Federal Reserve increased the prime

interest rate to eight and a quarter points.d. Our latest camera has a maximum shutter

speed of one three-thousandths of a second. e. This new four-wheel drive pickup weighs two

and a quarter tons.f. Lucent Technologies rose to eighty-three and

three-sixteenths per share.

U N I T 1 4

Business Plans and Predictions


Exercise 1, page 80

First, I’m going to arrive in San Francisco earlyTuesday morning.


68 Audioscript

Then, I’m going to have lunch with Mr. Lewis ofPortola, Inc.Next, I’m going on a tour of Portola’s productionsite on Wednesday.After that, I’m speaking at the sales conferenceon Thursday morning.Finally, I’m going to have a meeting with oursales reps Thursday evening.


Listening. The Future of Business

Exercise 1, page 82

1. A: How will companies change in the next 10years?

B : In the next 10 years? Well, I thinkmanagement styles are going to change.

A: How are managers going to change?B : They’ll communicate more. You know, ask

more people for their ideas and opinions.And they’ll give their staff moreresponsibility and power. That’s going to bethe management style of the future.

2. A: The way we pay for things is going tochange completely.

B : How is it going to change?A: We won’t use cash or even credit cards. I

think that within 10 years, all money willbe electronic. We’ll use Smart cards.

B : What are Smart cards? A: Cards with computer chips. I’m pretty sure

that within 10 years, and probably before,we’ll use them to buy almost everything.

3. A: You’re having a different kind of aconference next month, aren’t you?

B : Yes, very different.A: Can you tell us something about it?B. Of course. Next month, we’re having a web

event.A: That’s a kind of a computer Internet

conference, right?B : Yes. Everything is done through the

Internet and e-mail.A: So nobody has to travel to a meeting. B : That’s right. And with the Internet, anyone

in our company can come to a meeting atany time. I think the Internet is the futureof conferences and meetings.

4. A: In most businesses, I think we will seefewer small and medium-sized companiesin 15 years.

B : What’s going to happen to them?A: Many of them will become parts of a few,

very large companies. Giant, “mega”companies. It’s already happening now. In15 years we’ll see a lot fewer smallercompanies than today.

Numbers

Exercise 5, page 85

a. seven point five millionb. six point three billionc. nine point seven trilliond. seventeen point nine billione. sixty-seven point five millionf. two hundred eighty-two point six milliong. twenty-three point thirty-one trillionh. eight hundred ninety-eight point fifty-two

million

Exercise 6

a. Last year he had a salary of one point sixmillion dollars.

b. The Bank of Japan sold three point seventrillion yen to weaken the currency.

c. We have a market capitalization of four pointtwenty-six billion dollars.

d. At this rate, the number of Internet subscriberswill increase to twenty-two point eight millionby next year.

e. Did you know that assets totaled two hundredthirty-seven point eighty-six trillion lira?

f. Volume decreased eight hundred forty-fivepoint nineteen million shares.


69Answer Key

U N I T 1

Listening, Page 4

Exercise 1a. John Wolfeb. Jessica Stuartc. 416 Harlem Ave.d. (312) 555-0782e. 1314 Belle Street Suite 50

Exercise 2a. First Name: Brooke

Address: 1342 Sutter StreetPhone: 415-555-7193

b. Last Name: SimmsAddress: 317 Rose StreetPhone: 555-3267

c. Last Name: WangFirst Name: MeilanNationality: ChinesePassport No.: A374 109 82Signature: Meilan Wang

Reading, Page 6

Exercise 1a. T e. I don’t know.b. T f. Tc. F g. Fd. T

Numbers, Page 7

Exercise 4a. 210-555-8046b. 981-555-2793c. 062-555-1647d. 828-555-9322e. 707-555-0880

Exercise 5a. 325 Park Streetb. Madrid 28020c. Tokyo 163d. 849 Delaware Avenuee. São Paulo 01046002

U N I T 2

Getting Started, Page 8

Exercise 1a. video cassette recorders (VCRs)b. makes food productsc. It makes cellular phones.d. It makes cars.

Listening, Page 10

Exercise 1a. Qualcomm

Head office: San DiegoProducts: Cellular phone technology: cell phone chips and software

b. MichelinProducts: Tires (for bicycles, cars, aircraft), tourist

maps, and guidebooksc. Panasonic

Head Office: Osaka, JapanProducts: Consumer electronics: televisions, stereos

d. Petroleos de Venezuela, S.A. (PDVSA)Head Office: CaracasProducts: Oil

Exercise 2Answers will vary.

Reading, Page 12

Exercise 1b. Bow.a. Shake hands.d. Hug.c. Give business cards.

Numbers, Page 13

Exercise 4a. 3,000 f. 13,946b. 14,500 g. 1,737c. 6,018 h. 58,315d. 75,210 i. 5,860e. 2,100 j. 90,410

Exercise 5a. 186 d. 8,000b. 4,600 e. 49,350c. 17,500 f. 12,300

Answer Key


70 Answer Key

U N I T 3


Exercise 1a. usually b. often c. hardly everd. usually e. always f. usuallyg. almost always

Listening, Page 16

Exercise 1a. (extra); b. 3; c. 2; d. 1; e. 4

Exercise 2a. (extra)b. Friday; 9 a.m. to 10 p.m.c. Tuesday; 11 a.m. to 8 p.m.d. Thursday; 8 a.m. to 5 p.m.e. Wednesday; 8:30 a.m. to 9:00 p.m.

Reading, Page 18

Exercise 1Country Routines Time

Argentina Business meetings: sometimes at 8 p.m.Dinner: usually after 10 p.m.

United States Business hours: 9 a.m. to 5 p.m.Power breakfast: 6 or 7 a.m.

South Korea Work week:Monday–Friday: 9 a.m. to 5 p.m.Saturday: 9 a.m. to 1 p.m.

Numbers, Page 19

Exercise 5a. 3:00 d. 6:15b. 7:10 e. 8:45c. 11:45 f. 9:30

Exercise 6a. 8:30 d. 12:45b. 8:00 e. 5:15c. 10:45 f. 7:30

U N I T 4


Exercise 1a. writing a memob. drinking coffeec. copying some documentsd. talking to a co-worker

Listening, Page 22

Exercise 1a. 1 e. 7b. 4 f. 3c. 2 g. 5d. 6

Exercise 2Items checked: a; c; e; g; h; i; j; l

Reading, Page 24

Exercise 1At Shell, we’re . . .

playing a major part in the move from oil to gas.planting trees.building clean energy plants.studying solar and wind energy.(also) working together with groups around the world.

Writing, Page 25

Exercise 3Jim Davis and Lin Zhiang are looking at locations for theplant. Marta Blades is coordinating all work onenvironmental issues. Mark White is planning the ground-breaking ceremony. Finally, Kay Shoda is inviting theguests.

Numbers, Page 25

Exercise 5a. 700,000 f. 9,600,000b. 150,000 g. 11,750,000c. 275,000 h. 341,000d. 829,000 i. 24,125,000e. 5,000,000 j. 473,000

Exercise 6a. 280,000 d. 3,000,000b. 260,000 e. 37,000,000c. 1,000,000 f. 685,000


71Answer Key

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U N I T 5


Exercise 1a. produced b. signed c. started d. spent e. received

Listening, Page 28

Exercise 1a. 1993b. 1978c. 1991d. 1995

Exercise 2a. more moneyb. companyc. do very well in NAFTAd. a lot of new businesse. near its customersf. companies in South America

Reading, Page 30

Exercise 1

a. Industry Company Names New Company Name

1. financial Citicorp Citigroupservices Travelers

2. drug Sandoz NovartisCiba Geigy

3. automobile Daimler-Benz DaimlerChryslerChrysler

b. salary differences; departments working together

Writing, Page 31

Exercise 31. increased 6. increased2. increased 7. imports3. 2.5% 8. decreased4. 3.2% 9. 7.6 billion5. sales

Numbers, Page 31

Exercise 4 a. 1953 f. 1978b. 1995 g. 2012c. 2003 h. 1992d. 1986 i. 2000e. 2050 j. 2066

Exercise 5a. 8/1/69 b. 10/2/82 c. 6/10/86 d. 9/3/98 e. 1/4/01

U N I T 6


Exercise 1a. 2; b. 4; c. 1; d. 3

Exercise 25 One moment, Ms. 2 Hello. Could I speak

Foster. I’ll put you to Mr. Alomar atthrough. extension 19, please?

1 Good morning. 8 Yes, of course.TVT Group.

3 May I have your name, 6 Thank you.please?

7 I’m sorry. It’s busy 4 This is Joan Fosterright now. Can from Western Energy.you hold, please?

Listening, Page 34

Exercise 1a. C & D Systems

return the callNumber: 555-4291 (mobile)

b. To: Bill TurnerRoom 219Number: 555-9207Could you call me tomorrow morning?

c. Ms. Naomi SaitoTetra ImportsWill call again at about 1:30

d. To: JimFrom: Lisa Kimflight is delayedwon’t be at the meetinge-mail address is [email protected]

Reading, Page 36

Exercise 11997 - cell phones line on graph should reach 100 million1998 - cell phones line should reach 160 million

Numbers, Page 37

Exercises 4 and 5Answers will vary depending on the time zones studentsare in.


72 Answer Key

U N I T 7


Exercise 1a. behind e. betweenb. above f. next toc. on g. in d. to the left*of h. under *Note: Audiotape error. Audiotape says, “right.”

Listening, Page 40

Exercise 1

Exercise 21. No 5. No2. Yes 6. No3. Yes 7. Yes4. No 8. No

Reading, Page 42

Exercise 1a. 1; b. 2; c. 3

Numbers, Page 43

Exercise 4a. 5th; b. 6th; c. 11th; d. 8th; e. 9th; f. 23rd

Exercise 5a. 3rd; b. 4th; c. 21st; d. 2nd; e. 7th; f. 16th

U N I T 8


Exercise 1a. Turn right.b. Turn left.c. Go to the corner.d. Go past the bank.e. Go down two blocks.

Listening, Page 46

Exercise 1a. Immigration1 Take the escalator to the 2nd floor.4 Turn right again.2 Turn right.5 It’s on the left.3 Go past the restrooms.

b. The Bank2 Turn left.5 It’s next to the chairs.4 Take the escalator to the 3rd floor.1 Take the escalator to the 2nd floor.3 Go straight.

c. The Business-Class Lounge4 Go past the snack bar.2 Turn right. 3 Go up to the 3rd floor. 1 Take the escalator to the 2nd floor.5 It’s the second room on the left.

Exercise 2

Reading, Page 48

Exercise 11. Australia: on time/at 11 a.m.2. Chile: 9:30 p.m. or later3. China: between 9:30 and 10 a.m.

1

4

3

2

5

8

7

6

Currency Exchange Duty Free

Snack Bar

Duty FreeShop

Escalator

EscalatorEscalator

Chairs

Escalator Escalator

Escalator

EscalatorEscalator

Boutique

CurrencyExchange

Newsstand

Car Rental

Information

Customs

Baggage Claim

Telephones

Rest Rooms

Telephones

3rd Floor

2nd Floor

1st Floor

c

a

b


73Answer Key

Numbers, Page 49

Exercise 4a. 5:15 p.m. e. 6:00 p.m.b. 08:45 f. 16:40c. 7:50 p.m. g. 2:10 p.m.d. 22:45 h. 00:05

Exercise 5a. 1:15 p.m. d. 11:00 a.m.b. 14:45 e. 16:30c. 3:00 p.m. f. 23:40

U N I T 9


Exercise 11. c; 2. a; 3. b; 4. d

Listening, Page 52

Exercise 1a. (extra); b. 3; c. 2; d. 1; e. 4

Exercise 2a. Do you have

Could you open b. May I have

And where do I c. Can you give me

What’s the date d. What’s the

And what time does

Reading, Page 54

Exercise 1a. F; b. T; c. F; d. T; e. F; f. F

Numbers, Page 55

Exercise 4a. one hundred fifty-six dollars and thirty-seven centsb. a hundred fifty-six thirty-sevenc. one hundred fifty-six thirty-seven

Exercise 5a. $75.50b. $424.90c. $128.65d. $173.96e. $275.00f. $1,700.00

U N I T 1 0

Listening, Page 58

Exercise 1a. teab. coffeec. gray suitd. cream and sugare. go sightseeing

Exercise 2Items checked:a. Some coffee or tea?

I’d like some tea, please.b. How about something to drink?

I’ll have coffee, thank you.c. Could you introduce me, please?

Sure. I’d be glad to. d. Oh, and the cream, please.

Here you are.e. Well, how about shopping or sightseeing?

I think I’d prefer sightseeing.

Reading, Page 60

Exercise 1Items checked: a. Yes; b. No; c. Yes; d. No; e. No

Numbers, Page 61

Exercise 4a. 0.87b. 10.54c. 31.08 d. 206.49

Exercise 5a. 105.09 d. 70.11b. 8.27 e. 176.42c. 9.32 f. 64.25

U N I T 1 1


Exercise 1a. T; b. T; c. F

Listening, Page 64

Exercise 1a. clothesb. entertainmentc. people


74 Answer Key

Exercise 2a. You should take light-weight clothes. Men usually

wear a long-sleeved shirt and tie, but don’twear a short-sleeved shirt to work. If you go to a socialevent, you should wear a jacket, but men don’t usuallywear a jacket to work.

b. Chinese managers like equal business relationships. Ifthey invite you to a banquet, you should also invitethem to a banquet. But don’t give a more expensivebanquet than the one they gave you.

c. Meetings are very informal and relaxed. But be readyfor long meetings because people love to talk. Also,you shouldn’t talk about business right away.

Reading, Page 66

Exercise 1Wording will vary.a. direct discussions, including open disagreement and

quick decisionsb. making non-business small talk during meetings and

going to social eventsc. openly disagree with someone in a meeting

Numbers, Page 67

Exercise 5US Customary Measure = Metric Equivalent

Length1 inch (in) = 25.4 millimeters (mm)1 foot (ft) or 12 inches = 30.48 centimeters (cm)1 yard (yd) or 3 feet =.914 meters(m)1 mile (mi) or 1,760 yards=1.609 kilometers (km)

Area1 square inch = 645 square millimeters1 square foot = 929.03 square centimeters1 square yard = .836 square meters1 acre (a) or 4,840 sq. yd = .405 hectares (ha)1 sq. mile or 640 acres = 2.59 square kilometers

Exercise 6a. 29 inches (in)b. 8.6 ounces (oz)c. 4.7 acres (a) d. 34,500 square feet (sq. ft) e. 275 kilometers (km)f. 37,000 feet (ft) or 11,300 meters (m)

U N I T 1 2



Listening, Page 70

Exercise 1a. copier (photocopier)b. calculatorc. air-conditionerd. mobile phone

Exercise 2a. quieter; more expensive; faster; largerb. cheaper; larger; lighter; smaller c. more expensive; easier; noisierd. cheaper; bigger; less expensive; lighter

Reading, Page 72

Exercise 1Six items underlined:good/higher paya balance between work and personal lifechances for improving job skillsthe belief that the company satisfies customersstress levelsmanagers who listen to/communicate well with employees

Page 72


Numbers, Page 73

Exercise 4US Customary Measure = Metric Equivalent

Weight1 ounce (oz)=28.35 grams (g)1 pound (lb) or 16 ounces=.4536 kilograms (kg)1 ton (t) or 2,000 pounds=.907 metric tons (mt) or 1,000kilograms

Liquid1 fluid ounce=29.573 milliliters (ml)1 quart (qt) or 2 pints=.946 liters1 gallon (gal) or 4 qts=3.785 liters

Volume1 cubic inch (cu in)=16.387 cubic centimeters (cu cm)1 cubic foot (cu ft)=.028 cubic meters (cu m)1 cubic yard (cu yd)=.765 cubic meters

Exercise 5a. 2.5 million b. 136 c. 670d. 425e. 710,000f. 125.6


75Answer Key

U N I T 1 3


Exercise 1Planning• You have to choose projects very carefully. • You should also plan your schedule carefully. You

shouldn’t give too little or too much time to completethe project.

In Progress• You have to make sure that project teams are working

together.• Everyone should know what other teams are doing.• If there are problems, you have to tell everyone on the

project teams about the problems.• You should have meetings with all groups from

different departments.• Meetings don’t always have to be in person.

Listening, Page 76

Exercise 1Items checked:a. He has too much work.b. He doesn’t understand the software program.c. Sam looks stressed.d. They have too many meetings.e. He was late to work.

Exercise 2a. Why don’t you b. need to c. should; talk d. don’t need toe. have to leave; much

Reading, Page 78

Exercise 1a. 2; b. 3; c. 1

Numbers, Page 79

Exercise 4i, h, d, a, c, b, f, g, e

Exercise 5a. 1

3 d. 13000

b. 25 e. 2 1

4

c. 8 14 f. 83 3

16

U N I T 1 4


Exercise 1

Items checked:I’m going to arrive in San Francisco early Tuesdaymorning.I’m going to have lunch with Mr. Lewis of Portola, Inc.I’m going on a tour of Portola's production site onWednesday.I’m speaking at the sales conference on Thursday morning.I’m having a meeting with our sales reps Thursdayevening.

Listening, Page 82

Exercise 1Picturea. Internet conferences; Item 3;

2. next monthb. management styles; Item 1;

1. in the next 10 yearsc. smart cards; Item 2;

3. within 10 yearsd. “Mega” Companies; Item 4;

2. in 15 years

Exercise 2Boxes checked:Item 1. are going to changeItem 2. will useItem 3. are havingItem 4. will see

Reading, Page 84

Exercise 1Items checked:save a lot of money.be big winners in the Internet economy.buy products on the Internet from all over the world.

Numbers, Page 85

Exercise 5a. 7.5 million b. 6.3 billion c. 9.7 trillion d. 17.9 billion e. 67.5 million f. 282.6 million g. 23.31 trillion h. 898.52 million

Exercise 6 a. 1.6 million b. 3.7 trillion c. 4.26 billion d. 22.8 million e. 237.86 trillion f. 845.19 million


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