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T e a c h e r ' sN o t e s


*v*r v**w

This board game gives both teacher and students the

opportunity to share personal experiences. As well as serving
as an ice-breaker, it gives the teacher a diagnostic tool to
assessthe students' language.

Students categorise vocabulary for describing criminals, write

a description of someone and then roleplay describing a
suspected fugitive to an FBI agent

One copy of tJneLifelines board, enlarged to A.3, and one
copy ofthe question cards, cut up, for each group ofthree
students Make sure the cards are kept in separate piles of
As, Bs, Cs, etc. Each group will need a die and each student a

One copy of the worksheet for each student.



Divide the students into groups of three and give each

group the Lifelinesboard and questions.
Explain that Lifelines rs not a competitive game or a race
but an oppoltunity to share experiences. On the throw of
a die, students take it ln turns to move around the board.
o If they land on an age group, they tell their group
about a memory, plan, hope or ambition relating to
that age
. If they land on a letter (A-G), they pick a question
relating to that letter and teli the group the answer.
Encourage the students to use the sentence stafiefs
(.1can't remember exactly..., etc.) on ttre right of the

Students prepare for and take part in a mingling activity about
an rmagrnary job. They practise initiating and maintaining a
convefsation and showing interest in what someone is saying


Students read the introduction about the FBI's Ten Most

\Wanted Fugitives.
For each category in Exercise 1, students decide on the
appropriate verb to use when describing someone.
Check the answers
Students assign the characteristics in Exercise 2 to a
category by writing a category number in the boxes
Check the answers.
If students have access to the Internet, they go to the FBI
website and choose a criminal to describe in Exercise 3.
If not, they can describe a secretly chosen member of the
class in these same terms, and their classmates decide
who it is they are describing.
Students do the roleplay in Exercise 4. Monitor the activity.

Exercise 2 black:6, 9 olive: 8, 9 white: 9 stocky: 4
tattoo on upper arm: 11 security guard: ! medium: 3, 4
green: 7 salt and pepper: 6 bald:5 mole below left eye: 11
American: 10 blue:7 scar on chest: 11 dark/medium: B
light: 8 male:12 1.7 to 18 m: 2 \fhitey: 1
approximately 73 kg: 3 is known to frequent libraries and
historic sites: 12 white/silver: 6 thin: 4 El Comandante: 1
Iarge: 4 uses disguises to alter his appearance: 12

One copy of the worksheet for each student


ffr*e e*xr*

Students rephrase a telephone conversation and voice mail

message using appropriate language to practise and
consolidate telephone expressions.


Students read the list of jobs and choose three they'd like
to do and three they wouldn't. Monitor as they discuss
the personal qualities and training required for these
jobs, helping with vocabulary and pronunciation.
Students choose one ofthe jobs in Exercise 1 and
imagine it's their real job. Ask them to write three facts
about the job: one neutral, one negative and one
Give students a few minutes to complete and memorise
the key phrases in Exercise 3 before the mingling actrvity.
In the mingling activity, students practise starting and
maintaining a conversation, and showing interest.
Encourage them to use the expressions in the box.
Monitor the activity.

One copy of the worksheet for each student.

Fr **e*ur *


Individually or in pairs, students rewrite the dialogue in

Exercise 1 using more appropriate language There are
several possible alternatives.
Students compare what they have written wiih others
before sharing their ideas with ttie rest of the class.
Students act out their reformulated dialogues
They repeat the task with the voice mail message in
Exercise 2. Ask students to discuss the possible scenario
and the likely roles of Bary and Silvia.

$***p6* ill*$wsrs



Hello. CCC
Is that Crystal Communications Consultants?
Yes, it is How can I help you?
Could I speak to Silvia Garcia please?
Certainly. Hold the line I'11see if she's available.
OK, thank you.
I'm afraid she's in a meeting at the moment
OK. Do you know when she'li be available?


A: I'm aftaidI couidn't say Could you phone back this

B: That will be difficult for me. Could I leave a messase?
A: Of course
B: Could you ask her to phone me, please?
A: Certainly. Can I have youf name?
B: Barry Clough.
A: Sorry, could you repeat that, please?
B: Yes, it's Barry Clough
A: And could you spell that?
B: B-A-R-R-I C-L-O-U-G-H.
A: OK, Mr Clough, I'11make sure she gets that.
B: Thankyou.
A: Goodbye.
Hello. This is a message for Silvia from Barry Clough. I'm
in Zurich. I'm rather concerned that you didn't return my
call Please could you ring me as soon as you can. The
publiciry material for the Zurich Expo hasn't arrived. The
courier firm doesn't seem to know about it Have you
any idea what's happened, Silvia?Look, the Expo starts
tomorrow - please would you organise a new courier.
It's really very worrying.

Have a class feedback session to discuss any differences

befween the fwo pie charts
Students read the text in Exercise 2 They then complete
the sentences in Exercise 3 and discuss their ideas with
a pafinef
Students report to the class anlthing interesting from
their discussions.

*vsr vi*w
Students readan afiic1e and discuss the advantages and
disadvantages of electronic business communication, as
opposed to conventional business travel

Sr *par ati*n
One copy of the worksheet for each student

Sr ***d*n*

Students choose which of two restaurants in a touflsr rown
would make the better investment and justify their choice
using the language of comparison

Fn * p x r n t **n
One copy of the worksheet for each student.

Sr* c *d u r *

Ask students if they have ever wanted to own or run a

restaurant. Ask them what factors would be the most
critical to its success. Check/Pre-teach: turnouer, rates.
Elicit the language of comparison by asking the students
if they had to choose between rwo hotels to buy in a
seaside resort which they would choose, e g. Tbe one
uithmore rooms The onenearer tbe beacb. Tlte one in
better condition Thecbea.per one, etc.
Hand out copies of the worksheet and ask students to
read the text at the top. Explain that they are buying a
licensed business and its goodwill, not a piece of real
estate. Focus their attention on the map, the restaurant
fronts and the key facts and give them five minutes to
study the information.
In pairs, students discuss and decide which restaurant
they would preFerto buy.
Have a class feedback session where students exolain
their choices.



In Exercise 1 students, in pairs or small groups, look at

the title of the article and predict what the article is
about. Then students read the article and check their
predictions Elicit from them the main points of the
Individually or in pairs, students find the words in the
text and explain what nouns or noun phrases they refer
to in Exercise 2. Check understanding as they do this
Ask students what else in the business world each of the
items in Exercise 2 could be used to describe e.g.
increasingly pouterful: mobile phones, IT companies, tol)
footballers, etc.
Students discuss the questions in Exercise J, and report
to the class anything interesting from their discussions

b) business communication c) the desire for conventional
business travel d) the cost of electronic conferencing
e) the Internet, desktop computers f) e-mail, instant
messaging and other applications g) the assumption that
corporate travel and in-person meetings is the only realway
to do business

Svsr v**w
Students work in pairs exchanging information to update a
business irip itinerary This activity recycles and practises the
language of travel affangements, dates, times and spellings

Pr *p*r m ti*n
One copy of the worksheet for each pair of students Cut the
worksheet into two.


Students read about and discuss time management, both
personal and professional.

One copy of the worksheet for each student

F r* * s d *r w

Individually, students complete two pie charts in

Exercise 1 - one for a typical day and one for anideal
day - and compare their results with a pafiner.

Depending on the class, you may want to start by

revising prepositions of time and place (in, on, at, etc.),
the alphabet and question forms.
Students work in pairs to discuss Valerie's itinerary,
asking and answering questions but not showing each
other their sheets. Monitor the activity and help with
question forms, if necessary At the end of the allotted
time, students should have negotiated an itinerary
between them, which they should note down.
Ask them to look at the form (beginnings and endings) and
Ianguage of Student A's e-mail and to pick out any useful
phrases which they could use in their own e,mail messages

T e a c h e r ' sN o t e s

Fr ****ur s
Divide students into groups of three or four. Give a
student in each group a card: A, B or C. It's a good idea
to allocate C cards to more extrovefi students if possible
It does not matter if one or two students do not have
cards. Tell students not to show each other their cards
Explain that the students with cards are going to Iead a
discussion on a controversial topic and get the group to
reach a consensus. Give students a few moments to read
their cards During this time go round checking that
Students C understand that they are to take an extreme,
opposing view to provoke an argument (i e to play
devil's advocate).
Give Students A five minutes for their discussion. Then
the groups complete the manifesto statement before
stafiing Student B's discussion.
Have a class feedback session to listen to the different
groups' opinion on their chosen topics.
Ask a Student C to explain why they were difficult and
show the picture on their card. Explain the expression
deuil's aduocale (a person who disagrees in order to
provoke a debate or test the strength ofthe opposing

*v *r v i *w
This fast-paced, competitive team game receptively exposes
students to 96 common verb-noun collocations and increases
students' lexical spontaneity.

One copy of the worksheet for each student. Distribute
copies afiter the game. To play, photocopy the word boxes
onto an OHP transparency or write them onthe board.

F n *****r *

Ask students to work in teams and explain that they are

going to compete in a vocabulary contest.
Explain that there are three rounds In Round 1 the
context is 'In the office' Set the scene by asking students
to think of things they have in their office, e g. PCs,
phone, fax machines, reports, etc.
S Nfrite up the nouns for Round 1 on the board or display
them on an OHP. Explain that you are going to read out
sets of verbs (see items 1-B on the worksheet) There are
four verbs in each set and every verb in the set will
combine with just one of the nouns they can see They
must guess which noun it is as quickly as possible.
*$. Read out each item slowly The first team to guess
correctly wins a point, but they must be careful! Some of
the verbs will collocate with more than one of the nouns
(but only one noun with ail four verbs). Give the score at
the end of Round 1.
S For Round 2 'On the road', set the scene by asking your
students to think about business trips they've been on.
Then display the second set ofnouns. Conduct the
activity at a brisker pace this time and keep track of
the score
Repeat for Round 3 'In a meeting' Ask students to think
about what they discuss in meetings and then play the
guessing game Give out the final scores.
Now distribute the worksheets. Students write in the
nouns next to the verb lists. This could be done
collaboratively after the previous competitive stage


Students learn some idiomatic expressions relating to
decisions, apply these to situations they have experienced
and suggest good principles for decision-making.

One copy of the worksheet for each student. Cut the
worksheet into two

Fr ***dxr e

Round 1: 1 a phone call 2yourcomputer 3 a repon

4 aletter 5 a form 5 a computer file 7 amessage
8 your e-mail
Round 2: 1 your hotel 2 a presentation 3 an agreement
4 your flight 5 an appointment 6 lunch
7 a meeting 8 your office
Round 3: 1 problems 2 ideas 3 proposals 4 figures
5 decisions 6 your colleagues 7 views 8 excuses

Explain that students are going to look at some idiomatic

phrases to do with making and changing decisions. Hand
out copies of the top part of the worksheet and ask them,
in pairs or small groups, to complete the phrases in
Exercise 1 \flhen they have finished, check the answers
and the meaning of each phrase.
Hand out the bottom part of the worksheet and give the
sttrdents five minutes to look at Exercise 2 and think of
situations from their own experience They do not need
to think of situations for all the idioms. Students describe
the situations to their partner Monitor the activity,
helping with vocabulary as necessary.
In pairs, students discuss the principles in Exercise 3 and
suggest others Ask pairs to share their thoughts and
contribute to a definitive list drawn uo bv consensus of
the class


Students practise using language for agreeing and
disagreeing, and asking for clarification in a group discussion
activity. (NB Explain the expression deuil's aduocateatthe
end ofthe activity during the class feedback session )

One copy of the worksheet for each group. Cut the
worksheet into three (There should be a minimum of six
students in the class for this activitv.)

a) mind b) thought c) say d) thought/consideration

e) decision f) consideration g) mind h) issue i) mind
j) decision

T e a c h e r ' sN o t e s



Students read the advice of well-known CEOs on various

aspects of running a business. Before reading the quotations,
they give their own views on these aspects.

Students write e-mails and perform a roleplay based on a real

or imaginary business trip

) " , " .! r f i r l t t ; - ; :
One copy of the worksheet for each student. Cut the
worksheet into two

One copy of the worksheet for each student
Ask the students about their experiences of business trips
and how they prepare in advance to maximise their time
Students then work individually to plan the details for a
real or imaginary business ffip in Exercise 1
Students write e-mail 1 in Exercise 2 E-marI2 is optional,
but it gives extra writing practice and a chance to prepare
more ideas for the roleplay.
Divide the class into pairs with as simiiar a business
background as possible. Ask students to exchange their
e-mails, discuss the situation, and discuss what sort of
reply they expect in Exercise 3 Monitor the activity.
Students work individually to write their reply e-mail in
Exercise 4
Students act out the rolepiay in Exercise 5. Stressthat the
host is told to have a short business discussion, not a full
negotiation. The pairs then change roles and repeat the
Hoid a short feedback session to give students a cnance
to mention any problems they encountered

Fv * * ***r *
Hand out copies of the top half of the worksheet and ask
the students to do Exercise 1 individualiy. Students then
discuss the questions in Exercise 2 in pairs Spend a little
more than a third of class time on this stage Go round
helping with vocabulary as necessary.
Check/Pre-tea ch: but : except, steamroller, nimble,
trembling Then hand out the bottom half of the
worksheet and get the students, one at a time, to read out
each quotation, making sure they understand them. As
you go, find out what their views were on each question
and whether they agree with whar rhe CEO said.
Ask if anyone has a favourite business quotation or
memorable piece of advice given by a manager or CEO.
If nothing is immediately forthcoming, ask students to
bring one to the next lesson.

* v * rvi *w
Students categorise and practise useful language for small
talk: opening, directing and closing a conversation, and
showing interest.



Students complete a cloze text about spam They then discuss

spamming and other ways of marketing a product.

One copy of the worksheet for each student.



One copy of the worksheet for each student.

Fr ***d*r *

In pairs, students categorise the phrases and expressrons

by completing the table in Exercise 1.
Check the answers with the class Ask some of the
students to improvise sentences to illustrate and check
meaning and use.
Ask students to imagine they are at a conference
reception and to mingle around the classroom having
brief conversations with each other. Encourage them to
use the phrases and expressions in Exercise 1. Monitor
the activity

Opening a conversation: b, f, h, l, n, p, r, v.
Directing a conversation: c, o, q, t, u, w.
S h o w i n gi n t e r e s rd: . g . j , s .
Closing a conversation: a, e, i, k, m.


Introduce the idea of spam to students, i.e unsolicited

e-mail messages. (Spam is the trade name of a poorqualiry meat product sold in tins.) ChecVpre-teach: junk,
cold cailing, hoctx, cbain.
Students read the text and fill in the gaps in Exercise 1.
Ask them to answer and discuss the follow-up questions
in pairs or small groups.
Students discuss the promotion ideas in pairs in
Exercise 2.
Have a class feedback session. you can award points to
pairs for each new idea introduced into the discussion
and for using the phrases.

1 unlikely
2 guess
4 spend
3 carried
5 hoax
6 colleagues
7 harmless
8 headache
) adopt
10 set
11 receive
72 dealing
13 work


T e a c h e r ' sN o t e s


It giues me great pleaswre to; to giue you a brief

oueraiew; giuen the extra resources;giue you a cbance
to; giuing ct sboft talk on; To giue J)ou just one example;
giue you almost complete accessto


I'd like to take tbis oppol"tuniry b; you'll be taken on a

prelimina4y tour; Luecan take tbe lead.; take as mucb
time a,syou need; take notes; take afelu minutes to

In groups, students plan and present their ideas for a new
employees' centre at work. They practise the language of
presentations and use delivery techniques to be persuasive.

S r *p *r n t i **
One copy of the worksheet for each student.

P r **c *u r *

In groups of three, students read about the competition

in Exercise 1 and decide what sorl of employees' centre
they wish to propose
In Exercise 2, students draw a floor plan and transfer it
onto an OHT or flipchart, if appropriate
Students each prepare one stage ofthe presentation in
Exercise 3, bearing in mind the points on the checklist
Monitor the activity.
Invite each group to present their idea and hold a
feedback session for each. Ask the class which proiect
should be chosen, and why.

make: make the most of made tbefinal breaktbrough;

making sucb a discouery; baue made considerable
progress; b make beadzaay; the point I uant to make is

bope to be doing business uith; d.oeuerytbing u)e can

to; tbe work ue're currently doing; tbe testswe'ue done;
they'll do tbeir best to

Students discuss difficult ethical questions surrounding
genetic engineering and cloning.

Sr *pxr xti*n
One copy of the worksheet for each pair of students. Cut the
worksheet into three


Sr ****xr *

Generative verbs such as giue, take, make and d.o form the
basis of many English expressions useful to a presenter.
Students listen to a presentation given by their teacher ('the
DVD player') and identify 24 such expressions.

f r *p *r m t i *n
One copy of the worksheet for each student. Cut the
worksheets into two. Distribute the soundtrack after the task

F r ***S*r *


As a warmer, elicit a few examples of business

expressions using the verbs giue, take, make and do, e g
giue an oue?L)ieu, giue an example, make progress, make
a point, etc
Explain that students are going to 'watch' a film of a
business presentation which contains 24 examples of
business expressions with giue, take, make and do.
However, as you don't have a DVD player with you, you
are going to be the DVD and they are going to operate
you by remote control!
Hand out the top part of the worksheet. Students fill in
the functions of the buttons on a D\rD player: rewind,
pla1t, fastforutard, stop and pause
Explain that you will give the presentation and that every
time your students hear an expression using one of the
four verbs, they should pause you and write down the
whole expression in their notebooks They can rewind
and fast forward you as they need to. Students will have
to listen very carefully, as the verbs do not always
precede the expressions they belong to
Students compare their answers m palrs.
Distribute the soundtrack. Students highlight the key
expressions and check them against the ones they
wrote down Explain any unfamiliar vocabulary from the
soundtrack to the class.

To make the task easier, read the whole presentation and

simpiy ask students to raise their hand when they hear a key
expression but to write nothing at this stage. Or, reduce the
number of verbs the students are listening for or grve
different groups different verbs to listen for.


Ask the students what 'cioning' means and what its

benefits and drawbacks are. Check/Pre-teach:
genes/genetic, science fiction, disease, cure, tissue,
organs, em bryo, fo etws, ctbofi , kidney/b ean failur e,
cells, transplantAsk students to work in pairs. Hand out the top part of
the worksheet. Students read the introductory text To
check comprehension, ask students what cloning is and
is not, according to the writer
Hand out the definitions of embryonic stem cells and
therapeutic cloning to alternate students and ask them
to read and summarise thek texts to one anotner
Individually, students consider questions 1-5, then
exchange their views in pairs Monitor the activity.
Ask if anyone's opinion on these questions has changed
from the beginning of the lesson and why.

Students read a text to stimulate a discussion on the role of
business consultants.

One copy of the worksheet for each student.

$3r***** * rq:

Ask students to work in pairs or small groups and

brainstorm reasons why companies use consi;ltants
Hand out the worksheets and ask students to match the
sentence halves in Exercise 1.
Check the answers with the class. Then ask students to
brainstorm any disadvantages associated with using
Explain that students are going to read a story which
contains a consultant, a shepherd, sheep and a
sheepdog. Check/Pre-teach:flock (ofsbeep), log on to (a
uebsite), scrutinise (an area)

T e a c h e r ' sN o t e s

Give students five minutes to read the text in Exercise 2

In pairs students complete the sentences in Exercise 3
using their choice of modals Monitor the activity
Invite individual students to read their sentences to the

Fr *p*r **i*n
One copy of the worksheet for each student Cut the text into
strips if you feel this will be helpful ro srudents.












Students assessthe impoftance of specific behaviour in the

business world and explain their culture,s characteristics.


One copy of the worksheet for each student.

Students read and discuss the questions in Exercise 1 in

groups Have a shorr class feedback
In pairs, students put the story in Exercise 2 in order
Monitor, helping with vocabulary if necessary
Check answers with the whole class
Siudents discuss the question in Exercise J in parrs or
small groups. Encourage students to use the past
Ask students to give real examples of how problems are
solved in their company and to talk about their roles in
the decision-making process



7A 2F 31 4C 5H 6E 7It 8c


Students read the characteristics and grade them

according to importance by placing a cross at the
appropriate place on each line.
In groups, students share their views by comparing their
completed worksheets Encourage them to elaborate on
each point, giving examples from their own expenence
where appropriate.

NB For mono-cultural classes,you could shift the emphasis

onto differences between workplaces/companies. For multicultural classes,the emphasis can be on differences between

9D 10J

Students work as teams of management consultants to solve
problems of inappropriate behaviour in meetings.

One copy of the worksheet per two groups of students.
Cut the worksheet into twcr

$r *****r *

Studenis choose the most appropriate extracts to use 1n a
letter introducing their company to a new client. They then
use some of these extracts to create their own letters.


One copy of the worksheet for each student.



In pairs, students decide in Exercise 1 which exffacrs

from letters are appropriate to use in a letter introducing
their company to a new client.
Reconvene as a group and discuss the extracts students
selected. Ask them why the other extracts were not
appropriate, e.g too informal/too formal, unnecessarily
long, too rude or abrupr.
In Exercise 2 students use at least eight oftheir selected
extracts to make a complete letter, using their
imagination to flesh out the details. Monitor the activity
Ask individual students to read their letters out to the

Sxgl;**t*S nnsv,r*l's
b, e, h, i, n, o, p, t, v, w, x, y.

Students do a jigsaw reading about a management solution to
a partict:iar problem. They give their reactions to the solution
using conditionals (past reference).

Divide students into an even number of groups of two or

more students: A and B Give Groups A worksheet A,
and Groups B worksheet B.
Ask students to read the instructions. Make sure students
understand ihat they are going to take on the role of both
management consultants and directors
Ask students to discuss the problem they have been
glven as management consultants and to think of
suggestions to give the directors to remedy the situation.
Monitor the activity, helping with vocabulary if

Students match geographical groups to cultural descriptions
and then discuss questions on culturai differences

One copy of the worksheet for each student.

$r ***S*r *

\7rite Cultural dffirences and the four box headings on

the board, e g. company ualues, etc. Elicit a few icleas for
cultural differences under each heading. Then explain
that students are going to read some ideas for each
heading and then have a discussion.
Hand out copies of the worksheet and ask students ro
read the introduction and four boxes individually. Give
students an oppofiunity to ask about any new vocabulary
before they do the matching task
Individually, students complete the matching exercise in
Exercise 1.
Hold a feedback session and allow students to discuss
their answers and the questions in Exercise 2


I U O U I ] U I

I \ U L U O



C o m p a n y v a l u e sa: 3 b 2 c 1 .
a1 b3 c2
M e e t i n g s a: 3 b 1 , c 2
P r e s e n t a t i o n as 2
: b3 cL



*v*rvf *w
Students read statistics and a text on piracy They then
reconstruct sentences containing passives

One copy of the worksheet for each student

Sr *****r *


Introduce the idea of piracy and types of commerclal

piracy. Have students ever come across this sort of thing?
Is their company affected in any way by the problem?
parts of the world do they think are most affected
by this problem? For what reasons?
Hand out the worksheet and go over Exercise I Have a
feedback session after students have discussed the
questions in pairs.
Ask students to read the text to find the answers to the
questions in Exercise 1. Explain any unfamiliar
Write the following on the board: 1) estimate + $12 2
billion 2) 108,000 + lose 3) 97o/o+ sell 4) burn + $1
5) carry out + corporate level 6) issue + address
7) revenue rates + link 8) legitimate software
market + affect
Explain that students, in pairs, are going to reconstruct
sentences from the text using the ixompts Do the first
one together (Iosses due to pir6.c! eacb lear are esti?nated
to be $ 12 2 billion) and highlight the use of the passive.
Have a class feedback session to check the sentences
Students discnss the questions in Exercise 3 in pairs.
Students match the sentence halves and decide if they
agree with each statement in Exercise 4. Students report
their ideas to the class

Students complete a cloze text on employers screening
employees' e-mail. They then discuss the ideas in the text
using the language of agreeing and disagreeing.

Sr *p*r *t1*n
One copy of the worksheet for each student

Fr ****xr e

Procedure 4: 2) Up to 108,000 jobs a year are lost due to
software piracy 3) )7o/oof software (which is) sold on
Internet Auction sites is pirated. 4) Many copies of software
are burned for $1 a CD. 5) A 1ot of piracy is caffied out at
corporate level. 6) In the US and Western Europe, the issue is
addressed very seriously. /) Revenue rates are not directly
linked to piracy rates. 8) The growh of the legitimate
software market is affected as developers face the possibility
of pirate copies outnumbering legal ones
E x e r c i s4e: a 5 b 3

Tell students that you are going to try to tell them about a
meal you had at a restalrrant recentiy but you may need
their help to describe some of the food.
Read out the script on the worksheet to them, supplying
your own information in the gaps and struggling to recali
the words marked in bold. Students should interwene to
help you find the right words when you struggle Here
are a few tips on how to do this:
. Read the script, but don't be too word-perfect. Um and
er a bit
. Embellish the story a little Add extra details to set the
scene without digressing too much.
. \fhen you get to the words in bold, hesitate, use fillers,
say what you don't mean and ask for help
. Don't reject any suggestions from your class out of
hand. Encourage them to specuiate as to what you
might mean.
. If no-one can guess exactly what you're trying to say,
accept the nearest synonym and then supply the word
you wanted as well.
. If no-one has a clue what word you're looking for,
suddenly remember it
Hand out copies of the worksheet for students to keep as
a reference.
Ask students to prepare the story of a meal they had to
read out to the others in the same way You may want to
set this for homework Refer to the vocabulary in Unit L8
of the Student's Book and the Lexis link on page 113 to
help them prepare.





Introduce the subject of employers screening employees'

e-mail Ask students about their companies' policy on email use. Check/Pre-teach: suntey, liable, balt, snoop,
perk, scan.
In oairs. students do Exercise 1. Then check the answers
with the class.
Go over the expressions in Exercise 2 and encourage
students to use them in their discussion. One possibility
is to make the activity into a game by awarding points:
one point for an argument, two points for a counter
argument and a bonus point for every time they use one
of the phrases correctly


Students help the teacher tell an anecdote by supplying
information the teacher has 'forgotten' This activity recycles
food and drink vocabulary and fosters anecdote-telling skil1s,
the language of paraphrase and approximation and the skill
of supplying other speakers with the vocabulary they need.

One copy of the worksheet for each student Distribute the
worksheet after the task



offensive + language b) scanning + managers

systems + snooping d) customers + worried
liable + e-mails 0 want + money g) case + pay
says + issue i) conducted + behalf j) sexism + pathetic
thinks + halt 1) e-mails + words m) take + telephone
e-mail + tool o) perk + hot

T e a c h e r ' sN o t e s

Students practise writing e-mails about a particular problem
from a variety of perspectives, worcling their e-mails



One copy of the worksheet for each student.

F r* * *d x r *

As a warmer, write ,4 quality problem on the board and

ask students what kinds of problem in business are
referred to as quality problems. (NB quality can refer to
customer service as well as production, and to the senice
sector as well as manufacturing )
Hand out the worksheets. Students do Exercise 1
individually or in pairs. Check the answers with the class
Students begin by wriring the first eimail only in Exercise
2 Before they write, remind them of parlicular language
or style points that they looked ar in Units 19 (or 11) in
the Student's Book Monitor and make notes on
good,zbad language use
Ask students to work iir pairs to coffect the language and
improve the style of each other,s e-mails
R e p e a t s t e p s 3a n d 4 f o r e - m a i l s2 a n d 3 . B u i l d u o a
collective class version on the board using ideas from ali
the e-mails Before e-mail 3 you may want to elicit some
diplomatic language, e.g. It seemsto me that ., It nxigbt
be a good idea to . . ., I tbink we neecl to consider . .
Individually students prepare a real-hfe situation in
Exercise 3 and then wdte an e-mail.
In Exercise 4, students take on the role ofthe receiver of
their own e-mail and wrire a reply to it. In this case this is
more appropriate than exchanging with a pafiner as
students are likely to know about their own individual
problems and find ir interesting to see things from
another point of view. Monitor, helping with vocabulary
as before

1b 2c 3a 4f 5d 5e

In pairs, students practise the language and skills of
negotiating in the role of a medieval peasant.

Fr* p* r *t ! **
One copy of the worksheet for each pair. Cut the worksheer
mto two

S r* * *d x r *
Write peasant on the board and elicit the meaning (a
person, especially in the past, who works on a small
piece of land growing food and keeping animals to feed
the family). Tell students that they are going to be
medieval peasants, and that they are going to practise
Ask students how their own real-life negotiations usually
begin, and elicit the importance of relationship building.
Elicit, e.g. greeting, offering a drink, small talk about rhe
Journey to the meeting, weather, etc

Ask students whar relationship building will be like

betq'een the peasants
Divide the class into two groups: A and B Give out the
correct half of the worksheet to each student. Give
students time to read the instructions and to check any
unfamiliar vocabulary.
Groups spend a few minutes preparing ideas together
Ask each student from Group A to work with a student
from Group B, to form pairs of neighbours. Start the
^ctivity, circulate and make a note of good/tnapproprnre
Ianguage use to go over at the end.
Ask students, in their pairs, to discuss how effective they
were at negotiating. Have a short class feedback sesslon
to discussany points lhat arise

Students participate in two mini-negotiations using the
language of negotiation presented in Unit 20 of the
Student's Book.

One copy of the worksheet for each student. Cut the
worksheet into two


Introduce the subject of working time by asking students

about working hours in their country (for managers and
workers) ChecVPre-teach: to do oueftime, basic salary,
Hand out copies of the first half of the worksheet and ask
students to read the text and make notes on the position
of each side in the negotiation in the spaces provided in
the table.
Divide the class into two groups: managers and uruon
representatives. Give groups a few minutes to decide at
least two concessions they will allow, and write nores on
negotiation strategy, bargaining points, etc in the second
section of the table.
Put studentsinto pairs of one manageranclone union
representative and give them time to negotiate. As they
negotiate they fill in the final boxes - the terms of the
productivity deal.
Have a feedback session to find out how the negotiating
ended up.
For the Businessworks negotiation, follow the same sreps
as before, but open the subject ofsales by asking
students about targets that they have been set for this
year. Check/Pre-teach: to set a target, to acbieue a target,
a budget.
Students plan in fwo groups: sales directors ancl area
sales managers. Give them a few minutes to prepare. Tell
them that they can be creative in developing^.orr."rrrorm
to achieve an agreement.
Put students into pairs and allow time for negotiations
before having a final feedback sessionro discuss
the outcome


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Mark Powell

Throw a die to move round the board. If you land on an age group, tell the group about a memory, plan, hope
or ambition for that age. If you land on a letteq pick a question and tell the group the answer. Use the sentence
starters on the right.

i l W r e n y o u w e r c a k i d , w h a t d i d y o u w a n t : n O i a y o u h a v e a b e s t f r i e n d w h e n y oi AuT h e y s a y y o u r s c h o o l d a y s a r c t h e
happiestof yourlife. Wereyourc?
werea child?
to bewhenyougrewup?

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I n C o m o a n vl n t e r m e d i a t B
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2a Networkn 9

N i c h o l a sS h e a r d

Look at the list of jobs in the box. Choose three that you would like to do, and three that you
wouldn't like to do. Compare with a partner, discussing the personal qualities and training
required for the three jobs you have chosen.






studiosound recorder


news reporter

child psychologist

zoo keeper





film director


taxi driver






Choose one of the jobs in L and imagine that it's your real job. Prepare to talk about who you are and what
you do. \frite down three facts about your job: one neutral, one negative and one positive thing.
e.g. I'm a nanny. I liue witb afamily and look after their cbildren. SometimesI get ueryfntstrated utorking uitb
young cbildren. Howeuer, I superuise theirplay and, deuelopment, and it is louely to see tbem grow.

Complete the following comments that someone might make about the job you chose in 2. Suggest more
suitable comments, if necessary.

(d ffi cu It/i nt er est i ng/bori ng/un usual/fu lfi Ili ndw eII-pa i d) 1ob.

That must be a very

(trauel a lot / uork uery long bours).

I supposeyou

(priuatelife /family / healtb).

I imagine your job affects your

(clients / patients / cwstorners/ typical day).

Tell me more about your

Use what you have written above as the basis of a conversation with others about your and their
chosen job. Use the expressions in the box to show interest and to react to what people say.

Oh dear!


I agree.

Umm,no, not really.

I didn't know that!

l'm not sure,actually.


. Mingle with other students in the class.

. Introduce yourself and ask them questions about their job.
. Comment with interest on their replies.
. Offer three facts about vour own iob.

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How wonderful!


Me too.

I know.

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2 b F u gt V E S

Simon Clarke

Tbn Most Wanted Fugitiues

The FBI's Tbn Most Wanted Fugitives progra:nrrne is designed
to publicise information about partictlatly dangerous
criminals. Of the 468 fugitives who have been on the list
since March 14 1950, 440havebeen captured, I42 of them
as a direct result of clizen cooperation. Originally this
information appearedin posters and newspapers, but
nowadays it is posted on the FBI's website at
www fbi. govlmostwant,/topten/fu gitives/fugitives.htm

The descriptions of the fugitives

include the foilowing categories:
1 aliases

7 eyes

2 heig}ft


9 race

3 weight
4 build

10 nationality

5 occupation(s)

11 scars and marks

6 hair

12 rernarks

\Mhich is the appropriate verb to use when you are describing someone for each of the categories 7-72?
Choose from the followinq:




work as


call yourself

For example:
He calls bimself 'The Tiger'.
'The Tieer'.
He usesthe name
Match the words and phrases below to the categoties 1-'l'2.
(Some may be used in more than one category.)

black f]
medium [-.]

blue fl
whltey f l

ohve [-]

whlte fJ

stocky [J

g.".r f l saltandp.pp"t [l
scaron chest fl
approxlmate ly 73 kg I


securityguard f l
tattoo on upper u.- f l
bald I
mole below left eye l=-l
mate f l
1.7ro 1.8- [
[ght I

is known to frequent libraries and historic sites

El Comandatrt. [l

large fl

usesdisguisesto alter his appearan.e E

If you have access to the Internet, go to the FBI website. Choose one of the fugitives on the list and write a
description of the person based on the information provided.
Perform the following roleplay with a partner
At the bottom of each poster in the FBI website it says you have any information
concerning this person, please contact your local FBI office or the nearest US embassy
or consulate. There is usually a reward offered for information.'


You are an FBI agent on

duty in the consulate in
[your countryl. You are
passed a call from someone
who claims to have seen
one of the Ten Most \Tanted
Fugitives. Deal with the call.

Student B
You are attending a business conference. The other day you saw the
FBI web page on the Internet and looked carefully at the information
about wanted criminals. You are convinced one of the other delegates
at the conference is one of these fugitives because they match the
description perfectly. You have phoned the local US consulate, and
your call has been passed to an FBI agent. Use the information from 2
to describe the man and exolain why you think the person vou have
seen is a fugitive.

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3 T h er i g h tc o n n e cot n s

Jon Hird

Rephrase the telephone dialogue using more appropriate language.

A Yes?

B Crystal Communications Consultants?

A Yes. \flhat do you want?

B I want to speak to Silvia Garcia.

A \Vait. Maybe she's here.

B Be quick.

A She's in a meeting.

B rVhen can I speak to her then?

A Who knows? Phone back later.

B I don't want to. I want to leave a message.

A \Vhat is it?

B Tell her to phone me.

A \X4ro are you?

B Barry Clough.

A \X4rat?

B I said Barry Clough.

A Spell your name.

B B_A_R-R-Y, C-L-O-U-G-H.

A OK, Barry. I'll tell her if I see her.

B You'd better.

A Seeyou.

Slhia Garcia does not return Barry's call and, two days later, he telephones again and leaves a
voice mail message. Rephrase his message using more appropriate language.

Where is euergone?An I lhe

onlg person doing ah7 rilork? Look, I'n in
Zurich. Oh, il's Barrg bg lhe wag, Barug Clou6h.
Siluia, I asked Aou {o call ne back. Whg didn't gou?
Make sure Uou rtng ne back lhis {ime! Innediatelgl
This is whal it's about - the publicilg nalertal {or the
Zurich Expo, where on earlh is it? The couriel {itLn has
neuer heard o{ gou. Whal's 6oing on, Siluia? You didn't
make lhe aruanAemenls,
did gou? The Expo s{arts
lotnotrow.Organisea neu/ couriel. Euerglhrng's

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l r C o n p a n v I n l e r m e d i a LRee s o u r c em a t e r i a l s

4 Yank'sor Ohez Antoine?

P a u lD u m m e t t

Two businesses, both restaurants, have come up for sale in a historic town in England
The town attracts a wide range of tourists, but is particulady popular with older
visitors interested in sightseeing and history. About 600/oof visitors come only for a day trip.
The remaining 400/ostay for tlvo to three days. Using all the information below, decide which
you think is a better investment.



Art Gallery



I ChezAntoine


Pizza,pastaandsalads- American-style French,


On HighStreetin town centre

1 kmfrom citycentrein residentialand





Customersper day






Amount spent per




Potentialfor expansion


Rentand rates


to extendrestaurant
to seat24 more

Salarybill lastyear






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5 Thestoryof the stones


N i c h o l a sS h e a r d

\X/hat do you do with your time on a typical working day'

How, ideally, would you like to spend your time? Complete the pie charts using the list
of activities (a-j) or your own ideas. Then compare your pie charts with a partnet.

at work
catching up with your family
with friends
keeping fit
h leisure activities / hobbies
i household chores
i . eating and drinking


Now rcad Tbe story of tbe stones.


businessguru wasaskedto give a talk on time

managementto a groupof fifteen executivesfrom
Fl big conpanies.Theguru slowlylookedat eachof
the fifteen executives,and then put a big pot on the table
s in front of hih. Thenhe took out twelvebig stones,about
the sizeof tennis balls,and put them one by one into the
big pot until it was impossibleto add anotherstone,
' 'lsthe potfull?'he
askedthe executives.
'Yes,'they all replied.
10 'Are you sure?'he said,taking out a bagof pebblesand
pouringthem overthe big stonesand into the pot.
Onceagain he askedthe executives,'ls the pot full?'
'Probablynot,' one of them replied.
'Good,'said the guru, this tine taking a bagof sand
t s and pouringit overthe pebblesand stonesinto the pot.
'ls the pot full?' he askedonceagain.
'No!' repliedall the executives.
'Quiteright!'exclaimedthe guru,takinga jug of water
and filling the pot to the verytop.


Havingdonethis, the guru askedonefinal question:

'What great truth hasthis experienceshownus?'
Oneof the executives,knowingthe subjectof the talk
wastime management,answered:'Thisshowsusthat
when.wethink our diary is completelyfull, we can
alwaysfit in moreappointments,do more.'
'Nor' repliedthe guru.
"Thegrcat truth this has shown
us is that if you don't put the big stonesin the pot first,
you can neverput all the things in together,'
Therewas a profoundsilencein the room. tSo,what
are the big stonesin your life?'the guru continued,rYour
somethingyou love?Learning?Defendinga cause?
RelaxingP0r somethingaltogetherdifferent?Remember
to alwaysask yourself,t'Whatare the big stonesin my
life?" and then prioritisethem. lf you give priority to little
things, like pebblesor sand,you could be wasting
precioustime foi the truly importantthings - the big
stonesin your life.'
Slowly,and in silence,the businessguru left the room.

Complete these sentences. Then discuss your ideas with a partnet

The big stones in my life today are
These days I seem to
The big stones when I was a student were
In those days
The big stones five years ago were
I used to
The big stones five years from now will probably be
I plan to
The big stones when I retire will be
By then I will have finished

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6 a D e s t i n aotn d e s k t o p

Jon Hird

Look at the title of the article. What do you think it is about? Read the article and find out.

travellers 4J;;!:;
U l o i n q4 t i ! " F
turnto their

travetof the firtureis as likelyto leadto the

r Business
desRopas it is to the airport.Travel-rcducing
web-meetings otherforms
of electroniclong'distance
by businesses
s increasingly
'Themaindrivingforceis notthe costof travelbutthe
timethat is lost,'saidWilliamWood'business
expedandauthorof WftualTeamwork
travelis steadily
fhe desirefor conventional
andthereis nowmuchgreaterdemandfor this
r o decreasing
At the sametime,the costof
kindof remotetechnology.
is drcppingdramatically
the Internetanddesktopcomputersarebecoming
fhis meansthat the usercanestablisha real'timevisual
in the worldsimply
link fromdesttopto desktopanywhere
holda one'to-one
bya group
meetingwith a colleague
zo sessionwith


In thesemeetings,it's possibleto haveall the participants

in the middle'
onthe screenwiththe documents
participantsto use
availableat the computerterminal.
accordingto Wood,a muchmoreproductive
in a face-to'
facesettingandno-oneis disadvantaged
that corporatetravelandin'
is being
perconmeetingsis the onlyrealwayto do business,

\1tat does each of the following refer to in the article?The first one has been done for you.


steadily decreasing
dropping dramatically
readily avallable


\Tork in pairs or small groups and discuss the questions.

a Do you think the arlicle gives a realistic account of the future of business travel?
b \X4ratare the advantages and disadvantages ofconventional business ttavel?
are the advantages and disadvantages of Internet meetings and other forms of
electronic long-distance business communication?
d \7hat do you envisage will be the long-term consequences, benefits and disadvantages
of this technology?

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6b Vae r i e ' st r i p


You work for the
Helger Group at its
headquarters in
Paris.Your boss,
ValerieJoule, the
Director, is planning
to visit Helger-Zorn,
the subsidiary in
Hamburg, Germany.
She has sent you the
following e-mail
about the final
arrangements for her
visit. Your contact at
Helger-Zorn is Susan
\feil. Call her to
check the details for
the visit and note
any problems or
changes. Then write
an e-malI to Valerie
to confirm the

Joel - | hooe all is well.

Just to confirmthe revisedarrangementsfor my trip to Hamburgnext month.NB Several
changes!The situationwith TENGST|Lhas reallydisruptedmy plans!
Arrivingfrom Parisat 18.00on Monday27 Octoberon flightAF 781. Couldyou arrangefor a
driverto meet me and take me straightto the hotel?
Hotel:pleasebook the WestlinHotelon Kempnerstrasse
(singleroom)for 2 nights(i.e.leaving
on Wednesday29 October).l'd liketo inviteKatiaFelsnerand JurgenBohn for dinneron
Mondaynightat the hotelto discussour strategyfor the TENGST|Lbid. Couldyou ask them
to meetme thereat7.3O?
Tuesday:meetingwith ManfredSprosselat the Brugfactoryat g on Tuesdaymorning.(Pls
arrangefor the driverto pick me up at 8.15.)
11ammeetingwith the boardof TENGST|L.I haveinvitedthe Chairman,GerhardNagel,and his
colleaguesfor lunchat the Waldhofin Herisbrunn.Couldyou book a tablefor 5 for 1 o'clock?
After lunch I shallreturnto HeadOfiicein Hamburg.Pleasearrangethe followingmeetings:
- a 1-hourappointmentwith Katiaand Jurgenat 3pm
- a meetingwith FrauGreller,and ElenaNibelmayerat 4.30pm
l'm havingdinnerwith friendsso I won't needthe driverin the evening.I don't haveto be in
Freiburguntil 12.30on Wednesday,so l'll probablyhirea car and drivemyself.
Pleasesend me confirmationas soon as everythingis arranged.
Kind regards

Student B
You work for Helger-Zorn, in
Hamburg. Helger-Zorn is the
German subsidiary of the Helger
Group whose headquarters are
in Paris.ValerieJoule, the
European Commercial Director,
is planning to visit your
company. Joel Peters at Group
Headquarters in Paris will call
you about the visit. You have
prepared an itinerary for the
visit. rW4renhe calls, check the
arrangements and note any
problems or changes.Then send
an e-ma1lto all those concerned,
attaching the new itinerary and
explaining the details.


Visit of ValerieJoule,EuropeanSalesDirecror, 27-28 October
Monday 27


Driver pick-up from airport

Arrival atHelger-Zorn. Reception with
sta{fand senior management,lunch
Visit to Rett store

Tiresday 28



Wednesday 29
- Fridav 31

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Meeting with Manfred Sprossel,General

Manageq Brug factory (driver to pick up
ftom hotel ar7 .45) NB Katia Felsneris in
Berlin all day
TENGSTiL board meeting
Lunch withJurgen Bohn
Working from the Hamburg o{fice
Departure by train to Freiburg - book cicket?
Conference in Freiburg

l n C o m p a n yI n t e r m e d i a t R
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7 O a l c ua t e dg u e s s

Mark Powell

choose the noun from the box which collocates with each set of verbs (1-g)

Round 1: In the office

your computer
a computer file


a letter
a phone call
a form
a message a report
your e-mail

can make it. You can take it. You can receive it. You can return it. \rhat is it?
can crash it. You can shut it down. You can play on it. You can reboot it. What is it?
can complete it. You can draft it. You can file it. You can submit it. \fhat is it?
can get it. You can send it You can address it. you can mail it. \rhat is it?
can sign it. You can make a copy of it. You can send it off. You can fill it in. \fhat is it?
can open it. You can delete it. You can cre te it. You can back it up. \rhat is it?
can send it. You cantake it. You canleave it. You can listen to it. \X4tat is it?
can reply to it. You can check it. You can go through it. You can delete it. \fhat is it?

Round2: On the road

your flight
a presentation


an appointment
an agreement

a meeting

your office
your hotel

You can go back to it. You can check into it. You can be dropped off at it. you can be picked up at it.
\fhat is it?
You can miss it. You can give it. You can attend it. You can take.notes at it. \fhat is it?
You can come to it. You can teach it. You can work it out. You can negotiate it. \X4rat is it?
You can enjoy it. You can change it. You can miss it. You can be booked on to it. \X4ratis it?
You can fix it. You can cancel it. You can keep it. You canfail to turn up for it. \flhat is it?
You can skip it. You can gtab it. You can go for it. You can pick up the bill for it. \Vhat is itz
You can organise it. You can hold it. you can speak at it. you canreadit. \fhat is it?
You can phone it. You can e-mail it, You can check with it. You can keep in touch with it. What is it?

Round3: In a meeting
decisions problems
excuses views

your colleagues

1 You can address them. You can deal with them. You can foresee them. You can solve them. \X4:ratate they?
2 You can develop them. You can share thern. You can come up with them. You can brainstorm them. \Vhat


are they?
You can make them. You can consider them. You can put them forward. You can withdraw them.
What are they?
You can look at them. You can go through them. You can quote them. You can round them up. -ff4:ratare they?
You can make them. You can question them. You can reach them. You can put them off. What are they?
You can support them. You can artack them. You can back them up. You can chat with them. $Vhatare they?
You can air them. You can share them. You can express them. You can exchange them. \flhat are they?
You can make them. You can look for them. You can invent them. You can refuse to acceDt them. \fhat
are they?

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B a D e vl's advocate


Stucfent A
You are going to lead a discussion where you try to get everyone in
your group to reach an agreement.
r Choose one of the following topics to discuss. The group can either
agree or disagree with the statements.
Summarise your conclusions in your manifesto statement.
a Everyone should carry identity cards at all times.
b The number of working hours should be reduced to 30 per week for everyone.
should boycott goods made by companies who use child labour.


staternent: Ve believe that


that / unless / so long as

Student B
You are going to lead a discussion where you try to get everyone in
your group to reach an agfeement.
Choose one of the following topics to discuss. The group can either
agree or disagree with the statements.
Summarise your conclusions in your manifesto statement.
a Giving money to beggars does not help them in the long run.
b Always start a presentation with a joke or funny story.
c Companies should charge employees who use the Internet for personal use.




believe that

that / unless / so long as

Student G
You are going to lead a discussion where you try to get everyone in
your group to reach an agreement.
. Choose one of the following topics to discuss. The group can either
agree or disagree with the statements.
" Summarise your conclusions in your manifesto statement.
a Public transport should be subsidised by the state.
b Mobile phones should catry a health warning.
c Salary should depend on length of service in a company.



Ve believe that

that,/ unless / so long as

SECRETonly for Student C: Listen to the others' views first, then disagreestrongly with them.

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Bb N/akn g d e c i s i o n s

P a u lD u m m e t t

Use the following words to complete each expression







Originally, he agreed to work with us, but now he has changed his

b She said she would come, but now she's having second

The boss always has the final

I've given the matter a lot of

Everyone in the department backed the

There are several factors to take into

There are several things that we should bear in


in purchasesover 5500.

to abandon the project.

h They haven't addressed the problem at aIl: they've completely dodged the

I'm in two

Time was short. \fle had to make asnap

about whether to accept their proposal or not.

.. .s
Describe a situation in which you ...

were in two minds about accepting an offer.

changed your mind about something you had previously agreed to.

felt unable to back your boss's decision.

dodged an issue.
had to make a snap decision.

gave something a lot of thought before making a decision.

had second thoughts about something which seemed at first to be a good idea
had a lot of different people's interests tobear in mind.
had the final say in an important decision.
had to take many factors into consideration.

\X4rich of the following principles do you follow when taking an important decisioh?

Consider the best way to transmit your decision, e.g. channel of communication.


Consider who will be affected by the decision and what the likely effect wili be on them

Anticipate obstacles and objections.

Think of all the possible outcomes in the longer term.

o Formulatea Plan B.

If in doubt, postpone making a decision.

Suggest any other good principles which people could follow.

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I W h a tt h e O E Os a i d

P a u lD u m m e t t

Complete these sentences with your own opinions.


Change is always

Shareholders should not be allowed to

Large companies tend to


d Acquiring a company usually

e The best way to save company expenditure is to

The most imoortant business ethic is

Keeping in mind your own beliefs expressed in 1, discuss the following questions in pairs. Try to find a joint
opinion. Then summarise this opinion in one sentence.
1 \Xzhatare the aims of your business?\Vhat should the aims of a large multinational company be?

In what order of importance to your company would you put these three groups: shareholders,
customers, employees?

3 rW4ratshould be the attitude of a modern company to change?

4 \fhen the company needs to save money, which areas of a company's expenditure should you
consider cutting first? \Vhat are dangerous areas to cut costs in?
advantages do small companies have over large companies?

6 How can a company be sure it makes good acquisitions?


Read the quotes of these CEOs and see whether they agree in any way with your analysis in 2.

'A business
that rnakes nothing but
money is a poor kind of business.'
Henry Ford (Ford Motor Company,l

'The traditional prioritiesof companyboardsare

first, then customers,and last
employees.But if you put the employeesfirst,
and look after them, then customersatisfaction
willfollow. And satisfiedcustomersmean more
profits for shareholders.'
R i c h a r dB r a n s o n( V i r g i n )

has becomelike a steamroller.If
you'reno[ on the steamroller,you,redestined
to becomepart of the road.'
R. SteveLetbetter(ReliantEnergy)

'When you cut costsyou haveto be sure you

dont damageyour product.You canmakea
pizzaso cheapnobody wants to eat it.'
Gordon Bethune(ContinentalAirlines)


say smaller competitors Itave an

advantage inbeing more nimble. That
works so long as the guys who are big
aten' t nimble. Because big andnimble can
overwhelm small and nimble.,
Mr Lee Raymond (Exxon Mobil)

arevery risky'Mostdo not
deliver;most do not work.Anyintelligent
withfear and

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1 0 S m aI t a l k

Jon Hird

categorise the phrases and expressions a-w according to the following functions
Three have abeady been done foryou.





I Longtimeno see.

Imagine you are at a conference reception. 'Walk round the classroom and improvise a brief conversation with
as many people as you can. Use the phrases and expressionsin 1.

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n e s st r i p

P a u lE m m e r s o n

You are planning to go on a business trip. Write the detailsbelow.

The situationcan be imaginary,or you can make it similar to your real-life job
\flhere are you going?
How long are yolt going to stay?
\fhy are you going?

!flhat is your itinerary (the places you will visit)?

Vho will you meet?

How well do you know them? Have you written / spoken Lo / metthem before?

\(rite two e-mails, on separate sheets of paper, using the situation you created in 1. If possible,
use real
people's names and a realistic content. The maximum length for each e-mail is 100 words.
e-mail 1: \7rite to the person you are going to meet. \ilZhatdo you need to tell them? perhaps you
need to let them know what you want to discuss. Do you want them to arrange anything
for you?
e-mail 2: \frite an e-mail to all your colleagues. Tell them about your plans and ask them
if they
want you to take / do / find out,/ bring back anlthing.
\rork with a parlner. Exchange e-mail 1, and read each other's situations from 1. Ask
and answer questions
about your two situations. In particular, talk about the kind of reply your partner expects. you
will need this
information in the next activitv.
\rork individualiy. Imagine that you are the person your paftner is going to meet. \rrite
a reply to your
partner's e-mail. The maximum length for the e-mail is 100 words.
Exchange and rcad the e-mails. -ffhen you are ready, act out two roleplays using the situatrons
that you and your parrner created In the first roleplay, Student A is the visitor and Student
B is the host. Then
swap roles for the second roleplay.

You are the visitor (who created the situation)
You arrived at your destination a few hours ago,
you have checked in to your hotel, and now you
have arrived at your host's office by taxi. The
receptionist has shown you to the office. Knock
on the door.

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You are the host, ready to receive the visitor.
rWelcomeyour visitoq offer
them a drink and
make some small talk (the journey? the hotel?
the news in their country? the state of the
market?). Have a short business discussion. End
in a friendly way and offer to take your visitor to
dinner this evening.

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b Spam

Simon Clarke

Complete the text below with the following words. Then answer the questions.







wage harmless


Lookingback over the e-mailsI have receivedin the

last coupleof weeks,I can seethere is at leastone
messagea day from someoneI don't know, offering
someserviceor product I am (1)
want. In somecasesI can (2)
they got my e-mailaddressfrom, but in others have
n o i d e a .F o rm e ,t h i s u n s o l i c i t e jdu n k e - m a i li s n o t a
problem,I can just eraseit from my computer.
Howevet in a recent survey,(3)
f o r t h e c o m p a n yN o v e l lI n c .i n t h e U K ,7 5 % o f t h o s e
who were questionedclaimedto receiveas many as
that they
f i v ej u n k e - m a i l sa d a y ,a n d 1 5 % c a l c u l a t e d
a t l e a s ta n h o u r a d a y d e a l i n g
with unsolicited
Apart from spamwhich tries to sell products
there is alsothe problem of
or services,
viruswarnings,chain letters
(whereterrible things will happento you if you don't
passon the messageto fifteen other people)and
jokesfrom friendsand (6)
Although sometimesthe content involvedcan be
offensiveand contain racistor sexistlanguage,most
On the other
of it is relatively(7)

hand, in terms of wasting employees'time,it's a real

for manybusinesses.
Thereare variousstrategiesyou can
with spam.The easiestremedy
which come from an
isjust to delete any messages
To deal with
unknown senderor look suspicious.
g u l a rs o u r c eo, n e
n u i s a n c em a i l
p youre-mail
s o l u t i o ni st o
programto ignore mail from that particularaddress.
More legitimatespammersoften give you the option
t o ' u n s u b s c r i b e ' s yoo u d o n ' t ( 11 )
although in my
any more of their messages,
experiencethis often doesn'tseemto make any
difference.Evenso,while you are
with spamyou are not doing
the work you were hired to do. lf the data analysedin
the surveyis correct,1.4% of the national
force is unproductivefor this
reasonat any time during a working day.With a
billof f368bna
n a t i o n a lU K ( 1 4 )
year,this meansthat for UK businesses
representsan annual costof around f5bn.

a I7hat are the different types of spam?

b \Xzhydoes it cost companies money?
c How much spam do you receive? \Vhat do you do about it? Is it a big problem for your company?
You work in the marketing department of a fast-food chain. You and your partner are working
a proJect to promote a new line of pizzas which people can order by phone or over the Internet.
You are considering various methods of promotion. Discuss the advantages and disadvantages of
these ideas:

cold calling to selected telephone numbers

flyers delivered by hand to people,s homes
direct mailing by post
spamming to e-mail addresses on a databaseyou have obtained

For each method consider the efficiency, cost and effect on your company's image. As you discuss your
try to use the following phrases:
I (reaily don't) think that we should ...
In my opinion ...
I,m not so sure about
I (don't) agreewith your point
That's an interestingidea, ...
I supposewe should ...
you have to remember that ...
The advantageof ...
The problem with ...

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12 a E m poyees'centre

G o l i nB e n n

\flork in a group. Read about the competition and decide:

o what project would best suit the building.
o what employees need and how your idea would benefit them.
o what is required to make your project succeed, e.g. staff, finance, building work,
facilities and equipment.

The company you work for has

decided to create a new centre for
its employees. (It could be a centre
for sport, learning and personal
development, health, relaxation,
etc.) They are inviting people to
submit projects and a commrttee
will choose the winner. The
company is offering a grant of
1.5m euros for the proiect and the
centre will be located in the
building where you are now.

Haveyou got the

Wewant to hearyour eug7eations
for a newemployeee'centre,
Projecto to be preeented at a
epecialmeeting to be held at
2.3O p.m. next Friday.

Draw a simple floor plan of the employees' centre and label the rooms and areas.

Now prepare a shofi presentation to persuade the committee to adopt your project.
Each member of the team should present one aspect of the project. Try to create
maximum impact using pauses, repetition and rhetorical questions, and prepare
visual aids to help you get your message across.

Checklist - don t furget these

fowr key points
Thilor the presentation to your audience:
do they know and what do they want to
KISS (Keep it short and simple) and.leave
wanting more ...
Begin and end stronglybecause that,s
people rememberbest.
Use eye co:ntact andbody language to
strengthen your argument.

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Mark Powell

Check you know the names of the controls on a D\D player.


the words below the symbols.

Your teacher is a DVD player and you have the remote control!
himlher play a film of a
business presentation and listen carefully for expressions containing the verbs giue, take,
make or do. Patse the D\D each time you hear one and write down the complete expression
in your notebook under the headings: giue, take, make and do. Rewind if you need to listen again.

Good morning, ladies and gentlemen. It gives me
great pleasure to welcome you all to our research
centre here inVitry. I'd like to take this opportuniry
to thank Mr Oyama, in particular, for his hard
work in arranging this visit. As our t'uvocompanies
hope to be doing businesswith each other in the
near future, we know there'll be a lot of things you
want to see.'We'll certainly do everything we can
to help you make the most ofyour day with us.
So,just to give you a briefoverview ofthe
centre and the background to some of the work
wete currently doing here, asyou know, since1997
our biotech facility has concentrated primarily on
the development of a drug to combat bcl-2, the
gene that prevents cancer cells from dying. Now,
we haven't yet made the final breakthrough, but,
given the extra resources we hope your company
can provide, we believe we are only a few years
away from making such a discovery.
In a few moments, you'll be taken on a
preliminary tour of the labs by our head of
biotechnology, Dr Larousse.This will give you a
chance to seefor yourselvesjust how close we are
to our objective. Dr Larousse will also be giving a
short talk this afternoon on the results of our latest
research into other forms of gene therapy in the

treatment of stroke, liver damage and heart disease,

three areasin which, I think you'll agree,we have
made considerableprogresssince our last meeting
in Cambridge.
I can report that we are continuing to make
headway in all our areasof research.But it is the
restllts we're getting from the tests we've done on
our anti-bcl-2 dragwhich are particularly
exciting.To give you just one example, we have
now been able to hold a cancerin renrission,in a
test subject,for three months without the need for
radiology or chemotherapy. The point I want to
make is that, with your collaboration, we are
confident we can take the lead in this important
areaof clinical medicine.
Please take as much time asyou need to talk to
our researchscientistsduring the tour. I'm sure
they'll do their best to answer any technical
questionsyou may have.The security passesyou
have been issued with give you almost complete
accessto our research facility. Feel free to take
notes and compare data with our informatics
Now, if I could just take a few minutes to talk to
you about the use of protective clothing ...

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3 BioethC S

P a u lD u m m e t t

Read the text about cloning and then look

at some bioethical dilemmas (1-5).
Before you consider the dilemmas, your
teacher will give you a definition of an
important term in this discussion. Read it
and summarise it to your partner. Then
consider dilemmas 1-5 fot a few minutes
before discussins them.
The next technologicalrevolution is
likelyto be in the fieldof genetic
researchand engineering.
namepopularlygivento these
technologies,is often associatedwith
sciencefictionhorror stories,because
it suggeststhe creation of identical
people.In reality,it is impossible
createtwo identicalpeople.Personality,
characterand behaviourare not
determinedonly by geneticfactors.
The realaimsof cloningtechnologyare
to helpin the developmentof tissuefor
in geneticdiagnosis
in biologicalresearch.
But cloning
technologyraisessome very difficult

Scientists take stem cells from an abofied foetus for

their research.Is this acceptable?
A two-year-old boy has a rare blood disease and
needs a blood donor to save him. None of his
brothers' or sisters'biood is an exact match.
Through genetic diagnosis, scientists are able to tell
the parents if the next foetus they conceive will be a
match. The parents can then choose whether to
keep or to abort the foetus Is this acceptable?

Therapeutic cloning will give the possibility of

extending human lifespan (to tOO, 120, perhaps I40
years), but it will be expensive. Rich people will be
able to regenerate their failing organs, just as they
now pay for plastic surgery. Is this acceptable?
With genetic engineering, scienrists will be able to
eliminate some diseasesand create healthier people.
But once our genetic make-up has changed will we
still be human or a different species?
Private health companies will patent procedures and
flx their own prices for treatment. Is this acceptable?



Embryonic stem cells: These are the first cells of life, found in a newly fertilised
human egg. Each embryonic stem cell has the capaciqr,with the aid of chemical stimuli,
to transform itself into any type of cell in the body: a skin cell, a blood ceil, heart tissue,
etc. Once the embryo is fully formed there are no more stem cells as all the organs and
bodily functions have been determined. Scientists ate very interested to learn how to
programme these cells to regenerate old or worn out organs and tissue so that they can
cure such illnessesas heart diseaseand kidnev failure.

Student B
Therapeutic cloning: This is a procedure in which celis, usually skin ceils, are taken from
a patrent The nucleus is exttractedand inserted into a fertilised egg whose nucleus has been
removed. The cell that is created is permitted to divide repeatedly. Scientiststhen extact
stem cells from the balt of dMded cells, and use those cells to grow tissue which is a perfect
genetic match for the patient The cells created by therapeutic cloning can potentially be
transplanted into the patient to treat a diseasefrom which the patient suffers.

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' 14 a T h eg o o dc o n s u l t a n t

Companies use consultants for many reasons. Match the sentence halves to discover a few of them.

N i c h o l a sS h e a r d


Consultants are not involved

Consultants have experience of
Consultants bring
Consultants can be used
Consultants have
Consultants see
Consultants work

fresh ideas to the company.

in internal company politics.
things realistically and objectively.
working with other companies.
quickly and efficiently.
by management to take the criticism for unpopular decisions

Read the story of Tbe consultant, tbe sbepberd and tbe sbe4t.

1 tl

nceupona timetherewasa shepherd.Hewasstandingbythe sideof the road,lookingafter his

leepappearedandstoppednearthe shepherd.
a brandnewGherokee
of sheep,Suddenly,
I fnocf
VA youngmanwearinga HugoBossshid, YvesSt. LaurenttrousersandNiketrainercgot out and
saidto the shepherd:'lf I canguesshowmanysheepyouhavein yourflock,will yougivemeoneof them?'
- andsaid:
s Theshepherdlookedat the man,lookedat hissheep'who wereeatinggrasspeacefully
Theyoungmanparkedhis car andtook out his laptopcomputeranda GSMphone.Thenhe loggedon to
a NASAwebsiteandscrutinisedthe localareawiththe helpof a GPSlslobalpositioningsysteml.Next,he
createda databaseand60 Exceltablesfull of statistics,Afterthatnusinga hi-techmicro-printer,
he printed
10 a 150-pagereport.Finally,heturnedto the shepherdandsaid:'Youhave1n586sheepin yourflock.n
Theshephedreplied:'You'reabsolutelyright, I do have1,586sheepin myflock. Nowyoucantakeyour
Theyoungmantook a sheepandput it in the backof hisleep.Whenhe haddonethis,the shepherdsaid:
'lf I canguessyourprcfession,will yougivememysheepback?''Yes,'saidthe youngman,'Youare a
15 businessconsultantr'saidthe shepherd.'Howdid youguess?'askedthe youngman.'Threethingsr'saidthe
youchalgedmea sheepto tell
shepherd.'Firctly,youcameherewhennobodyaskedyouto. Secondly,
mewhatI alreadyknew.Andthirdly,youhaveno ideawhatI do, becauseyoutook mydog,not a sheep!'

Complete the sentences with a partner using the following modal verbs. Try to use a different one for each
sentence.Use the Grammar link on pages 10G107 of the Student'sBook to help you.





doesnt haveto


a A qood consultant

b A good shepherd

A consultant's fepoft

d A company employing a consultant

e The recommendations in the reDort

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14 b B u s i n e sbs e h a v i o u r

How important are the following characteristics in your workplace or for business in your country?
Put a cross in the appropriate place on each line.

Not important / to be avoided


usingfirst names









working extra hours

appearingto be busy

fornality between levels

in the hierarchy

\flork in groups and share your profiles with each other. Give examples from your own
experiences to explain the characteristics of your culture or company's business behaviour.
Use the following expressions.

Jon Hird

It is always a good idea to ... because...

One thing you should never do is ... because ...
People tend to / tend not to ... because ...
A lot of people ... but I don't because...
It's usually appreciated if you avoid (-ing), because ...
On the whole, people don't ... because...
It's just 'not done' to ... because...

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th r\^'l^^^\,



1 5 S el l i n gt h e c o m p a n y


Read the following extracts from letters and tick those

which you could use in a letter introducing your
company to a new customer.

a !

Let me tell you about us.

r I
c I

I wouldliketo introducemyselfand my company'

u I


Wewant[o presentto youourcompanywhich



e ! I t huu"attachedour mostrecentbrochurewhich" ' I

s I
I L_l

Youarerequestedto fuform us of atime as


i I

n !

We havean internationalclientele.


Can we come and show you our products?

I sawyour websiieand thoughtyou courdreallydo with our

o E

Our range of products is extensive'



Justwanted to let


r I
p I

I will call you at the end of the week to find

out when would be a convenient time'

s I

All for now.Bye.

v E

x E

q T

I look forwardto meetingYou


You wont find prices Gter

It'dbe great to
hear gour uiews.

than ours.

tn themeantime,if Youwouldlike
to ...


u I

Peoplefrom all over

the worldbuYfrom us.

We havea great deal of experiencein ...

Our prices are very comPetltlve.

Now write a complete letter to a new customer which your company would like to
do business with, using at least eight of the extracts you have selected. Use your
imagination to provide the details and expand where you feel it is necessary.

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6a Dragonboat racing

N i c h o l a sS h e a r d

Discuss the questions in pairs or small groups.

a Have you ever worked as part of a team to solve a problem?
b \fas your team successful?\4-ty / Vhy not?
c \Vhat are the advantages of teamwork compared to working
on your own?

Read the story of aboat race. Put the story in the correct order.
A is the first sentence and Tis the last.

A A company decided to buy a rowing boat and enter a team for aboatrace.

B The management decided to implement the consultant's recommendations.

The management called in an internal consultant to analyse the situation.

D \fith this new team, the company entered a new race. Again, they lost the race by a huge distance.

E Based on these preliminary findings, the consultant delivered her advice: to increase the number of rowers
on the boat.

F The company put together a leam of rowers and the team trained hard for tvyo months

G The new team wa's made up of one executive director, one deputy director, one manager, one superwisor,
one coordinator, one drummer and four rowers.

H Her report stated that of the ten people on the boat, only two had actually been rowing. The other boats in
the race had had at least eight rowers, with one drummer and one oarsman to steer the boat.

Despite this, the company came last in its first race by more than 200 metres

This time, the management made a quick decision. They fired the four rowers and the drummer and sold
the boat They stopped all further investment straightaway. Then, with the money from the sale they gave
the managers and supervisors a bonus, and raised the salaries of the directors in recognition for completing
the project under budget.

Correct order

\Would you have done anything differently if you had

been part of the comp any management?

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ll dLUlldli)

1 6 bO o n s u
t ancyteam

G i n aC u c i n i e l l o


You ate a team of managementconsultantswho have been askedby the directorsof a companyto provide
adviceon a problem they are experiencingwith their managementmeetings.

The problem
in the companyare beingdifficultand uncooperative
in the weeklymanagement
whichtake placeat 9.00a.m.on Mondaymornings.
a attendanceis poor
o the managersfrequentlyarrivelate or leaveearly
o the managers
arequietand unresponsive
o there isa senseof a group secretor privatejoke going on
Discussthe problem and decideon your solutionsto presentto the directorsof the company.

You are the directorsof a company.You have askeda team of managementconsultantsto provide advice on a
problem you are experiencingwith your managementmeetings.

The problem
in the companyare beingdifficultand uncooperative
in the weeklymanagement
whichtake placeat 9.00a.m.on Mondaymornings.
o one or two of the managers
aredominatingthe meeting
o the discussion
frequentlygoesoff the point and becomesirrelevant
o the managers
arenot listening
to eachother
o the managers
havenot preparedadequately
for the meeting
Listento the managementconsultants'solutionsto your problem.


You are the directorsof a company.You have askeda team of managementconsultantsto provide advice on a
problem you are experiencingwith your managementmeetings.

The problem
in the companyare beingdifficultand uncooperative
in the weeklymanagement
whichtake placeat 9.00a.m.on Mondaymornings.
o attendanceis poor
o the managers
frequentlyarrivelateor leaveearly
o the managers
arequietand unresponsive
o there isa senseof a group secretor privatejoke going on
Listento the managementconsultants'solutionsto your problem.

You area team of managementconsultantswho have been askedby the directorsof a companyto provide
adviceon a problem they are experiencingwith their managementmeetings.

The problem
in the companyare beingdifficultand uncooperative
in the weeklymanagement
whichtake placeat 9.00a.m.on Mondaymornings.
o one or two of the managers
aredominatingthe meeting
o the discussion
frequentlygoesoff the point and becomesirrelevant
o the managers
are not listening
to eachother
o the managers
havenot preparedadequately
for the meeting
Discussthe problem and decideon your solutionsto presentto the directorsof the company.

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1 7 O ut u r a fferences

P a u lE m m e r s o n

Many books about multicultural management suggest that the wodd can be divided into
three geographical groups:
1 North America
2 Europe, Latin America, Middle East
3 Japan, China, East Asia
Try to match the groups to the descriptions below. \flrite the number 1-3 in the box.




[ZTl Group harmony,long-term relationships,

IbTl Trort b et'uveen
personalreputation.Peoplework to live.
I cTl Competition berr,veenindividuals,
achievement,action,risk-taking, directness,
informaliry innovation.Peoplelive to work.



Friendly and informal,but

a continuing

personal relationship is not so important. Much

businessis done over the phone.

Dotr. on a group basis,although reiationships

based on mutual respect are important. Often
there is an older authority figure who rarely
appears but has ultimate power.


Personal relationships are very important. Some

time is needed to build trust before business can
begin. Preference for doing businessface to



Ob3ective is to gather information.


style is often'monologue


education.Audience expects formality and a

pause- monologue'rather than dialogue.

logical structure, but a touch of imagination rs

Arguments are often indirect, and there are no

also appreciated.May want a more personal

afterwards where you tell them the

sudden changesof viewpoint in meetings.

Decisions are made by group consensus over
a long time period.


Compticated language may be used to show

I bTl


conservative language. Audience

Ob.lective is to make a deal or decision.

appreciates a quiet, formal presentation with

Communication sryle is direct, factual,informal

visual aids and lots ofopportunity

and at times con&ontational. Decisions are based

questions and check understanding.They

to ask

on facts,and are often made instantly in the

expect separate handouts, prepared for different


people,by job function.

Ob3ective is to establish relationships, build

I cTl

understandin g, clattfy, and issue instructions.


style depends on national

Direct, simple language. Audience expects

jokes, moderniry logic, slogans,informaliry and
a hard sell.Audience may ask questions or

culture. Decisions are made by key individuals,

interrupt while someone is speaking, and will

outside the meetins.

openly question inconsistent facts.

Discuss the questions in pairs or small groups.

a Did you get the same answers as other people? If you did, does it mean the differences are real?
b Does your own country match the description of its particular group? How is it different?
c How do individual countries in your geographical group differ from each other?
d In which ways is globalisation making business more similar, reducing cultural differences? \flhich cultural
differences remain strong, resisting the effects of globalisation?
e Is globalisation just a polite way of saying Americanisation?

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1 B aP i r a c y

Simon Clarke

Study the figures for software piracy in different regions of the world, then consider the questions.
Piracy Loss**
Sfestern EuroDe 340/o


North America
Latin America
Middle East


fi505.2 million


million b







In \festern Europe and North

America, the piracy rates are
Iower, but the losses are higher.
Why do you think this is so?
How do you think piracy affects
the growth oF the legitimate
software market?
How easy do you think it is to
prosecute for piracy?


* Percentage of total
software installed
** Retail software revenue
loss to oiracv

Read the article below to find the answers to the questions in 1. Are they the same as your answers?
Evenin the United Statesand WesternEurope,
r I ossesdue to software piracyare estimatedat
the piracy
the issueis addressedvery seriously,
I $ 1 2 . 2b i l l i o na y e a rj u s t i n b u s i n e sasp p l i c a t i o n s '
Lffre figuresfor the gamesindustryare no less
Russiaand Asiahavethe most activepirate markets,
j o b s ,$ + . Sb i t l i o ni n w a g e s ,
i m p r e s s i v eU. p t o 1 0 8 , 0 0 0
Vietnam and Chinaleadingthe list with
s a n d $ 1 b i l l i o ni n t a x r e v e n u e sa r e a l s ol o s t .A c c o r d i n g
100% and 97o/oratesrespectively.
for anti-piracy
to PeterBeuk (vice-president
are not directlylinkedto piracyrates
programsat the SoftwareIndustryInformation
becausein many countrieswith a high piracyrate,
Association- SllA),most of the software being sold
software market is not very big, whilst regions
on InternetAuction sites(91%) is pirated.Many of
relativelylow piracyrateslike North America
ro thesecopiesare burned at home for about $1 a CD,
higher lossesdue to the large internal market'
for $25-500plusshipping.
and then sold as
the growth of the legitimatesoftware
Thereis more to piracythan
as developersface the real
a m o n gf r i e n d s .l t h a sb e c o m ea n i l l e g i t i m a t eb u s i n e s s
copiesoutnumbering legal ones,
on its own, and is sometimescarriedout on a
product into a
as turning an otherwisesuccessful
financialfailure for the company'Prosecutioncan
prove difficult or impossible,as copyrightlawsdiffer
from countryto country'lmagineconvincingthe
Indian policeto arresta Chinesecitizenbecauseof a
+o court order emitted by a Frenchtribunal on behalf of
zo hastakenan interestin it.
a U Sc o m P a n Y !
*warez pirated

Discuss the following questions with a pattner.



Have you ever made an illegal copy of software or music? \fhy?

In what circumstances do you, or would you, use illegal software or buy a pirated.album?
\Vhat is your company's policy regarding soffware on its computers?
In your opinion, what is the solution to the problem of piracy?

Match the two halves of the sentences. Then discuss the ideas with a partner.
a If software wasn't so expensive, ...
b If the item isn't paid for, ...
c Sony make equipment that is used to
make pirate copies of CDs.
d companies complain that pkacy means
lost jobs
e Computer companies should not complain;


but would more jobs be created if piracy didn't exist?

demand for hardware is created bv pirated software.
it,s stolen property.
However, they also hold copyright on music.
there wouldn't be any piracy.

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1 B bA m e m o r aeb m e a l
Did I tell you I went to this (type)

Mark Powell

restaurant the other dav? Yeah, me and

(Name of restaurant)

(name of anotb er person)


I've been there before , actually.It's got a rcalIy nice atmosphere.

The staff are very friendly.

And I've had some absolutely delicious meals there in the past. They offer a good range of
dishes, too - eveq/thing from simple traditiond

dishes llke (giue exaruples)

to more exotic things hke (giue examples)

. But this time I have to sav the

meal we had was a bit disappointing.

An1'way, I ordered my usual steak, which I always have very, very rate. Because with a good
steak you shouldn't have to cook it too much. It should still be tender and juicy. And I didn't
want potatoes and vegetables so I just asked for a side salad.
Now, of course, with a steak you should really drink a good red wine. And the kind of red I
usually go for is really full-bodied.

But (name of otherperson)


white. So we had white. Actually, I don't mind white as long as it's nice and dry. But (name of

prefers It abit sweeter, so we ended up with this really

dreadful dessefi wine, but, anryay, that wasn't the worst of it.
When the wine arrived it wasn't only sweet. It was also much too wafm. I mean, white wine
should always be chilled. It also had a peculiar taste. The salad didn't look very
fresh to me either. And, as for the steakl It was so tough I could hardly get
my teeth through it. It obviously wasn't rare - It was completely well\ \

'Excuse me, but this
Anyway, I called the waiter over and said,
'W'eprefer to call it amusing,
wine tastes a bit funny' He said,
sir.' I said, 'No, I mean it tastesstrange,it's off.' He said,
change it immediately. By the way, how's your steak?'
'\(ell-done,' I said. 'Thank you very much, sir,' he said. I said, 'No,
I mean I ordered itrare and this one's been overcooked.

It tastes

like woodl' He offered to replace it, but I said I wasn't so hungry

now, and could I just have something a bit lighter?
An1'way, after allthat, we didn't even order a dessert because most of them
looked too fattening

and we hadn't really enjoyed our meal. I just asked for the bill

and we left. It's the first time I've left a restaurant without leaving a tip!

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-1 Boss
or B g Brother?

S i m o nC l a r k e

Read the extract from an article on e-mails. In each sentence there are two words missinq.
Fill the gaps with the following word pairs.
liable + e-mai1s

case + pay

systems + snooping
sexism + pathetic

thinks + halt

want + money
take + telephone

e-mail + tool
conducted + behalf
scanning + managers

are keepinga closeeyeon

e-mails + words
says + issue
perk + hot
offensive + language
customers + worried


e-mailsin an effort to trap

thoseusingsexistor racist


employersmay be overreacting
to the e-mail
She recently

a surveyof e-mailcontent

usedto seek out ootentiallvoffensivewordsthat set


of MSN.Therewas a bit

off an internalalarm,and

of (J)

equipmentis being

PhilipRyan,from lT companyPeapod,saysin
realitythe (c)


he developsare

on employees.




are between

50 and 100


. Theydon'twantto

be (e)

time mightbe putto betterusesthan


for thingswrittenin

. lt doesn't
very longto reador type

comparedto the time a personcould

. Peopledo not

and somefairly


spendon the


to end up in courtand
' Mr Ryanpointsto the


of NorwichUnion,an

as a small(o)

. Ms Petricsays
has provedan invaluable
to workers.lt shouldbe regarded


peopleshouldnotget too

out t450,000 after its employeessent out e-mails

the collarabout.

o f t h e j o b ,o n e

insultinga marketrival.


is your opinion about employers scanning their employees' e-mail?

Discuss the ideas in the text using some of the following expressions:

I don't really think ...

I agree with what it says about ...
It's ridiculous to say ...
I don't agree with the idea that ...
I see what people mean about ...

On the other hand ...

I'm not really sure ...
It's not something that bothers me, but ...
I don't have an opinion either way.

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9 b A q u a ty probe m

P a u lE m m e r s o n

Your company makes flat-screen TVs. There is a quality problem in the factory and the CEO is writing an
e-mail to all the senior managers. The sentences a-f from his e-mail are not in the correct order. Decide which
order is best and write the sentence letter in the numbered boxes.
a This is unacceptable - we are falling a long way behind our competitors in terms of quality.
b I am very concerned about quality levels in our plant over the last quarter.
c I've just been given the figures - defects are up 8o/ocomparcd to the same period last year.
d !7hen I have your initial thoughts by e-mail, I'll write a short report and call a meeting to discuss
it in more detail.
e Please give this matter your urgent attention, and reply by no later than the end of next week.
f The situation cannot continue and I want to know your opinions about why quality is so poor.
Correct order

STriteone, two or three e-mails in reply using the information below. Use separate sheets of paper. Expand the
ideas and feel free to change details or invent extra details. The maximum length for each e-mail is 100 words.
e-mail 1: You are the plant
manager. You think the
problem is due to poor
industrial relations in the
factory. The workers have no
motivation. You think more
money should be spent on
health and safety, improved
salaries and sports facilities for
the workers and their families.

e-mail 2: You are the head of

quality control. You think it is a
waste of time trying to motivate the
workers. The only solution is more
automation using industrial robots,
and at the same time reducing the
number of workers. Automation is
expensive, but in the long term the
invesftnent will be iustified.

e-rnail 3: You are the finance

director. You think that the problem
is due to the plant manager and
head of quality control not doing
their jobs properly. They should
train the workers better, link pay
rises and bonuses to improvements
in quality, and investigate in detail
why the level of defects is so high.
Instead of this, they try to avoid any
responsibiliry. Be careful how you
make these ooints in vour e-mail.

Think of a quality problem in your own company or organisation. Answer the following questions.
a \X4rat is the problem?

do you think it has happened?

c \fho do you need to e-mail about this problem?

d Now write an e-mail to the person you named in c. The maximum length for your e-mail is 100 words.

Imagine that you are the person who receives the e-mail written in 3. How would you answer it? V/rite the reply.

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20a Peasants1000AD

P a u lE m m e r s o n

You are a medieval peasant. You and your family live a simple, honest life.
You grow food and keep animals on a small piece of land. You are friendly with your neighbour.

Whatyou have

Whatyou need for

Whatyou haveafter

your family
in your farm now
Study the table. The
the negotiation
second column shows
40 kg
items that you have
50 kg
now, and the third
column shows what
you need (in total, not
in addition). Note that
there are some items
where you have more
than you need, but
70 bottles
other items that you
20 bundles
will have to get from
your neighbour. You
are going to negotiate and exchange items. You may not get a good deal for them. \Vhat are your priorities?
Your cows won a prize, so insist on avery good deal for them.

Prepare your ideas, then meet your neighbour. There are no rules for how much anything is worth - it is up to
you to get the best deal you can through discussion and negotiation. Before you begin negotiating, talk a little
about the weather, life in the village, the quality of your products, etc.

You are a medieval peasant. You and your family live a simple, honest life.
You grow food and keep animals on a small piece of land. You are friendly with your neighbour.

Study the table. The

Whatyou have
Whatyou needlor
second column shows
in your farm now
items that you have
now, and the third
40 kg
column shows what
1t vn ,N^5
you need (in total, not
a Chickens
in addition). Note that
there are some iterns
where you have more
than you need, but
other items that you
80 bottles
70 bottles
will have to get from
60 bundles
50 bundles
your neighbour. You
are going to negotiate
and exchange items. You may not get a good deal for them. \X4rat are your priorities?
Your pigs won a prize. so insist on a very good deal for them.

What you haveafter

thc negotiation

2 ' Preparc your ideas, then meet your neighbour. There are no rules for how much an)'thing is worth - it is up to
you to get the best deal you can through discussion and negotiation. Before you begin negotiating, talk a little
about the weather, life in the village, the quality of your products, etc.

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20b M n r - n e g o L a L o n s

P a u lD u m m e t t

Jason Electrics: Negotiatinga reductionin working time


Read the text and complete the first section of the table with notes.

You are going to roleplay a negotiation with another student.

First decide which of you is going to be the Manager and which is going to be the Union Representative.
Think of two concessionsyou would make in the negotiation and write notes in the second section of the table.
As you negotiate, complete the third section of the table.

You work for Jason Electrics,a company

that manufactures electrical cable.
It employs95 people and is basedin an
industrial park near Swindon, England.
The regularworking week for production
staff is 39 hours, compared with a
maximum of 37 hours in other; similar
companieson the estate.The unionwould
like to negotiatea reductionin working
hoursto 37,without any reductionin basic
salary.They realisethat in return for this
they will probably have to increase
productivity.The managementis happyto
considera reductionin hoursif it can win
greater productivity and flexibility in
working time. (lt often needsto ask staff
to do overtimefor specialorders.)



What theywant

What they can offel


Productivity deal

Businessworks: Negotiatingthe allocationof extra resources

Read the text and complete the first section of the table with notes.

You are going to roleplay a negotiation with another student.

First decide which of you is going to be the SalesDirector and which is going to be the Area SalesManager.
Think of two concessionsyou would make in the negotiation and write notes in the second section of the table
As you negotiate, complete the third section of the table.

You work for the sales department of
a company which makes accounting
software. There are four export sales
managers,each responsiblefor a different
areain Europe.The managerresponsible
feelsthat he is overworkedand
that without extra staff he cannot achieve
the targets he has been set. He thinks that
with extra salesstaff and a bigger budget
he can increase
the salespotential.The sales
directorwould like proof that salescan be
increasedbefore providing extra staff and
Sheis preparedto riskemploying
extra staff for the area if the managerwill
sharesomeof the riskalso.

What theywant

What they can offer



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Area Saleslvlanager