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 Unit 3: Etiguette

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Preview
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L-- Reading: Office workers .admit
work in pairs / small groups to discuss the examples
Ss to
ofbad manners. Ifyour class does not find discussion

rLl
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l-- Language:
Vocabulary:
being rude'
Offers and requests
Synonyrns
questions easy, you could get Ss to work individually to rank
the examples in order (1 being the worst example of bad
manners) before discussing with a partner/group.
Prefixes
Career skills: Being polite
Culture at work: Being direct
Preview I
l_
)d Dilemma & Decision: A workplace bully (email) Get Ss to work in small groups (if they worked in groups for
the last exercise, ask them to change to another group). Ss
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l-- -il make two lists: a list of good manners and a list of bad

f--a i ;; ;;* "*;-" ;;;.;;;;, ;.:;";' : manners. Then ask groups to join with another group to

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H
I
!
are
have to meet new people, and first impressions
i
important to help relationships with new contacts get otrto !
compare their ideas. Did groups disagree on any examples of
bad/good manners? What examples did all groups agree on?

L=
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!
!
a good start. However, the behaviour that is considered :
polite may vary depending on culture. The rurit also looks Listening II
L:
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!
i
at the importance of manners in everyday work situations.
What passes as good manners can also vary from country
:
!
:
Ss are going to listen to Janet Stubbs, a professor of
communication, talk about politeness in the workplace. you

L-
E'
!
I
to country. Thebest advice forSswhenplanning a
business visit is to remind them that it is a good idea to
do :
: could ask Ss to suggest what words they think shi might use
to complete the extract. play the first part of the recording

L-
1.--.4
!
!
research into the social customs of the
are visiting. Modern technology means"orrrt
they
y that
that there are now
:
a
for Ss to fill the gaps. Ask Ss if they agree with professor
Stubbs' definition of politeness.

L; !
!
a number of areas where the rules of behaviour are:
evolving all the time, such as the etiquette of using mobile

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:
3 phones, business letters versus emaili, etc. Good
manners
:
! are often simply a way of showing respect. So agood :
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3
!
guideline in these contemporary situations is to act in
same way that you would want others to act,
the :
:
Listenins I fl
l: ooaoaaaaaoaa.aaoaooaaoaaaoaaaa.aaaoaa.aaa!
Ss now listen to part two for specific information. Ask Ss to
note their answers to the questions and compare with

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a
partner. Play it again for Ss to check.
Keynotes
l.--il
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Ask Ss to look at the reactions of the people in the cartoon to
the man who has just entered the room. Ask Ss to say
what they
think the man might be doing to upset his colleagues (he,s
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lL-I
talking on the phone while eating, is dressed untidry and has
smelly sports kit in his bag). Does he look like somebody they
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would like to share an office with? Why? / Why not?

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Get Ss to read the keynotes and check they understand the
terms in bold. Draw Ss'attention to the glossary for this
unit
Listenins I fl
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at the back ofthe book. To help lead in to the topics explored
in the unit, you may wish to ask questions such as: Wy do
Ss listen to part two again and complete the extracts
with
words from the box. Check Ss understand the meaning of the

L- you think business etiquette is important

for building
business relationships? Do you think it is important to be
words in the box. If the words are unfamiliar, ask them to try
t9 work out the meaning from context before looking in a

L- polite in work situations? Wy? / Why not? dictionary to check.

)B Coursebook, Gtossary Unit 3, page 148

27
INTELLIGENT BUSINESS (PRE-INTERMEDIATE) TEACHER'S BOOK: COURSEBOOK

Ask Ss to look at the title of the article. Check that Ss

understand rude. Ask Ss to suggest examples of bad manners H
that they think will appear in the article. Before reading,
point out the glossary and remind Ss of the glossary for Unit
3 at the back ofthe book. Pre-teach any other vocabulary
Vocabulary 2
Check that Ss understand the meaning of synonym. Ask Ss to
F
I
that you think your class might need (respond, courtesy, work in pairs and decide which word does not belong in each H
impact). Ss read the article to find the information. Compare group. Check Ss'pronunciation ofall the words.
answers around the class- H
H
Vocabulary 3 E
e
1
e
Ask Ssto look at the prefixes in the box. Do the first word
together (informat) to demonstrate. Go through and check
that Ss understand words 1-12. Check answers and then say E-l
the words and their opposites and ask Ss to repeat. Ask Ss to
record the vocabulary in their vocabulary notebook / note E-'1
Readins I cards or give each S a copy ofthe Vocabulary record sheet on
Ask Ss to read the text more closely and answer the page 192. Point out that one way to record opposites is: l-
questions. Where in the text did they find each answer? Ask
Ss if they think it is a good idea for companies to invest formal * informal l-
money in training junior managers to be polite. How would satisJied * dissatisfied
companies in tlleir country react to this sort of training? ti-r

ts
ts

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Vocabulary 3A -
Ss use the words from exercise I to complete the definitions. F
Speakins II Ask Ss to compare their answers with a partner.
V
Ask Ssto discuss the questions in pairs. First, elicit
suggestions for adjectives to describe how a person feels Y-rL
when they experience bad manners (irritated, angry, upset,
confused, unhappy, cross, surprised, etc.). J
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A
Speakins ll l=!
Write the two statements on the board. Ask Ss to discuss the
questions in small groups and remind them to give reasons for
Optional activity
Write the remaining words with prefixes from exercise I
on the board. Ask Ss to work in pairs and write
-t
t=-
their answers. ,.-
definitions for each word. Ss join with another pair and F
take turns reading out a definition. The other pair has to
Vocabulary t guess the word. l--
Check Ss'pronunciation of the words in the box. Ask Ss to find -
* I

the words in the article. Encourage Ss to work out meaning l=-

from context, where necessary. Ask Ss to complete the text
r-t
using the words. Ask Ss if they think this is good advice. €
k-
-A
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 Listening 2E use the most formal and informal expressions. Ask Ss why

Ask they think that people sometimes use other ways to say no
Ss to look at the pictures and say what city is shown in
(being direct is also considered in the Culture at work section).
each picture. Ask what country each city is in (Newyork * Can they think of any situations where they would prefer to
the USA, Sydney - Australia, London England). Ask Ss to
- use one ofthe indirect expressions rather than say no directly?
look at questions 1-3 and predict what city each one refers
to. Ss listen and note which city is being described. It can be confusing for Ss to see expressions such as Notjust
now, thanl<s and Thanks, but I don,t really need one as, at first
glance, the phrases can appear to be positive. In these
situations you are thanking the person for the offer, but saying
'no'to what they are offering. It might be a good idea to
remind Ss that it is very important to use please and thank you
Listening 2A when making requests and responding to offers.
Ss listen again for more detailed information. Check Ss
understand the meaning of punctuality and, dress.Ask Ss to
compare their aaswers with a partner. Which of the three
cities would Ss prefer to live in? Why? Now ask Ss to note
information about their own town or city using the headings
in the box.

iB Coursebook, Grammar reference: Modal forms, page 158

Practice I
Ask Ss to identi$z which words are in italics. Then ask Ss to
choose which words are most appropriate to complete the
sentences. Do the first one together as an example. Ask
Speaking Ss to
work with a partner and take turns reading the sentences and
1rk
Ss
li to discuss the questions in pairs / small groups. Ask
which city in Listening 2 is most like or most different to
responding.

the business etiquette in their country.

Writing
Ask Ss to choose one of the cities. They are going to write an
email to a friend. Refer Ss to the Style guide (page 6) or
spend a short time reminding Ss of the layout and style for
emails. This is an email to a friend, so Ss can use
contractions and informal vocabulary. Ask Ss to make notes
on what they said about their own country in the speaking
exercise, and to use these to help them find differences
between their city and the city they are writing about (e.g. In
Sydney people often have brealcfast meetings at gam but in
Lisbon we usually ...). As Ss finish, ask them to compare
emails with a partner.
J\IIL
1El rityte guide, page 6
Language check
Ask Ss to work in pairs and take turns making the
ofers/responses and requests/responses. Ask Ss to do the two
activities. Encourage Ss to suggest situations where they could
Listening I
On the board write:
Can I speak to you for a ms.ment?
Say it with falling intonation and ask if it sounds more like
an order or a request (order). Then say it with rising
intonation and ask the same question (request).
On the board write:
Please sit down.
Again, demonstrate how rising and falling intonation changes
meaning. Encourage Ss to practise saying the two sentences
with a rising and then falling intonation. Ss listen to the six
phrases and decide ifthey have a rising or falling intonation.
Ask Ss to turn to the audioscript on page 164. Get them to
work with a partner and take turns saying the phrases using a
rising or falling intonation while their partner guesses if they
are making a request/offer or an order.

29
INTELLIGENT BUslNEss (PRE-tNTERMEDIATE) TEAGHER,S BooK: couRsEBooK -- i

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-, l

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-/
role-play the situations that they have been given. In these -r
ET
role-plays you could tell Ss that they can decide whether to
politely accept or refuse the ofler or request. -l
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Practice 2
Ask Ss to look at the sentences individually and think of how
Gareer skills ll
---r

H
they would refuse each request without using the word 'no'.
Ask Ss to read the information in the box and try to identifu )
what the person is doing in each situation. For example, in 1 E-''1
Then ask Ss to discuss their ideas with a partner. Ss could Can I introduce my colleague? This is Jane Duncan,the
I

then take turns to make the offers and requests and refuse person is introducing someone. When we are being polite we E'1
them politely. often use longer, indirect phrases (e.g. Is it OK to smoke in
r
I

here? ruther than I want to smoke in here or Can I smoke

l
here?). This makes the request softer and less direct. Ask Ss
to match the phrases with the replies. Ss can practise saying *
the phrases and the replies with a partner. Ask Ss to work in
tj
small groups and think of other phrases that could be used to
reply to phrases 1-6. Other possible replies include: =
q t-
That sall right, you're very welcome.
b That's great, thanks. / Sorry, I'm afraid I can't.
Thatb OK, it's not a problem.
L

d It's my pleasure.
-
e Nice to meet you. / How do you do?
=
f I'm afraid not, itb a non-smoking area. ts
)B Workbook, pase 13 ts
>-
Speaking I Listening 4 E a

Ss are going to work in pairs and take turns asking each other Ss are going to listen to six short conversations where people >-
-a
for help. To demonstrate the activity, write on the board: respond politely. Get Ss to read through 1-6 before listening.
A I want you to stay late tonight and help me with Ask Ss to listen and choose the correct description in italics. ts
-r
my project. Fra
B No!

Get Ss to practise the dialogue with a partner; encourage them J

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Ir
to pretend to be as impolite as possible. Ask Ss to suggest ways
to make it more polite, for example: :I
A Could you stay late tonight and help me with my project, Listening 4A 3
please?
B I'm sorry, I can't tonight, I'm going to my English class.

Then ask StudentA to turn to page 137 and Student B to turn

This time, Ss listen again and underline the phrases from the
Career skills box that they hear. If you would like to spend
more time practising intonation, you could play the recording
a
-r
!=:
again and ask Ss to identify where the speakers use rising
to page 141. Give Ss time to read the information and prepare
and falling intonation. You could then ask Ss to turn to the
ts-
their requests. Circulate to check that Ss understand what they
are going to do. In pairs, Ss take turns to ask each other for
audioscript on pages 164-165 ofthe Coursebook and read
the conversations with a partner.
help and to say 'no'politely. After Ss have finished you could ='
have a brieffeedback session and discuss what other phrases Ss t-
could have used to make the requests and responses. --
Speaking I -I
Ask pairs to write two situations where people make two
requests and offers, using the situation in exercise I as a
=.
model. Then Ss give their situations to another pair and --
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.<
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