Market leader advanced teacher book


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Market leader advanced teacher book

  1. 1. I a I t I
  2. 2. U z m o @ c I z m a a LEA E l w on n a DubickaMargaret O'Keeffe FT FIN A N C IA L TIME S
  3. 3. Pearson Education Limlted Edinburgh Gate Harlow CM2o Essex 2JE England Education Limited 2006 @Pearson Therightof lwonna Dubicka Margaret and O'Keeffe be identified to astheauthors ofthis workhasbeen asserted themin by 1988. accordance the Copyright, with Designs PatentsAct and All rightsreserved; partofthis publication be reproduced, no may in or in stored a retrieval system, transmitted anyformor byany photocopying, electronic, recording or means, mechanical, perrnission otherwise, withouteitherthe priorwritten ofthe permitting Publishers a licence or restricted copying the United in Kingdom issued bythe Copyright LicensingAgency Ltd,90 Tottenham CourtRoad, London 9HE W1P Firstpublished 2006 Thirdimpression 2oo7 Pack; ISBN: 928-1-4o58-4347-8 Bookfor pack: ISBN: 978-o-582-85463-5 for CD-ROM pack: ISBN: 978-1-4o58-4266-2 Setin 9/upt Metaplus Printed Spain Mateu in by Cromo, Pinto S.A. Edited Catriona by Watson-Brown Designed Oxford by Designers lllustrators & managed Chris Hartley Prolect by Produced Pearson for Education Phoenix by Publishing Services Acknowledgements Wearegratefulto following permission reproduce the for to copyright materialsr FinancialTimes Lirnited extracts for adaDted from 'Whv I refuse to hobnobfor advantage vanityfaii by LucyKellaway, at published the Financiol in Times24th )anuary2oo5;'lt's a brave yourelocate' Henry newworldout should Tricks, by published the F/nancial in Match2oo4;'Goodbye Times2oth to published the oldJashioned ideology'by Detta Bradshaw, in Finoncial Times7st August 2oo5;'Emphasis shouldbe on more published theFTRepoft, skillsinvestment'by Plimmer, Gill in Profession0l Development 2oo4 Ttth Oclober 2oo4:'An ltalian roads' Adrian bV Michaels, iob takesits toll on Austrian published the Finonciol in limes 22nd Aptil2oo5;'lndia and its energy needs: Demand rising lagsrestof theworld'by is but published the FlrdrclolTimesltn )anuary KevinMorrison, in 2oo5;'Nuclear energy: Come-back or ugtyduckling?'by kid publishedinthe Finoncial FionaHarvey, Tines 14th 0ctober 2oo4: A 'Offshoring: lossofjobsor a gainin profits?'by Erian publishedin the FinancialTimes Groom, Business Reporis, Future ofWo* 2oo4 2zthSeptember 2oo4;'Business bowsto growing pressures' Alison published the by Maitland, in FinoncialTines zgthNovember uoo4;'WhyDeutsche resists published the national champion status' Patrick by in Jenkins, Financiol Times76th February 2oo5;'Floodgates opento a new style'by DanRoberts, from March2oo5;'Adviceis rorh pubtished the oncemorein demand'by in Simon London, FinancialfimeszSth April2oo5;'A tougheroutlookfor BritainS publishedin the Finonciol advisors'byMichael Skapinker, Iimes z8rh April zoo5;'Planto think strategically' Morgen by Witzel, from the FfSunmer SchoolSeties August2oo4; 9th 'Whyso manymission statements mission are impossible'by published the FrronciolTimes Sathnam Sanghera, in 22nd luly 2oo5;'Groceries the vanload'by Jonathan by Birchall, publishedin the F,nancial Times 2otnAp(il2oo5;'Technology that put a shineon a growing Marcus business'by Gibson, publishedin the FiranciolTimest6thMarchzoo5; 'Assolan's babiesbattle for marketshare'byJonathan Wheatley, publishedin the F,rdncialTimes March2oo5;and'Advent r6th published the ofthe lTmarriage broker'by MaiiaPesola, in FinoncialTimes August 2oo5. 5rh SarahMurrayfor extracts adaptedfrom her articles 'Partnerships: Campaigners peace a weapon', use as fromthe Ff Repoft,lntemational PublicSector5tnMay2oo5;'OLder people:Ageand experience', from f7Buslress Repofts, Business Divercity May2oo4;and'Business and loth modets: published the Frorfloi Take goodlookat the localissues', a in fimes z4t^)une zoo4. Photocopying grants permission ofthose ThePublisher forthe photocopying pages marked according thefollowing to 'photocopiable' purchasers conditions. Individual may makecopiesfor their own useor for use by the classes they teach.Institutional purchasers makecopiesfor useby their staff and may students, this permission but doesnot extend additionat to institutions branches. or Under circumstances anypart no may ofthis bookbe ohotocooied resale. for DavidBowenfor an extractadaptedfrom his article'Websites need havebothhardtoolsandsofttouches'. to in oublished Financiol nmes 14th February zoo5, the and Edward Lawler an extractadaptedfrorntheir for JayConger article'People from Ff skillsstill rule in the virtualcompany', Summer School 2oo526rhAugust 2oo5. In some cases have we beenunable trace owners to of the copyright materialand wouldappreciate information we any thatwouldenable to do so. us
  4. 4. Introduction MarketLeader Advanced the latestadditionto this five-leveL is series.Likethe otherCourse Booksin the reflects the fast-changing world ofbusinesswith materials from authentic sources. suchas the financialTimes.The Advanced Course Bookcontains mainunitsandfourrevision 12 unitsandretains the dynamic effective and approach hasmade thisseries that so successful Business in EngLish The classes worldwide. Bookis accompanied a Practice Course by File, TestFileand Teacher's Resource Book(with photocopiable and activities TextbankmateriaD. MarketLeader an extensive is new Business English course designed bringthe to realwortd international of business into the language-teaching classroom. hasbeendeveloped lt in association with the f7,anciolTimes, ot the worldt leading one information, ensurethe maximum sources professional of to range authenticity business and of content. preparing Thecourse intended useeitherby students is for for a career business by those in or atready working whowant to improve theirEnglish communication lt skills. is most suitablefor usewith students who are at an advanced language level. Ma*et Leader combines someofthe moststimulating recentideasfromthe world of business with a stronglytaskbased approach. Role-plays case and studies regular are features ofeachunit,Throughout course, the are students encouraged usetheirownexperience opinions order to in and involvement learning. to maximise and An essential requirement ofBusiness English materials that is they caterfor the widerangeofneedswhichstudents have, including different ofinterestandspecialisation, different areas skillsneeds varying and amounts time available study. of to MarketLeoder offetsteachers and courseDLannersunioue a rangeof flexiblematerials helpmeettheseneeds. to Thereare suggestions this book on howto usethe unit material in extensivety intensively, howthe materialin the Practice or and Fileintegrates with the Course Book,Thereare optionatextra including Business components, a Grammar, videos anda series special of subject books develop to vocabulary and photocopiable reading skills. Thisbookcontains extensive material theText in bankandResource bank. Course Book Thisprovidesthe mainpartoftheteaching divided material, into12topic-based The havebeenchosen units. topics following research among teachers establish whicharethe to areasofwidest possible interestto the maiorityoftheir TheCourse students. Bookprovides input in reading, speaking guidance writingtasks,too. Every and listening, with for unit contains vocabulary development activities a rapid and review grammar. of essential There a regular is focus keybusiness on functions, each ends and witha motivating study case unit to allow students practise to language have they worked on during unit, more the For details theCourse units, Book see on Overview Course ofo Bookunitbelow. There alsofourrevision are units theCourse in Book that revise consolidate work themain and in the units. Practice File Thisgivesextrapractice the areasofvocabularygrammar, in business skills andpronunciation. There a specialfocus is on collocations, grammar developing in text and fluency spoken English. Practice includes audioCDto enabte The File an studentsto work on their own as appropriate. Audiomaterials All the listeningactivities from the Course Book(interviews practitioners) the Practice with business and File (pronunciation exercises) available cassettes audio are on and CDs, depending users'preference. on Teachefs Resource Book you with an overview Thisbook provides ofthe wholecourse, togetherwith detailedteachingnotes,background briefings on business content, Text the bank(24optional extrareading texts)and the Resource worksheets bank (photocopiable practising communication skills). TestFile Five copiable areavailable teachers course tests to and pLanners monitor progress to students' through course. the There anentry plusfourprogress andanexittext is test tests which review work the done throughout course, the A typical unitconsists sections. ofthe following Llstening discussion and Students theopportunitythink have to about unit topic the andto exchange andopinions each ideas with and other with theteacher. There a variety is such ofstimulating activities, as personal preferences listening shortextracts, to expressing questions, andanswering Throughout, students are encouraged experience. to draw upon their andbusiness life Theauthentic listening arebased interviews texts on with people experts theirfield. business and in Students develop listening skills for such prediction, as listening specific information, note-taking correcting ordering facts, and summaries.
  5. 5. llntroduction Essential vocabuLary relatedto the listening topic is presented practised eachofthese sections, and in througha varietyofcreativeand engaging exercises. learnnew Students words,phrases and collocations, are giventaskswhich and helpto activate vocabutary the they alreadyknowor havejust practice the Practice learnt.Thereis furthervocabulary in File. There a number are ofdiscussion activities throughout the book.Theirpurpose to activate is students'worldknowledge, improvetheir fluencyin English and providethemwith opportunities respond the content to to ofthe recordings and texts. Reading language and Students readinteresting and relevant authentic texts fromthe FinancialTimes otherbusiness and sources. ThevdeveloD their reading skills through variety a oftasks, suchas matching headings text, orderingitems,completing and summaries and pairworkinformation exchange, Theyalsopractise useful business lexisfromthe texts. Thetextsprovidea contextfor the language work and discussion this section. in Thelanguage work develops students'awareness ofcommonproblemareasat advanced level.Thefocusis on accuracy knowledge and ofkey areasof grammar, cohesion text and idioms.In manyunits,morethan one language areais presented, thereare extrapractice and exercises the Grammar in reference sectionat the end ofthe Course Book. Business skills This section helps students develop spoken to their and written communication in thekeybusiness skitls areas, such as presentations, problemmeetings, negotiations, telephoning, solving, social English, business correspondence andreport writing. provides Each section contains useful a language which box, students thesupport phrases need carry with and they to out thebusiness tasks theregular play in role activities. The Writing at theendoftheCourse file Book alsoprovides guidelines. students useful with modeltexts writing and Accessibility teachers for Lessexperienced teachers sometimes teaching can find Business English daunting a experience. maybe anxious They abouttheirlackof knowledge ofthe business worldandof the topicscovered the cou$e.MarketLeadersets to provide in out the maximum support teachers. Business for The briefsection at the beginning ofeachunitin theTeacherS Resource Book givesan overview ofthe business topic,covering terms key (givenin bold, andwhichcan be checked inthe Longmon Dictionary Business glsh) and suggesting list of tittes of E a for furtherreadingand information. Authentlclty content of Oneofthe principles ofthe course thatstudents is shouLd deal with as muchauthentic contentas their language levelallows. Authentic readingand listeningtexts motivating are for students bringthe and realworld business the of into classroom, increasing students'knowledge business of practice concepts. and Dueto its international coverage, the Financial Times hasbeena richsource text and business of information the course. for Thecasestudiespresent realisticbusiness situations and problems, the communication and activities based themon groupdiscussion, simulations and role-plays serveto enhance authenticity the ofthe course. Flexibility use of Demands Business of English courses varygreatly, and the materialaccordingly needs be flexibleand adaptable. to MarketLeader beendesigned giveteachers course has to and planners maximum the flexibility. coursecanbe used The eitherextensively intensively. the beginning or At ofeach unit in the Teacher!Resource Bookare suggestions a fast route for throughthe unit if time is short.Thisintensive routefocuses mainly speaking listening on and lfyou wantto extend skills. this concentration particular on skills,optionalcomponents are available the course(seeExtending courcebelow). in the Case study Each unitends witha case studylinked the unit! business to topic.Thecasestudiesare basedon realisticbusiness problems situations aredesigned motivate or and to and activelyengage students. Theyusethe language and communication whichtheyhave skills acquired whileworking throughthe unit.TypicaLly, students be involved will in problems recommending discussing business and soLutions throughactivegroupwork. Allofthe case studies have beendeveloped tested and with students class in andaredesigned be easy present to to and use.No specialknowledge extramaterials required. or For are teaching tips on makingthe bestuseofthe casestudies,see Cosestudies that work below. Each casestudyendswith a realistic writingtask.These tasksreflect realworld the ofbusiness correspondence and preparing Business willalsohelpthosestudents for English exams. Modelsof writingtext typesare givenin the Writingfile at the endofthe Course Book. Thefollowingteachingtipswill helpwhenusingcasestudies. 1 Involve the studentsat everystageof the class. all Encourage everyone participate. to 2 Drawon the students'knowledge business the of and world. the 3 Beverycarefulhowyou present casestudyat the beginning, Makesureyour instructions clearand that are (Seeindividualunitsin the the task is understood. TeachertResource Bookfor detailedsuggestions on introducing casestudyJ the that haveunderstood case the andthe 4 Ensure allstudents keyvocabulary. the and 5 Encourage studentsto usethe language business skillsthey haveacquired the restofthe unit. A short in reviewofthe keylanguage help. witl
  6. 6. Introduction I Focus communication fluency on and during case the study activities. Language errors be dealtwithat the end. can Make record important a of errors andgivestudents feedback the end in a sympathetic constructive at and way. lfthe activityis developing slowlyor you havea groupof you couldintervene by studentswho are a little reticent, questions making asking or helpful suggestions. Allowstudents reach to Manv theirownconclusions. studentsexpectthereto be a correctanswer. cangive You your own opinion,but shouldstressthat there usuatly is no single'right' answer, Encourage creative imaginative and solutions the to oroblems exoressed. Encourage skills, students usepeople-management to in suchasworking teams, leading teams, delegating and interacting effectively with eachother. Allocate sufficient for the maior time taskssuchas negotiating. the same At to time,do notallowactivities dragon too long, Youwantthe students have to enough time to perform task,andyet the lessonneeds have the to Dace. 5tudents should identify keyissues the ofthe case and discuss alltheoptions before reaching decision. a Encourage students actively to listen eachother. Thisis to practice essentialforboth language and effective teamwork! Special series subiect Manystudents need learn language more will to the of specialist areas Business of English. provide To themwith authentic a and engagingmale(ialMorketLeoderincludes rangeof specialsubiectbookswhichfocuson reading skills andvocabulary development. Theseriesincludes Eonkingandfinance,Business and law lnternational two testsand a managefi€rt. Eachbookincludes glossary specialised of [anguage. Longman Didionoryof Business Engllsh Thisis the mostup-to-date source reference Business of in English today.CompiLed a wide rangeoftext sources, from it allowsstudentsand teachers rapidaccess clear, to straightfomard business definitions the latestinternational of terminology. MarketLeader website http: / /{eader.n€t Thiswebsiteoffersteachers wide rangeofextra resources a to suDDort extendtheir useofthe ilarket Leader and se(ies, Extra textsoftopical interest added regularly, with are together worksheets exploitthem. Linksto other relevant websites to are postedhere,andthe websiteprovides forumfor teachers a to feedback to comments suggestion the course the and on authors publishers. and TheTestMaster CD-ROM will in Somestudents'needs requiremoreinput or practice in certain areas, either terms subject of matter skills, or thanis provided the Course in Book. orderto mettheseneeds, In MorketLeoderptovides a widerange ofoptionalextra materials comDonents choose and to from. Teachefs Resource Book per The Text bankprovides extra two reading texts unit, with exercises. together comprehensionvocabulary and TheResource Drovides bank cooiable worksheet-based communication activities, linked theskillsintroduced the in to Book Course units. Business Grammar For students needing more workontheirgrammar, book this provides reference practice allthemostimportant and in areas lt and of Business English usage. is organised structural into functionatsections. Video Fou(MarketLeadervideos now available intermediate are at andpost-intermediate to provide levels students with authentic engaging and examples Business of English use. in Each videois ac€ompanied a set of photocopiable by worksheets a transcript. and TheTeacher's Resource Bookincludes TestMasterCD-ROM a whichprovides invaluable resource accompany an testing to the course. . Thetestsare basedstricttvon the contentofthe corresponding a levelof MarketLeade ptoviding fair measure students'progress. of . Keys and audioscriptsare provided makemarking to the testsas straightforward possible. as . Mosttestscomein A and B versions. Thismakesit easier for teachers invigilate test by makingit harderfor to the studentsto coDv from eachother. . Theaudiofilesfor the listening testsareconveniently located the same on CD. Types test of The Master contains types Test CD five oftest: . . . . . Placement Tests Module Tests Progress Tests Mid-Course Test Endof Course Test Flexible Teachersprint tests and them they - or can the as are out use Teachers useMicrosoft@ to edit Word theycanadapt them. can themasrequired suittheirteaching to situation, students their ortheir syllabus. Test Advanced Master areavailable Market CDs fot Leader andalllevels ofl4orket leod€r Edition. New
  7. 7. Contents Unltg Strategy Unltr Being internatlonal Ata glance Buslness brief Lesson notes 8 9 10 Unlt2 Trainlng Ata glance Business brief Lesson notes 702 103 704 Revision C unlt Unitro Dolng business onllne 18 L9 20 Unlt3 Partnerships At a glance Business brief Lesson notes 118 tt9 120 Unltil l{ewbuslness At a gtance Business brief Lesson notes 28 29 3o Revlslon A unit 38 Unit4 Energy At a glance Business brief Lesson notes At a glance Business brief Lesson notes 42 43 44 At a glance Business brief Lesson notes 130 L37 L3z Unitrz Project management At a glance Business brief Lesson notes r40 Revision D unlt 150 Teachefs notes 155 r4L r42 Unlt5 Employment trends At a glance Business brief Lesson notes 54 55 56 UnitI Belng Internatlonal Unlt6 Business ethlcs At a glance Business brief Lesson notes 66 67 68 Networking Relocating 156 158 Unitz Tralnlng Revlslon B unit 75 Unlt7 Flnance banking and At a glance Business brief Lesson notes 8o 81 82 15o L62 Unit3 Partnerships Tollsystems Partnerships NGOs with 164 166 Unit4 Energy Unlt8 Consultants At a glance Business brief Lesson notes Business ideology Professional development 92 93 94 India3 energy needs Nuclear energy 168 770 Unit5 Employment trends Offshoring Olderpeople 772 774
  8. 8. Contents I Unit6 Business ethlcs Business responsibilities Business models Unit7 Flnance banklng and 176 178 Business vocabulary Unlt8 Consultants Unit7 Finance banking and Internationalbanking Corporate recovery quiz Consultant's / sales negotiations 782 184 186 Unit9 Strategy Whatis strategy? Mission statements 190 192 794 196 198 Unitrz Proiect management Proj'ect medlators Remote management 202 Textbankanswer key 204 200 Teacher's notes UnitI Eeing international Networking 2Lg Unit 2 Training Telephone strategiesr ingandconfi clarifo rming 219 Unit3 Partnerships precise Negotiating: being vague andbeing Unit4 Energy Problem-solving Unit5 Employment trends Resolving conflict 223 Unit6 Business ethics Ethicalproblems Unitro Dolng business onllne Presentations 229 Telephone strategies 230 Unltrz Proiect management Unit fl l{ew business Technological innovation Increasing market share 228 Unitu Newbusiness 188 Unitro Doing business online 0nlinegroceries Usinga website Unltg Strategy Brainstorming Unit8 Consultants Thegrowth management of consultancy Management consultancy 227 18o 224 Functions culture and 23L
  9. 9. international lraaor t3 Lbtcnlngard dlscGslon (pages 5-z) Eachlesson obout is 60-75ninutes,fhls time does include not adnlnlstmtionandtlne golngthtpugh spent homewo*ln dny lessons, Discussionr Public speaklnF PracticeFite public 5Sareencouraged to discuss speaking, inspirational Wordpower(pages 4-5) presentations international speakers, effective and audiences. Listening: Experiencestlvlng presentatlons of people about Three business talk theirexperiences ofgiving presentationsintercultural in settings give forspeaking and tips to international audiences. Vocabulary: forgivlnt presentstlons Tlps presentations 55 look some forgiving at tips to international audiences userelated and vocabularv incontext. Discussionr Tvpes Dresentstlon of SStalkabout for setting rooms different up types of presentations, connotations, colour audience reactions and presentationstheircountry. advice giving for in lrsson 23 nadl endla:6urgr base6&9) Each lesson obout is 60-Z5minutes. Vo€abulary! Slan& buzzwords isrgon and SSlookat examples slang, of and iargon buzzwords. Readlng: rot to soundllkeo fuol lrow your SSread some advice how adapt on to language and presentation to ensure style success when speaking an to international audience. Language r€vlew:B[slnessldloms SSlook some at idioms. business Eachlesson about is 7j-9o mlnutes. lr3son {: C&.6hrdy (pages 12{3) Each lesson about is 7S-9onlnutes. Tert bank ORBpagesl5G-159) GJtmmarrefercnce and practice (CBpage 118) PractlceFile (pages Textand grammar Gt) 1{etworklnF Resource bank 5S discuss for communicating people tips with theydon'tknow ORBpage218) or don't knowverywell: listento somedelegates meetingfor the Wrltlngfile first time and networking a conference; at introduce themselves (CBpage134) to anotherparticipant an international at conference. PrdcticeFile Wdtingi Replyintto a formalInvltstlon Skills andpronunciation 55 lookat a formal e-mail writea reply, and accepting the (pages8-9) invitation. Workins for Lorlstald A non-governmental organisation Amsterdam trainingsome in is logisticsmanagers be relocated Indonesia. look at the to to SS somenotesfrom the courseon iob advert,exchange intercultural training network and during break the withother participants. alsowrite a replyto a formalinvitationto a SS dinner heldat the Regional residence Jakarta. Governor's in For fastroutethrough unit,focusing a the malnly sp€aklngskllts, usethcunderlined on sectlons. iust For one-to-one mostpartsof th€unltlendthemselves, mlnlmsl situations, wlth ad.ptatlon, usewlthindividual to students. Whcre thls is notthe case,altenatlve pro(€dures glven, are
  10. 10. 1 Belng international J people Many a have fearof public speakin& a certain but amount ofadrenalin nerves help and can make presentation successful. yourtopic,reheatsing a more Plenty preparation of time,knowing and yourtalkandpresentation adapting styleaccording the audience alsoessential. to are Apartfromthe actualcontent presentation, ofa speakers should alsoconsiderthe following: roomset-rp,seatirg arangements,paceof deliveryandtone of voice,gesturesand body lan$age, signs of approrral or disapproval, whichmayall varyaccording cultureand audience to type. Msuat aids makea presentation easierto follow,but speakers shouldacquaint themselves with technical equipment beforehand avoidany unnecessary to embarrassment shouldthingsgo wrong. PowelPoint a usefulandcommonly is usedprogram presentations, for althoughsomespeakers still preferto usean ovetheadproiectorwith transparcncies s[des as well as handouts. or Presentations, oftensaid,needa beginning, middle it is a andan end.Theuseofbumouror appropriate an€cdoteg opena presentation helpto engagethe audlence get them on your to can or side,although humour differs widely eachculture should usedsensitively notat all.Another in and be or wayto start offa presentation with somebrief,interesting surprisingfactsand figures.At the start is or of anypresentation, speakers should atsointroduce if themselves briefly, theyhavenot already been giving overview the talk.Likewise, formally introduced someone by else,before an of afterpresenting the product research company, or findings, the speaker etc., needs summalise conclude main to or the pointsof the presentation beforesignalllngthe end and lnvltlng any furtherquestionsfrom the public. Thequestion-and-answer session,or Q&A after a presentation sometimes is considered most the part challenging ofspeaking pubtic, not allquestions be anticipated. presenter, in as The can however, should prepared a certain be to extent, onlyto be ableto refer m€mber if the ofthe audience another to authority suggest or further e-mail correspondencefollowup a particular to issue. l{etworklng Somemanagers an importantpart ofgetting work doneis building relationships say and havingan e*ensive networkof contacts. Networks largelybuilt throughwork contacts, example, meetings are for in and conferences by and doingfavoursfor others.Managers participate company can in retreatsandtraining programmes, as wellasgeftlngtoknowpeople socially during coffee breaks, business lunches oron the golfcourse! HoweveL extent whichemployees the to socialise outside working hours varies tremendously according preference, to personal company nationalculture. and Erchanging business cards,llsteningadively, makingeyecontact,askingsuitablequestions and ground alL practices behaviours findingcommon are practical waysof networking, although certain or witlvary fromcountry country. to In-work presentations have given those students be ableto talkaboutcompany will they or theyhave presenting attended. They couldalsocompare styles fromdifferent international settings different or presentations commercial areas, suchas technical vs. ones. Pre-work students mayhave experience of attendinglectures talksgivenat schooland university. or Theycanalsotalk aboutthe speakers/lecturers they knowthat are goodat presenting. mayalso be appropriate both typesofstudentsto express lt for concerns aboutgivingpresentations sharetips for speaking public. and in With networking, in-workstudents be ableto discuss will occasions whenthey maynetworkor socialise English the potentiaI in and difficulties ofstarting conversationsbusiness at lunches, coffee breaks, etc.Pre-work studentsmaytalk aboutthe advantages makingcontacts business general. of in in Read on publicspeak,r,g, DaleCarnegie: quickand easywayto effective The reissue Pocket, edition1990 GertHofstede: Cultures organisations: ond softworeof the mind - interculturul co-operation its ond importance survivai,McGraw Hitt,1996 for TomLeech: Howto preparc, stageand deliverwinningpresentations, Edition, AMACOM, 2oo4. 3rd peopleacrcssc!/tures,Capstone, Fons Trompenaars: 44anaging 2oo4 lil@E Education o Pearson Limited zoo6
  11. 11. International I r Belng Suggested answers t Youcangiveyourown examples givingpresentations of or'speakingin public'asa teacher trainer,Encourage or SSto talk abouttheir general fearsor concerns of speaking public,in their own language in and/or in English. 2 SSmaysuggest ofthe followingtechniques any usedby goodpreparation knowledge effective speakers: and of the topic;an abilityto explaincomplex thingsclearly; proiection gooduseofvoice and styleofdelivery or without reading slides,notesor handouts word for word;unusual attention-grabbing or opening the to presentation; ability establish to rapport andengage the audience a warmpersonality useof with or questions; of humour; use smartappearance; regular eyecontact withthe audience absence irritating and of gestures, discussion highlight SS's may somecultural differences Derceotions in ofwhat makesan inspirational speaker. Answers couldinclude ofthe following: any an 3 interesting topic;expertknowledge ofthe subject goodpreparation matter;an engaging speaker; and organisation with appropriate introduction, middleand presentations are succinct conclusion; that andto the poinUuseofvisualaidsi appropriate roomset-up;a question-and-answer stimulating session the end of at the presentation: effective oftechnicalequipment use andtechnology suchas video,PowerPoint, figuresand graphsand so on-SS'sdiscussion may highlightsome culturaldifferences perceptions in ofwhat makesa goodpresentation. someofthe speakers from the 4 SSmay pre-empt listening and suggest ofthe following:cultural any sensitivity localcustoms traditions; to or careful of use language; avoiding idioms, slang andcolloquialisms; pace adjusting andtoneof delivery thatallthe so (non-)use suitabte jokesor audlence understands; of anecdotes; seatingarrangements; differentwaysof showingapproval reacting the speaker, or to e.g. yourheador knocking thetable clapping, nodding on and so on. Write three orfourofthefo owing views public on speaking theboard ona transparency. 55 which on or Ask ones theyagree/disagree most whatthey with and mean. Onlythepreparcd speaker deseryes beconfident. to (Dale Carnegie, American writer lecturer, and 1888-1955) goingto soy, itt thentell Telltheoudience whatyou're soy themwhatvoue said. (Dale Carnegie, above) as Allthegreatspeokery wercbadspeokeR first, at (Ralph Waldo Emerson, American essayist poet, and 18o3-1882) Talk talkslowonddon'tsaytoo much, low, (ohnWayne, American anddirector, actor 19oZ-tgZg) It is delivery makes oratorS that the success, (ohann po WolfgangVon Goethe, German et,L749-!832 Mostspeakers speakten minutestoo long. Humes, American lawyer presidential and speech 0ames writer) Therc nothingin the wo d likea persuasive is speech to fuddlethementalapparutus. (MarkTwain, American humorist writer, and r835-t9ro) Atternatively, 55 whattheyunderstand thetitleof ask by theunit,'Being internationa['. . Tellthe SSthat they will be tookingat 'beinginternational' in the contextofinterculturalcommunication, namely givingpresentations international to audiences and networking conferences meetings. at or panelat the beginning the unit, a Gothroughthe overview of pointingout the sections that SSwill be Looking at. Quotation o GetSSto look at the quotationand ask themwhat they think it means,(fhe ideais that understanding power the oflanguage helps notonlyto communicate to us but understand eachother morefutly.SSmayalso be invitedto comment the powerand usefulness understanding on of English and other languages the importance and of communication the business in world.) publicspeaklng, SSareencourag€d dlscuss to Insplratlonal speakers, effedfuepresentations lntematlonal and audlences. p€opletalk abouttheir erperlences glvlng Threebuslness of presentatlons Intercultural In sattingsandgtvetlps fol speaklngtoIntemational audlences. @ @O'.' questionwiththewhole a Discuss 1 class. SSto discuss cet questionspairs small groups then ther€maining in or and gothrough answers thewhole the with class. a Playthe recording onceand ask 55 to choose best the summaries individually. Replay second a time if necessary. you coutdask the SSto guessthe o As a follow-up, (l nationality ofthe different speakers American, Belgian/ 2 French,3 British).
  12. 12. 1 Being internationat I 7C 20 3D O Q'.' a Explain the firstspeaker called that is Michael, second the Arianne the thirdsteve. and o Play recording second the a time,pausing necessary if to allowSSto takenotes. couldalsooause You afterthe from the answer the first questionto elicitthe answer to classas an example. Replay third time, referring to the a 55 audioscripts page162if necessary on Bring class the together encourage particularly and 55 to talk aboutadvicefor givinga presentation their country in and how it might differfrom othercultures. r Afterlistening, compare SS notes pairs in anddiscuss the issues, answers thewholeclass. with allcultural with As discuss differences international the in audiences with sensitivitv. Suggestedanswels (stang) people t Hewasusing lot of language a that didn'tunderstand. fun People 2 Casual, andpersonal. mightnotfindit funny because don'tunderstand or hissense they him of humour. it the andcolloquial 3 Review to remove/reduce iargon language aska colleague check for him. and to it Shefoundout thatVIPguests people senior and in 4 posts in the frontrowofthe audience. sit usesa semi-circular, theatre style. 5 5henormally 6 Sheput somenicer chairs the frontfor important at members ofthe audience arranged and forthemto be escorted their seats. to theireyes andnodding up theirheads and 7 Byclosing downslightly. 8 By knocking thetableinstead applauding. on of @ o Gothrough threedictionary the definitions a whole as class. Youcouldexplain that the termscolloqu,a lism,idiom and cl,thi arealsosometimes usedto referto slangor buzzwords. pronunciation Drill ofthese terms necessary if highlighting wordstress the board. on Elicit firstanswer the GetSSto lookat the cartoon. themwhatbuzzword Ask is used?(proactive leadership) Ask SSto do the exercise individually, their then compare answers pairs. in Gothrough answers the wholeclass. SSto the with Ask provide examples English in ofjargon usedin their particular school, university business or sector thatother people wouldnot understand. themto giveother Ask examples ofcontemporary buzzwords currently usedin their organisation, suchas cuttingedge,synergy, blended leornrng, Ask SShow theyfeelabout usingthis kind of etc. language. ta 2b 3b 4a sb 6b SSread soneadvice howto adaptyour on language and presentation to ensure style success whenspeakingto an international audience, @ vocabugff!ffi 55 lookat some forgivingpresentationgInternational tips to and vocabulary context. in audiences userelated @ I Dothe exercise a quick-fire as whole-class activity, then discuss thetiDs withthewholeclass. tvisualaids2script 3handout4pace 5delivery 6 rephrase7 gestures 8 greet is Row notused. 55 discuss practical the aspects presentatlon. ofa @ 6 Get55 to discuss theiranswers pairsor threes. round in Go the room,helping where necessary vocabulary. with o As a lead-into the atticleon Hownot to soundlike a fool, ask55 whethertheyhaveeverbeenin a situationwhere theyfeltembarrassed abouttheirEnglish. 55 arenotvery lf give forthcoming, an example ofwhenyoufelt embarrassed aboutspeaking public a foreign in in language, Exptain that nativespeakers mayalsosuffer fromfeeling embarrassed whenspeaking theirown in language public.Alternatively, SSwhethertheythink in ask itt a goodideato useidiomatic colloquial or language presentations. reject whengiving international Don't any ,uc ds dr uI5 5r d6E. @ AskSSto readthe questions explain the ideais to and that quickly thisinformation. shoutd scan article the for They ignoreanywordsor phrases theydon't knowat this stage and focuson the task.In orderto makethis a quicker reading exercise, a timelimit.As a guideline, set read through textquickly, the taskandtimeyourself. the do Then altowSSabouttwicethe timeyouneeded readand to do the task- orobablv aboutfourorfiveminutes. o Before read,askthemto predictthe advicegivenin the SS article aboutusing colloquial language, idioms, ctich6s, slangor buzzwords. @ AskSSfor theirreactions the article to checking before the answers. theypredict Did correctly? @ Gothrough answers the wholeclass. the with
  13. 13. International I I Being Youmayalsotell SSthey will be lookingat presentation introductions presenting and company information later (UnitZ),aswellassummarising dealing and withquestions (Unit10).lf 55 are particularly interested givingtheir in presentations classduringthe course, you maywish own in to dealwith thesesections an earlierstage. at Suggested answers t lt! very colloquial, the writer usesit to illustrate and the pointthat manypeople an international in audience wouldn'tunderstand it. 2 Suggestedrewording, Wercally apprcciote the oppoftunity to talk to you, our colleaguesfrom lapon. Wehovesome new ideos we wont to discusswith you which we thinkyou will be very impressedby. 3 Theway you giveyour presentation. the for English 4 Simplifoing language a non-native speaker(paragraph andsuggesting colleague 6) a reducehis talk (paragraph 9). The Department Commerce, of embassies, local 5 peoplewith relevant publications, business experience, organisations specialising international in meetings, managers international of hotelchains. 6 Makesureyou understand question be patient the and if it takesa whilefor the audience comDrehend to Vour message. givingpresentations, lf 55 are keento practise tellthem that at an appropriate stagein the course they will needto prepare four-or five-minute presentation, the start ofa a or presentation, a topic oftheir choice.For55 with little or on no experience ofgiving presentations, suggest they use presentation themselves the topic.Otherpossibte as ideas are:explainingthe company organisation or wherethey work or study,their produclor service, a specialinterest. or Encourage to varythe seatingarrangements, visual SS use aids (PowerPoint/transparencies and/or handouts) and experiment with differentwaysofstarting a presentation, suchas with surprising factsor figures,a ioke or an anecdote. Record theirpresentations video, on making points,Givefeedback noteson five or six language after praising goodexamples presentation the presentations, of language used,reviewing short sections ofthe recorded video.SSwho listenshouldtake notesandwrite downany questions the speaker. SSto evaluate relevant for Ask their own presentations say howtheywould improve and them. your your Yawning, closing eyes, nodding shaking or head, frowning, smiling, waving, staring. questions o AskSSfollow-up aboutgiving andattending presentations Engtish. in Howdo they (or wouldthey) rehearse their presentation? muchtime do they think How (Some is necessary prepare presentation? to a experts recommend to ten hoursfor a 2o-minute uD formal presentationJ they prefernativespeakers simpliry Do to their English presentations usemoreidiomatic in or language Whatkind that is moreadvanced or'authentic'? of presentations, speakers accents theyfind the most or do difficultto follow? MakesureSSare givensufficient time and noticeto prepatetheir talks beforespeaking pubtic.SSwho do in not knorveachotherverywell maybe retuctant speakin to publiceartyin the courseand/or reluctant givefeedback to on eachothersoresentations. G^^ro, ) ,"1"r"nce: Businessidioms pa1e 7tB o There a further is opportunity practise to business idioms in theGrammar reference section. SS look at somecommonbusinessidioms, rb 2a 3b 4b 5a 6b tb (c ) Get55 to read articLe the again, explaining the that paragraphs numbered. 5S asksa question, are lfa throwit opento the wholeclasstofindout ifsomeone provide can an explanation beforeanswering yourself. it o o ExDlain is an exercise transformations this on with vocabulary relatedto presentations that SScanonly and usea maximum offive wordsfor eachgap.Gothroughthe example with the wholeclass.AskSSfor the answer to item 2, then get themto do the restofthe exercise individually. compare pairs, SS in thengo through the answers with the wholeclass. lfyou are shortof time, dividethe classinto pairsand ask SSA to find items1-4 Oaragraphs 1-4),and 55 B, items answers. 5-8 (paragraphs 4-1t. SSthen exchange Gothroughthe answers with the wholectass. l Thestakescanbe high (andthe pitfallsmany) 2 (a) riskybusiness 3 set the stagefor 4 futlblown 5 headdownthe wrongtrack 6Tap into overload 8 can'tfigure(you)out 7 information a lf SSare interested findingout more,givethemthe in detailsofthe titles in the Read section(page9) andTom on Leech's website, 8a | (example) 2 give(us)a simpleexplanation 3 4 5 6 7 8 made(the)ar.angements for provided summary a of someone who/that specialises in to bringthe seminar to opento (mis)interpretation make anyassumptions
  14. 14. r Being internationat I posslble questions Other youfrom? Where are Howlonghaveyoulivedthere? youbeenworking --. Howlonghave fur /wo*ing os.../ livinghere/comingto thisevent? you (neorhere)? Could recommendnicercstaumnt a yourjoumey/tripto theoffice/event/this Howwos city? 55 dlscusstipsfor communicatlng wlth peopteth€y don't kno$ or don't know rrerywell; listen to some delegat€s meetlng for the first time and nirtworking at a conference; introduce themselves to another participant at an intemationalconference. a Youmayliketo usethisquoteon communication a as warmer: 'Goodcommunicationis os stimulating os black coffee and just as had to sleep after' pioneer AnneMorrow Lindbergh, writerandaviation (1906-2ool) As a lead-in the section, SSr to ask Whotdo you understand by the tem 'networking'? When you network? do Where? Whowith? ln what situations have you/do you netwo* in English? (not)? Do you enjoynetworking?Vhy Howis it useful? o Get5S to lookat thetips individually. c Gothroughreactions the wholeclass. with @ Ask5S ifthey would usequestions Hownuch do you like earn?ot Do you come herc often?Why (not)'! Ask55 to lookthroughthe questions individually first and add someof their own. GetSSto compare their answers pairsor threes.This in way, SSonlythinkofa fewoftheirownquestions, if they canadd thoseofother SSto their list. questions quickly Gothrough additional the withthewhole's answers willvary depending their culture, on guestions networklng Suggested for What youlikemostaboutqiving .../yourjob /this do in even0? youropinionon (thisrestaurantrtventlflace)? What's What yourecommend do ldo/see(inyoul town/country/region)? questions. Allareexamplesneutral open of and yourcountry/city/region the What the weather in like at moment? What youthinkofthenewboss? do What thepoliticalsituotionin yourcountry/cityhegion at themoment? question theBritish, The oneis anacceptable first for but possiblynon-starter a inother cultures. questions beacceptablesome The above may in cultures, butnotin others. questions n€tworking Unsuitable for Howmuchdo youearn? Maybeappropriate India other in and Asian countries, but notAnglo-American European and countries. Doyoucome hereoften? Considered bea clichd English-speaking to in countries; question. alsoa yes-no o Refer to the list. Playthe recording SS onceand get thernto marktheiranswers individuatty. Replay second a time if necessary. o 6) 6 @O * ' Gothrough answers the wholecLass. the with Melanie Konrad y' r Ask confirmation for 2 Greet someone r' someone / t Compliment a 4 Acceptcompliment with 5 Agree someone 6 Express interest / to conversation 7 Refer a previous 8 Exchange business cards / a/ to contact / 1/ 9 Refer future 10 Introduce someone a useful to contact Afterlistening, inviteSSto comment James's on intervention why Melanieand Konrad and hadto stoptheir conversation. Refer to the audioscripton page162.Playtherecording SS a second time if necessarywhile readthe dialogue, 55 underlining notingthe expressions or usedfor the functions the list.Point thatthese in out expressions are importantandworth learningby heartfor situations that require networking social or English. @ o Ask 55 what kind ofdifficultiesthey experience when socialising Engtish a professional in in context,suchas an international conference. themto brainstorrn Ask other situations whentheymightgivesomeone theirbusiness card, example a business for at meeting, [unch, training course withthe passenger or sitting nextto themon a flight. Explain that they are goingto do a role-play delegates as at practise an international conference. Theywill starting a ground conversation tryingtofindcommon and withthe otherdelegate, using someofthe tips in Exerciseandthe A questions the Usefullanguage on page10. in box Gothroughthe expressions the Usefu[ in language on box page11withthe wholeclass.Ask SSto highlightor underline expressions they find particutarly useful.Drill pronunciation expressions, of highlightingsentence stress and intonationon the board,ifnecessary.
  15. 15. internationat I 1 Being Divide intopairs. A and55 B Look their SS 55 at corresponding information pages142and 49. Ask SSto on take notesofany questions they mightasktheir partner beforethey start the role-play. SSwho knoweachother For job well, ask SSA to inventtheir name,company, position personal and interests. SSdo not knoweachothervery lf well. tell ss A to be themselves. $ lf peercorrection appropriate your sefting,SSmay is in compare their repliesin pairsaftercompletingthe task. ls it the right length? Whatformalphrases they both use? did Whatcouldbe imDroved? praising good Gothrough feedback the whole with class, examples offormallanguage styleandpointing and out fiveor sixareas that needfurther work. Monitorand circulate roundthe classas SSdo the roleplays.Makea noteofSS who carryout the task successfully, usefullanguage any usedand five or six pointsfor correction, language including intonationand pronunciation. photocopy followingsampleanswer, lf necessary the or write it up on the board.Youmaychoose elicita simitar to modelfiom 55, writingit up on the boardsentence by sentence, gap-fillpartsofthe letter. or AskSSwhat they found mostdifficultwhennetworking in English. Givefeedback the wholeclass,praisingthose to SSwho foundcommonground,remembered exchange to business cardsand set up a futuremeetingsuccessfully. Sampleanswer DearMr McCarthy AndrewMcCarthy, / you Thank for inviting to speak the conference be me at to hosted the Chamber by ofCommerce Edinburgh in next month.I would be delightedto givea plenarytalk on the subiect of'Merging merging companies: cultures'and will proposalformshortly. sendyou my speaker In the meantime, couldyou pleaselet me knowhow long talkneeds be so that I canplanit accordingly? the to | wouldalso be gratefulifyou couldconfirmthe conference venue. I look forwardto receiving your reply/ meetingyou at the conference. Bestregards, jaumeGrau Branch Director Savings Bankof Girona, Edinburgh Askoneortwo ofthe pairs actout partoftheir to conversations again, bearing mindthe previous in feedback, Gothroughfeedback with the wholeclass,praising appropriate for language networking and useofopen vs. closedquestions. Writeup any pointsthat needfurther nork on the board. SSlookata formal e-mail ryrlte reply, and a acceptlngthe Invftatlon. @ @ As a tead-in this writingsection, SSwhat kind of to ask formalcorrespondence or e.mails) they generaLLy 0etters receive write.Ask SSin work what kind offormal or correspondence receive English, they in ifany.Ask prervorkSSwhat recentwritingtasksthey havedonein English. NoterDo not spendtoo muchtime on discussing lessformalsituations, Unit 2 dealswith writingeffective as e-mails. . GetSSto read e-mailand the underline examples ofany formalor politelanguage used,e.g. l,y€ Miting to; are subsequentlyarose; Wewould be honoured; extremely groteful; at your eorliest convenience;should you requirc. . Ask SSif theythink the peoplein the e.mailknoweach other or not. Oheyprobably as the exprcssions do, DeorMr Grauand Wamest regardsare usedJ . Explain that althoughthis is an e-mail,it is a formal invitation froma Chamber similar style lt in perhaps and language a formalletter,with the exception to ofthe ending. SShowthe correspondence endif Ask might it was a letter,not an e-mail.(A letterwould probablyend in YouRsincercly, this is not usedin e-mails.) but . SShaveto rvritea replyacceptingthe invitationto speakat questions the conference, including concerning conference detailsand promisingtosenda proposalforthe talk. lt should formal-or at leastsemi-formal- style. be in . Circulate, monitor helpSSwhiletheywrite.Make and a noteofany useful expressions on the board, used page writing Jite 94 o Alternatively, dividethe classinto pairs.SSA acceptand 55 B dectine invitation. then readeachother's the 55 e-mails comoare. and t Earlyfinishers maywrite a short replydeclining the invitationpolitelyor rewriting invitationin a lessformal the style.These writingtaskscouldatsobe set for homework. ( In thlscase study, non-gryernmental a organlsatlon 60) In Amsterdam trainingsomelodstics manag€nr be is to relocated Indonesla. look at the iob advert,erchange to SS some notes fromthecoutse Int€rcultural on tralnlngand network durlngthe break wlthotherparticlpants, abo 55 wrltea replyto a formal Invltatlon a dinner to heldat the Reglonal Governor's resldence lakarta. ln you lf thisis thefirstcase study have done withtheclass, be sure prepare carefully to it beforehand. theinformation Read in theintroduction ofthisTeacherb Resource (pages Book 4-5). pay Inclass, particular attention clearly to breaking down thecase study thedifferent into tasks making thatSS and sure understand follow structure and the ofwhatyouaredoing. There noaudio is in used thiscase study. focuses lt mainlV onspeaking althoughwriting isatso skills, a task included.
  16. 16. r Being internatlonal I Background . . Get55 to focuson the photoof the lorry.As a lead-in the to casestudy,ask SSthe followingquestions: Whatdo you understond by the tern 'NGO'? you what aresomeofthe NGOS arcfamiliorwithin your country? (not)? Wouldyou be interested workingfor an NGO?Why in Read background information the aloud (orask a S to read it). Explain that Logistaid a fictitiousorganisation. is Deal withanyotherquestions mayhave. 55 o Writethe headings from the left-hand columnofthe followingtableon the boardand elicit information from 55 to complete right-hand the cotumn. Organisation Logistaid Purpose organisation AnNG0 of thatprovides emergency assistancemore in than80countries Based in Amsterdam Training required Centre lntercultural for Communication Purpose oftraining Helpmanagers adaptto the to newenvironment improve and interaction socialand in workplace settings Task z @ Refer to the brochure SS fromthe Centre Intercultural of Communication theirlnternational on Relocation Programmes. SS: Ask Whydo you think intercultural training would be importont fot monogersbeing rclocated to lndonesio? Whotdo you think this kind oftraining consistsof? lfappropriatefor SSin work,askthemifthey haveever doneanyintercultural training theircompany in or organisation. lfappropriate, SSifthey have everbeen ask to Indonesia South-East andwhattheythought or Asia of it. ForSSwho have been the area, themto focus not to ask on the generaI of relocation going workin a idea and to foreigncountry ratherthan Indonesia specificatly. Note:it is not necessary 55 to haveknowledge for about Indonesia in orderto complete tasksin this casestudy. the Intercultural of training logisticians/logistics managers forrelocationlndonesia to Training company you mayask pre-work to write a formal o Timepermitting, SS letterofapplicationfor the job position,or set this as homework the end ofthe class. at Task r € Ask55 whatthey think a logisticsmanager does,then refer themto the job advertand askthemto checktheir answers. 5S3 initialreaction the iob positionand Get to askthem ifthey would be interested apptying it. for in o Gothroughthe answers with the wholeclass. a GetSSto look at the International Relocation Programmes andaskthem: Whatis tulture shock'? Whatdo you think willbe the most difficult aspectofbeing relocatedto a country like lndonesia? o Divide intopairs. SS Explain in this role-play, are that they traineelogisticians Logistaid Amsterdam their for in on lunchbreakand that they eachhavesomenotesmissing andneedto swapinformation. Dealwith questions any the mayhavebeforethey beginthe task. 55 o Circulate monitor, and checking arecarrying the SS out task correctly, Makea note ofany usefullanguage used and pointsfor correction laterfeedback. for go o After55 haveexchanged information, throughthe points quickly withthewholeclass. SShowtheyfeelat Ask this stageas traineesbeforerelocation, example for nervous, excited, anxious, etc. Task 3 o Suggested answers good required: SkilLs experience and leaderships skills, English another command of and language, witling to travelandwork in a challenging intercultural context, experience logistics in desirable not essentiat, but relevant in logistics, experience e.g.purchasing, transport distribution, and maintenan€e wellas as training administration general and and liaising/ co-ordinating. Possible candidates the position for mayinclude of the any foltowing: candidates a willingness traveland with to learn aboutothercultures, suitable voluntary work experience a strongbackground workingfor and in youngmanagers similarorganisations, with no famity anotherpossibleprofilecouldbe an commitments; olderpersonwho hasbeenmaderedundant and is looking newchallenges. for Divide intothrees tell themtheywill be getting SS and to knowsome ofthe otherparticipants the course from and ground thattheyhave findsome to common during this networking task. a Refer to their role-play SS information the Activityfile. in Explain that they alt havedifferentwork experience and haveworkedin differentcountries, they keeptheir own but nationality duringthe role-play. o Emphasise importance team-building buitding the of and relationships with peoplefromthe course,as they willfeel very isolatedoncethey havebeenrelocated Indonesia to andmaywantto keepin contactwith other the participants. SStheymaybeworking Tell together withthe participants the future, this hasnot yet othercourse in but beenconfirmed beforethey beginthe task.
  17. 17. Internatlonal | 1 B€ing Circulate monitor,checking are compl€ting task and SS the correctly. Makea note of key language beingusedand pointsfor corection. Dealwithany basicerrorsafterthe role-play ifnecessary. Dealtvithother points,suchas intonation questions, in during feedback whenSShave completed casestudy. the Alternatively, rote-play the cardsin Task3 canbe omittedif SSdo not knoweachotherverywelhthey canthen carry out the task as themselves, that the task becomes an so authentic one. Writing a TellSSthat threemonthshavenow passed slncetheywere retocated. themto imaginehow theythink the Ask experience gone,for example has adapting cultural to differences, difficulties work, missing at familyand friends. o GetSSto focuson the photoon page13.Askthem what theythink it is. TetlSS they havereceived dinner a invitationfromthe Regional Governor ofJakarta, and it is importanttheyattendas a public-relations exercise. Explain theyhaverecently foundout thatoneoftheir colleagues, whomtheymeton thetraining course in Amsterdam, willalso be joiningthem soon,and theywould preferto attendthe dinnerwitha colleague. Explain that althoughthey are working'inthe field'as representatives of Logistaid, to they would occasionally expected attend be this kind of formaIevent. AskSSto readthe letteranddeal with anyquestions they may nave. SSwrite a short,formalreplyof no morethan 1oowords, acceptingthe invitation mentioningthe and name oftheir €otleague, takingcareto word their requestpolitely. SS Tell it is bestto address personofauthority usinghis/het a officiattitle. Refer to the exDressions 55 usedin the Business skillssectionfor writingformalcorrespondence. Thistask maybe set as homework an out.of'class or activitv. ) *,,,,,n ,.r" ,ro tr," Circulate monitor, and checking arecompletingthe SS task correctly. Forearlyfinishers, as an extraactivity, or divideSSinto pairsor groupsofthree.Tellthemthey are norvat the dinnerin lakarta.Twoofthe SSare reDresentatives ftom Logistaid one is the Regional Governor Give and ofJakarta. moreconfident the roleofthe governor. SS Explain they haveto talk for five minutesbeforedinnerand find some commonground.Alternatively, SSthat don't know with eachotherverywell, ask SSto givea short presentation on theircompany and/ortheiriob. Feed back a When have SS finished writing the task,bring whole the class order. to points workonfiveor six a Praise strong the language and points need that improvement, in to especially relation ground, languag€ fornetworking, used finding common questions intonation questions. open ctosed and and in a Askoneor twogroups saywhathappened their in to groups whattheydiscovered and about other the participants. o tuk oneor two55 to read theirreply theinvitation out to or,ifappropriate, pairs ask each ofSSto read other! and comment anydifferences language on in used. Alternatively, ifshortoftime,collect writingtask and the andgothrough writing errors thebeginning next at ofthe class, rtol a Gothrough informatlon theCourse the in Book with yourstudent. Explain difficulties. Tasks and3, In 2 any youand your student participantsthetraining are on course logisticians.Task choose t$/oofthe for In only 3, role-play cards, andB.Don't A dominate the conversationthistask,butsayenough keep in it to going allow yourstudent askandanswer and to questions. a Atthesam€ time,monitor language your the that student using. is Note of down good any examples [anguage points need and that correction or improvement. back these Come later, to after the student completed 3. has Task a Praise good any examples language andgoover of used pronunciation. repeatTask anyerrors, including Then 3, swapping roles, ortaking roles or BandC,Record A the second role-play ifpossible. lfthe student reluctant is to dothewriting task, explaln is veryshortor dothe it additionaL role-playthedinner recommended for at as early finishers. through Go feedback thestudent with after finaltask. the
  18. 18. 1 Being internationat I L
  19. 19. Trainin qrsswork - Cours€ Book Lesson r: llstenlng dlscusslon and (pages r4-r5) Eachlesson obout is 60-25minutes. time This doesnot include odmnistrati n and time i o goingthrough spent homewo* in any lessons, Furth.r wort Discussionr Tral!!ilg SSdiscuss theirexperiences training of courses, different learning styles whattheyknowaboutcoaching and and mentoring. Practice Flle Wordpower(pages ro-u) Listening:Int€rviewwith a tnlnlng consultant A training consultant talksaboutthe purpose ofsomeofthe training activities doesandthe aimsof coaching she and programmes. mentonng Vocabulary: Company training 5S learn somekeytraining words andexpressions usethem and rn context. Discussion: Tvpe! eltlainjlg SSdiscuss training courses, theirviewson mentoring and c o a c h i na n dth e i rfu tu re ni ng ans. g pl trai L€sson2: Readlngand languag€ (pages16-12) Each lessonis about 60-ZS ninutes. Discussion: Online[qajo!!g SSdiscuss theirviews e,learning, on otherlearning styles and online MBAs. Reading. Timeto breok out lrom compus SSreadan article aboutUniversitas 21Global, online an universily offering MBAprogramme. an Language revieyvr Multiwordverbs SSlookat multiword verbsrelated education trainine. to and Lssson 3: Busln€ss skllls (pages 18-19) Each lesson about is 75jo minutes. Tel€phone strategles: clarirying confirming and SSlisten twotelephone to conversations people to where need clarihr confirm and informatjon. Writing: E-mails SSlook tipsforwriting at e-mails, analyse sample some e-mails andpractise wrjting e-mails more less in and formalstvles. Lesson 4: Case study (pages 2o-21) Each lesson about is 75-9oninutes. Tralnt|galSrnileco A leading confectionery company, based the UK,hasrecenflv in bought a rivalcompany. out There nowa need retrain the is to all sales force update to theirskills andinstila sense teamspirit. of Themanagement alsowantto rollout a newmarket team information-gathering system. Textbank (TRB pages160-163) Grammar reference and practice (CBpage119) Practice fite (pages Text andgrammar 12-B) Resource bank (TRB page219) lryritingfile (CB pager;5) Pndice file Skills andpronunciation (pages 14-15) Writing flle (CB page135) For fastroute a through unit,focusing the mainly speaking on skilts,iustusetheunderlined sections. For one-to'one situations, mostpartsofthe unitlendthcmsetves, minimat with adaptation, usewithindlviduat to students. Where is notthecase, this procedures given. alternative are
  20. 20. 2 Training I a edgq by oftraining employees. cangivea company comPetftive lt Mostcompanies recognise benefits the profits,productivity, The and customer satisfaction. key liesin developing increasing creativity, staff motivation the the needsto whichidentifies skllls and knowtedge company an effedive tralnlngstratetryfor a business alreadyhaveand,from that, the skills gaps to be filted. achieve aims,the skillsand knowledge its employees reluctantto spend money timeon training and because ofthe are 0rganisations managers sometimes and that staff might leavefor short-term costs,the lackofa tangiblereturnon investmentandthe possibility Furthermore, evenwhena company might poachtheir highlytrainedemployees. betteriobs or competitors it the hasa trainingevaluatlonproces6, is oftendifficultto assess benefitsof certaintypesofsoft-skllls communication, leadeGhlpskills, team bulldlng andconf,ictmanagement. trainingsuchas efr€ctlve a and Training be donefor manyreasons take manyforms,As patt ofa pefolmance appraisalscheme, can is and training.Thecompany manager mayidentifoareaswherean employee underperforming recommend programme its staffand managers. for Theremayalso be a mayhavea career professlonal development or and to developcertaincomputerllteracyskills as welt specific requirement all staffto tearna newscheme for astechnicaland behayloural competences. Althoughmostemphasis placedon formaltralnlng,peopleoften learnmostaboutthek iobs through is manuals, talkingto their informalon-th€-lobtralnln& suchas reading setf-studybooksand instructional machine overlunch. importance The of withpeers the coffee by or managers, dealing withclients chatting and is that in in training something onlytakesplace a thisInformal tralnlnt is oftenoverlooked the beliefthat classroom. lt form with specificlestnlng oblectlves. couLd in the form of be Formal trainingtakesa pre-determined presentations canbe provided conferences, or or courses, workshops, seminars, university college are extelnal consultants andtraining expert,but increasingly businesses turningto specialised by an In-house providers. programmes for or they offer may be tailor-made the business boughtoffthe shelf. Courses The also usethe cascade tralnlng maybe Intenslve extenslve or and be held onslteor offslte.Manycompanies modelto maximise benefitsfrom training. the has it to tu information computer and technology developed, hasbecomepossible offerdlstancelearning ofthis modelarethat employees havemore can via Someofthe advantages courses business the Internet. to moreeconomical companies. for flexibilityand controlovertheir trainingprogramme, it is generally and However, allcoursesare suitedto the e-leamingformat,and itb also importantto bearin mindthe not preferences l€arnlngsgles ofemployees- seemslikelythat blendedleaming,combining face-to-fac€ lt and trainingin the future. ctasses with onlln€ meterlals,may become popularmodelfor business a development business, in are Nowadays mentorlngandcoachlng popularformsof informal,personal particularly seniorexecutives. two areverysimilar,but in general, coaching lastsfor a set periodof for The meaning'a trusted friend, counsellor teacher'. or comes fromGreek mythology, time.Thewordmentor managers be pairedwith a to Mentorlngprogrammes tend to be longterm andthey allow new,inexperienced person, who is not their directboss.The mentoroffers'a friendlyear' and adviceas the moreexperienced progresses her/his newcomer in career. a world, In the past,manycompanies couldoffer an employee iob for llfe. ln today'srapidtychanging and self-dlrected learnlngthroughout individuals, well as companies, awareofthe needfor contlnuous as are fol their owncareerpaths. one'slifetime.Moreand morepeopleare nowtakingmoreresponsibility planning oftheir company and othercompanies they In-workstudentswill be ableto talk aboutthe trainingstrategy oftrainingfrom schoolanduniversity. mayknowor haveworkedfor. Pre-work studentswill haveexperience for All they knowthat havea goodreputation trainingprogrammes. Theycanalsotalk aboutthe companies generalworld all-purpose skills, life suchastimemanagement. students have will experience oflearning strategies and practices, P.NickBlanchard, W. and truining- systems, James Thacker An&ew Slul'; Effective Prentice Hall,2oo3 ond fasfeliWiley, 2oo4 MarciaL.conner:learn morenow - 10simple stepsto learningbetter,smatter, guide to mentoring, HowToBooks,2oo4 DavidKayand Roger Hinds, practical A and nanogement HenryMintzberg: /Vdnagers MBAS: hard look at the soft prccticeof managing not o 2oo5 deve pme nt, Berrett-Koehler, lo guide to coaching work, 2ooo at Education, and PerryZeus:Ihe complete Suzanne Skimngton l@ o Pearson Education Limited zoo6
  21. 21. l 2 Tra ining AskSSto brainstorm allthe learning situations they've beenin as a childandadult. a three-minute limit Set time for this activity. makesure55 understand To what they haveto do, elicit or givetheman example, learning e.g. to tie yourshoelaces, a swim,ridea bicycle, cook,drive car, etc.WriteSS! ideas on the board. up Then 55 to work ask in groups ofthreeor fourto discuss whattheyremember aboutanyoftheselearning experiences, taught who them, howthey felt and how they weretaught. SSllstento Rosa soler, training development a and consultant bas€d Barcelona, in whoworks spain, with multinationals, companies universities. th€ first local and In partofthe interview, shetalk about company her and describes some ofthetralnlng activities does, the In she part second ofthe intervle$shetalksabout differences the progammes. between coaching mentoring and @O,.' GetSSto focus the photoof Rosa, on thento workin pairs andlookthrough sentences. the Explain difficutt any vocabulary askSSto try to predict missing and the information. @ TellSStheywill be looking different at typesof training and orofessional develooment. panelatthe beginning the unit, @ Gothrough overview the of pointingoutthe that sections 55 willbe lookingat. o Plavthe first oart of the interview, a Get55 to checkanswers pairs,then playthe recording in Quotation again, stopping sections aLlow timeto writeif in to SS necessary. Replay difficult any sections thirdtimeif a neceSsary @ Ask55 whatthe quotemeans whattheythinkof it. and @ AskSSifthey have theyeverhada mediocre/good/ superior/great teacher. maynot feelcomfortable 55 being negative, leaveout the questionaboutthe mediocre so ifyou thinkit is inappropriate. werethese teacher Who teachers whatmade and themmediocre/good/superior/ great? 5S check in theiranswers smallgroups. Circulate deal and queries withany theyhave. lfyou canseethataltSShave you the correct answers, maydecide to go th.ough not all the answers openclass, in simply confirm theclass for that everyone the correct has answers dealwiththe and problem questions. saves This class time. analysing/assessing/evaluating/observing; training (programmes) 2 bridge-building; interpersonal leadership; prioritise; management skills; copeunderpressure 3 coaching; mentoring 4 55 discusstheir experlences oftraining courses, different learningstylesand what they knowaboutcoachingand mentoring. @ @ 55 workin pairs discuss fourquestions. a threeto the Set get minute time limitfor this.Then feedback a whole as ctass. HelpSSwiththe names different of typesoftraining courses English. wiLlprobably that the learning in 55 say stylesthey prefermaydependon what theyare learning elicitsomeexamples. isn'tnecessary spend lt to much time contrasting face-to-face onlinelearning, this with as subiect comes in the second up lesson. question ask For 3, SSiftheycanprioritise qualities the theyhavelisted. Adda few morequalitiesif SShaven'tmentioned them,e.g.have a goodsense humour, ask55 for theirviews. will of and 55 have someideas already aboutmentoring coaching; and if not,givethemthe section the Business in brief(seepage 19)as a not necessary spend lt to too longon this,as it formspartof the [istening section, @ Q,." @ GetSSto readthe statements and predictif the answe.s are true or false. o partso theycancheck Play second the theirpredictions. Ask55 ifthey need listen part to again andplaythe second again required. if
  22. 22. z Training I 1 True 2 False 3 True A False 5 True : 5 True Basically,when you coochpeople, you improveon their skillsso thatthey condo a betterjob ... These skilb moyincludemony monogement business skills, suchas negotiating, tine managenent, preparing meetings andpresentations organisation. ot But coachingisn't only for managers. Anyonein a company might do thissott of programme. ... they are long-term coreerproqrommes which are speciolly designedfor a selectfew in multinationals. Thementoring progrummeis in fact only poft ofa bigger picturc becousethe porticipant, or mentee,moy probably be attendingothertruiningondpersonal developmentprogrunmes. ot he or she might be studyingforon MBA ..-butthe mentorcannotbe the mentee's direct manageror boss. Usuolly the mentor is soneone who is high up in the compony, who hasa lot ofexperience know-how... and if It hasto be someone who canbe objective the menteehasa problemat workorcomes on and 55 dlscuss training courses, theirviews mertorlng plans. coachingand future their tralnlng foradvice. Theyinvest a lot of time and energy; it3 very difficult to frnd the right peson. @ Youmaywantto referSSto the audioscripton page163. It's oftenvery usefulfor 55 to listenand readthe audio script. maywantto iust listen onepartofthe You to interview again, depending the timeavailabLe sS's on and needs. Thenask SSto pickout a language area,suchas ten wordsrelatingtotrainingor somemultiwordverbs (e-g.end up beingmanogers, comeup with solutions). However, don't spendtoo longgoingoverthe audioscript in detail. 55 learn some training key words expressions use and and themin context. @-@ € Explain tasksand get SSto work in pairson them. the correctany € Goroundthe roomand helpwherenecessary. misspellingof words. go Withthewholeclass through answers. the Drill pronunciation ofdifficult words(, evaluotion, participonf) mentoring, consultant, oppraisal, and hightight word stresson the board.Note:mentoree also is sometimes used.insteadof mentee. D 2 coaching; coach 3 evaluation mentor; mentoring 4 consultant assess; 6 5 consulting/consultancy; assessor7 appraise; instructor appraisal8 instruct; participant 9 participate; E r training 2 assessmenttraining/coaching 3 4 instruction(s) participants6 mentor 5 8 7 assess/evaluate appraisal o @ GetSSto discuss fourquestions pairs. in the @ Withthe whote class. SSto reDort ask backon theirviews and futuretrainingplans. SSdlscuss theirviews e{eamin&otherleamlngstyles on andonline l/lBAs, @ Thissectionreturnsto the concepts offace-to-face and online e-learning introduced the firstlesson. lt or in introduces ideaof blended the tearning, whichcombines you the two.Before discussing questions, might the want to askifany 55 arealready for studying an MAor an MBA or are planning do so in the future.Ohisfollowsup from to the discussion the lastclass)lftheyare,askthemmore in questions aboutthe course(s): methodof instruction, why they chosethat course,how long it is, what the course requirements whatarethe advantages are, ofhaving an MA/MBA,etc,lt maynot be appropriate ask about to course fees. @ Refer to the threequestions dealwithanyproblem SS and words.Thenask the 55 to work in groupsofthree or four to groupin turn discuss questions. feedback, each the As ask to giveyou an advantage ofdoing an MBAonline,andwrite eachnewsuggestion the board thatthe groups can on so B. compare theirideas andtheyareprepared Exercise for you @ lf youthinkyourSSwilL the appreciate humour, could teltthem note, ask thisjokeandthen,on a moreserious themwhat they seethemselves doingin five years'time. Manager: Whatdo you see yourselfdoing in five yeaE' time? Employee: ldon't know.ThelV guide onlygoes up to the end of the week. SS readan article about Unlversltas Global,an online 2r universityofferlngan MBAprogramme.
  23. 23. l: Training @ € Onceyou havethe list of advantages the board,refer55 on ofonline to the articleand ask themto find the advantages MBAsmentioned the text. ExDlain the idea is to scan in that quickly thisspecific Tellthe ss the article for information. ignore wordsor phrases theydon't thattheyshould any to knowat thisstage andfocus thetask.In order make on thisa quicker reading exercise, a timelimit.As a set guideline, through textquickly, the taskand read do the time yoursell Thenallowyour SSabouttwicethe time you need needed readand do the task.SSwill Drobablv to aboutfour or five minutes. and e Ask SS,in pairs,to compare their list of advantages it alsoto compare with their list on the board.Whatpoints hadthey madethat werenot in the text andviceversa, Discuss answers the with the wholeclass. o Askthem for their initial reactions the Dointsmadein the to article.Dothey agreeor disagree with the advantages mentioned? thereanydisadvantages canthink of Are they now after reading article? the School of TheMBAdirector the Brisbane at Graduate Business saysE{earring is engaging, authentic (paragraph - althoughthis is debatable, maybe z) it moremotivating certainstudents, for andthe useof than newtechnologies makesit appearmoreup-to-date methods. traditionalclassroom Moreaccessible lesselitist than other MBtu: /t also / aims to break awayfron the elitist modelofhigher education by making teftiory education occessibleto more people. (pangraph 3) An online courseis more democratic,everybodyhas a voice, whereyou don't haveiust yourtypical Anglo' saxon who is loud ond talks more,'says Mr Williams. (paragraph Thisagain debatable, it! is atthough d possible students will who maysit quietly a class in that contribute rnore readily an online to discussion. 2l soys lt's cheaper than othet MBAS. Univercitas Global that it is offering an alternative route fot students in Asia, who connot afford to pay for higher educationor travel to the US,UKor Austrouo.Tomake its online MBA progrommeafiordoble, the institute chorgesvarying tuition fees, depending on where the students come fum. ban{aph s) of olderworking students save can timet fiexibility ... bothtimeandcuriculum,offerso hugeincentive for (paragraph g workin professionols. 7) (9 o Get5S to readthroughthe summary the articlefirst to of question, lfsomeone check vocabulary. asksa vocabulary throw it opento the wholeclassto find out ifsomeoneelse lf wherenecessary. canprovidean explanation. not, explain e SSreadthe text againand complete summary the individually. clari! any Circulate checkanswers, and doubtsand confirmcorreclanswers. in SScompare answers pairs.lfthey needextrahelp,put the missingwords the board on witha fewdistractors and get SSto chooseanswers from there. lfnecessaMcheckanswers with the wholeclass.lf not, then confirmthat SShavecompleted summary the correcltv, Discuss reactions the information SS! to again a whole as discussion class andaska fewmoregeneral and comorehension ouestions: Whydo you think Universitaszt GlobalMBA is popular in (Education highly-valued a leveller a society /ndrr? is and in with a castesvstemJ Whyis it difficult forthe university to break into the morket? is whether Chinese Ghegovernment still deciding to giveapprovaland the course also onlycosts 25%ofa face-to-face MBAcoursein China, there mavbe resistant so from Chinese universities) Whotis the typical prcfile ofo student studying ot o'bricks and mottar' unive6v How is the student profile at 2l ss Universitos Globaldifferentand why?(University are young usually andsingle. Thisonline university! are 55 professionals - presumably married, working because they haven'tgot the time duringthe dayto attendface-to-face preferring studyat homeat nights classes, to and weekends.) Do you think Univesitas21GIobalpricingpolicyis workoble? Whatwould Universitas2l Globalhave to do to becomea recognisedbmnd in your country? How do people poy fortheh educotionin your country? Whotis being donertan be done to help people who con't afford to pay for higher educotionin your country? Alternatively, you are shortoftime, or SSdon't want to if read wholearticle the again order complete in to the summary, then write the iumbledanswers the board on atongwith a few distractors get SSto complete and the you have given summary using words them. the 2 fees I online/international universities3 (tuition) abroad 5 education/fees 6 market 4 Z recognised/accepted8 mature/senior @ in and o Explain the paragraphs the articlea/e numbered that is. showSSwhere numbering the Dothe first itemtogetheras a wholeclass. Thenask 5S to They workin pairs findthe otherwords to andexpressions. mayfindtheycando someoftheseitems withoutreferring lookat the paragraph to backto the text,buttheyshould check theiranswers. Circulate confirm and answers indicate which or in occurs whereSSare having sentence word or expression a difflculties. earlyfinishers compare Get to their answers with anotherDair.
  24. 24. 2 Training I practice, SSto workin paks writeslx Asfurther tell to sentences oftheirownusing these multiword verbs. Alternativety, SSto workin pairs. ask They writegap-fill sentences three for ofthe multiword verbs fromthe pairtocomptete, an exercise pass and them another to Do example the board make clear on it whattheyhave to to do,e.g.I'll have studythisweekend ..,..,.,,myMBA to to coursework- a lf necessary checkanswers with the wholeclass.lf not, then confirmthat SShavecompleted summary the correctly. lfyou'd like to offerfurther practice, askSS, individually, write true example to Sentences about themselves usingsomeofthese words,e,, degree. Also, drillthepronunciation ofany newwords thatSS mightliketo have partoftheiractive as vocabulary professor3 tapinto r tertiary institutes 2 (associate) conferred5 critical mass 6 bricks-and-mortar 4 degree universities Grammo, ,"lerence: Multiwordverbspage n9 Q a Refer to theGrammar 55 reference further for information andanother Dractice exercise, SStookat nultlword verbs related education trainlng, to and @ 1 breaking from 2 fallen away with 3catchup behind 6putherthrough 4lookinto 5droppedout Tcoping with 8 followed up a As a lead-into this tanguage reviewsection, referSSto paragraph ofthe articleand askthemto find examples of 3 two multiwordverbs(tapinto andbrcakawayfton).fhe meaningoftop into utasalreadyexplored Exercise in D. Nowask 55 to try to work out the meaning breakaway of Fom in the contextgiven. Put55 in pairs do the same to withthe sentences in Exercise Notethat sentence is breakawayfrom. Point E. 2 out that thereis morethan one multiwordverbin sentence 6. Circulate helpwherenecessary. and @ a 55 to do the gap-fillexercise pairs.Circulate helpas in and necessary. o Gothrough answers the wholeclass. the with o Discuss viewson the article. SS's thype(it)up 2bringin 3setup 4getto 5think ahead 6 Dut on GothroughSS'sideaswith the wholeclass,askingeach pairto givetheir exptanations ofthe meanings find out and ifthe restofthe classagrees. you Alternatively, canusethesesynonyms confirmSS to answers givethem to 55 to matchwith the multiword or verbsafter they haveidentified them in the sentences. 1 stop doingsomething, suchas a course,beforeyou havecompletely finished 2 leave/ escape ftom partsto analyse it 3 divideinto separate payfor someone studya course to 4 investigate failto do something thetimethatwasexpected by 62 do something that needs be done,butwhichyoudid to not havetime to do before. 7 willdropout = willleave before course finishes the 2 brcl<e frcm: stopped owoy doing gave or up (something mainstream) breoklng down- making clear summarising it it t / through= making employees its 4 pufrlng its employees study do or been looklng = researchinginvestigating rinfo or 5 have 6 fellbehlnd with= couldn't complete cotchlng with= studying for/ making up hard the progress others same as people 55 llstento twotelephone conv€rsatlons where need to clarlfyandconffrm lnformatlon. tryhat staff indudion? is programme newstaffis a very A planned induction for part process. an important oftheemployment ltt opportunity make employees to new familiar the with procedures company. should operating of the They also understand company's the business obiectives, what and it programme is trying achieve.typical to A might include a tourofthecompany facilities, dealing papenvork with such ascontracts thestaffhandbook,presentation and a about (e.9. thecompany thehistory oftheorganisation a and description ofthecompany organigram), information some about job,hours the ofwork,dress code personal and development withinthecompany, @ O".r'".+ o Ask5Sif theyknow what'staffinduction' involves. and You theymayhave some anecdotes ofyour/their own exDeriencestaffinductions. of
  25. 25. lz Training programme tell lf SSdon'tknowwhata staffinduction is, themthe information page23.55 canlisten on andthen,in pairs, reconstruct verbally whattheyheard. Repeat the information SScanget moredetailsifnecessary. so Discuss reasons why companies haveinduction the programmes whether lfthereis and theyareworthwhile. get timeandinterest, SSto design induction an programme theirowncompany institution, oneis for or if not alreadyon offer. SSlistento the first phoneconversation saywho the and ofstaff, a speakers (e.9.a manager, new member are a receptionist, someone fromthe humanresources and ofthe phone callis. department) whatthe purpose @ O''+ @ Ask55 to lookat the roombooking formandput the grid on the board.Explain that they haveto listento the second conversation againand correct form,addinganyextra the infotmation. Playthe recording. Allow55 time to compare ideasin pairs.Thencomplete grid on the board,asking the the SSfor the correct details. @ Ask55 to tistento the secondconversation get them to and findexamples ofcheckingand confirming. Where the did speakers a) echoing/rephrasing, questionintonation use b) or c) directquestions? necessary, canalso readthe lf 55 second audioscriDt check to theiranswers. Check in thenconfirm information a the as answers pairs, SS theyheard. wholeclass. cangiveanydetails 82 formalandwhy. @ C),.r @ Check vocabuLary 55, particularitemsa-c, and the with explain functions like'echoing/rephrasing' if necessary. @ SSdo the exercise pairsbeforelistening the first in to conversation againto checktheir answers, c Drillthepronunciation ofthe phrases usequestioning that intonation. @ Refer to the Usefullanguage SS box,wherethere is a summary ofthe expressions used. themif theycan Ask thinkof anymoreexpressions theyusefor these that purposes. to sensitise SSto English Try the sentence stress,linkingand intonation.Don'tget them to repeatall just the expressions, one ortwo from eachsectionthat (e,g.Wouldyou might be difficultin termsof pronunciation mind ...?ot CouldI askyou to ...?). @ Refer to the audioscript page andaskthemto 163 55 on practise dialoguein pairs,usingthe correctintonation the whenchecking confirming and information. rb 2C 3b 4a 5 b f11 Chairmant meeting 11- Staffinduction (for restofday) B3 € Repeat procedure the secondphonecall. with this e Withthewholeclass. SSwhichcallsounded more ask 1 In the firstconversation, mainpurpose Leoni the of MelVan Horst Human Der in Resources is Taylor's caLlto to find outwhere shehasto go to attendthe induction course.In the secondconversation, receptionist, the Pierre, callsMelto advise thatthemeeting her room hasbeendouble-booked thatshehasto move her and induction session another to room. 2 Thefirst conversation betweenMelVanDerHorstand is with LeoniTavlor moreformalthanMell conversation the receptionist, Pierre. Thatb because and Pierre Mel work colleagues who knoweachother quite are clearly have never met,so they wel[.MelandLeoni apparently aremoreDolite formalwith and eachother, p.m. Room a.m. f12 Staffinduction 2-4 Sales teammeeting Cr a 2-5 Interviewing go Forfollow-uppractice, to the Resource bankon page 279. SSlookat tipsforwrltlnge-mails, anatyse some sample e-mails practise and wrltlngmore l€ssformal and e-mails. {D) @ AskSSto workin groups ofthreeor four.Startwitha discussion SS's of e-mail. of use Whodo theywriteto?How oftendo they usee-mail? Doestheir writingstylevary according the recipient to ofthe e-mail(howand why)?Do Howoftendo theywrite they everhaveto write in English? e-mails English whoto? in and @ CircuLate, monitor assist withthe discussions. Make and a noteof anyusefulvocabulary userelating thetopicof SS to e"mail,andthreeor four commonerrorsfor correction with the wholegroup.Writetheseon the board,in two separate finishers sections, whileSs arecompletingthe task.Earlier canbe referred the board seeiftheyknowallthe to to wordsandifthev cancorrectthe errors. o pointsfor praiseand correction Gothroughthe language on the boardwith the wholeclass. a As a round-up ask ofthe discussion, SSwho writesthe moste-mailsin English eachgroupand find out more in details aboutthis. groups threeor four, @ AskSSto workin the same of Brainstorm tips for writingeffective five e-mails. alt 55 Tell to write downthe tips as they will needto referto these later.Seta five-minute time limit for this. Circulate and monitorwhat SSarewriting. o Regroup so that they now havea partnerfrom a SS, group. them,in pairs, compare different ideas, Get to
  26. 26. 2 Tralnlng I AskSSto readthetipsandseeiftheirideas were (e.9. mentioned. through difficult Go any wordsandphrases subjectline,headline, invertedpyramid, headings, proofread, the receiving withthe whote recipient, on end) class. In pairs, SSto decide ifthe e-mails followthe ask tips.What thingsare goodabouteache-mail? Whatcouldbe befter? It hasn'tbeenproofread: therearetwo spelling (1./'usl, mistakes sees/or)and a punctuation error (Everyone). doesnot havea strongsubiectline.On lt the plusside, sentences shortandclear. the are generally Thise-mailis better. There no are proofreading errors,and it leaves betterimpression on a the reader. onlyproblems thatallthe The are information in onelongparagraph is whichcouldbe splitup.Also, essential information thetimeand like dateofsession missing. 1is 9 ln pairs, lookat the e-mails SS again. follow-up, for As ask somemoreexamples offormalor informalopeners and closers e-mails, maymention in SS someofthe informal SMS abbreviations, whicharealsocreeping e-mails into thesedays,e.g.CU2noro and TTFN. . Suggested answers E-mail2 moreformal. is Moreformol D e a r,. . It is my understanding that... I suggest that... Please confirm that... Best wishes Less formol Hello a that... Just reminder seeyouthere Thanks All the best Otheropeners: 60od morning,Goodafternoon, Hi, Goodevening Otherclosingremarks:. Withbestrcgards, Speakto you soon,Byefor now, o a AskSSto workin pairs writean c mailtogether. to Refer backtothe teleDhone conversationsExercise fukthem in A. whomafterthese to predict who mightsendan e-mailto phone calls, fromconversationthe HRmanager e.g. 1, mightwrite to all new recruitsconfirming detailsaboutthe induction day.Or,from conversation the receptionist 2, might writeto the HRmanager confirm newroom to the arrangements the induction AskSSto choose for day. one ofthe Dossible scenarios writean e-mail. and a Setout a template an e-mail for message the board, on similar the oneson the page. to page Refer to the modele-mail theWriting (CB SS in fite 135).Gothroughthe features a typicale-mailwith them. of Circulate, monitor help5S.Makea noteofany useful and exoressions useandDutthese the board. SS on To helpSSbe moreawareofthe impacttheir e-mailshave put on the reader, eachpair ofSS with anotherpair.They exchange readeachothers'e-mails. and lfthey spot any wordsand expressions they don't know,they canasktheir colleagues wrotethee-mail who lf aboutthe meaning. peer correction appropriate yoursetting, couldalsobe is in 55 asked proofread to each others'writing andpointout task anyspelling mistake grammaticalerror spot.Beon or they handto helpwith this, if necessary leavemostofthe but feedback and discussion 55. to lf necessary change pairsaroundand repeatthe the process. Gothrough common any errors the usefulvocabulary and and phrases the boardto roundoffthe activity. on practice, lftheywould or needfurther like SS e-mailwriting cando Exercise in classor as homework. F Repeat the orocedures above. confectlonery A leadlng company, based the UK,has In r€cently bought a rlvalcompany, out There now. need is to retraln thesales all force update to thehsklllsandlnstll8 sense team of splrft. manatem€nt alsowantto roll The team outa newnarketlnformatlon-gatherlng syst€m. Background o Get to study background 55 the information Course inthe Book. a Write headings theleft-hand of thetableand the on side elicitinformation SSto complete right-hand from the side. Company SmileCo in Based UK Industry confectionery / fast-moving goods (FMCG) consumer Recent acquisition Reedley Combined sales team over200 What! needed from the sales team up-to-datetimely market / informationthecompany on and products, including rival promotions, merchandising, number type and ofcustomers andrival sales-force activity Whythis information is important Sothat it canbe analysed for planning purposes.
  27. 27. l: T raining ListeningQ 2.5 @ GetSSto readthe listening task.Askthemto try and predict whatmightbewrong withthe present informationgathering system. maybe ableto predictfrom reading 55 the background the information not beingreceived that is company on time or that new staff fromthe acquired or haven'thadadequate trainingwith the system, that the systemitselfis antiquated. Don'trejectany ideasat this away. stageor givethe answers Listen @ 5s listenand compare ideasin pairs.lf necessary, pointswith the wholeclass. again.Gothrough e Discuss their initial reactions the problem. to Whatdo they in why?Ohere is thinktakespriority termsoftrainingand a no rightanswer thisquestion. mayor maynot reach to 55 consensus.) Problems with the salesteamt currentinformation gathering systemare: o lackofinformation out-of-date and information; @ staffcan'taffordto sDend time in the office completing whattheyseeas a complicated database, it just gets left; so a internaltrainingfor the regionat managers was and inadequate theyweren'tequippedto traintheir staff; @ salesteamfrom Reedley haveonly hadvery ad-hoc withthe system. informal training Solutions discussed: a UseiPAQ, sort of palmpilot whichthe salesteam coulduseto recorddetailsdirectlyin the shops.The via information thenbe uploaded is immediately modem anatvsis. for Training needsinitialtyidentify: @ Trainingforthe |PAQ new system implementation. Needto ensurethat the regionalmanagers in. buy suggests that they needto train staffup as Kamal quickly possible thata consultancy as firm and should it. do o Updating sales skills, customer e.g. awareness more'pro-active' trainingto help salesstaff become in their approach selling. to c Themerged well. lt could teamsaren'tintegrating become Drobtem staff motivation a for and morale. Team building needed. is TaskI € e Divide55 into two groups.Refer eachgroupto a different page43 andStudent turns B rolecard: StudentAturnsto to page 15o. themto readanddealwithanyquestions Ask thev have. Pakthe SSup with someone fromthe othergroupto do the role-play. sincethe role-play in the form ofa phone is call,it is usefutfor SSnot to sit facingeachother. @ Circulate monitor language useduring and the they the Make noteofany keylanguage role-play. a usedandany commonerrorsfor correction. a After discussion, attention some language draw key the to Also that5Sused correctly givepraise. workonfiveor and vocabulary, sixpoints correction, pronunciation, for e.g. structuralerrors. z Task o Revise oftheexoressionsused theBusiness some 55 in skills section clarifoing confirming for and information. work pairs roLes inthe @ 55 in again take same and the as previous q3 role-play. Student turns page and A to Student turns page Askthem read check B 15o. to and to rolecards their before starting task. the o Circulate monitor, and checking SS completing that are the taskcorrectlV. 1to 1 a lfthis is a one-to-one class,youtakethe roleof Geraldine Parker Task Sincethe role-play in the in 1. is form of a phonecall,it is usefulnot to sit facingeach you other. Thisavoids visualclues andatsoallows to take noteswithout distracting studentfrom the the task. e Monitorthe language that you both use.Afterthe discussion, drawattentionto somekey language that yourstudentusedcorrectly Alsowork and givepraise. on fiveor sixpoints correction, pronunciation, for e,g. vocabulaM structural errors. o lfthereis timeandinterest, the role-play do again, this time swapping roleso Repeat procedure forTask2. the @ lt's alsowell worth recording activities suchas roleplays, summaries presentations a one-to-one and with classfor intensive correction work from time to time. Reading Ask to read text 55 course by run the about training the Everly Consultants, over newwords, sets to, Go any e.g. out pitch,paidoff. makethemostof, sales Ask them discuss to whether think they they would to like dothistypeoftraining explain (not)- them and why tuk to consider forthe ifthistype oftrainingwouldgood be Smileco team. sales fihere nocorrect is answer this to question, given conversationhave but the 55 heard about outdated and need team for building, course this skills the might seem useful) Task 3 @ Put55 in groups threeor fourto discuss questions. the of 0ne student should appointed be secretary make note to a ofthe decisionreached and feedbackto the class. Another shouldchairthe discussion makesureeveryone and participates that a consensus reached. a 10-15is Set and minute timelimitfor thistask.lf mostgroups haven't still finished discussion thistimelimit.allowthemto the after runon a few moreminutes, Remind groupthatfinishes any earlythat the secretary be askedto present will their decisions thewhole class, thattheyshould and help to her/himto prepare this. for
  28. 28. 2 TralnlngI group Callthe class order. thesecretary each to Ask from to give two-minute presentation. a presentation say SSlisten each to and which oftheir programmes coincided differed justifu and and their programmethelightofanydifferences. in Alternatively, class is more ifthe size ask thantenor 12, all group make noteofthedecisions SSin each to a reached. Then regroup sothatoneperson each SS from ofthe group. reports thenewly originalgroups to formed This ensures getmore SS speakingtime speeds the and up process. maythenwantto continue feedback They the discussion untilthey reach new a decislon. Toround offtheactivity, summarise ofthe some presentations, stating whether there been had any priorities, consensus between groups thetraining the on intensive/extensive courses, andhighlighting best etc. the ideas howallstaffcould in benefit fromthetraining few a peopte receive howto buildteam and spiritwithin sales the team. Writing go Brainstorm information should in the e-mailand the that put thesepointson th€ board.Alt this information come has up in the role-plays Tasks and 2. in l AskSSto look at the writingtips in the Business skills sectionagainand the modele.mailin the Writingfile (CB page r35). GetSSto write the final e-maileitheras a classactivityin pairsor for homework. Thiscouldprobablybe quite a long e-mail 55 Include background if the information to who as needstrainingand why the trainingis necessary. Alternatively, couldbe madeinto a report-writing this task. ) writing pageg5 nu
  29. 29. Partnershi l-esson1: Llstenlngand discussion Discussion: of Privateprovision Dublicservices involvement public in SSdiscuss examples private-sector of servtceS. Eachlesson is about 60-75 minutes. Thistime doesnot include administration and time spent going through homewotkin any lessons. Listening:PPPS the UK in where experts debate pros SSlisten a radioprogramme to the andconsof PPP5 the UK. in Practice File Wordpower(pages 1Z) 16 Vocabularyr PPPs private partnerships. 5S lookat wordsrelating public to Discussion: Viewson PPPS 55 discuss theirviewson PPPs. L€sson 2: Readlngandtanguage (pages 24-25) Eachlesson is about 60-75 minutes. Readin$ lnftastructurc, Expe enceof the t99os hos put people off and of in ss readaboutthe successes failures PPP Droiects developing economies. Lesson 3: Business skllls (pages 26-27) Each lesson about is 7S3o minutes, l{egotiatingrbeingvagueand being precise for listen a conversation 5S lookat expressions negotiating, to where theyareusedandapplythemin a role"play. L€sson 4, Case study (pages z8-29) Each lesson about is 75-9o minutes. Konoonicka Airporttakesoff project an airport for SSget information aboutthe expansion in in involving Potand. They thenparticipate a role-play the negotiation a PPP of agreement. Textbank (TRB pages164-167) referenc€ Grammar and practice (CB pages l2o-121) preposition; passive Language reviewr Verband dependent hove forms and causative Practice File SSworkon two language areas: verb+ preposition collocations Text (pages andgrammar andthe passive verbform. 18-19) Report writing: Layoutand structure to complete report5S talkaboutwhentheyneed writereports, writing tipsandwritea shortreport. Resource bank pages 22o-221) [TRB pages Writingfite(CB 13a-99) Practice File Skil[s pronunciation and |pages2o-21, writing file (CBpages138-139) Fora fast routethroughthe unit, focusingmainlyon speakingskills, iust usethe underlinedsections. with minimaladaptation, usewith individual Forone-to-one situations,most partsofthe unit lend themsetves, to students.Wherethis is not the case,alternativeprocedures given. are