FACILITATOR’S GUIDE
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Business Communication
© Aptech Training Ltd. FZE
All rights reserved.
No part of this book may be reproduced or copied in any form or by any means – graphic,
electronic or mechanical, including photocopying, recording, taping or storing in information
retrieval system or sent or transferred without the prior written permission of copyright
owner Aptech Training Ltd. FZE.
All trademarks acknowledged.
APTECH TRAINING LIMITED FZE
RAK Free Trade Zone,
Po Box 10559,
Ras Al Khaimah,
UAE.
Contact E-mail: ov-support@onlinevarsity.com
Edition 1 - 2015
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Business Communication Table of Contents
© Aptech Training Ltd. FZE III
Table of Contents
SR. NO. UNIT PAGE
1 Introduction to Business English and Critical Thinking 1
2 A Typical Day at Work 14
3 Negotiating 34
4 Work Culture 44
5 Success 58
6 Emailing 70
7 Management Styles 83
8 Telephoning - 1 98
9 Team Dynamics 109
10 Advertising 120
11 Marketing 132
12 Raising Capital 148
13 Meetings 157
14 Brand Stretching 167
15 Presenting - a Product 178
16 Supply Chain Management 190
17 Report Writing 202
18 Fiscal Health and Sales 211
19 Public Relations 224
20 Telephoning - 2 240
21 Step by Step 252
22 Are You Culturally Sensitive 263
23 Conferences and Trade Fairs 275
24 Small Talk 284
25 Industrial Action 295
26 Work Life Balance 305
27 Is Your CV Getting Noticed 317
28 The Interview Process 326
29 Career Development 335
30 Review 347
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Business Communication Important Notes
© Aptech Training Ltd. FZE IV
IMPORTANT NOTES - I
A. Refer to the Presenter’s Manual (PM) before delivering the course.
B. Read the Learner’s Guide (LG) carefully before delivering any Unit.
C. Refer to the Facilitator’s Guide (FG) before delivering any Unit.
D. The PowerPoint Presentations (PPT) are teaching aids and should be used as anchors to deliver
all the learning objectives/content from the Units.
E. All the conversations will be conducted in the Language Lab session.
F. Encourage the learners to read the units in the Learner’s Guide before they attend the classes.
G. Promote collaborative learning.
H. Facilitator’s Guide contain indicative approach to deliver the Units to the learners. However, as
a trainer/teacher/facilitator, you are free to change the approach and give context
sensitive/localised examples to the learners for effective learning.
I. Please ensure that all the learning objectives are delivered to the learners so that they are able
to solve the exercises in the Learner’s Guide and the Workbook.
J. The PowerPoint slides too are indicative and you are free to edit/add/delete slides to facilitate
effective learning.
K. Feel free to share your feedback and teaching/training experience with the Aptech Academics
Team. This will help us to address queries quickly and develop better courses in future.
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© Aptech Training Ltd. FZE V
IMPORTANT NOTES - II
A. The PowerPoint slides are best viewed in Microsoft PowerPoint 2013.
B. All the sections in the Learner’s Guide with the tag ‘Conversations’ will be conducted in the
language lab session. If there are exercises/activities based on these conversations, they too
need to be conducted in the classroom. Therefore it becomes important that you go through
the Units in the Learner’s Guide before delivering them.
C. The Additional Material at the end of the Learner’s Guide contain the Audio Scripts as needed
in Units and the Answer Key to Exercises in the Learner’s Guide.
D. All the slides may not have ‘Guidelines’ below them. Wherever, the ‘Guidelines’ are elementary
or repetitive, those slides do not have notes below them.
E. The sample slides shown in Figures A, B, C, D and E will definitely not have ‘Guidelines’ as they
appear in all presentations and the ‘Guidelines’ are common.
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© Aptech Training Ltd. FZE VI
Figure A: Unit Name
Guidelines:
Welcome the students to the course and brief them about what they should expect out of it.
Figure B: Previous Unit Recap
Guidelines:
Recap the previous lesson. Ask questions to check what students remember from the previous
session.
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© Aptech Training Ltd. FZE VII
Figure C: Unit Learning Objectives
Guidelines:
List the learning objectives of this session.
Figure D: Unit Summary
Guidelines:
Summarise the learning outcomes of the session. Clarify any doubts the students have about the
session.
Ask questions to check students’ understanding of the unit.
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© Aptech Training Ltd. FZE VIII
Figure E: Thank You Slide
Guidelines:
End the presentation by thanking the students for their active participation. Solve doubts and
queries if any.
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Business Communication Introduction to Business English and Critical Thinking
©Aptech Training Ltd. FZE 1
Introduction to Business English and
Critical Thinking
Welcome the participants to the course and the first unit, which is an Introduction to Business
English and Critical Thinking.
Elicit the meaning of ‘critical thinking’ but don’t go into too much detail yet.
At the end of this lesson you will be able to:
• Prioritise the personal goals for studying on this course
• Understand some collocations related to work, job, career and
success
• Use a mind map to record vocabulary
• Understand how critical thinking will be used in the course
• Be able to use some vocabulary related to critical thinking
2© Aptech Training Ltd. FZE
Learning Objectives
Speaking Skills
What is Business English?
With your partner discuss:
• What you think Business English is?
• What topics do you expect to study in this course?
• What do you need this course to teach you?
Now together finish this sentence:
Business English is ___________________________________________
__________________________________________________________
Compare your answer with others in the class.
1.1 What is Business English?
Get students to vote on the best sentence completions. Correct answers which define business
English as like business studies. Business English includes both language (grammar and vocabulary)
and language skills (reading, writing, listening, speaking) as well as business skills (meetings,
presentations, writing reports). Topics are of interest to working people and those doing business
rather than to students.
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Speaking Skills
Exercise
Discuss with a different partner:
• What is your motivation to do this course?
• What do you intend to do on completion of this course?
• How will you use the knowledge you have gained?
• What do you need this course to teach you?
1.1.1 Exercise
This exercise will help the students get to know the other class members by working with different
partners.
Students to work with different partner and discuss the questions listed on the slide.
This could be followed up with an overview of what the course WILL teach them and what it won’t
do.
Exercise
Work individually to list the course content in order of importance.
giving
presentations
describing figures
and graphs
telephoning skills
speaking in
meetings
new vocabulary grammar
writing a variety
of emails
writing letters
listening to
presentations
writing memos
speaking at social
events
reading and
understanding texts
cultural studies
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
6. ____________________
7. ____________________
8. ____________________
9. ____________________
10. ____________________
11. ____________________
12. ____________________
13. ____________________
1.1.2 Exercise
Ask the students to work individually to list the content items in order of importance.
Then ask them to check their answers with the other students.
They don’t need to agree but it is a chance to practise explaining their views.
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Reading Skills
Reading
Read the article on ‘How is Business English different from General English?’
1.2.1 How is Business English different from General English?
Ask the students to read the article on ‘How is Business English different from General English?’.
Point out that we always ‘read with a purpose’ and in the course the purpose will be various
exercises and activities related to the text. They will never ‘just read’ on the course. The purpose
will define the reading style- e.g. skimming, scanning, intensive reading.
Reading Skills
Exercise
Match the beginning of the sentence with the ending on the right.
1. My work place a.
of success. I have just been
promoted again.
2. The world of business b.
is very friendly. Everyone gets
on well.
3. I work hard c. like working with others.
4. At work I work closely with d.
every day and often do
overtime.
5. I will embark on a career e.
of his career. There is no
position higher.
6. I am climbing the ladder f. where I will earn a lot of money.
7.
The Prime Minister has reached
the peak
g.
the HR team. We talk every
day.
8. Team-players h. is often very competitive.
1.2.2 Exercise
Ask the students to complete this exercise alone and then check with a partner.
Answers on the next slide.
Try to take opportunities to recycle language e.g. through games or mini quizzes when you have a
spare five minutes, to give students a chance to consolidate their learning.
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Reading Skills
Exercise
Answers
1. My work place b.
is very friendly. Everyone gets
on well.
2. The world of business h. is often very competitive.
3. I work hard d.
every day and often do
overtime.
4. At work I work closely with g.
the HR team. We talk every
day.
5. I will embark on a career f. where I will earn a lot of money.
6. I am climbing the ladder a.
of success. I have just been
promoted again.
7.
The Prime Minister has reached
the peak
e.
of his career. There is no
position higher.
8. Team-players c. like working with others.
Ensure students make a note of these collocations and expressions.
Speaking Skills
Vocabulary
• Vocabulary is key to improve your English.
• Business English has a lot of specific vocabulary you need to start
learning.
For example,
– We can say embark on a career as a scientist, or embark on a career
in science.
– We can climb a career ladder but we can also climb the ladder of
success.
1.2.2 Exercise
This is a good opportunity to point out that students should be keeping a vocabulary notebook,
either on a device or in a traditional notebook. Discuss the advantages and disadvantages of both.
Tell students that this should be organised by topic not alphabetically because of the way the brain
stores information.
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Speaking Skills
Vocabulary
• Collocations are words that ‘go’ together in English.
• Use them well to sound natural.
• Record collocations to help you remember them.
Compare the following.
Before the meeting, let’s get a quick bite to eat.
Before the meeting, let’s get a fast bite to eat.
I hate burgers, chips and pizza – I hate all fast food.
I hate burgers, chips and pizza – I hate all quick food.
1.2.2 Exercise
Collocations are very important – make sure students are aware of this. Words should not be
recorded/learnt in isolation but in the groups they are usually learnt in. They will learn both general
and business collocations in this course.
Point out that although words may be synonyms, they cannot be collocated in the same way (draw
attentions to the examples on the slide).
Writing Skills
Exercise
Use the words in bold from exercise 1.2.2 to complete the following
text. You may need to change the form of the word or phrase.
I always wanted to work in the _______________________. At university I
took an MBA and _______________________ for two years. Straight after,
I started at my new _______________________, ITC Finance. Finally I felt I
was _______________________. I _______________________ my new
colleagues and always made sure I was a _______________________. I
was soon _______________________ and I hope to
_______________________ in a few years. After that I will retire!
1.2.3 Exercise
Students to complete the sentences either individually or in pairs.
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Writing Skills
Exercise
Answers
I always wanted to work in the _______________________. At university I
took an MBA and _______________________ for two years. Straight after,
I started at my new _______________________, ITC Finance. Finally I felt I
was _______________________. I _______________________ my new
colleagues and always made sure I was a _______________________. I
was soon _______________________ and I hope to
_______________________ in a few years. After that I will retire!
world of business
worked hard
work place
embarking on a career worked closely with
team-player
climbing the ladder
reach my peak
Writing Skills
Mind Maps
Look at the mind maps and decide where the following expressions
collocate with the words in the centre.
1.3 Mind Maps
Ask the students to work with their partner to complete the mind map.
Students to add as many new words as possible to the mind map. You can set further mind maps
as homework or extension.
It is vital that the teacher encourages the use of mind maps throughout the course.
Writing Skills
Mind Maps
Look at the mind maps and decide where the following expressions
collocate with the words in the centre.
Adjective
a high-powered job
a permanent ______
a promising ________
a part time _______
a brilliant ________
a glittering career
a long ________
a short ________
Verb
To ruin someone’s _________
To take on __________
To take on a new ________
Noun
A _______path
A work place
A _____description
A success story
Idioms
All in a days _______
Things will ______ out.
What is the price of _______?
A recipe for _________.
Make the most of a bad ________.
Don’t give up the day ___!
1.3 Mind Maps
Ask students to work with their partner to complete the mind map.
Tell them to add as many new words as possible to the mind map.
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Critical Thinking
Critical thinking is an important part of any course you take.
But what is critical thinking?
1.4 Critical Thinking
Students will raise ideas about what they think critical thinking is and is not. Don’t let them look at
the list on the next slide yet.
Don’t do feedback until after they have done the activity on the next slide.
Exercise
Put the list of statements into one of the categories.
Critical thinking is…
Critical thinking is not….
a. Combining different ideas, styles, or systems into a single
idea or system (synthesising)
b. Memorising facts and figures
c. Comparing and contrasting different views
d. Believing everything you read
e. Reaching conclusions based on evidence
f. Deciding whether evidence is strong or weak
g. Applying theory to practical matters
h. Using anecdotal evidence as a basis for conclusions
i. Being rational and open-minded
j. Being reflective and monitoring own thought processes
k. Taking a practical approach to problem-solving
l. Thinking according to my cultural background
m. Thinking independently but rationally
1.4.1 Exercise
Ask students to put the list of statements into one of the categories. Before they start, check the
meaning of words they might be unfamiliar with (anecdotal, rational, reflective). This should be
done in pairs because it is challenging and students might wish to clarify concepts with each other.
Monitor closely and be available to answer questions.
Answers on the next two slides.
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Exercise
Answers
Critical thinking is…
a. Combining different ideas, styles, or systems into a single idea or system
(synthesising)
c. Comparing and contrasting different views
e. Reaching conclusions based on evidence
f. Deciding whether evidence is strong or weak
g. Applying theory to practical matters
i. Being rational and open-minded
j. Being reflective and monitoring own thought processes
k. Taking a practical approach to problem-solving
m. Thinking independently but rationally
Answers continued on the next slide.
Exercise
Answers
Critical thinking is not…
b. Memorising facts and figures
d. Believing everything you read
h. Using anecdotal evidence as a basis for conclusions
l. Thinking according to my cultural background
Critical Thinking Vocabulary
Choose from the words in the box to complete the gaps. You may need to
change the form of the word.
1. It is possible to ___________________ between two different forms of the disease.
2. It is important to ___________________the data in the light of current theories.
3. This rise ___________________sharply with the decrease in other countries.
4. This study ___________________the effectiveness of the new teaching methods.
5. We ___________________the results of this study with those from the 2003 study.
6. Historical events are usually ___________________from the perspective of a particular
country.
analyse compare contrast distinguish evaluate interpret
1.4.2 Critical Thinking Vocabulary
Point out that these are useful words when discussing topics in a critical way.
Students to work individually to complete the gaps. Give an example of what is meant by changing
the form (added ‘s’ or ‘ed’, for example)
As an extension, students could note the ‘word families’ of these words, e.g. evaluate, evaluation,
evaluative.
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Critical Thinking Vocabulary
Answers
1. It is possible to ___________________ between two different forms of the disease.
2. It is important to ___________________ the data in the light of current theories.
3. This rise ___________________ sharply with the decrease in other countries.
4. This study ___________________ the effectiveness of the new teaching methods.
5. We ___________________ the results of this study with those from the 2003 study.
6. Historical events are usually ___________________ from the perspective of a particular
country.
analyse compare contrast distinguish evaluate interpret
distinguish
interpret
contrasts
evaluates
compare
analysed
Expressing Opinion
Expressing opinion is an important aspect of critical thinking.
From the list find expressions which:
I suggest that…
For me…
It is clear that…
It is obvious that…
I believe X to be…
I would like to propose that….
In my view…
a. Introduce your argument b. Express a personal opinion c. Express your opinion in more
impersonal and objective language
It seems reasonable to suggest that…
It can be seen that…
I would like to put forward that…
It is reasonable to conclude that…
I would like to suggest that…
In my opinion…
It can be noted that…
1.4.3 Expressing Opinion
Students to put the expressions in the correct column. Elicit an example from each column before
starting.
Expressing Opinion
Answers
a. Introduce your argument b. Express a personal
opinion
c. Express your opinion in more
impersonal and objective
language
For me…
In my view…
I would like to put forward that…
In my opinion…
I suggest that…
I believe X to be…
I would like to propose that….
I would like to suggest that…
It is clear that…
It is obvious that…
It seems reasonable to suggest that…
It can be seen that…
It is reasonable to conclude that…
It can be noted that…
Elicit any more examples students can come up with.
Ask why you might want to use more impersonal and objective language. It can seem to suggest
stronger evidence than a personal opinion or you might want to imply that it is not your own
opinion, or not just your opinion.
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Critical Thinking in the Course
• Be open to others’ opinions and don’t be shy in sharing yours.
• Work with different people and talk to everyone in the class.
• Do not limit your English to the class: read, speak and listen outside the class too.
• Try to reflect on your learning and set goals.
1.4.4 Critical Thinking in the Course
Ask the students to focus on the tips given in the LG for improving critical thinking in the course.
Some are listed on the slide.
Encourage a discussion on this and elicit practical ideas, such as ways of practising outside the
class.
Example:
I will be able to use all past and present tenses accurately by the end of the course.
I will have read two books related to my field of study or work by September.
Specific Timebound
Attainable/realistic
Show these examples of goals, students might set themselves for the course. Get them to come
up with other goals and help them to make them SMART.
For example, if they say they will learn 20 words a day, tell them that this is unrealistic - 10 per
week would be smarter.
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Record your goals here.
Make sure they are SMART (Specific, Measurable, Attainable, Realistic and Timebound)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Remember to keep these goals stored someone safe and measure your progress every few
weeks.
Ask the students to write their goals here.
Get them to show a partner and have him/her check that they are SMART.
Test Your Knowledge
1. Choose the correct option.
Statement Option 1 Option 2
1 A recipe for ____________ success work
2 Climbing the ____________of success tree ladder
3 Don’t give up the day ____________ job work
4 He had a _____________career shining glittering
5 She had reached the ________of her career peak top
TEST
Test Your Knowledge
1. Answers
Statement Option 1 Option 2
1 A recipe for ____________ success work
2 Climbing the ____________of success tree ladder
3 Don’t give up the day ____________ job work
4 He had a _____________career shining glittering
5 She had reached the ________of her career peak top
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Test Your Knowledge
world of a career
high-powered success
the price of business
embark on closely with
work job
2. Match the columns.
TEST
Test Your Knowledge
2. Answers
world of business
high-powered job
the price of success
embark on a career
work closely with
TEST
Answers
BEFORE putting up the next slide, ask students what they have learnt in today’s lesson to see what
they can remember.
In a Nutshell…
In this lesson you learnt to:
• Understand some collocations related to work, job, career and success
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31
Thank You
Clear up any doubts and answer any queries.
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Business Communication A Typical Day at Work
Recap
Recap
In the previous lesson you learnt to:
• Understand some collocations related to work, job, career and
success
Ask students to recall what they learnt in the previous session. This should not be a ‘catch all’
summary, but an opportunity for students to share what particularly stuck out for them. It could be
just an item of vocabulary or a study tip such as starting a vocabulary book. Do this BEFORE
putting up the slide.
ATypical Day at Work
Learning Objectives
• Speak about his/her working day
• Name the key roles in a company
• Skim read to identify the main ideas of a text and identify the
style of a text
• Identify the time phrases relevant to present simple and present
continuous tenses
• Write a text about his/her working day in a conversational style
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Speaking Skills
Introducing Yourself and Your Job
Spend a few minutes preparing to tell your group about your job. Include the
following points.
• Your job title
• Your main responsibilities
• The other members of your team
• What you enjoy most about your job
• Any aspects of the job you don’t enjoy
2.1 Introducing Yourself and Your Job
Give students time to prepare a short talk on their job, following the bullet points (if they wish to).
Tell them to make a few key word notes to help them.
Speaking Skills
Introducing Yourself and Your Job
• Get into groups of three or four.
• Take it in turns to listen to each other and make notes.
• After everyone has spoken, take 5 minutes to write at least 2 follow-up
questions for each person, for example, Who is the most senior person in
your team? Do you have team meetings every day?
Name/position/notes Follow-up questions
2.1 Introducing yourself and your job
Students deliver the talk they have prepared for and group members make notes as they listen.
Give students time to write some follow-up questions and then time for them to ask their follow-up
questions.
Tell students to make sure nobody asks a follow-up question which has already been answered in
the original presentation.
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Present Simple and Present Continuous
In the above activity you probably used the Present Simple to talk about what you
usually do at work, for example,
• I always start work at 8.30 AM.
• We have a team meeting twice a week.
• My boss outlines our work assignments for the week on Monday mornings.
2.1.1 Using Present Simple and Present Continuous to Talk About Your Work
Get students to think about their speech and write down the present tense sentences in the space
provided in the Learner’s Guide (LG).
They compare with a partner and check they have used the tenses correctly.
Present Simple and Present Continuous
You might also have used the Present Continuous to talk about temporary situations
in your job, for example,
• I’m working on a special project at the moment.
• We are currently discussing changes to the organisational structure.
• We are recruiting new staff during this period.
2.1.1 Using Present Simple and Present Continuous to Talk About Your Work
Monitor carefully and correct/explain errors.
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Exercise
Look back at the example sentences in 2.1.1. What time phrases have been
used with the two tenses?
Present Simple Present Continuous
2.1.2 Exercise
Explain that certain time phrases are associated with certain tenses. For example, if you use ‘at the
moment’ it is likely to be used with the present continuous. ‘Ago’ is used with simple past.
Students extract the time phrases from the exercises and put them into the table.
Exercise
Answers
Present Simple Present Continuous
At 8.30am
Twice a week
On Monday mornings
Every day
Regularly
Usually
At the moment
Currently
During this period
Now
These days
This month
2.1.2 Exercise
Elicit any more examples they can think of. Present simple time phrases that contain the idea of
regularity, while present continuous time phrases include the idea that it is temporary.
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Exercise
Tick the present continuous sentences that sound wrong.
a. I am knowing your brother.
b. Paola is running fast.
c. The children are enjoying the party.
d. I am having a headache.
e. Joan is preferring potatoes to meat.
f. My parents are wanting to go to America.
g. India are winning the match.
h. I am seeing a boat in the distance.
2.1.3 Exercise
Some verbs are not usually used in the continuous aspect because they do not typically have a
temporary meaning, for example, I believe in freedom of speech. We do not usually change our
beliefs from day to day! Ensure students understand this concept.
Students complete this exercise individually and compare with a partner.
Exercise
Answers
a. I am knowing your brother.
b. Paola is running fast.
c. The children are enjoying the party.
d. I am having a headache.
e. Joan is preferring potatoes to meat.
f. My parents are wanting to go to America.
g. India are winning the match.
h. I am seeing a boat in the distance.
2.1.3 Exercise
Get students to consider and explain why the ticked sentences are wrong.
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Exercise
Non-Continuous Meanings
feel = 'have an opinion' - He feels he should get a second chance.
see = 'understand' - I see what you mean.
think = 'have an opinion' - I think we should leave immediately.
appear = 'look like' - That appears to be stale.
look = 'seem' - It looks impossible!
taste = 'have a taste' - That tastes yummy!
2.1.4 Exercise
Give students some time to compare the two meanings of the verbs. You may need to give them
some more examples and explain the concept of continuous and non-continuous meanings.
Exercise continued on the next slide.
Exercise
Continuous Meanings
feel = 'feel physically' - I'm feeling awful this afternoon.
see = 'visit' - She's seeing a doctor this morning.
think = 'use the brain' - He's thinking hard about the problem.
appear = 'be on stage / perform' - Jack Daniels is performing at the Paramount
tonight.
look = 'stare at' - I'm looking at that strange man.
taste = 'use the mouth' - The cook is tasting the sauce!
2.1.4 Exercise
Give students some time to compare the two meanings of the verbs. You may need to give them
some more examples and explain the concept of continuous and non-continuous meanings.
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Exercise
Now decide which of these sentences are correct. Put a tick  or Cross .
1. That is tasting bitter.
2. I'm looking at your photo now.
3. I am seeing what you mean.
4. He is feeling he needs to change his class.
5. It looks easy!
6. She's seeing her parents at the weekend.
2.1.4 Exercise
Get students to refer back to the example sentences in the previous slide as well as their ‘gut
feelings’ in reaction to the sentence. Explain that students need to use a combination of
grammatical rules and ‘acquisition’ or learning through exposure to the language. They will both
reach the right answers.
Questions 7-12 continued on the next slide.
Exercise
Now decide which of these sentences are correct. Put a tick  or Cross .
7. I'm feeling better today.
8. He thinks hard about his decision.
9. The students are performing a play for Christmas.
10. The children are tasting the cakes.
11. I am thinking we should buy a new car.
12. That sentence is appearing to be wrong.
2.1.4 Exercise
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Exercise
Answers
1. That is tasting bitter. 
2. I'm looking at your photo now. 
3. I am seeing what you mean. 
4. He is feeling he needs to change his class. 
5. It looks easy! 
6. She's seeing her parents at the weekend. 
2.1.4 Exercise
Exercise
Answers
7. I'm feeling better today. 
8. He thinks hard about his decision. 
9. The students are performing a play for Christmas. 
10. The children are tasting the cakes. 
11. I am thinking we should buy a new car. 
12. That sentence is appearing to be wrong. 
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Speaking Skills
Talking About Roles Within a Company
Match the definitions to the roles in the box.
Administrative officer Production Manager Designer
Human Resource Manager Managing Director/Chief Executive Officer
Marketing Manager Chief Financial Officer Supervisor
IT Manager Maintenance Engineer
2.2 Talking About Roles Within a Company
Before they look at the definitions, students explain to a partner what they understand by these job
titles. They then work individually to match them to the definitions. Check with a partner before
whole-class check.
1. This is a creative role. The person thinks of ideas for new
products.
2. This person is responsible for the attraction, selection, training,
assessment, and rewarding of employees.
3. This person is probably a qualified accountant who has overall
responsibility for managing the company’s money.
4. He or she is in charge of market research, advertising, sales and
promotions.
5. He or she is responsible for the continuous running of equipment
and machinery.
Questions continued on the next slide.
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6. This person has a wide range of responsibilities which could
include finance, record keeping, managing events, managing
staff, organising systems and procedures, and so on.
7. This person monitors the work of workers such as labourers or
factory operatives.
8. He or she is the most senior person in the company and takes
overall responsibility for all aspects of the organisation’s work.
9. The person who deals with the planning, forecasting, or
marketing of a product or products at all stages of the product
lifecycle.
10. This person is in charge of the computer systems used by the
company.
Answers
1. This is a creative role. The person thinks of ideas for new
products.
Designer
2. This person is responsible for the attraction, selection, training,
assessment, and rewarding of employees.
Human Resource
Manager
3. This person is probably a qualified accountant who has overall
responsibility for managing the company’s money.
Chief Financial
Officer
4. He or she is in charge of market research, advertising, sales and
promotions.
Marketing
Manager
5. He or she is responsible for the continuous running of equipment
and machinery.
Maintenance
Engineer
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Answers
6. This person has a wide range of responsibilities which could
include finance, record keeping, managing events, managing
staff, organising systems and procedures, and so on.
Administrative
Officer
7. This person monitors the work of workers such as labourers or
factory operatives.
Supervisor
8. He or she is the most senior person in the company and takes
overall responsibility for all aspects of the organisation’s work.
CEO/Managing
Director
9. The person who deals with the planning, forecasting, or
marketing of a product or products at all stages of the product
lifecycle.
Production
Manager
10. This person is in charge of the computer systems used by the
company.
IT Manager
Clarify any doubts.
Writing Skills
Exercise
Choose two more jobs in your company and describe what the job
holders do.
Job title Description of the role
2.2.1 Exercise
Students to complete this exercise with a partner.
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Reading Skills
Skim Reading
• Read this article about one of the employees of
Middlesex University, London, Jo Wolff.
• After you’ve finished, cover the text and see if you
can answer the question that follows.
2.3 Skim Reading
Elicit what students know or can work out from the information they have (photo, place of work).
For example, she is probably English. It looks as if she likes her work. She may be a lecturer or she
may be an administrator.
Point out that it is good practise to use photos, headings and context to predict the content of a
text.
Reading Skills
Skim Reading
Question
1. Is Jo a busy person?
________________________________________
2. What evidence do you have for your answer?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
2.3 Skim Reading
Point out that skim reading is a way of getting the general idea of a text. It is different to scanning
(or reading for specific information) and reading in detail. Give students a time limit of one minute
to ensure they adopt the right style of reading and don’t spend too much time going into detail. DO
NOT go over the time limit. They will work out that Jo is a busy person in that time!
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Reading Skills
Skim Reading
Answers
1. Is Jo a busy person?
________________________________________
2. What evidence do you have for your answer?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Yes, Jo is busy
She lists lots of tasks…
There’s always something to catch up on.
Some very long days
Our busiest time from June to October
Work starts all over again
Writing Skills
Understanding Style
What is the style of this article? (Circle the correct answer)
Formal / chatty
Which of these expressions demonstrate a less formal style? (Tick 
them)
1. For my sins
2. Customer-focused application experience
3. Process all the decisions
4. Midday stroll
5. A year-round process
6. All hands on deck
2.4 Understanding Style
Students may think that informal = spoken and formal = written. This is an example of less formal
written style.
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Writing Skills
Understanding Style
Which of these expressions demonstrate a less formal style? (Tick 
them)
7. Secured a place
8. Interviews and follow-ups
9. Ferrying them
10. Bath and bedtime battle
11. Once they’re down
12. Trashy television
Writing Skills
Understanding Style
Answers
Formal / chatty
Answers
1. For my sins
2. Customer-focused application experience
3. Process all the decisions
4. Midday stroll
5. A year-round process
6. All hands on deck



Students may think that informal = spoken and formal = written. This is an example of less formal
written style.
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Writing Skills
Understanding Style
Answers
7. Secured a place
8. Interviews and follow-ups
9. Ferrying them
10. Bath and bedtime battle
11. Once they’re down
12. Trashy television




Some of them may need explaining. You could elicit more formal options for saying the same thing,
example, stroll-walk.
Collocation
Look at the phrases in italics in the text 2.3. Find a collocation that means…
1. Select one thing instead of something else
________________________________
2. Meetings between children ___________________________
3. Something you need to find out about ___________________________
4. Decide by when some work has to be completed
___________________________
5. The things we like best at the moment ___________________________
6. Our customers do not need an appointment ___________________________
2.5 Collocation
Remind students how important collocation is and point out that a relatively short text like this has
a large number of them.
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Collocation
Look at the phrases in italics in the text 2.3. Find a collocation that means…
7. To change where we sit every day ___________________________
8. We are doing it at the moment ___________________________
9. Everyone needs to help ___________________________
10. The needs of our clients come first ___________________________
11. Will be happening soon ___________________________
12. Been offered the chance to study ___________________________
2.5 Collocation
Collocation
Answers
1. Select one thing instead of something else
________________________________
2. Meetings between children ___________________________
3. Something you need to find out about ___________________________
4. Decide by when some work has to be completed
___________________________
5. The things we like best at the moment ___________________________
6. Our customers do not need an appointment ___________________________
Choose Middlesex over our competitors
Play dates
Something to catch up on
Setting deadlines
Current favourites
Drop-in service
2.5 Collocation
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Collocation
Answers
7. To change where we sit every day ___________________________
8. We are doing it at the moment ___________________________
9. Everyone needs to help ___________________________
10. The needs of our clients come first ___________________________
11. Will be happening soon ___________________________
12. Been offered the chance to study ___________________________
Hot desk
In the process of
All hands on deck
Customer-focused
Fast approaching
Been offered the chance to study
Writing Skills
Writing
• Create a similar article to Jo’s based on a normal working day.
• Include a balance of work activities and personal aspects, such as your
journey into work, your meals and how you spend the evening.
• Use headings to divide up the ‘day’ into logical sections, such as the
journey to work, morning, lunchtime, afternoon and evening.
• Your article should be enjoyable for a colleague to read.
• Use some conversational language and humour if possible.
2.6 Writing
This could be done for homework as it will take them a while to write.
You could give them some time in class to talk about how they are going to organise their work.
Make sure you give a reasonable deadline for them to complete the writing and give detailed
feedback on the style, content and accuracy of their writing.
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Class Activity
• Discuss your roles at work, using simple present and present continuous tenses.
• If you are not yet employed, discuss general activities in a workplace.
• You may include the following time phrases:
– every month
– once a week
– once a year
– always
– usually
– this month
– at the moment
2.7.1 Class Activity
As this discussion has a grammatical focus, get the other members of the group (listeners) to
listen for grammatical errors, note them down and point them out at the end of the talk.
Test Your Knowledge
1. Right or wrong?
I’m reading a good book at the moment.
Today I play tennis.
Once a week they are watching a movie.
Polly frequently buys new clothes.
Cyril is being silly.
TEST
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Test Your Knowledge
1. Answers
I’m reading a good book at the moment. Correct
Today I play tennis. Wrong - ‘Today I’m playing’ or ‘I play every day’
Once a week they are watching a movie. Wrong - ‘They watch a
movie once a week’
Polly frequently buys new clothes. Correct
Cyril is being silly. Correct
Test Your Knowledge
2. Match the following.
To unwind An acting or music interview
A campus No appointment necessary
An audition To relax
A drop in To share working spaces
To hot desk University grounds and buildings
TEST
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Test Your Knowledge
2. Answers
To unwind To relax
A campus University grounds and buildings
An audition An acting or music interview
A drop in No appointment necessary
To hot desk To share working spaces
In a Nutshell…
• Skim read to identify the main ideas of a text, and identify the style of a text
• Identify the time phrases relevant to present simple and present continuous
tenses
42
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Business Communication Negotiating
Recap
Recap
• Skim read to identify the main ideas of a text, and identify the style of
a text
• Identify the time phrases relevant to present simple and present
continuous tenses
Rather than just going through the objectives, elicit some of the key vocabulary or test students
orally on some of the words and collocations learnt or elicit some examples of the tenses practised
in unit 2. Ask them to recall a few points from the reading and listening texts and say what they
found useful about the last session.
Negotiating
Ask students what they understand by ‘Negotiating’. What sort of things do they negotiate in their
jobs or even outside work? Why do they think this is an important topic in Business English?
• Use negotiating expressions to take part in the negotiation of a
class contract
• Take part in a group presentation
• Use appropriate body language for a presentation and
negotiation
Learning Objectives
Introduce the objectives and clarify where necessary. Ask whether they have had a class contract
before or given a group presentation. Get a few of them to share their experiences. Elicit what is
meant by ‘body language’ and how they think it might relate to presentations and negotiations.
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What is Negotiating?
“Negotiating is trying to reach an agreement by discussing something in a
formal way, especially in a business or political situation”.
In small groups try to think of five important things you need to do to make a
successful negotiation.
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
3.1 What is Negotiating?
Students to come up with their understanding about the term negotiation. With the help of the
Learner’s Guide (LG) define the term negotiation.
In small groups make a list of five things needed to make a negotiation successful. Then give
students the opportunity to share these with the rest of the class and comment on which ideas
they think are the most useful.
Reading Skills
Checking Predictions
Now look at the following suggestions. Are they the same or different to
yours? Share any additional ideas you have with the rest of the class.
• Negotiation Tips
– Prepare
– Setting a time limit is a good idea
– Let the other party speak first
– Respect and listen to what your opponent has to say
– Acknowledge what the other party says
– Body language is important
3.1.1 Reading/Checking Predictions
Discuss negotiation tips with the help of LG. Students to check if their points match any of these.
Share new ideas with the rest of the class. Add new points to the list if any.
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Vocabulary
• What do these words from the text mean? Work with a partner to define them in
your own words. Then check with a dictionary.
1. Persuasive
_____________________________________________________________
2. Overestimated
_____________________________________________________________
3. Intimidate
_____________________________________________________________
4. Paraphrasing
_____________________________________________________________
5. Conveying
_____________________________________________________________
3.1.2 Vocabulary
Students to write the meaning of these words. Point out that they should refer to a good dictionary
(online or in book form) but always make use of the context to be sure of the exact meaning.
Vocabulary
Answers
1. Persuasive
_____________________________________________________________
2. Overestimated
_____________________________________________________________
3. Intimidate
_____________________________________________________________
_____________________________________________________________
4. Paraphrasing
_____________________________________________________________
_____________________________________________________________
5. Conveying
_____________________________________________________________
Good at making people agree to do or believe what you want them to.
make a mistake by guessing an amount, number that is too high
to deliberately make someone feel frightened, especially so that
they will do what you want
to express what someone else has said or written using different
words, especially to make it shorter or clearer
to communicate ideas or feelings indirectly
Speaking Skills
Discussion
1. What can happen if you are not well prepared and do not set a time limit
for your negotiation?
2. Why do you think the writer advises you to let the other side speak first?
Is this always good advice?
3. In what ways is it to your advantage to remain calm?
4. Why do you think paraphrasing the other side’s points is important?
3.1.3 Discussion
Students discuss the questions given on the slide. Mix up the groups as much as possible to get a
diverse range of ideas.
Students can use ideas from the text or their own to answer these questions.
Monitor carefully and pick out a few important ideas for whole class discussion.
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Listening Skills
Listen to the student representatives, Tal, Michel and Paolo and their teacher
Lisa, discussing the negotiation of a classroom contract for their new English
course.
Listening
3.2 Listening
Students listen to the audio. The audio is an example of negotiation. Students to focus on how do
the student representatives and the teacher negotiate and come to a conclusion.
Allow students to listen several times if necessary. Give time between listenings for students to
discuss/check their answers.
Listening Skills
Underline in the text the expressions that showed:
1. Understanding or agreement
2. Clarification
3. Objection
4. Solution
5. Personal point of view
Exercise
3.2.1 Exercise
Give an example so that students are clear about what they have to do.
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Listening Skills
Answers
1. Understanding or agreement - You have a good point there, I agree
with Lisa, I understand where you’re coming from…
2. Clarification - So what you’re saying is…, In other words…
3. Objection - I don’t see a problem with that, I’m afraid that doesn’t
work for me…
4. Solution - Well, I suggest that, that’s a fair suggestion…
5. Personal point of view - That’s fine by me, well, I don’t have a
problem with that…
Exercise
Listening Skills
Listen and repeat the expressions that are useful for negotiating. Note the
intonation of each of the phrases. Even when disagreeing you should sound
polite.
Expressions
3.2.2 Expressions
Students first listen and then repeat expressions that are useful for negotiating. Refer to LG for
more expressions.
Pay particular attention on the intonation of each of the phrases.
Students should sound polite even if they disagree to certain things.
Body Language
3.3 Body Language
Elicit from students some body language and what it means.
Are we always aware of our body language and the message it might be giving to others?
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Exercise
• Match the following body language to the possible meanings.
 Lying
 Not interested
 Not telling the whole truth
 Agreeing
 Willing to compromise
 Frustrated
 In disbelief
 Disagreeing with a point
 Trying to intimidate
 Showing anger
 Nervousness
 Lack of confidence
 Submission
Touching the face/fidgeting
Nodding
Continuous Eye Contact
Shaking the head/turning away
Avoiding Eye Contact
3.3.1 Exercise
Students to match the body language to their meanings.
Exercise
• Answers
 Lying
 Not interested
 Not telling the whole truth
 Agreeing
 Willing to compromise
 Frustrated
 In disbelief
 Disagreeing with a point
 Trying to intimidate
 Showing anger
Touching the face/fidgeting
Nodding
Continuous Eye Contact
Shaking the head/turning away
Avoiding Eye Contact
 Nervousness
 Lack of confidence
 Submission
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Activity
• Classroom Contract
Responsibility
Come to class on time
Respect
Listen to others when they
speak
Right to Learn
Be prepared to work with a
partner
Readiness
Having the right pens, paper
and materials
3.3.2 Activity
Elicit situations in which you might have a contract (job, buying a house, business partnership and
so on).
Elicit the advantages of having a ‘Classroom Contract’ (Everyone will be aware of what is expected
of them and what they can expect from others, students have a say in how the class operates and
so on).
Give examples of items that might go in a classroom contract. Elicit a few other examples before
putting students into groups to do the activity.
Speaking Skills
Opinion
• Work in your group and discuss a contract that you think is right and fair
for all the students in your class to follow.
• You may, if you wish include a contract for your teacher. Examples of this
include:
– He/she should correct our workbooks and written work within 3 days.
– He/she should be willing to answer all our questions.
• Use some of the language from 3.2.2 above when sharing your ideas.
• As you discuss, add as many more rules to the diagram in 3.3.2.
3.3.3 Opinion
Encourage students to use the language of negotiation. You can do this before the activity starts
and also while they are working.
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Speaking Skills
Presentation
• In your small groups present your contract to the class.
• You will have one minute each of speaking time, so decide who will say
what.
• As you listen to the other students, note down any ideas that are different
from yours, both those you like and those you don’t.
3.3.4 Presentation
Get a student to monitor timing so that all students have a chance to speak and no-one speaks for
too long.
Speaking Skills
Reaching Agreement
• Appoint a chairperson, whose role is to allow everyone a chance to speak
and not to let anyone dominate.
• You will need to negotiate with the whole class to agree the contract.
• Once you have agreed all the points, agree on where the contract will be
displayed (on the wall, on a class blog…) and who will be responsible for
this.
3.3.5 Reaching Agreement
Students move from groups into an agreement with the whole class. Get them into the habit of
allowing a chairperson (not the teacher) to run the discussion and agree that they will all listen to
him/her.
Get volunteers to work on displaying the contract on a poster or blog, the more colourful the better!
As a contract, it should be signed by all students and the teacher.
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Test Your Knowledge
1. Match the expressions that are useful for negotiation.
Language Expression
1 Offer solutions a. The way I look at it...
2 Objection on a point or offer b. You have a strong point there.
3 Show personal point of view
c. So what you're saying is that
you...?
4
Show understanding/agreement
on a point
d. I'm prepared to compromise,
but...
5 Asking for clarification e. We could try…
TEST
Test Your Knowledge
Language Expression
1 Offer solutions e. We could try…
2 Objection on a point or offer
d. I'm prepared to compromise,
but...
3 Show personal point of view a. The way I look at it...
4
Show understanding/agreement
on a point
b. You have a strong point there.
5 Asking for clarification
c. So what you're saying is that
you...?
1. Answers
Test Your Knowledge
Statements
1 Even when disagreeing you should sound polite.
2 Convey negative body language during negotiating.
3 Setting a time limit is a bad idea while negotiating.
4 Body language is essential when negotiating.
5
Be calm and pleasant even if the other party is displaying frustration or
anger.
2. Identify the correct statements.
TEST
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Test Your Knowledge
Statements
1 Even when disagreeing you should sound polite.
2 Convey negative body language during negotiating.
3 Setting a time limit is a bad idea while negotiating.
4 Body language is very essential when negotiating.
5
Be calm and pleasant even if the other party is displaying
frustration or anger.
2. Answers
they can remember.
In a Nutshell…
• Use negotiating expressions to take part in the negotiation of a class contract
• Use appropriate body language for a presentation and negotiation
Give students the chance to comment on the lesson and share what they found interesting,
confusing or new.
25
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Business Communication Work Culture
Recap
Recap
• Use negotiating expressions to take part in the negotiation of a
class contract
• Use appropriate body language for a presentation and negotiation
Work Culture
• Define corporate culture in detail
• Describe the work culture of your workplace
• Identify and use defining relative clauses
Learning Objectives
Introduce today’s objectives. Elicit students existing ideas about corporate culture, if any. Ask
them what kind of things constitute ‘culture’ of a workplace (e.g. dress code, forms of address).
Ask if any students know what a relative clause is. Point out that there are two types (defining and
non defining) and both will be covered in the course. As the name suggests, ‘defining’ relative
clauses are often used in definitions. For example, ‘a floppy disc is a storage device that people
used back in the 90’s’
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Defining Corporate Culture
Corporate culture refers to the shared
values, attitudes, standards and beliefs
that characterise members of an
organisation and define its nature.
4.1 Defining Corporate Culture
Show this definition and elicit examples of values, attitudes, standards and beliefs which an
organisation might have.
Exercise
The following sentences could describe a company’s culture:
1. We don’t have a dress code.
2. Each new member of staff has a mentor.
3. We are expected to do things by the book.
4. Our directors have a clear vision.
5. Employees are quite competitive with each other.
6. We have an entrepreneurial culture.
7. Job sharing is permitted at all levels.
8. Even senior managers are willing to get their hands dirty.
4.1.1 Exercise
These examples may have been mentioned by students in the previous discussion.
Some of these expressions might need explaination. The next slide is a matching activity on the
words, which could be used to check their understanding if you have explained them.
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Exercise
Match the words and expressions to the definitions.
Words/Expressions Definition
1. dress code a. a person who gives you help and support
2. mentor b. according to the rules
3. by the book
c. wanting very much to win or be more successful than other
people
4. vision d. involving risk taking
5. competitive
e. to divide the duties and the pay of one job between two
people who work at different times during the day or week
6. entrepreneurial f. involved in all parts of a job even the less pleasant parts
7. job sharing g. a set of rules about what you can wear
8. get their hands dirty h. a view of how the company will be in the future
4.1.1 Exercise
Students work on this exercise individually.
Exercise
Answers
Words/Expressions Definition
1. dress code g. a set of rules about what you can wear
2. mentor a. a person who gives you help and support
3. by the book b. according to the rules
4. vision h. a view of how the company will be in the future
5. competitive
c. wanting very much to win or be more successful than other
people
6. entrepreneurial d. involving risk taking
7. job sharing
e. to divide the duties and the pay of one job between two
people who work at different times during the day or week
8. get their hands dirty f. involved in all parts of a job even the less pleasant parts
Speaking Skills
Exercise
• Which of the statements 1 to 8 of 4.1.1 are true for your company or a
company you know well?
• Discuss with your group.
4.1.2 Exercise
Get students to think of the statements in terms of their own experiences.
A nice extension activity is to think of the opposites of some of the statements, e.g. ‘Doing things
by the book’- the opposite could be ‘being flexible’
Get students to do the quiz about their preferred working style before putting up the next slide as
the next slide shows the analysis of the quiz.
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KnowYour Company
• Rate the statements on aspects of corporate culture as follows:
• The scale is 1 to 3 where 1 = Disagree; 2 = Neutral; 3 = Agree
Points Your Opinion
20 - 30 • You prefer to work in a more flexible work atmosphere.
• You believe in interacting directly with the person concerned.
15 - 20 • You accept the organisation style as it is.
• You go with the tide and never voice your opinion about the work
culture.
< 15
• You would rather want to be in a company that follows traditional
workstyle.
• You feel more secured when all activities in the office are done in a
formal manner.
4.2 Know Your Company
Ask students to read the sentences given in their LG about aspects of corporate culture. Then rate
these sentences on the scale of 1 to 3.
After rating they add up the points and check their result.
Students share their result in the group and check how accurate their questionnaire is.
Defining Relative Clauses
Look at these sentences:
1. Google is a company that values creativity.
2. I have a manager who likes giving orders.
3. I’m looking for a job which pays well.
The part of the sentence in italics is a defining relative clause. This provides more
information about the noun in bold. The underlined word is the relative pronoun.
4.3 Defining Relative Clauses
Read out the first part of the sentences: ‘Google is a company’. ‘I have a manager’. Do they give a
complete idea? No. We need to define what kind of company or what kind of manager. We can do
that with a defining relative clause (read out the whole sentence). This is one way of giving extra
information about a noun. You can also use an adjective example, a well-paid job.
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• In a defining relative clause the relative clause DEFINES the noun. It tells us what
the company, manager or job is like.
• The relative pronoun that can replace who or which in the sentences. Which can
replace that in the first sentence i.e. ‘Google is a company that values creativity’.
• A defining relative clause has no commas.
Support this explanation with more examples. Elicit from students. Ensure their examples are
defining rather than non-defining relative clauses.
A relative clause can be used for a noun which is not already clearly defined, such as
chair, boy, picture or dog. We need more information to determine which chair, boy,
picture or dog we are talking about.
• That is the chair (which) my parents gave me. (Not the one I bought myself)
• We know the boy that won the race. (Not the boy that lost)
• She uploaded the picture (which) she took at the beach. (Not the one she took in
the café)
• The dog that bit me was black and white. (Not brown)
If a noun is fully defined already, including it’s named, you will use the other type of
relative clause (non-defining), which will be discussed later.
Point out that nouns such as the chair, the boy or the picture don’t give very much information and
would need to be defined further in order to be identified. We could use a series of adjectives (the
old, brown armchair) or we could use a defining relative clause.
As a practise exercise, give students some nouns to define, for example, the book, the woman, the
house. Give them a chance to compare their sentences.
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Writing Skills
Exercise
Do you think these nouns or noun phrases will be followed by a defining
relative clause? Tick () or cross () them.
• The computer
• Daniel Martin
• The blond curly-haired Swedish boy
• Coca cola
• The tree
• The maple tree in my back garden
4.3.1 Exercise
The students should hopefully understand the concept and be able to understand that some of
these are already ‘defined’ sufficiently whilst others are not.
Writing Skills
Exercise
Answers
• The computer
• Daniel Martin
• The blond curly-haired Swedish boy
• Coca cola
• The tree
• The maple tree in my back garden






4.3.1 Exercise
Point out that Daniel Martin and Coca cola are names and therefore fully defined while the other
two which don’t need defining have sufficient detail in them.
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Relative Pronoun
In these two sentences the relative pronoun can be omitted (left out). The noun that
the relative clause provides gives more information about the OBJECT not the subject
of the sentence.
That is the chair (which) my parents gave me.
She uploaded the picture (which) she took at the beach.
object subject
object subject
4.3.2 Relative Pronoun
Students can try to come up with similar sentences in which pronoun can be left out.
Relative Pronoun
In the other two examples, the relative pronoun is necessary because the noun it
defines is the SUBJECT of the sentence.
We know the boy that won the race.
The dog that bit me was black and white.
subject
subject
Get students to come up with examples of this kind of sentence.
Relative Pronoun
Decide whether the relative pronoun is necessary or optional in these sentences. Cross
it out if it is optional.
a. This is the most boring place that I’ve ever been to.
b. There’s a bus that goes from in front of my house to the hospital.
c. Saul said it’s the best job that he’s ever had.
d. Was it you who started singing at 3 AM?
e. What’s the worst thing that could happen?
f. My Maths teacher is the person who I admire most in the world.
Note: When that is used as a relative pronoun it is pronounced /ðət/
Encourage students to apply the grammatical rules they have learnt to decide on the answers.
Model and get students to practise the correct pronunciation of ‘that’.
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Relative Pronoun
Answers
a. This is the most boring place I’ve ever been to.
b. There’s a bus that goes from in front of my house to the hospital.
c. Saul said it’s the best job he’s ever had.
d. Was it you who started singing at 3 AM?
e. What’s the worst thing that could happen?
f. My Maths teacher is the person I admire most in the world.
Note: When that is used as a relative pronoun it is pronounced /ðət/
Exercise
Complete these sentences using defining relative clauses.
1. I work for the sort of company that…
_______________________________________________________________________
2. Mine is the sort of job that…
_______________________________________________________________________
3. My boss is the sort of person who…
_______________________________________________________________________
4. I have an office which…
_______________________________________________________________________
4.3.3 Exercise
Ask students whether ‘I work for the sort of company that…’ makes sense. Explain that it needs
defining a bit more. Elicit possible ways of completing the sentence. Encourage students to share
their ideas about the sort of company they work for/would like to work for.
Ask students to complete the other 3 sentences and share their ideas. Monitor and check that their
sentences are correct.
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Listening Skills
Listen to four people talking about the culture of their workplace.
• Lauren
• Luke
• Hilary
• Samira
Listening Exercise
4.4 Listening Exercise
Students to listen to Lauren, Luke, Hilary and Samira as they talk about the culture of their
workplace.
While listening, the next slide should be up so that students can pay attention to the vocabulary
they need to match.
Working Out NewVocabulary From Context
Look at the words and phrases and match them to their meanings.
Words/Phrases Meaning
1. Male-dominated a. do or say something unkind without the person knowing
2. Isolated
b. someone who listens and understands when you talk about your
problems
3. Colourful c. alone, with no one to support you
4. Intense d. (in this context) high energy, pressurised and not relaxed
5. Competitive e. in a friendly and peaceful way
6. Boasting f. including people from many different cultures or races
4.4.1 Working Out the Meaning of New Vocabulary From Context
Give students time after listening to match the words and meanings.
Table continued on the next slide.
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Look at the words and phrases and match them to their meanings.
7. Behind their back g. controlled mainly by men or consisting mainly of men
8. Close-knit
h. to proudly tell other people about what you have done or can do or
about something you own, especially in order to make them admire
you
9. A shoulder to cry
on
i. consisting of people who do a lot of activities together and look after
one another
10. Diverse j. (in this context) rude
11. Harmoniously
k. to have just enough of something such as money or knowledge so
that you can do what you need to do
12. Get by l. always trying to be more successful than other people
Answers
1. Male-dominated g. controlled mainly by men or consisting mainly of men
2. Isolated c. Alone, with no one to support you
3. Colourful j. (in this context) rude
4. Intense d. (in this context) high energy, pressurised and not relaxed
5. Competitive l. Always trying to be more successful than other people
6. Boasting
h. to proudly tell other people about what you have done or can do or
about something you own, especially in order to make them admire
you
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Answers
7. Behind their back a. Do or say something unkind without the person knowing
8. Close-knit
i. consisting of people who do a lot of activities together and look after
one another
9. A shoulder to cry
on
b. Someone who listens and understands when you talk about your
problems
10. Diverse f. including people from many different cultures or races
11. Harmoniously e. In a friendly and peaceful way
12. Get by
k. to have just enough of something such as money or knowledge so
that you can do what you need to do
Exercise
Who…?
1. Works with lots of different types of people _________________________
2. Works with sympathetic people _________________________
3. Doesn’t always enjoy being with their co-workers _________________________
4. Works in an office where people like to show their skills _________________________
5. Is not very motivated by money _________________________
6. Doesn’t seem to like their work environment very much _________________________
7. Says their work environment is welcoming _________________________
8. Seems to have a good work-life balance _________________________
9. Doesn’t have much privacy at work _________________________
10. Would probably like to discuss different topics at work _________________________
4.4.2 Exercise
Allow students to listen again to get the answers to these questions.
Exercise
Answers
1. Works with lots of different types of people _________________________
2. Works with sympathetic people _________________________
3. Doesn’t always enjoy being with their co-workers _________________________
4. Works in an office where people like to show their skills _________________________
5. Is not very motivated by money _________________________
6. Doesn’t seem to like their work environment very much _________________________
7. Says their work environment is welcoming _________________________
8. Seems to have a good work-life balance _________________________
9. Doesn’t have much privacy at work _________________________
10. Would probably like to discuss different topics at work _________________________
Samira
Hilary
Lauren
Luke
Hilary and/or Samira
Luke
Hilary
Samira
Luke
Lauren
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Talking About the Culture of YourWorkplace
• In groups talk about your workplace in a similar way to the speakers you listened
to.
• Think about
– Dress code
– Forms of address
– Whether offices are tidy, cluttered, personalised and so on
– Closeness or distance in relationships
– Having lunch together or meeting up outside work
– Having social events, trips and so on
– Whether training or professional development is compulsory, neglected or encouraged
– Whether the structure is flat or hierarchical
4.5 Talking About the Culture of Your Workplace
Think carefully about the grouping of students for this discussion. Mix quieter and more talkative
students and, if possible, students with different types of job.
This is both a mini presentation and a discussion. Students should be encouraged to listen carefully
to each other because they will need to identify similarities and differences. If time, get each group
to share a few similarities and differences between the workplaces of their members.
Instructions continued on the next slide.
Talking About the Culture of YourWorkplace
• After everyone has spoken for about 2 minutes, discuss the similarities and
differences between your companies.
• Now write a paragraph based on your talk about the work culture of your
company.
4.5 Talking About the Culture of Your Workplace
Get them to do the writing at home if time is short.
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Test Your Knowledge
1. Are these correct or not? If not, correct them.
Sentences
1 Keith is the man supervises the factory staff.
2 Pepsi is a drink which is similar to Coca cola.
3 Yoghurt is a food that is recommended by nutritionists.
4 The man who sold me my car.
5 Samuel Beckett who wrote Endgame is my favourite writer.
TEST
Test Your Knowledge
1. Answers
Sentences
1 Keith is the man who supervises the factory staff.
2 Pepsi is a drink which is similar to Coca cola.- Correct
3 Yoghurt is a food that is recommended by nutritionists. -Correct
4 The man who sold me my car works for IBM (Example)
5
Samuel Beckett, who wrote Endgame, is my favourite writer. (Add
commas - not a defining relative clause)
Test Your Knowledge
2. Write down the meanings of theses words/phrases.
Words/phrases
1 Behind somebody’s back
2 Diverse
3 Close-knit
4 Harmoniously
5 Intense
TEST
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Words/phrases
1 Do or say something unkind without the person knowing.
2 Including people from many different cultures or races.
3
Consisting of people who do a lot of activities together and look after
one another.
4 In a friendly and peaceful way.
5 High energy, pressurised and not relaxed.
Test Your Knowledge
2. Answers
they can remember.
In a Nutshell…
34
Thank You
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Business Communication Success
Recap
Recap
Elicit what students remember from the last lesson and a few examples of defining relative clauses
and vocabulary learnt.
Success
Do a quick word association exercise as a warmer. What do students FIRST think of when they
hear the word ‘success’?
If they have more time to think about it, what kind of ideas do they associate with it?
• Talk about personal qualities
• Identify collocations in a text
• Pitch an idea for a start up
Learning Objectives
Give some examples of personal qualities and elicit more from students.
Review the meaning of collocation and elicit examples.
Elicit meaning of ‘Pitch an idea for a start up’.
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Speaking Skills
Class Discussion
Think of a successful person.
• What makes people successful?
• Why do you think they are successful?
• How do we measure success?
5.1 Class Discussion
Ask students to work in groups and discuss the questions given on the slide.
Share ideas about well known successful people with the group.
Speaking Skills
Class Discussion
How do we measure success? Add three more to the following and then
choose the five you agree with most.
Being on TV Doing your job well
Owning a mansion Being respected by others
Being renowned in your own field Personal feelings of satisfaction
Being in blockbusters Exotic holidays
Travelling first class Designer clothes
Fast cars Being written about in the media
_______________________ ________________________
_______________________
5.1 Class Discussion
Ask students to work in groups. Mix up groups so that students are working with different
classmates.
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Exercise
With your partner think of one word (NOT success!) that links all the following people:
Richard Branson Narayana Murthy
Mark Zuckerberg Steve Jobs
Larry Page and Sergey Brin Jeff Bezos
Bill Gates Kiran Mazumdar-Shaw
Word: _____________________
5.1.1 Exercise
You could do a quick reminder of the language of suggestion:
What about …?
Could it be…?
I think it might be…
Answer on the next slide.
Answers
Word: _____________________
Exercise
entrepreneur
Exercise
Richard Branson _____________ Narayana Murthy _____________
Mark Zuckerberg _____________ Steve Jobs _____________
Larry Page and Sergey Brin _____________ Jeff Bezos _____________
Bill Gates _____________ Kiran Mazumdar-Shaw _____________
Do you know which companies these people are connected with?
5.1.1 Exercise
Students work in pairs or groups. You could make it a competition between groups to see who gets
the most right.
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Exercise
Answers
Richard Branson _____________ Narayana Murthy _____________
Mark Zuckerberg _____________ Steve Jobs _____________
Larry Page and Sergey Brin _____________ Jeff Bezos _____________
Bill Gates _____________ Kiran Mazumdar-Shaw _____________
Do you know which companies these people are connected with?
Virgin
Facebook
Google
Microsoft
Infosys
Apple
Amazon
Biocon
Groups share how many correct answers they got.
Exercise
• With your partner discuss which person is the odd one out? Why?
• Now compare your ideas with others in the class.
• Do you all agree?
5.1.1 Exercise
Students discuss in groups who might be the odd one out and compare their ideas with others in
the class.
This exercise is to encourage the students to think, analyse and form opinions.
Answers:
There is no right or wrong answer here. There are various ones that could be chosen – Mark
Zuckerberg as Facebook is neither a product nor a service in the traditional sense – it’s social media.
Kiran Mazumdar-Shaw (Biocon) – a woman, Larry Page and Sergey Brin (Google) they are a
partnership and so on.
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Word Formations
What qualities do all these kind of people possess?
List as many nouns as you can think of. Two have been given as examples.
Example: Decisiveness
Inspiration
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5.1.2 Word Formations
Students work in pairs to list nouns. Give a time limit. They can use dictionaries if they wish.
Word Formations
Answers
Example: Decisiveness
Inspiration
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Drive, Intuition, Determination, Initiative, The killer instinct, Dedication, Motivation,
Energy, Decisiveness, Self belief, Courage, Hard worker, Commitment, Faith, Guts,
Dynamism, Ambition, Creativeness, Passion
There are many examples some of which are listed on the slide. The ones in bold are necessary for
the following exercise so must be elicited or taught.
Accept other valid answers.
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Language Focus
Complete the following sentences about entrepreneurs using the adjectives of
some of the nouns from 5.1.2.
To be an entrepreneur you need to be (a) _____________ (courage) and (b)
_____________ (commitment). But primarily you need to be (c) ______________
(passion) about something; if you love what you are doing then you can make it
work. Of course you need to be (d) _______________ (hard worker), but if you take
the initiative, use your intuition and have faith in your (e) _____________
(creativeness), you can achieve your dreams. Be (f) _____________ (ambition), go
and get what you believe can be yours, be (g) ____________ (dedication) and you
too could be famous for the next new thing.
5.1.3 Language Focus
Students complete the exercise by filling the gaps with the adjective form of some of the nouns
used in 5.1.2.
Language Focus
Answers
To be an entrepreneur you need to be (a) _____________ (courage) and (b)
_____________ (commitment). But primarily you need to be (c) _____________
(passion) about something; if you love what you are doing then you can make it
work. Of course you need to be (d) _____________ (hard worker), but if you take
the initiative, use your intuition and have faith in your (e) _____________
(creativeness), you can achieve your dreams. Be (f) _____________ (ambition), go
and get what you believe can be yours, be (g) _____________ (dedication) and you
too could be famous for the next new thing.
courageous
committed passionate
hard working
creativity
ambitious
dedicated
Reading Skills
Reading
Before reading about entrepreneurs answer the following with your
partner:
• How old do you think the average entrepreneur is? ________________
• Do you think they are married or single? ________________
• Do you think they are well educated or left school early?
________________
• Do you think a recession encourages entrepreneurship?
________________
• What do you think is the main motivation for an entrepreneur?
________________
5.2 Reading
This is a prediction exercise. Point out that it is always a good idea to start thinking about the topic
of a reading passage before you start reading. It doesn’t matter if their predictions turn out to be
right or wrong.
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Reading Skills
What Makes Great Entrepreneurs?
Reading the article on entrepreneurs.
Now look back at 5.2 and see if your ideas agree with the text.
Are there any you want to now change?
5.2.1 What Makes Great Entrepreneurs?
Students read the article and check their predictions.
Reading Skills
Exercise
Find evidence in the text to support or refute the following statements:
1. Entrepreneurs have a common personality trait.
2. The majority of entrepreneurs are educated with Masters Degrees or
higher.
3. Entrepreneurs are motivated by money.
4. Entrepreneurs don’t like working for others.
5. Families often have many members who start their own business.
6. Entrepreneurs are likely to take repeated risks.
5.2.2 Exercise
Ideally students would be able to underline or highlight the relevant parts of the text.
Refer to the answers given at the back of the book in the Answer Key section.
Speaking Skills
Discussion
• What information surprises you the most and alters your mental model of
what entrepreneurs are like?
• These days many companies try to encourage an entrepreneurial spirit
within their organisations. They talk about an entrepreneur, or
enterprising manager.
• Do you think we can have entrepreneurism when working in an
organisation? Can a manager be an entrepreneur?
5.2.3 Discussion
Try to encourage a discussion of ways in which managers or other employees could apply an
entrepreneurial spirit to their workplaces.
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See the collocations for the following words. Then re-examine the text to find the
collocations used there.
For example:
Grammar - Collocations
company
perform business
degreerich/poor
Verbs:
Launch a ….
Found a …
Work at a …
Nouns:
…founders
…employees
…director
….culture
5.3 Grammar – Collocations
Students to look at the example of the collocations.
Students to then identify other collocation in the text and underline them.
Exercise
Put the following advice on how to be an entrepreneur into the right order.
If you want to make it to the top ………..
• age is 40. But what do you really need to launch
• a project on your own. Well and guts, faith and a really good
• then you will have to be a risk
• idea. Good luck
• a degree will help, as will living a little the average
• founders will say they are calculated risks. So what is needed to be a successful
• entrepreneur? Well, education is important so earning
• taker. Although when asked, most company
5.3.1 Exercise
Students use their understanding of collocation and put the sentences in the right order.
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Exercise
Answers
If you want to make it to the top then you will have to be a risk taker. Although
when asked, most company founders will say they are calculated risks. So what is
needed to be a successful entrepreneur? Well, education is important so earning a
degree will help, as will living a little the average age is 40. But what do you really
need to launch a project on your own. Well and guts, faith and a really good idea.
Grooming Tomorrow’s Entrepreneurs
Read the article on ‘Tomorrow’s Entrepreneurs’.
5.4 Grooming Tomorrow’s Entrepreneurs
Ask the students to read the article and understand it. Encourage them to ask doubts if they have
any.
Based on the article students have to answer the questions.
Exercise
Find words in the text that mean the following:
1. A word that has become very popular, especially a word relating to a particular
activity or subject ________________
2. To choose ________________
3. The use of an experienced person to teach a less experienced person about their
job or a particular subject ________________
4. To manage (cope with) ________________
5. Strongly influencing the development of someone's character and beliefs
________________
6. To make certain that something happens or is done ________________
7. To describe someone or something using words or pictures ________________
8. A way of thinking about things ________________
5.4.1 Exercise
Give students time to find the words in the text.
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Exercise
Find words in the text that mean the following:
1. A word that has become very popular, especially a word relating to a particular
activity or subject ________________
2. To choose ________________
3. The use of an experienced person to teach a less experienced person about their
job or a particular subject ________________
4. To manage (cope with) ________________
5. Strongly influencing the development of someone's character and beliefs
________________
6. To make certain that something happens or is done ________________
7. To describe someone or something using words or pictures ________________
8. A way of thinking about things ________________
a buzzword
to opt for
mentoring
to handle
formative
to ensure
to depict
a mindset
Prepare a Pitch Class Activity
• Prepare a pitch with ‘your’ idea for a start up to Tata First Dot.
• Classmates will be audience as Tata representatives to score your pitch.
• The prize for the pitch that scores the highest is sponsorship for the start up.
With your team consider:
• Why your idea will appeal to people?
• Who is backing it?
• Why it will be popular?
5.4.2 Prepare a Pitch Class Activity
Inform students this is a class activity which will be performed in small groups.
Students have to pitch their ideas for the start up to Tata First Dot.
While the groups present the idea the others will act like audience and give them scores. The score
card is given in the LG.
The cards for this activity is given in the Materials and Transcripts section.
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Test Your Knowledge
1. Make adjectives from these nouns.
Noun Adjective
1 dedication
2 commitment
3 passion
4 ambition
5 courage
TEST
Test Your Knowledge
1. Answers
Noun Adjective
1 dedication dedicated
2 commitment committed
3 passion passionate
4 ambition ambitious
5 courage courageous
Test Your Knowledge
Verb Person noun
1 To found
2 To employ
3 To direct
4 To respond
5 To take risks
2. Find the ‘person noun’ for these verbs.
TEST
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Here are the answers to the matching exercise:1. My work place f where I will earn a lot of money.2. The world of business b is often very competitive. 3. I work hard d like working with others.4. At work I work closely with g the HR team. We talk every day.5. I will embark on a career a of success. I have just been promoted again.6. I am climbing the ladder e of his career. There is no position higher. 7. The Prime Minister has reached the peak c every day and often do overtime.8. Team-players h is very friendly. Everyone gets on well

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