profile 3 teacher 's book

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I f •

' . ' .

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Upper-Intermediate

Teacher s ook

Mark Tulip

Katherine Stannett

with additional material by achel Appleby

OXFORUNIV RSITY PR SS



OXFORVNIVIlRSITY I kESS

Great Clarendon Street. Oxford OU 60p

Oxford University Press is a department of the Universi(} of Oxford.

It furthen the University s objective of excellence in research. scholarship.

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Oxford University Press in the UK and in certain other countries

I Oxford University Press 2005

The moral rights of the author have been asserted

Database right Oxford University Press (maker)

First published 2005

2 009 200S 2007 2006

10 9 8 7 6 5 4 3 2

All rights reserved. No part of this publication may be reproduced.

stored in a retrieval system. or transmitted. in any form or by any means.

without the prior permission in writing of Oxford University Press (with

the sole exception of photocopying carried out under the conditions stated

in the paragraph headed Photocopying ), or as expressly permitted by law, or

under terms agreed with the appropriate reprographics rights organization.

Enquiries concerning reproduction outside the scope of the above should

be sent to the ELT Rights Department. Oxford University Press. at the

address above

You must not circulate this book in any other binding or cover

and you must impose this same condition on any acquirer

Photocopying

The Publisher grants permission for the photocopying of hose pages marked

photocopiable according to the following conditions. Individual purchasers

may make copies for their own use or for use by classes that they teach.

School purchasers may make copies for use by staff and students, but this

permission does not extend to additional schools or branches

Under no circumstances may any part of this book be photocopied for resale

Any websites refe rred to in this publication are in the public domain and

their addresses are provided by Oxford University Press for information only.

Oxford University Press disclaims any responsibility for the content

IS8N-13: 978 019457589 8

IS8N-lO: 0194575896

Printed in Spain by UnigrafS. L



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L)L..IU L L j L ~ L L j ~ J

Contents

Introduction 4

1 Target markets 6

2 Triumph and disaster

3 Prioritizing 15

4 Globalization 2

5 Company culture 25

6 Supply and demand 3

7 Negotiations 35

8 Staying competitive 4

9 International business 45

1 Human resources 49

Business start up 55

12 Reputations 6

Tests answer key 65

Test 1 68

Test 2 71

Test 3 74

Test 4 77

Photocopiable activities: teacher's notes 8

Photocopiable activities 1 12 85



Introduction

rofile 3 is an upper-intermediate-Ievel integrated skillscourse in business English for a variety of learners. It

provides students at the start of their career with the

specialist language knowledge and professional

communication skills they will need in their jobs. It is also

suitable for students who are studying towards a business

qualification and want a compatible and complementary

language course. Pro ile 3 is also suitable for in-work

students wishing to follow a tightly structured course that

progresses at a measured pace and does not make

assumptions about their business knowledge.

Pro ile

3 assumes that students will have a good basicknowledge of general English but that they need to be able

to express business concepts in English. The course aims to

introduce key business vocabulary, and revise important

grammatical structures and functional areas, while developing

the skills of listening, speaking, reading, and writing.

The course is committed to a practical communicative

methodology. Tasks and questions are designed to help

students unlock the meaning and main points of listeningpassages and reading texts. The guided discovery approach

to grammar leads students to a clearer understanding of the

forms and underlying concepts of English. Clear

communicative practice is provided in concrete speaking

and writing tasks, which employ appropriate functional

language and expressions. The consistent use of

information-gap activities and case studies aims to develop

practical use of English and develop fluency.

The book is organized into twelve wide-ranging topic-based

units. Earlier units focus on marketing and advertising,

business success and failure time management

globalization, company culture, and supply and demand. As

the course progresses, negotiations are dealt with, as well as

competition, international trade, recruitment, starting a

business, and brand reputations. The spoken business skills

focus on meetings, presentations, and telephoning.

The listening and reading texts are chosen to be

interesting and motivating, and are largely drawn from, or

based on, authentic sources such as newspaper and

magazine articles, books, websites, and real company

situations. They can therefore be used to help students with

little knowledge of the business world or, alternatively, to

complement and draw responses from the more

experienced in-work students.

Regular Tip boxes in the Student s Book introduce or

remind students of key concepts in business management

for example, approaches to advertising, consumer profiles,

or dealing with customers.

USING TH STUDENT S

BOOK

How a unit worksEach unit begins by introducing students to the core theme

of the urut. This is then reinforced as students work with

stimulating listening and reading texts containing key

vocabulary. Information gap and discussion activities, role

plays and creative writing tasks provide students with the

opportunity to use the language they have learnt as well as

to test their understanding of the areas of business covered

in each unit. Case studies and activities relating to the topicof each unit provide extended practice.

The units are designed to be worked through in sequence.

However, they are sufficiently discrete to allow for flexibility

in cases where unit topics may need to be covered in a

different order to that suggested.

The contents pages at the start of the Student s Book

contain details of what is covered in each unit. The twelve

units are organized in four two-page sections, plus a one

page writing section and a self study page for use with the

video CD ROM (see below). Each two-page section

contains enough material for up to two hours teaching,although this will vary according to the ability and size of

your class.

ourse components

UDIO D OR CASSETTE

This CD contains recordings for the Listening and Speaking

sections as well as any pronunciation work. Students will

hear a variety of international accents on this CD which arerepresentative of the range of English speakers that they are



likely to encounter in the workplace. Native speakers are

used for all recordings intended as models for speaking

activities. A listening icon tee) indicates that a recording

is to be used, both in the Student s Book and in the

Teacher s Book.

CD-ROM

The CD-ROM in the back of the Student s Book contains a

video interview for each unit These are authentic interviews

with professionals from a variety of different organizations

and across a range of industries.You can encourage your

students to use the CD-ROM for further self study when

they get to the end of a unit. You may also use it in the

classroom, to review nd extend the vocabulary and

language from a particular unit.

There are accompanying exercises at the end of each unit,

and an answer key (pages 159-163) at the back of the

Student s Book. The exercises have been graded, so that

students develop their listening skills and gain confidence in

listening to real English. They are divided into three

sections:

VIDEO CD-ROM INTERVIEW - focuses on the video

interview

LANGUAGE REVIEW - looks at authentic use of the new

language from the unit

WORDBANK - reviews nd extends the unit s key

vocabulary, and practises pronunciation.

WORKBOOK

The Workbook contains practice exercises and activities to

reinforce and extend language covered in the Student s

Book. All units have reading texts which are based on the

topic of the corresponding units in the Student s Book nd

are drawn from authentic sources. The answer key is

included at the back of the book so that it can be used for

self study. The key contains sample answers for writing

activities

THIS TEACHER S BOOK

Each unit begins with a brief introduction to what is

covered in the Student s Book unit. Suggested lesson

procedure notes contain the answer key where possible,

sample answers have been given for some of the more open

activities such as discussion and writing tasks. Suggestions

for extended exploitation of the material are given at

appropriate stages in the lesson. The numbering of

instructions corresponds to the numbering of the exercises

in the Student s Book. Listening symbols are shown wherethe CD or cassette needs to be used.

ntrodu tion

Revision testsThere are photocopiable revision tests for every three units

of the Student s Book (pages 68-79). The key for the tests

can be found on pages 65-67.

hotocopiable activitiesThere are twelve additional photocopiable activities which

are included for extension work alongside a particular unit

or for general review and revision. These have separate

teaching notes.

5



Target markets

This unit looks at the work of marketing and advertising

with products and markets that are in constant evolution.

Present tenses are reviewed and students practise languagefor giving opinions.

TALKI NG BUSINESS page6

1 Students work in groups to read the text and discuss a

possible advertising strategy. Encourage them to think

about who would buy the aGO product.

STENING page6

Lead-in op t ional)

Before listening to part A, ask students to list the different roles

in an advertising agency. Write all students suggestions on the

board. Then play the recording once and ask students to tick the

positions mentioned. (The following are mentioned: copywriter,

art director, media buyer, account manager.)

1 ( GD) Students listen to part A and answer the

questions. Allow them to compare their ideas in pairs

before checking answers as a class.

nswers

1 Copywriters are creative - they come up with the

ideas and write the ads and slogans. Account

managers plan the campaign with the client and

make sure everything goes smoothly.

2 The actress booked to record a radio advertisement

has cancelled at very short notice, so Joan has to finda replacement.

2 ( GD) Students work in pairs to answer the questions.

Play part B of the recording twice if necessary before

checking answers as a class.

nswers

1 Market segment, target audience. She mentions A-B

business travellers; this refers to a marketing

classification based on occupation, under which

social groups A and B are professional people with

high incomes who are likely to travel business class.

2 t helps to determine which media the agencychooses to advertise in, and means that the

advertisement will be tailored to appeal to the targetaudience.

3 «GD) Before listening to part C, students should

predict the answers in pairs. Invite suggestions but don t

correct at this stage. Students listen for key information

to complete the notes. Allow them to compare their

answers before checking answers as a class.

nswers

1 who s seen the ad and how many times

2 and after studies

3 have been favourably influenced by the ads

4 Students work in groups of three, looking for nouns

(Student A), verbs (Student B) and adjectives (Student

C). The groups then exchange information on their

findings.

Draw the skeleton spidergram on the board. Offer the

pen to a student to conduct the class feedback. You could

then discuss spidergrams as a method of recording and

remembering vocabulary.

nswers

Nouns excluding job titles : client, idea, ad, slogan,campaign, radio spot, voiceover, instinct, segment,

market, product, media, image, magazine, customer,

programme, message, target audience, agency, tracking

studies, sample, commercial service, before-and-afterstudies, attitude.

Verbs: come up with (ideas), write, create, buy, plan,

endorse, appeal, determine, select, target, put across amessage , tailor prove se ll, interview, influence.

Adjectives creative, interesting, stressfuJ scientific,

upmarket, target successful.

GRAMMAR page7

1 Ask students to work alone for this matching exercise.

Check the answers as a class.

nswersI d 2 a 3 c 4 b

2 Check the tense names.



Answers

a present simple

b present perfect

c present continuous

d present perfect continuous

Students work in groups of three or four to find the tenses

(one student could find both present continuous and

present perfect continuous) . The group then exchange the

examples they ve found. Check examples as a class.

Answers

Presellt simple: is a director, what are the different roles,

there s the creative side, this includes, the art directors

work alongside them, there are the people, we plan the

campaigns, and make sure that everything, there s a lot

of pressure.

Present perfe t she has worked, have you had, we ve

booked studio time.

Present continuous: she is currently working, I m trying

to sort out a problem.

Present perfe t continuous: we ve been looking, we vebeen playing.

Students discuss the question in pairs.

Answers

I a = What s your job?

b = What are you doing at this moment?

2 a = What s your opinion of this? (a general

opinion)

b = Tell me your thoughts. (a temporary situation)

3 a = He is an unreasonable person.

b = He is being unreasonable now.4 a = You are emphasizing a completed event.

b = You are emphasizing a trend, an ongoing

situation .

Remind students that stative verbs, for example, know

understand are normally in the simple form. Students

choose the correct answer in pairs .

Answers

I sounds

2 cause

3 been interviewing4 works, is working

5 been writing

6 don t know, mean

7 m going8 visited

IN pageS

(optional)

text is about how the popularity of brands can change

Begin by asking the class:

o clothes? Why?

obout your porents? What brands do they buy?

Target markets

1 The aim of this first exercise is for students to get the key

information. Students read the display text and the article

quickly. You could set a time limit (e.g. two minutes) to

ensure that students are skim-reading for general

meaning. Ask students which generat ion they belong to,

and if they think the analysis is true of themselves.

AnswerGeneration Y is the 60 miUion children born in the West

between 1979 and 1994. New generations don t think or

behave in the same way as their parents so they may not

consume in the same way. Generation Y is potentially a

very big market.

2 Students read the first three paragraphs to find the

answers to questions 1-4.

Answers

I Children are not necessarily interested in the same

brands as their parents.

2 They are fighting falling sales in the teen market.

3 There are far more of them; they have a very practical

world view and are involved in family purchases .

4 They are cynical and show a lack of interest in Baby

Boomer brands.

3 Students should try to predict the answers to questions

a-f before reading the rest of the article. Ask them to

provide quotes from the text for the false answers.

AnswersI a F It doesn t matter to me that Michael lordan has

endorsed Nikes , Sprite has scored with ads that

make fun of celebrity endorsers .. .

b T

c Td F Asked what brands are cool, these teens give a

list of names , Although stiU popular among teens,

the brand .. . , Th is doesn t mean that Generation

Yers aren t brand conscious.

e Tf F Most important is the rise of the Internet,

which has sped up the fashion life cycle .. .

2 The companies are using teams of young people totalk to them.

Students match the words from the text with their

definitions.

AnswersI d g 3 h 4 a S f 6 e 7 c 8 b

5 Students work in small groups and discuss the questions.

7



Target markets

FOR page1

«. Students listen for the gist of the conversation,

without reading the transcript in 2. You could ask them

to say which speakers agree with each other (Martin and

Carol agree, Megan doesn t).

t<. Play the recording again for students to fill in

the gaps. Students can check their answers with the

listening script on page 146.

nswers1 whaCs your view on

2 absolutely ridiculous3 agree

4 As far as I m concerned

5 in my opinion

6 Don t you agree

7 up to a point

8 I hear what you re saying

9 Come off it

Students work individually, or in pairs, to match the

expressions in 2 with their functions.

nswersIntroduce opinions I think, as far as I m concerned, in my

opInion

Invite other people s opinions: what s your view on, don t

you agree

Agree I agree

Disagree ... up to a point, Come off itcknowledge what someone has said I hear what you re

saying

Students can work in pairs or small groups to

brainstorm as many other opinion-giving phrases as

possible. Set a time limit for this and collate all students

suggestions onto the board.

activities

Ask students to decide if the expressions they found in 3 and

4 are formal or informal, or both.Ask students to imagine they are in an informal discussion

with friends or colleagues. Ask them to work in groups and

exchange opinions on a topical issue (prices/ inflation, traffic

in their town, an item from the news) or a well·known

personality (a politician, an actor, their principal or boss).

Now ask students to imagine they are in a more formal,

work·based meeting with people they don t know well. Ask

them to exchange opinions on similar issues

As a follow·up, ask students which expressions they used in

which situations, and why.

SPE KING page

This section looks at Adbusters, a Canadian pressure group

which lobbies against the existing balance of power in the

world and its effects on culture, economy, and ecology. Their

activities include attacking current advertising and branding.

1 Students discuss the advertising controls in theircountry. You could ask them to think about controls on:

style and content of the advertisements, times of day that

advertisements are shown, the actual products

advertised.

2 Lead in with the description of Adbusters, then direct

the students to the uncommercial . To explain the

meaning of turn offin this context, give a quick example

of when you were turned off by a particular food or

drink, or a subject at school. Elicit one or two similar

experiences from the students.Students discuss questions 1-3 in pairs.

Possible answers

Adbusters will have estimated the number of hours of

TV per day children in the USA watch, calculated the

yearly figure and multiplied by 18 (age for graduating

from high school). Working backwards from 350,000

suggests an average of around 50 commercials per

day. It is not stated how scientific the calculation is.

2 Research shows wide differences of opinion on the

effects of TV advertising on children. Some suggest

that children as young as two absorb advertising,while others minimize its impor tance compared with

the influence of family and friends. The market

shows that children certainly react to advertising

aimed at them and this is supported by huge

investment in advertising by manufacturers. Sweden

and Norway ban advertising directed at children

under twelve, al though it could be argued that older

children are the group most affected since there are

more ways of influencing them.

3 Some would say advertising stimulates sales and

production and is therefore good for the economy. It

informs the public of new products on the market. It

can have some artistic value.

3 Give students enough time to think about the image and

caption, and elicit answers from the class.

Possible answerThe company represented in an advertisement pays the

advertiser who convinces us to spend money on the

product, so we have been bought . Advertisers and the

multinationals behind them are manipulating us. Theycan shape our attitudes and even our values in order to

make us buy.



you have a large class you may need more than one of

each group A and B. You could remind students that

they don t necessarily have to believe in what they re

arguing for. If the groups are short of ideas. suggest

some possible arguments.

Possible arguments for: The big corporations behind

advertising have too much power. too much political

influence. and too much authority over how we live and

think. They are only motivated by profits so they are

irresponsible. Brands are far too important in our

culture.

Possible arguments against: Advertising is a very

important part of business . It helps to sell products and

stimulate product ion so it creates jobs and wealth. We

aren t machines - we can decide for ourselves what to

buy.

STU DY page 2

is a marketing tool developed by The

Consulting Group for classifying product. service. or

on the basis of

(horizontal

of growth of the whole market

axis). Products are positioned on the graph as

diameter is proportional to their sales revenue).

fall into the four categories described in the

case study. students use it to help them decide the

forward for a games company.

ad in opt ional)

books closed draw the two axes of a graph on the board (or

with the vertical axis representing sales volumes and the

izontal - time. Ask students to copy the graph and draw what

is the typical life cycle of a product, then compare

with the one on page 12.

Students study the graph and answer the questions.

I Students label the graph and describe the progress of

a product in pairs.

Answers

launch2 growth

3 peak4 maturity

5 decline6 relaunch

7 final decline and death

Target markets

2 Students answer the question in pairs. You could ask

students to think of products that have been

relaunched recently and discuss how they were

relaunched.

Answer

A relaunch can involve repackaging a product. renaming

it. changing some of the product s features. rethinking itstarget market. and developing a new marketing strategyfor the relaunched product.

2 Students read about the Boston Matrix and then look at

how the categories relate to a product s life cycle .

I Students need time to read about the four categories

and look at the graph of the product life cycle again.

Answers

I Stars appear in the growth stage. Cash cows are

normally mature products. uestion marks are

associated with the launch or growth stages. and Dogsare products in decline.

2 Students work in groups to exchange their ideas on

products. If you have a single-nationality class you

could bring some well-established products to the

class or quickly present a variety of advertising

material, e.g. from newspapers, magazines, or even

recorded TV advertising. Groups can then choose

products for discussion. If you have students who are

in work or on work placements. ask them to place

their products or services) on the matrix and

explain. in groups. their background. development.and probable progress.

3 Ask students to name some board games (e.g. Monopoly,

Scrabble or computer games and place them on the

matrix

Students read the notes for background information.

2 .(e. Students need time to read the questions.

Play the recording. Students check their answers in

pairs.

AnswersGangstaz: dog

Wordsters: question mark

Sherlock: cash cow

Sketchit: star

3 ((e. Give students time to read the questions

before playing the recording again.

Answe rsSketchit has won a large share of the market in its first

year.Gangstaz has been a big disappointment.

Sherlock should have a special edition.

Wordsters finds itself in a saturated market.

9



arget markets

4 Students read the information about the three games

and decide. Check answers with the class before going on

to the next exercise.

Answers

Who s there? - young childrenEmpire - teenagersBidders - adults young adults

5 Students work in groups of three to read their Files and

prepare for a brainstorming session. Remind them to use

the language of the unit: present tenses, giving opinions,

advertising and marketing vocabulary.

Tell students that they should spend a few minutes

thinking about the three questions, then share their ideas

with the rest of the group. Nobody should criticize the

ideas at this stage. Groups appoint a note-taker

chairperson who should keep the session going. Give a

time limit of ten minutes for the discussion. At the end,

ask the groups to choose their two best ideas for eachgame. Each group then reports back to the class.

6 Students discuss ideas for other board games. Remind

them to think about their target audience, rival board

games, length of life of the product, cost of production,

and marketing strategy.

WRITIN page 4

1 Give students time to read about the AIDA principles

before focusing on the advertisement.

Answer

The correct order is e f b d 3 C

2 Make sure students understand that Unique Selling

Points (USPs) are the features of a product which make

it different from other similar products.

Answer

The City Scooter s USPs are its safety (aluminium frame,seat-belts), its convenience (weather protection, can cutthrough city traffic) and its economy (low fuelconsumption, cheap tax).

3 Divide the class into three groups . If possible, give each

group some copies of the kind of publication they are

being asked to write for.

Students discuss their ideas in groups, then write up

their copy. If a group finishes early, you could ask them

to think about designing the page layout and art work.

Model answers

A Business magazine for young urban professionalsIn the background ofa photograph, young city workersare standing in the rain at a bus stop. The BMW is in

the foreground ridden by a smiling, well-dressed, youngoffice worker.Tag line: Alex doesn t want to look smug, but he can t

help it.

Be on time, dry and comfortable this autumn withthe new BMW City Scooter.Further information at the bottom of the ad: Ridingthe stylish City Scooter, you will be the envy of all

your colleagues. Now you can avoid the traffic jamsand still look smart and cool when you arrive at theoffice.Finding out more couldn t be easier - call free on[telephone no. or email us at [email address and

we ll send you all the details - including how tocontact your nearest dealer, who ll be pleased to give

you a trial ride. Autumn starting to look a bitbrighter?

B The motoring section of a Sunday newspaperPhotograph ofgleaming MW scooter under asunbeam with rainy background. Forty-to-fifty-year-oldmiddle-class woman / man on board.Tag line: A Chinese proverb says there s nothing new

under the sun. How about under the rain?Product information: BMW s latest scooter is all youwould expect from one of the world s most reliable

motor manufacturers. Our engineers have produceda lightweight two-wheeled vehicle that can be ridden

easily and with the safety features of a small car: analuminium frame and seat belts. At this price, youcan feel safe whoever in the family is riding the BMW

scooter But see for yourself, call freephone [telephone no.) orwrite to us at [email address and we ll be pleased toarrange a demonstration with your local dealer.

C A magazine for studentsSplit photograph of Jill left) with BMW scooter andJack right with racy secondhand car in poor conditionand exhaust cloud.Top tag line: Do opposites attract?Under Jack photo: jack enjoys life on the road in hisold wreck. So what if it keeps breaking down andburns petrol and oil like there was no tomorrow?Under Jill photo: jill s not so sure about this. Her

clean machine - the new BMW scooter, has low fuelconsumption and is cheap for tax and insurance andthe aluminium frame and seat-belts mean jill s not

heading for hospital in a hurry.Get on the back, jack. Small photograph of Jill andJack riding off together.Phone our free hot line now to find out more.Lines are open 24 hours a day from now to 30thSeptember.



and disaster

unit looks at success and failure in the business world.

raises the issues of debt, debt management, and

and looks at vocabulary associated with

ng finances. Students read about one entrepreneur s

The unit also focuses on language for

and deduction.

BUSINESS page16

students to think about the ways that debt can be built up.ideas onto the board. Possible answers are: hire

agreements credit cards store cards car loans

, utility bills .

Give students a few minutes to study the cartoons and

identify the different types of debt financial

management spending shown. Students then match the

cartoons to the statements.

Answers

I b 2 d 3 a f 5 e 6 c

Students read through the statements again and work in

pairs to discuss which ones they most or least agree with.

You could ask them to rank the statements from a-f,

where a is agree totally and f is disagree totally .

page 17

,teeStudents can try to match the words and the

definitions before listening to the recording, then listen

to check their answers. Go through the answers with the

whole class, checking that they understand all the

definitions.

Answers

1 h 3 a2 d 4 b

5 f6 e

7 c

8

9 g10 i

This interview with an accountant specializing in business

bankruptcy focuses on the key issues of managing cash

flow and balancing groW h and expenditure.

Students compare individual and business debt,

thinking about differences and similarities. Students

can discuss in pairs or as a class .

2 \« Students need a few minutes to read

carefully through the three questions before listening

to the recording. Play the recording twice if necessary,

before checking answers with the whole class.

Answers

a Not necessarily; they are the result of cash-flow

problems.

b When they start to grow.

c A CD shop which did not react quickly enough to a

change in the business environment.

3 {e . Students listen to a second interview dealing

with individual debt. Again, allow a couple of minutes to

read through the questions before playing the recording.

Answers

1 n unexpected event, like losing a job.

2 He helps them to prioritize their debts.

3 A builder whose work stopped when interest rates

rose

4 This could be done in small groups or as a class. You

could lead on to a discussion of how far business people

are responsible for their business debts in students own

countries. Can they think of any high-profile business

bankrupts in their country? Where are they now?

In the UK and the USA, sole traders are personally

responsible for their debts. Partners are jointly

responsible, so depending on the type of partnership,

you may be responsible for your partner s debts.

Company directors are not personally responsible unless

they are trading fraudulently.

Extra activity

Students work in groups to discuss their personal attitudes to

debt, which can vary greatly between individuals. Encourage

them to address questions such as: Is being in debt a fact of life?

Should young people be encouraged to avoid debt and save

their money? What is it acceptable to go into debt for (e.g. to

buy a house or car, to finance your studies)? Is it too easy to get

credit these days? Who is responsible when individuals get into

financial difficulty - the borrower or the lender?



2 Triumph and disaster

Your Turn

This activity encourages students to analyse the different ways

in which an individual or company can fall into debt and to find

solutions. The first exercise looks at individual debt and the

second looks at company debt.

Students read the information about Peter Forbes. Ask them

to list the different debts and outgoings mentioned in the

text. Students then work in pairs to think up solutions to

Peter s debt problems. Possible advice might include: sell the

car and use the money to payoff as many of the hire

purchase debts as possible, negotiate lower hire purchase

repayments, tear up the credit and store cards and set up a

direct debit to pay them off over the next couple of years,

investigate cheaper gym membership or take up iogging

instead, negotiate a salary rise, set a strict budget on clothes

spending and stick to it.

2 Students now work in pairs to discuss a situation involving

company debt, using the information in File 4 on page 126.

RE D IN G page 18

Lead-in (optional)

With books closed, elicit from the class the names of any

business people from their country who created very successful

businesses with very little money to start with and how the

student thinks they managed to do this.

1 The activities in questions I and 2 encourage students to

use all available clues, not just textual ones, to help them

predict and understand the content of a piece of text.

Give students a time limit for question 3, to ensure that

they read the article carefully and not in detail.

1 2 Students work in pairs and make predictions about

the type of shop from the objects shown in the

pictures.

3 Students read the text quickly. Set a time limit of two

minutes, to ensure that students are skim-reading the

article, not stopping to read it in detail.

2 Students read the article in detail and answer the

questions.

If necessary, check that students understand the

following vocabulary before they read the article in

detail. You could divide the words and definitions for

students to do as a matching exercise.

innovative introducing new ideas methods

retailer: a business selling to the general public

stocked: storedgap in the marker an unsatisfied market demand

entrepreneur individual who organizes and manages his

or her ow business

nswers

1 No, they are ordinary people.

2 Energy, passion, and belief.

3 He left his job before opening his shop and took out

a large bank loan.

4 Very big: failure would have meant bankruptcy and

massive debt. Success has meant a business with 46

stores and sales of £40 million.

Your Turn

Encourage students to discuss the question, then share their

ideas with the class.

GRAMMAR page19

Remind students during the exercises that follow, that they

can refer to the Grammar guide starting on page 135 for

extra help.

1 Ask students to identify the verb tenses in sentences 1 4.

They should have encountered the forms before, but

may not be familiar with the names of the tenses. If they

are having difficulties, write the names of the tenses on

the board to make this a straightforward matching

activity.

nswers

1 past simple

2 past perfect

3 past continuous

4 past perfect continuous

2 Students match the tenses with the descriptions.

nswers

a past perfect c past simple

b past continuous d past perfect continuous

3 Encourage students to read the whole text first before

they ftll the gaps. This should give them a clearer sense

of the sequence of events. Students do the exercise

individually, and could compare answers in pairs before

checking answers with the whole class.

nswers

1 demonstrated

2 spent

3 sold

4 was working

5 travelled

6 built up

7 were becoming

8 realized

9 was still working

1 was approached

had been looking for

2 offered

3 had always been

14 started



activity gives students more practice in using different

their files . They should

their pictures until they ve finished

answers

Smith left the air force in 1985 and went to work in anHe had been dreaming of flying again when he inherited

Fred went to an auction, bought himself a light aircraft,

up a business. At first, Fred started ferrying business

to Holland and Germany, but then had the idea of

parcels and formed the company ABC parcels.

ten years Fred had built up the business to twenty

he still wanted to expand. In order to raise the cash

do this, he created a public company. ABC s shares rose, Fred

his company was winning awards.

, an American rival, XYZ, entered the European market.

profits began to fall. Fred was beginning to think that his

s was finished, when a merger between ABC and XYZ

d the day.

FOR page20

Ask students to think of different examples of things

which could go wrong in a business context. For

example: mistakes n a letter sent out to clients incorrect

figures presented at a meeting, an order not being

supplied in time, a wrong order being sent out. You

could then ask students to think about when it is

appropriate to make a formal apology (for example, from

a supplier to a client), and when an informal apology

might be better (for example, between colleagues).

Students do the matching exercise alone, then check

answers with the class. For more information on past

modal forms see the Grammar guide page 139.

Answers

a 2 5 6

b 4,7,8

c 1,3

Do this quickly as a class exercise.

Answers

continue a complaint or criticism: a fpolitely refuse responsibility: b, e, g

accept an apology: c, d

Triumph and disaster 13

4 Students read through the situations, help each other

with vocabulary where possible, then decide on their

roles before each dialogue. Remind them to use the

language of Language for t should not be necessary to

write the dialogues.

Extra activity

Ask students to prepare one or two dialogues (depending on

class size) in more detail and with any extensions they like. They

could then perform these while you audio- or video-record

them. In the subsequent feedback session, students should be

encouraged to comment on each other s performances.

S PEA KIN G page 2

1 Students do the ranking exercise alone.

2 Students discuss the answers in pairs before feedback to

the class. Answers will vary; encourage explanation of

differences of opinion, for example, The guide is most

responsible because he / she should not have t ken the

group nywhere near the chemical storage area The

m n ger is least responsible because he / she was not on the

scene t the time

3 Divide students into groups of the same role, i.e. one

group of managers, one group of guides, and one group

of fork-lift truck drivers.

Ask each group to read only their role description and

prepare together what they are going to say in the

meeting with the others.

Students now meet in groups of the three different roles:

manager, guide, driver. They could have their role title

on folded card in front of them so the others can

identify them. Assign the manager as chairperson in each

group.

Allow some time for class feedback on the outcome of

the meetings and the groups performance.

CASE STUDY page22

With books closed, tell the students about an important

decision you have to make, or had to make in the past. Wbat

would their advice be on how to solve this problem? Do

they take different approaches to finding a solution? Elicit

from the class any decisions they have made which they

subsequently regretted. Do they think they made a mistake

in the decision-making process?



Triumph and disaster

students they are now going to make some business

pairs. Students read the case

instructions and begin their discussions. Note that

on their choice at each stage, the point they need

go to next will either be on pages 22 and 23 or in File 29

page 34 of the Student s Book.

xtra activity

students into new pairs and ask them to outline the route

. and why they made the decisions

did. Their partner should then sympathize. criticize. or

R T N G page 24

looks at abbreviations, a common feature ofRemind students that emails often use less formal

than letters, and are frequently written in a semi-

style.

Students match the abbreviations to the definitions.

They could compare their answers in pairs before

checking with the whole class.

nswers

I e f 3d 4c Sa 6b

Ask students to tell you what other abbreviations they

use, particularly in em ails and memos. Write students

suggestions on the board and then ask them to look at

the email on page 24 and see if their ideas are included.

Point out that the email on page 24 is an example of a

forwarded email. Gary (G) has received an email from

Ludmilla and he has forwarded this, with his own

message added, to John. Students give the meanings of

the abbreviations in the email.

nswers

FYI for your informationG: this is an abbreviation for Gary, the sender of theemail. Students cannot know this in advance, ut they

can deduce it from reading the original forwarded emailfrom Ludmilla.

ASAP as soon as possible

pis please

BTW by the way

Students now write their own email.using the

information given

odel answer

Grazia

Can I have an address list for all my main customers

ASAP. Pis contact Sergio Albero, the sales manager, and

send him the agenda for next week s meeting (encl).

BTW I m leaving 10 minutes early today for a dentist s

appt.

ThanksBob

(Note: appt is the abb reviation for appointment.



ng

of time management. Students

asked to think about the division between work and

andstudy ways

ofprioritizing and schedulingstudents practise

and offers.

KIN G BUS I N ES S page 6

ead n (optional)

the relevance of the unit title - i.e ., having an

of things to be done.

students open their books, you co uld draw a pie chart onboard of your typical weekday showing sleep, work travel etc.

students to do the same and compare their pie charts with

partner. Are they happy with the way their t ime is divided up?

Lead a brief class discussion on working hours now and

in the future.

Statistics seem to show that employees in the west,

particularly graduates, are spending more and more time

at work. Mobiles, laptops, and faxes mean people can

continue to work after their office closes. Many

companies prefer to have a low number of full-timeworkers who do overtime rather than increase the

number of these contracted employees and all the

payment of benefits this involves.

Students discuss these points in small groups or pairs.

During feedback to the class they should explain the

reasoning behind their choices.

Students work alone, allocating numbers of hours to the

different categories in the box. They can then compare

their answers in pairs or small groups, seeing whowanted the most free time and who wanted the longest

working hours.

LIST NING page 6

1 « ) Ask students to suggest the kinds of

international projects that Franco Ardovini might be

involved in. Then give them a few minutes to read

through the questions before playing part A. Be prepared

to play the recording twice if necessary.

nswers

1 Big civil engineering projects, for example, dams,

power stations and airports.

2 A realistic time scale.

3 Promising to deliver on an unrealistic schedule,

particularly i they don t have any previous

experience of that type of project.

4 Some contracts contain targets linked with penalty

clauses. This means that some of the company s feewill be withheld or forfeited if they don t complete

the project on time.

S An airport project.

2 « ) ) Go through the eight difficulties listed, and ask

students to suggest an example situation for each one.

Play part B once for students to tick the problems

mentioned and then again for them to note down the

details in each case.

nswersArchaeological problems A port-building project has been

held up because they have discovered an archaeological

site and now have to wait until the archaeologists have

finished .

nvironmental problems The team is abo ut to dynamite

a hill but they don t know if they will hit rock or water.

Technical problems things take longer than anticipated.

Political problems The price of raw materials goes up.Strikes There are rumours that the electricians union is

going to go on strike.

GRAMMAR page27

Students work in pairs to match the different tenses with

their future meanings.

nswers

f a 3 e 4 c Sd 6b

15



Prioritizing

2 Students do this exercise alone, then compare answers

with a partner. Check the answers with a show of hands,

which should give you an idea of how comfortable they

are wit these tenses

Answers

I are going to

2 will give3 is meeting

4 does

5 will have left6 will be working

3 This exercise focuses on adjectives which can have a

future meaning.

I Do this as a class exercise.

Answers

a arranged

b quite possible

c certain

2 Students work in pairs to find the other examples of

these words.

Answers

We are due to meet the union leaders on Thursday.

I think it s likely that we ll be able to stop the strike.

We don t know if we are going to hit rock or water but

we re bound to meet at least one or the other.

Your Turn

This activity encourages s tudents to think about their own plans

for the future and discuss them using different forms of the

future.

1 You could write a list of your own life and career milestones

on the board, using some of the ideas given and some of

your own ideas, as a model for the students. Encourage

students to think up their own personal goals as well as

those listed in the book.

2 Students work in pairs to discuss their answers to 1 Go

round, monitoring the activity and checking that they are

using the different future forms correctly.

RE DING page 8

1 Discuss the questions with the whole class.

2 Before reading, elicit from students what they think the

answers to I and 2 might be. Students then read the first

paragraph to confirm their ideas.

Answers

I stress-related problems

2 ourselves

3 Draw three columns on the board, one for each of the

types. Elicit an example of what Tomorrows should do.

Then put students into small groups or pairs to discuss

the practical advice that could be given to the three

types. During feedback collect their ideas on the board.

Answers

Tomorrows should break down big tasks into small tasks,set a deadline for the whole task, draw up a to-do list for

the short term, medium term, and long term, make a

work schedule, handle each piece of paper only once.

isorganized types should prioritize work with colour

coding and a year planner chart, stick to one task and

finish it, record messages in one place, group together

less important tasks and treat them as a single task.

Poor delegators should renegotiate unrealistic deadlines

or delegate the task; if delegating a task, explain what

needs to be done and leave the person to get on with it;

learn to say no .

4 Ask students to turn their books over. Read out thesentences one by one, eliciting which of the three types is

speaking.

Answers

I poor delegator

2 disorganized type

3 to orrow

4 to orrow

5 disorganized type

6 poor delegator

5 Students discuss the questions with a partner and give

reasons for their answers

6 Give students time to do this alone or in pairs. Checkanswers quickly with the whole class.

Answers

I deadline

2 delegate

3 prioritize

4 postpone

5 schedule

6 anticipates any problems

7 waste time

7 Students work in pairs. When you ve checked the

exercise you could ask why fall behind and get on withare different from the other verbs in the list. (They

belong to a category of phrasal verbs that cannot be split

- see Grammar guide page 142).

Answers

I taken on

2 fallen behind

3 put (it) off

4 catch up

5 make up

6 drawn up

7 broken (it) down

8 get on with



•Students work in pairs.

Possible answers

2 Then we ll have to adjust the plans.

3 Would you like me to contact them?

4 I don t think that will be very popular.

5 That s fine.

6 Could I have a copy of that, please?

7 Which is the most se rious?8 Sorry, but I have just come back from holiday.

Students work in small groups to plan and prepare for

the seminar. Encourage them to use the information

from the reading passage, but present it in a different

way. Brainstorm some useful tips from the whole class

onto the board. Finally, ask one representative from each

group to take it in turns to make a short three-minute

presentation on time management. Encourage the other

students to make useful suggestions and ask questions.

FOR page3

students attention on the cartoon, and ask them to

in pairs why they think it is funny. The boss is using

towards his employee.) Ask

to suggest more appropriate language for the boss to use.

Students work alone to match the expressions with the

sentences then omp re answers with a partner.

nswers

1 I was wondering

2 Do you think yo u could

3 Ca n yo u ring

4 Would yo u mind

5 I d like you to So if you d like to

6 So if yo u d like to I d like you to Do you think you

co uld

(C4J))) Play the recording, pausing after each sentence

to check students answers and possible alternatives.

This question highlights a very common mistake made

by lea rners of English. The answer is No because it

means No Jwouldn t mind, Jwill do wh t you re asking.

nswerWould you mind .. .

Students work alone to rephrase the orders using more

polite language, then co mpare answers with a partner.

Prior itizing

nsw rs

a Do you think you could post these letters?b Would you mind filing these documents?c I d like you to tidy up the office.d Could you Do you think you could answer this fax?e So if you d like to book your own taxi and we will

reimburse you.f I was wondering if you could take me to the airport.

5 Students match the responses to the requests from 1.

nsw rs

1 request 12 request 33 request 44 request 5 (or possibly request 2)

6 C . ~ Students read the replies from 5 again, and

predict how the words in bold will be pronounced before

listening to the recording. Then play the recording for

them to check their predictions. Go over each sentence,pointing out how the stress changes the pronunciation

of the word. In sentence I, m is usually pronounced

~ m I but when stressed, it is pronounced / reml. In

sentence 2, could is usually pronounced k ~ but when

stressed, it is pronounced kud/ . In sentence 3, would is

usually pronounced w ~ , but when stressed, it is

pronounced /wud/. In sentence 4, will is stressed, and is

pronounced /wJl/.

nswersI The words in bold are stressed because they are

effectively short answers.2 They are stressed because they are being used to

emphasize that the speaker is either agreeing to orrefusing the request made.

7 Students work in pairs to read the question s and

answers, and underline the words which they think

should be stressed. Check the answers with the whole

class before students go on to read out the dialogues. Go

round, monitoring the activity and ensuring that

students are stressing the correct words.

S PEA KIN G page 3

1 Check students understand petty cash (money for small

items or services) and brochure a short publication

providing information).

Students read Jude James s notes, then work in small

groups or pairs to prioritize the tasks. Draw up a list on

the board according to the general opinion of the class

and leave it on the board for exercise 2.

17



18 Prioritizing

ossible answer

To be dealt with immediately: Book restaurant for dinner,

confirm flights for Astrid Winter, write a memo to staff

about recent thefts, send brochure to printers.

To be dealt with soon Talk to Stuart about job ad .

Less important Order samples for new carpet,

questionnaire for Christmas, get card signed for

Catherine Moore and buy present, ask for brochures for

new office photocopiers.

2 Assign roles and remind students to use the language of

requests and offers from the Language for section.

CAS E STUDY page32

Explain that in this section students are going to be

planning a project. Ask if anybody has ever organized an

event with a large number of people - a business event, a

holiday, a wedding, a party, etc. Did they plan it carefully?

Did anything go wrong? Would they plan it differently now?

1 Students read the tip on critical path analysis.

Note that critical path analysis, or CPA, is about finding

the best path through a maze. With its origins in

mathematics, today it is widely used in activities such as

routing telephone calls, the production of printed circuit

boards, and project planning. It's especially effective for

prioritizing in complex projects with deadlines. The

essential concept is that some planned activities depend on

others being completed first . These are 'sequential tasks'.

The 'critical path' is the shortest sequence of dependent

activities leading to the completion of the task.

2 Students read the text and brainstorm, as a class, things

that could go wrong.

ossible answe r

You can't find a venue, Sammy Webb doesn't turn up,

the food doesn't arrive, the tickets aren't printed, the

guests don' t confirm, the guests don' t pay, there's no

publicity, etc.

3 4 Divide the class into groups of three or four and

give them enough time (approximately fifteen minutes)

to complete the task. Explain that the event is to be held

on 3 December, that all of the stages are critical to the

awards ceremony, and that the schedule should last as

short a time as possible. This is free practice and answers

will vary.

Possible answer

If we say each month has four complete weeks and the

event is t the end o December then one arrangement

could be as follows.

End February: visit venues.

First week April: shortlist venues.

Last week April: select venue.

Start May: book venue and contact TV.

Mid-June: print invitations for celebrities.Start July: invite celebrities.

Start August: advertise event.

First week October: print tickets .

Mid-October: decide menu .

Start November: send requests fo r prize nominations;

send tickets, and approach caterers.

Mid-December: deadline for nominations.

Third week December: decorate venue.

5 Groups present and compare their CPAs. Encourage

comments and questions from the other groups.

6 Under Murphy's Law if something bad can go wrong, it

will go wrong. So if you put jam on a piece of bread and

accidentally drop it, it will land with the jam side down.

Murphy's identity is not known.

7 (e. Students should stay in groups for this exercise.

I Students listen for the main ideas of the problems

and complete the chart, then take it in turns to

summarize the problems to each other. Check

answers as a class.

nswersI FOllr months before Sammy Webb cancels.

2 Two months before There's a spelling mistake in the

programme.

3 Six weeks before There are 800 guests but the fire

officer says the maximum is 600, for safety reasons.

4 One week before The caterers might be going out of

business.

2 Students continue to work in their groups to discuss

and suggest solutions to the problems. Check answers

as a class.

Suggested answers

I Get somebody else, quickly, though four months

should be easily enough time. Invite Webb's agent to

find a replacement.2 There's time to reprint it or leave it as it is.

3 Ring to find out how many are coming. If there are

more than 600, don t panic Consider hiring a

marquee.

4 Contact caterers for assurances. Arrange a back-up

for cold food at short notice.



•page 4

the meanings of debtor and creditor with the class.

nswer

A debtor owes money nd a creditor is owed money.

ideas from the class on the reasons for slowpayment.

Possible answers

Many businesses follow the practice of collecting

receivables, or credit, as quickly as possible while settling

payables, or debts, as slowly as possible. This is good for

the cash flow situation in a company, meaning they have

enough cash to keep the business running smoothly. Anyspare cash can earn interest.

Give students a couple of minutes to read the letter

quickly and assess its general tone.

nswer

The letter is supportive.

Students work alone to find these words in the letter,

then compare their answers with a partner

nswers

a fell due

b a simple oversight

c disregard

d on condition that

e outstanding

f are in receipt of payment

g be obliged to

h settled

Elicit ideas from the class. Encourage the use of the past

modal forms: mi t ve could ve, and may ve.

Possible answerReasons for non-payment include cash flow problems,

bankruptcy, obtaining goods fraudulently. The supplier

could have insured itself against such an event or

obtained a negative credit rating on the customer and, asa result, not entered into business with them.

Prioritizing

6 Students work in pairs or small groups of three, where

possible, for this exercise. Ask them to discuss the tone of

the letter: will it be aggressive or supportive? Since

Skunkx records is a long-term customer, who has never

delayed payment previously, the letter should be

supportive.) Students draft a rough version of the letter,

deciding what information to include in each paragraph,

nd using the ex1ract in 3 as their model. They thenwrite a final version of the letter. Ask groups to exchange

letters and check each other s letters for spelling,

grammar vocabulary and punctuation.

odel answer

Dear Sirs

I am writing to you concerning your order for 200,000

blank CDs. As agreed, we supplied these CDs to you

immediately, on the understanding that the invoice

would be paid within ten working days. The invoice,

which fell due two weeks ago, is still outstanding. If you

are experiencing difficulty in paying this account, pleasecontact me so that we may discuss alternative ways of

settling it.

We have always enjoyed an excellent relationship with

you in the past, and would deeply regret having to takeany further action. However unless we are in receipt o

payment within three working days, we shall have to

consider taking legal action to recover the debt.

We look forward to hearing from you.

Yours faithfully

19



20

Globalization

This unit looks at the international expansion of business

and communications. Students study different views on and

approaches to globalization. The unit reviews language for

describing habits and routines, and allows students to

practise speaking effectively and with conviction in a debate.

TALKING BUSINESS page36

Students discuss the two quotes in small groups or pairs

and decide which opinion they agree with. Explain that

for pe nuts means for very little money You could then

hold a class vote to see which opinion is more popular.

LISTENING page 6

Students work in pairs to brainstorm predictions about

the speaker's views before listening to the recording.

Making predictions about a listening or reading text can

be a very effective way of focusing students' attention on

the key information. For a brainstorming session, it is

important to accept all students' suggestions and writethem on the board, without criticism or evaluation.

Feedback should not be given until after students have

listened to check their predictions.

2 ,CC ) Students listen to check their predictions in 1.

nswers

1 She does not agree that globalization is the new faceof colonialism. On the contrary, she thinks that it is

the best way of fighting poverty.2 Workers will eventually demand social reforms and

conditions will improve. Poor working conditions arethe effect of poverty in the country itself, not ofglobalization.

3 Multinationals take advantage of commodityproducing countries and dictate low prices which donot reflect the value of the products.

3 ,CC. Allow students time to read the questions and

think about the answers Indira might give, before

playing the recording. Be prepared to play the recording

again i necessary

nswers

1 People in the West in developed countries havemost to fear from globalization.

2 Parents are worried that their children's lives will beharder than their own. There are also people whohave become unemployed because their jobs havegone abroad.

3 Labour-saving efficiencies, not companies movingabroad.

4 < . ) Allow students time to read the questions fo r

part C before playing the recording.

nswers

1 If poorer countries gain knowledge, they can overtake

rich countries because they will have both the knowhow and cheaper labour and production costs.

2 She thinks that the service sector will not be enoughto support a developed economy; it needsmanufacturing as well.

3 They can maintain their world position bycontinuing to invest in innovation.

5 Direct students' attention back to the predictions they

made fo r 1 and discuss how close they were to Indira's

actual views. Draw a scale of 1-5 on the board; 1

representing 'totally agree' and 5 representing 'totally

disagree'. In pairs or small groups, students discussIndira's views and mark the scale according to how

closely they agree or disagree with her.

GRAMMAR page37

Students read the adverbs and adverbial phrases in

context and deduce their meaning. At this level students

should have encountered at least some of these adverbs

adverbial phrases before, so treat this as a review and

extension of their knowledge. The chart they complete in

2 will help to clarify the differences in frequency.

Possible answer

hardly ever - almost neveras a rule - nearly alwaysmost of the time - about 60 to 75 of the timerarely - very infrequentlygenerally - usuallyseldom - not oftenfrom time to time - infrequently occasionally



Students compare their answers, then check them on a

board diagram.

Possible answer

s a rule most o the time generally now and again

from time to time, seldom, rarely, hardly ever

Students match as a whole class. Note that sentence a

demonstrates quite a coUoquial way of making a

suggestion in which always is usually preceded by could

or can

nswers

1 b 2 a

Students work alone on these exercises, then check

answers with a partner before reporting back to the class.

nswers

I a a past habit or state that no longer happensb become familiarc be familiar with something

2 a infinitiveb ing formc ing form

3 a Everyone used to wear jackets and ties to work.b When Markus first lived in the UK, he used to

find driving on the left difficult he wasn't used to

driving on the left.c I am not used to dealing with computers.d I found it hard to get used to the new computer

system.

e Isn't that the house where you used to live?4 Students discuss the question in groups. If possible,

give the groups some pictures from books,

magazines, postcards, the [ntemet, etc. to help with

ideas for the discussion .

IN page38

Students shou ld already be familiar with the meaning of

'globalization' from the Talking Business and Listeningsections. They can work in small groups to write a clear

definition of the term. Ask each group to write their

definition on the board and then, as a class, decide on

the most accurate one.

Globalization

2 Check students understand:fertile fruitful, productive

to strive for to try hard to achieve (something)prudent very careful to avoid undesired consequences

turnover total annual gross salesGDP Gross Domestic Product, a nation's total annual

product (compare GNP - Gross National Product =GOP total income from abroad)

distribution channels a the methods of making your

products available to the markethurdles obstacles, difficulties to be cleared before you

can proceed

Students read the text quickly. Check if these companies

are a present in the students' country. Then students

scan the text to find the significance of certain numbers.

nswers

I L'Oreal, Giorgio Armani, Maybelline, Lanc6me,Coca-Cola, McDonald's, Kentucky Fried Chicken,Hyatt, Glaxo WeUcome, Siemens

2 600: the number of women the L'Oreal researcherswatched taking a shower995 bn: GOP of China

£2.7 bn: the value of the Chinese cosmetics market50 miles: the distance from Shanghai to the neweconomic development zone

365 m: the urban population of China235: the number of McDonald's in Chinese cities80 million: the number of purchasers of L'Orealproducts in China200: the number of products L'Oreal tested

3 Students read the text again to find the information.They could divide the questions with a partne r and

exchange answers before reporting back to the class.

nswers

I t intends to discover how Chinese women use theproducts L'Oreal is promoting.

2 The company is interested in using pharmacies aspoints of sale.

3 It is a very large market with a growing spendingpower.

4 t has opened a new economic development zone.

5 Before the early 1990s it thought that the averageincomes were too low and the distribution channelspoor.

6 t tested about 200 products, launched a joint venturewith a medical college, and started an extensive

R D programme.7 It helped them to reformulate their products for the

Chinese market.8 They are aimed at different target markets, who will

make their purchases from different sales outlets.9 The difficulty is in finding the right personnel since

marketing is new to the country. Gasparini thinkshaving the right staff is the key to becoming market

leader.

2



Globalization

4 Students work alone, then compare answers with a

partner. Alternatively, you could do this as a game: caU

out the words from box A and ask students to give you

an immediate match from box B.

Answersoutstanding potential

economic outlookproduction facility

distribution channel

development zone

consumer base

joint venture

disposable income

5 Students complete the sentences alone, then compare

answers with a partner.

Answers

1 development zone2 consumer base

3 production facility

4 economic outlook

5 disposable income

6 joint venture

7 distribut ion channel

8 outstanding potential

Your Turn

Students read the quotation and answer the questions. You

could do this exercise as a class or ask students to discuss in

small groups before feeding back to a class discussion.Suggested answers

Idiosyncratic differences the particular features of a country s

market that differentiates it from others. Universal drive

something that attracts or interests all of us.

2 Levitt says global companies should concentrate on the

similarities not the differences between countries and

cultures. The big companies in the article are certainly doing

this, in many cases simply transferring already winning

formulae for universal drive products to the Chinese

market. L Oreal believes that when economic conditions

permit, luxury goods are in universal demand too. They

have, however, also paid attention to 'idiosyncratic

differences , such as Asian and European hair types.

3 L Oreal: luxury goods, McDonald s: food, Coca-Cola: drink

L NGU GE FOR page4

1 Students discuss the questions as a class.

Possible answer

Email has had a marked effect on business behaviour,

speeding up communication at all levels from sale

traders to multinational corporations. Commerce can

now be conducted over the Internet, and it has become

an integral part of marketing and logistics and a new

medium for advertising. Apart from improvingefficiency, speed, and cost, the Internet has provided

another channel to the consumer. However, a lot of the

information on the Internet is not verified, and may be

setting up a division between the relatively few people in

the world who have computers and those who can t

afford them. In terms of effect on the environment,

figures show that it has so far not had much effect on

reducing the amount of paper being consumed. There

are some hopes that road traffic may be reduced sincethe chain of distribution can be much shorter with the

Internet but this could be offset by an increase in air

traffic emissions as global e commerce increases.

2 .« 1))) You could ask the students if they ve ever taken

part in, or been in the audience, at a debate. What was

the subject? Check students understand the title of the

debate (from religion - a blessing is something good, a

curse is the opposite) . Students listen carefully and

decide which side of the debate Andrew is on . Play the

recording once and check their ideas. Students then read

the questions and try to answer them from memory. If

necessary, play the recording again.

Answers

Andrew is arguing that the Internet is a curse.

1 It wastes time with junk email and overwhelms us

with information

2 It s risky getting into business with people you don tknow weU enough. It s difficult to know what s behind

a business website. There is a security problem.

3 It s true that there is an impressive amount of

information available on the web but it s open to

corruption and difficult to control. It s just a mediumfor information with the emphasis on quantity rather

than quality.

3 « I))) Students work in small groups or pairs.

Answers

I what does the Internet , It means, loss of

2 I strongly believe, face-to-face, virtual

3 This is surely4 It s true that, who knows what is lurking

5 susceptible to

6 fall into the wrong hands7 ourselves, the Internet actually

8 giant filing cabinet



read the tip on rhetoric, then work in small

or pairs to find the examples. They could divide

work amongst themselves, then exchange

before checking with the whole class.

nswers

o hree hours wasted by junk email, the loss of

contact, and drowning in a sea of informationquestions what does the lnternet really mean;

is lurking; What does the Internet

produce?

o ideas face-to-face, not virtual; there

of impressive websites which provide useful

but who knows what is lurking behind

drowning in a sea of information; fall into

hands

like a giant filing cabinet

E KI N G page 4

further arguments in support of the Internet

the class and write them on the board.

answers

can be used to: advertise products and services,

se jobs, bring down prices, allow customers to

the company, operate

hours a day, and to transmit data between

.

should aim to answer Andrew s speech using at

one example of rhetoric.

in pairs, looking through the listening

about the arguments using

. Go round the class, asking

pairs of students to read out their questions.

them to think about their tone of voice as

they should try to sound assertive and

but not aggressive.

that the students choose topics on which there is

t. There should be one person to argue

of the topic, one person to argue against, and

person to listen as a member of the audience and

The fourth person should be the

who will invite the others to speak and

that everyone gets a chance to express their

. When they have finished, groups can reorganize

start debates on the other topics.

lobalization

CAS EST U D Y page 42

1 Students read the information about Greenglade and

look at its current advertisement.

2 Students work in small groups . If there are any

marketing specialists in the class, you could distributethem amongst the groups.

Possible answer

The product has a natural, country, traditional image.

As a provider of a testimonial, the Robin Hood character

is known by everybody in the market, costs nothing to

hire, and has a positive image.

Bitter-sweet combines the two sides of Robin Hood:

stealing from the rich and giving to the poor.

Both men and women are seen consuming the product.

It is shown to go well with food.

It s great for drinking in large quantities to quench thethirst of hard-working, deserving people <as most of us

like to think of ourselves) .

3 Before students read the information on Caronesia, ask

them to predict what kind of factors might affect

Greenglade s marketing of Three Feathers there. Accept

all suggestions for now, before asking students to turn to

the next page and check their ideas.

Students read the statistics on Caronesia. Before thinking

of a marketing strategy, they should try to predict the

problems that might arise if they used the UK

advertisement for Three Feathers .

Possible answers

1 The number three in Three Feathers has negative

associations

2 There are dogs in the advertisement.

3 Maid Marion is wearing blue.

4 Robin Hood and his men are in green and

Greenglade is the company name.

S Thirst is in the tag-line.

6 A traditional image is not attractive.

7 The thumbs-up sign is used in the ad .

Students work in small groups to read through the

statistics on Caronesia and draw up a marketing plan for

Greenglade.

Possible answers

hat changes will Greenglade need to make to theproduct?The number three in Three Feathers has negative

associations, so this should change. Apples may be

considered an exotic fruit and be unfamiliar, so perhaps

the drink should be made from a local tropical fruit.

Consumers prefer bottles to cans, so the drink should bebottled, not sold in cans.

Where should it be sold and how should it be priced?

3



Globalization

It could be sold first to smaller outlets such as hotels. to

test the market. then to the modern trade. e.g.

supermarkets. The price should be relatively low for a

cost-sensitive market.

How can shopkeepers be encouraged to adopt the product?Co-operative advertising money paid to a dealer as part

of an agreement to stock your product). quanti ty discounts.

How should it be promoted?

In-store demos competitions free gifts vouchers directmarketing. three-for-two offers. sponsorships.

How can Greenglade test the market before making animportant financial commitment?Sell the product to smaller outlets. such as hotels. first.

Other considerations: Unless this is against company

policy. they should enter into a joint venture with a co

packer to reduce costs; distribution should be out-

sourced to a distribution company. as company lorries

are too expensive.

W R T N G p ge 44

In this exercise. students read an email concerning the

possible expansion of a market into South Africa. which

presents both sides of an argument. Write two headings

on the board: For and Against Ask students to come up

to the board and write the information from the email

under the correct heading.

nswers

For. a very large market with great potential. can use

Dutch reps to help enter the Afrikaans market. the paintsfor the European market will transfer to Africa without

problem. totally feasible financially.

Against no local knowledge or experience of any African

venture. Afrikaans and Dutch languages are quite

different. hotter conditions will lead to problems with

the paint. there will be problems with the local tax

system.

2 Students now study the language for presenting different

sides of an argument in more detail. Students work alone

to answer the questions before checking answers with

the whole class.

nswers

1 while. yet. though

2 in his view according to

3 no

4 no

3 Students write their own email. using all of the italicized

phrases from the email in 1 You could ask students to

exchange their emails and check each other s work for

appropriacy of language. grammar. spelling. and

punctuation.

odel answer

Dear Cristiano

Regarding the possible development of a new brand of

cashew nuts for sale in cocktail bars: on the one hand.sales of existing nut products are falling; on the other.

existing nut products do have a good brand awareness.

I ve contacted the different European offices; in the

British office s vi w there is a market for a new snack

though according to the Danish office. we shouldpromote the existing product and not produce a new

range. while the French office also feels that there is no

need for a new snack.

Looking at the target market. Marco Costinha believes

that the snack should appeal to wealthy customers aged

30 . yet George Freehouse thinks that the snack should

be marketed at the 18-25 age group.

Regarding packaging: there are two options. foil or

paper. The paper option is cheap. though it is not

popular in certain markets like the UK and the Republic

of Ireland.

On the financial side. cashews are cheap to buy from

suppliers in South America and they sell at a high price

in Europe.

This is just a quick summary. Please refer to the attached

document with deals with these arguments in more

depth.

Regards



culture

unit looks at company culture - the personality of a

at mission statements and learn

al auxiliary verbs could should, and would and

BUSINESS page 6

in optiona l

could ask students if their own company has a mission

Do they feel that this statement is a good re ection

way of working? Could they wr ite a mission

for their English class?

Students work in small groups or pairs to identify the

logos and emblems, and match the mission statemen ts to

the companies and organizations.

n wersRed Cross and Red Crescent to prevent and alleviate

human suffering wherever it may be found, to protect

life and health and to ensure respect for the human

being.Intel: do a great job for our customers, employees and

stockholders, by being the preeminent building block

supplier to the worldwide digital economy.

BMW: to promote brand values and customer serviceabove all else

Greenpeace: to further public understanding in world

ecology and the natural environment.

Students discuss the question in small groups, before

leading on to a class discussion.

Ask students to think about the qualities and values thatmight be associated with the WWF and how this might

benefit the licensing companies.

Poss ble answerThe WWF will benefit financially from licensing its logo.

If it chooses the companies carefully, it will benefit from

the brand awareness globally of the companies that ca rry

its logo. The licensing company will benefit by

associating itself with a charity and thus gaining a

reputation as a caring company which is not interestedin profits alone.

LISTENING page 7

1 Students read the organizational culture types, then

match the descriptions with a partner. If your students

work for an o rganizat ion at the moment, does it fit one

of these culture types? Why do they think so?

nswersI Family2 Incubator

3 Eiffel Tower

4 Guided missile

2 {e. ) Students will hear four people talking about thekind of organization they work for Check students

understand:

line manager: the manager an employee is directly

responsible to

don t bother: don't make the effort

stock options: the right to buy a number of shares in the

company at a fixed price within a certain time pe riod

stiff. rigid

dare: have the courage (to).

1 Play the recording all the way through once. Students

should justify their choice of cultures.

nswersA Guided Missile

B Incubator

C Eiffel Tower

D Family

2 (e. ) Play the recording again, pausing after each

section to give students time to underline key words

and phrases in the listening script.

nswersA I work in teams on specific projects we're all pretty

much on the same level you don't bother to get to

know each other

Bit s . a way of life I can't really teU you where my

working life ends and my social life begins the rest

of us have bought into her dream we certainly don't

coun t the hours we've all got stock options

C organizational chart everybody knows exactly what

they have to do and where their responsibilities begin

and end stiff and formal

D Mr Jones ... keeps everyone together paternalistic

authori tarian people here reaUy do care about each

other intense suffocating

25



Company culture

3 Students work in pairs. Check answers to the matching

exercise before they move on to discuss the adjectives.

Answers

I d e f 4a 5c 6b

4 Students remain in their pairs to discuss the adjectives.

Answers

hierarchiC l: Eiffel Tower, Family

familiar Family, [ncubator

informal: Guided Missile, [ncubator

ega litarian: Guided Missile, [ncubator

cOllservative: Family, Eiffel Tower

paternalistic: Family

impersonal: Eiffel Tower, Guided Missile

unfriendly Eiffel Towerauthoritarian: Family, Eiffel Tower

Your Turn

1 If you have a mixed nationality class, divide the class into

small groups to discuss the questions. f you have a single

nationality class, lead a class discussion.

2 Ask students why they would personally prefer a particular

culture. This could lead to a discussion of which culture they

think produces the best results. Would it depend on what

kind of business the company was in?

3 Students discuss the questions in small groups. f your

students are in work, ask them to talk about their personal

experiences

REA I N G page 48

1 Allow students time to read the introductory text.

Students work in pairs to think of a definition for

sabbatiC 1 You could ask students if they have felt the

sa me way as desc ribed in the text.

Answersabbatical: A period of time, usually a year, spent away

from one's employer doing other things. The time is

unpaid, but the employer guarantees to take the

employee back in the same job at the end of the

sabbatical.

2 Students discuss the questions in pairs.

Answers

I The statue shows a young boy leading a blind man

along a path in an African village.

2 Because it demonstrates, by showing the reliance of

the man on the young boy, the importance of sight. [t

highlights the fact that the young boy can see,whereas the older man cannot.

3 Because Merck s development and free distribution of

the drug Mectizan has helped to prevent river

blindness, thus ensuring that young people like the

boy in the statue will not go blind.

3 Students read the first paragraph alone. Check answers

with the whole class.

AnswersI Research on microbes from soil samples revealed a

molecule which was effective against parasites in

animals. t was later found that by adapting it, it

could be used to treat river blindness in humans.

Note: River blindness is found mainly in Africa but

also in the Americas. The blackfly carrying thedise se lives near rivers.

2 t shows that companies should be prepared to adapt

their rese rch criteri to t ke into ccount

unexpected discoveries. Research generally begins

without a specific aim. [t may take many years to find

a practical application for a discovery.

4 Before students go on to read the rest of the text, check

they understand:

benefit from: to get an advantage from

donate: to give without charge

philanthropic: helping those in need

disincentive: something that discourages you from an

action.

Allow students time to read the questions. They then

read the text and answer the questions in pairs.

Answers[ The people who needed Mectizan couldn 't afford to

pay for it.

2 Whether to donate the drug or charge for it; a

possible expectation that all drugs for the developingworld would be donated; what risks the company

would face if people reacted badly to the drug.

3 t might be expected that other new drugs would also

be donated and this could slow research.

4 Other organizations were unable or unwilling to

finance the project since they either didn 't have the

money or had other priorities.5 The company's philosophy is to prioritize the benefits

of medicine for people, out of which will come profit.

6 The decision had far-reaching consequences; historicin this context means significant and very unusual.

Your Turn

Students work in small groups or pairs to discuss the questions.

Possible answers

For Friedman s argument

• Only people have social responsibilities, not business, as long

as it acts within the rules.

• It s the government's job to look after other matters - that's

one of the reasons why business pays taxes.



•company has duties to its shareholders; spending their

money on good social causes would amount to taxing them

a company has no right to do this, only a sole owner.

Friedman s argument

is part of the local community and greater society;

staff should have a social conscience like everybody else.

assumes shareholders are not socially responsible.

Merck s shareholders felt would depend on their

Friedman s argument.

strong sense of mission could be motivating, stimulating,

encourage teamwork.

pharmaceutical industry is directly involved with

welfare. Most would agree that welfare should not

to market forces so it is reasonable to expect that

companies can be expected to behave

However, in a market economy where

not assisted by government, it is important for these

to make a profit to fund future research.

page49

work in pairs and check answers with the class.

b 2a 3c

work in pairs and check answers with the class.

e 2a 3b

do the same with should.

c 2a 3b

have a monolingual class you could ask students to

Do could, would, and should

in the same way in all the examples?

nts stay in pairs for this exercise. When you check

them to justify their choices.

would 5 could

should 6 would

7 Could

should

Company culture

Extra activity

Ask students to write three real questions to ask another

student using could, would, and should in one of the uses

described in this section. They can then use these for a mill

drill - asking and answering several other students in the class.

L NGU GE FOR page50

Lead-in optional)

With books closed, elicit from the students what they think it s

important to do when you start a new job, e.g. be on time, be

elear about your responsibilities, learn who s who in the new

workplace, where the various departments are.

1 .«_ Students read the different categories before

listening, then compare their notes in pairs beforechecking with the whole class.

Answers

dress: don t have to wear jacket and tie

name tags: must wear 1 tag

the R D section: must not bring anyone in without

approval

smoking; no smoking on the premises or outside the

building

telephoning; should use pay phone for calls, shouldn t

make personal phone calls from workstat ions

2 Students work alone, then compare answers with a

partner. Note: the present forms of needn t have (needn t)

and didn t need to (don t need to can be used

interchangeably.

Answers

f 2a 3c 4b 5e 6d

3 Set a time limit for this activity to encourage students to

scan the listening script, rather than read it through in

detail.

Answerdon t have to: needn t

mustn t: not allowed to

27



Company culture

4 G))) Aim to get students responding to the recording

at a natural speed. Pause the recording after each

sentence

nswers

I You didn t need to send your CV.

2 You ve really got to wear boots and hard hats.

3 You re not supposed to smoke in the canteen.4 You have to You re supposed to wear a tie.

S You mustn t ever take home confidential documents.

6 You needn t wear your 10 tag all the time.

xtra activity

Ask students to discuss in pairs the rules of the place where they

work or study. Are some rules more strictly enforced than others?

SPEAKING p ge 5

Allow students time to read through the intranet

rulebook before they think about the questions. They

can then discuss the questions in pairs. Go round the

class, asking different pairs for their opinions about the

rulebook.

xtra activity

Ask students to read through the rulebook again and underline

all the verbs of obligation and necessity used.

nswers

have to, are expected to, is not permitted, should

2 Students work in small groups of three or four. They can

choose one of the two options. Ask them to think about

the kinds of people that might be working for their

fictional company and the types of staff management

problems that the company might experience. Remind

them to use language from the rulebook on this page as

well as from the Language for section to write their rules.

CASE STUDY page52

If you have students who are in work, ask them if their

organization has undergone recent changes. What kind of

changes? Have they been well accepted by the staff? Why

why not?

Ask students to look at the advertisement, and say what this

company deals in exactly (offices for people s homes).

Brainstorm with the class ways of selling home offices, e.g.

permanent sales force, via the company website, advertising

in the press, agents, mail order catalogues, direct selling (in

customer s house), cold calling.

Allow students time to read the introductory text before

they look at the table. Ask them to predict what kind of

changes Malcolm Frost might have made before his

retirement

Students read the information in the chart and think

about how these changes would affect the staff

specifically and the company as a whole.

2 ,( GO) Students listen to five employees talking about

the new system and summarize their opinions. Check

students understand:

morale: enthusiastic and confident mental attitude

staff turnover the number of people entering or leaving

employment

intimidating making you feel small and frightened

absenteeism: members of staff frequently being away

from work, often for no good reason.

Play the recording twice i necessary. Students compare

their answers with a partner before checking answers

with the class.

nswers

I the team spirit has gone, people just want to meet

sales targets, there is too much paperwork, the money

is better

2 other staff are unapproachable, feels isolated, office is

impersonal, doesn t think she ll stay long

3 doesn t want to hear complaints from salespeople,

thinks they are paid far more than the factoryworkers

4 finds it difficult to cope financially without a basic

salary, preferred the old system which gave better

rapport with customers, finds it more difficult to

close a sale now

S ratio of sales per leads is falling, sickness and

absenteeism is up, and morale is very low

3 Students work in small groups. Each group should

appoint a chairperson to run the meeting. They should

study the agenda and prepare a presentation to give to

the class, using the following framework.



Identification of the problems

Po ss ible solutions

Recommended action

s and discussion during the presen tation should

encouraged. Other groups can also offer comments in

s respec t. With a large class, groups cou ld present to

ther groups. If you have the facilities, students could beo-recorded for feedback.

ernatively, students could write a report in groups,

the following framework

Summary of background to cha nges

Problems identified

clu sions and recommendations

class, students agree an outline of what they are each

ing to write. They write the reports at home and exchange

wo rk with each other for reading and comments in

e following lesson, before handing in the complete report .

NG page 5

icit answers from the class.

< Students read the ques tions before listening.

ay the recording more than on ce if necessary. Students

heck thei r answers wit h a partner befo re doing so with

e class.

Most of the staff wan ted a total ban on smoking.Some employees have been smoking in the building

eve n though the parking lot is the only place where

smoking is allowed.75

Employees who have recently been hired.They might allocate a room to smokers. A letter will

be put up on the notice boards and emails sent toeve ryo ne informing them in strong terms of the newrules .They'll ha ve to leave.

tudents work in pa irs to match the spoken and wri tten

I am writing to express my concern about

are a number of employees smoking on the

premises despite the no-smoking ban.

It has rece ntly come to our notice that ...

Fa ilure to comply with the new regulations will lead

to serious ac tion.This has implications for our insurance... . state that smoking is not pe rmitted.

Company cu lture

4 Refer students to the text box on page 54 contain in g

phrases they ca n use in writing the email. Note that

students will probably not be able to use all the phrases

in their letter.

odel answer

I am writing to everyone to express my concern that the

rules regarding visitors are not being followed. I muststate aga in tha t visitors must be accompani ed at a ll

times, and must wear guest ID at all times. There have

been a number of occasions recently when vis itors failedboth to sign in and sign out on arr ival and departure

despite the company s clear policy. Note also that visitorsmust sign an agreement not to reveal any confidentialinfo rmatio n th ey learn whilst on company premises.

Fail ure to comply wi th this regulation wiJl lead to seriousaction.

2.



30

Supply and demand

This unit addresses la rge-scale business issues on pricing

and commodity trading. Students learn about the elasticity

of demand, price-fixing, loss leaders, and the importance of

commodity prices. The unit also looks at the use of

conjunctions, and language for participating in meetings

and discussions.

TALKING BUSINESS page 56

lead-in (optiona l

You could start this lesson with books closed, offering to sell

something quite substant ial of yours to the class, e g a bike, a

car, or a computer. Describe the object for sale and ask students

to write down a price on a piece of paper. Collect the papers

and put the lowest and highest offers on the board. Discuss why

these are or are not reasonable offers from oth the seller s and

buyer s point of view.

1 Refer students to the t itle of the unit and invite

suggestions for a definition of the law of supp ly and

demand. Tell students that there is an expression in

English: Everytl illg has its price Are there sim ilar

expressions in students ow n languages?

Students answer the questionnaire alone before

comparing their answers with a partner. You could then

ask for a show of hands on the responses and briefly

discuss reasons fo r disagreement.

LISTENING page 56

1 Students read the tip about elasticity of demand and

answer the question as a class.

Answer

Examples of highly elastic goods include foreign travel,

meals in restaurants, or a par ticular brand of car. Goods

with low elasticity include petrol, salt , coffee, and cars in

general.

If you have students in work, are any of their products or

services sensitive to elasticity of demand?

2 « ) Check students understand:

admire: to look up to, to respect

rational: logica l, sensible.

Allow students time to read the questions before they

liste n to part A of the recording. Play the recording morc

than once if necessary. Students compare the ir answers

with a partner before checking answers with the class.

Answers

1 As an ordinary citizen, she was furious. She hasn t

bee n back there since. As an economist, she ad mired

him. By raisin g his price he controlled de mand,

otherwise he would have run out of stock in a couple

of hours.

2 The law of supply and demand. Changing the nature

of the supp ly changed the demand. Generally, the

higher the pr ice of a product , the lower the demand.

In this case, the demand did not dec rease because

customers considered it essential.

3 The short term benefits were an increase in profits

and no t running out of stock. The long-term

consequence was a loss of customers.

3 Ask students what pricing policy is and what might

influence a business in its d ecision to set prices. Possible

answers include: cur rent demand, target market,

company image, a new product.

« » lay part B of the recording, more tha n once if

necessary. Studen ts compare their answers with a pa rt ner

before checking answers with the class.

Answers

1 He bought a new computer and six mo nths later the

market price was abou t half what he had paid for it.

2 Tara says that when Jay bought his compu ter the

company was skimming the markel, in other words,

targeting customers who value new prod ucts

precisely because they are new and scarce.

3 Many companies charge high prices for a new

product to skim the market, to help to break even onmanufacturin g costs, and to recover developmen t

cos ts. After this level of demand has been filled, the

price can be d ropped to penetrate the market further.

4 :(C ) Allow students time to read questions 1-6. Play

the reco rding aU the way through, pa using to allow

students to check and explain fa lse answers.

Answers

F: Depart ment stores can be made to respect the

price lists and guidelines.

2 T



3 F: Supermarkets buy luxury brands on the grey

market

4 F: No, but they' ll work at a mu ch lower margin than

a department sto re.

S T

6 F: No, they may even take the su permarket to court.

• The grey market is also known as parallel imports '.

When there are wide price differences across coun try

borders, some products are bought in one country andsold in another wi thout the authorization of the

manufacturers. Typical products of this kind are cars,

motorbikes, computers, chemicals. and CDs. Legally,

manufacturers have some protection over the first sale

but no t so much on resale.

Students work alone, then check their answers with a

partner.

Answers

1 ra ising

2 charged me3 match

4 set

5 dictate

6 fetched

7 fix

Students work in pairs or small groups. Alternatively,

run this as a whole class exercise with st udents racing to

nd the matching expressions.

Answers

1 cut price2 asking pr ice

3 price war

4 price range

5 retail price

Turn

work in pairs to define the concepts then take it in

definitions to the ctass.

ible answers

he grey market: On the black market it is simply illegal to

buy or se ll . On the grey market. however, the key word is

unauthorized ra ther than illegal; it's about the unauthorized

sale of new products to other countries. For exampl e,

someone could buy a thousand models of a camera in a

country where they're low -priced and sell them in another

where the retail price is much higher.

Skimming the market: If you have a good new product, it

makes marketing sense to ask a high price for it in the period

followin g the launch in order to attract buyers who like the

fact that it is new and that not many people have them, e.g.

early mobile phones.

Elasticity fdemand:

The higher the price you chargefo

r aproduct. the less people wa nt to buy it . This is truer for

Supply and demand

some products than others. People will tend to buy the usual

quantity of more essential products, such as bread, despite

price changes. This would not be true of perfume, for

example.

4 A loss leader: A product sold at a loss in order to attract

customers to buy other products. For example a large

furn iture retaile r may advertise an extremely cheap cha ir in

its catalogue in order to get customers into the store.

S Predatory pricing This is asking a very high price for an

essential product, knowing that customers can't buy it

elsewhere. For example, if you were the only supplier of

aspirin to a market, you could charge a very high price.

RE DING page 58

1 Write commodities in large letters in the middle of the

boa rd, and brainstorm ideas from students to create a

wordweb. Students scan the text quickly to find out which

of the words on the board are mentioned in the text.

2 Allow students time to read the questions and predict

what the answers might be. Students read the text

carefully and answer the ques tions. They compare answers

with a partner before checking answers with the class.

Answers

1 Because paper was an expensive commodity at the

time and as the book was ve ry long. they wa nted tospread out the cost and risk over three vo lumes.

2 If a cheaper supply is found elsewhere, or a syn thetic

substitute is found , this wi ll reduce demand fo r the

or iginal product. The producers of the prod uct will

then be forced to drop the ir prices to main tain their

market.

3 The competing forces of the petroleum

multinational s against the OPEC oil-producing

nations. When OPEC nations decided to limit the

output of oil in their countries, oil prices rosc. This

affected the cos t of other manufactured goods and

led to price increases throughout (inf1ation ). The

increased prices mea nt that demand fe ll (because

people could not afford to buy goods) and that

t riggered a global recession.

4 The growth of the Chinese econo my.

3 Students read the text again to extract vocabulary

meaning lot and little

Answers

lot: high, soar, glut , massive, vas tly jump. plentiful

little: low fall , drop, scarce, low

31



32 Supply and demand

4 Stu dents work in pairs o r smaU groups to write their

definitions. They should refer back to the text to help

them with the meaning.

Possible answerscommodity something that can be bought or sold

cartel: a group of countries, producers, o r m anufacturers

who join together to fix pricesrecession: a time of economic slowdown, where ve ry little

is bought or sold

monopoly: exclusive control of the supply of a product

inflntiorl: a progressive increase in prices

Your Turn

Students discuss the questions in groups. The se could then feed

back to a class discussion. Answers will vary; the notes below

could be used to help the discussion along.

Possible answers

1 It's necessary to define 'essential commodity'. Certainty both

producers and buyers of essent ial commodities have the

right not to be exploited. f you agree wi th the Darwinian

'survival of the fittest' app lied to the free market. producing

countries have as much right to control the supply of

essent ial commodities as manufacturing countries have to

supply essential fin ished goods.

2 This depends on your political point of view. f you believe in

a free market economy then government intervention is seen

as someth ing which influences the laws of supply and

demand and distorts the market. t could be argued,

however. that even in the free market. there are occasions

when governments should intervene. for example, on such

issues as monopolistic pricing in the public service sector.

3 Students' own answers.

GRAMMAR page59

1 Give students time to find and underline the ex tracts in

the reading text. These are not given in the order in

which they appear in the text.

2 Students focus o n the conjunctions used in the ex tracts

and categorize them according to function.

AnswersEven though and ; 1 spite o show a contrast between two

ideas in the nYo parts of the sentence.Nevertheless and 11 wever modify something thai has

been slated.

3 Refer students to the Grammar Guide. page 144.

Answeralthough - followed by subject and verb

despite / in spite o fo llowed by gerund

4 Students rewrite their sent ences and compare their

answers with a partner before checking answers with the

class.

AnswersI a Plastic is not a commodity in the usual sense.

Neverth eless. people have started to treat it as one.

b Although pl astic is not a commodity in the usual

sense people have started to treat it as one.

2 a Although there are oil reserves in the North Sea it

is too expensive to drill for them.

2 b Des pite the presence of Despite there being oil

reserves in the North Sea. it is too expensive to

drill for them.

2 c There are oil reserves in the North Sea. Howeve r.

it is too expensive to drill for them.

3 a Even tho ugh anyone is able to speculate oncommodi ty prices. we should leave this to the

experts.3 b Despite the ability of anyone Despite anyone

be ing able to speculate on commodity prices, we

should leave this to the experts.

3 c Anyone is able to speculate on commodity prices.

Neve rtheless, we should leave this to the experts.

LANGUAGE FOR page60

1 : ) Students listen to identify the problem.

AnswerThey are discussing the problem of rising costs of paper,

ink, and printing and the effect that th is will have on

staff bonu ses.

2 Students work in pairs to match the expressions wi th

their functions.

Answers

Id2c

b

4gs f

6a 7e

3 Students work in the same pai rs to complete the table.

AnswersMaking a contribution: Can I just say that . .. , I d like to

come in here

Asking for clarification: Sorry. I don t quite follow what

you re saying, If I understand correctly

Clarifying: I m sorry, let me run through it again, The

po int I m trying to make is



,.discuss the situations in pairs, then report back

to the class.

Answers

I Sorry, I don , quite follow what you re saying .

2 So, 10 recap. the cost of distribu tion in Canada is ...

Does anyone have anything further 10 add about the

cost of distribution in Canada?

3 I d just like to say Can I just say that I don t thinkwe should make a decision yet? We should wait and

see what happens.

page 61

optional)

have students in work, ask them what part teamwork

in their organization. Would they like more or less of this?

they consider themse lves good team playe rs ?

Elicit a description from the class of somebody who is

not a team player. Possible characteristics: individualistic.

likes to work alone, likes to set his her own goals,

doesn t appreciate suggestions from others, competitive

rather then co-operative. doesn t t rust ot her people s

judgement, th inks he she is always right. Focus

st udents att ention on the question about the importance

of being a team player.

Possible answerTeamwork in bus iness is generally con sidered the best

way to work wherever it can be implemented, and its

supporters claim benefits ranging from increased

productivity and im proved quality to reducin g stress in

the workforce.

Students read the key roles, and write down which on e

best su its thei r character, and which one they think suits

their partner. They then compa re and discuss their

assessments in pairs.

Students read the extrac t and discuss the questions inpairs. Check students understand shoehorn: force

somebody something into an inadequate space.

Possible answersI It s important to understand and adapt to the new

cuhure. You should ma ke an effort to be open to

change, to meet new people in the organization, and

to understand clearly what is expected of you in your

new role.

2 Students own answers.

3 Co-ordinator implementer; team leader external

contact; cri tic inspector all share similarcharacteristics.

Supply and demand

4 Students decide on their roles and turn to their

information fi les. Before they hold the meeting, check

students understand their roles and explain to the class

and the team leaders in particular, some procedures: the

chairpe rson team leader will open the meeting. run

through the agenda, make sure everybody participates.

sum marize, and close the meeting.

CASE STUDY page62

You could begin with a brief class d iscussion o n state-of

the-art handheld co mputer devices: palmtop computers,

electronic notebooks, pa lmt ops combined with mobiles, etc.

What can they do? Do any of your students have these? Do

they recommend them?

1 Students read the description of Vir fen s Caxton Reader

and answer the questions as a class.

Possible answers

I People who: like to buy the latest technology, are

will ing to change their habits, have the disposable

income to afford one, use the Internet , spend a lot of

tim e travelling, or reading.

2 Relies on downloading from the Internet, unlike its

competi tor Paston Voyager; similar products due to

come o ut soon which will bring prices down; need to

price high to cover high deve lopment costs.

2 Allow students time to read the tip on costs. Studentswork in pairs to explain the four concepts. Allow·

students more time to read through the information

about target cus tomer groups and projected first year s

sales before moving o n to 3.

3 Studen ts work in three groups A, B, and C. Group A

discuss the first point in the agenda, What m r ets shall

we target? Grou p B discuss the second point in the

agenda, So arJd and Group C discuss th e third point

in the agenda, Promotioll The gro ups then rearrange

themselves with o ne student from each original groupfor the meeting simulation. Each group should appoint a

chairperson to present the agenda and manage the

meeting. At the end groups can report back to the class

on the decisions they came to.

JJ



Supply and demand

WRITIN pageM

1 .« Students look at the graph. Ask a couple of

quick questions to check that they unde rstand the

information it represents: ow many monitors were sold

in December ( 1 0) Mill month sllOwed the Ilighest sales

(November). Students listen and study the graph . Allow

them a few minutes to answer the questions. before

playing thc recording agai n to check their answers.

nswers

1 I remained steady

2 crept up

3 to fluctuat e

4 slump

5 soared

6 peaki ng at

7 plummeted

8 leve lled off

2 a peak, soar, creep up

b plummet, slumpc remain steady level off

3 crept4 peak, slump

2 Students work alone to categorize the adjec tives. They

then check th eir answers with a partner.

nswe rs

sm ll ch mge: slight steady

large chm lge: dramatic, sharp, steep

3 Di scuss the questions wi th the whole class.

nswer

In the first sentence, the su bject is the rise in price. In th e

second, the subject is the price. The di ffe rence requires

the use of an adjective in the fi rst sen tence and an adverb

in the second.

4 Students work alone to co mplete the sentences. They

then check their answers with a partner before checking

answers with the class.

nswers

2 co llapsed dramatically last year.

3 steep climb in fuel prices over the past six months.4 have increased steadily since the introdu ctjon of the

euro.

5 You could set this writing task for homework.

Model answer

City ana lys ts are predicting a period of firm recovery for

GFV after the dramatic market fluctuations of recent

years. The appointmen t of Cheri Ca rbone as CEO on the

departure of Wilfred O Leary was received well by the

market. Ms Ca rbone, aged 38, of American-Italian origin

is a keen tenn is playe r and was previously head of research

at JKL Chemicals. recently acquired by GFV. Her

appointment and the launch of a new anti -ageing creamprompted sha re prices to creep up. Poor publicity as a

result of animal rights protests at the GFV laborato ries

caused shares to plummet. but this was followed by the

announcemen t of the HTY acquisition and sha res then

soared to an aU-time high. The market reacted badly tonews of the withdrawal of the an ti-ageing product due

to allergic reaction s and share prices began to slump

again, but Carbone s instant withd rawal of the product

and the launch of a TV advert ising campaign res tored

co nfid ence in GFV. Prices have now returned to the ir

pre vious high level and are remaining steady.



unit looks at the theme of negotiation. Students are

to think about the qualities needed for a good

and read about different nego tiating techniques.

als are reviewed , and students practise language

with customer complaints.

LKING BUSINESS page66

tudents look at the cartoon and read abou t Ba rry and

situation. This is known as the prisoner s

lemm a , As k different students in the class to suggest

ry and Martha should act. There are no right oranswers; Barry and Martha will each have to try

what the other person will do in order to

whether or not to confess. The authori ties are

ing Barry and Martha s inability to commun icate

th each ot her as a powerful device in the negotia tion .

page66

n part A a negotiator describes the

haracteristics of a successful negotiation. Can the

dents predict what he might say about thi s? Introduce

ric Perrol. Note: cllips in US English is crisps in British

nglish; chips in British English is Frellch fries in US

ish.

eck students understand:

mpromise the settlement of a disagreement by each

ide making concessions

com e an objection: sa tisfacto rily answer an expression

oppositioncomfortable and warm.

ecording more than on ce if necessary. Students

, then compare answers wi th a partner before

cking an sw ers with the whol e class.

nswers

prepared: un derstand ing the buye r s expectations,

hat is nego tiable and the most you can allow

other side

or losing a l egotiatiorl: you shouldn t aim to win

r lose, but reach a deal which suits both sides

compal ies policy towards tlleir bllyers: most companies

rotate their buyers regularly so that they don t form too

strong a relationship with the supplier

2 « n part B the negotiator discusses the skills

needed to be a good negotiator. What skills do the students

think are important? Check students understand:

take the initiative: to be the first to take action

aggressive: offensive, attacking

confromatiotl: an aggressive position against the other side.

Play the recordi ng twice if necessary. Students compare

an swers with a pa rtner.

nswers

1 Be a good listener, have some psychological awarenessand understand bu y signs.

2 Not very impo rtant: if they a re sa tisfied by th e overall

con tr act, they will accept it.

3 The quiet ones, because it s difficult to build a

rapport with them. He deals with them by leaving

gaps in his presentation to ge t them to communicate

by questioning.

4 Very control led - he never loses his temper.

3 Play part C. Students compare answers with a

partner.

nswers

Financial assistance with an ad campaign. Eric

provided €20.000 in exchange for a larger order.

2 The othe r side can take advantage of your posi tion.

3 The price of potatoes suddenly rosc. Eric did not try

to re-nego tiate the contract.

4 Give s tudents a few minutes to read the listening script

and find the words from the box. Th ey work in pa irs to

com plete the sentences, then compare their answers with

another pair.

nswers

a confrontation

b persuasive

c concessio n

d negotiable

e comprom ise

f proposal

35



36 Negotiat ions

5 Students remain in their pairs for th is task. Check

answers with the whole class.

Answers

1 overcome

2 down

3 out of4 reached

5 lost6 take

7 outcome

8 out of

You r Turn

Give students a few minutes to read the quotation. The language

is a little confusing because of the use of the double negative

You can explain it more Simply by wri t ing: unprofitable usiness

arrangement or A = unprofi table business arrangement or 8 on

the board. Students discuss the two points in pairs or ~ l l groups.

READING page68

Lead-in optiona l)

With books closed you CQuid in troduce the concept of

negotiations by proposing a sharp increase in the amount of

homework the class does. Will they all accept it? Why no t? find

out what they will accept. Are you both happy with the deal?

1 Discuss the questions with the whole class.

Possible answerThis is a win-wi n s ituation. If what you re getting is

worth more to each of you than what you re giving, then

you ve both won. A simple barter of goods is an

example: I have a fridge J don t need but I want a cooker;

you have a cooker YOIl don t need bllt yOIl want a fridge. A

good range of techniques can be useful in order to app ly

the most suitable one to a specific situation.

2 Divide the class in hvO groups to read either article A or

B. You may prefer to check the following vocabulary witheach group in turn. Alternatively. you could divide the

vocabulary items and defini tions below and give them to

pairs of students to do as a matching exercise.

rt icle A

deadlocked: a situation where no progress can be made

to bond: to tie two things together

sOllnd bite: a short memorable comment

cOl/gellial: agreeable, pleasant

to haggle: to persisten tly dispute a deal

testament: evidence or proof of something

rt icle B

envy: feeling of discontent caused by somebody else s

better fortune

locked iI/to the logic: mentally trapped by somebody s line

of argumen t

work alit: arrange

territory: area of land ruled by a person, a state, elC.

The two groups complete their columns. Encouragestudents to help each other to find the information.

Answersrt icle A

People involved: The writer, Swiss entrepreneur (writer s

friend), French government official, golf clien t.

Object o negotiation: To sell merchandise to the French

governmen t.

Obstacle: They can t move on some major issues.

Formal /informal: Informal.

Level o experience: They handled it we ll and seemed

experienced.

Techniques used: Getting the person to re lax out of his

office, introduci ng people he would like to know, subtle

suggestion.

Direct / indirect style o negotiation: Indirect.

How an agreement was reached: At the end of a round of

golf, in the club house, written on a napkin.

Willller / loser o the negotiatiOfI: unclear, although the

Swiss entrepreneur was certainly a winner.rticle B

People iI/valved: The wr iter, young tennis professional,used-car dealer.

Object o negotiation: To buy a camper va n at a good

price.Obstacle: The price of the camper.

Formal/informal: Informal.

Level o experience: He was experienced, she wasn t.

Techniques used: Threatening to sell to another buyer,

leading the customer to think she s ge tting a bargain,

negotiating with the salesman off his territory.

Direct / iudirect style o negotiation: Direct.

How an agreemelll was reached: By phone, the next day.

Wi,mer / loser o the lIegotiatioll: The tennis player was the

winner - she got the camper van at a lower price.

3 A and B students exchange information, then answer the

questions and check answers with the whole class.

Possible answe rsA: Getting away from the negotiating table can be

valuable since it enables people to achieve their main

aim mo re easi ly, i.e. reach an agreement.

B: It s important to stay calm but determined and, if

possible, get the other side off h is or her own territory.

2 A: The setting was very important in getting the

government official to re lax.

B: The setting was essential to achieving the aim of

the tcnn is player, as the dealer would have referred

her 10 other models if she d offered a lower price onhis territory.



•Turn

students to think of a successful negotiation that they have

Remind them that this could be outside the area of work:

iation about domestic chores with a family member, the

of a holiday or a car, or a negot iat ion about deadlines

Students copy the chart from 2 and fill in details

negotiation. They then work in pairs and

nge information about their successful negot iations.ing together whether the other person involved in the

ion was happy or not.

page69

Swdents match the cond itional sentences to the

itions, then compare an swers wit h a pa rtne r.

I d 2e 3a 4c sb

nts match the sentences in I to the different

itional forms. Check answers w ith the whole class.

wers

1 b 2a 3c 4d Se

dents work alone, then compare their answers with a

before checking with the whole class. Re mind

to use contracted forms where possible.

ers

I would you have paid, d been

sign, give

ld you say, paid

,,,on t go ahead

pay, have to

accept, replace

7 would ve renewed, hadn t been

hadn t agreed, wouldn t be

page70

You could begin by leading a brief class discussion on

how often the students complain about goods and

Elicit a few examples of complaints they ve

made. Did they have an y success?

tud ents work in pa irs to order the dialogue and th ink of

the questions. Invite pairs to re-enact the dialogue.

CC » Students listen and check their answers.

Negot iat ions

Answers

Th e co rrect order is: c, a, d, f, e, b.

Other questions may be acceptable but the recorded

questions are (note that some are prompts rather than

direct questions :

1 Hello, G reat Outdoors.

2 Customer Se rvices, can I help you?

3 And what seems to be the problem?4 How long have you had it?

5 Well, you ll need to bring it in to the branch so that

we can have a look at it, and give you a credit note or

a refund.

6 Yes, that s no problem at all, just as long as you ve

kep t the receipt.

3 Students discuss th is question with a par tner, then report

to the whole class.

nswer

Could you put me through ...Can I return it to y local branch?

4 Stud en ts stud y th e use of diplomatic language in dealing

with customer compla ints.

Students make complete sentences in pairs.

Answers

I c f 3a 4e sb 6d

2 (CC ) Students listen and check their answers.

3 Check answers with the who le class.

Answers

a I ll enter your deta ils straightaway.

b I m just accessing your details on y screen.

c Do you happen to have a reference number?

d I do apologize fo r any inconvenience you ve suffered,

Mr M iller.

e You ll need to bring it into the branch.

f I can fully appreciate your fru stration, Mr Miller.

SPEAKING page 71

lead-in (optional)

If you have students in work, ask them what procedures they

have for dealing with complaints. How does the business try to

keep the custome rs sa tisfied?

1 Stud en ts read the tip on dealing wi th customers

comp laints and discuss the questions as a class.

2 Allow students time to read the role-p lay si tuation.

Students work in pairs to do the role-p lay. Students

could sit back-to- back for these telephone situations.

37



Negotiations

3 Students work in different pairs, seated back-Io-back.

You could follow this up with cross-class examples of the

dialogues.

Extra activity

Another customer expression is The customer s always right .

o the students have a similar expression in their own

language? Is this a concept they agree with?

C SE STUDY page72

Students are going to negotiate a solution to an industrial

relations problem at a manufacturing company. You could

slart by asking the class if they can think of any high profile

industrial disputes in their countries. What caused them?

What was the outcome?

1 AJlow students time to read the descr iptions of red stylists

and blue styl ists. Ask them to think if the re are any

people they know - a t work or in a more social situation

- who are clearly either red or blue stylists. Which kind

of negotiator do they think they themselves are? Ask

them to think back to Eric Perrot from the Listening on

page 66. Wh ich kind of negotiator was he? (blue)

2 Students work in pairs or small groups, reading the

statements and matching them to either blue or red

negotiating styles.

nswers

1 red

2 blue

3 red

4 blue

5 blue

3 Allow students one minute to read the three passages in

order to identify the grievances.

nswers1 The blue-collar workers complain that they have to

study in their free time - during lunch breaks or in

the evening.

2 The management has decided 10 cut the financial

support to the factory s sports and social club.

3 The workers don t appreciate the way the technical

manager treats them. They say she s aggressive and

undervalues their skills and experience.

4 Divide the class into four groups of: senior managers

(A), senior managers (8 ), union reps (C), and union

reps (D). All the As read their relevant information file

section toge ther and help each other to understand and

formulate their arguments. Similarly all the Bs all the

Cs, and all the Ds read their respective files together and

discuss the information. Go round the four groups,

helping with any queries as necessary.

5 Students work in new groups of A B C, and D. Remind

them to use the language of negotiation from the unit in

their discussions and to think about which style of

negotiating they will use. For fu ture feedback, video

recording is recommended.

WRITIN page74

1 Check students understand:

discourteously: impolitely

voucher: a document you exchange for goods or services

Students read the letter to decide the cause of complaint

nswer

The customer was treated with discourtesy, making her

visit 10 the store difficult and unp leasant.

2 Students read the letter again in more detail and discuss

the questions in pairs.

nswers

I Yes, there is an unconditional apology.

2 extremely concerned fully share your displeasure hope

YOIl will accept y sincerest apologies

3 Ask for suggestions from the whole class fo r spoken

English versions of the phrases in bold.

Possible answers

1 was extremely concerned to receive: I was very unhappy

to hear about

looked into tile matter very closely: found out as much as

possible about this

11I0pe yOIl will accept my sincerest apologies: I really am

very sorry

1would like to assure YOIl that: I can assure you that

assist: help

ensure: be sure



discuss th e questions as a whole class

nswer

By offering the customer a £1 voucher and ensuring

that someone will be available to assist her personally

next time, the Customer Services Manager is enticing the

customer back into the shop and creating an

opportunity fo r her to spend morc money there.

write a draft lctter first using the letter o n page

74 as a modeL Give feedback on individual letters.

Students then write a final version, checking it carefull y

for errors.

Model letter

Dear r Ball

I was extremely concerned to receive your Ictter and have

looked into this matter very carefully. I fully sha re your

displeasure and dissatisfaction with the treatment YO ll

received. I hope you will accept my sincere apologies on

behalf of Minty's nightclub. I have d iscussed th is matterwith the individuals concerned. While this is no excuse,

the door staff who dealt with you that evening had only

recently joined our compan y and had not yet completed

their training. While we are legally obl iged to ask you ng

people for ID as proof of age, I accept that you were not

treated with the courtesy and respect that we would

expect our staff to show towards all our customers. I

would like to assure you that we take cus tomer care very

seriously and will be reviewing our door staffing policy

in the light of your complai nt.

To be absol utely certain of avoiding any future difficulty

at our nightclub, I have enclosed my personal card. Do

not hesitate to ring me the next time you are planning avisit to our club so that 1can ensure that there will be

someone available to greet you at the door and show YOli

into the club.

1 hope you will accept as a token of our goodwill, the

enclosed vo ucher enti tling you and a guest to free entry

to our nightclub and a free drink each. Once again, I

hope you will accept my most sincere apologies for this

unfortunate incident.

1 look forward to meeting you in person the next time

you visit us

With very best wishes

Yours sincerely

Derek Fletcher

Manager

Negotiations 39



Staying competitive

This unit examines how companies mu st adapt to a chan ging

business environment. Stude nts hear a managemen t

consulta nt talking about his work, discuss mergers and

acquisitions. and look al ways of revitalizing flagging

brands. They also study verbs followed by ger unds or

infinitives, and practise language for making presentations.

TAL KIN G BUS I N ES S page 76

1 Students read the passage and discuss the different

inven tions as a class. There arc no r ight o r wrong

answers, but the most likely killer invention here is

probably the digital cam era c.

2 Bra in sto rm students ideas onto the board. Once yo u

have about fifteen or twenty inventions wr itten on Ihe

board, you could hold a vote to find out which one is the

most important, in the class s op inion.

LISTENING page 76

1 Put the first question to the class before students discuss

the other points in pairs and report back.

ossible answers

A consultant is an expert in a professional field who is

generally not an employee of an organiza tion and who

can therefore offer im partial advice. A management

consultant will offer high-level advice to companies.

1 ompani es generally call in management consultants

when they are in difficulty possibly to advise o n

organiza tional process planning, headhunting.

me rge rs and acquisitions. downsizing. sta rting up

o rganiza tions. running training sessions.2 Management consultants are oflen qualified

accountants, they need excellent academic results and

should be analytical, objective, sensitive, and able to

empathi ze.

2 «_ )) Check students understand the fo llowing

vocabulary from part A:

objective able to view ma tters witho ut being affected by

feelings or opinions

strategy plan, policy.

Play part A whi le student s take notes and compareanswers with a par tner.

Answers

1 Their competitiveness has suffered, thei r market

position is being challenged .

2 Students own answers.

3 Advice on acquiring or merging with another

com pany o r moving into a different market.

3 ,«. )) Students read the questio ns. Play the reco rding

more than once if necessary before stud ents check their

answers together.

Answers

I Quite in timidated.

2 In his late twenties.

3 With suspicion - like a man from Mars.

4 Because he was trained in techniques that were often

unknown in Br itain and because they were experts in

management theories and ga thering market

intelligence.

S Very closely, in o rder to gain their confidence in the

outcome.

4 \«_ )) Students guess the meaning of up or out. This is

explained in part C. Check students understand:

brutal: cruel, savage

con ventional according to usual practice.

Play part C while students take notes.

Answers

I If you aren t asked to become a partner the n you re

told to leave.

2 a They will either become a partner at McKinsey or

they will be headhunted or join a business they have

already advised.

2 b Long hours, lots of travel, enormous amounts of

preparation.

2 c As well as gaining a fascinating insight into all sorts

of organiza tions, it s stimulating, challenging, pays

well . and you become known by top companies.

5 Ask students to give reasons fo r their answers. If you

have students at work, you could ask if they have any

experience of consultants at work. Why were they there?

What effect did they have? Were th ey generally

considered worth the fee?

6 Stude nts can work in pairs to complete this vocabulary

exercise. They then check their answers on page 154.

An swers

2 competitive ness

3 rivalry



professionalism

strategic

recruitment

recommendations

intelligence

Turn

• •students agree with the quotation you cou ld discuss why

true for organizations. Peop le become anxious about the

people who have power are afraid to lose it, some

are naturally conservative, older people tend to become

resistant to change, if change is necessary then you must

something wrong, mistrust of outsiders, etc.), Students

then discuss the two questions in pairs or small groups.

page77

udents answer the question as a class.

swer

is followed by an infinitive

is followed by the gerund

heck the verbs in the box with the whole class.

agree, plan, hope, manage, refuse. tend, finish,

njoy

avoid. finish. look forward to, enjoy. suggest, beerested in, tend

Stud ents work in pairs to answer the question.

nts work alone to write sentences, then compare

their sentences in pairs.

tudents work in pairs to di scuss the differences in

Check answers as a class.

stop to do something means you're stopping one

activity to sta rt another, e.g. We stopped to think abOl1t

strategy

stop doillg means you're ending that activity, e.g. We

stopped thinking about strategy t the end of the

plamlillg phase.

I didn't remember to do something means 'I made a

mistake, I forgot', e.g. didn't remember to bring the

report (I left it at home, I don t have it here).

I don't remember doing something mean , do n ' t have

a memory of something in the past', e.g. don't

remember bringing the report (therefore am

surprised to find it).

I tried to do something means ' made an effort to dosomething with difficulty , e.g. tried to speak to theboss bllt her PA wouldn't lei me ill

Stay ing co mpetitive

I tried doing something mean s experimented', e.g.

tried speaking to the boss but she couldn't help me ei ther

4 We me nt to means we intended to , e.g. We meant to

tell yOIl not to go to the meeting but we forgot.

Mean + -ing involves adding an extra complication,

e.g. The meeting meant i forming her she'd lost her job.

S Slle went on to means 'She moved from o ne si tuation

to another', e.g. After leaving the consultancy slle went

on to work for One of tlleir competitors.She went on doing means she continued doing an

action', e.g. She went 11 workirlgfor tile same company

for the next thirty years.

4 Students wo rk in pairs. Student A should identify

examples of the gerund and say why they're used.

Stu dent 8 should do the same with infinitives.

Answers

Gerunds

as a no un form:

the day-to-day rmltliflgafter prepositions:

things like moving into new markets

by confirming what it already knows

experts in gatllering

the stress ofpreparing and giving presentations

a great way ofgetting not iced

they had been involved in formulating

after certain verbs:

How did it feel going in to a co mpany and advisirlg

I' ll never forget going ... and being

it means working closely

Why don t we try doing it

Infinitiveafter certain verbs:

started to suffer

needs to be done

tries to introduce

they are told to leave

after certain adjectives:

are happy to have

after too + adjective:

too bllSy .. . to stop to think

as an abbrevia ted form of in o,.de,. to:

will give management the courage to diversifyor

launchdevelop different plans to meet challenging

circumstances

READING page78

1 If your students are all from one co untry. discuss the

questions as a class. If your students are from different

coun tr ies, ask them to work in small groups to exchange

information about the biggest drinks manufacturers andtheir promotion techniques in their respecti ve coun tries.

41



Staying competi t ive

2 AJlow students time to read the lext and answer the

quest ions in pairs. Students Ihen compare answers with

ot her pairs.

Answers

I Because it makes B u d w e i s e which is the world's

biggest-sell ing beer.

2 It merged with Brazil's AmBev, Latin America's

largest brewer.3Anheuser-Busch

Brmuls Budweiser . Tsinglaoill

Strengths dominance of US market; products se ll in 80markets; Budweiser® brand; strong balance sheet; clear

lines of managementWeaknesses stuck in the US market (which is

stagnating), overseas ventures have been tentative,

overrelia nce on Budweiser brand

Geograpllicnl i flilence: US Mexico, ChinaInterbrewAmBev

8 mds: Stella Ar to is*, Beck soll, Brahma®Strengths: world's largest brewer by volume; has glo bal

influence; fas t growth

Weaknesses may be growing too fast; hasn't integrated

previous acq uisitions well

Geograpllical influence Belgium, Brazil (a nd the rest of

Latin America), the Netherlands, Canada, the UK

Germany

3 Students discuss the question in small groups. Ask them

to think of reasons to justify thei r answer.

Possible answer

Probably InterbrewAmBe v as it is not stuck in astagnating market, and has spread its influence over a

greater number of markets globally. It doesn't rely on

just one strong brand, bu t has several well-known

brands.

4 Students work alone, then compare answe rs wi th a partner.

nswersIc 2b 3e 4a S d

5 Students read the text about types of merger. Discuss the

two question s as a class. Ask students to think ofexamples from their own country or industry.

nswer

The merger described in the text is a horizontal merger.

Your Turn

Students discuss the questions as a class. Encourage any

students with personal experience of mergers or joint ventures

to talk about them.

Possib le answers

A merger is a long·term jOining together of two companies.A joint venture is set up between two companies for a

specific reason, to sell a particular product, for example , and

is no t intended to be a permanent situation.

2 Reasons for mergers include: competition, economies of

scale. to increase the number of markets. fear of being taken

over. to avoid losing customers, over-optimism. over·

confidence.

3 Students' own answers. This wi ll probably depend on the

answer they gave for 5.4 Government control is usually currently limited to ensuring

that the company post-merger will not h ve a monopoly of

the market. (This is usually considered to be over 40% of a

market.) Other legal restrictions apply to insider trading this

is when people within the company know that a merger or

acquisition is about to take place, and buy or sell shares

based on this restricted knowledge.

L NGU GE FOR page80

1 Studen ts look at the three presentation stages and

predict possible phrases, then read the text to check their

answers.

Answers

I A.5 you know, I'm here today to

2 First of all, Next, Finally

3 I'd like to thank you all

2 Students work in pairs.

AnswersIc 2i 3a 4h Sb 6g 7j 8d

9 fl e

3 (C . ) Students listen to check th eir answers.

SPE KIN G page 8

1 Discuss the questions as a class. If you have a mixed

nationality class, you could quickly discuss differences in

coffee-making between different countries .

Answers

I The range of products available seems 10 have

expanded and the machines have become more

sophisticated. Th e greater choice of models reflects

the different ways of preparing coffee (though this mar

be morc truc of the UK than studen ts' own cou ntries).

2 This would depend on what you are used to buying.

Price and quality have probably stayed more or less

constant for standard models but there are now moreluxury models on the market with high price tags.



Students work in groups to i:J.bel the graphs. Check that

students know which kind of grap h char t is used fo r

which purpose. They then go on to st udy the

abbreviations used in the notes.

Possible answers

1 Graph a: sales

Graph b: production costs

Graph c: share of income from Caetano's produc ts2 v. = very

imp . = important

wI = with

s work in small groups to prepare the

presentation. Tell students they can take notes or write

cards to help them du ring the presentation but they

shouldn't wr ite the whole text and read it ou t. They

could use the fo llowing presentation structure:

• Introduce yourself. your pos ition, and subject .

• Explain how yo u've organized your presenta tion, say

how long it should last, and welcome questions.

• Background informa tion to the problem and research.

• Explai n the op tions an d recommendations.

• Close the presentation and invite questions.

Groups make their presentations. Students in the

audience should be encouraged to ask questions and

pa rticipate in feedback about language use.

STUDY page82

case study, studen ts take on the role of management

ants to analyse a company's business an d suggest

in which it can improve. The case study involves a

ine publisher and mail-order book company which is

overtaken by its online co mpetitors. Introduce the

by asking students if they buy books on line or in

tores.Why might they prefer to buy on line? Why

ht they prefer to buy in a bookstore?

tudents read the background information on

Bibliofile and look at the tip, then discuss their answers

as a class.

Possible answers

I Bib liofile has fa iled to respond qu ickly enough to

the changing pricing strategies now operat ing in the

UK. It has also failed to foresee the importance of

online sales and has not invested enough money o rexpertise in setting up its own websi te.

Staying competitive

2 The modern book market has been affected by the

en try of large new onli ne sellers and the bargaining

power o f the consumers may mean they will go for

the cheapest option i.e. that of the biggest online

retailers. T here is also rivalry am ong existing

booksellers to stay in the market. Michael Porter's

comments o n co mpetition here do not me ntion the

impo rtance of be ing able to invest, in th is case, in

new technology. In the case of Bibliofile, as they

reacted too late to the th reat of the Inte rnet, the ircompetito rs would have benefited ( rival ry am ong

existing firms) and they face growing pressure from

on line booksellers (threat of new entran ts).

2 Allow students time to read the em p loyees' comments

then mark each comment 0 for optimistic, N fo r

neutral, or P fo r pessimistic. What is the balance of

feeling at Bibliofile? (Probably neutr al, bordering on

pessimistic.) Students vote on how tlley feel about

Bibliofile's fut ure, ra tin g their feelings from 1 (very

pessimistic) to 5 (very optimistic). Ask fo r a show ofha nds for each number and write the results on the

board. Studen ts calculate the general feel ing of the class.

3 Students work in sma ll groups to create a stra tegy fo r

Bibliofile. Different members of the group can present

the various parts of the strategy.

WRITING page 84

1 Students work in pairs.

Answers

options b, e.

recomme llda tiollS tld conclusions d , g

background f a

results c h

2 Students read the tip about the language of reports.

3 Students work in pairs to find examples of the language

mentioned in the tip.

Answers

all dverbi l phrase Clearly (a)

passive vo ice action must be taken (a). we were invited to

evalua te (f)

tile illfillitive used to illtroduce new optiotls one

possib ili ty is to design (b), one possibility is to find (e)

4 Studen ts read the sentences again to match the formal

and informal vocabulary.

Answersasked invited

43



Staying competitive

make slIre: guarantee

bought purchasedgive a job to hi ret ink about: considerdo rese rch ): conduct

5 Students work together to produce the reports in class or

for homework. Sma ll groups decide who will write

wh ich sections. Studen ts cou ld then pass their writtenwork to the others in their group to comment on in

terms of conten t and accuracy.

Model report

Co nfidential Report: the way ahead for Althrops

Background

Althrops has long been a household name fo r its high

quality cookware. However. at th e ex traordinary general

meeting of 15 January the board accepted theresignations of five senior managers. FoUowing the

resignation of the old management team, we were

invited to evaluate the company's position.Research

We cond ucted research among consumers of a wide age

range. Some had purchased Althrops' products. Others

had purchased cookware from o ther manufactu rers

within the past year. Please see Appendix I for details of

research methodology.

Results

The cha rts and graphs below illustrate our principal

findings:

• production costs a re 12 higher than the indus try

average

• net income has fallen by 38 in the last three years

• A1lhrops cookware is perceived as old-fashio ned and

expensive by 75 of consumers between the ages of

twenty-five and fty

• the top purchasing pr iorities for today s consum ers

are: price, design, and durabili ty

Options

In our consideration, the above find ings should be cause

for alarm to the board. The options available to us then ,

necessarily reflect the urgency of this si tua tion and are

listed below:

• to find a bu yer for the Althrops name and trade

mark, or a company to manufacture under licence

• to enter into a merger with one of our majo rcompetitors

• to consolidate the positive aspects of our position by

reducing our ove rall operation and concent rat ing on

our up-market range

• to create a strategy which will ultimately enable

Althrops to re-establish itself as market leader

Recommendations and conclusions

Once an innovative and pioneerin g co mpany, A1throps

has relied too heavily on its established ran ge of

products. O ur tea m has seen no reason why the trend of

decline in sales outl ined above should sto p, if no action

is taken to halt it. However, we have been impressed with

th e comm i tm enl and en thusiasm shown by the new

management tea m and recommend the latter of the

options above to the board.

The new management should be in no doubt that

immediate action must be taken in order to guaran tee

sho rt -term survival , we therefore recommend:

• a totally new Research and Developmen t programme

should be set up without delay.

• A1throps should immediately recruit a world class

des igner to produce a new range of products to be

backed up by an advertising cam paign fea turing a

celebrity chef.

• Cu rrent costs are unacceptab le. Head office and

produ ction facility costs mu st be cut - see Appendix

II

In the longer term , we believe the company should:• be ready to launch a new product within three years.

• launch an economy range o nce the new product has

established itself in the market .

Th is report was submhted to Ms Penny Althrop. Chief

Executive Officer of A1throps Cookware on 4th April.



busi ness

unit addresses international trade. Students look at

and import documentation and read about container

Passive forms are reviewed and students practise

itors to their company. They also

describing processes and analyse poster presentations.

BUSINESS page86

students lime to read th e text, then di scuss as a

sec tors of public services and the economy are being

riously depleted by the brain drai n, thcn there would

to be good rcason for the govern men t to be

In New Zealand there is a part icular problem

h IT professionals leaving. There is, however, such a

ing as ' brain circulation' between countries, where

educated workers leave their country of or igin for

period before returning. New Zealand might have to

t the kind of businesses that can pay these people

he salaries they expect in order to keep them the re, or

them to come back.

students what the brain drain is (the loss of skillednnel and academics through emigration). Students

work in small groups to talk about their own

experience of the brain drain. As k each group

feed back to the whole class.

discuss their persona l experiences in pai rs.

ts study the businessman's comments and discuss them.

provides an opportunity for them to think about the

le problems involved in se ing to overseas markets and is

he listening activity. Students can

ss their ideas in sma groups or pai rs before leading on to a

le class discussion.

page86

I )) Students work in small grou ps to read the

and predict the answers. Stu dents then listen

o check their predictions.

Answers

I Trust. The expo rter wants to be pa id immed iately for

the goods they have sent.

2 Trust. The im porter wants to be sure o f receiving the

goods before pay ing fo r them.

3 A letter of credit is used.

2 «. ) Students listen and check their answers in pairs.

Answers

I The letter of credit is a prom ise from the importer s

bank that the exporte r will be paid.

2 The bill of lading is a document which accompanies

the goods from their sta rt ing po int to their

destination. It entitles the buyer to collect the goods.

3 c. »Students work in pairs to order the stages

co rrectly.

An sw s

Ic 2a f 4e Sb 6d

GRAMMAR pageB7

1 Stu del1(s work alone to matc h the definitions. then check

answers as a class.

Answers

I b 2c 3a

2 Students find the phrases in listening script 9. 1 on page

ISS. then analyse the use of the passive. T hey can loo k

back at the definitions in I to help them.

AnswersI We are mo re interested in what both sides have to do,

than who makes them do it.

2 The agent is assumed .3 We are interested in what hap pens to the letter rather

than who uses it.

3 Students work in pai rs to find present, future. perfect. or

modal examples.

Answers

Present pass ive

when tile goods are sellt by the export er; th e letter of

credit is s t p by the buyer; the documents are presentedFuture pass ive

you can never be sure that YO l will be p idPerfect pass ive



n erna ona usness

after th e order lias been agreedModal passive

they \Valli to be paid immediately; which documents lleet

to be preseme /

4 Students work alone, then compare answers in pairs.

Answers2 Everything is being don e to speed up your o rder.

3 Your request for a leiter of cred it has been processed.4 Th e goods were stolen while they were in transit.

5 My exports are dealt with by a freight forwarder.

6 The cargo was lifted from the hold with a crane.

7 A way should be fou nd of making it more efficient.

5 St ud ents work alone, then compare answers in pairs.

Answers1 by

2 from

3 on

4 with

5 with

6 by

7 of

READING pageS8

1 Draw a table on the board with three rows, road, silip

and air and two column headings, benefits and risks.

Brainstorm ideas from the students to complete the table.

Possible answers

benefits risks

road cheap slow, traffic delays

ship a lot o f space slow, weather dependent

aU fast expensive. limited space

2 Set a clea r time limit to encourage students to scan the

text and not to read every word. Check answers with the

whole class.

Answers8tlr: A si mple box is the 8th wonde r of the world.

100.000,000,000: Th e va lue in dollars of the shipping

industry.196 s: The time when containers transformed seaborne

freight .

8-JO: Th e annual expansion in percentage of goods

shipped in conta iners.

3: the percentage by which expan sion of container

shipping outstrips growth in world economy per year.

10: The number of hours it can take for a ship to be in

and out of a port.

40: Th e length , in feet , of a container that would today

cost 2,200 to ship from North America 10 Europe. 40

feet = approximately 13 metres.

7 000: The number of standard containers tha t ships can

carr y.

2 500: The cos t in dollars of transporting a 40 ft

container from North America 10 Eu rope in 1980.

3 Students read the text again and answer the questions,

then compare answers with a partner.

AnswersI Because it has massively reduced the cost of shipping

goods in the last thir ty years.

2 In the 1960s.

3 t has allowed operators to reduce their paperwork

and cut out the middleman and enables customers to

track their con signments mo re closely.

4 By about eight to ten per cent a year.

S t didn't protect the goods against theft or bad

weather.

6 By using a specially built crane to lift the container

out of the ship.7 No, they have fa llen.

S It has enabled manufacturers to site their production

in countries where labour is cheap er and it has

enabled foreign traders to compete with local traders

4 St ud ents work alone, then compare an swers with a

partner.

AnswersI docks

2 cranes

3 pa perwork4 consignment

5 cargo

6 freight

7 vessel

5 Allow students time to find th e words in the article.

AnswersI shrunk (paragraph I

2 vibran t (paragraph 2

3 knot (paragraph 2)

4 track (paragraph 2)5 boo ming (paragraph 3)6 fe tch (paragraph 6)

Your Turn

Students should enjoy this opportunity to think about other

wonders of the modern and business world. They can discuss

their ideas in groups before making a presentation to the rest o

the class to explain the reasons for their choice.



page 90

students what they know about sil k production. Can they

the main stages? Write up their ideas on the board, then

them to look at the illu strations in 2 on page 90 re their

represented in the illu strations?

Students work alone, then compare answers with a

par tner.

« ) Students listen to check the ir answers.

Answers

Ie 2d 3e 4a Sb f 7h 8g

Remind students to use the pictures as visual dues fo r

the ordering activity. Al low them a few minutes to put

the process into the correct order, then check their

answers with a partner before checking answers with the

whole class.

AnswersIe 2b 3 h 4£ Sa 6g 7c 8d

If st udents need morc help. you could ask these concept

questions: hat hatches into silkworms? (eggs), What

creates a fille thread? carefully undoing the cocoon).

Answers

In the fi rst sentence, wllich refers to a single word eggs).In the second sentence, which refers to a clause Each

o oon is carefully llndone.)

Before students begin, remind them of the different

relative pronouns: whidl, who, where. whell, fllat, etc.

Students work in pairs, analysing the sentences in 3, then

check answers with the whole class.

Answersa which refers to a clause

b no relative pronouns

cwhich

refers to a clau

sed that refers to a word

e which refers to a word

f where refers to a word

g that refers to a word

h no relative pronouns

International business 7

SPEAKING page 91

lead-in optional)

You could start by eliciting from students what they already

know about chocolate production. withou t going into too much

detail Where is it produced? What are the ingredients? How is

it pri ced in students' countries?

1 Students work in pairs to prepare their presentation.

Refer them to Mei's talk in Lallguage for and ask them to

prepare what they're going to say before sta rting.

Rem ind students to usc the passive fo rm to describe the

process, and to use relative pronouns where necessary.

CASE STUDY page92

1 2 Stu dents read the background information first.

Check that they understand the situation: Where are the

compollcllfs CIIrrelltly mallufactured? (abroad), Wllere are

the components currently assembled? (in Canada), hy

does it watlt to construct its own productioll facility

abroad? (because it has been having prob lems with the

suppliers of (he components).

Divide the class into three groups: A. B, an d C The A

students read about the first potential market, Asia, the B

studen ts read about Latin America, and the C students

read about Europe. In their groups, students discuss theinformation and draw up a list of the risks and benefits

attached to their potential market. Allow about ten

minutes for this preparatory work.

Reorganize into groups of mixed A B, and C st udents.

The groups exchange information about the risks and

benefits of locating a pla nt in each of the three markets

then decide where the factory shou ld be built and

whether it should be a small or large fa ctory. Each group

reports back to the class, giving reasons for th eir

decision.

Possible answersAs the chances of a growing ma rket are o nly assessed as

being 60 , students may reach the conclusion that

Kasada should start cautiously by building a small

factory. This wou ld also enable the company to staff the

factory at management and core level mainly with

expatriate Ca nadians initially, giving them a couple of

years to assess the success of th e factory before moving

on to employ local sta ff.

Th ere are risks and benefits associated with each

potential market:



International business

A - r isks

• possible political instability may lead to labour

problems

• bad publicity at home if seen 10 use child labour

• unreliability of port facilities may affect shipping of

goods back to Canada

A - benefits

• cheap labour

• low initial financial outlay, with tax incentives• well·edu cated, com puter· literate local staff available

• opportunity to learn from ot her Canadiancompanies experience in this market

B - r sks

• unstable economic situation will make production

costs difficult to predict

• possible political instability may make economicsi tuation worse

• earthquake• difficulty in retaining IT staffB - benefits

• low labour and production costs

• excellent transport infrastr ucture

• well·educated local staff ava ilab le

risks

• high ini tial financial outlay required• possibility of political change, affecting tax incentives

• high transpo rtation costs• large amounts of papenvork may reduce the

efficiency of the transportation links

• high wage costs• strong unions and employment laws may limit

productivity of staff

C - benefits

• ve ry stable governm ent• tax incentives• excellent transport links• well·educated local staff

WRITIN page 94

Students look at ways to present information in a large

format. Th is is common in presentations and may use the

medium of an enlarged computer screen image, a

tra nsparency projection, a flip chart. or a poste r. At the end

of this section students will prepare a poster themselves so

you ll need poster·size paper and coloured pens.

1 Students discuss the q uestions as a class.

Answers

I To inform the banking sector about moneylaundering and how they can fight it.

2 The poster men tions the followin g ways of

combating money laundering:

• making ID checks of all people depositing money intheir bank

• putting a limit on the amount of cash that can be

deposited

• demanding stricter banking laws and closelymo nitoring staff

• looking out fo r the involvement of unusual financial

insti tutions in transactions

• keeping informed about client s business.

2 Before students turn to File 16 on page 130, ask them tolook again at the poster and analyse the way that the

information is presented. Draw their attention to the use

of humorous illustrations to enliven the poster. and the

chunking of information into short bullet points.

Students work in pa irs to discuss the information in File

16 , think about how they can divide it into short bullet

points, and al so how it can be illustrated.

3 Students work in groups of three or four for thi s activity.

Hand out poster·size paper and colour pens to each

group. Al low groups about ten minutes to prepare adraft o f their poster. Students can complete their final

version posters in class, o r for homework if you run ou l

of time. Each gro up should present the information on

the poster to the rest of the class. Encoura ge the

audience to as k questions and participate in giving

feedback.

Model answer

Thi s is a How-diagram to show the passage of a web page

through the Internet.

How a web page is transferred over the Internet

D It is broken up into many same -sized pieces, calledpackets

D A header is added to each packet, explaining where

the packet comes from and where it should go.

0 Each packet makes its own route through a web of

computers until it reaches its destination.

If any packets are mi ss ing or damaged, the

destination sends a message back to the original

location, asking for the packet to be resent .

0 The packets are then put back together to form a web

page again . using the information in the headers.

The software for receiving sending, and checking these

packets is called TCPII P (Transmiss ion Control

ProtocoUlnternet Protoco l). Everycomputer

connectedto the Internet has thi s software.



resources

unit looks at recrui tment fro m the po ints of view of

employers and job applicants. Students discuss CV

and interview techniques and read about employersds for ensur ing staff loyalty They study ph rasal ve rbs

ctise handling questions in job interv iews.

BUSINESS page 96

ld begin by putting up a va riety of job advertisements

wa lls of the classroom . The English language press can

plenty of these often dedicating different days of the

to particular fields. f you have access to the Internet. you

many other job positions often listed on company

under Jobs or Vacancies.

dents read the text and discuss the quest ions as a

Check students understand:

ishments: unreliable additions to create a better

ress ion

answers

It s so common because of the desperation ofapp licants to get shortlisted in an increasingly

competitive job market.

Businesses naturally do n t want d isho nest staff.

Th is is a question of degree, and perhaps also what is

being exaggerated. It wou ld be dishonest to lie about

qualifications, but understandable to exaggerate

interest in social ac tivities which might be considered

desirable for a job - playing a team sport, for

exampl e

could write up the fo llowing different examples of

mbellishments on the board:about qualifications

ab out 1I0bbies

ting one s role in a company

king up details to jill embarrassing gaps in your V

tellding to be in cllarge ofa la rger team than you really

a rie"d I re/ative as a referee. but pretending tlley

e t work connection.

in pairs or small groups and discuss

hich of these they would or would not use

LIST ENING page97

1 If your class has litt le work experience. elicit answers

from the whole class. If they have work experience. they

can discuss the points in pairs. Do they have any

p referred method of job searching? Why?

2 < Check students understand:

on tile grtlpevine: th rough word of mouth , the way

rumours are commun icated

brain drtlin: a country s loss of highly trained personnel

or academics abroad

work placement: a period of practical training in a

workplace.

I Students listen and comp lete the method column.

2 Students listen again and complete the rest of the

table then compare answers with a par tner before

checking with the whole class.

Answers

Person a

method: 6 being headhunted

how he I she feels about the job: flatte red, pleased

how he I she is rewarded: golden hello, better prospects,

mo re moneyPerson bmethod: 2 family contacts

how he I she feels ab out the job: it s OK. but would have

liked to work outside the family company first. can move

on if wants to

how he I she is rewarded: profit share

Person cmetllod: 3 networking and professional contacts

how he I slle feels about the job: pleased although job is

demandinghow lie I slle is rewarded: good company reputation,

amazing bonusesPerson dmethod: 5 speculative application made by app roaching

organizations di rectlyhow he I she feels about the job: it s OK, but the job s not

very excitin ghow he / she is rewarded: good pay

Person emethod: I careers and placement services

how he / she feels tlbout the job: pleased - it s a cool

companyhow he I she is rewa rded: good training possibilities,

opportun ities for promotion

Person fmethod: 4 respond ing to advertisements

49



Human resources

how he / slle [eels about tile job: happy, although financial

rewards aren't good

how he / slle is rewarded: a worthwhile career

3 If your stu de nts arc all from o ne country, discuss this

as a whole class. I f they are from different countries.

they can discuss in small groups, exchanging

in for mation about their own country.

3 Students wo rk alone, then compare answers with a

partner.

Answers

1 A demanding job requires a lot of effort from you; a

challerlging job is stimulating and invites you to make

a success of it.

2 A worthwhile job has a good p urpose, and a

rewardillgone provides satisfaction.

3 A person who is skilled has learnt a lot about the job,

while a Inlet/ted person shows natural ability.

4 A dead end job is onc with no future, in othe r words,

no prospects.

5 The next nmg on a ladder is a move up in a career

structure, while a stepping stone is a means to reach

another goal.

6 To pull strings for someone is to use your influence in

an o rganiza tion to do them a favour; to head/llmt

them is to persuade them to take a new job.

7 Aptitude is a na tural talent for something; an attitude

is a fixed way o f thinking or behaving.

8 A golden hello is a sum of money paid to a new

recru it whe n they join th e company; golden handcuffs

is a high salary intended to stop the em p loyee

looking for a new job.

Your Turn

1 Stu dents work in pa irs to read and comment on the elevator

test.

2 Groups appoint a t imekeeper. Each student says which job

they' re going to ask for. tudents take turns to pitch for the

job in sixty seconds. t the end, groups report to th e class

on their winners and why they were ch osen,

READ I N G page98

1 Students discuss the first text in pairs, Would they put

their own lives at risk to help a friend?

Note: Ke rry Packer, at the time of writing, is the r ichest

man in Australia. Surviving childhood polio, he grea tl y

increased the family wealth through his dealings in the

media industry. He owns Channel Nine 1V network and

publishes about 60 of all the magazines so ld in

Australia.

2 Check students understand: sectors of the economy

Economies may be divided into three sectors:

primary agricu lture and the ext raction of minerals

secondary manufacturing, induding related se rvices

tertiary services, induding distribution, health, education.

Students discuss the questions in small groups.

Possible answers

I In Britain, at least, most sho rtages are in the secon,j riand tertiary sectors. A recent report daims that nearly

two-thirds of British firms are experiencing shortages

of skilled staff, 62 in services in general, 58 in

manufactu ring, 54 in dist ribu tion and 62 in Dubhe

services. The technology and engineering fields

been particularly seriously affected.

2 All kinds of organizations and businesses can have

staff turnover. These would typically have low pay

generally, or low pay compared with the same work in

other organizations, low mora le, no career structure,

minima l benefits, a poor work env ironmen t, long

hours, low company prestige, etc.

3 To encourage staff to stay, companies cou ld increase

sala ries and benefits such as health insurance and

pensions, as well as incentives such as bonus schemes;

they could offer in-house training, personal career

development consu ltation, and generally improve the

work ellvironment.

3 Check students und erstand:

a will: a do cument sta ting who you r property passes to in

the event of your dea th

wise: sensible, knowledgeable

diversity of lifestyles: different ways of living

serf worker with low pay and few rights.

Allow studen ts time to read the questions and scan the

article for the information. Studen ts compare answers

with a partner.

AnswersI So they can payo ff student loans more easily.

2 Because different people have different lifestyles and

will therefore app reciate different benefits.

3 The answer to this question probably depends on how

badly the company needs its employees and how

difficult recruitment is. The more difficult recruitment

is, and the more a company relics on its employees, the

more that em p loyee will have the advantage over the

employer and can expect to be treated like a customer

as weU as an employee.

4 They tr y to look after their staff as if they were

unive rsity students. It see ms ve ry successful if only 8%

turnover is a result of the policy.

5 They try to make the office more like home.

6 You may end up working longer and longer hours

without overtime payments.

7 Th e phrase More worryillg still indicates that he has

negative feelings about it.

4 Students discuss the questions in groups.



page99

read the explanation of phra sal ve rbs, then look

back at the Reading passage on page 98 to find the

ph rasal ve rbs in bold . Studen ts read the sentences

containing the ph rasal verbs so they understand the

con tex t in which they are used. Students then do the

matching activity alone, before checking answers with apartner.

Answers

get on with: have a good relationshi p with someone

build up: develop

payoff fin ish repaying a debt

hold onto: keep

umditlg Ollt giving I distribu ting

go for: choose

come lip with: have the idea of

stay on: remain after normal leaving time

look after: take care ofsort out organize solve a problem

end lip: eventually fin ish

laid Ollt: arrange

dents complete the sen tences alone. then check


Answers

I to pay it off

2 stay on

3 ended up

4 hold onto them

5 sort them out

6 go for

dents complete the sentences in pairs, then check

answers wi th the whole cla ss. If necessary, find the first

phrasal ve rb w ith the whole class.

Answers

a payoff, hold on to, sort out, go for

b stay on, end up

c hold o nto, go for

The sentences highlight a va rie ty of different grammatical

errors: wo rd order, wrong aux iliary ve rb, and incorrect

ve rb fo rm. Give students time to identify and correc t theerrors . Students compare their answers with a pa rtner

before checking answers with the whole class.

Answers

I Se ntence b is wrong. It should be: The value of shares

has gone up.

2 Se ntence a is wrong. It should be: The applicatio n

fo rm was sent back because he hadn t filled it in

properly.

3 Se ntence b is wrong. t should be: If we increase our

sal es fo rce, we ll be able to break illto the marke t.

4 Se ntence b is wrong. t should be: I am looking

fo rward to hearillg from you next week.

Human resour es

5 Elicit the difference in meanings from the whole class.

Answer

I b 2 a

6 Stude nts work in pairs. then chec k their ideas in a

d iction ary. Remind stud ents that phrasal ve rbs are

ext remely commo n in English, and tha t their fluency will

imp rove if they can learn and use a large bank of phrasalve rbs.

Answers

I a picked up means lea rn t informally

b pick up means improve

2 a make ou t means read understand

2 b made llt means pretended

3 a take offmeans to remove clothing

3 b took offmeans began to fly

4 a put up means increased

4 b put someone IIp means to offer them a room to

stay in

7 Students work in pairs or small groups to identi fy the

grammatical d iffe rences.

Answers

I a the ph rasal ve rb is used transiti ve ly

b the phr asal verb is used intransitive ly

2 a the object separates the phrasal ve rb

2 b the phrasal ve rb is used intransitively

3 a the object separa tes the phrasal ve rb

3 b the phrasal verb is used intransitively

4 a the object comes after the phrasal ve rb4 b the obj ec t separa tes the phrasal ve rb

LAN G UAG E FO R page1

1 Stud ents complete the ques tions in pairs.

2 :CCJ D)) Students listen to chec k their answers.

AnswersI Wha t do you see yourself ...

2 How q ui ckly do you learn

3 What was the most important thing you learn t ...

4 Would you rather be ...

5 Do you thi nk you could ...

6 Could yo u tell us ...

7 I d like yo u to describe . . .

S Would you mi nd te lling us .

3 (C ) Allow stu dents time to read through the replies

and match them to the interv iew ques tions. Stud ents

listen to chec k their answers.

51



Human resources

AnswersIe 2c 3g 43 Sh 6d 7b Sf

4 Students work in small groups to comment on the

replies in 3 before checking answers with the whole class.

Possible answers

a This is a negative way of talking about office-based

work. It would be better for the interviewee to

comment on positive and negative aspects of both

office-based and non-office-based work.

b This sounds as if it might be rather deceitful. It s alsonot really highlighting a skill. t would be better to

give an example that shows off a particular skill like

managing people, dealing with deadlines, sticking to

budgets, etc.

e OK. but the interviewer has asked about a skill, not a

specific example.

d OK.e This answer may come across as rather arrogant. t

also shows that the candidate is not intending to stayat the company long term if they are thinking about

setting up their own business.

f This may come across as abrupt and rude. If the

candidate is unwilling to discuss salary, they can use a

more subtle avoidance technique, for example: Well,

rather than give an exact figure, let s say if s in the

region of 30 40 thousand euros:g OK.

h This is not a bad answer. However, the ideal greatest

weaknesses response will actually highlight a

strength. For example: I find it very difficult to deal

with people who are not as exacting in their

standards as I am , or I can sometimes overlook the

finer details of a job because I am dedicated to

achieving the deadlines:

5 Students might be ab le to use some of the ideas they

came up with in their groups when discussing the

questions in 4. Encourage students to role-play an

interview, with one student playing the part of the

interviewer and the other the part of the candidate. Ask

the interviewer to make notes about the candidate s

responses and then feed back to the candidate after the

interview is over.

SPEAKING p ge 101

1 You could expand thi s into a general discussion of

interview experiences. Discuss what form the

interview(s) took (Was it one to one or were there more

people involved?). Do they think the interview reflected

how they perform in their current job. or would bave

performed i f they had got the job? Why?

2 « ) Allow students one minute to read the

descriptions and identi fy the interview types. Students

listen and match.

AnswersI Karl: panel in terview

2 Eija: serial interview

3 Maria Alejandra: one to one interview4 Brian: group interview

3 Students discuss the methods in pairs.

Possible answers

The most stressful for candidates The panel interview is

probably the most stressful for th e candidate as if s more

difficult to create a rapport with a panel than a singleinterviewer. However, if the candidate is Jacking in

confidence, a serial interview may be more daunting.

Gives the most accurate impression o candidate If the

employer is looking for someone who will get on with

people an d work well in a team, the serial interview maybe more appropriate. If they are looking for people toplay different roles in the company, a group interview

may be better. Panel interviews often demonstrate a

candidate s ability to perform weU under pressure.

4 Students work in groups, each preparing questions for

one of the jobs.

I Students prepare the questions together with one

person writing them down.

2 Make sure students understand that they re going to

be interviewers for one jo b but candidates foranother. The graphic designers and customer service

candidates should be in terviewed by panels, while the

PA could be interviewed by the serial one to one

method. If possible use three different rooms. One

student from each group moves to another group to

be interviewed at the same time. When the interview

is over, the candidates return to their original group

and th e next interview begins. At th e end. each group

selects the strongest candidate , giving reasons for

their choice.

CASE STU DY page102

1 AJlow students time to read the information about

Drivers Sport. Students brainstorm the qualities of an

ideal candidate for the post. Accept all students

suggestions and write them on the board. Students work

in pairs to rank the qualities in order of importance.



nts discuss the applicants deta ils and shortlist two

idates. Encourage them to explain the reasons for

choice.

groups, students decide who will be the interviewers

who will be the candidates. f possible, candidates

in another room while

erviewe rs prepare their ques tions. Candidates waitthe in terview room: Ask the interviewers to

with some small talk: the candidate s travel

nts, their hotel, etc. Specify a time limit for

interview and try to ensure that each round of

starts and finishes together. At the end, groups

back on which candidate they selected. and why.

I N G p ge 104

read the three definitions on the left-hand side

e page before starting the task. Students work in

ify the three letters and put the sentences in

correct order, then compare their answers with

her pair. When the correct order has been

tudents can write down the three extracts in

correct order to use as models for the next activity.

nswers

app lication letter

writing to express an int erest in the post ofwebsiteh was advertised in last week s edition of

I am a twenty- four-year-o ld Computer Sc ience

with two years work experience. r am currentlyin a computer start-up. r have been searching

exactly this type of opportunity for a long time and rthat I could have the combination of the right

mic background and experience for this post.

invitation to an interview dayto your application we would like to invite you

attend an in terview day at our assessment centre onrd June. The day will begin at 9.45 wi th two one-hour

and psychometric tests. After lunch there will betask which will be observed by members of our

At some point in the day you will have thetunity to discuss your application wi th a memberHuman Resources department. We should have

17.45 at the latest.

•Human resources

A;ob offer

r have plea sure in in forming you that you r jobapplication fo r the above post has been successful. We

would like to make yo u a provisional job offerdepending on the reception of satisfactory references

and original copies of your qualifications. Thisappointment will be at scale three of our ge neralmanagement grade and the starting salary is curren tly

£23,000. reviewed after six months. This is a permanentpost subject to the completion of our standard three

month trial period. If yo u still wish to take up th is offerplease sign and return the letter of acceptance to us by18th Se ptember.

2 Students use the model texts from 1 to write thei r own

le tters, based on the information given. They can choose

one of the three letters described. Remind students of

the following rules for formal letter-writing.

• Correct layout: se nder s address in the top right hand

corner, addressee s address below this on the left.

• Use ear ir / Madam at the beginning of the letter

and Yours faithfully at the end, if yo u don t know the

addressee s name.

• Use ear Mr / Ms at the beginnjng of the letter

and Yours sincerely at the end, if you do know the

addressee s name.

• Remember to include the date and any reference

number that might have been used in the or iginal

correspondence.

• Divide the letter into top ic paragraphs.

Students can write up their letters for homework and

then bring them into the next lesson to compare with a

partner and correct.

53



uman resources

Model letters

15 th April

Dear Sir Madam

International Summe r Camps Manager s

I am writing to ap ply for th e post of su mmer camp

manager which was advertised in yesterday s edition

of The Swansea Herald.

I am a twenty- one-year -old Bulgarian an d am

currently completing the final year of my degree in

Sports Science at the University of Swan sea in Wales. I

have previous teaching experience. having worked as a

teachi ng assistan t in a school in Burgas before I

started my degree.

Having lived in Wales for three years, my English is

excellent and I am an en thus ias tic sportsperson ,

playing foo tba ll, tenn is, and basketball regularly I am

very keen to work with people from all kinds ofdifferent backgrounds and cuhures and feel that my

own expe rience, as a teacher, a sports science student

and as a foreign national working abroad will be very

relevant fo r this post.

I look forward to hea ring from yo u.

Yours faithfully

Georgi Petrov

2

18th April

Dear Mr Petrov

lntemational Summer Camps Managers

Thank you fo r your letter of 15th April, app lying for

the post of Summer Camp Manager.

Further to your application we would like to invite

you 10 attend an int erview day at our assessment

centre on 28th April.

The day will begin al 8.45 with a one-hour fitness test.

Following a short break, there will then be a one and a

half hour aptitude tes t After lunch there will be a

group task for which you will be required to

demonstrate your team work skills and show your

ability to interact with peo ple of different

backgrounds abilities, and cultures At some point in

the day you will have the opportuni ty to discuss your

application with a member of the Personnel

Department. We aim to have finished by 17.00 at the

latest.

Please let me know if you will be available to attend

this interview day as soon as possible.

Yours sincerely

Helen Dunsmore

3

Helen Dunsmo re

Personnel Manager

The Beacon Organization

PO ox 765

30t Apri l

Dear Mr Petrov

International Summer Camps Managers

I have pleasure in informing you tha t your job

application for the above post has been successful. We

would like to make you a provisio nal job offer

depending on the reception of satisfactory references

and original copies of you r qualifications. This

appo intment w ill be at scale nYo of our general

management grade and the sala ry will be €2,400 per

month. This is a three· month post, running from July27th to October 27th. If you still wish to take up this

offer please sign and retur n the letter of acceptance tous by 12th May

We look forward to we lcom ing you to the Beacon

Organization.

Yours sincerely

Helen Dunsmore

Extra activity

Students individually choose a real English language job

advertisement that interests them and write a letter of application.



start-up

unit looks at the challenge of running your own

siness. Students learn about franchi ses and read about

r k i n in a famil y business. The y study adjective and

patterns and language for responding to requestssuggestions, and also practise writing a letter applying

financial back ing.

page 106

Allow students a few minutes to rcad the text.

Students work in pairs to discuss the advantages and

disadvantages of self-employment.

Possible answersAdvantages;

You are your own boss.You can work the hours to suit yourself.

You will be highly motivated.

You will benefit directly from profits made by you r

company.

Disadvalltages

You won't have the security of a guaranteed month ly

salary.

Working from home can be disrup tive to home life.No other employment benefits: pension , sick pay,

holiday pay, etcCan be ve ry stressful.

Will be competing with large, well-establ ished

companies.

page 106

Students read the tip about fran chises, then discuss thequestions with a part ner.

Possible answer

The franchisor is guaranteed a sum of money from the

franchisee without being reliant on the franchisee's

success. The franchi see is given control of an operation

which is already successful withou t having to risk a large

amount of money o n start up costs.

«. Student's read the questions and predict the

answers, then listen to part A. Students compare answers

with a partner, before checking answers wi th the wholeclass.

•Answers

I You 're supported to a certain extent by the franchisor.

The business plan has been t ried and tested elsewhere

and it 's worked, so you have a greater probability ofsuccess. You can star t the business operating in a

relatively short time.

2 a 33 b 500,000 c £10 billion

3 Students could try to answer without listening to the

recording again. Ask them to explain their false

answers.

Answers

I T

2 F: True entrepreneurs w ill not want to follow other

people's rules.

3 T

3 ,«4ID)) Ask students to guess the initial min imum

investment for a McDonald s franc hise in Great Br itain.

This was £250,000 in 2002. Students read the questions

before listening to part B.

Answers

I From a few hundred to hundreds of thousands of

pounds.

2 Th e franchi sor takes a cut of the turnover, not the

profit.

3 She mentions: national advertising, competitivebuying power, management systems, a logo,

reputation. She also mentions that the franchisor willhelp with training. know how, and offer help and

advice on any problems Ihal may arise.

4 Wi th a franchise you gel the brand's repu(ation and

competi tive sales power.

4 . )) Students read the questions and prediCl the

answers befo re listening to part C.

Answers

1 Look for a sector which is growing and where there'snot too much com pet itio n. Also go to exhi bitions,

buy magazines, and talk to people.

2 Find o ut how long they've been operating and talk to

ex isting franchisees.

3 Be suspicious.

GRAMMAR page107

1 Studen ts work alone to mat ch the definitions, then checkanswers as a class.

55



Bu siness start-up

Answers

I a hardly;:;; adverb: amy just

I b hard::: adjective: difficult

2 a late:::: adjective: the opposite of 011 time

2 b lately = adverb: recently

3 a nearly = dverb: almost

3 b 1Iear= djective: opposite of far (in this context itmeans the exam wiU be soon)

2 Students work in groups of three to find examples in

parts A B. and C of listening script .1, then exchange

information and create further sentences using the

adjec tives and adverbs. Check answers with the whole

class.

Students will have met these adjectives and adverbs

before but some can cause confusion as false friends

(i.e. they are similar to words in the student s own

language but have a different meaning). Check students

understand:

actual: real, e.g. This is ll actual / realls"'-cel1t11ry QueenAnne chair.

actually: in fact (not at the mometrt , e.g. Actually, I've

1Iever seen her before in my life.

really: in reality, similar to actually but stronger, e.g. This

is really /lot slIch a difficult exercise; very, e.g. It's really

cold today, isn 't it?

eventlltl/: coming in the end as a result , e.g. Their i1labi/ity

to cotltrol spe/ldi/lg led to their eventual ba/lkruptcy.

evetltually: in the end (not i lecessary, possibly), e.g. They

evetltllally solved their problems by hiri1lg a matlagement

cO/lsllltan .shortly: soon, e.g. Shortly after the meeting she was told to

look for a tlew job.

3 Students work alone, then compare answers in pairs.

Answers

1 Sentence b: hardly any (adverb determiner) is

stronger than not mild, (adjective) and suggestsalmost no difference.

2 Sentence d: The positive far less (ad\ erb adjective)is stronger than Ilot qllite as (adverb preposition).

3 Sentence f The negative 11 easier (comparati\ eadjective) is stronger than the easiest (superlative

adje<tive).

4 Sentence g: The lotlger (adverb) with the less

(adjective) is stronger than Every extra (determiner

adjective) with less (adjective).

4 Students work in pairs, before comparing answers with

the whole class.

Possible answers

I There is no better way of going into business than

word of mouth.

2 At first I thought that he was an excellent candidate,

but eventually I came to the conclusion that he lacks

confidence.

3 The mo re roads we build, the more devastated the

countryside will become.

4 I ve ha rdly noticed any improvement in my osince the extra memory was installed. I The extra

memory has made ha rdly any difference to the

performance of my computer.S Travelling by train has been far quicker than driving

would have been.

RE DING page 108

1 Students work in pairs to discuss the question.

2 Check A students understa nd:

illusions. falsehop

esreap the rewards. gain the be nefi ts

reserJtment: bitter feelings

surveyor. somebody who measures and maps land before

cons truct io n

policy: a line o f action followed by a company, e.g. not to

accept expensive gifts from clients.

Check B students understand:

feud: a prolonged and bitter dispute

trend: general d irection or tendency

offspri1lg: a person s children (fo rmal)

committee: a body of people who take decisions on aparticular matter

drift; move slowly without any particular direction

keep a lid 11 samet/ling: keep a potentially dangerous

si tuation under cont rol.

Students read their questions, th en scan the article and

note down the answers.

Answers

Text A

1 You don t get the recognition you deserve and can be

resented by other people in the business. You don t

have any experience of work outside the family

business. You don t have the opportuni ty to learn

how to fa il and make mistakes.

2 They are resented by other people in the busi ness

who feel that th ey lack the experience for the job that

they re doing.

3 They shou ld insist that their children gain work

experience outside the family firm first. They should

ensure tha t thei r children do every job in the business

to gain all-round experience, to get to know

everyone, and to earn respect from the other workers.



.TextS

I There can be terrible fe uds between different family

members. Siblings can be very competitive. There can

be arguments when the company founder stays on

past retirement or when the owner manager cannot

decide on a successor.

They should start an early d iscussion about passing

on the business, involve someone who is not directly

involved in the firm, and think about the future of

the business before selecting a successor.

They may not leave a clear succession plan, leading to

co nflict and power struggles.

work in A B pairs and exchange information

texts they have read. Remind them that they

to the texts th emselves, on ly to the notes

y have made.

own answers.

ts comple te the sentences with the correct phrasal

step down

go into

sort ou tput {me} off

hand {the business} over

end up

nts analyse the phrasal verbs using the grammar

rmation on page 99. They need to see if the phrasal

rb is transitive f intransitive. separable f unseparable.

down does not have an object

into needs an object

l lt needs an object and separates

offneeds an object and separatesneeds an object and separates

up does not have an object (in the example sentence)

dents find words in the two texts to match the

nitions.

A

tbacks. problems that stop progress

the rewards: to gain the advantages of something

public acknowledgement that you have done

something well

negative feelings caused by unfair treatment

an official and principled way of do ing something

a long· term. unp leasant and personal argument

a bad situation you can easily get into

business vacuum: a time in a company where there is

no leadership or directionsuccessor: a person who is promoted into anoth er o ne s

old position

Business start-up

LANGUAGE FOR page110

1 You could give students the following adjectives and ask

which ones th ey think would best describe the

atmosphere of the meeting: f o r m ~ light Irearted seriolls

carefree relaxed tense. (Although James is asking for risk

capitaJ, the relationship between the two men is

collaborative and positive.) Students read the questionsand pred ict the answers.

2 t{<Q Students listen to check their answers to 1.

Answers1 By presenting him with a sound business model

based on similar hotels in the area, the tourist

num bers in the area, and the growth that has been

forecast. He also shows that his figures are based on

detailed research by the governme nt.

2 e wants to keep some of the figures private for the

time being.

3 «< Students predict the missing phrases, then listen

to check their answers.

Answersa we need to be sure

b assure you th at, It s quite viable given

c are based on detailed research

d do believe, welcome the chance

e not prepared to

f afraid that, remain confidential

g don t mind. put off, until laterh the same thing myself

4 Students work in pairs to match the definitions, then

check answers as a class.

AnswersExpress sometlring certain: I can assure you that. we do

believe that

Agree: I was going to suggest the same thing myself.Soften a statement I m afraid that, If you don t mind,

I should mention that

7



58 Business start-up

SPEAKING page 111

1 Discuss the questions as a class.

2 Students work in pairs and exchange opinions about

Jubiolation .

3 Explain that students are going to role-playa meeting

between the founde rs of lu biola tion and potential

inves tors, Gravesen Inc. Studen ts read the ext racts from

Jubiolation's business pla n.

4 Students work in A and B groups (two or three students

per group) to prepare what they' re go ing to say in the

meeting. Allow about ten minutes for thi s stage. If

possibl e, split the Jubiolation an d Gravesen groups into

separate rooms.

5 The lubiolation and Gravescn representatives meet and

discuss their plans. Remind students to use the words

and phrases from th e Language for section.

Extra activity

During monitoring you m y like to look closely at the langu ge

the two sides use when parting Useful expressions include:

It s been a pleasure (meeting you), r Nailer.

Nice to have met you too, Ms Smith. / It s been very interesting to

hove met you too, Ms Smith.

Well, thonks (or coming and tolking to us. we ll contact you again

very soon / we ll get back to you soon an your proposal.

Have a good journey.

CASE STUDY p ge112

You could beg in by telling the students they have each just

been given an unexpected cheque for £100,000 (about

€140,OOO ). Brainstorm ideas with groups or the whole classto find out what they would do to make this money work

for them .

1 Allow students time to read about the Butlers and check

that they understand the situation.

Answer

They have bee n made redundant and awarded £100,000

in redundancy payments. They can 't find new jobs so

have decided to invest in a franchise.

2 Students work in pairs to read the ar t icles and discussthe questions.

Note: galore comes after a noun to indicate mo re than

plenty of something, e.g. Flowers galore

At the time of writing, 3.5 million yen is approximate ly

€26,OOO.

Possible answers

USPs: Top Hole is fo r excl usively long-range driving

practice in a res tricted space, under cover, and so

protected from British weather. At presen t, the concept

would be unique in the UK, though not of course in

Jap an where the idea originated. Puddings Galore offer

an intern ational choice o f desserts served in large

portions.

Potet/tial cllstomer groups: Top Hole would be mainly

targeting men and speci fically, male middle-class

com muters. Th e main target category for Puddings

Ga lore would be younger women.

Suitability: Angela and Maurice's age, and their

experience as City executives, may mean that they will

have more in common with and therefore more

understanding of the Top Hole market. Howeve r, fromthe info rmation so far provided, Puddings Galore Illay

be a safer opt ion as it already has good recognition.

3 Students work in pai rs to read details of the franchise

offers and decide on their advice to Angela and Mau ric

Tell students they wi ll have to present their findings to

the class, so they should consider the best way of

communicating their ideas, e.g. if possible, they could

prepare their work on overhead transparencies.

Possible answers

Requires tire biggest investmem: Excl uding the 10 slice

of turnover from both businesses, Top Hole requires a

total investment of £226,000 while Puddings Galore,

assumi ng the hiring of two extra slafT, would need£103,000.

Has the greatest potelltial: Students should consider thefo llowi ng positive and negative points:

Puddings Ga lo re

Positive poinrs:

There's a chance of expanding to another branch if

successful.

The position would be very accessible.

There may well be a lot of people trying it for the

novelty.

Negative points:There's a lot of fast food competi tion in London.

Th ere s much less profit per customer than Top Hole.

Top HolePositive points:

t should at tract players who don t have the time for a

rou nd of golf.

People can play despite poor weather and darkness.The combined bar should attract more customers.

Negative poillts:

Th ere are a 101 of relative ly inexpensive golf courses inBritain. The market is saturated in many part s.

Playe rs are pra ctising only a few kinds of shots, which

makes it less likely that they will return regularly.



•here s Htde ch an ce of expansion.There would be little or no pass ing trade.It would be difficult to sell the business to anyone

wishing to convert the property.

as more chalice o breaking even quickly This, of cou.rse,depends on how well the businesses perform. Without

taking variable costs such as lax, depreciation, elc. into

account, the break even points arc as follows.

Top Hole - after 22,600 customers (£226,000 divided by£10 ).Puddings Galore - after 31,212 customers (£ 103,000

vided by £3.30).

Pairs take turns to make a shor t presentation on thei r

recommenda tions to Angela and Maurice.

ct ivit y

students have any ideas on a franchise th t might wo rk

ir country or countries Hand out or display details of

for the students to skim through and choose one that

them. f you have access to the Internet there are

sites which provide lists and information on available

. There are also specialist magazines and directories.

the groups have decided, ask them to prepare answers to

following Questions:

did they choose their franchise

would they need to do to bring t into operation

risks are involved

su bseQuent lesson, the groups should meet to present their

and comment on those of other groups.

page 114

tudents read the background information and discuss

ss.

students a few minutes to comp lete the exercise

before comparing their answers with a partner.

nswers

d 2g 3a 5 6h 7c 8 f 9b

udents work in pairs.

and phrases refer back to other phrases or

the text and consequently show us how the

sentences are linked together.

•Business start-up

4 Students work in pai rs to find at least six synonyms or

pronouns.

AnswerAll of the following pronouns and phrases refer to the

boot: a prototype boot it, this dream a business

investment opportunity a concept. the inven tion, a boot.

the device.

5 Remind students of Jubiolation in the Speaking section

of this unit. Students work in pairs or groups to

co mpose a written proposal for the juice bar. based on

the model from Rudi Jacobson in 3. You may wish to

give students this writing task for homework.

Model letterDear Sirs

We are a group of business peop le who are wr iting to

you with a business investment opportunity that we feel

sure will be of interest. I have a background in financial

services at a we ll-known bank and another of my

partners is a professional chef with an innovative

approach to modern food preparation. To gether we

feel we have made a real breakthrough in the food

away-from-home market.

This enterprise initially resulted from our observations

of the success of juice bars in the USA. We decided itcould be a winning move to combine this wit h the sale

of sandwiches made exclusively from organicallyproduced ingredients. In this belief we opened

Jubiolation in the Covent Garden area of London.

There is no clearer indication of the success of this outlet

than the long queues to be seen there on any weekdayand an inspection of our accounts wou ld simply confirm

its excellent financial health.

Having proved that this business can work, our ambition

is now to expand the number of branches to certain

European cities whe re we feel confident it will perform

well. However, we recognize that do ing so wi ll require

the financial backing of an organization such as yours,

which shares our vision and enthusiasm. We believe that

you r financial expertise together with our clear

unde rstanding of what the market wants in this area can

bring thi s dream to fruition.

I enclose a preliminary business plan for yourconside ration. We would welcome the opportun ity to see

you in pe rson and discuss our plans and requirements infurther detail. In the meantime we trust you will respect

the confidentiality of all aspects of our discussion.

Yours faithfully

Enc. Business plan

59



Reputations

This unit addresses the importance of bui lding and

maintaining a good reputation in business. Students look at

exam ples of businesses like Skoda and Puma which haveturned their repu tations around, and learn about VALS

classifications. The use of articles is reviewed. Students

practise language for clarifying and checking facts and

information, and work on a case study developing

arguments for and against compensation claims.

TALKI N G BUS I NESS pagel16

1 Students discuss the questions in pa irs. French producers

claim that only the sparkling wine produced in a

de limited region north and east of Par is and known as

Champagne, is en ti tled to bear the name. Other

sparkling wines made in France may not use the name,

and the name Champagne is also protected by treaty

wi th other European (and many other) wine-prod ucing

nations around the world.

LISTENING pagel16

Lead-in optional)

Write the name Skoda in large letters on the board. Then ask

the class to think of words or phrases associated wi th Skoda

cars now and in the past. Accept all suggest ions and write them

on the boa rd. Ask students to assess the words and phrases: are

they mainly negative. positive, or neutral?

a:. Studen ts read the questions and work in pairs

to pred ict the answers. Students listen to part A to checktheir predictions.

Answers

1 It is possible. but it requi res time and commitment.

2 Ve ry bad - it was known as the brand from hell and

the re were many jokes about Skoda cars.

3 It was taken over by Volkswage n in 1991.

4 It appealed to the buyer s ra tional side, emphasized

the reliabili ty. safety and good value o f the car, and

used an ironic advertising campaign.

2 « )) Students listen to part B and compare theiranswers with a partner before checking answers with the

whole class.

Answers

The Skoda Superb was the or iginal. legendary

prestigious car, whi ch stopped production when Skodawas brought under sta te control in the fo rmer

Czechoslovakia. It has now been resurrected by

Volkswagen and is being marketed as a luxury car,

com petin g with Jaguar and BMW. It is different from

other vehicles in the Skoda range because it targets a

different market: the upper- middle market, as op posedto the non-s tatus-co nscious ordina ry people market.

3 Find out what students know about how businesses

classify different groups of consum ers.

Students read the tip about VALS classifi cations and

try to th ink of at least one person they know fo r eachcatego ry Do they think that the classifications are

useful for marketing purposes? Can they think of any

other types of people that could be added to the list?

2 < )) Students wo rk in pairs, then listen to part B

again to check their answers.

Answers

aclJievers mo re luxurious cars such as Jaguars or BMWsemulators: Jaguars or BMWs, possibly the Skoda Superb

survivors: the old pre-Volkswagen Skod as

4 Students work in pairs, d ividing up the words between

the m. Then they compare the ir answers wi th another

pair before checking as a whole class.

Answers

I notorious, maligned

2 unreliable untrustworthy

Possible answers

3 renowned: well-known and respec ted

prestigious of high status

notorious: famous fo r be ing badlegendary very famous and ad mired

maligned: something which is maligned has had

negative, sometimes unfair things said abou t it

eminent:well known and very highly thou ght of

reliable something tha t won t break down, or a

person who won t let you down

tfllstworthy: honest (o f a person), reliable, and

dependable



If your stu dents are a ll from o ne coun try, you can do

this as a whole class activity. If you have s tudents from

different countries. they can analyse the words in small

groups, work out defi ni tions in English, and th en

volunteer their own language versions of th e expressions.

Remind students of the impo rtance o f understanding

id iomatic expressions, but also that they can be difficult

to use in exactly the right con text and can sound odd ifused incorrec tly.

nswers

lousy poor, badshake off: get rid of, remove

resurrected: literally this means brought back to life;

metaphorically it means brought back into use

status symbols possessions that shows someone's high

rank or wealth

boils dowtl to: actually means

snob appeal: hi gh status pretensions

activity focuses students' attention on the importance of

Stu dents work alone to complete the sentences,

compare answers with a partner. If yo ur students are from

nt countries, this activity would probably work better if

focused on globally known manufacturers.

pagellB

studen ts what they know about the Puma brand. What

of clothes does Puma prod uce? What reputation does

company have? Would the s tudents want to wear Puma

students back to the VALS classifications on

e 11 7 and ask them to identify the typ of consumers

hink would wear Puma cloth es.

Students scan the text to find the numbers and wo rk out

what they refer to. Set a time limit for th is activity.

Answers26: Th e percentage by which Ge rman shares of Adidas

Saloman have risen since 7 March 2003.

29: Th e age of Puma's chief executive. Jochen Zeitz. when

he joined the company in March 1993.

60s The average age of chief executives in Ge rmany.

250,000,000: The amount , in dollars. by which Puma was

in debt ten years ago.

1993: The year that Jochen Zei tz became chief executive

f Puma.

168.71: The share price in euros of Puma's Frankfurt

traded shares.

1 500 000: The number of cheap sneakers in the Pumawa rehouse ten years ago.

Reputations

2 Stu dents work in grou ps of th ree. each student

su mmarizin g the cha nges in o ne of the key areas.

Students exchange informat ion in their groups, then

compare answers with the whole class.

Answers

personnet He r educed the workfo rce by nearly 50 ,

getting rid of many of the top managerial sta ff.marketing He targeted consumer segments like

snowboa rders, car-racing fans, and yoga en thusiastsi he

catered to the varying tastes of Asian, North America n.

and European consume rs; he forced the co mpany to

think m ore about the co nsumer.

production He shifted production to contractors in

China, Vietn am, and Taiwan; he made the production

managers move away from expensive German

production methods.

3 Allow students time to look through the text again a nd

find examples of Puma's changing philosophy. Studentscompare th eir answers with a partner before checking

answers with th e whole class.

Possible answer

The company no longer co nsiders Germa ny to be the

centre of the universe, but accepts the need to focus on

the needs of different consumers aroun d the wo rld. Ithas reposi tio ned Puma clothing an d footwea r from

being exclusively a spo rtswea r br and thai o nly appealed

to athletes. to being a leisurewear brand that appeals to

many di ffe rent consum er segments.

4 Students discuss the question in smaUgroups. You could

th en ask stu dents to suggest oth er bu siness ' heroes' from

th eir own o r other countries.

5 Students work alone to match the definitio ns then

compare their answers with a partner before checking


Answers

1 on the brink o f bankruptcy

2 warehouse3 morphed

4 shifted produ ction

5 eclectic

6 a me-too brand

7 revitalize

Your Turn

Students discuss the questions in small groups. You could ask

each group to name at least five top brands for each of the

three categories given , then tell each other how many of these

brands they themselves own.

6



Reputations

GRAMMAR page 9

1 Students work alone to match the descriptions before

checking answers with the whole class.

Answers

I e 2d 3g 43 Sh 6b 7e Sf

2 Students use the descriptions in I as guidelines to help

them decide whether to use the definite. indefinite. or

zero a rticle in th ese sentences. They can work in pairs

and then compare answers with anothe r pair before

whole class feedback.

Answers1 The. a 0 6 The, a, the, a

2 the, the, a, 0 7 an, the

3 0 .3. 0 8 The. a, The, the

4 The. the 9 The. the. the

5 the , a 10 a, a, a

LANGUAGE FOR page 120

1 Check stu dents understand that a landlord lets a premises

to a tenat/t and the agreement between them is the lease.

Students discuss the questions as a class.

Possible answersThe rent may be too high, not paid on time, or not paid

at all.

The conditions of the lease might not be respected or

might be unfair towards the tenant.

The landlord may complain that the tenan t doesn t keep

the premises clean, and there is often disagreement over

maintenance : Is a pa rticular ma int enance job necessary?

Who shou ld pay for it? Is lhe cos t too high?

2 «<» l low students time to read the questions, then

students listen to par ts A and B to check their answers.

AnswersI a She thinks they re qui te well si tuated . She likes the

reception area and the fact that the o ffices are well

lit.

b She s worr ied about the availabili ty of parking

spaces fo r visitors .

c She thought th ere was unlimited parking. In fact,

there is only parking for 10 ve hicles.

2 a It might not be ready by the agreed date of 7U1

April, because there is some building work,

including work on dam p and on the roof, to be

done.

2 b It is unlikely that she will take th e property. Astrong indicato r of this is the fact that she has no

fu rther questions to ask: she has clearly losl

interest.

3 Stu dents work in pairs to identify the express ion s.

Answersto show tlley dOIl t IlIIderstalld: Visitors?

to clarify somethillg: Parki ng specifically, When exactly

are they available?

to c1leck recap wlult has beell said: As I understood it,

I ve understood correctly, What does a bit of work

enta il?

4 If necessary students can fin d the phrases in the

listening script on page 158 and study them in context.

Students work in pairs or small groups to match the

phrases to their funct ions.

Answers

d 2g 3c 4b se 6a 7f

SPEAKING page 2

1 Ask if any of the students had any uncomfortable

experiences either ren tin g or lett ing a property. Allow

students time to read their information for Meeting

Students work in pa irs to enact Meet ing one. Ene ,,,,.,1them to use phrases from the umgllageforsection.

2 Al low students the time to reflect on their language use

in Meeting one and note any additional phrases they

would like to use. Students work in pairs to enactMeeti ng two. This is a telepho ne call so studen ts could

si l back-to-back.

CASE STUDY page122

1 Introduce studen ts to the idea of a court case between a

claimant and a defendant. Ask students if they know of

any recent court cases involving famous compan ies.

What were the court cases about? Who won? Copy the

table from page 122 onto the boa rd and fi ll in the first

row about Case A with the whole class. Students work

alone 10 complete the information about Cases Band C

then check answers with the whole class.

Answers

Case A - Claimant: Wi lliam Hinton; Defendant :

Fanshawe Engineering

Case B - Claimant: Farinelli Fashions; Defendant

Domus supermarkets

Case C - Claimant: Salvo s; Defendant: Eventful Even ts



nts work in groups of th ree to comp lete columns

hree and four of the table. Each student looks at one of

he cases in more depth and ana lyses the arguments for

against the claimants and defendants. Groups then

ir informat ion

nswers

A

ossible arguments for tile claimant; Hinton should not

been working on this machine because of his age.e should have been removed from working on the

it without goggles.

ossible arguments for tile defendant: It would be

to ensure that that a mach ine operator was

ring goggles all the lime Hinton had been warnedral times.

ossible arguments for tlie claimant: The goods were

illegally because they W Te acquired fromrs who had broken their cont racts with

or from manufacturers who had made illegalof their products.

ossible arguments for th e defel dant: Domus had no

with FarineJli to break, and is allowed to

the products where and al what price it

ossible argllments for tile claimant: Wilkins agreed to the

price and signed the new contract; she is therefore

breach of contract.

ossible arguments for the defefldant: Salvo's had made a

in the contract so it was invalid. They put

pressure o n Wilkins to agree to the new

rms.

work in groups to discuss the three cases

her and decide which could possibly be settled out

court.

hawe Engineering seem clearly gUilty of negligence

ng Hinton the possibility of operating the

chine without protective clothing. There would

to he little chance of a compromise agreement

, Bwould be difficult to come to a final decision without

the contractual details but Farinelli seem to be

ully attempting to restrain the trading r ights of

Farinell i might agree to financially compensate

if they withdraw the sale of their products.

•Reputations

CaseC

Eve ntful Eve nts made an agreement with an

understanding to pay £4,200, so it seems unreasonable to

ask them to pay more. The parties might arrive at a

comprom ise sum to be paid by the defendant, e.g.£5,500.

Students form new groups with one representative from

each original group. They co mpare their decisions and

discuss differences of opinion.

4 Students work in the sam e groups to select one of the

cases and prepare the argument either for the defendant

or for the claimant in more deta il

5 Each group takes it in turn to act out the case in front of

the rest of the class. Encourage the rest of the class to ask

questions and th ink of opposing arguments. Once the

case has been presented and the class has had an

opportunity to ask questions, put the final decision to a

class vote.

W Rill N G page124

1 Students work in pa irs, then compare their an swers with

another pair before checking answers with the who le

class.

Answers

b 2e 3 f 4c sd 6g 7a

2 Students now go on to replace phrases with adverbs.

AnswersI Unde rstandably

2 Hopefully

3 Regrettably

4 Clearly

5 Admittedly

6 Accordingly

3 Allow students time to read the press release. Studentswork in small g roups to answer the questions.

AnswersI Some of their o rgani c tomatoes have been

contaminated by a chemical spray from a

neighbouring farm.

2 She apologizes profusely fo r the contamination and

stresses the fuct that immediate action was taken. She

finishes the press release by thanking the organization

that released the information, thus emphasizing th at

FNF has no intention of trying to cover up its mistakes.

63



Reputations

3 I Regrettably2 Clearly3 Hopefully4 entirely completely5 immediately

wholeheartedly

4 Us in g the FNF press rel ease as a model, students create

their own press release to defend uaysi de Furniture.Stud ents work in two groups, A and B. Stud ents read

thei r information files and work together to anal yse the

criticisms and discuss any vocabulary problems. Allow

students about ten minutes to read the in fo rmation.

Students work in A B pairs to exc hange information

and prepare the press release. You could ask students to

do this for homework if they run out of time. Students

can then exc hange press releases wi th another pair and

check each other s work for use of adverbs, accuracy,

spelling, punctuation, and appropriacy of langua ge.

Model nswer

Press release

As you may e awa re from recent publicity, QuaysideFurniture has been the target of a highly critical

television documentary.Understandably, many people ha ve been d ismayed by the

apparent poor treatment of staff by Q ua yside. We

therefore welcome this opportun ity to respond to our

critics and clarify some of the points made in the

documentary.

Quayside is a small, fa mily-run business which iscompeting with far larger companies. Ad mittedly, ou remployees are only paid the minimum wage but, in

today s competitive market, regrettably, we canno t affordto pay higher wages. We operate in an area of high

unemployment and are proud that we are able tocontribute towards the provision of job opportunities in

this area.

We wholeheartedly agree that our emp loyees should begiven the standard benefits available to most staff

elsewhere in the industry, including sick pay and paidpubl ic holidays - indeed, we do offer these benefits toour

five full -time staff. Our

casual workers, however. areempl oyed as needed a nd clea rly they appreciate theadvantages attached to this casual work: full y flexiblehours suitable for part-time workers or students seeking

holiday employment.We deeply regret the fact that con tracts have not ye tbeen issued to all of our staff. This is due to the suddenresignat ion of our secretary and we have prom ised all

our employees that we will issue everyone with a

contract as soon as we have found a replacement.We at Quayside Furniture would like to assure the public

that, in these times of economic uncertainty, we are

doing eve rything possi ble to ensure that we provid e thebest possible working conditions for our staff, and to

apologize if any of our employees feel that they havebeen unfairly treated.



.,

1 Units 1- 3

reading section has 12 marks. The

r section has 16 marks. The

sec tion has 15 marks. The

for sec tion has 14 marks. The

section has 18 marks. Each

receives 1 mark unless

stated. The lotal is out of 75.

READING2 marks per co rrect answer)I ,

2 g

1 f4 b5 ,

6 c

GRAMMARI grew

2 had been giving I had given

3 was happening I happened Ihappens

4 have increasingly been dictating Ihave increasingly dictated

5 has shaken

6 are marketed

7 are becoming I have become8 is being allocated I is allocated I

has been allocated

9 has been selling1 is often making

I I focus

12 have tcnded fie nd

J3 have been promoting

14 arc going to continue Jwillcontinue

15 will probably develop16 will we simply be buying

VOCABULARYI paying off

2 outgoings

3 blame

4 fall behind

5 broke

6 aiming

7 instalments

8 re-mortgage

9 bankruptcy

10 consider2 I ,

2 d

3 b4 ,

5 ,

4 LANGUAGE FORI I was wondering if

2 In my opinion

3 I suppose so

4 sorry I m late

5 that doesn t matter

6 wou ld you mind

7 Of course not

8 As far as I'm concerned

9 view

10 agree

2 I I app reciate you're upset, but

it s nothing to do with me.2 That's unacceptable

3 Why weren't you there?

4 I didn 't realize I was

supposed to be there.

S WRITINGExample answer

I

Marks should be allocated as

follows.

After tw weeksI am writing to you regarding our

invoke 8765/84. (2 marks)According to our records the

invoke, which fell due at the

beginning of this month, is still

outstand ing 3 marks). We feel sure

that this is a simple oversight on

your part (2 marks).

As you will remember, we offered

you a 10% discount (2 marks) on

condition that you paid the invoice

within thirty days. 2 marks)

Therefore, unless we rece ive

payment within five working days,

we shall be obliged to issue a newinvoice for the full amount (4

marks). If, in the meantime, you

have already settled the original

invoke, please disregard this letter.

(3 marks)

Tests Answer Key

TEST 2 Units 4-6

The reading section has 15 marks. The

grammar section has 16 marks. The

vocabulary section has 15 marks. The

language for section has marks. The

writing section has 18 ma rks. Each

answer receives I mark unless

otherwise stated . The total is out of 75.

1 READINGI C2C

l B4A

5D

6A

2 T2FT

4F

5T

6F

2 GRAMMARYou could always leave that bill

till next week.

2 In my last job I would spend

most Saturdays at work.

3 I m not used to working with

thi s program .

4 I couldn t contact him in time.

S The HR manager decided he

would personally reorganize the

pay structure.

6 The delivery should arrive this

afternoon.

7 Although it will cost 520,000, we

want to t ry it.

8 He's always leaving meetings to

answer his mobile.

3 VOCABULARYI set

2 seldom

3 turn down

4 bear

5 raising2 I off

2 up1 to

4 with

5 to

6 to

by8 of9 in

10 with

65



Tests Answer Key

4 L NGU GE FOR1 I'd like to say

2 if we don't act now

3 strongly believe that

4 really need to

5 Can I say something here?6 that's a good poin t

7 can I just finish off8 Do you really think

9 really got to

10 if I could just come back to whatI was saying

11 The point I'm trying to make is

5 WRITING

Example answer

1

Allocate I mark for correct layout. 5marks for each bullet point

included, 2 marks for each of the

underlined forms included. Up to amaximum of 18.

EmailTo: All Sales RepresentativesDate: 15 May

Expense Claim s

Despi te recent unremarkable sa les

there has been a sharp

increase in Sales Representatives'

expense claims. I the refore ask you1 Dote that. while all travelexpenses remain claimable,

following regulations apply:

2nd class train travel only isclaimable

air tickets must be approved by a

Sales Manager prior to booking

three star hotel accommodation

only, in listed hotels where

possible

aUexpenses to be supported by

documen tation or they will not

be reimbursed

petrol rale remains at 16p per

kilometre for the current

fina ncial year.Gifts to clients

It bas recently come to my attentjon

1hi1 in spite of the clear and widely

communicated company policy thatgifts can on ly be made to clients up

to a maximum value of € ISO,

several representatives have claimed

for the va lue of gifts well in excess of

this. As of today no such claims will

be approved. If you have any Queries

re£ardi ng this please refer the

to your Area Sa les Manager.

T EST 3 Units 7-9

Th e reading section has 12 marks. The


vocabulary sectio n has 16 marks. The

language for section has 13 marks . The

writing section has 18 marks. Each

answer receives I mark unless

otherwise stated. The total is o ut of 75.

1 RE DING

1 b

2 f3 •4 e

5 d

6

2 GR MM R

1 to import

2 didn't know

3 co ntacting

4 contacting

5 are required

6 dealing7 checking

8 is

9 has gone

10 to ship

were

12 to get

13 shipping

14 made15 have been

16 be

3 VOC BUL RY

I bargaining

2 issue

3 regret

4 intimidating

5 give in

6 after all

7 running

8 negligible

2Noun Ve rbrecrui tment recmit

ommitment commitre ommend tion recommend

consultation consult

cquisitioll acquireconsumer consume

dvice advise

propos l propose

4 L NGU GE FOR1 I do apologize

2 As you can see3 that will bring us to

4 I shall ou tJine

5 handing you over

2

6 we'll begin by

7 firs t of all

8 once1 apologize

2 be3 happen

4 guarantee

5 appreciate

5 W RITING

Example answer

I Report

Marks should be allocated asfollows.

Report: Customer Complaints

Equipmen t

a Problems:

Sys tem crashes, screen freezes.

Loss of data.

b Causes:

Technicians report over 70 ofinstances are caused by hardfaults.

3 marks to include all the above

points)

2 La tc de livery times

a Problems:

Serious delivery delays (ovcr 5

days) reported to 30 of

customers in the period

March-June.

b Causes:

Delivery delays from our

suppliers.3 marks to include all the above

points)

3 Installation problems

a Probl ems:

Equipmen t to be installed is either

incompatible with client's system

or wrongly installed. Clearly, the

former is the more serious of

these. In these cases the wholeorder is jeopardized if the

equipment cannot be operated.

The latter is an infrequent butannoying problem fo r thecustomer.

b Causes:

In sufficient initial customer

co nsultation is the main cause of

equipment incompatibility while

wrong installation is due to a

lac k of trained staff

(6 marks to include all the above

points)



after sales service

Problems:Inadequate telephone assistance

and long delays in receiving

assistance on-site.

Causes:Simil arly to 3b, the problem of

telephone assistance lies in the

fact that many of our after-salesslaff do not have the required

skill to deal with many ca lis,

whi le on-s ite assistance delays

arc simply caused by the sma ll

number of technicians available.

(6 marks to include all the above

points)

letter

Allocate 2 marks for layout, 4

marks for each of the po ints

mentioned from the notes.

Dear SirsOur company has been acustomer of yours for four yearsand in thaI time we have

generally been happy with thegoods and se rvices provi ded.How ever, I now fee l obliged towrite and inform you of a recen t

alarm ing drop in standards.

As you know, we had some

problems with two printers

which were eventually solved by

your technicians, bu t I am now

referring specifically to the

installation of the four ZX tower

processors o rdered last June.

They were delivered three weeks

late, and when they finally

arrived yo ur technicians had

great difficulty installing and

programming them . Soon after

they left, the system crashed. s

advised, we ca lled your help-line

where more time was wasted

while you r staff offered

unhelpful solutions. [t nowseems the processors do not have

the necessary power to han dle

the size of data involved.

Last June your representatives

visited us and left wilh what we

thought was a clear

understanding of our needs. This

was clearly not the case. Wh ile

you arc no doubt aware that

payment for these goods is still

outstanding, I must inform yo u

that we have no intention of

settling un til this matter is

sa tisfac torily resolved.

Yours fai thfully

T EST 4 Units 10 12

The reading section has 12 ma rks. Th e


vocabulary section has 13 marks. Th e

language for section has 14 ma rks. Th e

writi ng section has 21 marks. Each

answer receives I mark unlessotherwise stated. The total is out of 75.

1 READING

2

I C2 A

3 D

4 B5 C6 C

GRAMMARI 0

2 some

3 04 to relaxing

5 up with

6 eventually

7 turn up

8 actually

9 for it

10 ending up

I I shor tly

12 down

13 ha rd

14 out15 eventual

3 VOCABULARYI challenging

2 self-confidence

3 on

4 bonuses

5 build up

6 on th e grapevine

7 go for

8 resentment

9 redunda nt

10 permanen t pos tII pension plan

12 co nscien tious and reliable

13 rewarding

4 LANGUAGE FORI c 2 Id

f 2

3 3g

4 g f5 Sa

6b 6c7d 7b

Tests Answer ey

5 WRITINGExam ple answe r

I

Allocate 2 marks for co rrect layout,

2 marks for each of the points

men tioned from the notes. Add 3

marks fo r beginning and end ing the

memo in an approp riate way.

Memo

Since our conversation on Tuesday

I ve done some research in to Heath

and Brown and will ou tline some of

the ben efits and drawbacks of these

two options as I see them.

You are bound to be aware of

Brown s reputation as a wor ldwide

operator and it s true they do offer a

huge number o f warehouses.

Nevertheless, I imagine yo u know

how costly they are, and business

contacts tell me they ve been havinga lot of problems with their new IT

system - I d make doubly certain

they ve got that righ t before you

think of entering in to any deal with

them. I d also urge you to consider

the speed of their operation; being

so big I m sure their

communicat ions can be a problem

sometimes.

In contrast, Heath are mu ch cheaper

and have a good reputation for

reliabilit y. Th ey do ho wever have a

relatively small operation and you

should bear in mind recent rumours

of warehouse security and hygiene

problems. I wou ldn t let this

dissuade you though, an d personally

I d recommend you look into the

Heath op tio n more closely.

Hope thi s has been some help.

67



8

Test

Units 1-3

1 READING1 Read the text from a newspaper article. Complete each

gap 1 6 in the text with a sentence from a- g below.

There is onc extra sentence which does not fit into any

of the gaps.

(2 marks for each co rrect answer)

a Get punctual colleagues to explain their feelings to

late ones.

b Let people know that meetings will start promptly.

c Don t keep people waiting as a way of sugge sting you

are important.

d Never be lale if possible.

e Work out the cost oflaten ess.

f Interpret lateness.

g Decide your own attitude to lateness.

I How to cope with late colleagues

If you have twenty people attending a

meeting which starts ten minutes behind. you r

bu siness has lost the equiva lent of half a day s

work. If you institutionalize inefficiency in this way.

you are subconsciously telling colleagues they can

do what they like about meeting deadlines.

2 . Either decide to be on time, or accept that

meetings and appointments will nearly always

drift. You cannot take a middle line, and you

cannot tackle anyone else if you are sometimes

late.

3 . It is showing a strong contempt for

people: says Clare, who typically has five

meetings a day. It s rega rded increasing ly badly:

says Jo Bond of the Right management

consultancy. You should think of colleagues as

internal customers. Would you keep external

customers waiting? No. Bad time -keepers are

usually weak administrators - poor at mak ing

~

decisions, unable to say no to people they are

with , incapable of critical path analysis, and bad

at setting priorities. You have a cho ice between

letting them set the tone of you r business or

tryi ng to establish a sha rper routine

4 If you let them begin late, you are

penalizing the people who arrive on time . Do this

more than once or twice, and you encourage

everyone to be late. Resist temptations to recap

fo r latecomers . You could, however, start yo ur

meeting with the least important item.

5 The early birds will almost certainly co-

operate if, for instance, they arrived for an 8 a.m.

m eeting and were kept waiting for forty minutes.

6 . n Louise Bagshawe s new novel A Kept

Woman the ant i-hero deliberately keeps the hero

waiting for th irty minutes but is left looking a

fool in f ron t of senior executives when the

hero walks out.



tenses.

the text using the correct form of the verbs

brackets.

mark for each correct answer)

.. ___

---------r--·--- past, present, and future

nOI so long ago that the power was in the hands of the

in their relationship wi th the retailers; they

prices delivery terms and product placement.

the 19805and 19905 howeve r, things changed.

rs I ..... ............ ... ... ........ ... (grow) bigger and stron ger, and

they 2 ...•••. ...••. .. •••...•••..• ...•. (give) the brand

o much say in what J .. •• ... ••..••• ... •• ..••• ... •• ... ••..

n) in their stores. Since then large chains

.......... . .... .. ... .. (increasingly dictate) terms to the brands

These products 6 . .......................... .... .. .. (market) in various

they may be in a plain package or as a retailer's brand

they may be produced by the big brand manufacturers

The fact of the matter is that they

............._... (become) more sophist icated and less

the result that more and more shelf space

.... .. ...... ..... .. ....... .... (allocate) to private labels. They are

ecially strong in mature product markets where it is

ult to persuade customers that your product is really any

.

The private label is particularly well-established in

One department store, Marks & Spencer,

......•••• .... ••• ....••• .... (sell) only its own label products for

decades and as the big superma rket chains position

in the market the customer Ill ................ ..... .... .. .. .....

: h r : ~ ~ s . b e ~ : ; ; : : : ~ ~ S d ~ ; : ~ : ~ : : : : h a e : e I::

of these products and, indeed, I I .

) their assortment on suitable products for own

. In the USA, retailers 12.••... ••. ... ••• ..••• ..••• ..••• ..•••• (tend) to

n fa ithful to the big brands but over the last few years

biggest chains IJ ............ ... .................. (promote) more

labels, and they are likely to go on doing so. The

t trend in Europe indica tes tha t in the future they

..••... ... •• .... •.....••• (continue) to grow and diversify still

and that retailers IS •..••• ..••... •••. ..••...•••.. •••. .. (probably

ket labels as well. In ten years ' time

......••......•••....••.... •.• (we simply buy) brands owned byrather than manufacturers?_ ______ __ .J

Oxford University Press

Test 1

3 VOCABULARY1 Choose the word.

Read the text about attitudes to debt. Underline the

correct word in italics.

l mark for each correct answer)

______ _ r _ d ~ r

It seems the younger generation worries less about

getting into and 1 paying out I paying up I paying off I

paying into debt than their parents' generation and

much less so than the ir grandparents . An increasing

number seriously fail to match their 2 outgoings I

savings I investments I expenses with their income, and

most of the 3 reason I blame I motive I sin for this lies

with their willingness to 4 falf out I falf behind fall

through fall offon credit card repayment s. So now

they're s broke I black I red I credit, what are they

do ing about it? Rathe r than 6 aiming focusing I

targeting concentrating at paying back their debts

systematically , perhaps by 1 credit card I cheque

instalments a lump sum , many choose to go

elsewhe re to find low interest credit in order to

refinance their debts. Those with a great deal to repay

may choose to 8 buy I sell off re-mortgage rent the ir

homes with an increasing number simply declaring

9 f ilure bankruptcy debt I lo ns

If you 10 look over disregard I see over I consider the

fact that interest rates change, then some debt

situations may seem manageable but they can Quickly

get out of control when rates rise sharply.

r ~ ~ _ - - - ~

2 Verb-noun collocations.

Match the phrasal verbs on the left with the nouns on

the right,

I mark fo r each correct answer)

I set up a a list o f g uidelines

2 go into b too m uch work

3 take on , yo ur work

4 draw up d po li tics

5 get on wi th e yo ur ow n bu siness

69



Test 1

4lANGUAGE FOR1 Requests and offers and giving op in ions .

Two co lleagues working in different towns meet up

again. Und erl ine th e mos t appropriate expression in

italics to complete the dialogue.

( I mark for each correct answer)

Carl: Hello Alex, nice to see you again. Lis ten, this

meeting is due to finish about eleven and I don t

have my car today - it s broken down - I so i

you d like to / J was wondering i you could drop

me off at the sta tion if it s on you r way?

Alex: Yes, yes of course, no problem. 2 In my op iniotl / 1

agree you re better off without a car these days

with all the traffic around ...

Carl; Well, 31 suppose it

/J suppose

anyway it d takeme about half an hour to get there otherwise, so

thanks a lot ... Ah, here comes Ju lia, she works

with me. Have yo u met?

Alex: No, I don t think we have.

Julia: Hello Carl, 4 1 would like to apologize for the delay

/ sorry I m late

Carl: Oh, 5 tllat doesn t maNer / I don t care The o thers

haven t turned up ye t anyway. Alex, I don t be lieve

you ve met Julia Sammons. Ju lia, this is Alex

Fletcher.

Alex: Pleased to meet you , Ju lia.

Ju lia: Nice to meet you too, Alex. Carl, 6 would yO l

mind / are yO l mind lending me your notes o n the

Raglan dea l? I couldn t print mine out.

Ca rl : 7 Ofcourse / Of course tlot. Now, where are the

others? We were supposed to start at nine. 8 As far

as I m concerned / On the otller hand every time

somebody s late they should be sent a memo

reminding them to be punctual the next time.What s your 9 view / point, Julia?

Julia: Dh, I 10 agree / thi tlk yes.

2 Apologies and criticisms.

Complete this conve rsat ion with the expressions in

box


you

I appreciate you re upset, but it's nothing to do with me.I didn t realize I was

David: To m, I m ve ry unhappy about this customer s

complaint. He says that he has ordered th is par

three times and still hasn t received it.

Tom: I _. The

David:

Tom:

David:

Tom:

David:

problem lies with the dispatch department.

They re two weeks behi nd schedule.

What? 2 ...

\-¥hat are we going to do about this?

We ll , the y had a meeting about it yes terday, bu t

don t know what the y decided.

3

4 ....................................._.. .......... ....... __........ ....... My

department is Purchase and Orders , not

D ispatch .

Well. please make sure yo u go to the nex t one.

We need to get this sorted.

5 WRITING1 Write 200-250 words in answer to the following:

(18 marks in tot al )

Your com pany p roduces machine pa rts. You sent the

fo llowing invoice to a customer:

INVOICE No. 6765 64

FredSm

ith EngineeringTo:

Your order no.

Dated:

Quantity:

Description:

Total

Max Machines, Hove, Sussex

54KPH77

15 May 2002

250

GFT valves

£500

Less 10 discount £50

Add VAT 17.5 £78.75

Net total £528.75

Even though the discount allowed depended on promp

payment. the customer hasn t paid. Write the first

reminder letter two weeks after non -paym ent.

Qif,Ii 6 M' © Oxford University Press



2nits 4 6

the article about video confcrencing and choose the

rect answer for each of th e questions 1 6 opposite.

mark fo r each correct answer)

n ~ i ~ = n deo conferencing is a way of holding meetings

out those attending being physically together insame room , or even in the same country.

ts are connected via video cameras andallow them to see each other and any

ary data on sc reen. The systems run either oncom puter network based) or ISDN (telephone lined) and may be designed for desktop, small

or large groups.The advantages of video conferencing are clear: noel expenses for the company to pay, increased

as the employee is not absent from hiswork, and meetings which tend to be highly

cused on the job in hand since the more time that isnt online, the more expensive it is.

There are of course disadvantages too. Althoughare coming down , buying a system can still be

ry expensive in the shorttenn, especially thosefor large groups; it is not surprising that they

most often to be found in the meeting rooms of thewell-off companies. Others who are unwilling, or

to meet the cost simplyhire the equipment onions they need it.

Whichever system you finally decide to employ,go through a dry run before the actual

as several things can go wrong, e.g. poorr picture quality, lighting problems,

hoes and so on.fyou have a large group, you mayve problems fitting them in front of the camera and

do not have an appropriate stereo system, can they hear? In fact, if you have the space

th is medium more than

nally it wou ld be advisable to have a room setfor the purpose with the equipment already inFinally, i f you happen to be participating in

s in a foreign language, you will find videoecidedly superior to telephone-only

calling. Understanding is easier, in spitethe likelihood of encountering the disconcerting

lty on ISDN systems of a slight time lagsound and vision, sometimes making it

to identify who is speaking.

____----__-4© ,0 ,. Un iversity Press

In th e first paragraph the writer says video

conferencing:

A is run simultaneously via the computer and

telephone.

B cannot connect people over great distances.

e enables users to view both data and people.

is best used for one-to-one meetings.

2 The writer says the advan tages of video confere ncing

include:

A higher expense claims.

B longer. but more efficient . meetings.

e a better use of human resources.

D the low cost of systems.

3 Accord ing to the writer, so me companies do not buy

a sys tem because:A they generall y have meetings with large groups.

B they do not want to pay so much for it.

e they prefer other means of comm unication.

D they arc waiting for the price to decrease.

4 The writer recommends:

A preparing a room dedicated to video confe rencing.

B using sma ll groups.

e using an ISDN system.

D using any system as long as you are comfortable

with it.

5 The writer says:

A video conferencing is not as clear as telephone

conference calling.

B you will probably experience a time lag when

making a telephone conference call.

e telephone co nference calls are better than video

conferences for foreign language speakers.

o video conferences can sometimes cause confusion.

6 On the whole the writer:

A sees advantages to video conferencing but warns

that using it can be prob lema tic.

B does not think video co nferenci ng will become

very popular.

e recommends we bu y a video co nferencing sys tem.

D advises us against using video conferencing.

71



Test 2

2 True or false?

Read the article again and decide if these statements

are true T) or false (F) according to the writer.

( 1.5 marks for each correct answer)

There are t\vo different systems for

running a video conference.

2 In meetings held by video conference, it

is easy to get distracted from the main subject.

3 Video conferencing equipme nt is

gradually getting less expensive.

4 Only the better-off companies can afford

to hire the necessary equipment.

5 It 's a good idea to practise using the

equipment before holding a video conference.

6 Speaking in a fo reign language over the

telephone is difficult because of the time lag.

2GRAMMAR1 Rewrite the sentences below using the words in

brackets so that they have a similar meaning.

(2 marks for each correct answer)

Why don 't you leave that billlill next week? (always)

2 In my last job I spent most Saturdays at work.

(would)

3 I've never worked with this program before so I'm

nol finding it ve ry easy. (used to)

4 I wasn't able to contact him in time. (co uld)

5 The HR manager decided to personally reorganizethe pay structure. (would)

6 The delivery is due to arrive this afternoon. (should )

7 It will cost 20,000. Nevertheless, we want to try it .

(allhough )

8 It 's annoying the wa y he leaves every meeling to

answer his mobile. (always)

3VOCAB ULARY1 Choose the word.

Read the text about pricing. Underline the correct wo

in italics


- --------_ ....,----,,--THE PRICE IS RIGHTIn the past whe n a bus iness wanted to I set / ask I put

/ loy a price for a product they tended to calculate thecosts of material, labour, and overheads, the n add thedesired profit margin. Th is would hopefully give you

the right price to go to marke t. Unfortunately,

businesses 2 seldom / generally / hardly / nearly

addressed the problem of whether the customer will

simp ly 3 deny / give up tu down / return yourproduct because it is too expensive.

Modern business practice suggests that we shouldfirst decide on the correct price and th en work

backwards from there. This means sub tracti ng the

profit you wish to make in order to arrive at theproduction cost you have to 4 bear / stand / hold /

lind If the figure for the real cost you have previously

calculated is highe r, it could be to time to rethink the

whole project rather than simply 5 raising / setting up

/ rising / going up the se llin g price.

- - - - - - - , - ~ ~ - - - - ~ ~ - ~ , , - -2 Prepositions.

Choose the correct preposition from the box to

complete these sentences.

(1 mark for each correct answer)

to up with to in off >y of with to

I m not in the office tomorrow - I have a day

.................... in lieu.

2 We can't put .................... the price in today's market.

3 I used .................... work for Glaxo but I left last year.

4 He's always overruling my decisio ns - I'm fed up.................... it

5 Increased sales lead .... great er profits.

6 According ......... ........... Mary, the office is in Espoo,

Finland.

7 The company's sales have slumped .................... 80% to

€30,000 over the last five years.

8 We never recovered from the co llapse ...... .. .. our

main supplier.

9 There's never been such an increasenumber of sales.

........... the

10 I don t agree .................... that suggestion at all.

A@ .lHIfIO. xford University Press



~ p . l - T

FORSpeaking with conviction and participating in

meetings.

Complete this conversation with the expressions in this

box.

(I mark fo r each correct answer)

..ally need to really IlOl toif I coukt just come The point I m tryInat o ' - I s

Can I say ,?

that s a point

bade to what I was saying

if we don't act now

can I just finish off I d l ib to say

Do .... y thinky believe that

Ca rl:

Jul ia:

Alex:

Right, so let's kick off with the main pom t o n the

agenda - the proposed move to the business park.

Before we go round the table on th is

, _I think

it's an excellent idea - the rents are getting far toohigh in the midd le o f town. and2.................... ..... ...................................................... _. we

co uld face another renl rise in the next year.

No, I disagree. Ca rl. Our clients are here, aren't

they? That's a good enough reason to start with. J

3 ............... ........._..._. ............._.................. . .............._ in our

kind of business we

4 ..._............................................... ................. ............_ project

a certain image and mov ing from th is beautiful

18th century town house to those plastic pre

fabrica ted business premises is only going to

damage that. The clients .. .

5 .. ................................................................ ............_ I'd like

10 know how we're supposed to ge t to that p lace. I

mean most of us live in the no rth and .. .

Ju lia: Yes 6_.... ........._ __.............. .................... ............... _but

7 ................................................................ .................._ what I

w s saying about the clients? Most of them are

situated within a kilometre of this office.

8 .. ........ .................. .. ............................................._ they

are going to go all that way out there to us?I wouldn't. We've loads of competitors nearer.

Carl: Yes, OK, I accept that, but the fact remains we've

9 . ._ ._ _ . ._ . _ make

some big cuts, and fas t, if we are going to get

through this year - the rent here is astronomica l.

Alex: I0 .................................................. ..... .......... ............._ about

d istance for a mo ment, I think if you go ahead

wi th this you're going to make some pretty big

cuts with staffing as well.

11 ........................................................ ..........................._ that

several of us wouldn't like to travel that far.

Oxford Univers ity Press

Test 2

5WRITING1 Write 150-200 words on the following.

(18 marks in total )

This is the transcript of what your Sales Director has

told you about sales representatives' expense claims.

Rewrite it as a formal email to all sales staff.

'Expense claims were up 15 last year and sales were

down by 10. There s no excuse for it TeU them th at when

they go on business trips they can of course claim all

travel expenses. but the rate is staying at 16p per kilometre

fo r car travel and any repairs have to be made by

mechan ics the company has chosen. Train travel mus t be

second class as usual and any plane tickets have to be

okayed by their Sales Manager. If they aren't, they'll have

to pay for them themselves. Hotel expenses have got to

come down s well - from now on, three star only and if

at all poss ible , in ho tels where we have a discount

agreement. All expenses have to be backed up with

documents - receipts. tickets and so on - or they won't be

reimbursed. I mean that. Last bu t not least is the company

policy on making gifts to clients - they can't be wo rth

more than €ISO. All the reps should know this, but

looking at some of their expense claims they ob vious ly

need reminding. I know it s sometimes hard to stick to,

but if they want to make an exception it would need to be

a special case, and in any case they'd have to see their sales

manager first.'

7



Test 3Units 7-9

1 READING1 Read the text from a newspaper article. Complete each

gap 1 6 below with a sentence from a-g be1ow.

(2 marks fo r each corrcct answer)

a Loyalty schemes all work in the same way.

b Online retailers are obsessed with customer loyalty.

c When the com pany launched thi s sum mer, it said

thai pay- outs would be limited to £20 a month unt il

it was sure of its business model.'

d This is usually in the fo rm of a voucher exchangeable

for the company's goods or services.

e Apart from bu ying, you can also earn points by fi lling

in surveys and looking at ads.

f T he most obvious way of ensur ing customer loyalty

migh t be to provide decent customer serv ice, you

wou ld have thought.

r;;; p e ; ~ ; t i f i e ~

I(

Il)I

1 .............. Sometimes it seems as if they believe their own hype

about how the net shifts the balance of power to the consumer.

The y re all worried that the competition is 'just a click away' on

the net and that if they lose a customer, they co uld be gone for

good.

z ..... ......... Many net shops are now concentrating more on

this and have also introduced all sorts of customer loyalty

schemes.

1 .............. You have to register with whoever is running the

scheme. You earn points depending on how much you spend:

points t ha t will earn discounts on future purchases or enable

you to buy stuff outrigh t , if you save enough . Some Ameri can

schemes go further. .............. .

Another thing to look out for at the moment is the referral

reward. On some si tes, if you introduce a set number of friends

to the site and they buy something, you get something in

return. 5 .•• .. •••••••• ..

If you want to see if you ca n actually make some money

from yet another online giveaway, one U business will pay you

25p for every hour you spend online, so long as you install a

bar at the bottom of your browser t hat will show ads. You get

referral fees if you introduce fri ends to the service. 6•..•••••••.••••

2GRAMMAR1 Read the extract fro m a lecture on importing

p rocedures. Underline th e correct word in italics

( I mark for each corr eCl answer)

So let s imagine you v e agreed 1 to import I

import n g some products. Now, if you 2 didn t

know I hadn t known where to f ind these

particular goods, I d advise you to try 3 to contact

I contacting the consulates - they re able and

wi ll ing to supply lists of companies. The next step

is to go to your own consulate in that country and

see which agents they suggest 4 to con t t /

ontacting. They ll be able to arrange visits to

factories. In some countries you 5 require I are

required to go through a trading company rather

than the factory itself - this means 6 dealing / to

deal with more paperwork of course. Now, the

product needs 7 checking I to check so the

exporter will send you some samples. If the

quality 8 is I will be satisfactory, send them to your

agent and he ll check them against the rest of the

manufacturer s merchandise. So, provided that

everything 9 would go I has gone fine so far you

could go on 10 to ship / shipping the goods. If you

received the goods and you 11 were / have been

unhappy about them for some reason, it would be

wise to try 12 to get / getting a reduction on the

bill. Otherwise it might mean 13 shipping I to ship

them back, which you would find very expensive.

This brings us to payment. This can be 14 made /

make by Letter of Credit which is usually

irrevocable - once the terms of the transaction

15 have been I must be agreed, they cannot

18 be / become changed unless both parties

agree. Next, we come to customs clearance

A@ H+ fimtj© xforduniversity r ss



Read the passage about negotiating a sa lary increase.

Underline the correct word in italics.

(I mark for each correct answer)

_r--. .-

Asking for a riseAt mana gement level you don't usua lly h ave th e

1 l1ayglillg I barg(lillillg I de(il;II9 / asking power of a

union beh ind you so you' re out a ll your own if

you wan i to a sk for a r isco But let s say you ve

decided the time has come to discuss the

argument I debale I iss lle I poill£ of your sa lary

with your boss. You th ink you 're in a strong

position: you know your job inside o ut. you're a

real asset to th e co mpany they're simply no t

paying you enou gh - so let s go and talk about ill

It s OK to come across as assertive but you do n t

want to seem arrogant. saying th in gs you might

later J feel sorm I regret I realize l ap gize Th ere is

no getli ng away from the fac t lh at your boss is in

the domina nt position here and ca n be quite

dislionest I misertlll/e I illtimitlmillg I deceitful at

limes, Th ere's no going back now though - you

can'l just 5 give out I f o round I give i l l I let tllrollfJ"

before you've sta r ted. You ll just have to prepa re

your case a little better. 0 fintllly I tli last I at tile elld

I aft er ,,//. it s nol as if you re 7 lIavi llf I makinf I

gOill I r llll li lg the risk of him firing you for as king

- it would cost th e company a lot more to hire and

trai n somebody to take your p l ce, Anyway, even if

he offers you only a 8 negligible I negotiable I redl/ced

I smaller increase. or non e at a ll , you ll have made

a poin t about your ow n worth ,

_ ~ ,J

© O .,d Uni ve rsity Press

Test 3

2 Word forms

Complete this table wit the correct forms of the

words,

( 1 mark per correct word)

NOUN VERB

recruitment

commit

recommend

consultation

acquire

consumer

advise

propos

7



Test 3

LANGUAGE FOR1 Making presentations.

A marketing manager is giving a presentation about

extending a company s product lines. Co mplete his

presentation with the expressions in this box.

I mark fo r each correct answer)

first of all

handing you over

that will bring u to

we ll begin by

I do apologize

onceI shall outline

as ® can see

Good morning everybody, my name s Vic Wilcox and

I m Group Product Manager here at HTC.

1 .................................................................................._ for the slight

delay in slarting this morning - there seems to have been

a mix-up over rooms, but we re all here now.

2 .................................................................................• from the titleof the presenta tion, we re going to be looking at the

portfolio of products I m responsible for and discussing

various proposals that have been put forward for

extending some of these lines.

3 ........................................................................_ , <un-down

of the steps to be taken 10 bring the new lines into

production, a nd finally

4............. ............. ....... .. . ........_....._...._ ..• the reasons

why I strongly support certain proposals before

5 .. ...__.... _.. .....__.... ....._........... ...• to Brian

Everthorpe to go through some of the initial costing

estimates. So if you d like to open your fo lders at page 3,

6 ............................................ ........................... looking at

how our product range looks at the moment ...

.. . now we come to what thi s will involve on the

production side. Well,7 .................... ................. , the starting

point for the new product is our usual finished standard

ar ticle. So 8 ................................................................................... the

product comes off its usual line, it ll be moved o n to be

reworked . .. •

2 Dealing with complaints.

Choose the co rrect word from the box to complete

these sentences.

I do ... . ....... for this delay sir.

2 Could you .... . ................. with me for a moment,please, madam.

3 Do you _...__.......... ........._ to have your order number?

4 I m afraid that it s no longer under .......................... .

5 can full y

our service.

.. ......._... your disappointment with

5WRITING1 Write 150-200 words o n one of the following:

(I8 marks in total )

Your company specializes in supplying offices with

computer hardware. The re have been several

customer complaints recently. Your line manager has

asked you to write a brief report describing these

complaint s and the reasons for them. They include:

• faulty equipment

• late delivery times

• installation problems

• poor after·sales service.

2 Your company is a customer of the computer

hardware company in question I above. Write a polite

but firm letter of complaint.

A@(. i. bIfi. xford University Press



4

nits 10-12

the article about viral marketing and choose the

rect answer for each of the questions 1-6 below.

2 marks for each correct answer)

_ ~ r ___Viral marke ting the IKEA way

As any marketing manual will tell you, th e mos t

effective way of promoting your product is b y

wo rd ·of-mou th , but this relatively harmless

activity seems to have taken on a kind of

Robocop tr ansformation in recent yea rs to

become Viral Market in g f that ha s you

reaching fo r your medicine cabinet, then I

should say that its aim is in fact the usual one: to

sed uce you into spend ing more - the difference

being that the market ers are dedica ting more

lime and energy than ever on trying to get us to

tell each other how nice they are. I KEA is a

master in this respect - not co ntent with

persuading the public, it also seeks to win the

love of its em p loyees.

In October 1999, head office dec ided to hand

over a day s profits (Saturday s) to its 40,000employees worldwide - about 60 million dollars.

More rece ntl y in th e U K, ca r park congestion

has insp ired the management to present 3,500

employees with a new bicycle each. Now, the

idea that treating your staff well wi ll produce

bette r results is not a new one. Robert Owen saw

the benefits of treating his workers well nearly

two centuries ago, even to th e point of providing

them with hous ing. I KEA ma y not have deemed

it necessary to go quite that far , but the message

passed via the media and employees was that this

is the place to wo rk - doing wonde rs for itsimage and making staff recruitment a piece of

cake.

A San Francisco IK EA ou tlet decided to

expand into an Internet vi ral ca mpa ign ; it

offered a $75 saving if you sent ten fr iends ten

on line postcards, with five postcards getting you

a 525 red uction on a S150 pu rchase. 48 hours and

80,000 cmai ls later though, a lot of complaint s

s tarted coming in that they were ju s t d ist ributing

spam. They cancelled the ca mpaign. Well, if

you re going to spread something aroun d , you ve

got to be sure you r customers want to catch it.

© '0", ." University Press

The first paragraph explains that viral marketing:

A is an expensive but successful marketing

technique.

B is a multi-media activity.

e is carried out by word-of-mouth.

o aims to tell us how nice we are.

2 According to the writer, IKEA:

A tries to get both its clients and staff to speak well

of them.

B is not satisfied with its rel ations with the public.

C mainly concentrates on staff relations

o is only concerned with what the public thinks of

them.

3 The writer suggests that IKEA have been generous

with their staff:

A because o f high profits and organizationalproblems.

B for historical reasons.

C to improve their image and reduce the head

count.

o to make it easier to hire employees and improve

th e company image.

4 According to the writer, Robert Owen:

A let property to his workers

B did not believe poor treatment of workersimproved productivity.

e did not treat his wor kers as well as lKEA.

D gave his workers flat-pack housing.

S The San Francisco store promotion:

A had a high response but customers were not

happy about product quality.

B had a very low response.

e meant the more you contacted friends the greater

the discount you got.

o meant the mo re postcards you bought , the greate r

the discount you got.

6 The writer suggests viral marketing:

A is not rea lly a successful promotional tool.

B is best aimed at improving staff relations.

C can be effect ive if handled well.

D is out of date.

77



Test 4

GRAMMAR

1 Read the article about opting to work for a non-profit

organization. Underline the correct word in italics.

o means no word is entered in the text.

(1 mark for each correct answer)

There tend to be (wo main types of 1 he I some

I @applicants fo r jobs wi th non-profit-making

organ izations: those who have just left further

edu cation and have little exper ience, and those

who have been in wo rk for 2 (he I some I lillIe

time and have decided to give something back

to 1 @ he I a society , A few of the latter,

instead of looking forward 4 1 relax I relax 10

relaxing for a few year s, have taken early

reti rement o nly from their previous jobs and

have a great deal of experience to otTer. They

sbou ld be carefu l, however, that wh ile they may

co me lip \IIilh l ip agaillst up some great ideas

for their new employers, applying their profit

oriented skills straight onto organizations wi th

very different priorities an d cu ltures can 6 lastly

I el entually / el elltual prove to be mi sguided.

Whatever your reasons for pursuing your new

career, yo u can t just 7 tum up I i lm it up I arriveup at the job on Monday. You shou ld carefu lly

consider wh y yo u are 8 apparelllly I obviously I

aCfllally going into this kind of wo rk , what you

have to ofTer, and the amount of time you wa nt

to dedicate to it. As with any otber post, you

should also loo k carerully at the job description

before finally going 9for I il for I for il ; there

would be no point in 10 elld 111 I eliding up I end

up in a job you would be likely to resign from

II lately I shortly I recently afterwards, so don thesitate to lum 12 off I up I down a ny offer yo u

think unsu itable. You wi ll have to wo rk just as

13 hardly I hard Ilollg if not harder, and you

must also bear in mind that not on ly will you be

poorly paid, but you will probably have to fa ce

some emotionally wearing situations you

wouldn t normally face at unive rsi ty o r in the

office. You may well have to sort 14 through I

down I oul any a nxieties your fa mily may have,

and they sho uld be enco uraged to be part o f

any 15 finally I el emually I even/ltal decision .

3VOCABULARY1 Read what a salesperson and an accountant have to say

about their jobs. Underline th e correct word in italics.

I mark pe r correct answer)

Salesperson

Sales is not easy: there s no doubt in my mind that it s areally 1 chaf/mgillg / dishonest / borillg job: you need a lot

of 2 arrogallce / disbelief / self-collfide llce and energy. You

may have to travel a lot , spend a lot of time on the road,

and stay 3 to / 011 / up late at the office. Of course the

rewards are exce llent: good salary, and plenty of

oppo rtuni ties to earn 4 wages / penalties / bOlluses.

The thing about sales is that it s all down to relationships

which you S build up / start up / make up with customers

over a long period of time. Sometimes you hear 6 on the

grapevi e / by the way / Olll of the woods of anoppo rtunity for a big cont ract, and you have to 7 go to /

go for / go arOllnd it. But fo r good salespeople, customers

come to you.

ccountant

There s a lot of 8 relief/resentment / determination felt by

yo ung employees who are worried about losing their jobs-

being made ) lIt1employable / fired / redulldam and I think

I m lucky to be one of those who has had a O pemumellt

post / part-time job / temporary position as long as I ve

wanted it. I m coming up to retirement now and the

co mpany 1 holiday pay / health illSurance / pellSion plall

here is a good one. A lot of companies these days are

abandoning them. You need to be 12 compassiollate alld

caritlg / coIIScielltiolts and reliable / dynamic and imaginative

in this job and if you are, you ll find the job a I rewardillg /

fascinating / paying one.

' ff.li.IHIQO. © Oxford University Press



Photocopiable ActivitiesTeacher s Notes

PHOTOCOPI BlE

CTIVITY 1

Target markets

For further practice in talk ing abou t some of the marketing

issues in unit I of ro ile 3 Student s Book. make copies of

Photocopiable activity I on page 85.You will need onc boa rd

for each group of th ree to four studen ts. Eac h group will need

a dice, and ea ch student wi ll need a counter.

In turn , each student throws the dice, and moves his her

counter fonvard according ly. Students mus t talk abo ut the

topic q uestion in the sq uare that their countcr has landed

on. If they land on a quest ion mark square, students can

ask o ne of the other players an y question related to

marketing.

2 Encourage stronger students to expand their answers by

asking each olher follow- up qu estions in orde r to develop

a conversat ion.

P HOTOCOPI BlE

CTIVITY 2

Problems and solutions

Fo r fur ther practice in using language for apologizing,

criticizing and making ded uctions, make copies of

Photocopi ab le act ivity 2 o n page 86. Students play in pairs.

Each pa ir will need o ne complete set cut up of ei ther the

conference cards or the trade fair cards.

Remind students of the appropriate functio nal

language on page 20 o f Pro ile 3 Student s Book.

2 Give each pair of students a sel of cards, which they

put face down in front of them. Eac h pair of students is

at a d ifferent event, either the conference or t he t rade

fair. Dur ing th e event, a num ber of things go wrong.

These problems are on the cards.

3 To play, studen ts take it in turns to turn ove r and read a

card. They then role-play the situation together in their

pairs explaining and apologizing fo r the situation.



OTOCOPI BLE

C TIVITY

and requests

further practice in makin g requests, offering, and

politely, make copies of Photocopiable activity 3

page 87, one for each group of three to four students.

aim is to collect four of a kind: in this case, a set of

cards from the same office department.

Remind students of the language for mak ing req uests,

offe ring, and refusing politely on page 30 of Pro ile 3

Student s Book.

ut up the cards and dea l them using one set of four

per studen t (each group of three students will play

ith twelve cards, grou ps of fo ur with sixteen cards).

n turn, each player can ask anyo ne of the other

players to carry out a task from a specific department,from a department where he I she already has

task. For exa mple, if a student has the Promotions

epartment ca rd from the first row on the

iable activity page, he f she can ask: Could

fix f Would you mind fixing a meet ing with the

lease?

the player asked has that card, he f she must agree o r

to do the task, and mu st then give th e card to the

made the request. The player who made the

st must then, in exchange, give the playe r he / she

sked one of his / her own cards. Players shou ld havecards at all times.

the player asked doesn t have the card, he / she mu st

e po litely using an approp riate expression. Play

s to the next student. Encourage students to

se the phrases they have studied.

he first player to get a set of four cards from one

tm ent is the winner.

Photocopiable activities 81

PHOTOCOPI BLE

CTIVITY 4

The marketing mix

Fo r further pra ct ice in describing products, how they are

marketed, and language of opinions, make a copy of

Photocopiable activity 4 on page 88, one for each student.

Students read and revise the information on the

marketing mix, the 4 P s , which was covered in the case

study o n pages 42-43 of ProFile 3 Student s Book.

2 Group students into groups of four and give each pair the

product information cards, A and B (S pirit and Coo leo).

The two pairs mu st not look at the sa me product .

3 Ask them to use the gr id to note down in fo rmation about

their product relating to the sub -elements o f the

ma rketing mix. Some areas may not be fully known , so

you might like to discuss these as they come up .

4 Bring the two pairs together. As k them to exchange

in fo rmation about their products and complete the rest of

the table.

S The two pairs should then compa re the marketing mix of

the two products and decide which product is the

stronger of the two an d therefore s tands the best chance

of making a profit. Remind students of th e language of

giving opinions ProFile 3 Stude nt s Book page 10 ).



hotocopi le activities

PHOTOCOPI BLE

CTIVITY 5

Obligation and necessity

For further practice in talking about rules, what yo u should

and shouldn t do at work, make copies of Photocopiableactivity 5 on page 89, one for each group of three to five

students. Students read and revise the language for

obligation and necessity from Pro ile 3 Student s Book, page

50, with further refe rence to the Grammar Guide on page

139 of Pro ile 3 Student s Book.

Divide students into groups of three to five and give each

group a board. Each student needs a counter and each

group need s a dice. Students should im agine tha t they

are all new employees at a company. They are on trial for

one week, after which the boss will decide if they can

stay on. So me squares they land on will indicate they

have done something wrong, while others are good

squares, which will get them to the end of the week more

quickly and effectively.

2 In turn, each student roUs the dice, which indicates how

many squares he I she can move . When a studen t lands

on an square, he I she must read the situa tion, and

respond, stating what the co rrect behaviour is or should

be, using one of the key words. A second roll of the dice

indicates wh ich verb they must use as in the dice chart at

the top of the page.

For example: Firs t throw: situation: You arrive late.

Second throw: I - should(n t) o r ought(n t) to.

I should have arrived on time. I I ought to be on time

(tomorrow). or I shouldn t have been late.

3 The other students must decide if the response is correct.

If it is, the player stays on that square, but if it is either

grammatically incorrect or an unsuitable response for

that situation, he , she moves back one square (but

without responding to the situa tion on that square).

4 A student landing on a I square reads the situation, and

moves on one square (but without responding to any

new si tuation ). If he I she lands on a SAF E ( safe

square), play moves to the next player.

S Students move round the board line by line. The firs t

student to reach the end is the wi nner.

PHOTOCOPI BLE

CTIVITY 6

Peaks and troughs

For more practice of language for describing graphs, make

a copy of Photocopiable activity 6 on page 90 for each pairof students.

Di vide students into pairs. Give one student part A, the

other, part B. Cut up the box of words at the top of the

page an d place all the cards face- up between the two

students. This is the word bank.

2 Students spend a couplc of minutes study ing their

graphs. They should not be able to look at each other s

graphs at this stage.

3 Student A starts. Student A describes their graph wh ile

stud ent B listens. and draws the line on their blankgraph. Student A must try to use as many wo rds from

the wo rd bank as poss ible. When a word is used, it is

removed from the word bank so it cannot be used by

student B.

4 Then student B describes his her graph to student A in

the same way. Student B must also try 10 use as many

words remaining from the word bank as possible. The

winner is the student who used the most words from

the wo rd bank. If there are different strength students in

the class, it is best to give the role A to the weaker

students so they ha ve more words to work with.



CTIVITY 7

further practice in negotiating, make copies of

opiable activity 7 on page 91. Students work in pairs,and B.

Divide students into two groups, giving one group role

A the other group role B. Ask students to read the

background informa tion to familiarize themselves wi th

the company context. Check that students understand

the context . (In a nutshell, two co-owners of Inner

Sunlite tours, based in Graz, Austria are now dividing

their business. The company has been having problems,

while the poten tial market fo r its new venture is exciting

though not without the risks any new business faces. The

two owners meet to nego tiate how they are going to'separate' thei r business.)

read through the rest of the information

deciding which areas need prioritizing, and working o ut

what is important to their partner. Remind students to

check the language on conditionals on page 69 of

rofile 3 Student's Book. They may also like to consider

what tactics to use.

Pair off the students - A and B. They will need 20 25

minutes to negotiate the issues. As the issues under

negotiat ion are interconnected, students sho uld link

their negotiations of each one.

When students have finished, ask them to summarize

toge ther each point they discussed to ensure that they

are clear on the final arrangement.

The winner in each pair is the student who gets the most

'suns' O.

CTIVITY 8

fu rther practice in using gerunds and infinitives, make

ies of Photocopiable activity 8 on page 92, one for each

of 1...0 to four students. Cut up the cards and shuffle

There are sixteen verb cards, and sixteen top ic cards

eight topics with two cards each). The aim is for

to pick up a verb card and a topic card and to

a correct sentence.

Students read and revise the grammar reference on page77 and on pages 138-139 of ProFile 3 Student's Book.

Photocopiable cti vit ies 8

2 Place the cards face dow n in front of the students. In

turn, each student turns over two cards. If he she picks

a verb card and a topic card, they should try to make a

gramma tically and logica lly correct sentence, using the

verb in its appropriate form.

Fo r example: forget Early memories: I' ll never forget

going to the seaside for the first time.

3 If a student is able to make a suitable sen tence with a

verb card and topic card, he she keeps the cards. Play

then moves to the next player.

4 If he she cannot find suitable pai rs of cards, for

example if he she picks up two verb cards, or two topic

cards, his her turn is over Likewise, if he she cannot

make a good sen tence, his her turn is over. He she

must place the cards face down where they were

origina lly Remind students to remember where the

cards are

5 The player with the most cards at the end is the winner.

PHOTOCOPI BlE

CTIVITY 9

The production process

For mo re practice in exc hang ing fac ts and information

related to describing processes, make copies of

Photocopiable ac tivity 9 on page 93. Students work in threeteams: A B and C. Each team is given a q ues tion and

answer sheet.

Ask students to work as a team to try to form correct

questions. They need to create one ques tion for each

pro mpt. Give them 10 15 minutes. Students must write

their new ques tions on the papers in the space provided.

2 Each team then takes it in tums to ask the other two

teams a question from the ir paper. The team able to

supply the correct answer first scores two points.

3 If one team answers fi rst but makes a mistake, the other

team may answer. If they answer correctly they get one

point. Give an extra point for an answer including a

passive form used correctly.

4 After the game tell the students to pass their question

paper to another group. Explain that you are now going

to give poin ts for correct grammar. Every question which

is grammatica lly correct scores one point. Finally add up

the points from stages 2 4 to find the winner of the

game.



Photocopiable activities

PHOTOCOPIABlE

ACTIVITY 1

Vocabulary mingle

For further practice of the language of unit 10. and asking

for, and givin g information, make a copy of Photocopiable

activity lOon page 94 for each group of five to six students.

Ideally, yo u need two to three cards per student.

Cut out the cards and scatter the papers face down in

front of the group of students.

2 Each studen t takes one card and reads the in struction.

He She must ask different students the appropriate

ques tion, until he she finds someone who can answer

yes: He She must then ask that student more questions

to find out as much as possible about that person and

the re lated 10pic.3 On each card there are six tick boxes. For each follow-up

question the student as ks related to the topic, they may

tick a box, up to a maximum of six.

4 When the studen t has asked aU the questions he she

can, or has ticked aU six boxes, he she keeps the card,

and picks up another and repeats stage 2 above.

5 The game is over after either twenty minutes, or after all

the cards have been used. The winner of the game is the

person who has ticked the most boxes on their cards.

PHOTOCOPIABlE

ACTIVITY 11

Business start up

For further practice in writing emails, and 10 recycle some

of the vocabulary and phrases from unit 11 of Pro ile

Student s Book, make copies of Photocopiable activity li on

page 95, one for each pair of students.

Re mind students of useful language for putting across a

business proposal and respo nding to requests and

suggestions (pages 114 and 1IO of Pro ile 3 Student s

Book). Tell them they are going to write an email to the

venture capital organization, Gravesen In c • asking for

support and funding for their new idea. Later they will

read ot her applications , and reply by ema il .

2 Working in pairs, ask students 10 choose one of the two

products A or B at the top of the page (these were used

in Photocopiable activity 4). They will need to do some

research on the product before approaching the venture

capita list. The Issues and considerations table will help

prompt them.

3 Ask students to decide which information under Issues

and considerations they wish to include in the email,

and which they would put in a business plan. Give them

10-15 minutes.

4 When they are ready, ask students to write the email to

Gravesen Inc. together in pairs. Give them 10-15

minutes.5 When all pairs have finished, they send their emails by

exc hanging emails with another pair. Then, in the new

role of venture capitalist, students read their new email ,

and decide how feasible the proposal is.

6 Students reply to the email they have received.

PHOTOCOPIABlE

ACTIVITY 12Definitions

Fo r further practice in defining and desc ribing words. make

copies of Photocopiable activity 12 on page 96. Split the

class into groups of eight, divided into four pairs. Give each

pair one list: either list A, list B, list C, or lisl D.

In their pair they should go through the list, and check

together that they understand all the words within the

context of the unit.

2 Then regroup each group of eight students into two

gro ups of fou r. In each new group there must be one

stu dent who looked at list A, list B.list C, and li st D.

They mu st llQ1 show each other their list. In turn, each

student should defin e or describe the words, one by one,

to the group. The aim is for the olher three students to

guess the target word.

The gro up of four to finish first. by eliciting all the words in

their correct form, are the winners.



PH OTOCOPIABLE ACTIVITY 1

Target markets

, Does)'OUr companya star' prodllCt?

How long do)'Oll

fXl'K1 it to rtmaln a'star'?

~~

~'9 Do any lamous peopIt

lISt)'OUr company's

products I SoerYices?

8 ow do you know

what Is In out of

fashion? Hw

important is illo you?

'7 WlIal s the worst

magazine I posteraMrt )'OU'w SftII

I'KtIItIy? WIry?

'6 If,au me for thecompany that

prodllCfd oxygen In acan, how would you

martel it

© Oxford University Press

3 'Who are) OUr«NI1pany's main

<Dmpttilorsl What Is

tMir advertising like?

If there were one

{OIIIpe:titor )'OU 'd like

10 remow: from the

market. who would it

00 )'011 pay attention

10TV iCMrts? Haw

)'011 f been

consciously inflUfnctd

to buy .something?

. What do )'011 knowa b o u t ~controls in )'0111

country? If mil. wert in

charge, what changes

would)'Oll make?

What ptrCffluge share

01 the rnartltl does

)'OUr company I 0IIf: 01

your produds amntlyhaw?How lias thischanged owr the last

12-18 months?

Does )'OUr company

lISt any mar\dingaccessories to promote

products (IIey rings,

mugs, pens)?

4 Congr.llulalions

You've passed the one-

week trial. Please

come bad IIelt week

'Fashiollablt' I s orelates to of life,for example, wheft you

take )'OUr IIoIlday. 00

you consider yoursdf

to be f s h i o n b l e ~

ls) OUr company'sproduct I seMa well

adwrtistd? What art

Iht key {tatures? What

could be done 10

improw it?

6 What do you lllinkabout the changing

trends In fashion

(cars, dotIIes, mobilt

phontS)?

7 ~~8 You've beeft asked to

write asIogaJIlor

one oI)'QU1' company'$

prodIIcts. What would

II be?

9 Does)'OUr company

haw a ash Cf1fI'

product? How Iont do

you aped it to remain

a 'ash (OW'?

YI1Iat products were

lasIIionable when

you were adlild and

art stillu/IioniIbItnow WIly do)lOll

think this is

Flftm years ago

thm lRSII 't amarUt lor minmiwater. What minrral

water do you drink,

and why

What 's be

worst I bestTVadYert you've oftf1

85



Extra Photocopiable

PH OTOCOP I BlE CTI VITY 2

Problems and solutions

At onferen e

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - -Conference cant 1

The Minister for Education, due to

open the conference, has cancelled

at the last minute because of agovernment reshuffle. You'l have to

welcome participants and open the

conference yourself.

, 'Conference card 2

You have mislaid all the publicity

leaflets to be displayed on your

stand , which also need to be given

out to participants during one of

the conference talks. You ve already

been searching for them for an

hour. The talk takes place in thirty

minutes.

,,

Conference card 3

You need the data projector for the

talk but it is not available. It s still

being used in a plenary session

which is running late. The talk

about to take place relies on the

projector, and already the room is

filling up with interested

participants.

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~Conference card 4

You have been asked to introduce

so me new clients to one of your

guests, a successful international

journalist. Unfortunately, the

journalist has had more than enough

to drink, and you are reluctant to

make the introductions.

Conference card 5

You spend almost an hour chatting

to someone and only later realize

she was the plenary speaker you

were expected to invite last night for

dinner. She mentions that she had

spent the evening seeing the city by

night and walking along the river.

Conference card 6

Your important journalist was due to

be signing copies of his latest book

at 12 p.m., but unfortunately seems

to have slept in. Just before 12 p.m.,

you get a phone call from his hotel

telling you he ll be there at 2 p.m.

You already have a long queue of

customers waiting.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -At tr de f ir

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Trade fair card 1

Your colleagues who were expected

to arrive early to set up the stand

have been delayed in traffic. They ll

now have to set up the stand during

the first few hours of the trade fairwhile customers are already

around.

Trade fall' card 2

Half the promotional materials you

have brought are in the wrong

language. They are for the French

exhibition next month. You need to

get the English versions courieredimmediately .

,

Trade fair card 3

Amongst all the boxes, you can t find

the stock of signed copies of a new

book you are launching, although

you remember seeing them being

put in the van yesterday. They mustbe somewhere.

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iTrade fair card 4

The Bier Keller (also a restaurant),

has been double·booked so there is

no room there for you to entertain a

key author whose book you are

launching. You ll have to find

somewhere else.

Trade fair card 5

You arrive back at the trade fair, only

to discover a local marathon taking

place. All the streets are cordoned

off making it impossible to park. You

end up parking 2 km away and arrive

very late.

Trade fair card 6

Overnight, someone has

disconnected all your equipment, so

that the loop Powerpoint

presentation advertising your

materials isn t working. Your own

technician has left, and you don t

know how it works.

,,,._--------------------------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



PHOTOCOPI BLE CTIVITY 3

Offers and requests

~ . - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - T - - - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - - - ~PromotionsDepartment

• draft copy for a new

ad

• fix a meeting with the

designers

• get copy translated

• call newspaper about

advertising space

Finance Department• finalize end month

salaries• reconcile last

quarter s figures• chase up unpaid

invoice

• Ie-calculate figuresfor budget holders

Sales Department• check figures with

colleague

• prepare presentationon year-end sales

• plan sales forecast for

next year• analyse competitor

prices

Administration• order flowers for

reception

• book venue for staff

party

• type up new staff list

• circulate new office

layout for approval

~ ~ ~ ~ ~Promotions

Department


designers



advertising space


ad

Finance Department

• reconcile last

quarter s figures

• chase up unpaid

invoice

• re-calculate figures

for budget holders

• finalize end month

salaries

Sales Department

• prepare presentation

on year-end sales


next year

• analyse competitor

prices

• check figures with

colleague

Administration


tlY• type up new staff list


layout for approval

• order flowers for

reception

~ ~ ~Promotions

Department



advertising space


ad


designers

Finance Department

• chase up unpaid

invoice


for budget holders


salaries

• reconcile last

quarter s figures

Sales Department


next year


prices


colleague


on year-end sales

Administration



layout for approval


reception


party

Promotions

Department


advertising space


ad


designers


Finance Department


for budget holders


salaries

• reconcile last

quarter s figures

• chase up unpaid

invoice

Sales Department


prices


colleague


on year-end sales


next year

Administration


layout for approval


reception


party


_____________________ ____ L _______ _ _ _ _______ __ __ _ __ _ __ ________________ _ __ ____ J ________________________ _

© ( . r l . , University Press

8



B Extra Photocopiable

PHOTOCOPIABLE ACTIVITY 4

The marketing mix

The four Ps

Product What a re its characteristics: its brand name; its packah,oing?

Price What is your policy on pricing? Do you offer discounts?

Place Where and how will it be sold?

Promotion How is the customer going to know a bout this product?

YOUR PRODUCT:

Place:

distribution channels

location of points of sale

Product:

special features

weaknesses dra wbacks

packaging

service guarantee

Price:

discounts available

length of payment period

Promotion:

advertising

personal selling

A S print - sh oes wh ic h can be adapted for

mov ing mu ch faster when time is short. Th e sho es

are normal , but when you ' re in a hurry, you can

inse rt a sm a ll capsule in to the so le of the sho e,

add ing bounce and sp ring to your step, and

enab ling you to 'wa lk three times faster than the

rest o f th e crowd.

YOUR PARTNERS PRODUCT:

... ............................................. ...... .......

B Coolco - clothing designed to adapt according

to the ou ts ide temperature. At the push of a button

on the sleeve of a sweater, or waistband of a skirt,

or a pair of trousers, th e fabric either loose ns, or

tightens, letting in or out more or less air. The size

of the clothing doesn ' t change Three settings

available - cool, normal, wa rm.

'AM .IM. 6'fftj © Oxford University Press



CTIVITY 5

se these words to talk about rules and reg ulations. according to the number

the dice:

shordd (n t) or ol/gM(II r) to 2 r t) allowed 3 ee (n t}

II t(n l) 5 (Plot ) supposed to 6 have got or have to

START HERE

Monday CD X CD X CD'

CDYou arrive late. Vou park in the You introduceIt's already director's you rself to thelO:lS parking space people you'll be S FEorking with

directly. Move onone square

Tuesday ® X CD X CD'

CDVou leave early Your bo ss walks You work through

?to go to the in and sees yo u lunch to finish a

cinema. looking at film task. Move on S FEi stings on the one square.

Internet.

Wednesday ® X ® ® X ® XLate again A friend calls You leave ina

S FEyou on your hurry, leavingmobile - you your desk in achat for over an terrible mess.hour. Clients are

visiting.

Thursday ® ® X @ ' ® X

You ask yo ur You arrange to You phone in sick.

?boss to pay you meet a dient for

S FEin cash on Friday

lunch to discussfor eight hours a new co ntract.

overtime. Move on onesquare.

Friday ® X @' ® X ® X

You turn up in You suggest a You take a three- You've workedjeans and a Friday evening ho ur lun ch break a 55-hour weekT-shirt. The MD drink with some when there are already. Youfrom HQ is co lleagues after important need to improveexpected at wo rk. Move on deadLines your time11 a.m . one square. management

© OxfordUnlversity Press

89

Q)X

You use thewrong coffee

mug

CD 'You check yourtas ks for the daywith your boss.

Move on onesquare.

@ 'You work until9 p.m. to meet adeadline. Moveon one square.

@ 'A se nior col leaguearrives at thesame time as yo u.You let him / herhave yo ur parkingspace. Move onone square.

@ '"CongratulationsYou've passed theone-week trial.Please come backnext week

FINISH HERE



Extra Photocopiable

PHOTOCOPIABlE ACTIVITY 6

Peaks and troughs

: dramatic(ally : slight(ly) : steady/ -ily : sharp/ ly •:----------------------:------- ------- --------:------------- ---------:----------------------:: steep/ ly : ri se (vb n) : fall (vb n) : increase (vb n) :,--- --- --- --- - --- -- --- - - ------------ - --- - ----_ _--- -----------------,, , , ,: decrease (vb n) : peak (vb n) : soar (vb) : fluctuate (vb) :,--- --- --- - ------------ ---------------------- --- - - ------- ----- - ---------------- ,I I , ,

: leve l o (vb) : plummet (vb) : creep up (vb) : remain (vb)I , , I ,

-------------- --- --- -- ---------------------- ---------------------- ----------------------,I I ,

: collapse (n) : slump (vb n) : climb (vb) : stay the same, , I , ,

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,

Student A

Describe the graph about last year s sales to

student B.

Company: Ventura

Product: Aminga drug to help reduce effects ofplant allerg ies)

3lOO •••

.., •E,t,

,Months April April

A M J J A S 0 N D J F M A

Listen to student B and draw the graph.

ompany:

Product:

Student B

Listen to student A and draw the graph.

Company:

Product:

Describe the graph about last year s sa les tostudent A.

Company: Tracks Un limited

Product: S lba divit g oUdays by the Red Sea

'

.200 '

t

M J J S O N O J F M

Aif.1Hj.H6mr, © Oxford University Press




Negotiations

BACKGROUND INFORMATION

Inner Sunlite. a leading tou r operator based in Graz,

Aust ria, in business for 20 years. Co -ow ned 60:40 bySam Simon and Niki Schwartz respectively. Financial

difficulties since 2001 . AJso pub lishes a se ries of guide

books, 'Two-Step Guides' - sales have increased lO- fo ld

since 2002 Sam and Niki no longer wish to work

toge ther. Ni ki wishes to develop the publishing side of

the bu siness. Sam will con tinue wilh the holiday

business. Sam and Niki meet to discuss a deal o n vario us

options for ownership in each business, as well as

compensa tion payment.

30Your owne rship of Inner up to 100

Sun lite afte r separation

Payme nt compensation you 8 00 ,000 or less

are offering to Niki

Payme nt compensat ion dates Up to 20 now,

rest after twe lve

months

Your ow ner ship of Two -Step 51

after se paration

20

Sam Simon:

As Managing Director of In ner Su nlite tou rs, yo u are

confident that you can get the business back on its feet.YOll wish to have a financial inte rest in the new guide book

business. You m3Y be 3ble to encourage your customers to

buy gu ide books, so your ex-partner may be grateful to

have you r continued help he re. Ready cash is short, S

co mpensating Niki Schw3rtz fin ancia lly is difficult ,

especia lly in the sh ort term. You may need to consider

taking out a bank loan.

10 Your total :

85 - 99 85 or less

0 01 ,00Q--400,000 €401 ,000 or more

20-50 no w, 51 or more now

rest after six

months

260/0-50 25 or less

91

BACKGROUND INFORMATIO N

Inner Sunlite, a leading tour o perator based in G raz.

Austria, in business for 20 years. Co-owned 60:40 by Sam

Simon and Niki Schwartz respectively. Financial difficulties

si nce 2001. Also publishes a series of guide books, 'Two

Step Guides' - sales h3ve increased 10 -fold since 2002. S3m

3nd Niki no longer wish to work together. Niki wishes to

develop the publishing side of th e business. Sam will

continue with th e holiday business. Sam and Niki meet to

discuss a deal on various options for ownership in eachbusiness, as well as compensation payment.

30Your owne rship of Inner 20 o r more

Sun lite after separation

Payment compe nsation you €500 ,OOO or more

are offering to Niki

Payment compe nsatio n one-off 100

dates payme nt now

Your ownership of Two-Step 100 after sepa ratio n

a@ H llflDM© xforduniversityPress

20

Niki Schwartz:

As Executive Director of Inner Sun lite to u rs, you have

rece ntly been part of a te3m developing Two-Step Guides.

The new ve nt ure is risky, as the market is ve ry new, so you

need ready money to p ro mote it fasl. However, having

been involved from the sta rt with the 'o ld' co mpany you

are reluctant to give it up completely, and want to keep a

financial interest in it. Clients interested in you r gu ide

books may we ll be interested in the holiday offers yo urex- partner can offer.

10 Your total:

15 10 or less

€400,OO1H99, 899,000 or less

50-99 now , Up to 49 no w ,

rest within three rest in tw e lve

month s mo nths

75-99 74 or less



xtra Photocopiable


erunds and infinitives

erb card ~ ,

avoid plan forget like

,, ,

l _

finish remember mean

,

, ,_ _ _ _ _

agree manage try look forward to

_ _ _ _ ___ __ L

hope tend stop be interested in

______ _ _________ _ _______ L _ _________ _______ _ _ _ _ _ _ _ _

opi cords

~Routines Habits

PreferencesLikes and dislikes

Early memoriesInstructions

Orders

- - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~

Problem thatneeds solving Educatio

lcareer to date Business careerto date

,

,

Plans Thefuture

r ~ ~ r

Routines Habits Preferencesikes and dislikes

Early memories InstructionsOrders

r _r _____ ___ _______ _____ ___ • __ - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - -

Problem thatneeds solving

, ,

,

Educationalcareer to date

Business career

to date

,

,

Plans Thefuture

'PMHc. @ § I © dordUniversity Press



93

HOTOCO PI BlE CTIVITY 9

production process

TEAM I t Q UESTIONS NSWERS

1 kilos of olives / one litre extra virgin olive oil? It takes about five kilos of olives to make one litre of

extra virgin oil.

2 whisky / from oats, barley, rye, wheat? Whisky is made using barley.

3 silk filaments / one thread of si lk? 4-6 12- 14 18-207 12-14 strands of silk filament are used to make one

thread of silk.

___________ ___________________ __ _________________________________________________________________ _____ ___

TEAM B QUESTIONS

1 contact lenses / from polymer and what?

2 val uable Turk ish ca rpet / number knots per square

inch (2.5 em) ?

3 Greek feta cheese / sheep's. goa t s, cow's milk or mixture?

_ ........................................................ .................................................. ......... .

AN SW ERS

Contact lenses are made from polymer and up to

79 water.

In a va luable Turkish carpet 1 000 knots are tied per

square inch.

Traditional Greek feta cheese is produced from a

mixture of goat's and sheep's cheese. Cow's milk

is too fatty.

- - _ .TE M C QUESTIONS

1 Ear l Grey tea / black tea flavoured with?

.................. . .......................................... .................... ........................ .........- .2 grams of ro se petals / one kilo of rose oil?

3 USA state / grow coffee? Hawaii, New Mexico. Alabama?

dord University Press

NSWERS

Earl Grey tea is black tea flavoured with bergamot oil.

4 000 kg of ro se petals are required to produce 1 ki lo

of the finest Bulgarian rose oi l.

Coffee is grown in only one US state , Hawaii.



Extra Photocopiable

PHOTOCOPIABL E ACTIVITY 1

Vocabulary mingle

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .Find someone who often has tostay on late at work

Follow-up que ;on, I I I I I I I

,

Find someone who hands out

compliments regularly

Fo ow-up que ;o n, I I I I I I I- - - - - - - -

Find someone who gets on wellwith hi s her boss

Fo llow up que,,;on,

I I I I I I I

Find someone who has a lot of

unfinished work to sort out

this week

Follow -up que,,;on, I I I I I I IL _ _

Find someone who dislikes the wayhis her office is laid out

Follow-up que ;on, I I I I I I I

Find someone who went for a job inthe past which wa s more interestingthan well-paid

Follow up que ;on, I I I I I I I :,,r----------------------------- ----- ---------------------------------------------------,

Find someone who has come up

with a new idea for more effectiveworkingFollow-up que, ,;on, I I I I I I

Find someone who recently moved

up the ladder at the company

Follow up que,,;on, I I I I I I IL __ ___ _ _

Find someone who finds his herjob very rewarding

Fo ow-up que,,;on, I I I I I I I

,,,

,

Find someone who needs to bevery skilled in order to do hisher job

Follow up quest;on, I I I I I I I

, Find someone who has pulledstrings to help get someone

Find someone who ended up

working in his her current jobby chance

Follow-up questions I I I I Ielse a job

I I, Follow -up que ;on, I I I I I I I i,r ~ ~

Find someone who has built up animpressive CV

Follow -up quest;on, I I I I I I I

Find someone who fin ds his herjob extremely demanding

FO ow Up que,,;on, I I I I I I I_ ____ ____ _ __ _ ____ _ _________________________________ L ______ __ _ __ _ _ _________________________ _ ___ _ _______ _

I©O,fo , University Press



I BLE CTIVITY 11

A 'Sprint ' - shoes which can be adapted formoving much faster when time is short Theshoes arc normal, but when you 're in a hurry,you can insert a small capsule into the sole ofthe shoe, adding bounce and spring to your s tep

and enabling yo u to 'walk ' three times faster

than the res t of th e crowd .

ssues and considerations:

B 'Co o leo ' - clothing designed to adaptaccording to the temperature At the push of abutton on the sleeve of a sweate r, on awaistband of a sk irt or pair of trousers, thefabric either loosens or tightens, Ictting in orout morc or less ai r, accordingly The size of theclothing doesn ' t change Three settingsavailable - co ol, normal, warm

this chart to he lp you plan. Decide what informa tion yo u wish to pass on to the venture capi ta l organization.

PRODUCT POTENTIAL:

Clearly defined concept - what your product is how you wi ll

establish and grow the company :

Potential customer group and how yo ur product will meet

their needs:

Potential and how you w ill measure success:

Your experience in this area:

Other:

COSTS:

Premises of fices to rent:

Furniture and fittings :

Equipment:

Staff wages p.a :

Advertising :

Planned retail pri ce:

Breakeven point:

Overall investment anticipated:

Mise:

ng the table above, write an ema il proposal for your new product.ress the ema il to the venture capital organization. Gravcsen Inc.

Photocopiable © Oxford University Press

~

.- _ .

9



9 Extra Photocopiable


Definitions

List A

prestigious

notorious

status symbol

to live down

segmentation

to appeal

manufacturer

List

turning point

eminent

snob appeal

to shake off

lousy

me too brand

to resurrect

List C

act in bad faith

product recall

grey market

to sue

legendary

press release

apprenticeship

List 0

ethical

up market

invoice

contamination

wholeheartedly

to regain

to let an office

© Oxford University Press

profile 3 teacher 's book

Documents