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• Inte

  , PEARSON

  Longman

  1 ent Business Teacher’s Book

  Elempnt::lry Business English

• Inte 1 ent Business Teacher’s Book

  Elementary Business English

• Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE
  England and Associated Companies throughout the world.

  www.intelligent-business.org

  C!;») Pearson Education Limited 2008

  The right of Irene Barrall and Nikolas Barrall to be identified
  as the authors of this Work has been asserted by them in accordance
  with the Copyright, Designs and Patents Act 1988.

  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, electronic, mechanical, photocopying,
  recording, or otherwise without the prior written permission of the
  Publishers.

  Photocopying: The Publisher grants permission for the
  photocopying of those pages marked ‘photocopiable’ according to the
  following conditions. Individual purchasers may make copies for
  their own use or for use by the classes they teach. Institutional
  purchasers may make copies for use by their staff and students. but
  this permission does not extend to additional institutions or
  branches. Under no circumstances may any part of this book be
  photocopied for resale.

  First published 2008

  Intelligent Business Elementary Teacher’s Book for Pack ISBN-13:
  978-1-4058-4978-4

  Intelligent Business Elementary Test Master CD-ROM for Pack
  ISBN-13: 978-1-4058-4979-1

  Intelligent Business Elementary Teacher’s Book and Test Master
  CD-ROM Pack ISBN-13: 978-1-4058-8142-5

  Set in Times New Roman 10112

  Printed in the UK by Ashford Colour Press

  Acknowledgements

  The authors would like to thank Benjamin Gardiner. Stephen
  Nicholl and Tony Garside for their help in preparing and editing
  the Teacher’s Book. Our thanks also to Nathan, Elly and Lydia
  Barral!.

  Front cover copyright images supplied by Goldcorp Inc (left),
  Corbis (middle) and Punch stock (Comstock) (right) Designed by Tony
  Richardson (Wooden Ark Ltd, Leeds)

• Contents Page 4 Introduction

  15 Coursebook: Teacher’s notes 91 Coursebook review: Answers 93
  Course book glossary test: Answers 94 Coursebook: Photocopiable
  resources

  1.1: The alphabet 2.1: Time bingo 4.1: What’s next to
  production? 5.1: Food and drink crossword 7.1 : Busy or free? 8.l:
  Inventions 10.1: Present continuous sentences 11.1 : Location for a
  new factory 12.1: Curriculum Vitae 13.1 : Help the boss 14.1:
  Plane, train or ferry 15.1: Predictions

  105 Skills Book: Teacher’s notes 160 Skills Book: Photocopiable
  resources

  1.1: What’s your name? 2.1: Who is it? 4.1: Office equipment
  wordsearch 5.1: Matching restaurant phrases 6.1: Telephone
  conversation 7.1: Project meeting (board game) 8.1: Two machines
  10.1: Welcome! 11.1: How to get to the conference 12.1: Have you
  ever? 13.1: The Brainstorm Game (board game) 14.1: Find a date
  15.1: Presentation plan

  171 Photocopiable Templates

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  Introduction

  Rationale

  Today, the demand for Business English is greater than ever. And
  with the increasingly globalised world of international business,
  it looks set to keep on growing. As a result, the teaching and
  learning of Business English is playing an increasingly important
  role in business studies and everyday corporate life. Although the
  need for Business English is the same for students at a business
  school as it is for employees in a company, their needs and
  learning circumstances are very different.

  For students at a business school, the main challenge is often
  understanding business itself, not only the English language.
  Fortunately, the tertiary education environment usually provides
  enough classroom hours to deal with these challenges. For students
  studying business full time, the key is to learn business through
  the medium of the English language.

  For people already active in the workplace and with some
  understanding of the world of business, often the challenge is
  finding the time to learn Business English. Furthermore, for
  managers with a very good business knowledge, their learning
  experience must reflect this understanding of business practices
  and reality. For these students language learning is not an
  academic exercise but a need to translate familiar business
  practices into English as quickly as possible. Here the key is to
  do business in English.

  Intelligent Business is a range of Business English materials
  that includes components specifically designed to meet the needs of
  students who either need to learn business through English or
  perform familiar business tasks in English. These materials can be
  used individually or, as they share a core language and skills
  syllabus, can be used in a variety of combinations described later
  in this introduction. For an overview of all the Intelligent
  Business Elementary components, please see Fig. I.

  As well as sharing a common demand for Business English, both
  institutional and corporate learning environments are experiencing
  an increased demand for measurability. Today, both course tutors
  and training managers are under increasing pressure to measure and
  demonstrate progress and a return on the investment in Business
  English learning activities. As this is most effectively done using
  external, standardised and globally recognised examinations,
  Intelligent Business Elementary is benchmarked against the
  Cambridge Business English Certificate (BULATS) Preliminary
  level.

  Finally, any Business English materials today need to draw on
  authentic sources and achieve a high degree of validity in the eyes
  of the learners and teachers who use them. Developed in
  collaboration with The Economist magazine, Intelligent Business
  draws on this rich source of authoritative and topical articles on
  the business world.

  4

• Fig. 1

  Skills Book CD-ROM

  Learn Business

  Teacher’s Book

  Learn Business refers to the components designed to be
  especially accessible to learners who may not have much business
  experience or knowledge. These components include the Intelligent
  Business Coursebook and Workbook. The Coursebook provides 100+
  hours of classroom-based teaching material divided into fifteen
  units. The course is built on an elementary grammar syllabus and
  uses plenty of authentic text to present grammar and vocabulary
  that is then extracted and practised in isolation.

  The Coursebook also includes a Career skills syllabus that
  develops key communicative skills to help people within any kind of
  organisational — not just a corporate — environment.

  In addition, the Coursebook includes Dilemma and Decision (case
  study-style problem-solving activities) and regular reviews. These
  are designed to review the key grammar and functional language
  developed within the unit.

  INTRODUCTION

  Dilemw

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  At the back of the book there is a grammar reference, a glossary
  with test and a Style guide — a pocket-sized 32-page booklet
  providing support on common forms of business correspondence such
  as email, letters and memos, along with general notes on
  organisation, style and accuracy. It also includes a selection of
  useful phrases for situations such as socialising, telephoning and
  meetings.

  d&j;.Jj;;;:IIIM < Formal and informill styles

  -II l~ dtflkuh I() wn!e good fmma1 Engh~h, lfyuu arc: wnung an
  lmp0rlant leller or document, 11 is a good Idea 10 .. h’elang …
  agefor;n~lructlon~ andrequW8.

  Emails to senior ptOple or people oul$ldeyourwmpany!>houldbc
  ….. 1.

  Ema,lstQcoH(‘lIguesandp!’oplell’l
  IhesameCompn:adtheemallbeforryou pyoflhe~maillhoughll Ii not
  Iddresscd dim:dy to lhem

  d rhtdatellnd!lmewhenlheemaili~

  t .nlOrrn»lll ….. ;lbour rhe conlenl of the

  r adocumrml~;r»II{hcd lopcnonS n hndy «f ,ht-
  m~_IQ~»»»»,,,,,,,,,,,,,»»l~» ‘*J

• Do Business

  Do Business refers to the Intelligent Business Elementary Skills
  Book, which has been developed especially for busy employees who
  are on a company English language training programme. The Skills
  Book is a self-contained intensive Business English programme
  providing 30 hours of classroom-based material divided into five
  days of training. The course is aimed at small groups and built on
  a syllabus of key business skills such as telephoning, socialising
  and taking part in meetings. The language development work focuses
  on the functions and communicative strategies required to perform
  these skills effectively. Unlike in the Coursebook, target language
  is presented mostly through dialogues and other listening extracts.
  Students then perform similar tasks. The Skills Book follows the
  same core syllabus as the Coursebook so the same grammar and
  functions appear in the equivalent units of both books.

  The Skills Book has regular writing sections, a grammar
  reference with activities, and a strategies reference. There is
  also an interactive CD-ROM with the Skills Book that contains extra
  language practice and all the listening material for the book along
  with activities. There is also an extensive reference section for
  Grammar and a section on business strategies.

  GIving dlrectl(l’lS

  1 Tho’ rn~rIu1 It>< IiQVTV5 _ ~or>bnuf: toHwnl»‘ot ….
  th»mMket.-..Jcompetll»»» .. ‘I!II>ere.Olook. the~ below. Then
  ~ the4lredloM. o.,..lNICh..nt to

  —

  . — ‘—~ . . ‘~ … front rotlIt’r pnt Wmlng O’IlU watOI’lt len:
  ~

  IT .. , .. c::J 1tthenwo;lm.,.-

  INTRODUCTION

  Talk about projects

  w.. …. «It When)’Olol w;JftI! to buy wnw»u», «»potU»» foe
  eumpk. , ~u … rc.. .. q,f’M:~ how 40 you deQde ….. ~ 10 buy?
  [JQ )’W :uk P»QPk fOr ~jonc. ,,*, .bed prt>du

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  General support

  The key Learn Business and Do Business components are supported
  by the Intelligent Business Elementary Teacher’s Book covering both
  Course book and Skills Book and the intelligent-business.org
  website.

  This Teacher’s Book is split into two sections: the first
  covering the Coursebook; and the second covering the Skills Book.
  Both sections provide step-by-step notes, answer key and background
  information, and at the end of each section there is a bank of
  photocopiable activities. At the back of the Teacher’s Book there
  are templates that can be used with the Coursebook or the Skills
  Book to help with writing and vocabulary practice.

  The Intelligent Business website is an entirely free supplement
  that provides resources for both learners and teachers. For
  learners there are review questions for each unit of the
  Coursebook, with which students can interactively measure their
  progress unit by unit. There is also the Premium Content that
  allows access to two free articles from the Economist.com
  subscription website. These articles are updated regularly. For
  teachers there are handy notes on ideas for making the most of
  authentic texts. The Teacher’s Guide to U sing Authentic Materials
  uses Economist texts to demonstrate useful teaching tips on how to
  exploit the Premium Content and similar articles from the
  press.

  8

  The Test Master CD-ROM

  The Teacher’s Resource Book includes a Test Master CD-ROM which
  provides an invaluable testing resource to accompany the
  course.

  The tests are based strictly on the content of the corresponding
  level of Intelligent Business, providing a fair measure of
  students’ progress.

  An interactive menu makes it easy to find the tests you are
  looking for. Keys and audio scripts are provided to make marking
  the tests as

  straightforward as possible. Most tests come in A and B
  versions. This makes it easier for you to

  invigilate the test by making it harder for students to copy
  from each other. The audio files for the listening tests are
  conveniently located on the same

  CD-ROM.

  Types of test

  The Test Master CD-ROM contains five types oftest. Placement
  Testis Module Tests Progress Tests Mid Course Test End of Course
  Test

  Flexible

  You can print the tests out and use them as they are — or you
  can adapt them. You can use Microsoft Word to edit them as you wish
  to suit your teaching situation, your students or your syllabus.
  Here are some of the things you may wish to do. Delete or add
  exercises to make the test shorter or longer. Delete exercises or
  items which relate to points which you decided to skip. Add in
  exercises to cover extra content you introduced into the course.
  Edit exercises to make them harder or easier, or to introduce
  key

  vocabulary. Edit the format of exercises so that they are
  consistent with other exams

  that you use. Personalise the content of exercises to bring them
  to life. For example,

  incorporate the names of students in the class, other teachers
  in the school, famous people and places from your country …

  Use the audio scripts to create extra listening exercises — for
  example by removing words to create gap fills, adding options to
  create multiple choice exercises or introducing deliberate mistakes
  for the students to correct.

  Add in the name and/or logo of your school at the head of the
  test. Finally, save your new version on your hard drive.

  Using this CD-ROM

  The ideal way to use this CD-ROM is to treat it as a master.
  Copy the tests to the hard drive of your computer and bum the audio
  files to CD or copy them on to cassette. Test files The
  installation wizard will copy the files to your hard drive. Audio
  files If you don’t have a CD burner or if you prefer to teach
  with

  cassettes, you can simply put the Test Master CD-ROM into the CD
  drive of an ordinary hi-fi and copy the audio files onto a blank
  cassette.

  Levels

  Test Master CD-ROM are available for all levels of Intelligent
  Business.

• The Language of Intelligent Business All Elementary components
  of Intelligent Business are based on the same core syllabus. The
  syllabus is broken down into 15 units and covers three main
  strands: grammar, vocabulary and functional language. Although the
  different components emphasise different strands, they recycle and
  reaffirm all three key syllabus strands. Furthermore, the different
  components focus on different language skills in order to present
  the core syllabus. The Coursebook, for example, focuses on reading
  skills by introducing key grammar and vocabulary through authentic
  text, whereas the Skills Book focuses on listening skills by
  introducing functional language through transactional dialogues and
  meetings. The key productive skills of speaking and writing are
  covered extensively in both the Coursebook and Skills Book.

  1 Grammar The grammar content of the core syllabus is
  benchmarked against ALTE level I, Common European Framework level
  A2 and Cambridge BULATS. The syllabus balances the need for
  grammatical accuracy required to pass exams with the need for the
  functional language required to develop fluency and communicative
  competence quickly.

  Each unit of the core syllabus focuses on one or two grammatical
  structures. In grammar presentations examples of the target
  structure are drawn from the previous reading or listening text.
  The grammar is then highlighted and reviewed.

  The main presentation of grammar is found in the Coursebook. The
  approach encourage students to build on knowledge and regularly
  review and students are often asked to deduce information from
  examples before rules are given. After each grammar presentation
  there is both written and spoken practice with varying degrees of
  control, depending on the complexity of the grammar. The Workbook
  also provides plenty of self-study style grammar practice
  activities.

  There is an extensive Grammar reference in the back of both the
  Coursebook and Skills Book and on the Skills Book CD-ROM. The
  reference covers all the grammar from the core syllabus and extends
  the notes provided in the classroom material. As the Skills Book
  focuses on fluency and communicative effectiveness, there is little
  explicit grammar presentation within the classroom material.
  However, this material follows and recycles the core syllabus and
  the Skills Book CD-ROM provides a wealth of interactive grammar
  practice. Furthermore, the Grammar reference at the back of the
  Skills Book also includes integrated practice activities.

  2 Vocabulary In line with the Learn Business, Do Business
  concept of Intelligent Business, vocabulary is dealt with according
  to the different needs of the various learners who use the course.
  For students needing to learn business, the vocabulary focuses on
  topics that describe the basic structures and functions of the
  business world. These include jobs, departments, offices and
  marketing, etc. There are also topics relating to specific issues
  affecting today’s business world such as globalisation and rapid
  technological progress. Key vocabulary and concepts are introduced
  in the keynotes, defined, used in context and tested throughout the
  units. Students are encouraged to activate the vocabulary through
  speaking and writing activities such as the Dilemma & Decision
  problem-solving tasks that end each unit. Furthermore, these key
  items are listed in the Coursebook glossary along with definitions
  and collocations and each entry indicates the type of vocabulary
  (noun, adjective, adverb, verb, countable, uncountable etc). There
  is also an end of glossary vocabulary test. The Workbook provides
  further extensive recycling and consolidation of the key vocabulary
  covered in the Course book.

  For students needing to do business in English, the vocabulary
  focuses more on functional frameworks rather than individual
  topic-based items. The Skills Book What do you say? feature reviews
  communicative strategies and models effective examples through
  dialogues, presentations and meetings. These key phrases and
  frameworks are practised interactively on the CD-ROM and throughout
  the Skills Book classroom material.

  INTRODUCTION

  9

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  3 Functional language As with the vocabulary, the functional
  language of the core syllabus is dealt with according to whether
  students need to learn or do business. For students with little
  experience of hard business skills such as presenting, negotiating
  and taking part in meetings, the Coursebook presents functional
  language through the Career skills feature. Here the language is
  given general relevance to anyone within an organisation, be it an
  academic institution or commercial company. These functions include
  talking about a project, discussing ideas, making arrangements and
  talking about trends. As with the grammar, items are modelled in
  context, highlighted and then practised. Further practice can be
  found in the Workbook.

  For students familiar with hard business skills, the functional
  language is presented in the context of traditional business skills
  such as meetings, telephone skills and interviews. Each Career
  skill from the Coursebook is transferred to the Skills Book as one
  of three business subskills in each unit and given a more overtly
  in-work treatment. The basic functional language is drawn from the
  core syllabus in both cases but extended and practised more
  extensively in the Skills Book. As the functional language is so
  vital for achieving fluency and effective communicative competence,
  it is the key syllabus strand for the Skills Book and practised
  extensively throughout. The CD-ROM provides further interactive
  support.

  10

• Using Intelligent Business As all components are built on the
  core IS-unit elementary syllabus, the components can be used in
  various combinations that will consistently cover the same core
  grammar, skills and cultural issues at the same time. The following
  combinations are suggestions only and teachers may well wish to mix
  the various components differently or even all together.

  1 Extensive use Extensive courses delivered over a period of
  several weeks or even months are usually found in either tertiary
  institutes or weekly in-service programmes. Such courses can
  require over 100 hours of material and usually have linguistic
  knowledge as their goal — in the form of structures and vocabulary.
  The duration of these courses means that students require
  substantial practice and regular revision to consolidate what has
  already been processed. A typical Intelligent Business learning
  package for such students would include the Coursebook and
  Workbook. The Course book provides a large amount of language
  input, formal processing of grammar and plenty of written and
  spoken language practice. There are also reviews every three units.
  All key vocabulary items that students have to process in order to
  work through the Coursebook are collected in the unit-for-unit
  glossary at the back of the Coursebook. Each item includes synonyms
  and common collocations to help the student activate use of
  vocabulary. There is also a separate Glossary Test at the end of
  the section to provide another tool for assessing students’
  assimilation of the core language of the course.

  The Workbook provides further practice of the grammar,
  vocabulary and functional language presented in the equivalent
  Coursebook units. It also provides further skills work with many
  more Economist texts and listening exercises. There are
  BULATS-style tasks to prepare students either for the actual
  Cambridge exam or for the Practice Test at the back of the
  Workbook. As the Practice Test recycles many of the themes and
  vocabulary introduced in the Coursebook, it can be used as an
  end-of-course assessment. The Workbook is designed as a self-study
  component with its own key at the back and audio CD inside the back
  cover.

  Th~h»di!'<

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  INTRODUCTION

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• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  Alternatively, if the language programme provides enough hours
  of classroom tuition, the Coursebook and Skills Book can be used
  together. As they are based on the same core syllabus and share the
  same 15-unit structure, the Skills Book can be used either
  immediately after the whole of the Coursebook or integrated on a
  unit-by-unit basis. The Workbook and Skills Book CD-ROM will both
  provide further practice and self-study.

  Intelligent Business Elementary

  Unit 9

  Coursebook

  Workbook

  I SkUls Book 2 Intensive use

  language

  Adjectives Adverbs

  Adjectives Adverbs

  Adjectives

  As already mentioned, the trend in the corporate Business
  English sector is for increasingly intensive tuition — but with
  even more pressure on measurable achievement. Typically, intensive
  courses are a week long and delivered to small groups or even
  individual managers. However, even shorter courses of 2-3 days and
  less are becoming more common. Many schools also provide hybrid
  courses where an extensive programme delivered over a period of
  months can have an intensive component built in where students will
  have a full-day of intensive tuition every so many weeks of
  extensive study.

  The Intelligent Business Skills Book follows the same core
  15-unit syllabus as the other components but groups them into 5
  blocks of three lessons each — making it perfectly compatible with
  a standard 5-day intensive programme. The Writing units at the end
  of each block provide self-study consolidation as does the CD-ROM
  (with plenty of practice activities). The CD-ROM also provides an
  option for programming in a self-access centre component to the
  course. The material is aimed at small groups of up to four
  students but can be used individually.

  12

  Vocabulary Skills

  Adjectives Describing a product Size shape & material

  Products Describing a product

  Adjectives Describing a product

  I I I

  I

  I

• As the Skills Book is very much driven by speaking activities
  and performance of familiar business tasks, it is essential that
  students receive feedback on how well they complete these tasks in
  English. The summary at the end of each unit reminds students of
  the functional topics they have covered and encourages them to
  discuss any areas they would like to review. The Teacher’s Book
  also provides templates to assist in writing or vocabulary tasks.
  The teacher can use these to provide comments and direct students
  to appropriate materials for further practice.

  At the back of the Skills Book and on the CD-ROM there is an
  extensive grammar reference with practice activities (for students
  whose grammar is impeding their ability to complete the tasks
  successfully). The CD-ROM also includes many practice activities
  that target functional language.

  3 Exam preparation Although the Intelligent Business Elementary
  Course book is not an exam-specific preparation text, it has been
  developed to meet the criteria for length and difficulty of text
  applied to Cambridge BULATS Preliminary exam papers. There are also
  certain tasks that are similar to typical exam questions. The
  Coursebook will not prepare students in terms of exam awareness but
  it will give them an effective command of Business English at
  elementary / BULATS level.

  For students wishing to take an internationally recognised
  Business English exam at the end of their course, the Intelligent
  Business Elementary Workbook provides a variety of exam-specific
  material. The Workbook in particular provides plenty of practice
  material specifically targeted at the Cambridge BULATS exam. There
  is a complete and authentic Practice Test at the back of the book.
  The Listening Test is included on the audio CD.

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• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK

  Find your way around the Teacher’s Book The Teacher’s Book is
  designed to help you make the most of your lesson and it is divided
  into two sections; the Coursebook and the Skills Book. At the end
  of both sections you can find activities to photocopy and to use in
  your lesson. The instructions for these activites can be found in
  the relevant Coursebook or Skills Book unit in the Teacher’s Book.
  At the back of the book there are writing templates for emails,
  letters, memos and short reports which can be used with writing
  activities in both the Coursebook and the Skills Book. The
  frameworks help students organise their writing and include useful
  phrases. There is also a vocabulary framework to help students note
  new words (for instructions see page 168).

  At the start of the unit you will find an overview of what you
  will be covering in the lesson

  The introduction to each unit gives background information on
  the topic

  Every exercise is clearly labelled

  14

  Unit 1: Contacts

  UNIT OBJECTIVES

  Reading: Working in a foreign country Language» 10 he

  Vocabulal1″: (‘oonlnes and nalionalitics; Jobs

  Career skills: Introducmg yourself Dilemma & Decision: Who
  to intervic»,?

  …………………………………..

  : This unit looks at situations where busioc& to braltlstorm
  whal informatIOn I.e usually find OIl a bus;!)e!>!>
  carei.

  I O!X’rt books and foeu .. S5 on the example in exercIse I. In
  pairs or Individually, ask 5s to match the words in the box with
  Items 2—6 on the busmess card lIave a brieffeeion to check
  answers. You may alsQ Wish tl’ ask 5s ro namt: other famous
  companies and common qualifications.

  2 surname 3 professional qualir»,otioIIs 4 job.tIe 5 c

• Unit 1: Contacts

  UNIT OBJECTIVES .

  Reading:

  Vocabulary:

  Career skills: Dilemma & Decision:

  Working in a foreign country Language: to be Countries and
  nationalities; jobs Introducing yourself Who to interview?

  : This unit looks at situations where business people : meet new
  contacts. This can happen in many

  situations, such as meetings, presentations, conferences and
  training courses. When making initial contact, it is often
  necessary to ask and answer basic questions about your name,
  company and nationality. Much of this information is also included
  on business cards. But, depending on the country, business cards
  can carry far more cultural significance than the basic personal
  details noted on them. In Europe and the USA, business cards are
  often treated casually — they can be slipped into pockets without
  being read. However, in many other cultures business cards have
  greater importance and should be treated with respect, for example
  in Japan and China. It is always a good idea to research how and
  when business cards are presented in the country you are visiting
  (for example, at the beginning or end of a meeting?). If you are in
  a situation where you are unsure of specific business card
  etiquette, make a point of reading and commenting on the card when
  you are given it. Business cards are an invaluable internationally
  recognised tool when meeting new contacts and it is a good idea to
  have a plentiful supply. When travelling abroad on business, it is
  also a good idea to have the information printed in the language of
  the country you are visiting on one side of the card.

  Keynotes Before opening books write Global business on the
  board. Check Ss understanding and ask them to brainstorm the names
  of companies that have offices in different countries (for example
  rcr, Coca cola, Nokia, HSBC — check to see if Ss know what these
  companies do/make/sell etc). Open books and read through the
  keynotes with your class. Check that they understand the words in
  bold. Ask questions such

  UNIT 1

  as: How do you greet someone in English? What is your first
  name? What is your surname? If your students are in work you could
  also ask if they have business contacts in different countries and
  what their job title is. This is a good opportunity to introduce Ss
  to the glossary for this unit at the back of the book. Focus on the
  words from the Keynotes in the glossary. Try to elicit the meaning
  of the following: n (noun), (C) (countable noun), v (verb), adj
  (adjective).

  ~ Coursebook, Glossary, Unit 1, page 150 Preview Before opening
  books, show Ss your own business card or ask Ss if they have a
  business card. Elicit what it is. Get Ss to brainstorm what
  information we usually find on a business card.

  1 Open books and focus Ss on the example in exercise I. In pairs
  or individually, ask Ss to match the words in the box with items
  2-6 on the business card. Have a brief feedback session to check
  answers. You may also wish to ask Ss to name other famous companies
  and common qualifications.

  2 surname 3 professional qualifications 4 job title S company
  name 6 address

  Optional activity 1 Draw a business card on the board with
  fictional

  information (name, address, company name, job title,
  qualifications). Ask Ss: What is his/her surname? What is his/her
  job title etc.

  2 Draw Ss attention to the example. Ask Ss to match the country
  with the information about business cards. Ask Ss if they agree
  with the information about the four countries. Ask Ss to
  demonstrate how they give and receive business cards in their
  country. Try to get Ss to identify similarities and differences
  between business cards in their country and the information about
  Switzerland, Mexico, China and the UK.

  2 Mexico 3 Switzerland 4 China

  15

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Spe~king This is the first speaking activity in the Course book,
  so Ss may need support to feel comfortable speaking to each other
  and to the class. Encourage Ss to speak English at all times during
  these activities as it will help build confidence and fluency. In
  one-to-one classes the teacher can discuss the question with the
  student. First check that Ss understand the question. In larger
  classes, ask Ss to discuss the question in pairs. Encourage Ss to
  use words and body actions to show greetings (e.g. bowing, waving).
  Have a brief feedback session to compare ideas.

  Reading Point to the headline (Working in aforeign country) and
  elicit the meaning offoreign country (different country). Before Ss
  read point out that they are not expected to understand every word
  in the article. There is a glossary to help Ss with some of the
  words. Carlos Ghosn’s surname is pronounced with a silent hand s
  (Ghone to rhyme with phone). Read the text with the whole class.
  Elicit answers to exercise 1 together. Before Ss read the text
  again, demonstrate the meaning of true and false (e.g. Carlos Ghosn
  is Brazilian — true, Carlos Ghosn is American — false). Now ask Ss
  to read the text again and answer the questions in exercise 2 with
  a partner.

  1 2 Renault, Nissan 3 Tokyo 4 London, Paris, Brussels 5 India
  (Tokyo is mentioned in paragraph 1, so Japan could also be
  considered correct) 2 2 true 6 true

  Speaking

  3 true 7 true

  4 true 8 false

  5 false

  Get a student to ask you the question and answer it to
  demonstrate. Ask Ss to discuss the questions in pairs or small
  groups. In one-to-one classes the teacher can discuss the question
  with the student. You could extend the activity by asking Ss to
  rank their favourite countries to work in. If appropriate Ss could
  also discuss countries they would not like to work in.

  Vocabulary D 1 Ask Ss to look again at the article on page 9 and
  identify

  the countries and nationalities named in it. Now Ss use the
  countries and nationalities to complete questions 1-5 in the table.
  For questions 6-12 you may wish Ss to use dictionaries. Ask check
  questions (A person from Brazil

  16

  is … 7 An American is from … 7). Draw attention to the
  information about the countries in the UK. Ask Ss to identify the
  nationality of the four countries (English, Scottish, Welsh,
  Irish).

  2 Ss quickly read the article again and complete the information
  about continents. Elicit the names of the other continents.

  1 2 Brazilian 3 the USA

  8 China

  4 the UKI(Great) Britain 5 India

  9 Poland 16 Japanese 11 Russia 12 Kuwaiti 6 Spanish

  7 German

  2 1 European 2 Asia Other continents: Africa! African America!
  American Australasia! Australasian

  Working English The Working English boxes contain information
  that is helpful to the topic of the lesson. They include vocabulary
  or grammar extension. For some Ss the information will be new and
  for others it will be revision. Draw Ss attention to the different
  ways of talking about nationality. Ask Ss to practise saying their
  nationality in different ways. Use prompts from the countries and
  nationality table to elicit responses (e.g. T: Russia, Sl: I’mfrom
  Russia, S2: I’m Russian).

  Teacher’s Book, Templates, page 171

  Teacher’s Book, Vocabulary record sheet, page 176

  Vocabulary D 3 Draw Ss’ attention to the example. Then ask Ss to
  work individually and choose the correct word in italics. Check
  answers together.

  Speaking 1 Check that Ss are familiar with the companies in the
  list. If

  they do not know the company ask them to guess what nationality
  it is. Shanghai Tang Chinese Michelin French General Motors
  Aeroflot Marks & Spencer Banco de Bilbao Sanyo

  American Russian British Spanish Japanese

  You may wish to brainstorm more companies and ask Ss to say the
  nationality.

• 2 Get Ss to ask you the question and answer to demonstrate. In
  pairs Ss take it in turns to ask and answer the questions. Then Ss
  change partners and practise again. This time, encourage Ss to make
  use of the other phrases to talk about nationality from the Working
  English box.

  Language check D Students who have recently completed a
  beginner’s Course book or have studied English before can use this
  grammar section as revision. Read the examples together and point
  out that they are from the article on page 9. Ask Ss to work with a
  partner and use the examples to complete the table. This would be a
  good opportunity to introduce your class to the grammar reference
  at the back of the Coursebook. Check answers together.

  1 is Practice

  1

  2 are 3 is not 4 are not

  2 is/’s 3 are 4 aml’m 5 Is 6 are/’re

  2 2 I’m a student. 3 Paula Reed is the CEO. 4 We are engineers.
  5 Are you an accountant? 6 Is Emtrack a Polish company?

  Optional activity Write sentences on the board, e.g.:

  Renault is a French company.

  5 Is

  And elicit the negative and question form and the short
  answer:

  Renault isn’t a Spanish company. Is Renault a French company?
  Yes, it is.

  Coursebook, Grammar reference: to be, page 158

  Practice Ask Ss to complete the sentences with the correct form
  of the verb to be. Then get Ss to compare answers before checking
  together as a class.

  UNIT 1

  Optional activity 1 Bring in magazine pictures of famous
  business

  people. Preferably a selection of individuals, pairs and groups.
  Put Ss in pairs. Give each pair a selection of pictures and ask
  them to write questions (e.g. Is he the head o/Virgin? Are they
  German?). Feedback as a class or ask Ss to swap pictures with
  another pair and ask and answer the questions.

  2 Ss can also ask and answer questions about people in the class
  (e.g. Q: Is Lara Russian? A: No she isn ‘t, she’s French.).

  3 Ask Ss to write three true and three false sentences about
  famous business people or companies (e.g. Richard Branson is
  American; Fuji is a Spanish company). Read the sentences to a
  partner who says if the information is true or not and, if
  possible, correct the false information (Richard Branson isn’t
  American, he’s British; Fuji isn’t a Spanish company, it’s
  Japanese. etc).

  Listening D In this listening, Ss are not listening for
  information, they listen to check their answers. Set the context of
  the conversation. Ask Ss if they go to conferences. Can they
  suggest good locations for conferences in their city or town? Then
  ask Ss to complete the conversation with the correct form of the
  verb to be. Play the listening for Ss to check. Ask if this is the
  first time that John and Ron meet (yes). Encourage Ss to practise
  the conversation. You may wish to ask Ss to practise the
  conversation again using their real names.

  2am 8 Are

  3 ‘m 9 ‘m not

  4 Is 5 ‘s 10 ‘m

  Language check D

  6 ‘re 7am

  Check that your Ss know what a noun is (a naming word for a
  person, place or thing). Focus on the examples and elicit answers
  to the questions. Ss will do further work on articles in Unit
  3.

  1 a 2 an

  Coursebook, Grammar reference: Articles, page 158

  Vocabulary D 1 Focus Ss on the words in the box. Elicit whether
  the nouns

  take a or an. Then ask Ss to call out more jobs. Write these on
  the board and ask Ss to say if they take a or an.

  17

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  2 Ss match a job from the box to the sentences. Point out that
  not all the sentences need a/an.

  lan aQcountant, a:r

• 3 Ask Ss to complete the phrases from the listening. Then match
  the phrases with the functions a-c. Play the conversation again for
  Ss to check.

  1 1,2,4

  2 1 spell a 2 Sorry — c 3 That’s — b

  Listening II 1 Ask Ss to listen and decide if this is Jan and
  Ben’s first or

  second meeting. 2 Play the conversation again and ask Ss to fill
  in the

  missing words. Check answers together. Ask Ss to practise the
  conversation with a partner.

  1 first meeting 2 1 I’m 2 Nice 3 company 4 And you 5 with 6
  engineer 7 manager 8 French 9 British

  Speaking Take time to set up the role play and make sure that Ss
  understand what they need to do. Divide the class into pairs and
  ask Ss A to turn to page 147 and Ss B to turn to page 149. Student
  A starts the conversation. Ss use the business cards to role-playa
  conversation similar to the one in Listening 4. Less confident Ss
  may prefer to write the conversation first. If so, encourage them
  to role-play the conversation again without using their notes. You
  could ask Ss to practise the conversation again using real
  information.

  Dilemma Ask Ss to name some business magazines (e.g. The
  Economist). If you have any business magazines bring in examples.
  Tell Ss that they are going to read about a magazine called
  Business Focus. Read the brief together. Clarify any unfamiliar
  words and check that Ss understand what they need to do.

  Task 1: Divide the class into two groups ask group A to turn to
  page 137 and group B to turn to page 14l. In their groups, Ss
  prepare questions to ask to complete information about either Amita
  Singh (female) or Philip Treanor (male). Circulate and help where
  necessary.

  Task 2: Ss work in small groups (with an equal number of people
  from group A and B). This task is an information gap activity. Ss
  ask and answer the questions they used in Task 1 to complete the
  information about Amita or Philip. Ss that have already done
  photocopiable resource 1.1 should be encouraged to use phrases to
  check or clarify spelling where necessary. Ask Ss to check their
  answers by looking at their partner’s information.

  Task 3: Draw Ss attention to the covers of the last three issues
  of Business Focus. Go over the Useful phrases with the

  UNIT 1

  class. If the groups need direction to start the conversation,
  ask questions about the person being interviewed in each issue:
  (e.g. In issue one is it a man or a woman? What country is he from?
  What is his job? What country is the company in?). Give Ss a time
  limit (about five minutes) to decide which person, Amita or Philip,
  is the best person to interview for next month’s copy of Business
  Focus.

  Decision Ask Ss to listen to Frank Black (the editor of Business
  Focus magazine) talk about the person he chose to interview. Ask:
  Who does he want to interview? (Amita Singh), What reasons does he
  give for his decision? (Issues 1, 2 and 3 are all men from Europe
  or the USA; She is CEO of an Asian company).

  Write it up This exercise is an introduction to writing a short,
  informal email. This is a good opportunity to introduce Ss to the
  Style Guide at the back of their Coursebook. Point out that in the
  Write it up exercises in the coursebook, Ss do not need to agree
  with the opinion in the Decision listening, they can use their own
  opinion or the decision that they decided on in their group. Check
  that Ss know what information to include in their email to Frank
  Black (the name of the person they want to interview and some
  information about the person’s job and company). There are two
  possible ways to approach the writing task:

  1 Ss could prepare the email in class, individually or with a
  partner.

  2 Ss could write it for homework and compare their answer with a
  partner next lesson before handing it in to be marked.

  Ss can also use the Writing preparation template at the back of
  their book. Draw Ss attention to the informal opening of the email
  (Hi Frank) which signals that it is more informal than a business
  letter. Elicit ideas how the email could end (Best wishes,
  Regards).

  ~ Style Guide, Emails, page 8 ~ Style Guide, General Rules, page
  3 ~ Teacher’s Book, Templates, page 171

  ~ Skills Book, Writing 1, Emails 1, page 18 ~ Teacher’s Book,
  Email template, page 172

  Email: Suggested answer (22 words) Hi Frank, I think the best
  person to interview is Amita Singh. She’s a CEO at Wing
  Electronics, it’s an Asian company. Regards,

  19

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Unit 2: Teams

  Reading: Language:

  Vocabulary: Career skills:

  UNIT OBJECTIVES

  Teams with bright ideas Present simple affirmative; frequency
  adverbs Departments Introducing others

  Dilemma & Decision: A new team member

  This unit looks at teams and teamwork. In it Ss consider what
  makes a good team member as well as different types of teams (big
  and small, formal and informal, international and departmental). In
  modern business, teamwork is increasingly important at all levels
  of an organisation. Modern technology helps international teams to
  communicate through email, video conferences and telephone. A good
  team leader makes sure that the team members have a clear aim and
  an achievable goal. The success of the team often depends on how
  the individuals operate as te.am members: how well they
  communicate, share information and support each other.

  Keynotes Read through the keynotes with your class. Check that
  Ss understand the words in bold. Ask them to say any sports teams
  that they know. Can Ss think of any other types of team in their
  work or college? Ask: What types of communication can a team use?
  (e.g. phone, email, speaking to each other directly), What do the
  Keynotes say a team leader does? (organises team members and
  listens to their opinions). Can Ss think of any other things a good
  team leader does?

  ~ Coursebook, Glossary, Unit 2, page 150 Preview Before opening
  books, write Toyota on the board. Elicit what your Ss know about
  the company. Ask questions such as: What does Toyota make? (cars),
  What nationality is the company? (Japanese). 1 Ask Ss to open their
  book and read the information about

  Toyota. Check that Ss understand any unfamiliar vocabulary (e.g.
  team member, respect). Ask check questions such as: What does a
  good team member do? (helps and respects other team members,
  discusses different opinions in a polite way).

  20

  2 You could ask Ss to discuss this in pairs or small groups
  before sharing ideas with the whole class. (Other things a good
  team member might do: listen, talk about ideas, be friendly, work
  hard, share information etc).

  Listening 1 Introduce the listening by encouraging Ss to think
  about different types of team (big, small, departmental,
  international, formal, informal etc). Tell Ss they will hear two
  people speaking about their teams. Play the first part of the
  listening and ask: Who is speaking Katya or Graham? (Katya). Play
  the first part again and ask Ss to choose a or b to make true
  sentences for Katya. Play the second part again and Ss do the same
  for Graham. Check answers around the class.

  Ib la 3b 4b Sb 6b 7a 8b

  Speaking 1 Ss work individually and look at sentences 1-8 again.
  This

  time they should choose option a or b to make true sentences
  about what they think about working in a team. Focus on the example
  .

  2 Draw attention to the example and ask Ss to identity the word
  that we use when we give reasons (because). Briefly, tell Ss about
  the type of team you like to work on and give reasons. With a
  partner, Ss say their ideas. Circulate and encourage them to give
  reasons for their answers. Ask Ss if they even like working as part
  of a team, or if it is sometimes better to work alone and why.

  3 In the same pairs, Ss tell their partner about teams that they
  have experience of through college, work or in sport. Encourage Ss
  to say what the like and don’t like about working in a team. You
  may wish to tell Ss that being asked about teamwork is a very
  common interview question.

  Reading Ask Ss: What is the headline of the article? What words
  are in the glossary? What word does paragraph 3 start with?

  1 This exercise encourages Ss to skim the text for meaning.
  Explain that this means reading the text quickly, without stopping
  to check every word that they don’t understand. Instead Ss are
  reading for context and general meaning. This is a useful skill in
  business in general where Ss may need to read different types of
  documents. It is also a skill that is used in many types of exam.
  Ask Ss to read the article again and elicit the answer.

• 2 Ss match the information to the paragraph numbers 1—4. Ss do
  not need to read the whole text again at this stage, but encourage
  them to look at individual paragraphs in more detail to check their
  answers.

  3 Read the statements with the class and clarify meaning where
  necessary. Ask Ss to read the article again slowly. Now Ss decide
  if the statements are true or false and compare their answers with
  a partner. Elicit answers around the class.

  Ic 2 interesting places for teams to meet 4 groups of colleagues
  3 modem technology 2 people who need to be good team members 1 3 2F
  3F 4T 5T 6F

  Speaking Ask Ss where business teams usually meet (in an office
  or work building). Ask Ss why it is a good idea for teams to meet
  outside work sometimes (they can get new ideas in a new place; they
  don’t need to answer the phone or emails etc). In small groups ask
  Ss to suggest unusual places to meet. It is a good idea if the
  group nominates someone to note down ideas. Give Ss a time limit
  for the ideas stage (two or three minutes). Now ask groups to look
  at their ideas and choose the one they like best. Ask them to think
  of reasons (if necessary remind Ss to use because). Have a brief
  feedback session and encourage Ss to tell the class about their
  idea and the reason they think it is a good place to meet. The
  class could vote for the idea that they think is best.

  Vocabulary 1 This vocabulary focuses on company departments. In
  the definitions there is also a selection of verbs which you may
  wish to exploit further as an extension to the exercise. You could
  ask Ss to underline the verbs in the definition, elicit meaning and
  ask Ss to look up any unfamiliar words.

  1 Ss match the departments and the definitions. Nominate a
  student to read out a definition and another to match it to one of
  the departments. Encourage Ss to add any departments that they know
  to the list.

  2 In the last unit, Ss wrote an email in the Dilemma &
  Decision. In this unit you can revise emails by asking: Who wrote
  the email? (Vanessa), Who is it to? (Patrick), What is it about? (a
  new digital camera), How does the writer start and end the email?
  (Hi, Thanks). Ask Ss to work with a partner and complete the email
  by using departments from the last exercise. Check answers around
  the class.

  UNIT 2

  1 2i 3g 4a 5d 6h 1b 8e 9c 2 2 R&D 3 buying 4 production 5
  marketing

  Vocabulary 2 Ask Ss to look back at the article on page 17 and
  identify any words in the box (directors, CEO, colleagues,
  employees, manager). 1 Now ask Ss to say which of the words are
  used for

  managers in a company. Ask Ss to identify the most formal word
  to describe people who work in a company (personnel). Ask SS which
  word is an informal word to talk about your manager (boss).

  2 Now Ss use the words to complete the sentences. Ask Ss to
  compare answers with a partner before checking answers with the
  class.

  I Management: directors, CEO, manager, boss

  2 2 colleagues . 3 directors 4 manager 5 staff 6 boss

  Optional activity You could check that Ss know what the letters
  in CEO stand for. Elicit/write on the board any other job titles Ss
  know. Ask Ss to call out ideas for what the letters stand for: CEO
  (Chief Executive Officer) MD (Managing Director) CFO (Chief
  Financial Officer) CIO (Chief Information Officer) CCO (Chief
  Communications Officer)

  Style Guide, Abbreviations, page 29

  21

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Working English Use this as revision for Ss who already know how
  to tell the time and as an introduction for Ss who are coming to it
  for the first time. Nominate Ss to say the different ways of
  telling the time. Draw Ss attention to the use of the preposition
  at when saying the time. Read the remaining information in the box
  with students and clarify where necessary. You may wish to tell Ss
  that am/pm is often used when writing and 0 ‘clock, half past etc
  are usually used when speaking. Point out that we don’t use am/pm
  with the twelve-hour clock (for example, we can say six thirty pm
  but not halfpast six pm). You could also draw clock faces on the
  board to demonstrate quarter to and quarter past the hour. Drill
  how to say these. Draw a selection of times (in particular o
  ‘clock, half past, quarter past and quarter to the hour but also
  any other times useful to your students) and ask Ss to say the
  time. You may also wish to ask a few Ss questions about what time
  they normally do thing~ (start/finish their English lesson
  etc).

  Speaking This is a good opportunity to revise/teach parts of the
  day (morning, afternoon, evening, night) and meals (breakfast,
  lunch, dinner) if appropriate for your class. 1 Ss match the
  sentences with the times. Check answers

  around the class.

  2 Tell the class when you have meals and elicit times of meals
  around the class (if your class is monolingual they can talk about
  meal times in other countries they have visited).

  Ie 2f 3a 4d 5c 6b

  Optional activity Draw six clock faces with the times that you
  do these activities: get up, go to work, have lunch, come home,
  have dinner, go to bed etc. At this stage do not say or write the
  actions, only the times. First ask Ss to say the times on the board
  and guess what you do then. If Ss need prompts read out one of the
  actions above and ask Ss to say when you do these. Say what you do
  at these times (get up, go to work, have lunch, come home, have
  dinner, go to bed etC) and ask Ss to match the time with when you
  do each activity.

  Listening 2 Before starting the listening exercise, you may wish
  to look at the tape script to see if there are any words that may
  be unfamiliar to your class. If so, pre-teach/elicit before Ss
  listen.

  22

  1 Ask Ss to say what time people usually start and finish work.
  Tell Ss they will hear Doug Scott talk about his job. Ask Ss to
  listen for the time he starts and finishes work. Ss listen and
  answer the questions. Ask: What is unusual about Doug’s work hours?
  (he works at night).

  2 Play the recording again. Ss choose the correct answer a-c to
  complete the sentences about Doug. Ask Ss to compare answers before
  checking with the whole class.

  I starts 6:30pm finishes 1 :30am 2 a 3 b 4a 5 c 6 b

  Speaking Make sure that Ss understand that they are not talking
  about the real time they start work (or college) but an imaginary
  time they would like to start Ifinish work. You could also ask Ss:
  What do we call work that is extra to normal work hours?
  (overtime). Draw attention to the examples. Ask Ss to think about
  the question individually and then discuss their answer with a
  partner.

  Optional activity Photocopiable resource 2.1:

  Time Bingo (page 95) Ask Ss to work in groups of between three
  and five. Photocopy and cut up the caller cards and the four bingo
  cards as indicated. Give one student a set of caller cards and give
  a bingo card to the other Ss in the group. Write the following
  times on the board and check Ss understand how to say them:

  10:00 (ten o’clock) 9: 15 (nine fifteen) 12:30 (twelve thirty)
  The caller turns over a card and says the time. If another person
  in the group has the time that the caller says, he or she crosses
  it out on the card (or covers it with a piece of paper). When all
  the times on the card are covered, the student calls out Bingo.

  Language check 1 Close books. You may wish to use examples from
  the earlier time telling exercise to introduce the present simple.
  Write some on the board, e.g.:

  I start work at 8:30am. Mia starts college at 10am. We start the
  lesson at 3pm.

  Ask: What letter do we add to the verb in the he/she/itform?
  (answer: s) Ask Ss to open their books. Read through the examples
  together. Elicit answers to the questions. For Ss who are

• learning the present simple for the first time, you can refer Ss
  to the information in the Grammar reference at the back of the
  book. You can also elicit all forms of the verbs work and have and
  write these on the board.

  Is 1 has

  ~ Coursebook, Grammar reference: Present simple affirmative,
  page 158

  Practice Check that Ss understand the meaning of the verbs in
  the box. Ask the class to say the verbs to check pronunciation.
  Point out that the numbers next to the verbs in the box show how
  many times they are used in the text. Ask Ss to read through the
  text completely before answering the questions. After this, Ss can
  complete the exercise with the correct form of the verb. Check
  answers together.

  2 work 6 start

  3 works 7 drive

  Language check 2

  S starts t~flave’ ‘I. meet

  1 Tell Ss that frequency adverbs say how often things happen.
  Check Ss know meaning offrequency. Read the information together
  and ask Ss to underline the frequency adverbs in the examples. Ask
  Ss what other frequency adverbs they know (e.g. never). Point to
  each sentence and ask: In this sentence is the frequency adverb
  before or after the verb?

  2 Ask Ss to look at the examples again complete the rule with
  before or after. Check answers together. Ask Ss if they know any
  other frequency adverbs (never, occasionally, rarely etc).

  laofton busually l t’. l before

  Optional activity Draw on the board:

  100% ___ + ___ + ___ + ___ 0% always a b c never

  Ask Ss to put often, sometimes and usually next to either a, b
  or c. (a usually; b often; c sometimes)

  UNIT 2

  Speaking Go through the activities and make sure Ss understand
  them. Write on the board:

  (often) (sometimes)

  I play sport I’m late for appointments

  Ask Ss to put the frequency adverbs in the right place in the
  sentences (l often play sport; I’m sometimes late for
  appointments). Ask students to work individually at first and read
  through the activities and decide how often they do each thing. Ss
  do not have to tell the truth in the activity, they can use their
  imagination. Then Ss tell their partner how often he or she does
  each activity. Brainstorm other activities (try to include some
  examples that use be, e.g. be in a team at work/college; be out at
  the weekend; be early for class etc).

  Alternative activity For stronger classes, instead of making
  sentences about his or herself, each student answers for hislher
  partner, e.g. I think you often go to meetings/always get up early
  etc. Ss listen and say if their partner’s statement is correct or
  incorrect

  Career skills Ask Ss to think of situations where they need to
  introduce other people (meetings, visitors to the company etc).
  Read through the information and check that Ss understand the
  phrases. Demonstrate by introducing two students. Include some
  information about each of the students in the introduction.

  Working English 1 Ask Ss what titles people have in their
  language (e.g.

  for a man, a married woman, an unmarried woman etc). Ask Ss to
  look at the titles and spend a little time practicing
  pronunciation, in particular Mr (mister), Ms (mizz) and Mrs
  (missus). Ask Ss which name does not have a title (Tony Jones) and
  which two titles are not possible in English. Some women prefer to
  use the title Ms in business and for correspond~nce as it is
  neutral (in the same way that Mr is) and does not indicate whether
  they are married or unmarried.

  2 Now Ss match the five correct titles with the definitions. Ask
  one student to read out the definition and another to say the
  title.

  li9~’~~htdcL’~~~. 4~& are~~ %a:.~~i b6’c’7f$ ‘e) . «.’ ,

  23

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Listening 3

  1 Tell Ss they will hear a team leader introducing two new team
  members. Read through the questions then play the conversation. Ss
  complete the sentences. Check answers around the class.

  2 Ask Ss to look at the phrases in the box above and tick the
  ones the speakers use as they listen again. You may wish to ask Ss
  to turn to the audioscript on page 164 of the Coursebook to read
  the conversation in groups of three.

  1 :&’.~ t,~ 1 ,a.~e;, f

  Speaking 1 Ss work in groups of three. If you are in a
  one-to-one

  lesson, you take one of the roles and bring in a magazine photo
  or draw a person on the board as the third person. If Ss wish to
  write the conversation first, allow them to do so. But encourage Ss
  to do the role play without reading their notes. Each group role
  plays the introduction three times, taking turns to be the person
  making the introductions.

  2 Now ask Ss to work in another group of three and take turns
  making introductions using real names and information.

  Dilemma Read the brief together and clarify any unfamiliar
  words. Check that Ss understand the aim of the task. Ask check
  questions such as: Which office has the most team members?
  (Australia), How many members are from the Japan office? (one), How
  do the team usually communicate? (email and video conference),
  Where do they usually meet? (London or Sydney). Task 1: Ask Ss to
  work in pairs. Each pair reads information about a person who wants
  to join the team. Pair A turns to page 137, pair B to 141 and pair
  C to 145. Ss should read and make notes using the prompts.
  Circulate and help where necessary.

  Task 2: Now Ss work in groups of three. One person from each
  group should have read information A, B or C. Each Student uses
  their notes to tell the other members of their group about their
  person.

  Task 3: In the same groups, Ss talk about the three people and
  decide which one should be in the team. Draw attention to the
  Useful phrases box and encourage Ss to give reasons for their
  opinion. Remind Ss to use because (e.g. I think Laura is a good
  choice because she is Australian and the meetings are in
  Australia). Ss should agree on which person to have in the
  team.

  24

  Decision Ask Ss to listen to Craig Hislop talk about the person
  he thinks should join the team. Before you play the recording, ask
  Ss who they think he chooses. After listening, ask Ss if they agree
  with his choice. What reasons does he give?

  Write it up This exercise is an introduction to writing a short
  memo. Look together at the section on memos in the Style Guide at
  the back of the Course book. Check that Ss consider the following:
  The memo is to Craig Hisop. A memo does not need a greeting (not
  Dear Mr Hi/sop). It usually includes a subject line and date. Memos
  are often formal or semi-formal, so write full

  sentences without contractions. It does not need an ending (not
  Regards etc) but

  sometimes has the writers initials (e.g. HM). Check that Ss are
  clear what information this memo should contain (the name,
  department and international office of the person you want to join
  the team and the reason why you think he/she is a good choice).
  Draw Ss attention to the prompts to structure their memo.

  The writing exercise can be given for homework or done as a
  class activity. If it is completed in class, set a time limit (ten
  minutes) and ask Ss to swap memos with a partner to check. Collect
  the memos in to check whether there are any areas of grammar or
  vocabulary that need revision in the next lesson.

  Style Guide, page 18

  Style Guide, General rules, page 3

  Teacher’s Book, Memo template, page 175

  BkiT.akaii$.~; ‘ =~ …. . .. fea8 he~Q

  ()t»a~ .. &_ to»erpeople’s~ It is ‘ ~for~tQ~~~»‘~~USI»
  ~.~S~~ .. ~~~~.

• Unit 3: Companies

  UNIT OBJECTIVES

  Reading: Language:

  Vocabulary: Career skills: Dilemma & Decision:

  Look east Present simple negative, question and short answer;
  articles Word families Company information Which company to
  buy?

  This unit looks at companies and considers three different
  sectors that can describe a company’s activities: Manufacturing — a
  company that makes or produces

  goods (e.g. car companies, clothing manufacturers,
  pharmaceutical companies, factories)

  Retail — a company that sells things in a shop or on the
  internet (e.g. food, clothes, electrical goods)

  Services — a company that provides services that customers or
  other companies buy (banks, insurance,

  travel, call-centres) In the past, many big companies were
  involved

  primarily in the manufacturing sector but in modern business the
  service sector is increasingly profitable. A recent trend in both
  the manufacturing and service sectors is that many companies
  outsource part of the work, often abroad where it can be carried
  out more profitably. The retail sector has also been influenced by
  modern technology. The internet provides opportunities for
  entrepreneurs to start internet companies from home, cutting the
  cost of overheads (renting a shop or retail outlet). In the article
  in this unit, Ss look at an Italian sunglasses company called
  Luxottica which operates in the manufacturing and retail
  sectors.

  Keynotes Ask Ss to think of the names of companies (for example,
  Renault, HSBC, Harrods etc). If Ss need prompting, ask for
  suggestions for specific types of company such as computer, car,
  bank or shop. Read through the keynotes with your class. Check that
  they understand the words in bold. Draw Ss’ attention to the
  glossary for this unit at the back of the book.

  Coursebook, Glossary, Unit 3, page 150

  UNIT 3

  Preview

  1 Point to the pictures and see if Ss can identify anything in
  the pictures. Ask Ss to label the pictures with the words in the
  box.

  2 In the Keynotes, Ss saw the words manufacturing, retail,
  services and sector. Check that Ss understood these words before
  asking them to do exercise 2. Ask Ss to work with a partner and do
  the exercise. In pairs or small groups, Ss add more examples. Have
  a feedback session to check and add more examples on the board. You
  could also ask Ss to think about the companies that they named at
  the start of the lesson. Which sector do they go in?

  1 t ~t 2 restaurant 3factory 4 bank Sc~shop 2.R~I:clotbes shop,
  s~et Sriee: tes~~ bank Other~eSmcl)ide~ Ma$U~~p;~ng(e» .. ~frozen
  food

  ~~) . ~~l~es (e.g. medicines), textile ~~’.~0tlSt:nJCtion
  lle~:~~tstore, baker,

  ~ Servi~~ touIism (e-8. travel . ents), property (e.,. estate
  asents) . ~otQnlliwcations (e;g. internet services). fimlnciaJ
  serviceS (e.g. insurance)

  Speaking Tell the class about the different industries in your
  home town. If you are from the same city as your Ss, talk about
  another city that you have visited. Ask Ss to work in pairs/small
  groups and talk about the industries in their home town or city. If
  Ss are all from the same plac~ they can talk about another town or
  city that they know (In Shanghai, there is a … ). Try to get Ss
  to expand on their answers about the different industries they
  described above, e.g.: I use X bank because it s near my house. I
  go to X supermarket because it has good brands. The factory makes
  clothes!cars etc.

  Reading Introduce the subject by pointing to the picture and
  asking: What do you think the company in the article
  manufactures?

  25

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Elicit sunglasses (Luxottica also makes ordinary glasses). Ask
  Ss to name any other famous sunglasses brands they can think of
  (e.g. Ray Ban, Guess, Police, Gucci etc).

  Ask Ss to read through the questions and guess which one is the
  subject of the article. Now ask Ss to skim read the article (read
  quickly, without looking up unfamiliar words) to see if they were
  right.

  2 Read though the questions and check understanding. Ask Ss to
  read the article again more slowly. Draw attention to the glossary.
  Ss answer the questions and check answers with a partner.

  3 Get Ss to see what they can remember from the article by
  matching the numbers and information in the exercise before
  checking their answers by reading again. You may wish to ask your
  class to say the numbers in the exercise (if necessary, give
  support with % percentage, and pound). Students will have an
  opportunity to revise numbers later in the unit (page 28). Ask
  check questions about the article such as: Does Luxottica have a
  competitor? (yes, Safilo), What is the difference between Luxottica
  and Safilo? (Safilo has 50 shops, Luxoticca has 5,500), How many
  challenges does Luxottica have in the future? (two), What are they?
  (I — more shops in China, 2 — the next chairperson).

  Ic

  2 2 true 3 false 4 true 5 faIse

  » false 7 true 8 false

  3 2f 3d 4b Sa Cie

  Speaking In this exercise communicating ideas is more important
  than accuracy. You may wish to note areas that Ss need help with,
  but it is a good idea to keep correction to a minimum during the
  task Speaking exercises I and 2 are more challenging than those in
  earlier units as they require Ss to give opinions rather than list
  ideas. You can help Ss by asking them to spend a minute thinking of
  family companies and multinationals that they know. Brainstorm the
  names of companies and write them on the board. Ask Ss to
  categorise which companies are multinationals and which are family
  companies. Ask: Which companies do you think pay their workers
  most? Which companies do you think are good to their workers?

  1 Now that you have helped set up the task, allow Ss time to
  think about their ideas. Elicit/teach any language Ss may need
  (e.g. A family company is .. , but a multinational

  26

  is … ). Now Ss share their opinions with their partner or a
  small group.

  2 Ss think about the question both as an employee and from a
  company perspective. So it may help to do this exercise in two
  stages. Encourage Ss to give reasons for their opinions whenever
  possible.

  3 In their pairs/groups, Ss think of three more luxury goods
  companies. Have a feedback session and write the companies on the
  board and then elicit what each one makes or sells.

  Vocabulary Briefly revise the difference between a verb and a
  noun by writing on the board:

  We buy all our products }rom a producer in Taiwan. They produce
  computers.

  Ask: Which words are verbs? (buy, produce); Which noun is a
  person? (producer); Which noun is a thing? (producer). 1 Ss will
  have seen many of the words in the table in the

  reading in this lesson and from previous units. Explain that a
  noun is sometimes different if it describes a person or a thing.
  Focus Ss on the example. Ask Ss to work with a partner and complete
  the table. They can use a good dictionary, if this is helpful.

  2 This is a controlled practice where Ss are given a choice from
  two words in the table to complete the sentences. Check by asking
  different Ss to read the sentences.

  3 Ss have a freer practice in this exercise. Encourage them to
  read through the whole text before choosing words from the table to
  complete it.

  I 2 produce 7 organiser

  2

  3 sell .. retail 8~.Jtor

  Smaker

  2 sen; product& 3makef.. 4l:Jullding 5 tmIn~ 6 retailers
  3

  , building

  2 make I ~e I~ 3oompetitot 4sen 5 retall outletslbuUd

  Listening 1 I Tell Ss that they will hear a telephone
  conversation

  between two people who work for a training company. Check that
  Ss know what a training company is (a company that shows managers
  and employees how to do things, e.g. use new computer software,
  work in a team etc). Have they been on a training course? If not,
  do they want to? If yes, what would they like to learn? Ask Ss to
  predict what phrases they might hear in a telephone conversation.
  Play the conversation and ask Ss to say how many people are on the
  course. Did they hear any of the telephone phrases they
  predicted?

• 2 Now Ss listen again and choose the correct option a-c. They
  are usually listening for specific information, in particular
  letters and numbers. When checking answers you could pause the
  conversation in the correct place and elicit answers.

  3 These are sentences from the telephone conversation and
  include useful phrases for answering the telephone, checking
  information and asking for repetition. Ss put the sentences in the
  correct order and then listen to the conversation again to
  check.

  Language check 1 Ss looked at the present simple affirmative in
  the last unit. You may wish to spend a few moments reviewing the
  verbs and form of the present simple affirmative. Focus Ss on the
  examples (they are all about Luxottica or its founder). Ask Ss to
  identify which example sentences are questions (a, c, e, g). Draw
  Ss attention to the difference between and open and closed
  question. Example a is closed (it requires only a ‘yes’ or ‘no’
  answer), example c is an open question (it requires a longer
  answer). Point out that in conversation we can start \ith a closed
  question but then we usually move on to open questions to keep the
  conversation going. Now ask Ss to identify a negative sentence in
  the examples (d, h) and short answers (b, f). On the board write:
  Do you live in Asia? Where do you live? I don’t live in Asia.

  Does she live in Europe? JJhere does she live? She doesn’t live
  in Asia

  Demonstrate that in questions and negatives it is the auxiliary
  -erb (do) which changes form, not the main verb (live). ~ow ask Ss
  to look at the example sentences again and complete the table with
  the correct form of do (auxiliary verb) and check answers with the
  class.

  ~ Coursebook, Grammar reference: Present simple negative,
  question and short answer, page 158

  IdBB~t< 6-Does

  UNIT 3

  Practice In these exercises Ss focus first on the negative form
  and then the question and negative form together before extending
  their question words in exercise 3.

  1 Ask Ss to read the sentences. Draw attention to the example.
  Ask Ss to re-write the remaining sentences in the negative.

  2 Ask Ss: Do the two people in the dialogue know each other or
  are they meeting for the first time? (meeting for the first time).
  Ask Ss to complete the dialogue and then practise it with a
  partner. Circulate and check any areas where Ss may need more
  help.

  3 Draw Ss’ attention to the question words. Ask if they know any
  others (e.g. When, Why). Ask Ss to complete each of the questions
  with one of the question words. In pairs, Ss take turns asking and
  answering the questions.

  ~ Workbook, page 12

  . J~:~~~!;u~~:~i~f~~=: ,~4:
  Mi~aUd~~h~ung:4QP;t;[email protected]~.~ ~

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Language check 2 In previous lessons Ss have come across a/an.
  Now these articles are contrasted with the. Articles can be a
  problem even at high levels. At elementary level we introduce
  simple information about articles and their use. Ask Ss: Is
  Luxottica a service company? Elicit the answer and write on the
  board: Luxottica is 1! manufacturing and 1! retail company. Draw Ss
  attention to the examples in the Coursebook. Complete the rules
  with the class.

  ~ Coursebook Grammar reference: Articles, page 158 Practice Ss
  complete the sentences with a, an and the. Check answers around the
  class. Focus on the ‘the’ answers and ask Ss why they chose their
  answer (1 — there is only one queen of England, 2 — there is only
  one headquarters, 3 — there is usually only one station, but many
  taxis) in question 4 both answers are a because there are three
  finance directors at the company.

  Working English Ss focus on the importance of saying numbers
  clearly. This is particularly important when we exchange
  information on the telephone. Read the information together. Elicit
  more examples of numbers that sound similar (13 and 30, 17 and 70
  etc). Write the numbers as words and elicit which syllable we
  stress: thirteen thirty seventeen seven~ Some students may need
  more help with basic numbers. If so, spend some time going over
  numbers 1-30.

  ~ Style Guide, Numbers, page 26 Listening 2

  1 Ask Ss to say the numbers. Then play the recording and ask Ss
  to repeat. Say the numbers and ask Ss to repeat, emphasising the
  syllable stress on pairs of numbers that sound similar. Write the
  numbers on the board and ask Ss to underline the word stress.

  28

  twelve, twen~, thirteen, thirty, fi.f1een, fifty, sixteen, six~,
  seventeen, seven~, eighteen, eigh~, nineteen, nine~,

  a hundred a hundred and nineteen, two hundred.

  You could also point out that with larger numbers and is a weak
  pronunciation (un) and we do not use pauses, e.g. A hundred ‘un’
  nineteen.

  2 Ss listen and circle the number that they hear. Play it again
  for Ss to check.

  3 Ss listen to sentences and write the number they hear (in
  numerals). Check answers around the class.

  Speaking Remind Ss of the phrases for checking and repetition
  that they looked at in Working English. Ss write five numbers. In
  pairs, they take turns to say their numbers. Encourage Ss to use
  the phrases for checking and correcting.

  Career skills Close books. Ask Ss to suggest information that we
  sometimes want to know about a new company (its name, where it is,
  what is makes/sells, how many people it employs). Try to elicit
  what questions we could ask to find this information. Ask Ss to
  open books. Look at the ways of describing a company. Clarify
  information where necessary. Then Ss match the questions 1-6 with
  the information in the Career skills box.

  Listening 3 1 Tell Ss they are going to hear a conversation
  between two

  business people. Ask Ss to say where the two people are and if
  this is their first meeting. Play the recording and elicit answers
  (at a conference, yes). Play the conversation again while Ss tick
  phrases a-f that they hear.

  2 Draw Ss attention to the notes. Ss listen again and tick
  correct information and correct wrong information. It would also be
  useful in the speaking task to elicit the questions that Laura
  asks.

• Working English Explain that in social English we often need to
  respond to what a person says, this shows that we are listening and
  interested. Read the information with your class. Can Ss suggest
  any other responses? Play Listening 3 recording again (oh, uh-huh,
  is that so? etc), and pause at the points where Laura responds to
  demonstrate. You could ask Ss to turn to the audioscript on page
  165 and role-play the conversation.

  Speaking Tell Ss that they are going to role-playa similar
  conversation to the one in the listening. They are at a conference
  and they start a conversation asking and answering questions about
  their company and their partner’s company. Student A refers to the
  information on page 138 and Student B to the information on 142.
  Give Ss time to look though their information and clarify where
  necessary. Some classes may prefer to write notes first. When they
  are ready, student A starts the conversation by introducing
  him/herself. Both Ss use their real names. Circulate and encourage.
  When they haye fmished, ask Ss to practise the conversation again
  with responses that show interest (see Working English box).

  Dilemma To set the context, ask Ss to name any companies that
  they know that operate in more than one sector (e.g. Virgin
  operates in the service sector [insurance, travel] and retail
  [music]; General motors operates in the manufacturing sector [cars]
  and the service sector [financial services D. Read the informatien
  about the Van Hoog Group. To check that Ss understand the brief ask
  check questions: What sectors does the Van Hoog Group have
  businesses in? (manufacturing, retail and service); Who is the CEO?
  (Peter Winston); What does he want to buy? (another business for
  the group); What does he want the teams to do? (decide which
  company to buy). Task 1: 1 Students prepare to give a very short
  talk about a company. Ss work in pairs: pair A looks at page 138
  and pair B page 142. Each pair reads information about a company
  and prepares a short talk together. Encourage Ss to use the
  information to write full sentences. In one-to-one classes you
  prepare to give a talk about one company and your student talks
  about the other.

  Task 2 : Pair A joins with pair B. Each pair gives the talk
  about their company. Draw Ss attention to the example phrase in
  Task 1 for introducing their talk. When they listen to the other
  pair giving their talk they should take note of important

  «UNIT 3

  information (company name, what it produces/sells, where it’s
  based, number of employees). Task 3: Ss continue to work in their
  group of four. Now Ss look at the information about the Van Hoog
  Group. Encourage the groups to comment on the types of company that
  the Van Hoog Group has/doesn’t have. Now Ss use the information
  that they have about WBH Electronics and Fast and Fresh to decide
  which company the Van Hoog Group should buy. Focus Ss on the Useful
  phrases.

  Decision Ss listen to Lars Morgan, an investment expert, explain
  which company he recommends. Ask Ss which company they think he
  will choose. After listening ask Ss to say what reasons Lars has
  for his choice. Do they agree or disagree?

  Write it up Ask Ss to write an email to Peter Winston, the CEO
  of the Van Hoog Group, to say what company they recommend. Ss can
  write about the company their group chose or the company they like.
  They can use the notes they took about the companies in Task 1 to
  help. Draw Ss’ attention to the way this email starts. Is it formal
  or informal? (formal,Mr Winston). In previous emails, Ss have used
  informal greetings (hi) and endings (regards, best wishes). Elicit
  why this email is formal (Mr Winston is the CEO). Discuss way to
  end a formal email (Regards is still acceptable but Ss could also
  use Yours sincerely as they would in a letter). You may wish to ask
  Ss to prepare the writing in class or complete it for homework and
  compare with their group before handing it in to be marked.

  Style Guide, page 8

  Style Guide, General rules, page 3

  Skills Book, Writing 1, Emails 1, page 18

  Teacher’s Book, Email template, page 172

  29

• INTELLIGENT BUSINESS (ELEMENTARY) TEACHER’S BOOK: COURSEBOOK

  Unit 4: Offices

  Reading: Language:

  Vocabulary: Career skills:

  UNIT OBJECTIVES

  The paperless office Prepositions of place; the imperative
  Offices Directions

  Dilemma & Decision: An office move

  The design of modem offices reflects changes in work practices.
  For example, today, more people work outside of the office either
  telecommuting (working from home part of the time) or job sharing.
  So, it is not uncommon for workers to hot-desk (use a communal desk
  at different

  times or days). A lot of work is team-based, so an office may
  also have a ‘team environment’ — an area where teams can work
  together on short or long-term projects. The layout of the area can
  change to accommodate the different sizes and work practices of
  groups. But most companies still work on the more traditional
  models of individual, shared or open-plan offices. An office can
  appear impersonal, which is why some workers attempt to stamp their
  personality on their work area in some way with photographs,
  executive toys, humorous mugs, etc. The desk becomes an extension
  of the employee. This is most apparent in the approach to tidiness.
  The reading in this unit considers whether a tidy desk and work
  area is the best approach. Advances in the internet and digital
  technology have led some to predict that paper-based communication
  and bulging filing cabinets were a thing of the past. But it has
  been estimated that the use of email in a company can actually
  increase the amount of paper generated by up to 40 percent because
  people often print out documents and emails. For the moment, the
  paperless office remains a goal for the future rather than a
  present reality .

  Keynotes

  Before you open books, write office on the board. Elicit any
  words connected to office that students know. What things do Ss
  expect to see in an office? Open books and point to the picture and
  elicit what it is (an office). See if Ss can name any of the
  furniture in the picture (chair, desk, PC, phone, lamp, sofa,
  table, armchair, etc). Ask: Is it a traditional office or a modern
  office? (modem). What is it in the picture that makes Ss think
  this? Read through the keynotes with your class. Check that they
  understand the words in bold. Ask: Where do you work at home when
  you do your English homework? Do you have a home office? What do
  you have in it? Do you have a desk in

  30

  your bedroom? Do you have enough space to work? etc.

  ~ Coursebook, Glossary, Unit 4, page 151 Preview 1 Draw Ss’
  attention to the four pictures. Ask: Which office

  do two people work in? (1); Which office do more than two people
  work in? (4). Ss match the words in the box with a picture.

  2 Ask Ss to work with a partner and answer the questions . For
  Ss who are not in work, ask them to think about where they do their
  college work or homework.

  3 Check that Ss know these words: tidy, untidy, to file (v), a
  file (n). Go through the questions with the class. Ss answer the
  questionnaire individually and then compare their choices with a
  partner. When Ss finish ask them to look at the analysis on page
  145 and say if they agree or disagree. Encourage Ss to give reasons
  for their opinions. Ask: Is it important to be tidy? Why/Why
  not?

  Reading

  1 Point to the picture in the article and ask: Is the desk tidy
  or untidy? (untidy). First, Ss read the article individually.
  Remind Ss that it is not necessary to understand every word to
  answer the question. It may be useful to set a time limit for the
  first skim read (one to two minutes). Elicit answers around the
  class.

  2 Ss read the article again slowly. Draw attention to the
  glossary. Ss could answer the comprehension questions with a
  partner.

• Speaking 1 Ss discuss the questions with a partner. Refer Ss
  back to

  the text to find the words filer and piler. Ask: Who has a tidy
  desk — afiler or a piler? (a filer). The second part of the
  question refers to the way that we organise files on our computer.
  For example, do Ss organise all their documents into computer files
  or do they have lots of documents on the desktop?

  2 Write home office and open-plan office on the board. Do your
  Ss have experience of working in either? Was it tidy or untidy? If
  Ss need prompts, ask: Do people see your desk at home? Do they see
  your desk in an open-plan office? Research shows that people have
  tidier desks in an open-plan office compared to a traditional
  office because more people can see your desk.

  Optional activity 1 If possible, bring in magazine pictures of
  the

  following: a notepad, a pen, a desk, a filing cabinet, a PC, a
  laptop, a monitor, a photocopier. Dictate the words to the class by
  saying the word and then spelling it. Put the pictures around the
  class and ask Ss to match the pictures with one of the words on
  their list. Ask Ss if they can name any other things that we find
  in an office.

  2 Extend the discussion about working from home versus working
  in open-plan offices. Encourage Ss to discuss the advantages and
  disadvantages of both.

  Vocabulary 1 These exercises revise/introduce vocabulary for the
  things

  that we use in an office. Ss match the words with the pictures.
  Ask Ss to compare their answers with a partner before checking
  around the class. You could revise spelling by asking Ss to take it
  in turns to choose a picture word and spell it (without saying the
  word). Their partner points to the picture of the thing they
  spell.

  2 Draw Ss’ attention to the word circles. If you have not used
  the optional activity above, check that Ss know the words already
  inserted around the circles (filing cabinet, monitor, laptop, etc).
  Point out that a laptop can also be called a notebook. Some items
  can belong to more than one group (for example, a stapler could be
  both stationery and office equipment; a filing cabinet could be
  both office equipment and office furniture). Do Ss know any other
  vocabulary to add to each circle?

  Stationery: pen holder / tape / stamps Furniture: table /
  shelves Computer equipment: scanner / notebook (laptop) Office
  equipment: in-tray / bin

  3 Ask Ss to do the exercise individually and check answers by
  asking Ss to read out the sentences.

  UNIT 4

  Speaking Ask Ss to prepare their list individually. Then Ss
  compare their ideas with a partner. Encourage Ss to try to give
  reasons for the items on their list. After Speaking, ask Ss to vote
  for the item(s) (in each group or ove

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• Intelligent Business — Pre-Intermediate Coursebook (Student’s Book)