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Inte
, PEARSON
Longman
1 ent Business Teacher’s Book
Elempnt::lry Business English
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Inte 1 ent Business Teacher’s Book
Elementary Business English
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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:
978-1-4058-4978-4Intelligent Business Elementary Test Master CD-ROM for Pack
ISBN-13: 978-1-4058-4979-1Intelligent Business Elementary Teacher’s Book and Test Master
CD-ROM Pack ISBN-13: 978-1-4058-8142-5Set 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
resources1.1: 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: Predictions105 Skills Book: Teacher’s notes 160 Skills Book: Photocopiable
resources1.1: 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 plan171 Photocopiable Templates
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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
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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
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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 lhemd rhtdatellnd!lmewhenlheemaili~
t .nlOrrn»lll ….. ;lbour rhe conlenl of the
r adocumrml~;r»II{hcd lopcnonS n hndy «f ,ht-
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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 asstraightforward as possible. Most tests come in A and B
versions. This makes it easier for you toinvigilate 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 sameCD-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
TestFlexible
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
keyvocabulary. Edit the format of exercises so that they are
consistent with other examsthat 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
withcassettes, 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
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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
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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!'<
LISTENING PART ONE Ouestlot!. 1_10
INTRODUCTION
: ;:;q::::O_~Otf~o~ y»», wiII~, ~h ~~~::/:’:c:~I~r A. ,. 01 C
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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
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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..s «»D,»~'»»»»»»»»» «»»»‘».,,»
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INTRODUCTION
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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 lessonThe introduction to each unit gives background information on
the topicEvery 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
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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 manysituations, 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 suchUNIT 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 addressOptional activity 1 Draw a business card on the board with
fictionalinformation (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
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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 trueSpeaking
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
identifythe 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 Brazil16
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! AustralasianWorking 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. Ifthey 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 SanyoAmerican 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
businesspeople. 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 nounstake 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
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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 orsecond meeting. 2 Play the conversation again and ask Ss to fill
in themissing 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 BritishSpeaking 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 theUNIT 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 172Email: 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 othersDilemma & 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 aboutToyota. 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.
Thistime 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 6FSpeaking 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
marketingVocabulary 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 formanagers 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
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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 answersaround 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 158Practice 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
incorrectCareer 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
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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-onelesson, 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 fullsentences without contractions. It does not need an ending (not
Regards etc) butsometimes 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 producesgoods (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
involvedprimarily 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 multinational26
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 thereading 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
conversationbetween 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 AsiaDemonstrate 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 158IdBB~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 twobusiness 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 DirectionsDilemma & 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 differenttimes 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 in30
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 officedo 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 tothe 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
thefollowing: 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
thingsthat 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 / bin3 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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