for BEC and BULATS SAMBRIDGE Business a Pre-Intermediate to Intermediate Preliminary Teacher’s Resource Book Norman WhitbyContents Acknowledgements Introduction Company profiles Unit 1: The working day Exam reference and unit notes 3: Personal information Photocopiable activity 2: The hotel manager Photocopiable activi Answer key Transcript Unit 2: Corporate culture xan reference and anit notes Photocopiabe activity 1: Using your dictionary Photocopiable activity 2: Describing companies Answer key Transcript Unit 3: Company history Exam reference and unit note Photocopiable activity 1: Talking about companies Photocopiabie activity 2: National Book Store Answer key Transcripn Unit 4: The Internet Exam reference and unit notes Photocopiable activity: Online banking Answer key Transcript Production and selling Unit 5: Describing equioment Photocopiable activity: An advertisement Answer key Transcript Unit 6; Processes and procedures Exam reference and unit notes Photocopiable activity: Dairy produce Answer Key Transcripts oo 28 30 30 Unit 7: Distribution and delivery Photocopiable activity 1: Mobile phones Photocopiable activity 2: Placing an order Answer key Thanscripts Unit 8: Advertising and marketing Photocopiabe activity: Online advertising Answer key “Transcript Business travel Unit 9: Making arrangements [Exam reference and unit notes Photocopiable activity: Business news Answer key Transcripts Unit 10: Transport Exam relerence and unit notes Photocopiable activity: Coping with stress Answer key Thanseripis Unit 11: Business accommodation Exam reference and unit notes Photocapiable activity: Jet Hotel Answer key ‘Transcript Unit 12: Out of the office Exam reference and unit nates Photocopiable activity: Comparing jobs Answer key ‘Wanscripts 46 a8 st 56 58 60 st 62 64 56 66 68 7Introduction Who this course is for Business Benchmark Preintermediate 10 Intermediate/Preliminary is designed as an iateresting and stimulating course ip Business English for pre intermediate to intermediate students (Common European Framework level B1). It is suitable for people already working in business and pre-service students {people who are intending to work in business). ‘The course provides the necessary practical writing, reading, speaking and listening skills for people who will need English jn a business environment. It builds up students’ knowledge of essential business vocabulary and grammar in 24 short units designed to take a maximum of three hours' classroom time each, For students who require a Business English qualification, the cousse provides students with a thorough preparation for the Business English Certificate (BEC) Preliminary level or the Business Language ‘Testing Service (BULATS) test including one complete exam supplied by Cambridge ESOL. What the course contains The Student's Book ‘The Student’s Book contains: + 24 topic- or skills-based units designed to cover a wide vange of the main topic and skills areas required by people working in modetn business. The units are organised in ‘clusters’ of four, each cluster covering ‘broad topic area ‘The units contain ~ discussion and role-play activities designed 10 build up essential business speaking skills such as those required for meetings, conferences and telephoning — step-by-step work on writing skills in order to be able to write emails, memos, faxes, letters and reports — a large number of authentic business articles from a wide variety of well-known business publications, together with examples of letters, reports and proposals, all designed to build up essential business reading skills — specially designed listening materials with business people, intended (0 improve students’ listening proficiency and confidence — pumerous vocabulary exercises so that studems studying the course will have an ample business vocabulary for most generat business situations — grammar workshops and exercises to extend and revise students’ knowledge of English grammar at this level in a business comtext The units are also designed to provide students with he skills and training necessary for either the Business English Certificate (BEC) Preliminary level, or the Business Language Testing Service (BULATS) test + An exam skills and exam practice section which provides detailed advice on what each section of BEC Preliminary consists of (BEC Preliminaey Ealtion}, or what the BULATS test consists of (BULATS Pre: Intermediate to Imtermediate Edition), together with information about what each section of the exatn is testing and step-by-step advice on how to approach each question. The exam skills section also contains exercises designed ta teach students exam skills. This section also contains a complete authentic BEC Preliminary exam (BEC Preliminary Edition) or the parts of the BULATS test (BULATS Pre-Intermediate to Intermediate Edition) which are designed for students at this level supplied by Cambridge ESOL. ‘© Answer keys to all the exercises in the book, including sample answers to the writing tasks so that students have a model to refer to. ‘© ‘Transcripts for all the listening materials Personal Study Book ‘The Personal Study Book contains: #24 units, each relating to the 24 units of the Student's Book. These units contain: — vocabulary revision and consolidation work \d consolidation work, ~ further reading and writing exercises © a Word list of the core business vocabulary and expressions which appear in the Stuclent’s Book Recorded materials The recorded materials for the Student’s Book are available either on audio CD or cassette introductionTeacher's Resource Book The Teacher's Resource Book contains: * information about how the activities in each unit, relate to the BEC exam and the BULATS test * notes on each unit in the Student’s Book, with advice ‘on how to handle activities in the unit and suggestions for altemative treatments for certain exercises + a large number of extra photocopiable activi including further reading texts, discussion activities, role-plays and exam-style exercises, intended to supplement and extend the work done in the Student's Book units and to provide a wider range of activities or a more in-depth study of certain business topics. ‘The photocopiable activities also provide extra writing tasks, all with a step-by-step approach and a sample answer for students or teachers to refer to wer keys to all exercises in the photocopiable activities + answer Keys to all exercises and activities in the Student's Book, including the Exam skills and Exam, practice section * complete Student’s Book transcripts with the words or sentences giving the correct answer to the listening exercise underlined * information about the Common European Framework and how this course relates to it. BULATS CD-ROM (BULATS Pre- Intermediate to Intermediate Edition) The BULATS edition of Business Benchmark contains skills advice and exam practice for all parts of the BULATS test which are relevant to students at pre- intermediate to intermediate level. A complete BULATS test is supplied free with this edition of Business Benchmark on CD-ROM for students wishing 10 familiarise themselves with all parts of the computer test. Business English Certificate (BEC) Preliminary level BEC Preliminary assesses language ability used in the context of business at the Council of Europe's Threshold Level (B1) for general language proficiency. * in the Reading component, there are seven tasks of the following types: multiple choice, matching, right/wrong/doesn’t say, multiple-choice gap-filling, and form-filling, The reading component contributes 25% of the total marks. ‘+ In the Writing component, candidates produce a piece of internal communication (approximately 30-40 words), and a piece of business communication (based 6on reading input, approximately 60-80 words). The ‘writing component contributes 25% of the total marks. troduction + In the Listening component, there are four tasks of the following types: multiple choice, gap-filling and formiling, Texts used are monologues and dialogues, including interviews, discussions, telephone conversations and messages. The listening component contributes 25% of the total marks. ‘+ The Speaking Test is conilucied by two external ‘examiners, and candidates are tested in pairs, or, i there is an uneven number of candidates, in groups of three, During the test each candidate responds to questions, gives a ‘mini-presentation’ lasting approximately one minute, takes part in a collaborative task with the other candidate and takes part in a discussion with the other candidate and the interlocutor. The Speaking component contributes 25% of the total marks. A single, overall grade is awarded, based on the aggregate of marks gained in the four components indicated above. Business Language Testing Service (BULATS) test BULATS makes use of a number of specially designed tests: * ‘The Computer Test + The Standard Test ‘© The Speaking Test * The Writing Test Each test can be used independently of the others, or they can be used in various combinations. All the tests aim to be relevant to people using the language at work. ‘They cover areas such as descriptions of jobs, companies and products, travel, management and marketing, customer service planning, reports, phone messages, business correspondence and presentations, The tasks in the test are generally practical ones, e.g. taking a phone message, checking a letter, giving a presentation, understanding an article, writing a report. All the tests aim to assess candidates across the six levels of the ALTE Framework, i.e. (0-5 of the ALT Framework correspond to the Council of Europe Framework levels A1-C2.) See the Appendix on page 155 for more information about the Council of Europe Framework,The working day ‘This unit teaches language and vocabulary for describing jobs, responsibilities and daily routines at work. It also revises the difference between the present simple and the present continuous tenses. Students are introduced to @ number of skills for reading and listening which will be developed and practised in later units. The listening activity gives students practice in predicting the content of a talk before they hear the recording, The reading text requires students to skim in order to understand the overall meaning and then scan to check specific pieces of information. ‘Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them {see table below), - |Geting sates Reading Part 2 | Vocabulary Company departments Ig P | [ii or Arn an | Secking Patt “ | [Pretocopani aay 1 V Spear Fat | Soaking Patt | |Pretecoisie acti 2 FosdingPat | Reading Part Sesion | Reaing Part 2 Secon S | L Notes on unit Listening: Personal assistants Getting started You will probably want to adapt the first speaking This section Invoduces some common ob titles and ways activity, according to how familiar students are with the of talking about responsibilities. 1s also intended as a job of a PA. For example, if students are already in -to-know-you activity in which students can introduce eMPlayMent, you could begin by asking them if they themselves and give a brief outline of their jobs. i'siudents_8¥e a PA and what he or she does. The people with PAS could then work together and compare ideas for the initial brainstorming activity Some of the students might actually be PAs. In this 2, the PAs could work together, or work alone, to are in employment, they can exchange their own business cards at the end and point out any particular details oon them. Vocabulary: Company departments brainstorm a list of things that they do. They then {As welt as introducing some vocabulary to name compare their list with what the rest of the class have common company departments, this activity introduces thought of, students to the kind of exercise they will find in Part 2 of, After students have listened to the complete interview, the BEC Reading Paper. If you wish to begin exam you could extend the activity by using it to practise preparation immediately, you could follow this up with guessing words from context. Ask students to turn to the the relevant exam skills section. If students are in transcript and find or unerine the words mart, hectic, employment, they cou, of course, extend ihe activity by Meticulous and springboard, or any others that you feet ‘will be unfamiliar to them, They then talk in pairs and decide on the probable meaning of each word from the context. Emphasise that they should look at the whole sentence, and also the sentences before and ater, to help them decide talking about the departments in their own companies. ies carried out and the and naming the main activ people who work in each one, 8 UNIT 1 The working dayTalking point: Personal assistants For this activity, some of the questions will not he suitable for pre-service students. As an alternative, you could ask them t0 think ofa job that they would like to doin the fuze and ask she following questions {shown ‘on the board or OHP) 1 Why woud you Tike 10 do this job? 2, Do you know anyone who already does ths job? 3 What personal quatiites do you think you ned for this job? 4 Does the job have any disadvantages? 5 What do you think isthe mast diffculs part of this job? 6 Do you think that this job cout be a springboard for a Afferent carver? Reading: Changing places As wel as a reading text, this activity is intended as language presentation for the grammar work on the present simple and the present continuous, If students ask, You may need to point out thatthe present simple Is also sometimes used for narrative, especially when giving a summary ofa story of TY programme, as in the article (eg nthe Kite he sucessflly cooks severed pancakes and ... he makes tite beds correctly). The final section, which asks students for their reaction (othe article, i best Kept as a short cscussion, This i because taking about it in depth vil require language which i rather beyond students at this level (eg, hypothesising) Wi stents areal rom the same company, t might also be a sensitive issue. UNIT 1 The working day Grammar workshop rine grammar will be revision at this level, but stuients still ofien need practice wit question ancl negative forms ‘ind with the carrect se af the two tenses, This section aims to help them by linking the two teases vith common time phrases Photocopiable activity 1 This is imtended asa fist-day activity for stuents, 1 allows students 0 get to know each other by asking some basic questions about their jobs or studies, At the end of the activity, you can collect the handouts and use them as a record of each student’s previous learning, experience, and the reasons why they have chosen to study Business English Photocopiable activity 2 This text provides some further reinforcement of the difference Between the present simpie an the present continuous, I also introduces students to multiple-choice questions ofthe kind they will find inthe BEC or BULATS exam. Exercises 4 and 5 give students another opporiunity to recotd the difference between the two tenses [asin the Grammar workshop in the Students Book). I your students are aleady confident with this, you may prefer to go straight to Exercise 6.Photocopiable activity 1 Personal information Getting started Note down answers to the following three questions. Then compare your notes with a partner. 1 Where did you study English before this class? 2. When did you start studying English? 3. Why did you decide to study Business English? Choose A, B or C ‘A. [need to use English in my work B { will need to use English in my future job. C 1am sill studying and [am not sure what my future job willbe, but I think this type of English will be useful Talking point 1 1 Work in pairs. According to your partner's answers, choose four suitable questions from below to ask. Ask some further questions of your own, if you like, * What is your job? * Who do you work for? Where do you work? When do you use English in your job? Do you travel a lot in your job? What do you study? ‘Where do you study normally? What are your plans for the future? What job would you like to do? 2 Now introduce your partner to the rest of the class. Talking point 2 1 Which ways of communicating do you use most in your job, or which do you prefer? Choose two of the following. * phone = meme = email + text messages + face-to-face conversation 2 Compare your preferences with a partner and talk about the means of communication that you chose. Ask and answer the following questions. ‘+ What do you use (email/memos/the phone, etc.) for? ‘© What are the advantages of communicating with people in this way? + What are the disadvantages? # Are there any situations when commun ting with people in this way is not a good idea’ 10 GRE ET TE Bo Ka OCR Te OTS | UNIT 4Photocopiable activity 2 Reading 1 Below you will The hotel manager nd an article which describes a week in the life of the manager of a chain of hotels. Skim the article quickly and choose two adjectives to describe Piet Krens's week, stressful ie 2 Compare your ideas with a partner. My Week TRAVELSTOP ‘A week in the lif of Piet Krens, Chief Executive ofthe Duteh hotol chain Taveltop. Monday Octohor 10 I start each day with a session on the exercise bike before I jeave for work. My normal routine Is 10 spend Mondays at our Amsterdam office. Each day, before | meet anyone, [check my two text messages One gives the number of the previous night’s room ‘occupancies and the other tells me how many reservations we took over the Internet. My first meeting on Mondays is ususlly with Mehmet Demitcan, our sales and marketing director, Today. we're discussing plans for our new advertising campaign, Later 1 always have an ‘A to Z meeting’, looking at possible sites for new hotels with our executive team. Tuesday October 11 This is a day in the Hague, s0 once I have finished on the exercise bike, I drive up for a weekly meeting with the managing director, Natalie Jansson. Tuesday is usually my only day here so [ try t0 be sure I go for a wander and meet the team. I enjoy catching up with them but I don’t much care for the journey here because the traffic is so heavy. 1 have some special anti-stress music that I always listen to when I'm in she car. Ithelps me to relax. organised 1 bee lonely boring C1 exciting 2] relaxing Wednesday October 12 Tovlay, I'm checking our two mest recent hote's in Amhem and Eindhoven, Whenever I visit a hotel, £ Then, depending on how argent the matters are, # either phone when I"m back in the car oF talk about them at our next meeting. This Wednesday, ['m also checking a possible new site for a hotel at Tilberg Thursday October 13 11's only a short session on the bike this morning as walk around and take notes. we have our board meeting on Thursdays. | meet over breakfast with our chairman, Erie du Vert, and Jan den Ouden, our chief financial officer. { always ook forward to our breakfast meetings although our debates can sometimes frighten the other customers! Normally we spend most of the time on issues, but today we're also discussing the approval for the ‘ilberg site, Friday October 14 1 use Pridays as a day 10 meet key contacts in the industry and analysts, Usually the analyst and I carty ‘out a teview of the forecasts and we devote one Friday in each month to looking at the past inonth’s results. In the afternoon, I review the week to come Vm not and organise papers. keen on formal communications and would rather pick up the phone than dictate a memo or weite an email, Fortunately most of our management team feel the same, so our phone bills are high but our paper bills are not! 3 Scan the article to find out when Mr Krens does the following activities (1-9). Choose from: every day, every week, or one particular day (e.g. Monday October 10). do exercise every. day. meet the MD in the Hague visit the hotel in Amhem have breakfast with the chairman discuss the advertising campaign uNiT1 A 6 receive sales figures via text message 7 have an‘A to 2’ meeting 8 organise papers 9. visit Tilberg 5 We FTES 5 Trl aeP raliianyan Way © Cane Von es 8 ETT "Photocopiable activity 2 The hotel manager 4 Put these things in the correct place in the table below, then answer the questions which follow. © Things which he does every day ‘© Things which he does every woek © Things which are not part of his routine Every day Every week Not part of his routine do exercise * Which tense is used for the actions which he does every day or every week? © Which tense is used for the things which are not part of is routine? 5 Complete the following sentences with a suitable verb in the correct tense. 3. Mr Krens .4@¢s.. exercise every moraing before he goes to work 2. On Mondays, he usually the sales and marketing director 3. On Wednesdays, he always ‘one oF two hotels outside Amsterdam. Today, he hotels in Arnhem and Eindhoven, 4 He stil for approval of the Tilberg site. 5 On Friday afternoons, he his éiary for the week to come. 6 Scan the article again and choose the correct answer, A, B or C. 1 What is the “A to 2’ meeting about? 3. How often does he review past results with the analyst? A financial results A daily possible future hotels B weekly © recently opened hotels © monthly 2. How does he feel about his breakfast meeting? 4 What is his favourite method! of communication? A He enjoys it A phone B He is nervous about it B memo € He feels bored by it € email Vocabulary 1 The article contains a number of expressions to talk about likes and dislikes. Put the following expressions in the correct column, using the context in the article to help you. pe like distike T don’t mach care for Took forward to fenjoy Tina not keen on 2 Complete the following sentences about your likes and dislikes. 1 In my job/studies. 1 enjoy (activity) 2 don’t much care for sous (activity) 3. [Took forward to {@ day/time/month) because 4 F’m not keen on (@ day/time/month) because 5 1'@ rather than because 3 Work in pairs and read your sentences to each other. Do you like/dislike the same things? 12 CA AT Ay aS nie Te TD UNIT 1Answer key Photocopiable act Reading 1 Suggested answers organised hectic 3 Devery week 3 Wednesday October 12 4every week —_§ Monday October 106 every day 7 every week Bevery week 9 Wednesday October 12 ity 2 4 [very day Every week cote do exercise eet the MI the Hague” | visit the hotel in Ahem recoive sales figuces have breakiast with the discuss the advertising via text message chairman campaign have an ‘A to Z’ meeting visit Tilberg organise papers H «The present simple is used for actions which he does every day or every week. ‘+ The present continuous is used for things which are not part of his routine, 5 Suggested answers (other verbs are possible) meets 3 visits: is visiting 4 is still waiting 5 checks 6 2A 3C 4A Vocabulary 1 Like islike | Tenjoy Tdon't much cave for 1 look forward to Pm not keen on Student's Book activities Gotting started 2Diane 3Bernard. © 4Gamal_—‘S Leila G Beverley 7 Jenny = § Guy_—_9 Richard Company departments Vocabulary 2b 3g 4a Sc be Personal assistants Listening 2 taking phone calls, answering letters and emails, taking notes in meetings, prioritising appointments, welcoming visitors, looking up information 42f 3b 4d Sa Ge Changing places Reading 3 Donald Eisner: Paragraph 2 ‘Alex Jennings: Paragraph 3 Both men: Paragraph 4 4.2 Tue false 4 Tue Sfalse G6 Tue | 7K se 8 Tue Grammar workshop Present simple and present continuous 1 Present simple: usually, always, every week, twice a month, never, often, every month, sometimes, generally Present continuous: now, at the moment, this week, curvently, at this moment in time, this month, today 2 2need spend 4 Are you making _S ate reviewing G-does not work 7 arealso locking 8 do you want 9 reminds 10 don't reatise UNIT 1 The working day 1aTranscript Listening (page 11) 1 = Interviewer; $ ~ Sally 1: Sally, 'm not sure many people are clear about what the job of PA really is, So, what exactly do you do? S: Well, normally | arrive at the office at about half past nine. My first job is to check my email. Every day there are Jots of requests for meetings with Richatd from producers, directors, lots of people. [ prioritise these and 1 fit them into Richard's diary around his other appointments. Before any meeting, Richard needs background information, so | often do tesearch or look up information, During meetings, Lake notes and then afierwards | type the minutes and file them. And Ldeal with conespondence, take phone calls. and welcome visitors 10 the office 1: What kind of atmosphere do you work in? 'S: Oh, it's very busy. There are all kinds of people: producers, directors, actors, coming and going all the time. And sometimes it seems like the phone never stops ringing, 1: What do you like best about your job? S: The people | work with. They're very positive and helpéul I: And what do you like least? S: Well, you can by Jot of press meet There are always so many tings happening. It can be quite manic sometimes. I: Do you have a good working relationship with your boss? S: Oh yes, we get on very well, He has a hectic schedule and he’s out of the office a lot of the time, so trust is very impostant. He relies on ne to work efficiently if he's not there I: What kind of qualities do you think a PA needs? S: Organisation is the most important thing, definitely. You need te be quite meticulous when you're planning your employer's appointments, 1 Anything else? 8: Yes, you need to stay cali, even in a difficult situation. And you need a good telephone manner and good communication skills. 1: Do you have any words of encouragement for anyone who is thinking of becoming a PA? S: Bein is a valuable career. It gives you a really good idea of how an organisation works and how people make decisions. And it ‘can be an ideal springboard for a career in many other business areas, from marketing to finance. 14 UNIT 1 The working day printCorporate culture This unit teaches language for describing companies and their cultures and values. It also focuses on the concept of collocation, an important principle in learning and recording vocabulary. ‘An awareness of collocation is also necessary for BEC Reading Part 6 and the ‘open’ and multiple-choice ‘gap-fill questions in BULATS (e.g. Reading Part 1 Section 2, Part 1 Section 4, Part 2 Section 2) The listening activity introduces students to the idea of listening for overall meaning, rather than details, by focusing on the opinions and mood of the speakers. The speaking activities give students practice in asking and answering correctly formed questions about their work or studies and in giving detailed answers. ‘Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). BEC BULATS ‘Speaking: Asking for information ‘Speaking Part 1 ‘Speaking Part 1 Photocopiable activity 2 ‘Speaking Part 1 ‘Speaking Part 1 and Part 3 Notes on unit Getting started lf students have had some experience of working in different companies (or have studied them) you could begin by asking them to decide on a definition for corporate culture in groups and then to brainstorm the kinds of things that it affects. Reading: Corporate culture You may need to pre-teach some ofthe vocabulary in the quiz (eg. chat or challenge), but encourage students to guess where appropriate. The two proverbs at the end will probably need to be pretaught. Make sure that students understand that they convey opposite advice, as the first means ‘be careful and don’t take unnecessary risks’ and the second means ‘you can’t achieve anything if you don’t take risks and try something new: Vocabulary: Collocations Students should be encouraged to make recording collocation an integral part of theit vocabulary learning ‘They are encouraged to look for and record collocation from other texts throughout the book. You could also discuss with them the various ways of recording collocations in their vocabulary notebooks (e.g. word diagrams of the type that are demonstrated in Unit 1 of the Personal Study Book, or tables). Tables are often useful if UNIT 2 Corporate culture you want to record more than two words (e.g. verb + adjective + noun) as they show how different words can be slotted in, e.g: Follow the | standard normal procedure Photocopiable activity 1 This activity gives students some training in dietionary use and introduces the idea of using the dictionary as a source of cllocations. You might lke to doit after the listening activity to follow up the work they have done on recording collcations from texts Speaking: Asking for information This section suggests ways in which students can avoid short, one-word answers to questions, again an important skill in both the BEC and BULATS Speaking Tests. If you ‘wish to proceed to overt exam practice immediately, you could follow this up by doing the exercises in the exam skills section. Photocopiable activity 2 This activity offers further practice in asking questions, this time about companies rather than about personal information Students will need to spell out the names correctly inthis activity — an important ski in business and in the BEC and BULATS exams. You might want to quickly revise the names of the letters first. 15 snUsing your dictionary Photocopiable act Vocabulary 4 Look at the dictionary entries for the two. : words below and complete the verb-noun 4 Work in pairs and answer the following SonocaicHe. question. * What kind of dictionary do you use when you SranaReeneneeny study English: bilingual or English-English? oan fo th on of beng faced wih) someting ating goat etal ‘lo im onder to be done suecoeilly aa hich theta ets a prsons abi. Ping osteo 10s poles 6 oe of the gust caltenges 2 Look at the types of information given by dictionaries (1-5) below. Tick the information your nary gives. fave yates ty tT egcoheaee o {Pungo ib Br Fn ces ise 6 heating 2 word type (eg. verb, noun, adjective) Q 3- grammatical information (e.g. countable/ promote {ENCOURAGED tinceuntable for nouns) Qo we ereaage the popula, el, dcelgpnent oF ene 4 example sentences o something, Catena of eaasun eae nt asco sy gk pn 9 American/Austvalian) o "Totnes ted ne an sstanding of he ote 3 The following information (1-14) appears in the ‘Semenov aves f fe dangers at een Cambridge Advanced Leamer’s Dictionary for ‘ur plane ri the words corporation and achieve. Separate the information for the two words and write a 1 the challenge number (1-14) under the correct heading in the the challenge table below. 2 promote 1 to succeed in finishing something or reaching promote an aim, especially after a lot of work or effort. promote 2 She finally achieved fer ambition to vist Sout Glwe sith bail FSe ie sisted baie taypetiten ate the three definitions is correct. Discuss which’ 3 group noun you think is the correct definition. 4 tc 1 EMBEZZLE. 5. achieve an objective A (verb) to lose value over a period of time (like 6 fongit factory machinery) 7 She didn't want to work for a big corporation B (verb) to steal money from the company that where everything was so impersonal. 8 /.korpor'er, you work for € (noun) a special party for an employee who is 9 ver veaving 0 2 WINDFALL i The government's training policy, he claimed, A {noun} a sum of money that you receive when was achieving its objectives. 12 multinational corporation 13 A large company or group of companies that is prodivct (e.g. false designer clothes) sonetrolloal testis e Suagle areantieetiony © (moun) a sudden fall in value of a currency 14 achieve an ambition you are not expecting it B_ {noun} an illegal copy of another company's | Check your guesses ina ccttonary or with corporation | achieve your teacher. ee 7 Now work in groups of three. Choose a word from a business dictionary, and write two false Sa 2 definitions. Then work with another group and en [| see if they can choose the correct definition. example sentences collocation’ z C CM imMiri me mmm HAM To TTT OTT UNIT 2Photocopiable activity 2 Describing companies geaking | /{ Mie taltowing words in the right order to make questions about companies. | nearest what de you produce? ‘appar sed is where? : ‘ujiloy peuple company how many the? 8 gee main who your? sipetiloss main are who? fheos eumployees there is for a? the new what at moment aret isieets the acon you what working moment? vu with governing are registered any? aepla + Qari Wi pains and each take the role your teacher gives you. Read your card and look at hutepail next to it. Decide which of the above questions you need to ask to complete ‘lorsnation about your partner's company on the notepad. Take it in turns to ask stions and write down the missing information. Spell out any names if necessary. 4 Coniyiare tole cards to check you have written the missing information correctly. 8: ape working, tell your partner about your company, or a company that you know, ‘siiig) al laast six of the questions in the Speaking exercise. i bitiT CTT aT TO MT aT! 17 rnPhotocopiable activity 2 Student A Here is some information about the company you work for. Be prepared lo give your partner this information, spelling out any names if necessary. Name of company: Proteger Products: CCTY security cameras Location: $80 Paoto, Braz, with another branch in Rio de Janeiro Number of about 80 full-time employees: about 20 part-time Gn technical support department) Customers: small businesses, chiefly in Brazil Competitors: Spyall, based in Belo Horizonte, Brazil Some USA companies New products: ‘Mini indoor camera (2em x 2era) for hidden use Student A Name of companyt | Services: Location: Number of employees: Drees code: i epee | Registered with: Student B Here is some information about the company you work for. Be prepared (o give your partner this Information, spelling out any names if necessary. Name of company: Oakwood Services: Arranging personal loans, morigages and pensions. Location: Head office in Manchester, UK Number of ‘employees: 28 Dress code: ‘Suit and tle when dealing with clients Current projects: Developing Internet guide 10 UK financial services, the Office of Fi Registered with: Tading - Student B Name of company: Products: Location: Number of employees: Customers: Competitors: New products: 18 TSS HER PTS WSAnswer key Photocopiable activity 1 Vocabulary 3 corporation | : | pronunciation a | word type = 2 ~ yraramar 4 definition 3 example sentences collocations 41 face the/a challenge rise to the challenge 2 promote products/a product promote an understanding promote awareness 5 ‘The correct definitions are: 1B 2A Photocopiable activity 2 Speaking 2. What services do you provide? 3 Where is the company based? 4 How many people does the company employ? 5 Who are your main customers? 6 Who are your main competitors? 7 Is there a dress code for employees? 8 What new products are you developing at the moment? 9 What projects are you working on at the moment? 10 Are you registered with any governing body Role-play 2 See your partner's role card for the answers. Student's Book activities Collocations Vocabulary 1 2fixatime 3 keep up with the times 4 take on challenges 5 plan a strategy 2.1 standard procedure 2. serious risk follow a standard procedure take a serious risk 4 2create an opportunity 3 pool our ideas 4 put forward a proposal, a solution § hold a 6 reach a solution, your full potential 7 come up with a proposal, a solution 4. Suggested answers 2 rewarding work, partnership 3. close partnership, contact 4 friendly atmosphere, partnership 5 competitive atmosphere, price 6 valuable resource, work, contact neeting, UNIT 2 Corporate culture 19Olympus Vocabulary 1 pay attention challenging/rewarding work dress casually friendly atmosphere close partnership competitive price close contact valuable resource Listening 1 They do not have regular communication meetings and management style is not ‘open door’ 2 call a meeting, set up a meeting, call off a meeting ‘Asking for information Speaking 1 tion A hat’s the name of your company? What's your job? What do you hope to do in the future? What time do you start/finish work? ‘What exactly do you do? Questions which do not form a pair: What are you studying? What do you enjoy about your job/studies? Do you do many different things in your work/studies? Do you travel much in your job? 32d 3f 4e Sb 6a Question B ‘Who do you wor What do you do? What are your plans for the future? ‘What are your working hours? What does your job wwolve? 20 Transcript ‘Listening (page 16) M = Man; W = Woman M: Did you understand that memo about changes in the pension scheme? W: No. Andrew just has to call a meeting about this. He can’t just send a document round. We need to know exactly what's happening and why. M: He just won't deal with people face to face, that’s the probiem. | mean, the idea that we have regular communication meetings is a joke. When dic we have the Jastone? All he does is shut himself in his office and send emails. W: Lknow. So much for open-door management. 1 think we should talk to other Olympus offices to see what they've heard about this. M: Could you do that? And for now I'll send yet another email to Andrew and uy to get him to sclup a meeting about this. We could all be affected if they've changed where they've invested the fund. | don’t believe for a moment that they're doing it for our benefit. This must be a way of trying to save money. W: That’s the thing, isn’t it? OK, I'll find ont what ather offices are doing about this and get back to you. And good luck with our dear director. 1 hope he doesn't agree and then call aff the meting at the last minute like last time. UNIT 2 Coiporate cuCompany history This unit revises and practises the past simple tense. It gives practice in talking and asking questions ‘about the history of companies in the past tense. The skills work gives further practice in skimming a text, to understand the overall topic (the Levi Straus & Co. text} and identifying the main information in each paragraph {the Hongdou text). The listening activity provides practice in listening to a talk or lecture and in picking out key information when making notes ‘Although none of the tasks in the unit exactly replicate exam questions, some are designed to give ‘students the skills and practice needed to deal with them (see table below). Listening: Joseph Rowntree Speaking: Joseph Rowntree | Photocopiable activity 2 Notes on unit Grammar workshop: The past simple his grammar will be revision, but stadents often still nave problems with forming questions and negatives in the past simple, which is why much of the practice concentrates on this, both here and in the information sap activity atthe end of the unt You may also want to remind students ofthe three siferent pronunciations of regular past tense verbs. ll three can be fond in the Levi Strass& Co. test, fr example I) stopped, launched J) rerelved, opened nl inherited, celebrated Reading: Hongdou In Bxorcse 5, stucents are asked to talk bel about the history of a company that they know. if students are in employment, this isan opportunity for them to tell a partner about the history of their company. Mf students are pre-service and do not know any company well enough, you may like to use the examples in Photocopiable activity 1 Speeking: Joseph Rowntree [ier they have completed the information-gap speaking task, if students are in-service they could also tell each | BULATS | other about the history of one of their most important Ing the same kind of information that i prodve covered here, Photocopiable activity 1 ‘This is intended as an alternative follow-up activity to the Hongdou reading text for pre-service students. For Company B, you will probably need to pre-teach the teem pharinaceutical company (a company which produces ‘medicines) and practise its pronunciation, Photocopiable activity 2 This provides further practice in using the corvect past simple forms in the affirmative and interrogative. This grammar point may be tested in a similar way in some of the gap-fill questions in the exams, especially BEC Reading Part 6. Prepositions are also practised in this activity and they are also often tested in both BEC (Reading Part 6} atid BULATS (a number of sections of the reading paper}. ‘According to the students’ nationalities, you may want to add other time phrases 10 do with special days ot local festivals (€.g. carnival time}. If so, you will need to point out that holiday periods such as Christmas and Easter also take the preposition at, (Ramadan tends to be an he name of 2 month.) exception (@ this because it 21Photocopiable activity 1 Talking about companies Speaking Your teacher will divide you into two groups. One group of students reads the notes for Company A and another for Company B. Form a pair with someone from the other group and tell them about the ‘company you have read about. Speak in sentences (don’t just read out the notes). COMPANY 4 Hyundai Motors How the company began: Founder: Chung Yu-yung Place: South Korea Year: 1946 How the company expanded: 1974: developed their first car, the Pony 1976: exported the first Ponies 1985: Established Hyundai Motors USA 1996: Introduced Korea’s first credit card COMPANY B Roche Pharmaceuticals How the company began: Founder: Fritz Hoffman-La Roche Place: Basel, Switzerland Year: 1896 How the company expanded. 1897: opened branches in Germany and Italy 1908: opened branch in New York City 1934: began to produce vitamin C (a recently discovered process) id's leading supplier of vitamins 1938: became the wor 22 (niin ME TT RTT ME MT TT} UNITSPhotocopiable activity 2 National Book Store Reading 1 What do you understand by the word entrepreneur? Read the following definition. entrepreneur ® 1, someone who starts up their own business, especially if this Involves risk 2 Now read the following information about a business prize. Ps a business award which recognises ‘outstanding achievement in company dovelopment. The award sterted in the US in 1986 but now it takes phiee in over 35 nations. ‘One of the winners of the sozird in 2004 ‘was Socoro Ramos. the owner of the biggest book store in the Philippines. 3 Read the interview below between Socorro Ramos and a journalist. Complete the text by putting one of the verbs from the box on the right in each gap (1-19). (There are many more words in the box than you need. This means that you must make sure that the verb you choose has the right meaning and is also in the correct form ~ either the past simple or base form.) NATIONAL BOOK STORE SocorreRamosisnewinher epiesbuc When dou 10 wunnnyourfist bookstore? ff anange herwrergyandprsonforher worl’ alot. My lap aer war he owner ofa a revain She alte EmacandYeong, snalbookshop nExaka andhe pete oo Conepreneuroftheeeravaréin2008f0r care aermyhistand Ht theplae oe forcutedingachicvemonts Hereshe fommyboterandhe 12. Natal oa talotoajouraiseaetenewspaper BookStore “ Fripp Str Spee Now the National Bol Sore as 2 branches. | fe What did you? sas asa young gil? How uly the busines Bose? a Pe ed ta tee rycty ce ymsl ee to imenytohep paren Sues everingend owe fen M to Le inatacoryandastwairenedurageie”” Sedunulvery lel 1S. theboots ince we stool olay tcerahiynveréof shopwndowardhe 16... thefoorat2am | nner astttesees Pisaiecihtinhietapint ig = onic 7 Waid you do when you aa schoo? How id you 18 acason March when they | on (8. workin GoodwiBootsore Here, announced that you were the winner the on 19. myhere wba joothamonse pre? brother oyster Penida UNIT 8 a Buss Bi arama arranged bought called came dreamed earned expected felt grew Tet met ‘opened started stayed swept won worked ee a 007s:Photocopiable activity 2 National Book Store Vocabulary 1 The text contains several dates and times. Study the prepositions in the following sentences, then answer the questions (1-3) below. + Topened my first bookstore in 1945 + My husband sep she floor at 2 am. + How dit you feel on March 7? 1 Which preposition is used for times of the day? 2. Which preposition is used for days? 3. Which preposition is used for long periods like months and years? 2 Now write the following time phrases in the correct column in the table below. Marah midnight New Ye nine o'clock Ramadan summer the twentieth century the 1930s the weekend Valentine's Day Wednesday 1900 IN oN Ar Mace 3 Complete the following sentences (1-5) about Socorro Ramos with the correct time prepositions. Choose from in, on or at. 1 Socorra Ramos was born ...f... 23 September 1923. 1948, a tropical storm destroyed most of her new bookstore. the 19505, she started selling Philippino greetings carcs and posteards, Jen at her age, she often goes to bed 2am or 3am and still gets up 7 o'clock. ‘They announced that she was the winner of the 2004 Ernst and Young award March of the following year. 4 Work in pairs. Write down five dates (days, months or years) or times that are important, either in the history of your company or in your personal life. Show them to your partner and see if they can guess what happened on those dates. 2 3 4 5 24 Cem ERE RTP TRATaA a FT Na unr 3Answer key Photocopiable activity 1 Speaking Students swap role cards to find out about each caher's companies. Photocopiable activity 2 Reading 2dream — 3came eam —§ worked (dreamed left 8 started 9 mot WO open/start 11 bought 12 called 13 grow —14go_-IS arranged 16 swept 17 opencd/started ‘18 feel_—_-19 expect Vocabulary 2 tat 2on 3in | Nw on at | Maren the weekend (US) | midnight Ramadan Valentine's Day | New Year summer Wednesday nine o'clock the twentieth the weekend century (UK) the 19308 1900 2m 3in 4atat Sin Student's Book activities Getting started © (because they started as a paper manufacturing company) Bb da ad Levi Strauss & Co, Reading 1 Suggested answers 2 launch a business / an advertising campaign/ a product 3 take over a business / the presidency / directorship 4 win an award / money $ run a business / an advertising campaign 6 inherit a business / money / the presidency / directorship 2 Rost title: 2 UNIT 3 Company history Grammar workshop ‘The past simple 1 Land 3 are the correct statements pre = open opened launeh aunched continue continued stop stopped carry [carried 3. The last consonant is doubled (e.g. stopped) The y is ¢ (e.g. carried) 4 | | went | made | took begin | began spend spent run ran Brow grew set set win ‘won § (Some variations are possible) 2 Where was Levi Strauss born? 3 Where did he set up his first clothing business? 4 When did he begin producing jeans/overalls? 5 When did they start calling their trousers ‘jeans’? 6 When did the first Levi Strauss & Co. TV commercial appear? 7 What did they celebrate in 2003? 8 Why were they so successful? Hongdow Reading 2b paragraph § e paragraph 4 3. paragraphs 3 and 4 4a7 b3 c2 d4 el £6 45 c paragraph 2d paragraph 1 Joseph Rowntree Listening 2 2over 4,000 3 free education 4 a doctor 5 an §-hour working day 6 a pension fund 71969 8 1988 25 cS SSTranscript Listening (page 21) Good moming and welcome to our lecture about famous 9th century company owners who were both successful businessmen and who were also deeply concerned with the welfare of their employees. ‘The first example of a company owner who did a lot to help the poor was Joseph Rowntree. You might know the name, as many of Rowntree’s chocolate products, like the it Kat bar, are sil] around today. But you may not know that the original Rowntree family were very involved with social work Joseph Rowntree was born in York in 1834. First of all he worked with his father, but in 1869, he went to join his brother Henry who owned a cocoa and chocolate faciory in York. At that time they had only 30. workers but under Joseph's management the company grew very quickly. By the end of the century it was a huge international busin with over 4,000 employees But Josepir was not just a director of a very successful company. He was also concerned with finding ways to reduce poverty and he introduced a great many changes for the workers in the Rowntsee factory. He provided free education for workers under seventeen, a doctor on site and he shortened the working day to.sight hours. Most importantly, in 1906 he used £10,000 of the company’s profits to set up 2 pension fund for his workers. His son, Seebohm Rowntree, was also famous for social work and in 1901 he published a study on the life of the poor in York. called Poverty: a Study of Town Life. The culture of the company changed somewhat in 1269 when Rawntree's merged with Mackintosh, another Yorkshire confectionery company, and again in 1988 when the company was taken over by Nestlé. But Joseph ts still remembered as a great philanthropist and there are three charitable trusts that he set up in 1904 which are stil vworking and are still known @s the Joseph Rowntree Foundation, Now the next example of a kind factory owner, strangely enough, was also a confectionery giant and that was ‘Thomas Cadbury 26 UNIT 3 Company historyThis unit teaches language and vocabulary to do with the Internet and websttes. It also teaches functional language for writing emails and makes the distinction between formal and informal language. ‘The reading activity provides practice In scanning a text and using subheadings to check specific information, The listening actvity practises listening to, and understanding spellings, 2s well as some of the punctuation symbols used in email addresses. ‘Athough none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below), Reading: Company websit Vocabulary:.Emails [Wring: Ems Photocopiable activity Notes on unit Reading: Company websites IW sindents are in work, you could begin this activity by asking them about their own company’s website (what it contains, who designed it, how often itis updated, ete.) target them to tel each other about it in pairs the activity of ehecking to see ifthe advice is incladed not included, orif the vext disagrees, is intended as a frst twp towards the exercise which BEC students will ‘encounter in Reading Part 4 of the exam {where they have to decide if information is right, wrong, orif the text does hot say). Here, 3, 5 and the second past of 7 disagree with the text, whereas the second part of 93s not included. Vocabulary: Emails This section requires students to listen to and understand pings. this is still a problem for some students, you ray want to qukly revise the names ofthe letters before ling the “same or different exercise. One way of doing this (if students are in work) could be to ask them to dictate ‘hair own company website aesses to each ether from ihwirbasiness cards, Spellings are routinely practised in Listening Part 2 of both tho BEC and BULATS exams UNIT 4 The Inter Listening Pat 2 Weting Patt “Reading Par 1 Section 3 and Part 2 Section 5 Writing: Emails In terms of length of text, writing tasks 4 to 6 are more like Writing Part 1 of the BEC exam, which requizes candidates, to write an email of 30-40 words, than the BULATS Writing, Patt 1 {which requires a text of around 60 words). However, the general principles of correct register and relevancy remaia the same, If circumstances allow it, this part of the unit could be extended by asking students to bring in ‘copies of any emails they have recently sent or received at work, This could form the basis of further work on register Photocopiable activity “Thisis an aditional reading text which i relevant for students who work in banking or finance. alse gives exam students some farther practice in answering multiple chice questions. The final speaking activity is also simi to the kind of roleplay that BULATS students wil carry out in Part 3 of the BULATS speaking tes ‘The computer and banking wocabnilary here is intsoduced in Units 2 and 4 of the Personal Study Book, so you might ike tobe sure that students have complereé these exercises beforehand. If you are not using the Personal Study Book, you may need to pre-each the wards hacker, firewall and overdraft. 27 ceePhotocopiable activity Getting started Most banks have websites and a lot of banking services can be offered over the Internet. Online banking Work in pairs and try to think of two advantages of online banking for: * the customer © the bank, Reading 1 Skim the following article to get a general idea of its content and decide which paragraphs talk about the following things. a Problems with online banking. b A false idea about the future of banking © How online banking can increase profits d Why banks should offer both traditional and online services ONLINE BANKING {in the early days of the Internet, some People said that it was going to revolutionise the way that we menage our bank accounts They predicted that all banking would eventually take place online, Banks whicn only exist online are, of course, wen cheaper to sun than traditional. banks because they have lower staff and building ‘opsis. It seemed possible that the traditionat ‘test bank could disappear in the space of a few decades. However, these predictions heve not come {ue and it seems unlikely that they will, The Interne: has not replaces ordinary high siteet banks. Instead it has just become one more way in which the bank can reach its customers, Indeed, customer surveys seem, fo agree that most customers want everything: a branch of their bank inthe high siteet, @ 24-hour ATM,* and a way of checking their account online. Online banking is also not without its Drawbacks. To begin with, the service requites a big invesirment on the part of the bank to make sure that the information technofogy is compatible with the computer Glossary ATiM (automated teller machine): the machine outside the bank from whieh you can take money from your account using your bank card and PIN. In the UK this is also called a cash dispenser or a cash porn 2 CKimikinintnm= MATE MANU TE Mia TTT UNIT 4 oO Qo mi systems inal the branches. An even bigger problem is the possiblity of rau. One of the ‘most common is so-called ‘phishing’. This is vhhen fraudsters send out false emails, such as fake job offer, to try to make people give their account details. They then use this personal or financial information to obtain money. This has affected ¢ number of ‘companies and, if continues, a number of ‘customers may decide not to bank oni. Despite this, there is evidence that banks whign have developed a large number of online services can have 3 competitive advantage. It seems that online customers are more likely to buy extra banking products. For example, ING Direct, the online branch of the Dutch benk, gained a number of customers by offering online sovings accounts with very competitive interest rates. They then increased their profits further by launching other products which targeted these same online customers. Online services seam, in short, a very good way for hanks to market products to existing customers and to reinforce existing relationships. eaPhotocopiable activity Online banking 2 Look at the words in italics in the article and match each to the correct definition (1-9) below. Use the context in the article to help you. 1 ‘Vhings that people say will happen in the future .poadictions 2 Completely change 3 ‘The practice of getting money by tricking someone 1 Make stronger Able to work together © Periods of ten years ? Peaple who get money by tricking someone else 8 Disadvantages Not real (but made 1o seem real in order to triek people} 3 Read the article in more detail and circle the correct ending, A, B or C, to make true statements. 1A few years ago, some people predicted that 3 One reason why customers may not wan to bank online is ‘all banking would soon take place online. A the possibilty of criminals taking money from the account. 5 traditional banks would lower their prices. B the possibilty of the computer system failing © ooline banking would cause security problems. C the possibility of receiving unwanted advertisements 2 According to research, most bank customers want 4 ING Direct’s online savings accounis ‘A mote services online. A targetest existing customers. 13 a variety of ways of accessing their account B offered better interest raies than many other banks, longer opening times for high-street banks € were not successful Role-play Work in pairs and each take one of the roles below. Read the instructions on your card and take a few minutes to prepare. When you are ready, Student A begins. Student A You are starting a new business and want to find out about the online business banking service Ghat your bank offers. You are talking to sv employee at the bank Student B You are an employee at a bank. A customer is asking you about your online business accounts. Read the following information, Business current account * Customers can access their account online, via the business telephone banking service or at any ATM. The telephone service is available 24 hours a day. + You have good! security measuses. You use the lagest anti-virus software, and a firewall to stop hackers of fraudsters accessing the account. ‘+ New business customers do not pay any handling charge for the first 12 months. Find out the following information: 1 ways of accessing your business account 2 the security measures that the bank uses 3 special deals for new business customers. Like a few moments to prepare your questions and then ask your partner for the information. AL the end, give your opinion on their online banking service. Customers can also negotiate the size of theit overdraft wits the bank anager i {| When you are ready, answer the customer's | uestions and ty t convince them to open a 2 | business account with you. lt) Mimi AMO TT 29 ESLAnswer key Photocopiable activity Getting started Advantages for the customer: convenience, speed ‘Advantages for the bank: saves costs, speeds up processes Reading 1b) ca a2 2 2revolutionise 3 fraud S compatible 6 decades S drawbacks 9 fake 31A 2B 3A 4B 4 reinforce 7 fraudsters Student's Book activities Getting started 1 Liask bar 2 Internet security 3 website address 4 search engine Skey word 6 home page 2 lonline access 3 loads/downloads Company websites Reading 1. Student's own answers 2 1A 2C 3X 4X SX GF 7 comments: C; photos: x 8D 9E Vocabulary 1 2cluttered 3 gimmick 4 backfire S handling charges 6 time consuming 2 user friendly — 3cluttered 4 backfire Shandling charge 6 gimmick 3 Student's own answers Emails Vocabulery 12d 3a 4b Se 6f 228 3D 48 SD 6D 78 8§ 32B 3L 4B SE 6B 7E 8E 9E 0B writing L2c 3f 4a Sj 6h 7e 8d 5g wb 2. Suggested answers Beginnings Endings 2 Dear Jolin 2 Kind regards 3 John 3 Bye for now 4 Hi John 4 Cheers 30 3. Suggested answers Requests, Apologies 2Do you think 2.5 would like to offer our you could apologies for 3 Please could you 3 J would like to apologise for 4 Could you 4.1'm sorry about 5 Can you 5 Sorry about 4 [Formal to discuss the scheditle for training day Looking forward to your reply Dear Mr Mortis but pethaps you could suggest a suitable time for the week after Susan Jackson My diary is very full for next week 1 would like to arrange a meeting Informal to talk about the schedule for training day Jet me know Hi Andy tbut I could manage the week after Sue T'm pretty booked up next week Can we get together sometime 5 Sample answers ‘See page 110 of the Student's Book. 6 Sample answer See page 110 of the Student's Book. Transcript s | Listening (oage 24) 1G Brent, that’s G-BRE-N-T dot 39 at atteanada, that’s ATE-EC-AN-A-D-A dot net 2. sales at taylormills, that’s T-A-Y- dot co dot U-K 3. Ben D Murphy, that's B-E-N-D underscore M-U-Re P-H-Y, at hotmail dot com 4 NAPALLE dot O-M-AR at planet dot N-L. 5 W-W.W dot G-L-F dot com, forward slash, products 6 Mary-Ann Perkins, that’s Mary hyphen Ann dot Perkins spelt P-E-R-K-FN-S at Copland, that's C-O- P-L-ALN-D, dot org dot UK 7 A Sanchez, You spell that AS-AN-CItE-Z, no dots, then at central dot unay, that’s U-N-AW, dot ES 8 WWW dot M-O-RL-AND hotel, all one word, backslash, reservations RM. S UNIT 4 The Internet cocoonDescribing equipment “This unit teaches language and vocabulary for describing objects (e.g. tools and office equipment). tt also deals with the language for reporting problems with equipment and requesting repairs. ‘The listening activity provides practice in listening for overall meaning. It also allows students to listen again, so that they can focus on any det 's which they did not catch the first time. The first reading activity provides practice in understanding the organisation of information within a text. The second reading activity is a scanning exercise which also provides practice in filing in forms. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). BEC Reading: Leasing equipment | Reading: Office | Photocopiable activity Notes on unit Vocabulary: Describing objects Paraphrasing i a useful skill when students do not know the ‘uae of a specific tem in English. You could extend 1 »ssercise by bringing in some examples of tools or office Hhects and inviting students to ask for particular ones, using ‘te methods of paraphrasing in the Useful language box. Listening: The gizmo game Uhis activity invites Students fo describe objects from dir own place of work, Preservice students could use sis oF classroom objects, Ifthe students work in itlerent areas of manufacturing, they may not know the names of the same objects as their classmates, In this tee, you could ask one student to describe the object's ‘npearance and their partner to guess the use rather than He name, Reading: Leasing equipment Five first exercise with multiple-choice gap-fill sentences snoluces BULATS students t0 a type of exercise they wll find in the BULATS reading paper. Here, however, ‘anew students have completed the multiple-choice wtvily, the sentences are used ta raise students? awareness of coherence in a reading text UNMET 5 Deseribing Reading Part 7 Reacing Part 4 writing Part 2 | Reeding Part 1 Section 2 | |_ ancl Part 2 Section 4 | | | | } Writing Part 4 Photocopiable activity This is intended as an optionat follow-up to the reading text about leasing equipment. The reading exercise is aimed at BEC students because it introduces students 10 the right/wrong/doesn't say task found in BEC Reading Part 4 (which is introduced and practised in later units. of the Siudent’s Book}. The writing activity requites students to produce a text of about 60 words. It is aimed especially at BULATS students, but students preparing for BEC will find it useful as they are also required 10 produce a text of approximately this length in Part 2 of the Writing Paper Reading: Office repairs After the vocabulary exercise, it is worth pointing out to students the speci use of keep and need here: ie. keep * -ing to talk about problems that happen every tine You try io use the equipment and need + ing to say what you must do to the equipment. The racing exercise, where students have 1o scan two tex and ill ina form with the relevant information, is sniar tothe task in BEC Reading Pat 7. 1 students ave preparing for BEC, you coud follow this exercise with the relevant exam sls section 31 SS nnnPhotocopiable activity Reading 4 The advertisement below is for a business which leases a range of office and factory equipment. Skim it quickly and decide which of the following headings are correct for each section. Write the heading in the correct place. ‘A. Choosing your payment stractore B_ Making your application © Advantages of leasing FASTEQUIP ‘Are you considering a lease to finance the equipment for your new office or factory? At Fastequip, we aim to give you and your company a financial ‘opportunity that will help you to get the equipment that you need to run your business. 1 ‘The best thing about leasing is that your cash is not tied up in your equipment. The only initial cost is your first payment on the leasing agreement, so it takes less out of your budget than if you had to buy the equipment. That means you have more money left for marketing and other activities. A Fastequip lease can also include the cost of shipping and delivery, instalation and staff training. 2 ‘At Fastequip, we offer three basic options: Flat lease. A fixed term for between 30 and 60 months with a variety of renewal options land the possibilty of purchase at the end of the lease term. Seasonal lease. With this option, you make higher payments during the months when you earn more and lower payments during slow periods. 60 day no pay lease. Payments ‘or the first two months are just €50 and then increase to normal levels, This allows time to get your business up and running betore the full payments begin 3 Fill in the attached form (also oblainable ontine at www astequiplieasingtorm), giving full contact details of your bank, Applications can usually be pracessed on the day that they are received and the lease begins when you actualy receive and accept the equipment. If | you have any questions regarding price structures, please call our helpline on 01243 67389. 32 Cea Bisoee Benchmark Mo Tamece es RATT, oan i Ca NET FOOTED UNIT S An advertisementPhotecopiable acti y An advertisement 2 Now read the advertisement in detail and decide if the following statements are right, wrong or if the article ‘doesn’t say’. (Hint: there are TWO statements where the answer is ‘doesn't say’) Use the headings to help you locate the information and circle A, B or C. ‘The leasing price can caver transport costs (A) right Bo wrong doesn’t say ‘iu can buy the equipment atthe end of a lat payzsent lease, A sight Bo wrong © doesn’t say he minimus monthly payment on a seasonal lease is €50. Aight B_ won 1 For the “60 day no pay © doven’t say lease, you pay nothing for the first two months, A tight’ B wrong C_ doesn't say You need to write the name of your bank on the application form, A right’ «Bo wrong C_ doosn't say Rastequip guarantee to process your application on the day it artives. A right B wrong C_ doesn't say Vhe lease starts an the day that Fastequip receive the application form, ‘A right B wrong — C_ doesn't say ‘The helpline is available 24 hows a day. A sight Bo wrong — C doesn't say Jocabulary Tine advertisement for Fastequip contains a number of nouns which are formed from verbs. Complete the following table with the corresponding nouns, using the text to hialp you. verb exip iting You applied to lease a paper and cardboard shredder for your office from Fastequip. \\ antived yesterday, but unfortunately it does not work properly. Write an email to jequip. In your email: details about your lease .plain what is wrong with the shredder + ake them to replace it While about 60 words. ONS GiAnswer key Photocopiable activity Reading 11C 2A 3B 4B SA 6B 7B 8C ve Noun equip auipmenr pay Tpay/payment ceiver [delivery install stall [renew [renewal apply apleation Writing Sample answer Deat Two weeks ago, | applied to lease a paper and cardboard shredder from your company, model CMC 700 on a flat payment system. It arrived at my office yesterday bot I am afraid | am not satisfied with it, t shreds paper welt bbut ft Keeps jamming if you put cardboard in, Please could you replace it a8 soon as possible? Kind regards, Student's Book activities Getting started 2a 3f 4) Sh 9b We td 121 Bg Describing objects Vocabulary 1 Student’s own answers 2 CD-ROM 32a 3e 4f Se 6d 4and 5 Suggested answers Shape adjectives 1 rectangular Materials | 1 cardboard | 2 metal 2 oblong 3 plastic 3 circular 4 steel 4 round | 5 paper 5 square 6 cotton, 6 spherical 7 glass 7 triangular 8 iron 9 stone 34 7 2 and 3 scissors/pliers in any 4 semi-circular $ ring onder Ground The gizmo game Listening Tib 2¢ 3a 2 Atemporary —_B permanent 3 and 4 Suggested answers Speaker 1: tool which Is used ta make holes in belts and leather. You put belt between two parts and press handles together. Craftsmen use hand cutters like these Speaker 2: 1001 used by engineers to build aeroplanes, When you assemble aeroplane wing, you need something to hold pieces of metal in place while you fasten them with rivets, This puts in temporary rivets to hold metal still before permanent rivets are put in. Speaker 3: tool for making small cuts in wood, used by violin makers. The half ring makes cuts in the top of the violin, Cuts are filled with paint or wood for decoration. Solid circle of wood on other side adds weight to make cuts deeper. 5 Speaker 2 is telling the truth, It’s used for installing temporary rivets in sheet metal. Reading 1. Suggested answers it costs Jess money than buying equipment, you don’t have to pay maintenance costs, you can update equipment more regularly 22C 3B 4A 5A 6D 325 34 42 51 66 Problems with equipment Vocabulary 2e 3c 4b Sa Reading 1a3 b2and6 4 2 Murat Yuzgun 3 projector 4 seminar room 2 § bulb needs changing 6 Richard Parker 7 10 April UNITS De cepeeement SiTranscript 4 jListening (page 27} 1% Speaker 1; 2 = Speaker 2;3 = Speaker 3 a tool which is used to make the hol s and leather goods. You put the belt between the two parts and then press the handles together The circular piece of metal cuts a small hole in the leather, Nowadays of course, most helts are made by machine, but some craftsmen stil use hand ruiters like these. 2: This is actually a tool used by engineers who build aeroplanes, When you're assembling an aeroplane wing, you need something to hold the pieces of metal in place while you fasten them with rivets. This tool puts temporary rivets in the metal sheets ly hold them still before the permanent rivets are pat in No no, this is really a tool for making small cuts in wood. It's especially used by musical instrument makers, violin makers, actually. The half ting is ised to make cuts in the top of the violin, These cuts are then filled with paint or other pieces of wood for decoration. The solid circle of metal on thw other side is just to add weight, so the cuts ean be deeper: UNIT'S Describing equipment 35This unit teaches the use of the present passive to describe manufacturing processes and office procedures. It also deais with the topics of outsourcing and offshoring ‘The listening activities provide practice in listening for details and making notes, which wes done in a ‘more guided way in Units 3 and 6. The reading activity gives further practice in skimming and identifying the overall topic of sections of the text, followed by a more detailed reading of the relevant parts. Aithough none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). (eee | Bec Pholocopiable activity Lo Notes on unit Grammar workshop: The passive ‘The passive is introduced relatively early in this course as 11s more common in format business contexts than in general English. Although students will probably have ‘met it before, there may still be some confusion over the passive and when it is used. If students work for a company which produces something, you could follow up this section by dividing ‘them into small groups and asking them to prepare a short talk {about one minute) to the rest of the group, describing the manufacturing process of one of their products. It is probably best to do dus in the following lesson so that students can prepare visual aids. It would also be helpful to do the photocopiable activity before asking them to prepare their talks, so that students can practise time sequencers, Reading: Outsourcing and offshoring Again, if appropriate, you could ask students if any par of their company's production process is outsourced and whether they know why or why’ not. If students have plenty to say about this, then it could replace the role-play activity lator in the unit Listening: Office procedures This listening activity provides practice in understanding and then using the present passive. For Exercise 5, procedures that they could desctibe from heir own 36 Titering: Oo procedures [ isting Pant 2 Reading Part 6 i a places of work might include making a claim for overtime pay or expenses (where forms are kept, who they are sent 10, who checks them, etc,). I there is no obvious system, they could describe what happens when the building closes for the weekend or a holiday (e. ‘whicl parts of the building are checked, where key kept, procedures for security alarms, etc.). Pre-serw students could choose a system in their place of study, for example applying for Intesnet access or how their Library is organised (where application forms are kept, hhow long books can be kept, who they are resumed 10, where new books are displayed, etc.) Photocopiable activity This isa gaprfl activity of the type that students wil encounter in the BEC and BULATS exams. It also teaches the use of time sequencers. Students were exposed to some of these in the Chanel No. 5 listening activity (e.g. Next, an extraction solvent is added) but the time sequencers were not formally presented. This aetivity also gives more controlled practice in forming the present passive. Before doing the exercise, you will probably need to pre-teach the word dairy and ask students 10 predict what is done to milk before itis distibuted, You need to cut off the sample ansiver at the bottom of the sheet and then hand it to stadents after they have completed the vwriting activity UNIT 6 Processes and prPhotocopiable activity Dairy produce Getting started 1. What food production processes can you think of? Think about the following products. + tinned fruit + olive ofl + coffee 2 Work with a partner. For each of the above foods, write three things which are done in the production process, using the passive form. 1 3H. 3 Complete the following definitions (1-6) with the verbs from the box below. 1 If you ..ctill, a drink or a dessert, you make it cold. 2 TEYOU sno Water, YoU femove any solids. 3 Ifyou milk, you heat it for a fixed time in order to kill bacteria, 4 Ifyou... milk, you remove the cream from the surface. 5 TE YOU wn Goffe, You make the beans into very small pieces by pressing them between two hard surfaces. 6 EYOU nn foods such as dried fruit or salt fish, you leave them in water for a long time, eb} fiter grind pasteurise skim soak Reading ‘The following advertisement comes from the website of a company which builds and supplies processing plants for the dairy industry. 1 Read the advert and choose the correct word from the next page, A, B or C, to put in each gap (1-6). Home [contact us |Links We offer milk processing equipment for handling a total of 500,000 litres of milk per day. A number of other products such as butter, cream and skimmed milk can also 1 .A.. produced aise chilling unit cream separator Gow +, KA SUG SEC 7s) | storage storage tank exchanger oe i Firstly, milk is 2 ..... from the milk truck and poured into a storage tank. Next, it 3... chilled in a chilling unit and then, the chilled milk is pasteurised in a heat exchanger. After this, if the milk is needed to produce butter or cream, it is transferred to the cream separator. If 4 ......, the pasteurised milk is sent to the packaging area § it is put into cartons. Finally, the cartons are put into storage ready 6 ...... distribution UUINIT 6 Basins char Pretoria itarmadata atria by Norman Why © Case Uva Frcs US EEN 37Photocopiable acti Dairy produce 1 Abe Bis Care 2 Atake Btook — C taken 3 Ais Bare Chas $ Ano Brot Cnone 5 Athai Bwhat C where 6 Aw Ba C for 2 The words in bold type are time words. They can all be used to introduce one of the stages in the process. They can also tell us in what order the stages take place. Look back at the advert and answer the following questions. 1 Which word is used for the first stage in the process? 2. Which word is used for the last stage in the process 3. Which word needs to be followed with a noun or pronoun like this? KI. have also posted the advertisement below on their website, which describes their equipment for manufacturing soya milk (an alternative to real milk which is made from soya beans) Writing 1 Study the flow chart in the advert. Then, using the verbs in the box in the passive form, and the time sequencers you studied in Exercise 2, write the second paragraph of the advertisement, describing the process for producing milk from the soya beans. (Two of the verbs in the box are irregular) ‘We also supply processing plants for producing soya (= peer tik, a non-daiy ateraive © Pose @ a uuu which is growing in peeling cold water 24 hours Ss ea popularity throughout the machine ringing machine world. The equipmentis 7 1 designed to produce © different production ® @ ae departments. 29 for 200 lites of soya milk soya desserts tofu nee per hour from the ooo SSPE soya beans. filter press filter grind heat pest send soak Ficatly the beans are pesled in a peclieg machine, Next 2 Compare your paragraph with the sample answer that your teacher will give you. Be. Sample answer for Unit 6: Dairy produce Firstly the beans are peeled in a peeling machine, Next, they are soaked in cold water for 24 hours and then they are ground in a grinding machine, They are then heated with steam to extract the milk, Aiter this, the mUK is filiered in a filer press. Finally, itis sent to different departments to make other products such as soya desserts andl tofu. 3B Ga Bisias Waren Pre Iermaae enema cay ONomaA WT OCT Vea eS ART UNIT 6Answer key Piotocopiable activity (ing started + Sungested answer Unwed fruit: The fruit is picked. Then it is peeled. Next it is put in tins. live oil: The olives are picked. Then they are pressed. Next the oi] is put in bottles. attee: Phe coffee beans are picked. Then the outer layer of the beans is removed, Finally, the beans are roasted. j Jiiter 3 pasteurise 4 skim —S grind 6 soak wing b2c 3A 4B Sc 6C 2 i intly — 2Finally 3 After wna ‘aniple answer for paragraph ~ See page 38. Student's Book activities Goiting started fo, 3h af Se Ge 71 8d 9a Ghanmar workshop He passive 1 Verbs: is, produces, began, made, are produced, is, is used [1 they f ~_| produce 2 their skis .2 in Kitee 2 theit skis. | ave produced Kitee they 2. use 1 the picture ofa bear 2. | on many of thelt products 4 The picture of a bear ..2..| is used... i ‘on many of their products. | 4 You form the passive with the correct form of be + past participle. 11 is tested 2 are used 3 are taken ‘ Y-are built 2 is tested 3 are taken 4 are sold 5 ate bought 6 | the Czech Republic 2 Finland 3 the Netherlands 4 China Chanet No. 5 Vocabulary » are put/are loaded 3 are transported 4 are weighed 5 are loadled/are put 6 is added wre washed Gare removed 9 is evaporated 10 is required Listening 4 antl 2 Check your answers against the transcript at the back of the Student’s Book. Outsourcing and offshoring Head 4 Student's own answers Aad dB cf Disadvantages of outsourcing to other companies in Sydney | suppliers not meeting deadlines Disadvantages of in-house production difficulties with reeruitment, high staff costs Advantages of offshoring low stall costs, access to new techniques Office procedures Listening 2authorised 3 pink 4 accounts department § blue 6 the supplier 7 accounts department UNIT & Processes and procecures 39 ANAC AItthntaiciswTranscripts 1 |Listening (page 32) 1 = interviewer; D = Director of operations I: Welcome to the programme today and J am clighted to have here in the studio, director of ‘operations for the world-famous Chanel perfumes, Hello there. D: Hello. 1°s nice to be here 1: Can you tell us a bit about how you actually make Chanel perfumes? Your most famous Chanel No. $ perfume? D: Yes, of course, Well, the roses on our far are in season from April to June and the jasmine from ‘August to September. Firstly, the flowers are picked on the farm and the petals ase put into sacks. Then they are transported io the production plant to be weighed. At some farms, the petals may wait a day before they are tseated, but a1 Chanel, freshness is considered very important and the petals reach the plant within half an hour ‘The next stage is to extract the natural oils and resins. In the past, this was done with cold fat which was spread on the petals, but nowadays, awe use extraction solvents like ethanol, The petals are washed thee times in over 2,000 litres of this solvent and the perfumed oils dissolve into it. In the nest stage, the flowers are removed from the vats and the solvent is eliminated by a process ‘of evaporation. This leaves a solid which is known in the trade as the conerere, This can be stored for several years. When the perfume is required, It Is extracted from the concrete with alcohol. If we then evaporate this alcohot, we are left with a very pure form of flower perfume which we call the absolute, Different absolutes are then blended to create different perfumes 1: Great, well thank you, that really does give us reat insight 40 2 Listening (page 33) M M 22 22 = Man; W = Woman So what do I need to do if | want to order some office equipment? Wel, the order book is always kept here in the filing cabinet. If you need to onter something, like stationery, then you fill in this top form. 1° carbonated so it makes four copies underneath Then the order needs to be authorised by the Jhudget holder. For stationery’ that will be Rosemary. So Rosemary has to sigh it. ‘That's right. Then you keep the pink copy for reference and all the other copies are sent to the accounts department. When they process the order, they'll send the blue copy back to you, just to confirm that they've processed it. The top copy, the white one, gets sent to the supplier And that’s i Yeah. When the order comes, you check it against the invoice and your pink copy. if i's OK, you write ‘goods received! on the invoice and send it to the accounts department so they can pay it UNIT 6 Frocesses and proceduresDistribution and delivery This unit revises and practises modal verbs of obligation. It teaches language and vocabulary related to transport and delivery and also practises telephone language. In the reading activity, students focus on scanning to check specific information. The listening work focuses on listening for, and making notes about, specific details from telephone conversations. though none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). ‘BEG | Grammar workshop: Modal verbs | of obigation Listening: Chasing an order Photocopiable activity 7 ie Photocopiable activity 2 Notes on unit Grammar workshop: Modal verbs of obligation sents willbe familiar with most or all ofthese modal cbs already, but thelr meaning and use often causes joblems at this level (especially the difference between duuste’t and don’t have to), The workplace signs and notices in Exercise 3 resemble the short texts that uses have fo answer multipte-choice questions about in Part} of the BEC and BULATS reading papers Reading: Selling overseas ve focus here on providing frther exposure othe nodal verbs previously presented. 1 students are working ina company, you could begin by asking them if they export any oftheir products or services and, ifs0, why the snarkets in those counties were thought suitable. Vocabulary: Telephoning 1 students ate in work, they will probably already have wne basi telephone language. This exercise aims to estond this and highlight wrong uses of telephone langage. Pronunclation and intonation are very important on the telephone arid you might want fo ask students to UNIT 7 Distribution and dotivery Roading Part 1 Listening Part 2. Uist Pat 2 Speaking Pat 17] Speaking Patt BULATS Reading Part t Section 1 Listening Part 2 Listening Part 2 Speaking Part 3 mark the stress on some of the sentenees in Exeycises 2 and 3, then practise saying them with polite intonation, Photocopiable activity 1 This could be dane either before or after the “How good is your telephone language?” quiz, Its impostant to draw studs’ attention to the note after the exercise about text message abbreviations, so that they do not begin to use these in their normal writing Photocopiable activity 2 ‘This is a second or alternative telephone role-play. Unlike the role-play in the Stucent’s Book, the aim here is to find out information, rather than to complain. This ‘means that it closely resembles the kind of information: gap activity that BULATS candidates are given in Part 3 of the BULATS Speaking Test Listening: Chasing an order ‘As well as providing practice in listening to, and taking notes from, a caller, this exercise resembles the type of listening 1ask in Patt 2 of the BEC andl BULATS Listening Papers. if students ate preparing for an exam, you might wish (0 follow this with the exam skills section for Listening Part 2 ay 5 aS RTE NST erPhotocopiable activity 1 Mobile phones Getting started 1 Label the parts of these two phones with the vocabulary from the box. cord eaepieee Keypad — mouthpiece receiver home phone ‘mobile phone 2 Because there is very little space available, people often use abbreviations on text messages sent by mobile phones. What do you think the following (1-10) mean? Work with a partner and try to guess. (If you find numbers 8, 9 and 10 difficult, try saying them out loud.) 1 insg ..message 6 com 2 ols 2 cos 3. thnx 8 culsr 4 asap 9 ruokt 5 fyi 10 ban/bin Rememiber that these should not normally be used in other forms of writing like letters and emails. It is also best not to use them on text messages to people you don't know, because some people may not understand them or may find them irritating Talking point 1 Work in pairs, Interview your partner about how they use their mobile phone. Ask and anwer the following questions, then invent two more questions of your own 1 When did you first get a mobile phonet 6 Do you ever Jose your mobile? 2. Do you ase it more for business or for personal Does your mobile have other functions calls? (e.g, acamera)? 3 How many calls do you make on average a week? «8 When you answer your mobile phone, do you ever 4 Do you prefer to call of send text messages (0 pretend you're somewhere that you're not? people? 9 2 5 Where do you keep your phone when you're not 10 2 using it? 2 Now choose the three most interesting answers that your partner gave and report them back to the class. Q CMMiii a A TTT MTs oT] UNIT 7Photocopiable activity 2 Kole-play Placing an order 1 Work in pairs and each take one of the roles your teacher will give you. Read the instructions ‘on your card and take a few minutes to prepare. When you are ready, Student B begins. 2 Now exchange cards with your partner and check your answers. Student A You want to phone Haywards, a company which supplies office accessories. You want to buy the following for your company's office: Hem: Premier 10 water cooler Reference number: H/S7740Y Colow: grey (also available in silver and whiter Find out Cost: Delivery charges: You have not dealt with this company before Be ready to give your name and the name and address of your company. Student B You work for Haywards, a company which supplies office accessories, A customer sings up to place an order, Take the following details: em: Reference number Colour Customer's name: Adress Do they have an account with Haywards? Yes/No Give the following details: Cost of product: £438.00 Delivery charges: £32.00 Ask the customer to confirm the order in writing. uot 7 i BOS TT aa Ts RTT Nana yO Cane Uy Pes OT SES 43Answer key Photocopiable activity 1 Getting started 1 a receiver b cord ¢ earpiece d screen e keypad f{ mouthpiece 2 2please 3 thanks 4 as soon as possible § for your information _6 end of message Tbeeause 8 see you later 9 are you ok? —_10 bye for now Photocopiable activity 2 ‘Students should swap cards to check their answers. Student's Book activities Getting started 1 Student's own answers 2. Suggested answers IN 2B 3k 4L SL 3. Student's own answers Grammar workshop Modal verbs of obligation 1 | Verb is used to say that: Example: 2 an action is a good idea (advice) should 3.an action is not a good idea (advice not to do something) | shoutdn't 4.a situation is possible may 5 an action is not necessary (there is no obligation) don’t have to 6 an action is not possible (because it is against the rules | can’t or for another reason) 2 Thaveto 2haveto Snot 4 ean't Vocabulary S can't 12c 3¢ 4f Sa 6a 32A 3B 4C SA 2 Ling back 2 get through 3 hold on, rang 4 Suggested answers ofifhung up 4 put me through 5 cut off Lshould — 2don’thave to. 3 may 3 1,2, 4, 6 and 7 are acceptable explanations 4 mustfhave to/shoud —-S must/have fO/SHOWE a ay Selling overseas Uncover your partner's card to find the missing Reading information 1 Student's own answers 22f 3a 4e sg 6h 7b 8d 3. Depends on student's answers to Exercise 1 4 Student’s own answers Chasing an order Listening 1 Answers that are numbers: 2, 4, 5, 6; answers to be spelt out: 1,7 Telephoning 2 Khalil 2 78341 3. heavy duty car paint Listening 419th April 5 20th May 6 375 1 I Hilde Ringo 2 Holgersson 3 100 watches 7 Macpherson 4 packing list § 4 o'clock 2 1 ring (me) back 2 (lre’ll}) get back (to you) 3 call (me) back 4a UNIT 7 Distribution and! delivery ntrnnnenncennetrncnenenennmnitentntnititatiiisat iin initiateTranscripts # Listening (page 36) Woman 1; W2 wr Woman 2 WH: Good afternoon. Celia jewellery W2: Hello, could 1 speak to Mr Lawson please? Wh: I'm afraid he’s not here at the moment. Can 1 take a message? we is is Hilde Ringo from Hoigei in Oslo, There's a problem with an order. Could you ask him to ring me back as soon as possible? Wi: Of course, Could I have your name again please? W2: Yes, it's Hilde Ringo. That's HLL-D-E then Rel:N-G-0 and the company is Holgersson, You spell that H-O-L-G-E-R:S-$-O-N WE: What is the problem exactly? W2: Well, we placed an order three weeks ago for a hundred watches in the new starburst design. "ve just received a phone call to say that they're stuck in customs. Apparently the packing tist isn’t correct and they can’t let them through. That's strange. We don't usually have customs problems. We'll have to phone our freight forwarding agent about this because they're the ‘ones looking after that side of things. I'll ask Mr Lawson to phone them as soon as he gets in and then he'll get back 10 you ‘Thank you, Could he cali me back before 4 giclock today please? OK, yes, I'm sure he'll want to sort this problem out straight away, Thank you, Goodbye. Goodbye. we wh wa wh UNIT 7 Distribution and dativary | Listening (page 37) K = Kerry; $ = Selina K: Sales department S: Good moming, My name’s Selina and I'm phoning from Khalil, We placed an onder over three weeks ago for some industrial paint but we've not heard anything since. !’m just phoning tw check you received the order? K: Right, What was your company’s name again? S: Khalil. That's (H-ALLL, K: Do you know your account reference number? 8: Well, the one I've got here on a previous invoice K: What exactly did you order? S:_ It was the new heavy duty car paint that’s advertised in your catalogue, colour number A 585. K: And when did you place the order? S: Well, we phoned on the 18th of April and the oer form is dated the 19th. As far as | know it was sent to you that same day K: OK, hold the line please and I'll see if I can trace the order. One moment. Mm ... Hello? S: Yes? We did receive the order. Apparently there have been a few problems with the supply of that colour so we've had a backlog of order However, that has all been resolved now and th paint should arrive next week. S: So we should get it on Monday the 18th? K: Weil, more like mid-week. It should certainly be with you by Wednesday the 2oth of May. Could 1 have your extension number please, just in case there ate any more problems? S$: 18375. And if 'm not here, you can call John Campbell on 398. K: And sorry. I don't know your surname, S: Oh. Its Selina Macpherson. That's M-ACP-HE-RS-ON, Thanks for sorting this out. K: You're welcome. 4sAdvertising and marketing This unit teaches language and vocabulary to do with advertising and marketing, It also deals with language to talk about cause and effect. The listening activity provides practice in listening for specific information and taking notes about a lecture or talk. The reading text gives practice in skimming and then focuses on understanding the organisation of ideas within a paragraph, paying special attention to cause and effect links. Although none af the tasks in the unit exactiy replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). I L a [Vocabulary Marketing Reacing: Singapore airlines Photocopiable activity Notes on unit Getting started LF students are in work, you ean extend the brainstorming activity about advantages and disadvantages by asking ‘what advertising methods their oven company uses, and if they have any experience of an advertising campaign which worked well If you have any students who work in marketing, they could even prepare a short {one- minute) presentation on this to give in a subsequent lesson. Listening: Advertising media For the first question on word stress, you may want 10 point out dat the word advertisement i stressed sitferently in US English the students are strong a listening, you may prefer to turn Exercise 4 into a prediction exerege By asking ther which advertising tmodia they think are becoming more important, and then move straight on to Exercise 5. 46 ~Lstening Part 8 Reading Part 2 Reading Part 6 Reading Part 8 BULATS oe | and Part 2 Section 3 | Reading Part 1 Section 4 | and Part 2 Section 3 | Speaking Part 3 Vocabulary: Marketing Exercise 2 of this section is similar to Part 2 of the BEC Reading Paper. I students are preparing for BEC, you could refer them to the relevant exam sills section if this vvas not dane after Unit 1 Speaking: Marketing 1 sents av of eiferent national they wil be faniliar with diferent products, For this activity, ask them to choose a product which is famous fobally, not ust in thei county, so that their partner has good chance of identifying it, Sometimes the same hen obviously product is marketed in different ways, so the activity could lead to some comparisons about the different images that products have in different parts of the world This issue was touched on in the reading activity Unit 7 (Selling overseas), which mentioned the possible need to change the name of the product, There are many sometimes doubtful) business anecdotes about this. One example is the Chevy Nova car, which apparently was not very successful in Spanish-speaking countries because no va is Spanish for i doesn’t go, UNIT 8 AdverReading: Singapore airlines vsewise 7 of this activity is a gapefil exercise which csasntbles those in Part Section 4 and Part 2 Section & ‘ithe BULATS Reading Papet, However, itis made easier liewe by asking students to choose from the alternatives wv the box, Students who are preparing for BULATS cou! we fram here to the exam skills section for Reading bart Section 4, However, if your group are not Niotoughly familiar with the grammar, itis probably best ui save the exam skills section wnt Later he final gap-ll exereise also introduces the relative pronouns who and which. These will be dealt with and practised in more detail in Unit 20. For the moment, you un just tell students ha’ riers to people, which refers to things ancl who Jalking point: Advertising technique Vor this activity, studenis are required (o describe particular advertisements, I may be more interesting in iss case if they work with a partner from & different coniniry, 80 that there is seal information exchange. if tuslents are interested in this topic, you could take in come auth ntie printed advertisements, or even record swine TY commercials on video, for students to talk aout and compare in groups. Photocopiable activity This is an activity where students are requited to read for general understanding, It also teaches some common prepositions after verbs. These may be tested in Part 6 of the BEC reading exam or in any of the gapefil sect BULATS. Ideally, students’ werk on recording andl learning prepositions after verbs and adjectives should be ns o} ongoing, like their recording of collocatians. You might want to encourage them to set aside a particular section of their vocabulary notebook for this and to discuss their preferred ways of organising it (according to preposition, lor according to verbs for adjectives) with similar “There is further wark on prepositions after verbs and adjectives in the exam skis section for BEC Reading Part 6 and for BULATS Reading Part 2 Section 3, ‘The role-play requizes Student B to ask questions in order to find out information. This is similar to the role play in Part 3 of the BULATS Speaking Test meaningsi Photocopiable activity Online advertising Getting started Work in pairs. Look at this oxample of an online advert, then answer the questions below. Sports equipment | Great deals on sportswear | High quality balls, bats, rackets + What are the advantages of advertising in this way? ‘iy to think of three, + Are there any disadvantages you can think of? Reading The following is an advertisement for the s rch engine Googie, which is directed at companies who are considering advertising online. Most of it is i the form of a dialogue with a satisfied customer Read the customer's answers (1-6) in the advert and match each one with the correct question (a-f) below. It we want to find out something for our business, the fist place we look for itis on Google. We thought that most of our potential customers probably did the same, Accounts In our frst year, most of our work came through online advertising. Getting your frst customors is vsually the hardest part of making your business a success, especially you are competing with ‘ther established companies, so that’s where Google really delieres ‘That's he biggest advantage of Google. The advertising is very targeted because the ads only appear in front of people who are using key words fo search for something specie, ‘That's another big advantage because Google's tools show you immediately what works. By ‘comparing the ads we run with the phone calls we get, we can see which key words resuit inthe highest number of enquiries, The exact amount depends on our advertising budget, but most of the budget goes on online ‘adverts, Press advertising is too expensive and we find it doesn't lead to the hest responses, We certainly are. 2 How much do you spend on online advertising? @ So are you going to continue using Google to advertise? b- What results did you get? © How can you know what search words people are using? © Why did you decide to concentrate on advertising F_How do you know your ads ate reaching the right people? online instead of, say, sunning a press campaign? 48 CaaS Rita Feri REITER S Ce I ES OTD UNIT 8Photocopiable activity Online advertising venobulary any verbs need to be followed by a particular preposition arch for information online ‘Compilete the following sentences (1-6) with the correct prepositions. If you are not sure, check your aiiswors in the advert. ; it too Much money ...9... that advertis ng campaign. iC the company stops trading, this could result... a big loss to o1F market i ihink we need to cancenate ...... improving the design ‘he amount your Investment earns will depend the share price 41 unpleasant working environment can lead lower productivity. si cant compete ...... Sunshine Fruits. They dominate almost the whole of the market. Htole-play ‘Work in pairs and each take one of the roles below. Read the instructions on your card and take a few {ninuutes to prepare. When you are ready, Student B begins. Try to reach a decision about what percentage (e.g, 80%) of your advertising budget to spend on online advertising. Student A You work in the marketing department of a ‘ompany, You think t would be a good idea to spend ‘nwt of the advertising buclgat on online advertising. "The marketing manager does not seem very keen, but he has asked yout to find out more. Student B You ave the marketing manager of « successful company. One member of staif in your department is very keen to start advertising online. You are not sure that this is a good way of advertising. as it oes not seem very targeted. Many of your customers ate local. ‘ou have the following information: Mow it works: However, you have asked the member of staf to rie advert comes ap othe sree if someone types find out ioe about advertising i tis wy. inne of your key words when they are sng arch engine Yu can choose the key words fom your adver You can alsa taget people searching in particular You are now meeting your calleague. Talk to himsher and find out © how exactly the system works £ | what the advert will look like on screen, F | = now mach it costs gl ‘which other companies advertise in this way. What the advert consists of: You are allowed a tile and wo short lines 10 describe your product. Under this there isa link ‘which wil take people to the company website, Cost: ‘The price depends on the number of key words you choose. You think that your company should spené atleast a month. (You choose how much.) ‘The search engin s website contains many comments from companies who have increased their business by advertising ontine {OMIT & | Ca RRR BSS FE TASTE PHY NaN WY CSU 49 ETAnswer key Photocopiable activity Getting startee Possible advantages: can reach a very wide range of people, including customers abroad, lasts a Jong time, customers can get a lot of information because there isa link to the website, Possible disadvantages: difficult to make your advert different from your competitor: Reading 2b 3f 4e Sa 6d Vocabulary 2in 3on don Sto 6 with: Student's Book activities Getting started 1 Student's own answers 2. Suggested answer An advertising agency helps their client to choose the best advertising medium (television, newspaper, ete.) for their aims and then has ideas for different adverts. When the client has chosen their favourite idea, the advertising agency creates the advert and ‘buys’ the space for it (on television, in the newspapers, etc.) 32c 3g 4b Advertising media Listening 1 to advertise an advertisement an advert 2 Lon TY {commercial = US, advert = UK) 2 ona website 3 on a website 4 in a newspaper it means when someone personally recommends a product to their friends and family. 4-1 TV advertising 2 online advertising (banners and pop-ups) DVDs 4 commercial advertising (word of mouth) Online advertising, DVDs and commercial advertising are becoming more important 5 1 declining audiences 2 video recorrler. 3: 10-15% a year 4 (19)70s and (19)80s 5 (controlled) word of mouth Marketing Vocabulary 1 2logo 3 slogan 4 campaign 5 market share 6 market leader 22f 3a 4d 5b Ge Reading 1 Items mentioned: 2 and 4 Cause Bffect slong brand management | one of the most successful airlines no domestic flights competed immediately for internat al aisspace 3. Phrase used to introduce reason: in onder to 42a 3¢ 4b $280 3 This means that 4 result 6 ad:b 1,302.4 7 2with 3who 4for Sits 50 UNIT 8 Acvertising and mTranscript i) Listening (page 39) M = Man; W = Woman W: So what changes do you think we'll see in advertising in the future? M: Well, one thing I think is that TV advertising will become less important. In fact, that’s already happening, W: Why is that M: All over the world, TV audiences are starting to decline, get less in number. I suppose that’s because of other forms of entertainment coming on the scene, like computer games, But another thing that has affected TV commercials is the video recorder, by se of ‘course, when people watch a videoed programme. they usually fa forward past all the commercials. W: So what will replace TV? M: Well, one growth area is online advertising, things like banners that ‘un asross.webpages and pop-ups. you know, pop-up ads. If we look at how much is spent on Internet advertising, the figure is rising by about 10 or 15% a yea W: But are online ads effective when you compare them with TV commercials? I mean, they don’t use moving images or sound usually. They don’t entertain people in the same way. M: Difficult to say. There isn’t much research comparing the two. But t fear the days of the great TV commercial are over. That was back in.the 20s and 80s, you know, when you got surveys saying that uite a big percentage of people found them more entertaining than the programmes. That doesn’t happen now. There's more choice of channels and I think people just switch over when the commercials come on. Or they just don’t take as much notice of them now, W: Ate there any other media which are becoming more important? M: DVDs. They're a growth medium and they're being used more and more as advertising space. And something else which we'll probably see more of is commercial advertising. W: What's that? IM) Its a technique that's already being used in the USA. You hire, at least your agency hires, thousands of people to talk about your product to friends and colleagues. For example, in one campaign for a burger company, people had to take the burgers along if {iends invited them to a barbecue. Or they had to take the burgers along to the butcher's or the local supermarket and say ‘Why don't you stock these?” You introduce the product to your local community. W: I'm not sure that’s always a good way to win friends! So it's like a ind of controlled word of mouth? M: Yes, it is really UNIT 8 Advertising and marketing 51 PRN 58 TEEMaking arrangements This unit practises the use of the present continuous for future arrangements, will and going to future forms and the use of shall for offers. It also teaches the language for making and changing arrangements. ‘The listening extracts provide practice in listening for specific information, especially future plans and Intentions. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). re | erg A coro {Listening 2: Making an appointment Listening Part 1 Grammar workshop: ‘will’ and ‘going f0' future forms Speaking: Role-play Ustering Part 1 Reading Part 2 Section 1 Notes on unit Grammar workshop 1: Present continuous for future arrangements Many students may be aware ofthis use of the present continuous, but will probably not use it spontaneously There is often a tendency to overuse will. This is why the first Grammar workshop focuses on the present continuous. Also, iis often used in a business context where people need to talk about arrangements for the future. Role-play: Making an appointment The role-play is designed 1o give students the opportunity to practise the present continuous for future arrangements in a spoken context. If students aze in ‘work, you could extend this section by asking them about their meetings and appointments for the coming week, You may be able to provide futher practice by asking them to have a similar conversation to the role-play using their own diaries: they tain pairs to fi athe to meet with a classmate (eg. t0 study together). 52 Listening 2: Making an appointment ‘The four short listening texts here and in Exercise 4 of Grammar workshop 2 are similar to the type of short listening texts that students preparing for an exam will encounter in Part 1 of the BEC and BULATS Listening Papers. Exam students could therefore follow this wnit by doing the relevant exam skills section Role-play if students are in work (and particularly if they all work in the same field) you may want to modify this exercise so that they talk about launching a product more relevant to their line of business. Decisions over the kind of event and who to invite could also refer to local venues and real people. Photocopiable activity “There is no reading activity in the Students Book for this unit. This photocopiable activity offers scanning practice ‘with short newspaper articles ofthe type that may be found in publications such as the Wall Street Journal. Although the text types are diferent, the type of skills needed here are similar to those practised in Part 2 Section I of the BULATS Reading Paper (in which students have to match sentences io the correct short text). UNIT 9 Making arrangoments.Photocopiable activity Getting started Wort Business news in pairs and answer the following questions. ‘+ Which newspaper do you usually read in your country? Does it have a business news section? * Which business newspapers or magazines do you know ~ in your language? ~ in English? Reading The following short articles (A-H) come from a business newspaper, Read the sentences (1-8) which summarise the different companies’ plans. Scan the articles to match the summaries to the companies. 1 ¥9k.... is going to sell a group of planes. 5 .. Is going to invest in new sales outlets. 2 is going to start measures to help the 6 is going to build new offices. environment 7 is going to cut production 3 is going to buy a state-owned company. 8 {is going to start operating on a new route. 4 css is going 0 change its management structure. A) Martz Group has set new targets to reduce the amount of e Judd Cooper have obtained planning permission to greenhouse gas that it releases into the atmosphere. The FISELH 21600,000 re" ofand oes he euntcre crt figures were agreed by the board yesterday. ‘The scheme is designed by Bevis Architects and contains office blocks and some residential buildings, © Mitzi, the Hong Kong-based clothing chain, has confirmed Plans to open 10 to 20 new stores in India, which is F Mfr Koji Homma, head of IT services at JQ Computers is expected to become the group's leading market by 2010, leaving the company. The company is not planning to ‘They have rejected plansto use franchises and will now buy replace him. Instead, the services division will be run by their own stores. three executives who will report directly to the CEO, c c ‘The Greek government yesterday announced its intention to buy 30 aircraft from Ivox of the US. Negotiations on price will begin next week. Gilbert ir splanningto launch anew serviceberween New Yorkand the Colombian city of Cal. They will stat flyingto Cali twicea week from next month. D Vocabulary Gazprom, the Russian energy company, is planning to acquire Rosneft, an oil group which is completely owned by the government. The move will consolidate the company’s position as one of the world’s leading energy providers. Bergstrom, one of the world’s leading producers of newsprint, is planning to reduce its capacity in order to improve unsatisfactory earnings. The plan is to bring ‘output down to 30,000 tonnesby the end ofthe year Unscramble the letters to make words from the articles with the following definitions (1-7). 1 pycataic = The total amount of something that a company ot factory is able to produce. PAPEETE. 2. uttoup = The amount of something that a company or factory produces. 3. Kustritos = The areas on the edge of a city. 4 sharifene = An arrangement when a company gives a business the right to sell its products, 5 itaginooten = A formal discussion in order to reach an agreement with someone. 6 eslaree = To allow some ig t0 escape from somewhere. 7 doocistenal = To make something (e.g, a relationship) stronger. UNIT 9 (om Bases Bashar Pe TmrmeciaT eFsmeTaTar NS iy Naan Wy Carabge vara Pras 53Answer key Transcripts Photocopiable activity istening (page 42) Reading 2Martz Group 3 Gazprom 4 5. Q Computers S Mitzi 6 Judd Cooper? Bergstrom ; eons Ate connecting flight from Singapore, So he's not arriving tomorrow after all, he’s arriving on the 14th at 6.20 Hi Jeannette, it's Paul. just received a fax from Mr Gavino. Apparently there have been delays to his joumey and he's missed his 1, sorry about the late call. I've Vocabulary am, He's given me the flight number, it’s, et, $0.34) Zoutput Soutskits A franchise S Could you please let the hotel know and could you negotiation release 7 consolidate also book a taxi for him for the 14th? We're going to have to change the programme a bit now. Um, I've Student's Book activities already leit a message for Jason, so ate you still meeting him tomorrow morning? Mayhe you could use ‘A company visit Listening 1Singapore 214th = 3SQ3H «47.30 some of that time to revise the programme. Ob and, er could you please ring the restaurant as well, cancel the booking for tomorrow and rebook for the day after? Grammar workshop 1 Same time, 7.30, OK? Present continuous for future arrangements 11’ not arriving 's arriving ‘Are you (still) meeting 2 3 2 fsn1/s not having n\Listening (page 43) 3 “sis meeting a 5 6 Nothing goes smoothly does it? OK, fll see you tomorrow morning. Er, call me a home if there are any problems. Bye. Carmen; § = Stefano ‘s/is presenting ‘s/is visiting C: Hello, this is Carmen Vanegas from Medica. | was s/is flying wondering if we could fis atime to meet next week? es of course. Whal time would suit you? okey oh cess S: Yes of course. What time would suit you: Listening 1 ©) Well, ! was wondering if you could manage Tuesday 1 Day: Thursday Time: 2 o'clock afterncan? 2 2suit 3 manage 4 available -—-S arranged —-$:_ Sot7y, I'm not available at any time on Tuesday as 6 booked up 7do— 8 make ve arranged to be at ou other branch all day. 32C 30 4A How about, e, Wednesday afternoon? Listening 2 S: I'm booked up Wednesday afternoon as well, butt 2A 3A 4A could do Wednesday morning, or !'m free all day Grammar workshop 2 Thursday. Willi and going to future forms C: Could you make Thursday a Laz bl ca d2 That would be fine, yes. 2 2goingtotype 3 willbe 4 I'l eall OK. So let’s confirm th two o'clock two o'clock? oe hen, Thursday a You use the will future fora prediction and a decision made at the moment of speakin; 7 u|Listening (page 44) You use the going co future fora decision made | "|, announcer W = Woman: P = Pete M = Man before the moment of speaking A: One toe Stal (Ore Ore W Peter, could you see if you could change my fight 42 3B 4B on Thursday? I've got an appointment at 11.30, s0 5 21'llanswer 3 Shall T make J really won't be able to leave until mid aftemoon, ‘is going to reach/will reach 5 I'll give P: What time do you have to get there? 6 'm seeing 54 UNITS Making arc . / - I '§Y. Wall, Pd like to be there by 6.30 if f could. Ve hanv... Shall Esee if can get you onto the 4,20 flight? W. That would be great. Thank you. Al Iwo AM Miss Casale’s train gets in at ten past two, so could you drive down to the station after lunch and pick. hier up, please? W. ‘The problem is 'm seeing Simone at two o'clock to discuss the programme. She could get a taxi couldn't she? Or she could even walk if you gave her directions M. What, carrying a heavy bag Ju" here today. No. Anyway, Simone w Mw Isn't hee No, he phoned in sick earlier on. W: Oh, OK, LlLpick her up thei A: Three Mi We have a visitor arriving on the 26th, so could you please arrange a meet and greet at the airport? It's KIM fight umber, um, 459, We. What name is it? M. Well, 'm not quite sure how you pronounce it but it’s spelt B-U-L:KcLE-WAC-Z, One moment, that’s B-U-L-K-E: M: Br, no, K-AE not EA Ww: OK A Four M w Per Jonsson, the chief executive of Misson Credit, the merchant bank, has announced his yetirement. His place will be taken up by Yolande Heisman, currently chief financial offices w\Listening (page 44) A = Announcer; M = Man; W one W: { need to get to the airport by 6.30. M: Shall book you a taxi? a Woman A Two W: What are you doing with those files, Roger? M: I'm going.to type the sales figures for Mr Durand, A w. Three The Bank of Canada have ennounced that economic growth will be relatively slow this year. ‘This is because of weak clemand from Japan and parts of Europe. 2 5 z geze2>5 eee A: Zz s2¢€ are w: uF Fve tried to set up the room for the presentation ut the microphone isn’t working. [iLcall the technician. somewhere here, ve got the number istening (page 45) = Announcer; M = Mar; W = Woman one need to get to the airport by 6.30. Shall 1 book you a taxi? Yes please, For about 5.45, I think. Shall Lmake i 5,302 | think there might be a lot of taffie around at that time. Yes, good idea. Two ‘What are you doing with those files, Roger? s'm going to type the sales figures for Mr Durand. Can [ask you to send these faxes for me as well? They are quite urgent ‘Could Io the typing first? Mr Durand wants them by three atthe latest, otherwise he can't finish his report. Yes, as longs you send them off by the end ofthe day. Yes, L will Three ‘The Bank of Canada have announced that economi growth will be relatively slow this year. This is because of weak demand from Japan and parts of Europe, heir forecast for Canadian growth isnow. 2.4% compared with the 2.8% they predicted just three months ago. They have, however, rejected the suggestion that growth could drop below 2%, Four I've tried to set up the room for the presentation but the microphone isn’t working, VU call the technician. I've got the number somewhere bere, Tve already called him, [left a message but I don't know if he'll get it i time. I was wondering if you could come and have a look at it. You're better at these things than I am, I don’t know about that, Er, what about the band- held mike? Couldn't he use that? Vm not sure where itis, Could vou see if you could fix the one that's there and I'l see if| can find the hand-held one? OK. 55This unit teaches language and vocabulary to do with methods of transport and business travel arrangements. It helps students to identify, understand and use contrast words such as but, although, however, whereas and despite, ‘The reading activity gives students practice in quickly scanning a text for specific information, especially numbers, and in guessing the meaning of unknown words by focusing on contrasting ideas. The listening activity provides practice in listening for specific information, especially numbers, Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). | BEC Reading: Air travel Listening: Car travel Photocopiable activity | Reading Part 6 ‘The multiple-choice Reading Patt _| Usteing Pa 2 Listening Part 4 | BuLats Reading Part 1 Section 1 Listening Part 2 Listening Part 4 acing Part 2 Section | questions in Exercise 4 of the listening activity help to prepare BULATS students for Part 4 of the BULATS Listening Paper. However, Business Benchmark, BULATS Edition, Pre-intermediate to Intermediate does not contain exam skills and practice sections for Part 4. For exam practice Upper-intermediate, Notes on uni Getting started The fist question about choosing aislines for going on holiday is intended to cater for pre-service students. If siulents are in work, you may choose to ignore this and ask them ianmediately about the airlines they use for business travel, or the airlines sheir company uses Vocabulary: Air travel You may wish to begin this section with a quick brainstorm of all the places found in an aizport, or things ‘thal you do before catching a plane. If much of this vocabulary is new to students, you might like to follow it up by doing Exercise 1 in Unit 10 of the Personal Study Book (which practises this vocabulary in contest) neon neers JULATS Listoning Paper Part 4, please see Business Benchmark, BULATS Ealition, Reading: Air travel The messages here are similar to the types of shor texts hat exam students will meet in Part 1 of the BEC or BULATS Rending Papers, You may wish to do the eelevant exam skis section immediately ater this, Reading: Train travel If appropriate, you could ask students if they have ever travelled on Eurostar and what their experience of it was, For sttidents who have not travelled in Europe, or who are unlikely to be familiar with Eurostar, use the map to elicit as much information as you can, before asking them to guess the answers to the three lead-in questions, In general, it is useful to remind stucents how non-verbal material (e.g, photographs and charts} can help them to understand a reading ot listening text, Asking students 10 Jook at the accompanying visual material and quickly speculate as to what sort of information might be found in the text, is a technique they will find valuable with many texts in this course.Listening: Car travel students wavel by car to their office or place ofstady, thoy will probably have plenty to say about tratfic problems, or how the public transport system in their atea should be improved. If they are from differen cites, they could work in pairs to compare the situation in ther city. If {hoy all live n the same city, you could ask them to suggest {he best way to improve the city’s transport system. The frst part ofthe listening activity requires students to listen for specific information, especially numbers skill hat is needed for Listening Part 2in the BEC and 'BULATS exams, The multiple-choice questions require @ ‘wore global understanding ancl are typical ofthe types of sauestions that students will encounter in BEC or BULATS Listening Part 4 Part 4 of the BULATS Listening Paper is longer and snore difficult and consists of thre listening passages wih a fotal of 18 questions. Exam skills and practice for it are not included at this level, but an exansple question is included on the CD-ROM and in Business Benclunark, NULATS Edition, Upper intermediate, Student's Book. HOT 10 anspor Photocopiable activity “This aetivity provides further practice of the contrast words introduced in this unit, and the cause and effect ‘words introsuced in Unit 8. This type of task (multiple choice gap-fill} is one that students will encounter in BEC Reading Part 6 and BULATS Reading Part 2 Section 2. The “open gapefll exercises in BULATS (Reading Patt 1 Section 4 and Part 2 Section 3) may also test contsast or cause and effect linkers. Indeed, any of the maltiple- choice gap-ill activites inthe Stucent’s Book or in the photocopiable activities in the Teacher's Resource Book aue also useful in developing the kind of skills whieh are necessary for the BULATS ‘open’ gap-fil activites Te subject of stessful journeys may already have been discussed in the lead-in to the listening activity in the Stucent’s Book. I his is the ease, you may wish 10 begin directly with the reading text, You will probably need to pre-teach the words aninesia, 0 commute, conunmer and rush hour, 57enantio Photocopiable activity Coping with stress Getting started 1 Work with a partner and discuss the following questions, * Do you find your work or your studies si + What do you do t0 reduce stress 2 Look at the advertisements for the three products below. All of them claim to reduce stress. Which one do you think would work best, A, B or C? * BloMoLisa now herbal red made froma mixture of tivoe pent extracts This cassette has been especialy puttogetherto | stuies show thatitaromete olan an calmands contain the mosteaimng pieces of muse Paton for | halfanhour aftera hard day, orlistentoitwihen youre eee drivingin hoavy wai i | MIKKI STRESSBALLS- | Thosvessbalisesoftrubberbalthatwl eesiyfino | you pocket When yuo svessed ake outand {Squeeze uring around nyourhend ntl youl jlo ites sure waytostaycaminciicat situations 3 Compare your ideas with a partner. 4 Work in pairs and discuss the following question. + Long journeys to work are a cause of sess, How would you rate your journey to work or your place of study {7 = not stressful at all, 5 = very stressful)? Reading Read the following text and put the correct word from the next page in each gap. Choose from A, B or C. COMMUTER STRESS Feyou one ofthe many thousands over their situation, 5 The bad 8... Of this are nat just of people who has to suffera long commuters have no power at all over to do with people's health ‘ar or train journey every day 1..8.. what happens and can only sit and 9... people arrive at the office ‘get to your place of work? IF so, you wait if they are stuck in traffic or stressed by their journey, then they already know that travelling by car or their train is delayed. will be unable to work efficiently and train during the rush hour can 2 The researchers also found that, 10 the company will lose to 2 areat deal of stress. 3 as passengers’ stress levels go up, productivity. This 41 ..... that according to recent research, the their brains switch off, a condition companies which allow employees to levels of stress among commuters are which is known as ‘commuter work flexible hours or to work from even worse than people think, A amnesia’. As a6 ......, they often home probably have the right idea, study has found that commuters forget large parts of their journey. __Emplayers may feel more in control if experience more stress than fighter Many people spend a total of about thelr staff are in the office all day, pilots preparing for battle, or potice one working day per week travelling 12. ..... companies which offer officers trying to deal with a violent to work, 7 ...... in total they are flexible working hours are likely to be crowd. This is 4 .... pilots and losing about — three years. more productive. police officers have some control of their lives from their memory! 8 Minin imi T oi Te TTT UNIT 10Coping with stress Photocopiable activity ®in order to 1 A for Ceo 2 Amake B lead result 3 AHowever — B So C Despite a Abecause Bo C but 5 Avwhereas — B because Ceo 6 Acause B result C reason 7 Aso B because C whereas 8 Acauses B reasons, Ceffects o alt B Despite C Whereas 10 Abecause — Bso C while MA results Beauses C means, 12 Abecause —-Bso but Hole-piay Work in pairs and each take one of the roles below. Read the instructions on your card and take a few minutes to prepare. Before you begin, choose together what type of company you work for and what dopartment Student A works in. When you have completed your role-play, report the result of your meeting back to other pairs and compare your decisions. Student A You work in the department of a company, (You choose.) ‘You have a long journey to work and often arrive very stressed, You would like your company manager to allow you to work from. home at least one day a week. This is because: * you can do most of your work by logging ‘onto the company’s site and using your PC at home * you will be more productive because you will not waste so much time travelling and ‘you will feel less stressed if there is a meeting that day, someone else in your department can always take your place, manager. Talk to your manager andl try to get | himsher to agree. | | You are now in a meeting with your line Vion 10 Geaaeanaes a Ps ToT TTT Student B You are the manager of a {You choose.) company, ‘One of your members of staff has sent you an | email asking for permission to work from home | al least one day a week. You are not very happy with the idea because: ‘sometimes there are meetings or problems whieh they need to be onsite to deal with * even when this member of staitis working on the computer, they need access to company documents which are not available online * ifyou allow them to work from home, then many other people will probably ask to do the same You are now in a meeting with this employee. Explain why you do not like the idea. U they continue to ask, ty to offer a compromise solution, Some possibilities might be ‘allowing them to come in later one or two days a week, so that they miss the rush hour traffic ‘allowing them to work one day a week from home, on the condition that you can cal their mobile and ask them to come in if necessary. 59Answer key Photocopiable activity Reading 2B 3A 4A SA 6B 7A 8C 9A 1B UNC 12C Student's Book activities Getting started Suggested answers ‘Advantages of flying: quicker for long distances; cheaper than the train for some routes Advantages of travelling by train: takes you to the city centre; more space to work Air travel Vocabulary 1 2hand luggage 3 boarding card/pass 6 duty free shop 7 information desk 32a 3ford Adorf 5b 4 Suggested collocations 1 catch a flight/plane, 2 miss a flight/plane, 3 get off a plane/light, 4 board a plane/flight, 5 get on a plane/flight, 6 pass through customs, 7 book a flight/plane, 8 swap seats, 9 cancel a flight, 10 reschedule a flight, 11 go through customs, 12 reserve seats 4 passport control 5 departure lounge be Reading 20 3B Train travel Reading 11B 2B 3A 3 21 hour 40 minutes 3 1862 71986 8 50 kilometres 1 However 2 whereas 3 Despite 6 Usually contrasts two separate sentences: however Followed hy a phrase without a verb in its despite 4B OSA 416 million 5 40 metres. 35 minutes 7 1 good —2bad 3 good 8 Suggested answers 2 boring 3 doing well 4 happy/optimistie S$ fall 6 rise Cartravel Listening 3 158 thousand 28,500 3 £30.00 4.46.00 anhour —_§ 30 minutes 41B 2A 3C 60 UNIT 10 TianspontTranscripts # Listening (page 46) {ie Inst time I came to this airport, I lost my passport. | suas nice and early, so there were no quewes at the weckcin.slesk. I checked in my hand luggage, got my lshuding card and went through passpart control ai very quickly. Then, because I had so much time, Invatead of just sitting in the departure Jounge, } decided ty slo some shopping. I wanted to get a present, s0 I ‘wo trying all the different perfumes in the duuy-free hop. I don’t know how it happened but I must have ‘Hopped my passport there. I went to the gate to board fhe plane and then I realised that 1 couldn't find my oisport. AL that moment they called me over the lhinlspeaker, “Will passenger Martinez travelling to Madrid please contact the information desk?” 1 felt so embarrassed. W Listening (page 49) 1» Interviewer: R = Rebecca 1 Good evening and welcome to tonight's programme which takes a look at transport issues. With us in the studio is Rebecca Dixon who is the managing director of Cruiseway, a commercial car club, Rebecca, welcome to the programme, Thank you 1: rst of al, could you tell us a bit about what Cruiseway is and how it works? i. Well, basically, it’s a system that allows you to hire a car whenever you want I's for people who don't use a var every day, like, for example, business people, who oto work by public transport, but then might need a var on some days to meet clients or al weekends. 4 Right, Is this a new idea? &: No, car clubs have been very successful in other countries like America and some parts of Burope, In Germany, there are around 40,000 car club users and in Switzerland is around 58,000. And you ean find other car clubs in Britain as welt but they are mostly quite small, The total membership in Britain is about 15,000, Of those 15,000, around 8,500 belong to Cruiseway. I: So, [want to become a member of your car club. What do ldo? i: Well, you pay a signing up fee of £3¢ and then you area member. After that, you can book the car whenever you want il, either online or by phone. The basic rate is £6.00 an hour. Between 1! pm and 7 am it’s just £3.00, Petrol is included in the price and of course you don’t pay any of the additional costs like road tax or insurance. UNIT 10 Tansport I: And how much notice do I have to give? Tmean, | might suddenly need a car urgently. R: No problem. It can be just a few minutes’ notice and we'll have it there for you, I: Sounds good. Is there a limit for how long I can have the ear? R: No, as long as you can pay. You specify when you book how long you want it for, but if you need to exiend that, then you can contact us with the onboard computer and ask for another hour or whatever. The shortest time you can book for is thirty minutes. 1s[Listening (page 49) 1 = Interviewer; R = Rebecca R: When you've finished with your car, you just leave the keys in the car and we'll come and pick it up again Isn't that a security sisk? R: No, not at all. Each Cruiseway member is issued with a swipe card and a PIN number. The swipe card lets you into the ear and then the PIN number allows you to pen the glove comparimentat the front of the cai where the keys are kept. There’s no way you can get into the ear and drive off without those. J: So do you think car chibs are something we're going to see more of in the future? I'm sure green organisations must welcome you as a way of getting some of these private cars off the road and reducing pollution, R: Yes, certainly, Car clubs can really reduce the amount of traffic on the roads. And there's evidence to show .a-car clubs increase public transportuse, because, of course, in addition to their car usage, members make greater use of buses and trains, 1: Are car clubs the best answer, though? I mean if you want to save money, or be more green, why not just get together with your neighbours or work colleagues and share a car between you? 1: Well, people can do that as well of course but there can bbe so many practical problems. J actually did it for a year so 1 know! For a start, do you actually live or work near enough to that other person to make it possible? | remember when I did it the biggest problem was that when 1 gol to my neighbour’s house in the moraing, he ‘was never zeady. Or when it was his turn to pick me up he was always alittle bit late and I’¢ be sitting there thinking, now is he actually going t0 come? It caused so many anguments we just gave up alter a year: 1: So all the mote reason for finding another solution! Rebecca, thank you for talking t0.us. 61 nnBusiness accommodation of making polite requests. ‘This unit teaches language and vocabulary to talk about hotels and hotel facilities. It also deals with ways ‘The first reading activity provides practice in scanning for specific information (over a number of different short texts). The second reading text also provides practice in scanning and checking for specific information in a BEC exam-type task. Although none of the tasks in the unit exactly replicate exam questions, some ate designed to give students the skills and practice needed to deal with them (see table below). BEC Reading: Hotel facilities Hotel facilties Role-play: Hotel language Rea | BULATS Reading Part 2 Secton 1 Notes on unit Reading: Hotel facilities If students often have to book hotels, or this language is particularly important for them, you could extend this activity by bringing in brochures for local hotels or printouts of webpages to use in class. You could give them a situation (e.g. a budget and a required conference room size} and get them to choose the most suitable hotel by scanning through the brochures. (This sivuation Js quite similar (0 the role-play activity at the end of this unit in the Student’s Book, so you will probably choose {0 do one or the other of them.) Exercise 2, where students have to match sentences to the correct short text, is similar to Reading Part 2 Section of the BULATS test, You might choose to follow this exercise with the relevant exam skills section, Alternatively, an exercise ofa similar type is provided in Unit 23. Writing: Hotel facilities 1 students work inthe hotel industry, of have recently booked a hotel, ak them if they are able to bringin emails or hotel correspondence to compare with the sannple answer 62 Listening: Hotel language This is an opportunity to work on intonation and sounding polite, How much time you want to spend on this will depend on your students’ pronunciation. For students with weak pronunciation, you could choose four or five of the exchanges in the Vocabulary exercise, asking them to mark the stressed words and intonation and then to practise saying the sentences with the correct stres in pais, You could aso Go some substitution practice to extend this further (e.g. Could I have a PA He 1 BOOK wey BO OU offer @ Would it be posite 19... 2). Wyou are teaching students who work in te hotel industry, or who have jobs where they regularly deal with the public, then i ‘would be worth practising palit intonation in some of the answers, Role-play: Hotel language This activity is an opportunity to practise the polite requests in a freer context and also resembles the role play activity that BULATS siudents will be asked to camry ‘out in Part 3 of the Speaking Test. Students should try to reach 4 solution to the problem (e.g, by agrocing a small discount for the executive suite at the back, as $30 will not be enough for food expenses). UNIT 11 Business accommotiationYou may want to give students feedback on their Language after the activity, perhaps taking some of the ihrases they used for further pronunciation practice, Reading: Capsule hotels Iapanese students may’ know some of the answers to this vvaing activity already, but is worth emphasising that thes should still check and answer according (the text i¥any of your students are from fapan, you could begin by asking if there are any hotels ike this in thei ety and whether they have ever stayed in one. nis reacling activity is similar to one in BEC Reading Van 4, You might choose to da the relevant exam skills seston afterwards, 1 you prefer to leave it sti later, thon this type oF question is practised again in Units 12 ut 23 he test probably contains a number of vocabulary iver that stidents dan’ know. However, they shoud be she to complete the task without knowing the exact banings. f you wish, you couid follow up with 2 vocabalary activity where they have to find the names of covtain items in the text (e.g. you put this on after you uke a shower {bathrobe}, you wear these on your feet in ‘he house fsippers you put your head on this wien you sleep {pillow}, you sleep under this {quilt}, a dog sleeps ture tKennelh, a dead body is putin this {coffin you can put these in your ears to keep ont noise fearplugs)). UNIT 11. Business acrommodation SSE SET Photocopiable activity ‘The photocoplable aetviy introduces students to wo techniques to help them to skim a text, and also provides further practice in the right/wrong/doesn’t say exercise which i introduced ip the Students Book (and which stulents preparing forthe BIEC exam will meet in Part a of the Reading Paper). Note thatthe photocopiable activity in Unit 13 of this book als highlights the usefulness of link words in aiding skim-reading. ‘When students do the skimming activity whieh requires them to focus on verb tenses, you may need to point out that the present perfect tense in the scheme has been a success is actually a form of preseat tense, not & past one, (The present perfect is presented in detail in Unit 13.) 63Jet Hotel Photocopiable activity Reading You have already practised skimming texts. One way to skim quickly isto concentrate on the taking swords, These ell yous how the leas fit together and hep you to follow the general rection ofthe text, ‘without needing to understand the exact meanings ofall the words, 1 The following paragraph is built around a contrast. Read through it quickly and underline the word that introduces the contrast. 1 Today the Jet Hotel in West London is a quality conference centre. It employs just over 200 permanent staff and around SO temporary agency staff. Its tumover Is over £30m, However, four years ago, it looked very different. It 2 Look quickly at the paragraph again and decide what the contrast is. Choose from the following. permanent and agency staff © the hotel in the past and present Another technique which you can use when skimming is to concentrate on the tenses of the verbs. ‘This can also tell ‘you how the ideas are put together and help you to follow the general direction ofthe text. 8 Skim the rest of the article, paying special attention to the tenses of the verbs and answer the following questions. + Which paragraph or paragraphs tall about the hotel in the past? © Which paragraph or paragraphs talk about the hotel in the present? 4 One very important part of carrying out these changes 2 The parent company, Accueil, decided it needed to turn the hotel round and so it hired a new general ‘manager, Paul Schiff, and invested £330m in tuning. the hotel into a conference centre. Schiff also hited new human resources director, Bettina Fahy, who had already worked on and upgraded several hotels, in Germany. 3 Accueil were aware that it was not enough just to fest in the bullding. 1 was egually important to Invest in the staff ( make sure that they provided a service which was sultable for the hotel's new image Fahr formed a project tea service philosophy known as "Service Brillant’, All ‘employees had a three-hour taining course in the nev: philosophy and received a card to carry around with them to remind them of its key ideas. Falir admits that things were difficult at the beginning Many people didn't like the idea of change at fist, and hher team had to work very hard to show them how tis initiative could benefit. them as Individuals, as well as the hotel as a whole. ‘and developed a new wae the decision 10 appoint ten trainers or “coaches! The team advertised within the hotel and received a large number of applications, both from new andl Jonge standing members of staff. The ten who were chosen hhad to camry out regular checks on the hotel and train any colleagues, thar is, give them an informal teaching session, if they were not working according to the new standards. According to Fihr, it was this more than anything else which helped fo build this new culture of bigh-quality service. 5 Two years later, it is obvious that the scheme has been success. Staff twmover {s now just 32%%, compared with 81% before these changes and there has been a 70% increase in repeat bookings. The hotel asks randomly selected guests for Feeback on a daily basis fand now it is almost entirely positive, “h’s the first thing | read in the morning and it’s great,” says Mr Schiff. “We haven't had any criticism of the staff for six months.” 64 Cs Re i ci aT an A SORTS A ET UNIT 1Photocopiable activity Jet Hotel 4 Now read the article more carefully and decide if the following statements are right, wrong or if the text doesn’t say. If necessary, look again at the Task tip on page 53 of the Student's Book to remind you of the difference between wrong and doesn’t say. Circle the correct answer. 1 The hotel has mare than 200 members of sat. @Right —B Wrong —_€ Doesn't say 2 Paul Schiff has successfully improved other bores Aight —B Wrong C Doesn't say 3 Some employees were not happy about the changes at fst A Right & Wrong C Doesn't say 4. The ten tainers eame fron an agen ARight —B Wrong C Doesn't say 5 New staff were better at coaching than older members of stat. ARight —B Wrong C Doesn't say { Since the changes were made, fewer members of staff have felt the hole A Right B Wrong € Doesn't say 7 The hotel asks guests for feedback every six months Aight —B Wrong C Does say Vocabulary Find words and phrases in the text with the following meanings. | The opinion that people in genera have about someone or something (c.g. a company) (Paragraph 1) .reputation 2. sA-company which owns another company (Paragraph 2} + Te improve the quality of something, or make it more modesn (Paragraph 2} 1 Annew action of project (Paragraph 3) % Having worked in the same place for a long tine (Paragraph 4} 1 Ry chance, instead of according to a plan (Paragraph 5) Role-play Work in pairs and each take one of the roles below. Read the instructions on your card and take a few minutes to prepare. When you are ready, Student B begins. Student A You are Bettina Far. A business journalist is | Student B You are 4 business journalist. You are interviewing Bettina Fahr abut how she succeeded in changing the Jet Hotel. Prepare questions to ask | her about the following: interviewing you about how you managed to carry ‘out al the changes at the Jet Hotel, Be prepared 1 answer questions about ‘© your previous experience of upgrading hotels + how you tained the staff w improve the service + how the staff felt about it + how the hotel is doing now and your Autuse plans for i + her previous experience of upgrading hotels * how she wained the staff 10 improve the service © how the staif felt about it © how the hotel has improved and her future plans for i ante, You can add some deals tothe information in he | LON Ginna hameist Diino AS HE TT] 65 sistant tmatnerenx Answer key Photocopiable activity Reading 1 However imrodue de 3 Paragraphs about the hotel in the past: 2, 3, 4 Paragraphs about the hotel in the present: 5 2C 3A 4B SC 6A 7B the contrast Vocabulary 2 parent company 5 long-standing Bupgiade — 4 initiative 6 randomly Student's Book activities Hotel fo Vocabulary Suggested answers a desk, minibar, safe, satellite TY, IDD phone b fax, translation services, photocopier, email © videoconferencing, audiovisual equipment, projection sereen, flipcharts swimming pool, gym, sauna, steam room, whirlpool ies Reading 12d 3a 4b 22A 3A 4D SC 6B 7C Transcript Listening (page 52) = Announcer; M = Man; W = Woman ‘One Iolite} Can 1 dial direct? {rude} Can I dial divect? ‘wo {polite} Could { have a wake-up call tomorrow? [rude] Could | have a wake-up call tomorrow? Three [rude] What time is breaklast? {polite} What time is breakfast? Four Iolite) Two diet Cokes, please. [rude] Two diet Cokes, please. ezR e228 22 422% Vocabulary Suggested answers I comfortable room 2. convenient location 3 easy access 4 high-tech equipment 5 latest equipment 6 state-of-the-art equipment 7 stunning location Writing Sample answer See page 110 in the Student's Book. Hofel language Vocabulary 12b 3) 4) Sd 61 7e 8gorm 9¢ 10f Ma zh wn 14k 22,9 D1,3,6,8,1214 67 d4,10,0 5,13 Ustening 2. Male: polite; Female: rude 3. Male: rude; Female: polite 4 Male: polite; Female: rude Capsule hotels Reading 2 The rooms in capsule hotels are much smaller than other hotels. 3B2A 3A 4C 7B 8B SA 6C UNIT 11 Business accommodationThis unit revises and practises comparative and superlative forms of adjectives. It also extends the language and vocabulary for talking about conferences that was introduced in Unit 11 The first istening activity provides practice in listening for specific information and the second listening exercise requires students to listen for gist. The reading text offers practice in scanning for and checking specitic information. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below) f BEC Speaking Role-play Listening: Wetcome speech Reading: Offsite meetings [atking point: Offsite meetings | Photocopiable activity Notes on unit Listening: Choosing a venue iC te topic was not fully covered in Unit 1 stodents ino are in work could finish the Gramasar workshop by each other about any hotels where they have and whether they dink ‘ny af them were good places for conterenc fell Jayeal for conference purpost Grammar workshop: Talking point swollas talking about personal prfereices, with a \winational class this is also an opportunity to talk about ‘one public holidays and holiday periods in different ‘peaking: Role-play Joho te vole-play activity in Unit 11, this reguizes 2nts to obtain information from each other and reach men. If students are preparing for the BULATS {, you might want follow this withthe exam skills tor BULATS Spealcing Test Part 8 Jistaning: Welcome speech “questions for this listening activity are similar tothe vlc BEC stufenis will meet in Part 3 of the BEC ‘oni, Paper. if students are preparing for BEC, you might 140 lollow this with the relevant exam skills section, HAV Out of the of Reading Part 4 Speaking Part Speaking Pat 3 3 Reading: Offsite meetings Students whe are in work coud begin by telling each other about any ofste meetings they have experienced, where they wet and why. Offsite meetings may also be given different names in different companies (away day) Photocopiable activity This is an activity which provides speaking practice in using comparative and superlative forms, Being able 10 use language to compare and contrast is important in the speaking exams, especially BEC Speaking Part 3, where candidates need to be able 10 compare different alternatives and make a decision. Talking point 2 could lead to a general discussion about what makes or doesn't make people happy in their work. If we take the survey seriously, some general tends seem ta be: + people who work in vocational jobs or with their hands are happier than people who work in offices + happiness does not seem to relate much to salaries, 67Photocopiable activity Getting started Comparing jobs 1 Which of the following do you think are the most important for job satisfaction? Number them 1 to 7 (1 = most important, 7 = least important), © Jong holidays ‘g00d salary good and fair management opportunities for training friendly colleagues feeling that you are helping other people oppertunity to be creative 2 Work with a partner and compare your ideas. Try to agree on the three most important factors for job satisfaction. Talking point 1 His important to feel that you have a life outside the office, H you do not achieve a good work-life balance, then you are likely ta suffer from s 1 Do this quiz to find out how good your work-life balance is. Choose A, B or C. is your life all work and no Play? 1 How many sleepless nights have you had in the last 4 ‘month? ‘A. One or two. 8 Five or six. More than ten, 2 What do you do when you get home from work? 5 |A Spend time on your hobby. B Fall asleep in front of the TV. Start the paperwork that you didn’t manage to do in the office ‘3 What does your lunch break consist of? 6 ‘A Half an hour outside the attice BA quick sandwich at your desk. © What lunch break? What do you do during your holidays? A Ralax on a beach. B Visit family and catch up on your eye and dental checks, © Go into the office. How offen does your boss ring you when you are not al work? ‘A Only if there is areal ermergency, 8 Occasionally. © Every weekend, What do you do to relieve stress? AA Practise a hobby like you 8 Chat with a coleague outside the office. C Hitthe computer What is your dream? A Retiring to house i the country B Spending more time with your fiends and family Receiving less than 20 emails al work tomorrow. "MON S190 ssans 370K aonpa cr saunseau sys: 01 peau No, ‘pacbaddveIp anBy 01 suAvAS BE\YO OW SPINE BPI ANOA “D ANSON ‘tum # Ur a0U0 1814 YRSINOK 6 OFA, BELOW ShEAYE OP 1G IPOM PUR Bjy BoUETER O} KA MOA "B ANSON, on aprsino Busses swayg01d ou anay pul eauUeTEq 9, 0M POOE e ONeY Aubara ROA "Y ANSONE 6s Ci Bess Racial Ps Terme sunsos ASTID UNIT 12Photocopiable activity Comparing jobs 2 Compare your results with a partner and write five comparative sentences. Consider length of lunch breaks, activities outside work, numbers of phone calls, etc. 1 .My.packoar.fana.mace. lasing elie than. Talking point 2 Sometimes surveys ate done to find out which jobs give the mest satisfaction, which workers aze the most stressed, etc. One survey was carried out in the UX to find out which workers are the happiest. 1 Before you read the results, work in pairs and discuss out of each of the four jobs below, which people you think are the happiest and why. Underline the happiest people, in your opinion. 1 haidressers/chets/care assistants/plumbers 2 buildats/teachers/secretaries/butchers, Useful language 3 pharmacists/estate agents/media workers/accountants Expressing an opinion 4 mechanies/lawyers/scientisis/IT specialists Lihink that care assistants ave the happiest because they can teal that they are helping people the most | think that chets are probaby the happiest ofthe four because thir job Is the mest creative. 2 Now look at the results of the study below. According to the research, were you right? quaBe ares 07 isnuens OL JOYOM eIBIW BL isyepeds 4G rsroewieud BL o1uey2oU g. werunonse 24 sehmey uepuiseie gb eeuiGue paeueyo 9 woeLyOHe SL Wsu0H G reuse pL yous v sepung et soquiyd ¢ veyoing Zt rassaspuey Z Avoyaioas: th quersysse ae | (kdeoy 4e00j = 92 ‘seiddey = |) ove yn ota Ut eloyoM ieaiddey oz doy a4 ‘e0e}d4Y0N O41 20} Suen pue voneanpe sesie010 uoiyen AeyD e “spin pu AD Ag YDrEeses & Bupsoooy Aanmns ssouddey 3. What do you think of research like this? Discuss your ideas with a partner. OO RRM Ee ae a a] PHOTOCCPLADLE iAnswer key Photocopiable activity Talking point 2 Happiness survey According to the research: 1 Care assistants are the happiest. 2. Secretaries are the happiest 3 Accountants are the happiest. 4 Lawyers are the happiest. Student's Book activities Getting started Suggested answers Jon holiday 2onasalestrip — 3.ata conference 4 at an offsite meeting. Choosing a venue Listen 1240 33 2. 2 larger 5 cheaper 440km 56 6 inland 3 furthest 4 the most expensive 6 more pleasant Grammar workshop Comparatives and superlatives 1 2 they put more before the adjective e.g, more convenient, more suitable 3 the 4 the largest, the cheapest, the most suitable, the most conventent 5 change y to and add er e.g, earlier 2 2worse 3 further/farther 4 the best Sthe worst 6 the furthest/the farthest 4b Suggested answers 2 is less stressful 3 easier to find someone to do your urgent work for you 4 There is a smaller backlog of work when you return to the office. 5 Someone who does your work when you are away may make fewer mistakes. Welcome speech Listening 2 Internet advertising, theatre 5 Coffee shop 3 West Room 6 DvD 4 Main 7 Sales talk 70 Offsite meetings Reading 1 Suggested answer there are less interruptions, there are no office polities, itis easier to concentrate 22a af 4b Se 6d 3 Suggested answer ‘Thinking in a creative way 4 They spent the four days in a smal! boat in the Arctic Circle, They made key decisions about the group's structure 52A 3B 4B SC 6ATranscripts a|Listening (page 54) Mom Man; W = Woman M I've just received these hotel details fram Ventura Promotions. What do you think? Well, the mast convenient piace seems to be Il Kastell, Only thirteen kilometres from the airport Min ... But look how smail the conference room is, 1 only holds forty people, And they only have thiee seminar rooms, Oh yes, That's no good then | think the best is this one, ‘Phe Sunset. Oh, let me have another look. Well, it certainly has 4 larger conference room than Il Kastell. t doesn't need to be as big as that, though. Mm... but it says that this is their largest conference room, They probably have smatier rooms as well Mt: w: M: w) M: W: OK. Six seminar rooms - that’s OK. The only thing, is, The Sunset is the furthest out. t's 40 kilometres vom the airport M w At | don’t think that's too bac. Why don’t you like this one, La Guardia? 4 do, it's just the price, Their facilities look great vom the photos but it’s definitely the most expensive. (t's way over our budget. 'm sure Jake will want somewhere cheaper than that w M w io you have the price details? fi, here, Uh, 1 see what you mean. Well naybe we could otiate some cheaper rates. ' inland as well though. 1 think a beach M Mim hotel would be more pleasant Ob well, PH remember to take my swimming eostume! w 111 propose this one to Jake, I think and see what Jw says. Ihe agrees, 1" get back to Ventura and ay we'd like The Sunset. AHP V2 us of the offico 2 Listening (page 56) Good moming, ladies and gentlemen, and a very warm welcome to this, Utilita's third annual conference. Promoting a product or service these days has become ‘more challenging and exciting than ever with the artival of so many new methods of advertising. So we have decided to share our experience and take ‘new media’ as the topic of our conference this year First of all, there are one or two changes to the programme that'd like to draw your attention to. Unfortunately, Mr John Pineda can't be with us today. So instead of his session on measuring TY audiences, Ms Stefania Volksmann will be giving a talic on cemnet advertising. ‘The other main change is that Mr ‘Tim Shi's talk on "The consumer as boss" has been moved from the Green Room downstairs and will now take place in the West R ur final session tomorrow afternoon will be a discussion panel with our key speakers. What will be here in the main theatre at two o’clock. We are expecting a large audience so 1 advise you to make your way from the main hall as soon as lunch is finished, Inside your welcome pack, you'll find a short feedback questionnaire, I'd be grateful if you could fil it in at the end of the conference and drop it into the box by the coffee shop. If you need a new feedback form then you can get one from the stand next to reception. That's where you can also get your free souvenir which this year is a DVD. We've upgraded fiom the videos we had last year Last but not least, we intend to make a contribution to the literature available on new marketing media by’ publishing this year's conference proceedings in a book, This should be avaitable in June and will be called Sales talk, We also intend to publish shortened versions of some of the presentations belore that on our website, ander the title Conference papers. Ladies and gentlemen, rd now like to hand you over to our first speaker, Dieter Pietsch, and once again, thank you all for coming here today nmThis unit presents and practises the use of the present Developing contacts perfect versus the past simple. It also deals with language used for beginning conversations with business acquaintances in a social situation ‘The reading text provides practice in a variety of different skills including skimming to get a general idea of the content, scanning for specific information and guessing meaning from context. The speaking activity at the end provides practice in giving a shor, strictly timed talk (one minute) ~ a useful skill for business meetings, as well as being necessary for the BEC and BULATS exams. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). BEO Speaking: Networking | | Procoranate ati 8 | \ Notes on unit Getting started This activity may highlight some cultural differences about what are acceptable subjects to discuss with a new intance, You could extend the activity by asking any other good subjects to begin a conversation, o” if there are any questions whieh in their opinion should be avoided acqu students if they can sugy Grammar workshops 1 and 2: Present perfect and past simple Grammar workshop 1 presents the form and basic use of the present perfect and past simple and Grammar workshop 2 concentrates on the time phrases which are usually used with these tenses. If students are in work, then the exercise on time phrases in Grammar workshop 2 could be extended by asking students to write sentences about their own job or company, Reading: Networking Stuients who are working may Nave anecdotes to tell here out how they find new cients, new staff or nes jobs through neworking or personal contac. The lead-in could yea opportunity to talk about these (anowgh st might be 1 sensitive subject i stusients are all working in the same company}, Pre-service students could diseuss how they Iinke networking might help them to find a jab, 72 Speaking Part 2 BULATS Speaking Part 2 Reading Part 1 Section 4 and Part 2 Section 8 Speaking: Networking The second speaking exercise gives students practice in speaking without interruption for one minute. Students preparing for exams will have to do Uhis for Part 2 of the Speaking ‘Test in both BEC and BULATS exams, Students in work should give a one-minute speech about their own company, Pre-service students can receive one of the cards in Photocopiable activity 1 and role-play the owner of the business on the cani, giving a one-minute speech for BNI. Alternatively, they could el company that they have read about earlier in the book (e.g, Hongdou in Unit 3). They are free to make up extra ils if necessary For exam students, this section could be followed by the exam skills section for Part 2 of either the BEC ot BULATS Speaking Test, Photocopiable activity 2 ides further practice in skim This reading text pi reading and requires students to focus on the link words to help them in this, The gap-lill exercise in the last paragraph is especially suitable for students preparing for the BULATS reading papers, ‘The tapie af the reading text is slightly controversial You may decide not to use it if your students will find it difficult to relate to, ar if you have a group who are likely to express sexist comments. UNIT 13 Deveroning contactsPhotocopiable activity 1 Networking Company A Company name: Oticers Business: clothing retailer: T's Number of stores: 3 Location (You choose.) Website: www officers.com Suppliers: materials supplied from (You choose} Clothes made locally Number of fil ume staff 8 Truget market: eenagers and young people, mostly male Selling point: cheap, clothing cartes ‘Officers’ logo which Took like {You choose.) hirts, especially army-style, jeans, baseball caps, boots Company B Company name: Revers Business: suppliers of novelty furniture, sofas, hammocks, armehairs Number of stores: None. People come to workshop and order Location: (You choose.) Website: still under construction Suppliers: Wooden frames, metal parts, etc, supplied by Jocal companies. All sewing and upholstery (covering and filling the sofas) done on-site, Nuntber of fulltime staff. 3 Seling point: each order is unique: furniture is especially made to suit bars and restaurants, also 40 suit people's rooms Company ¢ Company name: J8 Denning tzusiness: insolvency specials, Provides services to help clients manage debt problems, helps resolve disputes over debts, gives advice on restructuring businesses der of branches: 3 Jocations: (You choose.) Website: wan sdteming.com Number of staff: 20 Sething pont: First consutation is fee, You have brought letters from many satisfied custome, UW 3 GR BE Re FT erro Na WYO Cais Vay Fo TT a0Photocopiable activity 2 Reading In the antic tens ean help you to skim-read Business Women’s Networks e about the Jet Hotel on page 64, you saw how focusing on tink words and verb 4 The following paragraph (like the first paragraph about the Jet Hotel) is built around a contrast, but this time the links between the ideas are more complicated. Think about the link words and then put phrases a, b and c in the correct gap (1-3). a 1 Most businese people agree that good! networking is very important iecessful AS a result, 3 If you want to be s However, 2 bu This is because 1 .. siness women often lack the informal networks that have helped men in thelr careers| bb you need to have a wide range of contacts and make a good impression on influential people one problem with this is that most big corporations were originally set up by men ‘Skim the rest of the article to get a general idea of the content. (Don’t worry about the gaps for the moment.) Which paragraphs talk about the following? b a 7 Why networking can be difficult for women Organised events for business women What business women think about female networks How networks can help women in their careers 2 ‘There are offen practical reasons why women do not build up contacts in the same way as men, Women often stil have more childcare and family ‘commitments than men, so they may be unable to with colleagues after hours. Socialising is an important way of getting informal suppert and career adviee from senior colleagues. Women may also be less interested in the kind of topics that men tse for small talk (e.g. football). Again, the result is that wamen are often left out of informal networking, 3 In response to this, @ number of professional ‘women’s networks have started up, both within and across comporations. They are not usualy concerned ‘with Issues such as matemity leave or childcare. Instead, they provide support and encouragement for women who feel that they are not progressing ‘quickly in their careers, just because they do not have the same range of contacts as men. Acconing to Anna Reiss, president of the Women Investment Bankers’ Network, women often do not put themselves forward tn the same way as mea. "Maby women think that if they just get their head down, then eventually someone will notice them,” she says, “Men are different, They tend to say ‘Look social @ a a o what f've done’, Our networking can give women the confidence ta go aus there and present themselves as someone who is doing a great job.” ‘Ms Reiss admits that not all women were enthusiastic 2 first, The more senior women were often quite critical, “| don't think they really understood why networks were needed,” she explains, “After all, there were no networks when they slaried out and Whey still managed to climb the ladder. But now, more and more of them ate seeing the benefits.” This is reflected in the increased umber of new women's networks starting up, ¢s well the growth in memborship of existing ones. “There has also been an inerease in 1.4. number of conferences for women, ‘These provide networking opportunities for women with similar 2... oF similar imierests, One 3... example is the Fortune Most Powerful Wornen Sumunit, which kas taken place every autunon dw 1999, IES... described as “the world's premier gathering of women leaders in business, government and academia”. Previous participants include Meg Whitman, chief executive of eBay 6 ‘Anne Maileaby, chief executive of Xerox. In future, traditional male networks will have to 7 sn. foom for nev groups of well-connected women 8 .... are going straight to the top. a TT Pa yy ah WI © Ca Nit 13Photocopiable activity 2 Business Women’s Networks Grammar workshop When you are reading, you don’t actually read every word, {nstead, you focus on the most important words and fill in the rest of the words from what you know of the topic and the language 1 The final paragraph of the text about business women’s networks contains eight gaps. Read it carefully and decide what kind of word goes in each gap. Choose from the following types of words (a-h) and write a letter in the correct gap (1-8). » adjective © main verb @ auxiliary ver’ @ relative pronoun {preposition 8. link word baitiele 2 Now read the paragraph again and put a word in each gap. (Sometimes there is only one possibility and sometimes there are several.) Vocabulary Sean through the article again and find phrases with the following meanings (1-8). 1 Conversation about unimportant things to build relationships (Paragraph 2) $a talk 2. The period that women take off work before and after having a baby (Paragraph 3} 3) Work hard (Paragraph 3) 4 Get a series of jobs, each more important or better paid than the last (Paragraph 4) Quickly reaching a high position in their career (Paragraph 5} talking point Work in small groups and discuss the following questions. * What do you think of the idea of having networks especially for business women? + Would it be a good idea in your area of business or the area of busines you would like to work in? UNIT 13 Carman 75 | 1Answer key Photocopiable activity 2 Reading 11b 2¢ 3a 2bs 4 43 Grammar workshop 12a 3b 4f 5d 6g 7c 8e 2 the 2 jobs, careers (other answers are possible) 3 well-known, famous, (other asince Sis 8 who answers are possible) Gand 7 make Vocabulary maternity leave get your head down climb the ladder going straight to the top Student's Book acti Gotting started It is probably best not to talk about: religion, itiness, marriage and money problems ities Grammar workshop 1 Present perfect and past simple 1 1 They are in Milan. 2 3started — 4 have 7 een 8 had U1 walked 4 Present perfect: have you been, have you been, have been, have you seen Past simple: started, had, walked 5 been 9 have Ghave 30 seen Transcript a|Listening (page 58) Man; W = Woman M: So how long ha 6 1 How long have you been with Marque Development? 2. Have you been to Milan before? 3. [walked a bit around the centre last night. Grammar workshop 2 Present perfect and past simple 2 2, Suggested answers others may be possible) 1 since 2002/for the last five years/before 2 just/recently/alteady 3. last month/thuee years agoy/in 2002 4 in 2002/three years ago/last month/as soon as 1 Jeft school/when | was eighteen yet/recently 6 before/recently 2 ‘ve just finished 3 have you been moved Shadto 6 weren't 7 arrived 8 haven't unpacked Networking Reading, 2b4 cl 43 3. Suggested answer Word of mouth recommendations 4 Number 2 (a catering business) is not mentioned 5 Items not mentioned: a the Middle East: b telephoning potential clients; c tape with networking advice (they have access to it but are not given it) Vocabulary 2a way of advertising 3 a saying or slogan 4 when people stand up to clap 5 ends 6 thinks it is caused by 7 every week you been with Marque Development? W: For about two years. I started with them in the autumn of 2004. M: Mm... and have you been to Milan before? W: No | haven't. {'ve been to Venice before, though. M: Ah, When was that? w. About three years ago. It was just for 2 hol in Venice and th nt down to Tuscany. yen we Wel M: Lovely. So have you seen much of the city yet? W: Not yet. 1 walked a bit around the centte last nig M: Ex, did you see the shopping gallery? W: Oh yes. t’s wonderful 76 We had three daysCultural issues This unit deals with cultural awareness and its importance in international business. The listening skills work provides practice in listening for specific information in interviews and training sessions. The first reading activity provides practice in scanning for specific information and also introduces students to the relationship between general statements and corresponding examples. The second reading activity is a skimming exercise which requires stucients to identify the main point in short paragraphs. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). |” Reading Part 1 Section 2 Reading Part 2 Section 4 | Photocopiabie activity eee __| Bee | BULATS 1 limeng caer aaae a Tears | Talking point: Giving gifts 1. tee Listering: Giving gifts [ Ustening Pat 3 7 Notes on unit Reading: Marketing in China Geuing started A number ofthe isues raised inthis text about China could be applied to other countries (e.g, the importance |Nura issues are, of course, both potentially sensitive and of brand names, pricing, popular ideas about lucky and “iupossible to ignore. The unit therefore begins with a faisly jestdliseussion on the importance of the rapic, There ‘sno Wolticky aumbers and symbols, ete}. tn a multinational {sphe answer to whether Statement 1 of Statement 2is class these themes could alse form the basis of a “sige. The existence of international brands, etc, does discussion after reading the tex! ‘699 jouple more common ground the e days, but people's Vocabulary: Giving gifts Again, in a multinational clas, students ean compare sifferent trations of git-gving in their respective tinal background stil affects how they act as individuals i shir business relationships with others innlonts who are experienced in international business countries (e.g, what times of yeat, what kinds of things ate given, elc.). Multinational classes could bring suitable gifts from their country into class as realia, 1f students. already work in international business, they could also talk about any interesting gifts they have recelved, In a monolingual group, this topic could provide an opportunity for project work. Different groups could be \atening: Cultural awareness asked 10 research gift-giving tsaditions in different counties and suggest suitable gifts for business clients. They could then present their work to the ‘ve plenty to contribute from their own experience vithouigh you also need to be aware of any racial + or tendencies towards stereotyping in the group), +1 yalovts have Jots to say, the discussion may lead: © soul tuto listing cultural issues and this will prepare 1 the listening activity. We Gand 7 in Exercise 3 coul lead to ny anal you need to beware of sis in any lass in a Wi that develops. You could extend the activity vals what further advice they might give » olny, business in their own country (although this| ‘eljutes the final reacting activity). subsequent lesson,Reading: Business in Finland As preparation for the final ting activity, you may Hike to uve the reading text 0 present ways of talking about habits, The text contains a number of different examples of this: © Using an adverb Negotiations ave generally held in offices They uswatty speak directly and clearly. Visitors are normally taken 10 restaurants, © Using the adjective likely. They ave likely to be informal, © Using the verb send plus infinitive with to Pianish poople tend to be very punctial © Using the modal will ‘Most Finnish people will introduce themselves offtiatty. “The example sentences could be written on the beard or shown onan OHP to elicit the fact thac they are all different ways of taking about habits, 1 is worth pointing out the position of the adverbs in the sentences, as stactents frequently have ificulty with this (i.e. before the main verb but after an auxiliary verb), Studenis may also be surprised! by the use of will to deseribe typical behaviour, if they have been accustomed to thinking of it simply a ‘the futuse’, You may need to point out that ill, like most modals, covers a range of meanings, not all of which are associated with future time, “The writing task could be made longer or shore, according to the needs and interests ofthe group. Far texample, they could be asked! to write either a sentence cor a complete paragraph for each of the headings. In a class where students are from the same country, they could work in pairs oF groups, with each group taking, one heading 78 eae emer reer Photocopiable activity “Tis activity provides further practice in identifying examples and matching them to general statements. For the initial talking point activity, students shoe! work ‘vith someone from a diferent country f possible, so tha they can compare name conventions. If you are teaching 4 monolingual lass, you may caese just to answer the fst three questions together and point out that these matters can be different in other countries (e.g. in European names the surname comes second whereas it comes first in Chinese names}. There are different conventions even within Europe about what happens: when someone gets married. For example, traditionally in the UK, the wife takes the husband's surname, whereas in some countries, fike Spain, she usually adds the hhushand’s name to her maiden (unmarried) name. ‘There could also be an opportunity here to discuss how conventions are charging (e.g, in the UK, some women now prefer io keep theit osiginal surname after marriage). The initial vocabulary gap-fill activity mirrors the type of exercise that BULATS students will meet ip BULATS Reading Part 1 Section 2 and Part 2 Section 4Photocopiable activity Names Getting started hen you meet a business client from another country, itis important to address them in the boteet way. 1 Note down answers to the questions below. Your country | How many ames do people uswally have? 2 In what order do you put the names? § What happens to your name when you get married? Is it normal to change it oF now You and your company Inside your company or place of study, how do people address each other (first names, surnames or titles)? § How do you introduce yourself to a new business client (or, if you are study teacher)? 6 How does your name appear on your email address? (Is it different for your business and your personal email addiess?} Da people from another country often find your name difficult to pronounce or spell? anew 4 Have you ever given yourself a different name (for example, an English name if you are dealing with business clients from the UK or USA)? ® Work in pairs and compare your answers. Vocabulary 1 You are going to read an article about job titles in different countries and industries, Read the following sentences (1-5) and choose the correct word (A, B, C or D) for each gap. 1 In some US ... of busines. for many year. A regions —B zones @areas —_D spaces 4 Latin Ameviea, a vice-president is expected to behave and dress ina way which is tor his job title Asuitable — Bconsistent —C agreeable _B apparent + hn Kay, titles like abvocato and dottore are often used to indicate a person's qualifications » an employee can only become vice-president after working and Astate — Bestatus C statement —_D station " IU1s quite conmmon for a Japanese worker to seler to his manager as manager... of using Ihe person's name Arather — Bplace — C instead —_D alternative {n Latin America, a senfor executive (ends to assume that certain ..... come with the jab, such as Naving a chautfeur or membership of certain exclusive clubs, Aperks — Brips — Coptionals boosters ? Now check your answers by scanning the Examples box after the article. AN Canes en i Ty NOE A TTT 79 ppb bee eb taal EE EEL GLEE iecoumennPhotocopiable activity Reading Names Like the text on marketing and selling in China in the Student's Book, page 63, this article also contains a number of general statements which are then illustrated with examples. 1 Read the following text with general statements and put each of the examples from the box below (A-F} in the correct gap (1-6). JOB TITLES Knowing exactly what a job title means in another country can be very difficult, This is not just to do with the difficulties of translating it into another language. The problem also exists between counvies where people speak the same language. I ..£ Even in the same country, the significance of a job title can be different from indusiry to industry. 2 Job titles also come with their own expected ways of behaving which can be different in different countries. 3 In the same way, titles in Latin America often come automatically with certain social privileges. 4 In some counties, job titles and academic qualifications are given a great deal of importance. § In Asian countries too, profes outside the workplace. 6... onal titles are very important and are frequently used both inside and Examples. D In some US companies, these isa diess-down are often used te indicate a person's qualifications and COME Lo wos in casual clothes: This would never status. Likewise, in Germany, if you have a Ph.D or happen in Latin America, for example, where a vice doctorate, you may be addressed as Herr Doktor or resident Is expected 1o behave and dress In a way Frau Doktor, which may or may not be followed by si lie for leer OD ile eres E In that pat of the world, a senior executive tens to Blosome US areas ofbusiness,anemployeecan only SSN that certain perks come with the jo, such 38 3 become vice-president after working for many yearsin an “haulfeur or membership of certain exclusive clubs. crganisaton,wheressin bank cl geadeate seetan7% 1 ferent fam the USA where sich perks afte as vice-president. They report to a senior vice-president, Nave to be negotiated. who reposts to an executive veeresient, ee F For example, the equivalent of the UX tle managing For example, its quite common fora Japanese dcr he US en vice, bt pope worker to refer to his manager as Manager, instead of See eee Pee eee eee using the person's name. pone Talking point Work with a partner and discuss the following questions. Ae there any job titles used in your eompany that other people might not undestand? * Do you prefer to work in a company where everybody addresses one other informally (by their first names}, or do you prefer to work in a place where titles and surnames are still used sometimes? BO ea Mess River Pe tance alae a Nea Wi OTN UN eS ANN UNIT 16 sass!Answer key Photocopiable activi Vocabulary 2A 3B 4c SA Heading 2B 3D 4E SA 6C Student's Book activities Cultural awareness Listening 2 Topics mentioned in interview: hody language, eye contact, touching people, task versus relationship, time-Keeping 5 2 southern Europe, Latin Americ 8 Asia 4 Thailand 5 the UK, Germany, Scandinavia 6 the Middle East, China 7 Europe, the USA the Middle East ‘Marketing in China Reading 2 Lucky 21999 4 good luck + Suggested words to underline: 1 TongRenTang, 2 white, 3 De Beers or diamonds, 4 envelope or yellow anid blue 1 1669 2 death 3 harmony, lasting relationship 410 give gifts of money at funerals Vad 3e 4g Sa Gf 7e 3 harmony, lack of conflict Giving gifts Vocabulary 5 close and 8 fasten do not collocate Listening 1 2 July or Ochugen 3 bonus 4 fruit 5 department store 6 while paper 7 both hands 9 death Business in Finland Roading 22b 3g 4e Sa 6d UNIT 14 Cuttuea issuos a Listening (page 62) J = Interviewer; P ~ Philip Transcripts Ihave with me Philip Baker from CALDA, a consultancy which advises business execitives on cultural issues. Philip, tell us @ bit about what you deal with on your courses. Well, cultural issues are a very big subject. 1 ean really only give you a general idea, OK, one thing. is body language which varies a lot from culture to culture. One difference here is how close people stand when they talk to eaeh other. In the UK and northern Europe, the distance is about $0 to 70 em. But ip sonthem Europe, Latin America and the Midile East, people tend (o stand quite a Dit closer, between 20 and 50 centimetres. Eye contact is different, The cultures which stand closer als to make more direct eye contact, On the other hand, many people in Asia prefer minimal eye contact, less than the northern Europeans. How. much you can :ouch the person you are.talking 10 is another difference or where you can touch them. For example, in Thailand, you do not touch people on the head, as that is considered the highest part of the body, spiritually. But business people travel so much these days ‘Aren't we all becoming more used to each other? After all ifm doing business in another country people know I'm a foreigner, They don’t expect me to behave just like them. tend They don’t expect you to copy them but you still need to be aware of what might give offence. Besides, every country has its own business culture which is a part of the overall culture and that will affeet the way business is carried out Can you give us some examples? Again, a huge subjeci, but one very important difference is the Lask versus relationship question. Some cultures are mote task-oriented so the focus is on getting the job done and not so much on building up a personal and professional relationship with your colleague. That would be the Anglo-Saxon cultures like ... the UK and Sermany, andl the Scandinavi And what would be the opposite? 81P; At the other end of the which are much more concerned with creating and keeping up business relationships. There will be more time spent an entertaining, more gift-giving, and business practices like references are likely to Spectrum you get culiures be done in a more personal way rather than, say, just by matching peaple’s performance te a job description. The Middle East is an example of that kind of culture and so is China. I: Interesting! P: Attiuides to time is another big area of difference. [nEurope and the USA we tend to have the attitude that ‘time is money’ In genesal, in the more relationship-oriented cultures, time schedules are more flexible. Delays are more common and there is more time spent on building up relationships and small talk, I: Philip, it's been fascinating talking to you. I's a shame we have to stop here but, if you are interested in attending one of CALDA’s training courses, you can contact them on 82 xs Listening (page 65) “The main times of the year when people give presents in Fapan are in December, just before New Year, and for what is called Ochugen, normally tn tuly. This was originally connected with the annual festival for commemorating the dead. So both of those can be expensive times of the year, but fortunaiely Japanese companies often give a.bonus, a bit like the Christmas bbontis in the West Gift-giving happens in companies as well and companies might well give presents to good customers at either of these times. And of course if you're doing business in Japan, then it’s good to take a present for your hosts. Good ideas for presents might be good ‘auality {ruit or something from a high-quality department siore, Gifts in Japan are always wsapped. In Japan many stores will wrap the goods for you if you say they are a present. If you are bringing the present from outside Japan, it's important to take care when wrapping it ‘And don't use white paper for this, Normally, gifts ‘zen’ opened immediately in front of the giver. IF you ddo receive a present and your hest insists on you opening it, then it's best to do this carefully and not just tear it open like we might do in Furope, And there are one or two other rules, Firstly, gilts should be given and taken with both hands. And the other one is, don't give four pieces of anything as a present, That's because the Japanese word for four sounds like the word for death UNIT 14Teamwork This unit teaches language and vocabulary associated with team dynamics, projects and goals. The first reading activity provides practice in scanning for a range of different types of information. The second reading exercise is a skimming activity which also provides practice in using contrast words for prediction The listening activity focuses on listening for the speaker's overall argument (rather than for specific items of information) ‘Although none of the tasks in the unit exactly replicate exam questions, some are designed to give Notes on unit lalking point: Describing a team ‘his gives students a chance 10 use some of the sscabulary they have studied in the previous section. 1 students ate preparing for BEC or BULATS, then the ity could be made more similar tothe exam task by siving them one minute co prepare and make notes and on: minute to talk. You could also ask some colleagues or native speakers to do the same exercise, recotd it ihn compare their talks with the students Reading: Team-building Fle Personal Study Book contains a writing exercise ‘nyse on booking one of these team-building events {the hnelate workshop). if students need further practice in siiling, you could extend this by asking them to write a ilar leter or email for one of the other events, or swemtatively, a letter or email thanking the organisers vite the event las taken place Listening: Teamwork Vhis activity gives practice in predicting the content ofa piewentation before students listen (something which has ‘only been done informally previous). 2 you wish to exploit the listening activity further ym could allow the students to listen again and this time ‘site down any specific words and phases which the lecturer uses to describe the personalities of a) the team UNIT 15 Teamwork SEAR sludents the skills and practice needed to deal with them (see table below) | “BULATS Speaking Part 2 leader, b) the person who has the ideas and ¢} the person who does the checks and tests Reading: Kaizen Bxeicise 3 is intended to show students that they can often predict the likely order of a text, even before they skin it. A definition of the concept Kaizen will naturally come at the beginning (heading d) and, because texts tend to follow chronological order, something, about the furore wilt probably be atthe end Jf you have Japanese business students in the ¢ they may know more about Kaizen or use it in thel ‘company (as might other students). IF s0, you could ask them to prepare a short follow-up talk on this subject to give to the rest of the class, You could also use the ext as a source for vocabulary ‘work. In particular, it contains a number of verb collocations for a suggestion make, come up with, pat forward, discuss, implement) which you could ask students to find and record, Photocopiable activity ‘The speaking activity here gives stuents practice in forming questions with a varity of tenses and some spelling practice, You will need to photocapy and cut ou copies of Texts A and B, The Grammar workshop gives exam studenis practice in maitiplechoice gap-ib questions like those that they will meet in BEC Reading Past 6 oF BULATS Reading Patt 2 Section 2. 83Photocopiable activity Getting started 4 You are a company manager. You wo! together and work more as a toam. WI of encouraging this, do you think? Number the suggestions from 1-6 (1 way of encouraging teamwork; # Ask someone t0 ¢ each other's points of view better + Rearrange the office space 10 include more room for casual meetings W impose a company song which you will all s ‘+ Set up a system where people can exchange jobs for a d least useful way). # Invent a slogas about teamwork and put it on a poster in every rom, + Astange a regular time when all nembers of staff will eat out tox a month), © Set up a company football team. 2 Discuss your ideas with a partner. Speaking ith colleagues, Nidec ld like the members of your staff to bond nich of the following would be the best way best ng together on occasions. CI ay, This way, they will understand Oo C i ether (maybe one Friday c a You are going to read a short article about the Japanese company, Nideo. Work in pairs and each look at the texts your teacher questions to complete the missing information from in brackets. You will sometimes need to spell out the names. with your partner and check your answers. Grammar workshop Mr Nagamori believes that one reason why the company is so team spirit. Read the rest of the article below 1 gives you. Ask your partner your text, using the question words ‘At the end, compare texts ful Is iis strong emphasis on and choose the correct words, A, B or C, to fill each gap (1-10). Use your knowledge of the collocations and grammar you have studied in previous units to help you. ‘The company’s success is partly & result of the rapidly growing market, but Mr Nagamori is also e 1 believer in team spirit. He is convinced that this helps to increase profits. As in some other companies, there is a company ong, 2 wu the employees sing together. More unusually, graduates who join the company 3... 10 lean out the toifats as one of their 1A hard ®tirm C heavy 2Awhich — Bwhat_ — C who 3 A must Bshould — C have AAlearns Beaches knows 5 Aand B but Cs0 Ba first jobs. Mr Nagarnoti believes that this builds team spirit end 4 them that working at the company is not always going to be ‘us. “The kind of people | want are heppy not just with the pleasant jobs S.... the unpleasant ones as well,” he says In 2003, Nidec took 6 Sankyo Seiki, 2 company which was, josing money. The following year it F von & spectacular profit of 10.3, G Aover 7A made 8A for 9 A allowed 10 A tind i nc al Tei an WEY WC billion yen. True 10 his beliefs in team spivit, Me Nagamori spent $200,000 dollars of his own cash 8 taking the Sankyo Seiki employaes out for drinks and meals in groups of 20. Thes 9 him to bond with employees and also gave hin the chance 10 10... out the real issues fons the behind the company’s problems Bup down B dic € took Bin Con Biet made Blook —C take UNIT 15 oSPhotocopiable activity Talking point Work with a partner and discuss the following questions. * Do you agree with Mr Nagamori about the importance of team spirit? * Would you like to work for his company? Nidec ere 2 Japanese electronics ‘company. Their headquarters are ADV i (Where? but they also have sales offices in the USA, Thailand, the UK and Germany. Their main products are 2 svn (What The chief executive officer is Mr Shigenobu Nagamori. He set Up the company in 3 cae (When?) along with just three other engineers. ee Text B Nidec are a Japanese electronics ‘company. Their headquarters are in Kyoto but they also have sales offices in 1 (Where? ‘Their main products are small lectric motors and electronic ‘components, ‘The chief executive officer is 2 (Who? He set up the company in 1973 along with just three other engineers. Now the company employs over Now the company employs over 90,000 workers. It became @ public company (that is, ‘members of the public could invest in it in 1988 and it first appeared on the New York Stock Exchange in 4 (When? ‘The company has @ number of ‘competitors, both inside and outside Japan. Two of the most important inside Japan are ‘Mabuchi Motor Company and 90,000 workers. It became @ public company (that is, members of the public could invest in it) in 3... (When? and it first appeared on the New York Stock Exchange in 2001. The company has a number of competitors, both inside and outside Japan. Two of the most important inside Japan are 4. (Who? However, the CEO is confident that the Matsushita Electric Industrial However, the CEO is confident that the company will continue to expand. The company has ‘over 1,000 engineers who work ‘on new ideas and it has also increased profits by 5 (How. The CEO's ambition is to make Nidec the world’s ‘top manufacturer of things that turn and mover ‘company will continue to expand. The company has over 1,000 engineers who work on new ideas and it has also increased profits by moving a lot of its manufacturing to low-cost areas such as China and ‘Thailand. The CEO's ambition is, 5 (What? UNIT 15 Gan Biss Bonar Pehiemedat 6 hemediiercinnan hy Mann Why o bap Ta re TT? + 85 aAnswer key Photocopiable activity Speaking uudents swap texts to check answers, Grammar workshop 2A 3C 4B SB 6A 7A BC 9A OA Student's Book activities Getting started 2d 3 4e Sa 6c Describing a team Vocabulary 1 2 goal 3 objective 2. 2 reach [their] goal 3 achieve [our] objective 3. success (noun) successful (adjective) unsuccessful (opposite adjective) 4.c 2b 3a 4 object 3 Verb Noun ‘Adjective cooperate | cooperation | cooperative compete competition | competitive Interact interaction _| interactive Team-building Reacing 1B4 CS D1 E2 2 210 minutes 80 seconds 350 43 how 5 bolls, shakers 6 hats and protective clothing, ? Scheuble Hotel 8 Scandinavia 9 plastic walls and trees 1070 3b4 cS al 41 break down barriers; 2 break the ice Teamwork Listening 3 According to the speaker 1 False 2 False (just one) 3 False 4 tue 5 False Right person to join a team: do a personality test Kaizen Reading 1 Paragraph 1: d; Paragraph 7: ¢ 3a3 b5 c7 dl e2 [6 ga 4 Gije Gila vb We UNIT 15. TeannveriTranscript 4 Listening (page 68) So if we all agree that good teamwork is the key to success, we need tw ask: "What makes a good team?” Because we all know, of course, thal you can’t be sure that people are going to work well together, however talented they might be as separate people First of all 2 team needs 2 good leader. The team leatler needs to be someone who is committed to the team and its aims, someone who is cain in crisis, and most of all someone who trusts thelr team members and listens to them. Their leader doesn’t have to_be the most intelligent member of the team, in fact, it's often best if they're not. Very intelligent team leaders sometimes use arguments that other team members con't understand and they can also dominate the situation, A team leader who is of average intelligence, but has the right personality, is better Most teams need someone who can think of new ideas and new ways, lo solve problems. This is the creative, original thinker. a very important ‘eam member. But it's.a mistake to think that teams with Jois of poople like this will do well. In fact, you'll probably get a lot of fights and arguments that way because creative, imaginative people are not always ‘ood at understancling or working with other people's creative ideas. Ideally, you need just one person like this and different types of people lor the rest of the team. his brings me on to the most important principle about building a tam, You need a balance of different personalities. Just think about when you're launching a new product. You need ihe creative thinker ot designer who has first thought of the idea, You need the enthusiastic salesperson with great communication skills who can go out there and sell it, But you also need the careful, thoughtful person who pays attention t© all the details, who makes sure all the checks and tests are sone and the produet really is ready for the market. would be nice to think, woutdn’t it, that if teams need all these different types of people, that everyone could be a good team member of some type. Unfortunately, studies suggest that this isn'¢ true. There «ine some people who just don't work well in any team. Something in their personality is against it. is against team spirit, What is more, people who can't fit inio any ‘eam sometimes reach quite high positions in business So, how can we use this knowledge we'have about teamwork? Firstly, when choosing someone to join a management team, we need to think about the balance oF mix of the team as a whole, I's a mistake just to choose someone similar to the people you already have because that probably won't make the most effective team, Secondly, people often xet jobs because of their previous experience. They're given a job just because they've done something like it before, even if they weren't very ‘yood at it. Lwould argue in favour of using a personality test and choosing the right person from the results of this, rather than just looking at previous experience. If you look at your handouts, you'll see an example of the kind of test that 1 mean UNIT 15. Toanworie a7 en ae a eae ET a aaThis unit revises and practises the distinction between countable and un\ \countable nouns. It teaches vocabulary for describing food and restaurants and also allows students to practise writing thank you letters, The reading activity gives more skimming practice and introduces the idea of using initial sentences ta identify the overall topic in some types of paragraphs. Aithough none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below) BEC Getting star | iting: Saying thank you | Phatocopiable activity | Notes on unit Listening: Describing food This activity is fntended to extend ane! personalise the vocabulary presented in the Getting started exercise by encouraging students to think of a dish for which they ight have to use one of the waming sentences Grammar workshop: Countable and uncountable nouns Like noting down collocations, recording whether nouns are countable or uicountable shoul ideally be an ongoing aetivty as suggested in Exercise. You could emphasise that words only need to goin thelist if their use i dffcul For European languages this will usvally be because the use in English is different from a similar word in the European language (e.g. information or research}. It would so be worth reminding students how dictionaries indicate ‘whether nouns are countable or uncountab Writing: Saying thank you For students who are preparing for an exan, this section could be followed by the exam skills section for BEC Writing Part 2 oF BULATS Writing Part (or the photocopiable activity which follows these notes) Reading: Business golf ifstudents are interested ingot, or have play gol with business associates, jou could ask them al the beginning if 38 Speaking Part 1 | Speaking Part 4 ‘Waiting Par 2 ‘Writing Part 2 | BuLars writing Part 1 Writing Part 1 they think it isa good way to build business relationships and whether they can think of any possible disadvantages ‘of mixing golf with busin ‘his Feading activity intraduces the idea of identifying, the overall topic of paragraphs by looking at the first sentence (sometimes called the topic sentence). Although a sseful technique with same types of paragraph, itis important that students do not generalise and think that all. xercise 5, you paragraphs are constructed like this. could enyphasise this by asking them how the other paragraphs ate constructed (e.g. Paragraph A is intended 10 lead you into the article and make you interested, so the real topic is not given until the last word), You could round off this unit by asking students to think of an event in thesr city or region (such as a local festival) ind imagine that they are taking an averseas client to 1, They could prepare a short talk to describe the event t0 a partaer. Their pariner could then play the part of the client by asking further questions about it. If you wish to make this more like exam practice, you could ask students to give their talks for one minute without interruptions. Photocopiable activity This gives students another opportunity to waite a lite Hike the ones neeied for BEC Writing Part 2 oF BULATS Writing Part 1. However, this time students must request information. UNIT 16 Entertaining clientPhotocopiable activity Getting started Work in pairs and discuss the following questions. * Do you ever invite entertainers to company events, oF to your place of study? + What kind of entertainers would be popular among your colleagux Reading oF classmates, da you think? 1 Below you will ind advertisements for three different corporate entertainers. Before you read, look at the three dictionary definitions below. 1 | pickpocket 2. [look-alike + 7. a person who ISS 3 [eae =i a drawing of someone which makes a. @ thief who steals things from pockets and bags ilar in Appearance to someone else their appearance more noticeable than it really Is {for a comic effect}, caricaturist * 1. « person who draws carieatur 2 Skim the three advertisements (A, B and C) below and match each with the correct definition (1-3). A if you need someone to break the ice at your corporate event, then Mike Osborne is your ran He will move around the room at your party drawing humorous (and only slightly irreverent) pictures of your guests. Each person isthen presented with their picture to take home. really stand out ‘And if you want your display to really ‘at an exhibition or trade fair, why not book Mike for this? He will sit by your stall and produce larger drawings. With his excellent artistic skis, he will realy pull the customers in, Previous clients include Virgin and Royal and Sun Alliance. ‘Ave you looking fo your product li internationally authentic doub! Jooks, makes the 63m securate voice om yotential chien! product (0 pt Include American EXPTESS NT 16 (Fo Biss Bonet Ps on atouch of jaunch? Andy recognised a8! ye for Prince Chs s 1e gestures, anid cane) ‘ap he talks about your is previous: B Philip Mann has bute Fepuiation as a magician andl has anpeared before ro around the wortd. : fn &p an Internationa) AS You let Philip mingte YOU guests, wallets ain m Will silently disappear fron Watches will van snysteriously turn Philip’s humour with he res of noble phones tei ake and tnen “Pon Philips wis, and skis ae enjoyed hy “whee ie aps el Can be obtained fem mont renee royalty to spice UP Coles is he world’s most aries. He has the en clients aa rena Nass Wy © Cae TTT PS rr 89Photocopiable activity Corporate entertainers 3 Read the advertisements in more detail and use the contexts to try to work out the meaning of the verbs and verb phrases in bold type. Match each one with the correct meaning below. 1 appear ,FUCH AP. 6 help people to get to know each other 2 disappear 7 look different from the rest 3. attyact (someone) 8 movements of the hands to express an 4 add interest and excitement idea 5 showing a lack of respect 9 move around ancl talk to people Talking point Imagine you are organising a corporate event to launch a new product. Which of the three corporate entertainers would you prefer to hire? Discuss your ideas with your partner and decide. Writing Write a letter to the agent of the entertainer you have chosen, asking if you can hire them for a corporate event. In your letter: + say how you know about this entertainer + explain what type of event itis and when itis 4+ ask if the entertainer is available on that date ‘+ ask for information about fees, Write about 60 words. 0 kin nT TTT a Mihy ec TT STEN | UNIT 16Answer key Photoco| Reading 21B 2C 3A 3 2vanish 3 pull (someone) in S irreverent 6 break the ice B gestures 9 mingle ible act 4 spice up 7 stand out Writing Sample answer Dear sir, 1 am writing in response to your advertisement in Marketing World. We plan to exhibit a number of our products for interior design at the trade fair in Milan ‘on September 20. We would like to have an added attraction, so I wonder if Mr Mike Osborne is available on that date? Please could you also tell me how much he charges? Kind regards, Getting started 3. Suggested answers sporting event, musical event/concert, theatre trip 4 For the person doing the entertaining: helps to get to know a client and their needs; makes a good impression on the client For the client: gets to know that country/culture better, helps client get to know host and whether they can fulfil future needs Doscribing food Vocabulary * Fype offood Adjective/Comparison Ways of cooking berry bitter baked dessert land boiled herb sour fried shellfish spicy roasted spice sweet raw eet raw § Suggested answers 2cheese/cofiee 3 fish Sdessert 6 fruit 4 spice/curry/sauce ‘Answers will depend on what foods are familiar to students, UNIT 16 Entertaining clients fammar workshop Countable and uncountable nouns 1 [Countable Countable Uncountable (singular) (plural) | view places salad garden mushrooms lemon juice dink vegetables cheese cutlet carrots soup dish beans tagliatelle onion spinach cream pasta sauce salt 3 2toomuch — 3a litile GAlotof 7 alotof 42U 3U 4C su 6U 7c su 9U ou Sa little 4 many Saying thank you Writing 1 2 It was very interesting 3 L especially enjoyed 4 (nothing) 5 I was most impressed 6 Iwas also very interested 7 Please extend a special thanks 8 I look forward to hearing from you 9 Finally, thank you once again 2. Sample answer See page 110 in the Student's Book Business golf Reading 32A 3C 4E 5B 42B 3E 4A SC 5 Sentences which introduce subject of paragraph: inais a1 iTranscript a Listening (page 70) 1 2 3 I's a type of cream cheese. I's quite bland. Ws a type of green salad, It tastes slightly bitter: They're a type of mushroom, They're usually fried in oil. They're & type of shellfish. They taste a bit like prawns, IVs a kind of root vegetable, It’s usually cooked in butter W's a kind of white fish. it's delicious, but you have to be careful of the bones 92 utr 16Describing statistics This unit teaches language and vocabulary for describing statistical information and trends. It provides Practice in understanding such information and in using it in spoken discourse (e.g. presentations). t also revises and practises the distinction between adjectives and adverbs. The listening ai practice in listening for specific information about statistics. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below) ity provides: BEC BULATS Vocabulary: Describing trends Reading Part 3 Listening: Statistics Listening Part + Listening Part 1 Reading: Statistics Reading Part 3 | Photocopiabie activity 1 Reading Part 3 Photocopiable activity 2 Roading Pats | Notes on unit Getting started The discussion points here may be alittle difficult for je-service students or students who do not use statistics ‘much in their job or studies. You could prompt them by asking what kind of people use and publish statistics and Why (e.g. politicians, researchers) and asking them to think of examples of how statistics can be used in a Inisleading way. Speaking: Oil production Tulking about changes inthe inflation rate, unemployment rate, ete. could be something that ‘usents are asked to research for homework in order lo give a brief (one minute) presentation the following lesson. Listening: Statistics ‘Av well as providing general practice in listening to stcal information, this exercise is also aimed at udents preparing for BEC or BULATS. Single liple-chofce questions involving graphs and Motistical information frequently appear in the short listening exercises for BEC or BULATS Listening Part 1 If you have not already done it, you could follow this With the relevant exam skills section UNIT 17 Describing statisties Reading: Statistics This matching activity is similar to the type of exercise that BEC students will meet in Reading Part 3. If students are preparing for BEC, you could follow this with the corresponding exam skills section, Photocopiable activities 1 and 2 Both ofthese activities extend the vocabulary used to describe statisties and trends. In terms of exams, they are partiulaty relevant for students preparing for Reading Part 3 ofthe BEC exam, However, BULATS students may also encounter this language n te listening or reading per. For the speaking activity in Photocoplable activity 1, you will need to make photocopies ofthe sentences on page 95 and cut them up, s0 that each student ean receive one, Ideally, students need to work in groups of five. I this is not possible then one student may receive two of them, or students may share the same sentence. However, its important thatthe group hears all five sentences in order to work out the solution. Students Should be encouraged to read their sentences to each other and not just show them fo other members of the group. 93Photocopiable activity 1 Comparing figures Speaking 1 The pie charts (A, B and ©} show the market share of four different microwave ovens over the period 1999 to 2003. Study the pie charts, then match the beginnings (1-7) and ‘endings (a-g) of sentences below. B © sn \ "oe \, Aree / \ /ootan ren \ \ Z riety 3006 x Dotan 2180 \ Dolan 20% A ret 45% ote Firefy 409% Byko 20% 1999 2001 2003 1 Jn 1999, Firefly had a larger market share a... smaller than Amazon's oF Dolan’, 2 In 2003, Byko’s market share was much D ... as large as Byko's 3 In 2001, Amazon's market share stood at 16% ¢ ... Firefly was still the market leader in 2003 4 In 1999, sales of the Firefly model iar d_.. than Dolan. 5 Despite competition from its rivals, ©... compared with 20% for the Dolan model 6 Over the period, Dolan's market share increased f ... more slowly than Amazon's 7 In 1999, Dolan’s market share was not 8 --- exceeded those of its competitors 2 Work in groups of four or five. Your teacher will give each of you one true sentence about market share in 2005. Do not show your sentence to anyone else. Ask and answer questions to work out the correct market shares and complete the following pie chart. et iad 7 \ / \ Writing 1 Write a short report on the changes in market share for microwave oven companies between 2003 and 2005, using the sentences in Speaking exercise 1 to help you. 2 Now compare your answer with the two sample answers that your teacher will give you. Which sample answer do you prefer and why? Discuss your ideas with a partner. 9 ai Ha Pi ea ay NOR WNT S CITE unin a7Photocopiable activity 1 Comparing figures Between 2003 and 2005, Firefly’s market share slipped by a further 5%, : Amazon's market share was only 5% less than Fitefly’s A new brand, Janus, was launched, which captured two-thinds 0! he remaining market share. §@ tee. Writing Sample answer 1 Between 2003 and 2005, Fivefly’s market share continued to fall from 38% to 339. However, Amazon's market shate increased further to 28%. Dolan also slightly increased its market shate to 22% while Byko"s market share remained stable at 11%. ‘The pie chart also shows the market share of a new brand, Janus, which in 2005 captured 4% of the market. Other brands made up only 2% of the market. Sample answer 2 Between 2003 and 2005, Fitefly remained the market leader, but its market share decreased from 38% to 28%. Amazon increased its market shave significantly to ond at 26% in 2005, Byko’s market share remained static at 11% and Dolan creased its share by just 196. Janus, a new brand, captured 4% of the remaining ‘market while just 2% of the market was taken up by other brands. UNIT 17 Gi Bios Bar Fe TT TBA a Naa ii ery Pree 95Photocopiable activity 2 Describing trends Vocabulary 1 Put each of the verbs in the box in the correct column of the table, according to the meaning. Use a dictionary to help you if necessary. [esioeeeetaaiail avec leap level off plummet plunge to slip slump soar stabilise surge Ending a movement — Pottom aut: Movement up Movement down — 2 In the following sentences (1-7), two of the alternatives are possible and one is not. Circle the two which are possible. 1 The firm’s shares ... {rom 150p to close the day at 192p. @soaed ——B plummeted rocketed 2 Inthe second quarter, sas of sunglasses. rom 230,000 to 190,000. Atel ¥ slipped jumped 3 In May, 60,000 visitors came o the amusement park but in une, numbers. t0 88,000 dived B leaped C jumped 4 Daring the Wal Street Crash, share prices... 25% in just one day Aplunged Bape plummeted 5 The good news led to sudden. in wading that week surge B stump C increase 6 Hose prices have risen dramatically over the last tWo years, Dut are now starting to ‘surge B level off stabilise 7 Profits slumped during these thee yeas and only stared 10. s the economy picked up in 2004, A boom ou B recover € decline Writing ‘The following table shows the earnings from the sales of different types of drinks in one supermarket chain over a period of four years. Year 1 Year 2 Year 3 Year 4 Fizzy drinks [22m | 431m | G3am | 7.0m Fruitjuiee [493m [4m | 01m _| Ad.im sm [7.5m Gan iim Mineral water Write a short report on the information, using some of the language from Vocabulary exercise 1. 6 Ci im AT OTT AT TNT] UNIT 1Answer key Photocopiable activity 1 Speaking 12a 3c 4g Se 6f 7» 2 Student's Book activities Describing trends Vocabulary 1 1B 2C 3A; Chart C shows changes over a period of time, Charts A and B show the situation at one point in time 227 3T 4F SF 6F 32A 3F 4D 5B 6E Grammar workshop Adjectives and adverbs "Verb ‘Noun 7 tori i Photocopiable activity 2 pense. ae Vocabulary to fall a fall IG to increase increase Movement up [Movement down | Ending a movement poe to decrease a decrease jump decline bottom out 4 leap dive level off todip adip rocket plummet stabilise to fluctuate a fluctuation soar plunge to recover a recovery surge slip a slump * [adjective Adverb 2 The following alternatives are possible: slight slightly 2 AandB sharp sharply 3 Bandc gradual gradually 4 AandC steady steadily 5 Aandc i dramatic dramaticall 6 Bandc < = 7 AandB noticeable noticeably Writing 3 2 dramatic rise 3 fell sharply Sample answer 4 fluctuated slightly 5 slight dip In Year 1, earnings from sales of fizzy drinks stood at _—_ Dil production Talking point £12.2m. This figure rose to £13.1m in Year 2 and by just £0.1m to reach £13.2m in Year 3. In the following year, however, earnings from fizzy drinks rocketed to £17m, Earnings from fruit juice sales stood at £9.3m in Year 1. They rose slightly the following year to reach 9.4m, In Year 3 they rose again to reach £10.1m, but then levelled off and remained the same for the following year. Earnings from mineral water sales stood at £7.5m In Year 1, This figure remained unchanged in Year 2 ut in Year 3, earnings plummeted to £5.2m. In Year 4 they recovered slightly to reach £6.1m. UNIT 17 Descriving statistics 3. A Saudi Arabia, B Venezuela, C United States, D United Arab Emirates Statistics Listening 1B 2 3B 4A 5B Reading 126 3B 4F 5D 2 Suggested answer Although revenue from sales increased dramatically in the second year, it fell back to the same level as Year 1 in the third year. Revenue from after-sales service increased steadily throughout the period, 97 SEE eeTranscript as Lis 1 M w: M Ww: 98 tening (page 76) Anyway, here are the figures for this month. Sales of ladies handbags are down on last month, but executive. product like. brivicases ave sti_deing veryweli. | have to say I'm very disappointed with our new range of leather jackets We don't seem to have been able to reach the right market there Our sales showed a strong performance in the last quarter, They dropped slightly in January, after the Christmas rush, but recovered in February and, as we can see, that upwa renal continued until the end of March 50, luring now fo our markets, we can see that there has been a sharp increase in our sales in Asia over the past five years. It now makes up about 35% of the total, so it has not quite overtaken Europe. which is sti the hest performing, inion, but we have definitely made big inroads. However, sales in America remain well below the other two regions. This isn’t really what J expected. 1 thought the peak would be around mid morning on Saturdays, But actually i's lates. around two or ihre in the aftemoon, Yes. Late alternoon is a slow period, but then ihings seem 10 pick up again at around seven o'clock So what were the sales figures like for October? Still not very good I'm afraid. I's worrying. We usually see a big inerease after August Isn't there any improvement at all? Yes, they are slightly higher than September but it really isn’t good enough. UNIT 17 DeThis unit teaches language and vocabulary to do with finance and acquisitions, The reading activity introduces students to the idea of using pronouns and reference words to follow the meaning of a text. It also gives students practice in skimming and scanning for specific information. The listening activity provides practice in listening to a presentation, firstly for gist and then for specific information. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). | | Bec | Buats [coir aii areas | Pang Fan 8) asd B50 Solan @ i | 1 __| mang Pa 2 Section 8 | atone 4 transept [sei lieceineews [acer Notes on unit Getting started Ifyou are teaching students who already work in finance, you could replace this activity by asking the finance shudlents to describe their jobs and main responsibilities to the rest of the class. Reading: Healthy finances This is a slightly demanding reading activity for which students need 10 use a variety of reading techniques (all of which they have practised before) to complete the lasks. 1 is worth emphasising carefully which reading, kill students should use for each section to avoid the ming overwhelming, ‘The final section introduces ‘multiple-choice questions, which exam students will inieet in the reading papers of the BEC or BULATS exam, You might choose to do the relevant exam skills section after this exercise. Alternatively you could leave this until Unit 24, which also requires students to answer multiple: choice questions about a reading text. Listening: A financial report This ig also a challenging act ity, which is why the first s only 2 global understanding. Again, you may need to emphasise 10 students what the required exercise requ techniques are for each section, and to reassure them that they do not need to understand the presentation in detail the first time they hear it UNIT 18 Company finances Photocopiable activity As well as discussing the predietions in Exercise 5, students could also compare trends in the global musie industry with what is happening io the music industry in their own country, The sight/wrong/doesn’t say questions ace a type of exercise which BEC students will meet in the Reading Paper. f they have not alzeady done it, BEC students could follow this activity with the relevant exam skills section, 99Photocopiable activity Reading Value of digital music market Company mergers estimated to reach 2bn by 2010 Which of the following ways of buying music do you prefer? © singles © albums * cds © from ihe Intemet sales of CDs © sales of music downloads from the Intemet Do you think the following activities are increasing or decreasing? «@ illegal downloading af music from the Internet (music piracy) Below you will find an article about changes in the music industry. Skim the text quickly to identify the general topic (a-d) of each paragraph (1-4), Write the correct paragraph number in each box. a The consequences of the Sony-Bertelsmann merger b- Music companies joining up and becoming bigger ¢ Difficulties that the music industry is facing. Disadvantages of mega-mergers for the-muisic lover | MUSICAL MEGA-MERGERS 4 Ithas become common to say that the music industry is in trouble, The fect that music can be downloaded from the Intemet means that sales of CDs have falter since the tum of the century. The number of legal downloads is increasing but music piracy stil remains a huge problem. The industry has also been affected oy the popularity of other forms of entertainment such as video games. 2 So how are the music companies responding to these market conditions? One response has been for companies to merge. Of course, mergers and acquisitions have been a feature of the music business for a long time and we can name plenty of companies, Ike Blue Note, who are now just subsidiaries of larger groups, Bul now we seem to be seeing a movement towards mega-mergers. In the summer of 2004, Sony and Bertelsmann merged to create Sony BMG, Before the merger, their market shares stood al 13.2 per cent ‘and 1 per cent respectively, The merger put their combined market share ahead of that of the former ‘market leacler, Universal Music. OO isa Bisa avenan Taide hisnoe Pr 3 There was some concemn al the move. It was not good news for the companies’ employees because the newly formed Sony BMG took immediate steps to reduce their worklarce, Nor was il good news for certain arlisis whose acts were dropped. There was also some: surprise that the merger was approved. In 2000, EMI and Warmer Music had similar plans to merge and create the worie’s largest music group, but did not go ‘ahead with thom ag there were objections from the European Commission, 4 Itis questionable whether a move which leaves 80 pet cent of the market in the hands of just four companies. is of benetit to the consumer. Mega-mergers lke these ccan lead to @ rise in prices and, in this case, they are ‘also likely to have an effect on the range of music available to the customer. Big music labels like Sony BMG tend to only adopt an atist when their success is already certain, I hes nearly always been the smaller independent labels which ara the fist 10 notice new music tends, like hip hop, The development of music culture fies with the independents who are more open lo undiscovered talent and more wiling fo take risks, AMT OA TTS I UNIT 18Photocopiable activity Company mergers ‘When reading, people sometimes decide that a text contains certain information because they expect it 10. 11s ments like cont important to read what is really there, especially when dealing with important dox 4 Read the text again carefully to work out what information is really there. Look at the following statements (1-6) about information in the text. If the text agrees, circle A. If it disagrees, circle B. If the information is not given by the text, circle C for doesn’t say. 1 More video games than CDs are sold worldwide. 4 Right B Wrong does say 2. Hore the merger, Sony had a market share of 13.2 per cent A Right B Wrong, C Doesn't say 3 afore the merger, Universal Musie's market share was higher than 13.2 per cent Aa Right Wiong C Doest’t soy 4. Aitor the merger, some of the companies’ employees lost their jobs A Right B Wiong Doesn't say 5 EMI and Warner Music merged in 2000 A Right 8 Wiong Doesnt say 6 The independent music labels are not keen on unknown acts. A Right B Wrong € Doesir't say 5 Work with a partner and decide which of the following predictions about the future of the music industry is most likely. Mega-mergers will lead to higher prices, which in ‘urn wil ead to an increase in music piracy. Companies wil find new ways to stop music piracy and the amount of music sold legally over the Internet will increase. The number of emailer independent labels will increase a6 more new artists turn to them Instead of glants like Sony BMG, UNIT 18 GTB nasS Bae Tre to Tt int Paty Wy Naan WAY CGS Uy PA] 101Answer key Photocopiable activity Reading 3b2 cl da 424 3A 4A 5B 6B Student's Book activities Finance Vocabulary 12a 3d 4b Se Gi 7k ag 9h Wj ic 2. Words with similar meanings: turnover/revenue, to cover costs/to break even, to go into liquidation/to go bankrupt 3 Ipaysotfadebt — 2 chases payment 3 writes off a debt 4 2Aand Bare possible 3 Band C are possible 4B and Cate possible 5 A and C are possible 5 2. write off should be pay off 3 ‘Oh no, Fmean gross” should be “Oh no, I mean net 4 pay off should be write off Healthy finances Talking point Tand 2 Suggested answers ‘This obviously depends on the individual company, but here are some suggestions. With the publi 4 a public company would share this information, a private company probably not b as above © companies would probably not share (ess. tecipe for Coca-Cola) very unlikely to share this (rival companies might copy) © would probably share if public company, otherwise probably no £ qualifications might be given (e.g. on business cartls) but CVs usually Kept secret 8 not usually shared, although a public company might make a statement about them, With its employees As for with the public, but public and private companies would also share ideas for new products and strategies with their staff, 102 Reading 1 Suggested answer Coca-Cola 22 3A GA WB WB S2P 3F 41 62C 3A 4A A financial report Listening 12a 3e 4borf 2a2 b4 cB a) 3. 1,3, 4 and 6 are all numbers 4 117% 2weakdollar 3 412 5 September Sborf 6 €1.8 mill (wil A iona RNR Transcript w Listening (page 81) 50 tuming now to our financial performance for this year, 2006, I am pleased to report very impressive results ~ great ~ actually, despite the problems in the world economy. | think we can confidently say we are going into next year in a very strong position, he tumover for the whole year was {32.4 million and we've continued to enjoy a high fate of profitability. If you look at the bar chart on the sereen, you can see that in 2008, ‘the-celurp on sales was 17% and that figure has remained exactly the same this year, 1 tually think that is a very good result because about a quarter of turnover is in US dollars. 2006, as you know, saw a very weak dollar and so changing the dollars into euros affected the figures quite a bit ‘Turning now to cashflow, our performance this year was very good. Free cash reached €31 million which even beats our previous record of €29 million ‘The company carries out a valuation of the group pension scheme every three years, so it was due in 2006, If you look ai the next chart, you'll see that scheme is 72% funded, compared with 95% at the time of the previous valuation, three years ago. This is because we've been getting lower relurns on some of our investments. We have therefore Increased she financial contribution to the scheme and, under our current plans, the deficit will be eliminated over a 12-year period ‘nally, our new subsidiary, which | know Carlos will want to say more about. We had 2 few problems leading up to the acquisition and a bit of a crisis in July, but in the end it all we ugh In September, as planned, In the six months we bave owned it, it delivered €1.8 million to group profits. A very strong acquisition which I'm sure UNIT 18 Company finance, 103 :‘This unit teaches language and vocabulary for describing investments and stocks and shares. The frst reading aetivily provides practice in skimming short articles and identifying the main topic of a text from headlines. The second reading activity develops students’ reading skills by focusing on the organisation of ideas within paragraphs, The listening activity provides practice in listening to check specific information, Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). { - BEC | nana paws Roading | Role-piey: Buying and selling Notes on unit Vocabulary: The stock exchange the ‘iow thi the slock exchange to younger students or students who have litle experience ofthe stock market. Ifyou aze teaching stuconts who already have a good knowledge of how investinemts work, you may choose to do just the ‘work’ webpage Introduces the topic of ‘matching exercise and ignore the webpage. Reading: Financial news MW Judents are interested in. reading more new icles, you could bring in some authentic examples of financial news and proceed to the photocopiable activity at this point, The Herel Tribune tends to have a number of short arti! ‘on company finance and Investments with relatively cleat headlines. Role-pley: Buying and selling You might want to quickly revise telep ne Lange before shidents do the role-play activity, especially ‘Can F spent t0 ..” and ‘TIC ring back” (the client may want te think about the situation and telephone again). Students should also decide on additional details as follows: ‘Suadent A; adviser's name, price of Oshiro and Kobayashi shares that day Student B: dlient’s name, how much extra they want to invest 104 | Butats T Reading Part 2 Section 1 F Speaking Pat 8 Reading and listening: Men's and women’s investments This may be a slightly controversial top who are likely to express sexist comments, it may hve lve With a group to avoid the initial discussion activity. Photocopiable activity For the speaking activity atthe end, students should discuss in pais which words they need t0 ook wp. how ‘wll probaly be many more than thiee words that they don’t knove, but remind them that they ean ty € gk he meaning of some (e.g. breakrhroush, the preposition from gives them a strong clue}. You will need to be very careful at the dictionary stage te sure they do not look up mare than the permitted dre words. Each pair of students should report their decision to the class, so that they can be written on the board in lable form before you announce the results. After the activity, students can record the new words if they wish but you will need to emphasise that some of them (e, blaze, ousted) are fairly specific to headline or newsp ass language. UAITT 19 Invesinens rePhotocopiable activity Newspaper headlines Commodity prices rose again last week. as more investors were attracted by ther strong performance. Yesterday, the Recters Commodity Index was at its highest price for 20 years Kein Works made a surprise offer to take over Marckle Cement, Germany’s largest cement manufacturer: yesterday, offering $60 a share in a deal that will be worth about $6.5 billion. Twas como prices Kin Won | commodity prices Kein Works Marckle Cement reach record highs to Caravest Trimms —setto sold Talking point When reading the financial news, there will probably be many words you don’t know. You won't have tine to look up Svery new word in the dictionary. You need io choose the words to look up (for example words which ate repeated several times and for which you fin! che meaning difficuit to guess). Work in pairs. Imagine you and your partner own shares in the eight companies in the headlines (eh) below. You are allowed to look up THREE words only in the dictionary. Decide together whieh these c Heese lok up. Then decide which of the shares you should sell and which you should buy. (The Underlined words ate company names.) a Blaze at Anka Pharmaceuticals plant - ALLEGED FRAUD AT CARSON BANK © Rally in Teclon’s shares set to continue 4 New IT system serapped at Kura Electrontes © CHIEF EXECUTIVE OUSTED FROM RDA AIRLINES ¢ TRINAN PHARMACEUTICALS ANNOUNCE BREAKTHROUGH YRCCIRE & Sales tumble at Hive & Rose h_ BONPAC FOODS SHOWS SIGNS OF TURNAROUND When you have decided, your teacher will tell you which companies’ shares rose in price and which fell, OG aii Biss Sarena Pe ia An Cans Ur Ps UNF 19Answer key Photocopiable activity sammar workshop +2 Retail spending is expected to fall for July 5 ‘Teleblue has/have launched a new mobile phone 4 Michi group has/have issued a profit waming § Buyers are attracted to traditional companies, says an analyst jovabulary i2b af 4d 5a 6e 2-1 Trimms sold to Caravest. 2 Commodity prices reach record highs 3 Klein Works set to buy Marekle Cement talking point Companies whose shates rose: teclon, Trixan Pharmaceuticals, Bonpac Foods Companies whose shates fel: Anka Pharmaceuticals, Carson, Kura Blectronics, RDA Airlines, Hive & Rose Student's Book activities Gotting started Suggested answers 3, 4and § The stock exchange Vocabulary 22b 3c 4f Sg 6a 7a Financial news Reading ib 2d 3g 2 Lcommodity 2stake 3 to float 4 flotation — S bond 6 bull market 7 equities 8 dividend yield Men's and women’s investments Reading 2 On average, women make the better investors Women obtain better returns when the market is falling 3a2 ba cS d3 4 Women are more successful partly because they build a portfolio of various types of stocks spread across the market, whereas men ase more inclined to invest all their money in the same place. Another reason is that women usually invest in sensible retail and banking stocks, which are more reliable, even if they give only modest UNIT 19 Invos: returns, Men tend (a prefer stock which is more volatile and carries a higher risk, such as the technology sector. Sa6 b2 cl a3 e5 [4 62B 3B 4B SA 7 Rita White is a female investor who set up a investment club, Listening One female investor of this type is Rita White, Rita runs a small hotel in Wales and is also the founding member of an investment club. 1 No one in her family is a broker and 2 she took her initial advice from proShave. Her first shaves were in a building society. The investment club is for women only. 3 Althongh several wives asked their husbands t0 join, they did not want to, so it became a ladies-only organisation. After an jnitial investment of 4 £150, the members now pay in £25 a month. They agree which stocks ta invest in at a 5 monthly meeting held at one of the members’ homes. So fat, 6 some of t teir investments have given. returns of over 10 per cent ke many local investment clubs, Rita’s club's portfolio contains 7 sever! local businesses. 8 One example is he local health club. This has been one of, their most successful investments. 107 Eg \ | | | posnsnaaann LLL CRTC LCETranscript x Listening (page 85) b 1 Interviewer: R= Rita 1: I'm talking to Rita White from: Llandudno in ‘Wales. Rita runs a hotel for the tourists here and 1 also helps her husband run a garage. But she bas another source of income as well, because in 1999, she set up a women’s investment club. Rita, R how did you become inierested in investments? Rs It was back in the 1990s. 1 had an account with @ building society that became a public company and was floated on the stock exchange, That made some good profits for the shareholders and think my interest in investments started from there, I: So you don't have anyone in_your family who's a_btoker? R: No, nothing lik I: And bow did you start the investment club? R: Well, it started with just me and five or six friends. Three of us had some experience of owning shares, one other person through a building society like me. We got some advice from_proShate, that’s an organisation who give Investment education and promote investors clubs like ours, and then we set up. 1: And why did you decide to make it women-only? R: Well, we didn’t, at feast, not at first. Most of us asked our husbands of partners to join us, but jone.of.them wanted io. They jst had! no belief in it, So at that point we thought, fine, we'll make it a ladies’ club. [How much did you invest to start with? R: £150 each, That was the initial investment. And all members contribute £25 a month. I: And how do you decide which stocks to invest in? R: Well, we do our research and we decide, We hole mi atings al one of our houses and we agree together what we should buy or sell, usually over hunch, I. How successful has it been? Ri We're going through a bit of a tow period at the ‘moment but that’s the state of the market. Some of our investments have been very successful, over ten per cent returns on some of them. 108 And what do you think of this research which shows that women make better investors than men? Well, I think no comment on that one! ‘And dhis research alse shows (hat women tend 1 prefer more local companies to invest in, Is that true of your portfolio? Quite a bit oF it, yes. We ave several local investments. It makes good sense doesn't it, because you're likely to have a lot more background knowledge about that company and how it actually: works on a day-to-day basis. One of our most successful investments, for example, was in the focal health club, some of our men were a bit scomful about that | think they thought it was a boring investment. We had the last laugh though, when it was sold and we made a profit UNIT 19 :This unit teaches language and vocabulary to do with setting up and funding new businesses, It also presents and practises the grammar of relative clauses. The listening activity provides practice in listening both for gist and for specific information, in addition to making notes while listening, The first reading activity is a jigsaw reading. it requires students to read for key points and then to give an oral summary of their article, The second reading activity provides further practice in skimming to identify the main argument of separate paragraphs in a text. The unit also provides further practice in writing letters Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). _ | BEC [Grammar workshop: Writing Photocopiable activity Notes on unit Listening: Getting started This activity requires students to listen for gist and then to complete the notes. A strong group may femeniber enough t0 be able to complete some of the noies during the first listening, In any case, you may like 10 ask them to guess the type of answer needed for each question before they listen for the specific information (e.g. 2 and 3 are obviously adjectives, following the example, and 9 s obviously a number). This is a very usefil skill for students preparing for BEC oF BULATS exams. Reading: Smooth operators Both PJ Smoothies and innocent Drinks are now well kanown and widely available, so if you ae teaching in ‘he UK, you might like to bring inthe drinks to show students. Students might aso be interested in ooking atthe companies" websites, The activity isa igsaw reading where students read one of two different texts and then work with someone who read the other, in exer to exchange information. AC the speaking stage, it fs important to make sure that students do not just read from the text (ideally books should be closed). At the end, students can read their partner’s text if they wish istening Part 8 Speaking Part 2 | Speaking Part 3 Writing Part 1 Speaking Part 2 i [_ Speaking Part 3 Grammar workshop: ‘which /who7/'that’/ where’ clauses ‘The Grammar workshop focuses on the use of which, {Ro, thad and where and the distinction between subject andl object relative clauses. The distintion between Gefining and non-defining clauses fs not introduced at this Tevel In the writing exercise, studlents have to produce a piece of writing of the length and style required in the BEC Writing Patt 2 or BULATS Writing Part 1 papers W you wish, you could extend the grammar practice by asking them to include at least two relative clauses in the Jotter . Reading: Funding This reading text deals wth an unusual source for nding a sate-up (the enttepreneurs employer). If students are in work, you could ask them what kd of slartup their company might offer financial support 1, and whether thei company has any needs that » new company might be able 19 meet on their benall HW you wish to exploit the vocabulary in the text more you could doa ‘find words with these meanings” exerci ble items could be: noticed [Paragraph 3) [spotted ge [Paragraph 3} [vast]; surprising [Paragraph 4] {astonishing}; connections [Paragraph 5) [tiesVocabulary: Time and Money this vocabulary section inuocuces the idea of collocation sets: that is, 35 well as recording individual collocations, you may find that a whole group of verbs from ane area will collocate with « noun or group of nouns from another. One of the most common examples of this is money verbs which collocate with tine (a consequence ‘of ihe idea that in many societies time is money}, Awareness of such collocation sets leads stuicents to a greater awareness of common idiomatic speech in English. Photocopiable activity "Phis activity allows smdenis to practise a range of speaking skills. Phe initial presentation ofthe ideas to the experts entails speaking for one minute, a exam students will have to doin Part2 ofthe BEC or BULATS Speaking Tests. The three questions after each presentation provide practice in asking questions to extiact specific information, as BULATS students will have to doin Part 3 of the Speaking Test Finally, deciding on the best product to invest in involves expressing opinions with the view to reaching an agreement, as BEC students will have to doin Part 3 of their Speaking Test 110 You will have te decide how best to set up the aetisiy according to the size of your class. A class of ten. for example, could have three pairs of entrepreneurs ant four experts, 1 necessary, some of the entrepreneurs could work in groups of throe. The number of expert ideally needs 10 be three oF four. Large groups coukt course have two lots of entrepreneurs and experts working separately. You may feet that the dhiee busin ideas are not all equally convincing! It may be a goes! idea 10 give the least convincing idlea to the stronges pair, linguistically, That way, it is more of a challenyy them to persuade the experts ta accept it You will also need to decide whether you want the entrepreneurs to hear each other's presentations or whether you want to send them to anather room 1 prepare, To prevent one of the entrepreneurs in eacl pat doing all the work, you may also want to impose the rly that if one of them gives the presentation, the ather sit answer the experts’ questions AL the endl of the activity, the winning pair of entrepreneurs should tell you briefly what they are going, 10 do with their €100,000. I students wish to know more about the TV series they can find more information om mww.bbe.co.uk/dragonsden, UNIT 20 3 arting up autPhotocopiable activity fiole-play Dragons’ den Pusgons’ Den is a show on BBC TV where entrepreneurs present their ideas to a panel of five Jusiness experts. Their aim is to persuade the experts 10 affer funding for their business ideas in Jur for a share in their company. After each presentation, the experts comment and ask questions. Only a small number of entrepreneurs succeed In persuading the experts that their busines vesting in. idea is worth You are going to take part in a similar TV show. Group A will be entrepreneurs and. Group B will be business experts. The entrepreneurs want €100,000 funding for their husiness idea in return for a share in their company. Form your groups and read the instructions on your card. i = Group A: Entrepreneurs ‘Work in paits. Your teacher will give details of your business ila to cach pals; Read the informetion on your card and decide: ‘the price of your product + your target market + how your product is different from others on the market + what percentage of your company you are willing 10 give the experts f they decide to invest in you. You are allowed to negotiate this, so it night be a good idea to agree on two figures here: what you will offer at fist and then the most you are willing to give You will also need to prepare @ one-minute speech where you present your product to de experts and ty to persuade them to invest with you, You don’t have t include the information on the left in your speech if you don't want to, but be ready to answer the experts’ questions. After you have given your presentation and answered the experts’ questions, they will decide which business they want fo invest in, While they are deciding, you need to plan how you will spend the €100,000 {if you get it} so that you can present 4 short business plan to your teacher Group B: Exports Work as a group. You will need to know some basic information about each product before you decide whether to invest oF not, This will include: # the price + the target market ‘+ how itis different from other products ‘the percentage of the company that the entreprencur is willing to give you in retum for your investment Prepare some questions to ask the entrepreneurs Of course you may want to ask other questions after you have heard their presentations. You can ask 4 maximum of three questions each You are also allowed to negotiate with the ‘entrepreneur what percentage of the company you want to own if you decide to invest. Alter you have heatd the presentations, you must then decide which idea you want t0 invest in. You have €100,000. You are not allowed to split the money, so can only go to one of them. You have 44 maximum of ten minutes 10 talk together and decide. You must try to reach an agreement, but if you ae sil dived afer ren minutes, yon can | | settle it by a vote, UNIT 20 ror eRe ere oN eG FS OTT] 111 nanan :Photocopiable activity Dragons’ den Business ideas One of these cards should be photocopied and given to each pair of entrepreneurs, ee Business idea 1 TAXICAB ot You are both taxi drivers, but want t© do something YoU think i is better than ether board games on the Afferent You have developed a new boned game market because itis based on real experience | based on your experiences called taxicab, 1 is You have taken it to your local toyshop, but they | aimed at children aged about 8-12, but you think wore not imerested, 0 now you have stated te sel | adults would enjoy it os well i diretly over the intemne Business idea 2 Business idea 3 FLASH FINDER You are two members of the same family. One of you is an inventor who has already had several different ideas for new products, including a now device for opening drinks cans, SPICES FOR ONE One of you is a cook and the other a waiter who ‘work together in a restaurant, You have a new idea for packaging food products, me kinds of foods which people usually use only in small quantities (e.g. spices and flavourings). ‘This means that if people want (0 cook at home with these Ingredients, they usually have to buy more than they want. Your idea is to sell dhese tngredients in small sachets {Individual packets) There are § You think that your latest invention fs the one which is going to be really successful. It is a flashing light which is attached to the top of a car and can be operated by remote canwrol. This can help anyone who has forgotten where they parked their car in a large car park, It is called the Flasi Finder, Several people in your family hhave put one on their ears and now you want the money to produce it in targe quantities You would like to open a shop specialising in selling ingredients like these in tiny sachets (with just enough for one recipe in each} You believe this would appeal to people who like 10 cook, but don’t often have the time, a 112 (esha icin i ER io OC TN es TAT UNIT 20Answer key Student's Book activities started sted answers ing savings, asking a friend, borrowing it from a bank, asking a business angel, borrowing it from a ventuse capital company, Business support ‘stening 1 J raise capital 3 secure a loan 4 Suggested answers 2marketing 3 financial 4 own money 5 (detailed) business plan 6 house ment — 8 venture capital — 9 20% sful business person 11 National Business Angels Network 2 provide funding/capital ‘Smooth operators. Reading I 1 pressed /crushed/squeezed 3 preservatives 2 Text A 1 Harry Cragoe and Patrick Folkes 2 from juice bars in the USA when he worked in LA 3_used his own money, sold his car and flat to get it 4 Distribution problems and expensive costs 5 They have bought their own bottling plant in the UK, 2 chilled Text B 1 Richard Reed, Adam Balon, Jon Wright 2 realised people needed to do something healthy which fitted in with a busy lifestyle 3. Maurice Pinto, a business angel 4 stopped work before they got the funding: distibution problems; drinks expensive ‘They now have 10 recipes in the 250m! bottles, ‘take-home’ range and kids’ smoothies. unir 20 Grammar workshop whichiwhorthatiit 1 2who — 3 where 4 in object relative clauses, 2-2 We were given your name by Ms Tina Furlan who we believe is one of your regular c 3. We enclose a complete product fist and three free samples (which) we hope you will enjoy. 4 They are made from high quality ingredients (which) we import especially from Greece, 5. We began selling our products six months ago at a local market where they proved to be very popular clauses jomers. Writing See the sample answer on p.111 of the Student's Book. Funding Reading 1 Suggested answer ‘An employer might do this if they were imterested in using the services or products of the new company, 2 Paragraph 3 gives the reason 33a 4) 5d 6b heading ¢ was not needed Time and money Vocabulary 1 2save 3 invest 210m 20n 3in 3. Underline verbs: pumped/tap into 4 2ilooded — 3 tap into 4 por 4 waste 413Transcript a’ Listening (page 86) u 1 = Interviewer; 7 1: | have with me Tara Ganesh, the marketing. director of Entrepreneur, who are a business support service, ‘Tara, hello. T: Hello, 4 I: Perhaps you could hegin by just explaining brielly what Enrreprenenr does? Tara r: T: Well, we are a service which offers advice and support for people who run their own business, especially people who are just starting up. We have a lawyer who can give legal advice anda marketing ho they-can.consult. And quite importantly actually, we offer financial advice about all areas of business FE OK. So I’ve got this new idea for « product that 1 think is going to make my fortune, How do | aise the capital to get started? Er, what are my options? ‘T; Even today, | think the most common way 40 set up_a new business is with your own money. People use their savings and if they don’t have tr: enough, they bortow from family and friends Um, and that’s still the best way is it? T: In many ways, because it’s so simple, But if family or friends are involved, you need to be very clear about what will happen if things go wrong and how you'll pay the money back, Even if iv someone close (0 you, you should still draw up a written contract 1: Yes, | can imagine there have been a lot of broken friendships over this sort of thing, But what if 1 can’t provide the money myself? What's the best option, et; a bank loan? For the small business, yes, it’s probably the best choice. But your bank manager will need to see a detailed business plan. And if you're not experienced in writing business plans, you'll need to get some professional help, like we provide at Entrepreneur I: What kind of things are the bank looking for? T; In the business? Well, realistic targets, steady growth, not necessarily dramatic at first, and a strong cashflow. Essentially, what the bank are interested in is whether you'll be able to pay off the debts, And for that reason your bank loan will have to be secured against an asset, 14, Hr, what kind of asset? ‘Well, it-could be your house, or some equipnien you.own for the business. You know, so that if your business doesn't pay back the loan, the bank can claim that asset instead. What other sources of capital are there? Well there are companies who pravide start-up capital in return for a stake in the business. These are so-called venture capital firms. But they get ots of applications for loans, so there is usually tough competition and they'll want (0 see a very high growth rate on your plan, 20 per cent al least OF you might find a business angel to provide thw money. A what, sorry? ‘A business angel. I's just someone. who will vest ina start-up company ip retum for a shane in it, Usually, i’s someone who has already been successful with a.company of their own, ‘And how do 1 go about finding a business angel? 11 can be difficult, They don't usually advertise, because they don’t want to be flooded with applications, But there is now a network you can 0 through, the National Business Angels Tara Ganesh, thank you very much UNIT 20: Starting upThis unit teaches language and vocabulary for CVs and job applications. It provides practice in writing Job applications letters related to job applications (e.g. invitations for interviews and letters of rejection). The first reading activity gives students practice in scanning a text for specific information, using subheadings as a guide, and gives some advice about writing CVs. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). BEC [Taking point: witng Ovs | Reading: Onkne reoruitmant | Waiting: Job fetters Photocopiable activity Notes on unit Getting started You miay wish fo emphasise here hat, although there are guidelines, there is no single corveet way of ordering a CV and different students may decide on different orders, The activity may also highlight cultural differences about how a CVshould be written, which would also be worth discussing Reading and talking point: Writing CVs these activities may aso highlight cultural ferences bout what is orfs nat appropriate pat on a CX. I tadents have applied for various obs, you could ask {hem if they used te same CV in each case, andi not, how {hey modified it for diferent jabs, Il students are in work ad have actually interviewed or recruited candidates, you could discuss with them what they look orn a candidate's Vor what makes a particular candidate's CV stand out Reading: Online recruitment This activity gives exam students prac ~ in the multiple choice gap-fill type of question that they will find in BEC Reading 6 or BULATS Reading Part 2 Section 2, The ‘open’ gap-fill activities in the BULATS Reading Paper Part 1 Section 4 and Part 2 Section 3 also frequently test a number of the prepositions, grammar points and colorations which are highlighted here, The relevant exam skills section could be done straight after this UNIT 21 Job appli tions Speaking Part 8 Reading Pert 6 ‘Wing Part 2 Reading Part 1 Writing Part 2 Reading Part 2 Section 2 Writing Part 1 Reading Part 1 Section 1 | Writing Part 4 Writing: Job letters ‘This section introduces examples of diferent types of letters which deal with recruitment: applications, an invitation to an interview and rejecting a candidate. Ir also highlights phrases which are typically used in ‘hese sorts of letters, and phrases which announce good and bad news in general. The length of text thal students are asked to produce is similar to that in Writing Patt 2 of the BEC exam or Writing Paper Part 1 of BULATS, Mf stuclents need further writing practice, you may be able to bring in some teal job advertisements from newspapers or business magazines far which they could write fetters of application Photocopiable activity This multiple-choice exercise gives exam students practice in reading and understanding the type of short texts they will encounter in Part 1 of the BEC reading exam of Patt 1 Section | of the BULATS reading test. The writing task provides practice in producing a short letter of the type required for BEC Writing Part 2 or BULATS Writing Part 1 115Photocopiable activity Reading 1 Quickly skim the six short texts on this page, then answer the following questions. # Which texts are job advertisements? # Which texts are extracts from CVS + Which texts are extracts from interviewers comments on applicants? Recommendations for this eandidate: | Fults all the requirements, Not to be mie A The candidate they missed the interview. ®The candidate should be offered the job as they should not be offered the job as ‘meet the necessary criteria © The candidate showld not be offered the job as they are overqtiaified 2 [ 2001-2003: Caver For sick relative, but did voluntary work as membership secretary or local charity ‘A This person did not have a paid job between 2001 and 2003 B This person's main income between 2001 and 2003 came from working for a chatity C This person was not well enough to work between 2001 and 2003, Personal assistant requited Company: Ashley Cann Ltd Location: Sydnoy Candidates. must be willing « aevompany director on rips and work flesibie ho Previous PA work preferred but not essen Email Victoria, Wells@ashleyeann.co.a, ‘A Candidates will only be offered the job if they. have worked as a PA before. B Candidates will be able to work from home Candidates will have to travel out of Sydney as part of the job, 2004-2006: Bar attendant in Spain. ‘Jan 2005: ASET certificate in Business Management, | ‘completed by distance learning A This person worked and studied in B This person hegan a busine: in 2005 which has not yet finished in 2008. 6 management course Job applications s candidate. To be A The candidate will be pat on the shortlist because the references were satisfactory B The candidate will only be interviewed again if the references ate satisfactory, € The candidate will be interviewed a second time because referees coud not be contacted 4 6 | saan | You wit! be a graduate with atleast thee years | experience of online marketing and be a trained project manager Contact Peter Vine at vacancy@eradek.com. A. Applicants must have worked in marketing for a minimum of three years. B Applicants must have a univer management © Applicants will receive online yy degree in ining in project management 2 Now read each of the extracts (1-6) again and choose the correct statement, A, B or C. Writing Look again at Extract 3. Write an email to Victoria Wells applying for the job. In your email: + confirm which job you are applying for # point out any relevant qualifications and experience that you have + say when you are avaiable 10 start Write about 60 words. This person studied business at a Spanish school in 2004 116 en Biase Bansal TaeAnswer key Photocopiable activity Online recruitment Reading Reading 1 Job advertisements: 3, 6 see extracts from CVs: 2, 4 Ree Extracts from interviewers’ comments: 1, 5 Job tetters 224 3C 4A 5B GA Writing Writing Eeeeee Sample answer Ar meaneres Dear Ms Wells, ae eiacs I would like to apply for the post of personal assistant as advertised in Sydney Echo on May 14 Tattach my CV, T have the International Computer Driving Licence in basic IT and word processing, and am happy to work flexible hous. am willing to travel and) am available to start work at any time. 1 look forward to hearing from you. 6 Si a2 Yours sincerely, Karen Taylor Student's Book activities Getting started 22b 3f 4e Sh 6g 7d Ba 3 Several answers are possible. Suggested order al obS c4 d6 e8 [7 g3 hb Writing Cvs Reading 1 David Haywood's CV does not contain a personal profile. 2-1 (X) [don’t use fairly) 20) 3 (X) (use date of birth) 4 (9 (don't include information about elementary school) 5 Vv) 6 () interest too common} 7) Talking point Suggested answer Probably not a good idea to include: 1, 2, § and 6 Probably a good idlea to include: 3 and 4 UNIT 21 Job applications Sample answer See page 111 of the Student's Book. 5 Phrases 2 and 4 express the ideas more strongly. iggested answer b3 2 Sample answer See page 111 of ¢ 4 BSA 6A 7C wR onc ca od3) es See page 111 of the Student’s Book. Be af Sb cl aa e Student's Book. A 6d‘4Recruitment “This unit teaches language and vocabulary related to recruiting and dismissing staff. It also presents and practises the first and second conditionals. The reading activity provides practice in scanning for names and opinions. The listening activity consists of short extracts and requires students to listen for gist. Aithough none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skilis and practice needed to deal with them (see table below), BEC rammar workshop Iking point: G istening: Older smployees Notes on unit Getting started This introduction is intended to cater for preservice students who perhaps have not yet made any job applications. If your stuclents already have experience of being interviewed for a job, they could talk about that instead, For example, they cauld choose a particular interview that went well and tell their partner about it Grammar workshop 1: First conditional This frst Grammar workshop presents and practises first conditional sentence. Inthe effect part of fist conditional sentences, af course, a number of tenses are possible (e.g, present simple or present perfect, as well as ‘will furore), The presentation here gives examples of sentences where ihe effect clause is in the present and te unl future, For the sake of simplicity, it avoids bringing in extra labels such as zero conditional. The focus is on the fact that wil is not normally used after if ‘The speaking activity is intended to generate some first conditional sentences. Hf siucents axe preparing for BEC, it is worth pointing out the usefulness of this, structure for Part 3 of the BEC Speaking Test where students have to discuss the merits of a number of different options and make a choice, 118 Spsaking Par “Racing Part 6 Speaking Part 8 stern Pat's | Reading Part 2 Section 2 Grarnmar workshop 2: Second conditional ‘This Grammar workshop presents and practises the second conditional, At this level, he two types of conditional sentences are presented and practised in separate conte ‘Shudlents ase not required to choose between them Listening: Older employees In this listening ask, students have to listen to five older ‘workers describing their situation, The task is especialy relevant for students preparing for the BULATS exam, a8 thoy will encounter a similar matching exercise in BULATS Listening Part 3, The exam skills section for BULATS Listening Part 3 could be dane immediately alter this. Photocopiable activity 1 Ina muhinational group, Exercise 2 may highlight some cultural differences, especially perhaps Questions 2 (eye contact) and 5 (laughing). The multiple-choice gap-Ail activity after the reading text revises a number of grammar points and collocations which have previously come up in this course, This type of exercise is especially relevant for sttidents preparing for the BEC or BULATS exams, Photocopiable activity 2 This activity is intended to promote discussion about interviewing skills, For some of the questions, two of the answers might be correct, depending on the situation, although there is at least one clearly “wyong’ answer. You may want to pre-teach the word nervous, as some languages have a similar word with a different meaning, UNIT 22 esserePhotocopiable activity 1 Body language Reading 1 Work with a partner and discuss the following questions. ¢ How important do you think body language is during an interview? * Which of the following (a, b or ¢) do you think is the best way to sit during an interview? fh OA * Which of the following positions (d-f) suggest that the interviewee is lying? ZB ON. a 2 Work in pairs and discuss which of the following actions (1-5) you think make a good impression in Pat ee and which don't. (You may find that different countries have different ideas about this.) Puta (7) in the box if you think it makes a good impression and a (X) if you don't. 1. smiling at the imerviewer when you first meet 2. looking away when the interviewer is talking to you 3 nodding your head when the interviewer is talking to you 4 blowing your nose during the interview 5 laughing if the interviewer asks you a difficult question 3 The following text gives advice about what body language to use in interviews in most Western cultures, Revise some grammar you have learnt in earlier units by choosing the Correct word (A, B or C) from the next page to fill each gap. f o0000 BODY LANGUAGE Body language is extremely important in an Continue. Touching your mouth, or biting interviewing situation. Research shows that YYOUF lip, 6 wn... Fe signs that you are not Interviewers make a decision about telling the whole cruth, Using either of these whether they are going to consider hiring a signs when you 7 ...asked why you want to candidate or not within the first three change jobs will make interviewers question minutes of an interview. If you are aware your honesty, 1... this, you can use body language to 2 saw a positive first impression. If you sit with your arms folded or your legs crossed, you 8... appear defensive, You should 9 .....an effort 3 .... you first meet the interviewer, make eye to control any nervous habits you may have, such Contact and smile. Being attentive and interested is 10... fiddling with your hair-The interviewer will largely 4 wun with the eyes, so avoid looking down or not tell ou to stop II... them, He or she wil away Nodding slowiy when people are talking to you simply decide that you are an 12... person, also shows interest and encourages 5 w...t0 Snr (INIT 22. Business Banca Pre Tema a Terme Pa Raany by Nova Why Sar Testy PsPhotocopiable activity 1 Body language : I@of Bat Clo 2A make Bo C have BAIi BUniess When 4A show B showing C shown, 5A the B the C thel 6 A however although C despite : 7 Ahave Bare Coe BA wil B mast C shoud 9A make Béo C take 10 A tke B ior Cas Ado B dol C alone 12 A annoy B annoying C annoyed Talking point 1 Work with a partner and discuss the following questions. © Which piece of advice in the text about body language do you think Is the most important and why? * Would you chang your country? 2 Read the information in the box below. : ny of the advice for someone attending an interview in [A Jocal school or college has asked you to contiibure to a website which gives advice {0 people who are looking for their frst job. They have asked you to write a page of advice for people attending interviews. There Is only space lo write advice under four headings. 8 Work with a partner and decide which FOUR of the following headings (1-6) are the most important to include. Put a (/) next to the four headings you chose, then tell the class which headings you decided to use and why. 1 Body language Qo 2. The most frequent questions that interviewers ask a 3 How t0 cess o 4 What to do to prepare for the interview a 5 Questions to ask about the company o 6 What not to do in an interview i i 120 (i Bains Bonenar Pear Ww Henrie Norn Why Cane Uae Poke ROTI UNIT 22Photocopiable activity 2 Getting started Work in pairs and make a list of all the things you should do to prepare for interviewing a candidate, Try to think of at least threo things. Reading 1 Read the following quiz and choose A, B or C. We CUR RR Ts ava) i 1. It you are interviewing with someone else, which is the best way to divide the work, do you think? B Tell me about a particular team project that ‘you have worked on, © Do you warkwal in a team and what teams have you been @ member of? 3° The candidate gives very long answers which do not get to the point. What is the best thing to do? A. Look at your watch in the hope that i wil make them hurry up. B Wait for the frst pause and say ‘OK. les move on now C Wait for the frst pause and say ‘OK. so could | just sum up what you've said 4 During the interview, you start to think that ssome of the things that the candidate is saying ‘about thelr previous experience are not true. ‘What isthe best thing to do? A Ask more out the truth B Challenge them directly by saying ‘Did you really do that? CMake a note to check with their previous employer lec questions fo ty to fine 6 What is the best way to tell candidates T You have had two very good candidates 5 You have several candidates to interview and it is taking tonger than you expected. What is the best thing to do? that they have not been successful? A. Send a standard letter of rejection, B. Send a personal leer explaining why thoy were unsuecesstul C Telephone them to expiain why they were unsuccessful for a post and so it is very dificult to decide who should have the job. After you have finally made your choice, What should you do about the other candidate? A Throw away their details, B Keep their details on file and contaot them if another post comes up. Change your staffing plan ¢0 that you can give them a job, UNIT 22. i SSS Bone PTC ee Nin WW Ce aa Pes ENT 121 One person asks the questions and the ‘A Give shorts interviews fo the as thre ther makes notes candies 8 ach ntenewer asks about aparcuar area, B Stop taking breaks between the | © Thelwo interviewers ask questions tan rene | © Allow them osu a itl late anc tel / 2 Which is the best question to ask in an Ihe receptionist to apologise to the last interview? candiiates A Are you a good team player?Photocopiable activity 2 Intervi 2 Work in pairs and compare your answers, (There is not always one correct or best answer} 3 Read the following extract from a training manual on interview skills to see if your answers from the quiz agree with it, Use the headings to help you scan the text to find what you are looking for. Preparation Before the inrerview, make sure you are familiar with the candidate's CV. If you are interviewing with anather person, decide who is going to ask what. For example, one person might ask about the candidate's education and another about Uhelr work experience. Both interviewers d ask questions, as ft can make some candidates nervous if one person just writes notes in silence, The questions Simple yes/no questions like “Are you good at meeting deadiines® are not very helpfl because al candidates are likely to Ask instead for_ specific examples of the deailines that they have answer ‘Yes Jo meet in their work, You should also avoid asking two questions together, for example “What deadlines do you have 10 meet and do you always manage it” as candidates will probably only answer the that candidate's answers are too long, try to ct them short by offering a sestion they prefer. If the unary. Sometimes you may suspect that the candidate is exaggerating or even lying about their qualifications or experience, In Ihis situation, try to ask more detailed {questions to find out the truth, OF course, you should also try to comaet the andidate’s previous place of work if possible, so that you can check, Timing 1n order to be fair, all candidates should be given the same amount of time. If something happens 10 make you run late, tu may be that the only shing you can do is to inform the candidates when they arrive nd apologise. I is best nat to reduce the length of the interviewers’ breaks, as this will affect the quality of the interviewing, Giving the results candidates should receive giving feedback and explaining why they were unsuccessful Sometimes you may be lucky enovgh to have two or three very good candidates. In this case, after you have made your decision, keep the other candidates’ details on file in case another post comes up in the near future. tf a candidate really Js s0 good that you don't want miss them, you may be able to create a post especia for them. 4 Work with a partner and discuss the following question, # Is there any advice in the manual that you disagree with? 122 CTE Tec Pre agana HiermecePeT my Neen Woy SER TS TONTTEIND | UNIT wing skillsAnswer key Photocopiable activity 1 Reading 1 Students’ own answers but according to the text, if you sit with your arms folded or legs crossed, you will appear defensive, and touching your mouth suggests that you are lying. 2. Suggested answers: 1 and 3 are usually thought to make a good impression; 2, 4 and 5 ate usually thought to make a bad impression 32A. 3C 4C 5B 6A 7B BA 9A WC NB 1B Photocopiable activity 2 Getting started Suggested answer 1 Make a list of questions you want to ask the candidate. 2. Prepate to describe in detail the job they are being interviewed for 3. Prepare a short summary about your company to tell the candidate. Reading 3, Suggested answers (and according to the text) 1B 2B 3C 4Aor€ 5C 6B 7Borc Student's Book acti Gotting started 1 Suggested answers future projects, possibilities for travel, training, 2 1 impressive 2 unimpressive 3impression 4 make —_§ impression Grammar workshop 1 First conditional 1 1 company website 2. your own CV nt tense is used in the éf part of the 4. the pres sentence she future tense with of the sentence 5 2ask 3 will be 5 will forget 6 feel Lis us -d in the effeet part 4 don't write 7 will hear Hiring and firing Vocabulary 1 Qresign 3 redundant — 4 dismiss 22a 3b 4c Sa Gd Fe 3> quil, fire and sack are all informal Reading 3 4 Gary Ling 4 Susanna Khavul 6 Andy Daws 4 Different answers are possible Suggested answer: b 2Gordon Bull 3 Andy Daws 5 Lee Shalit Blake Grammar workshop 2 Second conditional 1 1 No, the writer doesn’t believe this is likely. 2. No, it is not about the past. 3. wonld is used before the main verb Older employees: Listening 22h 3b 4a sf Cause Effect If you spend some time doing this homework the interview is much more likely to be successful ‘you are we informed If the Imterviewer asks about these you will look better than many other applicants you'll be prepared If you arrive late and out of breath you will make a very poor impression UNIT 22. RociuiimensTranscript z|Listening (page 97) 1 Fim 62. 1 lost my job about two years ago, Dut I'm a sturveyor, and there don't si em to be many young people going into my field of work. There were lots of places going and Lmanaged w find a ew fob quite quickly accepted early retirement from my bank about six years ago. I've done some temporary work since then but nething for very tong, Lfeel a bit feustrated and annoyed at not cing able to use my.shills, but } shouldn't complain realty, | suppose. It woukd be much worse if] was short of money, T work as an executive PA at the moment, but I'd really like 10 mave on, The vouble Is, P'm $4 ancl F ean’ even got an interview. As soon, as J putin cv age.o it, | just seem 10 get a straight ‘no’ Things haven't been very easy sinee ] was made redundant, { found a job with another company in the end, but I'm not very keen on it, The new company will only give me a monthly contract. 1 ‘won't reach retirement age for another four year so Lreally need a more reliable source of income, something with ... more of a gu V'm 58 and ’m the manager of an IT department There's a lot of stereotypes about people in IT all being really young, but it’s certainly not true in my depaytment. [1m not in_a minority at all, there are lols of us like me. 124 UNIT 22 Recruit1 4 Staff development This unit teaches language and vocabulary to do with staff development and training. The first reading activity focuses mainly on scanning for specitic information. The second reading activity focuses on reading carefully to check specific ideas. The listening activity requires students to listen first far gist and then for specific information. Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below). [ "Bec | BuLats | Gatting started | Speaking Part | | Reading 1: Training | || Reading Part 2 Section 1 | Reading 2: Training | Reading Pat? | | Writing: Training |_ Whiting Part 2 | Writing Part 1 | Reading: Centre circle | ecaing Pat 4 | | Listening: Giving and receiving feccback| Listening Part 4 | Listering Part 4 | Photocopiacie activty 7 [Specking Pat 2 | “Speaking Part 2 Notes on unit Reading 1: Training Questions 3 and 4 in the lead-in to this activity students, The activity of matching each statement to the correct course is especially relevant for students preparing for BULATS. I you have not already done it you might follow this section with the exam skills section for BULATS Reading Part 2 Section 1 Reading 2: Training This scmning activity i particularly aimed at students preparing for BEC. You could follow this with the exam skills section for Part 7 of the BEC Reading Paper Writing: Training Uf students are moce interested in one ofthe othe tuaining courses from Reading 1, then they could write a similar email for that instead. At the end of the activity, yout could ask students to read and check each other's emails in groups. have written for details about diferent cours his would be more interesting if they UNIT 23 Reading: Centre circle You could begin this activity by ask any sports of, with an are popular in their own country. You could also ask that are i staddents plas rernational group, what sports students to think of four personal qualit needed by both sports people and business people Exercise 3 is another example of the right/wsong/ loosn’t say type of question that stuclents have met before, BEC students could follow thi exam skills section {iF hasn't already been done} cercise with the relevant Listening: Giving and receiving feedback This listening activity gives BEC and BULATS students expesionce of multiple-choice questions {which they will meetin their exams), BEC students could follow this exercise with the relevant exam skills section. (See Unit 10 of the “Teacher's Resource Book for notes on BULATS. Listening Part 4.) Photocopiable activity This activity deals with the topic of sabbaticals (extended periods of time aveay from work) and 3 nother opportunity for students to prepare a one-minute ii they 0 provides talk (as they will have to do in the Speaking Te are preparing for BEC or BULATS). 125Photocopiable activity Sabbaticals Getting started 1 Work with a partner and answer the following question. © What do you understand by the word sabbaa 2 Read the first paragraph of the article below to find out if you were right. 1 A sabihatiea! ian artangement where Your emplayer gives you a peri of time way Seu work is a eoxated a5 aM oF ‘your usual holly atlowsnee. Sabbatcals fan be pak or unpaid and many ‘employees use them as an opr develop new skills or do vou work, 3 Work with a partner and discuss why you think a company might want to offer a member of staff a sabbatical. Try to think of three reasons. Reading 1 Read quickly through the rest of the article and decide which paragraph talks about ‘the following. Write the paragraph number in the correct box. a Possible disadvantages of offering sabbaticals a b_ An example of one person's experience of going on sabbatical a © Benefits of allowing staff 10 go on sabbatical Qo d- How to run a successfil 1em for offering sabbaticals ao 2 Michelle Wight, for example, If 2 author tne explains "You have 1o away: This needs co be presented to ni at aymer get things done by motivating poople the covering members of sail as an en years wh the and pevsuting them. He makes you a opportunity for development, so that felt bored and mich more effective manager when sey feo! they ate gaining somethin ‘was thinking of fookng for another you return,” Another advantage of 100 fol. instead. hor emplovers offered offering sabbatleas, which Professor hee a year's sabbatical. During this Stein discusses tn her book, i that y 119 work asa vokuneer hey can help companies 10 retain for s charity in Bangladesh. Now she heir employees. ‘back at faye § Offering sabbaticals fs not without fis dangers. There is the possibilty hat dhe employees mmay use the Hime Sabbsticals ate off 19 taok for another job. This feels usually given 10 members of stil? fappened with one of Michelle Iuappier and more ‘was who have been with the company for Wighi's ealleaguce at Haviner Aloe a great esporieice,” she says bit 3 long time, se they show that the Quieres hrc rears aban siso_admits, “Doing something 80 company valves loyal this and. believes that it probably titferent also made me realise ew 4 accouding t@ Ivan Fledorowiez, heed he company in the Tong run, president of a human resources “if you're net apm in the job. en onsulting flim, the Key ia you not performing well” he says ree is typical, successful sabbatical is caved! “WS as simple a8 hat.” Another fers usually find that planning anda system 0 record how problem, highlighted “by Stein im femployces achieve more and ars the member of staff has developed, Tite Or Grp, ba she rman good things there wore about syst fo owe enthusiastic when they come At Timberland, the foowear manu employees may be tehuctant 1 take hack siter a sabbatical,” says faeturer, for example, employees the opportunity of going on Protessor Germaine Stein, anthor of reuirning fom a sabbatical have to sahbatial for fear of How itm the honk Tine Ou Alan Osborne, — jyepate- repent for the CEO on what Took to colleagues. Some may feel Tnuman resources director at Haymer they di and are expected 40 shote that slowing ane member of sal Group. also emphasises the value of their Teaming with other sta ia take a long break isa sigh of Ssbluteals for staff development. “series of presentations, Something fhvowitim, agai, the solution to you g0 and work for ax oganistion else that needs 10 be planned, of this seems 10 He in having 2 clea Which Goesn'r have business aims, course, is whe will cover for the system about who is ented 1 go then you dont have the same absent employee while they are on sabnatical 126 Gi ishess Rocha Peers to HiomaTaNTr onary Rema NO Come UY PE LNG UNITPhotocopiable activity Sabbaticals 9 The article contains a number of different ideas and opinions about sabbaticals. Match each of the opinions (1-7) with the correct person from the box. (You need to use some names more than once.) 1 Offering sabbaticals can help companies retain staff, Germaine Stein 2 Wis not in a company's interests for unhappy members of staff to stay on. 3. A sabbatical can make you appreciate your normal job. 1) Non-profit making oxganisations require different management techniques from businesses. 5 Some members of staff may not like the fact that others are offered a sabbatical 6 People are often more productive when they retum from a sabbatical 7 Companies need to assess the learning that has {aken place during a sabbatical elle Wright Vocabulary Find words and expressions from the text with the following meanings. 1 ess tired ane! bored (Paragraph 2) .eshed, 2 keep (Paragraph 3) the feeling that you want to continue supporting the company (Paragraph 3} 44 take over a person’s duties while they are absent (Paragraph 4) 5 unwilling (Paragraph 5) (unfairly preferring one person to another (Paragtaph 5) ‘Alan Osbome Wan Fiedorowiez Germaine Stein Mic Speaking Choose one of the following situations. Follow the instructions on the card and prepare your talk. Work in pairs and take it in turns to speak and listen. Your company is willing to offer you a six-month paid sabbatical. However, you need to show what you will gain from it and how it will help the company. Decide where you ‘will go.and what you will do. Now prepare a one-iwo minute (alk for your manager. Talk about: ‘© what you will do during this sixcmonth pertod © how it will help you in your job + how you will share your learning with colleagues, Your school or college is offering a sum of money to spend on a six-month break from your studies. However, to qualify for it, you have to explain what you will do during this period and how it will help you in your studies. Decide where you will go and what you will do, Now prepare a one-two minute ‘alk for the school/college representative. Talk about: ‘© what you will do during this sixemonth period © what you will lear + how it will help you in your future studies or career. UNIT 23° CSS A OR aT Nas ATO Ue LTD 127Answer key Photocopiable activity Reading 1b2 cs da 2 2 Alan Osborne 3 Michelle Wright 4 Alan Osborne 5 Germaine Stein 6 Germaine Sein 7 Ivan Fiedorowiez, Vocabulary 2relain 3 loyalty 6 favouritism 4 cover for S$ reluctant Student's Book activities Gotting started 1 Suggested answers meeting, appraisal, report Training Reading 1 32D 3C 4B SA 6D 7A Reading 2 2 Helen Kadera 5.140 3Sales 4.25 27 May Vocabulary 2eredibility 3 hesitate 4 revolutionise Writing Sample answer See page 11] of the Student's Book. Centre Circle Reading 32B 3A 4C SB GA Vocabulary 1 2 football 3 chess 4 baseball 5 athletics (football and baseball are also possible) 22d 3c 4a 5b 128 Giving and ree ing feedback Vocabulary manager who does the appraisal: app! the employee: appraise Listening 1 360 degree feedback is feedback from everyone a person has contact with, ‘Anonymous means without the writer's name on it 2 Who gives the feedback? Anyone who comes into contact with the employee Who sees the feedback? The employee {and the manager if the employee wants this) 32C 3B 4B $B 6C 7A UNIT 23 Stall deveTranscript a Listening {page 101) ‘] = Interviewer; ¥ = Yuonne I: So, Wonne, what exactly is 360 degree feedback? YY: Well, i's a way of helping staff to develop. It means that you don't just receive comments and feedback from your managet. Instead, you get it from your managers, your colleagues, people who work under you, even customers and suppliers. Anyone really who comes into contact with you and has an opinion: I: And who chooses these people who are going (0 give the feedbacl Y: The employee's manager has Jo choose some, ‘That's a.nule. But I think it can be nice 10 make i fa shared process, and let the employee choose one or two colleagues ar customers as wel. 1: How is the feedback given? Do you actually meet all of these people and talk about your performance? Y: No, not necessarily. The feedback is on a form which lists the skills needed for your job, S a grade for each one, There's 3 ! ‘opinion as well which is often more helpful than just giving a number, And the important thing is, the employee gives himself or herself grades as well I: What, for the same skills? Y: ‘That's right. You assess yourself using the same form. ‘Then when the feedback comes in, vou can see if there’s a.difference between how you see yourself and how others see you. That can be an eye-opener. I: Yes. L must say it sounds quite frightening as well, though. Er, could the results of this feedback be related to the employee's pay? You know, if the feedback is good, they get a pay rise? Y: No, 'm not at all keen on that idea, | won't say 's never happened but it isn’t normal and i isa ally what 360 degree is about. It's to help staff develop 1: So what happens to the feedback then? Y: Well, one thing that makes it less frightening ts that the appraise owns the feedback. Other members of the organisation don’t see it and you don’t even have (o show jt to your manager UNIT 23 Staff development y: So what's the point of i then? Well, the employee uses their feedback to write a development plan for training they would like to receive. The.manager-has to see this plan, so this gives the manager an idea about the feedback. But [ think if employees really feel that the manager is concerned with staff development, they will usually share the feedback as well Is the feedback anonymous? That depends on the person or the organisation. Some people prefer to give feedback anonymously and it ean make ft easier for the employee to deal with any criticism. Lao feel though that you get more benefit when people write their names.on the feedback. In the right institution, people should be able to cape with this, So are you saying that there is such a thing as a ‘wrong institution? Are there companies where you wouldn't recommend 11? Well, as I've said, | think it’s a very powerful way of helping staff to develop. But yes, of course it ‘can be used as a weapon. So if you are working in an organisation where there’s a Jot of mistrust and bad feeling, then no, it isn’t suitable, And you atime when there are big changes going on, like a merger or something, What you have to do is to work on the culture of your institution and try to create the sort of atmosphere where 360 degree feedback will be vusedi 10 everyone's benefit I see. And funnily enough, the process of preparing for 360 degree is often more beneficial than the feedback itself. I've seen many cases where the culture of an institution has really changed, not because of the feedback, but because of what was done in preparation for it, When it was time for the feedback, most of the important changes had already happened. Interesting, 129 | |This unit teaches language to discuss various human resources issues. It presents and practises the iStaff facts and figures grammar of reported speech. The reading activity and Grammar workshop also give students an example of a report, Both reading activities give students further practice in skimming and reading for specitic, information, Although none of the tasks in the unit exactly replicate exam questions, some are designed to give students the skills and practice needed to deal with them (see table below) teading: Einar Ri Speaking: Skils audit i I | i and 2 ‘Speaking: Absentesism | Reading: Absentosism L. | Photocopiabie acy Notes on unit Getting started As well as using this section as an introduction ta fing information, you could also use It to revise the language of graphs and charts, One way of doing this would be to read a list of statements to the class which they have to identify as true or false, for example: ‘© The average working hours in the US increased between 2000 and 2003. (False) ‘* Russia has a greater percentage of companies with women in senior management than Australia, (Thue) ‘© Fewer workers took time off sick in Prance than in the UK, (False) ‘* OF the six countries on the graph, Japan has the lowest percentage of companies with female managers, (Halse) * Of the six countries on the graph, Finnish workers took the greatest amouat of sick leave. (Truc) + Inall six countries on the graph, there was a dlovinward trend in the number of hours worked. (Iue} 130 Speaking Parts |_ Speaking Part 3 Reading Part § Resin Pat | BULATS Whiting Part 2 T t | Speaking Perts 1 and 2 Reading Part 1 Section 3 |_ Reading Part 2 Section 5 Reading: Emails People often complain about receiving too many emails, 0 you could begin this section by asking students how on and they feel about emails as a means of communic if they ever feel stressed from receiving too many Students who are preparing for BULATS will have to produce 2 text of about 180 to 200 words in Part 2 of the Writing Paper, There are (vo alternatives to choose from, one of which is ustially @ report. This section is therefore particularly relevant for BULATS students as it introduces, then: to the structure and layout of reports and provides «4 guided writing exercise for the final section. If students are preparing for BULATS, you might choose to do the exam skills section for Writing Part 2 after this activity Grammar workshop 1 “The fest Grammar workshop focuses on the tense change from present to past and wil! to would in reported speech, Other tense changes ate not focused on at this devel UNIT 24 Siaff Yacis and figueSpeaking: Skills audit ‘This is an opportunity for students to practise the reported speech structures that were presented in the Grammar workshop. The activity also revises question forms. If students are in work, you could encourage them to think of a skills area which is relevant to their field of business, especially if they all work in the same field Preservice students could do a survey about computer or language skill Speaking: Absenteeism This speaking activity requires stucents to decide on the best option from 3 number of alternatives. This provides further practice in the kind of language and interaction needed for the BEC Speaking Test Part 3. Preservice students can discuss what happens if they are absent for 4 long period trom theitscnool oF college Reading: Absenteeism This activity provides practice in answering multiple choice questions of the type that students will find in the BEC of BULATS exams, Exam students could do the relevant exam skills section after this UNIT 24 Stel facts and fiqures Photocopiable activity For the Getting started exercise, pre-service students could talk about a company that they know or alternatively, you could ask them to list what they think ‘would be the advantages and disadvantages of sing contract staff or staff from agencies. You may need 10 prompt them by asking thet to consider the following issues: cost, reliability, flexibility, training, paperwork. The reading activity revises the language of statistics that was presented in Unit 17 and fs partiebarly relevant Jor students who are preparing for the BEC exam, For the role-play activity, i students age weg in the same field, you might like to adapt the situation so that i applies to dhe type of company or busines 131 paPhotocopiable activity Types of contract Getting started Work in pairs and note down answers to the following questions. © What kind of contiacts do the staff in your workplace have? (Eg. permanent, temporary, fe-time, ete} # Do you have any part-time staift + Do you have any temporary staf at the moment? # Do you use staff from agencies for any Kind of work? Reading The bar charts below (A-H) give information about the number of hows worked by staff on permanent and temporary contracts in eight different stores, [permanent ttt ae Data © ous © poury Eeroray stat 120067 12000 12000: 12000 10 000 10000: 10004 100004 000 ‘000 000 20001 n 6000 000 000 a) 000. 000" 40004 i 40001 200 2000 2000 20001 months months months 3 months Fouts F ous © ous 12000 12.0007 2000 1000 10000 10000} A 00049 reco q 80001 20007 q 00 6000 000 6000 2000 ‘000 | sooo} | 000. 2000 2000 || 2eco} | || 2000 smonths 1 mont sonths ronths 12S 1 Which store does each of the following sentences (1-5) describe? : 1 ‘The hours worked by permanent staff remained largely unchanged dating the period, I ‘while the third month saw a significant increase in the hours worked by temporary staff a ' the number of hours were Increasingly given to temporary staf a 3 Permanent staff worked a fixed numberof hours each month, but the Jota hours worked by temporary staff inereased over the period and eventually overtook the amount of hours worked by permanent staff declined aver the thtee months and worked by permanent staff. o : 4 An increased number of hours were given to permanent staff in the last month, with a corresponding reduction in the hours worked by temporary stall. o 5 Although the number of hours worked by temporaty staff rose dramatically in the second j month, this situation was not maintained and per aif were nol affected. c 132 5 PT aR oy Wo Wy Cen TN A UNIT 24Pe Photocopiable activity Types of contract 2 Work with a partner and discuss what you think the reasons could be for some of the changes in staffing. Try to think of a possible reason for each one. | In tere A. pettapa.they. wenn. expandine,.£a.Viey. needed Fo. take.cn.extra. temporary eta | 1 2 4 5 6 8 3 Now decide which store (A-H) each of the following sentences (1-5) describes. 1 In the second month there was 2 festival in the town, so the store extended its opening hours and took on extra temporary staff to cover them. a Several permanent members of staif were dismissed for theft al the end of the first month and replacement temporary staff were taken on. New permanent members of staff were recruited (0 begin in the third month, and the new temporary staff also stayed on that month to help a 3. Five permanent members of staff let @uring the last (wo months. The store decided not to recruit any more but to rely on temporary workers instead a 4. Some permanent members of staff went on unpaid leave in the second and third months and) their place was taken by new temporary staf oa 5 The store decided that it was too reliant on temporary staff and recruited more permanent employees in the third month Oo Role-play Work in pairs and each take one of the roles your teacher will give you. Read the instructions ‘on your card and take a few minutes to prepare. When you are ready, Student A begins. UNIT 24 Gin na hin TT i Oi eT TTS 133 pense SCTE DRSPhotocopiable ac‘ | --$2 Types of contract Student A You are the human resources manager of a company which makes food products. Your company is going to open a new factory next year The managing director only wants fo take on 4 small number of contract staf. Jn particular, he wants 40 use agencies to provide all the cleaning and maintenance staif. You do not think that this is a good idea. This is because © agency staff may not be very reliable © you think they will be more expensive © staff will need training on how to handle some of the equipment, but if you use agency staff, you may not always get the same people. Meet the managing director and try to change his mind. You have @ maximum of five minutes to talk together, You may have to accept a compromise (e.g. a mixture of the two, or taking on a supervisor who will be responsible for all the agency cleaners, or using agencies now and reviewing the situation later} 134 Student B You are the managing director of a company which makes food products. Your company is going to open a new factory next year. You are worried about staff costs, which you betieve are too high in your current faciery. You have decided! 10 use agency staff for all the cleaning and maintenance work in the new factory. This is because: © there will be much less paperwork, as you will just pay the agency for their staff's work, without worrying about payroll, taxes, ete + you are not sure how successful this expansion fs going to be and you don’t want (0 invest In @ lot of new permanent stall immediately. Your human resources manager bas asked for a meeting to discuss this matter, You think she probably cdisageees with your idea of using agencies ‘Meet your human resources manager and explain your position. You have a maximum of five minutes to talk together. You may suggest a compromise (e.g. a mixture of the 0Wo, oF taking on a supervisor who will be responsible for all the agency cleaners, or using agencies now and reviewing the situation later) CTI DRE Te Eo TE ray Noa A OTIS aT PS AON UNIT 24Answer key Photocopiable activity Reading 12 3A 4H 5 328 3r 4G) 5H Student's Book act Emails Reading 2 The report suggests that emails are a problem 3224 332 438 523 Gl4 732 Waiting 1 2often 3 most; few of them 4 majority ies Grammar workshop Reported speech 2. 1 In this case the present simple changes to the past simple 2 In this case the will future becomes would (conditional) 3.2 didn’t know how to create folders 3. would arrange a training session 4 wouldn't have time to fill in the questionnaire today Absenteoism Reading 1 The following suggestions are mentioned in the article: 1, 2 and 5 220 3C 4B 5B UNIT 24 Staff facts and figues 135answer key BEC Reading Paper Part 1 Exam skills 1 1 Bis not comect because this is only an advantage, not essential Cis not correct because this is the date they must receive the application, not the start date for the job. 2. Ais not correct because it is only valid for new subscriptions, not renewals, B is not correct because this is the closing date for the offer. 3 Ais not correct because she works in marketing now. C Is not correct because Claire is going on leave, not Julia (and ‘going on leave’ doesn’t mean ‘leaving the company’) 2-1 B (held up = delayed) 2A (engaged = in use} Exam practice 1C 2B 3A 4C 5 Reading Paper Part 2 Exam skills Ib1 green products, reduce pollution, Magazine D 2 loan, interest rate, property, Magazine B 3 buffet, set menu, Magazine E 21B 2E 3c 31D 26 3B 4F Exam practice 6D 7H 8C 9B WE Reading Paper Part 3 Exam skills 11B 2C 3A 21D 2B Exam practice NB 2G 13H 14F 15D 136 Exam skills and Exam practice Reading Paper Part 4 Exam skills 1 1 A#R,B=DS,C=W 2 AsDS, BR, C=W 3 1S, C=R 4 BR, C=W 5 AR, B=Ds, C=W 6 Aw W,B=R, C=Ds, 21W 2Ds Exam practice 16B 17h 18A 19B 2A 2C 228 Reading Paper Part 5 Exam skills Ja The text talks about a, b, ¢ and £ DIB. 2C 3C 4A t Exam practice 2B 24C «25B GA 7A BE Reading Paper Part 6 Exam skills 11C 2A 3B 4A 21B 2B 3C 4A SC BIB 2€ 3A 4€ 5C 6A 7A 8B 9C tC Ne 12¢ Exam practice 298 30B 31C 82 BA MB B5A 386A 37C— BBA 89C ADB Reading Paper Part 7 Exam skills 1 1 Daniel Musser 3 Maureen Kirk 2 Mahbub Dharmen 2 Iday delegate 2 vegetarian 3.£110 Exam practi 41 Design Assistant 42 24 November i 43 (Children's) Sportswear 45 local paper 44 computer skills Exar skils and Exam practice answer keyListening Paper Part 1 fam sills Hii Monday 2-Thursday 3 Friday. A. They are going to meet on Monday. 160 230 4.10. B. She is going to interview about 30 candidates. ric 2 sic 2A Fam practice 1¢ 2A 3C 4A SB OB 7B 8B Listening Paper Part 2 fxam skills 111969 2.22 billion euros 3 5,000 475,000 S757F 6 A30B4 21t 2A 3R 4E 88 6B 7B 8B 31 Name: Keith Caraballo Address: 34, Harries Close, Croyden 2 Name: Ciro Romano Address: 62, Leigh Hunt Drive, London Postcode: Nw14 8EC 3 Company: Harrow Wells Contact name: Jariya Kroksamrang 410293491485 212.453 8 percent 4.320 Exam practice QAlfords 10GE24601 «113712. £1,978 13445 148 1529 tening Paper Part 3 Exam skills 1b} 19872 trucks 3 booming economy 4 relocate 2a former chairman 2 launch a bid 3 backing 4 speculation bi television company 2 cinema chain 3 investment banks 4 joint bid 3b 1 life insurance 2 low profits 4 investment company 3 the USA Exam practice 16 Riverside 19 manufacturing 22 Australia 17 Chief Executive 18 20 ear park port 21 childres Listening Paper Part 4 Exam skills 11C 2B 3A Exam practice 23C MC SA GA AFA BBB 2c 30 Writing Paper Part 1 Exam skills 1bC is probably the best as it covers all the key points and is the most polite. c1B 2C 3A 2i The memo does not give the customers name and does not make it clear that the assistant is to report back to Philip. Sample answer To: Helen Smith From: Philip Day Re: — order Helen, Mrs Janet Conway rang today. She has received her DVDs, order number 2334, but says that the invoice includes two that she didn’t order, Please could you check this out and get back to me by tomorrow? Thanks. Philip 3b Sample answer MEMO To: all staff 1m: Date: 30 March Re: new brochure Tm afraid our new brochure hasn't arrived yet. Sorry for the inconvenience but there have been technical problems at the printer's. 1 will hopefully be with us in two weeks, so please be patient 137Exam practice Sample answer ‘To: James Lewis Ce: Subject: Meeting, Dear Mr Lew Tam very sorry but I cannot now attend our meeting at 4.00 today as 1 have just received an uuigent call from home, Would it be possible to meet next Friday afternoon instead? Apologies, Writing Paper Part 2 Exam skills le | would be happy to come ai college. I would like to outline our company's product range and main markets. Please could you tell me how long the talk should be. Friday 16 April is a possible date for me. Dear Mr Steele, Thank you for your letter of 12 February. T would be happy to come and give a talk at your college. 1 would like to outline our company’s product range and main markets. Please could you tell me how long the talk should be? d give a tall at your Friday 16 April is a possible date for me. Please let me know if this date would be suitable. 1 look forward to hearing from you. Yours sincerely, 2e 11am writing with regard to 2 Please could you tell me 3 1 look forward to hearing from you. 4 Point not covered: requesting a list of iten stock e Sample answer Dear Sir, 1am one of the owners of a chain of juice bars. We ‘would be interested in purchasing a number of items of equipment, especially juicers and toasters. Please could you send me a list of items that you have in stock? I would also like to enquire how long the guarantee la! Took forward to hearing from you. Yours sincerely Ken May 138 Exam practice Dear Mr Trellis, Many thanks for your letter and for selecting, «ti company to receive the business award. 1 will bi delighted to attend the reception and am happy 4 give a short talk. 1 would like to suggest “Ropositioning a brand as the topic. I will requis the use of an OHP. Would it be possible for thice other members of company to attend the event as well, please? Kind regards, Speaking Test Part 1 : Exam skills Ib Examiner Where are you from? Candidate Turkey. I was born in Ankara but now t live in Istanbul. Examiner What work do you do? Candidate I'm an accountant, 1 work for a clothing, firm in Istanbul Examiner What do you like about your job? Candidate My colleagues are nice. I’ve got several {good friend's among them. iner__Do you have a comfortable office at work? Candidate Yes. It’s very light with nice furniture, Examiner Is it important for you to have your own office? Candidate Yes. It's important. If you don’t have your ‘own office, people can interrupt you all the time. It can be difficult to concentrate And would you like to have a bigger office? Candidate Not really. There's plenty of space for all my files already. Exar Speaking Test Part 2 Exam skills a1 Firstly 4 Secondly 7like 8 but 2because 3 For example 5 This means that 6 also 9 So to conclude‘Ask your partner's jon : opi 1 What do you think about 2. How about ...? Give your opinion ‘Agree with your 8 My feeling is ai think | 5 Yes, that’s true. partner _ 3 think you're right Disagree with your | 9 Maybe, but partner 7 L'm not sure I agree. Persuuade your partner 2b1 Lthi k/My feeling is 6 But don't you think 2.F'm not sure | agree/Maybe, but 3 How about/What do you think about 4 Yes, that’s true,/I think you're right, 5 How about/What do you think about 6 { think you're right. Exam s i 139BULATS Listening Paper Part 1 Exam skills lal 1 Monday 2 Thursday going to meet on Monday 3 Priday. A. They are 2160 230 3 10, B. She is going to interview about 30 candidates. bic 2¢ 21C 2A Exam practice 1c 2A 3A 4B SC GC 7A 8B 9A 0B Listening Paper Part 2 Exam skills 111969 2.22 billion euros 3 5,000 475,000 5 757F, A30B4 211 2A 3R 4E 58 6C 71 8G 3/1 Name: Keith Caraballo Address: 34, Hanries Close, Croyden 2 Name: Ciro. Romano Address: 62, Leigh Hunt Drive, London Posteode: NW14 SEC 3 Company: Harrow Wells Contact name: Ja 410293491485 2:12.45 4320 aman} 38 per cent Exam practice Conversation One: 11 Quality control 12 production —13.£17,500 14 CV Conversation Two: 15 designs 16 target maricet 17 image —_18 deadline Conversation Three: 19 exhibition centre 20 samples 21 current orders 22 security lighting Listening Paper Part 3 Exam skills LE 2B BIE 2B 3F Exam practice Section one: 278 Section two: 28E .29G = 30F 31D 32C 3A 24C SE 26D 140 Reading Paper Part 1 (Section 1) Exam skills 1a] Bis not correct because this is only an advantage, not essential. Cis not comect because this is the date they ust receive the application, not the start date for the job, 2 Ais not correct because it is only valid for new subscriptions, not renewals. B is not correct because this is the closing date for the offer bi Ais not correct because slie works in marketing C is not correct because Claire is going on leave, riot Julia (and ‘going on Teave’ doesn't mean ‘Teaving the company’). cl B (held up = delayed) 2A (engaged = in use) Exam practice SIC 2A 3B 56B 578 S4B 55 Reading Paper Part 1 (Section 2) Exam skills ric 2A 3C 4B 5B (an question 4, the other alternatives are correct if you change on to for. In question 5, A is correct if you change itt to on.) : 21¢ 2C 3B 4A 5B Exam practice 58D 59B GOA 61C 62A 63D Reading Paper Part 1 (Section 3) Exam skills 1a The text talks about a, b, e and bIB 2c 3C 4A Exam practice 4c OSA 6B O67C «GBB BC Reading Paper Part 1 (Section 4) Exam skills a1 auxiliary verb 3 modal verb 2 relative pronoun 4 preposition S modal verb 6 preposition 7 article 8 preposition biwas 2which —3will 4 for Smust/should 6to 7the Son 2 Lthey 2them 3 This 4it_ he/she am skills and Exam practice a wor keyExam practice Win iif ?2t0 7%how 74 which Reading Paper Part 2 (Section 1) Exam skills I Sentences 2 and 3 are cor 21C 2B 3C 4A SB Exam practice 75B 76C 77D 7A 79C 80D 1B n 2) Reading Paper Part 2 (Se Exam skills 11C 2B 3B 4D 21A 2B 3A 3B 1B 20 3¢ Exam practice 82B 83D 84C 85A 860 Reading Paper Part 2 (Section 3) Exam skills: 18 prep Auxiliary | Pronoun | Relative | Link | Other -osition | verb pronoun | word to have f they — | which | but than | with is them who and | by be it so at | bibut 2than 3be 4which 5 them Ghave 7 by 2 Lafter 2in 30n 4down Sat Gon Zon 8of 9out up Wabont 12in Exam practice 8? with 88have 890n 9ahead 91 what Writing Paper Part 1 Exam skills te and d 1 would be happy to come and give a tall about our company. (Agreeing to give a tall) Please could you tell me how long the talk. should be? (Asking how long the talk should be) Friday 16 April is a possible date for me. (Suggesting a possible date) Exam skils andl Exam practice answer key 141f Dear Mr Steele, ‘Thank you for your letter of 12 February. 1 would be happy to come and give a talk about our company, Please could you tell me how long the talk should be? Friday 16 April is a possible date for me. Please let me know if this date would be suitable. 1 look forward (o hearing from you. Yours sincerely, 2c 1 Lam writing with regard to 2 Please could you tell me 3 Look forward to hearing from you. Point not covered: requesting a list of items in stock e Sample answer Dear Sir, Iam one of the owners of a chain of juice bars. We would be interested in purchasing a number of items of equipment, especially juicers and toasters. Please could you send me a list of items that you have in stock? I would also like to enquire how long the guarantee lasts. Took forward to hearing from you. Yours sincerely, Ken May Exam practice Sample answer Dear Mrs Graham, Thank you for your letter concerning the price of the photocopier paper. { can. confirm that the new price of $10 per 1,000 sheets is correct. | am afraid wwe have had to make this change because of increased production costs. However, we would like to offer you the discounted price of $18 per 2,000 sheets. Yours sincerely, James Hoddle 142 Writing Paper Part 2 Exam skills Ib why the staif were not satisfied: 2, 3, 5 the importance of having a successful staff training programme: 4 what the company should do in future: 1, 6 2b and e Sample answer Introduction For the past three weeks customers have completed a feedback cart asking them to rate the restaurant as good, average or poor for three categories and. make any suggestions. The purpose of this report is to summarise the feedback from these cards and to make recommendations for improvements, Feedback results The vast majority of customers (82%) rated the food as good. Only three canis ranked it as Cleanliness was also rated as good on 72% of cards, and average on the rest Only 4296 rated the service as good. A frequent comment was that the food took too long to arrive. ‘The presentation of the food on the plate was rated as average by most (76%) of the customers Recommendations ‘We should continue with the system of asking customers to complete a feedback card. Customer feedback is essential for us to know what we are doing well and where we need to make improvements. In addition, the suggestions that customers make can help us to expand our customer base. T recommend that we look into the possibility of hiring extza staff at peak times, in particular Friday evenings and all day Saturdays. We should try to improve our food presentation by sending some staff on a suitable training course. m skils and Exam practice answer keyExam practice Task A Sample answer ‘To: Managing director From: Production department During their recent visit to our company, a number of our visitors from Hong Kong expressed their dissatisiaction with the Elton Hotel, There were two main reasons for this: 1 The location is on a very busy road. Two of our visitors said that they could not sleep because of uatlie noise, 2 The quality of the rooms. There was a general feeling that the rooms were too sinall and the was not of an acceptable service and cleanlines standard, J am aware that the Elton is a convenient choice of hotel just because it is so close to our company’s offices, However, | do feel strongly that we should use a different hotel in future, If we provide accommodation which is below the level our visitors expect, we create a bad impression of ourselves. Ultimately, this has an effect on business, I would like to suggest that in future we accommotiate visitors in the Rose Hotel in New Street. Itis only a short taxi tide away and it certainly offers a better standard of accommodation. They are also willing to offer discounts for group bookings. Task B Sample answer ‘To: Managing director From: Marketing director | feel that the company needs a new website. The current one is not very satisfactory for two reasons: 1 Ils out of date, Some of the people mentfoned uno longer work for us and it does not have information on our most recent products. 2 Compared! with our competitors’ websites, it is quite basie and only gives information about products and stafi I feel that we need to invest in creating a larger and more interesting site. It should contain more information about the company, such as our history and our mission statement. Once it is set up, it also needs to be updated regularly so that kills and Exam practice answer key ‘our customers can acvess the latest product information, 1 would also like to suggest that we include a section on job vacancies. My feeling is that we need to employ a proi website designer to help us with this project. 1 have been in contact with two and have obtained some quotes, Could we sot up a meeting to di them and decide how to take this project forward? onal Speaking Test Part 1 Exam skills 1b Examiner Where are you from? Candidate Turkey. 1 was born in Ankara but now 1 live in Istanbul What work do you do? Candidate I'm an accountant. 1 work for a clothing, firm in Istanbul Examiner What do you Tike about your job? Candidate My colleagues are nice. I've got several good friends among them Examiner Do you have a comfortable office at work? Candidate Yes. t's very light with nice furniture, Examiner And why are yon studying Business English? Candidate For my work, We have several clients from overseas and I have to speak with them in English. Examiner And what would you like to be doing in, say, ten years’ time? Candidate Working in the same area. I enjoy this line of business but Pd like to get a higher position, maybe in a different company. Examiner Speaking Test Part 2 Exam skills Ibl but 2 because 5so 6 however B firstly 4 secondly Speaking Test Part 3 Exam skills 1b1 How much/what 3 When / how soon 2 How big / what size 143transcripts 1 {Listening Paper Part 1, Exercise 1 [BEC Exam skills] 1 |Listening Paper Part 1, Exercise 1a '[BULATS Exam skills] M = Man; W ~ Woman 1 M: Do you want to meet sometime to discuss the market research survey? | could do next Monday morning, W: Yes, | could as well, but | was hoping we could meet earlier than that. How about ‘Thursday this week or Friday morning? M: Sorry, J can't make either of those. 'm in meetings othr days W: OK, then, next week it is. M: Has there been much interest in the new post? W: Yes, we've had about 60 applicants, some very ‘good anes, 100. I'm choosing them for interview at the moment and it looks like I'll be seeing about 30 of them M: So probably we should always advertise in that paper from now on, When we put the advert online, only about 19 people contacted us. 2 |Listening Paper Part 1, Exercise 2 [BEC Exam skills} 2 |Listening Paper Part 1, Exercise 1b [BULATS Exam skills} M = Man; W = Woman 1 M: I'd like to book a room for Friday the 23rd of May, please, W: That's £90 for a standard room and £130 for a suite. ‘M: | just want the standard room. And {'m from Mason's. We usually get a discount W: Oh, sorry, That will be £75 then, 144 Exam skills and Exam practice 2 M: whe! W: Well it would be nice to Lake him to that new Greek restaurant but ... 1 just don’t think there's going to be time. He has to catch the early afternoon train, It will have to be the staff cantcen. M: You could take him to the steak bar. That's very near the station, fe are you taking Mr Sullivan for lunch? W: No, he has to go back to the hotel and pick up his \Listening Paper Part 1, Exercise 3 [BEC Exam skills} |Listening Paper Part 1, Exercise 2 IBULATS Exam skills} 1 A: So have they finalised all these changes to the packaging for our chocolate drops? B; Well, they've decided not to go ahead with a lot of the changes. The design for the square tube was; rejected, so it’s still going to be round and they're still going to have plastic lids, The lettering on the ‘well, but we're losing packet will be the same as she biue backgronad. After all that discussion! What did you think of the presentation? didn't think it was very interesting at all, actually. I've heard that sort of thing so many times before. Bere W: Oh, it was quite new for me. The only thing was, he spoke a bit to0 fast. M; Yes, I couldn't always catch what he said either and Exant practice vanseripts4 Listening Paper Part 1 IBULATS Exam practice] A ~ Anmouneer; M = Man; W = Woman A: Part One: questions 1 to 10. You will heat 10 short recordings. For questions 1 t0 10, circle one letter, A, Bor C, for the correct answer, You will hear each recording twice. Question 1, When should the woman reach the arrivals lounge to meet Mr Fletcher? W: I'm just Jeaving for the airport, Mr Fletcher's flight is due in at 4.15 M: Oh, didn’t you get his message? He called a few minutes ago to say it’s been delayed. So you won't need to be there till 3.30 at the earliest, as the estimated time of artival is now .10. W: OK. Thanks for telling me, A: Question 2. Where do the speakers plan to have their meeting? M;: Helen, there's something 1 need to tell the project team urgently. Do you think we could all get together for half an hour? W: Sure. I'll check if there’s a meeting room available, M: | expect they're all occupied. Perhaps we should use the canteen, as it won't be in use at the moment, Could you contact everyone while 1 fetch the key from reception? W: OK, See you in a few minutes. A: Question 3. Which chart shows the correct number of stores in each location? M: Your company has opened new stores in Belwood, hasn't it? W: That’s right, the number has increased over this, Uhree-year period. In Lentield, on the other hand, although the mumber rose in Year Two, in the next year, two stoves were closed, taking it back to the same level as it Year One. So Year Three was the first time we had more outlets in Belwvood thar; in Leatield A: Question 4. Which is the company’s best range? selling M: I'm pleased to say that the last year has seen impressive growth in sales. This was particularly true of toys, where turnover was up by nine per cent, Sales of sports equipment, too, showed a healthy increase, of almost seven per cent Clothing sales came in with a disappointing one Per cent rise, so while that still accounts fr just ‘over hall of our total turnover, it's a lower proportion than before A: Question 5. Which graph is correct? W: Let's tum now to the graph showing the number of days of absence each month. At the beginning of the year, this was at a faisly high level, though a you can see, there was a small improvement in February. ‘The number fell considerably in Ma and there was a very slight change in April, Absences peaked again in May, hawever, before falling back in June. A: Question 6. What is wrong with the man's order? W: Can I help you? M: 1 hope so. I've just received a delivery but I'm afraid there's been a mistake. 1 ordered 50 blue overalls with our company name on, casting £15.00 each, inchiding printing, The colour’s fine but you've only sent 15.of them. W: Ob, I'm sorry, I'l look into tha A: Question 7, What does Jane want to dis us W: Hello, Jane here, Thanks for sending me your proposals for expenditure in the next quarter. I'll go through it as soon as I can. IL would be a good {dea if we went through your cashflow forecast together, as I've got one or two queries to raise ‘Oh, and by the way, I've gol the information you ‘wanted about loans ~ I'l email it to you straight away. A: Question 8, Whieh (rainl decide to take? 1g course does Claire M: Have you looked at the training programme ye Claire? W: Yes, the one on operations management looks very interesting, M: U'm sure itis, but would it really be helpful for you? Woukin’s production processes be moze relevant to your work? Or, perhaps, quality assurance? W: Mm. 1 suppose you're tight and I'd better do one of those. I don't fancy quality assurance, though. Perhaps Id better go for the one on prod 145 eid‘A: Question 9, What is the man’s opinion of Garvey’s M: I've been analysing the performance of all our suppliers, and F've reached some interesting conclusions, Let me start with Garvey's. The quality of their goods is adequate ~ by no mean: the best in the market, but better than the worst ‘And we can’t always get deliveries when we want them. Hut on the other hand, their prices are very reasonable, 30 [aL say we're getting whal we pay for A: Question 10. What does the woman want her colleague to do? W: Matthew, you're the only person in the office who really understands this multifunctional system, so ‘help the rest of us if you compiled a short uide 10 how 10 use it, You know the sort of thing ~ ‘a brief outline of what it can do, how to deal with problems that can arise, and so on. Think of the questions people might have, and give the answers 4 ‘Listening Paper Part 1 [BEC Exam practice] A = Announcer; M = Man; W = Woman ‘A: You will hear an introduction to each part of the test and you'll have time to Took at the questions bofore you listen. You'll hear each piece twice. While you're listening, you should write your answers on the question paper. You'll have time at the end of the test (0 copy your answers onto the sepanate answer sheet ‘There will now be a pauise. Please ask any questions now, because you must not speak during the test. Now open your question paper and look at Patt 1 Part 1: questions 1-8. For questions 1-8 you will hear eight short recordings. For each question, mark one letter (A, B or C) for the correct answer Here is an example: Who is Emily going to write to? M; Emily, that supplier we use has become very unreliable, and we've decided to look for another one. |W Seems a good idea. z We don't need to inform our clients, but could you sepd a note sound to all our departments when we've decided who ( replace the supplier with? W: Yes, of course. 146 “The answer is A. Now we are ready to sant. You will hear the eight recordings twice One. When will the meeting be? Sarah, can you fix a date for us to discuss the new advertising campaign with Niek Bradshaw? Iv have to be next week. | can manage the 12th, 14th, or 15th, as tong as it's after 3.30. Right, but Nick said he'd be away until the 14th, so ir Il have to be the Following day. ‘Thav'll be fine. ‘Two. Which office suppliers are they going to use? This latest order from Office Network is very expensive, Have you thought about changing suppliers? Mm, well, I did think about it. But Excel Products wouldn't give us any discount and A-Grade Service want cash on delivery, so let's just leave things as: they are. ‘Three. Which line shows productivity correctly? “These figures are interesting aren't they? I expected to see the highest productivity in the eatliest part of the day, and the lowest at the end But... In fact the peak time’s just before midday, sn'tit? {And performance is better at the end of the day than itis after hunch. 1 imagined it'd be the other way round, Four. What is the correct length? Hello, !'m calling from Brent Hardware, There's an error in our catalogue, and we missed it when we were proofreading. I's on page 26. Ont it says the length is five forty but it should be four pventy milimetres. Right... um 452, isn't it? That's right. cb yes, I see... The height is sul OK, we'll re-do that page. Five, What does the woman want to do about the meeting? Ben ... hello, Emily Jones here. f'm calling about the project meeting, on the fifteenth of May? Exam skis and Exam practioe transcriptsW: Yes ... | think that date’s going to be too soon still haven't got the figures I need from the contractor, ‘Do youwant to put it off then? Please. 1'N get back to you about alternative dates. Six. What time will Mr Johnstone arrive? ze2s It’s Peter here from Executive Cars. I'm collecting 4 Mr Johnstone from the States. His flight arrived at 14.45, but he still hasn’t come through customs. W; Sorty, yes. We've had a message to say he took a different flight. He gets in at 16.50. Can you wait? M: OK, The next flight I’m meeting isn’t until 21.10 Til get something to eat and then ' be Az Seven. Which charts goods are made? hows where the company's M: ... and the majority of our parts are made ouside the US with 60 per cent manufactured in Asia, a smaller amount, just 10 per cent, madle in Eastern rope and a further 5 per cent in Scandinavia; the remaining quarter are produced here in the US| and we have ‘A: Eight Which task is urgent? M: Sarah, are you busy? W: Not very. Have you signed the letters I put on your desk? M: They're in the post, Um, the thing is, there's a problem at the Barcelona office. We've got several faxes from them that need answering at once. Could you do that? W: No problem. After that, shall we check our diaries for this week? M: Good idea A: That is the end of Part 1 4 [Listening Paper Part 2, Exercise 1 [BEC Exam skills} 5 |Listening Paper Part 2, Exercise 1 '[BULATS Exam skills} Good morning, I'm going to talk to you today chiefly about DHL’s proposed new investments in North America, but before I do, I'd just like to give you a few facts and figures about DHL. Lithink it’s preity much beyond doubt that we are the most widely known express delivery service, DHL was founded in 1969, but it expanded very quickly, and in 1973, we already had over 300 staff, The expansion continued and there was an especially rapid spurt of growth in 1982, when we added 30 new countries to tour list of possible destinations. In 2003, we merged with two other companies, Danzas and Deutsche Post Euro Express and in that year, our total revenue was somewhere in the region of €22 billion, We empioy over 160,000 people worldwide and we have around 5,000 offices. We make 4 milion collections and deliveries a week in the UK alone, and globally, we make over one billion shipments each year. We own 25,000 vehicles and operate from over 450 warehouses and terminals, We also own a fleet of some 250 aeroplanes. They're of different types, but our European network is based in Brussels and uses chiefly Boeing 257F and Airbus A30B4 aircralt & Listening Paper Part 2, Exercise 2 IBEC Exam skills] 6 Listening Paper Part 2, Exercise 2a [BULATS Exam skills] ARES CG 7 Listening Paper Part 2, Exercise 3 [BEC Exam skills] 7 |Listening Paper Part 2, Exercise 3 '{BULATS Exam skills} W = Woman: M = Man 1 ‘W: Can I have your name please? M: Yes, it’s Keith Caraballo. You spell that ¢. . W: And the addres M; 34, Harsies Close. ‘That's H-AR-R-LE 0, Croyden W: Your name please? M: Well, i’s an Italian name, Ciro Romano, You spell that C1:R-0 then R-O-M-A:N-O, W: And the address please? ‘M: 62, Leigh Hunt Drive, That’s L:E1-G-H new word H-U:N-T, London. And the postcode is NW14 8EC. M: Can I just check the spelling of your company? W: Harrow Wells. That's H-A-R:R-O-W then new word Ww. M: And what is the contact name for the order? W: You can use my name, Jariya Kroksamrang, That's J-AcRL-Y-A and surname K:R-O-K-S-A-MCR-AN-G. 1474 [Listening Paper Part 2, Exercise 4 BEC Exam skills} |Listening Paper Part 2, Exercise 4 [BULATS Exam skills] M = Man; W = Woman 1 M: Can 1 just check the phone number? The one f've got is 029 3493552. W: No, | think it's better if you use my direct line. ‘That's 3491485, M: What time is Mr Fenton coming? W: He was going to cate the train that gets in at 10.30, but now he says he can't make it. He should be arriving at 12.45, 3 M: What discount did you agree on? W: Well, we finally fixed on 89%. They wanted 12% at first, but I said we couldn't accept that, I know we don’t usually give more than 5%, but | think we're ikely to get a lot more orders from them. M: So how many members of total staff do you have in W: Well the current figure is about 220, sorry, | mean 4320, We took on another 40 people or so this year @ Listening Paper Part 2 [BULATS Exam practice] A= Announcer; M A: Part Two. You will hear three conversations. Fill in the numbered spaces on the forms, using the information you hear Man; W = Woman You will hear each conversation once only, Conversation One. Questions 11 to 14. Look at the form below. You will hear a woman enquiring about a job vacancy. You have 20 seconds to look at the form. Now listen and complete the form, z Turnbull Food Company, Can I help you? W: Hello, I've heard from a friend who works in your Finance Department that you're recruiting at the moment 148 M: Yes. We have a vacancy in Qualily Conta. 1s that what you mean? W: That’s the one. What experience do you require? M: Let me check ... Yt 2ed to have worked in prochuction, 1 could be in the fooet industry, but that isn’t essential, W: Fine, And what’s the salary? M: The scale for this post goes from £18,000 10 £23,000, but the person recruited will be on £12,500 for a six-month probationary period. This will rise if the appointment is made perman W: Right. Could you s please? M: Of course. And when you return it, please enclose. your CV. We don’t want references at this stage. Could I have your address please A: Conversation Two. Questions 15 to 18. Look at the form below. You will hear a woman snd me an application form, leaving a message about some work for her company, You have 20 seconds to look at the form. Now listen and complete the form W. Hello, this is Janet Ryder of Redway Ceramic: with a message for Steve Johnson, As he knows, Redway's planning a new range of kitchenware, and I'm commissioning him to do the designs for “There are several points I'd like to discuss with Steve. He's already seen our existing product ranges, but Lalso need to define our target market, and we've gol some customer data that tre might find useful, Then, we're hoping he can create.an image that will have a.wide appeal, and it would be good if we shared ideas about this. I'm afraid the launch has been brought forward, which will affect the production schedule. So_Lalso need 10 alk to him about a.change to the deadline that we originally discussed. OK. Er, perhaps Steve could get back to me. He's got my number A: Conversation Three. Questions 19 to 22. Look at the form below. You will hear a man leaving a message for a colleague. You have 20 secands to look at the form Now listen and complete the form. M: Hi, Simon here, with a message for Janet. I've arrived, checked into the hotel and Em_now at-the exhibition centre, We've been allocated a good position for the fair xan akillg and Exam practice taOne of the boxes we sent by air freight has gone inissing. The stands and literatue are here, but na samples, 30 could you send a new lol suaight away, please? Also, a8 you know, I'm visiting our customers in this country, but when I was copying their contact erails onto my laptop, Lleft out the file of current orders. Ifyou email thal. iL be usefl, By the way, I've spoken to the purchasing manager of Cantrelle, and she said they were s pleased with the automated barriers we supplied them with, that they're going to place ah for security lighting. Good news, isn’t it? 9 |Listening Paper Part 2 (BEC Exam practice] Ax Announcer; M-= Man; W = Wonar Az Part 2: questions 9-15. Look at th missing. ig onder notes below. Some information is ‘You will hear an engineering manager giving a secretary some information about a quotation. For each question, 9-15, fill in the missing information in the numbered space using a word numbers of letters You will hear the conversation twice. You have 10 seconds to read through the notes. Now listen, and fill in the missing information. W: Jim Morgan's office. M: Sally, Jim here, W: Hello, How was the visit to that company interested in a service contract? M: Good. Could you do a quote to send them today? W: Sure, ME: IU to go to Alfords International. W: Aha. Is that double-L? M: ... one. AL-F-O-R-D'S, desk W: Right, thanks. Have you got a reference number? Er, oh, GE:2-4-6-0- W: What equipment do they have for servicing? Does it include their office machines? hhelr address is on my M: Well, they've got nearly $00, so another company is looking after those. They want us to service the 37 machines in the packing department, W: OK, Exam skils and Exar 2 transcript M; Now, I've worked out an annual charge ... cheaper than thelr ewsrent supplier, We're quoting 1,978, that's including tax, Then there's charges for emergency work, We Js that the usual £45 call-out charge? M: Mm, 1 didn’t reduce the price on that ~ it's standard. W: Fine. M: Also, I gave them a guaranteed response time = at the moment they have to wait up to 24 hows for an engineer to visit, Loromised they wouldn't have to wait moze than eight hours if they ch W: OK. ts that everything? 1, almost. Payment (erms - 1 didn’t negotiate on these. Their current supplier only gives 20 days, so ur usual 29 is already much better We Right, 11 get allthis together and A: Now you will hear the conversation again. That is the end of Part 2 tening Paper Part 3, Exercise 2 io) [BULATS Exam skills} I realise of course some people object to it, but I think there have been 100 many complaints from non: smoking employees to ignore, 1 agiee itis a serious health issue and we are talking about a workplace, not somewhere where people can choose not 10 go, like a restaurant. Lm afgaid | have to come down in f2vo1 of camtying this idea forward and making this a non- smoking building from January. Listening Paper Part 3, Exercise 1b ¢) [BEC Exam skills} ‘Good aftemoon and welcome to today’s business news, ‘The Chinese manufacturer of motor vehicles, Lin Ro, has continued to enjoy a rapid sise in profits, When the company was founced in 1997, the consumer bas was relatively small, but low interest rates have made it possible for growing numbers of people to invest in private cars. Last year, however, the greatest increase was in the sale of trucks, which saw a rise of 68% is clearly a zesult of the booming economy, Now in response to this Increased demand, the company have put forward plans to_relocate to new premises 14911 Listening Paper Part 3, Exercise 3 {BULATS Exam skills] 1 He looked good on paper but when I met hit, | jot the impression that he was really only there for the experience of the interview. The job wouldn't really be a career progression fat_him ux ‘and it was difficult to see why he had applied. 2 [would like to offer bim the job, but my main ‘worry is whether he would stay very long. The job he had before he was made redundant carried much more responsibility, He has a diploma and as completed a lot of extra training as well. He seemed keen at the interview, but I think he ‘would feel frustrated at not being able t0 apply’ all that knowledge herve. 3. F'm afraid what he put an his CV was a bit misleading, Lehecked the job description with his his current post is reall different from this. We really need someone who is already familiar with this type of work and can 0 into it from the first day, not someone wha we'll need to train, ‘2| Listening Paper Part 3 [BULATS Exam practice] A = Announcer; M = Man; W A: Part Three. Section One. Questions 23 to 27. You will hear five people talking about mistakes made by retail companies, As you listen, decide which mistake each speaker refers to Woman Choose your answer from the list A to I, and write the correct letter in the space provided, You will hear the five pieces once only, You have 20 seconds to read the list A 10 I. Now listen to the example. W: The thing you always have to remember about retailing is the obvious one that there's plenty of competition. If customers don’t find your goods attractive, they'll go somewhere else. And my last ‘employer lost sight of that basic fact. They specialised in stationery, but mos! of the designs jadun’t changed for twenty years. So of course more and more consumers no longer bothered to go in. ‘A: They ate talking about how items seemed out- dated, so you write I as your answer 150 > Question 23. Person 1. worked for a clothing chain some years ago ~ guite a well-known company. And 1 was amazed, Decause the 50 top-selling items were only available in half their outicts. So people would go in and ask for something that thelr friends had ought, or that was popular shat season, and the shop assistants would have so say ‘Sorry, we don't have it here, ‘hy another branch. It was quite ridiculous, Question 24. Person 2 1 used to be with a chain where a quatter of the turnover came from people buying goods for children - books and CDs, mostly, and they'd buy wrapping paper too. But someone in finance decided to drop childzen's wrapping paper, hhecause the margins on it were low. This was such a short-sighted policy, because of course people went to competitors, where they could buy the book and the wrapping paper. Question 25. Person 3, Tused to be a store manager for a big retail chain. Pd omer whatever stack { needed, but the depots dido't ship enough goods into the stores, so although we managed to fill the shelves, it wasn’t necessarily with the items that I wanted to display. And if people have decided to buy something, they may not be willing to wait another few days for it to come in Question 26. Person 4. Stocking a good range of items is only half the battle: you need customers to get everything they want from you. And that can include information about goods ~ however polite the assistants are, if they haven't been given that information, they can’t help customers. One company worked for id nothing to equip their frontline stall fo dealing with queries, and customers simply went elsewhere, Question 27. Person 5. When I took over as manager of a greetings card store, the display racks were so low that we couldn't have many items on_dlisplay, and customers simply didn’t look down to see what was there. So the first thing | did was to get the units replaced with higher ones. ‘This added 50% to our display, and meant we could put the most important items at eye level Exam skils and Exam practice wanseriptsA: Part Three, Section Two. Questions 28 to 32. You will hear five people, As you listen, decide what each speaker is trying te do, Choose your answer from the list A to [, and write the correct letter in the space provided. You will hear the five pieces once only. You have 20 seconds to read the list A to I. As Now M; J'm afraid we've been faced with a number of unexpected problems, and this means that we're running late on the refurbishment of your premises. i's caused an overrun on labour costs, which we're clearly responsible for, under the terms of our agreement. However, IL appreciate it ifyou would agree to puiting back the completion date by two weeks. A: They are requesting a change to a schedule, so you write 'T’ as your answer: Question 28. Person 1. M; I'm very pleased that the Board has decided to create a post specifically to liaise with suppliers, but I'm surprised thal you think Barry Stone should be promoted to the position. It's a highly responsible rale, and in_my view, Barry lacks the necessary personal qualities. Surely it would be better to find the best person for the job through a headhunter, even though it would cost far A: Question 29. Person 2. W: Good morning, and thank you all for coming, As you know, our production manager, Leo Harcourt, has decided to leave the company after five years, and in fact next week will be his last with us. On his strong recommendation, i'm very pleased to he able to tell you that Jil Stanley, his deputy, will be taking over {rom him, as from the first of next month, ‘A: Question 30. Person 3. M: I'm delighted that you agree in principle to accept this position, and 'm sure we can see our way matching vour current salaty, We would of course cover all the costs of relocation. But if you want to purchase a house, you'll need some time to find a suitable ono, so we would pay for rented accommodation initially. Would you consider a ‘maximum of six months reasonable? listen to the example. and Exam practice transeripts A: Question 31. Person 4. W: | believe that th from the large number of acquisitions w in recent years. These subsidiaries cover wide spectrum, from anspor to food, and we group's financial troubles result ‘ve made avery Jack focus, and are wasting our financial resources, Lm convinced ihe way forw: SalLy.oUL a thorough analysis of where our strengths lle, and éispose.of those subsidiaries ich lie outside that care competen A: Question 32. Person 5. W: Recent feedback from our staff on training cour they've attended has been disappointing. The same company has provided the training for several years, and to be frank, it was a mistake to continve using them, There are several other players in the field, some of them far cheaper, and ‘we should be looking into.the altematives, And we need to do it before our current contract with the trainers expites. 11 Listening Paper Part 3 Exercise 3b [BEC Exam skills] ‘The insurance firm, Morton and Campbell, have announced that they intend to sell (heir life inswrance division. In future they will concentrate only on their general insurance business, This is because of Jow nuofits. The company were hit last year especially bya rise in the number of claims fiom the USA, According to the press, an investment company has offered to Duy their life insurance unit in.a deal worth £600 liion. However, Morton and Campbel! have not named the company. 43\Speaking Test Part 1, Exercise 2 [BULATS Exam skills] Examiner: Where are you irom? Examiner: What work do you do? Examiner: What do yout like about your job? Examiner: Do you have 4 comfortable office at work? Examiner: And why are you studying Business English? Examiner: And what would you like to be doing in say, ten yea time? 151i2|Listening Paper Part 3 {BEC Exam practice] A Announcer; MD = Managiirg Dizector ‘As Part 3: questions 16-22. Look at the notes about the launch of a new clothing company Some information is missing You will hear part of a welcoming talk by the company’s managing director For each question 16-22, fil in the missing information in the numbered space using one ot two words, You will hear the talk twice. You have 10 seconds to read through the notes. Now listen, and fil in the missing information MD: Good morning, everyone, and welcome to the launch of our new company. This is a special day for us, now we have merged with Sinclairs to become Riverside Clothing Limited and we're confident that our success at selling oUF own brand of clothing will continue. There have been some important steft changes. ur previous chief executive, Simon Marsh, has moved on to become MD of another company, 80 congratulations to our sales manager, David Shaw, who will become chief executive. We wish hhim every success in his new role ‘The position of the new premises here was carefully chosen so that we would be near the airport, instead of being in the city centre, like a Jot of other factories. These premises are far bigget. Although our sales, area has remained about the same and we have slightly more room for design workshops, it is the anufacturing area that we have expanded the most ‘As you can see, this is a very exciting time for us and we will continue to improve our facilites for staif, There will now be plenty of space to build a new staff car park, as parking has always been a problem. That'll be completed in the spring However, the staff canteen Is now open and | hope you'll be joining us for hunch there later 152 Now that we have moved, we intend to expand into two new areas of the clothing industry. In addition to our existing adults’ range, we're ready to start on a range of childzen’s clothes. These will be in production by next month, followed later in the year by a new range of sportswear: We already have a strong market for the range in America and Japan, but we'll be targeting Ausialia next whieh is an unknown export market for us, Now if may A: Now you will hear the tall again That is the end of Part 3. 44 Speaking Test Part 2, Exercise 1e a [BULATS Exam skills] Well, P've worked as part of a team on several project in my company, but I've chosen to talk about a team project which I was involved in about five years ago here were five of us in the team. We didn’t all know each other at first, but of course we all got to know each other much better while we worked on the project. The team was set up because the company ‘was planning to open a new engineering plant. Our responsibility was to design the site and to get the right machinery. We had some problems with the project for 1wo reasons. Elisily, two of us disagreed about how the site should be laid out, so it wasn’t always easy to keep the team together. Secondly, finding the machinery was difficult, so the date for the opening of the new plant had to he delayed. However, we achieved our goal in the end and the new plant opened about a year later: Listening Paper Part 4, Exercise 1a IBEC Exam skills] Az So tell us B: Well, we'ze a recruitment agency but we specialise in finding employment for people who want to work flexible hours. ‘A: And who are your clients? Is it mainly working mothers who need to organise their work around childcare? omething about Flexiwork. xem shills and n practice trenseriotsB: No, not really, A great many men these days want ‘more flexibility in their working hours, either to spend more time with their children or just because they want more control over when and where they work, Actuelly we find the most common reason for needing more flexibility is that the person has an.old person at home, like a parent or a grandparent that they are looking after ‘A: And how difficult is it for companies to offer flexible hours? B: It's hecoming easier and easier really. Why do you need to do everything at your desk at work if you have a computer at home? You still need to go into work for some things, but even then, you won't be forced to go during the rush hour. And that’s a big saving of time. Just think of all those unproductive houis-vou spend on the train normally. A: Are there any benefits for companies? B: Yes, certainly. Staff tumover among flexible swoskers tends to be muich lower than among other ‘employees, parily because it may not be easy to find this balance between work and family needs somewhere else. And if companies can hang on to their best workers by saying ‘OK, because of your situation, we'll offer you flexible hours’, then they're more likely to meet their targets. ta[Listening Paper Part 4 [BEC Exam practice] A= Announcer: M = Man; W = Woman A: Part 4: questions 23-30. You will hear a radio interview with George Johnson, managing director of Media-X, an organisation which invests in Intetnet companies. For each question, 23-30, mark one letter (A, B or C) for the correct answer. You will hear the conversation twice You have 45 seconds to read through the questions Now listen and mark A, B or C. W: Good afternoon and welcome to Working Day. ‘Today we're going to meet George Johnson, managing director of Media-X, an investment ‘company always in the news these days. Hello, George, welcome to the programme M: Helio, Sarah, W: First of all, a question I'm sure you're often asked. Why is the company called Media-X? Has it got anything to do with film or television? ME: Not really, But we wanted to get away from the Exam skils and Exam practice ‘ranseripts = serious image of money and banking, and wanted something that people woulin't forget. We also considered names connected with e-commerce and the Internet, but in the end we decided we wanted something more general. And Media-X seemed a ‘good choice, Interesting. Now let’s get onto what Media-X actually does. You were one of the first in the business to provide financial as well as technical advice, weren't you, for new Internet and software companies? Well, I wasn't as far-sighted as a lot of people especially in America. When I first heard about the Iniernet in 1991, 1 thought it would be only used for education! But | actually decided to set up Media-X the following year, when J realised a new soft s y making it easiei use. So T suppose that was quite early on ~ compared to most other Europeans, that is, But what about before that? Tell us something about your early career, | studied economies at university and then joined a ¢ nal bank as a trainee manager, eventually becoming vice-president, Towards the end of that period f also became a director of a small software company my brother was setting up. So business runs in the family, then? ‘That's right, My father has a ... a well-established office supplies company, so, apart from the financial side, he also knows a lot about warehouses, storage and delivery systems, which are very important in the e-commerce business. | rely. on his apinion a lot when I'm uying to decide whether or nol to invest in new ventures W: $0 tell us about the companies you help. I'm sure = you get lots of requests for funding sent to you Um, yes, we receive about three hundred proposals a year, We examine them all, discuss them, then decide which to go with, About 200 are worth considering in detail, with maybe 100 being finally selected. What would you say makes a successful proposal? Well, we look for a number of things. But, before anuthing.clse_we have co be suie there's a cles d what the company ii is. rovide. Of course, then we have to consider other thing: like a strong business plan behind the proposal and, of cause, the people at the top ~ they've got to be worth investing in 153 SITSYou mentioned before that you don't only provide the money for starting new businesses. What other services do you provide? M: We're not in a position to provide software progiams, technical details, things like that, or information about possible markets, Where we can help is by making sure that companies know whal to charge for their goods and services, so that everything is on a healthy basis, W: And you've certainly enjoyed some recent successes, haven't you? M: Well, yes, some of the British companies w supported have been doing rather well = ‘TravelDeals-dot-com is now one of the leading travel companies here in Britain And OrdesFree-dot-com is also doing. well. tes gone inio the American market, hasn't it2 M: That's tight, I's very promising, W: And then there's NetTrade-dot-com, another of the UK companies you funded. Do you think they'll follow OrderFree's example and set up abroad? ve w M: J doubt that very much. Only time will tell, of course W: That seems a good point on which to end, Thank you very much, George Johnson, for a very interesting A: Now you will hear the conversation again. That Is the end of Part 4 45] Speaking Test Part 1, Exercise 1¢ IBEC Exam skills} Examiner: Where are you from? Examiner; What work éo you do? Examiner: What do you like about your job? Examiner: Now I'm going to ask some questions about your place of work. Do you have a comfortable office at work? Examiner: Is it important for you to have your own office? And would you like to have a dis office? ger 154 16 Speaking Test Part 2, Exercise 1b (BEC Exam skills} Well, "ve decided to talk about what is important when giving a presentation think i's important to use visuals like PowerPoint slides or things written on a flipchart hecause it's easier for the audience to concentrate when they have something 10 Jook xt. OF course, there are some things which you an explain more clearly if you use visuals, For example, if you're talking about figures, you really reed to shew them to your audience on a graph. Secondly, | think it’s very important to give the people Who are listening time to ask you questions at the end. This means that you caa explain something to them again if it wasn't clear the first time, It also means that the audience can find out more about any part of the talk which interested them, People usually give handouts, like copies of the PowerPoint slides, to the audience. This is nice, bul | don’t think it’s essential. People often prefer to make their own notes. | sometimes wonder if many people look at the handouts again after the talk Soto conclude, | think the most important things are using visuals and allowing the audience to ask questions at the end. iz Speaking Test Part 3, Exercise 2c "(BEC Exam skills} A: Lihink the best place to advertise is in a business magazine. If i's something that business peopie buy, there's move chance that the right sort of person will see it. I's probably cheaper than adivertising in a national newspaper too. B: Maybe but I'm not sure how many people read business magazines. How about the Internet? A lot of people look for jobs online these days. A: Yes, that's tue, Websites reach a lot of peopie. We might even get candidates fram other countries. : What do you think about using a recruitment agency? A: Er, no, I don't think that’s the best sure the best people way. I'm not ally go to agencies, B: It depends on the post but Lthink you're tight. I's ot a good idea for a post like this. So it’s the Internet then? Az Yes, I think so.The Common European Framework (CEF) What is the Common European Framework (CEF)? ‘The CEF has been developed by the Council of Europe to describe what we can do with a language, and to give a framework Janguage learning and language achievement throughout Europe. It divides language achievement into six main levels, from Al for beginners through to C2 for very advanced learners: CEF level proficient c2 cr independent B2 B1 basic a2 Al Vantage Threshold Waystage | Breakthrough | These lev just English, and language learners may have a ‘Language Passport’ describing thelr language level in the different languages they have studied. This Language Passport may bbe used when applying for a job, or a course of studies and s apply to all major European languages, not shows the holder’s linguistic levels in the languages they speak. A language learner's level is assessed by a series of descriptors showing what the learner can do with the language. These descriptors are called Can Do statements. The statements have been translated into all major European languages ancl are used to describe alearner’s ability in those languages. Who assesses language learners the CEF? Leamers can read the Can Do statements and decide for themselves which of the abilities that are described they can do. They can also go through these statements with their teacher, who may also provide an assessment. A learner is considered to have achieved a CEF level ifhe/she ‘can do 80% of the things described in the Can Do statements for that evel How is Business Benchmark related to CEF? Business Benchmark Pre-Intermediate to Intermediate/ Preliminary is a Business English course and as such does APPENDIX The Common European Framework (CEF) not try to cover all the descriptors in the CEE, because many of them describe abilities in English which are not related t0 business. However, Business Benchmark Predntermediate to Intermediate/Preliminary is pitched at alevel of B1,(in other words, a student who suecessfully completes this, course will have a level of B1). This is the same level asa sucessful candidate at ee the exam description on page 114 ofthe Student's Book) or a BULATS candidate who achieves a score of 60-74 (BULATSis < described on pages 114 to 115 of the Student’s Book) or a » sucessful candidate at VTestlevel. ‘These exams provide an objective assessment of a learner's level and are closely related 10 CER. The C: ements on the next page are some of the CEF Can Do statements for level BI produced by CILT, the National Centre for Languages and which are specifically aimed at learners in a work environment, The complete document can be downloaded from www.eill.org.uk/standards. If you are interested in reading more about the CEF and Can Do statements, you can visit www.coe,com or read Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe, Cambridge University Press, 2001) 155Ti can handle routine exchanges of information about my area of Work. & | assessment 27 can understand straightforward advice about everyday work matters. 3 Team undersiand specie details Irom a range OF passages ‘ean understand the genéral meaning of a range of passage 51 can understand standard speech, delivered at normal speed, ‘Understanding accounts, reports and instructions & Tena eairact specie mnformation such as numibers from accounts aid Peports 7Tean understand factual information expressed in instructions and a variety of short pa ST can understand the overall opinion expressed in accounts and reporis. Unvderstanding discussions 5 Tea extract specific factual information from discussions. TOT can identify the speakers” overall opinions on oF altitude to what Is being discussed Speaking Ti Tean give brlet descriplions of work and personal croumstances, 12 J can provide information about products and sysiens, 13 Tcan give instructions and advice using and combining sei plivasts and simple Structures 14 [ean use simple structures and common expressions {0 initiate and maintain business relavonships 15 can exchange Towne information about everyday peisonal and social matters. T6T can make requests using and combining simple sinactures and common expressions. Giving accounts, reports and instructions je structures and common expressions to provide infarmation, instructions or advice and express opinions, 18 I can use spoken conventions appropriate to the context Participating in discussions 19 F can use simple structures and comnion expressions To contibite fo discussions, exchange information, sequest information and exchange opinions. 30 T can use spdken conventions appropriate to the context. Reading 31 Tean understand routine letiers, cmails and faxes related to my avea of work. 22 Team understand the main message of announcements, @g. Jab adverisements. Stand straightforward instructions, regulations of 24 T can understand enquiries and requests on everyday busine 251 can scait articles and reports (0 extract specific information. 26 T can pick out relevant details in articles and reports. 27 Tcan understand the gist of newspaper articles. 287 caw understand the overall meaning of a variety Of text types dealing with general matters Writing 2 [can create Taxes and emails, eg. to enquire about availability or to make orders, ‘30 T ean write formal leiters and reports with the support of a model, templates and reference material ‘iT can describe the key characteristics of products and services in my area of work 452 Team use simple structures and set phrases to record routine information, 33 Tean use written conventions appropriate lo common contexts, — ‘Adopted from National Language Standards (revised 2008) © ILE, the Navloaal Cenue for Languages, 2005 156 APPENDIX ‘The Common fopean Framework (CESTA ts Fae Teacher’s Resource Book to) g the standard for Business English ee a ee ee ue oe Trent reece ORCC MMM Tenner We ERIC ee ee CC cSt Teco te onem eC Rte nm CC ICuc aes Kec oarelM-IULW Uy (Business Language Testing Service) Test or BEC exams, BRU eCard Cn + Awide range of supplementary photocopiable material, including CeCe sane SUCRE ra UU CUS Cue Preliminary exam and the BULATS Test. Oo eee ean Cc Ure nea Uc ue ‘* Answer key to all the exercises in the photocopiable activities. * Complete answer key to all exercises in the Student's Book, including Ries eee Sun ere ee ee Lee re Cet Ene tai Lea Sie nec e rac cunns STE a ee CUS course relates to it. © Checklist of ‘Can Do’ statements for students at preliminary level. ena oe ee [i Z a CP Pee ONE) et ea) CUE Era NEON CAMBRIDGE Ray iSaotccy ce cial TSBN 0-5; | 78052