et, Cts Business Result" Intermediate Teacher's E JohnBusiness Result Intermediate | Teacher’s Book John Hughes OXFORD [UNIVERSITY PRESSOXFORD Great Clirendon Street, Oxford ox3 6o* (ford Unlvesity Pes ia deparment ofthe University of Oxfn8. Iefurhers the Unies sobjacieoferdlncein research Scholae, nd edocaton ty publishing worldwide COnfonNew York ‘Allan CapeTown Dares Salaam Hong Kong Karachi Koala Lumpur Madrid Melbourne Beso City Naieob New Deh Shanghai Tape Toronto ‘withsices in ‘Agentina Austra Bazi Chile Cooch Republic Hance Greece CGaatemala Hungary Tal Jaan Poland foetus Singapore South Korea Switertnd Mallia Turkey Uxssine Veena ‘oxronp and oxtoxo moti are registered trademarks of ‘Oxford University Press nthe UK snd in cerain ater counties ‘© Oxford University Pres 2008 ‘The moral rights ofthe author have been seer tase igh Oxo Linus Pres maker) Fst published 008 ‘ons 261 2016 2009 2068 woa76saa2a ‘Alright reserved. 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Equities concerning reproduction ouside the scope fue above should besent to the ELT Rights Department, Oxf Uniersity Press at he dress above You must not reuse this book in any other binding or cover ans you must impose ths sae condition on any aces Photocopying ‘The Publisher grants permission forthe photocopying of chose pages marked photweopuble according the following conditions Indl purchasers !nay make opis for thei wa use or forse by canes that hey teach ‘School purchasers may make copes for we by saad aden, but this ‘permiston does not exend to addtional achels or branches Under ao circumstances may any partofthis book te pirocope fr resale ‘Any websites refered to inthis puliation aren the public domain and their addresses are provide by Oxford University Pree fr information ony (Oxford University Pes deans any responsibilty for he content ssa: 9780394768078 Printed and bound in aly by Rotolt Lombard pA -Accmpunyo Teachers IND proud by EY Mas, Oxford UK ‘Tae Ploer wuld al Meo en elf rnd site wk the compen Teacher's DYD: Andrea Stes Brannay Nala, Van Lncnarora, Hazem Alba. Manon Balhazat, Trg Alvaman,Ganives Rone, ania Maria Mendonga Campos Bll Cheerman, Catriona Davidson (The Eekersley ‘School of English. Oxfbed, UW). Tim Bia (rts Study Centres, Oxford. UK David Newton OISE, Oxfor, UX, ja Ward (OIS, Oxford, UK) Judith dole (King's Schoo. Oxfoed OR esl Stove (Oxford English Cente, Onn, UK)[Introduction [7 | Working lita 8-12] 9 Logistics [47-51 » Projects (1: 10 Facilities 3 Leisure time [18-22 11 Decisions [57-60] 4 Services & systems 12 Innovation (61-65) By | somes [28-32 13 Breakdown [66-70] 6 | Guests & visitors [33-37] 14 | Processes [7: 57 | Securty (38-42) 15 Performance 8| Working together [43-46] 16 |)" (s1-85) Progress tests and Speaking tests [86-if Progress test answer key [Lis Practice file answer key [122-125] Needs analysis form [126-12 DVD worksheets [128-133 | DVD worksheets answer key [134The course Who is Business Result for? Business Result is a comprehensive multi-level course in business suitable for a wide range of learners. The main emphasis ison enabling your students; helping them to communicate more effectively in their working lives. In-work students Unlike many business English courses, Business Result addresses ‘the language and communication needs of employees at all levels of an organization who need to use English at work. Itrecognizes thatthe business world is truly international, and that many people working in a modern, global environment spend much of their time doing everyday tasks in English ~ communicating with colleagues land work contaets by phone, via email, and in a range of face-to face situations such as formal and informal meetings / discussions, {and various planned and unplanned social encounters. It contains topics relevant to executive-level learners, but doesn’t assume that the majority of students will be international managers who ‘do ‘business’ in English ~ the activities allow the students to participate ina way that is relevant to them, whatever their level in their compary or organization. work students Business Result can also be used with pre-work students at college level. The course covers a variety of engaging topics over the sixteen ‘nits, sc studente without much work experience will receive a wide- rangingoverview of the business world, as well as acquiring the key ‘communication sls they will need in ther future working ives. Each unit in this Teacher's Book contains suggestions for adapting the ‘materia to the needs of pre-work students. One-to-one teaching Many ofthe activities inthe book are designed for use with groups of students, bt they ean also be easly adapted to sult a ‘one-to-one teaching situation, Notes inthe indivicual Teachers ‘Book nis offer suggestions and help with ths. What approach does Business Result take? Busines Result helps students communicate in English in rea-ife ‘work situations, The priority at ll times i on enabling ther to do somore effectively and with confidence. The target language in teach unt has been carefully selected to ensure thet students willbe equipped with genuinely useful, transferable language that they can take our ofthe classroom and use immediately inthe workplace. “The course recognizes that, with so many businesses now being staffed by people of different nationalities, there is an ‘increasing rend towards using English asthe language of internal ‘communication in many organizations. As well as learning. ‘appropriate language for communicating externally with clients or suppliers, for example ~ students are also given the opportunity to pracise in situations that take place within an organization, such as informal meetings, job appraisals, or social chat ‘The main emphasis of the course is on the students speaking and trying out the target language in meaningful and authentic ways; it js expected that a large proportion of the lesson time willbe spent ‘on activating students’ interest and encouraging them to talk. ‘The material intentionally takes a communicative, heads-up approach, maximizing the amount of classraom time available to focus on and prectise the target language. Hawever, you will also find that there is plenty of support in terms of reference notes, ‘written practice, and review material. “The syllabus is essentially communieation-criven, The focus on Business communication skills as the core of each unit ensures that students are provided with a range of phrases they can use immediately, bth inthe classroom and in their day-to-day work ‘The topics in each of the sixteon units have been chosen because of their relevance to modern business and the world of wor. Vocabulary is presented in realistic contexts with reference to authentic companies or organizations. Grammar is also a key clement of each unit, ensuring that students also pay attention to ‘accuracy and become more proficient at expressing themselves, clearly and precisely. Student's Book The Student’s Book pack ‘The Student's Book pack offers a blend of classroom teaching and self study, with an emphasis on flexibility and time-efficiency. Each ofthe sixteen Student's Book units provides around four hours of classroom material with the potential for two to three hours of ‘additional study using other components inthe package, ‘There are no long reading texts in the units, and with an emphasis, oa listening and speaking, writen exercises are kept to @ minimum, Instead, students are directed to the Practice fle at the back of the book here they will find exercises which can be used as supplementary materia in class or for homework, as well as more extensive grammar notes, [Encourage your students to look at and use the Jnferactive Workbook ‘on CD-ROM - there are cross-references at appropriate points in teach unit, Here they will ind a range of self-study material to help ‘them review, consolidate, and extend their learning. Wirting is a feature ofthe course, bu is not part of the main Students Book units. The iterative Workbook has an email writing section with ‘exercises and model emails related tothe content of every unit. There js also a writing fle on the Business Resull website Key features of a unit Each unit has three main sections ~ Working with words, Business communication skills and Language at work — dealing with core ‘vocabulary associated with the unit theme, key functional expressions, and related grammar. Fach main section ends with ‘a short fuency task to enable students to personalize the target language. Each unit ends with a Case study or related Activity Unit menu “This lists the key learning objectives ofthe unit, Starting point Each unit opens with some lead-in questions to raise awareness cof and interest in the unit theme, Use these questions to help you to establish what students already know about the topic and how it relates to their own working lives, They can usually be discussed ‘aga class or in small groups.Working with words ‘This frst maln section introduces key vocabulary in a variety of ‘ways, including authentic reading texts, listenings, and visuals. Students are also encouraged to look at how different forms of words {verbs, adjectives, and nouns) can be built from the same root, or find common collocates that will help them to expand their personal lexicon more rapidly. This section also offers opportunities to work on your students’ reading and listening lls. There is a glossary of all target lexis, plus other reference vocabulary, on the Interactive Workbook in both PDF and interactive formats. Business communication skills This section focuses on one of four broad communication themes = meetinge, presenting, exchanging information, and socializing ‘Those are treated differently throughout the book so that, for example, students are able to practise exchanging information fon the phone as well as face-to-face, or compare the different language needed for giving formal and informal presentations. ‘Typically the section begins with students listening to an example situation (a meeting, a presentation, a social encounter, a series of phone calls). They focus on Key expressions used by the speakers ‘which are listed on the page. They are then given the opportunity 0 practise these in various controlled and more open work-related tasks. Practically speaking This section looks at various useful aspects of everyday ‘communication from a "how to” perspective. It covers some of the more informal, but very practical aspects of social interaction in the vrorkplace —for example, being an active listener, ending a Conversation, or getting someone's attention. Language at work “This section focuses on the key grammar underpinning the ‘communication skils section that precedes it. The grammar is reviewed from a communicative point of view; this will meot your students’ expectations with regard to learning form and meaning, But also reminds them how the grammar they need to learn ‘commonly occurs in business and work situations. Grammar is aught at this later stage ofthe unit in order to link it meaningfully ‘to the previously taught vocabulary and phrases Case studies ‘Most units end with a Case study*. This gives studonts an ‘opportunity to recycle the language from the unit, demonstrate ‘progress, and use their knowledge and ideas to resolve an ‘authentic problem ar issue, The Case studies have been compiled tasing authentic content and the contexts connect with the ‘unit theme. The content is accessible, and preparation time is ‘minimized by including only as much information as can be assimilated relatively quickly in class, Even so, you may wish to ‘optimize classroom time even further by asking students to read the background material before the lesson ‘The Case studies follow a three-part structure. Background —a short text (or texts) about a real com} product, or related situation, ‘Discussion —two or three discussion questions on key issues arising from the background information and associated issues, providing a natural bridge tothe task ny, ‘Task—a discussion, meeting simulation, or series of tasks, aimed at resolving a core issue related to the case and providing extended practice of the target language of the unit. *Note that in two units, the Case study format is replaced with an Activity, aboard game (Unit 3) and a decision game (Unit 11), uonsnpo.uy Tips ‘Commonly confused language or language points which may cause difficulty are anticipated by short practical tips. Additional material ‘Atthe back of the Student's Book, you wll ind the following sections. Practice file This provides unit-by-unit support for your classroom work. Each, file provides additional practice of target language from the three ‘main unit sections, Working with words, Business communication skills, and Language at work. This can be used in two ways: For extra practice in class — refer students to this section for more controlled practice of new vocabulary, key expressions, or grammar before moving to the next stage. The optimum point at “hich to do this is indicated by cross-references in the Student's Book unit and the teaching notes in this book, For self-study ~ students can complete and seficheck the exercises for review and revision outside class [Answers for the Practice file appear on pages 122-125 ofthis book, and on the Interactive Workbook Information files Additional information for pair work, group activities, and case studies, Irregular verb List Audio script Interactive Workbook ‘This isa self-study component on CD-ROM. It contains: ‘= interactive Exercises and Tests for each unit, with answers «interactive Email exercises, plus a Sample email for each unit «interactive Phrasebank~ students can create their own personalized ‘Phrasebook’ * interactive Glossary for students to test their vocabulary ‘* reference Glossary in PDF format, both Unit by unit and AZ Students Book grammar explanations in PDF format © Students Book Audio in MP3 format. For additional practice material, refer your students to the website at www.oup.com/elt/result.Teacher's book Needs analysis form (pages 126-127) Use this form to analyse the needs of your learners atthe start of the course in order to tailor your approach more closely to their needs. What's in each unit? Unit content This provides an overview of the main aims and objectives ofthe unit intext This section not only provides information on the teaching points, covered in the unit, but also offers some background information ‘on the main business theme ofthe unit. Tis will include reference {to its importance in the current business world as well as a brief discussion of related issues, such as cross-cultural awareness or technology. Ifyou are less familiar withthe world of business, you ‘will find this section especially helpful to read before starting a unit Teaching notes and answers "Notes on managing the Student’ Book exercises and various activites are given throughout, with suggested variations that ‘you might like to try. You will ind comprehensive answers to all ‘Student's Book exercises, as well as notes on possible responses to discussion questions. Extension With some students it may be appropriate to extend an exercise in some way or relate the language point more specifically to a particular group of students, Suggestions on how to do this are given where appropriate. Extra activity Ifyou have time or woul like to develop further areas of language ‘competence, extra activities are suggested where they naturally follow the order of activities in the Students Book. For example, the Teacher's Book may suggest additional comprehension tasks to provide more listening practice and exploit a particular listening activity more fully, Alternatively, if our students need to write emails, extra follow-up ideas are provided Altemative With some students it may be preferable to approach an activity in a different way, depending on their level or their interests. These options are provided where appropriate. Pronunciation Tips on teaching pronunciation and helping students improve their intelligibility are provided where there is a logical need for them. These tips often appear where new vocabulary is taught or for making key expressions sound more natural and fluent, Dictionary skills Its helpful to encourage students to use @ good dictionary in class and the relevant notes suggest moments inthe lesson when it may be helpful to develop your students’ skills in using dictionaries. ‘They also offer ideas on how new language can be recorded by students appropriately in their notebooks. Pre-work learners Although most users of Business Result will be students who are already in work, you may also be teaching classes of students who have litte or no experience ofthe business world. Where necessary, you may want to adapt certain questions or tasks in the book to their needs, and extra notes are given for these types of earners, One-to-one Im general, you wil ind that Business Result can be used with any size of clas. However, with one-to-one students you will find that activities which have been designed with groups of students, In mind will need some adaptation. In this ease, you may wish to follow the suggested alternatives given inthis book, Feedback focus ‘Throughout the course, students are involved in speaking activities using the new language. You will want to monitor, correct, and suggest areas for improvement as well as acknowledging successes. During and after many of the freer practice activities it will be helpful to follow the guidelines in the teaching notes on what to ‘monitor for and ways of giving feedback. Watch out ‘This is a note to highlight any potentially problematic language points, with suggestions on how to pre-teach certain vocabulary or clear up misunderstandings. Photocopiable tests (pages 86-117) ‘There are two types of test to accompany each unit. These can be administered at the end of each unit in order to astess your students’ learning and allow you, the student, or the head of raining to keep track of their overall progress. Progress test Each ofthese sixteen tests check key vocabulary, key expressions, and grammar for the unit. They provide a final score out of 30. Students will need between fifteen and twenty minutes to complete the test, although you can choose to seta time limit that would be appropriate for your students. Speaking test To help you assess communicative performance, students are given a speaking task that closely resembles one of the speaking activities in the unit, Students get a score out of « possible ten ‘marks. How to manage the speaking test In most eases, the speaking est is set up as pair work. The pairs carry out two role-plays: Student A is assessed in the first, Student Bin the second, The marking criteria require students to perform five functions in the conversation and itis advised that you make students familiar with these criteria beforehand, You can grade each ofthe five functions using a straightforward scoring system of 1, or2, giving a final score out often. This kind of test can bbe carried out during the class, perhaps while other students are taking the written progress test, or you can set aside a specific time for testing,Note that if testing isnot a priority, the role-plays can also be used "as extra classroom practice without necessarily making use of the ‘marking criteria, Teacher's Book DVD | The Teacher's Book at each level of Business Result is accompanied by a DVD which demonstrates how sections fram the Student's Book can be used with a typical group of students, Iraddresses, “key issues relevant tothe level and looks at various classroom approaches. The DVD also includes commentary from teachers ‘ant one of the Student's Book authors, and addresses many of the "questions that teachers have to ask themselves when starting a fnew business English course. The Intermediate DVD uses sections Grom Student's Book Units There are a number of different ways to use the DVD. (Orientation through the course ‘Watching the DVD is a fast way to familiarize yourself with the {Course — how the course is organized, its approach to business English, and ways of using the material inthe classeoom. Bupporting new teachers hiss your Sst tie teaching business English, you wil ind [estching the DVD especially helpful. provides guidance, advice tips. on the diference between general English and business Eudents acher development bu may be a more experienced teacher in which case the DVD address many issues you are already familiar with, but perhaps ver have the opportunity to discuss with fellow professionals, Bacher training ctors of Studies or teacher trainers will be particularly ferested in using the DVD as part of a complete teacher-training sage. Each DVD forms the basis of training session lasting proximately 45 minutes. You can use the DVD in different ements with ready-to-use worksheets on pages 128-133 ofthis “her's Book (Answer key on pages 134-135) and training notes fare available from the Business Result website (see below) mply photocopy the worksheets and download the training te5 to use in Conjunction with the DVD in your staf? training and lopment sessions. Note that DVDs at other levels of Business itaddress different business English themes; together, the SUDs from the different levels form an entire training package in jing business English, See the website for more information, feacher’s website pwebsite can be found at www.oup.com/elt/teacher/result ‘contains a range of additional materials, including: * downloadable diagnostic test “= progress test record = course management & assessment tools DvD raining notes wwordlists additional activities ‘writing fle Using the course How to use Business Result From start to finish You can, of course, use Business Result conventionally, starting at Unit 1 and working your way through each unit in tura. Ifyou do s0 you will find it works well. Each section ofthe unit is related thematically to the others, there is a degree of recycling and a steady progression towards averall competence, culminating in the Case sud. Timing will inevitably vary, but allow approximately {our classroom hours for each unit. You will need more time if you Intend to do the Practice fle activites in class, uonsnponul The ‘fast-track’ option Ifyou have less time, and wish to foews more on developing your students’ communication ski, create a Tasttracke course using the central section of each unit, Busines communication sil, and ‘he Case sidy This wil stil provice a coherent balance of input ad output, and students wil spend more of thir ime actively fngaged in using the language. You should ind with this option that each unit provides st least two hours of eissroom material Include Practical speaking i you wish ~ low appreximately 20 to 30 minutes extra. I'your students ned grammatical suppor or revision, use as much ofthe Language a work section as you felis appropiate or eer stadents tothe reference notes inthe Practice fle Mix and mateh Ifyour students have more specific needs and you would lke to ‘cherry pick’ what you feel are the most interesting and relevant sections of the book, his approach should work well. You will find that all the sections are essentially free-standing, despite being ‘thematically linked, and can be used independently of the rest of ‘the unt. Mix and match sections across the book to erente a course that is tailored to your students’ needs The Expert View from Cranfield School of Management Cranfield University School of Management is one of the world’s leading business schools, and one of only a small number of schools worldwide designated as ‘riple-accredited. It offers a ‘widely respected international MBA programme, as well as a range ‘of MSc and Executive Development courses. ‘The partnership between OUP and Cranfield provides authentication for key aspects ofthe course material, particularly the Case studies. Bach Case study is accompanied by a brief ‘commentary on the topic or issue covered. These short texts are written by members ofthe School of Management academic staff, leading practitioners in ther field, and in some cases by former course participants who work in international business. They offer insights and adviee on the Case study theme, and an extended version of many of them can be found on the Business Result ‘website, There is also an introductory section in the Student's Book ‘which includes information about Cranfield and some biodata on the contributors. Further information about Cranfield programmes can be found at: www.cranfield.ac.uk/som1 | Working life Unit content By the end of this unit, students willbe able to * describe what they like and dislike about their jobs and give reasons why Ik about responsibilities at work * introduce themselves and others in a social situation and for networking ‘respond to others and show interest in their comments * use the present simple and frequency adverbs for talking about jobs and activites. ooo Context “The topic of Working lite allows for discussion of fairly general work-related issues, and is therefore a good starting point fora course. It's worth remembering how important conversations around this topic will be in your students’ working if Getting to know people and finding out about their lives is @ crucial part of the business process. Knawing about the people you ddo business with helps secure future business. It also helps to build a sense of trust between clients and customers The topic also incorporates meeting people for the first time and your students wil find it helpful to. know what to say in these situations. There are related cultural issues to consider, In some cultures ‘irst meetings are quite formal, whereas in other cultures (e.g. the USA) business peoole will switch to first names straight away. Students will also need to consider which topics are appropriate for discussion. In some cultures people will ony discuss work-related issues. However, in other cultures people will discuss ‘more general topics for some time before finding out about each other's roles or responsibilities In this unit, students wil practise the language needed when meeting new people, They will also have the opportunity to compare thelr views about the importance of socializing. For students who don't feel that talking about their everyday Ife is important, you may need ta point out that in some countries itis helpful to do so at the beginning and end of meetings ‘or phone calls Starting point Allow time for students to consider their responses to both, questions. For the first question students could number the items in the lst from one (most important) to eight (least important). They can then compare their answers to both questions with a partner, before feeding back to the rest of the class. Pre-work learners Ask students to think about their responses to the first question as if they were at a job interview. Extension ‘Students work in pairs. Ask them to think of two more items that are Important when choosing a job. For example: ‘= a company pension scheme ** your own office ‘* ahelpful boss Pairs then share their ideas with the rest of the class. Working with words ‘As allead-in, ask the class to suggest positive and negative points they think the astronaut in the picture will mention, Write their ideas in two columns on the board, When students are reading they can compare the ideas on the board with what is in the text. Note that ‘views on what is positive or negative may vary. For example, some students may not regard daily exercise as a positive point! Suggested answers Positive: glamorcus, varied tasks, regular exercise, never dull, the views Negative: uncomfortable conditions, demanding schedule, routine tasks maintenance / safety checks), lonely, stressful Extension Ask students if any of the positive or negative items listed are also true for their own job. Students can work alone and make a similar list for their job before comparing their ist with a partner. 01, 02> Before playing the listening, check that students understand the word ambition. Ask students to think back to their answer to the second question in the Starting point. Then ask different students to say what their ambition was when they were young, Find out if anyone has achieved thelr career ambition.