Exercise 4 Task

Ask students to look at the Key expressions and decide which

are more formal. Then, in pairs, students decide which
conversation from 3 is more formal and say why.
Answers
Conversation 2 is more formal. Expressions such as ‘Let me
introduce myself.’ and ‘I’m delighted to meet you.’ are used
in more formal situations. However, this doesn’t mean that
conversation 1 is informal. It is simply less formal or neutral in
tone.
Further practice
If students need more practice, go to Practice file 1 on
page 106 of the Student’s Book.
Exercise 5
Students take turns practising with a partner. You could set
the exercise up by asking for an expression for each stage
of the flow chart. You can use the downloadable business
cards from the teacher resources in the Online practice for
this activity.
Exercise 6
Divide the students into groups of four. Tell them to
introduce their partner to the others in the group. They can
then make a different group of four and introduce each
other again.
ONE-TO-ONE   Tell the student to introduce him/herself to
you. If you have time, ask them to imagine a real colleague
and introduce him/her to you as well.
Photocopiable worksheet
Download and photocopy Unit 1 Business communication
worksheet from the teacher resources in the Online practice.
Exercise 1
Check students understand they can talk about themselves
or choose a person from the role cards on page 136 of the
Student’s Book. You could do a trial run, modelling the activity
for the whole class with information about yourself, covering
the three bullet points.
Exercise 2
Ask students to stand up and begin by introducing
themselves to someone in the class and carrying on the
conversation as instructed. After they have talked for four
minutes, they fill in the table with the person’s information,
score the person they were talking to and give the reason for
their score.
Exercise 3
After a total of five minutes, give a signal or tell students to
move on to another person. Students speak to three people
in total to complete the score card.
ONE-TO-ONE   You could take the roles of several different
people at the event, and your student must introduce him/
herself to you over and over again. You could ask him/her to
change roles and introduce him/herself as one of the people
from the role cards on page 136, or do the activity as revision
at the start of the next lesson.
Exercise 4
Finally, each student tells the class about the most useful
contact they made and the reason for their choice.
Progress test
Download and photocopy Unit 1 Progress test and Speaking
test from the teacher resources in the Online practice.

Talking point
Discussion
Exercise 1
Tell students to read the information on Speed networking
and discuss the questions with a partner. Provide whole-
class feedback by asking one or two pairs to report.
Possible answers
Advantages: make a large number of contacts in a very short
time, can choose which contacts to follow up and which not to.
Disadvantages: can become boring to repeat yourself so many
times, can talk to a lot of people who aren’t worth developing as
business contacts.

Exercise 2
Ask students to think of their own job and decide how
useful speed networking would be. Ask them to discuss their
answers with a partner, giving reasons.
PRE-WORK LEARNERS   Ask students to discuss when they
could use speed networking in their lives. How could having
lots of contacts with other people with a similar interest be
useful?

12 Unit 1

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