'~

Intermediate Teacher's

-
 Business
su
Intermediate \ Teacher's Book
John Hughes

OXFORD
UNIVERSITY PRESS
OXFORD
lf'Nf\'"I~:RSJTY PRESS

Gt·ear Clarendon Street. Oxford ox2 6DP

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IS BN: 978 019 476807 8

Printed and bound in Italy by Rotolito Lombarda S.p.A.

ACKNOWLE D GEMENTS

Accompanying Teacher's DVD produced by: MTJ Media. Oxford. UK

The Publishrrwould also like to thank tlze foUowingfor their kind asslSUince \\~th the
accompanying Teacher's DVD: Andreas Sterz, Branislav Mala. Vanda Loncnarova.
Hazem Alzu bairi, Manon Balthazard. Tariq Alyamani, Gianluca Fioretti, Tania
Maria Mendonc;a Campos. Bill Cheesman. Caoiona Davidson (The Eckersley
School ofEnglish, Oxford,IJK). Tim Bird (British Study Centres. Oxford. UK).
David Newton (O!SE, Oxford, UK), juJia Ward (O!SE, Oxford, UK). judith Bolt
(King's School, Oxford, UK), Meriel Steele (Oxford English Centre, Oxford, IJK)
 ! Introduction l4-7 l

1 1Working life \8-12 \ 9 1Logistics l47-51 l

2 1Projects l13-17 l 1QIFacilities ,52-56 1

31Leisure time j18-22 l 11 !Decisions 157- 60

4 1Services & systems 123-271 1 2 l lnnovation J61-65 l

5 1Customers 128-32 1 13 1Breakdown \66-70 1

6 1Guests & visitors 133-37 1 14 I

Processes 171-75 .

7 1Security \38-421 15 1Performance J76- 80 I

8 1 Working together 143-46 1 1 6 1Success l81-85 l

Progress tests and

,..--- ---,
Speaking tests la6-117 l
Progress test answer key 1118-1211
Practice file answer key \122-125 1
Needs analysis form 1126-127!
DVD worksheets 1128- 1331
DVD worksheets answer key 1134-135 1
 The material intentionally takes a communicative, heads-up
The course approach, maximizing the amount of classroom time available to
focus on and practise the target language. However, you will also
Who is Business Result for? find that there is plenty of support in terms of reference notes,
Business Result is a comprehensive multi-level course in business written practice, and review material.
English suitable for a wide range of learners. The main emphasis The syllabus is essentially communication-driven. The focus
is on enabling your students; helping them to communicate more
on Business communication skills as the core of each unit ensures
effectively in their working lives.
that students are provided with a range of phrases they can use
immediately, both in the classroom and in their day-to-day work.
In-work students
The topics in each of the sixteen un its have been chosen because
Unlike many business English courses, Business Result addresses
of their relevance to modern busi ness and the world of work.
the language and communication needs of employees at all levels
Vocabulary is presented in realistic contexts with reference to
of an organization who need to use English at work. It recognizes
authentic companies or organizations. Grammar is also a key
that the business world is truly international, and that many people
element of each unit, ensuring that students also pay attention to
working in a modem, global environment spend much of their time
accuracy and become more proficient at expressing themselves
doing everyday tasks in English- communicating with colleagues
clearly and precisely.
and work contacts by phone, via email, and in a range of face-to-
face situations such as formal and informal meetings I discussions,
and various planned and unplanned social encounters. It contains Student's Book
topics relevant to executive-level learners, but doesn't assume that
the majority of students will be international managers who 'do The Student's Book pack
business' in English- the activities allow the students to participate
The Student's Book pack offers a blend of classroom teaching and
in a way that is relevant to them, whatever their level in their
self-study, with an emphasis on flexibility and time-efficiency.
company or organization.
Each of the sixteen Student's Book units provides around four hours
Pre-work students of classroom material with the potential for two to three hours of
additional study using other components in the package.
Business Result can also be used with pre-work students at college
level. The course covers a variety of engaging topics over the sixteen There are no long reading texts in the units, and with an emphasis
units, so students without much work experience will receive a wide- on listening and speaking, written exercises are kept to a
ranging overview of the business world, as well as acquiring the key minimum. Instead, students are directed to the Practice file at the
communication skills they will need in their future working lives. back of the book; here they will find exercises which can be used
Each unit in this Teacher's Book contains suggestions for adapting the as supplementary material in class or for homework, as well as
material to the needs of pre-work students. more extensive grammar notes.
Encourage your students to look at and use the Interactive Workbook
One-to-one teaching on CD-ROM- there are cross-references at appropriate points in
Many of the activities in the book are designed for use with each unit. Here they will find a range of self-study material to help
groups of students, but they can also be easily adapted to suit a them review, consolidate, and extend their learning.
one-to-one teaching situation. Notes in the individual Teacher's Writing is a feature of the course, but is not part of the main Student's
Book units offer suggestions and help with this. Book units. The Interactive Workbook has an email writing section with
exercises and model emails related to the content of every unit. There
What approach does Business Result take? is also a writing file on the Business Result website.
Business Result helps students communicate in English in real-life
work situations. The priority at all times is on enabling them to do Key features of a unit
so more effectively and with confidence. The target language in Each unit has three main sections - Working with words, Business
each unit has been carefully selected to ensure that students will be communication skills and Language at work - dealing with core
equipped with genuinely useful, transferable language that they can vocabulary associated with the unit theme, key functional
take out of the classroom and use immediately in the workplace. expressions, and related grammar. Each main section ends with
The course recognizes that, with so many businesses now a short fluency task to enable students to personalize the target
being staffed by people of different nationalities, there is an language. Each unit ends with a Case study or related Activity.
increasing trend towards using English as the language of internal
communication in many organizations. As well as learning Unit menu
appropriate language for communicating externally- with clients This lists the key learning objectives of the unit.
or suppliers, for example - students are also given the opportunity
to practise in situations that take place within an organization, such Starting point
as informal meetings, job appraisals, or social chat. Each unit opens with some lead-in questions to raise awareness
The main emphasis of the course is on the students speaking and of and interest in the unit theme. Use these questions to help you
trying out the target language in meaningful and authentic ways; it to establish what students already know about the topic and how
is expected that a large proportion of the lesson time will be spent it relates to their own working lives. They can usually be discussed
on activating students' interest and encouraging them to talk. as a class or in small groups.
Working with words
This first main section introduces key vocabulary in a variety of
Task- a discussion, meeting simulation, or series of tasks, aimed
at resolving a core issue related to the case and providing extended
-..."
:::::J

ways, including authentic reading texts, listenings, and visuals. practice of the target language of the unit. 0
*Note that in two units, the Case study format is replaced with an c..
Students are also encouraged to look at how different forms of words c
(verbs, adjectives, and nouns) can be built from the same root, or Activity; a board game (Unit 3) and a decision game (Unit 11). n
find common collocates that will help them to expand their personal e.
Tips 0
lexicon more rapidly. This section a lso offers opportunities to work ::;,
on your students' reading and listening skills. There is a glossary of Commonly confused language or language points which may cause
all target lexis, plus other reference vocabulary, on the Interactive difficulty are anticipated by short, practical tips.
Workbook in both PDF and interactive formats.
Additional material
Business communication skills
At the back of the Student's Book, you will find the following sections.
This section focuses on one of four broad communication themes
- meetings, presenting, exchanging information, and socializing. Practice file
These are treated differently throughout the book so that, for
This provides unit-by-unit support for your classroom work. Each
example, students are able to practise exchanging information
file provides additional practice of target language from the three
on the phone as well as face-to-face, or compare the different
main unit sections, Working with words, Business communication
language needed for giving formal and informal presentations. skills, and Language at work. This can be used in two ways:
Typically, the section begins with students listening to an example
situation (a meeting, a presentation, a social encounter, a series of For extra practice in class- refer students to this section for
phone calls). They focus on Key expressions used by the speakers more controlled practice of new vocabulary, key expressions, or
which are listed on the page. They are then given the opportunity grammar before moving to the next stage. The optimum point at
ro practise these in various controlled and more open work-related which to do this is indicated by cross-references in the Student's
tasks. Book unit a nd the teaching notes in this book.
For self-study- students can complete and self-check the exercises
Practically speaking for review and revision outside class.
This section looks at various useful aspects of everyday Answers for the Practice file appear on pages 122- 125 of this book,
communication from a 'how to' perspective. It covers some of the and on the interactive Workbook.
more informal, but very practical aspects of social interaction in
the workplace- for example, being an active listene r, ending a Information files
conversation, or getting someone's attention. Additional information for pair work, group activities, and case
studies.
_a nguage at work
This section focuses on the key grammar underpinning the Irregular verb list
communication skills section that precedes it. The grammar is
:-eviewed from a communicative point of view; this will meet your Audio script
srudents' expectations with regard to learning fo rm and meaning,
out also reminds them how the grammar they need to learn
commonly occurs in business and work situations. Grammar is
Interactive Workbook
taught at this later stage of the unit in order to link it meanlngfu!Jy This is a self-study component on CD-ROM. It contains:
to the previously taught vocabulary and phrases. • interactive Exercises and Tests for each urut, with answers
• interactive Email exercises, plus a Sample email for each unit
Case studies • interactive Phrasebank - students can create their own
Most units end with a Case srudy*. This gives students an personalized 'Phrasebook'
opportunity to recycle the language from the unit, demonstrate • interactive Glossary for students to test their vocabulary
progress, and use their knowledge and ideas to resolve an
• reference Glossary in PDF format, both Unit by unit and
authentic problem or issue. The Case studies have been compiled
using authentic content and the contexts connect with the A-Z
unit theme. The content is accessible, and preparation time is • Student's Book grammar explanations in PDF format
minimized by including only as much information as can be • Student's Book Audio in MP3 format.
assimilated relatively quickly in class. Even so, you may wish to For additional practice material, refer your students to the website
optimize classroom time even further by asking students to read at www.oup.com/elt/result.
the background material before the lesson.
The Case studies follow a three-part structure.
Background- a short text (or texts) about a real company,
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 to the task.
 They also offer ideas on how new language can be recorded by
Teacher's book students appropriately in their notebooks.
Needs analysis form (pages 126-127) Pre-work Learners
Use this form to analyse the needs of your learners at the start of Although most users of Business Result will be students who are
the course in order to tailor your approach more closely to their already in work, you may also be teaching classes of students who
needs. have little or no experience of the business world. Where necessary,
you may want to adapt certain questions or tasks in the book to
What's in each unit? their needs, and extra notes are given for these types oflearners.

Unit content One-to-one

This provides an overview of the main aims and objectives of the In general, you will find that Business Result can be used with any
unit. size of class. However, with one-to-one students you will find
that activities whkh have been designed with groups of students
Context in mind will need some adaptation. In this case, you may wish to
This section not only provides information on the teaching points follow the suggested alternatives given in this book.
covered in the unit, but also offers some background information
on the main business theme of the unit. This will include reference Feedback focus
to its importance in the current business world as well as a brief Throughout the course, students are involved in speaking activities
discussion of related issues, such as cross-cultural awareness or using the new language. You will want to monitor, correct, and
technology. If you are less familiar with the world ofbusiness, you suggest areas for improvement as well as acknowledging successes.
will find this section especially helpful to read before starting a unit. During and after many of the freer practice activities it will be
helpful to follow the guidelines in the teaching notes on what to
Teaching notes and answers monitor for and ways of giving feedback.
Notes on managing the Student's Book exercises and various
activities are given throughout, with suggested variations that Watch out
you might like to try. You will find comprehensive answers to all This is a note to highlight any potentially problematic language
Studenl's Book exercises, as well as notes on possible responses points, with suggestions on how to pre-teach certain vocabulary
to discussion questions. or clear up misunderstandings.

Extension Photocopiable tests (pages 86-117)

With some students it may be appropriate to extend an exercise
There are two types of test to accompany each unit. These can
in some way or relate the language point more specifically to a
be administered at the end of each unit in order to assess your
particular group of students. Suggestions on how to do this are
students' learning and allow you, the student, or the head of
given where appropriate.
training to keep track of their overall progress.
Extra activity
Progress test
If you have time or would like to develop further areas oflanguage
Each of these sixteen tests check key vocabulary, key expressions,
competence, extra activities are suggested where they naturally
and grammar for the unit. They provide a final score out of 30.
foUow the order of activities in the Student's Book. For example,
Students will need between fifteen and twenty minutes to
the Teacher's Book may suggest additional comprehension tasks to
complete the test, although you can choose to set a time limit
provide more listening practice and exploit a particular listening
that would be appropriate for your students.
activity more fully. Alternatively, if your students need to write
emails, extra follow-up ideas are provided. Speaking test
Alternative To help you assess communicative performance, students are
given a speaking task that closely resembles one of the speaking
With some students it may be preferable to approach an activity in
activities in the unit. Students get a score out of a possible ten
a different way, depending on their level or their interests. These
marks.
options are provided where appropdate.
How to manage the speaking test
Pronunciation
In most cases, the speaking test is set up as pair work. The pairs
Tips on teaching pronunciation and helping students improve their
carry out two ro.le-plays: Student A is assessed in the first, Student
intelligibility are provided where there is a logical need for them.
B in the second. The marking criteria require students to perform
These tips often appear where new vocabulary is taught or for
five functions in the conversation and it is advised that you make
making key expressions sound more natural and fluent.
students familiar with these criteria beforehand. You can grade
Dictionary skills each of th e five functions using a straightforward scoring system
of O, 1, or 2, giving a final score out often. This kind of test can
It's helpful to encourage students to use a good dictionary in class
be carried out during the class, perhaps while other students are
and the relevant notes suggest moments in the lesson when it may
taking the written progress test, or you can set aside a specific
be helpful to develop your students' skills in using dictionaries.
time for testing.
Note that if testing is not a priority, the role-plays can also be used
as extra classroom practice without necessarily making use of the
Using the course -=
,....
""'I
marking criteria. 0
How to use Business Result c.
c
Teacher's Book DVD
The Teacher's Book at each level of Business Result is accompanied
by a DVD which demonstrates how sections from the Student's
From start to finish
You can, of course, use Business Result conventionally, starting at
Unit 1 and working your way through each unit in turn. Lf you do
-·=~
0
Book can be used with a typical group of students. It addresses so you will find it works well. Each section of the unit is related
key issues relevant to the level and looks at various classroom thematically to the others, there is a degree of recycling and a
approaches. The DVD also includes commentary from teachers steady progression towards overall competence, culminating in
and one of the Student's Book authors, and addresses many of the the Case study. Timing will inevitably vary, but allow approximately
questions that teachers have to ask themselves when starting a four classroom hours for each unit. You will need more time if you
new business English course. The Intermediate DVD uses sections intend to do the Practice file activities in class.
:'"rom Student's Book Unit 5.
There are a number of different ways to use the DVD. The 'fast-track' option
If you have less time, and wish to focus more on developing your
:Jrientation through the cou rse students' communication skills, create a 'fast-track' course using
Watching the DVD is a fast way to familiarize yourself with the the central section of each unit, Business communication skills, and
course - how the course is organized, its approach to business the Case study. This wit! still provide a coherent balance of input
~glish, and ways of using the material in the classroom. and output, and students will spend more of their time actively
engaged in using the language. You should find with this option
S... pporting new teachers that each unit provides at least two hours of classroom material.
·~this is yow- first time teaching business English, you will find
Include Practically speaking if you wish -allow approximately 20 to 30
watching the DVD especially he lpful. It provides guidance, advice, minutes extra. Lf your students need grammatical support or revision,
md tips on the difference between general English and business use as much of the Language at work section as you feel is appropriate,
English, and suggests approaches to working with business English or refer students to the reference notes in the Practice file.
itUdents.
Mix and match
-eacher development If your students have more specific needs and you would like to
·ou may be a more experienced teacher, in which case the DVD 'cherry p ick' what you feel are the most interesting and relevant
-.-m address many issues you are already familiar with, but perhaps sections of the book, this approach should work well. You will find
-.ever have the opportunity to discuss with fellow professionals. that all the sections are essentially free-standing, despite being
thematically linked, a nd can be used independently of the rest of
-eacher training
the unit. Mix and match sections across the book to create a course
:>irectors of Studies or teacher trainers will be particularly that is tailored to your students' needs.
:erested in using the DVD as part of a complete teacher-training
J:.a<:kage. Each DVD forms the basis of a training session lasting The Expert View from Cranfield School of Management
l:?Jlroximately 45 minutes. You can use the DVD in different . Cranfield University School of Management is one of the world's
5eg111ents with ready-to-use worksheets on pages 128- 133 ofthts leading business schools, and one of only a small number of
-_I>(Jcher's Book (Answer key on pages 134-135) and t raining notes schools worldwide designated as 'triple-accredited'. It offers a
-=:at are available from the Business Result website (see below) . widely respected international MBA programme, as well as a range
iu:nply photocopy the worksheets and download the training of MSc and Executive Development courses.
~es to use in conjunction with the DVD in your staff training and
The partnership between OUP and Cranfield provides
:levelopment sessions. Note that DVDs at other levels of Business
authentication for key aspects of the course material, particularly
~It address diffe rent business English themes; together, the
the Case studies. Each Case study is accompanied by a brief
;;:'Ds from the different levels fo rm an entire training package in
commentary on the topic or issue covered. These short texts are
eaching business English. See the website for more information.
written by members of the School of Management academic staff,
leading practitioners in their field, and in some cases by former
Teacher's website course participants who work in international business. They offer
insights and advice on the Case study theme, and an extended
-:-r:e website can be found at www.oup.com/elt/teacher /result. version of many of them can be found on the Business Result
~ contains a range of additional materials, including:
website. There is also an introductory section in the Student's Book
• downloadable diagnostic test which includes information about Cranfield and some biodata on
• progress test record the contributors.
• course management & assessment tools Further infor mation about Cranfield programmes can be found at:
• DVD training notes www.cranfield.ac.uk/som
• wordlists
• additional activities
• writing file.
,.-: - - - 1 ,Working Life - ~ ·-- · -
Unit content Starting point
By the end of this unit, students will be able to Allow time for students to consider their responses to both
• describe what they like and dislike about their questions. For the first question students could number the items in
jobs and give reasons why the list from one (most important} to eight (least important}. They
• talk about responsibilities at work can then compare their answers to both questions with a part ner,
• introduce themselves and others in a social before feeding back to th e rest of the class.
situation and for networking
• respond to others and show interest in their
comments Pre-work lea rn ers
• use the present simple and frequency Ask students to think a bout their responses to the first question as if
adverbs for talking about jobs and activities. they were at a job interview.

Extension
Context Students work in pairs. Ask them to think of two more items t hat are
The topic of Working life allows for discussion of fairly important when choosing a job. For example:
general work-related issues, and is therefore a good • a company p ension scheme
starti ng point for a course. It's worth remembering • your own office
how important conversations around this topic will be • a helpful boss.
in your students' working life. Getting to know people Pairs then share their ideas with the rest of the class.
and fi nding out about their lives is a crucial part of
the business process. Knowing about the people you
do business with helps secure future business. It also
helps to build a sense of trust between clients and
Working with words
customers. 1 As a lead-in, ask the class to suggest positive and n egative points
The topic also incorporates meeting people for t he they think the astronaut in the picture will mention. Write their ideas
first time and your students will find it helpful to in two columns on the board. When students are reading they can
know what to say in these situations. There are compare the ideas on the board with what is in the text. Note that
related cultural issues to consider. In some cultures views on what is positive or negative may vary. For example, some
first meetings are quite formal, whereas in other students may not regard daily exercise as a positive point!
cultures (e.g. t he USA) business people will switch to
first names straight away. Students will also need to Suggested answers
consider which topics are appropriate for discussion. positive: glamorous, varied tasks, regular exercise, never dull, th e views
In some cultu res people will only discuss work-related negative : uncomfortable cond itions, demanding schedule, routine tasks
issues. However, in other cu ltures people will discuss (ma intenance I safety checks), lonely, stressful
more general topics for some time before findi ng out
about each other's roles or responsibilities.
In this un it , students will practise the language Extension
needed when meeting new people. They will also
Ask students if any of the p ositive or negative items listed are also
have the opportunity to compare their views about
true for their own job. Students can work alone a nd make a similar
the importance of socializing. For st udents who don't
list for their job before comparing their hst with a partner.
feel that talking about their everyday life is important,
you may need to poi nt out that in some countries it is
helpful to do so at the beginning and end of meetings 2 01, 02!> Before playing the listening, ch eck that students understand
or phone calls . 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 the ir ambition was when they w ere young. Find out if
a nyone has ach ieved their career ambition.
 Watch out! You might need to pre-teach the following: 6 Students could look at the list in 4 and tick any adjectives
bureaucracy = the system of official rules and ways of doing which describe their job to help them with this task.
things that an organization and government has, especially Encourage them to think of any more adjectives they know
when these seem to be too complicated which they can also use. They then work in pairs or groups.
corruption =dishonest or illegal behaviour, especially of Make sure they give reasons for their choice of adjective.
people in authority.

Answers Pre-work Learners

1 Ingrid is an NGO worker. Ask students to think about their dream job and describe
(NGO stands for Non-Governmental Organization and is how they think it will be, using the adjectives.
an organization that is not run by any government, but
which may receive funding for certain projects from a
Alternative
govern ment's development fund. )
Mansour is an air traffic controller. If you think that your students might find this task difficult,
2 Ingrid likes her work because she sees results and has write the following structure on the board to help them.
a sense of achievement. She dislikes it because the Being a (job title) i s - - -- -
bureaucracy and corruption can be depressing. (adjective) because (reason).
Mansour likes his work because it's challenging and You could give an example by describing your own job.
rewardi ng. He dislikes it because it can be exhausting.
Watch o ut! Note that it can sometimes be difficult to
3 Discuss as a class. There is no right or wrong answer. translate a student's job title, so check that everyone knows
what it is in English. Ifthe title simply doesn 't translate,
Suggested answers allow them to begin their description like this: My job is ...
Ingrid is helping people in need, so this is similar to being a
doctor in some ways. @ Refer students ro the Interactive Workbook Glossary for
Mansour's job isn't really like being a pilot, although he works further study.
with them.

4 All of these adjectives have appeared in this section Business communication skills
already, so students can begin matching straight away. 1 Discuss these questions as a class. Some other
internationally known NGOs include UNICEF and
Answers Medecins Sans Frontieres. Typically their role is to provide
1 worthwhile 7 routine aid and expertise to projects in developing countries.
2 dull 8 depressing
Watch out! You might need to pre-teach the following:
3 demanding 9 varied
4 challenging 10 stressful sponsors = a person or company that helps pay the costs
11 rewarding of something, such as a special event or scientific project,
5 fun
usually in order to advertise their products
6 glamorous
fundraisers = people who find ways to get money for
charities or NGOs.

Pronunciation 2 031> Before playing the listening, set the scene by asking
students to suggest ways they think NGOs might raise
Drill any multi-syllable words in 4 to make sure students money, (e.g. collecting money from the public in the streets,
know how to say them before the next exercise. membership fees to their organization, approaching big
businesses for sponsorship, or holding a fund-raising rock
concert). Then check that students know that they have to
) ) If students need more practice, go to Practice file 1 on page
identify which is a more formal conversation.
102 of the Student's Book.

5 After students have described the jobs in p airs, work

through the answers for each picture. Ask different pairs to
give one of their descriptions to the rest of the class.
 Answer
5 041> Before listening, ask students to predict the missing
words in sentences 1-6. They might remember some of the
The second listening is more formal for the following reasons:
words from the conversations in listening 031>.
the speakers use titles (Mr, Dr); they use more formal
phrases, such as I'm delighted to meet you.
Answers
1 deal wit h 4 responsible for
Note that both conversations involve people meeting for 2 in charge of 5 handle
the first time and are both acceptable. 3 oversee 6 involves

Extension )) If students need more practice, go to Practice file 1 on

page 102 of the Student's Book. Students might need
Note that there are cultural issues to be explored in
to refer to the Key expressions.
relation to levels of formality. As mentioned in the Context
section, the use of first names is more typical in a country Tip Refer students to the Tip about actually.
like the USA, whereas s urnames might be preferred in
places such as Japan or Germany. Write the following
questions on the board for iliscussion. Extension
• When meeting someone for the first time, would you
To practise the use of actually, ask students to write three
normally be more formal or less formal?
things they know are untrue about their partner. Students
• Have you experienced different levels offormality at first
then take turns to ask a question or make a statement
meetings with people from different cultures?
about their partner. Their partner has to correct or
contradict them. You can model the target language by
3 031> Before playing the listening again, point out that not saying or writing the following examples on the board.
all of the speakers give exact job titles. A So I hear you're French.
B Actually, I'm from Belgium.
Answers A So what's your position in the marketing department?
Luc Akele: area manager, in charge of sub-Saharan Africa B Actually, I'm in the sales department.
operations, oversees projects and makes s ure money is well
spent, reports to main sponsors.
Jo Johansson: deals with fund applications. 6 Allow a few minutes for students to choose a job a nd
Walter Mayer: responsible for medical donations programme, find suitable words in B to describe their responsibilities.
handles inter-government work. Students then work in pairs and take turns to describe the
jobs. The other student should guess the job.
4 Students categorize the phrases. They can then work in
pairs to iliscuss which a re more formal or less formal.
Alternative
Answers If you think your students w ill find t his difficult, ask them
1 e, h to write out ten full sentences about the jobs in A before
2 a, b, g completing the task.
3 c, d, f
Phrases c , d, and g are slightly more forma l. Phrase f is
appropriate in both formal and informal situations. 7 Allow a minute for students to choose a job from 6 before
role-playing the situation . Remind them to make use of the
language in the Key expressions list.
For the second situation, where t hey u se their own job,
Extension
check that each student has the vocabulary to describe
Students can work in pairs a nd practise introducing their own job before beginning th e role-play.
themselves to each other in two ways - formally and less
formally. The class could also stand and move around the
room to practise introducing someone else. Pre-work Learners
For the second situation, students can choose a job of their
own choice, or another job from 6.
 Feedback focus Suggested answers c:
::s
works- a general fact ~
Focus on the correct use of the words and phrases for
describing jobs. Note any errors down and write them on
focus- a general truth about the organization's activity .....
visit - an action often repeated (used with an adverb of
the board afterwards. You can also address issues of
frequency)
formality. For example, one student might say How do you do?,
when another says Hi. Point out that it is usually best to
follow the level of formality used by the first speaker. 2 Students match the present simple questions with their use.

Answers
@ Refer students to the Interactive Workbook Email and 1 Sentence b. Sentence c can also be answered yes I no,
Phrasebank sections for further study. although 2 is more likely.
2 Sentences a, c, and d.
3 Sentence c is indirect. Check student s real ize that the
Practically speaking verb moves to the end because of the phrase Can I ask ... ?
1 You might need to demonstrate how we use phrases to Ask students for other similar expressions: I'd like to know
show interest. For example, ask a student to tell you a really ... , Could you tell me ... ?, I was wondering ....
interesting fact about themselves, then respond to the 4 Sentences c and d don't use an auxiliary verb. This is
comment with Really? because they are questions where the answer is the
subject of the question.
Answer
Phrase 4 isn't a response t o show interest- it is generally )) If students need more practice, go to Practice file 1 on
used to get more information about the other person. page 103 of the Student's Book.

Tip Refer students to the Tip about right and really.

Extra activity
2 Students complete the conversation.
If students need more help with d (subject questions) , write
3 05 t> Students listen and check their answers. the following on the board.
James w orks for Ford.
Answers Ask the class to identify the subject and the object.
1 A recruitment consult ant? 4 Oh, right. James (subject) works for Ford (object).
2 That sounds .. . 5 Really? Then write the following.
3 So tell me, .. . 01: .. ....... ..... ? Answer: James (subject).
02: .. ........ ... ?Answer: Ford (object).
4 Allow a few minutes for students to prepare their Elicit the questions (01: Who works for Ford? 02: Who does
information before starting their conversations. James work for?) . Then highlight the fact that the auxiliary is
only needed when the answer is the object.

Pre-work learners
Students write information about what they are studying or 3 To help students prepare their questions, brainstorm
what they hope to do in the future. For example: question words or phrases that will help. For example:
A I'd like to work in marketing. how many I how much I how far I what I who I can I ask ... ?
B Marketing? That sounds interesting. Why do you want to do While students are talking, they can take notes about their
that? partner to help them with the next exercise.

Feedback focus
Language at work Monitor for correct subject or object question forms and the
1 Students read and answer the questions. position of the verb in indirect questions.

Watch out! You might need to pre-teach the following:

grant= a sum of money that is given by the government or 4 Draw students' attention to the way that Do you know . . . ?
by another organization to be used for a particular purpose. can begin an indirect question in the same way as
Can I ask .. . ?, and so it affects the position of the verb.
 5 Students order the adverbs on the scale. Discussion
1 This question can be discussed as a class.
Answers

~·
never rarely occasionally sometimes often ·~
usually always
Possible answers
Networking is important for companies as it enables them to
establish connec:tions with individuals and other companies,
)) If students need more practice, go to Practice file 1 on who might become clients or partners. It is also important
page 103 of the Student's Book. for individuals, as it may help them progress in their careers.
6 Students match the adverbs to the phrases.
2 Explain that some advantages appear in the text, but they
Answers should try to think of more. Students can make lists in
1 occasionally 4 sometimes pairs before feeding back to the class.
2 always 5 rarely
3 rarely Possible answers
advantages: a fast and efficient form of business
networking, a good way to get results, it also sounds fun and
7 Students can answer these questions either with an
means you meet a lot of different people at one event.
appropriate adverb or the expressions in italics in 6.
disadvantages: it costs money to attend, you may not have
enough time to decide whether someone is a useful contact,
Feedback focus it could be seen as an unnatural way of meeting people.
Monitor the position of the adverbs in the sentences.
3 This could be discussed as a class.
Extension
Possible answers
Students think of three more similar questions to start off In theory, international speed networking could work
a conversation. via videoconferencing or webcams in order to avoid the
problems of travel. Alternatively, it could be combined as
part of a conference event over a few days.
@ Refer students to the Interactive Workbook Exercises
and Tests for revision.
Task
1 For experienced business people it might be appr opriate to
use their own details, although most students will probably
Case study prefer to play one of the roles in the File. Note that there are
seven roles, so that will be the maximum in each group.
Background
2 You could set a time limit of three to four minutes per
This Case study presents a company that creates
meeting. Call out (or blow a whistle) to let everyone know
situations where business people can make contacts
their time is up. Give them time to note down the name
and build relationships. The Task involves meetings
and score for that person, before meeting someone new.
and introductions, and enables students to practise the
language presented in the unit. As this is the first Case 3 Students can tell the class who they scored highly and
study of the book, it may be necessary to work through it why. Feedback should focus on the use of expressions for
quite carefully until students become used to the format. meeting people and how effectively students interacted.
As a lead-in, ask the class if they know what networking is
(making contacts and connections with other potentially
useful business people). Students then read the text to One-to-one
find out about speed networking. Your students may be The student can read the Background and go through the
interested to know that the idea originated from speed Discussion section with you. You can both then be one of
dating. This is a similar process, but participants are the people in the File, or the student can study the roles
looking to meet someone for a date rather than for work. and discuss which person might make a useful contact.

)) Unit 1 Progress test and Speaking test, pages 86-87.

 Starting point
By t he end of this unit, students will be able to These questions could be discussed in pairs, groups, or as a class.
• talk about different types of projects Possible responses to the first question might include: good leadership,
• ask for and give updates in a meeting planning, regular updates on progress, completion within deadlines, the
• delegate tasks in a meeting ability to deal with the unexpected.
• start and end phone calls
• use the present simple and conti nuous to talk
about work and projects. Pre-work learners
Write the following questions on the board for discussion.
• What makes a successful team?
Context • Do you prefer to be part of a team, or to do things on your own?
The topic of Projects should have relevance for all
• Think of a time when you planned something with other people, such
learners, since most jobs involve an element of as a college event or a group presentation. What made it a success I
oroject work, even if it is not labeled as such. Project
failure?
planning and management is essential, due to the
following reasons: Extension
• most projects involve several people with varying If your students have a lot of experience with project work, you coul d
expertise, who will need to communicate well write the following questions on the board for discussion .
and work effect ively as a team • Have you ever been involved in a project that went wrong? Ifso, what
• project work usually consists of a series of happened?
interrelated tasks, and therefore any task which • Have you ever worked on a project with people from different cultures?
falls behind schedule will affect the whole Ifso, did you experience any difficulties or did you notice any different
project. ways of working?
A key person in the process is the project manager,
who needs to ensure that the project stays within
the assigned budget. Part of this will involve keeping Working with words
delays to a minimum, since falling behind schedule
can have enormous financial implications for a
1 As a lead-in, ask students if they have ever worked for free to help
others. Explain that this is to volunteer.
business. A project manager will need to
• schedule regular meetings to get updates from Watch out! You might need to pre-teach the following:
team members to buy into something = to b elieve in something whi ch oth er people
• delegate tasks and ensure that people work as a also believe in.
t eam
• have plans in place for any problems or Answers
setbacks. 1 Volunteerism is a movement within some businesses to encourage staff
Issues relating to culture can also arise when working to offer some of their time and skills for free to help a good cause.
on projects in international teams. The notion of 2 Employees in the read ing have worked on
t1me and its importance varies greatly f rom culture • community and social projects
to culture. Not surprisingly, with projects involving • conservation, teaching, caring, or building
people from different cultures, problems with the • building an extension to a school
perception of time can occur. • redecorating a community cent re.
In this unit, students will practise the language 3 As well as benefiting the people who receive the help from
needed to participate effectively in project meetings. volunteers, such as the local community, the volunteers themselves
They will also have the opportunity to discuss the also benefit in the following ways:
problems associated with project work . • gain new skills
• improve teamwork
• gain new ideas and insights
• learn from the experience of others
• learn how to organize a project.
4 Sam ira has learnt how to organize a schedule and how t o deal with a
budget.
2 Allow students time to study the items and find the words Possible advice for the colleague
in the text. • meet all the deadlines
• don't fall behind schedule- if you do, try to catch up and
Answers even finish ahead of schedule
1 objectives 5 budget • find out what resources you have and allocate them to
2 update 6 skills your team members
3 sched ule 7 resources • always stay within the budget
4 deadline 8 teamwork • make sure your team members get on with their jobs
• ask for regular updates from each person in order to
3 061> Before listening, ask students to read the final maintain control
paragraph of the article again in order to remind • make sure everything is on t rack
themselves of what Sam ira did.
Students need to listen for the words in 2 and then note
more detail about each one. For this reason, you might
need to play the listening twice. The first time students Feedback focus
write the words, and the second time they make further Focus on any problems with the phrases in 4 . Problems
notes about each one. might occur with verb-noun collocations (meet I deadline)
or the use of prepositions (be on time I in time) .
Answers
1 & 2 deadline - the end of the week Extension
schedule - they are behind schedule because As a follow-up or for homework, students could write an
of the holiday email to the colleague, giving their advice.
resources- at first it was hard to know how to
allocate these
budget - she has stayed within it )) If students need more practice, go to Practice file 2 on
teamwork - it's essential page 104 of the Student's Book.
update -she receives updates every two days
@ Refer students to the Interactive Glossary for further study.

4 061> Students listen again and complete the phrases.

Business communication skills
Answers
1 meet 6 allocate
1 071> As a lead-in, ask students if they often delegate their
work to others. Is this easy or difficult to do? What can go
2 behind 7 within
wrong?
3 up 8 delegate
4 on 9 on with Students then need to read the notes on Jaime's note pad
5 ahead 10 get before listening. Check that students understand the words
decorating and carpet.

Answers
Extension decorating- still painting the ceiling, needs another day or so
With in-work students, encourage them to describe their lighting- it's finished
own work using the ten phrases and I or to write ten carpets- still waiting, need to call suppliers
sentences using the phrases. action - meet team to allocate tasks for final stages

2 071> Before listening again, students can try and predict

Tip Refer students to the Tip. Check their understanding the missing words in the phrases.
by asking them the following questions.
What time do you start work? Are you always on time? Answers
When was the last time you took a flight? Did you arrive at the 1 are things going 4 happening with 7 finished that
airport in time to do some shopping before checking in? 2 so good 5 still painting 8 to recap
3 back on track 6 are we with 9 to plan
5 Allow time for students to read about the situation. Groups
could then make a list of points to tell the class. Encourage
them to use vocabulary presented in this section.
 3 Students categorize the phrases. may be helpful to quickly brainstorm ways of starting and c:
ending a call. ::::::1
;::;:
Answers Allow a few minutes for students to read their information N
a 1, 4, 6 before starting. You might need to answer questions about
b 2, 3, 5, 7 unknown vocabulary. Remind them to make use of the -o
c 8, 9 language in the Key expressions section. """"'
0
'--•
("[)
(")
@ Refer students to the Interactive Workbook Email and .......
4 Student A will need to use the phrases for asking for an Vl
Phrase bank sections for further study.
update and summarizing, while Student B will need to
give the update. After their first conversation, students
can change roles and repeat the dialogue. Practically speaking
Tip To make sure students are confident with the difference 1 Students complete the phrases. They can then categor ize
in the dates, students work in pairs and tell their partner the them in pairs.
dates for the following, in both British and American English:
• when they started working for their present company Answers
• their birthday 1 a I'm returning your call.
• their favourite day in the year (and say why). b It's (name) here.
e What can I do for you?
5 08 1> Students listen and answer the questions.
f I'm calling about I for I to ...

Answers 2 b Thanks for your help.

1 Bruno d Thanks for calli ng.
2 Josie and Samira
3 Josie and Samira Watch out! When calling someone on the phone, students
might say I am ... , or here is ... , rather than it is ..., or
6 08 1> The categorization can be done in pairs. this is ... . Point out that this is incorrect and sounds very
strange in English. Note also that some nationalities will just
Answers say their surname, which sounds very abrupt in English.
1 A 6 D
2 A 7 0
2 Students work in pairs and have three phone calls. They
can then change roles and repeat the calls so that they
3 0 8 A
practice being both the caller and the receiver.
4 0 9 D
5 0 10 s
Alternative
) ) If students need more practice, go to Practice file 2 on
To give students extra practice writing emails, ask them to
page 104 of the Student's Book. Students might need to
look at phrases a-fin 1. Then write the following questions
refer to the Key expressions.
on the board.
7 Allow a few minutes for students prepare what they will 1 Which phrase can also be used in an email?
say in this dialogue. Encourage them to underline any key 2 Which three phrases can be adapted for use in an email?
language in sentences 1-10 in 6 that they intend to use. 3 How would you adapt these phrases?
Students can then change roles and repeat the dialogue. Suggested answers
1b
2 a,d,f
Feedback focus 3 I'm replying to your email about .. ., Thanks for
Focus on the correct use of phrases. Remember to emaibng I Thanks for your email ... I'm emailing
compliment good use of the phrases! You could also ask about I for I to .. .
some pairs to perform their dialogues for the rest of the Then ask students to work in pairs and write emails for the
class. situations in 2. Pairs can then exchange their emails and
write responses. If you think your students might find this
difficult, you could ask pair s to write each email together
8 Students could sit back-to-back to simulate a phone before exchanging them with another pair.
call. You don't necessarily need to focus on phrases for
telephoning (see Practically speaking section), although it
 5 Students need to prepare their questions and decide
Feedback focus whether to use the present simple or continuous.
Focus on how the speakers start and end the calls. Do they
use the appropriate phrases? Do they sound friendly and Answers
polite? 1 What are you working on this week?
2 Do you like travelling?
3 How often do you work late?
Language at work 4 Are you having any problems at work at the moment?
5 Who are you talking to right now?
1 Students can discuss these two sentences in pairs before 6 How many people are in your English class today?
opening it up to the whole class. 7 What are you thinking at the moment?
8 Do you understand the word 'deadline'?
Answers
Sentence l uses the present continuous because it
describes an action at the moment of speaking.
Sentence 2 uses the present simple because it describes a Extension
repeated or regular action. To review the rules and reasons for choosing the simple or
continuous form, discuss the reasons for students' choices
2 Students may have difficulty with the first sentence in questions 1-8 as a class. For example: question 1 is
because it describes a current action, but not one that is asking about a temporary situation happening this week,
necessarily at the time of speaking. whereas the verb like in question 2 is a state verb.

Answers
Both questions refer to 'now' or time 'around now', rather 6 Allow about five minutes for students to make notes. They
than 'in general'. However, question l uses the present also need to think about whether they will use the simple
continuous because it refers to a current or temporary action or continuous form. With larger classes, students could
taking place at, or around the ti me of speaking. Question 2 work in groups of three or four rather than presenting to
also refers to a moment at the time of speaking, however, the entire class.
the verb need is a state verb. State verbs are not normally
used in the present continuous form. If students are having
problems with this, then the rule completion in 3 will help. Feedback focus
If you hear a mistake, don't interrupt students'
3 Refer students back to the sentences and questions in 1 presentations. Allow other students to ask their questions
and 2 to help t hem complete these rules. before giving feedback.
One way to give feedback in this situation is to write a
Answers
few feedback notes on a separate sheet of paper for each
1 sim ple
individual student. On the sheet, write down any sentences
2 continuous
from the presentation you hear that contain errors. Circle
3 continuous
the error in each sentence. Also add positive feedback
at the end, commenting on what you liked about the
4 Students choose the correct answers. They can then presentation. Give the sheet to the student afterwards
discuss their answers in pairs. and ask them to try and decide what the mistake is in the
circled errors. See if they can correct it on their own before
Answers offering further help.
1 is he doing
2 is fixing
3 knows @ Refer students to the Interactive Workbook Exercises
4 repairs and Tests for revision.

)) If students need more practice, go to Practice file 2 on

page 105 of the Student's Book.
 Case study
Background
This Case study presents a real company that has developed
innovative ideas to make a nightclub more environmentally
friendly. Becoming more environmentally friendly is a
concern for many companies in the modern business world
and this situation provides the context for students to plan
a similar project. The Task enables them to practise the
language presented in the unit.
Allow a few minutes for students to read the text and be
prepared to answer any questions about vocabuJary.

Discussion
1 Students work in pairs and discuss the question.
2 Again, students discuss the question in pairs. Write their
ideas for both questions in two lists on the board. If they
rarely go to nightclubs, or don't have many ideas, move on
to the listening.

3 091> Students listen and compare their answers.

Answers
1 unfriendly: large amounts of energy, uses a lot of water,
wastes glass and plastic, new furnishings.
2 friendly: energy-generating dance floor, low-energy
lighting, rain water used in toilets.

Task
1 AU ow students plenty of time to read about the key tasks
for the project.
2 Put students into three groups. Students then study the Files
and find out about their responsibilities.
3 When they are all briefed, the meeting can begin. Make
sure each group gives their update and that the others listen
and take notes. Students can then discuss the project and
fix a schedule. Feedback should focus on the effectiveness
of the meeting and the use of expressions for updating,
delegating tasks, and summarizing.

One-to-one
You and the student play the parts of group A and B only.
Then allocate the tasks listed to be done under Publicity in 1
between the two of you.

) Unit 2 Progress test and Speaking test. pages 88-89.

Unit content Starting point
By the end of this unit, students will be able to Students can discuss these questions in pairs, before feeding back to
• talk about leisure time and activities the rest of the class.
• talk about their work-life balance
• talk about likes and dislikes Possible answers
• exchange contact details, such as email 1 Work-life balance is the balance between the time a person spends
addresses and telephone numbers on work and on leisure.
• signal the end of a conversation 2 If employees are not expected to work long hours, this might
• use the past simple and present perfect tor actually improve productivity. Employees could be more motivated
talking about past experiences. and less tired. If employees are less stressed and have fulfilling
lives outside work, they might also be less likely to take time off
sick or leave the company.
Context 3 Answers Will vary. Note that there could also be rules or laws
relating to working hours in their countries.
The topic of Leisure time allows for an e-xtension of
some themes introduced in Unit 1. In this unit. the
themes of meeting people, networking, and making
conversations in social situations are revisited and Extension
extended. Making contacts is a skill which people
To extend the discussion, write the following discussion questions
need training in, even in their f irst language, so your
on the board.
students will appreciate having the time to practise
• How much leisure time do you have?
using the language needed in t hese situations. • What are the working bours at your company?
Another key theme in this unit is work-life balance. • What kinds ofemployees would benefit most from working for a
In recent years, this has become an important issue company that considers a good work-life balance to be important?
in business circles. Electronic communication has Students can discuss the questions in pairs before feeding back to
allowed more people than ever to work outside the rest of the class. Answers to the third question could include the
the office, and initiatives such as flexitime and following.
homeworking have l:>een developed to allow Parents ofyoung children and older workers might benefit most and
employees greater freedom. These changes coulcl be people tend to have different p riorities at different stages oftheir lives-
seen as befleticial. However, many people believe that they might enjoy working long hours in their twenties, but this might
we are now more tied to our work than ever before, change in their thirties.
and that consequently people have less free time for
their families or for leisure activities. Many of your
students will have experienced the effects of these
Working with words
changes in modern working life.
1 Students read the text and answer the questions. They can then
The first part of this unit deals with language that
compare their answers in pairs.
will help students to make conversations and build
relationships. Students also have t he opportunity Answers
to discuss their own work-life balance. The Activity 1 In his old job Todd worked fifteen-hour days. In his new job he
allows students to practise conversational skills in a
usually fi nishes by 5.10 p.m. Students ca n comment on the hours
fun way.
they work.
2 Todd tells his employees to go home by 5.10 p.m. and not to work at
the we~kend 0r take work home.
3 Students comment on their own workplace.

Watch out! If you r students all work for the same company, but
at different levels, they might not feel comfortable answering the
third question. If you think it may be a problem, al low less t ime for
answers and keep the tone good-humoured.
 c:
Pre-work learners Extension ::I
Write the following alternative discussion questions on the Students could try to think of at least one more noun to add
-·
,.....
board. to the lists in 1-4. For example, do sport I homework I yoga,
w
• Would you like a boss like Todd? take lunch I a break I a taxi, work long hours I online, r-
CD
• Do you think companies like Todd's exist in your country or make a mistake I friends . You could also ask them to look up tn
in the area ofbusiness you would like to work in? the verbs in a dictionary and find more examples. c
...,
CD
r-+
2 Allow plenty of time for students to complete the quiz on 5 Students make sentences in pairs, before feeding back to 3
their own and check what their scores mean in the File. the rest of the class. CD
Students can discuss whether they agree with the results in
Watch out! You might need to pre-teach the following:
pairs or as a class, if you feel no one will be embarrassed by
exciting =causing great interest, happiness, or enthusiasm
the results.
exhilarating =causing somebody to feel very happy and
Watch out! Note that in some cultures, working very long excited.
hours is considered the norm and something to be admired.
With classes of mixed nationalities this is someth ing to 6 Note that the responses students give to the activities in
be conscious of. A culture of long hours isn't necessarily the picture will be subjective. For example, a student might
something negative. Furthermore some people will choose describe cycling as either boring or relaxing.
to work long hours, and if your class includes business-
owners and entrepreneurs, expect the balance to be in
favour of work. Pronunciation
The word stress in some of these adjectives is unpredictable
3 101> Each student in the pair focuses on one of the people and the spelling of interesting and frightening will suggest to
in the listening. There are no right or wrong answers, but students that they have more syllables than they really do.
students can identify which of the statements in the quiz the Ask students to identify how many syllables are in each
speakers refer to and can guess at the probable responses word (except hard work) and to mark the word stress. You
Nina and Florin would give. might need to read the words aloud. Write the answers on
the board.
Possible answers (with relevant quotes from listening) Answers: exgting (3) boring (2) relaxing (3) exfli/arating (5)
Nina (Student A) li.ring (2) i!J.teresting (3).frjg!llening (2) en}.QJ!able (4).
Statement 2 (Score = 1) I got home at midnight ...
Statement 7 (Score= 0) I've still got five days holiday left
from last year ... 7 Ask students to think of at least four activities. They can
Florin (Student B) then prepare their sentences before working with a partner.
Statement 5 (Score = 2) Did you go out again last night? 8 11 I> It can be difficult for students to know when to use
Statement 6 (Score = 1) .. . this Saturday ... I'll join him and adjectives with an -ing or -ed. Before listening again,
the sales team from Kyoto for golf. ask students to read sentences 1- 3 and see if they can
Statement 7 (Score = 2) I used it (holiday) all for my walking remember which adjectives the speakers used.
tour in Morocco.
Florin appears to have a slightly better work-life balance than Answers
Nina because he manages to take his holiday and he has free 1 tired
time to watch TV. Nina has to work late and has difficulty 2 excited
finding time for leisure. 3 boring
Having completed this, students should be able to answer the
4 If students need help, you could play the listening again so question as follows:
that they can listen for the collocations. The -ed form describes how a person feels.

Answers )) If students need more practice, go to Practice file 3 on page

1 do 3 work 106 of the Student's Book.
2 take 4 make
Tip Refer students to the Tip about really and so.

..---
19
 9 As a lead-in, write the following activities on the board . Answers
long walks the dark history my next holiday TV Questions Mirella's responses
long hours 1 Do you like Yes, it's great.
Students can work in pairs to match the adjectives + 2 Is this Yes, it's my first time out of Brazil.
prepositions from 9 to these activities and make sentences. 3 What sort of Walking around the city.
e.g. I'm bored with watching TV, ... interested in history, .. . 4 How is It's fine.
frightened ofthe dark, . .. excited about my next holiday, . . . 5 How do you find ... the family has been very nice.
exhilarated by long walks, ... tired of long hours.
Students can then think of other examples. Draw a ttention Watch out! Draw attention to the phrase How do you
to th e fact that all the adjectives listed here end in -ed and find . .. ? and explain that this is idiomatic. It is used here to
so describe how people feeL ask for someone's opinion.

10 You could demonstrate this activity by describing your 3 Students works in pairs. Allow time for them to decide on
responses to t he list. For example: the country and department. They then take turns to ask
I'd like to work about 30 hours a week with only one day a and answer usin g the language in 2.
week in the office. My ideal type ofjob would be ... 4 121> T his exercise develops students' ability to talk about
Remind studen ts to use the adjectives from this section interests without being restricted to !like I I don't like.
when explainin g how the ideal work-life balance would Students match the phrases and then listen again to check
make them feeL their answers.

Answers
Feedback focus 1 's interested in
Focus on any misuse of -ing I -ed endings and verb + n oun 2 's fond of
collocations. If you worked on word stress earlier in 6, you 3 isn't crazy about
could also focus on this. 4 isn't keen on

Tip Refer students to the Tip about like + -ing, or the

@ Refer students to the Interactive Workbook Glossary fo r infinitive. You could extend this language poin t by writing
further study. the following verbs on the board.
enjoy hate love keen on
Business communication skills Ask the class if the verbs can be followed by to, -ing, or
both. Refer them to the Key expressions list to fi nd out if
1 121> Before listening, ask students if they h ave placements they are correct.
at their compan ies. Companies sometimes have t hem for Answers: enjoy + -ing, hate + -ing I to, love + -ing I to,
students who need work experience. Other placements k een on + -ing.
could involve an employee spending some time in a nother
division of their company. 5 Students work in pairs to p ractise the new phrases for
describing likes I dislikes.
Answe rs 6 131> Students listen and complete the notes.
Department in week 1: human resources
Department in week 2: marketing Answers
Travel to: Copenhagen Extension no: 351
Weekend plans: go to the country with Kris Press 9 for a n outside line.
Need to buy: a few things for the room Company no.: 00 46 096 745 6745
Email: [email protected]
2 121> Students complete the qu estions. They then try to Mirella checks her spelli ng by clarifying it wit h names of
remember Mirella's answers. [f they find this difficult, they everyday objects (S for sugar, E for egg).
can listen again.
 7 Students can choose their own email addresses and Language at work c::
::I
numbers, or they can think of ones they often use at work.
1 Students will probably think of questions in the past simple
,...
-·
If they are unfamiliar with the words to describe email
addresses, refer them to the Key expressions list. Note that or present perfect, although this is not essential at this w
we tend to say telephone numbers in groups of two or three stage.
numbers. The pause between each group allows the listener
time to write them down. Possible questions
How was your holiday? Did you enjoy the conference?
)) If students need more practice, go to Practice file 3 on page Have you ever been to Spain? Have you ever been to Japan?
106 of the Student's Book. Students might need to refer to 3
the Key expressions. 2 151> Students listen for the responses in 1 and write the ro
8 Students work in pairs and role-play the situation. four questions.

Answers
How was you weekend? Good thanks.
Feedback focus Did you go to the gallery on Saturday? Yes, I did. It was
Focus on question forms and the use of expressions to fascinating.
describe likes and dislikes. Have you ever been there? Yes, a cou ple of times.
Have you met Mirella? No, I haven't.

.] Refer students to the Interactive Workbook Email and

Phrasebank sections for further study.
Extension
Practically speaking Ask students to identify the two tenses used in these
questions (past simple and present perfect).
1 Students can sometimes sound abrupt when they try to
end a conversation, so they need to know phrases that will
enable them to do this appropriately. Students work alone 3 151> To decide if these sentences are true or false, students
to decide which phrases can end a conversation. will need to listen carefully for the tenses used in the
listening, as this will affect their answers.
2 141> Students listen and check their answers. You could
also ask students in what contexts they might use the
Answers (with relevant extract from listening)
remaining phrase.
1 F (I 've only just got here.)
2 T (Yes, I did.)
Answers
3 F (Have you ever been there before? Yes, a couple of
Anyway, I'd better get on.
times.)
I should get back to work.
4 T ( Have you met Mirella? No, I haven't.)
I need to go· now, I'm afraid.
5 T (I 've just organized a desk for you ... )
Possible context for the other phrase: I'll get back to him in a 6 F (Leif played tennis at the weekend.)
minute = referring to ca lling someone back. 7 T* (I haven't played for ages.) * We don't know the exact
date.
3 141> Students listen again and note the responses.
While discussing the answers and the reasons why 1, 3, and
Answers
6 are false, point out the following:
Yes, me too. • with the past simple we know when the action happened
Thanks for your help.
• with the present perfect it isn't always clear when the
Thanks for calling.
action happened
• we also use the present perfect to talk about recent
4 Students can work in groups, or you could ask everyone actions I events.
to stand and walk around the room starting different
conversations and ending them. You could set a time limit
for each conversation (one minute). Call out the end ofthe
minute each time so that students end their conversations
and move to the next person.
 4 Students match the sentences with the meanings. They can
then compare their answers in pairs.
Activity
Answers Unlike most of the units in this book, which end with a
1 c 3 a Case study, this unit uses a board game to practise the
2 d 4 b target language. Each group will need a dice to roll, or they
can use a coin (heads =move one square, tails =move two
5 Explain that we typically use since and for with the present squares) . Each student will also need a counter, such as a
perfect. coin or small object.
Rather than explain the game, let students read the
Answers instructions and organize themselves. Your role can simply
I haven't played tennis for ages. = for+ a period be to check they are following the stages correctly. As
I haven't seen you since January. =since+ a specific time with any board game, the aim is to reach the END square
first, but some squares will move the player forward or
Tip Refer students to the Tip. For extra practice, ask backwards and players also have to move to join other
students to work in pairs and create their own four-line players on the board in order to make conversations.
dialogue similar to the example given here.

6 Students work in pairs and choose the correct answer. Feedback focus
One way to give feedback is to note any errors on a sheet
Answers
of paper for each group. Many of your comments will focus
1 booked
on the accuracy of question forms . At the end, give the
2 Have you ever been
group its error sheet and let them discuss the mistakes as
Note: it could be Did you go if the speaker knows that it
a group. ff you have a lot of groups to monitor, you could
had been planned at one stage, but is unsure if the trip
happened in the end. introduce the rule that participants in the group must
3 lived
monitor each other's questions. If the group points out a
4 haven't seen
mistake, that player could miss a go or go back one square.
5 changed More competitive groups with a sense of team spirit and
fun will enjoy this variation.
6 Did you go
7 for
8 since
)) Unit 3 Progress test and Speaking test, pages 90- 91.

)) If students need more practice, go to Practice file 3 on

page 107 of the Student's Book.

7 These questions should generate use of the past simple and

present perfect.

Feedback focus
Focus on the correct use of the two tenses. Note down any
sentences with mistakes and write them on the board at
the end along with any examples of correct sentences. Ask
the class to identify the sentences with the errors.

@ Refer students to the Interactive Workbook Exercises

and Tests for revision.
Unit content Starting point
By the end of this unit, students will be able to You might want to describe a ser vice you often use, to help start off
• talk about services and systems the discussion. For example:
• explain how something works Dry cleaning service: 1 like the speed with which they clean and the
• int roduce information friendliness of the staff They also offer a special deal where they clean
• make comparisons. three suits for the price oftwo.
Allow a few minutes for students to make a list of services they use.
Students can discuss th eir answers in pairs before feeding back to the
Context rest of th e class.
The topic of Services & systems has great relevance
in the current business climate. Many economies have
shifted from being production or manufacturing-based Extension
to becomi ng reliant on service-based industries. To extend the discussion, write the following questions on the board.
Services now account for a higher proportion 0f the • How much ofyour country's industry is based on services, rather than
US GOP than they did twenty years ago. Basing manufacturing?
a country's economy on the service industry may • Is this a good or bad thing?
be a risky policy if basic requirements, such as • Do you have any real examples ofpoor customer service?
food, clothing, and fuel are all imported from other Students can discuss in pairs before feeding back to the rest of the
countries. However, the trend for r;najor economies to class.
relocate their manufacturing to countries with cheaper
labour markets continues.
Technology has also brought about great changes in Workings with words
both services and systems. The Internet has allowed
for many new online services, such as online banking.
1 The website reviews describe three different services. One revi ew
is about an information search I online n ews service which would
The emphasis is always on maki ng the customer's life
normally be used by businesses who wanted to track w h at is being
easier, but in reality this may not always be the case
said about them in the press or online. T he other two reviews refer to
ancl you may wish to explore t his with your students.
the more conventionally-known services of online banking and travel
In fact many critics say the customer receives worse
booking services.
service than ever before.
With new services come new systems - both for After students have read the reviews , they can answer the questions.
the consumer and fer the people who work within
companies. When a business tries to improve a Answers
system, a manager may have to explain the reasons 1 The first (a) is about The Guardian (a newspaper).
for a new way of doing something and convince their The second (b) is about Lloyds TSB (a bank).
team that this will be beneficial. Similarly, those The third (c) is about Expedia.com (an online travel agency).
working in the service industry Wi ll need to be able to 2 Answers will vary.
persuade sceptics that their life will be better if they
buy a new service or if they change the way they have 2 161> Each speak er describes a problem or need that they h ave.
always done someth ing. This unit presents language
that will enable students to present new info·rmation Answers
effectively and persuasively. Speaker 1 - website c (travel)
Speaker 2 -website b (banking)
Speaker 3 -website a (information search I online news)

3 Note th at the aim here is not to underline every adj ective (su ch as
new), but only the adj ectives that w e typical1y use to describe and
promote services.

Possible answers
user-friendly, up-to-date, accurate, immediate, convenient, secure,
time-saving, efficient , cost-effective
 Pronunciat i on Ext ension
In the next exercise . students w ill u5-P. rhc "djt:.crlvcs in 3. W i t h s tronger st udenrs. the p ai r work i<l 7 ean become a
so ask 1h ern to m ark t he word ~tress and drill tht! more ro!e-play. Student A can be a telemarkt<ter who has to call
djffi<.:ult adjectives . poten tia l cu stomers. Student A coils Student B and roes
rtS~r"-fdendly.. a ccura lC', imrnt:diau:, c.onY£n fe l1t~ sccu,.~. to con,rine.c him / her to s~gn up tOr .4.:s chosen ~r-vic~
e!Jident, rosr-ejjecthle (perh3J>S on.. of those listed m 4 ). Student A will need
ro describe wh~t it will mak.e easi <lr and Student B can
su£gr. ~t drawb;,ck!\ o r reasons not to buy this sc,·vice.
4 The-re may be some variation in the an~'WE!rs. so ~ncour3ge
s tud e nts to explain chcir choices. When feeding back to Extra .:~ ctivity
the re-st of t he dc.ss. ~m..'t)urag~ srudents ro comment if they
use these services and how they would d escribe t hem , This A sk each st ud-.,nt to prepar e a 30-second presentation
C~Lld generate more adjccti~5 ro ;)dd ro their list ill 3 .
of their ser vi<:e to the class - In that time they have t o
cQnvLncc cvc1·yonc to n~a t.e use of lt. Th~ dass can vote
at t~ end o n whet h~r Ut~ y woukl use iT.
Exrension
Feedback focus
Stude-nts WOYk in pairs and write run s ent elll't:!S about the
servic-es lJSing the adjcc[ivcs. For cxamprc · f ocus on the: proa.un-cialion and appropriate use of
A crech-e n~~l::; t o be con'JI(!nilmt for pnrr.n.':r to l f?I1V.f> Jheir adject ives used co desa i oo t he s~rvices_ and on t he cor-rect
chifdren and also SCC(Jfl!for !he chiJdre1l. use of the structu res presented in 6 .

5 17> S tw-lf:"nts ri.stcn and answer the quo st ion s. You m :1y @ R efe •· students. to ~he:: Int~ractive \Vorl<bO<lk ffJo~sm·y f(~!·
ne ed to play the listening t w i ce. funh~ r St ti:::iy.

An sWill'S
1&2
Business communication skills
rrr-s.t person: courie r service del iver orders on time. 1 If student" are s lo w to suggest answers to t hese questions
m aintain oxr.P.IIent relat ionships wit h cust~rs . (perhaps w ith pre-v.•c>rk st udents). give an CJ<amplc o f
Second person : mobile phone news upda~c sc!'Y•ce- he a n onHne travel company whtch asks .-y·ou for f.)c.'r~onal
always knows what's happer.ir~g, e• sier to m«ke decisions. infonnutio n. ::;uch as name. address~ phone number, and
Third person, online slloppong- it 's t aste( and always email address when you book a flight. Compani es will
open. l'lelps to manage time. th ~" kt<ep thi~ information about you and might use it to
Fourth person: creche - lets her work lull-l ime and st ill cm~il you special o ffers_or they m ight even sell deta ils
lla•Je t ime wifll her child in t he middle of t toe day. to o ther mnrkering companie s. l'<lr i n-wo rk s t udents .
their comp«nies will prob.Jbly have databases. wllich
6 A sk students r.o look at the table . which includes the v erbs could include the proouns t h ey ha\'e in stock• •1s welt
help. <llfow. make ir <!O.< ier and let from the listening. Sludents a:=; cu~ tom.r. r details .
work in p.c1i rs and make at lea& s i x senten.ces usin£ th r. 2 181> Before lis •en ing. a sk s t uden ts what sor t o f custo m er
structure gi\ en. For ex(lmplc:
6

info rmation they thin k a hotel would keep on a <latabase.

Sean:h " 'lgin<'s help people to find vi rruolly any informa ciort Students could WOI'R in pa irs and rn«ke a list. For exampl t!:
straighr awGy pers0t1a/ details. TYfX' ofroom p refemxi. smoker I non-smolrl!T.
You m ight also want st udents ro nclle the 'lip before need for parking, any regul ar discout?/$.
llttempting this exerc is e .
Tip Refer s tudents to the 1lp, which hig.lllighls a common Answers
crtot w ith l he ve rb let. 1 It''"" slow.
2 In a few wee~s .
)) lfstuder:~ ts need more pr-ac ticP. sc to PraCt ice flloe 4 ()[1. 3 It looks sirrilar to th" o;d dat abase, but t he bottom 11a11 is
pag~ 1OS .;;if the Slu<.lent's Book. dif ferent.
4 It suggests room t ypes and availabiJjty. You can type in
7 Sludcol> work ;,lone and make a list of' services thac lhE!ir
notes about c ustomers. Drop-(fown tnenus t•elp mat ch
company o ffcn:; o r set"vices th:u they usc. Refer st udents
t~ e customer to the room.
back to the la nguage io 6 to help them try to convince
5 It "''on't worl< a s well without det ail ed inf()Tmat ion from
their par tner • bout rhe benents of rhe service.
the cu!.tomc• (who migllt be unv~lling to g i"" Lhi>l-

Z4
 3 Students work alone and match the phras e,; he fore listening
a.gaiu to check.
On!i~ banking comp.1red with going into a bank
Beneclits Drawbacks
..
tasier ean't $OI.,.e problems or
Answers
5 b
answer aueries immediately V>
1 c
more co~ven icnt lacks 'persona l touch' <D
2 e 6 f
3 a 7 d always open coald be less secure S.
{")
8 g cheaper for bank
4 ~ <D
V'>

7 St \ldcnts t hen change parwers a lld usc phrases from 3 to Qo

4 St udents c atego,; zc the phras e:;.. T hey ca n check their
talk abo ut funclio n aBty.
answers by <cferri n r, to the Key expressions lis t.
8 Refer s t ud ems to the Key ex pression>list !0 hel p them With
Answers this activity. S<ud en l s could m ake a lis t of benefits a nd
a l c. 2e, 3a, 61, 7d, 8g d rawbac ks befo re relling Their pa r tner about them.
b 4h, 5b

• If students need m ore prac!ice, go to Practice file 4 o" p~ ~e Pre-work learners

!<JS.ofth~ Stndo.nt'• Boo k. St,.dents m ight ne~d to refer To Ask students to th ink about re c ent change s in a reas such as
the K~)' expressio."1s . • t he ti metable " thei r co llege o r school
5 Students work ic' p airs and p ractise rhe eight e xp r~:i s io, ts • the use of spt<eia l areas . s ach as self access or the library
usi ng tile prompt s. • the s.y1>1.e m of test in ~ a nd a.~:=;cs.c;ment4

Some possible answers Feedback tocus

2 As soon as yoo p Tess this bottoo, it starts to look fo T the Fo cus o n rhe corr • ct use o l' expr essions ror ex plai ni ng how
Ctlstomer•s name. somP.Thing works and ta l king about b enefits aod d raw backs.
3 It looks very simila T to t he old system, but what's dltterent AILernalivcly. yo u c ould encourage peer feed bac k b y
is t he qt.oantity of inloTmati<>n. P" tting s tudents in groups oflllree. '1\vo s tudents talk abo ut
4 So, as well as storing basic intomtat i on, it • lso li1ds more th e benefit~ and drawba cl<s, while the third swde nt takes
information. no te s o n w hat the y he ar a nd on any tnisl<tkes Inc.dc w h h the
5 The more the information )'OU get, the easies- it is to target e x pr-es sions introduc e d ;n this .sc crion.
customers.
5 Om dOW<lside is that the system is more c o mp lic ated, bul
on ttle plus side t he syst em •s faster. (iJ Refe r St udents 1:J the lntc ra c ti vc i,ii o rkb:ook Emo.:~ ,::Hl
Ph raseba nk se ctions fo r further st ud y.
• Y:>u might want t o mak" th e " "' list to gether as a class .
You c ouJd write ~tudents· i.ctca s oo the bo ard .
Practically speaking
MPJ p la ya compared with a CD players
1 l 9 <>This lis teni ng shou ld h elp student.< to no tice ho w
Benefit• Drawbacks certain wt>rds a re ~1ressed and that we tend Lo add pauses
stores more songs morr: expensi ve in o rde r to make info rm at;on c a5>ier to 1\::;ren to .
smullu oosler ro lose
a!Jows users ro Jih are 1!11courages illegal copymg
S!u dent~ then '\\'Ot k in p oirs ro create two tnore Lab!cs. Alternarive
Ask the st udents to cl<>se th• ii books. E xplai n Lhal yo u wm
Possibf~ answers play the lis ten ing a nd they m usr w ri te t he flv c sentences
Files on PCs comp.1red with filing cabinets Lh ey hea r as a dicta tion. Be pre pa red In pt<~y the l i s teni ng
8enents Drawbacks a fe w tjmes. \ Vhen e~:ery onc has fh·c con cct sc otCJ)CCS.
;css space otten st i l 1\eed hard copies as k them to mark. the st re ss e d word.-; a nd the p<lu::;e s in
le~s p3oer f iles e<lsilv deleted bY <recirlent ea "h sente nce . You ma y need to m n<.le l the first sentence a s
les s t 1m~ need• d ~or I il iog comput er f•lcs ~an be easil y an exa m ple.
copied I stolen
easily o pd~tcd

2S

........,.-.,..........
.. . .
 Extension Answers (with reasons given from comments)
Play the listening again. Then drill the class to give 1 no improvement (takes a lfttle longer to team how to use)
students practice saying the sentences with the correct 2 small improvement (slightly easier to find)
stress and pausing. Alternatively students could work in 3 big improvement (definitely not as slow)
pairs, taking turns to say the sentences. Students won't 4 big improvement (they are far more positive)
necessarily be perfect, but the exercise will raise their 5 big improvement (it's a great deal better)
awareness of the importance of these pronunciation
features when presenting information. 3 Students can work in pairs. If they find this difficult you
can refer them to the language reference section in Practice
file 4 at this point.
2 Students match the sentences to the functions to check
their understanding. Answers
1 much noisier (not more)
Answers 2 not as dark as (not darker)
a 3 d 2 3 bigger (not biger)
b 5 e 4 4 much more convenient (not convenienter)
c 1 5 much worse (not much more wor.;e)
6 as good as (not as good than)
3 Students pick an object in the classroom or office (or even 7 than me (not that me)
from their pocket or bag) and instantly present it to their
partner. When checking the answers in 3, encourage students to
give grammatical explanations for their answers.

Alternative 4 You might need to refer students back to the sentences in 1

to help them categorize the intensifiers.
Set the task in 3 for homework. This will give students time
to personalize the task by choosing something relevant
Answers
to their job, e.g. a process or new system. It will also give
slightly (S), a great deal (B), nearly as . .. as (S), not
students more time to practise using the introductory
anything like as . .. as (B), a little (S), significantly (B), far
phrases.
more (B), much less (B), marginally (S), not nearly as ... as
(B), a lot (B)

Language at work )) If students need more practice, go to Practice file 4 on

1 As a lead-in, ask students how their company gets page 109 of the Student's Book.
feedback either from staff or from customers. Do they use 5 Student P.:s questions are given in the feedback form,
feedback forms? With pre-work students, ask where they but Student B is required to create sentences using the
often see feedback forms (e.g. in restaurants or hotels). adjective in brackets and an intensifier to indicate the level
Your students are probably reasonably familiar with the of improvement. If B has problems thinking of a response,
basic comparative adjective form, so the initial exercises suggest that they think of their local supermarket and how
should serve as revision and an opportunity to deal with good I bad the service is there. Students then change roles
any gaps in understanding. and repeat the exercise.

Answers 6 It might be helpful to give examples from your present and

1 longer 4 more positive previous job in order to illustrate the target language.
2 easier 5 better
3 slow
Alternative
2 Students need to think about the intensifiers in sentences If the context in 6 is not appropriate (for example, students
1- 5 to help them decide how large or small the haven't had a previous job or they are pre-work students),
improvements have been. the following contexts could replace the situation given:
• compare your current course or college with your last one
• compare your current flat I house with your last one
• compare your English now with the same time last year.
Note that students may have to use other adjectives for
these contexts.
 Feedback focus 3 Students can discuss this in pairs before feeding back to the
rest of the class.
Monitor and give feedback on correct I incorrect use of
comparative forms and of intensifiers.
Task ~
ro
1 Allow time for students to read about the commuting
Refer students to the Interactive Workbook Exercises and
Tests for revision. situation. <
(")
ro
2 Note that the Files give figures, but when students report V'l
back they should be trying to use some of the language Ro
presented in Language at work. So rather than saying, 36% V'l
ofstaffuse public transport compared to 59% last year ... , they '<
V'l
case study can say, significantly fewer members ofstaffnow use public
.-+
CD
transport .... 3V'l
Background
3 When students think of ways to improve the situation they
This Case study presents Nike's relocation and how this can use some of the ideas from the Nike situation and the
resulted in the introduction of a new system to encourage Discussion section.
employees to leave their cars at home. Many companies
are now considering the impact that commuting has on the 4 Students prepare a presentation of their proposals. When
environment, and this situation provides the context for the everyone has presented, the class can vote on the best
Task. Students then present information and ideas for a new plan. Feedback should focus on how effectively students
system, using the language presented in the unit. presented their ideas.
Allow a few minutes for students to read the text and be
prepared to answer any questions about vocabulary.
One-to-one
Follow the Case study as given, with the student playing
Discussion Student A and you taking the role of Student B in the Task.
1 Students can discuss the question in pairs before feeding
back to the rest of the class.
)) Unit 4 Progress test and Speaking test, pages 92-93.
Possible responses
1 As well as receiving financial incentives f0 r not driving
to work, employees also benefit by not having the stress
of driving to work. On the bus they can relax and read,
or they can get fit and healthy by cycling to work. As the
company also pays 72% of bus and rai l passes they save
money.
2 The company benefits py saving money on parking
facilities and by being seen as environmentally friendly.
3 The local community benefits by having fewer cars on the
mad, therefore having less congestion and pollution.

2 Students can brainstorm ideas in pairs or as a class.

Possible answers
Some more ways to reduce the number of cars even further
could be to:
• penalize car drivers (they have to pay to park)
• provide buses to pick workers up
• provide information about which employees live near each
other, so that drivers can pick each other up
• implement more ways for staff to work from home, so that
on some days they don 't need to travel in to work.
Unit content Starting point
By the end of this unit, students will be able to These discussion questions raise the point that everyone is a
• talk about customer service customer at work in some context. For example, a supplier will have
• ask for further information about a product or many different external customers, whilst a PA will have an internal
service customer - hls I her boss. Students work in pai rs and discuss the
• make, suggest, and change arrangements questions before feeding back to the rest of the class. If students
• start a conversation on the phone have problems thinking of answers for 2, ask them to imagine that
• use the present simple and continuous for they suddenly disappear from work for a week. W ho would be
talking about the future affected by their absence? This should provide them with a list of
• manage customer feedback. internal customers.

Possible answers
Context external customers: visitors to a shop, trade customers, online
customers.
The topic of Customers and customer service will
internal customers: contact in sales office in Hong Kong, boss,
mean different things to different people, depending
receptionist , warehouse manager.
on their background and culture. The influence of
customer care on business success can be enormous.
Word of mouth is a powerful tool and people are
much more likely to talk about bad customer service Pre-work learners
than good. Companies will often go to extraordinary
Ask students to think of their own school, college, or university. How
lengths to make sure the customer is satisfied.
do they feel as customers there?
Companies that don't show so much care towards
their customers may well suffer, regardless of how
good their product is. However, t he extent to which Extension
a company's customer care affects its sales can Write the following discussion questions on the board.
vary according to national or company cultures and • Do you feel that you are a customer where you work?
expectations. In some cultures the service you receive • Is it important to treat external and internal customers in the same
is a major factor in your opinion of the supplier or way?
producer, and may affect your decision to keep Students can discuss the questions in pairs before feeding back to
working with them. In other cultures, as long as the the rest of the class.
product or service does what it's meant to do, at the
right price, the quality of the customer care received
is not considered to be so important.
Working with words
The first part of this unit deals with the language
students will need to be effective when dealing with
customers. Students will also have the opportunity to Extra activity
discuss the issues outlined above throughout the unit.
As an extra activity before students start reading, write the followin&
The Case study offers students the opportunity to
numbers on the board.
think about ways of improving customer care and the
1983 2000 2004 2006 20,000 30,000
Task enables students to extend this discussion whilst
Read the text about Technogym aloud. Students Jjsten and make
practising the language presented in the unit.
notes on what the numbers refer to. They t hen open their books anc.
check if their notes are correct.

1 Allow a few minutes for students to read the information.

Watch out! You might need to pre-teach the followi ng:
rehabilitation = the process of returning to a normal Jjfe after having
been very ill or injured
Paralympics =Olympic games for disabled people.
 Answers Answers
Technogym produces fitness and biomedical rehabilitation 1 service(s) 5 expectation (s)
equipment. 2 satisfaction 6 requirement(s) U1
The customers mentioned are the fitness centres, private 3 supply 7 production
homes, and the Olympics. 4 care n
c
VI
.-+
2 Students complete the website homepage. 5 Students complete the text. Sometimes more than one 0
answer is possible. 3
ct>
Answers "'"t
VI
1 services 4 expectations Answers
2 satisfaction 5 requirements 1 expect 6 expectations I requirements
3 care 2 supply 7 services I care
3 services 8 service
Watch out! Students might ask why the website page uses 4 satisfied 9 cares
the plural forms of the words expectations and requirements. 5 expectations I requirements 10 products
Point out that we assume customers will have more than
one of each. 6 The context of the verbs on the website page should allow
students to complete 1- 6.

Dictionary skills Answers

1 require 4 ensure
If your students need help completing 2, encourage them to 2 assess 5 provide
find the words in their dictionaries. To develop their skills 3 monitors 6 tailor
with an English- English dictionary, ask everyone to look up
the word serve. Ask them how the dictionary indicates the
verb form and the noun form. They can also look for any )) If students need more practice, go to Practice file 5 on page
other forms of the word. 110 of the Student's Book.
Tip Refer students to the Tip about customer, client, and
Pronunciation consumer.
Following on from 2, draw students' attention to the
similarities and differences in word stress between the verb
7 Allow plenty of time for this. Students can then feed back to
the rest of the class.
and noun forms. Write the following words on the board
and say them.
serve, mvices, satisfy, satis.fsK.tion, expect, expectations,
require, requirements
Pre-work learners
Students underline the stressed syllable. They can check Ask students to think of somewhere where they regularly
their answers by finding the marked word stress in their buy goods and services. They then answer the questions in
dictionaries. 6 as they think this retailer would.

3 Allow a few minutes for students to read the sentences and 8 Allow plenty of time for students to prepare on their own
be prepared to clarify the meaning of treadmill. before asking them to present their product. If necessary,
set this task as homework. Students can then give their
Answers presentations in the next lesson.
1 3 4 5
2 2 5 4
3 1 Alternative
Students work in groups to present their products, rather
4 This table allows students to focus on the word families. than giving more formal individual presentations. Students
Students can complete the table alone before comparing then compare their products or services.
their answers with a partner.

@ Refer students to the Interactive Workbook Glossary for

further study.

29
 Watch out! Students may ask about the use of the in
Business communication skills a nswer 3, since days of the week don't normally need the.
1 201> As a lead-in, ask students to brainstorm all the facilities It is used here because it is a specific Wednesday
you might find in a h otel. For example: sauna, mini-bar, gym, (the one in the same week as the suggested Tuesday).
restaurant, movie-order channels, masseur, solarium, car park, Students might also have difficulty w ith the pronunciation
etc. Then ask the class which facilities they would expect to of the word suits in 4. If necessary, model and drill this a
find and which would be a nice surprise. couple of times.
Students listen and complete the notes. They don't need to
write the questions in full.
6 Go through the flow chart as a class a nd elicit the phrases
students might use at each stage of the conversation .
Answers Students work in pairs . As in the previous role-play,
1 Type of hotels 3 Number of hotels students can work b ack-to-hack. Students can then change
2 Age of current facilities 4 Budget
roles and repeat the dialogue.
Watch out! Make sure that students write down any
2 201> Before listening again, you could ask students to dates and times so that they can refer to them when they
predict the missing words. want to change their arrangements in 9.

Answers
1 find out about 4 deal with Feedback focus
2 tell me 5 possible for
Focus on the structure of the calls and the correct use of
3 interested in
the phrases for making and changing arrangements.

3 Allow time for Student B to prepare ph rases for getting

Extension
information a nd Student A to prepare questions about the
type and number of hotels, the age of the facilities, and the Ask students to talk about appointments they often have
budge t. Refer them back to the phrases for starting and and reasons they have to make arrangements. You could
ending calls on page 15 if necessary. Students can sit back- have further role-plays similar to those in 6, but this time
to-hack, or if they have mobile phones they can call each using the students' own real-life contexts as the basis for
other. They then change roles. the call.

Tip Refer students to the Tip about make.

Feedback focus
Focus on correct question forms and phrases for getting 7 221> Students should notice that Serg io and Elena make
information. Note that the target phrases include a number general conversation at the beginning of the call. This
of prepositions (find out about, interested in. deal with, aspect of telephone calls is expanded in Practically
possible .fmj and students might make mistakes with speaking.
these. As you monitor, listen and write down both correct
Answers
phrases and phrases with errors. Afterwards, write them
1 to change the time of t heir appointment
on the board and ask the students to identify the correct
2 work in general and the weather
expressions and to correct the mistakes in others.
3 Wednesday
4 the appointment (to Thursday)
4 211> Students listen and answer the questions.
)) If students need more practice, go to Practice file 5 on
Answers page 110 of the Student's Book. Students might need to
1 a meeting refer to the Key expressions.
2 the start of Sergio's trip
3 Elena and Sergio's meeting 8 Point out to students that the phrasal verbs bring forward
and move back are both separable. This means the object
can go between the verb and the participle, as well as after
5 211> Before listening again, you could ask students to it. Write the following on the board if necessary.
predict the missing words.
bring forward the meeting./
bring the meeting forward ./
Answers
move back the visit./
1 arrange 3 'd prefer
move the visit back ./
2 How 4 suits
 Answers Language at work c:
::s
26th: Meeting at 9.30 a.m. 1 241> Before listening, you could ask students to predict the ;::;-
28th : Tour at 3 p.m. answers. U1
('"')
9 Students repeat their role-plays from 6. Again, go through Answers c:
the flow chart and ask students to suggest possible Vl
1 're coming 3 'm calling ...-+
expressions beforehand. Refer students to the Key 2 comment 4 begins 0
expressions list to help them. 3
ro
"'"I
2 This exercise encourages students to focus on the future Vl
use of the present simple and continuous.
Feedback focus
Focus on how effective the telephone calls are. Ask Answers
students to think about any problems they had and discuss 1 and 4
possible causes of those problems.
3 Students should now think about the differences between
these two sentences.
JJ Refer students to the Interactive Workbook Email and
Phrasebank sections for further study. Answers
a 1 b 4
Practically speaking
4 Students complete the sentences.
1 As a lead-in, you could ask students whether they usually
make small talk on the telephone. Note that in some Answers
cultures people do not use much small talk on the phone, 1 continuous 2 simple
whilst in other cultures it is considered very important for
relationship-building with a client or colleague.
)) If students need more practice, go to Practice file 5 on page
23 1> Students match the phrases and responses and then 111 of the Student's Book.
listen to check their answers.
5 Students complete the email. They can then compare their
answers in pairs.
Answers
1 e 4 b
Answers
2 c 5 d
1 'm writing 3 arrives
3 a
2 are meeting 4 is coming

2 Before starting the role-plays, students might find it helpful 6 Students work in pairs and think of sentences using the
to think of a realistic context for the phone call. Brainstorm
verb +noun combinations. You might need to give them
a few ideas for why they might need to call a colleague or
one or two example sentences to start them off.
client. Students can choose one of these contexts and then
begin the role-play. using small talk phrases. Tip Refer students to the Tip about action and state verbs.

Extension Feedback focus

Ask students how they would answer questions 3 and 4 In this exercise students should be using the grammar
in 1 at the moment. Then discuss when they have busy they have just learnt as spontaneously as possible. Note
periods at work. Then look at different ways to describe the down any mistakes you hear and write them on the board
weather, e.g. rainy, sunny, cloudy, warm, etc. afterwards. Ask students to correct the mistakes. If you
feel it will help, ask students to change partners and do the
exercise again.

@ Refer students to the Interactive Workbook Exercises and

Tests for revision.
 Task
Case study 1 Students work in pairs. Allow time for students to read
their Files before they role-play the call.
Background 2 Students now brainstorm ideas at the arranged meeting.
This Case study presents a situation where poor customer They should make a note of their ideas.
service in a hotel resulted in negative online reviews. The 3 Pairs present their ideas to the class. Feedback should
topic allows students to consider how this kind of feedback focus on how effectively the students communicated. They
can affect businesses and encourages them to think of should have practised asking for information and making
how companies should deal with these situations. The arrangements. You could also focus on how realistic all
Task enables them to discuss these issues and practise the their ideas were.
language presented in the unit.
As a lead-in, brainstorm what makes a good hotel.
Students might have some interesting stories about their One-to-one
own experiences of customer service in hotels. Then Follow the Case study as given, with the student playing
allow students a few minutes to read the brochure and the Student A and you taking the role of Student B in the Task
customer feedback. section.

Discuss ion
)) Unit 5 Progress test and Speaking test, pages 94-95.
1 Students can discuss these questions in pairs.

Possible answers
Customers would expect a peaceful location, excellent
food, and personalized service. The reviews suggest that
customers don't receive expected levels of service and food
quality.

2 Students can discuss this in pairs, before feeding back to

the rest of the class.

Possible answers
Most students will probably agree that it is important to act
on customer feedback and to see it in a filOSitive way since
it can help a business to improve. Many businesses are
very customer-driven and rely on feedback to help them to
be customer-focused. For hotels, negative online feedback
can now really affect business, since many potential guests
tend to search for online reviews. However, it is also worth
noting that the negative feedback for Limewooe Spa may
be isolated cases. In this case the hotel might need to look
into the issues before reacting too quickly to a couple of
negative comments.

3 This question can be discussed in pairs or as a class.

Possible answers
Both pieces of feedback suggest that staff at Limewood
Spa need training in customer service, as both criticize
employees. The food at the restaurant also receives poor
feedback.
Unit content Starting point
By the end of this unit, students will be able to When organizing the students for this opening discussion try to
• t alk about business travel make sure that each group includes people who regularly travel for
• explain reasons for a visit business or who have experience of welcoming visitors to their place
• welcome visitors to t heir place of work both of work. If a group doesn't feel they can answer every question,
formally and less formally encourage them to move on to the next.
• make and respond to offers
• use modals and other verbs for obligation and
necessity for talking about work regulations. Pre-work learners
Write the following on the board.
• List the reasons why someone might visit a company.
Context • Thinks ofways in which you might entertain them in the evening.
The topic of Guests & visitors is sti ll important within
• What are the pros and cons of travel (for business or leisure)? What can
the business world. Despite increased communication
go wrong?
via electronic means (e.g. video conferencing), more
• Tell your partner about your travel experiences.
Students work through the list i n pairs before feeding back to the r est
people are taking flights than ever before. A huge
of the class.
proportion of a business person's working life can
now be taken up with travel. Typical reasons for travel
would include attending a conference or an exhibition,
visiting a client, or perhaps visiting a division of a Working with words
company in another country.
Students need language to enable them to function
effectively on business trips. They also need to be Extra activity
able to talk about travel with colleagues. Whether Ask students to close their books. Then read out the following
travelling or hosting a visit, students need social percentages and ask students to write them down.
language so that they can meet and greet. They 87% 78% 66% 62% 51% 8% 58% 55% 46%
will also need to be aware of appropriate levels of 32% 30%
formality. Part of a visit may also include a tou r of a Students then open their books and scan the text to find out what
company's technical areas or factories, in which case each percentage refers to.
students will need to understand rules and obligations
for their safety and security.
In this unit, students will focus on the language Watch out! Students familiar with American English will be used to
needed in the social situations that arise on business the word traveller being spelt w ith one /, i.e. traveler.
trips. The unit also deals with the language needed
1 Students read the text and answer the questions. They can then
for describing rules and regulations. In addition, there
discuss their answers w ith a partner.
are opportunities to discuss the impact of frequent
travel on business people and the importance
Answers
of intercultural awareness when hosting visits or 1 Overall, business t ravellers seem to be more positive than negative
travelling to other countries. about business travel, with 78% saying they enjoy it , although many
- -- ~ -....::: -: ;::.-- --= =--- - - __ _"'j business travellers also point out the obvious drawbacks of being
away from home (55% say it affects their personal life).
2 Answers will vary.

Watch out! The text refers to 'virtual' meetings. Check students

under stand that these are video conferen ces, in other words,
participants talking to each other through cameras and video
screens. Also be prepared to explain the following word in the text:
=
appreciate to recognize the benefits or importance of something.

2 25, 261> Students might need to listen to the interviews twice in

order to make notes in the table. Note that they might not understand
certain words in the listening. These will be dealt with in the
exercises which follow.
 • verbs which can only be followed by an object - meet up
Answers
with someone
Traveller 1 Traveller 2 • verbs which can only be split by the object- show
someone around
Reason for research trip (to find a trade exhibition
• verbs which can be split or followed by an object -
visit somewhere for a
pick someone up, pick up someone, drop someone off, drop
conference)
offsomeone.
Where they The Patio Hotel Hotel Dona Maria
are staying
Dictionary skills
Plans - find out about - meet colleagues It will be helpful to refer students to good dictionaries
(professional/ venues and - look round the during these exercises so that they can use the information
personal) entertainment old town provided on multi-word verbs and word order.
- excursion to - have a meal
Cordoba
- try some local Tip Refer students to the Tip about travel, trip, and journey.
specialities
- do some shopping I )) If students need more practice, go to Practice file 6 on
buy souvenirs page 112 of the Student's Book.
6 Students work in pairs. Allow about ten minutes for pairs
3 251> You could ask stronger students to match the words to decide on their plan for the two visitors. One student
should be in charge of taking notes on the final plan. Note
and definitions before listening.
that there is no correct answer. At the end each pair can
Answers present their plan to the class or compare it with another
1 sightseeing 6 specjglity pair.
2 .QQ!lference 7 nightlife
3 venue 8 exhi.Qltion
4 faglities 9 excursion Feedback focus
5 hospitality 10 entertainment Focus on the correct use and pronunciation of the nouns
and verbs taught in this section. Note in particular the
accurate use of any multi-word verbs.

Pronunciation Extra activity

Afterwards, students can mark the word stress (marked on Either in class or for homework, students could write an
the answers above) on each word. email to one (or both) of the two visitors in which they
confirm arrangements for their visit.
4 You could add a competitive element by allowing students
to score points for correct guesses. @ Refer students to the Interactive Workbook Glossary for
5 261> Before listening you could ask students to guess further study.
which words in A match with words in B. They then match
the phrases to the pictures to confirm the meaning.
Business communication skills
Answers 1 Discuss these lead-in questions as a class.
a meet up with e drop (someone) off
b check in f show (someone) around
c freshen up g eat out Pre-work Learners
d pick (someone) up h look around
Ask students to work in small groups and imagine that
someone is coming to visit their place of study (school or
Watch out! These phrases are multi-word verbs. Students college). What would they show the visitor? What wouldn't
may ask about the use of the object in these verbs. They they show?
fall into the following four categories:
• verbs which do not need an object- check in,freshen up,
eat out, go out, look around
2 271> Students listen and complete the agenda. They then 5 Students work in pairs and use the flow chart to role-play
compare it with a partner. a dialogue similar to the one in the listening. With weaker
classes you might need to talk through each part of the flow
Answers chart and elicit the type of phrases to be used.
Morning: tour of facility with Aruna Singh.
Lunchtime: meet Jacinta and Dilip Patel for lunch. 6 After the first conversation, students can change roles and
Afternoon: meet the team. repeat the dialogue so that they both have a chance to be
the visitor and host.
3 271> Before listening again, you could ask students to 7 281> Students now listen to a slightly more formal way of
predict the missing words. welcoming groups of guests.

Answers Answers
1 Welcome to 7 run through 1 head of public relations
2 finally meet you 8 thought you could 2 a guided tour in the morning and then a chance to meet
3 your journey 9 we'll catch up again the engineers over lunch
4 any trouble 10 you'll get a chance 3 stay with Aruna at all times for their safety
5 let me take 11 Make sure
6 get you 12 don't worry about 8 281> Note that students are not completing expressions
here, but are listening for more formal (and much longer)
Watch out! In the Working with words section students equivalents. You may need to play the listening twice to
met a number of new multi-word verbs and this exercise help students write down all the words they hear.
introduces two more:
run through = to talk through (an agenda I schedule) Answers
catch up =meet I find out what has happened since the last 1 On behalf of ... it gives me great pleasure to welcome you
meeting. to ...
2 You will have the opportunity to ...
3 Can I remind you that ...
Extra activity 4 Please be sure to ...
Before 4, ask students to study the expressions in sentences
1-8 and to think of their own possible responses as the )) If students need more practice, go to Practice file 6 on page
guest to each one. 112 of the Student's Book. Students might need to refer to
the Key expressions.

4 Students match the responses. 9 Students use the phrases they wrote down in 8 to make
a short, but formal welcome speech. Once the group has
Answers prepared their speech, each student should practise saying
a 2 e 6 it to the rest of their group.
b 1 f 5
c 718 g 4
d 7/8 h 3 Feedback focus
Focus on the levels of formality in the language used
in 8 and 9. As part of your feedback, write down any
expressions you hear which are inappropriate in terms
Extra activity of formality, and any good expressions. Afterwards, read
271> Play the listening again and ask students to listen and the expressions out and ask the class to tell you if each
write down Marvin's responses to phrases 1-6 (they are not expression is an example of formal or less formal language
exactly the same as in 4 ). and whether it needs any improvement. Make sure that
Answers students understand when to use more I less formal
1 Thank you. It's nice to be here. language (e.g. more formal when speaking in public).
2 Likewise.
3 It was fine, there was quite a lot oftraffic.
4 No, not at all, your directions were excellent.
5 That's OK, !'ll hang on to it ifyou don't mind.
6 A coffee sounds nice.
 Tip Refer students to the Tip about catch up. work in the clean rooms have to wear bunny suits so that any
particles from their bodies cannot come into contact with the
@ Refer students to the Interactive Workbook Email and chips.
Phrasebank sections for further study.
1 301> Students listen and answ~r the questions.

Practically speaking Answers

I it is where they assemble the units
1 Discuss the four phrases as a class and decide how formal
2 dust
each one is.
3 a clothing must be made from synthetic materials (no
wool or cotton because natural fibres produce particles)
Suggested answers
b no jewellery
Would you like a drink? is clearly the most formal and polite.
Do you want a drink? sounds quite informal and could almost
be considered impolite in certain contexts. 2 30 I> Students categorize items from the listening.
Do you fancy a drink? is also less formal but would be
acceptable in many contexts. Answers
Can I get you a drink? is fairly neutral and can be used necessary
safely in most situations. room is dust-free, spectal overalls (bunny suits), clothes
made ot synthetic materials, helmet and air filter mask,
strict procedure for putting on bunny suits
Watch out! You may have to explain the use of fancy in
not necessary
3. Note in this context that it simply means the same as
getting undressed
Would you like ... ?
against the rules
2 291> Students complete the responses and then listen to clothes made ot natural fibres, wearing jewellery or watches
check their answers.
3 Students categorize the sentences.
Answers
1 fine 4 sounds Answers
2 would 5 love 1 e 4 h
3 please 6 time 2 a, g 5 b
3 c, d 6 f
3 When setting this activity up, refer students back to the
discussion of formality in l. Point out, for example, that Tip Refer students to the Tip about supposed to. Draw
Would you like a ... ? is the most likely expression to be used attention to sentence f It is not as strong as the prohibition
with a guest you don't know. If you have time, students can in sentence e because it is 'softened'.
carry out all four role-plays, taking turns to be each of the
four people. )) If students need more practice, go to Practice file 6 on
page 113 of the Student's Book.

4 Students work in pairs and prepare sentences to describe

Feedback focus obligation and necessity where they work.
As the role-plays are quite short, give immediate feedback
after each one. Make sure students are using appropriate
expressions for offering, according to their role. Pre-work learners
Ask students to complete the sentences about any of the
following:
Language at work • their place of study
• their home (and perhaps their parents' rules)
Watch out! The context for this next section is a clean
• rules for their country (e.g. in my country we have to drive
room. Although it isn't crucial to students' understanding
on the right .. . ).
of the language, they wilJ probably be interested in the
following background information.
Clean rooms are used by companies that produce microchips. 5 Students might be able to base some of their rules on a
The rooms are kept incredibly clean and large air filtration real place of work, but they will also need to create some
systems change the air about ten times a minute. This reduces information. One way to help students prepare is to ask
the risk ofparticles in the air damaging the chips. Staff who
pairs to draw up a list of imaginary rules for each item.
 Students can then change partners and use their list to
being defined. There is clearly a language problem - this is
complete the role-play.
probably due to different accents and maybe some differences
in their 'Englishes'. It is possible that the Indians have a more 0'\
relaxed attitude to time and deadlines, whereas the Swedes
Feedback focus are not being direct enough in their use of language. C>
c::
While monitoring, check that students are using the verb Cl)
Vl
forms correctly. Typical confusion may occur with mustn't 2 Again, discuss this question as a class. r-t
Vl
and don't have to.
Ro
Possible answer
AKA could provide intercultural training to both sides. This
<
Vl
@ Refer students to the Interactive Workbook Exercises and
wou ld raise awareness of the cultural differences between the r-t
Tests for revision.
two nationalities and would encourage the people involved ...,
0
Vl
to see situations from the other culture's perspective. This
should lead to a better working relationship.

Case study 3 Students can discuss this question in pairs. Answers will
vary.
Background
Possible answers
The topic of this Case study is an intercultural problem
• find out as much as possible about the country's culture
and the reading text presents a real and highly sensitive
• attend intercultural training courses
situation in which the northern European temperament
• learn the local language
of the Swedish is contrasted with that of people in India.
• speak to other people who have relocated to that country
Potentially, such a topic is open to stereotyping and wide
and find out about their experiences
generalizations. However, the context is authentic and so
will offer students the chance to comment on the issue and
perhaps give examples of cross-cultural difficulties they 4 If your students all work for the same company I come
have experienced. One way to lead into this area is to ask from the same country, you can discuss this as a class. If
students how they think other nationalities view them. the students are from different companies I countries, they
For example, the British are often described as cold and can discuss in pairs before feeding back to the rest of the
reserved. By asking students to begin by reflecting on how class.
others see them generally makes it easier to comment on
such issues. The context for the Task is a similar situation Task
and encourages students to find solutions to such problems.
1 Students work in pairs. Allow time for them to read the
Allow a few minutes for students to read the text and be
Files and make a list of the issues.
prepared to answer any questions about vocabulary.
2 Students discuss their list of issues in pairs.
Discussion 3 Students now need to discuss the listed suggestions,
before presenting their chosen solution to another g roup.
1 Students could list the problems in pairs and then discuss
Feedback should focus on effective communication of
the first question as a class.
information and clear presentations of a proposed solution.
Possible answers
Problems
• project is behind schedule
One-to-one
• relationships between managers and teams is getting worse Follow the Case study as given. When you get to the Task
• meetings are long and outcomes are unclear the student can play the role of Student A and you can take
• communication problems the role of Student B.
• different attitudes
Reasons )) Unit 6 Progress test and Speaking test, pages 96-97.
From the reading we should understand that there isn't a
problem with t he standard of work, so the issues must be due
to cultural differences. For example, one side is taking longer
to arrive at final decisions and the end conclusions are not
Unit content Starting point
By the end of this unit, students will be able to Students can discuss the questions in pairs or as a class.
• talk about security measures and s.ecurity
breaches in the workplace
• explain and ask about changes Extension
• introduce and respond to news by creating and Write the following discussion questions on the board.
showing interest • Do you think all the security measures at work are necessary?
• use the present perfect simple, present perfect • Would you introduce any more measures?
continuous, and connectors for talking about Students can discuss in pairs before feeding back to the rest of the
change and consequences. class.

Context
Working with words
Security has become one of the most talked about
issues in business. It concerns companies at all
levels. Visitors who arrive at reception will need an Alternative
identity badge. Computer networks need to constantly
As an alternative to 1, ask students to work in pairs. Student A works
update software to protect company secrets from
with the first text and Student B with the second text. Ask students
hackers or to guard against computer viruses.
to write three questions about their text. They can then swap their
Furthermore, security services themselves have
questions with a partner, who checks them and finds the answers.
become hugely profitable businesses.
All your students (in-work or pre-work) will have
experience of dealing with security in one form or 1 Give students a time limit (one to two minutes) to find the answers to
another. In-work learners will be familiar with the the questions.
need to follow security or safety requirements when
Watch out! You might need to pre-teach the following:
visiting a company. They may have even attended
meetings to discuss the need for improved security.
breach =
an action that breaks a rule or agreement.

'Change' is another key theme in this unit and is a

Answers
concept that is relevant to all modern businesses.
1 In the f irst read ing the securit y breach was theft of information from
Faster technology means that change is constant
databases as a result of unauthorized access. In the second, the
and usually at high speed. Change also needs to be
employee stole in full view of security cameras.
managed so that everyone knows what is happening
2 Personal information was stolen in the first ease; DVDs and COs
and how best to adjust to it. The language for
were stolen in the second case.
understanding and explaining change is presented
3 A credit agency and its customers in the first case; the company
in t he unit. Stud en~ will also have the opportunity
where the thief was employed in the second case.
to discuss a variety of issues relating to security,
including the problem of data theft, which is the
Tip Refer students to the Tip about safety and security.
focus of the Case study.
2 Allow a few minutes for students to find the words.

Answers
Security measures Security breaches
password unauthorized access
security pass identify theft
security cameras stealing
security staff entering a system without passwords
monitor

3 Students discuss these questions in pairs and then summarize their

discussion for the whole class.
 Pre-work learners 7 Students need to think back to the discussions in the
Starting point and give reasons for the security measures.
Students discuss the same three questions, but about their
place of study. For example:
Has there ever been a security breach at your place ofstudy? Feedback focus
Focus on the correct use of word combinations from 4 .
4 Students look for the verbs to complete the combinations.
Extra activity
Answers Ask students to think of a building they know well. It could
1 safeguard be one of the following: a building at work, a school I
2 deter college building, the local train station. Students work in
3 monitor pairs and imagine that they own a security consultancy
firm and have been asked to provide security measures for
Explain to students that many other verbs are followed by the building. Pairs make lists of measures and reasons for
particular prepositions and that it is useful to record this needing them. At the end, they report back to the rest of
information when learning a new verb. the class.

Extra activity @ Refer students to the Interactive Workbook Glossary for

Ask students to look back at the two texts and find further further study.
verb + preposition combinations. The texts include the
following:
notified of, gained (access) to, arrest (someone) for, stealing
Business communication skills
from, open up. 1 You might need to discuss the advantages and
disadvantages for the first security measure as a class. You
could write the following table on the board.
)) If students need more practice, go to P ractice file 7 on page
114 of the St u dent's Book. Swipe card
(+) (-)
5 Students complete the sentences.
can contain lots ofinformation easily stolen or lost
Answers easy to carry eventually needs replacing
1 insure ... against can be updated if the system breaks
2 prevent ... from I stop ... from down it will cause a
does not require people
3 check ... for I scan ... for lot ofproblems
4 prevent ... from I stop ... from I deter ...from
Students can then work in pairs and think of advantages
5 safeguard against I protect against
6 check ... for I monitor ... for I scan ... for and disadvantages for the other three measures. Then ask
pairs for their ideas and write them on the board.

6 Allow students time to think of their definitions and make Some possible answers
sure they are using the verb + preposition combinations in 4 . 10 card
+ easy to make, easy to check by photo
Possible answers
- can be forged, easy to lose, must be checked by people
protects against worms and hackers (anti-virus software)
PIN number
deters burglars from breaking in (CCTV)
+ very secure, can be changed quickly, can be combined
stops someone from logging in to private data (password)
with swipe card for extra security
insures against unauthorized ent ry (security pass)
- easy to forget, someone might steal it by watching
scans fo r illegal objects (X-ray machine)
Key
safeguards against thieves (burglar alarm)
+ cheap, small
prevents someone from opening a lock (lock and key)
- easy to lose, steal, or copy

Students could then think of their own security measures

and describe what they are for so that their partner can
guess. Other measures might include: body searches,
checking DNA, taking fingerprints, checking passports, walls and
fences, turnstiles, alarms, or guard dogs.
 2 311> Students listen and answer the questions. Student A notes
Current situation
Answers - problems with underground car park
1 current system is identity badges, new system is swipe - employee's bag stolen
cards Changes
2 the advantage is that every person's ID can be checked, - install CCTV in car park and corridors by the end of the
the disadvantage is that staff will have to swipe every month
time they go through a door - these are connected to screens in reception
Student B notes
Current situation
Extra activity - problems with virus on the network
- hacker tried to read employee information
Write the following statements on the board. Students
Changes
listen and decide if they are true (T) or false (F) (answers
- install new software to scan computers
given in brackets).
- start new system of passwords
1 People have breached security to get into the building. (T)
- new password every month from department manager
2 Staff have lost personal items. (F)
3 The electronic boxes will be installed at the end of the month.
(F) Students then work in pairs and take turns to present
4 Security staff are being lazy and aren't doing their job and justify their changes. Refer students to the Key
properly. (F) expressions list to help them. Encourage Student B to ask for
5 You don't need a PIN number with the cards. (T) clarification and explanation. They must be satisfied that
A's reasons for change are good enough.

3 311> Students match and then listen to check their

answers. One-to-one
For exercise 5, you can follow the same procedure,
Answers with you and the student taking turns to be A or B.
1 f 7 Alternatively, ask the student to complete notes on both
2 h 8 c emails and imagine that both sets of changes are taking
3 e 9 place in the same company.
4 d 10 a
5 b 11 i
6 g 12 k 6 Allow plenty of time for students to think and make
notes about a change at work. When students present the
changes to a partner or group make sure they use language
4 When students have categorized the phrases, they can
from the Key expressions list.
check their answers by referring to the Key expressions list.

Answers
a 1, 2,6 Pre-work learners
b 3, 4, 12 Students can present a change at their school or college, or
c 8 , 10, 11 create an imaginary new system of security for their place
d 5, 7,9 of study. Alternatively, they could think of a system in their
country that has changed (e.g. airport security).
)) If students need more practice, go to Practice file 7 on
page 114 of the Student's Book. Students might need to Feedback focus
refer to the Key expressions. Focus on correct use of expressions, but also be prepared
to help with language to describe security measures and
5 Students begin by working alone. Allow students time to
descriptions of procedures. Note that some students may try
make notes from their Files. Advise them to make notes
to use the passive form. This is dealt with in detail in Unit 14
under two headings -Current situation and Changes. You
so you might not want to correct this too much at this stage.
could put Student As together and Student Bs together to
help them prepare for the speaking activity. Their notes
should include the following information. )) Refer students to the Interactive Workbook Email and
Phrasebank sections for further study.
 Practically speaking Answers c:
:::s
1 Students categorize the phrases. Point out to students
1 've been working 3 met -·
,....
that these phrases not only help to create interest in what
2 've completed 4 've understood ......
you are saying, but they also encourage active listening
resulting in more fulfilling conversations. Watch out! Draw student's attention to question 4.
Understood is a state verb, (such as like and be) and so
2 32 t> Students listen to the phrases in context and check usually appears in the simple form, regardless of the
their ideas. situation.

Answers 4 This is primarily a speaking activity. However, if you

1 s 5 c feel students are stil1 having difficulty with the forms,
2 s 6 s they could begin by writing out the questions. Make
3 c 7 s sure students use either the present perfect simple or the
4 c 8 s present perfect continuous.
5 Students read the sentences and answer the questions.
3 This simple, but fun activity allows students to try out the They can then compare their answers with a partner. These
expressions. Allow a few minutes for students to think of sentences include connectors, which are used for explaining
true and false news. You could demonstrate the activity by reasons for actions. The connectors are especially useful
telling the class about some of your news and letting them for explaining change.
guess if it's true or not.
Answers
1 result
Language at work
2 reason
1 As a lead-in, you could begin by brainstorming the 3 reason
structure of these tenses with the class and writing them on 4 reason
the board. Alternatively you could write sentences 5 and 6
from the previous Practically speaking section on the board 6 These connectors have the same function as some of the
and draw attention to the form as fo11ows. connectors in the sentences in 5.
to have + past participle
I've just heard about something really interesting. Answers
I've never heard that before. 1 Consequently = so I therefore I as a result
If students seem unfamiliar with the forms you might want 2 In order that= so that
to refer them to Practice file 7 on page 115 of the Student's 3 because of = due to
Book and ask them to complete the exercises there before 4 in order to = to
continuing.
)) If students need more practice, go to Practice file 7 on page
Answers 115 of the Student's Book.
1 a 2 b
7 Students use the words given to help form sentences with
the present perfect simple or present perfect continuous.
2 Even though students might be less comfor table with the They should also try to add a connector to explain the
present perfect continuous at this level, recognizing the reason for what has happened I been happening.
form shouldn't create too much difficulty.

Answers
Pre-work learners
present perfect simple : b
present perfect continuous: a Students can make sentences about what has been
happening in their life in general. You could give a personal
example to help start this off. For example:
) ) If students need more practice, go to Practice file 7 on page I've recently been leaving home early to get to work, because
115 of the Student's Book.
of the traffic.
3 If students find it hard to decide, refer them to the language
reference section in Practice file 7.
 Feedback focus Possible answers
This speaking task is fairly challenging, so allow a few Advantages Disadvantages
minutes for students to experiment before correcting 1 you coul d know about all very time consuming
sentences. the staff
2 limits information leaving we need employees to be
the building able to work from home
@ Refer students to the Interactive Workbook Exercises
and Tests for revision. 3 this wou ld mean there are it might be inconvenient
fewer staff to check (in 1) to limit the numbers
4 limits information leaving USB devices are more
the builcling convenient than using
laptops
Case study 5 rnakes suFe everyone is time consuming
aware of the situation and
Background requ irements
This Case study presents a real example of a security 6 woul d improve morale expensive and suggests
breach. Students are encouraged to consider the effects and stability you can't trust employees
of this incident on both the customers and the company 7 the information is impractical, inconvenient,
involved. They also have to think about how future centralized and controlled and still means data can
security breaches could be avoided. The concept of be accessed externally
preventing security problems provides the context for the 8 will stop anyone without people always forget
Task, where students have to discuss a company's security
the password passwords
options and then use the language from the unit to present
their ideas.
3 Groups get together and present their ideas. In order to
Allow time for students to read the text and be prepared to agree on a final action plan, students will need to refer
answer any questions about vocabulary. back to their ideas in 2 . Feedback should focus on the
effectiveness of the discussion and the use of expressions
Discussion when presenting ideas for making a change.
1-3 Students discuss the questions in pairs. Encourage
them to make notes on their discussion so that they can
report back to the rest of the class. One-to-one
Follow the Case study as given and then discuss the options
Possible answers together. The student could then prepare and give a
1 The bad publicity for the security firm may mean that presentation of the ideas.
customers lose confidence in it and take thei r business
elsewhere.
2 The company could write a letter to all of its customers )) Unit 7 Progress test and Speaking test, pages 98-99.
and assure them of the security measures being used and
any changes that are being made.
3 The company could
-change its passwords more regularly
- issue passwords to· fewer people.

Task
1 Students work in groups of three or four. Allow plenty of
time for students to read and understand the listed options.
2 Suggest that one student takes notes on the discussion by
writing the advantages and disadvantages for each option
as shown in the following box. Then ask students to choose
their three most important options.
Unit content Starting point
By the end of this unit, students will be able to Allow time for students to match the partnerships. They can then
• talk about teamwork compare their answers with a partner and discuss 2 and 3 together.
• present and discuss plans Question 4 can then be discussed as a class.
• give encouragement
• use will, going to, and modals for talking about Answers
goals. John Lennon and Paul McCartney
They were the songwriting partnership in The Beatles and worked in the
music industry. Although they always signed their songs as Lennon and
Context McCartney, they reportedly wrote many of the later songs separately
and took input from each other. They inspired each other through the
The topic of Working together, either in a team or in
competitive nature of their partnership.
a partnership, is relevant to most business people
today. In many cases, teams are made up of people of Domenico Dolce and Stefano Gabbana
different nationalities, with English being the common Dolce and Gabbana is a famous Italian brand in the fashion industry
language. These teams may involve people from the which was set up by two young designers.
same international company, or they could involve Philips and Douwe Egberts
freelance staff and external consultants. Phillips makes electronic household goods and Douwe Egbert s
In recent years, businesses have focused on how produces coffee. The two companies have collaborated to produce
to create effective teams and partnerships. The coffee machines which use easy-to-use coffee capsules.
aim is to bring individuals together whose personal Credit Lyonnais and Tour de France
skills and knowledge can help the team to achieve Credit Lyonnais is a French bank which has sponsored the Tour de
a common goal. Companies might ask employees to France cycling race for a number of years. The famous yellow jersey
attend training courses or complete questionnaires worn by Tour de France champions also shows the name Credit
in order to develop t heir teamwork skills or identify Lyonnais.
who will work best together. Effective teamwork not
only results in better company performance, but also
improves employee morale and makes the individual
feel valued.
Working with words
It's important to remember that teams may encounter 1 Discuss this question as a class. Students' r esponses may vary, but
problems. If the team contains a number of strong the key poin t to make is t hat each person needs to be able to work
personalities, there may be conflict. International well in a team.
teams can also encounter difficulties if members 2 Again, discuss this as a class. Note that responses will depend on job
have different perspect ives on teamwork. Some t ypes and roles within a company. Extend the discussi on by asking
cultures value the success of individuals, whilst students if they think time spent working with others and in meetings
other cultures consider collaborative work to be more is useful.
important, and these differing attitudes could lead
to misunderstandings. In reaction to these potential
problems, the focus for team managers has shifted Pre-work learners
from being t he expert, to being the person who
Ask your students to think about when they have been involved in
'manages' different talents and temperaments, and
a team, e.g. a sports team at school or a group project at college. As
makes sure that the team works as one.
a result of t his experience what do they think makes a successful
This unit presents the language students need in team?
order to build effective teams and to participate
effectively in team meetings. There are also many
opportunities for students to describe their own 3 This quiz is typical of the type of tests which assess your ability to
experiences of teamwork. work in a team. Students can compare their answers and discuss
whether they would be good team pl ayers.

Watch out! You might need to pre-teach the following:

rivals= people (or companies I teams) who often compete
to get on with someone = to like someone and have a good relationship
with them.
 Encourage students to interpret responses to the )) If students need more practice, go to Practice file 8 on
statements and decide what response would show page 116 of the Student's Book.
that someone would work well in a team and what
Tip Refer students to the Tip about rather.
response might show that someone would work better
independently. There are no right or wrong answers, but it 7 Ask students to list their own strengths and weaknesses
will prepare students for the next listening exercise. in order to help them decide who they will need to join the
team. Emphasize that the team needs to involve a good
4 33 t> Students listen and complete the questionnaire for the balance of people who have complementary skills. Each
candidate.
pair should then present their choices to the class with a
short explanation for their choices.
Answers
1 Disagree 4 Agree
2 Agree 5 Agree
3 Agree 6 Agree
Feedback focus
Focus on correct use and pronunciation of the phrases in 5.
5 33 t> Students match the words to make various
collocations before listening to check. Alternative
If your students are not involved in projects, or you would
Answers like to offer them alternatives, write the following project
take responsibility common ground descriptions on the board:
team player form alliances • producing a company newsletter to be published four times
work closely joint venture a year
join forces mutual benefit • analysing how your department could reduce its costs and
complementary skills shared goals producing an action plan
• investigating and planning an open day at your company,
when p eople living locally can visit and look round.
Students can work in pairs and choose a project. They then
Pronunciation follow the procedure in 7. If you have extra time, students
The following words may cause difficulty, so read them could create teams for each project.
aloud and ask students to mark the word stress. You can
then quickly drill them.
responsillility, complementary, alflances, flg_nefit, mutual @ Refer students to the Interactive Workbook Glossary for
further study.

6 Students now check their understanding of the phrases in 5.

Business communication skills
Answers 1 During this discussion, the topic of company culture may
1 complementary skills 6 work closely arise. For example, some companies have a culture which
2 join forces 7 joint venture is quite closed and people work alone, whereas others have
3 take responsibility 8 shared goals more of an open-door policy. Company culture is a key
4 mutual benefit 9 team player issue in joint ventures between two different companies
5 form alliances 10 common ground and will affect the response to each of the four areas listed.
2 34t> Before listening, briefly discuss with the class why
there might be feelings of suspicion between staff. For
Extra activity example, some staff may feel that there is a danger of staff
For more practice with the new vocabular y you could ask cuts and redundancies if new people arrive.
students to do two things. Watch out! You might need to pre-teach the following:
1 Student A closes his I her book and Student B reads out two-camps mentality = two sides or groups of people and an
the definitions in 6. Students A tries to remember the attitude towards the other side which may be negative or
correct phrase. suspicious
2 Students work in pairs and write ten sentences or a inevitable =impossible to prevent.
short paragraph using the phrases in a context that is
relevant to their work, studies, or life. For example:
I take responsibility for any mistakes my team make.
 Answers c::
Feedback focus ::s
Nikos's plan: hold a series of informal meetings for staff. ;:+
As well as giving feedback on the phrases, a number of time
How it will work: people can meet informally and develop a
prepositions will arise in this activity (see the last section in
co
relationship.
Timescale of plan: seven or eight meetings by the end of next Key expressions list), so you may wish to foc us on this area
month. of language.
What he needs before he can launch it: a list of Buckler's key
people.
@ Refer students to the Interactive Workbook Email and
Phrasebank sections for further study.
3 If necessary, play the listening again to help students
answer this question.
Practically speaking
Answer
a big event which will be fun - Carmen wants ideas on this
1 35 1> The language point here is quite subtle and won't
be obvious to some students. The speaker in b and e isn't
saying something is bad, but isn't giving it 100% support.
4 341> With stronger classes, you could ask students to
predict the missing words before listening. Answers
1 a, c, d
Answers 2 b, e
1 expect 8 By
2 leave 9 step
3 Over 10 likely
2 Students work in groups. One student should note down the
ideas.
4 plan 11 term
5 take 12 chances
6 intend 13 long
7 timescale Pre-work learners
Students could come up with an idea to improve their place
Tip Refer students to the Tip. Ask students to say one thing of study or they could design an advert with a slogan to
that they think is likely to happen this week and what they encourage people to study there.
are pretty sure will happen this week.
5 Students categorize the phrases. 3 Groups present the ir creations or ideas and other students
comment on them, using phrases in 1.
Answers
a 1, 4, 6, 10, 11, 12, 13
b 3, 5, 7, 8 Language at work
c 2, 9 1 As a lead-in, ask students to try and remember the reasons
for the meeting in the Business communication skills section.
) ) If students need more practice, go to Practice file 8 on page Elicit the fact that two companies were merging and
116 of the St udent's Book. Students might need to refer to managers were considering ways to bring new members of
the Key expressions. staff together. Explain that the email from Carmen follows
on from that meeting.
6 Allow plenty of time for students to study their information.
Monitor and help with any unknown vocabulary. Each Students read and answer 1- 2 on their own. They can then
student will n eed to begin by presenting their plans and compare their answers with a partner.
intentions. Make sure that students use the phrases from
this section. Refer them to the Key expressions list to Answers
help them. 1 She is optimistic about t he schedule and thinks that they
should be in the new premises by the end of June as
7 Students work alone and plan the next twelve months. If planned.
necessary they can make up information. They can present 2 She predicts that there could be trouble and some people
their pla ns to the whole class or to groups of four or five if wi ll leave because of the c hanges.
the class is large.
 Tip Refer students to the Tip about by the way and to think about the best teamwork solutions for an
incidentally. international company. They discuss and present their
ideas, using language presented in the unit.
2 Students complete the rules. With an in-work class, ask students what kind of
technology they use to communicate at their place of work.
Answers
Briefly discuss their experiences of using these methods of
1 'II /will 4 should
communication before asking students to read the text.
2 could I might 5 goingto
3 goi ng to 6 '11/will
Discussion
3 Students now complete the sentences using the words in 2. 1-3 Students discuss the questions in pairs before feeding
back to the rest of the class. You could write their
Answers answers on the board. Note that during the Task they will
a should d might I could read a comprehensive list detailing the advantages and
b will e going to disadvantages of virtual teamwork, so their initial ideas
c 'II f going to for questions 2 and 3 can be compared with this list at the
Task stage.
)) If students need more practice, go to Practice file 8 on
page 117 of the Student's Book. Suggested answer
1 a group of people who work together, but who (Ire located
4 The verb forms that students choose for their sentences in different places and 'meet' using their PCs
may vary.

Possible sentences
1 I'm going to finish on time. Task
2 She should be here in fifteen minutes. 1 Students read about the company and the various events.
3 We might not reach our targets if sales don't improve. Note that some events are more suitable for virtual meetings
4 I might apply for the job. than others. For example, general conferences only happen
5 It'll be there in two days. once every two years and include a social event, so a virtual
meeting in this case may be inappropriate.
5 Responses will vary, according to students' goals. 2 You then need to divide into As and Bs. Put As together
and Bs together so that they can read through their
information, make notes, and check with each other that
Feedback focus they have understood.
Distinguishing between future forms is difficult for
3 Regroup the students so that As mix with Bs. Students
students to do in an output task, and will and going to can
discuss their Files and summarize the advantages and
often be used inter-changeably. Focus your feedback on
disadvantages. They then begin a full discussion of their
any obvious mistakes. The main aim is for students to
plans for the five events.
consciously practise future forms.
4 End with presentations from each group. Feedback should
focus on how effectively students were able to discuss and
@ Refer students to the Interactive Workbook Exercises present their plans.
and Tests for revision.

One-to-one
Work together on the Case study with your student.
Case study However, instead of splitting the two Files, let your student
study both the list of advantages and disadvantages.
Discuss with your student what changes they would make
Background to the events.
This Case study presents a real example of a company
that uses virtual teamworking (using the Internet and
conference calls to meet their colleagues). Students )) Unit 8 Progress test and Speaking test, pages 100-101.
are encouraged to think about the advantages and
disadvantages of this concept. The Task allows students
Unit content Starting point
By the end of this unit, students will be able to Students can discuss these questions in pairs before feeding back to
• talk about logistics and supply chains the rest of the class. Refer to the Context for a definition of logistics.
• place and handle orders
• leave voicemail messages
• use reported speech for talking about problems Working with words
and disagreements. 1 Discuss this question as a class.

2 As a lead-in, ask students what type of computers they use at work

Context and at home. Then ask what your students already know about
Dell. Allow a minute for students to read and find answers to the
The topic of Logistics will have relevance at different questions.
levels for your students. Logistics refers to the
effective organization of something that is complex. Watch out! You might need to pre-teach the following:
For your students this may mean involvement in conventional = traditional I ordinary
the planning and streamlining of supply chains, or appropriate =suitable, acceptable, or correct for the particular
the organization of a product or service from its circumstances
conception to its sale. Logistics is even relevant to =
by pass avoid I go past.
home life. For example, a parent may have to get
children up, make breakfast, get to school, and then Answers
to work. 1 Dell does not have to keep raw materials or maintain stock levels in
Traditionally, logistics is concerned with the flow of warehouses. It builds the product once it has the order. It advertises
goods from raw-material stage to manufacture and and delivers directly to customers and so doesn't need distributors
then transportation. Large manufacturing companies and shopkeepers. It is also paid by customers before having to pay
its suppliers, so there are no cash-flow problems.
will have logistics departments which manage this
process and ensure that everything arrives and leaves 2 Suppliers have to give credit to Dell, even though Dell has the
on time. There are also logistics companies, such as money.
DHL, who operate internationally and have to find
logistical solutions. 3 Students match the words to the definitions.
In recent years business has paid more attention
Answers
to logistics. Improving the efficiency and speed of
1 retailers 7 clients
goods delivery often results in huge savings. With
2 inventory 8 distributors
the growth of online shopping, more companies are
3 warehouses 9 suppliers
also able to bypass the distributor and shop retailer,
4 components 10 manufacturers
and deliver directly to the customer. This has brought
5 streamlined 11 raw materials
about changes to traditional notions of supply and has
6 supply chain
increased the profits for many companies. Dell is a
well-known example, and features in this unit.
The unit presents the language needed when talking
about logistics, and prepares students to deal with Extension
any logistical problems that may arise. Students also One student reads out the definitions and the other student (with
have the opportunity to participate in role-plays which the book closed) guesses the word. You could aJso use this as an
allow them to practise expressions for dealing with opportunity to check for correct pronunciation.
problematic orders.
_:_-__ !11__ .1"" -=-~ Extra activity
With a class of in-work students, ask them to tick any of the eleven
words from the text which affect the type of business they are in.
Students then work in pairs and explain the connection. For example:
In my business we store all our goods in warehouses before they go to the
retailers.
 Pronunciation Feedback focus
Read out the words and ask students to mark the stress. Monitor for correct use and pronunciation of the
rr:.tailers, mventory, warehouses, comp_Qnents, streamlined, vocabulary presented in this section.
suJ2ll}y_, clients, distributors, suBJ2]jers, man~turers, matg_rials
Extra activity
4 This activity encourages students to discuss and If students know a lot about their company's supply chain,
summarize the information in the text. Students put the ask them to give a presentation to the class. They could
words into the flowchart. draw a similar flowchart to those shown in 4 as a visual aid
and talk everyone through it.
Answers
1 supplier -+ manufacturer -+ distributor -+ retailer -+ customer
@ Refer students to the Interactive Workbook Glossary for
2 supplier -+ manufacturer -+ customer
further study.

5 361> Students listen and answer the questions.

Business communication skills
Answers
1 His business is tiny by comparison, but it is also much
1 As a lead-in, ask students if they know how office supplies
more personal. He can give more time to discussing are normally ordered in their companies. By phone? Fax?
customer needs and deals with any problems in the shop. Email? Students can then read the email and answer
He also has to keep lots of com ponents in stock. questions 1-4.
2 using bar codes and a database Watch out! You might need to pre-teach the following:
3 by tracking them motherboards =the main board of a computer, containing
all the circuits
6 361> Students listen and complete the phrases. asap =an abbreviation commonly used in emails meaning
as soon as possible.
Answers
1 in 5 out Answers
2 out 6 on 1 2,000 motherboards
3 on 7 up 2 yes (because she says it's a repeat order and to charge it
4 out 8 keep to her account as usual)
3 as soon as possible
7 Students now match the phrases to the pictures. 4 on account

Answers
2 Students underline any useful phrases that would help
a run low on d out of stock them write their own email to place an order.
b run out of e stock up on
c in stock Suggested answers
I would like to place an order for ...
)) If students need more practice, go to Practice file 9 on We need these .. .
page 118 of the Student's Book. . . . please send them asap
Please charge it to our account ...
8 Students work in pairs and take turns to ask and answer
the six questions. You could model the activity by
answering some of the questions yourself.
9 Encourage students to use some of the phrases from the Extra activity
listening during this activity. Ask students to write their own email to place an order
using the underlined expressions. Students can think of
something they often order for work and write an email to
Pre-work learners the supplier. Alternatively, write the following notes for an
For the second question, students could describe the order on the board and ask them to write the email:
supply chain at a company they know well. • 20 screens, 25 keyboards
• needed by the 25th ofnext month.
 3 371> Students listen and complete the information.
Feedback focus
Watch out! You may want to make the distinction
Focus on the use of expressions and techniques for
between the following:
clarifying the information. After feedback, students could
dispatched = something has been sent, but bas not yet
change partners and repeat the role-plays. If there's time,
arrived
some pairs could demonstrate their conversations to the
delivered= something has been sent and has arrived.
rest of the class.

Answers
Extra activity
Account reference: PG 278
Date of order: 11th February If your students often write em ails you could repeat the
Product description: motherboards role-plays in 5, but rather than calling each other, students
Dispatched: yes could simulate em ails being sent from the customer to the
Date and time dispatched: 11th February, afternoon supplier as follows.
1 Student A looks at situation 1 (as the customer from an
oil company) and writes an email to the supplier.
4 371> Before students listen again they could try to predict
2 Student B looks at situation 2 (as the customer from the
the missing words in the phrases.
fashion trade) and writes an email to Haddows Trading.
3 Students swap their emails - they both become the
Answers
relevant supplier in their Files (A looks at situation 2, B
1 following up 8 happy about
at situation 1) and write their response.
2 find out 9 check it out
4 They swap again and return to their roles as customers
3 account details 10 I'll look into it
{continue like this until the situations are resolved by
4 place 11 real
email).
5 straight thro ugh 12 as quick as
Students will each need at least one blank sheet of paper.
6 According to 13 happened
Alternatively, ask them to write some of the em ails for
7 must have
homework. You can then collect their emails and provide
feedback.
}) If students need more practice, go to Practice file 9 on page
118 of the Student's Book. Students might need to refer to
the Key expressions. @ Refer students to the Interactive Workbook Email and
Tip Refer students to the Tip about clarifying spelling and Phrasebank sections for further study.
nwnbers.
Practically speaking
Extra activity 1 381> As a lead-in, ask your students what information they
give on their voicemail recorded message. Elicit ideas
Following on from the Tip and for further practice before
such as name, number, where they are, what time to call
the next exercise, ask students to write down the names of
back, when to leave a message. Students then listen for the
three famous people. They then spell those names to their
instructions in each message.
partner, who writes them down. Make sure that they use a
common word to illustrate each letter.
Answers
1 leave a message and a contact number.
5 Begin by looking at the two sets of flow charts as a 2 call back during office hours.
class. Elicit phrases students might use at each stage of 3 hold.
the conversation. You could also ask students to match
expressions from 4 to each part of the conversation and
decide which will be useful. Students will then need a Extra activity
minute to read and understand their role in the Files before
starting the conversations. Note that there are two different If your students need to record their own voicemails in
situations, so students take turns to be the call handler and English, ask them to turn to Audio script 38t> and underline
customer. Refer students to the Key expressions list to help any useful expressions from the three voicemails. They
them. could also write out a voicema il recorded message using
the expressions and you could ask them to read it aloud to
the class.
2 Phrases a-h a re for the caller to use when leaving a 3 We've sent it by sea.
message. 4 Do you know where it is?

Answers 3 Students categorize the reported speech sentences.

1 b, f,
2 e,g Answers
3 a 1 b, c 3 a
4 C, d, h 2 d 4 e

3 39t> Students order 1-4 and then listen and c heck their 4 Students can complete these rules by checking the use of
ideas. say and tell in sentences a-e.

Answers Answers
First: Identifying yourself (3) 1 say
Second: Giving the time of your call (2) 2 tell
Third: Giving a reason for the call (4) 3 say
Fourth: Leaving a contact number (1)
Watch out! You may need to mention exceptions to the
4 As students leave their messages, the other students can second rule: tell a story I tell a joke.
take notes on the key information.
)) If students need more practice, go to Practice file 9 on
page 119 of the Student's Book.
Extra activity
5 41 t> Students complete the message.
Students can write their own message to leave on a
voicemail and read it to a partner, who makes notes. The Answer
message could be the type of message they often have to Message from: Li nda
leave for their work, or alternatively a message to a friend. Time: 3.30
If students created their own voicemail recorded messages Message: Have sent 400 motherboards by courier.
earlier (see previous Extra activity) , the first student could Linda told carrier this was top priority.
read this aloud before the caller leaves a message. Arriving in two days.
Reference I tracking number: HA 9872367

Language at work 6 Students work in pairs. The student who is Gisele should
practise using reported speech by reporting Linda's
1 40t> As a lead-in, elicit from the class what had happened
message in 5 . Students can then change roles and repeat
to Gisele's order from earlier in this unit and check they
t he activity.
remember the essential information (she'd ordered
2,000 motherboards a nd there had been a d elay w ith
the delivery). Students then listen for the two pieces of
information.
Extra activity
Ask students to prepare a message that they would leave
Answers on someone's voicemail. They then read it to their partner,
Problem with order: it was sent by sea not by international who takes notes. Afterwards, the listener has to report
courier. the message back. This means that the listener has to use
Solution: to send 400 by courier immediately. reported speech and also ensures that he I she took the
correct information.
2 Sentences 1- 4 all come from the listening and report what
was said. Students write the direct speech. You could 7 Allow time for stude nts to think of their problem. They
model the first answer on the board if necessary. might want to make notes to help them when telling the
group. They will also need to think about what reported
Answer
speech structures they intend to use.
1 Can you tell me what has happened to it?
2 It went two weeks ago.
 Feedback focus Task
Using reported speech at this level will be challenging, so 1 Students work in pairs. Allow time for them to read about
focus feedback on the accuracy of these structures, rather the situation. They then turn to their Files and prepare to
than on anything else. report their findings. r-
0
(.0
Vl
@ Refer students to the Interactive Workbook Exercises and Alternative ~
("')
Tests for revision. If you think that your students might find it difficult to Vl
digest all the information and report back, you could
ask pairs to read through both Files and match the
corresponding comments together.
Case study
2 Students discuss the findings and decide on the six logistics
Background problems.
This Case study presents a real situation faced by Castoram a
Suggested answers
Polska. Students have the opportunity to discuss the 1 Staff can't track the progress of an order.
possible consequences oflogistics problems and can 2 Each store is responsible for dealing with suppliers and
compare their suggestions for changes with what actually documentation of orders which individual managers don't
happened in this case. The Task uses the context of logistics
have time for.
problems and enables students to practise the language
3 Delivery times are not reliable because of traffic and
presented in the unit.
problems finding the stores.
Allow time for students to read the text and be prepared to 4 Transportation costs are high.
answer any questions about vocabulary. 5 Too much room fo r human error with stock control system.
6 Getting popular items direct from suppliers takes too long.
Discussion
Students then discuss possible solutions to these problems.
1-5 Students can discuss the questions in small groups or as
a class. 3 Student present their solutions to another group. Feedback
should focus on how clearly students report their findings,
Possible answers and on the effectiveness of the proposed solutions.
1 home improvement products (DIY)
2 Orders were delayed and customers were unhappy with
the customer service. One-to-one
This happened because the company grew, but t he Follow the Case study as given. When you get to the Task
logistics system was unable to cope with the large the student can play the role of student A, and you can take
numbers of orders. Each store was a logistically the role of student B. The student can then prepare and
independent unit which made it difficult to coordinate give a presentation of the proposed solution.
supply and demand.
3 • cuts out parts of the process (e.g. middlemen)
• leads to faster delivery times )) Unit 9 Progress test and Speaking test, pages 102-103.
• company can operate without warehouses
• lower costs
• higher sales
4 & 5 Students can make their own suggestions for 4 and
then turn to the File in 5 to compare their ideas with what
actually happened when Maersk helped Castorama.
Unit content Starting point
By the end of this unit, students will be able to These questions encourage students to think about working
• describe their place of work environments and what makes them pleasant places to work in. Discuss
• make suggestions, recommendations, and the questions as a class and encourage students to explain why they
appropriate responses would like to work in certain places I buildings and not in others.
• link ideas and reasons
• use countable and uncountable nouns with
quantifiers for talking about facilities. Working with words
1 The text is about a car plant in Dresden which has also become a
place for tourists to visit. It has been designed to allow people to
Context look into the building, and the design challenges pre-con ceived
The topic of Facilities affects all your students, ideas of how car factories appear. Students read the text and answer
although they may not have spent much time questions 1-3.
previously considering it. Facilities can refer
to services or equipment available in a certain Answers
environment. The importance of our working 1 has hosted an opera, attracts tourists, includes a fine restaurant,
environment and how it can affect our performance and stands in the centre of the city among museums and churches
is now widely recognized. The traditional image of 2 an interactive experience, a customer centre, and a restaurant
work places might be offices with people in enclosed 3 opera house, car plant, factory, museums, churches, and restaurant
cubicles, or factories with rows of people in assembly
lines. However, modern work spaces are far more 2 I f students don't know the meaning of the negative adjectives
diverse and many of the old stereotypes no longer (e.g. cramped) encourage them to guess the meaning by looking in
exist. the text for opposite adj ectives. If they still need help, you might
Facilities also vary from place to place and this unit need to explain th e vocabulary, or you could en courage them to look
offers students the opportun ity to compare their work the words up in a dictionary.
places. The unit also enables students to practise
Answers
the language of suggesting and recommending so
1 well-equipped
that they can operate effectively in meetings or
2 state-of-the-art and I or up-to-date
brainstorming sessions. Note that the culture within a
3 spacious
company or a country may affect students' reactions
4 beautifully maintained
when being asked for opinions and suggestions. In
some cultures students might wait to be invited to
speak or offer an opinion, whereas in other cu ltures 3 42t> You might need to play this listening twice.
the expectation could be that you wi ll interrupt if you
want to say something. This may be something to Answers
explore in classes with students from widely different 1 spacious, up-to-date
backgrounds. 2 badly-equipped, run-down
3 old-fashioned

Watch out! Compound adjectives, such as well equipped, badly

equipped, well maintained, wei/located etc., n eed a hyphen when
they com e before a noun, but not when they come after a noun.
For example:
The office is w ell equipped.
It's a well-equipped office.

Extra activity
To focus on the intensifiers i n 4, play the l istening again and ask
students to number the intensifiers they hear according to which
person uses them (speaker 1, 2, or 3).
Answers : 1 really 2 extremely, fairly 3 not exactly, pretty (note also the
use of not very in the listening) .
 4 Students complete the scale. 7 Allow time for students to read the website. They can then
describe the offices in pairs. You could then ask students to
Answers decide on the best offices for their company.
1 not exactly 3 really
2 fairly, quite, pretty 4 extremely
8 Students now make their own sentences about real places
of work or leisure using adverb + adjective combinations.

Tip Refer students to the Tip and check understanding of

the language point. Ask different students the following
Pre-work learners
questions.
What s your job I course like? Students can describe their place of study or where they
What was your weekend like? live for the work-related places on the list.
Students could also work in pairs and think of three similar
questions to ask each other. Feedback focus
Focus on correct combinations of adverbs and adjectives.
)} If students need more practice, go to Practice file 10 on
You could also monitor for word order and word stress.
page 120 of the Student's Book.
5 These sentences are from the listening, but students don't
have to restrict themselves to the adverbs they beard. They @ Refer students to the Interactive Workbook Glossary for
can try putting different adverbs in the sentences to see further study.
how the meaning changes.
Watch out! Note that some adverb + adjective Business communication skills
combinations are not possible because some adjectives
1 Discuss these questions as a class. Note that how
are extreme adjectives. For example, you cannot use the
suggestions are made may vary from company to company.
adverbs very or extremely with the adjectives amazing or
Some businesses may have quite formal procedures for
state-ofthe-art.
employee ideas. In other companies suggestions may arise
6 421> Students listen and compare their sentences in 5 with during informal conversations (e.g. while chatting around
the version in the listening. Answers that differ from the the coffee machine).
listening are not necessarily wrong.

Answers from the listening Pre-work learners

1 really 5 not exactly Ask the students how they make suggestions or give
2 very 6 very feedback on their place of study and on their courses.
3 fairly 7 pretty
4 extremely
2 Students complete the comments with the phrases.

Answers
Pronunciation 1 why don't 3 have you thought about
You might like to draw students' attention to the fact that 2 we could always 4 Couldn't we do
we stress the adverb in the sentence to add emphasis. Put
the following sentences on the board and write the adverb
in a different colour or underline it. Say a sentence and ask
the class to repeat it. Once you have drilled them a few Extra activity
times, encourage students to use this pronunciation feature Ask students what they think about the comments in 2.
in the next exercise. Do they have a creche or relaxation room where they work
Your new offices are really amazing. or study? What are they like?
It's all very well designed.
Everyone is extremelvfriendly.
All the machines are fairly old. 3 431> Before listening, allow time for students to read about
It's not exactly state-ofthe art. the situation.
The offices are not very modern.
They're a pretty successful company.
 Answers 7 Students can prepare their recommendations alone or with
1 there isn't enough space for both ideas another student who is looking at the same design.
2 they choose t he creche -they don't choose the relaxation When they are ready, put th e students in A I B pairs for
area because employees may spend too long there their discussion. Make sure they also use the expressions
for responding. Refer them to the Key expressions list.
4 The expressions here are all taken from the listening, 8 Students work in groups of three or four. Tell students that
so you can play it again to help or to check answers if this is a fairly informal meeting. They should begin by
necessary. This exercise draws students' attention to the brainstorming, and any new ideas should be welcomed.
different forms used in the language of suggesting and Once they have generated a list of suggestions for their
recommending. Some structures u se the bare infinitive Anarchy Zone they should then reduce it to four items.
only and others the -ing form. If students need help with During the presentation stage, encourage students to draw
this exercise, they can refer to the Key expressions list. a sketch of t he 'Zone' on the board if necessary. Also allow
time for other groups to ask plenty of questions and make
Answers
comments. A spirit of healthy competition for the best idea
1 difficult 4 better between groups will also help.
2 having 5 have
3 reservations 6 putting
Feedback focus
5 4 3 1> These expressions are used for responding positively
After the discussion and presentations, give feedback
or negatively to suggestions or recommendations.
on expressions used for suggesting and recommending.
Students often find it particularly difficult to use the
Answers
expressions for responding naturally, so you may also
I really like it. Exactly! Good idea. Sorry, but I don't think
want to focus some comments on that.
that would work. Great!

@ Refer students to the Interactive Workbook Email and

Extra activity Phrasebank sections for further study.
For more practice of the expressions introduced in this
section, students can work in pairs and take turns to say Practically speaking
the sentences in 4 and choose a correct response from 5.
For example: 1 Students could circle the linking words as well as
underlining the reasons.
A I think we should consider having the creche.
B Good idea.
Answer
(Linking words in brackets)
)) If students need more practice, go to Practice file 10 on 1 I can't apply for the job because it's in Madrid. Besides,
page 120 of the Stud e nt's Book. Students might need to I don't have the right experience. (Besides)
refer to the Key expressions. 2 We chose this design because it's very modern and on
top of that, it's cheaper. (and on top of that)
6 Students study the designs and lists of advantages and 3 Starting work at 8.00 a.m. means I avoid rush hour and
disadvantages. Discuss as a class whether they can identify also have longer evenings. (and also)
any further advantages or disadvantages. 4 I like it here- my new colleagues are very he lpful, as well
as being friend ly. (as well as)
Possible answers 5 The company offers flexitime, which creates a better
A working atmosphere, and in addition to t hat, we have
Advantages: good for creating team spirit, creates image of increased productivity. (in addition to that)
modern up-to-date company.
Disadvantages: difficult for meeting visitors, staff may feel 2 With weaker classes, students might want to write the
they are always being watched. sentences out in full, but if possible try to get students
8 speaking and using the linkers introduced in 1.
Advantages: employees feel rewarded with own space, easier
to make phone calls.
Disadvantages: hard for management to monitor staff,
creates individualistic culture.
 Possible answers 5 Student should be able to categorize the quantifiers by
The reason I'm taking this new job is because I dislike my studying the type of nouns that follow them in sentences
current boss and also the pay is very low. 1-7 in 3.
.....
I need to buy a new car. Mine is ten years old and on top of 0
that, it often breaks down. Answers
"T1
I need to take a holiday. I'm very tired. Besides, I've had no uncountable nouns: some, a lot of, any, much, OJ
(')
days off work for a year. countable nouns: some, a lot of, any, many, a few
Studying English is crucial for me. It's important for work,
and in addition to that, it's useful for holidays abroad. 6 Students categorize the quantifiers.

Answers
1 a few, a little, some, not much, not many,
Language at work 2 a lot, much, many
1 Students work in pairs and make a list of facilities. 3 any, some, a lot, a few, a little
4 not much, not many, any, a lot
Possible answers
coffee lounge, fitness area, parking, showers, canteen, drinks 7 Students complete the sentences.
machines, lockers , first aid
Answers
2 44t> Students Listen and write the facility. I a lot of 4 some I much
2 any I some 5 much
Answers 3 a little
I c (lockers)
2 a (running machines I gym)
)) If students need more practice, go to Practice file 10 on
3 b (coffee lounge I relaxation area)
page 121 of the Student's Book.

3 44t> Ask students to read sentences 1- 7 and guess the 8 Students look at the illustration in the File. Each sentence
missing words before listening again. they make about the new layout should include a quantifier.

Answers Possible answers

I much 5 a lot of I a little A lot of the employees are more relaxed.
2 any 6 many There are a lot of chairs now.
3 a few 7 a few There are some running machines.
4 some

4 At th is level students should be familiar with the terms Extra activity

countable and uncountable nouns (or cou nt I non-count) .
For more practice of the quantifiers (especially much a nd
If not, provide the terms so that they can match them to the
many) , students can role-play a situation between a host
nou ns in italics.
and a visitor. The host is showing the visitor around the
new factory. The visitor h as to ask questions about the
Answers
countable nouns : running machines, shelves, places, chairs, factory and its facilities. For example:
How many people work here?
employees
Do a lot ofthem use the fitness area?
uncountable nouns: spare time, space, clothes

9 To help start this exercise, brainstorm different facilities on

Dictionary skills the board. They can be facilities that students have at work
or facilities they know other companies provide. Then give
To show students how to use their dictionaries to check if time for students to work alone an d list facilities they h ave
nouns are countable or uncountable, ask them to look up or would like to have before telling their partner.
the words in 3. Most dictionaries use the convention of the
symbols [U) for uncounta ble and [C) for countable. Students
will also find that good dictionaries will tell them which
quantifiers precede countable nouns a nd which precede
uncountable nouns.
 phone company, Vodafone emphasizes communication
Pre-work learners between individuals. Autistic people have problems
Students talk about facilities for their place of study. connecting with others, so supporting such a charity ties
in with the concept of improving communication.
Feedback focus 3 One danger with this kind of partnership is if, for
As well as monitoring the class, you could also encourage example, the profit business suffers some kind of PR
students to monitor each other's use of quantifiers. disaster or gets bad publicity and this is then connected
Students should let each other know if they think there was with the non-profit organization. Another problem could
an error. be if the business has to end its cause marketing to save
money, because the charity may then suddenly lose a
valued source of funds.
@ Refer students to the Interactive Workbook Exercises
and Tests for revision.

Task
1 Allow time for students to study the feedback and financial
data from last year's open day in their Files.
Case study
2 Based on their information, students start the meeting by
making recommendations. They then respond and discuss
Background the best ideas for the next event. The meeting should last
In this Case study, real examples of cause marketing are about fifteen minutes in totaL
presented. This form of marketing involves collaboration
between profit-making companies and charities. Students 3 Students need time to prepare a presentation which can
are encouraged to think about the possible results of such be given to the class. Encourage other students to ask
partnerships for those involved. They also discuss how questions. If you are short of time, students could take
companies might choose the charities they want to work turns to present to another group and compare their ideas.
with. The context for the Task is a similar collaboration Feedback should focus on how effectively students were
between a company and a charity. Students then plan a able to present their recommendations.
charitable event, using language presented in the unit.
Find out if any of your students are a lready familiar with
the term or concept of cause marketing. Students may
One-to-one
work for larger firms which use this type of marketing. Follow the Case study as given. For the Task, look at all the
Allow time for students to read about cause marketing and Files and discuss any recommendations together. Your
the examples before moving on to the Discussion. student can then prepare and give a presentation.

Discussion )) Unit 10 Progress test and Speaking test, pages 104-105.

1-3 Students can discuss the questions in pairs or small
groups, before feecling back to the rest of the class.

Possible answers
1 Both sides help to promote each other. The profit-making
business sells more products and associates itself with
a good cause so gains good publicity. The non-profit
organization gains cheap advertising and raises money for
its cause.
2 The companies probably chose these non-profit
organizations because their typical customer base is also
likely to be interested in these causes. For example, one
of Yoplait's target markets will be middle-aged women,
who will have a particular interest in the Foundation.
Although there is no obvious link, students might also
have some suggestions about why Vodafone chose to
work with an autism charity. For example, as a mobile
Unit content Starting point
By the end of this unit, students will be able to 1 Students work alone and read the four quotes. They can then discuss
• talk about the decision-making process who they are most like w ith a partner.
• participate in a discussion by giving opinions,
agreeing, and disagreeing
Watch out! You might need to pre-teach t he following:
instinct= a feeling that makes you do something or believe that
• be persuasive
something is true, even though it is not based on facts or reason.
• use the first and second conditional for talking
about future possibilities. 2 Students can stay in their pairs or discuss this as a class. For many
people, decisions at work are often made with much mor e planning
than decisions at home. Students m ight be a different kind of
Context decision-maker at work than they are at home.
The topic of Decisions and decision-making will be
relevant to your students in their working lives and
Working with words
personal lives. In the business world, the difference
in company culture and national cu lture can have a 1 Students can read these texts alone and then discuss t he differences
major affect on how decisions are made. Students as a class.
may work in a company where decisions are made and
strategies are developed at management level only, Possible answer
with the average worker rarely consulted. However, in Suma involves everyone in the process from the beginning, whereas
companies or countries where a consensus approach ideas at Mitsubishi seem to begin with management and then go to all
is the norm, everyone in the company can be involved the employees. With Ford the process is less democratic, with most
in the process. For example, in Japan unilateral decision-making taking place at management level only.
consensus is very important, whereas in countries
such as the USA or Britain, decision-making often 2 45, 46, 471> Students match the listenings.
occurs only at management level. However, due to the
multi-national nature of businesses nowadays, such Answers
generalizations may no longer reflect reality. Different Audio 4 5: Ford
companies will have t heir own style of decision-making. Audio 46: Suma
As part of their jobs, your students are likely to have Audio 47: Mitsubishi
to participate in meetings using English, and this
can be especially difficult when native speakers
are also involved. This unit provides students with
Extra listening
phrases they will need for giving their opinions and
contributing ideas to meetings in order to shape the You could play the listening again and ask students to make notes on
any advantages or disadvantages mentioned in the listening.
final decision. It also presents language that can be
used to persuade others. and this should help your Possible answers are as follows.
students feel that they can have more of an influence Audio 45: One disadvantage is that managers might make decisions that
on decision-making. Throughout the unit there
the workers and union disagree with.
are opportunities to use your students' experience Audio 46 : The advantages are that it generates lots of ideas and the
of decision-making and meetings to inform class
speaker is happier about a decision if she's had some say.
Audio 47: One disadvantage is that decisions take a long time. The
discussion on this topic. Note that if you are teaching
advantage is that they a void confrontation and the problems which arise
a group from the same company, discussion of the
when you make up your mind too quickly.
decision-making process where they all work may
need to be handled with care and sensitivity.
3 Discuss the question as a class (refer to the Context, which gives
background information on these issues).

Pre-work learners
Ask students to consider the decision-making process in relation to
• family decisions at home
• decisions m ade in the students' school or college
• friends deciding where t o go out for the evening.
4 451> Students listen and complete the words. They can Phrases in the listening
then check their spelling by looking at the Audio script. put forward an idea evaluate (the) ideas
have a say carry out (major) decisions
Answers express (their) opinions avoid confron tation
1 consultation 4 compromise make suggestions make up your mind
2 confrontation 5 consensus reach a consensus
3 concession(s)
)) If students need more practice, go to Practice file 11 on
page 122 of the Student's Book.
Extra activity Tip Refer students to the Tip. They can make use of this
Students work in pairs. Ask them to think of actual language in the next exercise.
examples where they can use the five words in 4 in
relation to their work. For example:
7 Students can try to use so, now, or and from the Tip to
introduce their questions with the verb + noun phrases.
We often bring in experts for consultation on projects.
8 During this activity students don't necessarily have to
Pronunciation use the vocabulary from this section, as this will happen
Drill the word stress: in the reflective exercise that follows in 9. Allow about
consensus, consultation, confrontation, concession, compromise. five minutes at most for each discussion.
9 Before feeding back to the class, the groups can discuss
and make notes on questions 1-3. When commenting
5 461> With stronger students you could ask them to match on their discussion they should be using the verb + noun
the words and definitions before listening. phrases from earlier.
Answers
1 hierarchy 4 options 7 in favour of
2 brainstorm 5 backing 8 go for
Feedback focus
3 put forward 6 majority 9 carry out T he group discussions in 8 should be fun, without too
much concern for accuracy or use of certain language -
it will be a useful review of functional expressions from
6 47t> Students match the various verb + noun phrases
previous units. Focus on the correct use and pronunciation
before listening to compare their answers.
of vocabulary from this section during exercise 9.
Possible phrases
put forward a suggestion I an opinion I an idea I ideas
@ Refer students to the Interactive Workbook Glossary for
have an opinion I a say I an idea I ideas
further study.
express an opinion
make major decisions I a suggestion
reach a consensus Business communication skills
evaluate ideas I an idea I a suggestion I an opinion
carry out major decisions I a suggestion 1 48 I> Before listening, ask students to read about the
avoid confrontation scenario. Draw a two-column table on the board. As
make up your mind a class discuss the reasons for choosing either of the
two options and write some ideas in each column (see
examples below) .
shop in backstreets shop in centre outside of town
Dictionary skills good customer base may attract more customers
Good dictionaries contain examples of collocations (verb in the centre higher p rofile I more upmarket
+noun phrases), so students may find it helpful to use easy to get to easy parking
them in conjunction with this exercise. Refer to the more
specialized Oxford Collocations Dictionary for Students of
English for full coverage of this vocabulary area. You might
also like to encourage students to start recording common
collocations alongside words in their notebooks.
 Allow time for students to read questions 1-7 b efore 3 Students work in pairs. Allow time for them to read the list c:
playing the listening.
Watch out! The listening refers to the centre being a
of pros and cons. They then take turns to give opinions and
respond to opinions.
-·.....::::s
,...
magnet for retailers. Explain that a magnet attracts metal 4 Students can work in groups of three to five people. Allow .....
objects, so here the speaker uses it to emphasize how time for students to study each discussion point first. 0
retailers will be attracted to the centre. Remind students to make use of the phrases in the Key ([)
n
expressions list. Vl
Answers 0
1 S (Stefan) 5 S (Stefan) ~
Vl
2 I (lise) 6 P (Patrick) Feedback focus
3 P (Patrick) 7 I (lise) Concentrate on the correct use of the phrases. At the
4 S (Stefan) end you could ask students to refer back to the questions
in exercise 9 of the Working with words section and ask
them to reflect on the discussion.
Extra acti vity
To help students listen for detail, write the following @ Refer students to the Interactive Workbook Email and
questions on the board. Students listen again and write the Phrasebank sections for further study.
answers (shown in brackets).
1 What is impossible in the current location? (parking)
2 Why can't they have two shops? (don 't have financial Practically speaking
resources)
1 491> You might need to play this twice so that students can
3 Wh ere did Ilse read about the centre? (in newspaper reports)
write the phrases down.
4 What can Jeffgive? (expert advice)
5 What hasn't Jeffdone? (played a computer game) Answers
6 What has Jeffgot? (years ofexperience) 1 come on 3 the thing is
2 let's face it 4 to be honest
2 48f> Students categorize the phrases. If students find this
difficult, they could read the Audio script. Watch out! Note that students need to be aware that the
expression come on is rather direct and may be considered
Answers rude if used with someone you don't know very well.
1 a, e 4 c, d, f 2 Students match the ph rases to the m eanings.
2 b, k, I 5 g, h,
3 j 6 i Answers
a 3 c 4
b 1 d 2

Extra activity
3 Students discuss the statements. When giving feedback,
For controlled practice of these phrases before the freer focus on the use of the phrases in 1, rather than on content.
discussion in 4 students can work in pairs or threes. Refer
them back to the discussion topic in the previous Working
with words exercise 9 {1}, in which they discussed the dress Language at work
code for all staff. Explain that you want them to repeat the
1 If you worked on the previous section of this unit, begin by
discussion, but this time they must try to use every phrase
eliciting the situation with the computer games shop (the
in 2. As they use each phrase they tick it. T he student who
owners need to decide whether to move to the shopping
manages to use aU the phrases first (and appropriately!)
centre or stay where they are). Students then read the email
is the winner. By using the sam e topic, students can
and discuss the advice as a class.
concentrate on the correct use of the phrases.
Possible answer
Jeff will probably advise them not to move because they
)) If students need more practice, go to Practice fiJe 11 on
should be aiming to maintain their current customer base.
page 122 of the Student's Book. Students might need to
refer to the Key expressions.
 2 Students underline the correct verbs. The choices are very 6 Students can choose how likely I unlikely their responses
subtle and some students might make mistakes at this are.
stage.

Answers Pre-work learners

1 had Write the following on the board:
2 don't keep What will I would you do if
3 will • the course you want to do is I was in a college overseas?
• your morning bus is I was cancelled and you have I had no
3 Students match the sentences and meanings. public transport?
• you get I got the qualification you want I wanted?
Answers
1 c Feedback focus
2 a
Focus on any difficulties students are having with the two
3 b
conditional forms. Note that in many cases, the choice of
the conditional will depend on the student's point of view.
Watch out! At this stage you might want to spend
some time working on the conditional forms, especially
if students bad problems choosing tbe correct verbs in
Extra activity
the email. Students could begin by reading the language For further practice, ask students to write an email. Write
reference section in the Practice file. Check that students the following instructions on the board.
understand the following. You are consultants and the computer shop has asked for your
The first conditional uses this verb structure: If+ views on setting up an online business to sell their games. Your
present simple, will + verb. views are as follows.
The second conditional uses this verb structure: If+ • low costs and overheads
past simple, could I would I might + verb. • existing customers use computer games and are comfortable
using computers, so no problem with buying online
4 Before they match the words in italics, ask students which • very competitive market now
sentence is in the first conditional and which is in the
• difficult to attract new customers
second conditional {1 = first, 2 =second).
Students use these prompts to write an email. The email
Answers should contain a selection of first and second conditionals.
1 if not = unless
2 just imagine = What if
@ Refer students to the Interactive Workbook Exercises
and Tests for revision.
)) If students need more practice, go to Practice file 11 on
page 123 of the Student's Book.
5 Students can either say or write answers to the questions.
Activity
Feedback focus This Activity is fairly self explanatory, so allow students
time to read the jnstructions and start the activity. Make
Monitor carefully and correct immediately if there are sure that students are taking time to discuss each option
problems- don't wait until the end. Note that at this level carefully, before moving to the next box. This should
students should be aware that they can contract will I generate a number of first and second conditionals.
would to 'II I 'd and should aim to do so when speaking.
Raise the issue in feedback if they use the full form.
Feedback focus
Part of your role during this activity may be helping with
Answers some of the vocabulary. However, you should also monitor
1 win I 'II go 5 will you do I retire for correct use of conditional forms and focus on any other
2 listened to I would avoid 6 will you do I offer key errors.
3 'd understand I explained 7 would you react I relocated
4 cooperated I 'd make
)) Unit 11 Progress test and Speaking test, pages 106-107.
Unit content Starting point
By the end of this unit, students will be able to Students work in pairs to order the objects. You can add a
• talk about innovation and describe new ideas competitive element to this by giving points to each pair for every
• give a formal presentation correct answer. They can then check their answers in File 9 on page
• respond to questions and comments 137. Studen ts can discuss t he second question as a class.
• use the superlative form for talking about
extremes and ranking ideas.
Working with words
1 Briefly discuss this as a class.
Context
2 Students read the text and answer the first question. You may wish
The topic of Innovation is often associated with new to explain that the title Food for thought is an expression in English,
inventions and inventors. However, while innovation meaning lots to think about, and doesn't usually refer to food. You
is an important feature in the process of creating could ask students why they think it is used here. For the second
new devices or products, the term innovation can be question, students will need to discuss why they would or woul dn't
applied more widely- it is the process of introducing like to go. Encourage them to give reasons for their answer.
something new, which could also mean a new way of
doing something. Answer
Modern business puts a great deal of emphasis on 1 To create an atmosphere where people are able to have their best
'thinking outside the box' -or, in other words, trying new ideas.
to challenge accepted norms. By asking employees
to look at something in a new way, companies hope
to improve what they do. Often it is hoped that
mnovation will solve a perceived problem. This could Extra activity
be anything from a problem with the administration Write the following words on the board: three, badges, advice,
in a company, through to a problem with sales or the innowaiters, happy. Te11 students that all these words are in the text.
need to update a product or service. Ask students to write comprehension questions that would result in
While many companies are able to generate new the words on the board as answers. Possible questions could be:
1deas, fewer are able to successfully exploit or 1 How many courses are there in the meal?
implement these ideas. An integral stage in the 2 What do customers wear?
process is ensuring that everyone involved supports 3 What do customers give each other?
the new concept. If employees don't believe in or 4 Who serves innovative ideas, as well as food and drink?
support the change, innovation will often fail. So 5 According to Ditkoff, how do people need to feel to get their best ideas?
for innovation to succeed, the people affected need
answers to the following question: What are the
3 Students match the words to the definitions to check their understanding.
benefits of this change for me?
This unit enables students to practise the vocabulary Answers
and expressions needed to present and discuss 1 concept
innovation. Students also have the opportunity to 2 brainchild
practise dealing with the type of difficult questions 3 innovative
that often arise when people are confronted with 4 a-ha moment
change. 5 facilitators
6 cata lyst
7 come up with (note change of tense from text)
8 obstacle
9 prototype

4 50 I> Before playing the listening, ask students to find the three
questions in the text.

Answers
1 How can I get a new job?
2 How can I sell my prototype?
3 How can I start my own catering business?
 5 501> Students listen for adjectives. You could ask students 9 They now compare and discuss their answers in 8.
to predict the possibilities before listening.
10 For exercise 1, students simulate the situation at the
Breakthrough Cafe. It will be helpful if you can give students
Answers
badges to write on. You could use sticky labels like post-it
Job I
notes, or address labels. Students write their How can I. .. ?
Technology Idea question on the label and stick it to their chest (note that
Company
it doesn't have to be work-related). Then ask everyone to
dynamic ./ stand up and walk around the room as if at a party. They
original ./ should talk to each other and come up with suggestions.
Allow five to ten minutes. Don't give any feedback on
reliable
language in this activity. The aim is for students to
revolutionary ./ generate ideas freely and develop their fluency.
simple For exercise 2, ask students to sit down after their 'party'
./
and think about the different ideas they heard before
sophisticated ./ asking them to report back to the class. Encourage
traditional students to use some of the adjectives in 5.
./

Note that there are other combinations. For example, Feedback focus
revolutionary technology or revolutionary company are also
Focus on the correct use and pronunciation of the
acceptable. However, those in the listening are among the
vocabulary presented in this section.
most common adjective + noun combinations.

Pronunciation @ Refer students to the Interactive Workbook Glossary for

further study.
Drill the word stress in the following adjectives: traditional,
reliable, dyll.fJ.mic, revofMtionary, sophisticated, illnple, original.
Business communication skills
)) If students need more practice, go to Practice file 12 on 1 Students study the mission statement and compare it with
page 124 of the Student's Book. their companies' own mission statement.

6 Students discuss the questions in pairs.

Pre-work learners
Ask students if their college has a statement which tries to
Pre-work learners summarize its aims.
Students work in pairs. Ask them to think of three
companies they know well and describe what type of Alternative
company they are. For example:
If your students' company or college doesn't have a
Microsoft is a revolutionary company.
mission statement, ask them to try and write one in class.

Tip Refer students to the Tip about invention and

Watch out! Many companies develop mission statements
innovation.
to help communicate their vision and direction not only
7 Allow about ten minutes for this discussion. Students can to customers, but also throughout the company to all
brainstorm ideas as if they are at the Breakthrough cafe. its employees. You can often find mission statements on
Afterwards they can report their best suggestions back to company websites, although it's also surprising to discover
the class. To help with the next exercise, write some of the how many employees have no idea what their company's
ideas in note-form on the board as each group presents. mission statement is.
Alternatively, ask students to make notes on all the ideas
2 511> As a lead-in, ask students if they ever give or attend
they hear.
presentations in English. If so, ask students what they find
8 Refer students to the ideas on the board or their notes difficult in these situations. Students then listen to the
from 7. Students then work alone and write their answers. introduction of a presentation and correct the agenda.
 Watch out! Note that in the listening students hear the 8 By choosing something simple to present, students can c:
speaker say: I'm going to talk about where this company is. You
might need to explain that this does not refer to physical
focus on using expressions. Allow time for students to think
of an object to present. Alternatively, you could assign an
....-·
:::::::1

location, but is an expression commonly used to describe object to each student. If you think students will find this
......
N
the current situation. task difficult, they can work in pairs and prepare their one-
minute presentations together. :::J
:::J
Answer Students look at the four stages of the presentation. Draw 0
Points 1 and 2 are in the wrong order. t heir attention to the suggested expressions for each stage.
<
ClJ
1 Current company situation Make sure students realize that they can also use any of !:!.
0
2 How we want to be seen the other expressions in the Key expressions list. Students :::J
3 Finding a mission statement will give full presentations in the next exercise, so you can
focus on helping students with the expressions here, rather
3 511> Students order the phrases and then listen to check. than on giving detailed feedback.
Watch out! If the students need more help, you might like
Answers
to give a quick demonstration of what you want by picking
a 4 e 3
f 6 up a pen and giving your own presentation. For example:
b 7
c 2 g 5
Today, I'm going to tell you about my pen. As you can see, it
looks like an ordinary pen, but in fact it's the most important
d 1
object in my life! The best thing about it is that I can mark your
work, but it also does other things like allowing me to sign my
4 52 1> Students listen and answer.
name on cheques or draw pictures when I'm bored. Pens also
affect the world. Presidents sign famous documents with pens ...
Answer
Words that describe the company, including the views of the 9 Students now reproduce the presentation in the listening,
oldest and newest customers. but for their own company. As part of the preparation you
could hand out an overhead transparency with a pen, or
5 521> Students listen again and complete the phrases for a large piece of ftipchart paper to each student. As they
referring to visuals. prepare they can design their visual aid with adjectives on.
It might be h elpful if students practise with a partner before
Answers presenting it to the whole class.
1 let's look at this
2 As you can see
3 You'll notice that Alternative
To give students plenty of time to prepare and practise their
6 531> Students listen to Rudi's comment. They can then presentations, you could set this as a homework task and
discuss whether they agree with him as a class. have the presentations at the next lesson. Refer students to
the Phrasebank section of the Interactive Workbook to help
Answer them revise the presentation phrases.
He th inks that employees often have no idea what the
mission statement of their own company is. Pre-work Learners
Students can create adjectives for an imaginary company
7 531> Students correct any mistakes and then listen to or a famous company they know weii or can easily research
ch eck. (via the web).

Answers Feedback focus

1 That's everything I want to say for the moment. If you have completed previous units in the book, students
2 Thank you all for listening. will now be used to giving mini-presentations in class.
3 The main reason for this meeting is to ... However, this is the first time they will have given a formal
4 Are there any questions? presentation. In addition to giving feedback on language,
5 We think it's a good idea because ... you m ight also wish to comment on the following areas:
• structure (was the presentation easy to follow?)
)) If students need more practice, go to Practice file 12 on • body language (was it relaxed and not distracting?)
page 124 of the Student's Book. Students might need to • eye contact (did they look at the audience?)
refer to the Key expressions.
 • visual aids (were they clear? did the student use them Explain that this section of the unit will look at some
effectively or just read from them?) of these ways of communicating. Your students should
• delivery (intonation that maintains interest? clear recognize superlative adjectives so this should act as a
pronunciation?). review and extension of the rules. Students read the text
One way to approach this is to ask students what they and correct the mistakes.
think makes a good presentation and list their ideas on the
board. You can then use this as the basis for your feedback. Answer
You could a lso encourage peer feedback, with students most valuable assets
commenting on each other's work afterwards. delivers the best sound quality
that's the furthest of*
participants are happiest
@ Refer students to the Interactive Workbook Email and * Note that a student may use the comparative further than,
Phrasebank sections for further study. which is also acceptable here.

Practically speaking 2 Students quickly answer the questions about DreamWorks

1 541> While students may feel confident preparing and Watch out! You might need to pre-teach the following:
giving a presentation, it becomes harder when they have high-grossing = very profitable.
to answer questions. Remind students that they can try
to predict the kind of questions they might be asked and Answers
think of ways to answer them in advance. Begin by asking 1 films like Toy Story and Shrek
students how they usually handle difficult questions in 2 a new videoconferencing system
presentations or in meetings. Then see if any of their ideas
are listed in 1- 6. 3 After students have underlined the form, ask them to work
Play the listening to see what the presenter uses. in pairs and compare answers.

Answers Answers
3, 5,4 For most people, DreamWorks Animation (OWA) is probably
best known for producing films like Toy Story and, recently,
Shrek 2, wh ich was the third highest-grossing fi lm of all
2 Students match a-fto 1- 6. time. However, the company's latest release isn't a film,
but what may be the most sophisticated videoconferencing
Answers
system the world has ever seen.
a 1 d 5
b 4 e 6
c 2 3 4 This clarifies the three main uses of the superlative.

Answers
3 Students take turns to ask and respond. 1 b
2 c
3 a
Extension
Each student writes three more questions to ask their Watch out! Note that rule 2 may seem odd to s tudents,
partner. The partner needs to use an appropriate response. we often teach that the superlative is used to describe the
maximum or minimum. However, we also often refer to
the second best or third best.
Language at work
)) If students need more practice, go to Practice file 12 on
1 As a lead-in, ask students if they ever have meetings where page 125 of the Student's Book.
the participants are not face-to-face. Elicit ideas such as
conference calling and video conferencing. Ask students if 5 This exercise focuses on the third rule in 4. Elicit one
they regularly use this kind of technology and what the or two examples fr om the class in order to demonstrate
advantages of it are (e.g. you don't have to travel long the construction. Students then use the table to make
distances, you can communicate with anyone at any time). questions. You could demonstrate by asking the following
What's the worst decision you've ever made?
 6 You could lead into this by brainstorming types of new
3 Kenguru car: could be targeted at wheelchair users, c:
technology or recent innovations for communicating. For
example: email, mobile phones, video conference, webcams,
health-care centres, and hospitals. It might also be
targeted at old people's homes.
-·.....,....
::::s

conference calls, texting, online chat, and message boards. N

Pump : could be marketed to governments and NGOs in
countries in the developing world. With global warming
::J
and scarce water resources, the market demand may also ::J
Pre-work learners grow around the world. 0
Ask them to think about how they communicate with family <
QJ
and friends. ~
0
Task ::J
Feedback focus
1 Allow no more than ten minutes for students to think of
Give feedback on the superlative forms only. different things that need improving in their everyday lives.
These could be as varied as the time needed to clean the
house, to the shortage of cycle paths. After ten minutes, ask
@ Refer students to the Interactive Workbook Exercises and
the groups to choose one of the problems and think of ways
Tests for revision.
to solve it. If possible, provide large sheets of paper so that
students can draw their ideas.
If you think that your students might find it difficult to think
of ideas, you could write the following example on the
Case study board: How could we improve transport in the local community?
You could then ask students to brainstorm ideas in the
Background following two categories (possible answers in brackets).

Thls Case study focuses on two modem innovations. Changes Products

Students are encouraged to think about how such (introduce congestion charges) (fiat esc/ators on main routes)
innovations can be marketed and made profitable. In the (build more cycle lanes) (motorized skateboards}
Task students think of their own innovation and consider (reduce cost ofpublic transport} (rickshaws}
how they would market and promote their idea. They
then give a presentation of their product, using language
2 Students will need to show designs and visual aids relating
to their brainchild, so allow time for them to prepare these.
presented in the unit.
Note that these are group presentations, so students need
Allow students time to read the texts before moving on to to decide who will deal with each stage of the presentation.
the Discussion. They should practise the presentation at least once. Remind
them to think about the questions they may be asked at the
end and how they will answer them. Feedback should focus
Discussion on the quality of the presentations and correct use of the
1-3 Students discuss the questions in pairs or small groups language introduced in this unit.
before feeding back to the rest of the class. As an extension
to question 2 ask students to think of two other potential
users of these products. For example: Alternative
The Kenguru car might be popular with single drivers or
Divide the class into two groups. Explain that they need
commuters.
to attract investment for a new invention. They wil1 have
The pump may become popular to reduce electricity bills in
to prepare and give a presentation to a group of investors.
general.
Assign one group the Kenguru car and the other group the
pump. In their presentations they can use ideas discussed
Possible responses to discussion questions
during the Case study by describing how the product works,
1 Kenguru car: small, stylish and easy to park, gives user
its selling points, and the target customers.
freedom and independence.
Pump: powered by sun's heat, needs no electricity, has no
moving parts, cheap to produce. One-to-one
2 Kenguru car: wheelchair users. Let your student choose one of the inventions from the
Pump: farmers or manufacturers of central-heating. Background to present.

)) Unit 12 Progress test and Speaking test, pages 108-109.

Unit content Starting point
By the end of this un it, students will be able to Students can discuss these questions as a class. Examples of
• talk about breakdowns and faults breakdowns might include: engines in cars, machinery, electrical goods,
• discuss problems and difficulties central heating, air conditioning. Note that we can also talk about a
• otter advice breakdown in communications or in the systems at work. With the
• check some·one understands what was said second question, an immediate response might be that breakdowns
• use the language of advice and are never acceptable, but the reality is that they are inevitable and
recommendation for offering help the cost of accepting breakdowns may mean that the price for t he
• use too and enough for describing problems. customer can be kept down.

Context Extension
The topic of Breakdown and faulty items is one that Ehcit examples of when students have bought items from shops
all students can relate to, whether they are looking or suppliers which have failed to work or have had a fault. Ask the
at it from the perspective of the customer or of the fol1owing questions:
supplier. Most students will have unknowingly bought • How did you feel about it?
or supplied somethi ng with defects. Technical defects • What did you do?
can be particularly difficult to deal with because they • Should customers accept imperfect products as the norm?
require expertise to resolve them.
Anticipating faults has almost become an accepted
practice in modern bus iness. Companies need to Working with words
assess the balance between the cost of producing
1 As a lead-in you could ask any students who supply goods or
high -quality products and the price that the modern
services to describe their company's policy on defects. Then ask
consumer is prepared to pay. Companies may
them to look at the three examples in 1 to see if they are similar.
decide to cope with a higher number of returns or
faults in order to charge less and sell more. In such Watch out! You might need to pre-teach the following:
circumstances, standards of customer service can =
refund money that is paid back to you because you returned a
be affected and you might like to refer students back product to a shop.
to Unit 5, which dealt with the issue of what makes Allow time for students to match the statements to the products. Ask
good customer service. The topic also goes beyond
them to underline the words which helped them choose their answers.
technical faults and into the area of communication
breakdown between staff. Answers
The unit provides students with language that would 1 c (electrical products)
enable them to describe problems and discuss 2 a (food products)
solutions. Your students are likely to find themselves 3 b (clothing)
in a position at work where they need to contact
someone about a problem, or where they need to 2 The words in bold a U refer to faults, so by matching the definitions,
react to someone else's problem. Students have the students should see the subtle differences.
opportunity to practise dealing with these situations
throughout the unit and this should enable them to Answers
feel confident when dealing with ·such issues. 1 defective 3 defect
2 damaged 4 failure

Pronunciation
Draw attention to the change in word stress with illject and def§s.tive.
 3 Students match the sentence halves. They can then check Extra activity
their answers in pairs.
Ask students to choose five of the new words and use them
to write their own sentences about their work.
Answers
1 c 5 a
2 g 6 f
Feedback focus
3 e 7 d Focus on the correct pronunciation and appropriate use of
4 h 8 b vocabulary presented in this section.

@ Refer students to the Interactive Workbook Glossary for

Dictionary skills further study.
Although the words in 3 are all linked by the same topic,
students should be encouraged to record what part of speech Business communication skills
they are (verb, adjective, noun). It will be helpful for them to
use dictionaries to check the meaning and the part of speech. 1 Discuss these two questions as a class. Then ask students
They may also want to note any related word forms that they who is in charge of fixing things at work. For example, is
find in the dictionary. For example, students can record the there an IT department that deals with computer problems?
adjective, the prefix, and the noun form as follows:
reliable- unreliable - reliability
compatible- incompatible - compatibility Pre-work learners
understanding -misunderstanding - understandable. Students can say whether they often fix things at home,
such as their bicycle, computer, or electrical equipment.

4 Students categorize the words in 1 and 3. Note that some

of the words do not fit into the categories because they are 2 551> Ask students to only write words or short notes in the
very specific. For example, the adjective down in this case table while listening.
usually refers to phone lines, power cables, or the Internet.
A bug is also specific to computers or other objects with Watch out! You might need to pre-teach the following:
diagnosis =what someone thinks is the reason for the
micro-chip technology inside.
problem, e.g. a doctor makes a diagnosis for a patient.
Possible answers
1 let us down, unreliable, misunderstanding, failure Answers
2 defective, defect, damaged, faulty, incompatible 1 Situation I problem: in an office- boss gives too much
3 let us down, unreliable work
Diagnosis: poor communication
Solution I cure: speak to her and explain how you feel, ask
}} If students need more practice, go to Practice file 13 on
for an extension on deadline
page 126 of the Student's Book.
2 Situation I problem : in a shop - faulty laptop; it crashes
5 You could add a competitive element to this by finding Diagnosis: battery problem
out which pair managed to use the most number of words Solution I cure: buy a new battery
(appropriately) for each picture. Students can tick the words
in 2 and 3 as they use them. 3 551> You might need to play the listening twice to give
students time to complete the phrases. They can check
Probable words relating to each problem their answers or find any missing words afterwards, by
a gone wrong, faulty, out of order, unreliable turning to the Audio script.
b defective, defect, down, unreliable, bug, faulty,
incompatible
c down, gone wrong, (power) failure, faulty
d misunderstanding, unreliab le

6 Before students begin this activity, draw their attention

to the fact that the example sentence uses an if-clause (a
zero conditional), and they can use the same structure to
discuss the problems.
 Answers time them. The group conversations that follow will be
1 matter 9 how fairly similar to those in 6, although students don't need to
2 keeps 10 exactly follow the flow ch art format so rigidly.
3 mean 11 always
4 like 12 say I mean
5 tried 13 sounds Pre-work learners
6 were 14 best Students can have similar discussions ab out consumer
7 think 15 should goods used in their homes, or unreliable friends I people
8 sort at college.

Watch out! Note the construction Iflwereyou ... in Extra activity

question 6. Students might ask why it isn't If/was ... , so Ask each student to write down one problem they have
explain that either is possible, although we tend to use the (real or imaginary), and then tell their group about it. The
more traditional were when giving advice. rest of the group can then try to offer various solutions.
4 Students categorize the phrases in 3.
Feedback focus
Answers
Focus on the correct use of the expressions. Pay particular
a 1, 9 d 4 , 13
attention to correct use of the -ing form that follows many
b 2, 11 e 5, 6 , 7, 14
of these expressions. For example:
c 3, 10, 12 f 8, 15
It keeps on breakjng down.
Have you tried talking to her?
5 Students work alone and re-order the conversation before
comparing with a partner and practising the conversation.
@ Refer students to the Interactive Workbook Email and
Answers Phrasebank sections for further study.
2 h 5 b 8 j
3 f 6 a 9 c
4 e 7 d 10 i Practically speaking
Tip This Tip is worth paying particular attention to.
Students were advised to use the present simple with Extra activity
adverbs of frequency in Unit 1, but can now see this rule Before listening for language, you could ask the students to
being broken. Explain that this adverb of frequency + listen to the four situations and decide what the problem is,
present continuous form is a special construction used or what is being explained.
for describing annoying habits. To give students further Answers: 1 communication at work, 2 how to complete an
practice, ask them to write down three annoying habits of incident form, 3 the computer has crashed, 4 how to deal
people they know and then tell their partner. with a problem at work by speaking to the manager.

Extra activity 1 561> As a lead-in, ask students if people sometimes don't

understand them. If so, ask wh at they can say to check th e
For more practice of the phrases in 3, students can work in listener understands. Write their ideas on the board so that
pairs and recr eate the two dialogues in the listening. they can be compared with the expressions in the next
exercise. Students then listen and match the two halves.
)) If students need more practice, go to Practice file 13 on
Answers
page 126 of the Student's Book. Students might need to
1 d 3 b
refer to the Key expressions.
2 a 4 c
6 Refer students to the Key expressions list to help them
prepare for these conversations. Students can then work in 2 561> Students listen again.
pairs and take turns to be A or B.
7 Students work in groups and take turns to speak for a Answers
The listener in 2 and 3 doesn't understand.
minute on one of the subjects. The rest of the group can
3 If necessary you could play the listening again, so that 5 Students choose the correct answers.
students hear the words in 1-4 in context before answering.
Answers
Answers 1 adjectives
person understands : 1 and 4 2 before I after
person doesn't understand: 2 and 3
)) If students need more practice, go to Practice file 13 on
4 Allow time for students to make notes to help th~m prepare page 127 of the Student's Book.
their explanations. Students then take turns to explain and
Tip Ask students to read the Tip and then prepare one
check understanding, using the expressions in 1.
piece of advice and one prediction of their own using
should. They then work in pairs and say their sentence to
their partner. The partner can say how useful the advice is
Pre-work learners and if they agree with the prediction.
Alternatives for discussion could be
• how to revise for an exam 6 Students turn to their Files. Point out that the student who
• how to choose a good English course is explaining the problem could use too and enough. For
• how to avoid doing too much work in class. example: I'm wasting too much time going to see them, it isn't
cool enough.

The student giving advice can refer to the Key expressions

Language at work list in the Business communication skills section.
7 Students should first discuss and identify the problems.
1 As a lead-in, ask students the following questions: Who do They then role-play the situation.
you often give advice to? Who do you take advice from? What
was the last piece ofgood (or bad) advice you gave or received? Possible answers
After discussing these questions, students categorize the a Someone badly dressed at a job interview.
sentences. A You should always wear a good quality suit for an
interview.
Answers B I don't have enough money to buy one.
1 e, f 3 d b Someone has too much work to do.
2 a,c,g 4 b A You could ask a colleague to help you.
8 No, it would take too long to explain how to do the
2 T his introduces students to the use of too and enough with work.
adjectives and nouns. This language will be particularly c Someone is asleep at work
useful for explaining problems. A If I were you, I'd go to bed earlier
8 I don't feel tired enough to sleep until 1 a.m.
Answers d Someone is stuck in a traffic jam on the way to work.
1 Is the job too difficult? A You have to call your boss.
2 I don't have enough<!§V B I haven't got enough credit on my mobile phone.
3 It's easy enough to do.

3 Students should foc us on the sentences in 2 to help them

answer this question. Feedback focus
Students should find it fairly straightforward to use the
Answer expressions a-gin 1, but may need more help when using
both too and enough.

4 Students now focus on the use of too.

@ Refer students to the Interactive Workbook Exercises and
Answer Tests for revision.
It's used to say that something is more than ideal.
 Task
Case study 1 Students read the details about problems at One World
Bazaar. Ask the class what sort of complaints they think
the company may be receiving in the three categories.
Background Elicit examples for each category, for example:
This Case study looks at the theme of ethics in business problems with using the website for online ordering- not
and balancing the needs of the suppliers, employees, and secure, crashes
customers. It also highlights how the World Wide Web has poor quality I condition ofgoods received- often faulty
changed the nature of business by making many different problems with supply and delivery times - poor packaging,
markets more accessible. late.
After students have read about One World Bazaar ask the Students work in groups of three. They each take a role
class if they know of any similar organizations operating in and turn to their File. They will need about five minutes to
this way. read the information they have and prepare summaries for
their colleagues.

Discussion 2 When the students are ready, they can present their
summaries.
1-2 Students can discuss these questions in pairs before
feeding back to the rest of the class. 3-5 Students listen to the summaries and then discuss
ways to improve the situation for customers. When
Possible answers giving feedback, discuss the outcomes of the Task and ask
1 The producers benefit from this arrangement. students to think about what Language they found useful
This could be seen as a good thing for the producers or what they found difficult to talk about. You may be able
because it gives them a fair price, guarantees them an to provide some useful expressions to help them with this
income, and allows them to produce what they like using kind of task in the future.
available materials. The company also benefits as the
producers are likely to be more loyal. However, it could
also be seen as bad because it might lead producers One-to-one
to become complacent and produce lower standards The student can turn to Student A's File and then discuss
of work. the complaints with you and suggest solutions. Then
2 Problems with this arrangement could be that it Ignores repeat the same process with the information for Student B
customer needs. It may also result in poorer quality and C if you have time.
products for the customer, and they might well be able to
find better quality products at lower prices elsewhere.
)) Unit 13 Progress test and Speaking test, pages 110- 111.
 14 -~
1 Processes ~
--
. - ----------,
Unit content Starting point
By the end of this unit, students wi ll be able to Students brainstorm stages. They can then compare stages and note
• talk about technical and non-technical processes parts of the process which could be cut. You could collate everyone's
• make and change appoint ments or future plans ideas and draw a flow chart of the processes on the board.
• use formal and informal expressions in emails
• get someone's attention and interrupt Possible answers
appropriately applying for a job
• use the passive for talking about a process. see job advert -+ write letter and CV -+ attend interview
moving your office
find new location -+ book removal firm -+ send out new contact
Context details -+ decide what needs to be moved where

The topic of Processes is often connected buying a house

with mechanical systems or how something is decide budget -+ compare estate agents -+ choose one -+ look at
manufactured, and there is no doubt that students houses -+ apply for mortgage -+ make an offer -+ move in
involved in industry or production wi ll be well aware
of how important it is to be able to describe such
processes. However, non-technical processes, such as Working with words
how something is administered (e.g. an order or a job
application), will also be relevant to most students. 1 Discuss the first question as a class. Students then read the text and
answer the other questions.
They will need to know how to present processes and
procedures clearly. They will also need to understand
Answer
explanations of processes and feel able to ask for
1 Biodiesel is different to petrol-based fuel because it is made out of
clarification. This unit presents the language that
plants and vegetable oils.
students will need in order to communicate effectively
2 No, it has been used for centuries.
in these situations. It also enables students to
practise the passive tense, since this is important
when describing processes. Ask students if they know of any companies simi lar to Dl Oils in
their own countries. Note that in certain countries biofuels are
This unit also provides the language for inviting and
already used in cars on a regular basis.
planning future contact. This is a crucial part of
the socializing and networking process. The issue 2 571> Students listen to the end of the presentation and answer
of appropriate register when socializing or writing questions 1-3.
emails is also addressed. It can often be difficult to
know what level of formality is suitable in different Answers
situations. Students are encouraged to think about 1 The procedure is fairly simple.
this issue and make decisions about the language 2 There are two main stages: growing and processing.
3 The end product is a good quality fuel which you can use in any
__ ......__ ____ __ -- -
they use in various contexts.
--
- -- - I
transport vehicle.

3 571> Before listening, allow time for students to study the pictures.
Check that everyone understands the vocabulary. In tbis exercise
students are listening for verb phrases. They do not necessarily write
them exactly as they are said in the listening.

Answers
1 Make I out of 4 taken out
2 pick up 5 Mix I heat
3 Feed I into 6 Put / into

Watch out! All the verb phrases in 3 are transitive - they must be
followed by an object (take out the oil) and the object can separate the
verb from the particle in each case (take the oil out).

Tip Note that the use of pick up in Unit 6 referred to collecting

someone by car from somewhere (e.g. an airport).
 4 Students choose verb phrases and try to make sentences to Pre-work learners
describe the stages.
Alternative processes to present could be as follows :
Possible answers • planning a holiday
1 Take the cartridge out of the printer • writing an essay
• applying for a course.
2 Put it (the cartridge) into an envelope.
3 Put the new cartridge into the printer.
4 Feed the paper into the printer. Extra activity
If students have prepared a description of a process
5 Students study the phrases and think about the order they familiar to them, put students into pairs. Each student
would use them in. Then students can work in pairs and takes turns to describe the process, without using a
try to describe the process in 4 again, but this time using visual aid. The listening student has to take notes on
the expressions. each stage of the process. At the end, the student shows
his I her notes and checks that he I she understood the
Answers process. This is an effective way of practising listening and
a 5 d 3 speaking, and also shows if the speaker's description is
b 1 e 4 clear and logicaL
c 2 f 6

@ Refer students to the Interactive Workbook Glossary for

)) If students need more practice, go to Practice file 14 on
further study.
page 128 of the Student's Book.
6 Students work alone and list the stages for one of the
processes. Business communication skills
7 Students work with a partner and describe the stages using 1 58!> This section follows on from the situation in Working
some or all of the phrases in 5. with words. Karl is now talking to a member of his audience
after the presentation. Students listen and answer the
questions.
Extra activity
Another fun way for students to practise writing about Extra activity
processes and using the phrases is for them to work
in groups of three. Each group needs a blank sheet of In addition to question 2, ask students to listen for and
paper. Tell the groups to make a paper aeroplane. Don't make a note of the expressions used to make the two
explain why. Once they have done this, tell them to write invitations (answers in brackets below).
an explanation of how to make it, using the phrases. For
example:
The basic procedure ofmaking the plane is fairly simple. First Answers
ofall, take your sheet ofpaper and fold it in half Once you've 1 Anton represents a group of investors who are interested
done that .. .. in the plans for a new refinery.
When the groups have prepared their written explanation, 2 Firstly, he invited him to visit Moscow, and secondly, to
they swap the papers with another group, who then try to join him for a drink (I'd like to invite you to ... , Would you
make the aeroplane by following the written instructions. like to join me for ... ).
At the end the groups compare aeroplanes and see if they 3 Karl responds to the invitations with these expressions:
can fly them. That would be great and I'd love to, but I'm afraid I have
another appointment.

8 Students may need some time to prepare a visual aid, so 2 Before starting the conversations, ask students to
you could also set the task for homework. Many in-work brainstorm ways to make an invitation and to accept or
students will already have slides showing processes, so decline. Write their ideas on the board. They can then refer
you could also encourage them to bring these slides in to the Key expressions list and compare their ideas. Students
and present them in the following lesson. Refer students then practise making and responding to invitations using
back to Unit 12 for expressions used when giving formal the pairs of words.
presentations. At the end of the presentations, encourage
other students to ask questions.

ni
 3 59 1> Explain that the next listening is a few days later. Karl 8 Students could sit back-to-back to simulate conditions for
follows up the invitation from Anton by phone. a real phone call. The first situation is fairly formal (the
speakers do not know each other very well) , whilst the
Answers second situation is less formal. Students need to choose
1 The change of plan is that the meeting will have to wait. appropriate phrases for each situation.
2 The reason is that colleagues of Anton want to look at
other types of biofuels as well as Karl's Jatropha plant.
Feedback focus
4 59 1> Play the listening again for students to write in the Monitor and give feedback on the correct register and tone
missing words. during the phone calls. It is often helpful to record the calls
and play them back for students to comment on. This works
Answers very well in one-to-one classes.
1 change of plan 3 understand
2 As a result 4 a shame
Extra activity
Students can also practise writing emails similar to those in
5 Students use the situations in 2 again in order to say what
6 and 7. Instead of making telephone calls, they follow the
they can't do and then give the reason.
instructions and write four emails to and from Dr Kirstler.
Watch out! Many students find the use of apology in This can be done alone, or students can write emails to
English strange and exaggerated. Point out that it is each other.
important to use I'm afraid I I'm sorry and then give a
reason for cancelling appointments, especially with native
speakers. 9 If students don't have diaries they can spend a few minutes
creating one on a sheet of paper. They then make phone
6 We often make similar invitations and responses via email, calls based around their diary dates. Again, this same
so in this exercise students practise the language for this. scenario could be used to practise email writing, with
Note that because Karl has only met Anton once, the more students sending each other emails back and forth.
formal phrases will be used and students must select these
from the two choices in 1- 6. Note that the phrases have @ Refer students to the Interactive Workbook Email and
identical meanings and that some of the less formal phrases Phrasebank for further study.
are very idiomatic.
Wa tch out! It is often said that the language of emails is Practically speaking
less formal. Whilst it's true that we write many informal
1 Students work alone and choose responses that cannot
emails to colleagues, it is still very important that students
be used with phrases 1-6. They can then compare their
know how to use formal phrases in em ails (or any written
answers with a partner.
correspondence) to people t hey know less well.
Answers
Answers 1 g 4 c
1 a 2 a 3 b 4 a 5 b 6 a 2 g 5 d,g
3 g 6 d,g
7 Students now complete a less formal email with the
remaining phrases. Point out that the verb-form will have 2 Students need to stand in groups, so clear a space in
to change in question 2 from the past simple to the present the classroom or go out into the corridor if necessary.
perfect (i.e. something came up I something has come up). If students aren't sure what to discuss when they begin
chatting, brainstorm a few topics to discuss on the board,
Answers e.g. sport, weather, work, the weekend.
1 'd love to
2 something has come up
3 Sorry One-to-one
4 messing you around
Say a phrase from 1-6. Your student has their book closed
5 How about joining us in
and must respond appropriately.

)) If students need more practice, go to Pr actice file 14 on

page 128 of the Student's Book. Students may need to refer
to the Key expressions.
 Language at work read the language reference in Practice file 14 on page 129
of the Student's Book first. You might also like to refer
1 Discuss the questions as a class. Check that students students to Irregular verb list on page 134 of the Student's
understand the term networking, which refers to meeting Book, for help with past participles.
and talking to other people {socially) who may be useful
or helpful to you in your work. With experienced students, Answers
build up a list of tips from them on how to network 1 done 4 given
successfully. They will be able to compare this with the 2 won / lost 5 introduced
guidelines that follow in 2. 3 invited
2 60t> Students read the eight points for effective networking
before listening and ticking the points the speaker refers 4 This draws attention to the form of the passive with other
to. Make sure students realize that all eight points are tenses and verb structures.
important- not just the ones mentioned.
Answers
Answers a 5 d 2
• Do your research before the event. ./ b 3 e 1
• Make sure you meet new people. c 4
• Start conversations by mentioning someone you both
know. ./ 5 Students now consider the reasons for using the passive.
• Pay attention to the speaker.
• Introduce other people to each other. Answers
• Find someone to introd uce you to the person you want to 1 a (it may also be 2, although it is likely that the mutual
meet. ./ contact person's name will be mentioned in the
• Learn people's names and don't forget them. conversation that follows), d
• Don't leave without the numbers of important contacts. 2 b, c
3 b, c
3 61 t> Explain to students that the verbs in sentences
1-5 are all in the passive form. Students complete the )) If students need more practice, go to Practice file 14 on
sentences and then listen and check. page 129 of the Student's Book.
Watch out! At this level students should have already 6 All five statements are in the passive form. Students decide
been introduced to the present simple in the passive form. if they are true for them and if not, change them to make
If not, or if you think they need more help with this, you them true. They then tell their partner.
could do the following Extra activity before moving on.

Pre-work learners
Extra activity Your students could comment on the following statements.
Write sentence 1 on the board in its passive and active • My college I university was founded over 100 years ago.
form as follows. • Grades are lowered for late assignments.
• Students at my college are expected to complete their
Business is done through networking and meeting people.
studies in under four years.
People do business through networking and meeting people.
• In my country, education is paid for by the government.
Then ask students the following questions.
• Essays in my college have to written in English.
• What is the tense in both sentences? {present simple)
• Why are we more likely to say the first sentence?
{because we are interested in 'Business' rather than
Extra activity
'People') Ask students to write five more sentences about their work
• How is the passive formed? (to be+ past participle) {or studies). They must try to use all five structures from 4.
They then compare their sentences with a partner.

The sentences include passive verbs in different forms.

However, the exercise only requires students to write the 7 Students might want to base their presentations on the
past participle, and raises their awareness of the forms. example in the listening. They could look at the Audio script
If your students need more help at this stage, ask them to for ideas. They don't have to use the passive throughout,
but they should use it wherever appropriate.
 c:
Pre-work learners 3 ::s
Advantages Disadvantages ;::;.-
Students can give presentations on
• how to write the perfect essay 1 for • faster /less time • impersonal .......
~
• disciplinary procedures at college passengers waiting • passengers may
• h ow to survive on a student loan. • fewer queues make mistakes '"tl
~

• online booking and entering information 0

(')
Feedback focus checking-in allows • assumes everyone Cl)
VI
Make notes on the correct and incorrect use of the passive more flexibility in uses computers, or VI
Cl)
ticket choice I seat is comfortable with VI
in the presentations, both in terms of form and use. For
example, students might say the form correctly, but use a technology
passive where an active form would sound more natural. • real check-in
staff ask security
questions, unlike
@ Refer students to the Interactive Workbook Exercises and machines, so airline
Tests for revision. security may be
compromised
• luggage still has to
be checked in as
norma l
Case study 2 for • cheaper in long term • needs large initial
airlines (once investment is investment in
Background made) techno logy
This Case study looks at procedures and processes at • fewer staff required • passengers will
airports. Stu dents read abou t an airline that is trying to find • easier to fill planes need help using the
technical solutions to delays at check-in. Students discuss technology
possible solutions and their impact on customer satisfaction
and airport security. This situation is the context for the
Task, and students have the opportunity to practise the Task
language from the unit when they present various check-in 1 Students will need time to study their Files and prepare
processes. their mini-presentations.
Allow time for students to read about Air27. You could
ask them to underlin e the problems facing the airline and
2 Students should be using the passive form while explaining
the new systems.
the causes. (Problems: no investment in technology for
checkin g-in, passen gers wait 2 hours, not en ough staff 3 During this discussion, students could refer to the list of
in busy times, long queues, unhappy passengers, stress advantages and disadvantages they made in the Discussion
for staff, delayed flights or taking off without passengers, section to help them. At the end, each group can present
increased security measures.) their final decision and give their reasons. Encourage
groups to give feedback on each other's solutions. You
Discussion can also give feedback on their presentations of the new
systems.
1-3 Students can discuss these questions as a class or in
pairs. If students are unfamiliar with air travel, you may
need to help them. Answers to question 1 will vary.
One-to-one
Possible answers Look at each File with your student and discuss each of the
2 Other methods include new systems. Ask the student to choose the best solution.
• tickets with barcodes that can be scanned into Alternatively, work as a pair with Student A and B's Files
machines at the airport only.
• a code number you type into a self check-in machine
• an online checking-in link on the company's website.
)) Unit 14 Progress test and Speaking test, pages 112-113.
By the end of this unit, students will be able to Students can discu ss these questions in pairs. Allow a few m in utes
• talk about personal qualities for stu dents to read the list in question 2 and tick the important
• appraise performance and set objectives factors. Encourage them to add any more they can think of. Students
• tell a story can then compare what they have ticked and explai n their reasons,
• use t he past continuous and past perfect for before feeding back to the rest of the class.
talking about past events.

Working with words

Context 1 As a lead-in, ask students how important it is for inclividual success
The topic of Performance is relevant to everyone. to b e recognized at work or school. They can then quickly scan the
The criteria by which we all define successful article for the answers.
performance may vary quite widely. Traditionally and
stereotypically, performance in business has been Answers
measured in terms of how much money is made 1 he isn't surprised because his staff are so enthusiastic and
or t he position an individual may rise to within a motivated
company. However, there is now a greater emphasis 2 members of staff or pat ients
on a good work-life balance. This means that some
people may define success in terms of their quality Tip Note the distinction between the adjective and noun form of
of life and how far they are able to balance their work patient, both of which appear in the text and may cause confusion.
and their home-life.
2 Discuss these questions as a class. As part of the discussion suggest
Another concept that arises in t his unit is or elicit some of the oth er ways success can be recognized ,
motivation. This is a key issue when managing staff. e.g. a bonus scheme, an extra day off, a prize or award, promotion,
Implementing ways of motivat ing and encouraging a certificate. Note that some people might think that this kind of
staff is something many companies spend time award clivides staff and creates bad feeling.
considering. Incentives such as bonus schemes
or awards like 'employee of the month' can help.
Performance reviews, where an employee and his I Pre-work learners
her line manager talk about past achievements and
Ask students if they have something similar at their college, like
formulate new objectives, also help companies to
'student of the month'.
motivate and manage staff effectively. This unit
provides students with language that will help them
to encourage and appraise staff effectively. Students 3 T he description of each person matches to the adjectives in the
have the opportunity to role-play an appraisal so that earlier text.
they can practise expressions needed when reviewing
performance. Answers
1 flexible
2 hard-working, motivated, dedicated
3 helpful, motivated, (caring would also be possible)
4 caring, patient
5 enthusiastic
6 dependable

4 Students work in pairs and tell each other about a person they would
nominate. Make sure they are using some of the adjectives.

Pre-work learners
Students can discuss people t hat might be nominated for 'student of
the mont h'.

5 Students build nouns from the adjectives.

-
 Students work in pairs and discuss each noun in 5. They
Dictionary skills must decide if the quality is necessary, useful, or not
This is a good opportunity for students to make use of important for the job in question. For example:
dictionaries, either to help them find the noun form, or to A freelance designer doesn't need to be punctual for work if
check their answers at the end of the task. they live at home, but they have to be very creative.

Answers 8 Students can talk about their own job and describe the
1 patience, confidence qualities they need.
2 dedication, motivation, ambition
3 enthusiasm
4 punctuality, flexibility, creativity, dependability Alternative
Put students in pairs. One student thinks of a job. The other
has to guess the job, but can only ask Yes I No questions.
They should ask about qualities needed. For example:
Extra activity A Do you need to be very ambitious for this job?
Ask students to decide what prefix is n eeded to make each B Yes.
adjective negative. For example: A And is it important to be a very confident person?
impatient, unpunctual, inflexible, uncreative, unmotivated, B Yes.
undependable, unenthusiastic, unambitious, and unconfident. A Is it the Managing Director?
Note that dedicated does not take a prefix. B Yes.
Read the adjectives and nouns aloud and ask students to You could write the names of jobs on cards for students to
mark the word stress. Remind students that the word stress use if you like, e.g. lawyer, football player, police officer, pilot,
of the adjectives doesn't change with the negative prefix. chef, journalist, stockbroker, management consultant.
Again, students could refer to their dictionaries to check.
Suggest to students that they record this new vocabulary in
their notebooks as shown below. They could also add the @ Refer students to the Interactive Workbook Glossary for
translation and an example sentence. further study.
Adjective Noun Negative adjective
J}fltient JlQ.lience imJ}fltient Business communication skills
dedicated dedication
1 Ask students to read the performance review and discuss
whether they have something similar at work. If so, ask
6 Students complete the sentences and say if they are true or how often performance reviews occur and if they find such
false. They can then discuss their answers with a partner. forms useful.
Watch out! Note that in many companies, an employee
Answers
may have a performance review once or twice a year. This
1 flexibility 4 confidence
involves discussing their progress at work and setting
2 patient 5 motivation I dedication
personal aims and objectives. The first part of such a
3 punctuality 6 dedicated
process often begi ns with an employee fillin g in a form.
This is then given to the manager before the performance
)) If students need more practice, go to Practice file 15 on review meeting and forms the basis for the discussion.
page 130 of the Student's Book.
7 Students think of three job titles and decide on two of the
qualities (the nouns in 5) that would be useful for the job. Pre-work learners
Discuss what students think the purpose of such a form is
and if they ever complete a similar form before meeting
Alternative tutors at their college.
Write the following jobs on the board:
• f reelance designer
• sales representative 2 62t> Answers can be in note-form. The main aim is that
• customer care assistant they can report back to their partner afterwards.
• computer programmer.
 @ Refer students to the Interactive Workbook Email and
Possible answers Phrasebank sections for further study.
1 Found it difficult when he first came to work here.
2 (no extra information)
3 Likes (solving problems wit h machinery). Dislikes Practically speaking
meetings. Likes being given a job and getting on with it. 1 64, 651> Play the two versions and discuss the differences
4 Work on being a team player. as a class.

3 621> Students could try to match the two halves before Answer
listening again to check their answers. In the first version Chris's s.upervisor is very encouraging and
positive. He uses language to say how well Chris has done.
Answers In the second version the supervisor's language and ma nner
1 c 5 e is demotivating- the language is very direct and abrupt.
2 f 6 d
3 a 7 b 2 641> Play the first listening only.
4 g
Answers
Tip Refer students to the Tip. You can mention other 1 well 4 Well
examples of how we use past tenses to sound less direct. 2 great 5 Keep
For example: 3 good job
Something I thought you might like to do is ...
I was wondering if you would like to join us. 3 Don' t let students spend too long thinking of jobs they have
4 631> Students listen to the rest of the meeting and answer recently finished. They can be simple things, e.g. fixed the
the questions. Note that they need to write down phrases computer, painted the house, made coffee for everyone.
for question 1 and 3.

Answers Language at work

1 He says: So, let's summarize what we've agreed. 1 Students read the extract and mark the statements.
2 Try to arrange more technical training and Chris will
c.omplete a questionnaire on working in teams. Answers
3 /s that OK with you? Is there anything else you 'd like to
1 F
add? 2 T
3 T
)) If students need more practice, go to Practice file 15 on
page 130 of the Stu dent's Book. Students might need to 2 Students focu s on the tenses to match the sentences to the
refer to the Key expressions. uses.
5 Students complete the appraisal form. If necessary,
students can create an imaginary job. Answers
1 b
6 Before th is activity, you could review t he phrases needed 2 a
for the four stages with the class, or refer them to the Key 3 c
expressions list. If you have students from different levels
of the company in the class, you will need to be sensitive 3 Once students have matched the tenses to the sentences
when putting pairs together. ask students to say what the forms are: had I have + past
participle, was I were + present participle.

Feedback focus Answers

Focus on the correct use of the phrases. You could past perfect: a
also comment on how encouraging and motivating the past continuous: b and c
managers were.
)} If students need more practice, go to Practice file 15 on
page 131 of the Student's Book.
7 Students discuss any of th e three a reas and decide on a
plan of action.
4 661> Students listen to two stories about performance @ Refer students to the Interactive Workbook Exercises and
reviews and make notes. Tests for revision.

Answers
Helena
1 Must work as part of a team.
2 Because she'd said it was difficult being the only woman Case study
and he said she'd never get anywhere in the company.
3 Six months later she was transferred , and another six Background
months after that was running the factory. This Case study deals with presentation skills and the
Matthias training requirements for employees who will need to
1 The HR manager said he was doing well. present in English (something that many international
2 During the interview the HR manager answered the phone business people are now expected to be able to do).
and replied to an email. Then he was handed a review Students are encouraged to discuss how to give a good
to sign which he wasn't given time to read. The written presentation and this provides the context for the Task,
review was also different from what he had been told. where students are able to practise appraising performance
3 Matthias left the company and the HR Manager got fired. using language from the unit.
671> Students read the text and then listen to the trainer.
5 661> Students complete the sentences before listening. Watch out! You may need to pre-teach the followi ng:
Answers
=
assume expect
1 was working 4 were talking
=
to bring someone up to speed give someone information to
make them up-to-date
2 had already discussed 5 had prepared
3 was running 6 'd already left
=
anticipate predict
hinder = not help I prevent.

Watch out! Sentences 2 and 6 in 5 illustrate how we often

use the word already in conjunction with the past perfect.
Point this out to students and also remind them that 'dis the
Alternative
contracted form of had. With classes that find listening difficult, ask them to listen
for specific information. Write the following questions on
6 Students create their own sentences about the timeline
the board (answers are shown in brackets). Students listen
using the past perfect and past continuous. Note that they
and answer the questions.
are also allowed to use the past simple, which they will
1 When was Media Training Associates founded? (2000)
need to show contrast. Students might need to write their
2 Who have they helped? (more than 100 companies)
sentences down initially.
3 How many things make a good impression? (3)
4 What shouldn't you assume about your audience?
Some possible sentences
(knowledge of the subject)
She had a bad performance appraisal while she was working
5 What do y ou need to anticipate? (areas of conflict or
for the food company.
disagreement)
She transferred to another subsidiary after she had had a bad
6 What makes a clear structure? (three points and a
performance appraisal.
beginning and end)
She was working in a subsidiary when she was asked to run it.
7 What makes a bad visual aid? (packed with information,
She was asked to run the subsidiary after she had been
complicated diagrams, or lots of bullet points)
transferred.

7 Students create a similar timeline for themselves, before

describing it to their partner.

Alternative
Students can draw their timeline and describe it to their
partner. The· partner cannot see the timeline and must try
to draw it so that it looks like the original.
 Discussion Presentation 2: The second speaker will score much higher
1-5 Students work in small groups and discuss the marks. The introduction is very clear and the speaker uses
questions. You could write thei r ideas on the board. useful expressions, such as I will be talking about .. ., Are
there any questions?, and the presentation is also fairly
Possible answers convincing because the speaker tells us about benefits,
1 Answers will vary. Possible additional tips could be: the unlike the first speaker.
importance of preparation, the need to practise, the
importance of speaking clearly. 3 Students take turns to be the trainer and the trainee.
2 Possible additional criteria cou ld be Remind students to use expressions for giving feedback
• think about audience from the Key expressions list. Your feedback should focus on
• non-distracting body language the language that students use for
• good eye contact • giving a formal appraisal
• simple visual aids • encouraging self-evaluation
• a clear ending • evaluating performance
• ability to answer questions • setting and agreeing objectives.
• accurate language (grammar, vocabulary)
• clear delivery I sound interested I clear pronunciation.
3 You need to think about the audience - what do they One-to-one
already know, and what don't they know? You also need
Go through the Task section together. For the final activity
to prepare the structure and the content carefully, along
you can take turns to be the trainer and the trainee with
with any visuals. Most importantly, you need to practise.
the student.
4 • The audience will not understand the language of
the presentation, either because it may be delivered
in a foreign language or because the listener doesn't
) ) Unit 15 Progress test and Speaking test, pages 114-115
understand certain techn ical terms.
• Presentations are often structured differently in
different countries, so a typical Anglo-Saxon model has
a beginning, middle, and end, but in some cultures th is
isn't necessarily the norm.
• A speaker may make a remark which is very culturally
based ; for example, a British speaker might make a
joke or refer to something on British TV which a foreign
audience doesn't know about.
5 The most common mistakes include: a lack of
preparation and practice, and when the presenter clearly
hasn't thought about the audience and t hey are either
bored or confused.

Task
1 68, 691> Students listen to the two presentations and take
notes.

2 Play the two presentations agai n if necessary, so that

students can write notes in the feedback form. They can
also make notes based on the extra criteria added in the
Discussion section.

Possible evaluation
Presentation 1: The speaker possibly scores 2, as the topic
is introduced, but not very clearly. Very few helpful phrases
are used and the content isn't organized. The presentation
is not very convincing at all because the speaker pauses and
seems very uncertain.

-· .- - so--,J
Unit content Starting point
By the end of this unit, students wil l be able to Students can discuss these questions in pairs, before feeding back
• talk about their own and their company's to the rest of the class. You might need to check that students
achievements understand what all the products are on the list. Answers to the first
• report back on and evaluate research two questions may vary. There is some debate as to where these
• generalize products originated.
• use contrasting language for negative and
positive points. Suggested answers
1 silk - China, potatoes- Peru, coffee- Ethiopia, black pepper -India,
chocolate - Mexico, rubber- Central and South America
Context 2 silk- China, potatoes- China, coffee - Brazil, black pepper- India
or Vietnam, chocolate- Ivory coast (thought to be the leading
Typically, businesses define success in financial
producer of cocoa beans), rubber- India
terms, such as sales figures, profit and loss, and
turnover. However, striving to be number one at
what you do is not necessarily the only measure of
success. Companies are increasingly aware that other Working with words
factors contribute to overall success. These might
1 Students look at the three products and guess the common material,
be, for example, raising money for charity, helping
before reading to check their answer in 2 .
the environment, or enabling employees to achieve a
"tealthy work-life balance. 2 Students read for the name of the material (silk) , and answers to
questions 1 and 2 .
As well as seeking to achieve success, successful
companies are faced with the problem of how to Watch out! You might need to pre-teach the following:
maintain 'number one' status in a competitive =
sutures stitches used in surgery
business environment. For the individual employee on monks = religious m en living in a monastery
ne other hand, succeeding at a day-to-day level could endanger= to put sb I sth in a situation in which they could be
mean helping a colleague, providing a customer with harmed or damaged
a service, giving an excellent presentation, or even secrets= information that is not given to everyone.
earning something new in an English lesson.
Setting tasks with specific goals and objectives allows Answers
companies to measure success. Reporting back on 1 The route began in China and went through India and the Middle
these tasks and the related objectives is something East to Europe.
that many employees will be required to do. Part of 2 People can discover new products and techniques via the Internet,
this reporting will include contrasting information and or by visiting other countries.
roming to a conclusion or creating an action plan . In
this unit stude-nts are able to practise reporting back
and t alking about positive or negative factors that may
Extra activity
have arisen when complet ing a task. Throughout the
unit they will also have the opportunity to speak about Write the following questions on the board (answers shown in
success and achievement in relation to their company brackets). Students read the text again and answer the questions.
1 What are the qualities ofthe material? (strength, light weight, softness)
or their own career.
2 What is it used to produce? (parachutes, sutures, cosmetics)
3 Wh ere does silk comefrom? (China or the silkworm)
4 What happened in the 13th century? (ftaly set up silk manufacturing
industry)

3 Students match the words and phrases in the text to the definitions.

Answers
1 expertise I know-how
2 succeed (in) I managed (to)
3 came across I find out
4 searching /look for
 Watch out! Students might find it difficult to understand total flop I success I waste of t ime
the difference between manage to and succeed in. They significant achievement
are very similar and can often be used interchangeably. great achievement I triumph
However, succeed in is used to emphasize an achievement amazing breakthrough I success
(she succeeded in winning the race) , whereas manage to is real disaster I achievement I flop I waste of time I success
used more generally to express ability and implies that
something was difficult to do (she managed to learn how to
Watch out! Note that with collocations there are
use the software).
generally few rules governing them. Some words simply
4 Students make sentences with the words in 3. often appear together. A good dictionary will provide
collocates of a word and students should get into the habb.
5 70 I> Before playing the listening, discuss what is
of recording the collocations of any new word.
h appening in the pictures. Students then Listen and match.
) ) If students need more practice, go to Practice file 16 on
Answers
page 132 of the Student's Book.
1 c
2 b 9 Students work in pairs. Allow time for students to study
3 a their Files. For each event students will need to use an
appropriate collocation from 6 or 8 to describe how it
6 701> Students listen again and match the adjective+ noun went.
collocations.

Answers One-to-one
complete waste of time The student can describe all eight events, while you ask
absolute flop the questions.
total disaster
significant breakthrough
great success 10 Students describe the three items and say how much of a.
amazing achievement s uccess (or failure) each one was.
real triumph

7 Students categorize the phrases in 6. Pre-work Learners

Students could describe the following instead:
Answers • their last exam
successes: significant breakthrough, great success, amazing • their last lecture
achievement, real triumph • a party or celebration they went to recently.
failures: complete waste of time, absolute flop, total disaster

@ Refer students to the Interactive Workbook Glossary

further study.
Pronunciation
Explain to students that we often add emphasis to these
collocations by stressing the adjective, and in particular its Business communication skills
stressed syllable. Drill the following words with the stress: 1 Discuss these questions as a class.
sign.ificant, great. amazing, real. com~ absolute, JQta/.
Now drill the adjective with the noun to show which 2 71,721> Students listen and make notes in the table. You
carries greater stress: might need to play these twice to allow students time to
e.g. sign.ificant breakthrough. write all the answers.

8 Students think of other possible adjectives + noun phrases

and then use them to describe the pictures.

Possible answers
complete disaster I flop I triumph I success
absolute disaster I triumph I waste of time
 Answers 5 Students work in pairs and take turns to rep ort back. Allow
plenty of time for students to read about their trips and
Olli Sandrine prepare their reports before they begin . Refer them to the
Destination India Vietnam Key expressions list to help them.
Impressions impressive welcome factory is small, 6 Students can now report back on a p ersonal experience. If V)

they don't want to use th e suggestions, they could also t alk r::
and verdict from Mr Rahman, but the business (")
about something like a recent exam, some charity work, or (")
wasti ng their time; is dynamic ro
the factory is and efficient; solving a problem at work. Vl
V\
chaotic and old- his furniture is
fashioned; need excellent quality;
to modernize old if they give him Feedback focus
equipment; let the support, he could Focus on the use of expressions for giving feedback.
current contract become better; You should also check that the listener is u sing suitable
run and look for there were a few expressions to ask for feedback and justific ation.
someone e lse communication
problems
Next step make sure the rest invite Mr Tran to @ Refer students to the Interactive Workbook Email and
of the orders are visit them; develop Phrasebank sections for further study.
completed; focus the relationship
on improving their
systems; review
Practically speaking
the situation in a 1 Students underline the words I phrases for generalizing.
couple of months
Answers
3 721> Students listen and write equivalent phrases from the on the whole, all in all, overall, mainly, mostly, in general,
second listening. Again, students may need to listen twice. generally speaking

Answers 2 731> Students work in pairs a nd make sentences. T hey then

1 How did it go in Vietnam? listen and compare their answers.
2 I'll bring you up-to-date.
3 Give me an overview. Answers from the listening
4 I was pleasantly surprised. 1 In general, I prefer to t ravel by train.
5 Tell me more. 2 We mostly operate in the Far East.
6 Highlights the need 3 I thought it was an excellent prese ntation overall.
7 I think t he next st ep is ... 4 Generally speaking, we don't work at weekends.
8 We need to concentrate particularly on .. . 5 On the whole, it was a great trip.
6 We mainl y commu nicate in English.
7 All in all, I was very happy with the way it went.
4 Students complete the conversations with phrases from 3.
There is often more than one possible a nswer.
3 Students make sentences with the words. You could write
Answers some of the sentences below on the board as examples. As
1 How did it go well as comparing sentences, studen ts can ask each other
2 What makes you say that I Why do you say that further questions about their re action s.
3 What were your overall impressions
4 I was impressed with Possible sentences
5 Tell me more I went on a trip to India and in general it went well.
6 highlights the need On the whole I enjoy travelling, and in particular air t ravel.
7 need to concentrate I should focus Mostly work's OK, although some t hings irritate me,
especially unhelpful people.
Genera lly speaking my English is progressing well.
}) If students need more practice, go to Practice file 16 on
Overall it hasn't been a good year at my company, mainly
page 132 of the Student's Book. Students might need to
because of the restructuring.
refer to the Key expressions.
 Language at work 5 It may be helpful to put Student As together and Student
Bs together first so that they can help each other think
1 Ask students how much they can remember about the of the construction of the sentences and p ractise saying
situation with Mr Tran from the Business communication them. For example:
skills section. You could play listening 721> if they need
Although we'll finish work later, we'll avoid the morning rush
help remembering the issues, or if they didn't look at t his
hour.
section.
People are unfamiliar with the logo. However, it has a more
Allow time for students to read the email. Discuss modern feel.
how reassuring she is as a class (overall, she is quite You m ay also want to elicit phrases for disagreeing. For
convincing). example:
2 To help students identify the contrasting words, point out Yes, but . . .
that they appear where there are two ideas (and often t wo Sorry, I disagree ...
clauses) in one sentence. I see your point, but . .. .
6 Before forming groups, students could make lists similar
Answers to those in 5 under the headings Negative (criticisms) and
Even though Mr Tran's factory is small, it is efficient and well Positive (counter criticisms). This will help them contrast
organized, so he should be able to satisfy commitments. their points in the group discussion. For example:
Despite having language problems, wit h a mixture of English Even though some staffsay we oren 't paid enough, I think
and French, we will be able to get by. the company is very generous with time offand perks.
Although he may not be a great linguist, I think he is an
energetic and committed businessman.
However, if we manage to convince Mr Tran to come and see Pre-work learners
us, I think that you will be as impressed as I was. Students can respond to the questions, but in relation to
I think it will be worth it in the long run, despite the their place of study.
potential problems.

3 Students need to look at the sentences using despite.

@ Refer students to the Interactive Workbook Exercises
and Tests for revision.
Answer
despite can be followed by a verb in the -ingtorm (despite
having) and also by a noun (despite the problem)

Case study
Watch out! You might need to point out that despite can
also be followed by the fact that + a verb phrase. For example:
Despite the fact that there are language p roblems, with a Background
mixture ofEnglish and French, we will be able to get by. This Case study presents a successful company and
encourages students to consider how such a company can
4 Students can transform the sentence in five different ways ensure t hat it remains successful. Maintaining success can
using the underlined words in the email. often be as hard as becoming successful in the first place.
The example of Cafedirect shows how a top company has
Some possible answers consistently reinvented itself and brought out new products
Even t hough their head office was impressive, the firm was in order to remain competitive. The Task uses the context
losing money. of a company that needs to react to falling sales. Students
Despite having an impressive head office, the firm was practise the language presented in the unit to report back
losing money. on research and discuss future action.
Although their head office was impressive, the firm was
Allow time for students to read about Cafedirect and study
losing money.
the timeline.
Their head office was impressive. However, the firm was
losing money.
Their head office was impressive, despite the fact that the Discussion
firm was losing money. 1 Students could underline the key information in the text to
help them answer this question.
)) If students need more practice, go to Practice file 16 on
page 133 of the Student's Book.
 One-to-one
Reasons for success
Follow the Case study as given. When you get to the Task,
In general, it has been so successful because it has
you can look at Files for A and B, and the student can look
consistently brought out new products and promotional
at files for C and D. You can then report back to each other,
campaigns. Specific examples are
discuss the findings, and draw up an action plan. The
• national distribution in the Co-op and Safeway (,f)
student can then prepare and give a mini-presentation of c:
supermarket chains
the action plan. ("')
• partnership with Costa Coffee shops ("')

• cinema advertising campaign co

VI
VI
• becoming a public company
)) Unit 16 Progress test and Speaking test, pages 116-117.
• starting to supply hot drinks to major companies and
organizations in the UK.

Extra activity
Ask students to consider what often happens to very
successful companies (e.g. they may become complacent
and lose competitive edge) and discuss this as a class.

2 Discuss this second question as a class. If students think

that the company can continue to be successful, ask them
to think of how.

Possible answers
It may need to move into more markets, as it did from coffee
to tea (1998), if it is to remain competitive.
The company may need to move up-market or find niche
markets.
More investment in promotional activities may be necessary.

Task
l Allow students time to prepare short verbal summaries of
the in formation in their Files in order to report back to the
group.
2 Allow between 15-20 minutes for the meeting. It may be
usefu l to appoint one student (perhaps Student A) to be the
chairperson. In item 1 on the agenda, each student reports
back in turn. Remind the other students that they need to
take notes during this stage of the meeting to help them
raise concerns in item 2. After the discussion, each group
should agree on action and draw up an action plan.
At the end, ask each group to present their action plan to
the rest of the class and compare everyone's ideas. Focus
feedback on the use of expressions and contrasting words
presented in the unit. You may also want to give feedback
on how well the meeting was run. Consider the following
points:
• Did everyone get an equal chance to speak?
• Were the presentation s ofthe rep orts clear?
• Did the group reach a decision everyone could
agree on?

85
 A So 17 me. Where is that?
Working with words
B I come from a small town in Germany by the Rhine.
Complete these sentences with pairs from the list. A That 18 nice.
B You're 19 for sales as well, aren't you?
stressful + depressing varied + dull A I'm in 2 0 of our European clients and now
challenging + worthwhile routine + fun North Africa.
rewarding + good demanding + glamorous B Really? So does your job 21 a lot of travel?

1 My main duties are fairly but sometimes I go

on a trip abroad and that's a lot of _ _ __ Language at work
2 Being in recruitment is because you help Put these words in the right order to make questions.
people with their careers and that makes me feel 22 you work Quebec do in
_ _________ ___ ____?

3 A CEO probably has the most _ _ _ _ job in the 23 ask who your is can main supplier I
company, and of course it can also be qu ite _ _ __ _ _ __ _ _____ _ _ _____?
with all the executive events.
24 does parts of the world which supply your company
4 Most of the time I have lots of different tasks to do, so my ______ _ __________?
job is really - - - - · but sometimes I have to spend
hours doing paperwork and that is really _ _ __ 25 do where Lisa you works know
_ _ _ ______ _ _ _ _____?
5 Many people who work in finance find that their high-
powered jobs are very . Eventually they also 26 many hours do a week bow you work
___ _________ ______?
find them and want to leave.

6 Working for an NGO in Africa must be really _ _ _ _ Put these time expressions in the right place. See the
but also very _ _ __ because you help so many people. example.

(once in a while) I work from our headquarters.

Business communication skills I work from our headquarters once in a while.

Match 7-13 to a- g. 27 (all the time) The phone rings.

7 This is a meet you too.

8 I don't think b delighted to meet you. 28 (hardly ever) We leave the office before seven.
9 I'd like to c a colleague of mine.
10 I'm very d introduce a colleague.
29 (about three times a week) I'd say I play tennis.
11 I'm e pleased to meet you.
12 I want you to f we've met before.
13 Nice to g meet a colleague of mine. 30 (normally) There's a staff meeting on Mondays.
Complete this conversation with words from the list.

sounds involve deal tell oversee Result _ __ _ _ I 30 marks

responsible charge handle

A I bear we both 14_ _ __ the work of the sales divisions

in our companies.
B Not quite. I mainly lS with domestic markets, so
I only 16 accounts in my own country.

Photocopiable © Oxford University Press

Role cards
Copy this page and cut out the role cards for the students. Then use the Speaking test results forms to
evaluate each students' performance. You can then cut out the results and give them to the students.
Cut along this line
--------------------- - ---- - 1--------- - -------- - --------
Student A Student B
You are at a conference. You are meeting the other person for You are at a conference. You are meeti ng the other person
the first time. for the first time.
• introduce yourself • introduce yourself
• exchange greetings • exchange greetings
• say who your work for* • say who your work for*
• say what you do* • say what you do*
• describe your responsibilities* • describe your responsibilities*
• find out about the other person and show interest • find out about the other person and show interest
* If you are a student, say where and what you study. * If you are a student, say where and what you study.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Didn't do this Yes, but with Yes, did this Didn't do this Yes, butwith Yes, did thls
(0 points) some mistakes very well (0 points) some mistakes very well
(I point) (2 points) (1 point) (2 points)

introduce bim I
herself?

- -- . -

exchange ,
greeti~gs?

.- - -
say who h_e I she
,works for? '

find out about

a person's
interests?

Result _ __ _ _ I 10 marks Result _ __ _ _ I 10 marks

Cut along this line

Photocopiable © Oxford University Press

 Match answers in 16-20 to questions in 11- 15. Write the
Working with words question numbers next to the resp on ses.
Complete these sentences with wo rds from the list. 16 I'm afraid I'm busy. _ _ __

budget track tasks deadline job updates 17 Great. Thanks. - -- -

schedule objectives resources skills
18 We've completed it. _ _ _ _
1 We'll never meet the _ _ _ _ at this rate. Can we go 19 So far so good. _ _ __
any faster?
20 We're still waiting for it. _ _ __
2 You never know. At this speed we might even finish ahead
of _ _ _ _
Read these phrases fo r star ting and ending a call. There is
3 If we have another good day we'll be back on _ _ __ one unnecessary word in each phrase. Write this word next
to the phrase.
4 It's my job to allocate the necessary to 21 Hello. Samira is speaking. _ _ __
departments and check they have what they need.
22 I must let you get on with. _ _ __
5 The finance department is on the phone asking why we
don't appear to be staying within the I said 23 What can I to do for you? _ _ _ _
they should talk to you.
24 Thanks for your calling. _ _ __
6 I find delegating one of the most difficult things
to do on a project like this. Language at work
7 My boss likes to receive weekly from everyone Complete this em ail with the present simple or present
in order to avoid any problems or delays. continuou s of the verbs in brackets.

8 Any successful project needs the manager to set clear Dear Jaime
_ _ _ _ right from the beginning. As you know, currently Josie 25 {take)
a month off because of family problems. As a result,
9 Any project is an opportunity to learn new _ __ _
I 26 (need) someone to take over her
10 Come on everyone. Let's get on with the - - - -· responsibilities on the New York project. So the reason
otherwise we'll never get home. r 27 {email) you is to ask if you could deal
2
with it. I 8 {understand) that you are
very busy at the moment, but I 29 (think)
Business communication skills
I could delegate some of your less urgent work to Bruno.
Write the missing word in these questions. I called your office and they said you 30_ _ _ _ _ __ _
{interview) people for the new position all day, so can you call
11 _ _ __ 's everything going?
me back asap tomorrow?
12 _ __ _ 's happening with the paint I ordered? Thanks.

13 So, _ ___ are we with stage one?

Result _ _ _ _ _ I 30 marks
14 _ _ _ _ you call them for me and find out where the
delivery is?

15 _ ___ don't I do that for you? I've got time.

Photocopiable © Oxford University Press

Role cards
Copy this page and cut out the role cards for the students. Then use the Speaking test results forms to
evaluate each students' performance. You can then cut out the results and give them to the students.
Cut along this line

Student A Student B
You and your partner run a training company. Call your You and your partner run a training company. Your
partner to get an update on a seminar for managers this partner calls to get an update on a seminar for managers
weekend. You need an update on the following: this weekend. This is the current situation.
• the venue The venue
• refreshments. The original hotel has cancelled the booking so you are
This is the current situation. looking for another venue.
The two trainers Refreshments
They have confirmed. One of them needs a hotel for the night The caterers will arrive at midday.
before the seminar. You need an update from your partner on the following:
1
Stationery • the two trainers
The supplier hasn't delivered paper with the company • stationery.
logo on. Decide who will deal with which tasks and by when.
1
Decide who wm deal with which tasks and by when. Remember to summarize your decisions at the end of
Remember to summarize your decisions at the end of the call. the call.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Can the student ... Didn't do this Yes, but with Yes, did this Can the student ... Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (Opoints) some mistakes very well
(1 point) (2 points) (1 point) (2 points)

start the call? start the call?

~ r.~~~~J~~!j~:l=~~;~
askfor and give
an1;1pdate?

offer.or decline to offer or decline to

do something? do something?

summarize the summarize the

action needed? action needed?

end the call? end the call?

Result _ _ ___ I 10 marks Result _ __ __ I 10 marks

I
----------------- Cut along this line

Photocopiable © Oxford University Press

 Read this voicemail and complete the information on the note
Working with words pad (scoring = three marks in total, lose one mark per error).
Complete these adjectives with the missing letters. Hi. Can you call me back on double oh seven, three nine three,
1 There's a really _xc_t_n_ film on TV. Come and watch! double one oh, two nine four? Or ifI'm out, you can email me at
michela dash thirteen at enterprise underscore one dot F for Freddy
2 I've just sat through one of the most b_r___ presentations I for Italy all lowercase.
in my life. Everyone was nearly asleep.
19- 21 Michela called. Call her back on or
emrulher at _______________________________
3 We had a r...Lx__ _ _ break at a health spa.

4 Standing at the top of a mountain after a long hike is one

the most ex_ __ar_L _ _ feelings. Language at work
Complete this conve.r sation with the past simple or the
5 Everyone in my office has a different background, so we
present perfect of the verbs in brackets.
have really i_ter_ _L __ conversations.
Jane Hello Samuel, 22 you
6 We have a terrible boss who tries to motivate us by (meet) Frank?
making sure we're L _ _hLn _ _ of losing our jobs.
Samuel No, 1haven't. Nice to meet you. Is this your first time
7 One of the most _nj_y_ b_ _ holidays I have ever had was in the US?
staying at home doing nothing. It was great! Frank I 2 3_________ _ _ _ (come) here when I was a
student, but that 24 (be) a long time
8 The trip was really L __ _ g, especially because delays at
ago now!
the airport added five hours to the flight.
Jane Frank works at our office in Vienna.
Samuel Oh. I'm afraid, I 25 (never I be1
Business communication skills to Austria. I've heard that the skiing is great.
Put these words in the right order to make questions. Frank Yes, our family always spends some of their holidays
in the mountains.
9 do lind you how our country
-------------------------------? Samuel llove skiing. We're planning our next skiing trip at
the moment. 26 (you I ever I be)
10 often do they visit head how office skiing in Italy, Frank?
-------------------------------? Frank Yes, I have.
11 films do sort you what like of Samuel When 27_ _ _ _ _ __ (you I go)?
-------------------------------? Frank 1 2 8 (go) about five years ago, vntt:
a group of friends. It 29 (be) great
Complete these sentences with the correct word. there, but if you're going skiing in Europe you should
12 They're interested ________ d ifferent cultures. definitely try Austria. I could show you around .
Samuel That sounds great!
13 Rita is fond ___ __ Opera.
Jane Sorry to stop you there, but we really need to go now
14 Actually, I'm not that keen seafood. Frank. I 30 (put) you in the office
next to mine.
15 She's simply crazy skiing. She goes every winter.
Frank Sure, let's go. It was nice meeting you Samuel.
16 He doesn't seem excited the changes at work.
Result ___ _ _ _ I 30 marks
17 Anyway, I'd better get . Speak again later.

18 Sorry, but I should get to my work now.

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Role cards c:
::::::1
;::;:
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then w
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students. rot
V'l
Cut along this line .-+
V'l
Student A Student B
1 Roger Smythe is visiting your company for the first time. 1 You have just come back from holiday. An old colleague
Cal1 an old colleague to find out more about this client: calls. Make conversation and answer questions about a
• ask about work in general and his I her recent holiday client:
• explain the reason for calling • the client's number is 0044 576 847 22
• find ou t the client's number a nd em ail address • the client's email is [email protected]
• ask about what the client likes doing in his free time • the client is fond of Italian food and keen on modem art.
• end the conversation.
2 You are a training manager and a student called Ivonna
2 You are a college professor and one of your students is Pajak is coming to do a work placement at your company.
doing a work placement with a company. You are an old Her college professor is an old friend, so you call to find
friend of the training m anager at the company. Your friend out more about the student:
calls. Make conversation and answer questions about the • ask about work in general and about his I her family
student: • explain the reason for calling
• the stude nt's email is ivonna_76@pol net.pl • find out the student's email address
• the student is doing a thesis on marketing • ask about what the student likes doing in her free time
• you think she is keen on hiking and music. • end the conversation.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Can the student ... Didn't do this Yes, but with Yes, did this Can the student ... Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points) some mistakes very well
(1 point) (2 points) (1 point) (2 points)

start a telephone start a telephone

call? call?

talk about work talk about work

and leisure? and leisure?

'find out a person's find out a person's

contact details? contact details?

find out about a find out about a

person's interests? person's interests?
- - - .--~-~.-. __ ---~

end a , end a - ., ,
conversation? ~ c_onv_e£S.~~i<~Hl..: f.!

Result _ _ __ _ I 10 marks Result _ __ _ _ I 10 marks

I
--- ---- ------- -- - --- -------- --- --- -- ----------Cut--- ---
along this line

Photocopiable © Oxford University Press

 16 It's user-friendly, so other words, our
Working with words
customers will like it.
Complete these sentences with words from the list.
17 The purpose today's meeting is to . ..
immediate user-friendly efficient time-saving
18 That is a downside, but _ _ _ _ the plus side ...
accu rate personal convenient up-to-date
19 the one hand it's more expensive, but on the
1 Your home page is really easy to use. It's other it's more efficient.

2 How _ _ __ is this data? It seems to be for last month.

Language at work
3 Can you give me an _ _ _ _ reply on this, as I need to
know straight away? Complete these sentences with adjectives from the list.
Change the form of the adjectives if necessary.
4 The new supermarket is very easy to get to from my
house. It's really for me. friendly long complicated
convenient stressful fast
5 These figures don't seem to be _ _ _ _ I've found at
least two mistakes. 20 My previous job was much - - -- - - -- than my
present one. I feel much more relaxed now.
6 The engine on my new car is so . It does more
miles than my last one with the same amount of petrol. 21 This new printer isn't nearly as _ _ _ _ _ _ __ as

7 We will not pass on any of your _ _ _ _ details to other the old one. You have to wait ages for it to print.
companies without your permission. 22 l'm sure you miss Sonia. How is your new assistant
8 These new _ _ _ _ procedures have really reduced the getting on? Is she as as Sonia?
hours everyone spends on paperwork. 23 They say the tax system is going to be simple, but it
seems _ _ __ __ __ than ever to me.
Match 9- 13 to a-e.
24 My commute to work is even _ _ _ _ _ ___ now
9 Consultants help . .. _ __ _
that they've closed the road.
10 Call centres make it easier ... _ _ __
25 Online banking is so much------- -
11 Search engines let ... _ _ __
Choose the correct answer from the words in italics.
12 Using a laptop allows ... _ _ __
26 I thought this week's meeting was prepared slightly I
13 Financial advisors help . .. _ _ __ significantly better than last week. It was still quite bad,
a for us to handle large numbers of enquiries. but at least we had an agenda this time!
b staff to keep working while on the move.
27 The new software is nearly I isn't nearly as complicated as
c us find information at the click of a button.
the previous version. They've really improved it.
d us to deal with our tax payments.
e organizations to improve the way they operate. 28 The more you use it, the better I as good you'll become.

29 We certainly work a great I lot deal more like a team.

Business communication skills
30 I think a little I Jew more time spent planning might help.
Complete these sentences with the correct prepositions.
14 It looks difficult _ ___ first, ... Result _ __ _ _ I 30 marks

15 ... but _ _ _ _ fact it's easier once you know how.

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Role card
This Speaking test has only one role card because each student has to give an individual presentation.
Copy this page and cut out the role card for the student. Then use the Speaking test results form to
evaluate the student's performance. You can then cut out the results and give them to the student.
Cut along this line

Your company wants to introduce new ways of working. You have been asked to give a presenta tion on
hot-desking and to explain the benefits and drawbacks. Read this swnmary about hot-desking.
Hot des king is a working practice where employees do not have their own desks, but they are given a
workspace depending on their needs. This means that they may share a desk or workspace with other
members of staff.
The benefits are that
• staff who work at different times can share space
• it makes better use of resources if staff are often out of the office.
The drawbacks are that
• staff must always clear their desks
• staff do not have a permanent place to work from
• it makes it difficult to build relationships with colleagues.

Now prepare and give your presentation.

Remember to
• introduce your presentation
• explain how the system works
• explain the advantages and disadvantages
• compare it with the current system.

Cut along this line

Speaking test results

Use this form to evaluate the student.
Cut along this line

Didn't do this Yes, b ut with some Yes, did this very

(0 points) mistakes (1 point) well (2 points)

compare it with tbe

current system? Result _ _ _ _ _ I 10 marks

Cut along this line

Photocoplable © Oxford Untversity Press

Working with words A Maybe.
B 15 _ _ _ _ about sometime this week?
Complete these sentences with words from the list. Change A Next week would be better.
the form of the word if necessary. B OK. Wednesday the second 16 me.
A Sorry, I can't 17 Wednesday, but I'm free on
guarantee require assist provide
Thursday afternoon.
serve monitor care satisfy expect
B That's fine ...

1 Can you _ _ __ that the package will arrive within

Later the same day, the person calls again. Complete this
24 hours?
conversation with the missing words.
2 The was rather slow at that new restaurant, A Hello, I called earlier about the post in customer service
but the food was good when it arrived. and we arranged an interview for next Thursday
afternoon.
3 As part of your fitness check, we attach this machine to
B Oh yes. I remember.
your chest and it allows us to _ _ _ _ your heart.
A Well, I'm very sorry, but can we 18 _ _ _ _ it forward to
4 In a recent survey we found that callers' levels of the morning?
_ __ _ with the call centre were below average. B Well, I'm quite busy on Thursday morning. I'd
19 the Friday morning.
5 With over 300 products in stock, we're sure you'll find
A That's fine. 10 o'clock is 20 for me.
something to meet your _ _ __
B Fine. We'll see you then .. .
6 We not only want to meet the of our
customers, we also want to exceed them. Language at work
7 I asked the shop for help, but she was very Confirm a meeting with a customer by email Write
rude to me. each line of the email using the words below (2 marks
per sentence).
8 Our customer policy is there to ensure your
21 write - confirm- our meeting- Friday 4th
complete satisfaction.

9 What kind of after-sales support does your company

22 we - meet - 10 a.m. -my office
_ _ __ for its customers? 2 3 bus to our company - leave- from train station - every
fifteen minutes
Business communication skills
24 please note - our head of sales - also- join- us
Complete this conversation with the missing words.
25 look forward- see - you
A Hello, f'm interested 10 your advert for
customer service staff. Can you tell me a 11_ __ _ 21

more about the position? 22

B Sure, we have part-time and full-time vacancies and
basically you answer questions and help customers with 23
any problems. Is t hat something you could deal
12 ? 24 --------------------------
A Yes, I think so. I'd also like to find out 13 _ _ __ 25
the pay.
B Well, it would depend on your experience. The best idea
Result _ _ _ _ _ I 30 marts
is for you to come in for a chat. Would it be
14 for you to do that?

Photocopiable © Oxford Universit)

Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
Cut along this line
- - - - - - - - - ·- - - - - - - - - - - - - - - - - - 1- - - - - -
Student A 1 Student B
1 You need a venue for your company's annual Sales 1 You manage a hotel in Dallas which often hosts
convention. Call a hotel in Dallas and find out about conventions for businesses. Answer a call.
• location (distance to stations, airports) Hotel location: 30 minutes from airport, ten minutes
• number of rooms from train station.
• meeting rooms Number of rooms: 200.
• relaxation facilities. Meeting rooms: one main room with 300 seat capacity,
Arrange a meeting. You are busy on 26th May (p.m.) and twenty seminar rooms.
27th May. You are free on 28th May (p.m.) Relaxation facilities : pool, sauna, fitness gym, and
restaurant.
2 You manage a conference centre in Zurich. Answer a call.
Arrange a meeting. You are free on 26th May (p.m.) and
Hotel location: twelve minutes from airport, fifteen 28th May. You are busy on 25th and 27th May.
minutes from train station.
Centre facilities: main room has seating for 1,500, twenty 2 You are looiGng for a conference centre in Switzerland.
lecture rooms (50-200 per room), bars, two restaurants. Call a centre in Zurich and find out about
Audio-visual: projectors, audio, and flexible seating. • location (distance to stations, airports)
Arrange a meeting. You are free on 3rd March (p.m.) and • size I rooms I refreshments
5th March (a.m.). You are busy on 1st, 2nd (a.m.), and • audio-visual facilities.
4th March. Arrange a meeting. You are busy on 2nd March (p.m.).
You are free on 1st, 3rd (p.m.), 4th (a.m.), and 5th March.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Can tbe student ... Didn't do this Yes, but with Yes, did this Can the student ... Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points) some mistakes very well
(1 point) (2 points) (1 point) (2 points)

explain purpose
of the call?
ask for all the
information?

suggest times for suggest times for

a meeting? a meeting?
make an
appointment?
end the call?

Result _ _ __ _ I 10 Result _ _ __ _ I 10

Cut along this line

Photocopiable © Oxford University Press

 16 One thing I'd like to do while I'm here is to meet along I
Working with words
up I on with an old friend who lives in the centre of town.
Complete these sentences with words from the list. Note
that one word cannot be used. 17 How about eating in I out I with at that restaurant?

trip facilities journey travel venues check

Business communication skills
1 How did your business _ _ __ go? Was it successful? Match 18-24 to a response in a-h. Write the letters after the
sentences. Note that one response cannot be used.
2 I don't mind a long _ _ _ _ on a plane if it's
comfortable and there aren't any delays. 18 Did you have any trouble finding us? _ _ __

3 Have they confirmed all their arrangements 19 It's nice to meet you in person. _ __ _
with us? For example, when are they arriving? 20 Can I get you a coffee? _ _ __
4 Why don't you _ _ __ in online, rather than waiting
21 Let me take your coat. _ _ __
at the airport?
22 We're going to begin with a tour of the technical centre.
5 The _ _ _ _ at that airport are excellent for business
travellers. They even provide secretarial services.
23 For your safety, don't touch the machinery. _ __ _
Complete these words with the missing letters.
24 We'll catch up again after lunch. _ _ __
6 This is a local sp'" - - - - cooked in olive oil.
a No, not really. e I'll hang on to it for now.
7 What kind of enter.___ __ do you think they would b That sounds good. Let's go. f Thanks. White, please.
enjoy? Perhaps opera? Or a play? c It's fine thanks. g Sure. No problem.
d Great. See you then. h Likewise.
8 There's a weekend ex to Sicily which you
might enjoy while you're here.
Language at work
9 When you travel as much as I do, visiting old castles,
museums, and sigh is fairly tiring to be honest. Complete this conversation with verbs from the list.

10 Thank you so much for your hosp·---- · Everyone's don't need have to allowed
been so kind to me. supposed need mustn't

11 I hear the n._·_ _ _ _ is good in Barcelona. Let's go out

A OK. The first thing to remember is that you
tonight and see if it's true. 25_ _ _ _ _ _ __ log on, so you'll always
26 to remember your password.
Choose the correct answer from the words in italics. B I heard that they change the passwords every month.
12 Would you like to freshen out I up I off before dinner? A IT is27 to reset them, but often don't
do it. OK, once you've typed it in, wait a few seconds
13 I will pick Mr Hayes off I out I up from the hotel. while the system opens. You 28 click
14 He needed more time to show them up I around I for the anything, or it all crashes.
B I see. By the way, am I29_ _ __ _ _ __ to send
factory, so I guess they're still there.
personal emails? Or is that against the rules?
15 You will need to check out I in I on at reception V(hen you A No, you30 to worry too much, but you
arrive, and then join us in the bar. mustn't download any unknown documents.

Result _ _ __ _ I 30 marks

Photocopiable © Oxford University Press

Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students. ct
Cut along this line
,..
V'
1,1'.

Student A Student B
1 You are meeting a visitor to your factory, which produces 1 You are visiting a factory which produces computer
computer components. The schedule for today is as follows. components. You have a two-hour flight and short taxi ride
Morning: tour of the factory from the airport to the factory.
Lunch: meet the head of production • Meet your hosts. You'd like to start the tour straight away.
Afternoon: visit the technical centre (10 kilometres away) • Ask about the schedule and explain that you would also
like to meet Dr Ruth Obach, who is in charge of research
• Welcome the visitor who has flown in this morning.
and development.
• Ask about the journey a nd offer something to drink.
• Remember to explain the reasons for wearing overalls 2 You are in charge of a new conference centre in Milan. You
and not touching any components in the factory area. are meeting a potential client, who has travelled overnight
from Zurich. The schedule for today is as follows.
2 You are visiting a brand new conference centre in Milan to
decide if it will be suitable for a three-day conference. You Morning: tour the main seminar rooms of the centre
travelled overnight by train from Zurich. Lunch: eat out at a nearby local restaurant
• Meet your host. You'd like to start the tour straight away. Afternoon: visit the newly built hotel connected to the
• Ask about the schedule and mention that you'd also like centre
to do some shopping later in the day, if you have time. • Meet and welcome the visitor.
• Ask about the journey and offer something to drink.
• Remember to explain that the visitor needs to wear an
identity pass at all times.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B
n -~~~ .
1
Can the stui:lent ... Didn't do this Yes, but with Yes, did this Didn't do this Yes, but with Yes, did this
I
(0 points) some mistakes very well (0 points) some mistakes very well
r~ (1 point) (2 points) (1 point) (2 points)

... I I
... I ask about the
' I I journey?

' :.
,.. I I
.,
... talk about the
I I schedule?

. .
. .
~

I I
Result _ __ __ I 10 marks Result _ _ _ __ I 10 marks
Cut along thls line
Photocopiable ©Oxford University Press
 Secondly, 14sofarwe've always bad security staff in
Working with words
reception, but not in the car park. We now plan to have
Complete these sentences with words from the list. security at the entrance.
B Sorry, I'm not sure I 15 understand. 16Are you saying we'll
breach prevent access pass monitor have to show our ID badges to get into the car park?
security safeguard safety password A Yes, that's right.
B 17Why are we doing that?
1 Call health and _ _ _ _ and tell them someone has A It's because anyone can drive in at the moment.
been injured in production! B So, lByou mean that we'll have to stop, show our badge, and
2 What measures are you planning for the arrival then show it again when we walk in. It'll take ages!
of the President?
Language at work
3 Don't tell me they've changed the _ _ __ again for this
computer, have they? Complete these sentences with the present perfect simple or
present perfect continuous of the verbs in brackets.
4 There was a of security at our plant in BristoL
A 19_ __ __ _ _ you _ _ _ _ _ __ (hear) the
Someone cut a hole in the fence and broke in.
news?
5 It keeps saying 'Unauthorized _ __ _ Re-enter PlN', B What 20_ __ _ __ _ (happen)?
but I'm using my normal PIN number. A Richard 21 (resign)!
B You're kidding! Why?
6 Excuse me, may I see your _ _ _ _ please?
A They say he 22_ _ __ _ __ (steal) stationery
7 This new software didn't _ ___ us from getting that regularly for some time now.
virus. Are you sure it's a good product? B Really? Do they know exactly how long he
23 (do) that?
8 ln order to against problems of identity theft, A No one knows for sure.
the card has a special chip. B I don't believe it. I work with him every day and I
9 By having CCTV, the company is able to _ _ __ for 24 (never I see) him take anything.
unauthorized personnel on site. And anyway, why 25 they
_ _ __ _ __ (not I fire) him if that's true?
A I don't know. They 26 (talk) to him all
Business communication skills afternoon, so maybe we'll find out before we leave tonight.
Replace 10-18 in the dialogue with a- i, so that the meaning Choose the correct answer from the words in italics.
stays the same. Write the letters next to the numbers.
27 It's the second attachment with a virus this week.
10 - 11 - 12 - 13 - 14 - Consequently I Due to, we'll scan everything.
15 - 16 - 17 - 18 -
28 In order to I So that there's no delay, I've asked her to
a as it stands f update you on
contact them straight away.
b up to now g follow you
c are aware h by having 29 Make a backup disk so I therefore you don't lose files.
d doyoumean what's the reason for
30 We'll have to increase the number of security staff because
e if I understand you correctly
of I in order that these changes.
A As you 10know, we've recently had a visit from a security
consultant and I'd like to 11 tell you about their findings.
They advise that we install sprinkler systems. The situation Result _ _ _ _ _ I 30 marks
12 now is that we only have fire alarms. The building would
be safer in the event of a fire 13because of the sprinklers.

Photocopiable © Oxford University Press

Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
Cut along this line
- - - - - - - - - - -1- - - - - - - - - - - - - - - - - - - - - - - - - - -
Student A Student B
1 You manage a small office of five people. You want to 1 You work in a small office of five people. Your manager
change the lunch break system. Give a presentation on the wants to propose changes to the lunch break system.
situation. You are not happy about the changes, especially the
Present situation: all staff take lunch at the same time. proposal that some lunch breaks will begin at 11.30 a.m.
Problem: there is no one in the office over lunch and Listen to the presentation and ask questions.
clients have complained about this.
Proposed changes: staffwiiJ take lunch at different times; 2 You own a small, but growing business. You want to
lunch will begin at 11. 30 a.m. for some and 12.30 p.m. for appoint an assistant to be in charge when you are away.
others. Give a short presentation on the situation.
Be prepared to answer questions! Present situation: you have to travel more and more and
you will be employing three more staff next month.
2 You work for a small, but growing company. The owner Problem: no one is in charge when you are away and you
wants to propose a change. also need an assistant to help with the growing business.
You think he wants to make Sandra Pia£ the new manager. Proposed changes: appoint Sandra Piaf (a current
You are not happy about the change. You think staff can employee) to be your assistant; all staff will report to her
work on their own when the owner is away (and you don't when you are away.
like Sandra). Be prepared to answer questions!
Listen to the presentation and ask questions.

Cut along thls line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Can the student ... Didn't do this Yes, but with Yes, did this Can the student ... Didn't do this Yes, but with I Yes, did this
(0 points) some mistakes very well (0 points) some mistakes very well
1 (1 point) (2 points)
(1 point) (2points)

give background
to the situation?
explain problems?

propose changes?

answer questions?

convince the ,
other p"e!so~? _ ·

Result _ __ _ _ I 10 marks Result _ _ __ _ I 10 marks

- - - _ I_ - - - - - --- - - - - - - - - - - - -- - - - - -
Cut along this line

Photocopiable © Oxford University Press

 Complete these sentences with the correct prepositions.
Working with words
19 _ _ __ the long run it's for the best.
Complete these words with the missing letters.
20 Do you think you'll be able to finish this _ _ _ _ the
1 You should take more r_ -P- ________y at work- that
end of the month?
way you might get promoted.
21 the next few weeks I intend to talk to all staff
2 We're too similar. We have the same strengths. Our skills
about this.
aren't c_ m_ _ ____L - Y·
22 We'll have finished _ ___ next Tuesday at the latest.
3 Maybe we should join f_r_ _s and find a solution together.
23 There may be some complaints the short term.
4 The two companies are hoping to form an a_L _ __e in
order to survive this current recession. 24 We plan to be ready schedule.

5 Nigel isn't much of a team p_a_ _r, I'm afraid. He prefers

to work alone. Language at work
6 Let's s tart by fi ncting some com mon g_o__d , rather than Choose the correct answer from the words in italics.
focusing on our disagreements.
25 You should I 're going to come along if you have time. The
7 I'd like you two to work more c_o__ - Y together in the CEO will be there.
future.
26 Profits will I might definitely fall a little next quarter. Don't
8 It's a joint v_n_ __e between a coffee company and an worry. They always go back up around Christmas.
electronics firm to produce vending machines.
27 Look at the awful findings on custom er feedback. T hey're
terrible. I think we should I 're going to lose some of our
Business communication skills key clients based on this report

Complete these sentences with phrases from the list. 28 I'm not 100% sure, but I think I might I will apply for that
job in the paper.
next step chances are well done going to
the deadline intend to I expect likely that 29 Let me check with the warehouse, and then I promise that
planned to timescale on I 'II I 'm going to call you straight back.

A So, what's the 9_ __ _ _ __ _ ?

30 There's usually a shuttle bus that leaves the conference
centre at 3 p.m. If it's running today there is going to I
B Well I 10 talk to the client and get
should be one in about five minutes.
some feedback. It's 11 they'll ask us to
speed the project up.
A Remind me. What's the 12-_ _ __ _ _ __ this? Result _ __ _ _ I 30 marks
B July 31st is 13 , but they'd like July 1st
A That's rather optimistic.
B Well, T'm 14_ _ _ _ __ _ _ need more people, but
I expect we'll be OK. I've 15 employ
more freelance staff anyway, so it won't affect my budget
A 16 ! That's a really good idea.
B And the 17_ _ _ _ _ _ _ _ we won't be ready in tim e
anyway, so 18 the final date will still
be the 31st

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Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
Cut along this line

Student A Student B
1 You work in the human resources department of a very 1 You are the production manager at a very large car
large car factory. The production manager needs fifteen factory and you need fifteen new trainee employees in
new trainee employees in September. It is the end of May. September. It is the end of May.
You r production manager calls. Explain your plan and Call the head of human resources to find out his I her
timescale. plan and intentions for recruitment. Remember to find out
Plan: advertise at local technical colleges; hold open days about the timescale for this.
and visits for students; interview students; get references
2 You are the sales manager for a medium-sized firm.
from lecturers.
Hopes and expectations: recruit by end of July; avoid Your managing director calls for an update on this year's
expensive advertising. brochure and price list. It is due for October 1st and it is
now September 2nd. Explain your plan and timescale.
2 You are the managing director of a medium-sized fir m. Pla n : contact the designers; contact the printers; hold a
Call the sales manager for an update on this year's brochure meeting to discuss prices for the year.
and price list. You want it ready for October 1st and it is Hopes and expectations: there will be a delay because
now September 2nd. Find out from your sales manager the we need new photographs of products; it's going to be a
timescale for this. few days late.
I
--------------- --- --------------- Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut a.long this line

Student A Student B

Can the student ... Didn't do this

(0 points)
Yes, but with
some mistakes
Yes, did this
very well
Can the student ... Didn't do this
(0 points)
Yes, but with
some mistakes
I very
Yes, did this
well
(1 point) (2 points) (1 point) (2 points)

answer the call?

describe plans
and intentions?
, express hopes
and expectations?

explam t1mescale? explain timescale?

end the call? end the call?

Result _ _ _ _ _ I 10 marks Result _ __ _ _ I 10 marks

- -- -- - ----------------- --- -------
Cut along this line

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 A Sure. Can I 14 your account details?
Working with words
B Yes, the reference number was UU-1100.
Choose the correct answer from the words in italics. A OK. Let me see. When did you 15_ _ _ _ the order
exactly?
1 We don't need to store any components I warehouse on site
B The 4th of March I think.
because they are delivered when we need them.
A OK. Was that fifty sound cards?
2 It's possible to keep a constant check on the supply chain I B That's right.
inventory using bar codes. A OK, Mr Triers. 16 to my information, these were
17 through to the warehouse on the lOth of
3 There's a customer I supplier on the phone complaining March.
about a late payment again. B But I asked for them to be sent l8_ _ _ _. Are you
4 Everything is streamlined I distributed to our retailers using sure? This is a real 19 for us.
private logistics firms. A I'll 20 into it immediately. Will you hold?
B Sure.
5 One way to ensure quality is to begin by checking the
Complete these sentences with the correct prepositions.
rough I raw materials that we buy in.
21 Please charge it my account.
Complete these sentences with the missing word.
22 Could you check it for me?
6 You should give them a call and find out where our order
is. We don't want to run _ _ __ again like last time 23 Lt was dispatched Monday.
and be left with nothing.
24 I'm not happy this.
7 How - -- - are we running on replacement mother
25 I've had enough this.
boards?
26 I'll get back you .
8 I've called three places now and they all say they are
_ __ _ of stock.
Language at work
9 If you log on to the site, you type in this reference number
and it'll keep track your order. Read this voicemail message. Then complete the note to
your boss using reported speech.
10 For this party I think we'll need to stock up _ _ _ _
'Hi, it's Peter. Just calling to say I've looked into the problem and
more of that chocolate ice cream. It was really popular
our warehouse manager tells me they sent the items two days ago.
last time and went within five minutes!
Can you call me when they arrive?'
11 You're in luck. We have one left _ _ _ _ stock. How Mess age: Peter called. He said
would you like it delivered? 27_ __ __ __ __ _ __ __ _ the problem and
the warehouse manager 28_ _ _ _ _ _ __ _ _ _ __
Business communication skills they 29_ _ _ _ _ _ __ __ __ _ __ the items
twodaysago. He 30_ _ _ __ _ _ _ _ _ _ _ _ __
Complete this conversation with words from the list. him when they arrive.

place look problem following find

according put asap take
Result _ _ _ _ _ I 30 marks
A Compusource components. Linda speaking.
B Hello, this is Kris Triers. I'm 12 up an order I
made three weeks ago. I'd like to 13 out about it.

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Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
Cut along this line

Student A Student B
1 Call your computer supplier: 1 You are a computer supplier:
• identify yourself • answer Student A's call
• give reason for calling • take the order
• place an order for 100 motherboards I • ask for details of late order
• check where the delivery from last month is (ref no: RG566) 1 • explain that it was sent by ship not air
• complain about the problem : • promise action.
• give contact number for supplier to call you back on. 1
2 Call your stationery supplier:
2 You are a stationery supplier: • identify yourself
• answer Student B's call • give reason for calling
• take the order • place an order for 200 folders
• ask for details of late order • check where the delivery from last month is
• explain that it was sent to the wrong customer (ref no: EA-1001)
• promise action. • complain about the problem
• give contact number for supplier to call you back on.

Cut along tbis line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Can the student ... Didn't do this Yes. but with Yes. did this Can the student ... Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points) some mistakes very well
' ·.., -.',,_:-- :.:: ." ~ (1 point) (2 points) (1 point) I (2 points)

identify him I , ' identify him I

herself and give · herself and give
reason for call? · · reason for call?

Result I 10 marks Result I 10 marks

Cut along t h is line

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 15 I really think we should a few more options.
Working with words
16 We might be off going to another supplier.
Choose the correct answer from the words in italics.
1 We are still badly equipped I cramped. There simply isn't 17 It's probably seeing what staff think first.
enough space for anyone to work.
18 I have some about that proposal.
2 I made all the changes we discussed, so the reports are
19 I'd not bring in any more freelancers if at all
now state-of-the-art I up-to-date.
possible.
3 The old warehouses are quite run out I run down. Should
we renovate them or build new ones? 20 Sorry, but I don't think that would

4 Everything's new here. Even the water-cooler! So we're 21 I'm not entirely
about as well equipped I spacious as you can be.
Language at work
Which intensifier cannot be used in each sentence?
Match 22-30 to a-i.
5 How was your weekend?
_ quiet, actually. I just read and watched TV. And you? 22 There isn't a lot .. . _
a Fairly b Quite c Not very
23 There are some .. . _
6 This isn't _ what I had in mind, but never m ind. It
24 You don't have much ... _
should be OK.
a exactly b quite c fairly 25 Only a··· -
7 The new Jaguar has a I an _powerful engine. It does
26 A few···-
0-60 in five seconds.
a very b exactly c extremely 27 We don't think many customers ... _

8 The new offices aren't _ easy to find. You need to turn 28 I'm sorry, but I don't have .. . _
right off the motorway.
a very b exactly c pretty 29 There aren't many people ... _

30 How···-
Business communication skills a any paper clips left.
b left at the old headquarters now.
Complete these phrases. Only one word is missing.
c of extra time, so your schedule must be right.
9 _ ___ about installing new phones? d employees would like a smoking room.
10 _ __ _ don't we ask them to give their comments? e running machines at the back.
f space in here, do you?
11 - ---you thought about introducing bonuses? g much of the day is spent in meetings?
h little money gets wasted using this system.
12 _ __ _.. 't we have an open plan office area instead?
care about quality, as long as the price is low.

Complete these sentences with words from the list.

Result _ _ _ _ _ I 30 marks
maybe work sure consider prove
reservations better worth rather

13 we should begin by brainstorming a few ideas.

14 It might m ore difficult than we think.

1041 Photocopiable © Oxford University Press

Role card
This Speaking test has only one role card because each student has to give an individual presentation.
Copy this page and cut out the role card for the student. Then use the Speaking test results form to
evaluate the student's performance. You can then cut out the results and give them to the student.
Cut along this line

Prepare and give a mini-presentation. Follow these stages:

• introduce and describe the place where you work (style of office, atmosphere, current facilities)
• explain the advantages of the work place
• explain any disadvantages
• recommend two possible improvements
• be prepared to answer any questions on your presentation.

Cut along this line

Speaking test results

Use this form to evaluate the student.
Cut a long this line

Student A

Didn't do this Yes, but with some Yes, did this very
{0 points) mistakes (1 point) well (2 points)

...
l explai~ any.. . _. .. ·· ·.
di_sad!.!~_ges? ...

Result _ _ _ __ I 10 marks

--- - ----- - --------- Cut along this tin e

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Working with words Business communication skills
Complete these sentences with words from the list. Change There is one incorrect word in each phrase. Underline it
the form of the word if necessary. and write the correct word at the end.
16 From my opinion of view it's a bad idea. _ _ _ _
put have make carry have
reach make avoid express go 17 As near as I'm concerned, it's fine. _ _ __

1 Do you an idea of how long they'll be? 18 I'm not quite sure for that. _ _ __

2 Do you mind if l a suggestion? 19 I listen what you're saying, but it won't work. _ __ _

3 Why don't we for this plan and see what 20 You're absolutely right. I couldn't agree much. _ __ _
happens?
21 To be truth, I don't see how we're going to persuade them.
4 I asked you to out my decision and you ignored
me. Why?
22 I have your point about the costs, but I think it's worth it.
5 Haven't they an agreement yet? It's been
hours.
23 Let's see it, he's too old for the job! _ __ _
6 I'd like to forward an idea to change how
decisions are made. Language at work
7 I just can't _ _ _ _ up my mind on this one.
Choose the correct answer from the words in italics.
8 Let's make sure everybody has a chance to _ _ __ Hi Jeff
their say.
Thanks for your advice. If you 24 wil/ I could answer one or
9 I know this is a sensitive issue, so let's try to _ _ __ two more questions about our idea, I'd be really grateful. First
any confrontation during our discussion. of all, if we choose your idea of going online (and I think we
probably 25will I would), what 26 will I would the start up costs
10 We need an environment where employees feel able to be- approximately? Would you know the name of someone
_ _ _ _ their opinions freely. who could design a site if we 27need I needed help with
thls? If we could, it 28will I would be fun to try and design it
Complete these words with the missing letters. ourselves, but maybe that's a bad idea. What 29will I would
11 We'll need the full ba_ _ ___ of the board for this plan. you do in our situation?
Without their support, it won't work. I look forward to hearing from you. If it's OK with you,
I 30 will I would give you a call next week so that we can talk
12 Are you all in fa_ _ __ of thls solution? Or are you against about this some more.
it?
Best wishes
13 The rna_ __ _ _ _ of the shareholders are against lise
investing any more money into this division. Only one or
two of them want to give any more money. Result _ _ _ _ _ I 30 marks

14 I suggest we br_ ___ _ ___ a few ideas and see where

we end up. OK?

15 We tried reachlng a co__ __ _ ___, but they weren't

willing to lower the price.

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Role card
This Speaking test has only one role card because students work together and have a meeting. Copy this
page and cut out the role card for pairs of students. Then use the Speaking test results forms to evaluate
each student's performance. You can then cut out the results and give them to the student.
Cut along this line

Work in pairs.
Situation:
• you all work together for a small high street shop which sells ethnic and health food
• you have been open a month and business is OK, but not great
• you live in a traditional town, so your products are quite new.
Hold a meeting to discuss ways to promote the shop locally. Discuss each of the following ideas and try to
suggest others. Note that you have the budget for only two ideas. Make sure you reach a final decision.
1 Put balloons outside the shop and someone can walk around with a sign.
2 Sponsor a local event or charity.
3 Advertise in the local newspaper and ask them to write an article about you.
4 Run free cookery lessons in the shop to show people how to use the food.
5 Any other ideas?
Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this Line

Student A Student B

Didn't do this Yes, but with Yes, did this Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points} some mistakes I very well
(1 point} (2 points} (1 point} (2 points}

acknowledge
what someone
else says?
check
understanding?

reach a decision? reach a decision?

Result _____ I 10 marks Result _ _ ___ I 10 marks

Cut along this line

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 A So that 16brings me to the end of my presentation. Thanks
Working with words
for 17your attention. 18 Do you have any questions?
Choose the correct answer from the words in italics. B Yes, how does this affect our department?
A Sorry, I 19didn't catch that.
1 I've never seen a product like this before. It's really
B Our department. What changes does it mean?
reliable I original!
A Good question, but can 1 20 explain that later? I don't want
2 How did you come up I out with that idea? It's great. to go into exact detail here and now.
B But I think everyone needs to hear.
3 My new car design is only at the brainchild I prototype
A Sure, and I 21 understand your opinion, but I want to be
stage at present. It still needs a lot of work.
able to give you precise figures when I have them.
4 When I first started in business I had lots of
obstacles I catalysts to get past because I didn't have a lot Language at work
of q ualifications.
Complete these sentences with the superlative form of the
5 Th is new mobile contains highly reliable I sophisticated adjectives in the list .
technology. It's state-of-the-art!
well-known happy high valuable
6 We're a revolutionary I traditional company with a long bad low late friendly expensive
history of providing quality clothes to older customers.
22 Resigning from my job was probably the
7 Sorry, but 1 don't think I follow the basic concept I a-ha
- - -- - -- - decision I've ever made.
moment for your idea.
23 The mistake we made was investing
8 He's a young, simple I dynamic executive with a great future !
in that company. We lost so much money.

Business communication skills 2 4 I think Ireland is one of the _ _ _ _ _ _ __ countries

I've ever visited. Everyone is so nice!
Complete this presentation with p hrases a- g.
2 5 I'd say that your employees are your _ _ __ __ _ _
a morning and e take your questions asset by far.
b First f let's look
c we'll look at g I'd like to begin 26 You got the second _ _ _ _ __ __ sales results in
d you can see the division. Well done!

Good 9_ __ thanks for coming. 10_ _ _ by outlining the 27 Unemployment has fallen to its point
aim of this meeting. 11 _ __ , I'll give an overview of t he in ten years. Most people can get a job nowadays.
current situation with regard to staff organization. Then,
12_ _ _ our proposal for some changes, and finally 28 R&D have sent over the designs for their
I'll 13_ _ _ . So, 14_ __ at this slide. As 15___ , it - - -- - ---prototype. I hope this one works!
shows you .. .
29 Disney is probably _ _ _ _ _ _ _ _ for its films for
Replace the underlined phrases with a- f. Wr ite the letters children.
next to the numbers.
30 The team seem - - - - - -- - when they have
16 - - 17 - - 18 - - clear aims and objectives.
19 - - 20 - - 21 - -
a couldn't hear you d 's everything I want to say
b see what you mean e Are there Result _ _ _ _ _ I 30 marks
c get back to you on that f listening

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Role card
This Speaking test has only one role card because each student has to give an individual presentation.
Copy this page and cut out the role card for the student. Then use the Speaking test results form to
evaluate the student's performance. You can then cut out the results and give them to the student.
The student will need pens and paper to prepare a visual aid.
Cut along this line

You are in charge of creating a new mission statement for your place of work (or study).
1 Prepare your new mission statement and write it out. It should be no more than twenty words.
2 Now prepare and give a short (five-minute) presentation. Follow these three stages:
• give a brief overview of your place of work (or study)
• explain what you want to emphasize about it in the mission statement
• present the final mission statement (prepare a visual aid with the mission statement written on it) .
Don't forget to begin and end your presentation appropriately, and be prepared for questions at the end!
Make sure you prepare a visual aid with the mission statement written on it for the final stage.
Cut along this line

Speaking test results

Use this form to evaluate the student.

Cut along this line

Student A

Didn't do this Yes, but with some Yes, did this very
(0 points ) mistakes (1 point) well (2 points)

Result _ _ __ _ I 10 marks

Cut along this line

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 A What appears to be the 15t ?
Working with words
B My boss is 16a giving me more projects when we
Choose the correct answer from the words in italics. haven't finished the last ones. I just can't keep up.
A It 17m be useful to talk to her.
1 Excuse me, I think there's a fault I failure with my washing
B But she's never here. I just get notes stuck on yet more
machine.
reports.
2 Your idea's good, but there's one major flaw I faulty in the A The 18b _ ___ thing would be to ring her. Just talking
plan. You haven't considered what the union will say. should solve the problem.

3 I'm sorry, but there seems to have been some kind of A Hello, how can I 19 b _ __ _?
breakdown I misunderstanding. My appointment is at B Well I bought this from you last week, but it doesn't work.
2.00 p.m., and your appointment is 2.30 p.m., so I A What's wrong with it 2°e ?
should go first. B It won't come on, and there's a smell when you plug it in.
A What 21s of smell?
4 Sorry, you'll have to wait if you want to use the Internet. B A kind of burning.
The server will be wrong I down for at least three hours. A It sounds 221 _ _ __ there's a problem with the
electrics. I'll give you another one.
5 Don't bother trying to use that software on a PC. It's
incompatible I defective with anything but a Mac.
Language at work
6 You won't believe this. My car is down I has broken down
for the third time this month. It's at the garage now. Tick (.1) the correct sentences and change the incorrect
sentences.
7 I wouldn't use them. They'll fix it for you, but they're so
unreliable I defective for getting things done on time.
23 I think you should to ask for help.

8 Take the stairs. The lift's down I out of order again.

24 You have to get it approved by your boss.
9 I think the problems are due to the mistake I failure of
staff to communicate properly. We need some more staff
training. 25 I'd speak to her if I would be you.

10 It's not always in our interests to achieve zero failu res I

26 What would you do in this situation?
defective, as this can be expensive and push up prices.

Business communication skills 27 Is it enough easy for you?

Complete these conversations with the missing words.

28 Sorry, but I don't have enough time for that.
A So what's the 11 m exactly?
12
B It's this DVD. It k on switching off.
A When you say it switches off, do you 13 m _ ___ it 29 This is really too complicated to fix.
stops, or there's no power at all?
B No power. It goes dark.
30 The main problem is that we don't have too resources.
A Are you using it on battery, or mains?
B Battery I think.
A Have you 14 t plugging in the power cable?
B Is there one? Result _ _ _ __ I 30 marks

Photocopiable © Oxford University P·e»

Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
Cut along this line

Student A Student B
1 Call customer services at a computer supplier. 1 You work at the call centre for a computer supplier.
Main problem: you bought a faulty computer. Answer a call and do the followi ng:
Details: you loaded some old software on to it, but it won't • find out the main problem and details
work with this computer; you'd like to send the computer • note that there is nothing wrong with the computer,
back and get a refund. the customer's software sounds out-of-date and
incompatible
2 Your colleague calls you with a problem. Answer the call
• advise the customer to buy new software
and do the following:
• the company has a no refund policy.
• find out the main problem and details
• note that the problem is probably just a simple 2 Call a colleague.
misunderstanding Main problem: your boss is always giving you work.
• advise your colleague to talk with his I her boss Details: you have three reports to complete and have now
• confirm that better communication is the solution. been given another; your boss is never here.
Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along thls line

Student A Student B

Didn't do this Yes, but with Yes, did this Can the student ... Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points) some mistakes very well
(1 point) (2 points) (1 point) (2 points)

ask what the

problem is?

Result _ _ _ __ I 10 marks Result _ ____ I 10 marks

Cut along this line

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 B That would be17 n _ _ _ _, but I'm a bit
Working with words
tat up at the moment.
Complete these sentences with verbs from the list. Change 19
A Itcan'tbe h Well, I'dbe 20 d _ _ __ ifyou
the form of the verb if necessary. would join me later - perhaps for dinner?
B That would be 21 g _ _ __
I pick take feed put make I
1 We _ _ _ _ all our furniture out of real wood. Language at work
2 _ _ _ _ the boxes up and put them on the lorry. Complete these sentences with the active or passive form of
the verbs in brackets.
3 Sorry! I _ _ _ _ the paper into the fax machine really
22 Try to (notice) by your boss as
slowly, but it's jammed.
quickly as possible if you want a promotion.
4 The nuts are _ _ __ out of their shells using this
23 People prefer to (do) business with
machine.
people they like.
5 Can you _ _ _ _ about 10 litres of petrol into the
24 Staff must (warn) if they break any
engine?
rules.

Match 6- 11 to a- f. 25 (give) this report by your secr etary

6 You're ready to go, ... _ a few minutes ago.

7 The basic procedure is ... _ 26 If you (invite) to dinner in Germany

it's a good idea to be on time.
8 Essentially, there are three ... _
27 Jatropha plants can _ _ _ _ _ __ _ (plant) on
9 First ... _ infertile ground.

10 Having finished that, ... _ 28 The conveyor belt _ _ ______ (carry) the
components to this box here.
11 Finally, you're ... _
a of all, press this. 29 My company _ _ _ _ __ _ (found) in 1958 by two
b ready to go. brothers.
c quite simple.
30 We can _ _ _ _ _ _ _ (fire) you if you turn up late
d once you've switched it on.
for work.
e it's ready to eat.
f main stages.
Result _ _ __ _ I 30 marks

Business communication skills

Complete this conversation with the missing words.
A Hello. Can you 12s _ _ _ _ a couple of
13m 7
B Yes, what can I 14 d _ _ _ _ for you?
A That was a very interesting talk. I'd bke to know some
more about the process and I was 15 w if you'd
16J to join me for a drink.

Photocopiable © Oxford University Press

 c
Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
--
r'

....,:
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
([
Cut along this line u
------------------------------- - --------------- -- ----- v~
Student A Student B
1 You work in IT and you are very busy, but your colleague 1 You know your colleague in IT is busy, but you need to call
needs help. Answer the phone and respond: him I her. Call and do the following:
• explain that the procedure is simple and follows this • ask if your colleague has time to talk
sequence: click on the old anti-virus icon; click on • ask for an explanation of how to renew the anti-virus
'renew'; you are directed to the website; follow the software on the computer
instructions and put in credit card details; the software is • thank your colleague for his I her help and invite him I
automatically downloaded her for a drink after work.
• respond to your colleague's invitation.
1 2 You are head of recruitment at a company. You are late for
2 You meet your colleague in the corridor. Get his I her a meeting, but a colleague stops you in the corridor. Say
attention. You need some help: you are busy, but agree to help:
• tell your colleague that you need a new assistant in your • explain that the procedure is simple and follows this
department sequence: details of the job are given to you; a job
• ask for an explanation of how the recruitment procedure advert is put in the trade press or newspaper; you make
works a shortlist of applicants; they are interviewed by you and
• thank your colleague for his I her help and invite him I your colleague
her to your office after the meeting to discuss the job • respond to your colleague's invitation.
requirements in detail.

Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line
--------------- -- ~---------

Student A Student B

Didn't do this Yes, but with Yes, did this Didn't do this Yes, but with Yes, did this
(0 points) some mistakes very well (0 points) some mistakes I very well
(1 point) (2 points) (1 point) (2 points)

explain stages?

use expressions to
show sequence?

Result _ _ ___ I 10 marks Result _ _ _ _ _ I 10 marks

-------------------Cut along this line

Photocoplable ©Oxford University Press

Working with words 17 So let summarize what we've agreed.

18 One thing you're going do is a training course.

Choose the correct answer from the words in italics.

1 What we look for in staff is 100 % dedication I punctuality 19 How does that hear to you?
to the job.
20 Are there anything else you'd like to add?
2 Most importantly, nurses must be very confident I caring
people. Language at work
3 The most highly motivated I patient staff are not those Complete these sentences with the past perfect or past
who want a bonus , but those who naturally want to make continuous of the verbs in brackets.
things work.
21 _ _ __ ____ (work) in a hotel bar when I first
4 We don't really work fixed hours. Some days you might met him.
work late and other days you might leave a little earlier.
22 I mentioned it, and he said he _ _ _ _ _ _ __
We like a flexible I helpful approach to the working day.
(already I ask) them.
5 I'm afraid your work record so far hasn't been very good.
23 By the time they arrived, the guests _ _ _ __ _ __
You don't seem very dependable I dependant. For example,
(leave) and gone home.
last month you were late for work four times.
24 Why _ __ _ _ __ (you I talk) to them just now?
6 I remember when l was as creative I ambitious as him and
You're not thinking of working for them, are you?
wanted to reach the top of the company.
25 She ate her sandwich while she _ _ _ _ _ _ _ _ (still/
7 Patience I Enthusiasm is a key quality in customer
work) on her computer. It isn't good for her.
care, especially when you have to listen to customers
complaining about products. 26 The appraisal said he _ _ _ _ _ _ __ (not I
improve) his performance in the last six months and
8 One of the most creative I hardest working members of staff
things needed to change.
is Gill. She's always here first. I think we should give her a
bonus. 27 When I first started in business, they _ _ _ __ _ __
(not I invent) computers!
Business communication skills 28 I don't think he _ _ __ _ __ (do) anything when I
There is one mistake in each phrase. Correct it. spoke to him earlier, so he probably has time to help.

9 We're very please with your performance. 29 Can I have a word? Why _ __ _ __ __ (you I
send) an email to a friend when I walked past your desk
10 You done a good job.
just now? You know our rules on that, don't you?
11 You seem to be do very well. 30 I saw the report on the accident, but only after the same
12 Perhaps one thing to work along is your communication thing (happen) three more times.
skills.
Result _ _ _ __ I 30 marks
13 How do you think about these changes?

14 How are you getting up with your new job?

15 One of your key strongs is listening.

16 I think this is an area for improve.

Photocopiable © Oxford University Press

Role cards c:
::::s
;:::;
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then ~
u se the Speaking test results for ms to evaluate each students' performance. You can then cut out the U'
results and give them to the students.
('[)
Cut along this line Vl
,.....
Vl
Student A Student B
1 You are giving a six-month performance review to an 1 You are having your six-month performance review with
employee in your sales office: the manager of your sales office:
• tell the employee that you're very happy with • explain that you are basically happy, but that you would
his I her performance like to make more sales
• comment on his I her teamwork • request some computer training with Excel.
• find out how he I she feels
• suggest that he I she takes some training in sales on the 2 You are giving a six-month performance review to an
telephone employee in your human resources department.
• summarize the discussion and set some objectives. • tell the employee that you're fairly happy with his I her
performance
2 You are having your six-month performance review with • comment on the good work he I she has done so far
the manager of your sales office: • find out how he I she feels
• explain that you are not very happy because you don't • suggest that he I she takes some training in how to
think you are being given enough responsibility interview candidates for jobs
• say you would like more involvement in the recruitment • summarize the discussion and set some objectives.
process of new staff.
• request training in report-writing.
--- - ----- - ---- -- ------------ - ---- - --------------------
Cut along this line

Speaking test results

Use these for ms to evaluate the students.
Cut along this line

Student A Student B
............ ,
Can the student : ..
'
Didn't do this Yes, but with
some mistakes
I Yes, did this
very well
Didn't do this
(0 points)
Yes. but with
some mistakes
I Yes, did this
very well
(0 points)
(1 point) (2 points) (1 point) (2 points)
' ;.<·-= : ,.,. . . ~

~ ~~~ur~ge self- encourage self-

evaluation? evaluation?

Result _ _ __ _ I 10 marks Result _____ I 10 marks

Cut along this line

Photocoplable ©Oxford University Press

 Complete this conversation with verbs from the list. Change
Working with words the form of the verb if necessary.
Complete these sentences with the missing prepositions.
go (x2) be (x2) make concentrate expect fill
1 T hey managed take the silk into Europe.
A How did it 18_ __ _ at the conference? What
2 We succeeded winning the contract.
19 your overall impressions?
3 Can you find how our partner in Vietnam is B Well, there 2 0 no big surprises.
doing? A Did you see Mr Chau?
B Oh yes. Let me 2 1 you in on what he's doing.
4 I've been looking your proposal. It looks good. Actually our meeting couldn't have 22 better.
that piece of information? What he's proposing is some kind of merger.
5 How did you come
A Rather like what we were thinking.
B Yes, but this wouldn't be a joint venture. It would be a
Choose the correct answer from the words in italics.
merger of both companies.
6 The meeting was a complete I significant disaster. Nothing A That isn't really what I 2 3_ _ __
went right. B What 24 you say that?
A We don't really want a full merger. Maybe we need to
7 Don't you think that all those hours spent in meetings are
25_ __ _ on our proposal for a joint venture.
a total waste of time I flop?

8 Your speech was a real triumph I know-how. What a success!

Language at work
9 His most amazing I complete achievement has been to
Combine and transform the two sentences with the
work for the same company for over forty years ! contrasting word in brackets. See the example.
10 I think we need to bring in some outside breakthrough I (despite+ ing) She still hasn't called that client. I asked her to
expertise to help us finish this. call him four times.
Despite asking her to call him four times, she still hasn't called that
client.
Business communication skills
26 (although) I'm busy.J can help you for an hour.
Complete this conversation with verbs from the list.
Change the form of the verb if necessary.

I underline say focus tell be give learn

27 (despite+ ing) She was late this morning. I warned her
yesterday about it.

A How 11_ _ _ _ yourtrip?

B Very interesting. 28 (even though) I told her you were busy. She demanded to
A So, 12 me an overview. speak to you.
B Well, I was really impressed. The factory is clean and well-
organized. We could l3 a lot from them.
29 (however) Things look bad. We must keep trying.
A Why do you 14 that?
B They work in small groups, rather than in Jines. It seems
more efficient and improves quality. It 15 the 30 (despite + noun) The last plan didn't work. Let's try again.
importance of sharing know-how.
A That's interesting. Maybe we should 16_ __ _ on
running some kind of exchange between staff. So,
17_ _ _ _ me more. Result _____ I 30 marks

Photocopiable © Oxford University Press

Role cards
Copy this page and cut out the role cards for the students. Students should do both role-plays. Then
use the Speaking test results forms to evaluate each students' performance. You can then cut out the
results and give them to the students.
([)
Cut along this line Vl
- --- --- - ---------------------------------------------- ......
VI
Student A Student B
1 Your company sells clothes. You have just been on a trip to 1 Your company sells clothes. Your colleague has just been
Thailand to look at a factory. Give your colleague the to Thailand.
following feedback: Ask for feedback on the trip.
• the trip was useful
• the factory is efficient and modern, and staff seem very 2 Your company runs communication skills training. You
motivated have just been to visit potential clients in Paris. Give your
• they would like to supply us. colleague the follomng feedback:
Suggest next step - to inyjte their CEO to your country. • the trip was interesting, but no firm agreements
• the companies already have training from French
2 Your company runs communication skills training. Your companies, but they were interested in receiving
colleague has just been to visit potential clients in Paris. training in English and maybe English lessons
Ask for feedback on the trip. • two companies were very interested and want prices.
Suggest next step - to send information and make follow-
up calls next week.
Cut along this line

Speaking test results

Use these forms to evaluate the students.
Cut along this line

Student A Student B

Didn't do this Yes, but with Yes, did this ,. Didn't do this Yes, but with Yes, did this
(Opoints) some mistakes ve ry well (0 points) some mistakes very wen
{l_point) (2 points) (1 point) (2 points)

' suggest the next

step?

Result _ _ _ __ I 10 marks Result _ _ _ __ I 10 marks

Cut along this line

Photocopiable © Oxford University Press

Unit 1 10 job 25 've never been
11 How 26 Have you ever been
1 routine + fun 12 What 27 did you go
2 rewarding + good 13 where 28 went
3 demanding + glamorous 14 Can I Could 29 was
4 varied + dull 15 Why 30 've put
5 stressful + depressing 16 14
6 challenging + worthwhile 17 15 Unit 4
7 c 18 13
8 f 1 user-friendly
19 11
9 d 2 up-to-date
20 12
10 e 3 immediate
21 is
11 b 4 convenient
22 with
12 g 5 accurate
23 to
13 a 6 efficient
24 your
14 oversee 7 personal
25 is taking
15 deal 8 time-saving
26 need
16 handle 9 e
27 'm emailing
17 tell 10 a
28 understand
18 sounds 11 c
29 think
19 responsible 12 b
30 're interviewing
20 charge 13 d
21 involve 14 at
Unit 3
22 Do you work in Quebec? 15 in
23 Can I ask who your main supplier 1 exciting 16 in
is? 2 boring 17 of
24 Which parts of the world does 3 relaxing 18 on
your company supply? 4 exhilarating 19 On
25 Do you know where Lisa works? 5 interesting 20 more stressful
26 How many hours a week do you 6 frightened 21 fast
work? 7 enjoyable 22 friendly
27 The phone rings all the time. 8 tiring 23 more complicated
28 We hardly ever leave the office 9 How do you find our country? 24 longer
b efore seven. 10 How often do they visit head 25 more convenient
29 I'd say I play tennis about three office? 26 slightly
times a week. 11 What sort of films do you like? 27 isn 't nearly
30 There's normally a staff meeting 12 in 28 the better
on Mondays. I Normally, there's a 13 of 29 great
staff meeting on Mondays. 14 on 30 little
15 about
Unit 2 16 about Unit 5
17 on
1 deadline 1 guarantee
18 back
2 schedule 2 service
19- 21 Michela called. Call her back
3 track 3 monitor
on 007 393 110294 or email her at
4 resources 4 satisfaction
michela-13 @enterprise_l.fi
5 budget 5 requirements
22 have I met
6 tasks 6 expectations
23 came
7 updates 7 assistant
24 was
8 objectives 8 care
9 skills 9 provide
10 in 24 d 9 next step .,
~
11 little I bit 25 have to 10 intend to 0
CQ
12 with 26 need 11 likely that
13 about 27 supposed 12 timescale on ~
14 possible I OK 28 mustn't 13 the deadline "'"',....
15 How I What 29 allowed 14 going to tD
16 suits 30 don't need 15 planned to ,....
"'
Q)
17 make 16 Well done
Unit 7 =
18 bring
19 prefer
1 safety
17 chances are
18 I expect :e"'tD
~
20 fine I OK I perfect I good 19 In
2 security ;:II::"
21- 25 (2 marks per sentence. Take 20 by tD
3 password
0.5 off per error. Note that some 21 Over I In '<
4 breach
variation in answers may be 22 by
5 access
possible.) 23 in
6 pass
21 I am writing to confirm our 24 on
7 prevent
meeting on Friday the 4th. 25 should
8 safeguard
22 We are meeting at 10 a.m. in my 26 will
9 monitor
office. 27 're going to
10 c
23 The bus to our company leaves 28 might
11 f
from the train station every fifteen 29 'll
12 a
minutes. 30 should
13 h
24 Please note that our head of sales
14 b
is also joining us.
15 g
Unit 9
25 I look forward to seeing you.
16 d 1 components
17 2 inventory
Unit 6 18 e 3 supplier
1 trip 19 Have I heard 4 distributed
2 journey 20 has happened 5 raw
3 travel 21 has resigned 6 out
4 check 22 has been stealing 7 low
5 facilities 23 has been doing 8 out
6 speciality 24 have never seen 9 of
7 entertainment 25 haven't I fired 10 on
8 excursion 26 have been talking 11 in
9 sightseeing 27 Consequently 12 following
10 hospitality 28 So that 13 find
11 nightlife 29 so 14 take
12 up 30 because of 15 place
13 up 16 according
14 around Unit 8 17 put
15 in 18 asap
1 responsibility
16 up 19 problem
2 complementary
17 out 20 look
3 forces
18 a 21 to
4 alliance
19 h 22 out
5 player
20 f 23 on
6 ground
21 e 24 about
7 closely
22 b 25 of
8 venture
23 g 26 to

~
 27 he had I has looked into 12 favour 22 worst
28 told him 13 majority 23 most expensive
29 had sent I sent 14 brainstorm 24 friendliest I most friendly
30 asked you to call 15 compromise 25 most valuable
16 From my~ of view it's a bad 26 highest
Unit 10 idea. (point) 27 lowest
17 As near as I'm concerned, it's fine. 28 latest
1 cramped 29 most well-known I best-known
(far)
2 up-to-date 30 happiest
18 I'm not quite sure for that. (about)
3 run down 19 I ffltefi what you're saying, but it
4 well equipped Unit 13
won't work. (hear)
5 c 20 You're absolutely right. I couldn't
6 c 1 fault
agree muclt. (more) 2 flaw
7 b
21 To be t:rttth I don't see how we're 3 misunderstanding
8 c
going to persuade them. (honest) 4 down
9 How I What
22 I have your point about the costs,
10 Why 5 incompatible
but 1 think it's worth it. (take I see) 6 has broken down
11 Have
23 Let's see it, he's too old for the job! 7 unreliable
12 Could I Can
(face)
13 Maybe 8 out of order
24 could
14 prove 9 failure
25 will 10
15 consider failures
26 wm 11 matter
16 better
27 needed 12
17 worth keeps
28 would
18 reservations 13 mean
29 would
19 rather 14 tried
30 will
20 work 15 trouble
21 sure 16 always
22 c
Unit 12 17 might
23 e 1 original 18 best
24 f 2 up 19 help
25 b 3 prototype 20 exactly
26 d 4 obstacles 21 sort
27 5 sophisticated 22 like
28 a 6 traditional 23 XI think you should ask for help.
29 b 7 concept 24 .I
30 g 8 dynamic 25 X I'd speak to her if I were I was
9 a you.
Unit 11 10 g 26 .I
11 b 27 X Is it easy enough for you?
1 have 28 .I
12 c
2 make
13 e 29 .I
3 go 30 X The main problem is that we
14 f
4 carry don't have enough resources.
15 d
5 reached
16 d
6 put Unit 14
17 f
7 make
18 e
8 have 1 make
19 a 2 Pick
9 avoid
20 c
10 express 3 fed
21 b
11 backing 4 taken

120 1
 5 put improvement. 28 Even though I told her you were -c:
6 d 17 So let's summarize what we've busy, she demanded to speak to 0"""
7 c agreed. ~
you. I She demanded to speak to
8 f 18 One thing you're going to do is a you, even though 1 told her you """
tD
9 a "',..
10 e
training course.
19 How does that sound to you?
were busy.
29 Things look bad. However, we
"'tD
11 b 20 Is there anything else you'd like to must keep trying. "',..
DJ
12 spare add? 30 Despite the last plan not working, :::::s
13 minutes
14 do
21 was working
22 'd I had already asked
let's try again. I Let's try again,
despite the last plan not working.
"'~
tD
15 wondering 23 had left """
16
17
like
nice
24 were you talking
25 was still working
"
tD
'<
18 tied 26 hadn't improved
19 helped 27 hadn't invented
20 delighted 28 was doing
21 good I great 29 were you sending
22 be noticed 30 had happened
23 do
24 be warned Unit 16
25 was given
26 are invited 1 to
27 be planted 2 in
28 carries 3 out
29 was founded 4 at
30 fire 5 across
6 complete
Unit 15 7 waste of time
8 triumph
1 dedication 9 amazing
2 caring 10 expertise
3 motivated 11 was
4 flexible 12 give
5 dependable 13 learn
6 ambitious 14 say
7 Patience 15 underlines
8 hardest working 16 focus
9 We're very pleased with your 17 tell
performance. 18 go
10 You've done a good job. 19 were
11 You seem to be doing very well. 20 were
12 Perhaps one thing to work on is 21 fill
your communication skills. 22 gone
13 What do you think about these 23 expected
changes? I How do you feel about 24 makes
these changes? 25 concentrate
14 How are you getting on with your 26 Although I'm busy, I can help you
new job? for an hour.
15 One of your key strengths is 27 Despite warning her about it
listening. yesterday, she was late this morning.
16 I think this is an area for
 Business communication skills Exercise 2
Unit 1 2 since 3 for 4 for 5 since
Exercise 1
Working with words 2 h 3 d 4 k 5m 6
2 glamorous 7 a 8 i 9 n 10 I 11 c Unit 4
3 demanding 12 e 13 b 14 f
4 challenging
Exercise 2
Working with words
5 routine
6 dull, depressing 2 So far so good Exercise 1
7 stressful
3 everything is going according to plan 2 cost-effective 3 convenient
4 everything is on track 4 secure 5 time-saving
8 fun
9 worthwhile, rewarding 5 need somebody to 6 efficient 7 easier
6 why don't I 8 user-friendly 9 up-to-date
10 accurate 11 immediate
Business communication skills
Language at work Exercise 2
Exercise 1
Exercise 1 2 financial adviser 3 online banking
2 this is 3 Nice to meet you
2 do you have to 4 business class
4 l'm pleased to 5 So tell me
6 in charge of 3 is she sitting
7 sounds
8 deal w ith 4 are you working on Business communication skills
5 does Nadia think
Exercise 2 6 Are you thinking Exercise 1
2 I'm delighted to meet you 7 does a successful salesperson earn 2 Let me explain how it works
3 We're responsible for 8 are you doing 3 The main thing to note is
4 It involves a lot of testing 9 think I belongs 4 What happens is
5 I'd like to introduce you to 10 are having 5 One other useful feature is that
6 What happens when
Exercise 2 7 You can see what happens when you
Language at work 2 f 3g 4a 5h
6d 7b 8 e Exercise 2
Exercise 1
2 similar I different
2 spends
3 benefit I drawback
3 misses
4 tries
Unit 3 4 As well as I also
5 downside I plus side
5 you find
6 does your job involve Working with words 6 Whereas before I now
7 one I other
7 Do you work Exercise 1 8 difficult I simple
8 don't 2 make 3 work 4 do 9 more I better
9 Areyou 5 work 6 Do 7 make
10 am 8 take
Language at work
Exercise 2 Exercis e 2
2 I often have lunch in the staff restaurant. Exercise 1
2 boring 3 relaxed
3 I occasionally have lunch with clients. 2 easy 3 well
4 exhilarating 5 tiring
4 I usually finish work at 4.00 p.m. on 4 friendlier 5 faster
6 interested 7 exciting
Friday afternoons. 6 slower 7 more original
8 tired
5 I hardly ever work on Saturdays. 8 more popular
6 1 never work on Sundays - this is a Exercise 2
personal rule of mine. Business communication skills
2 than 3 than 4 slightly
Exercis e 1 5 far 6 much 7 a bit
2 b 3 c 4 c 5b 6a
Unit 2 7 a 8 c 9 b 10 a
8 as 9 as

Working with words Exercise 2 Unit 5

2 00 44 319 44 010
Exercise 1 3 Lydia_ [email protected]
2 schedule 3 update 4 budget 4 www.about-me.coml
Working with words
5 deadline 6 teamwork 7 skills courses_online Exercise 1
Exercise 2 2 requirements 3 service
2 d 3 f 4 b 5 g Language at work 4 care 5 expectations
6 b 7 c 8 e 6 satisfaction
Exercise 1
Exercise 3 2 closed 3 has I organized Exercise 2
1 deadline 2 schedule 3 allocated 4 Have I called 5 did I arrive 2 tailor 3 guarantee 4 evaluate
4 resources 5 staff 6 budget 6 have I met 7 didn't take 5 ensure 6 adjust 7 provide
7 update 8 h aven't improved 9 Have I spoken Exercise 3
10 have I worked 1 services 2 guarantee 3 evaluate
4 adapt 5 care 6 satisfy
Business communication skills Language at work Exercise 2 .,
2 so
Exercise 1 Exercise 1 3 In order to
2 arrange 3 make 4 good 2 need to I have to bring your laptop - we 4 so that
5 How 6 suit 7 'd prefer have one you can use 5 Therefore
3 allowed to smoke in this area
Exercise 2 4 m ustn't take these documents out of the
2 in 3 with 4 for building Unit 8
5 for 6 on 7 back
5 supposed to talk in the library
8 forward
Exercise 2 Working with words
Exercise 3 2 be polite and helpful to customers Exercise 1
1 c 2 a 3 f 4 d
wear an ID badge at all times 2 c 3 g 4 f 5h 6j
5 e 6 h 7 b 8 g
3 leave bicycles at the back of the shop 7 b 8 d 9 e 10 a
enter the shop through the main entrance
language at work 4 smoke in the warehouse Exercise 2
wear jeans 2 take responsibility
Exercise 1 3 team player
2 gets in 4 work closely
3 is meeting Unit 7 5 complementary skills
4 is bringing 6 common ground
5 are we all having lunch 7 form alliances
6 are showing
Working with words
8 joint venture
7 are we doing Exercise 1 9 mutual benefit
8 are having 2 for 3 from 4 against 10 shared goal
9 does your flight leave 5 against 6 for
lO leaves
Exercise 2 Business communication skills
Exercise 2 2 identity theft
Exercise 1
2 Our team is going out to celebrate 3 unauthorized access 2 What's the timescale on this
Torsten's birthday. 4 PINnumber
3 we plan to
3 We're meeting in reception at 5.30 p.m. 5 X-ray machine 4 in the long run
4 Then we're having a meal in that new 6 security breach
Greek restaurant. 7 CCTV Exercise 2
5 The last train leaves at midnight. 8 antivirus software 2 hope to have
3 in the short term
Business communication skills 4 in the long term
Unit 6 5 How long will it take to
Exercise 1 6 expect
Working with words 2 As it stands, the situation is 7 by the end of
3 This is because of the fact that 8 going to te ll everyone
Exercise 1 4 As a result 9 this leave us
2 exhibition 3 excursion 5 I'd like to update you 10 over the next
4 entertainment 5 sightseeing 6 By entering 11 cha nces are
6 specialities 7 venue 7 We expect
European city = Alicante
Exercise 2 language at work
Exercise 2 2 I don't quite understand how it works.
2 checkin 3 freshen up Exercise 1
3 Can you tell us more about it? 2 'm I am going to 3 'U I will
4 show you around 5 eatout 4 What do you mea n by 'security breach'?
7 pick you up 4 'II I will 5 'm I am going to
6 go out 5 If I understa nd you correctly, this will
8 m eet up with 6 ·u 1 will
cost a lot.
6 I'm not sure I follow you. Exercise 2
Business communication skills 2 c 3c 4a 5b6a
Exercise 1 Language at work
2 It's nice to finally meet you Exercise 1 Unit 9
3 Likewise 2 has been ringing
4 bow was your journey 3 haven't I switched Working with words
5 did you have any trouble 4 have been looking
6 let me take your bag 5 have just called
Exercise 1
7 can I get you a drink 1 manufacturer 2 supplier
6 have sent
8 sounds great 3 distributors 4 inventory
7 Have I had
9 let me run through 5 streamline 6 (supply) chain
8 h ave been talking
10 get the chance 7 logistics 8 client
9 warehouse 10 component
Exercise 2 11 raw (materials) 12 retailer
2 to 3 to 4 with
5 opportunity 6 over 7 over
8 own 9 remind 10 wish
Exercise 2 4 difficult to convince them about our 6 improves I will have to
2 stock up on 3 out of proposals 7 would you feel I asked you
4 track of 5 running low 5 we provide some chairs 8 would do I went
6 having music in the factory 9 could I would you do
Business communication skills 7 not come (if you don't mind) 10 arrive I will be able to
8 we look at trus again tomorrow morning
Exercise 1 Exercise 2
2 Can I take your account details Exercise 2 2 could 3 Unless I I'll have
3 look into it 2 good idea 3 would work 4 Unless I will look 5 will have to I if
4 according to my information 4 on top 5 in addition
6 Besides
5 what has happened to it
6 you check it out for me
Unit 12
7 get back to you within tbe hour Language at work
Working with words
Exercise 2 Exercise 1
2 it was dispatched on 2 ./ 3 ./ Exercise 1
3 something must have gone wrong 4 X little few 5 X mt1:ftY much 2a3a 4a Sb
4 check it out 6 ./ 7 X~ some 6c 7c 8 b 9 a
5 asap 8 X fewer less 9 ./ Exercise 2
6 as quick as we can 10 ./ 2 prototype 3 concept
7 charge it to 4 reliable 5 simple
Exercise 2
2 few 3 many I any 6 innovative 7 revolutionary
Language at work 4 some I a lot 5 much
Exercise 1 6 lot 7 many I any Business communication skills
2 would deal with it straight away 8 any 9 lot of I few
Exercise 1
3 had happened to it 2 about 3 by 4 at
4 was off sick
5 would look into it
Unit 11 5 at 6 for 7 about
8 to 9 on 10 with
6 if she was better
7 hadn't been off sick Working with words Exercise 2
8 had said Exercise 1 1 Good 2 here 3 start I begin
9 me he had sent the order 2 brainstorming 4 First 5 Then 6 finally
3 put forward
7 free
Exercise 2 4 majority 5 backing
2 Bella asked Alan if he wanted anything 6 carry out Exercise 3
from the canteen. Exercise 2 2 d 3 k 4 a 5 e 6 g 7 b
3 Nabila wants to know what the time of 2 a 3 g 4 e 8 I 9 i 10 f 11 c 12 j
5 h
the next flight to Boston is. 6 c 7 d 8 b
4 Richard asked Sally if I whether she Language at work
wanted to borrow The Economist. Exercis e 3
5 Keith says he's tired of dealing with 2 consensus 3 options Exercise 1
unreliable suppliers. 4 evaluate 5 confrontation 2 I think qttickest I think the quickest
6 Jackie told me that if I couldn't go to the 6 compromise 3 the n toi e the most
meeting, she would go instead. 4 we-ever we have ever
Business commun ication sk ills 5 boredest most bored
6 a second the second
Unit 10 Exercise 1 7 you eve1 you have ever
2 agree 3 face 4 point 8 the n tost bttsiest the busiest
Working with words 5 th ing 6 As 7 Absolutely
8 Corne 9 correctly Exercise 2
10 agreed
Exercise 1 2 worst 3 fewest 4 flexible
2 badly equipped 3 state-of-the-art Exercise 2 5 second 6 has 7 fewest
4 spacious 5 well-maintained 2 not qttiet stu e not quite sure 8 best
6 well equipped 7 run-down 3 I am hearing "hat you say I hear what
you are saying
8 old fashi oned
4 enough feir fair enough Unit 13
Exercise 2 5 As fer I'm concerned As far as I'm
2 quite 3 really 4 quite concerned Working with words
5 fairly 6 pretty 7 extremely 6 fine to me fine with me
8 very Exercise 1
2 failure 3 faulty
Language at work 4 breakdowns 5 unreliable
Business communication skills 6 damaged 7 defective
Exercise 1
Exercise 1 2 have I will end Exercise 2
2 change the colour 3 work I you will be 2 c 3 c 4 a 5 c 6 b 7 a
3 asking them to make a better offer 4 knew I would be
5 had I wou ld they be
Business communication skills Exercise 3 Unit 16
2 c 3 a 4 e 5 b 6
Exercise 1 7 i 8 f 9 d 10 g
2 won't Working with words
3 do you mean by
Language at work Exercise 1
4 keeps on
2 c 3a 4 a Sa 6 a
5 sounds as though Exercise 1
6 Have you tried 2 make Exercise 2

"-:!
7 advise you to 3 starts I are cut and painted 2 complete waste of time
8 should solve the problem 4 sew 3 significant breakthrough
9 if I were you 5 are washed 4 great success
Exercise 2
6 employs
7 supports
5 amazing achievement « ...
2 's always borrowing
8 is encouraged and trained Business communication skiLLs
3 taking
4 wrong Exercise 2 Exercise 1
5 should 2 is located 3 was chosen 2 i 3 h 4 a 5 e 6
6 advise 4 was needed 5 was held 7 b 8 g 9 f 10 c
7 sounds 6 was won
8 solve Exercise 2
9 appears
Exercise 3 2 I'll fill you in
2 was set up 20 years ago (by Hans Angst) 3 give me an overview
10 putting
3 must be sacked (by the manager) for 4 this underlines the importance of
being late 5 could have gone better
Language at work 4 have agreed to extend the hours of work 6 how did it go?
Exercise 1 5 is regarded as a sign of politeness in this 7 what we need to do is
2 have to 3 shouldn't 4 should culture 8 Tell m e more
5 could 6 should 7 should 9 We should focus on
8 would Unit 15
Exercise 2 Language at work
2b 3f 4 a 5 c 6g 7d 8h Working with words Exercise 1
Exercise 3 Exercise 1 2 Even though she is bad at paperwork,
2 • er) tiled too tired 2 confident 3 ambitious she is our best salesperson I Even
3 responses enough enough responses 4 patient 5 hard-working though she is our best salesperson, she
4 not enough elearl) not clearly enough 6 enthusiastic 7 punctual is bad at paperwork.
5 too mtteh expensive too expensive I 3 Despite only having two products, it is
much too expensive Exercise 2 an extremely successful business.
6 I have time enough l don't have enough 2 -ability 3 - ing 4 -ion 4 They went ahead with the project,
time 5 - ful 6 - le 7 -m despite the fact that the research was
unfavourable.
Business communication skills 5 Although the meeting went on and on,
Unit 14 we made some useful decisions.
Exercise 1 6 He didn't know that the company was
2 pleased 3 feel for sale. However, he did have an idea of
Working with words
4 happy 5 strengths how much it was worth.
Exercise 1 6 seem 7 thing
2 with 3 up 4 in Exercise 2
6 stages end
Exercise 2 2 The seminar was a waste of time.
5 into 7
2 about 3 for 4 with However, we enjoyed meeting our new
Exercise 2 colleagues. I We enjoyed meeting our
5 d 6 c Exercise 3
2 e 3 a 4 new colleagues. However, the seminar
2 do 3 intend 4 sound
was a waste of time.
Exercise 3 5 add
3 there are 3 He was miserable, but he earned a lot of
2 essentially
5 Having money.
4 First of all Language at work
7 you're ready to
4 Despite the fact that we forgot our notes,
6 Once you've done
Exercise 1 we managed to give the presentation .
2 hadn't been 3 were all finishing I Despite forgetting our notes, we
Business communication ski lls 5 hadn't asked managed to give the presentation.
4 said
Exercise 1 6 was suggesting 7 stopped 5 The office was big, but there wasn't
2 we'd be delighted 3 1was wondering if 8 came 9 hadn't liked enough space for all the desks.
4 howabout 10 had wa ited
Exercise 2 Exercise 2
2 I'm afraid something has come up. 2 had had 3 were I becoming
3 That would be great. 4 was growing 5 had I graduated
4 !'m sorry for messing you around, but 6 were running 7 had asked
how about the week after? 8 hadn't I taken 9 was doing
,-
12
 Section 1 Section 2
Read the sentences and tick the correct answer for you.
Name -----------------------------------------
Please give more details where possible.

For my job, I mainly communicate .. .

Company I organization details -------------------- with clients in other companies. 0
with colleagues inside the company. 0
with clients and colleagues. 0
Details - -- ----------- --- ------------------
Job title I description - - ------------------ - - --

Have you studied English before? Yes I No I mainly communicate in English with .. .
If you answered 'yes', give details (where I when?). non-native speakers. 0
native speakers. 0
both native and non-native speakers. 0

When I communicate in English ...

I need to be fluent and it's not a problem if I
What did you like I dislike about your previous English
make a few mistakes. 0
lessons? ------- ----- ------------------------- I shouldn't make any mistakes with grammar,
pronunciation, or vocabulary. 0
Details ---------------------------------------

Teacher's notes I comments

When I use English at work .. .
speaking is the most important form of communication. 0
writing is the most important form of communication. 0
speaking and writing are equally important. 0
Details ------------------------- -------------

For my job ...

I need to learn specialist English. 0
I need to learn general English. 0
I need to learn specialist and general English. 0
Details ------- - ------------------------------

Photocopiable © Oxford University Press

I'
Section 3 Section 4
To respond in this section, circle a number. 1 How much time do you have for self-study on this course?
1 = ft isn't very important for me. _ __ __ hours per week.
2 = ft isn't important for my job, but it could be
interesting. 2 Write 2 questions you have about this course for your
3 = It's sometimes important and it could be useful to teacher.
practise. For example: Will we have time to study financial
4 = It's very important for me and we must practise this vocabulary ... ?
language in my classes.

How important is jt for you to be able to ...

Question 1
introduce yourself and describe what you
do at work? 2 3 4
discuss projects you are working on? 2 3 4
talk about free time and hobbies? 2 3 4
explain how something works? 2 3 4
deal with customers? 2 3 4
welcome visitors? 2 3 4
explain changes? 2 3 4
present and discuss plans? 2 3 4
deal with orders? 1 2 3 4 Question 2
discuss your place of work? 2 3 4
discuss and make decisions? 2 3 4
give presentations? 2 3 4
solve problems? 2 3 4
describe processes and make appointments? 2 3 4
give feedback and set objectives? 1 2 3 4
give reports? 1 2 3 4

How important are these communication skills for you? Your teacher will return this form to you and answer your
Social I Conversational English 1 2 3 4 questions below.
Making telephone calls 1 2 3 4
Attending meetings 2 3 4 Answer to question 1 _ _ _ __ _ _ _ _ _ __ _ __
Giving and attending presentations 2 3 4
Writing emails 2 3 4

Do you speak and listen in other situations? Please give details.

Answer to question 2 - -- -- - - - - -- - -- -

Do you read or write other correspondence?

Please give details.

Photocopiable © Oxford University Press

 Materials used in the lesson
• Business Result Placement test, available at www.oup.com/elt/teacber/result
• Needs analysis form (photocopied from pages 126 and 127 of the Teacher's Book)
• Contents page of Business Result Intermediate Student's Book

Part 1 I How do you find out the needs of students?

1 lmagine you have a new student and that you have access to the following sources of
information. What kind of information could you find out from each one?
• the student's training manager

• the website for the student's company

• the student's line manager

• the results from the placement test

• the student's job description

• a report from the student's previous English course tutor

• copies of correspondence received in the student's department

• the names of other companies that the student does business with

2 .... Watch this section and answer questions 1-3.

1 What kind of needs analysis does John (the co-author) think most teachers should
carry out? Is this true for you or your school?

2 What kind of information do we find out about Andreas (the student) in this first part
of the needs analysis?

3 What are Andreas's views on the best way to Jearn English? Do you agree with him?
Do your students have similar views?

Photocoplable © Oxford University Press

 Part 2 I What kind of information do you need to find out?
3 .... Watch this sectjon and answer questions 1- 2.
1 What does John suggest a needs analysis must find out? List the three types of
question a teacher can ask.

.:
ct
2 As Cathy (the teacher) interviews Andreas, complete Section 2 on a photocopy of ct
the Needs analysis form (pages 126- 127).
c
v
ll
4 .... The needs analysis interview is the teacher's first chance to evaluate a student's
spoken English. Watch the previous sections from the DVD again and make notes ...
ll
'<
about Andreas's strengths and weaknesses, including any specific errors. v
v
Strengths Weaknesses

5 Which areas of Andreas's English would you give immediate attention to?

Part 3 I How do you analyse the information?

6 After the interview, the teacher asked Andreas to complete the rest of the form. Read
the functions that Andreas rated as 'very important' below and then look at the
Contents page of Business Result Intermediate Student's Book. Based on this information
and what you know about Andreas from the DVD, which parts of the book do you
think will be especially important to use with Andreas?
• discuss projects you are working on • present and discuss plans
• talk about free time and hobbies • discuss and make decisions
• explain how something works • describe processes and make appointments

7 .... Watch this section. Does the teacher agree with your views in 6?

Photocopiable © Oxford University Press

 Materials used in the lesson
• Business Result Intermediate Student's Book, Unit 5, pages 30-31, exercises 2 and 6
• Oxford Advanced Learner's Dictionary

Part 1 I What kind of vocabulary do we teach in business

English?
1 Here are ten words you might need to teach. Think about when you would teach them and
categorize them in the table below.
expectations hedge funds serve care derivatives
customer supplier customer care requirements corporation

I'd definitely teach this word I probably wouldn't teach I'd only teach this word in
in a general English lesson this word in a general a class where the students
as well as in a business English lesson, but only in a had very specialized
English lesson. business English lesson. vocabulary needs.

2 .,_ Watch this section and answer questions 1-4.

1 John (the co-author) talks about the vocabulary in Business Result. Does he think it is
specialized or general? Why does he think it will be relevant to many students? How do
you know or decide if a word will be relevant to a student?

2 What kind of vocabulary does Bill (the teacher) think his students normally need to
learn in his lessons? What are his reasons? Is this true for your students?

3 How does the teacher lead into the topic of the lesson? Is this a method you would use?
Can you think of other ways to lead into the lesson?

4 Why is Vanda (one of the students) taking a n English course? Do you think she will
need any specialized vocabulary for her new job?

Photocopiable © Oxford University Press

 Part 21 How do we teach new vocabulary?
3 Read this list of activities commonly used when teaching vocabulary.
Which do you tend to use with students? Are there any which you avoid? ••
-c

a reacting new words in a text

b matching words to pictures
c completing a text with missing words c
c
d identifying the stressed syllables (
c
e matching words to collocations c
f looking words up in a dictionary 1:
,..
g builcling words into their clifferent forms (verb, adjective, noun) c
h writing sentences with new words '<
asking and answering questions using new words
j giving mini-presentations which require use of new words
k trying different ways of recording new words in a vocabulary notebook

4 .... Watch this section and answer questions 1- 5.

1 Which activity from 3 does Bill ask the students to do first?

2 How does John believe you make vocabulary meaningful for students' work?

3 What other activity from 3 does Bill use?

4 Which activities from 3 does Vanda mention?

5 Which techniques does Bill recommend?

5 Here are two statements from this section of the DVD. Are they true for you?
Are they only true sometimes? Edit or rewrite the statements if necessary.

' ' You present the vocabulary in a meaningful ' ' Quite often I see students come with a
context ... then you need to practise the vocabulary bilingual dictionary .. . [butt ... they need a
in a controlled way and then in a free way ... ' ' good English-English dictionary. ' '

6 Here are the bullet points from the final screen. Can you add two more bullets to
the list oftips and advice?
• contextualize the new vocabulary
• make it relevant to the students' work
• teach the meaning, form, and pronunciation
• let the students personalize the vocabulary
•
•

Photocopiable © Oxford University Press

 Material used in the lesson
• Business Result Intermediate Students's Book, Unit 5, page 32, exercises 4, 5, and 6
• Business Result Intermediate Audio CD

Part 1 I Is there a special kind of English for telephoning?

1 List three types of telephone calls you have made in the last few days (e.g. call to a
friend to arrange to meet).

2 Now answer the following questions for each call.

• How formal or informal was each one?

• Did you use language you would only use in a phone call (e.g. Can I speak to ... )?

• Were there any difficulties (e.g. the other person understanding what you wanted)?

• If you made the calls in another language, what other difficulties would you have?

''
Sergio Yes, of course. Actually,
we're coming to Switzerland
next month.
Elena Really?
Sergio Yes, we already have
3 Read the telephone conversation on the left from Unit 5 and answer questions 1-2.
1 Is there any language in the dialogue that is specific to the telephone or could the
whole conversation also take place in a face-to-face situation?

another client in Zurich. Is

that near you? 2 What difficulties might students encounter when having a similar conversation on
Elena Not too far. I'm in Bern. It's the telephone as opposed to face-to-face?
only a couple of hours away.
Sergio Fine. Can we arrange a
meeting then? 4 Imagine you are going to play this dialogue in class. Write three comprehension
Elena Sure. questions for students to answer.
Sergio Let's see. Well, my trip
begins on January the 30th. 1 ?
That's a Monday. How about
Tuesday the 31st? 2 ?
Elena I'd prefer the Wednesday. 3 ?
Sergio The first of February? Yes,
that suits me. ' ' 5 ~ Watch this section and answer questions 1-2.
1 Does the co-author believe there is a special kind of English for telephoning?

2 Did the teacher ask her students to answer any of your comprehension questions in 4 ?

Photocopiable © Oxford University Press

 Part 2 I Why do students need English for the telephone?
6 Have you ever taught a student who needed English for telephoning? What did the
student communicate about on the phone? Who did the student communicate with? ••
..c.
7 .... Watch trus section and answer questions 1-3. ."t
1 Why does the student (Gianluca) need to use English on the telephone? ,t
-
(
(
2 What are five useful expressions you could teach him? "t

c
3 What kind of role-play situation would he benefit from practising in class?

Part 3 I What are the difficulties for students?

8 .... Watch trus section and tick which person mentions the difficulties.
author student teacher

no visual cues ./
understanding words I key content

pronunciation I accents

lack of confidence

using key expressions

9 What specific difficulties do your students have with telephoning? How have you tried
to help them?

10 Read the tips below for telephone role-plays. Do you agree with the tips? Would you
add any more?

Tips for effective telephone role-plays

1 Give them a model of the target conversation (through listening).
2 Provide key expressions beforehand.
3 Give a structure to follow where possible.
4 Provide a realistic and relevant scenario.
5 Let students add their own ideas to the scenario.
6 If you can't use real phones in class, make sure students don't look at each other.
7 Monitor for any problems while students role-play.
8 Spend time on feedback at the end.
9 After feedback, let students repeat and improve the role-play.

11 .... Watch this section again. Tick the tips that the teacher follows in her lesson.

Photocopiable © Oxford University Press

 Needs analysis 4 Possible comments are as follows.
1 Possible ideas are as follows: Strengths Weaknesses
• the student's training manager: find out what the Andreas seems quite He has quite a strong accent
company's aims are for this student in the future confident and reasonably with some pronunciation
• the website for the student's company: get background fluent for the \eve\. problems typical to German
information on what the company does, its recent history, speakers, including his initial
mission statement, where in the world it does business, mis-pronunciation of his
the type of specialist vocabulary used in the business company (Finanz tn .
• the student's line manager: what be or she would like the He talks about his work He uses the past tense instead
student to do in English, any areas of difficulty or any quite easily and is able to of the present tense ( ...
future changes in role that may require specific English self correct our company developed and
• the results from the placement test: the level and produced IT systems ... ).
particular areas of difficulty His errors don't interfere He makes errors with
• the student's job description: find out day-to-day roles with understanding. superlatives (effectiveist, at
• a report from the student's previous English course tutor: the best).
useful information on level and perhaps how the student
He makes other minor errors
likes to learn
(to listen them, some basis
• copies of correspondence received in the student's English, the teacher see).
department: what written communication the student
deals with and perhaps samples of the student's own 5 Answers will vary.
writing
• the names of other companies that the student does 6&7 The teacher suggests that Andreas will need to
business with: this may indicate what nationalities the focus on business communication skills, such as meetings,
student communicates in English with and the type of telephoning, and socializing. These skills are covered in
business content. the middle sections of each unit. He also needs to work
on emails, so she would set him tasks from the Interactive
2 1 A first day analysis using the Needs analysis form, which Workbook to do outside of class. She'll use topics from the
can be filled in by the student or used to interview the Student's Book on Services & systems (Unit 4) , Processes
student. (Unit 14) , Innovation (Unit 12), and Leisure time (Unit 3).
2 Name, name of the company and the nature of its
business, job title, his day-to-day responsibilities, his
previous learning, how he likes to learn English. Vocabulary
3 Andreas prefers one-to-one lessons because they are 1 How you answered will depend on your teaching context,
more effective and the teacher can correct his specific but words such as hedge funds and derivatives are quite
errors. specialized and would only normally be of interest to
business people working in financial sectors. Words
3 1 A needs analysis needs to find out the student's level
like supplier, corporation, and customer care are typically
(using a placement test) and answer the following
presented in business English course books, whereas
questions.
words such as serve, or care could easily appear in a
• What do you communicate about?
general English lesson. As always, what words you choose
• Who do you communicate with?
to teach will be affected by the needs of the students.
• How do you communicate?
2 1 The author suggests that the vocabulary in Business
2 Andreas communicates with clients and colleagues
Result is high frequency in many parts of the business
in Germany. He also communicates with partners in
world, so it can be used with groups of students from
English. He communicates in English with both native
different business backgrounds. One way to find out
(British and American) and non-native speakers (Polish,
if a word is relevant for a student is to ask them if they
Dutch, Italian). He finds it easier to understand British
would use it in their job, or ask them to make a sentence
speakers. He thinks fluency is more important and it's
using the word related to their work. You can also look at
OK to make a few mistakes. He'd like to be corrected
documentation they use at work and see if it is included.
after an exercise in class. Speaking is more important
than writing, although he does need to write emails. He 2 Bill tends to teach more general vocabulary because he
needs specialist English relating to IT and then general finds that his students already know the words for their
English for making small talk etc. specialist areas of business. Many teachers also say the
same thing, although this doesn't m ean that we won't
have to teach specialist vocabulary at some stage.
 3 The teacher tells the students that the topic of the lesson 2 The lack of body language makes the conversation more
is 'customer care' and asks them to talk about good or difficult. For example, without a nod of understanding
bad experiences of customer service. In this way he finds or even people looking at a diary together, students can
out what students already know about the topic and be less confident they understand what is being agreed.
when they talk he can hear what sort of vocabulary they
are already using. For example, Vanda uses the word
4 Answers will vary.
expectations in her description of poor customer care, 5 1 The author believes that there is a special kind of
which is a word the teacher plans to teach in this lesson. English for telephoning, but that this is quite minimal.
4 Vanda is preparing for a new job in an international 2 Answers will vary.
publishing house. She may need some industry-specific
6 Answers will vary.
vocabulary related to this.
7 1 Gianluca needs to use English on the telephone when
3 Answers will vary.
speaking to partners in Germany. He has to talk about
4 1 c price, materials, and delivery.
2 By asking them to personalize it 2 Some expressions he might need are as follows.
..
I

3 d How much ... ?

Can you give me your prices for ... ?
4 a, f, h
I can offer you ...
5 Bill describes how he asks students to use dictionaries I'll can our warehouse and call you back.
and write sentences which are relevant to them. We
3 He would benefit from role-plays involving a customer
also see Bill ask students to put words in a text and
or partner enquiring about a delivery.
answer questions with the words.
5 In the first statement, the co-author proposes a classic
8
Presentation-Practice-Production structure for teaching author student teacher
new words. However, there can be drawbacks with this.
no visual cues
For example, stude nts may already know the words you
present. In one-to-one teaching words are often taught as
the lesson proceeds or as they come up. There has been understanding words I
"'
a great deal of debate on this topic and many alternative
ways of teaching vocabulary have been suggested.
key content
pronunciation I accents
"' "' "'
The second statement raises the issue of dictionary use
and how and when students should use either a bilingual lack of confidence
"' "'
dictionary or an English-English dictionary. Perhaps the
best solution is to allow both in the classroom.
using key expressions
"'
6 Other possible tips might include the following.
• teach collocations with the word
• train students to record the new words in different ways
"'
• recycle, recycle, recycle
9 & 10 Answers will vary.
11 1 ./
Telephoning 2 ./
3 ./
1 & 2 Calls might include giving bank details, questioning 4 This isn't clear from the DVD, however 'arranging to
a payment, booking tickets etc. Even in our own language, meet' is likely to be a realistic and relevant scenario.
we can have difficulties, such as interference on the line
5 This isn't clear from the DVD.
with a mobile phone, having to explain something quite
complex, or even understanding the accent of someone 6 ./
from another part of the country. In another language 7 We don't see this on the DVD, however the teacher
there are also the problems of pronunciation, unexpected gives feedback on expressions afterwards so she must
responses, unknown vocabulary and expressions, different have monitored.
protocols on the phone, or needing clarification. 8 ./
3 1 There is no language which might not also occur in a 9 We don't see this on the DVD, but a t the end the teacher
face-to-face situation. mentions that she will need to do much more role-play
in order to build confidence.
 l ll lil ~l

Business
Business English you can tak-e to wmk today
sult
Help studentsl~am the professional communication skills
they need at work t0day with Business Result
Teacher's' Book .withDVD includes
- Teaching notes, ideas, and extmactivihes
- Elac.ltground informa$n on all unit m}iics
- Progress tests foJ r=Yery unll
- o:VD workShee:ts
Teache!'Trainlng DVD w hictt
- sllows how Business R,esult worl($ in the cla$roarp
- p~9Vides tips on teadling husines5 English
- includesieaclter. stu.derll. and author amunentary

Extl'a teacheY support online

Fo! teacher training notes. photocopiable resources, testing ma~riaJ.
wordhsts, and course management mpport. go to
www.oup.com/elt/teacher/result

Every Bu~iness Re.Still case study is ilaHdated by ex-pert U'lput

fram em iifre.ld Scn,ool of Mail~genlfnt. The Expert view
pre>vides teal-world btmnessautl'tentlc!tyand lntmduc~ an
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