BUSINESS GOALS3 TEACHER S BOOK Gareth Knight Mark O Neil Bernie Hayden
CAMBRIDGE UNIVERSITY PRESS Camridge, New York, Melourne, Madrid, Cape Town, Singapore, São Paulo CAMBRIDGE UNIVERSITY PRESS The Edinurgh Building, Camridge CB RU, UK http://www.camridge.org Information on this title: www.camridge.org/978056370 Camridge University Press 005 This ook is in copyright. Suject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Camridge University Press. First pulished 005 Printed in the United Kingdom at the University Press, Camridge A catalogue record for this ook is availale from the British Lirary ISBN-3 978-0-5-637-0 Teacher's Book ISBN-0 0-5-637-5 Teacher's Book ISBN-3 978-0-5-6036- Student's Book ISBN-0 0-5-6036-5 Student's Book ISBN-3 978-0-5-6785-7 Workook with Audio CD ISBN-0 0-5-6785-5 Workook with Audio CD ISBN-3 978-0-5-638-7 Audio Cassette ISBN-0 0-5-638- Audio Cassette ISBN-3 978-0-5-639-4 Audio CD ISBN-0 0-5-639- Audio CD
Contents INTRODUCTION 4 UNIT On the phone 8 UNIT Arrangements UNIT 3 Effective communication 6 Review 0 UNIT 4 Finding work UNIT 5 Working with others 5 UNIT 6 Performance at work 30 Review 34 UNIT 7 Business media 35 UNIT 8 Meetings 38 UNIT 9 Time management 4 Review 3 46 UNIT 0 Advertising 47 UNIT Trading 50 UNIT Reporting 55 Review 4 59 UNIT 3 Presentations 60 UNIT 4 Companies 63 UNIT 5 Changes at work 66 Review 5 7 Tests answer keys 73 PHOTOCOPIABLE SECTION Optional extra activities 75 Homework 80 Tests 0
UNIT On the phone UNIT GOALS contacting companies y phone making small talk on the phone PART A Getting through language: trying to get through (I ll call again later) PART B Starting and ending a call language: starting a call (Hi, Stuart. It s Mike) ending a call (Right, I ll let you get on) TALKING POINT (page 6) Check that students understand confident and small talk (polite social conversation) and then demonstrate the activity y answering the questions aout your own experience of using the phone in a foreign language. Give students time to read and think aout the questions. Explain that if they have never spoken on the phone in English, they should think aout when they use the phone in their own language. Get students to discuss the questions in pairs, then have rief class feedack to compare ideas. PART A Getting through e Listening (page 6) Explain the situation in the recording, check that students know health insurance and Human Resources Director, and model the pronunciation of the three company names so that students will recognize them when they hear them. Explain the headings in the tale, in particular Successful? (whether he actually speaks to the Human Resources Director in each case). Students should write Yes or No in this column. Play the recording, pausing after each call to give students time to write and perhaps check answers together. If necessary, play it again, ut this time without pausing it. Let students check in pairs efore class feedack. Call Company Successful? If not successful, name why not? Logica No The director is usy. GSK Yes 3 Standard No Mr Watson isn t availale at the moment. Transcript RECEPTIONIST: Hello, Logica. ROB: Hello. I d like to speak to the Human Resources Director, please. RECEPTIONIST: Who s calling, please? ROB: It s Ro Stephens. RECEPTIONIST: Thank you. Can I ask what it s aout? ROB: My company supplies health insurance. I m sure your company would e interested. RECEPTIONIST: I m sorry, ut the director is usy today. Could I take a message? ROB: No, it s OK, thanks. I ll call again. RECEPTIONIST: Good morning. GSK. Can I help you? ROB: Can I speak to the Human Resources Director, please? RECEPTIONIST: Can I ask who s calling, please? ROB: Yes, this is Ro Stephens from Direct Health Insurance. RECEPTIONIST: Thank you. I ll put you through. ROB: Thanks. 3 RECEPTIONIST: Standard. Good morning. ROB: Hello. Could I speak to Neil Watson, please? RECEPTIONIST: Could I have your name, please? ROB: It s Ro Stephens from Direct Health Insurance. RECEPTIONIST: Is Mr Watson expecting your call? ROB: No. I m calling to introduce our company s products. RECEPTIONIST: Well, I m afraid Mr Watson isn t availale at the moment. Could you send a rochure, and he can call you if he s interested? ROB: OK. I ll put one in the post. PRONUNCIATION For practice of weak forms, you could do the Optional extra activity either at this point or later (see page ). r Language focus (page 6) a Get students to work in pairs to complete the sentences. Play the recording again and then let students check in pairs efore going through the answers with the class. As you do this, model the phrases and get students to repeat them, concentrating on natural rhythm, stress and intonation. Point out the use of It s as opposed to I am. 8 Unit On the phone
like to speak 6 who s calling It s 7 put you through 3 it s aout 8 Could I speak 4 I m sorry 9 Could I have 5 I ll call 0 I m afraid LANGUAGE FILE >> PAGE 84 help 6 calling speak 7 afraid 3 calling 8 take 4 name s 9 call 5 what 0 send Disadvantages it can create a negative image of the selling company; the selling company could make a lot of calls to customers who are not interested. PART B Starting and ending a call e Brainstorming (page 8) Ask students to read the example and then put them into pairs to make a list. Don t let this go on for too long. Have some feedack with the whole class. You could write students ideas on the oard. t Communication activity (page 7) Put students into pairs. Student A should look at the information on SB page 76. Student B should look at the information on SB page 7. Ask them to read the instructions for Situation, and check that they can pronounce the names of the people and the organizations. If necessary, demonstrate the activity with a student. Get them to role play the situation. Monitor and note any errors with the telephoning language. Repeat the procedure for the two calls in Situation, where the roles of caller and person answering are reversed. When everyone has finished, go over any errors that you noted with the class. u Exploring (page 7) Write the expression cold calling on the oard and elicit possile meanings for it. Don t tell students if their guesses are right or wrong. Put students into pairs to discuss question. Check the answer with the class and then ask students to discuss questions and 3, which can include cold calling at home. When most pairs have finished, round off with a class discussion. possile answers a Advantages the customer doesn t have to go out and look for the product; the customer gets individual attention, and may have een targeted so that the product or service will e relevant. Disadvantages it is intrusive for the customer and can waste a lot of time. The product or service may not e something the customer is interested in. Advantages the selling company gets quick and direct access to individual potential customers; if well targeted, it can create a lot of new customers; it can e more economical than other forms of marketing. r Listening (page 8) a Get students to read the four tips and see how many of them are in their list from Brainstorming. Find out if any pairs had all four points in their list. Have a class discussion of the question Do you agree with them? Depending on telephone etiquette in their own country, some students may disagree with tip. Explain that in the UK it s normal to egin with small talk, ut not too much (tip c). Explain that students are going to hear four short conversations and that one of the tips is not followed in each conversation. Play the recording, pausing after each conversation to give students time to decide their answer and write it down. If necessary, play the recording again. Let students check in pairs efore checking answers with the whole class. d a 3 c 4 Transcript STUART: Hello. Stuart Jones. MIKE: Hi, Stuart. It s Mike. How are you? STUART: Hi, Mike. Not ad, thanks. And you? MIKE: Fine, thanks. I was just calling to see if you got the catalogues I sent you. STUART: Oh, yeah. Thanks. They arrived yesterday. Have you got any more? MIKE: I ll check for you. Bye! HUGH: Hello. Hugh speaking. KAREN: Hi, Hugh. How are you? HUGH: Er fine thanks. KAREN: Good. I heard you were sick last week. HUGH: I m fine now, thanks. KAREN: And is your wife etter, too? HUGH: Yes Sorry, who s calling? KAREN: Oh, this is Karen. Unit On the phone 9
3 LUKE: Hello. Luke Young speaking. STEVE: Hi, Luke. Steve here. LUKE: Oh, hi, Steve. How are you? STEVE: Not ad, thanks. And yourself? LUKE: Can t complain. Busy though. STEVE: Yeah, it s that time of year. LUKE: Right. STEVE: The summer holidays seem a long time ago now, don t they? LUKE: Er, yeah they do. STEVE: When are you planning to have another holiday? LUKE: I don t really know. Um, what can I do for you, Steve? 4 ANNA: Hello. Anna speaking. SARAH: Hi, Anna. It s Sarah. Can we meet next week to discuss your account? ANNA: Oh. Er, yes, sure, when did you want to meet? SARAH: How aout Tuesday? t Language focus (page 8) a c Explain that students are going to hear another telephone conversation and have to decide if it follows the four tips. Give them time to read the questions. Play the recording, let students check answers in pairs, then go through the answers with the class. Chris. He wants a copy of the latest sales figures. 3 He offers to email the latest sales figures. 4 Yes. Ask students to work in pairs to complete the conversation. Tell them to leave lank any which they can t rememer, as they will have another chance to listen to the conversation. Play the recording again, get students to check in pairs, then check with the class and get them to repeat the key expressions, focusing on natural stress and intonation. Explain that I can t complain is a standard, fixed expression, and that get on here means continue (doing what you have to do). ad yourself 3 can t complain 4can I do 5 let you get on Transcript MARCO: Hello. Marco Delta. CHRIS: Hi, Marco. Chris here. MARCO: Oh, hi, Chris. How are things? CHRIS: Not ad, thanks. And yourself? MARCO: Busy, ut I can t complain. What can I do for you? CHRIS: Have you got a copy of the latest sales figures? MARCO: Yes. Shall I email them to you? CHRIS: That would e great, thanks very much. MARCO: No prolem. CHRIS: Right, I ll let you get on. Bye for now. MARCO: Bye, Chris. LANGUAGE FILE >> PAGE 85 A: Hello. James Owen. B: Hi, James. It s Paul here. A: Hi, Paul. How are you? B: Fine, thanks. And yourself? A: Not ad. What can I do for you? B: I m just calling to check when the next meeting is. A: Oh, right. Er, it s at 0 o clock on Monday. B: Great, thanks very much. Don t let me keep you. Bye. A: No prolem. Bye. A: Hello. Claudia Trillo. B: Hi, Claudia. It s Teresa. A: Hi, Teresa. How are things? B: Pretty good, thanks. And you? A: Not ad, can t complain. B: How was your weekend? A: Relaxing. I just stayed at home. What can I do for you? B: Oh, I just wanted to know if you ve got Sara s address. A: Yes, ut I ll have to find it. Can I call you ack in a minute? B: Sure, no prolem. Bye for now. A: Bye. u Communication activity (page 9) Divide the class into Student As and Student Bs and put them into groups, As together and Bs together. Student As should look at the information on SB page 77 and Student Bs should look at the information on SB page 9. Get the groups to work together and plan what to say in each situation. Point out that the information gives them ideas for small talk, which they should include in their conversations. In Situation, MBA stands for Master of Business Administration. Student B thinks that Beatriz is studying for her MBA at the moment, ut she has in fact recently completed it. Put the students into A/B pairs to role play the four situations. Monitor, ut only intervene if there are communication prolems. Note down any errors. When everyone has finished, get pairs to act out one or two of the situations for the class. Go through any errors that you noted with the class. 0 Unit On the phone
i Culture focus (page 9) The main cultural differences in the area of telephoning depend on how direct or indirect a particular culture is. In more direct cultures, there will e little if any small talk; the two people will get straight to the point and end the call as soon as usiness is dealt with. At the other extreme, some cultures will egin and end the call with lengthy greetings and farewells, and a sustantial amount of small talk may e the norm, either efore or after the usiness part of the call. a Ask students to look again at the four tips on SB page 8. These apply to typical calls in the US or UK. Give students time to work individually and think aout the questions. If you are familiar with the students culture, you could give them one or two ideas if necessary. Put students into pairs to discuss their ideas. If you have a multicultural class, pair students from different ackgrounds. In a monocultural class, pair students from different companies or different parts of the country if possile. If your students are from the same company, they can still discuss their ideas it is sometimes surprising to see how differently students view their own culture! Have some class feedack to compare the ideas that students discussed. Homework (see worksheet on page 80) This article gives tips for good telephone etiquette. The first task requires students to read the advice ( 5). Once they are familiar with the sentences, they scan the five paragraphs of the article and match each of the sentences to one of the paragraphs. For the second task, students should read the questions first and then read the text to find the answers. d 3 a 4 e 5 c F If you answer a colleague s phone, say that person s name in your greeting T Be polite to the gatekeepers Learn and use their names. 3 T remind the other person of your previous conversation or contact. 4 F make notes during phone conversations. 5 T some of the most powerful usiness relationships exist etween people who have never seen each other. OPTIONAL EXTRA ACTIVITIES Pronunciation Weak forms You could do this activity after A Listening on SB page 6. The schwa sound /ə/ is frequently used for unstressed vowels in spoken English. Write the following on the oard, without the underlining showing the unstressed vowels: Can I talk to John, please? Say the sentence as naturally as possile. Ask students to notice how you say the vowel sounds in Can and to. Tell students you are going to play the second conversation from Part A. Ask them to look at the transcript on SB page 6. Tell them to listen to the recording and mark every vowel where they hear the /ə/ sound. Play the recording. Get students to compare answers in pairs efore going through them with the class, perhaps playing the recording again and stopping it after each line. Point out that can is usually unstressed in questions, ut that the receptionist doesn t stress it in his second question. RECEPTIONIST: Good morning. GSK. Can I help you? ROB: Can I speak to the Human Resources Director, please? RECEPTIONIST: Can I ask who s calling, please? ROB: Yes, this is Ro Stephens from Direct Health Insurance. RECEPTIONIST: Thank you. I ll put you through. ROB: Thanks. Unit On the phone