Market Leader 3rd Edition: Pre-Intermediate Solutions Guide
Market Leader 3rd Edition: Pre-Intermediate Solutions Guide
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Pre-intermediate Bill Mascull ScannDeowd nloadef d o by r NguyA en Lg inh u (vjt s 14@g S mail. w com) anto Introduction
Market Leader is an extensive business English course
in the Course Book that revise and consolidate the work
designed to bring the real world of international
done in the main units and culture spreads. z
business into the language-teaching classroom. It has Audio and DVD-ROM materials -I ::
been developed in association with the Financial Times,
All the listening material from the Course Book is available 0
one of the world's leading sources of professional
on the audio COs. A number of these tracks provide c c
information, to ensure the maximum range and
students with exposure to non-native English accents /"
authenticity of international business content. -I
which they may find challenging to understand, but which 1 Course aims
will help them build confidence in their own speaking. All z 0
In addition to new authentic reading texts and listening
of the audio files are also provided in fully·downloadable
material, the Third Edition features a number of exciting
MP3 format on the DVD-ROM allowing transfer to personal new resources:
computers and portable audio players.
• specially-filmed interviews with business
The DVD·ROM is an integral part ofthe course. All 12 practitioners for each unit
interviews from the Course Book can be viewed on the DVD
• Case study commentaries on DVD-ROM, with expert
ROM with the option of subtitles, depending on the user's views on each case
preference. The interviews are accompanied by 12 video
• Working across cultures - regular input and tasks to
commentaries on the Case studies delivered by experienced
develop students' intercultural awareness and skills
business consultants. The interviews (which form the main
• four Revision units, one after every three main units
listening focus ofeach unit) and commentaries provide an
opportunity for students to get expert perspectives on the
• an interactive i·Glossary on DVD-ROM
latest business practice through English. None ofthe videos
• additional photocopiable tasks in this Teacher's
are scripted and, as such, expose students to authentic Resource Book examples of natural speech.
• Active Teach software to deliver the course digitally,
In addition, the DVD-ROM provides the students with
through an interactive whiteboard or computer.
interactive, self-study practice activities. These allow
This course is intended for use either by students
them to revisit problem areas and reinforce work done
preparing for a career in business or by those
in class in their own time. The activities provide further
already working who want to improve their English
listening practice, opportunities for task repetition and
communication skills. Market Leader combines some
instant, personalised feedback. The DVD·ROM also
of the most stimulating recent ideas from the world of
includes the i·Glossary, an interactive mini-dictionary
business with a strongly task-based approach. Role
which provides definitions and pronunciation of all the
plays and case studies are regular features of each unit.
key vocabulary listed at the back of the Course Book and
Throughout the course, students are encouraged to use
which encourages further self-study.
their own experience and opinions in order to maximise involvement and learning. Vocabulary Trainer
This is an online, self-study tool that lets students 2 The main course components
take control of their own learning. Once students have Course Book
created a personal account, the Vocabulary Trainer
This provides the main part of the teaching material,
tests them on the meaning, spelling, collocation and
divided into 12 topic-based units. The topics have been
use of vocabulary learnt in class. Their development
chosen following research among teachers to establish
is automatically recorded so they can chart their own
which are the areas of widest possible interest to the
progress outside the classroom.
majority of their students. The Course Book provides Practice File
input in reading, speaking and listening, with guidance
This gives extra practice in the areas of grammar
for writing tasks too. Every unit contains vocabulary
and vocabulary, together with a complete syllabus in
developr:nent activities and a rapid review of essential
business writing. In each unit, students work with text
grammar. There is a regular focus on key business
models and useful language, then do a writing task to
functions and each unit ends with a motivating case
consolidate the learning. Additionally, the Practice File
study to allow students to practise language they have
provides regular self·study pronunciation work (with
worked on during the unit. For more details on the
an audio CD and exercises) and a valuable survival
Course Book units, see Overview ofa Course Book unit.
language section for students when travelling.
After every three units is a spread called Working Teacher's Resource Book
across cultures. Here students are introduced to key
intercultural concepts, developing their awareness and
This book provides teachers with an overview of the
skills in order to function effectively in international
whole course, together with detailed teaching notes,
business situations. There are also four Revision units
background briefings on business content, the Text bank and the Resource bank. ScannDeowndloadefdobyrNguA yen g Linh u (vjt s 14@gS mail.u co w m) anto 3 INTRODUCTION
The Text bank provides two extra FT reading texts per
collocations and are given tasks which help to activate
unit, followed up with comprehension and vocabulary
the vocabulary they already know or have just learnt.
exercises. The Resource bank provides photocopiable
There is further vocabulary practice in the Practice File.
worksheet-based communication activities linked to Reading
particular sections of the Course Book units:
Students read interesting and relevant authentic texts
• Listening bank: extra activities based on each Course
from the Financial Times and other business sources. Book Listening interview
They develop their reading skills and acquire essential
• Speaking bank: extra activities based on each Skills
business vocabu lary. The texts provide a context for :z section
language work and discussion later in the unit. -i AJ
• Writing bank: a model answer to the Course Book listening 0
Writing task, together with an additional writing c
The authentic listening texts are based on interviews c: exercise i'l
with businesspeople and experts in their field. Students -i Test File
develop listening skills such as prediction, listening for 0
Six photocopiable tests are available to teachers and
specific information and note-taking. They can, if they :z
course planners to monitor students' progress during the
prefer, watch the interviews on the DVD-ROM.
course. There is an Entry test, four Progress tests, which
test both skills and language knowledge, and an Exit test, language review
which reviews the work done throughout the course.
These sections develop students' awareness of the
common problem areas at pre-intermediate level. Test Master CD-ROM
They focus on accuracy and knowledge of key areas of
Included in the Teacher's Resource Book, the Test Master
grammar. If students already know the grammar point,
CD-ROM is a useful assessment resource to accompany
this section serves as a quick check for them and the
the course. It includes digital, editable versions of the
teacher. If they need more explanation, they are referred
Test File tests enabling valid, tailored assessment. It
to the Grammarreference at the back of the Course Book.
also contains the accompanying audio files and a further
There is further grammar practice in the Practice File and
12 unit tests. These tests assess students' progress in
in the Essential Business Grammar and Usage book (see
terms of the Vocabulary, Language review and Skills Extending the course).
sections of their corresponding units. Full keys and
audioscripts are also provided to make marking the tests Skil s
as straightforward as possible.
This section helps learners to develop their
communication skills in the key business areas of Active Teach
presentations, meetings, negotiations, telephoning and
The Active Teach software provides digital access
social English. Each section contains a Useful language
to a range of course components via an interactive
box which provides students with the phrases they need
whiteboard or computer. Components include the
to carry out the business tasks in the regular role-play
Course Book, video and audio with printable scripts, activities.
the i-Giossary interactive activities based on the Course
Book content, editable tests, the Teacher's Resource Case studies
Book and the phonetic chart. It also includes the
Each unit ends with a case study linked to the unit's
Writing file, which provides good models for writing
business topic. The case studies are based on realistic
work, and Help videos to make using the software as
business problems or situations and are designed to easy as possible.
motivate and actively engage students. Students use
Using Active Teach facilitates student engagement
the language and communication skills which they
and enables clear giving of instructions and valuable
have acquired while working through the unit. Typically,
feedback. It is ideal for use on a laptop in one-to-one
students will be involved in discussing business problems classes.
and recommending solutions through active group work.
Each case study ends with a realistic writing task. These
3 Overview of a Course Book unit
tasks reflect the real world of business correspondence
A typical unit consists of the following sections:
and will also help those students preparing for business Starting up
English exams. Models of writing text types are given in
Students have the opportunity to think about the
the Writing file at the end of the Course Book.
unit topic and to exchange ideas and opinions with
After students have completed each case study they can
each other and with the teacher. There is a variety of
watch the Case study commentaries on the DVD-ROM.
stimulating activities such as answering quiz questions,
Here, a consultant talks about the business issues raised
reflecting on difficult decisions, prioritising options and
by each case. This may in turn lead to further discussion
completing charts. Throughout, students are encouraged of the case in class.
to draw upon their life and business experience as appropriate. 4 Using the course Accessibility for teachers Vocabulary
Less-experienced teachers can sometimes find teaching
Essential business vocabulary is presented and practised
business English a daunting experience. Market Leader
through a wide variety of creative and engaging
sets out to provide the maximum support for teachers.
exercises. Students learn new words, phrases and 4 Scanned for Agus Suwanto INTRODUCTION
The Business briefsection at the beginning of each unit
6 Encourage creative and imaginative solutions to the
in the Teacher's Resource Book gives an overview of problems.
the business topic, covering key terms (given in bold,
7 Encourage students to use people-management skills
and which can be checked in the Longman Dictionary
such as working in teams, leading teams, delegating
ofBusiness English) and suggesting a list of titles for
and interacting effectively with each other.
further reading and information.
8 Students should identify the key issues of the case Authenticity of content
and discuss all the options before reaching a decision.
One of the principles of the course is that students
should deal with as much authentic content as their 6 Extending the course
Some students will require more input or practice in :z
language level allows. Authentic reading and listening -i
certain areas, either in terms of subject matter or skills, ::
texts are motivating for students and bring the real world
than is provided in the Course Book. In order to meet
of business into the classroom, increasing students'
their needs, Market Leader provides a wide range of c:
knowledge of business practice and concepts. Due to its r-
optional extra materials and components to choose
international coverage, the Financial Times has been a :! from. 0
rich source of text, video and business information for c the course.
Essential Business Grammar and Usage
The case studies present realistic business situations
For students needing more work on their grammar, "1
and problems and the communication activities based
this book provides reference and practice in all the 0
on them - group discussions, simulations and role plays
most important areas of business English usage. It is :z
- serve to enhance the authenticity of the course.
organised into structural and functional sections. The
book complements the Language review sections of the Flexibility of use
Course Book. Relevant chapters for further study are
An essential requirement of business English materials
referenced throughout the lesson notes of this Teacher's
is that they cater for the wide range of needs which
Resource Book in the At a glance section at the start of
students have, including different areas of interest each unit.
and specialisation, different skills needs and varying
Market Leader specialist titles
amounts of time available to study. Market Leader
offers teachers and course planners a unique range
Many students will need to learn the language of more
of flexible materials to help meet these needs. There
specialised areas of business English. To provide them
are suggestions in this book on how to use the unit
with authentic and engaging material, Market Leader
material extensively or intensively, with fast-track routes
includes a range of special-subject books which focus
through the units focusing mainly on speaking and
on reading skills and vocabulary development. Each
listening skills. The lesson notes include suggestions
book includes two tests and a glossary of specialised
on extending the classwork through the DVD-ROM and language.
photocopiable materials in the Text bank and Resource
Langman Dictionary ofBusiness English New Edition
bank sections of this book. In addition, this book
This is the most up-to-date source of reference in
gives suggestions on how to extend the course using
business English today. Compiled from a wide range
components including the Practice File, the Business
of text sources, it allows students and teachers rapid
Grammar and Usage book, and the Market Leader
access to clear, straightforward definitions of the latest
specialist series, which develops vocabulary and reading
international business terminology. The fully updated
skills (see Extending the course) .
New Edition includes an interactive CD-ROM with 35,000 5 Case studies that work
key words pronounced in both British and American
The following teaching tips will help when using case
English, together with practice material for both the BEC studies:
and BU LAT$ exams, and is now available as an iPhone or
iPod touch app to download from the Pearson website.
1 Draw on the students' knowledge of business and the world.
Market Leader website: www.market-leader.net
2 Ensure that all students have understood the case and
The Market Leader companion website provides up-to the key vocabulary.
date information about the Course Books and specialist
3 Encourage the students to use the language and
titles and offers a wide range of materials teachers can
communication skills they have acquired in the rest of
use to supplement and enrich their lessons. In addition
the unit. A short review ofthe key language will help.
to tests for each level, the website provides links to
websites relevant to units and topics in the Course Book
4 Focus on communication and fluency during the case
study activities. Language errors can be dealt with at
and also downloadable glossaries of business terms.
the end. Make a record of important errors and give
The Premier Lessons subscription area of the website
students feedback at the end in a sympathetic and
has a bank of ready-made lessons with authentic texts constructive way.
from the Financial Times that have student worksheets
5 Allow students to reach their own conclusions. Many
and answers. These lessons are regularly updated and
students expect there to be a correct answer. The
can be searched in order to find relevant texts for the
teacher can give their own opinion but should stress
unit, topic and level that students are studying. Premier
that there usually is no single 'right' answer.
Lessons can be used in the classroom or for self-study. Scann anto 5 De ow d nloadef d o by r Ngu A yen g Linh u (vjt s 14@g S mail.u co w m) Contents N otes on units Text bank
(including At a glance, Business briefand Lesson notes) Teacher's notes 115 -i Unit 1 Careers 8 Unit 1 Careers Overseas experience 116 -i Unit 2 Companies 17 Performance reviews 118 Unit 3 Sel ing 27 Unit 2 Companies
Working across cultures: 1 Saying 'no' politely 35 Looking after employees 120 Revision unit A 36 Italian companies 122 Unit 3 Sel ing Business-to-business selling 124 Unit 4 Great ideas Closing the sale 126 Unit 5 Stress 44 Unit 4 Great ideas Unit6 Entertaining 52 Partnerships in innovation 128 Accepting new ideas 130
Working across cultures: 2 Doing business international y 59 Unit 5 Stress
Techniques for dealing with stress 132 Revision unit B 61 Stress in the public sector 134 Unit6 Entertaining Unit 7 New business 62 Unusual entertainment 136 Is hospitality a crime? 138 UnitS Marl71 Unit 7 New business Unit 9 Planning 81 Advertising new websites 140 Working across cultures: New entrepreneurs 142
3 International conference cal s 88 Unit 8 Marketing Revision unit C 89 Marketing sports 144 Marketing machines 146 Unit 10 Managing people Unit 9 Planning 90 Business travel 148 Unit 11 Conflict Business ideas that take off 150 Unit 12 Products 105 Unit 10 Managing people Working across cultures:
Employees' opinions of managers 152
4 Preparing to do business international y 113 People management in a crisis 154 Revision unit D 114 Unit 11 Conflict Family businesses in Asia 156 Is conflict a good thing? 158 Unit 12 Products Working with universities 160 Returning unwanted products 162 Text bank key 164 6 Scanned for Suwanto Downloaded by NA guye g n Linhu (vjt s 14@gmail.com) Resource bank Unit 8 Marketing
Richard Turner, European Marketing Teacher's notes 170 Manager in pharmaceuticals 196 Unit 9 Planning Speaking
lan Sanders, business consultant and author Unit 1 Careers Telephoning: making contact 177 Unit 10 Managing people Laurie Mullins, author 198 ("'\ Unit 2 Companies 0 Presenting your company 178 Unit 11 Conflict z
Eileen Carroll, Centre for Effective -i Unit 3 Sel ing IT1 Dispute Resolution z
Negotiating: reaching agreement 179 -i Vl Unit 12 Products Unit 4 Great ideas James Wallman, Editor of LS:N 200 Successful meetings 180 Resource bank listening key 201 Unit 5 Stress Participating in discussions 181 Unit6 Entertaining
Socialising: greetings and small talk 182 Writing Unit 7 New business
(Case study model answers and writing tasks) Dealing with numbers 183 Unit 1 Careers 204 UnitS Marketing
Telephoning: exchanging information 184 Unit 2 Companies 205 Unit 9 Planning Unit 3 Sel ing 206
Meetings: interrupting and clarifying 185 Unit 4 Great ideas 207 Unit 10 Managing people Unit 5 Stress 208 Socialising and entertaining 186 Unit6 Entertaining 209 Unit 11 Conflict Unit
Negotiating: dealing with conflict 18 7 New business 210 7 Unit 12 Products Unit 8 Marketing 211 Presenting a product 188 Unit 9 Planning 212 Unit 10 Managing people 213 Unit 11 Conflict 214 Listening Unit 12 Products 215 Unit 1 Careers
Melissa Foux, Finance Director, CSC Media Limited 189 Unit 2 Companies
Susan Barratt, CEO, Nature's Way Foods 190 Unit 3 Sel ing
Sue Leeson, Director of Marketing at QVC 191 Unit 4 Great ideas
Dr Kate Pitts, researcher, E-Research Centre, University of Oxford 192 Unit 5 Stress
Jessica Coiling, Director of Marketing at Vielife Unit6 Entertaining
Dr Chris Bruton, Chief Executive, Cavendish Consultancy 194 Unit 7 New business
Abdirashid Duale, CEO of Dahabshiill;
Susan Barratt, CEO, Nature's Way Foods 195 Scann anto De ow d nloadef d o by r Ngu A yen g Linh u (vjt s 14@g S mail.u co w m) 7 Careers .. AT A G LA NCE •• � Classwork - Course Book Further work lesson 1 Practice File Each lesson (excluding case
Students talk about their level of ambition and Vocabulary (page 4) studies) is about 45 to 60
say what makes for a successful career. Practice exercises: minutes. This does not include Vocabulary: Career moves Vocabulary 1 & 2 time spent going through
Students look at typical word combinations and ' (DVD-ROM) homework. verbs used with career. i i-Giossary (DVD-ROM) lesson 2
Reading: Be aware of your online image Text bank
Students read an article about how their (pages 116-119)
social-networking profile could damage their Resource bank: listening employment prospects. (page 189) listening: Changing jobs Practice exercises:
Students listen to an interview with Melissa listening
Foux, Finance Director of a UK television (DVD-ROM) business. lesson 3
language review: Modals 1: ability, requests ; Practice File and offers Language review (page 5)
Students look at modals used for ability, Practice exercises:
requests and offers (can, could and would) and Language review 1 & 2
do exercises based around a job interview. ! (DVD-ROM) S kil s: contact Ml Essential Business
Students listen to some calls and learn how to Grammar and Usage
get through to who they want to speak to, leave (Unit 27) messages, etc Resource bank: Speaking · , (page 177) Practice exercises: Skills (DVD-ROM) lesson 4 Case Case study commentary Each case study is about
Students choose the right candidate for an (DVD-ROM) 1 to 1 'h hours.
internal promotion within an international drinks ' Resource bank: Writing company. (page 204) · Practice File Writing (page 6)
For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.
For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual
students. Where this is not the case, alternative procedures are given. 8 Scanne Dow d nload f ed o by r NguyA en Lg inh u (vjt s 14@g S mail. u com w ) anto UNIT 1. . . . CAREERS
Reports of the death of the traditional career have been greatly exaggerated. Despite the growth
of outsourcing (buying in services that were previously performed by a company's employees from
outside the organisation) and teleworking by freelancers working from home communicating via
the Internet, most professional people still go to what is recognisably a job in a building that is
recognisably an office. The average tenure, the length of time that people spend in a particular
job, has remained unchanged (at about seven years) for two decades. OJ
From the point of view of the human resources (HR) department of a large company, managing c lJl
people's careers can still be seen in the traditional activities ofselection procedures and z
recruitment, managing remuneration (how much people are paid), and working with department m lJl
managers on performance reviews: annual or more frequent meetings with employees to tell them lJl
how well they are doing and how they may progress further on the career ladder. The HR department OJ
will also be involved with training and professional development of the company's staff. :: m
A company's HR department may also be involved in making people redundant. Redundancies "'T1
may be the result of an economic downturn with reduced demand for the company's goods or
services, but they may follow a decision by a company to de-layer (to reduce the number of
management levels) and downsize. It may offer outplacement services, advice to people on how
they can find another job, perhaps after some retraining.
A manager made redundant in this way may become what Charles Handy calls a portfolio worker,
offering their services to a number of clients. Some managers describe themselves as consultants
but would prefer to be working in a salaried job in an organisation like the one they have been forced to leave.
Others may enjoy their new-found freedom and embrace the flexibility that it offers. (Companies
too may talk about flexibility when they use the services of freelancers in this way, rather than
relying on salaried employees.) Freelancers have to maintain their degree of employability
by keeping up with the latest trends and skills in their profession or industry, for example by
attending short courses. They may complain that working outside an organisation gives them
fewer opportunities to learn these new skills. For many salaried employees, on the other hand,
developing one's career in an (enlightened) organisation is a process of give-and-take - the
environment they work in allows them to keep their skills up to speed. Read on
The section on Careers, jobs and management on FT.com is a good up-to-date source of
information on this area: http://www.exec-appointments.com/
Charles Handy: The Elephant and the Flea, Hutchinson, 2001
Fifty Lessons: Managing your Career (Harvard Lessons Learned), Harvard Business Press, 2007
Jane Yarnall: Strategic CareerManagement: Developing Your Talent (The HR Series), Butterworth· Heinemann, 2008 ScannDeowndloadefdobyrNguA yen g Linh u (vjt s 14@gS mail.u co w m) anto 9 UNIT 1 �� CAREERS LESSON N OTES Warmer 1e 2c 3a 4g S b 6d 7f
• Write the word career in big letters at the top of the board.
• Ask students to suggest different stages in a typical r-
career using expressions such as: go to school, go
• Get students to do the exercise in pairs or small m
groups. Circulate, monitor and assist if necessary. VI
to university, get qualifications in ..., get a job in a VI
company, move toanothercompany, retire, etc. Do 0 z
this as a quick-fire activity - don't spend too long on One-to-one z it.
If this is your first lesson with a one-to-one student, 0 -4
this will be a good opportunity to get to know them m VI Overview
better and to supplement the information in the •
needs analysis, if there was one.
Ask the students to look at the Overview section on
page 6. Tell them a little about the things you will be
doing, using the table on page 8 of this book as a
guide. Tell them which sections you will be covering Vocabulary: Career moves
in this lesson and which in later lessons.
Students look at typical noun combinations Quotation
(col ocations) with career, verbs used with the word
career, and verbs used with other career-related nouns
• Write the quotation on the board and ask students (operating verbs).
to discuss it briefly in pairs. Make sure students
understand that in one sense, work has the same
• If it's the first lesson with the group, point out that
meaning as a job, but in another sense, work also
memorising blocks of language - typical word means making an effort.
combinations - is an important part of the learning process.
• With the whole class, ask pairs for their opinions. Can
they think of examples (without naming names!) of
people they have known who avoid work on the job?
• Do this as a quick-fire activity with the whole class.
What about people who are hard-working on the job? 1c 2d 3 b 4a S f 6e Starting up
Students talk about their level of ambition and say what makes for a successful career.
• If this is your first lesson with the group and
• Get students to look at question B and listen once or
they have done a needs analysis, this is a good
twice to the three speakers. Elicit their answers.
opportunity to get more background information
about people's jobs and their English-learning needs Person 1 middle
in relation to their future careers. You may have
students whose careers depend on improving their Person 2 beginning level of English. Person 3 end
• Get students to discuss the points in groups of three
or four. Circulate, monitor and assist if necessary,
• Get students to look at question C and listen again to
especially with career-related vocabulary.
the three speakers. Elicit their answers.
• After the groups have discussed each point, get a
spokesperson for each group to give the views of the Person 1 career break, career move
group. Relate each group's points to those of other
groups. Deal tactfully with the non-career-orientated Person 2
career opportunities, career path students. Person 3 career plan, career ladder
• Praise good language points and work on some areas
that need it, especially in relation to career-related language.
• Get students to do this exercise in pairs or small
groups. Tell them they can use a good bilingual
• Get students to do this exercise in pairs.
dictionary or a monolingual one such as the Longman
Active Study Dictionary. Circulate, monitor and assist if necessary. 10 ScannDeowd nload f ed o by r NguyA en Lg inh u (vjt1s 4@g S mail. u com w ) anto UNIT 1 H CAREERS ..... ...... .... ..... 1
• You may prefer to discuss the first question with the have
whole group, writing answers on the board, before 2 take
asking students to work on the second question in 3 make pairs. 4 offer
• Bring the group together to compare students' answers. r- m 5 decide Vl Vl 6 climb 0
• The idea behind this type of exercise is to get z
students to scan the article without trying to z 0 II
understand everything at the first attempt and to -i
spot similar concepts, even if they are expressed m Vl
• Students do the exercise in pairs or small groups.
differently. They can do this individually or in the
Circulate, monitor and assist if necessary. same pairs as in Exercise A. Odd items out: 1 70% 1 a training course 2 Facebook, Twitter 2 progress
3 Peter Cullen: Microsoft; Farhan Yasin: 3 a part-time job Careerbuilder.co.uk 4 a mistake 5 a pension B 6 an office job
• This requires an understanding of the main idea
of the article, which is found in the first sentence. II
Students can work individually or in pairs.
• Ask students to do this exercise in pairs or small
b) Facebook profile 'could damage job prospects' groups. .. . ...... .................. .. 1 make a fortune 2
• This requires closer reading of the text to link the work flexitime
ideas. Get students to read through the article again 3 earn commission
and identify any words they don't understand. Ifyou
have time, encourage them to guess at the meaning 4 get a promotion
by looking at the context or to look the words up 5 do part-time work themselves in a dictionary. 6 take early retirement
They can make your career because a strong online C) i-Giossary
image could help you land your dream job. They
can break your career because a huge number
of employers take action against staff for writing
Reading: Be aware of your online image
negative comments on their social-networking
Students read an article about how their social page.
networking profile could damage their employment prospects. II
• Students work in pairs to write a list of things they
• Pre-teach the following vocabulary: Facebook profile
should not do on their social-networking site. Follow
- the information about yourself that you share on
up with a whole-group discussion to see if everyone
Facebook; online image - your 'personality' on the had the same ideas.
Internet as shown by pictures of you, comments you
write, and so on; online reputation- the opinion II
people have of you because of what they see on the
• Students do the exercise in pairs or small groups.
Internet; faux pas- (from French) an embarrassing
After the discussion, ask for a show of hands for and
mistake; personal brand- the image you want
against using social-networking sites during work people to have of you. hours. c:)Text bank (pages 116-119) Scann anto De ow d nloadef d o by r Ngu A yen g Linh u (vjt s 14@g S mail.u co w m) 11 UNIT 1. . . . CAREERS LESSON N OTES . Listening: Changing jobs II
Students listen to an interview with Melissa Foux,
• Students do the exercise in small groups. Circulate,
Finance Director of CSC Media Limited.
monitor and assist if necessary. -�))CD1.4
• Ask a few students to share with the class the r-
answers of other members of their group. 1'1
• Before playing the first part of the interview, get (/)
C) Resource bank: Listening (page 189) (/)
students to read the three questions in this section. 0 z
• Play the first part of the interview through once. z
Language review: Modals 1: ability, 0
• Once students have decided on their answers, play -i
the track again, pausing after each answer. requests and offers 1'1 (/)
Students look at modals used for ability, requests and offers, and do exercises.
1 CSC Media ltd, part of the Chart Show
Channels Group, is the largest independent
• Check that students know about modal verbs and
television business in the UK. It has a mixture their characteristics.
of 16 channels, including music, children's and
• Modals are verbs like may, might, can, could, movie channels.
etc. They don't change with different persons (for
2 She was the Finance Director for a chocolate
example, I can, you can, he can). The ones they will pudding business.
see here are can, could and would.
3 Because the basic skills you need are the same.
• Get students to match the functions with the
examples in the Language review box. 1 c 2a 3b
• Before playing the next part of the interview, get students to read the text.
• Play the second part of the interview through once
• Get students to work in pairs to rearrange the words.
and ask students to listen for the answers, but not
Circulate, monitor and assist if necessary.
write them. Elicit answers from the whole class and
ask students to complete the text.
• Then get them to work out whether they are
requests, offers or asking about ability.
• Play the recording again and have students check their answers. 1 Can I get you a drink? (b) 1 chemistry
2 Could I confirm your e-mail address? (a) 2 different
3 Can you use spreadsheets? (c) 3 internship
4 Can you speak any other languages? (c) 4 accountancy
5 Could you tell us more about your present job? (a) 5 understanding
6 Could you tell me your current salary? (a) 6 experience
. . ---··········-- ..
7 Would you let us know your decision as soon as possible? (a) 8 When can you start? (a)
• Play the third part of the interview.
9 Would you like some more tea? (b)
• Check answers quickly with the class.
• Discuss students' answers, clarifying any difficulties. 1 c 2a 3 b ll
• Get students in pairs to match the questions and answers.
• Play the final part of the interview. Elicit the answer
• Circulate, monitor and assist if necessary, for from the class.
example by explaining currently and notice period.
c) How would you advise people who are starting their careers? 12 ScannDeowd nloadef d o by r NguyA en Lg inh u (vjt s 14@g S mail. u com w ) anto UNIT 1. . . . CAREERS
1 What is the purpose of the cal ?
Phone call l: To ask about a job advert
• Get students in pairs to practise reading the
Phone call 2: To tell Giovanna that he can't
exchanges with good intonation. Circulate, monitor make the training course and assist if necessary. r-
Phone caii 3:To ask for a phone number m
• Point out that the politeness in the requests is in the VI
intonation: none of them involve please.
2 Do the cal ers know each other? VI 0
• Then get one or two pairs to perform some of the Phone call l: No z z exchanges for the whole class. Phone call 2: No 0 -i II m Phone call 3: Yes VI
• Get students to role-play the situation in parallel
pairs, following the instructions in the role play box. Circulate and monitor.
• When the students have done the exercise once,
• Get students to listen again to the first call. Play
praise strong points and mention one or two things
it several times if necessary, stopping after each
that students should pay attention to when they
utterance to give them time to note it down. change roles.
Circulate, monitor and assist if necessary.
• Get students to change roles and again to role-play 1 like, speak
the situation in parallel pairs. Circulate and monitor. 2 Hold on
• Get one or two pairs to repeat their role play for the whole class. 3 put you through 4 Is that
Skills: Telephoning: making contact 5 Speaking
Students discuss how they use the telephone in
English. They then listen to three telephone cal s, do 6 phoning about
exercises based on them and roleplay a telephone cal - 7 Could you give me themselves.
• Go round the class and ask individual students to say
these expressions with friendly, polite intonation.
• Point out that the focus of this section is on making contact and getting through.
• With the whole group, get students to discuss the
• Before playing the recording, get students to read
calls they make and receive. Ask them what they
the conversation and try to remember the words and
find particularly difficult and bring their attention
phrases that will go in the gaps.
to points from the following activities that will help them.
• Play the second call again and get students to write
the phrases, making sure that they get the exact
• Write the telephone expressions students come
words - Could I speak to Giovanna. . . rather than
up with on the board, preferably organising them Can, etc.
into groups, such as Getting through or Asking for someone.
.... ... ... .... .... .... .... ..... ........ ........ . ................... . 1 Could I speak 7 tell D�)) co1.s-1.1o 2 I'm afraid 8 make
• Get students to listen to the calls once or twice, 3 take 9 call
stopping after each call. Get them to describe the
purpose of each call and say in complete sentences 4 message 10 back
whether the callers know each other. 5 This is 11 on ScannDeowndloadefdobyrNguA yen g Linh u (vjt s 14@gS mail.u co w m) anto 13 UNIT 1 CAREERS .. .,. LESSON N OT ES .
• Allocate roles. Make sure that students are looking
at the correct page for their role. Check that students
• Play the third call again and get students to choose
with the A role understand that they will play two the correct alternatives.
different people in the two parts of Role play 1: Jamie
Vincent's colleague and then Jamie Vincent. Students r- 1 you
with the B role card play themselves. ITI Vl Vl 2 word
• Get your students to role-play the first call in pairs. 0
Use telephone equipment if available; otherwise 3 let me have
get students to sit back-to-back. Circulate, monitor z 4 engaged
and assist if necessary, especially with expressions -10
relating to making telephone calls and applying for ITI 5 here Vl jobs. 6 catch
• Bring the class to order. Praise strong language 7 No problem
points and work on two or three points that require
it, getting individual students to say the improved versions.
• Get students to read the conversation in pairs, using
the underlined expressions. Then get one pair to read
• Then get one of the pairs to do the role play for the
the conversation for the whole class.
whole class, integrating the imp rovements.
• If time permits, get students to practise reading the
• Get students to role-play the second call in pairs.
conversation with the alternative expressions, those
Circulate, monitor and assist if necessary.
they did not underline, which are all correct usage.
• Again, praise strong language points and work on
Then get another pair to read the conversation for
two or three points that require it, getting individual the whole class.
students to say the improved versions. II
• Then get one of the pairs to do the role play for the
whole class, integrating the improvements.
• Ask your students to practise, in pairs, the
expressions in the Useful language box. Circulate,
• Repeat the above steps for the second role play.
monitor and assist with pronunciation and friendly
Check that students with the B role understand that intonation if necessary.
they will play two different people in the two parts
of Role play 2: Alex Frantzen's colleague and then
• Then move on to Role play 1. Get students to look
Alex Frantzen. Students with the A role card play
at the job advert. Help with any difficulties of themselves.
understanding and then explain the background to the role play.
C) Resource bank: Speaking (page 177) 14 ScannDeowd nload f ed o by r NguyA en Lg inh u (vjt s 14@g S mail. u com w ) anto UNIT 1. . . . CAREERS CAS E STU DY Youjuice
Stage 2: Profiles of the candidates �)» (01.11-1.16
Students choose a candidate for an internal promotion
within an international drinks company.
• Divide the class into groups of three or four. Get
each group to analyse the written information about Stage 1: Background
all the candidates. Circulate, monitor and assist if
• Instruct the students to read silently the sections
necessary. Get each group to appoint a spokesperson
entitled 'Background' and 'A new appointment',
who takes notes of the key points for each candidate,
including the extract of the job description giving
without getting into comparing the merits of the
the qualities required of the successful candidate. candidates.
Circulate and answer any queries.
• Play the recordings to the whole class, stopping
• While students are reading, write the headings from
at the end of the recording for each candidate and
the left-hand column of the table below on the board. explaining any difficulties.
With the whole class, elicit information to complete
• Alternatively, if the room is big enough and if the column on the right.
you have sufficient equipment, allocate one to
each group and get the groups to specialise in a Company YouJuice Inc.
particular candidate, so, for example, one or two of
the groups listen only to Juana Ramos's interview. Activity
Sells ready-to-drink juices all
Circulate, monitor and assist if necessary. Then ask over the world
a spokesperson for each group to summarise for the Based in Monterrey, Mexico but owned
whole class the interview that they listened to. by a large US corporation Stage 3: Task
Poor (35 per cent below target)
• The discussion in part 2 of the task does not, strictly performance because:
speaking, need a chairperson, but if you think this and reasons Sales reps not motivated
would be useful to help structure the discussion, for this
appoint a chair. If this is the first role play you Strong competition
have done with this class, choose a self-confident Previous manager- no clear
student to run the whole-class meeting. Do this strategy
while the group discussions below are still going on
and brief the chair on what they should do- invite Limited market research done,
contributions, make sure everyone has a chance to limited results from customer
speak, make sure that each candidate is given proper database consideration, etc.
Increasing sales and developing
• Working in groups, students discuss the relative new sales marketing strategies
merits of each candidate for the job. Appoint a position Managing sales team - more
different spokesperson in each group (i.e. not the motivated and effective
same person as in Stage 2 above) to note down the
main points of the discussion and the reasons for the Carrying out market research
choice of candidate. Circulate, monitor and assist if 3 necessary.
• Then get the whole class to discuss who should be Good academic background
chosen for the job, under the direction of the chair if required and relevant experience
you have decided to appoint one. Good organizational and
• While the discussion is going on, note down strong interpersonal skills
language points plus half a dozen points that need
improvement. Come back to them when a candidate Numeracy skills and analytical
has been selected and the discussion is over. You ability
may want to concentrate on the language used to: Good linguistic ability
- describe people in the context of job interviews,
Must like travelling on business
such as calm, relaxed, gets on well with others.
- make contrasts, for example: X was rather
• Without pre-empting the discussion to come in
aggressive at the interview whereas Yseemed
the task, clarify unfamiliar vocabulary and discuss nervous.
some of the points above with the whole class. For
example, ask students what it means to have strong sales ability. Scann anto D e ownd loadef d o by r Ngu A yen g Linh u (vjt s 14@gS mail.u co w m) 15 UNIT 1 �� CAREERS CAS E STU DY - -. One-to-one
Use the points above as the basis for discussion
with your student. If there is time, you could go
on to ask them how recruitment is done in their n
own organisation, whether internal promotion is )>
favoured over looking for external candidates, etc. fT1l/) l/) -1
C)Studentscanwatch the Casestudycommentaryon c: the DVD-ROM. 0 -< Stage 4: Writing
• The students write up the decision of the meeting
in e-mail form as if they were the head of the
interviewing team. This can be done for homework.
Make sure that each student knows that they have
to say who was chosen and describe briefly the strengths of the candidate. =:l Writing file, page 126
=:l Resource bank: Writing (page 204) 16 Scanne Dow d nload f ed o by r Ngu A yen Lg inh u (vjt s 14@g S mail. u com w ) anto Com panies . -••, .. AT A G LANCE Classworl< - Course Book · · Further work .. "' . ' . Lesson 1 Practice File Each lesson (excluding case
Students talk about the type of company they Vocabulary (page 8) studies) is about 45-60
would most like to work for and the business Practice exercises: minutes. This does not include sector they work in now. Vocabulary 1 & 2 administration and time spent
Vocabulary: Describing companies (DVD-ROM) going through homework.
Students look at vocabulary used to describe i-Giossary (DVD-ROM)
companies and that used in company reports to describe performance. Lesson 2
Listening: A successful company Resource bank: Listening
Students listen to the Chief Executive Officer of (page 1 90)
Nature's Way Foods talk about the factors that Practice exercises: make her company successful. Listening
Reading: Two different organisations (DVD-ROM)
Students read about and compare two Text bank companies. (pages 120-123) Lesson 3
Language review: Present simple and present Practice File continuous Language review (page 9)
The two tenses are compared and contrasted. Practice exercises:
Students then complete a job advertisement with Language review 1 & 2 the correct tenses. (DVD-ROM) ML Essential Business
Students look at some advice for making Grammar and Usage
presentations, listen to a presentation about a (Units 5, 6
fashion company and then make a presentation & 8) about a company they invent. Resource bank: Speaking (page 178) Practice exercises: Skills (DVD-ROM) ... .
······-··""' '''"'''""''''''''' . ...................... Lesson 4 Case Dino Conti Ice Cream Case study commentary Each case study is about
A maker of luxury ice cream is in difficulty. (DVD·ROM) 1 to 1 1/zhours.
Students propose a strategy for revival and Resource bank: Writing growth. (page 205) Practice File · Writing (page 10)
For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.
For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual
students. Where this is not the case, alternative procedures are given. ScannDeowd nloadef d o by r Ngu A yen g Linh u (vjt s 14@gS mail.u co w m) anto 17 UNIT 2. . . . COMPANIES BU SI NESS BRIEF
Multinationals are the most visible of companies. Their local subsidiaries can give them global
reach, even if their corporate culture, the way they do things, depends largely on their country
of origin. But the tissue of most national economies is made up of much smaller organisations.
Many countries owe much of their prosperity to SMEs (small and medium-sized enterprises)
with tens or hundreds of employees, rather than the tens of thousands employed by large OJ corporations. c (/)
Smal businesses with just a few employees are also important. Many governments hope that z
the small businesses of today will become the multinationals of tomorrow, but many owners of I'TI (/)
small companies choose to work that way because they find it more congenial and do not want (/) to expand. OJ ; :tJ
And then, of course, there are the sole traders, one-man or one-woman businesses. In the
professional world, these freelancers are often people who have left (or been forced to leave)
large organisations and who have set up on their own, taking the expertise they have gained with them.
But in every case the principle is the same: to survive - the money coming in has to be more than
the money going out. Companies with shareholders are looking for more than survival- they
want return on investment. Shares in the company rise and fall in relation to how investors see
the future profitability of the company; they demand shareholder value in the way the company
is run to maximise profitability for investors, in terms of increased dividends and a rising share
price. Publicly quoted companies, with their shares listed or quoted on a stock exchange, come
under a lot of scrutiny in this area. Some large companies (often family-owned or dominated)
are private: they choose not to have their shares openly bought and sold, perhaps because
they do not want this scrutiny. But they may have trouble raising the capital they need to grow and develop.
Profitability is key. Formulas for success are the subject of thousands of business courses and
business books. Of course, what works for one person may not work for others. See below for
books on two styles of running a company that might be hard to imitate! Read on
jack and Suzy Welch: Winning: The Answers - Confronting 74 ofthe Toughest Questions in
Business Today, HarperBusiness, 2007
Lewis V. Gerstner Jr.: Who Says Elephants Can't Dance?How I TurnedAround IBM, Collins, 2003
David Lester: How They Started - How30 Good Ideas Became Great Businesses, Crimson Publishing, 2007
Richard Branson: Losing My Virginity: How I've Survived, Had Fun, and Made a Fortune Doing
Business My Way, Virgin Books, 2000 18 ScannDeowd nload f ed o by r NguyA en Lg inh u (vjt s 14@g S mail. u com w ) anto UNIT2. . . COMPAN IES .,,· •• 'l •• • LESSON N OTES _ . Warmer
suggestions - people in different places will have •
different ideas about the merits of working for each
Write the word company on the right of the board.
type of company. The answer in many cases will be
• As a quick-fire activity, ask students to say which
'It depends'. Teach this expression, and then ask
adjectives and verbs could come in front of the word
students to say what it depends on. Your students
company. You may end up with something like this,
may mention other issues in addition to the headings r-
depending on their level. You could give the initial given in the table. rrt
letters of the words on the left as clues. Vl Vl 0 Work
May be more friendly in a small z family-owned environment family business. But some z family-owned businesses 0 multinational are multinationals with -i rrt small thousands of employees, and Vl medium-sized the environment may not be
that different to working in an profitable ordinary multinational. company failing Self-employed people working bankrupt on their own sometimes
complain about feeling isolated. work for a You may feel more in control stay with a running your own company, but there again, if you have
employees to look after, this can be a big responsibility. Small family companies may or Overview may not pay good wages and
• Ask the students to look at the Overview section on salaries.
page 14. Tell them a little about the things you will
be doing, using the table on page 17 of this book as One issue here is that when
a guide. Tell them which sections you will be covering multinationals come to an area
in this lesson and which in later lessons. with low unemployment, they may make it more expensive Quotation
for firms in the area to employ
• Write the quotation on the board. Ask students to people in office or factory
discuss briefly in pairs what they understand by it. jobs. On the other hand, some multinationals are well known
• With the whole class, ask pairs for their opinions. for paying very low wages to
people in places such as fast Starting up food outlets.
Students talk about the type of company they would The pay of self-employed
most like to work for and, for those at work, the people, of course, varies
business sector they work in now. enormously. a Promotion
• Get students to discuss the question in pairs. possibilities opportunities for promotion in
Obviously, in-work students will approach this family companies, especially
differently to those not in work. Circulate, monitor if family members are in key and assist if necessary. positions.
• Then ask each pair to present its ideas to the whole Multinationals will probably class.
offer more scope - the fast-food worker may become a branch
• Alternatively, you could do the activity as a class manager and possibly go even
discussion and provide a number of points for further, but examples of top
students to think about for each type of company by
managers who have risen all the
presenting a table like the one below. way from shop-floor level are
• Write the headings from the left-hand column on
the board. Then discuss what to put in the right
hand column. Of course, the ideas below are just ScannDeowndloadefdobyrNguA yen g Linh u (vjt s 14@gS mail.u co w m) anto 19 UNIT 2. . . . COMPANIES LESSO N N OTES , Family companies may hesitate 1 Toyota security (=
longer before laying people off 2 Japanese probability (explain this expression) out that you will of a feeling of responsibility 3 fashion/retail keep the towards their employees. r- 4 American Express m job) V) Multinationals have had 5 pharmaceuticals V) different attitudes towards 0 6 Korean z laying people off, but z companies in general are 7 Nokia 0 probably quicker to lay people -1 m off than before. 8 Finnish V) 9 container-ship operator 10 oil and gas ........... . ... ...............
• Before working on the activity itself, check that
students know what the different industries are.
• Go round the class and get students to talk about
particular companies, following the model: Cisco
• Then practise stress and pronunciation of the
Systems is an American company which supplies
names of the industries. Write them up on the Internet equipment.
board, putting the stressed syllable in capitals:
TelecommuniCAtions, EnginEERing, REtailing, etc.
• Get students to repeat the names with the correct
• Tell students to do the exercise in pairs. Circulate, stress.
monitor and assist if necessary.
• Then get students to discuss the questions. Also
ask them if there are any companies they would not
1 turnover (Point out that this is only used in BrE.
like to work for. If you did the previous activity as a
Americans just talk about 'sales'.)
whole-class activity, do this one as ·pair work, and 2 net profit vice-versa. 3 parent company
• If doing this as pair work, circulate, monitor and
assist if necessary. Students may need help with 4 workforce
naming companies in each sector, especially if there 5 market share
are no well-known 'national champions' in their own country/countries. 6 head office
• If there is interest and your students have access 7 share price
to the Internet, get them to look at the industries 8 subsidiary
section on FT.com (click on 'Industries' on the FT.com
home page) and see which companies are currently
• Go through the exercise with the whole class,
in the news in each industry. Students should not
try to read the articles, just spot company names
explaining any remaining difficulties.
in the headlines. You could ask them to do this for B homework.
• Get students to do the exercise in pairs. Circulate,
monitor and assist if necessary. Make sure students
Vocabulary: Describing companies
read the whole extract before trying to complete it.
Students look at the vocabulary used to describe
Explain any difficult vocabulary, for example loyal.
companies and that used in company reports to
.... ... . ......... . . .. ............... describe performance. 1 parent company a 2 Turnover
• Before doing the exercise, check comprehension 3 net profit
and pronunciation of the words in the exercise, for 4 market share example pharmaceuticals. • 5 share price
Write the table from the Course Book on the board
and get students to call out the answers to fill the 6 head office gaps. 7 subsidiary 8 workforce 20 ScannDeowd nload f ed o by r NguyA en Lg inh u (vjt s 14@g S mail. u com w ) anto UNIT 2. . . . . .COMPANIES LESSON N OTES 11�>)co1.11
• Go through the eight bul et points to ensure that
students understand them, focusing on difficult
• Play the recording as students check their answers.
vocabulary, e.g. convenience, sustainabi/ity,
• Go through the exercise with the whole class, indulgence.
explaining any remaining difficulties.
• Have students read the notes and predict what words r- D might fill the gaps. IT! (/)
• Play the recording for students to complete the (/)
• Ask students to work in pairs and to talk about either
notes, then check their answers. Play the recording a 0
their own company or a company they know well. Write second time if necessary. :z
these example sentences on the board to help them: :z 0
We have had excellent/poor/average performance.
1 markets (in which they operate) -f IT1
We have increased/decreased our ... (/) 2 products
lncreased;Decreased production andstrong;Weak demand have ... 3 time We have successfully... 4 miles We are planning ... 5 run
• Circulate, monitor and assist if necessary. 6 volume
• With the whole class, ask three or four students to 7 millions
say which companies they talked about. 0 8 efficient i-Giossary 9 systems
Listening: A successful company · �)» (01.20
Students listen to the Chief Executive Officer of Nature's
Way Foods, a fresh food preparation and packaging
• Have students read the two questions and make sure
company. She talks about what makes the company so they understand them. successful.
• Play the recording for students to hear the answers. ���) (01.18
Play the recording a second time if necessary.
• Ask students to read the short text. Explain that
1 Achieving what you set out to achieve and
some of the information in the text is incorrect. creating a team ethic
• Play the recording, then ask students to identify
2 The relentlessness of the role as a Chief
which information in the text is incorrect. If Executive
necessary, play the recording again.
• Check answers with the class. �� �) (01.21
Nature's Way Foods is a food-manufacturing
• Have students read the text and predict what words
company based on the south coast of might fill the gaps.
They put chilled product, the majority of which is
lettuce and fruit, into various types of packaging
• Play the recording for students to complete the
for the major retailers and various food-service
notes, then check their answers. Play the recording a companies in the UK. second time if necessary. 1 people 4 direction IJ�>) C01.19 2 understanding 5 enthusiasm
• Get students to work in groups of three or four and 3 achieve
discuss which factors they think contribute most to a company's success.
• Give the groups five minutes to reach agreement, D
then ask a spokesperson from each group to list the
• Students do the exercise in pairs. Circulate, monitor
three factors they have chosen. If the groups have
and assist if necessary. Ask a few students to share
chosen different factors, have a short debate on
their partner's answer with the class.
the reasons for their choices. Can you reach a class
c:) Resource bank: Listening {page 190) consensus? Scann anto De ow d nloadef d o by r Ngu A yen g Linh u (vjt s 14@gS mail.u co w m) 21