Market leader upper intermediate business english teachers resource book 3rd edition

3rd Edition

Upper Intermediate

MARKET
LEADER
Business English Teacher’s Resource Book

Bill Mascull

PEARSON

FT


Course components
FOR STUDENTS

FOR TEACHERS

Course Book
with DVD-ROM

Teacher’s Resource Book
with Test M a ste r CD-ROM

The key co urse com ponent,

MARKET
LEADER

«

co m p risin g 12 units, four W orking

*

a cross cu ltu res se ctio n s and four

Includes ste p -b y -ste p lesso n

M ARKET
LEADER

R evision units.

notes and a p h o to co p ia b le
Resource b a n k o f fu rth e r
practice exercises.

DVD-ROM

Test M a ste r CD-ROM

Included w ith the C ourse Book,

Included w ith the T eacher’s

the DVD-ROM in clu d e s the

R esource B o o k, th is CD-RO M

i-G lossary, extra se lf-study

co n ta in s d ig ita l, cu s to m isa b le

exercises, C ourse B o o k a u d io and

v e rsio n s o f the Test File tests,

scrip ts, in te rv ie w v id e o s and Case

the a u d io for th e se te sts and

stu d y co m m e n ta rie s and G ram m ar

12 fu rth er unit tests.

references.

V o ca b u lary Trainer

Test File

w w w .m a r k e t le a d e r .v o c a b t r a in e r .n e t

S ix p h o to co p ia b le te sts in clu d in g

A p e rso n a lise d , in teractive on lin e
to o l w hich a llo w s stu d e n ts to

practise u sin g target language

fou r Progress te sts linke d c lo s e ly

M ARKET
LEADER

to th e C o urse Book, an Entry test
and an Exit test.

from the C ourse B o o k in a variety
o f ways.

Practice File

Active Teach

A se lf-stu d y w o rk b o o k w hich

The d ig ita l v e rsio n o f the C o urse

provides extra p ractice for

Book, w ith in teractive a ctiv itie s

vocabulary, gram m ar and w ritin g

and a cco m pa n y in g a u d io v is u a l

from every unit. A ls o in clu d es

re so u rce s fo r use in cla ss w ith

a ctiv itie s to im prove p ron u nciation

in teractive w h ite b o a rd s or on a

and flu e n cy th rou g h day-to-day

com puter.

fu n ctio n a l English.

6i«ln«« Cnjramarand Uuge

MARK
LEADE

B usiness Gram m ar
and U sage

Su bscrip tion w ebsite

P rovides clear e xp la n a tio n s and

A sou rce o f in form atio n and

w w w .m a r k e t - le a d e r .n e t

targeted practice to strengthen

extra re so u rce s for teach ers

any w eak p oin ts yo u r stu d en ts

to s u p p le m e n t th e ir le sso n s,

may have.

in clu d in g exclu sive FT contentbased lesso ns.

2


Introduction
concepts, developin g their aw areness and s k ills in order

designed to bring the real w orld of in tern ation al business

to function effectively in international b u siness situations.

into the language-teaching classroom . It has been

There are also four Revision units in the Course Book that

developed in association with the Financial Times, one of

revise and co nso lid ate the w ork d one in the main units

the w o rld ’s leading sou rces of p rofessional inform ation,

to ensure the m axim um range and a uthen ticity of
in te rn ation a l bu sin ess content.

INTRODUCTION

Market Leader is an extensive business English course

and culture spreads.
Audio and DVD-ROM materials
A ll the listening m aterial from the Course B o ok is available

In a d d itio n to new a u th e n tic reading texts and liste n in g

on the audio CD. A num ber o f these tracks provide

m aterial, the Third Edition features a n um ber of e xcitin g

stu d e n ts with exposure to non-native English accents

new resources:

w hich they may find ch allen gin g to understand, but w hich

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s p e cia lly-film e d in te rv iew s w ith b u sin e ss

w ill help them build confiden ce in th eir own speaking. All

p ra ctitio n e rs for each unit

o f the aud io files are also provided in fully-dow nloadable

Case study commentaries on DVD-ROM, w ith expert

M P 3 form at on the DVD-ROM a llo w in g transfer to personal

v ie w s on each case

co m p uters and portable audio players.

Working across cultures - regular in p u t and ta sk s to

The DVD-ROM is an integral part of the course. All 12

d e v e lo p s tu d e n ts’ in te rcu ltu ra l aw a re n e ss and s k ills

interview s from the Course Book can be view ed on the DVD-

ã
ã

đ fou r Revision units, one after every three m ain units

ROM with the option of sub-titles, depending on the user’s

® an in te ra ctive i-Glossary on DVD-ROM

preference. The interview s are accom panied by 12 video

•

a d d itio n a l p h o to co p ia b le ta sk s in th is T eacher’s

com m entaries on the Case studies delivered by experienced

Resou rce B o ok

b u sine ss consultants. The interviews (which form the main

Active Teach softw are to d eliv e r the co urse digitally,

listening focus o f each unit) and com m entaries provide an

th rou gh an in te ra ctive w h iteb o ard or com puter.

o pportu nity for students to get expert perspectives on the

•

latest business practice through English. None of the videos
are scripted and, as such, expose students to authentic

1 Course aims

exam ples of natural speech.

This co urse is intended for use either by stu d ents

In addition, the DVD-ROM provides the students with

prep arin g for a career in b u sin e ss or by those

interactive, self-study practice activities. These allow them

already w o rking w ho w ant to im prove th eir English

to revisit problem areas and reinforce w ork done in class

co m m un ication skills. Market Leader co m bines som e

in th eir own time. The activities provide further listening

o f the m ost stim u la tin g recent ideas from the w orld of

practice, opportunities for task repetition and instant,

b u sin e ss with a strongly task-based approach. Role

personalised feedback.

plays and case stu d ie s are regular features of each unit.

The DVD-ROM also includes the i-Glossary, an interactive

T hro ugh ou t the course, stu d ents are encouraged to use
th eir ow n experience and op in ion s in order to m axim ise
involvem ent and learning.

m ini-dictionary w hich provides d efin itions and

pronunciation of all the key vocabulary listed at the back of
the Course Book and w hich encourages further self-study.
Vocabulary Trainer

2 T h e main course com ponents
Course Book

T h is is an on line, se lf-stu d y to o l that lets stu d ents
ta k e co n trol o f th eir own learning. O nce stu d e n ts have

This p rovides the main part of the teaching m aterial,

created a p e rson a l accoun t, the V oca b u la ry Trainer

d iv id e d into 12 topic-based units. The to p ics have been

te sts them on the m eaning, sp e llin g , c o llo ca tio n and

ch osen follow ing research am ong teach ers to e stablish

use o f v o ca b u la ry learnt in cla ss. T heir de ve lop m e n t

w hich are the areas o f w id est possib le interest to the

is a u to m a tica lly recorded so th ey can ch art th e ir own

m ajority of th eir students. The Course Book provides

p ro g re ss o u tsid e the cla ssro om .

in put in reading, sp e a kin g and listening, with guidance

Practice File

for w ritin g ta sks too. Every unit contain s vocabularyd e v e lo p m e n t a ctivitie s and a rapid review of e ssential
gram m ar. There is a regular focus on key b u siness
fu n ctio n s and each unit ends with a m otivating case study
to a llo w stu dents to practise language they have w orked
on d u rin g the unit. For more d eta ils on the Course Book
units, see Overview o f a Course Book unit.
A fte r every three units is a spread called Working across

This gives extra practice in the areas o f gram m ar
and vocabulary, to g eth e r w ith a co m p le te s y lla b u s in
b u sin e ss w riting. In each unit, stu d e n ts w o rk w ith text
m o d e ls and u sefu l lan guag e, then do a w ritin g ta sk to
co n s o lid a te the learning. A d d itio n a lly , the Practice File
p rovid e s regular se lf-stu d y p ron u n cia tio n w ork (with
an a u d io CD and exercises) and a v a lu a b le su rviva l
la n g ua ge section for stu d e n ts w hen travelling.

cultures. Here stu d ents are introduced to key intercultural

3


INTRODUCTION

Teacher’s Resource Book

Students learn new words, phrases and collocations and

This book provides teachers with an overview o f the whole

are given tasks which help to activate the vocabulary they

course, together with detailed teaching notes, background

already know or have just learnt.

briefings on b u siness content, the Text bank and the

There is further vocabulary practice in the Practice File.

Resource bank.

Reading

The Text bank provides two extra FT reading texts per unit,

S tu d e n ts read in tere stin g and relevant a u th e n tic texts

INTRODUCTION

follow ed up w ith com prehension and vocabulary exercises.

from the Financial Times and oth e r b u sin e ss sou rce s.

The R esou rce bank p rovid es p h o to co p ia b le w orksh eet-

They d e v e lo p th eir readin g s k ills and a cqu ire e ss e n tia l

b ased co m m u n ica tio n a ctiv itie s lin ked to p a rticu la r

b u sin e ss vocabulary. The texts provide a context for

se ctio n s o f th e Course B o o k units.

lan guage w o rk and d iscu ssio n later in the unit.

Listening bank: extra a ctiv itie s b ased on each Course

Listening

B o o k L is te n in g in te rview

The a u th e n tic liste n in g texts are based on in terv ie w s

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Speaking bank: extra activities based on each Skills section

w ith b u sin e s s p e o p le and exp e rts in th e ir field. S tu d e n ts

«

Writing bank: a m odel answer to the Course Book Writing

d e v e lo p liste n in g s k ills such as p red iction , liste n in g for

task, together with an additional writing exercise

sp e cific in form a tio n and note-taking. They can, if th ey

•

Test File
Six p h otocopiable tests are available to teachers and course
planners to m onitor students’ progress during the course.

prefer, w atch the in terv ie w s on the DVD-ROM.
Language review
These section s develop stu d e n ts’ aw areness o f the

There is an Entry test, four Progress tests, w hich test both

com m on problem areas at upper-interm ediate level.

skills and language knowledge and an Exit test, which

They focus on accuracy and know ledge o f key areas o f

reviews the w ork done throughout the course.
Test Master CD-ROM
Included in the Teacher’s Resource Book, the Test M aster
CD-ROM is a useful assessm ent resource to accom pany the
course, It includes digital, editable versions of the Test File
tests enabling valid, tailored assessm ent. It also contains the
accom panying audio files and a further 12 unit tests. These

grammar. If stu de nts already know the gram m ar point,
th is section serves as a q u ick check for them and the
teacher. If th ey need more explanation, they are referred
to the Grammar reference at the back of the Course Book.
There is fu rth e r gram m ar practice in the Practice File
and in the B u sin e ss G ram m ar and Usage b oo k (see

Extending the course).

tests assess students’ progress in terms of the Vocabulary,

Skills

Language review and Skills sections of their corresponding

This section helps learners to develop their com m unication

units. Full keys and audioscripts are also provided to make

s k ills in the key b u siness areas o f presentations, m eetings,

m arking the tests as straightforward as possible.

negotiations, te lep h on in g and social English. Each section

Active Teach

contain s a Useful language box w hich provides students

The Active Teach software provides digital access to a range of

course com ponents via an interactive whiteboard or computer.

with the phrases they need to carry out the business tasks
in the regular role-play activities.

Components include the Course Book, video and audio with

Case studies

printable scripts, the i-Glossary interactive activities based

Each unit ends with a case stu d y linked to the u nit’s

on the Course Book content, editable tests, the Teacher’s

bu sin ess topic. The case stu d ie s are based on realistic

Resource Book and the phonetic chart. It also includes the

bu sin ess problem s or situ a tio n s and are designed to

Writing file, which provides good models for product writing,
and Help videos to make using the software as easy as

the language and com m un ication s k ills w hich they

m otivate and actively engage students. Stud en ts use

possible.

have acquired w hile w o rking through the unit. Typically,

Using Active Teach facilitates student engagem ent and

stu de nts w ill be involved in d iscu ssin g b u sine ss problem s

enables clear giving o f instructions and valuable feedback. It

and recom m ending so lu tio n s through active group work.

is ideal for use on a laptop in one-to-one classes.

Each case stu d y en d s with a re a listic w ritin g task. These
ta sk s reflect the real w o rld o f b u sin e ss co rre spon de nce

3 Overview of a Course Book unit
A typical unit consists of the following sections:
Starting up
S tude n ts have the o p po rtu nity to th in k abou t the unit

and w ill a lso help th o se stu d e n ts p reparin g for b u sin e ss
English exam s. M o d e ls of w ritin g text type s are given in
the W ritin g file at the end o f the C o urse Book.
A fter stu d e n ts have co m p leted each case stu d y th ey can
w atch the Case study commentaries on the DVD-ROM.

topic and to exchange ideas and o p in io n s w ith each other

Here, a co n su lta n t ta lk s a b o u t the b u sin e ss issu e s raised

and w ith the teacher. There is a variety of stim u latin g

by each case. This m ay in turn lead to further d iscu ssio n

activitie s su ch as answ ering qu iz q u estion s, reflecting on

of the case in class.

difficu lt d e cisio n s, p rio ritisin g o p tio n s and com pleting
charts. T hroughout, students are encouraged to draw
upon th e ir life and bu sin ess experience as appropriate.
Vocabulary
Essential business vocabulary is presented and practised
through a wide variety of creative and engaging exercises.

4

4 U sin g the course
Accessibility for teachers
Less-exp erien ced te a ch e rs can so m e tim es find teaching
b u sin e s s English a d a u n tin g exp erien ce. Market Leader


INTRODUCTION

sets out to provide the m axim um su p p o rt for teach ers.

7 Encourage students to use people-m anagem ent sk ills

The Business brief se ction at the b e g in n in g o f each unit

such as w orking in team s, leading team s, delegating

in the T eacher’s R esource B o ok gives an ove rview of

and interacting effectively with each other.

the b u sin e ss to p ic, co vering key term s (given in bold,

8 Students should identify the key issu es o f the

and w h ich can be ch ecked in the Longman Dictionary

case and discu ss all the options before reaching a

o f Business English ) and su g g e stin g a list o f title s for

decision.

further reading and in form atio n.
Authenticity of content

6

sh o u ld d eal w ith as m uch a u th e n tic co nten t as th eir

S om e stu d e n ts w ill requ ire m ore in put or practice in

Extending the course

lan guage level a llo w s. A u th e n tic readin g and liste n in g

certa in areas, eith e r in term s of su bje ct m atter or s k ills ,

te xts are m o tivatin g for stu d e n ts and bring the real w o rld

than is provided in the C ourse Book. In ord er to m eet

o f b u sin e ss into the cla ssro o m , in cre a sin g s tu d e n ts’

th e ir needs, Market Leader p rovides a w id e range of

kn o w le d g e o f b u sin e s s practice and co ncep ts. Due to its

o p tio n a l extra m a te ria ls and co m p o n e n ts to ch o o se

in te rn a tio n a l coverage, the Financial Times has been a

from.

rich sou rce o f text, v id e o and b u sin e s s in form a tio n for
the course.
The case stu d ie s prese nt re a listic b u sin e s s situ a tio n s
and p ro b le m s and the co m m u n ica tio n a ctiv itie s based
on them - g rou p d is c u s s io n s , s im u la tio n s and role plays
-

serve to en han ce the a u th e n ticity o f the course.

Business Grammar and Usage New Edition

For stu d e n ts n eeding m ore w ork on th e ir gram m ar,
th is b oo k p rovides reference and practice in a ll the
m ost im p o rta n t areas of b u sin e ss English u sage. It is
o rg a n ise d into stru ctu ra l and fu n ctio n a l se ctio n s. The
b o o k has been revised and u pdated for the T hird Edition

Flexibility of use

and co m p le m e n ts the Language review se ctio n s o f the

An e sse n tia l requirem ent o f b u sin e ss English m aterials

C o urse Book. Relevant ch a p te rs for fu rth e r stu d y are

is that they cater for the w ide range of needs w hich

referenced th ro u g h o u t the lesso n n otes of th is T eacher’s

stu de nts have, in clu din g different areas of interest and

Resou rce B o o k in the At a glance se ction at the sta rt of

sp e cia lisatio n , different sk ills needs and varying am ounts

each unit.

o f tim e available to study. Market Leader offers teachers

M a rk e t L e a d e r specialist titles

and course plan ners a u nique range o f flexible m aterials
to help m eet th ese needs. There are su gg estion s in
th is b oo k on how to use the unit m aterial extensively
or intensively, w ith fast-track routes through the units
focu sin g m ainly on sp e a kin g and listening s k ills. The
lesson notes in clu d e su gg e stio n s on extending the
cla ssw o rk through the DVD-ROM and p h oto copiable
m aterials in the Text bank and Resource bank section s
of th is book. In a dd itio n, th is b ook gives su gg e stio n s on
how to extend the course using co m pon ents inclu d in g

INTRODUCTION

One o f the p rin cip le s of the co urse is th at stu d en ts

M a n y stu d e n ts w ill need to learn the la n g ua ge o f more
sp e cia lis e d areas o f b u sin e ss English. To provid e them
w ith a u th e n tic and eng agin g m aterial, Market Leader
in clu d e s a range o f s p e cia l-su b je ct b o o k s w h ich focu s
on re adin g s k ills and v o ca b u la ry d e ve lop m en t. Each
b o o k in clu d e s tw o te sts and a g lo ssa ry o f s p e c ia lis e d
language.
Longman Dictionary of Business English New Edition
T his is the m ost u p-to-date sou rce o f reference in

the Practice File, the B u sin e ss Gram m ar and Usage book,

b u sin e s s English today. C o m p ile d from a w ide range

and the Market /.eader sp e cia list series, w hich d evelops

o f text sou rces, it a llo w s stu d e n ts and te a ch e rs rapid

voca bu la ry and reading s k ills (see Extending the course).

a cce ss to clear, stra ig h tforw a rd d e fin itio n s o f the la te st
in te rn a tio n a l b u sin e ss term inology. The fu lly u p dated

5 Case studies that work
The follow ing teaching tips will help when using case studies:

New Edition in clu d e s an in teractive CD -RO M w ith 3 5 ,0 00
key w o rd s p ron ou n ced in both B ritish and A m e rica n
E n g lish , to g e th e r w ith practice m a teria l for both the BEC
and BU LATS exam s, and is now a va ila b le as an iP h o n e or

1 Draw on the stu de nts’ know ledge of business and the
world.
2 Ensure that all students have understood the case
and the key vocabulary.
3 Encourage the students to use the language and

iP od touch app to d ow n loa d from the P earson Longm an
w e b site .

M a r k e t L e a d e r website: www.market-leader.net
The Market Leader com panion w ebsite provides up-to-

com m unication sk ills they have acquired in the rest of

date inform ation about the Course Books and sp e cia list

the unit. A short review o f the key language w ill help.

title s and offers a w ide range of m aterials teachers can

4 Focus on com m unication and fluency during the case

use to su pplem ent and enrich their lessons. In a dd itio n to

study activities. Language errors can be dealt with at

te sts for each level, the w ebsite provides links to w ebsites

the end. M ake a record of im portant errors and give

relevant to units and topics in the Course B o ok and also

students feedback at the end in a sym pathetic and

d ow nload able g lo ssaries of bu siness terms.

constructive way.

The Premier Lessons su bscrip tion area of the w eb site has

5 A llo w students to reach their own conclusions. M any

6

a bank of ready-m ade lessons with authentic texts from

students expect there to be a correct answer. The

the Financial Times that have student w o rksh eets and

teacher can give th eir own opinion but should stress

answ ers. These lesso ns are regularly updated and can be

that there usually is no single ‘ right’ answer.

searched in order to find relevant texts for the unit, topic

Encourage creative and im aginative solution s to the

and level that students are studying. Premier Lessons can

problem s.

be used in the classroom or for self-study.

5


Contents
CONTENTS

Notes on units

Text bank

(in clu d in g A t a glance, B u sin e ss b rie f and Lesson notes)

Teacher’s notes

Unit 1

Communication

Unit 2

International marketing

Unit 3

Building relationships

8

25

Working across cultures 1: Doing business internationally 33
Revision unit A

35

Unit 4

Success

36

U n its

Job satisfaction

44

Unit 6

Risk

U n it l

17
Unit 2

Unit 3

Communication
C orpo rate co m m u n ica tion

114

Tw itter

116

International marketing

G lo b a l brands 1

118

G lo b a l brands 2

120

Building relationships
W o rkin g for free

122

D oing b u sin e ss in Russia

124

51
Unit 4

Working across cultures 2: Working in new markets

59

Revision unit B

60

Unit 7

Management styles

62

Unit 8

Team building

70

Unit 9

Raising finance

78

Unit 5

Unit 6

113

Success
S u cc e ssfu l w om en

126

S u cc e ssfu l strategic change

128

Job satisfaction
A job s a tisfa ctio n su rvey

130

F lexibility

132

Risk

Working across cultures 3: Managing international teams 86

R e p u ta tio n a l risk

134

Revision unit C

87

C lim ate change

136

Unit 10

Customer service

89

Unit 11

Crisis management

96

Unit 12

Mergers and acquisitions

102

Unit 7

Unit 8

Management styles
W om en m anagers

138

The future o f m anagem ent

140

Team building

Working across cultures 4: International negotiations 110

S p o rts co a c h in g and co rporate

Revision unit D

team b u ild in g

111

142

Team s o f five hundred and team s
o f one hundred
Unit 9

Unit 10

Unit 11

Unit 12

W illin g and le ss w illin g len ders

146

C ro w d fu n d in g

148

Customer service

O u tle t v illa g e s

150

S o cia l m edia

152

Crisis management
C risis PR

154

A s s e s s in g risk

156

Mergers and acquisitions
Expa n d in g abroad

158

S u cc e s sfu l a cq u isitio n s

160

Text bank key

6

144

Raising finance

162


CO N T E N TS

Unit 8

Resource bank
Teacher s notes

Dan C o llin s, fo u n d er of te a m -b u ild in g

169

sp e cia lis ts, Fresh Tracks
Unit 9

Sp eaking

Team building
195

Raising finance
S im on D avies, M an a g in g D irector

Unit 1

Communication
D ealing with co m m u n ica tio n breakdow n

Unit 2

6

N e gotiatin g

Unit 12

198

Mergers and acquisitions
P ro fesso r S cott M oelier, Director, the M & A
Research Centre, C ass B u sin e ss S ch o o l

181

Resource bank listening key

182

W riting

199

200

(Case stu d y m odel answ ers and w ritin g tasks)
183

184

Customer service
A ctive liste n in g

185

Crisis management

Unit 11

A sk in g and an sw e rin g d ifficu lt q u e stio n s

186

Mergers and acquisitions

Unit 12

M a k in g a p resentation

187

Listening
Communication
A la s ta ir Dryburgh, Head o f A k e n h u rst
C o n su lta n ts

Unit 2

R espon sibility, INSEAD in Paris

180

Raising finance

Unit 9

Unit 1

Crisis management
Craig Sm ith, P ro fesso r o f E th ics and S o c ia l

Team building
R esolvin g conflict

Unit 10

197

Management styles
P re sen ta tio n s

Unit 8

Unit 11

Risk

R each in g agreem ent

Unit 7

Raym ond B la n c’s Le M a n o ir aux

179

Job satisfaction
C o ld -ca llin g

Unit

177

CON TENTS

Unit 5

Customer service

Q u a t’ S a iso n s

Success
N e g o tia tin g

196

P h ilip New m an-H all, G en eral M anager,
176

Building relationships
N etw orkin g

Unit 4

Unit 10

International marketing
B ra in sto rm in g

Unit 3

(Restructuring), the B la c ksto n e G roup
175

188

Unit 1

Communication

204

Unit 2

International marketing

205

Unit 3

Building relationships

206

Unit 4

Success

207

Unit 5

Job satisfaction

208

Risk

209

Unit 7

Management styles

Unit 8

Team building

Unit 9

Raising finance

210
211
212

Unit 10

Customer service

213

Unit 11

Crisis management

214

Unit 12

Mergers and acquisitions

215

Unit

6

International marketing
Svend H o lle n sen , P rofessor of
In ternation al M ark e tin g at the U n iversity
o f S ou th D enm ark
D arrell Kofkin, Chief Executive o fth e G lo b al
M a rk e tin g
Netw ork, a tra in in g org a n isa tio n

Unit 3

189

Building relationships
A liso n W ard, Head o f G lo b a l C orporate
R e s p o n s ib ility at Cadbury, the ch o co la te
m aker

Unit 4

190

Success
Tom H ockaday, M an a g in g Director, Isis
Innovation, a te ch n o lo g y de v e lo p m e n t
co m pan y

U nit5

191

Job satisfaction
M ad a ly n B ro oks, D irector o f Hum an
R esou rces, Procter & G a m b le (UK)

Unit 6

192

Risk
Steve Fowler, M an a g in g Director, the
Institute o f Risk M an a ge m en t

Unit 7

193

Management styles
Laurie M u llin s , A u th o r of M an a g e m en t
and O rg a n isa tio n a l B e h a v io u r

194

7


UNIT

1

Communication

AT A GLANCE

AT A GLANCE

Lesson

i

Each lesson (excluding
case studies) is about
45 to 60 minutes.
This does not include
administration and
time spent going
through homework.

Classw ork - Course B ook

Further w ork

Starting up

Test File: Entry test

S tu d e n ts d is c u s s w hat th ey th in k m a ke s a good
co m m u n ica to r and talk a b o u t d iffe rent form s of
w ritten and sp oke n co m m u n ica tion .

Vocabulary: Good communicators

Practice File

S tu d e n ts lo o k at vo ca b u la ry related to good

V o ca b u la ry (page 4)

and bad co m m un icato rs.

Practice exercises: Vocabulary 1&2
(DVD-ROM)

i-Glossary (DVD-ROM )
Listening: Improving communications

Resource bank: Listening

S tu d e n ts liste n to an e xp ert on co m m u n ica tio n s

(page 188)

ta lk in g a b o u t good practice in the area.

Practice exercises: Listening
(DVD-ROM)

Lesson

2

Reading: E-mail: for and against

Text bank (pag es 1 1 4 -1 1 7 )

S tu d e n ts read an a rticle a b o u t the good and bad
a sp e cts o f e-m ail.

Language review: Idioms

Practice File

S tu d e n ts do language a w a re n e ss and practice

Language re v ie w (page 5)

a ctiv itie s on som e com m on id io m s.

Practice Exercises:
Language review 1&2
(DVD-ROM)

Lesson 3

Skills: Dealing with communication breakdown

Resource bank: Speaking

S tu d e n ts listen to a phone co n v e rsa tio n betw een a

(page 175)

cu sto m e r and a s u p p lie r and p ra ctise s k ills involved
in d e a lin g w ith bre a kd o w n s in co m m un ica tion .

Practice File
S u rv iv a l B u s in e s s E n g lish (page 55)

Practice Exercises: Skills
(DVD-ROM)
Lesson 4

Case study: The price of success

Case study commentary

Each case study is
about 1 ;/2 to 2 hours

A co m pan y th at m akes and s e lls hi-tech e lectron ic

(DVD-ROM)

p rod u cts has in te rn al and exte rn a l co m m u n ica tion
prob lem s. S tu d e n ts role-play the firm ’s d ire cto rs and
a cce pt or reject s o lu tio n s su gg e ste d by co n su lta n ts.

Resource bank: Writing
(page 204)

Practice File

W riting (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


UNIT 1 ►► C O M M U N I C A T I O N

BU SIN ESS BRIEF
W ith in co m p a n ie s, co m m u n ica tio n fa lls into tw o m ain areas. There is the co m m u n ica tio n
o f in fo rm a tio n and te ch n ica l k n o w ledge n ee ded to do the job at hand. Here, p aper-based
co m m u n ica tio n is being rep laced by the co m p an y intranet, w ith in tern al co m pan y w e b s ite s
o n ly a c c e s s ib le by e m plo ye e s. Som e very large co m p a n ie s are a p p o in tin g knowledge officers
to e x p lo it the in form a tio n in a co m p an y to the fu ll and facilita te its co m m u n ica tion to th o se w ho

BUSINESS

need it. (B ut in th is age o f in cre a sin g ly a c c e s s ib le in form a tio n, there w ill no d ou b t a lw a y s be
th e information hoarders, em p lo ye e s and m anagers w ho find pow er and p le a sure in ke e p in g
in fo rm a tio n for th e m se lves, even if it w o u ld be u sefu l to th e ir colleagues.)
T here is a ls o w h at m ight be ca lled ‘ce le b ra tio n -e x h o rta tio n ’ . The in tern al company magazine is
th e c la s s ic communication channel here. It m ay be produ ced in-house by a ‘co m m u n ica tio n s

BRIEF

d e p a rtm e n t’ or out-of-house by jo u rn a lis ts w h o s p e cia lise in th is area. It m ay try to d em o n stra te
h ow the co m p an y is pu ttin g its mission statement into action: the m anagem ent m ay try to
ch a n g e e m p lo ye e b eh avio u r by e xh o rtatio n and by pra isin g the perform an ce o f p a rticu la r

d e p a rtm e n ts and in d iv id u als.
Externally, advertising has been the m ost v is ib le form o f co m m u n ica tio n w ith cu sto m e rs. U su a lly
th is is d e sig n e d to increase produ ct sa le s, but there is a lso institutional advertising d e sig n e d to
im p ro ve perceptions o f the co m p an y as a w h ole . C o m pa n ie s n atu ra lly like to be seen as hum an
and e n v iro n m e n ta lly aw are. But the co m m u n ica tio n betw een co m p a n ie s and th e ir cu sto m e rs is
in c re a s in g ly b eco m ing two-way, w ith customer service centres d e sig n e d to gather in form a tio n ,
not ju st co m p la in ts, from cu sto m e rs a b o u t a ll a sp e cts o f use o f a co m p a n y ’s p rodu cts. Ideally,
th is in fo rm a tio n feed s back into p ro d u ct m o d ifica tio n and new produ ct desig n . A d d itio n a lly
so m e co m p a n ie s are now u sin g so cia l softw are and m icro-b log g in g site s such as F a ceb o o k and
Tw itter to co m m u n ica te w ith th e ir cu sto m ers. See Unit 10 for m ore on customer relationship
management.
Equally, a co m p an y m ust co m m u n ica te w ith its in ve stors, and investor relations are b e co m in g an
im p o rta n t sp e c ia lise d area o f public relations. Investors w ant to know how th e ir m on ey is being
u se d and w h a t th e ir p ro sp e cts are.
Then th e re is the w id er p u blic a u d ie n ce to atten d to. Press conferences may be ca lle d to
a n n o u n ce im p o rta n t events su ch as p ro d u ct la u nches. Press releases may be issu e d to

communicate more routine information. There is also the specialised area of crisis management
and damage control (see Unit 11).
W h a te v e r a com pan y d oes, it has an image, so it sh ou ld try to in flu e n ce (som e w o u ld say
‘ m a n ip u la te ’) the m o u ld in g o f th is im age. T h is is one reason w hy the communications industry,
in a ll its form s, is a m u ltib illio n -d o lla r b u sin e ss.

Read on
P au l Argen ti: Corporate Communication , M cG ra w H ill, 200 9 ed ition
Joep C o rn e lisse n : Corporate Communication: A Guide to Theory and Practice, Sage, 2008
jo h n D o o rle y and H elio Fred Garcia: Reputation Management: The Key to Successful Public

Relations and Corporate Communication, R o utledge, 2010
D o n a ld H islop : Knowledge Management in Organizations, OUP, 2009

T h o m a s J Lauria: Investor Relations: The Art and Philosophy o f Effective Corporate

Communications, Lulu, 2008

9


UNIT 1 —

C O M M UNIC ATION

LESSON NOTES
Quotation

Warmer
•

•

W rite the q u o ta tio n q u ick ly on the board.

•

Tell the stu d e n ts th at it’s from Ernest Hem ingway, the

D ivide the board into areas and w rite one or tw o
w o rd s in each area, like this:

fam o u s A m e rica n novelist. A sk if anyone has read his
drum s

novels, e.g. A Farewell to Arms, For Whom the Bell

pain tin g

LESSON

Tolls, The Old Man and the Sea.
pigeon p ost
•

A sk the stu d e n ts to d iscu ss, in pairs, w h eth er th e y
th in k th ey listen enough w hen others are sp e a kin g .

NOTES

•

In a w h ole -g ro u p d is cu ss io n afterw ards, a sk p a irs for
th e ir o p in io n s.

Starting up
n e w sp a pe rs

language

radio

sign language

T hese q u e s tio n s in tro d u ce the th em e o f co m m u n ica tio n
and p rovid e an o p p o rtu n ity fo r som e s p e a k in g pra ctice .

® D iscu ss the q u e stio n in sm a ll g roups or w ith the
w h ole cla ss. Rather than d o in g th is in the abstract,
take som e w ell-kn ow n fig u re s from te le v isio n ,
p o litics, etc. and a sk stu d e n ts w hat m akes them

Get the stu de nts, in pairs, to list a ll the form s of

good co m m u n ica to rs (or not). Be ta ctfu l when

co m m un ica tion they can th in k o f by add ing to each

d is c u s sin g p o litic a l figu res. S tu d en ts m ight m ention

group. Elicit th eir responses and com plete the table on

body lan g uage, s p e a k in g style, ease th at people

the board, perh aps to produce som eth in g like this:
drum s

p a in tin g

pigeon p o st

scu lp tu re

sm oke sig n a ls

m usic

have in id e n tify in g w ith them , etc. You co uld d is c u s s
w h at m akes for ch arism a, the way th a t som e p e o p le
have a p ow e rfu l attra ctive q u a lity a s co m m u n ica to rs
and lea d e rs th a t m akes p e o p le adm ire them and
w ant to fo llo w them .

se m a pho re
•

M orse code

A sk the stu d e n ts, stilt in th e ir groups, to ch oo se the
three m ost im p o rta n t criteria in the context of:
a) native sp e a k e rs and b) non-native sp e a ke rs o f a

te le p h o n e

lan guage. (The e m p h a sis on gram m atical accuracy
n e w sp a pe rs

language

radio

sign language

te le v isio n

body language

Internet

dance

w ill p ro b a b ly be d iffe re n t for a) and b).)
•

•

D iscu ss a n sw e rs w ith the w h o le class.

D iscu ss the q u e stio n w ith the w h ole cla ss and w rite
th e ir id e a s on th e board. You may need to prom pt

in tera ctive te le v is io n

them to th in k a b o u t su ch th in g s as use o f jargon,
•

Invite co m m e n ts and en cou rage d iscu ssio n . (The

fo rm a lity/in fo rm a lity , to ne o f voice, etc.

stu d e n ts m ay com e up w ith o th er respon ses, or
org a n ise them in other w ays, but it d o e s n ’t matter.)

Overview

•

•

a
e

A sk s tu d e n ts to d is c u s s the first q u e stio n in pairs.

•

E licit fee dba ck. Get stu d e n ts to give reason s for their

Tell th e stu d e n ts th at they w ill be lo o k in g at

preferences. (This w ill a llo w you to see w ho likes

c o m m u n ica tio n , e s p e cia lly in the context of

givin g p re se n ta tio n s and it w ill a lso give stu dents

o rg a n isa tio n s.

the o p p o rtu n ity to ta lk a b o u t texting, e-m ail, use of
so c ia l n e tw o rkin g site s such as Facebook, etc.)

A sk the stu d e n ts to lo ok at the O verview section on
page 6. Tell them a little a b ou t the th in g s on the list,

•

A sk the w h o le cla ss to brain storm q u estio n 2: the

u sin g the ta b le on page 8 o f th is b oo k as a guide. Tell

p ro b le m s that can occu r w ith the d iffe re n t form s of

them w h ich p o in ts you w ill be co ve ring in the current

co m m u n ica tio n - a vast area ranging, for exam ple,

lesson and in later lessons.

from the p itfa lls o f oral n eg o tia tio n s w here each side
has different in te rp re ta tio n s o f the outcom e, to the

10


UNIT 1 ►► C O M M UNIC ATION

dam age cau sed by in d iscre e t e-m ails. Again , list th e ir
ide a s on the board. (A to p ica l issu e th at th ey m ight
m ention is the lack of privacy on s o c ia l n etw o rking

•

Q
•

Get the stu de nts, in pairs, to read the ta lk and fill in
the b lan ks. Play the recording for them to ch e ck th eir

acce ss to p o te n tia lly d a m ag in g inform ation.)

answ ers.

3

clarify

4

confu se

If you are d o in g th is le sso n at the b e g in n in g o f a

5

explain

co urse and you have not done a n eeds a n a ly sis,

6

d ig ress

7

ram ble

8

engage

Elicit feedback.

th is exercise form s a good b a sis for one. Agree w ith
the stu d e n ts w hich co m m u n ica tio n form s are m ost
im p o rta n t for them or need m ost practice. Note down

NOTES

in terru p t

LESSON

2

p ro b le m s can be solved.

•

4)) - Di. i

sites: for exam ple, p o s s ib le e m p lo ye rs m ight have

A sk stu d e n ts to d iscu ss, in pairs, how th ese

•

Q

w hat th ey say and refer to th e se notes re gu la rly w h ile
you are pla n n in g and d o in g the rest o f the co urse , so

13

a s to m odify a ctiv itie s, e m p h a sis of the co urse , etc.

•

E xplicit e xam ples o f good co m m u n ica to rs, eith e r
from pairs or the w h ole class. P rom pt the stu d e n ts by
m e n tio n in g different o ccu pa tio n s: p o litic ia n s , actors,

One-to-one

new s presenters, ad ve rtise rs, etc.

T his form s a good b a sis for a n e e ds a n a ly sis, if you
h aven ’t a lre a d y done one. It m ay give you id ea s for

i-G lo ssary

role play o f sp e cific a ctiv itie s to co m p lem e n t th ose in
the C o urse Book, based on you r s tu d e n t’s p a rticu la r
w o rk s itu a tio n .

Vocabulary: Good communicators

Students look at vocabulary typically used to describe
good and bad communicators.

□

□

•

Listening: Improving com m unications
Alastair Dryburgh is an expert on communication. He
talks about:
•

four key points about communication

•

whether companies are communicating better with
customers than before

•

one example of bad communication

W ork on pron u n cia tio n o f the w ords, w ith o u t going
into m ean in g s at th is stage. Get in d iv id u a l stu d en ts
to repeat the d ifficu lt o n es after you, paying
p a rticu la r a tten tio n to stress: arTICulate, etc.

•

Q - Q 4)) c d i .2
•

Get the stu d en ts to lo o k at q u e stio n A and listen
once or tw ice to the first part o f the in terview ,
d e p e n d in g on th e ir level. E licit the answ er.

Put the stu d e n ts in th ree s and get them to put w ord s
into groups: the good and the bad, and then into the
m ore s p e cific groups in Exercise B. If a va ilab le , get

•

Get the stu d en ts to lo o k at the q u e stio n in B and play
the reco rdin g again. E licit the fou r points.

each three to co n su lt a good gen eral dictionary, such
as the Longman Dictionary o f Contemporary English.

Exercise

No, he d o e s n ’ t. He th in k s it can m ake co m m u n ica tio n

Exercise A

both better and w orse.

G ood: a rticu la te , respon sive, coheren t, sen sitive,

Exercise B

e lo q u e n t, extrovert, su ccin t, fluent, p e rsu asive ,

1

fo cu se d

2

Exercise B
s u ccin ct

2

in h ib ite d /re se rv e d

3

ra m b lin g

4

a rticu la te

P e ople have lim ited atte n tio n , so co m m u n ica te as
su ccin ctly as p o ssib le .

Bad: h e sita n t, in h ib ite d , reserved, ram bling, vague

1

A

R ecog nise that co m m u n ica tio n is a b o u t m eaning,
so d o n ’t dum p lots of data on people.

3

It’s as m uch a b o u t liste n in g as it is a b o u t te llin g
things.

4

If co m m u n ica tio n is goin g to be effective, th e re ’s
got to be som e so rt of e m o tio n a l co n n e ctio n in it.

5

co h e re n t

6

p e rsu a siv e

BH)))CD1.3

7

e xtrovert

•

8

re sp o n siv e

Play the second part of the in te rv ie w tw o or three
tim es and get stu d e n ts to an sw e r the q u e stio n .

11


UNIT 1 ►► C OM M U N I C A TI O N

Am azon co m m u n ica te s w ell b eca use you alw ays

A dvan ta ge s: p ro d u ctivity increase; effective

know w here you are - you get co nfirm a tion when you

tra n sm itte r o f d o c u m e n ts and data; forces se n de r

order s o m e th in g and fu rth e r co n firm a tio n when the

to th in k th rou g h argum en ts ca re fu lly and e xp ress

item is sent. They a lso m ake su g g e stio n s for things

th e m se lv e s lo g ica lly ; allo w s sw ift re p lie s to lo ts of

you m ig h t like to buy, based on w h at y o u ’ve bought in

d iffere n t q u e stio n s w hen tim e is short; d o n ’ t have

the p a st or on w hat other p e o p le have bought.

to a llo w for jo u rn ey tim e s or travel costs, u n re lia b le
posta g e or e ngaged p h o n e s/v o ice m a il; e co n o m ica l

LESSON

n 4)) CD 1.4
•

for ke e p in g in to uch w ith d ista n t contacts; a v a ila b le
24 h ou rs a day; good for p itch in g d iscre e tly and

Get stu d e n ts to lo ok at the q u e stio n s. Play the third

d ire ctly to so m e o n e pow erful.

part o f th e in te rv ie w once or tw ice and get stu d e n ts
to a n sw e r th e q u e stio n s.

D isad van tages: b u sin e s s best done face to face or on

NOTES

the phone; re cip ie n t of e-m ail d o e sn ’t hear to n e of
The co m p a n y has in tro du ced a co m p u te rised

v oice or see facia l expre ssio ns; se n de r ca n ’t m o d ify

v o ic e m a il system that is very fru stra tin g for the

e-m ail h a lfw a y th rou gh to avoid ca u sin g offence;

user: it is very d ifficu lt to sp e a k to a real person, the

ca n ’ t te ll the m ood o f the e-m ailer; easy to send an

o p tio n s d o n ’t co rre spon d to the c a lle rs ’ p roble m s and

irrita b le re sp o n se w hen angry; the e-m ail is a m ore

the c a lle r e n d s up g oing round in circle s or hanging

perm anen t form o f co m m un ication ; ea sier to be

up. The co m p a n y sh o u ld s im p lify the system and

tough , get aw ay w ith w eak excuses, m ake th in g s

m ake it e a sie r to get th rou gh to a real person.

B
•

•

up or sa y no; le ss hum an; too much sp a m /ju n k ; a
; d istra ctio n , e.g. in m eetings.

A s k the s tu d e n ts to w o rk in p a irs to find good and

B

bad e x a m p le s o f co m p an ie s as co m m un ica to rs.

•

Do th is as a q u ick-fire w h o le -class a ctivity w ith the
w h o le class.

Then d is c u s s the fin d in g s o f the p a irs w ith the w h ole
class.
1
S tu d e n ts can watch the in te rv ie w with A la sta ir

face to face

2

ca u sin g offence

3

get aw ay with

4

m ake th in g s up

5

k e e p in g in to uch w ith

6

p itc h in g to som e o n e

D ryburgh on the DVD-ROM.
e

R esou rce bank: Liste n in g (page 188)

Reading: E-mail: for and against
This article is about the advantages and disadvantages
of e-mail.

□
•

a

G et stu d e n ts to w o rk in pairs. Go round and a ssist

o

•

w here necessary.

Get y o u r stu d e n ts to d is c u s s the q u e stio n s in pairs.
D iscu ss th e fin d in g s w ith the w h ole group and ask

1

k e e p in g in to uch with

the s tu d e n ts a b ou t th e ir pe rso n a l expe rie n ce s of

2

get aw ay w ith

3

m a kin g th in g s up

4

face to face

B

5

p itch in g

•

6

ca u sin g offence

u sin g e -m a il, p a rticu la rly for co m m u n ica tio n w ithin
th e ir co m p a n y or in stitu tio n .

Get the s tu d e n ts to lo ok th rou gh the p o ssible
h e a d lin e s and ch oo se the best. A sk them to look
th rou g h th e a rticle quickly, not in d eta il, and decide
on th e b e st title for the article.

•

W ith th e w h o le class, ch e ck th at they have chosen
title 3: ‘A q u ie t word beats s e n d in g e -m a il’ .

B
•

Get the stu d e n ts to d is cu ss answ ers to the q u e stio n s
in p a irs or th rees for a few m in u tes and then to report
back to the cla ss. Deal with q u e stio n 2 tactfully, for
e xam ple, if you are d e a lin g w ith pe ople from different

0

•

w o rk pla ce s.
Get s tu d e n ts to read the w h o le a rticle in more
d e ta il in p a irs. Go round the cla ss and a s s is t w here
necessary.

•

W ith the w h o le cla ss, list the ad va n ta ge s and
d isa d va n ta g e s. Do th is at a good pace.

12

CD Text

b a n k (pages 1 1 4 -1 1 7)


UNIT 1 ►► C O M M U N I C A T I O N

Language review: Idioms

S u g g e ste d a n sw e rs

In this section, the students look at different idioms.
(Students usually love them.)

a

a

C o uld you sp e a k up, please?
Could you sp e a k a little louder, p lease?

□

•

Explain w h at an idiom is (an e xp re ssio n w ith a

b

Could you hold on a m inute, please?

m eaning th at can be d ifficu lt to g u ess from the

c

Sorry, w h at exactly d o e s ... mean?

m eanings o f its separate w ords) and a sk the stu d e n ts

Get the stu d e n ts to

co m p le te the

round the cla ss and a ssist w here

d

exercise in
necessary,

NOTES

Co uld you give me som e more d e ta ils, p lea se ?
Co uld you expand on that, p lease? (more form al)

Exercise A
a) n u tsh ell b) point c) grapevine d) picture
e) s tic k f) w a v elen g th g) ta il h) p u rp o se s
i) bush j) m outh k) w all I) loop

f

Exercise B

g

lg

2 f

3a

8 c

9 j

10 k

4 e 51
11 I

6d

Sorry, I can’ t hear you. Could you ca ll me back,
please?
Sorry, it’s a bad line. I can’t hear you.

7b

Let’s see if I’ve got th is right.
Let me check if I’ve got th is right.

12 h

C o uld I ju st confirm w hat y o u ’ve told me?

0 4 K D 1 .5

□
•

Do as a qu ick-fire activity, d is c u s s in g the answ ers

Play the recordin g once and get the stu d e n ts to id en tify

w ith the w h o le class.

the p ro b le m s the sp e a ke rs have (all o f them ).

1 get straigh t to the point
w avelength

h o rse ’s m outh

6 hear

•

Play the recording once or tw ice and get the

:

stu d e n ts, in pairs, to m ake notes on w hy th is second

7 put it in a n u tsh e ll

got the w ro ng end o f the stic k

nor ta il o f it

4 ta lk in g at

5 beatin g a b ou t the bu sh

{or heard) on the grapevine
8

Q 4)) CD1.6

2 on the sam e

3 put you in the picture

cro ss-p u rp o se s

co n versa tio n is better.

9 ca n ’t m ake head

10 ta lk in g to a brick w a ll

11 from the

•

12 keep me in the loop

Elicit fe e d b a ck from the w h ole class.

•

•

A sk the stu d e n ts, in sim u lta n e o u s pairs, to take turns

He says th at he d id n ’t u n derstan d w hat

Kleberm ann said.

a sk in g and a n sw e rin g the q u e stio n s. Go round and
a s s ist w here necessary.

He asks Klebermann to hold on while he gets a
pen.

0
•

Co uld you sp e ll that for me, please?

pairs.
Go
e Could
you give me a little more in form a tio n,
and then
please?

d is c u s s the a nsw ers w ith the w h ole class.

•

LESSON

Sorry, I d o n ’t know w h a t ... m eans,

if th ey have any favo urite id io m s in English.
•

C o uld you slo w dow n, please?

; •

B ring the cla ss to order. Get d iffere n t in d iv id u a l pairs

He a sks him to slo w dow n.

He a sk s for more in form ation.

•

He co nfirm s w hat he has heard: Let me check that.

•

He asks Klebermann to spell the name of the company.

•

He ch eck s the num ber o f la se rs that are required.

to repeat th e ir exch anges for the w h o le class.
e

Em phasise the fact that idiom s have to be word-perfect
(explain this expression) otherw ise they can sound
ridiculous. W ork on expressions that have been causing

•

problem s, getting students to say the right thing.
•

Sk ills: D ealing with communication

He a sk s Kleberm ann to e xp la in the m ea n in g of

roll-out.

breakdown

•

In this section, the students discuss the kind of
communication problems that can occur on the phone, and
listen to two different versions of the same conversation.

He m en tion s that the line is bad and th at he ca n ’t
hear Kleberm ann very w ell.

•

□
•

Kleberm ann co nfirm s the q u an tity of la se rs that
are required.

•

He a sk s for more in form ation.
Kleberm ann su gge sts ca llin g back, as he ca n ’ t
hear Koichi well.

Get the stu d e n ts, in pairs, to b ra in storm p o ssib le
e xp re ssio n s for each situ a tio n , then to report to and

□

d is c u s s w ith the w h ole group. Draw th e ir atten tion to

•

the ‘ U se fu l la n g u a g e ’ box at the bottom o f the page,

4))CD1.6
Before stu de nts listen again, get them to w ork in pairs
and try to predict (or remember) the m issin g words.

w h ich has e x p re ssio n s for a ll seven situ a tio n s.
•

Play reco rdin g again. S to p at p o in ts w here stu d e n ts
can co m p lete the gaps.

13

UNIT 1 ►► C O M M U N I C A T I O N

1

hold on a second

3

check; Got

6

does; mean

2 d id n ’t catch that; slo w down

4 sp ell that for

5 did you say

7 a bad line; speak up

8 call you back

B
•

Read o u t each o f the extracts in turn and a sk the
stu d e n ts to m atch them w ith the p o in ts in Exercise A.

LESSON

lb

2 a

3 g

4 d

5 g

6 c

7 e

8 f

□

NOTES

•

Go th ro u g h the e x p re ss io n s in the U sefu l language
box, p ra ctisin g stre ss and in to n a tio n in particular.

•

G et the stu d e n ts to ro le-p la y the s itu a tio n in

s im u lta n e o u s p a irs s ittin g back-to-back, usin g
e x p re ss io n s from the U sefu l language box. C irculate
and m onitor.

•

W hen th e stu d e n ts have fin ish e d , praise strong
p o in ts and m ention one or tw o th in g s th a t stu d e n ts
s h o u ld pay p a rticu la r a tte n tio n to. Then get ‘ p u b lic ’
p e rfo rm a n ce s from one or two in d iv id u a l p a irs in
front o f the w h o le group.

•

There are m ore s itu a tio n s like th is to role-play in the
R eso u rce bank, on page 175 o f th is book.
R e so u rce bank: S p e a k in g (page 175)

14


UNIT 1 ►► C O M M U N I C A T I O N

CASE STUDY
At th is point, get stu d e n ts to clo se th e ir b o o k s

The price of success

and say w hat th ey th in k the m ost p re ssin g

In this case study, the students look at the
communication problems at a manufacturer and
distributor of hi-tech electronic products and make
suggestions for improvements.

s o lu tio n s m ight be.
•

p ro b le m s in the pa n el at the top o f page 13 in the

D ivide th e cla ss into three g ro u p s of stu de nts. Get

C ourse Book. Get stu d e n ts to open th e ir b o o k s again

one grou p to read the B ackgrou n d section silently,

and run through the p oints there quickly.

a n o th e r the ‘A produ ct d e fe ct’ se ctio n and the third
grou p the ‘ Law rence D isco un t S to re s ’ section.
•

P oin t out th at th ese issu e s are the on es th at Betty
Friedm an, W CH ’s new C o m m u n ica tio n s D irector, has

C ircu late and answ er any q u eries.

asked the co n su lta n ts, W ard A s s o cia te s , to lo o k at.

Q u ick ly put the h e adings in the left-hand colum n of

the ta b le below on the board and e licit in form atio n
from the group so as to co m p lete the colu m n on the

4 ))C D 1 .7 , 1.8
•

W. C. H ooper Inc. (WCH)

A ctivity

M an u fa ctu re r and d is trib u to r of

reco m m en d a tio n s.
•

Seattle

CEO

W illiam H ooper

Tell them they w ill have to m ake notes a b o u t
H o o p e r’s a ttitu d e to a) w ee kly reports, b) a p p o in tin g

hi-

a new a cco u n t m anager and c) d e a lin g w ith d e fe ctive

tech e le ctro n ic prod u cts
Based in

E sta b lish that the stu d e n ts are g o in g to
hear H o o p e r’s re a ctio n s to the c o n s u lta n ts ’

right. Do th is at a b risk pace.
Com pany

H o p e fu lly th ey w ill a n ticip a te the co m m u n ica tio n s

CASE STUDY

•

co m m u n ica tio n s problem s are at WCH and w h a t the

p ro d u cts - w rite th e se up on the left hand s id e o f a
new ta b le on the board.
•

Play reco rdin g 1.7, pau sin g for the stu d e n ts to m ake
notes after each point.

Key problem

Internal and e xtern al co m m u n ica tion
p roble m s im p a ctin g on perform ance

Product
defect, and
key related

issu e s

•

C h eck a nsw ers w ith the w h ole class.

Cell ph on e becam e very hot and abou t

W eekly

Inform ation overload (teach th is

to explo de

reports

expression)

C u stom e r se rvice dept, sent

Appoin tm en t

W ill add to costs

replacement phone, but did not

of a new

Custom ers like personal approach

inform M a rk e tin g or R&D

account
m anager

W o u ld n ’t like to d eal w ith new person

Phone w ithdraw n after a num ber of
sim ila r co m p la in ts
Law rence

Richard Law rence one o f W CH’s best

D isco un t

and o ld e s t cu stom ers

Stores

Law rence to ld H o oper he w ould

•

p roba bly order 5,000 EX-120S,

later, sa le s m anager said it w as ou t o f
stock.

bureaucratic, too tim e -co n su m in g

Explain th at the stu d e n ts are goin g to h ear one of

•

T his tim e th ey w ill just have to give an o ra l a cco u n t of
the key idea.

•

Play reco rd in g 1.8 once or tw ice and then ch eck
answ er w ith the w h ole cla ss.
The sa le s rep agrees w ith her CEO th a t p a p e rw o rk is a

Law rence co m p la in e d to H ooper that

w a ste o f tim e that could be better sp e n t on p e rso n a l

his ord er w as not given priority.

co nta ct w ith clients.

RSM said he w as w a itin g for
co nfirm ation .
•

depts. if som eone c o m p la in s - t o o

products

co m m u n ica tio n s.

M an ager (RSM) by phone
W hen Law rence ordered 5 w eeks

C ustom er services to inform other

W CH ’s sa le s reps ta lk in g to the co m p a n y ’s head o f

executive toys (teach th is expression).
H opper in form ed R egio nal S ales

D ealing with
defective

M a k e sure the students understand the situation
by gettin g in d iv id u al stu dents to expand orally on
d ifferent parts of the table, using com plete sentences.

Task
Explain th at in the ta sk the stu d e n ts w o rk in
sm a ll g rou p s as d irecto rs o f WCH to d is c u s s the
co n s u lta n ts ’ re co m m e n d a tio n s. U n d e rlin e the fact
th at stu d e n ts w ill also have to b rin g th e ir ow n ide a s
on im p ro vin g co m m u n ica tio n s.

15


UNIT 1 ►► COM M UNIC ATION

•

D ivide the cla ss into grou ps o f three or four. A pp oin t
a sp o k e sp e rso n in each group w h o w ill report to the
w h ole cla ss after the activity.

•

Get stu d en ts to begin the task. Go round the class
and a ss is t w here necessary.

•

C irculate and m onitor, noting stro ng and less strong
language areas.

CASE STUDY

•

B ring the cla ss to ord e r w hen the d iscu ssio n is over
in m ost o f the groups.

•

Get m em bers from each grou p to su m m arise
the d iscu ssio n w ith th e b o a rd ’s re a ctio n s to
reco m m e n d a tio n s and the o rig in a l id e a s that they
cam e up w ith.

•

Praise the strong p o in ts that you heard in the
sm a ll group d iscu s sio n s and talk about areas for
im provem ent, getting relevant stu dents to reform ulate
w hat they said w ith the corrections you suggested.

©

S tu d e n ts can w atch the case stu d y com m entary on
the DVD-ROM.

Writing
•

The stu d e n ts w rite an e-m ail from the
co m m u n ica tio n s d ire cto r at W CH to the head of Ward
A sso cia te s , w ith a su m m ary o f the d e c is io n s taken by
the board. (These sh o u ld be the d e c isio n s they came
to in th e ir ow n groups.)
W ritin g file: C o urse Book, page 127
R esource bank: W ritin g (page 204)
One-to-one
Go th rou g h the a ctiv itie s as o u tlin e d above. In the
task, you couid take the roles o f d ifferent directors
w ith different p o in ts o f view , w h ile you r stu d e n t sticks
to ju st one role.

16

U N IT

2

International marketing

Further w ork

Classw ork - Course B ook
Lesson 1

Starting up

Each lesson (excluding
case studies) is about
45 to 60 minutes.
This does not include
administration and
time spent going
through homework.

S tu d e n ts d iscu s s is su e s related to m arketing.

Lesson 2

AT A GLANCE

AT A GLANCE

Vocabulary: Marketing word partnerships

Practice File

S tu d e n ts lo o k at the v o ca b u la ry of

V o ca b u lary (page 8)

in tern atio n a l m arketing.

Practice exercises: Vocabulary 1&2
(DVD-ROM)

i-Glossary (DVD-ROM)
Reading: Italian luxury

Text bank (pages 1 1 8 -1 2 1 )

S tu d e n ts read an a rticle a bou t Italian luxury
brands, d is cu ss the is su e s raised and do an
exercise on w ord p artn ersh ip s.

Listening: How to market internationally

Resource bank: Listening

S tu d e n ts listen to tw o m arketin g s p e c ia lists

(page 189)

ta lk in g a b o u t in te rn a tio n a l m arketin g

Practice exercises: Listening

stra te g ie s and the tra in in g o f in te rn a tio n a l

(DVD-ROM)

m arketers.

Practice File

Language review: Noun compounds and
noun phrases

Language review (page 9)

S tu d en ts w o rk on the stru ctu re o f noun

Practice exercises: Language review 1& 2

co m p o u n d s and noun phrases.

(DVD-ROM)

ML Grammar and Usage
(Unit 11)
Lesson 3

Resource bank: Speaking (page 176)

SkiUs^jto[nstonri|ng
S tu d e n ts lo ok at the p rin cip le s of

Practice File

b ra in storm in g, listen to a bra in sto rm in g

S u rviva l B u s in e s s English (page 57)

s e ssio n , and w o rk on e x p re ssio n s used
in s e s s io n s like this. They then put th ese

Practice exercises: Skills

id e a s into a ctio n in th e ir own b ra in sto rm in g

(DVD-ROM)

se ssio n s.

Lesson 4

Case study: Henri-Claude Cosmetics

Case study commentary

Each case study is
about V /2 to 2 hours.

A French co sm e tics co m pan y lo o k s at w ays

(DVD-ROM)

of m a rketin g a m en’s fragrance w o rld w id e.
S tu d e n ts brain storm id e a s for a g lo b a l prod u ct
m arketin g strategy am d d e v ise a p ro m o tio n a l

Resource bank: Writing
(page 205)

Practice File

te le v isio n co m m ercial.

W riting (page 10)

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.

QAI H Q C Q U O C G I A H A NO!

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 giverv.

s o

—

i'll!
:E .-.

V1KN
! . . ( ? . .6 .3 0 ..^ .
17


UNIT 2 ►► INTERNATIONAL MAR K ET IN G

BU SIN ESS BRIEF
‘The w o rld ’s y o u th prefer Coke to tea, tra in e rs to sa n d a ls,’ w rote one m arketin g s p e cia lis t
recently. T his im p lie s that ta s te s everyw here are becom ing sim ila r and homogenous. But the
w atch w o rd s h o u ld s till be ‘Think global, act local’. A ctin g lo ca l m eans havin g lo ca l m arket
kno w led ge: th e re are s till w id e variations in ta ste, cu stom s, b e h a v io u r and e xp e cta tio n s betw een
co n su m e rs in d iffe re n t m arkets, even m arkets th at from the o u tsid e lo o k very sim ilar, like th ose in

BUSINESS

Europe. It m e a n s, for exa m p le , re co g n isin g a tta ch m e nts to lo ca l brands, how b u sin e s s is done in
each place, and so on.
Of co u rse , th e se are issu e s th a t a co m p an y w ith a global presence has to a d dress. But even
co m p a n ie s th a t seem as if th e y have been g lo b a l forever had to sta rt from a hom e base. For
e xam ple, it to o k M a rlb o ro 30 ye ars and M cD o n a ld s 20 years to becom e tru ly g lo b al org a n isa tio n s.

BRIEF

How to e n te r ov e rse a s m a rke ts in the first place? P h ilip Kotter en u m e ra te s the v ario u s m ethods:
•

Indirect export: Exp o rters use an intermediary such as an export agent to deal w ith buyers in
the o v e rse a s m arket.

•

Direct export: C o m p a n ie s h an d le th e ir own expo rts, for exam ple, by settin g up overseas
sales offices.

•

Licensing: C o m p a n ie s se ll the rights to use a manufacturing process, trademark or patent
for a fee or royalty. In s e rv ice s such as h otels, the co m pan y m ay n egotiate a management
contract w ith a lo ca l b u s in e s s to run the h o te ls on its behalf.

•

Joint ventures: Two co m p a n ie s, for exam p le an ove rsea s firm and a lo ca l one, may w ork
to g e th e r to d e v e lo p a p a rtic u la r m arket.

•

Direct investment: The co m p a n y b u ys a lo ca l firm, or sets up its own manufacturing
subsidiaries.

Of co u rse , th e s e d iffe re nt a rra n g e m e n ts in volve d ifferent levels o f co m m itm en t, in vestm ent and
risk. Kotler ta lk s a b o u t the internationalisation process, w here firm s move (hopefully) through
th ese stages:
•

Stage 1: no reg u la r export a ctiv itie s

•

Stage 2: export via independent representatives/agents

•

Stage 3: e s ta b lish m e n t o f o v e rse a s s a le s su b s id ia rie s

•

Stage 4: e s ta b lish m e n t o f p ro d u ctio n fa c ilitie s abroad

This p ro ce ss w ill help them to p ro g re ss to w a rd s g lo b al th in k in g and lo ca l a ctio n as th ey expand
in te rn atio n a lly. A t d iffere n t sta g e s, co m p a n ie s w ill have d iffe re n t levels o f u n d e rsta n d in g of the
m arkets w h e re th e y are tryin g to d e ve lop . Each step in the process requ ires d ifferent le ve ls and
type s o f su p p o rt.

Read on
Isobel D oo le, Robin Lowe: International Marketing Strategy, Cengage, 2008
Pervez G h a u ri, P h ilip Cateora: International Marketing, M cG raw Hill, 2009
Svend Hollensen: Global Marketing: A Decision-oriented Approach, Financial Tim es/Prentice Hall, 2007
P h ilip Kotler et al: Marketing Management, Prentice H all, 2009

18


UNIT 2 ►► INTERNATIONAL MAR K E T IN G

LESSON NOTES
Warmer
*

E le ctrica l eq u ip m ent: Sony, Z an u ssi

Copy the ta b le below onto the board. A sk stu d e n ts to

Clothing: Gap, Benetton, Zara

c o n sid e r the place o fth e in te rn a tio n a l p ro d u cts on
the left in relation to the p ro d u cts on the right in th eir

Cars: M o st cars are now m arketed in tern atio n a lly .

own co u n try /co u n trie s. For exam ple:

A sk stu d e n ts if they can th in k of any th a t a re n ’ t pe rh aps o n e s th ey see in th e ir own c o u n trie s but

W ho d rin k s Coke or Pepsi? Is it all g e n eration s?

never abroad.

W hat do pe ople d rin k w ith m eals?
•

LESSON

•

W ho goe s to fast-food re sta u ran ts? Do fa m ilie s go
•

NOTES

there for sn a cks and fam ily m eals?

If the stu d e n ts run sh ort o f ideas, get th em to
research som e brands for h om e w o rk and rep ort ba ck

W ho w ears train ers? Is it on ly y o u n g er p e ople?

in the next lesson.

Do b u sin e s s pe ople w ear them to w ork and then
change into sh o e s w hen th ey get there? etc.
Coca-C ola and Pepsi Cola

tea, coffee and lo ca l soft

»

D iscu ss in pairs or as a w h o le -cla ss activity.

d rin k s
fast food

tra d itio n a l food o f the
country

Vocabulary: Marketing word partnerships
Students look at the vocabulary of international
marketing and use it actively.

tra in e rs

sh o e s or sa n d a ls

jean s

tro u se rs

W estern rock m u sic

p o p u la r m u sic o fth e

□

country

•

n
Get stu d e n ts to w o rk in d iv id u a lly or in p a irs on th e se
three exercises. Go round the cla ss and a s s is t w here

•

D iscu ss the place and use o fth e p ro d u cts w ith the
w h ole class.

necessary.
•

Overview
•

•

B ring the cla ss to order and e licit answ ers.
Exercise A

Tell the stu d e n ts th at they w ill be lo o k in g at

1 m a rke tin g

in te rn a tio n a l m arketing.

5 brand

2 m arket

4 cu sto m e r

Exercise B

A s k the stu d e n ts to lo o k at the O verview se ctio n on
page 14. Tell them a little a b o u t the th in g s on the list,

1 m a rke tin g strateg y

u sin g the ta b le on page 17 of th is b oo k as a guide.

3 produ ct feature

Tell them w h ich p o in ts you w ill be co vering in the

5 Brand p o sitio n in g

cu rre n t le sso n and w h ich in later lesso ns.

Exercise

2 p rom o tio n

•

A sk the stu d e n ts w h a t th ey u n d e rsta n d by the

4 d o m e stic m arket

q u o ta tio n on page 14. It sh o u ld lead to som e

6 slo gan
•

2 m arket se g m e n ta tio n

4 cu sto m e r p rofile

C

Quotation

in te re stin g d iscu ssio n .

3 prod u ct

3 m arket research
5 w ith d ra w a p ro d u ct

7 expo rter

Get stu d e n ts to ta lk a b ou t p a rticu la r p ro d u cts,
usin g th ese and related e xp re ssio n s. D on ’ t ask

S ta rtin g up

the stu d e n ts to ‘ m ake up s e n te n c e s ’ w ith the

This section introduces the theme of international
marketing and provides an opportunity for some
speaking practice.

e xp re ssio n s, but get them to have a n atura l

□
•

G et the stu d e n ts to d is c u s s in pairs or sm a ll g roups

d iscu s sio n in co rp o ra tin g them , led by you.

□
•

Get stu d e n ts to d is c u s s the issu e s in pairs.

•

Go round the cla ss and a ss is t w here n ecessary. Note

w ith one m em ber o f each grou p ta k in g notes. Then

how th ey are u sin g the m a rke tin g vocabu lary.

a sk the n oteta ker in each group to report th eir
fin d in g s to the w h ole class.
Exercise A
E xa m p le s include:
; •
•

C o sm e tics: Dior, M a y b e llin e
S oft drin ks: Coca-Cola, P epsi Cola

•

Bring the cla ss to order. G et in d iv id u a l s tu d e n ts to
say w h at th ey cam e up w ith in th eir pairs.

•

Praise good use o f m a rketin g v o ca b u la ry and w ork
on e xp re ssio n s that require th is, g e ttin g s tu d e n ts to
say the co rrect form s.

o

i-G lo ssary

19