Business Builder 1-3

Business Builder Paul Emmerson

A series of three photocopiable Business English Teacher’s Resource Books at intermediate level. They provide a flexible approach to teaching and include excellent material for incompany classes, summer schools or supplementary use, allowing the teacher to design their own course. The series provides activities for language development as well as activities for skills training.

Each book is divided into three modules (1 to 9):

Modules 1, 2, 3: Social English, Telephoning, Job interviews

Modules 4, 5, 6: Discussions and meetings, Business correspondence, Report writing

Modules 7, 8, 9: Presentations, Company product and customer relations, Negotiations

Each book contains a needs analysis which can be given to each new student to assess their needs. Business Builder gives you the flexibility of readymade lessons which can be chosen individually for your students in any profession or business area. Activities all stand alone and can be mixed in any order to cover the full range of business communication skills. Most activities are extendable to higher or lower levels.

A wide variety of communicative activities makes this series ideal for onetoone or group teaching. Full teacher’s notes are provided with each lesson. Unit maps provide a clear indication of language focus and time required for each activity.

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This page has been downloaded from www.businessenglishonline.net. It is photocopiable,but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

B u s i n e s s Builder Modules 1 2 3

Social English Minutes Activity type

1.1 Introductions 40– 50 Language WorkIntroducing yourself and someone else.Welcoming a visitor and making ‘small talk’

1.2 Hello and goodbye 40– 50 Language WorkStarting and ending a conversation with someone you know

1.3 Showing interest 40– 50 Language Work‘Echoing’, asking questions, making a personal response

1.4 Making a personal comment 30– 40 Language WorkApparently, Actually, Obviously, Luckily, To be honest , Between you and me

1.5 Thinking time and turn-taking 30– 40 Language WorkWell, I mean, Actually, So, Anyway, Still, By the way

1.6 Requests 30– 40 Language WorkIndirect question forms. Polite requests. Positive and negative replies

1.7 Offering help 30– 40 Language WorkOffering help, accepting and refusing

1.8 Saying yes 30– 40 Language WorkSaying yes in a way that develops the conversation

1.9 Saying no 30– 40 Language WorkSaying no in a polite way

1.10 Disagreeing 40– 50 Language WorkQuestions to show doubt. Negative questions. Yes, but ..., Actually, ...

1.11 Describing food 40– 50 Language WorkFood vocabulary. Describing local dishes

1.12 In a restaurant 1 40– 50 Language WorkRecommending and ordering. Leaving, paying and thanking

1.13 Your free time and home 40– 50 Skills PracticeSports and hobbies. Cultural interests and holidays. Home

1.14 Your country and city 40– 50 Skills PracticeRegions. City: description, culture and people. Local products

1.15 Current affairs and the economy 40– 50 Skills PracticeThe political and economic situation. The state of the market

1.16 At a hotel 50– 60 Skills PracticeA telephone booking. Checking in and out. Complaining

1.17 In a restaurant 2 40– 50 Skills PracticePreparing to order. ‘Small talk’during the meal, leaving and paying

1.18 Showing a visitor your workplace 30– 40 Skills PracticeGiving a guided tour of your workplace to a visitor

1.19 Dialogue building: arriving at a company variable Skills PracticeOpen framework for writing a dialogue

ContentsIntroductionNeeds Analysis

This page has been downloaded from www.businessenglishonline.net. It is photocopiable,but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

B u s i n e s s Builder Modules 1 2 3

Telephoning Minutes Activity type

2.1 Leaving a message 1 40– 50 Language WorkThe alphabet. Giving a name and address. Messages. Checking information

2.2 Leaving a message 2 40– 50 Language WorkRecycling of leaving, taking and checking a message

2.3 Exchanging information 1 30– 40 Language WorkSaying numbers. Checking facts and figures

2.4 Exchanging information 2 30– 40 Language WorkSilence fillers. Exchanging information and checking

2.5 Arranging a meeting 40– 50 Language WorkBeginning and ending a call. Arranging a meeting. Cancelling and rearranging

2.6 Arranging a company visit 30– 40 Skills PracticeDiscussing a schedule for a company visit. Offering help

2.7 Yoghurt sales 30– 40 Skills PracticeExchanging information and checking. Discussing sales and markets

2.8 Travel information 30– 40 Skills PracticeMaking/receiving an enquiry about trains and flights

2.9 Office furniture 40– 50 Skills PracticeA customer/supplier conversation. Ordering, discussing terms of sale, apologizing

2.10 The Lucky Lobster 40– 50 Skills PracticeBooking a table in a restaurant. Asking questions and checking information

2.11 Pacific City 40– 50 Skills PracticeInterview:Asking for/giving information about a city: facts, figures, plans

2.12 Pharmalab 40– 50 Skills PracticeInterview:Asking for/giving information about a company: facts, figures, strategy

2.13 Global ambitions 30– 40 Skills PracticeDiscussing markets and pricing policy. Persuading

2.14 Dialogue building: phone call variable Skills PracticeOpen framework for writing a dialogue

Job interviews Minutes Activity type

3.1 Your CV/Resume 50– 60 Language WorkCVs and resumes: content, style, layout. Preparing a CV

3.2 Job interview 60– 90 Language WorkInterview tips. Interview based on students’ own CVs/Resumes

3.3 Covering letter 60– 90 Language WorkWriting a job application letter. Mini-interview for the job

3.4 Difficult questions 50– 60 Language WorkDealing with difficult interview questions. Practice mini-interview

3.5 Mini-interview: your background and job 50– 60 Skills PracticeInterview practice: education, previous job, current job, personal qualities

3.6 Mini-interview: the job itself 50– 60 Skills PracticeInterview practice: questions about a specific job

3.7 Mini-interview: your management abilities 50– 60 Skills PracticeInterview practice: teamwork, negotiation, planning, decision-making

3.8 Mini-interview: using a case-study 50– 60 Skills PracticeInterview practice: a real situation as evidence of abilities/personal qualities

AIM.To practise starting and ending a conversation withsomeone you know.

TIME.40–50 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.

PROCEDURE.1 Say two or three of the opening lines from section A

of the worksheet to different students. Monitor thereplies to see whether they develop theconversation.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Study theexamples in class. Then refer to the task underneaththe examples and ask the students to cover thereplies with a piece of paper. Divide the class intopairs and appoint As and Bs. Ask the As to sayopening lines A1–8, and the Bs to invent a replythat develops the conversation in a friendly way (itis not a memory test). They can continue for a fewmore lines.They change roles and repeat when theyfinish. Start the activity and circulate.

3 Ask students to remove the piece of paper. As classfeedback, look at the replies on the worksheet andcompare with the students’own replies.

4 Refer to the instructions for section B. Set up theactivity: imagine that you are all colleagues and it is9:00 on Monday morning. Students will walkaround saying hello to each other, have shortconversations and then move on. Start the activity:join in yourself.

5 Explain to the students that you are now going topractice ending a conversation. Refer to section Cand ask students to cover the phrases a–k with apiece of paper. Divide the class into pairs and startthe activity: students predict and write down two orthree phrases. Take class feedback on theirsuggestions.

6 Ask students to take away the piece of paper. Askthe pairs to match phrases a–k with stages 1–11.

ANSWERS.a-1 b-10 c-4 d-2 e-3 f-9 g-6 h-5 i-11j-7 k-8

7 Tell the students that they are going to practise asimilar dialogue without using their notes. Dividethe class into new pairs and appoint hosts andvisitors. They change roles and repeat when theyfinish. Ask students to turn over their worksheets (it is not a memory test). Start the activity, circulateand make a note of good/bad language use.

8 (Optional) Ask the best pair/s to re-enact the role-play for the class.

9 Hold a short feedback slot.10 Now, or in the next class as recycling: Refer to the

instructions for section D. Set the scene: you are inan airport lounge and by chance meet a colleaguewho you know well. Each pair will start aconversation, make some small talk, and then end it.Divide the class into new pairs. Start the activity,circulate and make a note of good/bad language use.

11 Hold a short feedback slot.

Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.

1.2Hello and goodbye Teacher’s Notes

Business BuilderTeacher Resource Series

When you start a conversation try to reply in a way that develops the conversation.

1 How are you? © Fine thanks. And you? You’re looking well.2 Nice to see you again. © Nice to see you too. How are you?3 It’s been a long time, hasn’t it. © Yes, I think we last met two years ago in Manila.4 Nice weather today, isn’t it. © Yes, lovely. I hope it stays like this for the weekend.5 Terrible weather, isn’t it. © Yes, awful. I think it’s rained every day since I arrived.6 That’s a nice shirt/blouse. © Thanks. I bought it from Harrods.7 This coffee’s a bit weak. © Yes, it is, isn’t it. Not like the coffee you get in Italy.8 Did you get that report I sent you? © Yes, I did, thanks. It was very useful.

Now cover the replies with a piece of paper. Start conversations with a partner and continue naturallyfor a few lines.

It’s Monday morning. Walk around. Say hello to your colleagues.

A host and a visitor are having a drink in the bar after a successful business meeting. The visitoris flying back to Tokyo tomorrow. Study this model and write down two or three phrases youmight hear.

Visitor Host

Match phrases a–k below to the stages 1–11 above.

a Is that the time? I guess I should be going.b It’s been nice meeting you again. Have a good trip, and give my regards to your wife.c Really? What time do you get there?d Oh, so soon?e I’m afraid so, I’ve got a long day tomorrow – I’m flying back to Tokyo.f Well, I really must go now.g Well, thank you very much for coming. I think we had a very useful meeting.h Around six in the evening local time, and then I have to catch a train.i Thanks. I’ll do that. See you next month in Hamburg. Bye.j Yes, I agree, the meeting was very productive. And thanks very much for your help. I really appreciate it.k Not at all. It’s been a pleasure.

Work with a new partner. You are in an airport lounge. You see someone you know. Start and end a conversation.

© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

Hello and goodbye

P H O T O C O P I A B L E

1.2

©


Worksheet

A

B

C

D

1 Start a ‘leaving’ dialogue3 Say why you must leave5 Give more information7 Thank the host for his/her help9 Make a second reference to leaving

11 Refer to the next meeting and say goodbye

2 Reply to the visitor4 Show interest in the visitor’s plans6 Make a final reference to business8 Reply – say it’s been a pleasure

10 Wish the visitor a good trip and send yourregards to someone

Macmillan Publishers Ltd 2002 10 This page may be photocopied for use in class

1.3Showing interest Teacher’s Notes




1.4Making a personal comment Teacher’s Notes




1.5Thinking time and turn-taking Teacher’s Notes




1.6Requests Teacher’s Notes




1.7Offering help Teacher’s Notes




1.8Saying yes Teacher’s Notes




1.9Saying no Teacher’s Notes




1.10Disagreeing Teacher’s Notes




1.11Describing food Teacher’s Notes




1.12In a restaurant 1 Teacher’s Notes



AIM.To practise talking about sports and hobbies, culturalinterests, holidays and home.



PROCEDURE.1 Write up on the board Your free time. Ask the group

how they spend their free time and write ideas onthe board.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Divide the class into pairs, start the activity and circulate. Take class feedback by writing additional questions on the board.

POSSIBLE ANSWERS.1 Do you like to cook? Is football popular in your

country?2 Do you ever go to the theatre/opera? What is the

traditional music from your country?3 What is your flat/house like? Are you married? Does

your husband/wife work?

3 Refer to the instructions for section B. Explain thatstudents should write notes about themselves,working individually. Start the activity and circulate,helping with vocabulary.

4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s and then findout about their new partner/s.


Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.

1.13Your free time and home Teacher’s Notes


Look at the example questions, then write one more for each group.

1 Sports and hobbies

So, what do you do in your free time? Are you interested in sport?

Do you collect anything? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Cultural interests and holidays

What sort of music/films do you like? Do you read books about management?

Where do you go for your holidays? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Home

So, where do you live? Do you live in a house or a flat?

Do you live in the centre or the suburbs? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Make some notes about yourself. Use the ideas below and add more ideas of your own.

1 Sports and hobbies

I play a little –––––––––––––––––––––––––––––––––––––––

I used to play ––––––––––––––––––––––––––––––––––––––– but now –––––––––––––––––––––––––––––––––––––––

I like to go ––––––––––––––––––––––––––––––––––––––– (+ verb with -ing)

I collect –––––––––––––––––––––––––––––––––––––––

2 Cultural interests and holidays

(books) I like –––––––––––––––––––––––––––––––––––––––

(music) I like –––––––––––––––––––––––––––––––––––––––

(films) I like –––––––––––––––––––––––––––––––––––––––

(magazines) I read –––––––––––––––––––––––––––––––––––––––

(holidays) On my last holiday I went to –––––––––––––––––––––––––––––––––––––––

3 Home

I live near –––––––––––––––––––––––––––––––––––––––

I was born in –––––––––––––––––––––––––––––––––––––––

I’m married with two children. Their names are –––––––––––––––––––––––––––––––––––––––

My husband/wife/partner –––––––––––––––––––––––––––––––––––––––

I’m single at the moment./I’m divorced.

Use the questions in section A to find out about other people.

© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

Your free time and home

P H O T O C O P I A B L E

1.13

©


Worksheet

A

B

C

AIM.To practise talking about regions and cities, people andculture, local products.



PROCEDURE.1 Write up on the board the word stereotypeand elicit

the meaning (a fixed idea or image that people haveof something, but which is often not true). Ask thestudents if they can think of any examples ofnational stereotypes. Prompt by giving nationalitiesother than those represented in the group (this willbe covered in section A of the worksheet). Ask whatthe stereotype of that nationality is, whether thestudents agree with it etc.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to thequestions and develop a class discussion. Studentsare usually very keen to discuss this topic providedthat they first have a chance to confirm, deny orclarify their own stereotype before other studentscomment.


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Start theactivity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.14Your country and city Teacher’s Notes



What is the stereotype of your country that other people have? Is there any truth in it?Are there regional differences in people’s characteristics?

Make some notes about your own country and city. Use the ideas below and add moreideas of your own.

1 Country: regions, weather etc.

The north/south/interior is different to the rest of the country because –––––––––––––––––––––––––––––––––––––––

By the coast –––––––––––––––––––––––––––––––––––––––

In the summer/winter the weather is –––––––––––––––––––––––––––––––––––––––

If you want to come for a holiday, the best time is –––––––––––––––––––––––––––––––––––––––

2 City: description

I live in the capital city/a small town/a large port –––––––––––––––––––––––––––––––––––––––

Most tourists who come like to see –––––––––––––––––––––––––––––––––––––––

Personally, I would recommend visiting –––––––––––––––––––––––––––––––––––––––

All over the city there are a lot of very traditional –––––––––––––––––––––––––––––––––––––––

The most modern area of the city is –––––––––––––––––––––––––––––––––––––––

They have plans to –––––––––––––––––––––––––––––––––––––––

3 City: culture

We have a lot of good music/theatre/opera. For example, –––––––––––––––––––––––––––––––––––––––

My favourite museum is the –––––––––––––––––––––––––––––––––––––––It’s got a good collection of

–––––––––––––––––––––––––––––––––––––––

Every year there’s a festival to celebrate –––––––––––––––––––––––––––––––––––––––

4 City: people

Most people live in the centre/suburbs in houses/flats.

It can take ––––––––––––––––––––––––––––––––––––––– hours to get to work.

At the weekends people often –––––––––––––––––––––––––––––––––––––––

In the summer people usually –––––––––––––––––––––––––––––––––––––––

Young people –––––––––––––––––––––––––––––––––––––––

Old people –––––––––––––––––––––––––––––––––––––––

5 Local products

If you want to buy something to take back with you, I suggest –––––––––––––––––––––––––––––––––––––––

Talk together in small groups about your countries and cities.

Your country and city1.14 Business Builder

Teacher Resource Series

Worksheet

A

B

C Macmillan Publishers Ltd 2002 33 This page may be photocopied for use in class

AIM.To practise talking about the political and economicsituation and the state of the market.

TIME.40-50 minutes


PROCEDURE.1 Write up on the board the phrase Current Affairs

and elicit the meaning (events of politicalimportance happening in the world at the presenttime). Ask the students whether they talk aboutcurrent affairs and politics with foreign visitors,when it is acceptable etc.(Despite its apparent sensitivity business people dotalk about these topics in a general way because‘stability’ is one of the things that investors are mostinterested in.)

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Take class feedbackby writing additional questions on the board.

POSSIBLE ANSWERS.1 What policy does your government have for

privatization/interest rates/regional trade etc. ?What sort of Government do you have?

2 What are the main economic problems in yourcountry at the moment?Are houses expensive?Does your country have a nuclear power industry?

3 What new opportunities do you have to expandyour market?What are the threats that your company faces?Do you have an international market?


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.15Current affairs and the economy Teacher’s Notes



Look at the questions, then write one more for each group.

1 PoliticsI’m a bit out of touch. What’s been happening in your country?What do you think about the health care/education/unemployment policy in your country?I’ve been reading a lot in the newspapers about –––––––––––––––––––––––––––––––––––––– . Can you tell me somethingabout that?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 EconomySo what are your main industries?Do you have a problem with inflation?What’s the unemployment situation at the moment?How is your Stock Market doing?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 MarketWhat are the main factors that affect your market?What’s happening in your market at the moment?How is your company doing?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Make some notes about your own country and market. Use the ideas below and add more ideas ofyour own.

1 Politics

We have a ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––government at the moment. They are trying to

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Public opinion changed when –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– These days people are worried about –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– In the future, ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Economy

Older industries like ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––are being replaced by new areas like

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We have a strong ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––industry, although it will have problems inthe next few years because of –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Inflation –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Unemployment –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Your own market

We’re in a difficult market situation because –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re responding to the competition by –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re changing our product range and we’re moving more into –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Use the questions in section A to find out about other people.

Current affairs and the economy1.15 Business Builder


Worksheet

A

B

C Macmillan Publishers Ltd 2002 35 This page may be photocopied for use in class

AIM.To practise a series of typical hotel interactions such astelephone booking, checking in and out andcomplaining.



PROCEDURE.1 Write up on the board the word Hotel and the

headings Good serviceand Bad service. Elicit anddiscuss real examples of each from the students’own experience.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions and questions. Explain to the studentsthat pairs will work together to invent the details ofan imaginary hotel by answering all the questions.Divide the class into pairs and start the activity.Circulate and help with vocabulary.

3 Divide the class into new pairs and explain that forthe remaining activities they will work with theirnew partner to do a series of hotel role-plays basedon guest and manager. Explain that the managersare managers of the hotel they created with theirprevious partner.

4 Refer to the instructions and role notes for sectionB. Appoint guests and managers. Ask the managersto write down on a piece of paper the name and cityof their hotel and give it to the guest. Elicit a fewphrases that the manager and guest can use at thestart of a telephone call and write them on theboard. Possible phrases are:Manager: Good morning, Hotel X, how can I help

you?Guest: Good morning, I’m calling to find out if you

have any rooms available for …Manager: Certainly Sir/Madam.Start the activity, circulate and make a note ofgood/bad language use.

5 (Option) Ask the best pair/s to re-enact the role-playfor the class.

6 Hold a short feedback slot.7 Refer to the instructions for section C. Read out the

role notes on the worksheet. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Manager: Good morning Sir/Madam. May I have

your name?Your room is on the second floor. Turn left whenyou come out of the lift.Here are your keys.

Guest: Is it possible to have an early morning call?Start the activity, circulate and make a note ofgood/bad language use.


9 Hold a short feedback slot.10 Refer to the instructions for section D. Read out the

role notes on the worksheet and ask guests to inventa problem of their own choice. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Hello? Is that reception? I’m having a

problem with …. It’s very inconvenient.Manager: Really? I’m very sorry about that. It’s

most unusual. I’ll deal with it immediately.Start the activity, circulate and make a note ofgood/bad language use.


12 Hold a short feedback slot.13 Refer to the instructions for section E. Read out the

role notes on the worksheet and elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Can I pay by credit card?

I wonder if I could leave a message for …Manager: Of course Sir/Madam, that’s no problem.

Have a safe journey.Start the activity, circulate and make a note ofgood/bad language use.



1.16At a hotel Teacher’s Notes



You are going to open a hotel. Use the questions to help you make plans.

Where is the hotel?What is the hotel’s name?What is its main selling point to attract customers?What is the cost per night of a single/double room?Will you have a restaurant? What kind of food will it serve?Which facilities will you offer? Choose from this list and add a few more of your own.

Work with a new partner. Decide who is the guest and who is the hotel manager.

Keep the same roles and partner. The guest has just arrived at the hotel.

Keep the same roles and partner. It is later the same evening.

Keep the same roles and partner. The guest is leaving the hotel.

At a hotel1.16 Business Builder


Worksheet

A

B

C

D

E

© fully equipped business centre

© 24-hour reception

© gymnasium and sauna

© free transport from the airport

©

©

Guest Make a telephone call to the hotel and askquestions about the availability of rooms,prices and facilities. Make a reservation.

Manager Answer the guest’s questions, askhim/her questions and write down theimportant details.

Guest Go to the reception desk and check in.Ask for an early morning call. Ask aboutbreakfast.

Manager Welcome your guest. Check thereservation. Tell the guest wherehis/her room is.

Guest You have a problem with the room. Call thereception desk and explain the problem.

Manager You are on duty at reception.

Guest Go to the reception desk and check out.You want to:■ pay by credit card■ book a taxi to the airport ■ leave a message for a colleague who is

arriving tomorrow.

Manager Check the guest out of the hotel.Be helpful. Wish the guest a good tripback.


AIM.To practise a series of interactions in a restaurant such aspreparing to order, explaining dishes, making ‘smalltalk’, leaving and paying.


PREPARATION.Make one copy of the worksheet for each student inthe class.Each table will need a simple menu (see stage 3). Ifstudents have done worksheet 1.11 the dishes in section Bcan be used, otherwise students think of their own dishesas indicated below. Alternatively, use a real menu, a menufrom a coursebook or a menu you have made. Be prepared to arrange the room like a restaurant at stage 3.Consider playing the role of the waiter yourself. You canmake language notes as you go round the tables, takeorders, ask students if they are enjoying their meal,handle complaints etc.

PROCEDURE.1 Write up on the board In a restaurantand ask

students how often they entertain visitors andclients, and what they talk about. Then write up the three stages of the meal referred to on theworksheet. For each stage, elicit and write up a fewphrases (see worksheet).

2 Give out a copy of the worksheet to every studentand refer to the instructions at the top. Appoint awaiter, unless you are going to be the waiteryourself.

3 Rearrange the room like a restaurant with smallgroups of students sitting around tables. Ask thestudents to prepare a menu for each table: each tabletakes one piece of blank paper and writes Starters,Main Courseand Dessert as sections. Then eachstudent on that table contributes one item to eachsection (they just write the name of the dish). Notethat every table will have a different menu. If astudent is acting as waiter, ask them to look at theirphrases at the bottom of the sheet while the otherstudents are doing the menu preparation. They canthink of a few more phrases.

4 Ask students to read through the points on theworksheet silently and to imagine what they will sayfor each one. Set a time limit of 2 minutes for this.

5 Explain to the students that you want them to have anatural conversation. They can leave the worksheeton the table to help them, but they don’t have tofollow the same points or use the same phrases. Seta time limit of 20 minutes. Ask the students to gooutside the classroom and wait in their groups forthe waiter to show them to their tables. Start theactivity, circulate and make a note of good/badlanguage use.


CULTURAL HINTS.Ä In America, northern Europe, Japan and south-east

Asia business may be discussed at lunch toward theend of the meal, if the host introduces it. At dinnerbusiness is almost never discussed.

Ä In Latin American countries, southern Europe and theMiddle East business is rarely discussed in a restaurant,even at lunch.

1.17In a restaurant 2 Teacher’s Notes



You are going to have a meal together in a restaurant. You will need a menu for each table. ■ Choose one person to be the waiter.■ Study the boxes below to see how your conversation might develop.■ Start the activity outside the room. The waiter will show you to your table.

In a restaurant 21.17 Business Builder


Worksheet

Preparing to order

© Look through the menu© Ask your colleagues about the dishes© Drinks© Call the waiter when you are ready to order

I’d recommend the ...It’s a type of ... It’s made with ...I think I’ll have the ..., please.

During the meal

© Talk about your city and country© Talk about your free time and interests© Talk about your home and family© Talk about the food

Enjoy your meal!How’s your …?Would you like some more wine?– Yes, please./No thanks, I’m fine.

End of the meal

© Start a ‘leaving’ dialogue© Ask for the bill – one person offer to pay© Refer to the future and say goodbye

Well, I must get back now.– Oh, so soon?Can we have the bill, please? Do you take

VISA? Can I have a receipt?Thank you for a very enjoyable evening.– Not at all, it was my pleasure.

Waiter

© Ask if the guests are ready to order© Take the order. Find out what they’d like to drink© During the meal check everything is satisfactory

Are you ready to order now?What would you like? ... And for you, Sir/Madam?Anything to drink?So, that’s ... (repeat the order)Is everything satisfactory? Can I get you anything else? (during the meal)


AIM.To practise giving a guided tour round work premisesusing a ‘virtual’ office/factory.


PREPARATION.Make one copy of the worksheet for each student inthe class.Note that drawing the plan (stage 2 below) is best donefor homework.

PROCEDURE.1 Write on the board Showing a visitor your

workplace. Establish that ‘workplace’ can refer to anoffice, factory or anywhere that people work. Findout how often the students show visitors round theirworkplace, and what they show/talk about whenthey do.

2 Give out a copy of the worksheet to every studentand refer to the instructions. Check understanding ofthe word ‘virtual’ (artificial, but like the real thing;simulated). Explain to the students that you wantthem to draw a diagram of their workplace forhomework, and remind them to include everythingthat they would show a visitor.

3 In the next lesson, divide the class into pairs andappoint hosts and visitors. They change roles andrepeat when they finish. Start the activity, circulateand make a note of good/bad language use.


1.18Showing a visitor your workplace Teacher’s Notes



Use the floor plan below to draw a diagram of your workplace. Include all the rooms/areas that you want toshow your visitor. Draw symbols to represent the objects (e.g. machines) you will talk about. Then use yourplan to give a ‘virtual guided tour’ of your workplace.

Showing a visitor your workplace1.18 Business Builder


Worksheet


AIM.To provide a framework for practising greeting andwelcoming a visitor, thanking and saying goodbye.

TIME.Variable

PREPARATION.Make one copy of the worksheet for each student inthe class.Consider which of the two procedures below you willuse.

PROCEDURE (INDIVIDUAL HOMEWORK).1 Write up on the board Arriving at a company. Ask

students if they are more often hosts or visitors inother people’s companies. Ask them about the lasttime they were a host/visitor, particularly about thewelcome they gave/received. How important was itto the success of the meeting?

2 Give out a copy of the worksheet to every studentand refer to the instructions and model. Remindstudents that the dialogue is to practise socialEnglish, not the meeting itself. Remind them alsothat they should use a real-life situation andpersonalize the dialogue as much as possible. Askthem to write the dialogue for homework and bringit to the next lesson.

3 In the next lesson collect in the dialogues andcorrect them.

4 (Option) Leave one of the dialogues uncorrected,and photocopy one copy of this for each student.Ask students to try to correct/improve this dialoguein pairs. In feedback, listen to all the suggestions forreformulations and discuss with the class which isthe best. Build up the reformulated dialogue on theboard line by line. As a round up, practise readingthe new dialogue aloud in open/closed pairs,focusing on pronunciation.

ALTERNATIVE PROCEDURE (CLASSWORK).1 (Same as above)2 Give out a copy of the worksheet to every student

and refer to the instructions and model. Remind thestudents that the dialogue is to practise socialEnglish, and that they should use their real-lifeexperience. Divide the class into pairs. Explain thatthe pair will think of and write the dialoguetogether, and that both students should keep a recordof the whole dialogue. Set a time limit for the task.Start the activity and circulate. Give a five minutewarning before the end and make sure that everypair moves on to the final part of the dialogue.

3 Ask the pairs to practise reading their dialoguestogether quietly. Then ask the best pair/s to read outtheir dialogues for the class.

4 (Option) Take the written dialogues from each pairand redistribute them (so the pairs remain the samebut they have another pair’s dialogue). First ask thestudents to study their new dialogues togetherquietly and make sure they can read them. Then askthem to practise reading the dialogues aloud.

1.19Dialogue building: arriving at a company Teacher’s Notes



Dialogue building: arriving at a company1.19 Business Builder


Worksheet

Receptionist Visitor Host

Greet the visitor. § © Say who you are and whyyou have come.

Introduce yourself. Talk § © Welcome the visitor. Askabout your journey and your about the visitor’s journey andfirst impressions of the city. where he/she is staying. Start

the business discussion.(miss out the main business discussion)

Say that you must leave, § © Thank the visitor for coming,thank the host, say goodbye. wish them a good trip.

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Write a short dialogue using the model below. Use a real-life situation.



2.1Leaving a message 1 Teacher’s Notes



AIM.To revise and extend language for leaving, taking andchecking a telephone message.


PREPARATION.Make one copy of the worksheet for each student inthe class.If possible, set up a telephone and a recording device.

PROCEDURE.1 Read out some of the original ‘impolite’ phrases

from worksheet 2.1 and check that students can stillremember the politer versions.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Divide the class into pairs, start theactivity and circulate.

ANSWERS.1 b) 2 Hold. The phrase means Wait a moment.3 ... out of the office all day/tied up all morning/with acustomer/out of the country at the moment4 The phrase means I can connect you now. Themissing word is to. 5 Of course. Certainly. Sure.6 for 7 Is there anything else? – No, that’s all./Yes,there’s something else. 8 Caller: Thanks for yourhelp./Receiver: Thank you for calling.

3 Refer to the instructions for section B. Choose twostudents: one is both Receptionist and Secretary andthe other is the Caller. Ask them to read thedialogue aloud. Let the group listen and discoverthat it sounds impolite. Then follow the sameprocedure as worksheet 2.1 for improving thedialogue. In brief:■ tell the students to put their pens down and not

to write anything until the end■ ask the whole class for suggestions on how to

improve lines 1, 2, 3, 4 and 5 in turn■ choose two students as Receptionist and Caller

and ask them to act out the new version of lines1–5 as an open pair, using the worksheetversion as a prompt (other students listen and help)

■ repeat this cycle several times, improving a fewmore lines each time as a class and thenchoosing different students to act out the wholedialogue up to that point

■ when the reformulation is finished, students actout the whole dialogue together in pairs,changing roles and repeating when they finish

■ the students write the new version in their pairs■ build up a final, reformulated version on the

board.

POSSIBLE ANSWERS.1 Good morning, IMB. How can I help you?2 Good morning, my name is Mr Costa. I’d like to

speak to Mary Hershey, please.3 Hold the line, please … I’m sorry, she’s out of the

office at the moment. Would you like to speak toher secretary?

4 Yes, please.5 I can put you through now.6 Accounts Department. Gina speaking.7 This is Mr Costa here. I wanted to speak to

Mary Hershey.8 I’m sorry, she’s out of the office at the moment.

Can I take a message?/(Would you like to leave amessage?)

9 Yes. I’m calling about your last invoice. Thereseems to be a problem. I need to speak to Mary assoon as possible.

10 Of course, Mr Costa. Could you give me theinvoice number?

11 It’s AI386.12 I’m sorry, could you repeat that, please?13 Yes, AI386. That’s A for Australia and I for India.

Have you got that?14 Yes, I’ve got that now. Is there anything else?15 No, that’s all.16 OK, Mr Costa. I’ll make sure she gets the message

as soon as she comes in.

4 Refer to the instructions for section C. Divide theclass into pairs and ask them to sit back to back (oruse a telephone if you have this facility). Remindthem to listen carefully and speak naturally (it is nota memory test). They change roles and repeat whenthey finish. Start the activity, circulate and make anote of good/bad language use.



CULTURAL HINTS.Ä In northern Europe the call ends with a confirmation

of individual tasks and the agreed plan of action.Americans press more strongly for answers or quickaction.

Ä In Japan and south-east Asia the call ends with apromise to call back when group agreement has beenreached.

Ä In Latin America and southern Europe the call endswith more social conversation, exchanging goodwishes and expressing a desire to hear from the otherperson again.

2.2Leaving a message 2 Teacher’s Notes



Answer the questions.

1 Which is more polite?a) I want to speak to Masae Makata, please. b) I’d like to speak to Masae Makata, please.

2 Fill in the gap and explain the meaning:–––––––––––––––––––––––––– the line, please.3 You might hear I’m sorry but she’s in a meeting at the moment. Think of some other reasons why

the person is not available:I’m sorry but she’s –––––––––––––––––––––––––– I’m sorry but he’s ––––––––––––––––––––––––––

4 A receptionist might say I can put you through now. What does this mean? If you want to speak to a particular person or department, you sayCan you put me through

–––––––––––––––––––––––––– extension 366, please? What is the missing word?5 It often sounds better to replace OK by O____ c___________ or Cer___________ or S___________e.6 You can confirm a letter of the alphabet by using a country or city name. Fill in the missing word:

That was ‘E’, E ______ Egypt.7 Fill in the missing letters in these phrases used to check if the message is finished.

Is there a___________g e___________e ? © No, ___________’s all.© Yes, there’s s___________ing e___________e.

8 To finish a call in a friendly way the caller can sayThanks for y___________ he___________ andthe receiver can say Thank you for c___________g.

Read the dialogue below. Try to improve it.

Now practise a similar call without using your notes. Caller use your real name and a differentinvoice number.

Leaving a message 22.2 Business Builder


Worksheet

A

B

C

Receptionist Caller1 Good morning. IMB. © 2 Mr Costa here. I want Mary Hershey, please.3 Wait. ..... Not here.

Want to speak to secretary? © 4 Yes, please.5 I can connect you now.

Secretary6 Accounts Department. I am Gina. © 7 Mr Costa here. I wanted to speak to

Mary Hershey.8 Not in office. Message? © 9 Yes. I’m calling about your last invoice.

There is a problem. I must speak to Mary soon.10 OK. Invoice number? © 11 AI38612 What? © 13 AI386. Have you got that?14 Yes, I’ve got that. More? © 15 No.16 Maybe she’ll get your message.


AIM.To practise saying and checking figures and quantities.



PROCEDURE.1 Write on the board the number 60,905 and ask

students how to say it (sixty thousand, ninehundred and five). Problem areas are likely to be theposition of andand whether or not there is an s onthe end of thousand. Note the followinginformation:■ hundred, thousandetc. do not have an s when

spoken as part of numbers, but they do inphrases like hundreds of carsand thousands ofpeople.

■ in British and American usage a commaseparates the thousands from the hundreds and afull stop is a decimal point which separateswhole numbers from decimal fractions. In manyLatin countries the comma and full stop areused in exactly the opposite way.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask the students to read out the figuresround the class. Go back frequently to problemareas and check again with different studentsrandomly round the class. If necessary, write upmore figures and elicit the correct answers.

ANSWERS (SELECTED).1 three hundred and fifteen 5 five thousand, eighthundred 6 five thousand, eight hundred and eighty8 six hundred thousand 10 six million, six hundredthousand 12 fifteen point one five 13 one pointtwo kilograms (or kilos) 14 fifty-six dollars seventy(or seventy cents) 15 thirty-four pounds eighty (oreighty pence) 17 forty-three dash F nine 18 ACslash (or forward slash) six 19 WWW dot FT dot comforward slash main (note: this is an Internet address)20 radio four at BBC dot co dot UK (note: this is ane-mail address)

3 Refer to the instructions for section B. Explain thatafter writing the information the students willdictate it to a partner. Remind them to include agood variety of information, similar to the examplesin section A. Ask the students to fill in the first eightboxes individually.

4 Refer to the instructions after the first table and theuseful phrases. Divide the class into pairs and askthem to sit back to back (or use a telephone if youhave this facility). They change roles and repeatwhen they finish. Start the activity, circulate andmake a note of good/bad language use.


CULTURAL HINTS.Ä In Japan and south-east Asia many calls are used

simply to gather information as any decision needsgroup consensus. Asking questions, listening andchecking are the main features of the call.Comments, interruptions and argument are avoided.

2.3Exchanging information 1 Teacher’s Notes



Practise saying these figures, quantities and references.

1 315 6 5,880 11 6.6 million 16 10%2 350 7 60,000 12 15.15 17 43-F93 355 8 600,000 13 1.2 kg 18 AC/64 5,000 9 6,000,000 14 $56.70 19 www.FT.com/main5 5,800 10 6,600,000 15 £34.80 20 [email protected]

Write a figure, quantity or reference in each box of the table.Don’t let other people see your table!

Your figures

Work with a partner. Tell your partner the contents of your table and write down your partner’sfigures in the table below. Use these phrases to check you have the correct information.

The figure in box 1 is ... © ? Sorry, can you repeat that?? Was that one five, fifteen, or five zero, fifty?✓ OK, I’ve got that.

Have you got that? © ✓ Yes, got that.✗ Sorry, can you say it again.

Can you read that back to me? © Yes, of course. Box 1 is ...

Your partner’s figures

Exchanging information 12.3 Business Builder


Worksheet

A

B

1 2 3 4

5 6 7 8

1 2 3 4

5 6 7 8


AIM.To practise ‘silence fillers’ on the telephone and torevise exchanging information and checking.



PROCEDURE.1 Write up on the board Silence fillersand ask the

students what they think it refers to in the context oftelephoning. Elicit some possible phrases, forexample Hold on a momentand pre-teach these two:Just bear with me for a moment.I’ll put you on hold.


ANSWERS.2 Hold on a moment, I’ll just check. 3 Sorry aboutthis, I’m just looking. 4 Bear with me for a moment.5 I’ll put you on hold. 6 Oh yes, here it is.7 Right, here they are.

3 Refer to the instructions for section B. Start bypretending to look for something on your desk, allthe time modelling phrases 1–4 and finishing offwith phrase 6 or 7. Then divide the class into pairsand ask the students to do the same thing.

4 Refer to the instructions for section C. Check thatstudents understand that they will write twoquestions individually and then make a callafterwards. Ask students to write their questions,and circulate to monitor that the questions areappropriate.

5 Refer to the useful phrases at the end of section C.Divide the class into pairs and ask them to sit backto back (or use a telephone if you have this facility).Start the activity, circulate and make a note ofgood/bad language use.



2.4Exchanging information 2 Teacher’s Notes



Sometimes you need to fill the silence while you look for something. Put these words in the correctorder. Put a comma where you would pause.

Right, let me just see.1 Right see let just me –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Hold check on just a moment I’ll –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Sorry I’m looking this just about –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

4 Bear moment me for with a –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

5 I’ll you put hold on –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

And when you find the information:

6 Oh here is yes it (singular) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

7 Right are they here (plural) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Your teacher’s desk is disorganized. Listen to your teacher looking for something. Then ask a partnerto wait while you look for something in your file.

You will make a call to find out some information. To prepare for the activity:

1 Write a question to ask your partner about a previous lesson: something he/she has to look for inhis/her file, eg a particular word or answer that you want to check.

Can you ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?

2 Write a question which makes your partner leave the phone, eg ask him/her to look on thenoticeboard, find out something from the teacher, or find something in a dictionary.

Could you ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?

When you are ready, make a call to a partner. Ask your two questions and reply to your partner’squestions. Use the phrases below to help you.

Exchanging information 22.4 Business Builder


Worksheet

A

B

C

Silence fillers while looking When you find the informationRight, just a second, let me see, ... © Right, here it is.Sorry about this, I’m just looking, ... Right, here they are.Just bear with me for a moment.

Going away from the phone When you returnHold on a moment, I’ll just check. © Right, sorry to keep you waiting.Bear with me, I won’t be a moment.


AIM.To practise telephone calls to arrange and rearrange ameeting.



PROCEDURE.1 Write up on the board the phrases When would suit

you?and Can you make that?. Ask if anyone canguess the context and writeArranging a meetingabove the phrases as a heading. Elicit the meaningsin this context of to suit(be convenient for) andto make (be in a place at a certain time). Ask whatother phrases would be useful for arranging ameeting on the phone and write one or two more on the board.


ANSWERS.1 Is this a good time to call? 2 Are you in the middleof something? 3 all/everything 4 Right/So5 seeing 6 call/ring 7 regards/best wishes 8 tell

3 Ask the students to look at section Band refer tothe first line of instructions. Divide the class intopairs, start the activity and circulate.

ANSWERS.1 suit/about 2 make (or manage) 3 should/manage(or make) 4 until/any time 5 busy 6 sounds/getback to/confirm(Note: that sounds fine = that appears to be fine; toget back to somebody = to call somebody again)

4 Refer to the instructions at the end of section B.Divide the class into pairs, start the activity andcirculate.

ANSWERS.Dialogue between A and B, in sequence: A1 B5 A2B4 A3 B6

5 Practise the target vocabulary by ‘pause reading’.Ask students to turn over their worksheets. Readeach phrase containing a gap saying ‘mmm’ for thegap. Give enough context, including a few wordsafter the gap if necessary, for example say Whenwould mmm you?. The students supply the missingword/s chorally.

6 (Option) Ask the students to do the same thing inpairs. Student A reads some gapped phrases, withenough context, and Student B supplies the words.They change roles when they finish.

7 Refer to the instructions and the model for sectionC. Remind the students that section A gave somephrases for starting and finishing the call. Divide theclass into pairs and appoint As and Bs. Ask the pairsto sit back to back (or use a telephone if you havethis facility). Start the activity, circulate and make anote of good/bad language use.

8 (Option) Ask the As and Bs to change roles. Thistime ask them to use some ‘small talk’ at thebeginning. Before you begin the role-play elicitsome phrases like:A: Hello? Student B? This is Student A. How are

you?B: Student A! How nice to hear from you! I’m fine.

How are you?A: I’m fine. So what’s the weather like in Tokyo?


10 Hold a short feedback slot.11 Ask the students to look at section Dand refer to

the first line of instructions. Divide the class intopairs, start the activity and circulate.

ANSWERS.1 make/manage 2 mind 3 back/off 4 must5 unavoidable(Note: put back (UK) = move down (US))

12 Refer to the instructions at the end of section D.Explain that the pairs who made the last call willwork together again, and that Student B will make afollow-up call to cancel the arrangement. Remindthe students that in a situation like this a secondapology (like phrase D4) is essential. Ask the pairsto sit back to back (or use a telephone if you havethis facility). Start the activity, circulate and make anote of good/bad language use.



2.5Arranging a meeting Teacher’s Notes



Fill in the gaps in phrases 1–2 and choose the right words in the box below.

At the start of a call, you want to ask Are you busy?. You can say:

1 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– a good time –––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––– ?

2 Are you in the middle –––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––?

At the end of the call you want to confirm the plans and finish in a friendly way. Look at the pairs ofwords in the dialogue below. Decide if only one is correct, or if both are possible.

Complete the sentences below using words from the box.

1 When would –––––––––––––––––--–-----–––––– you? How ––––––-----––--–––––––––––––––– next Tuesday afternoon?2 What time on Wednesday can you ––––––––-------–––––––––––––––– it?3 OK, I ––––––––––––––––-----–--––––––– be able to –––––––––-----––––––––--––––––– some time after four.4 Let me see, I’m out of the office –––––--––––-----––––––––––––––– lunchtime, but ––––––––-------–––––––––––––––– after that

would be fine.5 I’m afraid I’m –––––––-------––––––––––––––––– on Tuesday afternoon. What about Wednesday?6 That –––––––––––––-----–––––--–––––– fine. Can I ––––––––--––-----–––––––––––––– you later today to ––––-------–––––––––––––––––––– it?

Now put the sentences in the correct order to make a dialogue arranging an appointment.

Work with a partner.Student A call Student B. Check it’s a good time to call.

Ä

Try to find a time and place to meet. It’s difficult because you’re both very busy. Eventually you succeed.Ä

Finish the call by confirming the plans.

You might have to call back to cancel the arrangement. Look at the pairs of words in the phrasesbelow. Decide if only one is correct, or if both are possible.

Now have a second call with the same partner. Student B calls back to cancel and rearrange theprevious meeting.

Arranging a meeting2.5 Business Builder


Worksheet

A

B

C

D

A: OK. I think that’s (3) all/everything.B: (4) Right/So, I look forward to (5) see/seeing

you here in Tokyo next Wednesday. Give mea (6) call/ring if you have any problems.

A: Right, I’ll do that. Give my (7) regards/bestwishes to Mr. Koyama.

B: OK. I’ll (8) tell/say him you called. Goodbye.

any time make suit confirm sounds busyget back to about should until manage

I’m sorry but I can’t (1) make/manage the meeting next week.Would you (2) mind/matter if we put the meeting (3) back/off to the following week?I (4) must/should apologize again. I’m afraid it’s completely (5) inevitable/unavoidable.


AIM.To practise a telephone call discussing a schedule for acompany visit.


PREPARATION.Make one copy of the worksheet for each student in theclass, and fold or cut them across the middle.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write up on the board Arranging a company visit.

Explain to students that they will practise a phonecall to discuss plans for a company visit. Elicit afew phrases for the beginning and end of the calland write them up on the board. Possible phrases:Beginning: Hello? Is that ... ? How are you? Is this

a good time to call? I’m calling about …End: So, I’ll meet you on ... at ... (confirm plans). /

Thank you very much for all your help. I’mlooking forward to ... .

2 Divide the class into pairs and appoint visitors andhosts. Explain that the host will talk about theirreal-life company.

3 Distribute the correct half of the worksheet to eachstudent, either folded over or cut. Give the studentstime to read their own instructions. Check thatStudent A knows B’s (real) company, country andtype of business so that he/she can prepare thequestions. Ask the students to prepare the writteninformation individually, and circulate and checkthat it is appropriate.

4 When the students are ready, ask the pairs to sitback to back (or use a telephone if you have thisfacility). Start the activity, circulate and make a noteof good/bad language use.


6 Hold a short feedback slot.7 Now, or in the next class as recycling: The hosts and

visitors change roles and repeat the activity. Holdanother short feedback slot.

2.6Arranging a company visit Teacher’s Notes



Student A: Visitor

Before the call, write down:

■ the number of your flight and its arrival day and time –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ how Student B will recognize you at the airport ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ your requirements for a good hotel (business services etc.) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ some questions about the schedule, or things you want Student B to arrange for you

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Student B: Host

Before you begin, write down a brief programme for the visit with times, places and things to see/do.

Schedule

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Arranging a company visit2.6 Business Builder


Worksheet

You are going to Student B’s country to see his/her factory/offices and his/her new products.You will receive a call from him/her to finalize arrangements for the trip. You have alreadybooked the flight. Let him/her organize the hotel and anything else necessary.

Student A is going to visit you in your country. You are going to take him/her to yourfactory/offices and show him/her your new products. You will call him/her to:■ find out when he/she is arriving (day? time? flight number?)■ offer to meet him/her at the airport■ book a room in a good hotel for him/her■ describe briefly your plans for the visit: the tour of your factory/offices etc.■ find out if there is anything else Student A wants you to arrange


AIM.To practise a telephone call involving informationexchange and a discussion of sales and markets.



PROCEDURE.1 Write up on the board the numbers 1,000, 1,005,

1,050, 1500, 1,505, 1,550, 1,555. Revise how to saythe numbers. Then elicit a few phrases for checkinginformation on the phone such as:Have you got that?–Yes, got that/Sorry, can you say it again?You may also need to quickly revise the opening ofa telephone call. Possible phrases:Good morning. This is ... . Can I speak to ...?I’m calling about ...

2 Set the scene: explain that the students will work inpairs to make a telephone call. Head Office will calla foreign subsidiary to talk about sales figures, andthere will also be some discussion of sales andmarketing of a specific product line. Divide theclass into pairs and appoint As (Head Office) and Bs(foreign subsidiary).

3 Give out the correct half of the worksheet to eachstudent, either folded over or cut. Give the studentstime to read their own instructions. Ask the studentsto prepare the written information, and circulate andcheck that it is appropriate. (Option: group togetherpairs of students with the same role and ask them toprepare the written information together).



6 Hold a short feedback slot.7 (Now, or in the next class as recycling) The As and

Bs change roles and repeat the activity. The Bs canwrite in some different sales figures before startingthe call. Hold another short feedback slot.

2.7Yoghurt sales Teacher’s Notes



Student A: Head Office

1 You need to know some sales figures for fruit yoghurt in your colleague’s country last month.Have a pen ready and check the information carefully.

2 You want more profit from this foreign subsidiary. Profits from yoghurt are lower than in othercountries. Find out if it is possible to raise the price of yoghurt and get more profit.

3 Find out about the future of the yoghurt market in your colleague’s country. Before the call thinkof one or two questions to ask:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Student B: Foreign subsidiary

1 He/She needs some information about the sales figures for fruit yoghurt in your country lastmonth. The figures are below.

2 He/She will want to discuss the prices of your yoghurts. Try to persuade him/her that you shouldkeep the prices more or less the same for the next year.

3 He/She will ask you about the future of the yoghurt market in your country. Before the call thinkof one or two ideas for developing the market:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

North region Centre South region Total

strawberry 1050 1290 1200 3540cherry 2000 1975 1580 5555banana 1465 1745 1490 4700


strawberrycherrybanana

Yoghurt sales2.7 Business Builder


Worksheet

You work at the Head Office of Superstores, an international supermarket chain.Make a call to one of your foreign subsidiaries. You are calling for three reasons.

You work for a foreign subsidiary of Superstores, an international supermarket chain. Receive acall from Head Office in another country. The person from Head Office will want to discussthree things.



✄


AIM.To practise making/receiving a telephone inquiry abouttrains and flights.


PREPARATION.Make copies of the Student A worksheet for half theclass, and of the Student B worksheet (next page in thisbook) for the other half.Bring in to the class a credit card (e.g. Visa, Mastercardor American Express). See stage 3 below.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write on the board Travel information –

trains/flights. First ask students about trains:■ what kind of fare structure do they have for

train tickets in their country?■ are there tickets where you cannot travel at

certain times or on certain days?■ is it possible to book a ticket by phone in

advance? what about a specific seat?Then ask similar questions about flights.

2 Tell the students that they will practise twotelephone calls, the first asking for informationabout trains and the second about flights. Write upon the board the two headings Making an inquiryand Receiving an inquiryand elicit and write up afew phrases for each (see bottom of worksheet).

3 Write on the board Which card do you want to use?under the heading Receiving an inquiryand thewords Valid from MM/YYand Expires end MM/YY.Point to the information on your own card. Ask thestudents to find the information on their cards.Check the meanings of valid (legal) and to expire(to finish). Ask students what the noun from thisword is (expiry) and write on the board the questionWhat is the expiry date?under the headingReceiving an inquiry.

4 Divide the class into pairs and appoint As and Bs ineach pair. Distribute the correct worksheet to eachstudent. Refer to the sheets and indicate that theyhave instructions for both the train information call(Situation 1) and the flight information call(Situation 2). Ask the students to read through bothsituations carefully. Circulate and help withvocabulary.

5 Tell the students that they are going to practise thefirst call, Situation 1. Check the instructions byasking who is going to make the call (Student A).Ask the pairs to sit back to back (or use a telephoneif you have this facility). Start the activity, circulateand make a note of good/bad language use.


7 Hold a short feedback slot.8 Tell the students that they are going to practise the

second call,Situation 2. (Note that each studentkeeps the same worksheet). Check the instructionsby asking who is going to make the call (StudentB). Ask the pairs to sit back to back (or use atelephone if you have this facility). Start the activity,circulate and make a note of good/bad language use.



2.8Travel information Teacher’s Notes



Situation 1

Call the Passenger Information Service of British Rail. Find out about trains from London toManchester. Have your credit card ready to book a seat.

Situation 2

You work for the Oxford Street Travel Agency. You will receive an inquiry about flights from anothercountry to London. Study the information below before you receive the call.

Times Two flights a day, arriving London 09:30 or 17:45Airport HeathrowFares APEX £150 No changes allowed

Standard £180 Changes possible up to 24 hours before departureBusiness Class £260 Changes possible up to one hour before departure

Better quality food. More comfortable seatsBusiness Plus £300 As for Business Class, plus:

– access to executive lounge– passenger can arrive 20 minutes before departure

Credit card Name:details Card:

Card number:Expiry date:

Travel information: Student A2.8a Business Builder


Worksheet

Times –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Station –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Meals available –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Fares –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Making an inquiry (Situation 1) Receiving an inquiry (Situation 2)

Travel Information. How can I help you?I’d like some information about ... Let me see. I’ll just look that up.I’d also like to know what/if ... Can you repeat your question, please?So, ... (repeat information to confirm) Which card do you want to use?

What is the expiry date?


Situation 1

You work for the Passenger Information Service of British Rail. You will receive an inquiry abouttrains from London to Manchester. Study the information below before you receive the call.

Times Trains to Manchester leave every hour on the hourJourney time is 21/2 hours

Station Euston StationMeals Lunch is available from 12:00 to 2:00

Snacks are available at other timesFares Standard single £55

Standard return £60Day return £40 Passenger has to return on same day

Passenger cannot travel between 08:00 and 09:30Saver return £45 Passenger can return any time during next two months

Passenger cannot travel on a FridayCredit card Name:details Card:

Card number:Expiry date:

Situation 2

Make a call to the Oxford Street Travel Agency. Find out about flights to London from the countrywhere you live. Have your credit card ready to book a seat.

Travel information: Student B2.8b Business Builder


Worksheet

Times –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Arrival airport –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Fares –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Receiving an inquiry (Situation 1) Making an inquiry (Situation 2)

Travel Information. How can I help you?Let me see. I’ll just look that up. I’d like some information about ...Can you repeat your question, please? I’d also like to know what/if ...Which card do you want to use? So, ... (repeat information to confirm)What is the expiry date?


AIM.To practise a series of sales calls between customer andsupplier.


PREPARATION.Make one copy of the worksheet for each student in theclass, and fold them across the middle.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write up on the board Office furniture: customer

and supplierand underneath write the word Terms.Elicit the meaning of terms(the conditions of anagreement; the price and payment arrangements).Then write on the board the phrase First-timecustomers pay X% on order, with the balance Ydays after delivery. Ask the students what aretypical figures for X and Y in a commercialsituation in their country. You may also need toquickly revise the opening of a telephone call.

2 Set the scene: explain that the students will work inpairs to make three telephone calls. A customer willcall a supplier to find out about new office chairs,and there will be two further calls. Ask the studentsif they can guess what the second and third call willbe about (but don’t tell them or spend too long onthis). Write up on the board the names of the threetypes of chairs (see worksheet). Explain vocabularyas necessary. Divide the class into pairs and appointAs (Customers) and Bs (Suppliers).

3 Give out the correct half of the worksheet to eachstudent, either folded over or cut. Refer to the threecalls on the sheet and say that at the moment thestudents should only look at the information in thebox and Call 1. Give them time to read theirinstructions.



6 Hold a short feedback slot.7 Ask the students to look at Call 2. Establish that it

is a few weeks later (this is written on sheet). Givethe students time to read their instructions. Whenthey are ready, ask the pairs to sit back to backagain (or use the telephone). Start the activity,circulate and make a note of good/bad language use.


9 Hold a short feedback slot.10 Before asking the students to look at Call 3, tell

them that there is going to be a problem. Ask whatpossible problems the supplier could have, and elicit(amongst others) that the workers in the factorymight ‘go on strike’. Ask how the supplier wouldtell the customer this information, and elicit andwrite on the board a few possible phrases such as:I’ve got some bad news, I’m afraid. The workers in

our factory have gone on strike.We’re doing everything possible.I really am very sorry about this. I’ll let you know

as soon as the problem is over.11 Ask the students to look at Call 3. Establish that it

is a few days later (this is written on sheet). Givethe students time to read their instructions. Whenthey are ready, ask the pairs to sit back to backagain (or use the telephone). Start the activity,circulate and make a note of good/bad language use.



Note. Additional telephone role-plays betweencustomer and supplier can be found inBusiness Builder module 8 ‘Company,products and customer relations’. See worksheets 8.4 ‘Dealing withcomplaints’, 8.9 ‘Selling mobile phones’,8.10 ‘Selling your products on thetelephone’, 8.11 ‘Apologize, explain andoffer’ and 8.13 ‘Dialogue building:complaining and apologizing’.

2.9Office furniture Teacher’s Notes



Student A: Customer

Call 1 Make a call to a supplier of office furniture. Ask for a quotation for:

■ 2 executive armchairs■ 16 conference room chairs (Note: You want these chairs in your company’s colours. You can send a

sample to show the exact colour.)■ 4 typists chairs

A few weeks later ...

Call 2 Make another call to the supplier. You have not heard anything since your last call. Find out when thechairs are going to be delivered.

A few days later ...

Call 3 Receive a call from the supplier.

Student B: Supplier

Call 1 Receive a call. A customer will phone about some of your products. Try to get an order. Don’tforget to write down the customer’s name, company name and address for your files.

A few weeks later ...

Call 2 Receive another call from the customer. You are having a few problems obtaining the colourhe/she wants.

A few days later ...

Call 3 Make a call to the customer. The workers in the textile factory that make the fabric are onstrike. Explain that there will be a short delay.

✄

Office furniture2.9 Business Builder


Worksheet

You want some new furniture for your office. Your company is called McGill & Sons Limited and youraddress is 15 Beauleigh Court, London NW3 5HZ.

Your company supplies office furniture. Your main products are:

■ Executive armchairs £800 each■ Conference room chairs £300 each (customers can choose their own fabric colour)■ Typist’s chairs £150 each

Terms■ Discounts available for large orders.■ First-time customers pay 25% on order, with the balance 30 days after delivery.■ Cost for customer’s own fabric colour is 50% extra.


AIM.To practise a series of telephone calls related to bookinga restaurant table, asking questions and checkinginformation.



PROCEDURE.1 Write up on the board The Lucky Lobster

Restaurant. Elicit/draw/mime what a lobster is. Askif any of the students have ever eaten lobster. Askthem what kind of restaurant they think The LuckyLobster is (establish that it is expensive and a goodplace to take clients).

2 Explain that the students will work in pairs to makethree telephone calls. A customer will call themanager of The Lucky Lobster to book a table. Askthe students if they can guess what the second andthird call will be about (but don’t tell them or spendtoo long on this). You may need to quickly revisethe opening of a telephone call.

3 Divide the class into pairs and appoint As(Customers) and Bs (Managers). Give out thecorrect half of the worksheet to each student, eitherfolded over or cut. Refer to the three calls on thesheet and say that at the moment the students shouldonly look at the information in the box and Call 1.Give them time to read their instructions and ask theManagers to think of a ‘Dish of the Day’ and writeit in the space.




is next Sunday morning, after the meal (this iswritten on sheet). Give the students time to readtheir instructions. When they are ready, ask the pairsto sit back to back again (or use the telephone).Start the activity, circulate and make a note ofgood/bad language use.



is the same day, a few hours later (this is written onsheet). Give the students time to read theirinstructions. When they are ready, ask the pairs tosit back to back again (or use the telephone). Startthe activity, circulate and make a note of good/badlanguage use.



2.10The Lucky Lobster Teacher’s Notes



Student A: Customer

Call 1Make a call to the restaurant.

■ You want to book a table for four people next Saturday at 8 o’clock.■ There may be one extra person. Can you let them know on Saturday afternoon?■ Do they have a special ‘Dish of the Day’ on the menu next Saturday?

Next Sunday morning, after the meal ...

Call 2 You enjoyed your meal and drinks at The Lucky Lobster last night. This morning you checked theVISA receipt in your jacket pocket and it says £280. You are sure the meal cost a lot less than this,but you can’t find the bill. Call the restaurant.

The same day, a few hours later ...

Call 3 You are now at the airport and your plane leaves in 30 minutes. You can’t find your diary. Call therestaurant – maybe you left it there. If they have your diary give them your name and address so theycan send it to you.

Student B: Manager

Call 1 Receive a call from a customer who wants to book a table.

Next Sunday morning, after the meal ...

Call 2 Receive another phone call from the customer. You remember this person from last night. On his/hertable they ordered a lot of expensive drinks after their meal.

The same day, a few hours later ...

Call 3 Receive another phone call. It is the same customer, with a problem. Help in any way you can. Havea pen ready to take the customer’s name and address if necessary.

The Lucky Lobster2.10 Business Builder


Worksheet

You are entertaining some important clients next Saturday, and you want totake them to The Lucky Lobster – the best restaurant in town.

You are the manager of The Lucky Lobster – the best restaurant in town. Notice the followinginformation from your bookings schedule and fill in the ‘Dish of the Day’:

Saturday7:30 – 11:00 p.m. Two football teams booked.

Only one free table (four people).

Dish of the Day: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

✄


AIM.To practise asking for and giving information aboutfacts, figures and plans.


PREPARATION.Make copies of the Student A worksheet for half theclass, and of the Student B worksheet (next page in thisbook) for the other half.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write on the board Pacific City – Host to the World

Games. Tell students that Pacific City is animaginary city that hosted the World Games (also imaginary) a few years ago. Ask students: – what impact they think a major sporting eventwould have on a city in terms of employment,infrastructure etc.,– what would happen after the event finished.Students may know of cities in their own regions ina similar situation.

2 Tell the students that they will practise a telephonecall between the Director of Marketing for PacificCity and a journalist. The journalist is interested inthe future of Pacific City. Divide the class into pairsand appoint As (Director of Marketing) and Bs(Journalist) in each pair. Give out the correctworksheets.

3 Ask pairs of As to sit together, and pairs of Bs to sittogether. These students with the same role nowread through their worksheets together and preparearguments/questions. Circulate and help withvocabulary.

4 Regroup into the A/B pairs who will do the activity.Ask the pairs to sit back to back (or use a telephoneif you have this facility). Start the activity, circulateand make a note of good/bad language use.


6 Hold a short feedback slot.7 (Option) Students stay in the same pairs, but change

roles and personalize the activity. The new journalistnow interviews the new Director of Marketing abouthis/her own real-life city.

8 (Option) Students write their articles. So thestudents who were journalists in the first call usetheir notes to write about Pacific City, and thestudents who were journalists in the second call usetheir notes to write about their partner’s real-lifecity.

2.11Pacific City Teacher’s Notes



Director of Marketing for Pacific City

Local economy

■ The construction of sports arenas andhotels for the World Games helped tocreate jobs.

Hotels

■ New hotels are still being built becauseof the growing number of conferencesand trade shows.

■ The occupancy rate of hotels iscurrently 72%.

Attractions for new companies

■ Location: Pacific City is only 30 minutes’flying time from 70% of the country’spopulation.

■ Excellent road and rail links to everypart of the country.

■ Labour costs are low.

Plans for the futurePacific City wants to become a centre for all sport-related business, for example:

■ Sports goods manufacturers ■ Clothing and footwear companies■ Sports marketing and advertising companies ■ National and international sports events

Pacific City: Student A2.11a Business Builder


Worksheet

Pacific City is the third largest city in your country. A few years ago Pacific City was host to a majorinternational sports competition, the World Games. The event was a great success.

It is now several years after the World Games and you are the Director of Marketing for Pacific City.You have the job of selling your city as a good place to do business. You will receive a telephone callfrom a journalist. Study the information below before the call.

Pacific City – Host to the World Games

’000

0

20

40

60

80

100 New jobs created

’000

0

Number of hotel rooms

0

New companies

50

100

150

200

Year of theWorld Games

Ä


Ä


Ä

20

40

60

80


Journalist

■ Local economy. How did the World Games affect employment in Pacific City? And what is theemployment situation now?

■ Hotel use. How is Pacific City using the large number of hotels built for the World Games? Arethere a lot of empty rooms?

■ New companies. What advantages are there for companies thinking about moving to Pacific City?

■ Future plans. Does Pacific City have any plans for future development?

Pacific City: Student B2.11b Business Builder


Worksheet

Pacific City is the third largest city in your country. A few years ago Pacific City was host to a majorinternational sports competition, the World Games. The event was a great success.

It is now several years after the World Games and you are a journalist who writes for a nationalnewspaper. You are writing an article with the title: Pacific City: does it have a future? Make atelephone call to the Director of Marketing for Pacific City. Make some notes during the call.

Pacific City – Host to the World Games


AIM.To practise asking for and giving information aboutfacts, figures and plans.


PREPARATION.Make copies of the Student A worksheet for half theclass, and of the Student B worksheet (next page in thisbook) for the other half.If possible, set up a telephone and a recording device.

PROCEDURE.1 Draw on the board the diagram at the top of the

worksheets. Ask students what they think itrepresents. Elicit the word merger. Ask whatproblems can occur when two companies merge,and elicit: differences in management culture;differences in product range; loss of jobs.Refer to the company names and ask the studentswhat type of industry they think it is. Write up thewords pharmaceuticals industry. Check the meaningof pharmaceuticals (medicines, drugs).

2 Ask students what are the two main ways thatmedicines are sold. Write up on the board:To doctors and hospitals.Directly to consumers through pharmacies or

chemists (UK) or ‘drug stores’ (USA).

3 Write on the board the word patentand elicit themeaning (the exclusive right to make and sell a newinvention for a certain number of years). Askstudents why patents are important in thepharmaceuticals industry (profits are large at thebeginning but then drop when the patent ends andother companies can make the same product).

4 Tell the students that they will practise a telephonecall between a representative of Pharmalab and ajournalist. The journalist is interested in the mergerand the future of the company. Divide the class intopairs and appoint As (Pharmalab representative) andBs (Journalist) in each pair. Give out the correctworksheets.

5 Ask pairs of As to sit together, and pairs of Bs to sittogether. These students with the same role nowread through their worksheets together and preparearguments/questions. Circulate and help withvocabulary.

6 Regroup into the A/B pairs who will do the activity.Ask the pairs to sit back to back (or use a telephoneif you have this facility). Start the activity, circulateand make a note of good/bad language use.



2.12Pharmalab Teacher’s Notes



Pharmalab company representative

A recent merger in the pharmaceuticals industry

Current situation

■ The patent has just ended on your best selling drug, Diasin, so profits from thisproduct will drop sharply.

■ You will introduce two new drugs onto the market next month: Tiravan, a heart drug,and Lowcol, which reduces cholesterol levels.

■ The merger will result in a cut of 8,000 jobs. The company will compensate employeeswho lose their jobs. The exact details of this scheme are still being discussed.

Pharmalab’s sales after the merger (total $8 billion)

■ Medicines sold to doctors and hospitals 75%■ Products sold in pharmacies without a doctor’s prescription 18%■ Vision care: glasses, contact lenses etc. 7%

Possible future strategies for Pharmalab

1 Increase sales in pharmacies, particularly products where the patent has ended.2 Develop the product range quickly by buying new products developed by other companies such as

biotech companies.

Pharmalab: Student A2.12a Business Builder


Worksheet

Medicell Biotex

Pharmalab

You represent Pharmalab, a company recently created by the merger of Medicell and Biotex. You willreceive a telephone call from a journalist to explain the merger. Study the information below beforethe call. Use your own ideas where there is a ‘?’.

Medicell Biotex Pharmalab

Management Centralized structure. Decentralized structure.culture Head Office managed Projects were managed by ?

all projects. lower-level managers.

Product Focused on medical Sold industrial chemicals as ?range products. well as medical products.

Partnerships Made partnerships with Little interest in making ?biotechnology companies. partnerships.

Medicell Biotex Pharmalab


Journalist

A recent merger in the pharmaceuticals industry

1 Management cultureMedicell had a centralized management structure in which Head Office controlled everything. Biotexwas decentralized. What will be the culture at Pharmalab? Will there be problems for the two groupsof staff who now have to work together?

2 Product rangeMedicell and Biotex seemed to have a different approach to their product range. What was thedifference? What will be Pharmalab’s approach?

3 PartnershipsMedicell had several strong partnerships with biotechnology companies, while Biotex had littleinterest in forming partnerships. What will Pharmalab do?

4 Current situationFind out more about these three points:■ The patent on their best selling drug, Diasin, just ended. What effect will this have?■ Do they have any new products?■ How many employees will lose their jobs as a result of the merger?

5 Pharmalab’s salesThe main sectors in the pharmaceuticals market are listed below. Which are the most importantsectors for Pharmalab?■ Medicines sold to doctors and hospitals■ Products sold in pharmacies without a doctor’s prescription■ Vision care: glasses, contact lenses etc.

6 Future strategyWhat is Pharmalab’s strategy for the future?

Pharmalab: Student B2.12b Business Builder


Worksheet

Medicell Biotex

Pharmalab

You are a journalist writing an article about a new pharmaceutical company called Pharmalab. Make atelephone call to a representative of Pharmalab, using the questions below to help you. Make somenotes during the call.


AIM.To practise a telephone call involving discussion ofmarketing and pricing and the use of persuasion.

TIME.30-40 minutes

PREPARATION.Make one copy of the worksheet for each student in theclass, and fold or cut them as indicated.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write up on the board the heading Agenda for

meetingand the three subheadings:1 Market opportunities: Africa2 Pricing policy3 Senior management vacanciesElicit the meanings of ‘agenda’and ‘vacancies’.Refer to items 1 and 2 of the agenda and elicitpossible areas for discussion in a meeting (marketopportunities: new markets bring opportunity forsales and profit but involve high initial cost andrisk; pricing policy: reducing price can lead toincreased sales and market share but can bring lessprofit and damage to brand image).

2 Set the scene: explain that the students will work inpairs to make a telephone call. Both students workfor the same company, a telecommunicationscompany. One is the Marketing Director and one isthe Operations Director. They will discuss a meetingnext month whose agenda is written on the board.Divide the class into pairs and appoint As(Marketing Director) and Bs (Operations Director).

3 Give out the correct half of the worksheet to eachstudent, either folded over or cut. Give the studentstime to read their own instructions. (Option: grouptogether pairs of students with the same role and askthem to prepare ideas together).



6 Hold a short feedback slot.7 Now, or in the next-class as recycling: The As and

Bs change roles and repeat the activity. Holdanother short feedback slot.

2.13Global ambitions Teacher’s Notes



Student A: Marketing Director

Receive a call from the Operations Director of your company and discuss the meeting. First look atthese notes for each agenda item:

1 Market opportunities: Africa Try to persuade your colleague that developing new markets in Africa is vital for the success of yourcompany.

2 Pricing policy Try to persuade your colleague that your company should reduce the price of its products to gainmarket share.

3 Senior management vacancies You have heard that the current Vice-President for Marketing in your company is going to retiresoon. Does your colleague know if this is true? You would like the job, so try to persuade yourcolleague to say something positive about you the next time he/she is talking to the President of thecompany.

Student B: Operations Director

Make a call to the Marketing Director of your company and discuss the meeting. First look at thesenotes for each agenda item:

1 Market opportunities: Africa Try to persuade your colleague that it is too risky and too expensive to develop new markets in Africaat the moment.

2 Pricing policy Try to persuade your colleague that your company should keep the price of its products the same forthe next 12 months. You have a good reputation in the market and there is no need to cut prices.

3 Senior management vacancies You have heard that the current Vice-President for Operations in your company is going to retiresoon. Does your colleague know if this is true? You would like the job, so try to persuade yourcolleague to say something positive about you the next time he/she is talking to the President ofthe company.

Global ambitions2.13 Business Builder


Worksheet

You are the Marketing Director at Interlink International, a company that operates mobile phonenetworks. You will receive a call from a colleague about an important meeting next month. The agendaof the meeting is:

1 Market opportunities: Africa 2 Pricing policy 3 Senior management vacancies

You are the Operations Director at Interlink International, a company that operates mobile phonenetworks. You will call from a colleague about an important meeting next month. The agenda of themeeting is:

1 Market opportunities: Africa 2 Pricing policy 3 Senior management vacancies

✄


AIM.To provide a framework for practising a phone call ofthe student’s choice.

TIME.Variable

PREPARATION.Make one copy of the worksheet for each student inthe class.Consider which of the two procedures below you willuse.

PROCEDURE (INDIVIDUAL HOMEWORK).1 Tell students that they are going to write a short

dialogue based on a typical phone call that theyhave in their job.

2 Give out a copy of the worksheet to every student.Remind them that they should use a real-lifesituation and personalize the dialogue as much aspossible. Ask them to write the dialogue forhomework and bring it to the next lesson.

3 In the next lesson collect in the dialogues andcorrect them.

4 (Option) Leave one of the dialogues uncorrected,and photocopy one copy of this for each student.Ask students to try to correct/improve this dialoguein pairs. In feedback, listen to all the suggestions forreformulations and discuss with the class which isthe best. Build up the reformulated dialogue on theboard line by line. As a round up, practise readingthe new dialogue aloud in open/closed pairs,focusing on pronunciation.

ALTERNATIVE PROCEDURE (CLASSWORK).1 Tell the students that they are going to write a short

telephone dialogue together in pairs. Use anytelephone call where both students can predict thecontent. For example:■ one of the role-plays from this/another book,

before doing it as a fluency exercise■ one of the role-plays from this/another book,

after doing it as a fluency exerciseNote that it is not necessary to write the dialoguewith the same partner who was/will be involved inthe role-play.

2 Give out a copy of the worksheet to every student.Divide the class into pairs. Explain that the pair willthink of and write the dialogue together, and thatboth students should keep a record of the wholedialogue. Set a time limit for the task. Start theactivity and circulate.

3 Ask the pairs to practise reading their dialoguestogether quietly. Then ask the best pair/s to read outtheir dialogues for the class.

4 (Option) Take the written dialogues from each pairand redistribute them (so the pairs remain the samebut they have another pair’s dialogue). First ask thestudents to study their new dialogues togetherquietly and make sure they can read them. Then askthem to practise reading the dialogues aloud.

2.14Dialogue building: phone call Teacher’s Notes



Write a short telephone dialogue.

Dialogue building: phone call2.14 Business Builder


Worksheet


AIM.To discuss aspects of CVs including content, style andlayout, and then prepare/improve individual CVs.

TIME.50 –60 minutes

PREPARATION.Make one copy of the worksheet and one copy of theExample CV/Resume (next page in this book) for eachstudent in the class.If your students have no existing CV/Resume they willwrite one in section C and no preparation is necessarybefore the class. If your students already have aCV/Resume and simply want to review it, then ask themto bring a copy to this lesson.

PROCEDURE.1 Write up on the board the words CV and Resume

and ask the students what they are. Explain ifnecessary that ‘resume’ is the word used inAmerica. The differences between them are coveredin section A of the worksheet.

2 Give out a copy of the worksheet (but not yet theExample CV/Resume) to every student and askthem to look at section A. Refer to the instructions:it is a silent, individual reading activity. Circulate,helping with vocabulary. When students havefinished reading, have an open class discussion ontheir reactions.

3 Refer to the first line of instructions for section Band give out a copy of the Example CV/Resume.Ask the students to read it and answer the questionon the worksheet (answer: yes, it does follow theadvice given in section A, and is actually more likea resume than a CV).

4 Refer to the instructions in the second part ofsection B. Explain to the students that this is goingto be a short practice interview, and that the maininterview using their own CV will be in anotherclass. They should fill in a few of the gaps usingtheir own ideas, working individually. They caninvent information. Set a time limit of 5 minutes.Start the activity and circulate, helping withvocabulary.

5 When the students are ready, divide the class intopairs for the mini-interview. Elicit and write on theboard a few questions that the ‘interviewer’ can use.Can we start with your education? I see that you

went to .... What exactly did you study there?Can we move on to your last job at .... What exactly

did you do there?So, tell me something about your current job.Can you be a little more specific?Ask the students to exchange their ‘Example CVs’and give them a minute to read through.

6 Appoint the first interviewer and interviewee ineach pair and remind them to change roles andrepeat when they finish. Start the activity, circulateand make a note of good/bad language use. Use theactivity diagnostically to see what language areasthe students will need when talking about/writingtheir own CVs.

7 Hold a short feedback slot, focusing on languageareas needed for section C.

8 Refer to the instructions for section C. If students donot have a CV, then ask them to write one in class orfor homework. If students already have CVs, thendivide the group into twos/threes and ask them todiscuss their CVs, particularly any changes theywould now make having done the earlier activities.They could produce a new version for homework.

Note. If a student has changed jobs manytimes they may want to emphasize theirabilities and achievements rather thantheir work history. In this case, the majorheadings of their CV/Resume will be‘Abilities’, ‘Achievements’, ‘WorkHistory’ and ‘Education’. The ‘Abilities’and ‘Achievements’ sections will drawon experiences in several jobs. The‘Work History’ section will listemployers, job titles and dates, missingout short jobs and putting dates on theright to de-emphasize them.

3.1Your CV/Resume Teacher’s Notes



Study these points about CVs (European style) and resumes (American style). Remember that thereare no fixed rules and it depends on national culture and personal preference.

© Employment comes before Education, and the list starts with the most recent job/course first.© Use short sentences and bullets and leave a lot of white space.© Use action verbs (coordinated ... negotiated ... supervised ...).© Use real results (increased sales by X% ... made savings of £Y).© European-style CVs generally read like continuous text. They often include a short section on

interests, sports etc. and sometimes give the names of referees (people who will give you references).© American-style resumes are more like notes, are only one page long and do not usually contain

sections on interests, sports and references.© Some people like to mention their personal characteristics. The following words are typical:

© Common mistakes include:

■ Using too many long sentences rather than short sentences with action verbs.■ Focusing on skills/abilities and forgetting achievements (concrete things you have done).■ Including irrelevant information: short jobs/courses, lists of conferences etc.■ Making the document too long: two pages (CV) or one page (resume) is usually the limit.■ Stating your current salary.■ Using too many character styles with the word processor. This becomes confusing.

© Recent graduates. If you are a recent graduate you know that at your stage most CVs/Resumes lookvery similar to an employer. For your CV/Resume to stand out you should consider the following:

■ Skills and abilities. Think of occasions in your life where you ‘resolved a problem’, ‘set objectivesto achieve a goal’, ‘met a challenge’, ‘worked in a team’ etc.

■ Achievements. Even if you have just finished university, you can still think of concrete things youhave done in the areas of project work, trips abroad, membership of a Students Association,sports, interests, hobbies.

■ Travel/Sports. Employers like to see travel (showing independence and self-confidence) andparticipation in sports (showing teamwork and sociability).

■ Translating names. Give the real name of the educational establishment and the qualification. Puta simple translation in brackets following the real name.

■ Grades. Every country has its own grading system, so put your real grade and then write it inbrackets as a percentage or indicate the range.

Look at the example on the next sheet. Does it follow the advice given in section A?

In the example there are lots of gaps. Write your name at the top and fill in a few of the gaps (use realor imaginary information). Then give your sheet to a partner and ask each other questions.

Talk about – or prepare – your own CV/Resume.

Your CV/Resume3.1a Business Builder


Worksheet

A

B

C

highly motivated creative friendly and sociable perform well under pressuregood at taking initiatives efficient work well in a team excellent communication skills


Name Telephone NumberAddress Date of birth

Summary More than ––––––––––––years experience in –––––––––––––––––––––––––––––––––––––––– including management posts as

a ––––––––––––––––––––––––––––––––. Currently employed as a –––––––––––––––––––––––––––––––––––––– at –––––––––––––––––––––––––––––––––––––

I am now looking for an opportunity with a multinational company that ––––––––––––––––––––––––––––––––––––– ,

EMPLOYMENT

Current employment

–––––––––––––– present (years) ––––––––––––––––––––––––––––––––––– (company name) ––––––––––––––––––––––––––––––––––– ( job title)

During my –––––––––––––– years at –––––––––––––––––––––––––––––––––––––––– I have been responsible for:

■ supervising a team of –––––––––––––– people.

■ negotiating contracts worth ––––––––––––––––––––––––––––– with ––––––––––––––––––––––––––––––––––––

■ managing the accounts of ––––––––––––––––––––––––––––––––––––––––––––––––––––

■ planning and coordinating marketing campaigns for ––––––––––––––––––––––––––––––––––––––––––––––––––

■ preparing reports analyzing –––––––––––––––––––

■ increasing sales of –––––––––––––––––––––––––––––––––––––––– by –––––––––––––% over two years

■ achieving –––––––––––––% savings in the cost of –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ obtaining –––––––––––––% market share for –––––––––––––––––––––––––––––––––––––––––––––– within one year.

Previous employment

–––––––––––––– –––––––––––––(years) ––––––––––––––––––––––––––––––––––– (company name) ––––––––––––––––––––––––––––––––––– ( job title)

While at –––––––––––––––––––––––––––––––––I was part of a team which:

■ planned the launch of –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ developed a new ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■ achieved –––––––––––––% brand recognition for ––––––––––––––––––––––––––––––––––––––––––––––––––––after two years.

■ organized the installation of ––––––––––––––––––––––––––––––––––––––––––––––––––––

■ initiated a new system for ––––––––––––––––––––––––––––––––––––––––––––––––––––––

EDUCATION

–––––––––––––––(final year) ––––––––––––––––––––––––(qualification) ––––––––––––––––––––––––––––––––––––––––(establishment)

–––––––––––––––(final year) ––––––––––––––––––––––––(qualification) ––––––––––––––––––––––––––––––––––––––––(establishment)

OTHER EXPERIENCE

Computer Skills. Comprehensive knowledge of –––––––––––––––––––––––––––––––––––––––––––––

Languages. Spoken and written English to –––––––––––––––––––––––––––––––––––level.

Personal and Professional References provided on request

Example CV/Resume3.1b Business Builder


Worksheet


AIM.To discuss interview tips and then practise an interviewbased on the students’ own CVs/Resumes.


PREPARATION.Make one copy of the worksheet for each student inthe class.Students need a copy of their own CVs/Resumes forsection B. They can use the ones they prepared/revisedat the end of worksheet 3.1.

PROCEDURE.1 Write up on the board:

Your last job interview1 Describe it briefly2 Talk about one thing you did well3 Talk about one thing you would do in a different

way the next timeDivide the class into small groups (two/threestudents). Ask them to discuss in turn their lastinterview using the three points: a short description(the job, the interviewers, the kind of questions),one thing they did well and one thing they would dodifferently if they were in the same situation again.Start the activity and circulate.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Divide the class into pairs/threes andask them to discuss the eleven points. Finally theyshould think of another tip of their own for point 12.Start the activity and circulate. Vocabulary note:‘buzzword’ = ‘a word or phrase that is fashionableand popular’.

3 Have a brief whole-class discussion to review ideasat the end. In a mixed nationality class there will beopportunities to talk about cross-culturaldifferences. Write up suggestions for point 12 on theboard.

4 Refer to the instructions and role notes for sectionB. Check the meaning of ‘interviewer’ and‘interviewee’ (the suffix -eeis used for someonewho receives something e.g. employee, trainee).Elicit and write on the board a few questions thatthe interviewers can use.Can we start with your education? I see that you

went to .... What exactly did you study there?Can we move on to your last job at .... What exactly

did you do there?So, tell me something about your current job.Can you be a little more specific?

5 Divide the class into threes if possible (twointerviewers and one interviewee), otherwise intopairs. Appoint the first interviewee in each group.Remind the students that they will change roles andrepeat when they finish. Ask the interviewee to givetheir CV to the interviewer/s and allow time forreading. Set a time limit for each interview. Start theactivity, circulate and make a note of good/badlanguage use.

6 As each group finishes, rotate the interviewee andlet the new interviewers look briefly at the new CVbefore they start again. (There is always an optionto leave the final interview in each group for thenext class). Continue to circulate and make a note ofgood/bad language use.


3.2Job interview Teacher’s Notes



Work with a partner. Discuss the following ‘tips’ for a successful interview. Do you agree with all ofthem? Add one more of your own.

1 Before the interview, ask a friend/colleague to ask you typical questions. In particular, practise talkingabout your strong points using concrete examples from your current job.

2 Before the interview, write to the people who will give you references. Tell them to expect a call andgive them a recent copy of your CV/Resume.

3 Arrive 30 minutes early on site and 10 minutes early for the interview. Use the time to walk in thefresh air. When greeting the interviewer, smile, make eye contact and shake hands firmly.

4 Your clothes, shoes and hair need to be tidy and above your normal standard.

5 Keep your answers short, simple and relevant – as you would in other business situations. Interviewsare a dialogue so don’t talk more than 60–70% of the time. If the interviewer wants moreinformation, let him/her ask for it.

6 Occasionally take the initiative and ask questions to show you are interested.

7 Be enthusiastic and positive. Never contradict, argue or interrupt. Never criticize previous employersduring the interview.

8 Don’t be submissive. Treat the interviewer with respect, but as an equal.

9 Don’t ask questions about the salary. If possible, wait for the interviewer to mention it. Ask for higherthan you expect. If in doubt, ask for your current salary plus 15%.

10 Immediately after the interview make notes: write down names, details about the organization, andespecially company ‘buzzwords’. If called for a second interview, make sure you use these.

11 Consider writing a short follow-up letter, particularly after informal interviews where there was noclear job being advertised. Express your pleasure in meeting everyone (list them by name), commenton one part of the meeting (something that emphasizes your qualifications), mention again thebenefits you can bring to the company and why you would like to work there (include companybuzzwords).

12 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Work in groups of two/three. Have a formal mini-interview.

Interviewee Before you start, give your CV/Resume to your interviewer/s to look through.

Interviewer/s Ask questions, listen carefully, ask follow-up questions.

Job interview3.2 Business Builder


Worksheet

A

B


AIM.To write a covering letter and have a mini-interview fora real job.


PREPARATION.Make one copy of the worksheet for each student inthe class.Students need to have a real job to apply for, so do oneof the following:a) Do nothing as preparation, but in the class ask

students to think of a real job in another companythat they would like to apply for, even if no vacancycurrently exists.

b) Find a small selection of real job adverts of the kindthat the group might be interested in, compile themon a sheet or two, and make a photocopy for eachstudent.

c) Bring in some real pages of job adverts for thestudents to choose freely. This is more challengingin terms of vocabulary so have some BusinessEnglish dictionaries available in the classroom.

PROCEDURE.1 Write up on the board Job applicationand elicit the

meaning. Elicit the verb and write up to apply for ajob. Write up the names of the two documents thatyou need when you apply for a job (a CV/Resumeand a covering letter).

2 Follow the procedure that corresponds to a), b) or c)in ‘Preparation’ above:a) Tell the students that they will write the

covering letter for the job they are interested in.b) Tell the students that you have found some job

adverts that will interest them and that they willchoose one and then write a covering letter.Circulate and help with vocabulary.

c) Tell the students that you have some job advertpages that will interest them and that they willchoose one and then write a covering letter.Circulate and help with vocabulary.

3 Give out a copy of the worksheet to every student.Refer to the paragraph summary in the box and theinstructions. Start the activity and circulate,correcting or asking the students to reformulate asyou go. The students write individually. You maywant students to finish the writing for homework.

4 (Option) Leave one of the student’s lettersuncorrected as you go round (explain to the studentwhy), and photocopy one copy of this for eachstudent. In the next lesson, ask students to try tocorrect/improve this letter in pairs. In feedbacklisten to all the suggestions for reformulations anddiscuss with the class which is the best. Build up thereformulated letter on the board sentence bysentence.

5 When the students have finished their letters, tellthem that they will do a role-play in pairs where oneperson is the applicant and the other is a PersonnelOfficer who asks questions based on the letter andthe job advert. Elicit and write up some questionsfor the Personnel Officer:Why did you apply to this company?What do you know about this business/this market/

our products?What interests you most about this job?Why should we choose you in preference to the

other candidates?6 Divide the class into pairs. Ask the students to give

their letters and job adverts to their partner, andallow time for reading. (Note: if you have usedoption a) above there will be no advert so thestudents will have to tell their partner a few wordsabout the job before they begin.) Appoint the firstinterviewee in each pair, and remind students tochange roles and repeat when they finish. Start theactivity, circulate and make a note of good/badlanguage use.


3.3Covering letter Teacher’s Notes



Your CV/Resume will have a covering letter. The paragraphs of this letter might follow the pattern below.

Choose a job advert from a newspaper/specialist journal or think of a real job that you would like toapply for. Write the covering letter for your CV/Resume.

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Covering letter3.3 Business Builder


Worksheet

1 Subject heading at the top of the letter: Vacancy for a Marketing Director

2 Introduce yourself and mention the purpose of your letter. If you saw an advert in anewspaper/specialist journal, say which one.

3 Give your background and experience, and emphasize why you are suitable for the job. Refer toyour abilities and achievements, perhaps linking directly to things mentioned in the advert.

4 Ask the reader to look at your CV/Resume, and focus on one or two key points.

5 Close by thanking them for taking the time to read your CV/Resume and say when you areavailable for interview.


AIM.To practise dealing with difficult interview questions.



PROCEDURE.1 Write up on the board Skills and qualities of an

ideal job candidate. Brainstorm all the things thatinterviewers look for in a candidate and list theideas on the board (eliciting and pre-teaching someof the examples from section A of the worksheet).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to the listof skills and qualities and check the meanings. Then discuss in class the two questions at the end(including the brainstormed ideas on the board forthe first question).

POSSIBLE ANSWERS.First bullet: Perhaps the only skills obvious from a CV are:

Ability to make moneyAbility to work in teamsAnalytical skills

Second bullet: Interviewers ask difficult questions to getevidence of the skills and qualities that do not showon a CV. This evidence can come both from thecontent of the replies and also the way that theinterviewee replies (personal qualities show up moreclearly when the interview moves away from safe,obvious areas).

3 Refer to the instructions for section B. Explain tothe students that this is not an interview (they willask and answer the same questions aboutthemselves in section D), it is a discussion ingeneral terms to prepare for the interview. Dividethe class into pairs/threes, start the activity andcirculate. Have a brief whole-class discussion toreview ideas at the end.

4 Refer to the instructions for section C. Divide theclass into pairs, start the activity and circulate.

ANSWERS.1 c 2 e 3 g 4 a 5 h 6 f 7 b 8 d 9 j 10 iAfter checking the answers stress again that they arejust possible answers, and other ways of dealing withthe questions that the students discussed in section Bare equally valid.

5 Refer to the instructions for section D. Ask studentsto cover section C with a piece of paper, but leavesection B showing. Divide the class into pairs andappoint the first interviewer and interviewee in eachpair. The interviewer asks the questions in section Band appropriate follow-up questions. Theinterviewee should respond in a natural way basedon their own real work and career (it is not amemory test for the answers in section C). Theychange roles and repeat when they finish. Start theactivity, circulate and make a note of good/badlanguage use.

6 Hold a short feedback slot.7 As a round-up, refer back to section A and have a

class discussion about whether students managed to show any of these skills and qualities in theirmini-interviews.

3.4Difficult questions Teacher’s Notes



Interviewers need to see evidence of the following skills and personal qualities.

• Which ones will be clear from your CV/Resume?

• Why do interviewers ask difficult questions?

Look at these typical ‘difficult questions’. Discuss how you would answer them.

1 Perhaps you’d like to start by telling us a little bit about yourself?2 So what have you learnt from your previous jobs?3 What would you say are your strong points?4 And your weak points?5 Can you work under pressure – time pressure for example?6 How do you take direction and criticism?7 It sounds like you enjoy your work. Why do you want to leave your current job?8 So what sort of challenges are you looking for?9 And what are your career objectives?

10 Are you willing to go where the company sends you?

Match the possible responses a–j below with the ten questions from section B.

a ‘Maybe I am a little too perfectionist’. ‘Perhaps I worry too much about deadlines.’ These could beconsidered strong points.

b Your current job doesn’t allow you to grow professionally and you want more challenges. Also, behonest about practical things like distance from your home, job security etc.

c Don’t talk too much. Cover your origins, education and work experience. Then make a bridge to whyyou are there.

d You want to grow and develop, and you want more responsibility. Give some examples: learning newskills, experience of different areas, being in charge of projects etc.

e You have learned the importance of teamwork and of listening to other people’s advice. You havealso developed a good business sense: everything has to be justified in terms of cost.

f You welcome it and listen carefully. It is necessary in order to learn and develop.g Give two or three points like honesty, working well in a team and determination. Say a few words

about each one to make your comments personal and sincere.h Yes, you find it stimulating. However, you believe in planning and good time management to reduce

last-minute panic.i Answer ‘yes’ immediately. Then ask how much travel is involved in the job. You can always not take

the job later if you change your mind.j Say what kind of job you would like about three years from now, and why.

Work with a partner. Ask and answer the questions in section B.

Difficult questions3.4 Business Builder


Worksheet

A

B

C

D

Business skills Ability to make money Ability to save moneyAbility to save time Ability to follow procedures

Professional skills Honesty Pride in your work Ability to work in teamsAnalytical skills Reliability (you can be trusted)

Personal qualities Communication skills Listening skills Self-confidenceMotivation and determination Friendliness and opennessRight for the department Right for the company image


AIM.To practise answering interview questions relating toeducation, previous job, current job and personalqualities.


PREPARATION.Make one copy of the worksheet for each student in theclass.Students need a copy of their own CVs/Resumes forsection B. If they do not have one, they will have to takea few minutes at the beginning of the class to write asummary CV with the dates, company names and jobtitles of their main jobs, and the dates and qualificationsof their higher education courses.

PROCEDURE.1 Write up on the board Mini-interview: your

background and joband underneath these fivephrases in random order:University/higher education After higher educationPrevious job Current job Personal qualitiesDivide the class into pairs and ask the students todecide on the order that these topics would becovered in a typical interview. Take brief classfeedback (there is no correct answer but the orderabove is reasonably typical).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to thegroups of questions 1–6 and compare the order ofthe topics here with the order discussed in the lead-in. Refer to the instructions. Ask students to workindividually at first: they put a tick by the questionsthey want to answer, and fill in any gaps. Circulateand help with vocabulary.

3 Divide the class into pairs. Explain to the studentsthat they should discuss how they will answer thequestions, but it is not a formal interview yet (thiscomes in section B). Start the activity, circulate andmake a note of good/bad language use.

4 Hold a short feedback slot.5 Refer to the instructions for section B. Divide the

class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Ask the interviewee togive their CV/Resume and the worksheet to theinterviewer, and allow time for the interviewer toread the CV/Resume and the worksheet and seewhich questions the interviewee has prepared. Set atime limit for each interview. Start the activity,circulate and make a note of good/bad language use.

6 As each group finishes, rotate the interviewee andlet the new interviewer/s look briefly at the newCV/Resume and the worksheet to see whichquestions have been prepared. Continue to circulateand make a note of good/bad language use.


3.5Mini-interview: your background and job Teacher’s Notes


WORKSHEETS 3.5 TO 3.8.

Worksheets 3.1 to 3.4 provide a comprehensiveintroduction to the topic of Job Interviews, particularlyfor students early in their careers. Worksheets 3.5 to3.8 are for additional practice and recycling ofdifferent stages of the interview, and will beparticularly useful for teachers working one-to-one

with a student who is preparing for a specific jobinterview. Experienced business people with a goodCV/Resume and no problems writing a covering lettercan miss 3.1 to 3.4 completely and just work through3.5 to 3.8 in sequence.


Prepare for a mini-interview. Decide which of the following questions you want to answer and fill inany gaps with your own personal information. Then work with a partner to discuss how you wouldanswer them.

1 I notice that your university/higher education course was in –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– .■ Which part of the course did you enjoy most? Why did you like that subject?■ Did you do a project in the final year? Can you tell me about that?

2 I see that after university/higher education you worked in several jobs.■ One of your first jobs was as a –––––––––––––––––––––––––––––––––––––––––––––– ( job) in ––––––––––––––––––––––––––––––––––––––––––––––

(company). Can you tell me about that?

3 I see that in your previous job you worked as a ––––––––––––––––––––––––––– ( job) in ––––––––––––––––––––––––––––––– (company).■ Can you tell me about that? What exactly did you do there?■ What did you learn from that job?■ Why did you stay so long/so little time in that company?■ Why did you leave?

4 So, your current job is as a –––––––––––––––––––––––––––––––––––––––––––– ( job) in –––––––––––––––––––––––––––––––––––––––––––– (company).■ Can you tell me a little about the company? What exactly do you do there?■ What have you learnt in your current job?■ What personal and professional skills have you developed?■ How have you kept up to date with new techniques?■ What experience do you have of –––––––––––––––––––––––––––––––––––––––––––––––––––––––– technology?■ How would you describe your management style?■ Why do you want to leave your current job?

5 I see that you are currently unemployed.■ Why are you not working? How have you spent your time while you’ve been unemployed?■ Have you had other interviews? Why do you think you weren’t successful?

6 Tell me something about yourself.■ What do you do in your free time? What hobbies and interests do you have?■ What are your strong points?■ What are your weak points?■ Can you work under pressure? Can you give me an example?■ Are you a persistent and determined person? Can you give me an example?■ What have been your greatest achievements during your career?■ Can you describe an important challenge in your life?■ Can you describe an important change in your life?■ What are your career objectives? Where do you see yourself three years from now?

Work with a new partner and have a formal mini-interview.

Interviewee Before you start, give your CV/Resume and this worksheet to your interviewer. Makesure your interviewer knows which questions you have prepared.

Interviewer Use the questions you are given. Listen carefully and ask follow-up questions.

Mini-interview: your background and job3.5 Business Builder


Worksheet

A

B


AIM.To practise answering interview questions about aspecific job.



PROCEDURE.1 Write up on the board Mini-interview: the job itself.

Elicit and write up on the board typical interviewquestions about the job itself (see questions A1–A9on the worksheet for examples).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to the firstline of instructions. Explain to the students that theywill need to think of a specific job in order to do theactivity. Give them two choices:a) A real job in a real company that they would

like (there doesn’t have to be a vacancy in real life).

b) A promotion inside their own company (perhapstheir boss is leaving soon?).

Ask students to think of the job and then write downthe job title and company.

3 Refer to the remainder of the instructions for sectionA. Ask students to work individually at first: theyput a tick by the questions they want to answer, fillin any gaps, make a few notes and add a question.Circulate and help with vocabulary.



class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Allow time for theinterviewer to look at the interviewee’s worksheetwith the job title and company name, clarify anydoubts about this, and see which questions theinterviewee has prepared. Set a time limit for eachinterview. Start the activity, circulate and make anote of good/bad language use.

7 As each group finishes, rotate the interviewee andlet the new interviewer/s look briefly at the new jobtitle and see which questions have been prepared.Continue to circulate and make a note of good/badlanguage use.


3.6Mini-interview: the job itself Teacher’s Notes



Write down the job that you are applying for.

Job title –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Company –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Prepare for a mini-interview. Decide which of the following questions you want to answer and fill inany gaps with your own personal information. Add a question of your own that you want theinterviewer to ask you. Then work with a partner to discuss how you would answer them.

1 Why did you apply to this company? What do you know about our company?

2 What do you know about this business?

3 What do you know about this market?

4 What do you know about our products?

5 What interests you most about this job?

6 What can you bring to this position? Why should we employ you in preference to the othercandidates?

7 You have very little experience in –––––––––––––-------------------------------------------––––––––––––––– How will you deal with this?

8 You appear to be a little young/old for this position.

9 Are you prepared to travel?

10 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


Interviewee Before you start, give the interviewer this worksheet with the job title and company youare interested in and show him/her which questions you have prepared.

Interviewer Look at the interviewee’s chosen job and check you understand what it is. Then use thequestions you are given. Listen carefully and ask follow-up questions.

Mini-interview: the job itself3.6 Business Builder


Worksheet

A

B


AIM.To practise answering interview questions relating toexperience of teamwork, negotiation, planning anddecision-making.



PROCEDURE.1 Write up on the board Mini-interview: your

management abilities. Tell the students that largecompanies often send out a questionnaire aboutmanagement abilities when they call candidates forinterview. The candidate fills in the questionnaireand sends it off before the interview. In theinterview the candidate’s responses are discussed.Ask the students what sort of areas they think arecovered (see worksheet), and how the candidatesshould reply (most such questionnaires emphasizethat they only want real examples, not a general ortheoretical reply).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask students to work individually atfirst: they make notes for any areas that they want totalk about. Circulate and help with vocabulary.



class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Allow time for theinterviewer to check which areas are going to bediscussed. Set a time limit for each interview. Startthe activity, circulate and make a note of good/badlanguage use.

6 As each group finishes, rotate the interviewee andlet the new interviewer/s look briefly at the areas tobe discussed. Continue to circulate and make a noteof good/bad language use.


3.7Mini-interview: your management abilities Teacher’s Notes



Prepare for a mini-interview. Decide which of the following areas you want to talk about and makesome notes, using examples from your own experience. Then work with a partner to discuss how youwould answer each question.

1 Team workGive an example of when you were part of a team. What was the occasion? What were theobjectives? What was your contribution? How did you encourage other team members?

2 Persuasion and negotiationGive an example of when you attempted to persuade other people. What was the occasion? What preparation did you do? What actions did you take? What was the result?

3 Planning and objectivesGive an example of when you created a plan to meet specific objectives. What did you have to plan?What preparations did you make? How did you check progress? Was there a deadline? Did you achieve your objectives by the deadline?

4 Decision-makingGive an example of a situation where you made a complex decision. What was the situation? What information did you use? Why did you choose this information? What did you consider beforemaking your final decision? What was your final decision? What were the advantages anddisadvantages of this decision?

5 Development of othersGive an example of a situation where you encouraged other people. How did you know they werenot performing effectively? What did you do? Why did you do this? What was the result?


Interviewee Before you start, tell your interviewer which areas you have prepared.

Interviewer Use the questions above. Listen carefully and ask follow-up questions.

Mini-interview: your management abilities3.7 Business Builder


Worksheet

A

B


AIM.To practise talking about a real problem situation and itssolution in an interview to show evidence of abilitiesand personal qualities.



PROCEDURE.1 Write up on the board Mini-interview: using a case-

study. Elicit the meaning of ‘case-study’ (a detailedaccount of the development of a particular situationover a period of time). Tell the students that in aninterview it is common for some time to be spent onone particular recent real-life problem that thecandidate has recently dealt with. Ask the studentswhy (it helps the interviewer to get an idea of theabilities and personal qualities of the candidate).Note that even if the interviewer does not ask fordetails of one particular case, the interviewee willbe able to introduce it as an example on variousoccasions.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask students to work individually atfirst: they make notes for each point. Circulate andhelp with vocabulary.



class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Set a time limit for eachinterview. Start the activity, circulate and make anote of good/bad language use.

6 As each group finishes, rotate the interviewee.Continue to circulate and make a note of good/badlanguage use.


3.8Mini-interview: using a case-study Teacher’s Notes



Prepare for a mini-interview by making notes on the following points. Then work with a partner todiscuss how you would answer each question.

1 Choose one specific problem you have faced in your job and explain it briefly.

2 What was the solution?

3 Which professional and personal skills did you use to help solve this problem?

4 How did your company benefit? (Try to give figures if possible).

5 Re-examine your own role in the process. What exactly did you contribute?


Interviewee Talk about the problem situation you have prepared.

Interviewer Use the questions above. Listen carefully and ask follow-up questions.

Mini-interview: using a case-study3.8 Business Builder


Worksheet

A

B


Documents

Business Builder 1-3