In this unit, students look at ways of solving problems.

They begin by identifying the time and place where theygenerally get their best ideas. They read about a

company that encourages employees to makesuggestions and rewards the ones which are adopted'

Students then practise making their own suggestions to

solve specific problems.

In the next section, they listen to a problem-solving

meeting and learn a systematic way to identify a problem,

the objectives and the possible courses of action' They

then learn some problem-solving techniques and aprocedure for holding a problem-solving meeting'

They practise giving each other advice on real-lifeproblems and then read about some more creativesuggestions for tackling problems'

Finally, they work in groups to roleplay a problem-solving

meeting, using the techniques and procedures they have

learnt and based on actual case studies of problems that

major companies have faced.

The grammatical focus is on conditionals with past

reference and the lexical focus is on collocations relating

to people and products.

This first section invites students to decide how good they

are at problem-solving and where and when they get their

best ideas They learn about a company that rewards its

employees' good ideas and have the opportunity to think up

solutions to three real-life business problems and compare

their solutions to the ones the companies actually used'

l

:

Students complete the phrases and decide which ones

are true for them.

Students compare their results with a partner. You might

like to have a class feedback session with a show of

hands for each situation ticked. Encourage students to

give examples of good ideas they have come up with in

the various situations.

Ask students to try to explain the implications of the

Japanese expression in their own words (it is vital for

everyone in a company to contribute ideas because if all

the ideas are coming from just one person, the wealth of

talent possessed by the rest of the staff is wasted).

Focus students' attention on the bulietin board and ask

someone to explain what ideas the company is looking

for Emphasise that it is looking for both big and small

ways of saving money In pairs, students brainstorm ideas

for ways in which their companies could save money.

They then compare their suggestions with others.

El tO.t Play the recording and ask someone to explain

what the idea was

Allow plenty of time for students to discuss their ideas

for solving the three problems Encourage them to think

of more than one solution to each and allow them to

compare with others.

El tO.Z Play the recording for students to listen and

compare their ideas with the companies' solutions. Then

in a class feedback session invite students to comment

on the real solutions.

,.::::,i.|:,,:ti,:::.t rit n::,:xl

- l

$}r*hl*r* **lving is f{ne*irts weys *f g*tting fn*rn wlt*re w* i}!:& t* wh*rs w* we*t{* S{}" Akn Sar&*q ff*w f* S*i?'6stfer M*s$n$s

1 F{ow gooei are yoil a[ probiem-,*olving? Where and rlvhen do yc;u get yorlr bestideas? Cr:rnplets the ftrllorving phrases anel rick those thel arc true lbr you.

i me*tin;is wcrk eJesk elrinksc*Lrrse rnorning1:'o::::'r'*

night sht;wer h*liclaybook i:ath ceurt music

I

l

k

I

m

n

a

b

G

d

e

tg

first thing in tlrt ' r.aornir{

in t l rc mic l t l l t . o f rhc n iqht - - -_

travelling to and from WqlK

at rny dqtK

l ist t ning to Mt^5ic

on the So1r gug_

on the g6spl5 court

aftel a fgq/ drir\kl

relaxrlng wirb a good b,gek

in Drrrlrlc'm-solvinu rpreetixai

rr, l i i lc I irr d^ydre4Mi^.4. I

h

i

,

lying in t nice hot

rvhile l'm taking a

bath

thower

Comp*r* fj:e phrases yr:tr ticked in 1 with e pa,rfllrf.

lhere is a Japanese cxpressicn: :\"orue olfrrs is csstlrdtvt d!.; all af rx. Foll*n'ing rhis iciea, one Americancomparl]; regulariy po$es qucstion$ on a br"rllefini:oarcl ar:d invitcs its si:r,Lf to bridn$t$rn! sLlggt:$tiorl-s.Reacl the bulletin boerC an rhe l*lt.

rX&:rk with e partner. Think e;f ais nrany \rle\i$ a$possible your company cciulel $$ve mone)r" Therrt:ompare yor.rr iel*as with the lest qif tire group.

EI r*,t listen to rhe first iele;l th* company ;rwareleeln $1 ( } t ) hon r r s t r , .

Now reacl tl'ie proirlern$ on thc righr drar drree realcr:rn:piln:i*s f*ced. Tr1 {u $olve them with a par.rner.

E8 l*,* L;is{cn ar:ci compere *aeh c*mpanv! sclutionn'ith yor.us. \X{lal c1o yor,r t}rink *t the real soludonli?

l r " i - ' ' . : , ,' ' r " ' , . : . . :

1 ]rroi:itm-solving lnrcting$ $houlil starl rvitil clear *irjcctiv*s anC er:rl wlth r{*rr

ilr:iions. Lr:ok al th* probl*rrls *nd ohjcttivss ir:i tirc b*x. Conrpi*fe thi:

suggr:sti*ns in cr:iumn J r"rsing lllc phrlses helerv.

a lo shift prcrlu$ir:ir to scxn*xherr: f sel1 it off al * cl.iscr:r"inl

b

d

€

Wl"lat's tlre pncble*n?'! We can't get retail cullets tn

stock cur new prociuct.g Our sole suppliei'is about to

gc bankruptl

& Rising labaur ccsts arereducing prrfite.

*$ Old unsnld stock is slartingLt-r l,iie ;p ,t'r i1--19 1'v;rsho,tses

5 Srrrconc I: irre ccr loany is

passing cn intcrn:ation to thecompeNitionl

likr: $outir-llesi Asi;tta .se.il ii rlirccl online

ticlay thr pg11' prueluct iaunclt

encryplins ouf 1r*sl c*niirlenlial

in&:rn:ation

g r*ising prices

h n'e invr:lvcil tl.rc police

i bougirf thc r:r:rmpany out

c{)mponent$

Wh*t acticln ean wte take?

\&lhat if we d ?Anather cption lv*uld be b

Suppoeing we l_*?Alternalivoly, we eould J-*.

How about a ?"-r

The answer eauld i:e a

\4/hy don't we q _*?Coulcjn't we just f ?

Wllat about e ?Maybe i ls t ime .h-

oflcrcci it en a salc or rrlurn b'r$rs j iust :na:utfacrure o!l{ c\\,'R

Wl'lat's or*r *hle*tive?

lo g*t acc*ss ta lhe custcnrer

1c get ihe supplies w* need

to mainlain or.;r pr*f;t:nargins

to ereste spaee fnr nelv prccluct

l c p rc re t t Jur ; r r t :p r : i l iYu

ac:]vanlege

* W i x.x List*n to rxunet$ h'om ttre mcrfings 'a}:ove lttril rhcck ynur ix]$tv{:rs

* Listcn again encl ansrver thc teillo*'ing {;llestio;'}s:

Axt!:act 1 Whicil of tlLe tr'rtr stlggr$fi{)n$ is betler receiveiJ? b

Fxtract?Wlra ' rv i1}heppeni f : lsr r ju | i r . rn is : r ' r tbund?@rr.

axffa{-rt 3 l{ihy isn'r a price increme an oprion'i l-tll + vqfy pliSe.::gVitive l:t+!]ket.

Kx{ract 4 lrllw' is proriuet d*vek:pn'ierlt rltccting tl:rc slq:ck si{r,ralir:n?

The oroduct develoorrent cvcle it short so old <tock silet uo.

&xtract 5 li.rhet du 1,ns lhink rhe las{ l;re*ker mr*r1s r..,'hen he says 'Pcrhai:s we

C a n c v e l l | r . r r n r ] r e $ i ' | L | , | t i $ n i i l o L i f a c 1 v : i n t a g c , i , ; eirrforuation to the cor',rpetition.

Il*r *ach prcbltm, adr:l *ne

n)orii sllgg*li{krn of y{}Lu: owll.

Comparc t'ith lhc: ofirer

memLrcrs of your grorip. Havc

y{ru evt:r experieuced sitnilar"

probtrcn:s y*ursclfi

Gu h:rck end uulgdlng lhe

five mos{ useful cqrllceatir:ns

in 1 (eg. retail ottt:{et, sfoc* ct

l:rod.t,tt l, la fs*u,t' cr,rslr'). S[]t:li

r r , i l l r ' ( ( l L r J \ J l cn l rXp r t s : i ( ) ns

in your own larrgt:rgr?

{.

**i{***iis.***

4$ :16 So,vinq arqblcms

T e a c h e r ' s N o t e s

I

IiI

IIIlltI

lrI!tII

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I

II

IIII

I

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II

i:

i j * : ( , i , # ' i * {This section looks at problem-solving meetings and languagefor making suggestions.

The box divides the process of solving a problem intoidentification of the problem, assessment of the objectiveand suggestions for possible action. Students completethe action column with the phrases given. Do not checkanswers at this stage.

El tO.g Play the recording for srudenrs to check theiranswers

Play the recording again Students should make notes ontheir answers to the questions. Pause the recordingbeNrreen extracts to allow them time to do this Check theanswers with the class.

;jl

rve thls :

Students work individually to think up one more solutionfor each of the problems in Exercise 1. They thencompare ideas with others Ask anyone who hasexperienced similar problems to tel1 the class about it

**i{**x****

$ Encourage students to compare the collocations theyhave underlined with a partfler and discuss theequivalent expressions in their own languagels_l.

Direct students' attention to the Lexis link on page 110where they will find more useful collocations for talkingabout people and products.

[ive

l

&

we know enough about e-commerce to ^ t: o:t:"

, ^.... C: \}f lell. ler.s rhink. we zlre:clv resrricr access

.'ally dob\ rhink i b.t"..*t e-commetce to .. i^a .ror. down our plants here? wouldn,rT-:ii,i ?n:n*

- ii'r,. .u.i.. it we jusr rried r.o renesoriare

, O,L'Jr* t , Simon. we wouldn'r be herereally don't rhink

: ruth-bast Asia. we ve ralked aboui "' liJt* '' srmon' we wouidn't rie here

::-,*l::Ji.fl':::'il:::L- 'fl1*:':.';Hi,:iii::T.i::::SHi1"' " ::riTlgg:d*1":t-1"'""takel

It ne's. we couro enc up with

'^ ;;;i;;;;^d.";frThis person seems io,isto - l'[-T'*consloerl'rsoutsourcins g;*i:XinJr'r''-'o-ffi'"-"'-..ting. and privare conversarions:i we

A: Now. what on eaflh are we soins to doI

about all this unsold stock pillng"up in rhe ?

i t 's jusL that I can hardly" g#J J,=ir Hliil"qffij:';:''#J]

' '' soon. rhere'll be no space ro' ne* : , , B'Erm.iorry, ir's jusL that I can hardly

:ii,i;,,Uru1fi;il.;#h" ffiill.p1ff*Tlff'.:iy"ro'l or o'd

" !,iflii!i111: :T.^y.._T,::,ved,heok on all their debts? I don't . f

Itsrso'ideas? "'Ylf$f;,t;';:*'"y.'#,::rvedthe

:'ru'il.l:::.:: 1l i::":b'ls? d'n r B:^

;,rt'#,* '"vn utr a* urqr u(Dtbi I qurr L

B: !7ell._ in my opinion. our product iommitted heie.

c, H,.i#i".rv, *. .or.o^iy*---.- $il:',"fl:;:i#:l;."".g;fflll *" ^ :,#:;,.TJlf,li: **:#Jf,T".iffi;Aff'""r

own components ;,,,';h;;;* J-li"i.rr .i"i*e iil"irir,'*""rd do.any good. But. r

. il;;il; ^, +,l:rt a recbnology_driven busir

don't want our spv j whoev6r ir is' ro^

i:l,?*,* ,o ser an in-house producrion l:?:": lf y" g:"-i::rriy,1l v,gl?a" H:r l;ii;:* #ii'il:flie.to' r'd

#;;;;

known,his w* *-*:ffiffi. ^ lygfl:1,.,r,HffJ3#;;1;;,

could have had our orplant up and runrung

T e a c h e r ' s N o t e s

II

I

I

S Students should be able to complete the sentenceswithout listening to the recording agaii, but be prepared

to play it if necessary or ^s away of checking the answers.Then ask them to identify which sentences refer to thepast and present and which only to the past. Allow themto discuss this in pairs before checking with the class.

Direct students' attention to the Grammar link on page110 where they will find more information onconditionals with past reference and practice exercises.

Frob lem-so lv ingtsm h m iq {"r esS Allow students to work in pairs or small groups to

complete the checklist. Ask them to cornment on howuseful they think the checklist is.

g In the same pairs or groups, students match thesentences to the steps in the problem-solving process.Check the answers with *re class and deal with anydifficult vocabularv.

s complete the sentences. Yhey were all in the extrucls you iust ustened to.

'd discounted + weiulcln't have 'cl

wor-rJdn't have + 'd price<l rvar,rld'cJ known + couid have

heen + wor-rldn't J:ehave + 'ci thou.ghr

--**'**1I

IillI

illor{:

l:rad our

I \fb wouldrr't have*. tlris prqblem if we 'd.nryqed

,_-_ rhe pro6uctsensil:iy in the .firsr pl*ce.

2 If we 'd

knowr tl i is was going to irappen. wc cor,rld haveown proilucfion ptrar:t up and mnninp;lry now.

g lf we 'd

bee,r able to get the unions to accept a lnwer pily offer, John,$re would^'t be consiclering oriKourcing to dsifi..

ff rve ld d-irso,4ltqd ir sooner, we wqbld^lt hAve had ro be so generous.

I woreld have caltrecl thc pr:lice ln ah"cacly it I 'd

thou{ht it wourd. doany gooci"

\Shich of the scntences ahove rcfer

a trl fhe pas! and present: n n i3 b only to th* past? ru i3

Wrsph $ wm *ww$w$ $3 W €*ffi fu irx { q &,$ ffis$ Dr: you have a special prr:eedure flor dealing with more co*rplex prr:blems?

Ci:mplet* the checklist bek:w using t1re verts in the boxes:

4

5

1, * 4 revien" define s*ieet

5 * 12 invite *ssign brenkeliminet* criticise

hrainstor:nerplcre c1r*w up fe${at*

Step Two: braiMtorpr ideas {4

$tep Four: 3]lgSt , the best solution {4}

invite €veryon€ tc speak i7)qlict1g ncthinE at this stag* {8)

dtot{ !4p - an action plan {11)ry44l, riiflerent tasks to differcnt people i12)

* The fi:ll*wing $cntrnces were used in a probleirr*solving rn{retins, Dcciele at*ldch $tep in 1 ear:h $enren{:e w-as used.

tlrt*t,

l

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' g . o{

'1 \\brk in gror"rps. Xlhr! surt of er.*11:rh1: proltLrms da vr;Lt iilec *t ur*fk? \*'ritc

cioln cn $eFarirtr slips of ilaper l-rri{} or fhlcc ef lhr: t{)tlghe$t prolilcm$ y{)tl

h*r'e fr {le3} lrrltl}. I}e sJ:ccilic"

$x'ap p*pcr r*-if.h '.tnothtf grcup. Read or-rt th* problcnes ol:c by onc il'nd

diii*lss wirh yollr group horr. rirey cor-rkl bc sclrreri.. !{irile elcrvn anv sltsgfstions

o* the lrrck of rhe pepets.

* trt'l,urn the papers tc.) dreir r:riginatr Qwllcf$. Was enY of tl:* *dvir:e r.rsel*I.?

*r"x*'i.lvi'x,y''i I-{u$'in-rpol{*ni iri rfc*tivil}' in prohlcrn-lr;lving} \x't:r-}s in gr{}rlpti. Each gr*ltp

rs1(ls ;r riilier*nt piele of *dvice on he.rtr, lo l;tllt'e problems ctcelir;ti!.

* llorm grr:ups s..iti:

of lr,hat yor-r reacl.

rvhich srrccesstull.r

peopl* rvh* r'cad .litfel{ilt lr:xts. Givt cilch oihcr a sumillllry

Whicl-r is lhe besl aclviccl 1.)o y*u knurv r:f olher cr>rnp*;nies

ubt' thrsr meth*cls?

t | 1B Sc lv in l n rob le rns

T e a c h e r ' s N o t e s

f f i rsctrvdav mrshEen'lss.*This section gives students practice in taking real-lifeproblems and making suggestions for ways of solving them.Because the problems come from the students themselves,this will seem more authentic and they should tre motivatedto try to solve the problems.

GXvivxg *c*vt**

1 Make sure the problems that groups write down are quitespecific but clearly explained, particularly if they dealwith technical matters in industries which students inother groups may be unfamiliar with.

2 rff/hen students are writing down advice, remind them ofthe structures in the action column in the chart on page68 which they might find useful for making suggestionsand giving advice.

3 In a feedback session, find out ifstudents thought any ofthe advice was useful

ff irmmt$w$tyIn this section, students read about some creative ways ofsolving problems. They summarise what they have read anddiscuss whether any of the advice is likely to be successful'$ Establish that creatiuib) is the ability to do things in an

imaginative and original way. Creative problem-solvinginvolves thinking of a problem in a different way in orderto come up with a new solution

Divide the class into groups and make sure that eachgroup reads a different section ofthe text or, ifyou havemore than three groups, that every section of text is readby at least one group.

S Each new group should have at least one member whoread each section of the text They take tufns to give theother members of the group a summary of the sectionthey read.

They then discuss which they think is the best advice andwhether they can give any examples of companies whohave successfully used these methods.

- r ^ ^ ^ 1 . . ^ " ^ N t ^ + ^ ^l U A l , l l C l - l \ \ r L U -

{ '}ms* stu*i*sAgain working in groups, students choose a case study andhold a problem-solving meeting following the procedure theyhave already looked at. They then listen to a recording ofwhat the companies actually did

S Remind students of the four-step procedure they studiedon page 69 Divide them into groups of four to skpeople and allow them to make their choice between thecase studies Try to ensure that at least one groupchooses each case study, though this is not essential.

Students work through the steps given here, conduct theirproblem-solving meeting and then summarise the problemand their proposed solutions for the rest of the class

This will take quite a lot of time, so you might want to setsome of the preparation for homework

:* El tO.+ Play the recording for students to listen andcompare their solutions with what the compamesactually did. Ask them to say if anything is relevant totheir own iines of business and to explain in what way

i::,ii

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ar ly the key to to a l lend wi th Har le l execut i r es r i r( r 'ear ing an the hca. l ofeach convoy By lo8o,jnthiiilasts,,. .. ,

' .waq. 4galn,the:nurir.bei..oite. hqar'f/l|

4t:!egend: :',,,compaqy,in.!he,.U5,w@,i59,020'!

""s ibl" to Today it's sriJl gmwing by 8 to

ili.i';flKi!] .,.lr',. . .::;njmrin,o.iai;1id'.i;T;i ;f riiiil:i;

; i 1G sotv ing problems

*m** xtr*e"$y "'{

f f imww stm*imm$ Wcdr in groups, Chor;se a ch.airpers*n. tlsing the proceelure on page {i?, irolci a

meeting to nr:lvc the pnrhrlem in eideer Case sn:dy 1. or Case st*dy ? bclow.

. Rcad parugraph one . X,lrtl else clo you knr:r. *l:nur this brniness?r l{eacl paragrap}r tsro, \Vhirt's your immediete rc$ponse t* the prol.ilcm?

" Reaci par*graph three. lt shouid git'e yeru some exlra :idess on how to s*li,ethe prol'llcm.

" Concluct a problem-solvir:rg n-:eefiirg with ycur Sorlp.r Sunurtadse ahe prt-rlrlcrn lnd y'olLr solutions for the r;ther group or groups.

Find aur if drcy agree rltth you.

X EI xg,,if ti$fcn to thq ca*sc$e to find our wh*t the c*mpaniss actually c1icJ. \Krere

yaur sugsestions similar? ls fhere anyhing in the case srudies w]iieh is relevantte y*ur own line of business?

*mm* xt**y X&w $xxxwge prxxb$cxxrx x*$Selrxxx*x*gr Swgxxm*

Tke cornpanyH*nn*ssy Csgnac has a long and

s eolourJul history gcing back to-1 765 when lrishman and war

101 0

*& qxxm$$*y pe*fu$s$xx*at llSxn$ey*$**w$q$w*sx

Yhe companyHarley-Daviclsan is mor* than

r lu$t a rnotofcycle company.li's a legcr:d. Tl,e firm's

1 5

website says it all: 'lt's one thing fcx custcmers to truyyour preduct lt's another icr them to laiico yo$r namecn th*ir bndies.' f:ealtrred in cult movies lik* Fasy frld*rand brandetretched to inclueje everylhing from cowiroyhats to rJeocJorant, tl"re Harl*y is an American icctt testand alongside Coke. Levis and Marlboro.

Tlre ehallenge Birt in the mirj 80s the ccrnpanywas in f:ig lroubie- Faced witlr strong competjticn fromJepan and unahle to k*ep costs down without affect nEqLlality, Harley was steadily losing nrark*l share tocopyeat models manufactured i:y Hond*, \?nraha ancJKewasaki, Thanks to,iust-in'time production nrethodsand a simpler rnanagemenl structilre, it se€med thateverything the A;rrericans r:orrli clo the .iapnrtrse couldejc bett*r ancl rnrire cheapiy. ,& tlooi:l of Japan*seinrpo$s wes evsn $tarting to worry the Reaqanadministration in Washlngton. lf'lew Harfey-DavirJscnCLO Richerd Teerlink had tc come up with a r*scueplan - and fasil

The oppcrtunity one tlring'lb*riink kn*w wasthat the avereg€ age r:f the Hariey rider was increasing.It was no lcnEer a young blLre-coll*r workels i::ike- i"tiqhprices had $een to that, Now rniddlo-aged bankers,accountant$ anci lawyers ,'vanted tc swap theirh:uslness suits lor biker leathers at the weekenc{ and goin Eearch o{ freedorn-. These people lveren't in a hurryta take delivery cf their i:ikes, as long as it was wodhthe wait, and 75% of them maeie repe,at purchases,They adn:ired the superior engineering of the Japanesel,:ikes, but they realiy didn't want to buy Japanese *

iheyjust n*eded a good reasr:n not to.

hero, fiiehard Hennessy, leti the arnry end starteC thecornpany in Franee. lb.lay it is *ne cl the pi'emiurnbrands ownecl by foctl and drinhs giant. Diagec, wlros*cther famous narnes includ* Guinness. Garelon! gin,Donr Ferignon champaglre and Johnnie Walker's whisky,

The ClrAllehge But in America in the rnid SOsHennessy had a serious lrnaqe preiblem. Perhapsbesquse of its greal tradition, Henn*ssy was reqard*das an after-dinner drlnk for eld nren, bcres, snobs *

eveqdhing the young emirilicus A.merican protessionald*linikly did nct want ic b*corne. Conrpar*d with iheever-popular gin and lcnlc anC other mcre exoticcccktails, selee of l-lennessy looked pcsilively horizcntal.Ccnventional advertising and poini-oteale pron:otionsseeneC to have little sfiect. The merketinE t!:an etDiageo ne*Ced tc devis* a truly criginal eampaign ifthey were going tc revefse a slow clecline in sal*s,

The oppoKunity You'rc nnt paying attenticn.Nobocly is. These days there's s{l rnuch inarketing hypeit's impossible to take it all in. lts eslinrated that we allse* around 3,0C0 advertisirg messeges every Cay li'ornbillbeards to T-*hir1s, br-rmperr etickers to webpagebanners, and the nel result is that we take no notice *tall. Particularly in sophisticated luxury gcods rnarkets,streQht advertising iust cloesn't wo*. anymore. WhaitJogs seem tc work ia peer pressure - seeing wlrat curfricnds and colleague* *re doing and dcing the s6rne.Fusy peopl*, espoeially, den't like their lives heinginlerrupteci by stuplcl eomnrercials. flut that clce.nlr'i

1 a

30

mean they can't be persuaded, as Diegeo discovered.

,",,X

. ' l

A rn*r:ts 9*s* {x}il*t b* p:l*xt** in hi* **untry, bxt }rix e*y*x sh*u{d s{,}zu{*}r th* rv*ri*.***rg* $*rley*i:r4 p*li*s*p**r *nd lyrif*r

Jlcad {hc list Lrelnx,. \&;'}rlrt pcinr afe thc}r all r:r*king about nali*nal ci;ltr:r"es"i

Ille! you krroxr th:r{ .""s there af{ more &{anchsster United footbull sL:rFp{Jrlrrs in China th.an {here are

in Mtnchester?* lirlinci:'s l':iggest frlt]*st altr*cliirn is ne.rt i.hc nif}el Tnx,e\ but jfisnetland?, Rornani;l's higgest {orlrist allrac:tiiln is not l)r;tcr_il*'s c*stlc, hirt * replica r:f

ihc r*ne-'h in the ifY series, flalktil* in llrit:rjn :nore peupl* x'ork in Ind:ian rcstaurants {herr in sieci. rnining ancl

shipi:uilding E:rinrbinerl?' lhe tl:reme son;1 for haqi leader Saddarn Husscin's 54th l:irrtrclay paflr il,.'35

$runk $inatre's,rl{y lVrry?

Is tlris wi'rirt we nlLen iry globalisatie"rni,

l}iscuss rhc: lbllnwing nve; opini**s wlith a pa$ruf. t&rl-lich *ne is clr:scr tu ycurcw:r pni*t c;l'r'ier.?

& 'As httsiness tnd the uteeii* ghb*lise, end rv* irlL eat th* sarxe fi-rr:cl, rl.ear theseme clr:tl-rcs :rnd n'aleh lhc sante filnrs. rrr,e a|c *11 in danger of becominglhe santL a$ ct{:rviine elsf,'

b 'Globalisarion is ir,rst aha*t seiljnSl produc* ancl scrvir:es to a conncctc{iwod<i markct. lt's nol abcut cr.iJ.ture. A Chinaman i-s no l*ss ehrnesc orcitli$cJre rvears Nikes *nd eats KFC.'

\\,1:r{i in group$ of krur. i:ach gr*up reecl$ a cfifferenr e$iclq r:n pagr ?J" Chocsrtlir: l;est drle lirr ynul articlr: by cnn:i:irring onc r'.,.or<1 {tr:m * anel b in rhc }:ox.

a .ltr:rv Clah*l $ivicl*c{ Porgotfen 8*reielrless lirlr-rnllinrerging Cr.rllure Yor,rth l.{edia

I1 Worlc.l l3illions Cr-rlture Capiraiism ll.eac{ionOppo*uniti*s $hock ll{yrh Pon'er Fast

$l$$m*u**;i** tr

_lIIIIlI

This is a discussion unit about the effects of global tradeon national cultures.

It begins by giving some surprising information about thespread of cultural icons around the world and asksstudents to discuss whether or not world trade isdestroying national cultures. Students then read a seriesof articles reflecting different views on globalisation. Theygive these articles titles and discuss how far they agreeor disagree with the views expressed.

Finally, they each prepare a short talk on howglobalisation affects their companies.

This first section explores the influence of one culture onanother and whether trade between countries enhances ordamages the cultures involved

S Ask individual students to read out different items fromthe list Elicit that the point that they are making is thatcultural icons of different countries have spread sowidely round the world that they can sometimessupersede another country's own traditional icons. Askif tlris is what students understand by globalisation.Youmight like to ask them which of the items in the listsurprised them most and if they can give any similarexamples from their own countries

K3*:*c*;:xsi**'r

Students rcad and discuss two opposing viewpointsabout the effects of international trade on nationalcultures. In a class feedback session, find whatproportion of the class finds each of them closer to theirown point of view Encourage them to say on whatpoints they differ

Try to ensure that at least one group reads each of thearticles Students will go on to talk to a new group aboutwhat they have read, so it might be a good idea to getthese original groups to prepare a summary of theirafiicle together before they split up.

T e a c h e r ' s N o t e s

4 Make sure each group has at least one member who hasread each article They explain their choice of title andsummarise what they read for the other members of thegroup.

Suggested titles:

For further exploitation of the texs, write the foliowingwords on the board and ask students to make as manytwo-word collocations as they can using them. Many ofthe collocations are in articles 7 and2. Encouragestudents to make sentences using them.

international opinion global areas culture

businesses national growth market economy

media competition public unfair choice

modern consumer trade reforms coverage

private socialist

Still in their groups, students compiete the sentencesindividually and then read them out to the othermembers. Encourage the asking of questions

Preparation for these short talks could be done forhomework. Point out that the expressions in the boxare useful ones for structuring atalk and helping theaudience follow what you are saying.

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&x'€&ele *Acccrcling to Ch*i-Anan Sanrr,rdavanila, director sf theChaiyong Linrthr:nghul ioundation. a private think-tank inBang[ok'No nrodern e{onomy can any longer be lirritecJta i1s country': irorCerslThese ciays eapital, goods andlabour move ireely acrnss borCer:. {Juring the last for-tyyeers lntr:rn;lional trade ha; inrreased by l5C0% es tari{1sirave lallen fir::m 50% to less than SX.fhat's why cornpanic,like f:xxen do twr:tlrirCs of their irr.:slness or-rtside the U5and compnnents Ji:r the nerv Forri llscor't conre fiornfifteen diiferent countries"

The biggest erfeet of glcbalisation has been in the llarrThc car i r , f 1 re ( - : t . : ' ,Va ' r - i i . ' .e c icc r - rcn to , - ;o : -cJ . ip

nrarkel refon"rx has resulted in Asia's nqw grcwlh are;stthehighlands of sc!Lh-west China, l'{y;rnma[ Laos,Thailrnrl :urdVietnanr Article I I of the Chinese constitltlon has evenbeer rewritten lL now rcadst'Pl-ivat* burinesses ate aninportant parl ef the rountrl's seci:list market eeonorny,'Arrd in Rus:ia sorne coi:rpanies say they nc longer hireWeslemer: berause they clorrl think theyi.e Capitalislencughl

&x-*ie$e X5ever;l y*ars ago at tlre {ir:t anti-gl*balisation protes{ inSeettle, 5C.00e stucl*r'rts famously ;ueeeeded i n closi ngdawn a meeting oithe WcrrlelllacJe Organi:;rtion, Srncethen, simjlar prote*s have been held in Washingion,Lcndon, Senca, Pr:grle, Melbourne and elsewhere, Thanlcsto $abei nreelia coverage,the protesteri have beenr.emarlsbiy sueressful in furming public npinron.They sayglobal cornpanres create un&ir eornpetition, recluce{orrsumer choiee and deslrcy national eulturc,

But Fani<a1 Chernawat of the l-larvard Business Schools . ) \ 5 : ' j i r u o p p o i , l C . n . J D t r . r : a . 3 ) e , r - L p - . i T L C 1 i . i , O

cuiturct to everyone, in a tn:iy global markel even thesrnallest ccnrpanies can ronrpete, ln rn inter,riew with l'inrenragarine, Slavo Zireir of llre In:ljtute irr Scci;l Studies inLjubllana, Slt:venia, pojnts out th;r1 d's the bigger eounlrie:like France and Germany who lrave m.rir* tc fbar fronrglohlisaiicn lhan srn;lller cnes lik* 5lovenia. One of thebe neflts oi gldbalisatiol, Zi:ek clainrs, is that powerfr:lnaticns actually l*se powef t$ the weaker one:.

&,x"&&e*s 3Almcst every rlajcr company now lil<es tc cali itself 'global',

Sr,t globalisation is a lie.-l'he faet is thet iess than 2% ofexecutives ever weTk abroad. Both Micrc:oft and lntel clq,70% oltheir business in the Urlted States, 38 miilionpeople may eat at I'leDnnald's every day, but, as theeomp*ny itself points out, that's only aboLc h;lf a per centof the world's population, Nine pui olten P* nray run cnXS-ilOS, but cnly nn* per cent of ths wr:rld own: accrnpuLer 60*70% have never even made a phone calll

loiore ;hccking silil, 80% af the worlel lives in sub-stanclard housing 70% i: unable to reael and 50% su{Ierslmm nralnutrltion, lf you have a little nroney in the banl<,cash in ycur wallei enC a bit ol':pare change in e dishsomewhere, you arc elready arlrang the tcp 8?{ of theworld's people llven ln industrialisecl cor.lntries lik* the*ech llepublic anC Brazil, ther.e is a blg Cifur-ence L:etweenthe'globalisea' rlch anC the local pcc,r: Looked ai in properpersperiive,the global village i$ r very sr:rall one,

&e"***:$e 4-fhe

global vlllage is a praduct oi ihe meeiia, CNN WorldR*pert h;ls 130 repcrlers covering 1.00 diflbrent eountlies'lhe American Way'. According tr:,,\sio Week, i:he heael ofNew,: Corporation, Rupert Murelcch, is the fi:urth mc:tpowerful nran in Arie. Mr:rrJoeh owns elght inlernaticnalnewspeper ancl many of the wcrlel's biggest film, lelevisic,nencl lnternet cornpanies,The Wcrsi;irgton Posl callEd him'theglebal village'r communrcations minister'.

5atellites de not respecl naticnal borclers MTV lra.sgone where the ClA never coulcl '. into 400 million homes

$oba1ly, lis inlluenee on young eoltiuflrers is huge, ).0t),000Russian youths gathered in Moscow's Red Scluare to listenlo [:ands :pcnsoiccl byl'he GAli [ricsson ancJ Shiseido.One bur-week sales prenrr:tion eln lhe music ch*nnelresulted in ;ln anrazing 30% rire in sales for Levis. MTV's BillRoedy say:'We're alway: irying to ight fhe ster*otype thelXTV is inrporting Arr"rerican culture' At [he sa]r'lc time, lreadds:'We want ltTV in every home.' Poiirh pr.*sident,Alek:anc|' Kwa:niewsl<r, srms it Llp:'We have tc r-ealise thatMTV i: rr"rerre pcwerfr-rl tlran N,nJ'O'

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S Form new. group! with peopie lvho read differentartidels Expiain your ch$iee of tit.le.

$ Cr:rmplete the frrllowing \ rith yourr icleas ahout theafticle you refial, Read \Ioltf stetement$ Orlt to )rourg1'oup an(l tilke questions if necessary.

Prepare to telk for I minute $r two to the ciaii$ about horrr glr:balisation h,asaffbcteel or m:ry affect the compan)r )rou \rrork lot'.

I I l r e s i i : r l l v : r g x : t . r i ' i r l r t l r t , 1 , , r i n r u l u r u t . . l r . r t , , l l v t l i s r g r v r ' w i t i rj

I pr:int about .." I can't believe the point al)our ...

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Sibr:k *.ith a ifa{r}rr ancl discrr.ss thc folleirving qrlesti{'}1'ls"

a Is lnnr'.h an imporfant me*l I'ix youib $n you evcr have }:usinq:ss h:nches'tc Xdricfi of rhe fnllor','ing ale you lxost lilcciy rr: $:iv t* n frrreign colle*gue

visjting v{)ur coutlf{ylI r&sr.r.g$rloo *ngL:l li&e ltr tryr iiorne af' *,ur l*r#/ c&lsi#s.I ;torgl:l r** eliildfasf grab a rTlrlc&pr.r;r.r ar sormrrl&1rug,1 l''&oilg,&t u.t*'d in,sf ruxrr* t&rorlg t': Ir:cch afit{ er*{ latsr.

Whal ki:nd r.rf restaurants do you likc? Adel thc plrrases ilr thc }:ox to thc cliagrarnbelow tei n:*ke l'*'elvc useful exf:res"sion.q.

spccialises in lisli )roli c*n get frcsh oyster:is fantaslic r,.:ier,l' c:f tl:re eiry I snmet-imes g<:rrluncl the corner dces ltn exeellcnt lasagneiive nrinutes frorn hcrc yar-r rnight like a

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This is a unit on eating out with business colleagues andclients. The aim is to give students some useful languageto use when they are either the hosts or the guests at abusiness meal and to encourage discussion of culturaldifferences in expectations and manners when it comesto food.

The grammatical focus is on the passive and the lexicalfocus is on collocations relating to food and drink.

This first section encourages students to discuss theirexperiences ofbusiness lunches and to talk about the kindsof restaurants they like. They also try to identify food from aphotograph

$3******!q*n

S Point out to students that using I tbougbtis away ofmaking a suggestion more indirect. It gives the otherperson space to decline the offer or make a differentsuggestion, so it is more polite.

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* \7hen students have completed the diagram, they willhave fwelve useful expressions for talking about theirfavourite restaurants If you have time, you could askstudents to practise them in pairs, taking turns to invitethe other out for a business lunch, using one of theexpressions to desciibe where they are going

You could use the stimulus of the picture to staft adiscussion of the role of cafd life in the countnesrepresented Are caf€s useful as informal places fora business discussion?'Where do short informaldiscussions normally take place? This can then naturallylead into Exercise 3.

T e a c h e r ' s N o t e s

Students discuss their favourite places in pairs and thenreport back to the class

Ask what catering facilities students' companies providefor business meetings Is it acceptable to invite a client toeat in their company canteen?

Demonstrate the activity by focusing students' attentionon the picture and questioning them about some of theitems, using the expressions from the box Then putthem in pairs to continue the discussion. Go roundoffering help and encouragement and explain anyunknown expressions.

Ask students if there are any foods that they would avoidsuggesting or serwing to clients. Elicit the sorts of foodthat might cause offence and the reasons why they arebest avoided

Wh* se{* x t?In this section, students learn expressions that they will finduseful when having a business lunch with a colleague.

Go through the instructions with the class Point out thatsome of the things could be said by either the host or theguest, depending on the circumstances, but are mostlikeiy to be said by one rather than the other

To make checking the answers more interesting andlively, read out the utterances and ask the students topoint left (host), right (guest) or both ways at once(either) to indicate who thev think orobablv saideach one

El tg.f Play the recor<ling for stuclents to listen anclcompare with their own answers Make sure they realisethat the man is the host.

No*, *n"t *oJa y"" frt l" dti"kt- A: oh' lhat s a piry' Th

B: Oh. iust a fruit iuice or somethins for me. specIzlliy but, erm'

A OI(... "r. "".ur"

n'". " lamb. That's very;

wit-Ir pbtatoes and aB: ... So, l'm not really sure how I ended up B: Mm. That sounds r

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r : , ; r , , : 1 , , ' : i ) ' , ' l ' , ' : ; . 1 ' . . : ' : ' ,

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TT; 18 Eat ing ou t

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Do yr:u have a f'avourite irlact rvhere )'*u lake clicnts aml colleagues? If so. tell* partncr aboul it.

Lexrk at the buffer in the pho;ograph. How rnany q:f thc elishe$ ean yoll name?

I)i*eruss the Nood with a piirtner. lJse the phrases and erpressions bek:w to

help you.

It eloesn't tror:rk very ... I wonder whar it'$ like.I t looks s b i t l ike . . . , . . . r :n ly more . . . . . . on ly net as . , ,

I woneler x'Lr*t's in it. I thinlt it'slnacle of ,.. Sa, wh*t *re y{)u ir*ving?I'n: rtot strrr:. .Hirw ai::out yctu?

Whnt's that'i lt looks like a kind of .-. What $re those?

$*mt: sort o{: . . . , I t l i ink. Thet locks nice. Hm. T c{on't fancy

Whffi s*e$# $€?The fbllowing tl"rings werc saiil <luring a businesis ,lunch. \flho do you rhifikprobab$ said them - fhe host, the gr-resr or c*r.ilcl it be eirhcr? }frite H, G or Enext to each scnfe*ce.

3 I1i iLririt $ee if E:ur table's rea<1y. H h*use ree* F1 (H ruor-e likely)

4 This is their standexl **r.,r" lH {5 Coulcl we erdqr sar*e n}iner&l

5 It all looks very good. H Cq ,o.e likely) warer n:o? Q

6 Ancl thr:ise arc the sp., ialo. "H)

16 Tiris is absolurely delicious.

? tet $1e know if yau wu-nt me lo How's yours? LEl

explain anything. iill 17 l{o*', hnw about e <lesseff ffi

I 5o, rn4ral rk: yor,r recommenel? 1Q 1& Sener nol I'm on a dier. LE]

I \x.tli, tJrey rlo a great iasagne. iiJ 19 I'11get this. i.E] CH ̂ ^o.u likely)

10 Is there anlthing votr tftrn't cetr H 20 ldo, no, I inslst. Ybu'rc rny

1'l t'rn allergie to rnussels. Fl CCr uor^e likely)gucst. l[I

,* El **,t Now compare vour answer$ with tl:e conyer$ation in thr rr:staurant. Thelrran is the host.

| |iicc place. ilu you come hcre

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2 |ie;wl what woulcl you like to

clrink? lili

'12 Yar"r could trv tlre iarnb. That's

very good here. iiil

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That sr:un<Is nice . H (Q uor e likely)

Shail wr order a u-ottle of the

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h Sr*ers I Fr;b:rc' p*rpl* feqr:cnlly slop inr ir'rnchet l -1 .3C ir tr\e nrorrrirrp.in Sty;k*denC,/ filll.l il s cr:ninrr:n ll he lp ir: llvrhour* lat* i*1"* perly,

In Fo;trg*l I i,le USA a bl,:ines* luncli cen iast upb lhre* anei heli holrs.

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ln ll*ssilt fhey 5i1 tlot"t-t *f caciit:t.il p:ulies. in Chine tlrc most iotporllrnl. gr.iest isst*ted facing thc dolrr. ln.jlpan il lip iir n{-}l exp({lcdt in lrr*nce it is *n insr-l,il nqtt!o lcelr: one . Fk:'.r. rL'rllr.lmlly *.warr tr{: l'()Lr itt the tilblqr? Try 6,tr, quir helor,v.

L::dsdllu tirc fi)r!ect infbrina{ion.

* At a furkisft I Ctonese dinner table it is extremelv

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chxlriilg r:r.er lunr* anri ilns.;ver {he

h:om eiiifurcnt corlntrirr{lLlesti()l}$,

arcepl.i'l: Aillericatt,/ l-alln execulives

y*i:r hlrne l*r dilr;rer.1:l l* 6*lErn l $pelr *n I 1

n*rnrnl.{,} In Asnn lAratr countri*s tc*16 usuntf*G)with

.ir-rst thr*e fingers nf th* riglit hanil.'l {, ln Fclend / Jepan ynu slrcuid keep filling cth*r

guests' giasses untll they turn then over,$ $ ln Afncan ./ Aslan countries lt is ihe host who

dscicles ,,vhen the guosls shculd le*ve.

; .lijncl srvc;r rxampl*.s of til* pessir.e in thc quir in 1!tl*f i i t:

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,:!, ln Jipen./ sussle tl'le **up6chen ea[bat theend li lfre nreai.

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l r 11 . rc , .a . j r t . Ge 'n ,a r ; rc l l t : t . i . cn i t , , *6 r , . *

tk*9if you went a bag for the {nccl you can't eatin Ar*b lAslan cor.lnlries ycu nrust wait lnr yourhoet tc $erve ycu the rrlain rneal dislr.

$ In Adexlco ,r Selgium you ehauld ke*p i:tth hands,;r 1 l ' :1' r l r r:r.t t;r: . lC .r, l lcrr; {1 .1,-;;scc}

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.eh$* rnff i f f i ***"sThis section introduces some cultural differences related toeatlng out.

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l Allow students to discuss their answers to the quiz inpairs or small groups, but discourage them from lookingat the answers until they have finished Find out ifanyone knew any of the information already or if theyjust guessed

Ask them to tell the class about any other customs theyare aware of that are different in different cultures.

Elicit the meaning of passiue and an example of it Ifstudents need more work on this, you might like to gothrough the form of the passive in the Grammar link onpage 1.72 and do some of the practice exercises beforeasking them to identify the passives in the quiz.

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This section is about how to deai with food that, for onereason or another, you can't or don't want to eat. Studentslearn some polite ways to decline food and ways to offercefiain dishes or discourage people from choosing them

Encourage students to read through the table first so theyhave some idea of what each conversation is about and whatquestions they will have to answer.

EI tg.Z Play the recording You may like to pause it aftereach section to give students a chance to note down theiranswers to the questions before moving on. Allow them todiscuss their answers in pairs or small groups before checkingas a class

Get students to practise the language for offering anddeclining food by offering each other some of the disgustingdishes they produced in the \farm-up activity. You could findout who is best at persuading others to try something newand who is best at politely avoiding having to eat somethingthev reallv don't want

n ink?

B: Hm. How's the chicken cooked?

A; Illl ask them to srill it..;, ;',{'i.";;:iJioln ll"'tA: Vell, how about the trout?

A: Poisonous? u:

?:lilJ;li ;;ked the right way. yes.

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am on a special diet at the ^':.'^:

' comemay not t rKe r t . wnat ooes r t

T e a c h e r ' s N o t e s

-& f'&mxtl8thge d*qx*This section looks at the issue of what kinds of food are bestfor you It gives students a wide range of vocabulary for foodand drink items.

Students work individually to categonse the food Allow themto compare their completed charts in pairs or small groups.

Direct students' attention to the Lexis link on page 113 wherethey will find useful adjectives for describing food and drinkitems in more detail.

ffi*,at tm $e.,x$"3**"xIn ttris final section, students put together eveqthing theyhave learnt in this unit to roleplay a business lunch. Gothrough the instructions carefully and make sure ttrat bothpartners complete the menus carefully If possible, have pairsmade up of students of different nationalities so that they aregenuinely not familiar with the dishes they are being offered.Ask some pairs to perfonn their roleplays for the class.

f q hs+ ; ; ] t $ * v c . $ ; * tA ! ? q V H { \ [ { J

l)n you watch wh*t you sst *r e*l wha{ you like? Cetegr:rrise the food anel clrinkbr:l$w aceording to whcthur:

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r',r,1;1 I 1;1,1.1.''l ]t,,,,,t l;.

grilled chicken a cup of te:rice-crearn a vorika anc{ :iee

t ' { , : r \ { l t $ c ' l l x t kec l l t ; r ' r r ' r l r r ' r ' r r l v

srns;kcc1 srrlnror:r a fruit juicctillct str.rk a;:pl* pi*: ancJ erearn iamb cheips eluck patd ami tciasta glass of port bakeei truur local scafbocl a n&isky and sodabi:iled r.egetables a coke chlps e green s:rlacl stili rnineral rr,:rtere hot curryr fiesh irasla a beer e cheeseburger a i:l*ck cr:filr:e $alsrni s*nelwich a lic;ueur p*rk seus*ges fi'esh {rr.rit rerl,- fisl'r

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e siicr: of che:eol:rfe gate.tu

friecl rice e gin and tonie

eh*ese ancl biscuilsyeal

a glass of wine

x l s & x $ ! g $ s x g $

w t l ! $ s ! ; ! $ Y

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When yc;ir arc borh rcacly, use Speakcr A's rnenu firs{.

Speaker A (the host): help your gurst to chnr:sr a rneal, describ:ing tl're dis{les ifnf((:.$.rar!: a.lnd r*coinmcnding s()me dishes {of no0.

$peaker fi fthe guesl)r fi-nd or-rt as tnuch as yolr can abr:ut the elish*s before y*rrctloo$e. l)or"r'f l:e tncl easiiy persuadccl or d.issr"lacled.

Then changc ovsr ancl u$e Speaker B's memr. Spcaker ll is nr:vr' the hr:st, lipeaker Alhc guest.

*w€ t* $wrx*h\I?ork wirh a partnt:r- Yr;u ;Lre having *husiners lllnch rogefl:rer" 'f*ke

turns to berhe h<;st and hclp your SLre$t choosesofllething to $at ilnd elrink frcm your

menu,

On the rxenu, write down dre names ofthree elifferent stemer$ anel rnairrclishes which nre typie*l of your couniryor regicin.

Tl"re first dish shoukl be someihing yoi,reiislike anei n*v*t rrcornmencl to anyoni:.

The seconrl dish sholrlel bc sornething 1.orrrcally like ar:el thirrk everyonf shoulcl tryr,

'fhe thirrl dish shouid be something whichis quite tlifficult to ciescribe .

if you want, adct a carr;rle of *'ines ta thewine li.cl.

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**wr***i*xti** i* th* **xi *f l: e*e**{s*n{. *ri,r*s $**i*i Csf $f s*i**r $**s*li*.rts L:c.

* Itead the ftrllorvint{ $tultisti{s ancl discrr.ss the questions ivith 3 part&{:r.

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Itraii the fitllon'ing exlr;rr.:l {rr-,in :r br:uk. \\'irai's {.hr nrain poirrl }t's nrrlijng?E-r.naif has 5rouqh1 an inforuality arr.d Spontaneity to 6u5ixe9icor't runication that r.aoit people AFpreci^te.

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ccr * scnd tr {l)p| io

lirr oif * rr,nd r$ridll-rr

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i mcml: yorr wtotr: fi:ur 1.e*rs &ge :!i1d eor$prur ir lvilh ]1l:sr ynu'rl

wfi|e nn e-m:*iX;rlx:ril ;t now. l[ professionnl nlefito *hclrs rules srich

fi$ $r1e p*ge is best, n& jakcs. spell<ireek it earefully :rnel sencl i[ r*

a$ fex'perllrle as possible.

l o

N*w we writf {'.m.a{l$.Therr're shoff, they'rc fi-ln*y;t}.:re_:r s*uncl

like us, anri qr,* cc lh* CEO rnhenevcr rve feel likc it, X*n.lil is a tnrlfs

inrrueeliate &:r{}:u;}} {krn papef" M_v expectation *f the fespcln*e

dn:ne to f!:ranra messeges I sencl is tocLrl'. n{}t tomoff(}w of a week

lroln now- T'his ul'gene1 means I'nr more likely to avlits qu.ie.kly amt

conve$ationally *1.,.tt I reslxrnd to a rnessage- A i*l of the

sp$ntaneity in e-mail messages conres fro*r x,'riters breaking

{hrough dreir n:rtur.rl c:rutiolx anci reserw, rushing the writirig

prr:cesri: giling rhenrselves p*rndssiofr tq: be irkn:rt, hox*st iurcl

'i.hnr's rvhy n'!()$t r)f trs dcxr'{ wit*t to u$e a sro&l pfi:ee$$or

:r! t{) rvrite r:lf e-n:ails. \)fe N'ant ti: be :ir*{j of tl:e expeca*fi{}n th*{

x's'r'* strx:ll-ctrreckecl it of er-en rr-r&&l it beft:rt: firing it o$.

We c*rtainly r.lo:!'t rvani to $ra!i{{: our ti{lle rrrrs*ing nbE:ut with

li11ce* in response t<r a query,

l'onts xnd ir:atgitl$.

fe h:*re been t*rined thruughout {}ui: business e!$efrs

t* .{,upptr$$ orll indivichr:Ll I'oice nnd to souriel like :l

Messaging can refer to sending e-mails or leaving voicemessages and there is work on both in this unit.

Students first discuss a text about the freedom ofexpression that e-mails give us and listen to some peoplegiving their views on the opinions expressed.

They then read an exchange of e-mails, put them in theright order and examine some of the language used inthem. Next, they listen to some voice mail messages andtake notes.

Finally, they work with both e-mails and voice mail,sending a selection of each to another group to deal with.

The grammatical focus is on reported speech.

in this first section, students read some statistics about e-mailand answer questions. They then read a text about thefreedom e-mail gives us to express our own voices, and behonest, blunt and sincere They listen to some businesspeople giving their reactions to the text and practise voicingtheir own ooinions.

Students work in pairs to read the statistics and answerthe questions. Elicit answers and ask which statisticssurprised them the most.

The question here is intended to encourage students toread for gist simply to find out what the main point ofthe text is. Encourage them to read it quickly and answerthe question

Give students time to look at the text in more detail. Themain point of the text is that e-mail frees us from therestrictions imposed by more formal letters and memosand allows us to respond in a more personal,spontaneous and honest way to questions. E-mails areoften badly spelt and the layout unbusinesslike, butnobody would want to change this because it woulddestroy the freedom that we now enjoy.

If time permits, you might like to revise with the studentsthe grammatical and stylistic shofi cuts that we use rne-mails that we would not use in a letter (abbreviations,verbless sentences, wry comments, exclamations, lack ofparagraphing, etc ) Refer to page 45 of the Student'sBook, if necessary.

T e a c h e r ' s N o t e s

El t9.f Go through the instructions with the class andmake sure they understand that they have to match twopoints to each speaker, and put numbers in the boxes.Have individual students read out the points beforeplaying the recording so they know what they arelistening for. Then allow them to compare answers inpairs before checking with the class.

Students discuss the points made in Exercise 3 anddecide whether they agree or disagree. Draw theirattention to the useful exoressions in the box

Ask students for their own preferences when writing andreceiving e-mails. Do parlicular things annoy them? \Vhate-mail writing conventions have emerged in their owncountries?

Focus attention on the cafioon Ask students if anyone intheir company is like \7ally's boss, i.e. computer illiterate,technoohobic

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S €31 i6,1 Lisren to five business people givlng their reactions to the text .in 2.They eacir mak{: nvo main points. Take note$ anci m*tclr the people to thenoint$ ttr*y maks,

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b

l'cu h*ve to ariiusl yni,ir rvriting :ityli: to |ltc p*rsun )iolt'lc r-mait:r'rg. €.1

{le*ple irsrd 1o think yori hed tq: irave special training tc ansr&rsf tire phonc

end wr'ite l:*.:iness corresl:rxrcler,... H

I)eople \\ra$te t{}o rnuch lime o:r sc;ciatr chit-chat. |3

Iniprcss:irrns count with *-rnail as nurc.[:r as rnail. [l

Kaving fr leam fonnal lcticrlhriises useel to be a reel pain. S

\fhen replying {o another e-lnail, ju$r $ct s{raig}rt ro rhe pr:inr, J-l

Tirese el*ys ynu can serLrl ancl receive mcs$irgc.i Li.llir;i fieny

cliffrrent m*ili;l K

h &{ost e-rn*ils are hadly planne<l, i3

! Thsre 's no $Lrcit th:ing *s a spccial \&,ny qlf writing c-r-nnils. ill

j 1lru clon't kn*w rl*ro rnight rcari yr:ur e-mail. i-Jj

\Shile with a partner, Whicir <;f the poin{s rhe npeakers made in 3 clo y*u agreeor disagree rvith? Use the phr*ses in rhr box if l.ou lil{..

I;*;;: ;;,i,-,i;;;;;il1 agree in som* w*ys rvith ti:r* pr:ir:t rbour ...l J i r i I r : t L i o l \ { ) ' ( t r ' t . l i ' ' l t l .

I eion'l gu it.k:ng x'ith the point lbor;rr ..-

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HEY, tclALLY!THE SCIs$ sEf{THIS FIRST E-{'{AII

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ANO YOU 5A1O HE&JA$l'l'T SRIGHTENCIUGI.I TO FIGI"}8.EOUT HOrrJ TOu$E E-n&rL !

{L}HATs I{T5t{E53AGg.?

"1 FOR&OT I\Y{AJATCH. O0E3Ar'lYBOnYKNO{^} e}HAr"run[ rrTS?"

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, ' i , , c , r l i ; - " " f r l { : q r t l t * : :" ' ' : : ' - '

{ A Lnanag{]mrnt consultancy is putting tclgether a propos*l l'or e m*.ir:r ncw ciient

phannaeer.rtieul gixnt, I{ue e}'rsr. Put ihe follo*,'ing c-meils betwecn twa of their

consultants into the corre{t crrier. Reacl all fht: e-mai}s firsi * x :urcl h *rd in dlf

right pi;lce.

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c $ubjeet: *{seehst report * progress?Attaehrd]*nts: ncne

SantThis is just a quick renrinder to iet you kncw thetthe Hoeehst roport w&s due yext*reiay,F-mail me if you're having prirblerns.

Jonathan

b $ubjeel: eosting lor HoeehstAltachrrrents: nane

JonathanI see your peint. Fstimates w{:tuld give us morer$om to nergotiate on fees, bu{ lthink the clientwill appreciate that we've fully iiernised all the0sstE.

Sarn

e $ubj*el So y*u are alive after all!Attachments: none

SanrThanks for the report. At lastl Actually, you'vedsne a great iob on it. Jusl cne thing- Should web* quoting pr*cise figures at this shge or justgiving a nrugh estirnate?

.js,n&than

d Sr.:bje*t: l{r:eehst repei$Attaehmants: He*chstRep

eostBrkdn

Jclnelhan$orry for the delay in getting back to yeu" Qursewer'$ heen e{own again. l'm sending a {irctdrafi of lhe report as iln eltachment togelherwith a detailed breakdown of sosts for the wholeproject. Coufd )iau lrave a look at them and l*llmo if thcre's anything yau want changing?

$arn

e Subject:HELL0?Aftachrnents: none

sAh{lHaven't you receivotl my previous twe e-nrail*?This i$ S€tting urgant" l've tried to phone, buty*u're never in. Look, l'rn uncier e lot of prss$ur€frorn head office to get this proposal in onschadule. Dsn't let me down, Sarn.

..ionathan

f Subjecl Cnsting fcr Hoer:hstAttaehmenls: HoeehstRepAli

SanrY*ah, you're pr*bably right. Nt lcoks better if weshow that we can set and stiek to a budget.ean you just make a few *lteraiions {seeattaehrnent) and then e-mail ms another eopy?Oh, and cc one ts Lisa as weli,Thanks.

J0nilthan

g $ubjecl Hceehst r€porl * update plea*eAttachrnents: none

$amJust had a sall frorn l-isa. $he wants .lo knowwhst tho hold-u;r is with tjie Fieechst repeirt. Sidyou get my last e-rnail? Please let me knr:ww'liat the position is asap.

Jenathan

lr Sr"rbjecf Revised !*oeehst ReportAita*hments: Hoech*tRep3

er:nJoke

..1*nalhanl"isre's the revised version trf the repe;rt- OK, so Ijust missad the el*adfino. but *nly twa etays late.Give mrl e trrsak. By the way. I foun{ a jeke onthe Inlernet the olher day that ndght appeal toyour sense of humour: You eould use it in yourpresentation to Hoechst:Why are they uslng esnsultants instead sf rats inlaboratory experiments these days? $eeallachrnent for answer ;)

Sarn

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8'$ 19 Me5saging

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A rx x s wdxirx*& ryxmiltmg'r r t * q . & ! | M \ d s & & . & l

In this section, students read an exchange of e-mails betweentwo colleagues in a management consultancy. They have toread them and number them in the correct order. They thenexamine some of the language used in these e-mails.

1 \7hen checking answers, have fvvo different studentsread the e-mails out (one as Jonathan and the other asSam) so that they can hear the flow of thecommunication.

You might like to draw students' attention to the effect of thecapital letters in e-mail e. Jonathan's previous two e-mailshave not been responded to and he is getting desperate. Thecapital letters make words stand out and are the e-mailequivalent of shouting.

Also check that students understand the symbol at the end ofe-mail h. This is an emoticon, a symbol made up of itemsfrom the keyboard which gives the receiver an indication ofthe sender's mood. This one is a smiley face (when turnedround) to show that the sender is happy. Ask what otheremoticons students are fam:diar with You could extend thediscussion to text-message abbreviations

, r : : t r , : t - , : r i : , , i l l l '1 ,9. MeSSaging T80

T e a c h e r ' s N o t e s

Before they look at the answer, see how many ideasstudents can come up with for punchlines to Sam's joke(The beginning of the joke is the last paragraph in e-mailh on page 80 )

A lot of jokes are sent around the world by e-mail Askstudents if they have received any good ones and, if so,to tell them to the rest of the c1ass.

This exercise focuses on some cofitrnon expressionsfound in e-mails. Encourage students to do the matchingwithout looking back at the e-mails in Exercise 1, butallow them to do this if they need to

Point out that this is a useful bank of language that theycan use later on in the unit when they write their owne-maiis

\ ,

This section widens the subject of messages to include voicemail Students practise listening to voice mail messages andwriting summaries of what they hear. They then reply to oneof the messages by writing an e-mail.

$ El 19.2 Go through the instructions with rhe classbefore playlng the recording Students then discuss whothey think the famous people are supposed to be

* Students choose one ofthe voice messages. Try to ensurethat each message is chosen by at least one pair Play therecording again, several times if necessary Studentslisten for their chosen message and take notes. Make surestudents are silent during the other messages so that theydo not disturb other students taking notes

$ Students work together to write a summary of theirchosen message Notes are provided to help them, butthey can add to these as they wish. The summary notesencoufage the use of reported speech

Direct students' attention to the Grammar link on page114 where they will find more guidance on repoftingwhat people say and some useful practice exercises Youmay want to go through these in class first.

Students read out their surnmanes.

This could be done for homework if you are short oftime The e-mails could be displayed in the classroom forother students to read and enjoy

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u; , . ' y i [ . i " l " ' " . i2 i , ; " . i i . " .o in ty ; r * ; " i s ;u , , , ' . rn f , ' , ' ub . ]n r l tosce i t ]u l r J l : " : t : t : . ^Y l j : !11 , is f rank l l p r thc t i c l

.il.i;;;i;; ili"rJ;ui.il,;;'a hke io ctme to rhe taunch of our new - s-ant a r.esh proposel

9! mv,desk bvsolve 'e

lqt of problerns. rninic aboui,,il,ina like to come to the launch of our new :iltl '

l::il lt:1p""1 on mJ'rcesK Dv

;; i i i l ; : .k i ; ; ; ; ; ; ; l , r ,r , ,g" .rnLr brn-,nJ sl,ampoo t rcatire i t s : :T:] ' : ' l -T-l i i ing or-r l l cal l in anothcr

lo r "p" r , , i " * " t ) r r l ' p ,ouoro , to t ie le te rhe urher "sh , , r inor icc .burwou l t l une" i i ; , , ; " g ro) rp - : | . -consu l t rn ls P l ronet re rheminute

m.esiage,'presstio;:ro iaue the mess(tge) p.ress prcparccl to give a little speech? You vcre so l,i)"".1l],i;,".. """.."three.Missageera.sed goodlasttime There'llS"ntotof ."t"t.itl., l?:?1"'!"'':t:3.f;;!:::i:::;::":::'::::,

^4ressage z there and vr-e're clonating all the proiit" rrr;l

lt ,r6ragc'

pt tss iuro; to saL)e the lness1ge' press

ivlesstlgereceiue.rtar!(4)aig56, l,:::rjlt"rt.saverrres!*irrel. I'nin!.r'ua

thre( Me\sagcerased tYot't7ore?i'tess^Res'

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' ' l | i ) . : ' : , : : . : ' l i . . . j , l - . . : ' l . , , / , : , i ! : ] 1 . t . : . r - . : l ' i : L : l ; " ' . .

: t . r a i i t a ' , - t r ' r i . : , : : . : ; . - l l ; : t . . - I . - : ; t - t r , , ' i 1 , 1 ' . ; : ; ; 1 l ' , t t ' ) ' : : ) ' i : : : l ' 1 ' t ) t t ' ) ' : : ' : '

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T81 19 Messag ing

X "ffl"rxt eln ycr.r tl*nk llie pr-rnchlin* f* $riilr's ioke is! Se* l:eirrrv f"r:r tlrc $ri$\i'rr

5.il;rtch rtp tr*:e w*rds iltrr.! p|u'ascs belox'Lr; rilakr": lll1r,:r:n cr;xrplelc ( \,,', \>r{}r :-

{1 l.'rru:tffr! li), rLle:. to thr: c-rnails yr.iir lc;rd in r:xr:lcisr i. *,1:rcl'r,: f.[i:ir'.111*;:pexrecl ir: tlit s*:nr axdrf r$ hiif*.

C -. ' l l t i ' ttt()-/,-- '------ l;r,.t> rjt: i ;:

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n r { , . : | , r , - ____ / r . f ; : : s : - :O i r : r . / \ \ _ , l _ . ) : , : t . ! : , 1 . ( : l ;

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$ gK s*,*Yilil ancl * pxrrncr hnft w*rk for fi. r()p malagcnlcnr c*ns*ltiu:r.cy !r:L*nii**. Listen to fbr.r vr:i*c nl*il *:c.rs:rg*s f"lxno*s husinesr 1:ei:1:1* *r;g&I h:*rl1*{t yort {blit {"lidn't.!}. X'hr: rl* yr:tt tl'rink the ea}l*rs efr $l.rpp$srd tr: h*?

n \Vith ycirr perfner, listen tr: <;ne *f the mcssages "*g1ain a.nC l.akc

ri$t'itc a bricf summarv of lire nlcs$.r{:f ynu listened tr:r. Us* rirehelp yct t,

I&essage 1": {.VarmcJ rang to a1:oiogise {'c;r ... , App*rentl3r, hc'sanci suggeste rl . . fie asked Lls ro .."

t"emincl lrs lo

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. {..infi:itr-inately, hermt t*]d 11$ trr .." ,

l:otcs bclog,' lu

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.sai{i h*&fessagge ?: {rV*mel iling t{:}coulein't .... bi-tt

&t*ssage Sr {$s{i?re) rang to

$}:* aci.xniltr:d ...,thank us f-err ... *nr1 ia inyitr lis rob l l l 1 \ : t { \ \ ( } n r l r ' f i n . q i f . .

Ke insisted wc

Mexsage 4: *tlinr:) r*ng ta c*mplain aboutHe tllr€ii{fneri to ... if qr* r*r:rr'1:

,i:i llc*el r.:ut vorlr s!|11-lt'ltarlr !c the rcst r:[ tlre cl:rss ani{ listcn l* il;cirs

$ Xtite * shrxt *-maii ir: reply to r:nr *f *re r'*lee rneii n:essilg*s.

l l i r . . : r ' . , ' i . : r r l t : ' r . : . r i i : , ' " '

S{axexst*p

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\ii:rir in S$:Lrp.5 llr pr*ducc :r sh*rl prof:i.le r:f * xxniranr. e drpartt':iler:t i:r th;rt{$mplrn},i a:.lei *n excculi\rt w}lo wr:rks in th*t d*p*rttrrrnt, {nverrl il* whtlcliring or rue lhc $an{$ *f r**.1 peapl* and ccxnp'rnies if 1.-*r-r prefer.

Ilrepare f.ive e-m:dl me$snge$ anc{ tif y*u cen) fir.e v*icE rn*i1 rnes;:lges that threxecutire yeu invented *nigirt receivc on n q?ical {ar nq:t so tlrpica!} wcr-kingday. Keep cech :nessege fxidy sl'icrt" Include pemunal *nrs if yor: )ike.

&d*sse*g* idcas:gooe{ nrrvsan cffer

r cornplaint

a cfisisan apologyr r r j i t v i I r t i t . r t i

l1 r*qi:restb*cl n*wsa rlu:n{)$r

a reprinlandan lrhimalunr

\\ihsn you a,:e rerely. write *ut :"our e-nlail alr$sages of i)rint rtrrem r:ff r}n * FC.Ri:e$tci vorlr vc,:ice mail messagf$ {}nl{} a c*s$*tte.

iiwap ycr-rr proflie, vr:ir:e rnail c&c$calc enrl e-nvi:ils q,'i{l.r xnoiirel g{rilu{}.

Kcad anel lisre$ la {}re m*ssages the ot}rcr Sro}:lp $s'vr ).cu ancl d*cide irnw 1.cr.t*rc going t.* resp*nd to rech. C!*ssify ihe :::*'ssiLge$ e$ 'ir!llor*{fl1'. 'rirgrn|','poslpr:ne', 'delegale' rx' i: in'.

X:iitr: repl:ies 1<: lhc mess*g*s enel relutn them la the grr:llp ]rou s\l.Rpp{il with.

}{epcrt hack to thc clsss how you dc*lr rvirh lhc m*ssages y*u r*:ceivcll.

- r ^ ^ ^ t - ^ . , ^ N t ^ + ^ ^I U d U I I U I J I \ U L U -

II

II

II

t

D e n l i n n E r u l * h n n d l q q * t r t s 5v v 6 i 6 r r k 3 Y a r & i r 6 f l i d k ' d s - * , Y t I t d :

In this section, students put together everything they havelearnt in this unit to practise sending and responding toe-mails and voice mail messages

Flu*n*y

t You will need to allow plenqz of time for the activities inthis section, but it is woflh doing as it practises a range ofskills and language that students have learnt Remindstudents that they can make up all the information fortheir profiles or use real names if they prefer.

2 Point out that there are some suggested ideas formessages, but students are free to use their own topics ifthey wish

3 If you don't have facilities for students to record voicemail messages, they could write these on paper and markthem 'voice mail'. However, providing facilities for themto record their voice mail messages and print out theire-mails will pay dividends. The activity will seem muchmore real, and so students will participate moreenthusiastically

Groups swap profiles and messages.

The groups read, listen to and discuss the messages theyreceive. They then work together to decide how they aregoing to respond to each

Allow plenty of time for students to prepare their repliesand for the original group to read them

In a class feedback session, find out how successfully themessases were dealt with

6*

This unit begins by reminding students that negotiating issomething we do all the time with people we meet andknow - it isn't confined to business board rooms.

Students discuss what makes a good negotiator andlisten to four business people sharing their views onthe subject.

The focus then changes to the kind of language used innegotiations. Students practise identifying and usingsoftening techniques to make statements less direct andmore diplomatic.

The next section also focuses on language and studentslisten to some extracts from different negotiations.

In the final section, they read a text about the businessside of football. They then use all the skills and languagethey have learnt in the unit to prepare and perform aguided roleplay negotiation of a football transfer.

The grammatical focus is on the grammar of diplomacyand the lexical focus is on collocations and expressionsrelating to negotiating.

In this first section, students read an extract from one of\Xzilliam Ury's books on negotiating and discuss the situationsdescribed in it. They formulate some advice for the persondescribed and decide what they think a good negotiator is.They then listen to business people talking about how tonegotiate and answer questions analysing what was said.Finally they examine some common collocations concernedwith nesotiation.

Focus students'attention on the quotation of AristotleOnassis. Do they know about any of his business deals orlove affairs? (MariaCallas andJackie Kennedy Onassis).

Elicit from them that the best outcome of a negotiation isa 'win-win' situation, where both sides leave thenegotiation with some degree of satisfaction. How cantl:ris be true of batties or love affairs?

'!| Read the instructions and find out if any of the studentshave read either of the books mentioned Then ask themto read the text and sav if anv of the situations are familiar

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Il,\'I)riA *b*e;t AltefUllve te__A ̂g+oJialed_-a47-e"eyelt * _

&cco:"Cing t* Speaker 3, x.iry cbesn'l'win.xin' usually r,v*rkl

MoSt people have an 'l

*in - you loie' r.,rentalitv.

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Dolrt 4et Ferto^Al.

Don't 4ive ir to 6re55ure., " ' r y ' _

g .4"crcrriing t* .lp**ker 1*, l.lui's the wclrst rliing vou {*n d$ t* it

negoliatrx'l

Wl:ar'i; lhe rlifference hefween tact{rx xnei e{irry- {ricks? .tnS*tjct'Af:g*yoqt: ."...Strate4ieSi dirtv tricki are vciar oooone,rt't. _ _ . . + . .

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rempted ro make your counrer-proposard ,,-:--,. xi- p,,,;c,,^,, "-",*, u-,.^l-"ljl* his firir offer. You may lhink thar's exactJycounrer-proposals

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li:r:t:t:tltag:;g-i?t !r:4 ,;:;,r"#Jt.'*.1-1, il:;J:J,:"?,,'-',n5:"" at Druffrns or vou

::"^tr 1,t^f::::":jj':,f[:'.",jfT:,1:]lmuch you can find out over a decehf meal. ? ngnl" your opponent wul rtunK ne cou lo

Bargaining, of course. is the critical phase, Speaker 3 have got a-lot more out of you. He won't be

ffiil;il;#;t;;;':'t:?f ,tffi, '

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irt. eame. Rnd don't worry about di$vr:r::};i,e4krarff i?iriii{rirhi]irr:iiiditiFiiito run mararhons. V/hen you do Tinally get identifi, each othef s interests, wants and tricks. They re oniy diry tricks u,'hen ynourt 9 I U l I l I H l a U I U l l b , W I l g l l - V U U U U l l l i l t y g t r t r u L r u r y L 4 L r L v u

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\g or you wrong. If you accept his first offer without

ro tne agteerr lcnt s lage. aglce rrre gcncr?t uscuu arru urcrr s^+Iurr YPPV".",

w,rurr yvu

rerms. b-ut.leave the letall-s to the iawyers - w" could satisfy thoie I say'ideally', they're tactics! So use rhem. ShockrlemthaCs what theiy're rhere for. Close on a high because it hafdly ever is IlKe that. Wlfi-win wlth your openrl8 offer; use your bngllsn as

Students work individualiy to decide what fufiherinformation they would need in order to give advice andwhat they would say in response to each of the people inthe text They compare their ideas with a partner.

In a class feedback session, find out how muchconsensus there is about the best wav to deal witheach situation

Again students work alone to complete the sentence andthen compare their ideas around the class.

El ZO,t Allow students time to look at questions a-e sothey know what they are listening for Check that theyknow what an acronym is. Pause the recording betweenspeakers to allow students time to write down therranswers. You may need to play the recording severaltimes. Allow students to compare notes in pairs or smallgroups before checking the answers with the class

*q*il***t{***

$ Check the answers by asking one student to read out thefirst part of a collocation and another to supply thesecond part.

Students could write sentences, newspaper headlines orbook-titles to illustrate the use of these collocations.

ra:r:ttat:taii:t:trhat s::r:ri:iiidler!

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T-

T e a c h e r ' s N o t e s

ff i$rmmtrx&ssThis section looks at the issue of how direct you should bewhen negotiating. Cultural differences are examined andways of making statements more diplomatic are identifiedand practised.

S Allow students time to read the ioke and discuss itamongst themselves.

Then ask if they think there is a iesson to be learnedfrom it: how we word our requests to other people has agreat effect on what their response will be.

R Students work individually to decide where on the linethey would put themselves and most people from theirown culture.

S Students work with people who put themselves on theother side of the line. S7hen they try to persuade eachother, remind them of the language they have learnt ineadier units for expressing your point of view

Make sure students understand that the first statemenrin each case is what the negotiators actually thought.Howeveq what we think is not always what we say.Elicit that what we say is usually softer, politer, morediplomatic than what we think.

Their task is to write what the negotiators actually saidusing the prompts. If students are finding this difficult,direct their attention to the Grammar link on page I15where they will find an explanation of the grammar ofdiplomacy They could do the practice exercise on page117 before tackling this exercise.

Ask students to consider the role of adverbials, verbs,tenses, modals and adjectives in tempering the directapproach How does a question alter the tone?

Ask individual students to give their opinions or have ashow of hands from the whole class on which versionthey prefer.

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l:ackglrr.lnrl al:li pers<;n*l el:ioir:e. Lln rvhic.lr sirle c,ri the lir:le l;elory ,iv*r:1<.1 yr:u

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e,ctually said.

a "lhat--'simpnssihle.

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t rntry i slightlt't You r.nay have to pay-:light-bpfg-,1-J9l want that-.----

We need e c$rnndt*tent iicm yorl &$\\r,

{xror*lslls$$te &i':aa} \Ve wq4!d lqqdlqag K!,\d qf cq{laltrglt ffqy yq4 ^qw.

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g lt e"ouxt he a g{)oct 1d*a ts 3lafee on a pflce belr]rc $re g{} any rurnlcr',

ttL.()uldtt ti ht:tt(r.r\ Wouddr.'t it_be better to a.4rge o_rr ag5ica beforeffi

h \\'t, ho1;ccj )',ru J p'.iy :r dcprr.it tod:rr .

( u'ere lsolsinu.'abld We were hooirra vor,r'd be able to oAv 4 deooiit todav.' ' " . - ' - f . ' ' ' ' . ' * ' ' ' ' - . ' * . . . " ' ' ' ' ' '

i it wiX bc ciif{icuXt to gei rny boss to agree t{) this"

(mi11ht ttot/teriea.r'yt lt r.^i4ht noj be very_-egJ-to-f!-ry-6c,t5 to -

j l ha t s e - f r r as uc t an 96 .

{f&fr*lei&o*,tftbenrorr*r$ lthi,rk that'r about ag far a5 we car,.4o

Wh*t dr: thc negotiaf*rs dcl t{; *.wke ttrreir statemenis more clipl*m*tic? 1)* you

prefer the direct oe Ciplom*tic ver.si*nsi

They use less direc't lax4uaqe.

A Aa urn,it a

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T e a c h e r ' s N o t e s

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fni, ,J.tio., provides students with more language whichthey can use in negotiations They complete a crossword andthen listen to extracts from negotiations and tick theexpressions as they hear them. They then complete notes onthe positions of two companies involved in a negotiation

t N7hen students have completed their crosswords, checkthe answers and ask for the good advice spelt out in thebox: never lose your temper.

El ZO.Z fnir exercise gives students an oppofiunity tohear the expressions they have just learnt Play therecording for them to tick the expressions as they hearthem and then ask which two were not used

Direct students' attention to the Lexis link on page 1,77where they will find more exercises on the vocabularyof negotiations.

Give students a chance to read through the notes beforeyou play the recording again.

ninute 'We're

not going to course there.w.ouldn't normall;r.be such a

27

,^.,- ̂ ;^i-^t ki.l 3::"A,i\tbll, sombdring nearerlo seven million A, \(rh;J

"p, ;;;;ile ro your original bid

",h;i;;;.;?;h i;.;;'i;Jr0,;;J""

*. irff,t r-, * ** -r.--r,,* A,*-ra6A

-- of 7.8 million euros? thar would come to a totai fee of s20,q00.

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25 thousai

s,NiJl r.t,o..rry.h.t;-T5:i::- u, ?:l t m.rion euros?

ffiffili;?:,::""i:""1i;;iJ,ff"o:iovou co*ecth t6''tt

:jl::Y us seven

- ;,;;. *r-.nt we do not see this as a dre whore senes of seminars. Are these

million for tf-t. wftoi. construct-ion ^'lLLt

opatorr. terms broadly acceptable?

^.1?:f:::, s' z.o *iLf i"'n ority i. -y best price on *rar. B: Er. wel[, lusr a moment. rJUe haven'tconracri B:7.8 mitiio; rcally is my best price on *rar. B: Er. wel[, lusr a moment. rJUe haven't

A: Thafs right' i, *lrr, in rhat case, I thhk that's about as actually agreed on the discount yet. As I

B: And what sort of tlme-scale are we i;;;;;;gJ;irrtil*g;. was abour ro say. wirh this parriiular

looking at?. .J;,:.j-iJ::_".^^.**'._,... ^**'^+n.*L^_,., B No\iti:Wriit'e minute

'We're not going to course there. w.ouldn't normally.be such a

"' ]:,}":T:,;iff[I#;o.to*O'"t"nt lusc this Jeal tor'()00.000 .u,o- ...',-lr ,. large discorrnt. w9 offer 100/o on fivecr

Er, well, lust a moment. W€alrualg,4se!,{1(:&:@i::4 9lwa,s,,at'oulltq'iiat'Jfi f h:dlli:course there. w.ouldn't norrtaigei:djscol!]t1!r:yg:q{f!ct1.0l. lose this deal fbr 600,000 euros, snrely

Ho\\'about this ?. . prolecl wlmln I d monlns Hou, abouL this ? more of our -standarcl seminars. but- f , " ! " t j - l f l l l ] .

ldmontns Hou,about t l r is ? moreof oursLandardsemi.nars,but th js is

B. How flexlDle can yoi.r be on thaB .,r,,' ::,:ii:,i:,r;:,:;;;*iiitlj];!i|;rr:*i;i;ll**;**:r]lt;|i;t:ll:.tu:A: \ol veru. we werc hoprnS, lo l la\ c i l te h.)rtfact z ,

plenr ftrily in operrt ion bi nert A: ltighr we seem to be nearing f:,::T:] ::li;l?]]o^i'tll:,I" n'"" '"

. v Y . e - Y Y u r v l v y r r 6

plenr ftrily in operrt ion lri nert A: ltighr. we seem to be nearing f:::T:]rt, erm, before we finalise :iust run through the l

A;tlm.:

t;$:,i,T*."",b.*;toaccept ? ffit -::"::l:::"

c j L+ *.

easilv onmv mind

B: Well, would you be willing to accept B: Sure. :"v "'i'" 5 'Huc uP r '7u - LaBq ^ ur

^, ?nTlo#*ff *h,, r.ina".r A: Now;rffj::f,':1ffiffi::ff1::l$: u, iiilr" "ii,, r,m arrard we.c-ourd onrr

SepLember, agfeernent. But. erm, belore we finaliseR I sle Can I make a srrqqesflon? thirrn". can we iust run throush the

hIlr uuuie a suggesuont

two l. millionr

- _ . - ! - _ , :

iliion mid-lill ion on

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"iTtffir;::l#:1i[1,"- ::TjT,t[i:*#::i:*j;:" *ffffilJ,$"ononecondi'[ron"comoromiie vou had 'ifilt ,', i:1ru6p;Ft j*;i:,I?*. *:y:q t :;,l-,,* ."*..*,0"0,.B;Nirell, what ifwe offer!

**':""* y::'l',1:i';*:,y' 5::Hi.TT"xi,T::,:5,f,'j';:'#,. ' ..T;I"; #vance

mucn morewlth vou.

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T e a c h e r ' s N o t e s

'1'*r* trx*rsf*rThis section leads up to a guided roleplay of a negotiationabout a football transfer deal. It begins with a text abolrtManchester United which demonstrates that football is bigbusiness and the football transfer system allows players to betraded for millions of pounds

Students then divide into teams to negotiate the transfer of afootball player from his present chib to Manchester United.They use the language and ski1ls they have practised in thisunit to carry out the negotiation.

Elicit that 'footballers are today's rock stars' means thatfootballers are known for getting high salaries just asrock stars were in the past

Students may know similar journalistic expressions suchas 'grey is the new black' (grey is the colour in fashionnow to replace black which used to be in fashion)Check the collocations before students go on to readthe article

Elicit various opinions on what the title means

If you have time and wish to exploit the text further, yt.rucould put the following figures on the board and askstudents to find them in the text and explain theirsignificance: 1990, 1997, 7993, 2000, 1500, S30m

Invite some pairs to perform their conversations for theclass If all your students are interested in football (or ifnone of them are) allow them to persuade each other togo to othef sporting events.

EI ZO.S This rolepiay will take some rime ro ser upand perform, so allow enough time Go through theinstructions with the class Listening to the details of afootball transfer and taking notes will be quitechallenging for weaker students. In order to give students

a structure for their notes, put the following guidance onthe board, have it ready on an overhead transparency ormake photocopied handouts. Ask them to fill it in asthey listen

Students then divide into two teams and turn to thelrrespective pages to find the instructions for their side ofthe negotiation.

Go round as students prcpare, ensuring that they haveunderstood what they have to do

Points to be negotiated

Wbat tlce tealn gets

Transfer fee: money one team pays to another for a playero Young player: So International star:

Vlbat the plalter gets

(represented by FIFA agent who negotiates)\Weekly wage + annual fee

. Average basic weekly wage: $ _(more for internationals and -_ players)

. Annual fee: S,

Details of contracts

. Usually for two, _ or _ years

. Penahy ofaround S_ for leaving beforeend of contract

. Merchandising percentage of profits from sales ofthings with the _ on rhem

. Extras for foreign players

-Yh* tr'*xmrf*r{ Footbailers are toclay's rock stars ancl sqrme of tJre most spe ctacr.tlar rLegot:iatic.rns

lead to multi-million clollar pach*ges for the worlcl's top plavers, Br,rt llas $occerb*colne too 11'tllch of a blrsir:ress fcrr the gcrccl of ti:e ganre? Ntiatch up rhecollr:cations f:eluw :rnd reacl tlre art]cle.

t l

i

\illut cio yoir thinli the ritle 'Differenr ;gr:als' rneans?

l)o you sttppott e fnotllail lealrr? Fincl someone who dossn'l nncl try to persuadethem tct llo to e rnatch with you.

El *.*'x You ere going tci rvork irr two team$ lo negetiate en infernational transfureleal. I'irst, listen to a brief clcscription of. how sueir sleais are pltt tergether arrcltake note$. !firen you'i:t: r*'Jd.V, Team l sr:e pago 121.1l*nm Z scr pegc 12j*4.

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