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

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

Upper Intermediate

MARKET LEADER

Business English Teacher’s Resource Book

Bill Mascull

Course components

FOR STUDENTS

Course Book with DVD-ROM

The key co urse com ponent,

co m p risin g 12 units, four W orking

a cross cu ltu re s se ctio n s and four

R evision units

FOR TEACHERS

M A R K E T LEADER

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

Includes ste p -b y -ste p le sso n notes and a p h o to c o p ia b le

R esource b a n k o f fu rth e r practice e xercises

V o ca b u lary Trainer

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

A p e rso n a lise d , in teractive on lin e

to o l w hich a llo w s stu d e n ts to

p ractise u sin g target language from the C ourse B o o k in a varie ty

o f w ays

M A R K E T LEADER

Test File

S ix p h o to c o p ia b le te sts in c lu d in g fou r Prog ress te sts linke d c lo s e ly

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

Practice File

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

p rovid es extra p ractice for vocabulary, gram m ar and w ritin g from every unit A ls o in clu d e s

a c tiv itie s to im prove p ron u nciation and flu e n cy th rou g h day-to-day

fu n ctio n a l English

Active Teach

The d ig ita l v e rsio n o f the C o urse Book, w ith in teractive a c tiv itie s and a cco m p a n y in g a u d io v is u a l

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

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

B u siness Gram m ar and U sage

P rovides clear e xp la n a tio n s and targeted practice to strengthen any w eak p oin ts yo u r stu d e n ts may have

Su b scrip tion w ebsite

Market Leader is an extensive business English course

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

into the language-teaching classroom It has been

d evelop ed in association with the Financial Times, one of

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

to ensure the m axim um range and a uthen ticity o f

in te rn ation a l b u sin e ss content

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

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

new resources:

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

p ra ctitio n e rs for each unit

• Case study commentaries on DVD-ROM, w ith expert

v ie w s on each case

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

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

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

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

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

Resou rce B o ok

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

th rou g h an in te ra ctive w h ite b o ard or com puter

1 Course aims

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

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

alread y w o rking w ho w ant to im prove th eir English

co m m un ication skills Market Leader co m b ines som e

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

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

p lays and case stu d ie s are regular features of each unit

T hro ug h ou t the course, stu d ents are encouraged to use

th eir ow n experience and op in ion s in order to m axim ise

involvem ent and learning

2 T h e main course com ponents

Course Book

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

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

ch osen follow ing research am ong teach ers to e stab lish

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

m ajority of th eir students The Course B ook provides

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

for w ritin g ta sks too Every unit contain s vocabulary-

d e v e lo p m e n t a ctivitie s and a rapid review o f e ssential

gram m ar There is a regular focus on key b u siness

fu n c tio n s and each unit ends with a m otivating case study

to a llo w stu d ents to practise language they have w orked

on d u rin g the unit For more d e ta ils on the Course Book

units, se e Overview o f a Course Book unit.

A fte r every three units is a spread called Working across

cultures.

concepts, d evelop in g their aw areness and s k ills in order

to function effectively in international b u siness situations There are also four Revision units in the C ourse B ook that revise and co nso lid ate the w ork d one in the main units and culture spreads

Audio and DVD-ROM materials

A ll the listening m aterial from the Course B o ok is available

on the audio CD A num ber o f these tracks provide stu d e n ts with exposure to non-native English accents

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

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

o f the aud io files are also provided in fully-d ow nload able

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

co m p uters and portable audio players

The DVD-ROM is an integral part o f the course All 12 interview s from the Course Book can be view ed on the DVD- ROM with the option of sub-titles, depending on the user’s preference The interview s are accom panied by 12 video com m entaries on the Case studies delivered by experienced

b u sine ss consultants The interview s (which form the main listening focus o f each unit) and com m entaries provide an

o pportu nity for students to get expert perspectives on the latest business practice through English None of the videos are scripted and, as such, expose students to authentic exam ples of natural speech

In addition, the DVD-ROM provides the students with interactive, self-study practice activities These allow them

to revisit problem areas and reinforce w ork done in class

in th eir own time The activities provide further listening practice, opportunities for task repetition and instant, personalised feedback

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

m ini-dictionary w hich provides d efin itions and pronunciation of all the key vocabulary listed at the back of the Course Book and w hich encourages further self-study

Vocabulary Trainer

T h is is an on line, se lf-stu d y to o l that lets stu d e nts

ta k e co n trol o f th e ir own learning O nce stu d e n ts have created a p e rson a l accoun t, the V oca b u la ry Trainer

te s ts them on the m eaning, sp e llin g , c o llo c a tio n and use o f v o ca b u la ry learnt in cla ss T heir d e ve lop m e n t

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

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

Practice File

This gives extra p ractice in the areas o f gram m ar and vocabulary, to g eth e r w ith a co m p le te s y lla b u s in

b u sin e s s w riting In each unit, stu d e n ts w o rk w ith text

m o d e ls and u sefu l lan g uag e, then do a w ritin g ta sk to

c o n s o lid a te the learning A d d itio n a lly , the Practice File

p rovid e s regular se lf-stu d y p ron u n c ia tio n w ork (with

an a u d io CD and exercises) and a v a lu a b le su rviva l

la n g ua g e section for stu d e n ts w hen travelling

Teacher’s Resource Book

This book provides teachers w ith an overview o f the w hole

course, tog ether with detailed teaching notes, background

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

Resource bank.

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

follow ed up w ith com prehension and vocabulary exercises

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

b ased c o m m u n ica tio n a c tiv itie s lin ke d to p a rticu la r

se c tio n s o f th e C ourse B o o k units

• Listening bank: extra a c tiv itie s b ased on each Course

B o o k L is te n in g in te rvie w

• Speaking bank: extra activities based on each Skills section

« Writing bank: a m odel answ er to the Course Book Writing

task, together with an additional writing exercise

Test File

Six p h otocopiable tests are available to teachers and course

planners to m onitor students’ progress during the course

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

skills and language knowledge and an Exit test, which

reviews the w ork done throughout the course

Test Master CD-ROM

Included in the Teacher’s Resource Book, the Test M aster

CD-ROM is a useful assessm ent resource to accom pany the

course, It includes digital, editable versions of the Test File

tests enabling valid, tailored assessm ent It also contains the

accom panying audio files and a further 12 unit tests These

tests assess students’ progress in term s o f the Vocabulary,

Language review and Skills sections of their corresponding

units Full keys and audioscripts are also provided to make

m arking the tests as straightforward as possible

Active Teach

The Active Teach software provides digital access to a range of

course com ponents via an interactive whiteboard or computer

Com ponents include the Course Book, video and audio with

printable scripts, the i-Glossary interactive activities based

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

Resource Book and the phonetic chart It also includes the

Writing file, w hich provides good models for product writing,

and Help videos to make using the software as easy as

possible

Using Active Teach facilitates student engagem ent and

enables clear giving o f instructions and valuable feedback It

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

3 Overview of a Course Book unit

A typical unit consists of the following sections:

Starting up

S tud e n ts have the o p p o rtu nity to th in k ab ou t the unit

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

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

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

d ifficu lt d e cisio n s, p rio ritisin g o p tio n s and com pleting

charts T hroughout, students are encouraged to draw

upon th e ir life and b u sin e ss experience as appropriate

Vocabulary

Essential business vocabulary is presented and practised

through a wide variety of creative and engaging exercises

Students learn new words, phrases and collocations and are given tasks which help to activate the vocabulary they already know or have just learnt

There is further vocabulary practice in the Practice File

Reading

S tu d e n ts read in te re stin g and relevant a u th e n tic texts from the Financial Times and oth e r b u sin e s s sou rce s They d e v e lo p th e ir readin g s k ills and a cq u ire e ss e n tia l

b u sin e s s vocabulary The texts provide a context for lan g uag e w o rk and d isc u ssio n later in the unit

Listening

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

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

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

sp e cific in form a tio n and note-taking They can, if th ey prefer, w atch the in te rv ie w s on the DVD-ROM

Language review

These section s d evelop stu d e n ts’ aw areness o f the com m on problem areas at upper-interm ediate level.They focus on accuracy and know ledge o f key areas o f grammar If stu d e nts already know the gram m ar point,

th is section serves as a q u ick check for them and the teacher If th ey need more explanation, they are referred

to the Grammar reference at the back of the Course Book There is fu rth e r gram m ar practice in the Practice File and in the B u sin e ss G ram m ar and Usage b oo k (see

Extending the course).

Skills

This section helps learners to develop their com m unication

s k ills in the key b u sine ss areas o f presentations, m eetings, negotiations, te lep h on in g and social English Each section contain s a Useful language box w hich provides students with the phrases they need to carry out the business tasks

in the regular role-play activities

Case studies

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

b u sin e ss topic The case stu d ie s are based on realistic

b u sin e ss prob lem s or situ a tio n s and are designed to

m otivate and actively engage students Stud en ts use the language and com m un ication s k ills w hich they have acquired w hile w o rking through the unit Typically, stu d e nts w ill be involved in d iscu ssin g b u sine ss problem s and recom m ending so lu tio n s through active group work Each case stu d y en d s w ith a re a listic w ritin g task These

ta sk s reflect the real w o rld o f b u sin e ss co rre sp on d e nce and w ill a lso help th o se stu d e n ts p rep arin g for b u sin e ss English exam s M o d e ls of w ritin g text typ e s are given in the W ritin g file at the end o f the C o urse Book

A fter stu d e n ts have co m p le te d each case stu d y th ey can

w atch the Case study commentaries on the DVD-ROM Here, a co n su lta n t ta lk s a b o u t the b u sin e ss issu e s raised

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

of the case in class

4 U sin g the course

Accessibility for teachers

Less-exp erien ced te a ch e rs can so m e tim e s find teaching

b u sin e s s English a d a u n tin g exp erien ce Market Leader

se ts out to provide the m axim um su p p o rt for teach ers

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

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

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

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

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

further reading and in form atio n

Authenticity of content

One o f the p rin c ip le s of the co urse is th at stu d e n ts

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

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

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

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

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

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

rich sou rce o f text, v id e o and b u sin e s s in form a tio n for

the course

The case stu d ie s p re se nt re a listic b u sin e s s situ a tio n s

and p ro b le m s and the co m m u n ica tio n a c tiv itie s based

on them - g rou p d is c u s s io n s , s im u la tio n s and role plays

- serve to e n han ce the a u th e n tic ity o f the course

Flexibility of use

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

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

stu d e nts have, in clu d in g different areas of interest and

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

o f tim e availab le to study Market Leader offers teachers

and course plan ners a u nique range o f flexible m aterials

to help m eet th ese needs There are su gg e stion s in

th is b oo k on how to use the unit m aterial extensively

or intensively, w ith fast-track routes through the units

focu sin g m ainly on sp e a kin g and listening s k ills The

lesson notes in clu d e su g g e stio n s on extending the

cla ssw o rk through the DVD-ROM and p h oto cop iab le

m aterials in the Text bank and Resource bank section s

of th is book In a d d itio n, th is b ook gives su g g e stio n s on

how to extend the course using co m p on ents inclu d in g

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

and the Market /.eader sp e c ia list series, w hich d evelop s

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

5 Case stud ies that work

The follow ing teaching tips will help when using case studies:

1 Draw on the stu d e nts’ know ledge of business and the

world

2 Ensure that all students have understood the case

and the key vocabulary

3 Encourage the students to use the language and

com m unication s k ills they have acquired in the rest of

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

4 Focus on com m unication and fluency during the case

study activities Language errors can be dealt with at

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

students feedback at the end in a sym pathetic and

constructive way

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

students expect there to be a correct answer The

teacher can give th eir own opinion but should stress

that there usually is no single ‘ right’ answer

7 Encourage students to use people-m anagem ent sk ills such as w orking in team s, leading team s, delegating and interacting effectively with each other

8 Students should identify the key issu es o f the case and discu ss all the options before reaching a decision

6 Extending the course

S om e stu d e n ts w ill requ ire m ore in p ut or p ractice in

ce rta in areas, e ith e r in term s of su bje ct m atter or s k ills , than is provid ed in the C ourse Book In ord er to m eet

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

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

Business Grammar and Usage New Edition

For stu d e n ts n eeding m ore w ork on th e ir gram m ar,

th is b oo k p rovid es reference and practice in a ll the

m ost im p o rta n t areas of b u sin e ss English u sage It is

o rg a n ise d into stru ctu ra l and fu n ctio n a l s e ctio n s The

b o o k has been revised and u pdated for the T hird Edition and co m p le m e n ts the Language review se c tio n s o f the

C o urse Book Relevant ch a p te rs for fu rth e r stu d y are referenced th ro u g h o u t the le sso n n otes of th is T eacher’s

R esou rce B o o k in the At a glance se ction at the sta rt of each unit

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

M a n y stu d e n ts w ill need to learn the la n g ua g e o f m ore

sp e c ia lis e d areas o f b u sin e ss English To p rovid e them

w ith a u th e n tic and eng ag in g m aterial, Market Leader

in c lu d e s a range o f s p e cia l-su b je ct b o o k s w h ich focu s

on re ad in g s k ills and v o ca b u la ry d e ve lop m e n t Each

b o o k in clu d e s tw o te sts and a g lo ssa ry o f s p e c ia lis e d language

Longman Dictionary of Business English New Edition

T his is the m ost u p-to-date sou rce o f reference in

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

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

a cce ss to clear, stra ig h tforw a rd d e fin itio n s o f the la te st

in te rn a tio n a l b u sin e ss term inology The fu lly u p dated

N ew Edition in c lu d e s an in teractive CD -RO M w ith 3 5 ,0 0 0 key w o rd s p ron ou n ced in both B ritish and A m e rica n

E n g lish , to g e th e r w ith practice m a te ria l for both the BEC and BU LATS exam s, and is now a va ila b le as an iP h o n e or

iP od touch app to d ow n loa d from the P earson Longm an

w e b site

M a r k e t L e a d e r website: www.market-leader.net

The Market Leader com panion w ebsite provides up-to- date inform ation about the Course B ooks and sp e cia list title s and offers a w ide range of m aterials teachers can use to su pplem ent and enrich their lessons In a d d itio n to

te sts for each level, the w ebsite provides links to w eb sites relevant to units and top ics in the Course B o ok and also

d ow nload ab le g lo ssaries of bu siness terms

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

a bank of ready-m ade lessons w ith authentic texts from the Financial Times that have student w o rksh eets and answ ers These le sso ns are regularly updated and can be searched in order to find relevant texts for the unit, topic

Unit 2 International marketing 17

Unit 3 Building relationships 25

Working across cultures 1: Doing business internationally 33

Working across cultures 3: Managing international teams 86

Unit 10 Customer service

Unit 11 Crisis management

Unit 12 Mergers and acquisitions

8996

Unit 3 Building relationships

W o rkin g for free

D oing b u sin e s s in R ussia

Unit 4 Success

S u c c e s sfu l w om en

S u c c e s sfu l strateg ic change

Unit 5 Job satisfaction

A job s a tisfa ctio n su rvey

F lex ib ility

Unit 6 Risk

R e p u ta tio n a l risk

C lim ate change

Unit 7 Management styles

W om en m anagers The future o f m anagem ent

Unit 8 Team building

S p o rts co a c h in g and co rp orate team b u ild in g

Team s o f five hundred and team s

o f one hundred

Unit 9 Raising finance

W illin g and le ss w illin g len d ers

118

120

122124

126128

130132

134136

138140

142144

146148

150152

154156

158160162

Resource bank Unit 8 Team building

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

Teacher s notes

sp e c ia lis ts , Fresh Tracks 195

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

Unit 1 Communication (R estructuring), the B la c ksto n e G roup 196

D ealing w ith co m m u n ica tio n breakdow n 175

Unit 10 Customer service Unit 2 International marketing

B ra in sto rm in g 176

P h ilip N ew m an-H all, G en eral M anager, Raym ond B la n c’s Le M a n o ir aux

N etw orkin g 177 Unit 11 Crisis management

Unit 4 Success Craig Sm ith, P ro fe sso r o f E th ics and S o c ia l

N e g o tia tin g 179 R e sp on sib ility, INSEAD in Paris 198

Unit 5 Job satisfaction

C o ld -ca llin g 180

Unit 12 Mergers and acquisitions

P ro fe sso r S cott M oelier, Director, the M & A

Unit 6 Risk Research Centre, C ass B u sin e ss S c h o o l 199

R each in g agreem ent 181 Resource bank listening key 200

Unit 7 Management styles

184 Unit 2 International marketing 205

A ctive liste n in g 185 Unit 4 Success 207

A sk in g and an sw e rin g d iffic u lt q u e stio n s 186 Unit 6 Risk 209

M a k in g a p resentation 187 Unit 8 Team building 211

Unit 1 Communication

Unit 11 Crisis management 214

A la s ta ir Dryburgh, Head o f A k e n h u rst

C o n su lta n ts 188 Unit 12 Mergers and acquisitions 215

Unit 2 International marketing

Svend H o lle n se n , P rofe ssor of

In ternation al M ark e tin g at the U n iversity

o f S ou th D enm ark

D arrell Kofkin, C hief Executive o ft h e G lo b al

M a rk e tin g

N etw ork, a tra in in g org a n isa tio n 189

Unit 3 Building relationships

A lis o n W ard, Head o f G lo b a l C orporate

R e s p o n s ib ility at Cadbury, the ch o c o la te

U nit5 Job satisfaction

M ad a ly n B ro oks, D irector o f Hum an

R esou rces, Procter & G a m b le (UK) 192

Each lesson (excluding

case studies) is about

Starting up

S tu d e n ts d is c u s s w hat th ey th in k m a ke s a good

co m m u n ica to r and talk a b o u t d iffe re nt form s of

Test File: Entry test

w ritten and sp oke n co m m u n ica tion

Vocabulary: Good communicators

S tu d e n ts lo o k at vo ca b u la ry related to good and bad co m m un icato rs

Listening: Improving communications

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

ta lk in g a b o u t good p ractice in the area

Reading: E-mail: for and against

S tu d e n ts read an a rticle a b o u t the good and bad

a sp e cts o f e-m ail

Language review: Idioms

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

a c tiv itie s on som e com m on id io m s

Skills: Dealing with communication breakdown

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

cu sto m e r and a s u p p lie r and p ra ctise s k ills involved

in d e a lin g w ith b re a kd o w n s in co m m un ica tion

Case study: The price of success

A co m p an y th at m akes and s e lls hi-tech e le ctron ic

p rod u cts has in te rn al and exte rn a l co m m u n ica tion prob lem s S tu d e n ts role-p lay the firm ’s d ire cto rs and

a cce p t or reject s o lu tio n s su g g e ste d by co n su lta n ts

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

For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this is not the case, alternative procedures are given.

BU SIN ESS BRIEF

W ith in c o m p a n ie s, co m m u n ica tio n fa lls into tw o m ain areas There is the co m m u n ica tio n

o f in fo rm a tio n and te ch n ica l k n o w led g e n e e de d to do the job at hand Here, p ap er-based

co m m u n ic a tio n is being rep laced by the co m p an y intranet, w ith in te rn al co m p an y w e b s ite s

o n ly a c c e s s ib le by e m p lo ye e s Som e very large co m p a n ie s are a p p o in tin g knowledge officers

to e x p lo it the in form a tio n in a co m p an y to the fu ll and fac ilita te its co m m u n ica tion to th o se w ho

need it (B ut in th is age o f in cre a sin g ly a c c e s s ib le in form a tio n, there w ill no d ou b t a lw a y s be

th e information hoarders, em p lo ye e s and m anag ers w ho find pow er and p le a sure in ke e p in g

in fo rm a tio n for th e m se lve s, even if it w o u ld be u sefu l to th e ir colleagues.)

T here is a ls o w h at m ight be ca lled ‘c e le b ra tio n -e x h o rta tio n ’ The in tern al company magazine is

th e c la s s ic communication channel here It m ay be prod u ced in-house by a ‘c o m m u n ica tio n s

d e p a rtm e n t’ or out-of-house by jo u rn a lis ts w h o s p e c ia lis e in th is area It m ay try to d e m o n stra te

h ow the co m p an y is p u ttin g its mission statement into action: the m anagem ent m ay try to

ch a n g e e m p lo ye e b e h avio u r by e xh o rtatio n and by p ra isin g the p erform an ce o f p a rtic u la r

d e p a rtm e n ts and in d iv id u als

Externally, advertising has been the m ost v is ib le form o f co m m u n ica tio n w ith cu sto m e rs U su a lly

th is is d e sig n e d to increase p rod u ct sa le s, but there is a lso institutional advertising d e sig n e d to

im p ro ve perceptions o f the co m p an y as a w h ole C o m p a n ie s n atu ra lly like to be seen as hum an

and e n v iro n m e n ta lly aw are But the co m m u n ica tio n betw een co m p a n ie s and th e ir cu sto m e rs is

in c re a s in g ly b eco m ing two-w ay, w ith customer service centres d e sig n e d to g ather in form a tio n ,

not ju st c o m p la in ts, from cu sto m e rs a b o u t a ll a sp e cts o f use o f a c o m p a n y ’s p rod u cts Ideally,

th is in fo rm a tio n feed s back into p ro d u ct m o d ifica tio n and new p rod u ct desig n A d d itio n a lly

so m e c o m p a n ie s are now u sin g so c ia l softw are and m icro-b log g in g site s such as F a ce b o o k and

Tw itter to co m m u n ica te w ith th e ir cu sto m e rs See Unit 10 for m ore on customer relationship

management.

Equally, a co m p an y m ust co m m u n ica te w ith its in ve stors, and investor relations are b e co m in g an

im p o rta n t sp e c ia lis e d area o f public relations Investors w ant to know how th e ir m on ey is being

u se d and w h a t th e ir p ro sp e cts are

Then th e re is the w id er p u b lic a u d ie n ce to atten d to Press conferences m ay be ca lle d to

a n n o u n c e im p o rta n t events su ch as p ro d u ct la u nche s Press releases m ay be issu e d to

communicate more routine information There is also the specialised area of crisis management

and damage control (see Unit 11).

W h a te v e r a com pan y d oes, it has an image, so it sh ou ld try to in flu e n ce (som e w o u ld say

‘ m a n ip u la te ’) the m o u ld in g o f th is im age T h is is one reason w hy the communications industry,

in a ll its form s, is a m u ltib illio n -d o lla r b u sin e ss

Read on

P au l A rg en ti: Corporate Communication, M cG ra w H ill, 200 9 ed ition

Joep C o rn e lisse n : Corporate Communication: A Guide to Theory and Practice, Sage, 200 8

jo h n D o o rle y and H elio Fred G arcia: Reputation Management: The Key to Successful Public

Relations and Corporate Communication, R o utledg e, 2010

D o n a ld H islop : Knowledge Management in Organizations, OUP, 2009

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

• D ivide the board into areas and w rite one or tw o

w o rd s in each area, like this:

drum s

pigeon p ost

pain tin g

Quotation

• W rite the q u o ta tio n q u ic k ly on the board

• Tell the stu d e n ts th at it’s from Ernest H em ingw ay, the fam o u s A m e rica n novelist A sk if anyone has read his novels, e.g A Farewell to Arms, For Whom the Bell Tolls, The Old Man and the Sea.

• A sk the stu d e n ts to d isc u ss, in pairs, w h eth er th e y

th in k th e y listen enough w hen others are sp e a kin g

• In a w h ole -g ro u p d is c u s s io n afterw ards, a sk p a irs for

th e ir o p in io n s

n e w sp a p e rs

radio

language sign language

Starting up

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

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

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

group Elicit th eir responses and com plete the table on

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

m usic

language sign language body language dance

• Invite co m m e n ts and en cou rag e d isc u ssio n (The

stu d e n ts m ay com e up w ith o th e r resp on ses, or

org a n ise them in other w ays, but it d o e s n ’t matter.)

Overview

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

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

o rg a n isa tio n s

• A sk the s tu d e n ts to lo ok at the O verview section on

page 6 Tell them a little a b ou t the th in g s on the list,

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

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

lesson and in later lessons

® D iscu ss the q u e stio n in sm a ll g roups or w ith the

w h ole cla ss Rather than d o in g th is in the ab stract, take som e w ell-kn ow n fig u re s from te le v isio n ,

p o litic s, etc and a sk stu d e n ts w hat m akes them good c o m m u n ica to rs (or not) Be ta ctfu l w hen

d is c u s s in g p o litic a l fig u res S tu d e n ts m ight m ention body lan g uag e, s p e a k in g style, ease th at people have in id e n tify in g w ith them , etc You co uld d is c u s s

w h at m akes for ch arism a, the w ay th a t som e p e o p le have a p ow e rfu l attra ctive q u a lity a s co m m u n ica to rs and le a d e rs th a t m akes p e o p le adm ire them and

w ant to fo llo w them

• A sk the stu d e n ts, stilt in th e ir g roups, to ch oo se the three m ost im p o rta n t criteria in the context of:a) native sp e a k e rs and b) non-native sp e a ke rs o f a lan guage (The e m p h a sis on g ram m atical accuracy

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

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

• D iscu ss the q u e stio n w ith the w h ole cla ss and w rite

th e ir id e a s on th e board You may need to prom pt them to th in k a b o u t su ch th in g s as use o f jargon,

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

a

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

• E licit fe e d ba ck G et stu d e n ts to give reason s for their

p references (This w ill a llo w you to see w ho likes givin g p re se n ta tio n s and it w ill a lso give stu d ents the o p p o rtu n ity to ta lk a b o u t texting, e-m ail, use of

so c ia l n e tw o rkin g s ite s such as Facebook, etc.)

• A sk the w h o le c la s s to b rain storm q u e stio n 2: the

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

co m m u n ica tio n - a vast area ranging, for exam ple, from the p itfa lls o f oral n e g o tia tio n s w here each side has different in te rp re ta tio n s o f the outcom e, to the

dam age cau sed by in d iscre e t e-m ails A gain , list th e ir

id e a s on the board (A to p ic a l issu e th at th e y m ight

m ention is the lack of privacy on s o c ia l n etw o rking

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

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

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

p ro b le m s can be solved

• Elicit feed back

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

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

th is exercise form s a good b a sis for one Agree w ith

the stu d e n ts w hich co m m u n ica tio n form s are m ost

im p o rta n t for them or need m ost practice Note dow n

w hat th ey say and refer to th e se notes re g u la rly w h ile

you are p la n n in g and d o in g the rest o f the co urse , so

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

One-to-one

T his form s a good b a sis for a n e e ds a n a ly sis, if you

h aven ’t a lre a d y done one It m ay give you id e a s for

role play o f sp e cific a c tiv itie s to co m p le m e n t th ose in

the C o urse Book, based on you r s tu d e n t’s p a rticu la r

w o rk s itu a tio n

Vocabulary: Good com municators

Students look at vocabulary typically used to describe

good and bad communicators.

□ □

• W ork on p ron u n c ia tio n o f the w ords, w ith o u t going

into m ean in g s at th is stage G et in d iv id u a l stu d e n ts

to rep eat the d iffic u lt o n e s after you, paying

p a rtic u la r a tte n tio n to stress: arTICulate, etc

• Put the stu d e n ts in th re e s and get them to put w ord s

into g roups: the good and the bad, and then into the

m ore s p e c ific g roups in Exercise B If a va ilab le , get

each three to co n su lt a g ood gen eral dictionary, such

as the Longman Dictionary o f Contemporary English.

Exercise A

G ood: a rtic u la te , re sp on sive , coheren t, sen sitive,

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

Listening: Improving com m unications

Alastair Dryburgh is an expert on communication He talks about:

• four key points about communication

• whether companies are communicating better with customers than before

• one example of bad communication

• G et the stu d e n ts to lo o k at q u e stio n A and listen once or tw ice to the first part o f the in terview ,

d e p e n d in g on th e ir level E licit the answ er

• Get the stu d e n ts to lo o k at the q u e stio n in B and play the reco rd in g again E licit the fou r p oints

Exercise A

No, he d o e s n ’ t He th in k s it can m ake co m m u n ica tio nboth better and w orse

Exercise B

1 P e op le have lim ited atte n tio n , so co m m u n ica te as

su ccin ctly as p o ssib le

2 R ecog nise that co m m u n ica tio n is a b o u t m eaning,

so d o n ’t dum p lots of data on people

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

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

A m azon c o m m u n ica te s w ell b e ca use you alw ays

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

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

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

you m ig h t like to buy, b ased on w h at y o u ’ve b ought in

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

n 4)) CD 1.4

• G et s tu d e n ts to lo ok at the q u e stio n s Play the third

part o f th e in te rv ie w once or tw ice and get stu d e n ts

to a n sw e r th e q u e stio n s

The c o m p a n y has in tro du ced a co m p u te rise d

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

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

o p tio n s d o n ’t co rre sp on d to the c a lle rs ’ p rob le m s and

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

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

m ake it e a s ie r to get th rou gh to a real person

S tu d e n ts can w atch the in te rv ie w w ith A la sta ir

D ryburgh on the DVD-ROM

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

Reading: E-mail: for and against

This article is about the advantages and disadvantages

of e-mail.

a o

• Get y o u r s tu d e n ts to d is c u s s the q u e stio n s in pairs

D iscu ss th e fin d in g s w ith the w h ole group and ask

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

u s in g e -m a il, p a rticu la rly for co m m u n ica tio n w ithin

th e ir co m p a n y or in stitu tio n

B

• Get the s tu d e n ts to lo ok th rou g h the p o ssib le

h e a d lin e s and ch oo se the best A sk them to look

th rou g h th e a rticle quickly, not in d e ta il, and decide

on th e b e st title for the article

• W ith th e w h o le class, ch e ck th at they have chosen

title 3: ‘A q u ie t w ord beats s e n d in g e -m a il’

0

• Get s tu d e n ts to read the w h o le a rticle in more

d e ta il in p a irs Go round the cla ss and a s s is t w here

necessary

• W ith the w h o le cla ss, list the ad va n ta g e s and

d isa d va n ta g e s Do th is at a good pace

A d van ta g e s: p ro d u ctivity increase; effective tra n sm itte r o f d o c u m e n ts and data; forces se n d e r

to th in k th rou g h arg um en ts ca re fu lly and e xp re ss

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

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

to a llo w for jo u rn e y tim e s or travel costs, u n re lia b le posta g e or e ngaged p h o n e s/v o ic e m a il; e co n o m ica l for ke e p in g in to uch w ith d ista n t contacts; a v a ila b le

24 h ou rs a day; good for p itc h in g d iscre e tly and

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

D isad van tag es: b u sin e s s best done face to face or on the phone; re cip ie n t of e-m ail d o e s n ’t hear to n e of

v oice or see fac ia l e xp re ssio ns; se n de r ca n ’t m o d ify e-m ail h a lfw a y th rou gh to avoid ca u sin g offence;

ca n ’ t te ll the m ood o f the e-m ailer; easy to send an irrita b le re sp o n se w hen angry; the e-m ail is a m ore perm anen t form o f co m m un ication ; e a sie r to be tough , get aw ay w ith w eak excuses, m ake th in g s

up or sa y no; le ss hum an; too much sp a m /ju n k ; a

; d istra ctio n , e.g in m eetings

• G et the stu d e n ts to d is c u s s answ ers to the q u e stio n s

in p a irs or th rees for a few m in u tes and then to report back to the cla ss Deal with q u e stio n 2 tactfully, for

e xam p le, if you are d e a lin g w ith p e op le from different

w o rk p la c e s

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

Language review: Idioms

In this section, the students look at different idioms

(Students usually love them.)

a □

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

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

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

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

• Get the stu d e n ts to co m p le te the exercise in pairs Go

round the cla ss and a ssist w here necessary, and then

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

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

w ith the w h o le class

1 get straig h t to the p oint 2 on the sam e

w avelength 3 put you in the p icture 4 ta lk in g at

cro ss-p u rp o se s 5 beatin g a b ou t the bu sh 6 hear :

{or heard) on the g rapevine 7 put it in a n u tsh e ll

8 got the w ro ng end o f the stic k 9 ca n ’t m ake head

nor ta il o f it 10 ta lk in g to a b rick w a ll 11 from the

h o rse ’s m outh 12 keep me in the loop

0

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

a sk in g and a n sw e rin g the q u e stio n s Go round and

a s s is t w here necessary

• B ring the cla ss to order Get d iffe re n t in d iv id u a l pairs

to repeat th e ir exch ang es for the w h o le class

e Em phasise the fact that idiom s have to be word-perfect

(explain this expression) otherw ise they can sound

ridiculous W ork on expressions that have been causing

problem s, getting students to say the right thing

S k ills: D ealing with communication

breakdown

In this section, the students discuss the kind of

communication problems that can occur on the phone, and

listen to two different versions of the same conversation.

□

• G et the stu d e n ts, in pairs, to b ra in storm p o ssib le

e x p re ssio n s for each s itu a tio n , then to rep ort to and

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

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

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

S u g g e s te d a n sw e rs

a C o uld you slo w dow n, please?

C o uld you sp e a k up, please?

Could you sp e a k a little louder, p lease?

b Could you hold on a m inute, please?

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

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

d C o uld you sp e ll that for me, please?

e Could you give me a little m ore in form a tio n,please?

C o uld you give me som e m ore d e ta ils, p le a se ?

C o uld you expand on that, p lease? (more form al)

f Sorry, I can’ t hear you Could you ca ll me back,please?

Sorry, it’s a bad line I can’t hear you

g Let’s see if I’ve got th is right

Let me check if I’ve got th is right

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

co n ve rsa tio n is better

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

• He asks Klebermann to hold on while he gets a

pen

• He says th at he d id n ’t u n d erstan d w hat Kleberm ann said He a sks him to slo w dow n

; • He a sk s for more in form ation

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

• He asks Klebermann to spell the name of the company

• He ch e ck s the num ber o f la se rs that are required

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

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

roll-out.

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

• He a sk s for more in form ation

• K leberm ann su gg e sts c a llin g back, as he ca n ’ t hear K oichi w ell

1 hold on a second 2 d id n ’t catch that; slo w down

3 check; G ot 4 sp e ll that for 5 did you say

6 does; mean 7 a bad line; speak up 8 call you back

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

s im u lta n e o u s p a irs s ittin g back-to-back, usin g

e x p re s s io n s from the U sefu l language box C irculate and m onitor

• W hen th e s tu d e n ts have fin ish e d , praise strong

p o in ts and m ention one or tw o th in g s th a t stu d e n ts

s h o u ld pay p a rtic u la r a tte n tio n to Then get ‘ p u b lic ’

p e rfo rm a n ce s from one or tw o in d iv id u a l p a irs in front o f the w h o le group

• There are m ore s itu a tio n s like th is to role-play in the

R e so u rce bank, on page 175 o f th is book

R e so u rce bank: S p e a k in g (page 175)

CASE STUDY

The price of success

In this case study, the students look at the

communication problems at a manufacturer and

distributor of hi-tech electronic products and make

suggestions for improvements.

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

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

a n o th e r the ‘A produ ct d e fe ct’ se ctio n and the third

grou p the ‘ Law rence D isco un t S to re s ’ section

• C ircu late and answ er any q u eries

Q u ick ly put the h e ad ing s in the left-hand colum n of

the ta b le below on the board and e licit in form atio n

from the group so as to co m p le te the colu m n on the

right Do th is at a b risk pace

Com pany W C H ooper Inc (WCH)

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

hi-tech e le ctro n ic p rod u ctsBased in Seattle

CEO W illiam H ooper

Key problem Internal and e xtern al co m m u n ica tion

p rob le m s im p a ctin g on perform anceProduct

C u stom e r se rvice dept, sent

replacement phone, but did not

inform M a rk e tin g or R&DPhone w ithd raw n after a num ber of sim ila r co m p la in ts

Richard Law rence one o f W CH ’s best and o ld e s t cu stom e rs

Law rence to ld H o op er he w ould

p rob a b ly order 5,000 EX-120S, executive toys (teach th is expression)

H opper in form ed R eg io nal S ales

M an ag er (RSM) by phone

W hen Law rence ordered 5 w eeks later, sa le s m anager said it w as ou t o f stock

Law rence co m p la in e d to H ooper that his ord er w as not given priority

RSM said he w as w a itin g for

co nfirm ation

• M a k e sure the students understand the situation

by gettin g in d iv id u al stu d ents to expand orally on

d ifferent parts of the table, using com plete sentences

At th is point, get stu d e n ts to clo se th e ir b o o k s and say w hat th ey th in k the m ost p re ssin g

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

s o lu tio n s m ight be

• H o p e fu lly th ey w ill a n ticip a te the c o m m u n ic a tio n s

p ro b le m s in the p a n e l at the top o f page 13 in the

C ourse Book G et stu d e n ts to open th e ir b o o k s again and run through the p oints there quickly

P oin t out th at th ese issu e s are the on es th at B etty Friedm an, W C H ’s new C o m m u n ica tio n s D irector, has asked the co n su lta n ts, W ard A s s o c ia te s , to lo o k at

4 ))C D 1 7 , 1.8

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

re co m m e n d a tio n s

• Tell them they w ill have to m ake notes a b o u t

H o o p e r’s a ttitu d e to a) w e e kly reports, b) a p p o in tin g

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

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

• Play reco rd in g 1.7, p au sin g for the s tu d e n ts to m ake notes after each point

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

W eeklyreportsApp oin tm en t

of a new account

m anager

D ealing w ithdefectiveproducts

Inform ation overload (teach th is expression)

W ill add to costs

C ustom ers like personal ap p roach

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

C ustom er services to inform other depts if som eone c o m p la in s - t o o bureaucratic, too tim e -co n su m in g

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

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

The sa le s rep ag rees w ith her CEO th a t p a p e rw o rk is a

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

co nta ct w ith clients

Task

Explain th at in the ta sk the stu d e n ts w o rk in

sm a ll g rou p s as d ire cto rs o f WCH to d is c u s s the

c o n s u lta n ts ’ re co m m e n d a tio n s U n d e rlin e the fact

th at stu d e n ts w ill also have to b rin g th e ir ow n id e a s

on im p ro vin g co m m u n ica tio n s

• D ivide the cla ss into g rou p s o f three or four A p p oin t

a sp o k e sp e rso n in each group w h o w ill report to the

w h ole cla ss after the activity

• G et stu d e n ts to b egin the task Go round the class and a s s is t w here necessary

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

• B ring the cla ss to ord e r w hen the d isc u ssio n is over

in m ost o f the groups

• G et m em bers from each grou p to su m m arise

the d isc u ssio n w ith th e b o a rd ’s re a ctio n s to

re co m m e n d a tio n s and the o rig in a l id e a s that they cam e up w ith

• Praise the strong p o in ts that you heard in the

sm a ll group d is c u s s io n s and talk about areas for

im provem ent, getting relevant stu d ents to reform ulate

w hat they said w ith the corrections you suggested

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

Writing

• The stu d e n ts w rite an e-m ail from the

co m m u n ica tio n s d ire cto r at W CH to the head of Ward

A sso c ia te s , w ith a su m m ary o f the d e c is io n s taken by the board (These sh o u ld be the d e c is io n s they cam e

to in th e ir ow n groups.)

W ritin g file: C o urse Book, page 127

R esource bank: W ritin g (page 204)

2 International marketing

AT A GLANCE

Lesson 1

Each lesson (excluding

case studies) is about

Reading: Italian luxury

S tu d e n ts read an a rticle a b ou t Italian luxury brands, d is c u s s the is s u e s raised and do an exercise on w ord p artn ersh ip s

Listening: How to market internationally

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

ta lk in g a b o u t in te rn a tio n a l m arketin g stra te g ie s and the tra in in g o f in te rn a tio n a l

m arketers

Language review: Noun compounds and noun phrases

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

c o m p o u n d s and noun phrases

SkiUs^jto[nstonri|ng

S tu d e n ts lo ok at the p rin c ip le s of

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

s e ssio n , and w o rk on e x p re ssio n s used

in s e s s io n s like this They then put th ese

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

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

Resource bank: Listening

(page 189)

Practice exercises: Listening

(DVD-ROM)

Practice File

Language review (page 9)

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

ML Grammar and Usage

(Unit 11)

Resource bank: Speaking (page 176)

Practice File

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

Practice exercises: Skills

(DVD-ROM)

Lesson 4

Each case study is

about V/2 to 2 hours.

Case study: Henri-Claude Cosmetics

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

of m a rketin g a m en’s fragrance w o rld w id e

S tu d e n ts b rain storm id e a s for a g lo b a l p rod u ct

m arketin g strateg y am d d e v ise a p ro m o tio n a l

For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation to use with individual

students Where this is not the case, alternative procedures are giverv —

BU SIN ESS BRIEF

‘The w o rld ’s y o u th prefer C oke to tea, tra in e rs to sa n d a ls ,’ w rote one m arketin g s p e c ia lis t

recently T his im p lie s that ta s te s everyw here are becom ing sim ila r and homogenous But the

w atch w o rd s h o u ld s till be ‘Think global, act local’ A ctin g lo ca l m eans havin g lo ca l m arket kno w led g e: th e re are s till w id e variations in ta ste , cu stom s, b e h a v io u r and e x p e cta tio n s betw een

c o n su m e rs in d iffe re n t m arkets, even m arkets th at from the o u ts id e lo o k very sim ilar, like th ose in Europe It m e a n s, for exa m p le , re co g n isin g a tta ch m e nts to lo ca l brands, how b u sin e s s is done in each place, and so on

Of co u rse , th e se are issu e s th a t a co m p an y w ith a global presence has to a d d ress But even

co m p a n ie s th a t seem as if th e y have been g lo b a l forever had to sta rt from a hom e base For

e xam p le, it to o k M a rlb o ro 30 ye ars and M cD o n a ld s 20 years to becom e tru ly g lo b al org a n isa tio n s.How to e n te r ov e rse a s m a rke ts in the first place? P h ilip Kotter e n u m e ra te s the v ario u s m ethods:

• Indirect export: Exp o rters use an intermediary such as an export agent to d eal w ith buyers in

the o v e rse a s m arket

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

• Licensing: C o m p a n ie s se ll the rights to use a manufacturing process, trademark or patent

for a fee or royalty In s e rv ic e s such as h otels, the co m p an y m ay n eg otiate a management

contract w ith a lo ca l b u s in e s s to run the h o te ls on its behalf.

• Joint ventures: Two co m p a n ie s, for exam p le an ove rse a s firm and a lo ca l one, may w ork

to g e th e r to d e v e lo p a p a rtic u la r m arket

• Direct investment: The c o m p a n y b u ys a lo ca l firm , or sets up its own manufacturing

subsidiaries.

O f co u rse , th e s e d iffe re nt a rra n g e m e n ts in volve d ifferent levels o f co m m itm en t, in vestm ent and

risk K otler ta lk s a b o u t the internationalisation process, w here firm s m ove (hopefully) through

th ese stages:

• Stage 1: no re g u la r exp ort a c tiv itie s

• Stage 2: export via independent representatives/agents

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

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

This p ro c e ss w ill help them to p ro g re ss to w a rd s g lo b al th in k in g and lo ca l a ctio n as th ey expand

in te rn atio n a lly A t d iffe re n t s ta g e s, c o m p a n ie s w ill have d iffe re n t le ve ls o f u n d e rsta n d in g of the

m arkets w h e re th e y are tryin g to d e ve lop Each step in the p rocess req u ires d ifferent le ve ls and typ e s o f s u p p o rt

Read on

Isobel D oo le, R obin Lowe: International Marketing Strategy, C engage, 2008

Pervez G h a u ri, P h ilip Cateora: International Marketing, M cG raw H ill, 2009

Svend Hollensen: Global Marketing: A Decision-oriented Approach, Financial Tim es/Prentice Hall, 2007

P h ilip K otler et al: Marketing Management, Prentice H all, 2009

LESSON NOTES

Warmer

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

c o n sid e r the place o fth e in te rn a tio n a l p ro d u cts on

the left in relation to the p ro d u cts on the right in th eir

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

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

W hat do p e op le d rin k w ith m eals?

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

there for sn a c ks and fam ily m eals?

W ho w ears train ers? Is it on ly y o u n g e r p e op le ?

Do b u sin e s s p e op le w ear them to w ork and then

change into sh o e s w hen th ey get there? etc

Coca-C ola and Pepsi Cola tea, coffee and lo ca l soft

d rin k sfast food tra d itio n a l food o f the

countrytra in e rs sh o e s or sa n d a ls

• A s k the stu d e n ts to lo o k at the O verview se ctio n on

page 14 Tell them a little a b o u t the th in g s on the list,

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

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

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

Quotation

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

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

in te re stin g d iscu ssio n

S ta rtin g up

This section introduces the theme of international

marketing and provides an opportunity for some

speaking practice.

□

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

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

a sk the n ote ta ke r in each group to rep ort th eir

fin d in g s to the w h ole class

Exercise A

E xa m p le s include:

; • C o sm e tics: Dior, M a y b e llin e

• S oft d rin ks: Coca-C ola, P epsi Cola

E le ctrica l e q u ip m ent: Sony, Z an u ssiClothing: Gap, Benetton, ZaraCars: M o st cars are now m arketed in te rn atio n a lly

A sk stu d e n ts if they can th in k of any th a t a re n ’ t -

p e rh ap s o n e s th ey see in th e ir own c o u n trie s but never abroad

• If the stu d e n ts run sh ort o f ideas, get th em toresearch som e b rands for h om e w o rk and re p ort b a ck

in the next lesson

» D iscu ss in pairs or as a w h o le -c la ss activity

Vocabulary: Marketing word partnerships

Students look at the vocabulary of international marketing and use it actively.

□ n

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

• B ring the cla ss to order and e lic it answ ers

Exercise A

1 m a rke tin g 2 m arket 3 prod u ct 4 cu sto m e r

5 brand Exercise B

1 m a rke tin g strateg y 2 m arket se g m e n ta tio n

3 p rod u ct feature 4 cu sto m e r p rofile

5 Brand p o sitio n in g Exercise C

2 p rom o tio n 3 m arket research

4 d o m e stic m arket 5 w ith d ra w a p ro d u ct

6 slo g an 7 exp o rte r

• Get stu d e n ts to ta lk a b ou t p a rticu la r p ro d u cts, usin g th e se and related e x p re ssio n s D on ’ t ask the stu d e n ts to ‘ m ake up s e n te n c e s ’ w ith the

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

d is c u s s io n in co rp o ra tin g them , led by you

□

• G et stu d e n ts to d is c u s s the issu e s in pairs

• Go round the cla ss and a s s is t w here n ecessary N ote how th ey are u sin g the m a rke tin g vocab u lary

• B ring the c la s s to order G et in d iv id u a l s tu d e n ts to say w h at th ey cam e up w ith in th e ir pairs

• Praise good use o f m a rke tin g v o c a b u la ry and w ork

on e x p re ssio n s that require th is, g e ttin g s tu d e n ts to say the co rrect form s

Reading: Italian luxury

Students read an article about Italian luxury

brands, discuss the issues raised and do an exercise

on word partnerships.

□

e G et the s tu d e n ts to d is c u s s in p a irs o r sm a ll g ro u p s

and then b rin g fin d in g s to g e th e r w ith th e w h o le

cla ss (They are a ll nam es o f d e s ig n e rs and lu xu ry

brands.)

□

• G et th e s tu d e n ts to read th e a rticle q u ickly, sc a n n in g

it for th e in fo rm a tio n n e e de d to d o th e e xercise

1 P a lazzo D ella Valle, C orso V en ezia, M ila n

2 leather shoes and bags 3 Diego Della Valle

4 Lou is V u itto n , H erm es, C h an e l 5 C h in a and India

6 To c o m p le te the g lo b a lis a tio n o f Tod’s

□ □

• G et th e s tu d e n ts to do th e se e x e rcise s in p a irs and

then c h e ck th e a nsw ers w ith w h o le c la s s (the co rre ct

in fo rm a tio n is u nderlined)

Exercise C

Tod’s Group wishes to convey the charms of the

Italian lifestyle to the world’s rich To do this, it

focuses on celebrity and glamour its traditional, hand­

made, century-old heritage, and its new advertising

campaign will feature Italian celebrities fam ilies The

Chairman says he wants to expand into India and

China to capture consumers there who appreciate the

Italian lifestyle To enter such big markets, Tod’s will

need to think about quantity as well as quality quality

not quantity.

Tod’s is primarily a fashion luxurv-goods company

and needs to be much bigger China and India have

more possibility for growth than Tod’s traditional

markets The Chairman is not worried because that

China will be able to produce luxury goods more

cheaply In future, Tod’s will look to tower production

costs by manufacturing in low-cost countries maintain

the concept of excellence.

• Go rou n d th e cla s s and a s s is t w h e re n ecessary N ote

how th e y are u sin g the m a rke tin g v oca b u la ry

• B ring the c la s s to order G et in d iv id u a l s tu d e n ts to

say w h a t th e y cam e up w ith in th e ir g rou p s

• Again, praise good use that you heard o f m arketing

vocabulary and w ork on exp ressio ns that require further

practice, getting students to say the correct form s

e Text b a n k (pages 1 1 8 -1 2 1 )

Listening: How to market in te rn atio n ally

S tu d e n ts lis te n to tw o m a rk e tin g s p e c ia lis ts : S ven d

H o lle n s e n , P ro fe s s o r o f I n te rn a tio n a l M a rk e tin g

at th e U n iv e rs ity o f S o u th D e n m a rk, t a lk in g a b o u t

in te rn a tio n a l m a rk e tin g s tra te g ie s , and D a rre ll K o fk in ,

C h ie f E x e c u tive o f th e G lo b a l M a rk e tin g N e tw o rk , on tra in in g for in te rn a tio n a l m a rke te rs

d iffe re n t cu ltu re s, to d iffe re n t c o u n trie s th at you are in

2 a) It has m a rke te d one p ro d u ct co n c e p t fo r

the w h o le w o rld and th is p ro d u ct is a c tu a lly

s e llin g a ll ove r in th e sa m e form at It is a sm a ll com pan y, b a se d in D enm ark and in S w e d e n It

is ‘ born g lo b a l’, i.e it is g e ttin g into th e g lo b a l

m a rke ts v e ry fast by s e ttin g up p ro d u c tio n in

U g a n d a in A frica From there, it trie s to s e ll in

o th e r c o u n trie s o f th e w o rld So, by se ttin g

p a rtic u la rly if a ny o f th e s tu d e n ts have e x p e rie n ce of

a tte m p tin g to m a rke t a p ro d u c t g lobally

S tu d e n ts can w atch the in te rv ie w s w ith S vend

H o lle n se n and D arrell K ofkin on the D VD-RO M

S C R e so u rce bank: L iste n in g (page 189)

Language review: Noun c o m p o u n d s and

noun p hrases

This section looks at an area of grammar which can

cause difficulty, particularly for those from some

language backgrounds such as Latin-based ones.

• Go th rou g h p o in ts 1 and 2 w ith w h o le c la ss,

co m m e nting w h e re n ecessary

□ B

• Get the s tu d e n ts to w o rk on th e se e x e rc is e s in pairs

Go round the c la s s and a s s is t w h e re necessary

• Play the re c o rd in g and c h e c k th e a n sw e rs w ith the

w h ole cla ss For E xe rcise C, p ra c tise s tre ss and

in to n a tio n o f the c o m p o u n d s , e.g ‘ It w a s a REally

imPRESSive ADvertising camPAIGN’.

S k ills: B rainsto rm in g

The idea here is to introduce the students to the concept

of brainstorming (if they are not already familiar with

it) Students look at the principles behind it, listen to a

brainstorming session and work on expressions used in

sessions like this They then put these ideas into action

in their own brainstorming sessions.

□

• G et the s tu d e n ts to go th ro u g h th e p o in ts in p a irs or

s m a ll g rou p s C irc u la te and m onitor

• Round up th e fin d in g s w ith the w h o le cla ss There are

no right or w ro n g a n sw e rs, b u t so m e o f the is s u e s

b e lo w m ay em erge

1 Yes, but som e tim e s it is good to be vague ab ou t the

pu rp ose o f the m eeting, so that participants don ’t look im m e d ia te ly at the specific situation T his w ill keep the d iscu ssio n more open-ended and throw up ideas that otherw ise m ight not have occurred

2 T heoretically, no The idea is to get everyone involved as e q u als However, people in som e

cu ltu re s w o u ld a lw a ys expect the m ost se n io r person to s p e a k first, w hatever the type of m eeting

3 P ro b a b ly a g oo d idea

4 T h is sh o u ld be one of the m ain fe ature s o f

b ra in sto rm in g , in ord er to en cou rag e as m any

c o n trib u tio n s as p o ssib le , a lth ou g h s e s s io n s

w h e re th is a c tu a lly h ap p e n s m ay be rare

5 In theory, yes, b u t extrem ely bizarre su g g e s tio n s

w o u ld p ro b a b ly be seen as w a stin g tim e

6 E a sie r sa id than d on e, but it’s p ro b a b ly m ore

a c c e p ta b le to in te rru p t in b ra in sto rm in g than

o th e r ty p e s o f s e ssio n

7 T he o re tica lly, the sp e cu la tio n sh o u ld be as w ide-

ra n g in g as p o s s ib le , but m ost p a rtic ip a n ts w o u ld

p ro b a b ly se t lim its as to w hat is relevant

8 P ro b a b ly a g oo d idea D etails can com e la te r w hen

d e v e lo p in g p a rtic u la r ideas

0 4 ) ) C D 1 1 2

m P lay the re c o rd in g once or tw ice and g et the stu d e n ts , in p a irs, to an sw e r the q u e stio n s

1 To co m e up w ith su g g e s tio n s for the lo ca tio n ,

a c c o m m o d a tio n and le isu re -tim e a c tiv itie s for

th e ir in te rn a tio n a l s a le s conferen ce

2 A m ste rd a m , so u th o f P ortu g al, Florence

H 4 ) ) C D 1 1 3

• P la y the re c o rd in g once or tw ice and get the

s tu d e n ts , in th e ir pairs, to note the a n sw e rs to the

q u e stio n s Then c h e ck w ith the w h ole c la s s and

e x p la in any d iffic u ltie s

1 Four-star h o te ls or b o u tiq u e h ote ls

2 A h a lfd a y to se e the sig h ts; a gala din ner; an h ou r

a day for n e tw o rk in g and for p e o p le to m eet and

• W ith the w h o le c la ss, w o rk on the stre ss and

in to n a tio n o f th e e x p re ssio n s w here n ecessary, e.g

• The id e a here is to put som e o f the p rin c ip le s of

b ra in s to rm in g into action (B ear in m ind p o in ts 1 -8 in

A above.)

• O rg a n ise th e cla ss into g ro u p s o f three or fou r for

m axim u m p a rticip a tio n

® If th e re is m ore than one group, get d ifferent

g ro u p s to do d iffe re n t s itu a tio n s in p arallel A p p o in t

so m e o n e in each group w h o w ill note dow n the ideas

p ro d u ce d , ready to rep ort them to the w h ole cla ss at the end o f th e activity

• M a k e su re s tu d e n ts are c le a r a b o u t the b ackground

to th e ir situ a tio n

• S ta rt the activity C irc u la te and m onitor

• W h en s tu d e n ts have fin ish e d , g et the n ote ta ke r in each g rou p to say w hat id e a s th e y cam e up with

• P raise stro n g p o in ts from y o u r m o n ito rin g o f the

b ra in s to rm in g s e s s io n s and m en tion lan g uag e p oints

th a t th e s tu d e n ts sh o u ld pay p a rtic u la r atten tio n

to G et in d iv id u a l stu d e n ts to go back to the context

w h e re th e m ista k e occu rred and say the new,

im p ro ve d ve rsio n

One-to-one

E n cou rag e th e s tu d e n t to co m e up w ith id e a s for each

s itu a tio n as q u ic k ly as p o s s ib le Do not interrupt

A fte rw a rd s p ra ise and co rrect la n g u a g e as in the fin al

b u lle t p o in t above

S 3 R e so u rce bank: S p e a k in g (page 176)

CASE STUDY _ J S

Henri-Claude Cosm etics - creating a

g lo b a l brand

A French multinational company wants to launch a

men’s fragrance for the global market.

• G et the stu d e n ts to lo o k at the b ackgrou nd of HCC

and Key fe atu re s o f Physique.

• C ircu late and an sw e r any queries D iscu ss com m on

q u e rie s w ith w h ole group

• Q u ick ly put the p o in ts in the left-hand colu m n o f the

ta b le b elow on the board and e lic it in form a tio n from

the grou p so as to co m p le te the co lu m n on the right

(Point out th a t the in fo rm a tio n here is not in the

sam e ord er as in the book.)

• M a k e sure the stu d e n ts u n d erstan d the situ a tio n by

g e ttin g in d iv id u a l stu d e n ts to expand ora lly on a part

o f the ta b le , u sin g c o m p le te se n tences

Background: HCC

C o m p a n y H e n ri-C laud e C o sm e tics (HCC)

A c tiv ity c o sm e tic s and p e rson a l care

B a s e d in France

Background: Physique

I n g re d ie n ts red w o od , cedar, sp ice s, fresh, woody,

lo n g -la stin g arom a

Physique

Targetaud ie n ce

Change from older, s o p h is tic a te d ,

a sp irin g men to younger, m a scu lin e ,

ad ve n tu ro u s, en erg etic men

Q u a litie s M en feel co nfid en t, attractive,

s o p h istic a te d ; very a p p e a lin g to

w om en

G lo b a l To be launched in 10 countries next year

Launch p la n s

Aim : in te rn a tio n a l reco g nition

C a m p aig n them e: ‘Physique for the Urban M a n ’

4 K D 1 1 4

• W rite the p o in ts in the left-hand colu m n o f the table

b e lo w on the board

• P lay the re co rd in g once or tw ice and a sk the stu d e n ts

to m ake n ote s on the six p o in ts show n

Brand im age C hange in im age requiredNam e Nam e change required

P o sitio n in g No longer prem ium but h ig h-volu m e,

m ass m arket

P ackag in g Create new lo ok w ith u n ive rsa l a p p e a l

S log a n M a rk e tin g dept, m u st s ta rt th in k in g

® C o ntinu e w ith the w h ole cla s s a sk in g d iffe re n t stu d e n ts to co n tin u e the d e scrip tio n

• W ork on any re m ain in g d iffic u ltie s th a t have cro p p ed

up so far

Task

• Divide the class into groups of three or four Explain the purpose of the brainstorm ing session and rem ind them that they sh ou ld n ’t spend too long on each point

• C irculate and m onitor, n oting stro ng and le ss stro ng language areas

® Bring the class to order and get a representative from each group to ta lk about their ideas for the w hole class

• Praise the strong p oints and talk ab ou t areas for

im provem ent, getting relevant stu d e nts to reform ulate

w hat they said w ith the corrections you suggested

• Then get them to m ove on, in the sam e g ro u p s, to the second part o f the task If there is an o verh ead projector in the cla ssro o m , hand ou t p e n s and tra n sp a re n cie s so th at each group re p re se n ta tiv e can

m ake a p re se n tatio n to the w h o le class

• B ring the cla ss to order G et group re p re se n ta tiv e s to

m ake th e ir p re se n tatio n s

• Again, praise the strong points and talk about areas for

im provem ent, getting relevant students to reform ulate

w hat they said with the corrections you suggested

j O ; S tu d e n ts can w atch the case stu d y co m m e n ta ry

• G et the stu d e n ts to w rite the a ctio n m in u tes of their

p a rtic u la r b ra in sto rm in g s e ssio n for hom ew ork (B ring th e ir atten tion to the form at o f action m inutes

in the W ritin g file, C o u rse B o o k page 130.)

Q W ritin g file, page 130

s R esource bank: W ritin g (page 205)

3 Building relationships

AT A GLANCE

C la s s w o r k - C o u r s e Book

Each lesson (excluding S tu d e n ts d is c u s s how good they are at b u ild in g

case studies) is about re la tio n sh ip s, listen to an in te rvie w and do a quiz

45 to 60 minutes. a b ou t th e ir a b ility to b u ild re la tio n sh ip s

, , Vocabulary: Describing relations

T his d e a ls w ith the v o ca b u la ry of re la tio n sh ip s,

time spent going lo o k in g at som e ty p ica l w ord co m b in a tio n s

through homework.

Listening: Business partnerships

S tu d e n ts listen to A liso n W ard, head o f G lo b al

C orpo rate R e s p o n s ib ility at Cadbury, ta lk in g a b ou t

b u ild in g good re la tio n sh ip s

Further w ork

Lesson 2

Lesson 3

Reading: Business networks in China

S tu d e n ts read a b o u t the im p o rta n ce of

c o n n e ctio n s w hen d o in g b u sin e ss in China

Language review: Multi-word verbs

S tu d e n ts lo ok at m ulti-w ord (phrasal) ve rb s and practise them in context

Case study: Al-Munir Hotel and Spa Group

An Arab hotel group w ants to strengthen custom er loyalty by getting to know its v isito rs better and encouraging them to return to its hotels Students come up with a plan for building relationships with guests

Language review (page 13)

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

ML Grammar and Usage

(Unit 9)

Resource bank: Speaking

(page 177-1 7 8 )

Practice File

S u rv iv a l B u sin e ss English (page 59)

Practice exercises: S kills

For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual

students Where this is not the case, alternative procedures are given.

BU SIN ESS BRIEF

W hen so m e o n e w o rks for an o rg a n isa tio n , e m p lo ye rs and e m p lo ye e s have e x p e cta tio n s ab ou t

w h a t is re a s o n a b le b e h a v io u r in a w o rk context There is a certain level o f trust betw een people,

and even if the new s is fu ll o f s to rie s o f b re a kd o w n s in th is trust, we th in k of them as e xce p tion s

to established norms in social relationships.

B u s in e ss-to -b u sin e ss re la tio n s h ip s

Networking events can be a g ood w ay to m ake new co n ta cts - in som e in d u strie s, trade shows

are id e a l fo r th is S om e say th a t first im p re ssio n s count O th ers th in k th at so m e o n e ’s ch aracter can o n ly be ju d g e d after a lot o f c o n ta ct in b u sin e s s contexts and socially T h is is w hy d e cid in g

on a supplier or distributor ta k e s vary in g len g th s o f tim e in different cu ltu res To e m p h a sise the

im p o rta n c e o f re la tio n s h ip s like th e se , co m p a n ie s m ay refer to each o th e r as partners.

W hen firm s w o rk to g e th e r on a p a rtic u la r project, th ey m ay enter into a strategic alliance.

T h is m ay ta k e the form o f a joint venture betw een tw o or three co m p an ie s, or a consortium

b e tw een s e v e ra l o rg a n isa tio n s An a llia n c e may be the p relu d e to a merger b etw een co m p an ies,

jo u rn a lis ts often use the la n g ua g e o f b e tro th a l and m arriage to d e scrib e s itu a tio n s like this

C o m p a n ie s m ay overcom e le g a l and o th e r barriers in ord er to m erge, but, as in m arriage, there

is no g u a ra n te e th at the re la tio n s h ip w ill w o rk and last The cu ltu re s o f the tw o co m p a n ie s may

be so in c o m p a tib le th at the p ro m ise d in crease in p ro fita b ility and shareholder value d o e s not

m a te ria lise

R e la tio n s h ip netw orks

Stakeholder theory h old s th a t so c ie ty is m ade up of a w eb o f re la tio n sh ip s, and that each

m e m b e r o f th is arrang em en t has its stake o f in te re st and o f re s p o n s ib ilitie s In a com pany, the

in te re ste d p a rtie s are its o w ners (sh a reho ld ers), m anagers, em p lo yees, s u p p lie rs , d istrib u to rs, and c u sto m e rs, w ho m ay or m ay not be en d -u se rs o f its p ro d u cts or se rvice s A large c o m p a n y ’s

a c tiv itie s have an effect on the p la c e s w here it o p e ra te s (think e s p e c ia lly o f company towns

d o m in a te d by one com pany) and on so c ie ty as a w hole Som e co m p a n ie s p u b lish an in d e p e n d e n t

social audit th a t g oe s beyond the tra d itio n a l annual report and a ttem p ts to give a b ig g er picture

o f the c o m p a n y ’s place in society, th e b e n e fits it brings, the effects of its a c tiv itie s on p e o p le and the e n v iro n m e n t (see Unit 1: C o m m u n ica tio n ) S om e say th at s o c ia l a u d its give a false se n se of

social responsibility O p tim ists re p ly th a t pressure from sta k e h o ld e rs such as s h a re h o ld e rs and

cu s to m e rs can b ring p o sitive ch a n g e s in the w ay co m p a n ie s w ork, and b e n e fits to socie ty as a

w h o le C o m p a n ie s are in cre a sin g ly se n sitiv e to a c c u sa tio n s o f ca u sing p o llu tio n , to le ra tin g racism

o r u sin g sweatshop labour C o m p a n ie s are in cre a sin g ly aw are that th e ir o ve ra ll im age, negative

o r p o sitiv e , w ill e ve n tu a lly be re fle cte d in th e ir share price, an u ltim ate in d ica to r o f b u ild in g good

re la tio n s h ip s , not ju st co m m e rcia l ones

Read on

Francis B u ttle: Customer Relationship Management, B u tte rw orth -H e in e m an n , 2008

R ichard G ib b s and A n drew H u m p h rie s: Strategic Alliances and Marketing Partnerships, Kogan Page, 2 0 0 9

Jeffrey S H a rriso n et al: Stakeholder Theory, CUP, 2010

Raw n S hah: Social Networking for Business, W harton S c h o o l P u b lish in g , 201 0

LESSON NOTES

Warmer

• W ith the w h o le class, b u ild up a ‘ m ind m ap’ on the

board o f a ty p ic a l in d iv id u a l and th e ir re la tio n sh ip s

Draw a circle in the centre o f the board sh ow in g the

in d iv id u a l, w ith ‘s p o k e s ’ g o in g out to other circle s

re p re se n tin g family, co lle a g u e s, b oss, frien ds, clu b s

the in d iv id u a l b e lo n g s to, etc

• Invite com m ents and encourage discussion of the map

Overview

• Tell the s tu d e n ts th at they w ill be lo o k in g at b u ild in g

re la tio n sh ip s, e sp e c ia lly in org a n isa tio n s

• A sk the stu d e n ts to look at the O verview section at the

be gin ning o f the unit Tell them a little about the things

on the list, usin g the table on page 25 of th is b oo k as

a guide Tell them w hich points you w ill be covering in

the current lesson and w hich in later lessons

Quotation

• A sk the stu d e n ts to look at the qu otation and say w hat

they th in k o f it (It w ould be hard to disagree with it!)

Starting up

This section focuses the students on the subject of the

unit There is also a brief listening extract.

0

• Get the stu d e n ts to d isc u ss the quiz q u e stion s in pairs

• Go round th e cla ss and a ssist w here necessary

• Bring the cla ss to order and get representatives o f

pairs to say w hat answ ers they gave to each q uestion

□

• In the liste n in g a ctivity in Exercise C, the stu d e n ts

w ill listen to G illia n Baker, the B u sin e ss R elation s

M a n a g e r o f an in te rn atio n a l tra in in g org a n isa tio n ,

ta lk in g a b o u t how co m p a n ie s can b u ild good

b u sin e ss re la tio n sh ip s

• Before liste n in g to the recording, te ll the stu d e n ts

s p e c ific a lly that G illia n B a ke r is g oing to ta lk a b ou t

the key fac to rs co m p a n ie s m ust co n sid e r when

co m m u n ica tin g w ith th e ir clie nts W ith the w hole

group, get the s tu d e n ts to say w hat they th in k the

key fe atu re s o f th is co m m u n ica tio n m ight be and

w rite them on the board Som e e xa m p le s are:

• they s h o u ld get to know each oth e r w ell

• they s h o u ld ta lk to each other regularly

H 4 ) ) C D 1 1 5

• Play re co rd in g 1.15 once or tw ice and get the

stu d e n ts to:

ch eck w hich o f the p oints they cam e up w ith w ere

m en tion ed, and in w hat order, m arking th is on the list prepared on the board in Exercise B

note the p oints th e y d id n ’ t an ticip a te , a d d in g them to the list

• note the d e ta ils o f the exam ple (com pany, situ a tio n , result)

Points mentioned:

Give the c u s to m e r/s u p p lie r su p e rio r v alue and

sa tisfa ctio n ; exceed c u sto m e r’s e xp e cta tion s; sa tisfy and d e lig h t cu sto m e r to create p rod u ct loyalty, w h ich

w ill lead to b etter co m p an y perform ance

Details of example:

Com pany: Lexus

S itu atio n : m ech anic tu n e d c u sto m e r’s radio to the sam e s ta tio n s as the car he traded in

Result: cu sto m e r d e lig h t and sa tisfa ctio n

• Play the reco rd in g again Confirm the key p o in ts

a b ou t co m m u n ica tio n and w ork on rem ain in g

u n fa m iliar vocabulary

m

• W ith the w h ole c la ss, get in d iv id u a l stu d e n ts to answ er the q u e stio n s, g ivin g th eir reasons

Vocabulary: Describing relations

This section deals with the vocabulary of relationships, looking at some typical word combinations, and prepares the students to talk about relationships in the later activities in the unit.

□

• A sk the stu d e n ts to w o rk in pairs, g ettin g them to say w h e th e r the w o rd s they know are p o sitiv e or negative W ith the w h o le cla ss, put th ese v e rb s into

a ta b le on the board

• Then, w ith the w h o le cla ss, explain the v e rb s they

d o n ’t know, usin g fu ll se n te nces, like this:

If something jeopardises relations, it puts them in danger

If p e op le resume re la tio n s, th ey start them again after

a perio d w hen they had sto pp ed

• A fter each o f you r d e fin itio n s , a sk the stu d e n ts if the

ex p ressio n is p o sitiv e or negative and put it on the

ta b le on the board

P ositive m eaning: cem ent, cultivate, develop, encourage, e sta b lish , foster, im prove, m aintain, prom ote, restore, resum e, strengthen

N egative m eaning: cut off, dam age, d isru p t,

je o p ard ise , sever, sour, underm ine

• G et the stu d e n ts in p airs to d is c u s s the se n te n c es

and c h o o s e the correct verb in each one

1 d a m ag e 2 e sta b lish 3 stre n g the n e d

• If the s tu d e n ts are u n fam iliar w ith th is type of

m a tch in g exercise, point out that they can lo ok for

clu e s like full sto p s at the end o f the num bered

elem en ts, in d ica ting that the follow in g elem ent w ill be

a new sen tence Here, there are no full stops, but in 4,

fo r e xam p le, the plural excellent relations show s that

th e co n tin u a tio n m ust have a plural verb, so a) or b)

m ust be th e co ntinu atio n, but only a) m akes sense

• Get th e stu d e n ts, in pairs, to m atch the tw o p arts of

th e y a d m ire (and a lso on es, perh ap s, th at had good

re la tio n s w ith cu sto m e rs in th e past, but no longer

do, a n a ly s in g w h y th is is) This is p ro b a b ly b etter as

a w h o le c la s s d is c u s s io n , w here you can a sk leading

q u e s tio n s Ensure th at yo u r stu d e n ts use the verbs

ab ove in Exercise A correctly, and w o rk on th o se that

n eed fu rth e r practice

@ i-Glossary

Listening: Bu sin ess partnerships

Students listen to Alison Ward, Head of Global

Corporate Responsibility at Cadbury She talks about

building good relationships and gives some examples.

□ 4 ) ) C D 1 1 6

• G o th ro u g h the five p o in ts w ith the w h o le cla ss

(p o in tin g o u t the p ro n u n c ia tio n o f ‘c o c o a ’ - tw o

s y lla b le s , not three) Then p lay re co rd in g 1.16 and

a s k th e stu d e n ts to m ake notes on each point

• Get th e s tu d e n ts in p airs to co m p are n ote s on each

p o int P la y the reco rd in g again if the s tu d e n ts need

you to

• H ave a w h o le -c la s s round-up, ch e ck in g the answ ers

to each p o int (If necessary, e xp la in V SO - V olu n tary

S e rv ic e O v e rse as - and w h a t it d o e s - a UK ch arity

w o rk in g on aid projects in the d e v e lo p in g w orld.)

1 Fairtrade ce rtifica tio n 2 e th ica l choice

3 very powerful; understood; cocoa-farming com m unities

• A sk s tu d e n ts if they have heard o f Fairtrade and w h a t they know a b ou t it

H 4 ) ) C D 1 1 8

® Play the recording and e lic it the answ ers

1 W ith m ilk farm ers in the UK

2 They have been w o rking to change the anim al feed,

the investm ent and the way the feed is delivered to the m ilk farm ers, in order to m ake the farm ers m ore efficient and reduce th eir carbon footprint

• A sk stu d e n ts how th ey could reduce th eir own ca rb o n

fo o tp rin t - d rivin g less, flyin g less, etc

S tu d e n ts can w atch the in te rvie w w ith A liso n W ard

on the DVD-ROM

83 Resource bank: Liste n in g (page 190)

Reading: Business networks in China

Students read about the importance of connections when doing business iri China.

a

• Get the stu dents to answ er th is qu estion before

lo o k in g at the article A nsw ers w ill depend on stu d e n ts’ industries, or ones they plan to enter; netw orking events, trade fairs, conferences and so on

1 3

• Get s tu d e n ts to skim through the a rticle in d iv id u a lly

or in p airs to find the answ ers Check answ ers w ith the w h o le cla ss

1 A Hong Kong b u sinessm an w ho has used his guanxi

astutely to win licences and b u ild in g perm ission

2 An ex-INSEAD student who has used his connections

from there to build his company, Tudou

3 An INSEAD grad uate and partn er at G ranite G lo b a l

V en tu res w ho helped G ary W ang to raise $ 8 6m

4 A b u sin e ssm a n w ho runs the C h in ese o p e ra tio n s

o f a S ou th Korean syste m s co m p an y and w ho did

an Executive M B A at the C heung Kong G raduate

S B

• G et stu d e n ts read the a rticle in m ore d etail,

in d iv id u a lly or in pairs, to find the answ ers

• Go round the cla ss and a s s is t w here necessary

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

Exercise C

1 parag rap h 3 2 paragraph 1 3 paragraph 2

4 parag rap h 5 5 paragraph 4 6 paragraph 6

7 paragraph 8 8 p aragraph 7

Exercise D

1 Guanxi m eans ‘c o n n e c tio n s ’ and is key to gettin g

th in g s d on e in China

2 You can secu re a b u sin e ss licence, land a

d is trib u tio n deal, find a c o lo n ia l v illa in S h an g hai

and m ake a fortune

3 They can im prove th e ir u n d e rsta n d in g of the

m a rke tp la ce , hire the b est ta le n t and find p o ten tial

b u sin e ss partners

4 N e tw o rkin g that once h ap p en ed in private is

ta k in g p lace at m ore p u blic, inform al events

5 To keep in to uch w ith p re v io u s e m p lo ye e s w ho

now w ork for the co m p a n y ’s c lie n ts and provide a

v a lu a b le n etw ork

B

• A llo w the stu d e n ts to read the a rticle again and find

a n sw e rs to the q u e stio n s

• Go round the cla ss and a s s is t w here necessary

1 tapping into 2 loyalty 3 accountability

4 o b lig a tio n 5 c o n n e ctio n s 6 n etw orking

7 p erseveran ce

a

• If you have C h in ese stu d e n ts in the class, a sk them

(tactfully) to say w h a t th ey th in k o f the article

• A s k the stu d e n ts to w o rk on the q u e stio n s; then

d is c u s s them w ith the w h ole class Be ta ctfu l in

d e a lin g w ith q u e stio n 3!

s s Text b ank (pages 1 2 2 -1 2 5 )

Language review: Multi-word verbs

Students look at verbs made up of more than one word,

otherwise known as phrasal verbs, and study them

being used in context.

• G o th rou g h the d iffe re n t typ e s o f m ulti-w ord verb,

p o in tin g ou t the differences

D 4 ) ) C D 1 1 9

• T ell the stu d e n ts to lo o k th rou gh the se ctio n s o f the

c o n v e rsa tio n A n sw e r any q u e rie s a b ou t m eaning

• G e t the stu d e n ts, in pairs, to put the co n ve rsa tio n in

th e correct order

I f 2 e 3 b 4 g 5 j 6 a 7 d 8 i 9 h 10 c

» A sk the stu d e nts to read the co n v e rsa tio n in

s im u lta n e o u s pairs, lo o k in g at the scrip t on page 155

o f the Course Book C irculate and m onitor, e sp e c ia lly for re a listic in to natio n

• A sk one or two p a irs to perform the c o n v e rsa tio n for the w h ole class

B B

• Get the stu d ents, in pairs, to u nd e rlin e the m u lti­

w ord verbs in the co nve rsa tio n and then m atch them

to th e ir m eanings

• W ith the w h ole cla ss, e licit the answ ers

• Then get stu d e n ts to lo o k at exercise C

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

• P oin t out the se p a rab le m ulti-w ord verbs, for exam ple put off something and put something off

P oin t ou t that w hen usin g it as the object, the verbs

m ust be separated; for exam ple, you can sa y put it off but not put off it.

Exercise B

1 get on 2 ch ecked in 3 b u ild u p

4 turn [ ] round 5 p u ttin g [ ] off tu r n u p

7 let [ ] dow n 8 s e t u p 9 carry on

10 ca lled [ ] off

Exercise C

2 T h e y’ve put off the p re se ntation u ntil T hursday /

T h e y’ve put the p re se n tatio n off until T hursday

3 I’m sorry I’ve let you dow n

4 S h e ’s set up the conferen ce call for nine o’ clo ck /

S h e ’s set the conferen ce c a ll up for nine o’ clock

5 This is a cru cia l m eeting M ake sure you tu rn up on tim e

6 Everyone carried on w o rk in g as if n o th in g had happened

7 You ’ ll need to ch eck in at the H ilton a rou n d fou r o’ clock

8 I get on (well) w ith my new boss

• If there is tim e, your stu d e n ts co u ld d is c u s s the

q u e stio n s b e lo w in pairs W rite them on the board, and invite different p a irs to ta lk a b o u t d iffe re n t points The idea is to use as m any m u lti-w ord ve rb s

as p o ssib le (not ju st on es from th is section ) w hen

a n s w e rin g th e q u e stio n s

• Try to have a p h rasa l verb d ictio n a ry to hand, for exam ple the Longman Phrasal Verbs Dictionary.

Questions for further discussion

1 How can b u sin e sse s b u ild up m arket sh are?

2 How can co m p an ie s hold on to th e ir m ost valued

em p lo yees?

3 W hat p rep aration sh o u ld be m ade before

se ttin g up a m eeting w ith an im p o rta n t p o te n tia l

• C irc u la te , m o n ito r and a s s is t if necessary Note how

each p a ir is u sin g m u lti-w o rd verbs

• W ith the w h ole class, go over the m ulti-w ord verbs you

have heard, correcting p rob le m s w here necessary

Possible answer for question 1

O f course, before com panies can build up m arket share,

they have to get into the m arket in the first place They

have to find out about how the m arket w orks, how

d istrib ution is set up and so on W hen they have put

together enough inform ation, they can set out to attack

the m arket, perhaps starting off in ju st a sm all area to

begin with They may try to set themselves apart from

com petitors by offering a product with special features,

or they m ay com pete on price

S k ills : Networking

Students look at networking language in a series of

situations and use it themselves to role play two situations.

□ 4 ) ) C D 1 2 0

• Tell th e s tu d e n ts th at th e y are g o in g to listen to a

s e rie s o f co n v e rsa tio n s in th e co ntex t of p e op le

n e tw o rkin g

• A s k th em to lo ok th rou g h th e sta te m e n ts as

p re p a ra tio n for liste n in g , sa y in g th e y w ill have to

d e c id e w h ich sta te m e n ts are true and w h ich are

false

• Play the recording and stop at the end of each situation

to give tim e for the stu d ents to m ake their choice

• A s k th e s tu d e n ts for th e ir answ ers

1 True

2 False (They d o n ’ t have the e x p e rtise to redesign it

th e m se lv e s.)

3 False (She says th at he tra v e ls q u ite a lot and is

ofte n in m e e tin g s or g iv in g p resentation s.)

Q 4 ) ) C D 1 2 1

• A s k the s tu d e n ts to lo o k at the q u e stio n s

• Play the recording once or tw ice and ask for the answers

1 B e c a u se th e y ’ve had c o m p la in ts from cu stom ers

sa y in g it ’s not w o rk in g properly, it ’s hard to

n avig a te , th ey ca n ’t find w h a t th e y w an t and the

p ro d u c t in fo rm a tio n is in su ffic ie n t

2 He’s v e ry in te re ste d and w o u ld be a v a ila b le to

d is c u s s it fu rth e r in tw o w e e k s ’ tim e

H 4 » C D 1.20, 1.21

• B efore p la y in g the first re co rd in g a g ain, a sk the

s tu d e n ts to lo o k at ite m s 1 -5 , and to th in k briefly

a b o u t w h a t the m issin g w o rd s m ig h t be

• P lay re co rd in g 1.20 again, and have th e stu d e n ts fill

in th e b la n ks

• R epeat th e p roce ss for re co rd in g 1.21

1 m et 2 help you out; d o n ’ t you contact

3 by any chance 4 m ention

5 try to reach; for the contact

6 given 7 in te re ste d 8 m eeting

a

• Before ro le -p la y in g the situ a tio n s, te ll the s tu d e n ts to

lo ok at the U sefu l language box

• Get the stu d e n ts, in pairs, to practise sa yin g the

e x p re ssio n s u sin g frie n d ly in to natio n

• S tu d e n ts take turns to say one o f the e x p re ssio n s from the U sefu l lan g uag e box, and to give an

a p p ro p ria te reply For exam ple:

A H aven’t w e m et som ew here before?

B Yes, it w as at the group sa le s conference in

P ortu g al last year

A Oh yes Very good conference, w a sn ’ t it?

B We both w ent to th at p resentation on n e tw o rkin g

• P raise and correct as usual, co n cen tra tin g on frien d ly

• Start the activity C irculate and m onitor

® P raise good p o in ts and correct w e a ke r on es, again

co n c en tra tin g on in tonation

• A sk for one or two public performances o f each situation

c c R esource bank: S p e a k in g (page 1 7 7 -1 7 8 )

CASE STUDY

A l-M u nir Hotel and Spa Group

An Arab hotel group wishes to build customer loyalty by

getting to know its visitors better and encouraging them

to return to its hotels.

Background

• Instruct the stu d e n ts to read the se ction on the

c o m p a n y ’s b a ckgrou nd in pairs

• C irculate and a nsw er any q u e rie s D iscu ss com m on

q u e rie s w ith the w h ole group

• Q u ic k ly put the p oin ts in the left-hand colum n o f the

ta b le b e lo w on the board and e licit in form atio n from

the group so as to co m p le te the colum n on the right

• M a k e sure th e stu d e n ts und erstan d the s itu a tio n by

g ettin g in d iv id u a l stu d e n ts each to expand o ra lly on

a part of th e ta b le , u sin g co m p lete sen tences

Turnover (= sales) has fallen by 22%

O ccup a ncy rate has fallen from 81%

to 62%

Increasing customer dissatisfaction

R etention rate (= guests returning) has fallen from 25% to 8%

Low cu sto m e r loyalty Rating has fallen from 4* to 3*

To b u ild long-term re la tio n sh ip s betw een cu sto m e rs and the hotel

Customer Satisfaction Survey 4 ) CD1.22

• G et s tu d e n ts to lo o k at the re su lts o f the survey

u nd e rta k e n by M r Ham di before they listen to

th e recording

• A s k them to give s p e cific exa m p le s o f w hy there

m ight be d is s a tis fa c tio n in d ifferent areas

For exam p le, the a m e n itie s m ight not be w ell-

m a in ta in e d , e q u ip m e n t m ight be broken, cle a n in g

m ay be an issu e , etc

• Play the recording and get students to com pare w hat

they hear w ith the possible reasons that they just gave

R easons given by cu sto m e rs include:

• they d o n ’t feel th e y ’ve had a m em orable exp erien ce d u rin g th e ir stay

th ey aren’t m ade to feel s p e cia l and v alue d

• they w ant more a tte n tio n paid to th e ir n e e d s and

to be treated as in d iv id u a ls

• they're lo o k in g for a m ore p e rso n a lise d service,

no room fa c ilitie s for m aking coffee

no veg etarian o p tio n s on the menu

• lack o f fa c ilitie s for ch ildren ; no s p e cia l m en us for them ; no play area, etc

• sta ff need to be m ore resp on sive to cu sto m e r

re q u ests and m ore p o sitiv e in d e a lin g w ith them

« b u sin e ss area not open for the full d u ratio n o f

ad ve rtise d hours

: • sta ff d o n ’t a p p e ar m otivated and d o n ’ t a p p e a r to enjoy th e ir jobs

Task

• Get the stu d e n ts to lo o k at the agenda for the

m eeting w ith the G u e st R e la tion s and M a rk e tin g

D e p artm en ts and e xp la in a n yth in g th at th e y are

u nclear about

• Tell them th at in the in itia l stage of the ta sk they

w ill be in a d is c u s s io n in v o lv in g e ith e r the G u e st

R e la tion s (GR) D ep artm en t or the M a rk e tin g

D epartm ent

• D ivide the cla ss into g ro u p s o f three and say w h ich

g rou p s are m em bers o f the GR d e p a rtm e n t and w h ich the M a rk e tin g D epartm ent

• Start the first stage o f the role play Go round the

d iffe re nt grou p s and a s s is t w here necessary

• W hen th ey have fin ish e d , put each group o f GR peop le w ith a group o f M a rk e tin g p e op le , m aking six s tu d e n ts in each new group Tell one m em b er o f each group of six to d rop the role (GR or M arke tin g ) they have had so far and to take the role o f V an e ssa

S ch u ltz and to chair the m eeting

• Have each g rou p o f six d is c u s s the v a rio u s id eas, under the ch a irm a n sh ip o f V an essa S ch u ltz P oin t out th at the ob je ctive is to com e up w ith a co ncre te action plan at the end o f the m eeting

• Go round the c la s s and a s s is t w here necessary

M o n ito r for good and not-so-g ood use o f language

• When most groups have finished, bring the class to order

• Get a member of each group to say what their action plan consists of Compare the action plans of each group

• Praise good use of netw orking language that you heard

in the role plays Then go over points that need more work, getting ind ivid u al students to say the right thing

• A sk for p o ssib le o p e n in g s to the letter, for exam ple:

Dear Ms Wise, You are one of our most valued customers That’s why we’re making you this special offer

• The s tu d e n ts co u ld w rite letters in pairs

co lla b o ra tiv e ly in cla ss C irculate, m onitor and assist

A ltern atively, se t the a c tiv ity as hom ew ork

One-to-one

Use th e se p o in ts for the ta sk as the basis for a

: d is c u s s io n a b o u t e x istin g cu stom ers and a p ossib le

; lo ya lty program m e

c s W ritin g file, page 126

o R esource bank: W ritin g (page 206)

O R K I N G

I R O S S

internationally

A s th is is p ro b a b ly th e first Working across cultures unit

th a t you are d o in g w ith s tu d e n ts , e x p la in w h a t cu ltu ra l

3 He d ecid ed that there w as no point in co ntinu in g

w ith them and a d vised the co m p an y to se ll the

• G a in in g a re p u ta tio n for u n re lia b ility b e c a u se o f

late d e liv e rie s

• S e ttin g up a ta k e -o u t b u sin e s s rath er than o ffe rin g

c u s to m e rs p iz z a s in an A m e ric a n -s ty le re sta u ra n t

w ith an a ttra ctiv e decor

Task 1

• S tu d e n ts can in itia lly co m p are th e ir ra n k in g re su lts

in g ro u p s Then do th e ra n kin g w ith th e w h ole

c la ss, c o m p a rin g d iffe re n t s tu d e n ts ’ a n sw e rs and

d is c u s s in g a ny d is a g re e m e n ts

B

• G et s tu d e n ts to d is c u s s the q u e stio n in pairs, b e a rin g

in m in d s o m e o f the p o in ts from E xercise B ab ove Go

rou n d th e c la s s and a s s is t w h ere n ecessary

2 An im p o rta n t co m p an y ow ned by the D uleep

S in g h fam ily, one o f the richest fa m ilie s in India

3 A v is it to the p re s id e n t’s hom e for d in n e r -

C h ristin a to o k gifts th at w ere w e ll accep ted and th ey d is c u s s e d n on -b u sin e ss to p ic s that

in te re ste d them both

Exercise E

; • S h e m ade a false a ssu m p tio n that an agreem ent had been reached b a se d on the p re sid e n t’s vague

a n sw e rs and p o sitiv e body lan g uag e (sm iling)

• S he cam e a cross as im p a tie n t - she w a s p u sh in g

to c lo se the d eal b ased on a short-term tim escale

Th is m ade them th in k she w as rude and insincere

• S he m ade a m ista k e w ith som e o f the figures

sh e gave them T his m ade them th in k she w as

in co m p e te n t and u ntrustw orthy

• P lay the reco rd in g again and e lic it the answ ers ab ou t

• In India, it is like ly th at there w ill be som e general

d is c u s s io n before p e o p le get dow n to b u siness

S u ch d is c u s s io n h e lp s both s id e s to get to know each other better

• D e cisio n -m a kin g m ay take longer in som e A sian

c o u n trie s than in W estern ones It’s im p o rtant

to be p a tie n t and not becom e frustrated by the slo w e r pace o f d is c u s s io n s

• Foreig n ers d oin g b u sin e ss in India sh o u ld look

fo r long-term b e n efits rather than short-term

a d van tag es

• Indian p e o p le need to tru st th o se th ey are d oing

b u sin e s s w ith They need to feel that the other

• E xp lain the idea beh ind the exercise and get stu d ents

to read th e b lo g to g e th e r in sm all groups

• Go rou n d the cla s s and a s s is t w here necessary

• B rin g the cla ss to ord er and go th rou g h the answ ers

w ith th e w h ole class

• M e lis s a sh ou ld have realised that there is a lot of

b u reau cracy to go through to set up a joint venture

in R ussia, and she sh o u ld not have pushed Georgy

to co m m it to figures th at he w asn ’t ready to give

• She sh ou ld have realised that G eorgy w as giving

her a d vice on the organ ic products, not being rude

; • S he sh o u ld have a p p re cia te d th at G eorgy felt safer

u s in g a law yer he knew rather than a large firm he

w a s n ot fa m ilia r w ith

• S h e o u g h t to have d e la ye d her flig h t hom e so that

sh e c o u ld have a tte n d e d the m e e tin g w ith the

M in iste r

Q 4 ) ) C D 1 2 5

• M a k e su re the ta sk is clear

• Play the recording S tudents com pare what Galina

Koznov is saying with the notes they m ade in Exercise F

• E lic it the a n sw e rs from th e w h ole class

• G a lin a Koznov not s u rp ris e d that G eorgy (G) d id n ’ t

w an t to give M e lis s a (M) a five-year s a le s forecast

a s th e re are so m any ce rtific a te s and p e rm issio n s

s u rro u n d in g se ttin g up a join t ventu re in Russia

• G a ls o p ro b a b ly d id n ’ t w a n t to give fig u re s that

he’d have to change la te r in th e ir re la tio n sh ip

; • M sh o u ld have realised it w ould take longer to set

up a jo in t venture in R ussia than in other countries

• R e la x in g and s o c ia lis in g is very im p o rta n t to

R u s s ia n s so the w e e ke n d trip to G ’s dacha w as a

g oo d o p p o rtu n ity to d e v e lo p th e ir rela tio n sh ip

• R u s s ia n s tend to be a b ru p t and d ire ct w hen

ta lk in g in English so M s h o u ld n ’ t have been

o ffe n d e d - G w as try in g to be h e lp fu l and frien d ly

w ith his advice

! • P e rs o n a l re la tio n s are im p o rta n t in R u s s ia - t h a t ’s

w h y he w an ted to use h is sch o o l friend, w ho he

knew and tru ste d , as h is lawyer

• M m ad e a big m istake not ch a ng in g her flig h t -

th e m e e tin g w ith the m in iste r w o u ld have been

an im p o rta n t step in se ttin g up the jo in t venture

The m in iste r felt d e v a lu e d b e ca use M sent a

lo w e r-ran kin g c o lle a g u e on her b e h a lf - t h e only

a c c e p ta b le p eop le to atten d the m eetin g from her

c o m p a n y w o uld have been her or her boss

Task 3

Get stu d e n ts to do th is for hom ew o rk and ch e ck in the next lesson (Or th ey co uld e-m ail th eir w o rk to you, and you co uld p rovid e fe e d b a ck by return e-m ail, or in the next lesson.)

A Revision

This u nit re v ise s and rein forces som e o f the key

la n g ua g e p o in ts from U n its 1 -3 and from W o rking a cross

cu ltu re s 1, and lin k s w ith th ose u nits are cle a rly show n

You can p o in t out th e se lin ks to your stu d e nts

1 Communication

Vocabulary

» T his recycles and re v isits v o c a b u la ry re la tin g to

c o m m u n ica tio n

1 a rtic u la te 2 ram b lin g 3 su ccin ct

4 extrovert 5 co heren t 6 p e rsu asive

7 e lo q u e n t 8 flu e nt 9 in terru p ted

10 d ig re ss 11 engage 12 listen

Idioms

® S tu d e n ts get fu rth e r p ractice w ith th ese P oin t out

again th at it ’s im p o rta n t to get id io m s e xactly right,

or th ey can sou n d very stran ge indeed

1 b u sh 2 grap evine 3 stic k 4 m outh

5 w a ll 6 w a v elen g th 7 lo o p 8 picture

Skills

• W ork on correct stre ss and in to n a tio n o f the

e x p re ssio n s after stu d e n ts have done the exercise

Noun compounds and noun phrases

• G et stu d e n ts to w o rk on the correct order of w o rd s

in co m p o u n d s and w o rk on stre ss and in to n a tio n of

th e se n te n ces w hen stu d e n ts have co m p le te d the

exercise

1 W e’re tau nch in g a really im p re ssiv e p rodu ct range

2 The s a le s fo re ca sts are very good

3 We w an t to in cre a se brand aw areness

4 W e’re d o in g e xtrem ely th oro u g h m arket research

5 They created a hug ely s u c c e ssfu l a d ve rtisin g

• W ith stu d e n ts, w o rk on the p roce ss o f s p o ttin g the

‘odd one o u t’ , e n suring that stu d e n ts are c le a r a b o u t the m eaning s o f a ll item s

1 cem en t 2 create 3 begin 4 end an g er

5 prom ise 6 d isru p t 7 e sta b lish 8 a llo w

Multi-word verbs

• This is a tricky area for m any learners, so ta k e tim e

to w o rk on th is exercise thoroughly, p o in tin g o u t the clu e s th at in d ica te w hich se n te nce h alves m atch

w ith the current econom ic clim ate I plan to p rod u ce a docum entary film for television I w onder if you co uld give me som e facts and figures? I’ ll be in S ao Paulo next m onth W ould it be p o ssib le for us to get to g ether?

T han k you

Yours sin ce re ly Tom Jordan

Cultures 1: Doing business internationally

• Students get further practice in intercultural vocabulary

Each lesson (excluding

case studies) is about 45 to

60 minutes This does not

include administration and

time spent going through

homework.

Starting up

S tu d e n ts lo ok at lan g uag e for d e scrib in g

s u c c e s s fu l p e op le and o rg a n isa tio n s and talk

a b o u t s u cce ss s y m b o ls in th e ir own culture

Listening: Successful businesses

The m anag in g d ire cto r o f a te ch n o lo g y com pany

ta lk s a b o u t w hat m akes a s u c c e ssfu l b u sin e ss

Reading: Carlos Slim

S tu d e n ts read a p rofile o f C a rlo s Slim , one o f the

w o rld ’s rich e st men

Language review: Present and past tenses

The te n se s are com pared and contrasted

S tu d e n ts look at how th ey are used in the Slim

a rtic le and then use them to w rite a b ou t anoth er

c o m p a n y ’s history

Skills: Negotiating

The lan g uag e o f b argaining, ch eckin g

u n d e rsta n d in g and sig n a llin g is exam ined

S tu d e n ts a n a lyse how it occu rs in a n e g otia tin g

s itu a tio n and use it th e m se lv e s in a role play

Case study: Kensington United

A major English football club needs to agree a new

sp on sorsh ip deal to ensure its continuing success

S tu d e n ts take part in the n e g o tia tio n s betw een

th e clu b and a big m edia com pany

Resource bank: Listening

Lan g u ag e re vie w (page 17)

Practice exercises: Language review 1&2

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

For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students Where this is not the case, alternative procedures are given.

B U SIN ESS BRIEF

People are fascinated by success Business com m entators try to understand the success factors that

m ake for s u cce ssfu l individuals, products and com panies, and for econom ically successful countries

P eo p le

D ifferen t ty p e s o f o rg a n isa tio n require d iffe re n t typ e s of lead ers T hink o f sta rt-up s w ith th e ir

d y n a m ic e n tre p re n e u rs, m ature co m p a n ie s w ith th e ir solid but h o p e fu lly in sp ira tio n a l CEOs,

c o m p a n ie s in d iffic u lty w ith th e ir tu rn aro un d sp e c ia lis ts Each a lso req u ires m anagers and

e m p lo y e e s w ith d iffe re n t personality make-ups T hink of the co m b in a tio n of p e rso n a lity ty p e s

n e e de d in b a n k s co m p are d to th ose in a d ve rtisin g agencies

Products

S u c c e s sfu l p ro d u cts are n o to riou sly hard to predict There are su btle co m b ination s of social,

cu ltu ra l and te c h n o lo g ic a l circum stan ces that mean that som eth in g w ill succeed at one tim e but

not another P eop le talk rightly ab ou t a product ‘w h ose tim e has com e’ The tech n olo g y to m eet

a p a rtic u la r need m ay exist for a long tim e before the product on w hich it is based takes off For

exam p le, p h o to co p y in g tech n olo g y w as around for years before p h oto cop iers were co m m e rcia lise d

on a large scale In the beginning, cost may be a factor, but after a tim e a critical mass of users

d e v e lo p s, c o sts com e dow n, and no one ‘can understand how they could have done w ith o u t o n e ’

C o m p a n ie s

S u c c e s s fa c to rs here in clu d e energy, vision and efficiency, but m any o f the co m p an ie s th at w ere

th o u g h t to p o s s e s s th e se a ttrib u te s 30 or even five years ago are not th ose we w o uld th in k o f

as h a v in g th e s e q u a litie s today Management fashions are a big factor: gurus and m anag em en t

b o o k s have a lo t to answ er for O nce so m e th in g b ecom es a mantra, everyone sta rts d o in g it, but

o b je c tiv e m e a su re s o f the relative e fficie n cy o f each type o f co m p an y are hard to find D ifferent

ty p e s o f a c tiv itie s req u ire d iffe re n t a p p ro a ch e s to d e liv e r stro ng fin a n cia l resu lts, the one

m e a su re o f s u c c e s s th at p e o p le u su a lly agree on

C o un tries

E co n o m ic s u c c e s s s to rie s such as Japan, G erm any and Sw eden becam e m od e ls th at everyone

w a n te d to im ita te In the 1 9 7 0 s, g overn m ent exp e rts and a ca d e m ics w ent to these p la ce s by the

p la n e lo a d lo o k in g for the m agic in g re d ie n ts In the 1980s and early 90 s they w ent to the em e rg in g

e c o n o m ie s o f the so -ca lle d ‘A sia n tig e rs ’ Now C hina is seen as the co un try to w atch A t v a rio u s

tim e s, c o m m itm e n t to self-improvement, entrepreneurial flair, efficient access to capital, vibrant

institutions, a g oo d education system and good infrastructure are held to be im p o rta n t facto rs

fo r s u c c e s s , b u t th e co u n trie s m e n tion e d above p o sse ss th ese to very varying degrees

In any case, h ow can co m p a n ie s and co u n trie s im itate others? C o m p a n ie s have a p a rtic u la r

culture th a t is th e re su lt o f th e ir history, sh ort or long If m anagers and th e ir c o n su lta n ts change

th em rad ically, for exa m p le by d o w n s izin g them , th ey m ay be rip p in g ou t the very th in g s th a t

m a ke th em tic k On the other hand, change m ay really be necessary, and co m p an ie s w ith c u ltu re s and stru c tu re s th a t w ere s u c c e ssfu l u nder e a rlie r c o n d itio n s are very hard to change in a g e n uin e

way, even if th e y go through the m otion s o f a d o p tin g the la te st m anagem ent fashion

W ith c o u n trie s , h ow do you im itate s o c ia l stru ctu re s and h ab its th at have evolved over c e n tu rie s

e lse w h e re , often w ith an e n tire ly d iffe re n t sta rtin g point? The old joke ab ou t not w a n tin g to sta rt

from here if y o u ’re g oin g there is a p p lica b le A lso , by the tim e the m od e l has been id e n tifie d as

one w o rth im ita tin g , the w o rld e co n o m y has m oved on, and you r ch osen m odel m ay no lo n g e r be

the o n e to follow

A b ility to adapt is key Here, the US is w orld leader in a d ap ting old o rg a n isa tio ns to new c o n d itio n s

- M c D o n a ld ’s and IBM , for exam ple, have had am azing turnrounds from earlier d ifficu lties But

ra d ica l innovation is e q u ally im portant The US is also good at generating entirely new co m p an ies

that b eco m e w o rld leaders Though not as dom inan t as it once w as, the US econom y seem s to be

p a rticu la rly g ood at producing these c o m p a n ie s - w itn e s s M icrosoft, Intel and Google China, for all

its new -found e co n o m ic power, has yet to produce a com pany in th is league

Read on

Jam es C C o llin s , Jerry I Porras: Built to Last: Successful Habits o f Visionary Companies, Random

H o u se , 200 5

M ic h a e l H o yle, P e te r New m an: Simply a Great Manager: The 15 fundamentals o f being a

successful manager, M a rsh a ll C a ven d ish , 2008

c o u n trie s (In a m u lti-n a tio n a lity g rou p , th is is a

good ch a nce for s tu d e n ts to learn a b o u t each o th e r’s

b u sin e s s heroes.)

Overview

• Tell the s tu d e n ts th at th e y w ill be lo o k in g at s u c c e ss

in b u s in e s s p e o p le and in o rg a n is a tio n s

• A sk the s tu d e n ts to lo o k at the O v e rv ie w s e ctio n

at th e b e g in n in g o f the unit Tell them a little a b o u t

the th in g s on th e list, u s in g the ta b le on p ag e 36 o f

th is b oo k as a guide Tell th em the p o in ts yo u w ill be

co ve rin g in the cu rre n t le sso n and in la te r le sso n s

Q u o ta tio n

• G et th e s tu d e n ts to ta lk a b o u t the q u o ta tio n

A sk th em if th e y th in k it ’s true

• T his is not to e n co u ra g e th e ir c y n icism , but you co u ld

m e n tion a n o th e r V id a l q u ote : ‘ W h e n e v e r a frien d

s u c c e e d s , a little s o m e th in g in me d ie s ’

• Invite so m e q u ic k c o m m e n ts, but d o n ’t a n tic ip a te the

c o n te n t o f the re st o f the u nit too m uch

S tarting up

In this section, the students look at the vocabulary for

describing successful people and organisations and talk

about success symbols.

□

• Get the stu d ents to d iscu ss the w ords in pairs Tell

them that they can add voca b u la ry that cam e up

du rin g the w arm er sessio n to their lists if th ey w ant to

Circulate, m onitor and assist, for exam ple, by exp lain in g

charisma, nepotism and ruthlessness, h elp in g with

p ronunciation and su gg e sting w ords w here necessary

to d escrib e particular character traits

• A s k in d iv id u a l p a irs to g ive th e ir five m o st

im p o rta n t c h a ra c te ris tic s a n d a s k th e m w h y

th e y h ave c h o se n th em

• Invite co m m ents and en cou ra g e d is c u s s io n The

stu d e n ts m ay say, for exam p le, that the ch a ra c te ristic s

d ep e n d on the type o f p erson The c h a ra c te ristic s o f a

s u c c e ssfu l n ovelist overlap w ith, but are not id e n tica l

to, th o se for a s u c c e ssfu l c h ie f executive (Drive and

d is c ip lin e m ight be com m on to both.)

□

• A sk th e s tu d e n ts, in p a irs, to ta lk a b o u t in d iv id u a ls

th ey know , p e rh ap s in re la tio n to the five w o rd s

th ey ch o se in Exercise A, and re p ort th e ir fin d in g s

to the w h o le cla ss S ay th a t th ey can re la te the

ch a ra c te ris tic s to the p e o p le th at th e y m e n tio n e d in

the W arm er a ctiv ity if th e y w a n t to

B

• G et the s tu d e n ts to w o rk on th e su c c e s s in d ic a to rs

in p a irs A s k th em a ls o to nam e the p a rtic u la r cars, jew ellery, h o lid a y d e s tin a tio n s , le isu re a c tiv itie s , etc th a t s u c c e s s fu l p e o p le c h o o s e at the m om ent Invite c o m m e n ts and e n c o u ra g e d is c u s s io n w ith the

w h o le g rou p O f co u rse , w h e re th e re are d iffe re n t

n a tio n a litie s in th e c la ss, tre a t th e sta tu s s y m b o ls o f

e ach c u ltu re tactfu lly

1 p ro fits 2 le a d e r 3 in n o v a tio n 4 w o rkfo rce

5 c u s to m e r 6 brand 7 sh a re s 8 h e a d q u a rte rs

9 s u b s id ia r ie s 10 p e o p le

If you have tim e , g et p a irs to th in k o f a su c c e s s fu l

c o m p a n y th at th e y a d m ire , and a s k w h ich sta te m e n ts

in th e e x e rcise a p p ly to th is com pany (In th e ca se of

s u c c e s s fu l recen t s ta rt-u p s , it m ay be th a t not m any

o f th e p o in ts apply.) R ound up th e d is c u s s io n w ith the

• Then do Exercise B as a q u ick-fire w h o le -class activity

1 over- 2 out- 3 m is- 4 ultra- 5 ex- 6

de-7 co- 8 under- 9

Do th e first one as an e xa m p le w ith th e w h o le c la s s and

d e m o n stra te th a t the odd one o u t in e ach g ro u p is the

w ord th a t c a n n o t ta k e the p re fix in b o ld at th e b e g in n in g

o f the line A s k the s tu d e n ts to c o m p le te th e e x e rcise in

pairs C irc u la te , m o n ito r and a s s is t

• B rin g the c la s s to order G et re p re s e n ta tiv e s of

each p a ir to re p ort th e ir c o n c lu s io n s E n cou ra g e

d is c u s s io n w ith the w h o le cla ss

® P raise g oo d lan g uag e p o in ts and w o rk on th ree or fou r

p o in ts th a t need it, e sp e c ia lly in relatio n to prefixes

o i-G lo s s a ry

Listening : S u c ce ssfu l b u s in e s s e s

The managing director of a technology development

company talks about what makes for a successful business.

• Then p la y th e re c o rd in g a g ain , s to p p in g after any

w o rd s th a t have ca u se d d ifficu lty

N a tu ral M o tio n w a s set up in 2 0 0 2 and its w o rk fo rce

h as p a s s io n , v is io n and clarity It has gone on to be a very s u c c e s s fu l so ftw are a n im a tio n com pany, w h o se

so ftw a re to o ls are used in th e film in d u stry and in

th e c o m p u te r g am e in d ustry, to help m ake softw are

ch a ra c te rs lo o k m ore re a lis tic in th o se form ats

T h o se in v o lv e d have w o rk e d to g e th e r from th e ir e a rly

v is io n for w h a t th is c o m p a n y m ight be and have seen

th a t b e in g d e liv e re d w ith p a s s io n and e n th u sia sm There have been so m e c h a lle n g e s a lo n g the way, but th e team have ta k e n forw ard th e ir v is io n w ith

im p re s s iv e clarity

• G et tw o o r th re e s tu d e n ts to q u ic k ly read o u t w h a t

th e y have w ritte n and co m p a re the d iffe re n t v e rsio n s

EH»)CD1.28

• P lay th e re c o rd in g and e lic it a n sw e rs from th e w h o le

c la ss, e x p la in in g any d iffic u ltie s

1 e n v iro n m e n ta l te c h n o lo g ie s , low -carbon

te c h n o lo g ie s and a lte rn a tiv e -e n e rg y te c h n o lo g ie s

2 a s m a rt-m e te rin g te c h n o lo g y com pany, a p roject for tid a l energy, a p roject for w ind energy, a

p ro je ct for lig h tw e ig h t e le c tric m otors

q R e so u rce bank: L iste n in g (page 191)

Reading: C a rlo s Slim

Students read about one of the world’s richest men, Carlos Slim.

□

• E xp lain th e ta s k and g et s tu d e n ts to lo o k th rou g h the

s u m m a ry before th e y read the article

• S tu d e n ts read the a rtic le in d iv id u a lly or in pairs

• G o rou n d th e c la s s and a s s is t w here necessary

• W h en m o st s tu d e n ts h ave fin ish e d , b ring the cla s s to

o rd e r and g et s tu d e n ts to sa y w h at the e rro rs are

C a rlo s S lim is p ro b a b ly th e ric h e st man you have

never h eard of The m ajor in flu e n c e s on h is life

w ere h is father, Ju lian , w h o w a s born in Lebanon, and Jean P au l Getty He s tu d ie d civil engineering at

university in Mexico City and on g ra d u a tin g set up as

a s to ckb ro k e r He m ade a lo t o f m oney in th e M e xica n

re c e ssio n o f 1 98 2 , buying h is a sse ts in the m id d le

o f th e crisis In 1 9 9 0 S lim g a in e d co n tro l ofT e lm e x,

w h ich o w n s 90% o f M e x ica n te le p h o n e lin e s and is

one of the la rg e st p a rts o f S lim ’s em pire S lim is a lso

in v o lv e d in ch a rity th rou g h h is C arso Foun d ation