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OXFORD business • • Business English) Rachel Appleby John Bradley Nina leeke Jim Scrivener teacher's book advanced course syllabus 01 How to be assertive 02 How to train someone 03 How to evaluate someone 04 How to interview someone 05 How to be supportive 06 How to motivate someone 07 How to be an intermediary 08 How to plan a project 09 How to discuss resources 10 How to discuss budgets 11 How to discuss problems 12 How to update 0 0 0 0 0 0 13 How to give feedback on a project 15 How to highlight key info 16 How to respond to questions 0 18 How to lead a meeting 19 How to brainstorm ideas 20 How to reach a conclusion 21 How to follow up a meeting 22 How to make small talk 23 How to tell a story 24 How to host a formal event 25 How to gossip 26 How to make a speech 27 How to show someone round 29 How to make conference calls 0 30 How to give technical instructions 34 How to check instructions 0 0 35 How to make arrangements 31 How to be concise in an email 32 How to be formal in an email 33 How to be clear in an email 36 How to present yourself in an interview 37 How to negotiate 0 38 How to talk about best practice 39 How to report back on a trip 41 How to use phrasal verbs 42 How to understand fast speech 0 0 43 How to improve your 17 How to improvise in a meeting right person 40 How to write a report 14 How to link ideas in a presentation 28 How to get through to the 0 0 0 0 0 44 pronunciation How to understand different Englishes each with Business one: one Syllabus Business one: one is a non-linear course with easily comprehensible unit headings which allow you and y:our student to work through the book doing only those units which meet you~ Immediate needs At the start of the course, tUn;) to the course syllabus on page of the Student's Book This is both a contents page and a needs analysis Together read through the chapter headings, and tick the circles to mark which units you would like to cover Starter The Starter is a warmer The questions will either ask about the student's personal experience, or engage the student in a short task This will allow a context for the lesson to be established, and provide the student with some initial input It should be fun and engaging The Starter should only last about five to ten minutes Expressions Having completed the Starter move on to the Expressions section This section typically uses short listening scripts to present target structures and lexis in context Students listen, find the answers, and then check what they have written against the listening script at the back of the book Having completed the Starter and the Expressions, you have already covered the key target language of the unit The rest of the content covers grammatical and other structures of the language as well as providing plenty of fluency practice Feel free to tackle these in any order, based on whether your student is more in need of input or practice Hint The Hint is a short piece of language information marked off from the rest of the page in a different colour This is there for the student to read and raise questions about at a time of their choosing You might prefer to save the Hint until the end of the lesson to use as a filler, if you have extra time Although they look small, there is a lot of room for exploration inside each of these information boxes Speaking The Speaking section is a practice exercise that allows the student to try to use the new structures they have encountered in Expressions An important part of the methodology of Business one :oneis that the student should get an opportunity to activate as much of the language as possible Encourage your student to use lexis from Expressions during this section wherever they might need prompting If you have already looked at the Hint and the Language box, you might want to encourage your student to use the new structures they have encountered here too.The Speaking sections normally repl icate the type of situation featured in Expressions.This gives the student the opportunity to base their work on a concrete example of how the language could be used Encourage the student to read the listening scripts either before or after doing the task and to mine them for new language and structures Language box and Look The Language box might be grammar-based, or focus further on idiomatic language and expressions It is short and to the point acting as a quick review of a language point that students have already seen in Expressions The Language box always reviews language that appeared in the Expressions section Following and accompanying the Language box is a Look section, which points out other places in the unit where students might find further examples of the Language box content Writing Speaking practice alone is not enough support for the learning process Writing gives the student time to think carefully about the new language they can use, and how they should best use it This is why almost every unit of Business one :one ends with a discrete Writing section that provides an appropriate opportunity to practise all the target language of the unit in a real istic task The task might be an email, a letter, or a report You might want your student to complete this task for homework and then correct it in the next lesson However, it can also be a very useful exercise to the writing together with your student in class Lesson record Business one :one is envisaged as being both a classroom book and a reference book that may be used by the student long after the lesson is over For example, if the student has to run a meeting, they can take their copy of Business one :one from the shelf and look up the unit they need, where they will find both the completed Expressions section, and the Lesson record box, which wi ll be completed with the phrases that they personally thought were most useful This ease of backward reference is very important to language learning, where many phrases and expressions are only half-remembered and need constant review The Lesson record plays a key role in ensuring that Business one :one has a life beyond the classroom business one: one This lesson practises language for speaking assertively and making your position clear Starter Answers I'm afraid that taking on two more people is out of the question for the time being Student's own answers Exp essions 1.1 Refer to the text about DESK Ask the ~_ student if they agree ith the approach The student listens and answers the question Answers Martin uses DESK because he first describes the problem (understaffed), then explains his feelings (overworked and frustrated), then states what he wants (two more staff), and finally he knows or has anticipated the outcome of his request because he has already prepared a report We appreciate your situation I need to know when I can expect to get the staff I need I'll have to ask you to put up with the situation for the time being S There's really not much point in talking about this any more I can assure you that you will have a replacement for Tony soon Speaking There is one situation to role-play here Role-play help You are responsible for paying expenses Be prepared to resist on certain points so that the student has the opportunity to practise the language from the unit 1.1 The student puts the words into the correct order and then listens again to check their answers Answers As you're well aware, we have a big staffing problem Let me finish what I was going to say 3 The student finds examples of wish and if only in listening script r -, What I mean to say is that my team are feeling overworked You must agree that we 're understaffed right now S I want this to be perfectly clear I'm afraid I can 't promise you anything though The way I see it we've got no other choice Look I Answers If only he hadn't left the company like he did / But if only he'd stayed on for a couple of months / I wish he were still with us too / I wish we could hire more people straight away / I wish Peter wouldn 't take so long on decisions like this / I wish I'd never agreed to the targets for this year! 1.20 Ask the student to read the new situation and then listen to the second dialogue The student answers the questions Writing Ask the student to read the situation Elicit useful language and expressions that could be used for the email Answers Not exactly He is promised one more person, not two She is sympathetic but quite assertive there's not much point in talking about this any more Model answer I ~ -~ Ask the student for ways of expressing the sentences more diplomatically 1.20 The student listens to the dialogue again to compare their answers with the expressions that Jane or Martin use I am writing to point out that there have been several mistakes and delays in your deliveries which have led to serious consequences for our firm On several occasions we have been forced to make last-minute changes to our production schedule We are very dissatisfied with the poor level of service we have received from your sales department We need you to guarantee delivery dates in future on all orders I must inform you that if there is any repetition of late deliveries we will have no other choice but to look for another supplier business one: one How to t ain someone This lesson looks at language for training people to their jobs Starter Look Stuc::lent's own answers Point out that it could be teaching something simple and everyday such as using the photocopier or sorting tMe post Student's own answer You may need to define shadowing (= watching another person doing the job) The student finds four examples of inversion in listening script 2.1 r - -, I I Answers I I Much more important than what you say is I what you show Nor should you ignore the influence of weather, news coverage, and government announcements Hardly has the Department of Health hinted that a flu epidemic might be on the way than demand for flu remedies can suddenly leap up 500% That was an excellent presentation, as were they all Expressions Ask the student to first look at the list of training techniques They then listen to the four extracts to find the order in which they happen Answers stating what will be studied in a session pair work discussion role-playing real-life scenarios praising trainees , group work ,I brainstorming ideas ,I signposting the stage of the session ,I I emphasizing key points to take away I Writing Ask the student to think of a small, familiar task that they regularly - such as checking email or refilling the printer The student's list should contain information from the three bullet pOints This is preparation for Writing ~ - - - - -~ The student matches the expressions to the different functions r - -,I , : Answers : :, d, 21, g, h, a, c, e (and c), i, b The student looks in the list for synonyms of the verbs in bold - - -,I Answers clarify reflect on examine, explore explored, examined demonstrate underline Speaking There is one situation to role-play here - with four separate focuses Role-play help The student is a more experienced employee who must train the teacher (who is new to the work) how to the four warehouse tasks shown in the pictures The student writes a short training document using inversion if possible (Note: A written document of this kind will mainly involve use of imperatives.) Model answer How to change the toner in the HJS-2435 Printer If someone reports that a printer is out of toner, first check that the toner actually needs replacing Print a test page and confirm that it is blank or that the ink is streaky You can get replacement cartridges from Sophia at Reception Inform her of the printer model Unpack the cartridge carefully and gently pull the red tab out Open the front of the printer by pulling on the two side holes Gently slide the old toner cartridge out and push the new one into the same place In no circumstances should you force the cartridge if it doesn't fit easily Now close the front and print a test page Finally, remember, if any toner gets on your clothes, never wash the items in hot water Use only cold water The teacher's main role is to respond to the student's teaching and questions You could make the task more challenging for the student by pretending to have some problems understanding what to or by asking difficult questions business one: one ate someone This lesson looks at language for talking about people's performonce Look Starter The student finds examples of sentences using not only but a/so, both and, either or, and neither nor in the texts in Expressions and Student's own answer xpressions Ask th&'student to read the performance Answers Expressions Employee not only achieves set objectives but also makes accomplishments in unexpected areas Answers excellent Employee both meets the job requ irements and reaches objectives good average needs improvement does not meet minimum standards Ask the student to explain the words in bold r -, Possible answers makes achievements that are not required as part of his job 3 exceeds at the right level given targets does duties of job Teamwork Leadership I I I I I I I I I 2 There is one situation to role-play here Role-play help You are Mira, a receptionist at Kool Karaoke, and the student is Jerry DeSouza, the manager Make sure that the student reads and understands the notes before you begin Jerry is conducting Mira 's performance appraisal If necessary, prompt the student by asking for reasons for their comments business one: one I Expressions Mr DeSouza has not only found innovative ways but has also managed to keep within budget He prefers to work alone, which is neither helpful to his colleagues nor sustainable I Speaking I I I I I The student reads the written comments and completes the table Possible answers Commercial orientation I I Employee either fails to fulfil set objectives or does not completely meet some job responsibilities Employee neither meets job responsibilities nor achieves important objectives Writing The student rewrites the extract from a performance appraisal in order to make it more sophisticated Encourage the student to use language from the Language box, but they can also use other linking devices Make sure that the student divides the writing into paragraphs Model answer Ms Lee is both well-motivated and hard-working, but she usually works alone and does not communicate enough with her colleagues Therefore her colleagues not always know when there is a problem, which can lead to disappointed customers She should either talk to them or email them about any problems Usually Ms Lee is customer-focused She not only replies to enqu iries within two days, but she is also polite and friendly on the phone Neither customers nor colleagues have made any complaints about her to us How to interview This lesson praetis s different question types and phrases for eval ating a idate's skills and abilities Startr Look The student matches the competencies to their definitions ~ The student finds examples of the various question types in listening scripts 4.1 and 4.2 r- , , I I : Answe : a, d, f, e, b, c : Answers : Open Describe a time when you / What was your specific contribution / Tell us about a time when / How did you decide I I I I I Expressions The student reads the advert and decides which competencies are relevant Statements What interests us is Closed Did the event meet / Was the band I : Answers I : achievement, relationship building, teamworking ~: L _ I 4.1 Hypothetical How would you find celebrities / Would it be more difficult I The student listens and completes the table Reflective How would that work Answers (George) built on a relationship with a newspaper, other experience was teamwork (Kirsten) built on a relationship with DJ, achieved significant exposure, has international contacts Writing The student writes questions for each category Possible answers Student's own answers 4.20 The student listens to find out what the Open Describe a time when you worked co-operatively with others to achieve a task interviewers' choice is, and their reasons Tell us about an occasion when you shared learning in your team to improve effectiveness r - , I I I I I I I I I I I Answers Kirsten - she has the relevant experience, shows awareness of what is involved, and has excellent communication skills Statements You mentioned a difficult teamplayer Tell me specifically how you encouraged them to work more efficiently What bothers me is your lack of experience in building a team Can you describe a time when you 've had responsibi lity for getting people working together? 4.1-4.20 The student listens for the expressions r -, I I I Answers : based on : experience I : specific contribution I responsible for taking initiative ideal candidate 10 L maintain regular contact multi-tasking skills hands-on experience attention to detail I I has integrity I Closed Was the client pleased with the outcome? Was the team happy with the results at the end of the project? Hypothetical Would you work with the same team again? What would you if someone wanted to leave the team? _ ~ Speaking Before starting, remind the student to use a variety of question types in an appropriate order Reflective In your experience, is it preferable to build your own team, or work with an established team? What are the advantages of teamworking, compared with working on your own? Role-play help You are being interviewed for the post at Sage & Wise You will be asked about achievement skills Think about specific areas which you could talk about, e.g meeting your own deadlines, working to other people's deadlines, being motivated, coping with set-backs, etc The student writes an advert for their own job Use the model as an example, and draw on other examples from print and online media business one: one l::Iow to be supportive ys of sympathizing with someone who has I I I I I I I I I I I I I Ask interested questions, listen with attention, use gestures suc as nodding, make concerned no ises, use phrases such as Really?, give the person helpfu l information or advice, offer to something, take the person to an office, cafe, or other place to talk in more depth Student's own answers Expressions 5.10 The student listens and decides what problems are discussed I I I Answers : Felipe's problems: : • he needs a morn ing off to go to the dentist I : • : he asks to stop working in Reception because he feels he works badly there : • there was a difficult situation with a group of noisy tourists the night before I 5.1 The student listens again and completes the five questions I I What on earth's wrong? I I I I can 't help unless I know what the problem is I I I : : : ~ - ~ The student makes sentences using the words given r - - -, I I Possible answers I I You look like you 've got something on your I I mind I I : Is there something else you'd like to discuss? I'm so sorry to hear that You 're not the first person that this has happened to Is there anything I can to help? I ~ -~ 5.20 The student listens again to check their answers Speaking There is one situation to role-play here, or the situation could be divided into four Role-play help Before the lesson you could prepare a few ideas and details relating to the situation(s) you choose In class, improvise answers to any questions the student asks or respond to their advice Look Answers What can I for you? 3 Was there anything else? What makes you think that? Could you tell me what happened? What you think we can to help? 5.20 The student listens and decides what problems they are discussing and the ways that Tamara shows sympathy and support I I I I I I I I I I I I I I I I I I I I I I I Answers Magda's problems: • she feels that Felipe handled the noisy tourists badly and other guests complained about the noise he made • her laptop has been stolen from her car Tamara shows sympathy and support: • by real izing that Magda has a problem • by showing that she understands II • I I • by consoling Magda and calm ing her down by saying phrases that are sympathetic with concerned intonation • by offering help I I I I I The student finds more examples of adverbs in listening scripts 5.1 and 5.2 Answers well / quite (x2) / hopelessly / badly / amazingly (x2) / politely / firmly / tactfully / clearly / generally / happily / furiously / frankly / courteously / properly / stupidly / fortunately Tamara uses apparently and seemingly because she has been told about the events but does not have definite factua l proof Writing Ask the student to read the chat and write the missing responses Model answer You Hi Jack How are th ings going? You Oh dear What on earth's the matter? You Really? How awful! That's not your fault, is it? You Sorry to hear that I'm sure you 're not the first person in your company this has happened to Is there anything I can to help? You OK Good luck! I'll be th inki ng of you I'm sure it'll all be fine in the end business one: one l::Iow to motivate someone This lesson lool(s at language for encouraging people in thei r wo rk Starter 1-2 Look Student's own answers The student finds examples of verbs in the present simple and present continuous in listening script 6.1 Expressions 6.1 The student listens and answers the que.strons ~ -' ~ - - - ' I : Answers I Cheung finds it difficult to work entirely in English, needs a lot of time to her work, and thinks her colleagues are criticizing her Because she has not been there long and will probably get over her problems in time Because Irene Stevens, the Boston office manager, is leaving and Cheung has the right experience for the position She needs to improve her current results slightly I -~ The student identifies the two types of phrases ~ -' : Answers 1, 3, Encou raging Cheung to stay 2, 4, Encouraging Cheung to go for promotion I ~ -~ 6.1 The student corrects the mistakes, and then listens to check Answers You 've been coping very well in the short term you 've been putting in really pleased with the way keep up the good work I appreciate the fact any trouble adapti ng L _ Speaking There ore two situations to role-play here Role-play help You are a kitchen sales representative and the student is your boss Complain about how difficult it is to make sales, but allow the student to most of the talking You could extend by saying you are thinking of resign ing It is a few months later The student shou ld encourage you to go for p romotion Give reasons why you are reluctant to participate in the management training, e.g time pressure Present continuous are really working / I'm thinking / are always criticizing / they're not joking / I'm constantly making mistakes / you 're having some problems / it's going / I'm feeling / You 're working / is leaving / you 're being considered / We're always looking I I I I I I I I I I I I I - ~ Writing r -, : Answers Present simple I don't thin k / Why don't you think / because I have to / You know / It takes me ages / Are you sure / You know they all m iss deadlines / I don 't know / I don 't think my English is good enough / Everyone makes m istakes / I understand it's not easy / You just need / how you feel/I think I fit in / the work seems / I'm still really busy / I know things / I'm also really pleased / you stand an excellent chance / I appreciate / You have ten years ' experience / It's a great opportunity / It's up to you The student writes Sora's reply to Cheung, using language from Expressions and the Language box Model answer I Dear Cheung, I I I I I I I I Thanks for your email Nice to hear from you but I'm sorry to hear that you 're having trouble settling in ~ I understand that everything seems difficult at the moment, but you should really give yourself more time before ma king a decision about transferring home This job is a great opportunity for you so you shouldn 't give up easily I appreciate the fact that it's not easy - moving to a new job and country never is, but in the long term I'm sure you 'll adapt and make the most of it As for your English, you rea lly shouldn't be so hard on yourself Your English is excellent and you 're probably doing better in the meeti ngs than you think Try to stay positive! Take care, Sara business one: one _ 1'-4.0W to be a intermediary This lesson practises phrases for liaising effectively between people Look Starter 1-2 Student's own answers The student finds examples of the passive in the email and listening script 7.1 They then explain their uses r -, I I Answers Expressions The student reads the email and finds the tasks ~ ~~-~~ , I Answers Ask Alex about sending the budget I I I I Ask Sabine to contact the concert promoter in : Hong Kong : Get Dominik to arrange a meeting with Rad io IL _ _ Klassik _ I ~ 7.1 The student first reads the email then listens to the phone calls to find the answers Answers Email Alex will send it by Friday Phone calls Sabine still hasn't had an answer from the travel agent, but will contact Victor as soon as she can Dominik needs to know where the meeting should be The student reads the email again to find the phrases Answers he was expecting it two weeks ago / he's not very happy / I'm afraid he says it's now needed urgently / Please could you also let me know once you have sent it? 7.1 The student listens again to find the phrases Answers I was wondering if you'd be able to tell me / you think you could let know? / perhaps you could copy Victor in / He says it's rather important / Would you mind giving them a ring? Speaking There is one situation to role-play here Role-play help 10 You are the marketing manager Your colleague has some feedback from the managing director for you on some new leaflets You like them very much Prompt the student to tell you specifically what the managing director said Make suggestions for your colleague to pass back business one: one Email the details were only sent through yesterday - to avoid blame it wasn't needed - to be less personal it's now needed urgently - to avoid blame Could it be forwarded - to avoid a direct request Phone calls he's been asked - to focus on the action I've been told - to focus on the action if a meeting could be set up - to avoid a direct request It was mentioned / it was suggested - to be less personal L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I Writing Remind the student to use the passive and appropriate phrases from Expressions in order to draft an effective email Model answer I've just been speaking to G illie Apparently her new contract doesn't quite match what was discussed There must've been some confusion, and Gillie isn 't too pleased, so I was wondering if you 'd be able to review it again The HR department deadline was actually last Friday, so it's now needed rather urgently, I'm afraid I've been told that in fact an annua l increase of €5,OOO was agreed, along with €300 per month in pension contributions You may also remember that Gillie asked to start and finish early so that she can pick up her children from school Would you mind checking that you have a note of that? Similarly, it was stressed that she needs to take holiday at any time, not just in the regular August and December slots Do you think you could get back to me on this? Many thanks How to be concise in an email This lesson looks at ways of making writing briefer Star:ter The student identifies the unnecessary words r -, Student's own answers Expressions I I : Answers : a future : : I I : b : c Ask the student to read the e-newsletter drafts and answer the questions r -, I I Answers I I The purpose of the email is to advertise I I I Brookner Search and their services IL : : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I Practice The student rewrites the email to make it more concise I I The second draft is more effective because : it is more concise and therefore easier to : understand and follow past individual I Model answer Dear Sir / Madam I I read your e-newsletter with interest The student finds the phrases from the first draft Although our company is small, we currently have various vacancies We need to select the senior level candidates most carefully in the second draft Identify with the student the way in which the sentences have become more concise We have used a number of search companies but are not satisfied with the current one I believe the search company should focus more on our corporate culture, but they don 't seem to so Answers Reduce your staff turnover! (Uses an imperative rather than a question) I would like to meet you to discuss how you can help us with our recruitment and retention Listen to your employees' ideas (Uses an imperative and cuts redundant information: be ready to, at any time) Faithfully, Jeroen Verwoert Brookner Search provides salary survey information (Uses the verb rather than the noun form and cuts redundant information: one of the activities of) look The student finds examples of substitution and ellipsis in the email drafts in Expressions Offer real opportunities for employee development and promotion (Uses a noun phrase) r - - -, I I : Answers : are the ones / who so / or to better them / : you haven't already done so / reserve yours Employees usually value development more than remuneration I (Uses active rather than passive and eliminates redundant information: some kind of) you hire the best person for the job (Uses active rather than passive and an adjective phrase rather than a relative clause) executive vacancies (Uses a noun phrase) Brookner Search delivers and retains the best candidates (Cuts an infinitive phrase and redundant information: the function of) I I I I I ~ - ~ If you have time you could pick out some more non-concise sentences from the first draft and ask the student to rewrite them more concisely 34 business one: one l:Iow to be ormal in an email ways of writing formal emails in a clear and precise way Student's own answer.s Practice The student writes a formal email complaint from a Takeaway Memories customer 1 Answer : Problem: On Big Ben, th,e tower is leaning Model Answer The st dent gives information about writing a formal emgil: general guidelines, fixed expressions, and things to avoid Possible answers Some guidelines Use similar language to a formal letter Use paragraphs well Some fixed expressions We would like to convey our gratitude for / I would be grateful if you / Please let me know Things to avoid unspecific complaints, rudeness, over-forceful demands Subject: Our order TN343SW Dear Mrs Arkady, 1 1 1 1 1 1 1 1 I 1 1 1 Expressions The student reads both emails and answers the two questions Until now, we have been very satisfied with Takeaway Memories and I stress that we hope to continue doing business with you I wonder if you could let us know if there are any innovative new product li nes available that might interest us The student works on improving some of their own emails (with the teacher's help) Look She would like to receive permission to use the London Eye as a free sample, Mr Da Silva 's company to prepare some new items, and an urgent new shipment to replace the faulty souvenirs The student re-reads the emails and finds the required expressions r -,1 Answers Thank you for / We would like to send our gratitude for / We are grateful that I would be grateful if We have high demand for these products I would therefore appreciate it if you could inform us immediately if there is a problem with this item so that we can place an order with another supplier Yours sincerely, Answers She is pleased with the quality of the London Eye prototype, how quickly it was made, that the delivery deadline for consignment KTK56P was met She is displeased with the faulty Big Ben souvenirs Thank you for your acknowledgement of our order for 150 ceramic Big Ben souvenirs which we made on 2nd October and which was fully paid in advance Unfortunately, since that date we have heard nothing from you and the delivery is now more than two weeks overdue Could you tell me when we can expect to receive them? The student finds examples of requests demands, and questions in the emails in Expressions (Note: There is sometimes an overlap between these three functions.) r -, I : Answers I : Would you mind if we used this / Would you also : be able to prepare / I wonder if your firm would : be interested in ~ 1L _ Would you also be able to Please get back to me / Please let me know The student makes the sentences more formal by using the given verbs to change the words in bold r -, 1 Answers 1 notify inform considering appreciated assure convey 1 1 1 business one: one 35 l:Iow to be clea( in an email This lesson looks at ways of making emails clearer Star-fer Practice Student's own answers If the student is unfamiliar with these ideas, discuss their use Model answer Subject: request for info re security Expressions The student reads the email and answers the question You may like to get the student to identify which of the features for being clear from the Starter are used in this email (Note: The email refers to a mystery shopper report A mystery shopper, also known as a secret shopper, is contracted by a company to pose as a customer in order to evaluate and report back on the store or hotel restaurant, etc and service.) r -, I I : Answer : I Dan iel wrote an email to Kazuo trying to give reasons for the shortcomings noted in the mystery shopper report I In the meantime The former S :10 in this way in question referred to as such rather than ~ The student rewrites the sentences using the phrases from Answers The member of staff in question acted inappropriately I will provide more details in the meeting In the meantime, you may We recommend both scheduled visits and spot checks The former allows stores to show their best side and the latter keep staff on their toes We will discuss the matters arising from the visit in our next meeting S We advise you to provide written rather than oral feedback L _ _ _ 36 business one: one We need this information in order to help us improve the security system because we have been having some problems We're thinking of introducing a security system operated by swipe cards bearing photos rather than a code-operated system, as the former has proved more effective than the latter in our other facilities Thank you for your help Natasha Answers my email regarding the mystery shopper report / the issues arising / empty boxes discarded in the aisles / staff wearing dirty uniforms / a staff member inappropriately dressed / customers looking for particular items / the product being sought / the incident referred to / an item located in the next aisle / the supplier going bankrupt / the space left by the missing items the latter IL _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Please could you tell me the daily average number of visitors to your department? The student finds examples of reduced relative clauses in the email in Expressions Answers regarding arising Dear department managers, look Ask the student to complete the email with the given words and phrases The student rewrites the email to make it clearer I I I I I ~ l::Iow to check instructions This lesson looks at phrases for checking information that people give y,ou Starter Answers Student's own answers Email It's up to you, but (= it's your decision) Expressions Online chat Well, it's probably down to a bug (= caused by) The student reads the email and finds the answers Right I'm with you now (= I understand) L _ Answers Heath has a problem accessing some software The student reads the online chat and completes it with the expressions _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I Other to be phrases in the texts are: Email: I've been on the go (= very busy), Jimmy has been in on the change over (= involved in) Online chat: Where are you up to now? (= what stage have you reached) Sam suggests trying to find help online because Jimmy, who could otherwise help, is away _ Writing r - - - ,I I : Answers : b, g, h, f c, a, d, e, i Suggest the student first identifies what the to be phrase can replace in the sentence I The student reads the online chat again and matches the expressions with the functions Use your judgement in checking answers since the function of some can change according to interpretation of context Answers asking for c larification - f g , h asking how to something - d checking the other person understands - c showing you don't understand - b, e telling the other person they have made a mistake - i Speaking The teacher should start, choosing one function on a gadget to explain When explaining, check regularly that the student understands, with phrases such as: Have you got that? OK? Are you with me? Are you following? Make sure the student responds with the appropriate phrases from the online chat There are more useful phrases for this in the Hint Look The student finds examples of phrases with to be in the email and online chat You may like to ask the student to explain the meanings Answers It's up to you but it'll really help 2 we think it's down to a fault with the software Yes, I'm with you It's fine The student chooses one of the functions explained in Speaking and writes the instructions in an email Model answer You asked about those widgets I've got on my laptop To find them, type 'w idget' into any search engine It will offer you loads of options If you select a widget page, you often find categories such as news and weather, webcams, entertainment, and calculators To get one, just click on the download button Your computer may ask you to confi rm the installation of this tiny p rogramme Make sure you know where the widget comes from, as un known programmes can be harmful Installation on ly takes a few seconds Then cl ick on 'use widget' , and you 're in business! Your new widget will now appear on the desktop and you can move it wherever you want To change the settings, such as wh ich city you want the weather to show, o r what format you want the clock in, either double-click or right cl ick the w idget Generally they're very easy to use Happy w idgeting! business one: one 37 How ro make arrangements This lesson practises language for making and changing travel plans Starter Speaking Ask the student to look at the schedule and tell you if they think David has a difficult trip As the unit develops around this trip, ask enough questions to make sure·the student is familiar with the situation There is one situation to role-play here Role-play help Your boss was supposed to arrive at the trade fair on Monday morning, around 10.30 You will be working most of the time on the stand of your company You'd like to know how long and when your boss will be avai lable on your stand EBS is a very important client of your company Your boss had planned to spend most of Monday afternoon with them on their stand You don't know Helmut Saaks Ask who he is and get a description Ask your boss for a specific time for the meeting he wants with Saaks on the Tuesday Confirm that your boss will be leaving on the Thursday morning (the fair finishes on Thursday afternoon) Possible answer Not too difficult It lasts two and a half days and David will be away from home for two nights He only has two scheduled meetings but trips to trade fairs can be quite tiring Expressions The student reads through the message and answers the two questions Answers JK Amley is the company name of a client of David's company 2 The student finds examples of sentences ending in a preposition from the emails in Expressions He was supposed to be in Dusseldorf all day at the trade fair Now he has to visit his client in Kassel in the morning There are several changes to his original programme, which is now a day longer Answers they've been having problems with / Is there a hotel in Kassel that you have a preference for? / with the name of the contact I shou ld speak to? Ask the student to explain the vocabulary in bold in their own words Possible answers last-minute (= decided or organized just before sth happens) as planned (= as agreed, as arranged, the same, unchanged) ETA (= expected time of arrival, the arrival time) have a preference for (= would prefer) urgently (= as soon as possible) get across (= travel from one place to another, reach) put back to (= postponed, arranged for a later date) to follow (= to arrive soon) The student reads David's reply and answers the questions Answers Because he wants to visit JK Amley first thing in the morning and then drive to Dusseldorf when he has finished 38 Look Visit the c lient and then get to Dusselfdorf by around 16.00 and go directly to the fair Tel l the team that David will be arriving at Interpack around 16.00 business one: one Writing I I I : : I I Make sure the student understands the situation Then ask them to look at the points and think of some information for each one Model answer I'm afraid we won 't be able to have dinner as p lanned this Thursday I have to stay in Turin longer than I expected because of some problems w ith the new machine we're installing I have changed my orig inal schedule and will be flying back to the UK on the Saturday morning Are you free for dinner on Friday instead? I've a rented car and could drive to Milan on the Friday afternoon It should only take me around two hours depending on the traffic so I could get across by about five in the afternoon Please email me and let me know if we could meet for dinner before I go back to Turin t yourself in an interview Tbis lesson practises language for describing personal qualities in the context of a job interview Starter Speaking 1-2 Student's own answers You may like to ask the student to speak about their experience of job interviews Expres.sions Ask the student to read the extract and answer the two questions Possible answers She's experienced and used to working in a stressful environment She's independent and imaginative She can be critical and demanding She might be a difficult person to work with 2 She might find team-working difficult The consultants have doubts about her people skills - networking and leadership in particular Ask the student to read the four questions and to choose which two Samantha will probably ask Beatrix, giving reasons Answers The most likely questions would be and as these reflect the doubts from the report Samantha will already know the answers to questions and 36.1 The student reads the listening tasks and then listens Answers The questions asked are and Probably Samantha still has her doubts - Beatrix is obviously a very demanding person and this could lead to conflict with the team Beatrix says that she doesn't have much experience in multinational teams 36.1 The student listens again and numbers the adjectives in the order they occur Point out that there is one adjective which is not used r -, I Answers communicative frustrated focused realistic motivated goal-oriented 10 determined understanding demanding enthusiastic 11 persuasive The adjective understanding is not used and does not seem to match the character of Beatrix There is one situation to role-play here It is an interview for a new job between you (the consultant) and the student Check that the student understands the four points Give them time to make brief notes as preparation for what they are going to say Role-play help Prompt the student with comments such as I'd like to go on to the question of your ability to work in an international environment Do you find it difficult to set objectives? What could you to make sure that communications were effective? etc Look The student finds examples in listening script 36.1 of the different constructions featured in the Language box r - , I Answers The first task / I'm quite a communicative type of person / the perfect atmosphere / my main priority / rather conservative European bankers / I found it difficult / I can be quite persuasive when I have to be Writing Check the student understands the situation You may like to discuss the three questions with the student before asking them to write their answers Model answer I find it stimulating to work with different nationalities and I'm quite experienced at working on international teams I'm determined and goa loriented and can set clear objectives for my staff For the last seven years, I've been working for a large mu ltinational company in a challeng ing environment which involved dealing with professionals from many different countries I'm quite a motivated sort of person and adapt very qu ickly to new situations A 'global company' has to lose its national identity and background Many multinationals still have a nationa l culture which is reflected in their top management and processes.The only way to be truly global is to adopt a 'world culture' experienced business one: one 39 tlow to negotiate This lesson practises language for suggesting and accepting new conditions in a business agreement Look Starter The student finds examples of conditional forms in listening script 37.1 Student's own answers Expressions Answers Supposing we offered to pay in 60 days / Would you be willing to go as far as 120 on equipment? / As long as you agree / I mean, provided sales exceed one million a year / Suppose you had the equipment shipped to me direct? / It would save you a lot of work would that be feasible? / Not unless you agreed to placing larger orders / If it were necessary, we could probably place three or four big orders a year / I don 't mind waiting a little, providing we solve the delivery problem The student reads the extract from the email and answers the two questions Answers Another problem with a late delivery 2 Shortly but he implies that he must review the existing agreement with Tom's company first, 37.1 The student listens to the dialogue and answers the two questions Answers Payment terms and the delivery period Writing Clothing will change from 90 to 60 days and equipment from 90 to 120, Tom will study the possibility of shipping directly to Spain from China, but he won 't commit himself to 40 days instead of 60 days, Ask the student to look at the proposals and their notes Remind them to use language from Expressions and the Language box in their reply Model answer The student listens again to check their answers Then get them to role-play the situation between Tom and a colleague back in the UK (you) Begin by prompting the student with What exactly does Ricardo want? Ask the student to explain with examples what a win-win situation is r -, I Answer I I A win-win situation has advantages or benefits : for both sides Ricardo benefits from qu icker : deliveries (and probably lower costs) while Tom I saves time, solves his delivery problems, and probably gets bigger orders from Ricardo I I I ~ -~ Speaking There is one situation to role-play here Role-play help You might like to check or pre-teach the following items of vocabu lary: performance-linked bonus (= incentives that are directly connected to how well you your job), mileage allowance (= the money the company pays for driving, usually an amount per kilometre) Try to be a hard negotiator and keep to the points in the They offer column as closely as possible 40 business one: one Thank you for your email Providing all staff agree to the changes, I think we could extend the present lunch break but only if there is always someone on duty to answer the phone As long as all staff make up the extra half an hour by coming in earlier, as far as I'm concerned the new plan could begin next month Please make sure that everyone understands this change is only provisiona l We will review the situation in three months and, provided there are no complaints from clients, make it permanent then !:-Iow to talk bout best practice This lesson looks at la nguage for discussing best practice Speaking Starter There is one situation to role-play here Student's own answers Role-play help Expressions 38.1-38.30 You may like to first elicit what is likely to be involvea in a rebranding campaign The student then listens to the extracts and answers the questions r - - -, I Answers losing customers, the short time scale, and changing the logo 2 good organization helped by a strong project committee and media campaign 38.1-38.30 The student puts the steps in the correct order and then listens again to check Answers change the name in the branches set up a project committee change the logo on documentation overhaul the computer system launch the media campaign Look The student finds examples of adverbials of time in listening scripts 38.1-38.3 Answers once the project committee was established / as soon as the second phase / before we change the name / when people have seen the name / after they received the letter / after the campaign / since the takeover / as you move through the campaign / until the final stage / while rebranding was in process / until the final stage / after the computer system 38.1 Ask the student what the phrases refer to You may like to first ask if the student can remember which person said the phrases Play the dialogue again to check the answers Answers M I have my reservations (about how the rebranding process will work in Poland) The student is a training officer and you are from head office You are meeting to discuss implementing online language training The student has some reservations about how this will work You should explain how it worked in other parts of the company, e.g staff were given computer training first to facilitate online learning and regular online tests to monitor progress A how we go about the process (the rebranding process) A benchmark (Austria was chosen as the benchmark, i.e the model to follow) A they excelled at (Austria excelled at quick organization) A the other key to Austria's success (was the strong media campaign) 38.2-38.30 The student listens to the second and third extracts again to find out how the ideas listed are expressed r -, I I I Answers To what extent should best practice inform our media planning? to maintain consistency to adapt to modify I foresee the changing of the logo as being problematic this only applies to Writing The student writes a reply to the email regarding implementing best practice in their sales department Model answer I'm writing as I have some reservations regarding implementing the measures as part of the bench marking process Firstly, I foresee difficulties due to the lack of staff in our office - we've been understaffed since the departure of Alan and Roslyn Until we recruit more staff I don 't think we'll always be able to respond to customers as quickly as required Second ly, as we only deal with two different lines I don't th ink having dedicated CSAs for different lines can really apply to us Finally, I'd like to modify the induction training I think it would be more useful to part of the training a little later once the trainee has some experience to work on Perhaps we could discuss these issues in more detail when we meet next week? business one: one 41 rt l:)ock on a trip How This lesson practises language for expressing your opinions and feelings about recent business trip Star er Look Stuaent's own answers Ask them to give you full answers to the three questions Student's own answers Ask them to list as many points a possible ,Use the following categories: travelling arran~ments.J;lotel, business objectives, general Expressions Check the student understands the background information before they read the message Ask the student to say what they think the abbreviations mean by retelling the message in their own words 39.10 Make sure the student understands what the + -? symbols represent especially?, which could be either positive or negative As they listen to the dialogue between Morten and Sheila, the student should classify each point accordingly Listen again if necessary Ask the student to summarize their answers Answers + shipment - trade mark ? competitors ? small orders pricing policy + production schedule 39.10 Ask the student to match the two parts of the sentences (1-6 with a-f) Listen again to check the answers ~ - , I : Answers : d, a, f e, b, c I ~ - ~ Ask the student what they understand by the expression to put all our eggs in one basket (= to rely on one particular course of action for success rather than giving yourself several different possibilities) Find out if there is a similar expression in the student's own language Speaking There is one situation to role-play here Ask the student to complete the table with their own notes before you start Role-play help The student works for a manufacturing company who is looking for a new supplier You are a colleague Get the student to give you a fu ll description of their trip to TK Gmbh and explain each of the points in the table Prompt them by asking similar questions to those in Expressions, e.g What did they say about prices? What are your feelings about TK? 42 business one: one The student finds examples of expressions with what and that from the Language box in listening script 39.1 Answers What really impressed me was the way they could programme their production schedule / That was the first thing they wanted to know / What they really want is to be our sole supplier / That's just what I told them / What worries me is the fact that they're also supplying two of our leading competitors L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I Writing Discuss the notes on the Berlin Central Hotel with the student before asking them to produce their email Encourage the use of language from Expressions and the Language box Model answer What I like about the Berlin Central Hotel is its location - near the airport with plenty of daily flights - and its conference facilities, which are very good What worries me however is the small car park, which isn't big enough for the people driving to the conference The first thing that surprised me when I inspected the rooms was the fact that they don 't have internet access This wou ldn't be a big problem because all we need to is set up a WiFi area at the conference They offer a big discount if we book for the weekend but another thing that worries me is the fact that there's no restaurant.They offer an excellent buffet breakfast but wed have to use outside caterers for lunch and dinner which would add to our costs Although the Berlin Central is an excellent venue in many ways, I think we shou ld find a more modern hotel with parking facilities and a restaurant is lesson pr ctises phrases for writing an effective formal report Speaking Student's own answers The student expresses the information as spoken phrases Elicit ideas from the student on't supply too many ideas yourself, as they will emerge from the answers to r - - - ~ Possible answers The new TIMI power station brochures - the ones which were produced last month include a photo in them that shouldn't be there Unfortunately, we didn't get the person's permission first I : Answers : Also noun phrases, 'impersonal language', i.e : few personal pronouns, no contractions, etc ~ -~ The student decides which phrases would be suitable and then explains why I -~ : Answers : a, c, e, f h, j I : ~ -~ We'll try to get all the brochures back and send an apology in writing to the person whose photo it is On 12th May we got a letter from Mr laine complaining that we had used his photo, and that no one had asked him first He came to our power station in northern Finland fo r an interview, and while he was with us, someone took his photo Expressions I I I I I I I I I I I I I The student reads the report and finds the answers Look Answers lOne of the people in a photo in the recent brochure has complained because no one asked his permission to print the photo That person is now working for a competitor They will write an apology letter to Mr laine and POl Voimaa, and recall and destroy all the brochures with his photo in The student finds more examples of the punctuation rules in the report - ~ Answers Comma with non-defining relative clause The new TIMI power station brochures, which were produced last month, include ~ -~ : : j h, e, f a, c ~ -~ The student finds similar phrases in the report ~ - ~ : The purpose of this report is to : : The following points summarize our key findings :I In order to address the issue of : This incident raises a number of issues I ~ - - - - -~ Writing Ask the student to check the rules in the Language box, and then correct the sentences I I : It is therefore highly inappropriate : Furthermore, the fact that I I I Conjunction with comma between independent clauses Both Mr laine and POl Voimaa should be sent a formal written apology, and they should be informed that all TIMI Power brochures which contain Mr laine's picture will be recalled The student reads the report again and completes it with appropriate phrases from Starter :I Answers : It is strongly recommended that I No comma with relative clause clients whose photos are taken should be asked Any client or member of staff whose photo is taken will have to sign a document agreeing for it to be used on corporate materials : ~~~ I I I I I ~ - - - - -~ I I I I I I I I Answers candidates The only one who spoke Spanish was laura Wh ite : to the Director We are hoping : Mr Hart's wife, who returned a damaged headset last month, has now I I I : I quarterly report which I sent to head office still : the architects who we want to work with : for the post We have only I ~ - - -~ business one: one 43 How to use p rasal verbs This lesson looks at using phrasal verbs effectively 4-5 The student reads the emails and answers the The student chooses one verb and one or two particles (Note: hold can be both a verb and a particle.) ~ -~ -~ I I ~~~ I I : get hold of put up with break off : : turn down carry out hold on IL : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I questions r -, I I Answers I I Garth wants his assistant to reply to Jose to I I negotiate a lower price and shorter delivery I I I time I : I I I I There are many possibilities Make sure the student explains the meaning of each phrasal verb r -, I : Possible answers : break away, down, out I I I carry on, through get down (to), on with, on, through, over, up (to), out (of) I I IL hold down, off, out, up particle and identifies the meaning r -, I : Answers : pull off, take off: off = 'succeed' : bring up, come up with: up = 'raise' Encourage the student to explain what each phrasal verb means Ask them to use each collocation in connection with their own work make off with, out, over, up put away, down, on, out, over, through, up turn away, off, on, out, up work off, out, up : L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I ~ -' I I I I Challenge I I I I The student finds the conditions and action I IL Answers Action Reply as soon as possible (he needs to know I he'll have enough supplies) : L _ ~I I The student finds and corrects the phrasal verbs ~ -' : Answers : like to sum up in detail I : I have drawn up a list happy to set up special arrangements on an I I that we not run out of time I L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I The student matches these to the phrasal verbs ~ -~ Answers : set up : run out of I I IL I I count on draw up get back to : sum up : _ business one: one a plan an opportunity a mistake a chat a refusal _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I The student categorizes the phrasal verbs in the texts from Challenge into the four groups r -, I Answers Verb + particle, intransitive email - run out / email - take off, lose out, back out / email - come round Verb + particle + object, separable email - sum up, draw up, set up / email pull off, let down, put off, fix up / email - talk through, put off, take up Verb + particle + object, inseparable email - count on, get back / email - look into Please count on a delivery time of if you could get back to me as soon Answers a rejection look Conditions Ship within five working days, delivery takes six weeks, tiles cost $31 per m 2; sh ipping costs $26 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I Practice look down, on, out, up I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I The student finds phasal verbs with the same IL give out, up Blake is concerned about the high prices and the delivery time He also asks Jose to make an offer on the floor tiles and to confirm exclusivity ~ I Verb + particle + particle + object email - come up against, come up with I I L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I How to unders and fast speech This lesson looks at the d ifficu lties of understanding fluent, connected speech Student's own answers The sentences are written in a way that reflects pronunciation in fast speech The student change.s the words into their usual spelling Answers Shall we start r:low? Do you want to get a coffee? I have to leave Are you going to see him before he goes? She's been promoted She was late Did you go into the factory? Answers The second dialogue has many features of fast fluent speech: weak forms - for example the 10'JI changing sounds - for example you I d3'JI disappearing sounds - for example that lorel do/w /it China/r/and go/w /out see/j /all 42.20 The student reads the sentences and predicts where letters that are normally silent might be pronounced They then listen to check Possible answers Idrd3'J hrev 'J luk re olsl I : Answer : The two speakers say exactly the same :I sentences 42.30 The student listens again and notes all the different pronunciations I WI Id3'J won'J ged'J sremwrtJI wen oe 10:s wi:k1 Iwod'Jl j'J du neks tun! Igr mi: j'J m'Jument rts III mre hrembregl Practice 42.50 The student listens and decides what the two people are discussing r -, I : Answer : They are late for a meeting and are deciding : whether to go in or not I ~ -~ 42.50 The student listens again and writes all six questions Answers Could you tell me where to go for the meeting? Do you know when it was supposed to start? What's the time now? So what are you going to do? Are you going to go in late? Fancy a coffee? for a show a / visitor around new accounting 42.30 The student listens and decides if the words are identical I s'J kud3'J tel mr hrz nerm 'Jgen! 42.40 The student listens and compares their answers to Answers owner and manager of your opinion I The student looks at the sentences and decides what changes might happen to the consonant sounds in fast, fluent speech Challenge Answers beljlin saw/rl a I I ~ -~ 42.1 The student listens and notes linking sounds (Stress that these are all sounds which are 'extra' and encourage them to use phonemic script to describe the sounds.) I I The student practises saying the sentences fluently You could ask the student to read them at the same time as listening and see if they keep up with the pace! Look The student finds examples of weak forms in listening scripts 42.1-42 I : Possible answers : a , you, she, we, and, of, some, to, at, me IL _ business one: one ~I 45 How to improve your pronunciation This lesson practises ways of communicating more effectively John won't be in today He's got flu / Has he? / And Sam's off work too They've finally sent the contract / Excellent / I'll sign it immediately Starter Ask the studenUo explain the joke If necessary, prompt them to describe the situation and what has been misunderst00d (The German coastguard has understood thinking.) Student's own answers If necessary, remind the student that pronunciation includes intonation, sentence stress, word stress, and individual sounds Challenge 43.1 Prompt the student by focusing on the speakers'intonation I : Answer : It's likely that the woman recognizes the man, I : but that he doesn't recognize her 43.1 The student listens again Encourage them to draw the intonation patterns, marking if it goes up or down at the end Try to elicit some rules Answers 1 and are both statements used as questions - intonation rises includes a question tag : the intonation fa lls, showing she is sure (If it rose, it would show uncertainty.) is a Wh-question typically with falling intonation is a yes / no question, typically with ris ing intonation Elicit how each person feels Answer The woman 's intonation falls and rises a lot This is not on ly because of the questions, but also because she wants to show interest and enthusiasm On the other hand, the man's intonation is much flatter, conveying the message that he is not very interested He corrects her by saying I've been in Moscow, actually, with rising intonation to sound' polite 43.20 The student reads the exchanges and matches them accordingly They then listen to check their answers r -, I I Answers Did I tell you? I'm going to Rome to a conference / Rome? / Lucky you ! I'd rather you gave the documents to him persona lly / Would you? / OK, I'll go after lunch 46 business one: one 43.30 Before playing the dialogues, encourage the student to guess how the speaker will say each sentence to match the intended meaning Then play the dialogues, pausing between each one Answers 1a It's likely to happen = more probable (The information, advertising, is stressed Intonation falls at end ) 1b I don't know if it'll happen = possible but unlikely (Modal may is stressed Intonation rises at end.) 2a Yes, it's very likely = probable (Confident: yes / think are stressed.) 2b I don't think so = unlikely (Intonation moves up and down, conveying hesitation.) 3a But I don 't think so = unlikely (Modal could is stressed Intonation rises at end.) 3b I don't know if they will = more probable (Information is stressed Intonation fal ls at end.) Practice There is one situation to role-play here Before starting, encourage the student to plan what questions to ask about each point thinking also about the intonation of each one Remind them also to use some of the follow-up phrases from Challenge 4, again with appropriate intonation It might be useful to record the role-play, listen back, and repeat the activity Look The student finds other examples of intonation and sentence stress in listening scripts 43.1-43.3 Answers yes / no questions (intonation usually rises) It is expensive these days? Wh- questions (intonation usually falls) What did you think of Moscow? Statements as questions (intonation rises) You had a good trip? You 're going to the plenary talk? Actually Well I've been in Moscow, actually (intonation rises) How to understand different Englishes This lesson looks at British, American, and other varieties of English r -, Starter 1-2 I I I Student's own answers I I I I I I I Challenge 44.1 The student listens and notices different proouociation features betweeo British and American English address, leisure _ _ r -, I I I I _ I I I ~I L _ I ~ I notes of different vocabulary items that have the same meaning (Note: There are also many grammatical differences The student will focus on these in the Look section.) r -, I : Answers : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I 44.30 The student listens again and identifies the accent of each person Ask them to explain what characteristics helped them identify each one Answers A return ticket to the town centre, please I'll write to you when I've got home We've got to pay the bill Do you have any notes? Answers Do you have / Have you got No, I don't / No, I haven 't different people at a conference The student decides which people feel positive about the speaker The student looks at the sentences and decides how they might be said by a British person The student finds examples of differences between American and British English grammar in listening script 44.2 44.30 The student listens to ten comments by I Look Answers first floor / ground floor building permit / p lanning permission billboard / hoarding truck stop / transport cafe zip code / postcode bulletin board / noticeboard elevator / lift apartment / flat _ _ I I I I I 44.20 The student listens again and makes : Positive: 1, 6, 8, 10 I r -, I : Answer : The meeting is in Jim's / Tim's home Answers We're importers of cookies and candies The store's low on eggplants, zucchini tomatoes, potatoes, and chips If it's not in the trunk, check under the hood L _ ~ 44.20 The student listens to two almost identical IL I I I I I I I r - , South Africa Australia Spain France Eng land The student looks at the sentences and decides how they might be said by an American dialogues and finds a single factual difference between them India 10 Practice Answers The following words illustrate some key differences: new, clerk get a, glass, water can't advertisement mall hot garage, route L I Answers the USA Ireland Korea Jamaica Did you ask Mylene? / Have you asked Mylene? Didn 't she just go / Hasn 't she just gone in a half hour / in half an hour it's on North Street / it's in North Street I checked already / I've already checked What should I do? / What shall I do? I've finally gotten / I've finally got it's on the weekend / it's at the weekend I have the notice here / I've got the notice here Come take a look / Come and have a look Monday through Friday / Monday to Friday Could you write Jim and tell him / Could you write to Tim to tell him I wi ll, sure / Of course I will What time is it? / What's the time? Five after ten / Five past ten I : : L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~I business one: one 47 business one:one Business one:one is the first business English course written specifically for teaching and learning one-to-one Its non-linear approach allows you to negotiate with your student what the course covers, what happens in each lesson, and how they practise between lessons What does your student want from the course? Use the free MultiROM to help you r student select the topics they need to cover from the How to course syllabus Then use the interactive Learning planner to create a personalized course plan What you in the lesson? The 45-60 minute lesson starts with the target language Negotiate with your ~udentwhathappensne~ Choose from : • communicative tasks like speaking or writing • discussing grammar or collocations in the Language box • talking through helpful ideas in the Hint section Encourage your student to use the Lesson record to collate the most useful language from each lesson It's easy to look it up at any time What happens between lessons? Encourage your student to make the most of their time with the Listening bank, the Email practice, or the Interactive tests and Grammar on the MultiROM.They can explore the Discussion bank topics for more speaking practice - and try the longer texts in the Reading bank The Business one:one Advanced learning package includes: • Student's Book with MultiROM (including the Listening bank audio tracks) • Teacher's Book • Class CDs ~ forall ~ , "~.411111 tes~in ,onhne oxford english te~ OXFORD UNIVERSITY PRESS www.oup.com/elt OX FORD EN ISBN 978-0-19-J I11111 780194 57 ... How to be assertive 02 How to train someone 03 How to evaluate someone 04 How to interview someone 05 How to be supportive 06 How to motivate someone 07 How to be an intermediary 08 How to plan... to lead a meeting 19 How to brainstorm ideas 20 How to reach a conclusion 21 How to follow up a meeting 22 How to make small talk 23 How to tell a story 24 How to host a formal event 25 How to. .. ideas in a presentation 28 How to get through to the 0 0 0 0 0 44 pronunciation How to understand different Englishes each with Business one: one Syllabus Business one: one is a non-linear course