Business one to one advanced teacher book

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

business

•

•

Nina leeke

teacher's book advanced

course syllabus

38 How to talk about best

13 How to give feedback on

39 How to report back on a trip 0

20 How to reach a conclusion 0

21 How to follow up a meeting 0

24 How to host a formal event 0

27 How to show someone round 0

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 3 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 replicate 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 realistic 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

do 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 will 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 lfe beyond the classroom

Thi s less on practises language for speaking assertively and

makin g your p o sition clear

Starter

Student's own answers

Exp essions

1 1.1 0 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

2 1.1 0 The student puts the words into the correct

order and then listens again to check their

2 We do appreciate your situation

3 I need to know when I can expect to get the staff I need

4 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

6 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

S I want this to be perfectly clear

6 I'm afraid I can't promise you anything

though

7 The way I see it we've got no other choice

3 1.20 Ask the student to read the new situation

and then listen to the second dialogue The

student answers the questions

Answers

1 Not exactly He is promised one more person,

not two

2 She is sympathetic but quite assertive

-there's not much point in talking about this any more

I

4 Ask the student for ways of expressing the

sentences more diplomatically

5 1.20 The student listens to the dialogue again to

compare their answers with the expressions that

Jane or Martin use

4 business one: one

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!

Writing

Ask the student to read the situation Elicit useful language and expressions that could be used for the email

Model answer

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

I

How to t ain someone

Starter

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

2 Student's own answer You may need to define

shadowing (= watching another person doing

the job)

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

1 stating what will be studied in a session

3 role-playing real-life scenarios

7 signposting the stage of the session

8 emphasizing key points to take away

must train the teacher (who is new to the work)

pictures

The teacher's main role is to respond to the

the task more challenging for the student by

what to do or by asking difficult questions

1 Much more important than what you say is

what you show

2 Nor should you ignore the influence of weather, news coverage, and government announcements

that a flu epidemic might be on the way than demand for flu remedies can suddenly leap up 500%

4 That was an excellent presentation, as were

2 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

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

5 does not meet minimum standards

2 Ask the student to explain the words in bold

Possible answers

1 makes achievements that are not required

as part of his job

2 exceeds

3 at the right level

4 given targets

5 does duties of job

3 The student reads the written comments and

completes the table

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

6 business one: one

The student finds examples of sentences using

not only but a/so, both and, either or, and neither nor in the texts in Expressions 1 and 3

Answers Expressions 1 Employee not only achieves set objectives but also makes accomplishments in unexpected areas

Employee both meets the job requirements and reaches objectives

Employee either fails to fulfil set objectives or does not completely meet some job responsibilities

Employee neither meets job responsibilities nor achieves important objectives

Expressions 3

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

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 do 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 enquiries 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

1 The student reads the advert and decides which

competencies are relevant

1 (George) built on a relationship with a

newspaper, other experience was teamwork

2 (Kirsten) built on a relationship with

DJ, achieved significant exposure, has

international contacts

3 Student's own answers

interviewers' choice is, and their reasons

Kirsten - she has the relevant experience,

shows awareness of what is involved, and has

excellent communication skills

1 Before starting, remind the student to use a

variety of question types in an appropriate order

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,

Look The student finds examples of the various question types in listening scripts 4.1 and 4.2

r- -,

I

: Answers : Open Describe a time when you / What was your specific contribution / Tell us about a time when / How did you decide

Statements What interests us is

Closed Did the event meet / Was the band

Hypothetical How would you find celebrities / Would it be more difficult

Reflective How would that work

Writing The student writes questions for each category Possible answers

Open Describe a time when you worked co-operatively with others to achieve a task

Tell us about an occasion when you shared learning in your team to improve effectiveness 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 responsibility for getting people working together?

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 do if someone wanted to leave the team?

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?

2 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

Ask interested questions, listen with attention,

use gestures suc as nodding, make concerned

n ises, use phrases such as Really?, give the

person helpful information or advice, offer to do

something, take the person to an office, cafe, or

other place to talk in more depth

2 Student's own answers

Expressions

1 5.10 The student listens and decides what

problems are discussed

: • he asks to stop working in Reception

: because he feels he works badly there

: • there was a difficult situation with a group of

I

noisy tourists the night before

2 5.1 0 The student listens again and completes

the five questions

Answers

1 What can I do for you?

2 Was there anything else?

3 What makes you think that?

4 Could you tell me what happened?

5 What do you think we can do to help?

3 5.20 The student listens and decides what

problems they are discussing and the ways that

Tamara shows sympathy and support

• 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 realizing that Magda has a problem

by showing that she understands

by consoling Magda and calming her down

by saying phrases that are sympathetic with concerned intonation

by offering help

8 business one: one

4 The student makes sentences using the words given

3 What on earth's wrong?

4 I can't help unless I know what the problem is

5 I'm so sorry to hear that

: 6 You're not the first person that this has : happened to

: 7 Is there anything I can do to help?

In class, improvise answers to any questions the student asks or respond to their advice

Look

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 factual proof

Writing

Ask the student to read the chat and write the missing responses

Model answer You Hi Jack How are things 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 do to help?

You OK Good luck! I'll be thinking of you I'm sure it'll all be fine in the end

l::Iow to motivate someone

This lesson lool(s at language for encou rag ing people in thei r

I 1 Cheung finds it difficult to work entirely in

English, needs a lot of time to do 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

2 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 -~

2 The student identifies the two types of phrases

~ -'

: Answers

1, 3, 6 Encouraging Cheung to stay

2, 4, 5 Encouraging Cheung to go for

1 You've been coping very well

2 in the short term

3 you've been putting in

4 really pleased with the way

5 keep up the good work

6 I appreciate the fact

7 any trouble adapting

1 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 do most of the talking You could

extend by saying you are thinking of resigning

2 It is a few months later The student should

encourage you to go for promotion Give

reasons why you are reluctant to participate in

the management training, e.g time pressure

Look

The student finds examples of verbs in the present simple and present continuous in listening script 6.1

~ - - -'

: Answers Present simple

I don't think / Why don't you think / because I have to / You know / It takes me ages / Are you sure / You know they all miss deadlines /

I don't know / I don't think my English is good enough / Everyone makes mistakes / I understand it's not easy / You just need / how

do 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

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

Model answer Dear Cheung, Thanks for your email Nice to hear from you but

I'm sorry to hear that you're having trouble settling

and make the most of it

As for your English, you really shouldn't be so hard

on yourself Your English is excellent and you're probably doing better in the meetings than you

think Try to stay positive!

Take care,

Sara

1 The student reads the email and finds the tasks r -,

2 7.1 0 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

he was expecting it two weeks ago / he's not

once you have sent it?

4 7.1 0 The student listens again to find the phrases

Answers

I was wondering if you'd be able to tell me /

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

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

your colleague to pass back

I

I Answers Email

avoid blame

request Phone calls

if a meeting could be set up - to avoid a direct request

Model answer

new contract doesn't quite match what was

and Gillie isn't too pleased, so I was wondering

if you'd be able to review it again The HR

it's now needed rather urgently, I'm afraid

€5,OOO was agreed, along with €300 per month

that Gillie asked to start and finish early so that she can pick up her children from school Would

Similarly, it was stressed that she needs to take

and December slots

Many thanks

How to pi a a projec t

This lesson ooks at ways of discussing plans for a future proje9t

Starter

1 Student's own answers

2 The student describes a flavouring of their

2 8.1 0 The student listens to check

3 8.1 0 The student listens again to find words that

have the same meaning as the items in bold

3 Serious warnings

4 Money put aside for unexpected

occurences

5 A moment when people can look back and

assess how much progress has been made

and amend future plans

Speaking

Ask the student to make suggestions for solving

the project problems of various colleagues If

appropriate, they could even be treated as short

role-plays

~ -,

Possible answers

People can't come to meetings

agree suitable times in advance, discuss

priorities, use conference calls, agree with

managers to release people, have an effective

Schedule renegotiate schedule with managers, ask for more people to work on project discuss ways of

simplifying an aspect of project

~ - - -

-Look

The students finds more examples of the future in listening script 8.1 (There are a large number of ways of talking about the future in the script.) Possible answers

We're all meeting Tuesday the eleventh / you'll

be using the next four weeks / Who's going to collect / I'll take that / After we've chosen / the

final decisions will be taken, tc

Writing

The student writes an email summarizing the information for an absent colleague Encourage them to invent new information about the recipient's role and duties

Model answer

We had the project meeting today and Katarina outlined the project stages for developing the new sauce The aim is to get the sauce to market by next May

You'll be in Masha's team You need to use the next four weeks to research cookbooks and other sources and bring along all your ideas to a meeting on the 11th Katarina particularly asked for you to research recipes from Africa

After that there will be a phase when all the ideas are evaluated and three are selected for

market research You'll be involved in that as well,

probably with the phone surveys

Basically everything needs to be in place by August when there'lI be a big meeting

Peter

How to disc ss reso ur c es

, This lesson practises phrases f o r di s cussing r eso urces o n a

: Taxis used because of Jon's injury

: The hotel dial-up rate is high

claim (= a request for money you have a right to)

superfluous (= more than needed)

extortionate (= much too expensive)

unforeseen (= not anticipated)

provision (= preparations for the future)

dramatically (= considerably)

3 9.10 The student listens for Russ's suggestions

Answers

They should keep telephone calls short

Meals should not be too expensive and they

should buy their own drinks

They must keep a receipts

They should get new hardware from the regular

suppliers

4 9.1 0 The student listens again for the expressions

Russ and Gustav use instead of the phrases

: 5 a major overhaul 10 go through the

I 6 excessive proper channels

Speaking

There is one situation to role-play here Before

starting, remind the student to use phrases

relating to resources and quantity

12 business one: one

Role-play help You are a member of the project team in Riga

Gustav phones you about the budget Find out

exactly what expenses are unacceptable, and what changes are necessary

of the other expenses / for a few nights

Listening script The most I can offer / Each of the members / I'll send them each an email / There are few people around / every extended hotel telephone

call / most meals are / copies of every receipt /

most of the equipment / a little more time

Model answer Based on excessive expenses of one of our projects, there are a few things to bear in mind

when budgeting for each project in future

First and foremost, each of you must be aware of the budget constraints, and use preferred suppliers

at all times This relates to services as well as

sourcing equipment wherever discount rates apply Secondly, for most projects abroad, please take

local advice on hotels; and, of course, please don't budget for consuming vast amounts of food

and drink at the company's expense In addition, try to anticipate and make provision for all

circumstances We can't increase budgets every time something unexpected occurs, or simply cost

in extra expenses at a later date

All in all a little more concern for corporate funds would be really appreciated

Having said that, most of you take every care to

keep costs to a minimum

2 The student completes the sentences with the appropriate phrases

How to discuss budgets

This lesson practises language for describing changing

circumstances t tiat affect the company budget

Starter

1 Student's own answers

Expr~ssions

1 Check that the student understands the

situation Ask them to read the email and answer

the general question about how Vanessa feels

Highlight that sales can jump or drop off and

that you reach a target or deadline

2 10.1 0 Go through the three questions See how

well the student can answer these questions after

one listening Play it again if they would like more

detail or clarification

If necessary, pre-teach variance report (a report

that shows predicted figures and real figures

and the differences that exist) Also, use a simple

graph to elicit or revise the following language

of graphs: to take off to hit a peak , to drop off

to fall off

Answers

1 The new range is unexpectedly popular with

the young business traveller in particular

2 The possible problems in financing the cost

of sales Operational costs have increased

significantly

3 They have to pay overtime for increased

production and packaging, and

transportation costs are also higher

3 10.1 0 The student listens again and completes

the spaces in the chart They can then listen

again to check their answers

2 Ask the student to discuss the changes they expect to happen in five, ten, or fifteen years' time Get them to specify how they will finance these changes Possible themes could be a new house or car, starting / increasing their family, education for their children, preparing for

retirement etc

Look

The student finds examples of different ways

to express future possibilities in listening script 10.1 They should comment on the degree of probability or certainty in each case

r - -,

I Answers

any significant change is highly unlikely improbable

we may have a problem possibility

we thought it was likely probable

Are you sure about that? Yes certainty

there's every possible

sales were bound to fall off certainty

there's every reason to be I

optimistic highly probable I

I

We're quite certain highly probable I

That's bound to happen certainty I

I

is it likely to continue? probable I

There's also a slight chance possibility I

I

we might have a problem possibility I

We might need to set aside possibility I

I

We may even have to remote possibility :

I

HoJW to di cuss problems

Thi s lesson looRs at language for talking about problems

Starter

1 Student's own answers

2 As the studemt to explain the words in bold

~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

POssible answers

, ~._ 1 , increase the size of the picture

2 looking around

3 percentage of people who take the

action you would like them to take (order something, register as a member, etc.) out of the total number of people who visit your site

4 a report showing how many people are

using the website and what they are doing

on it

5 using computer simulation, not in reality

Expressions

1 Student's own answers

sentences are true or false

r - - - - - ,

Answers

1 True

2 False - it seems people are still not

completely confident buying online

3 False -I think it would be costly

4 False - our initial market study

5 True

order They then listen again to check their

1 We can only deal with this problem if we

know what's behind it

2 The problem could lie with the usability of

the website

3 In that case, we need a way of reassuring

customers

4 There's no point spending time and money

developing new features

5 We should bear in mind our initial market

study : 6 I'd say we could have a problem with the

r - - - - - - - -,

Answers even if they buy the wrong size / even if it were possible

even though we've got the sizing guide unless we know / unless people can navigate

we can only deal with this problem if we know worried about whether the clothes will fit them

Writing

The student writes an email in response to the picture Encourage them to use language from Expressions and the Language box

Model answer Sorry to hear about your disaster with the tops Firstly, I'm sure you'll try to find out what went wrong at quality control because unless you can identify the root of the problem, you're likely to face more of these issues in future The problem could lie with communication - maybe the

instructions weren't correct

Secondly, you need to bear in mind the large

quantities that have been produced Even though they're faulty, we still need to sell them -

even if just at cost price I know that the Popovs chain do some budget ranges, so I suggest you contact them

Let me know how you get on

I

This lesson practises language for bringing a person up to date

on a project or developments at wo r k

Starter

1

Expressions

1 12.10 Make sure the student fully understands

waste disPlosai and tbe Dew reactor The student

then listens and ticks the corresponding areas

2 12.10 Go through the four questions and see

how much the student can answer from the first

listening They then listen again

4 Because Luis says they'll be making money

from the new reactor

3 12.20 The student listens to the dialogue and

marks the sentences true or false

Answers

1 False - they wanted to solve problems with

the disposal of waste

2 False - it has reduced it Hot water is

produced as a by-product

3 False - it'll be paying for itself in three years'

time

4 12.1-12.20 The student corrects or adds the

missing word in the sentences They then listen

again to check their answers

Answers

3 very pleased with the progress

6 pleased to learn that

8 paying for itself

9 a lot more efficiently

Speaking

There is one situation to role-play here

Role-play help

in Seville Training has been identified as a priority

sure they cover all the points from their notes

we're now working two shifts / we'll be working three shifts / the progress we've been making /

Pedro Munoz will be coming / he'll be bringing you up to date / Is it working to full capacity

savings / You were having real problems / we'll

be making money from it, etc

Writing

Prepare the situation with the student Go through the instructions and the handwritten notes carefully

in order to stop this loss of business

• We are currently negotiating with four restaurant chains Two of them have accepted our offer

and will be selling only our products as of

January next year

• Sales of our new lines in supermarkets are now

improving I know we are spending a lot on promotions but I think we will be seeing very positive results within 12 to 18 months

• We'll be renting a new warehouse as of April

comparison

• Finally, you'll be pleased to hear that our beer was described as the healthiest brand in a recent survey in Good eating magazine

I'll be giving you more information at our meeting next week

Haw to gi e feedback on a project

This lesson looks at language for reviewing projects

Starter

1

Expressions

1 Asl( the student to read the extra ts and identify

whmt problems mQse during tl1e project You may

like to have the student predict what problems

may arise on a foreign renovation project first

I

Answers

Late snow, slow deliveries, and broken tiles,

which meant the project was completed three

months behind schedule A poor interpreter

which meant work wasn't completed as

expected

L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~

2 The student identifies corresponding expressions

in the texts for the phrases listed

The student is project manager and is giving

feedback to you (in the role of their boss) on

their bookshop renovation project Encourage

the student to use vocabulary from Expressions

Look

The student finds examples of third conditionals

in the report in Expressions

r - - - - - - - - ,

: If we had done this at the outset, we could have :

: prevented the use of lower-grade wood

I

There wouldn't now be a separating wall

between the kitchens and living-rooms if he had

interpreted effectively

Had our survey been more detailed, we would

have foreseen the need for the new windows,

etc

A substantial delay might have been avoided

had we sourced all supplies locally

If the broken tiles had been discovered

immediatelythey would have been quic ly

• Choose your web developer carefully! Our updating project wouldn't have been so behind schedule if our developer had been more reliable

I hope this helps Let me know if you have any more specific questions

Good Luck!

Nora

How to link ideas in a presentation

cohesive

Starter

1 The student looks at the first slide to predict the

topic of Rick's talk

1 The student looks at the slides, and matches

them with the extracts

3 Go through each one, and ask the student to

explain them, perhaps by paraphrasing

In this task the student will be giving a short

presentation First, brainstorm ideas with them

about what governments can do e.g make

more regular spot-checks ban eating / drinking

while driving encourage car manufacturers to

install radio functions on the steering wheel

subsidize GPS systems, etc

Then before the student starts remind them

to link their ideas with appropriate words and

phrases Discourage them from writing the

presentation down word for word Encourage

them to use just notes

Look

The student finds examples of three-part patterns

in the presentation extracts in Expressions

r - - - ,

I Answers

B Admittedly Nonetheless So, with this in mind

C It is true that However, each car As a result

Writing

The student completes the text with the words You may like to see how much they know about electric or hybrid cars, and alternative fuels before doing the exercise

H tgbUght key info

Starter

1 As the student to think ot five reasons for hiring

a car (business 0 personal)

I

I

To replace your own car when it is being repaired :

To get a larger car in order to carry more

products

To provide a car for a visitor to use

To get a more luxurious or prestigious model for

a special event

2 Student's own answers

Expressions

and notes answers in the table

2 The student completes each sentence, making

use of the verb in brackets in the correct form

They then listen again to check

Answers

1 have a look at

2 As you can see

3 As the following slide shows

4 You can also see

5 Now I want you to look carefully

6 Let me draw your attention

I So why have car rental numbers dropped?

And what does this show?

Where do you think GoFar comes in the listings?

So I ask you is that good enough?

18 business one: one

Speaking

The student looks at the chart and invents details that explain what it shows The student then prepares to explain it to you

Speaking task help

If the student is short of inspiration you could suggest some ideas The bar chart might show sales of a product in two different markets The sudden drop in April might be because of seasonal demand

Look

The student finds approximations in listening scripts 15.1 and 15.2

Answers around 650 / the best part of 400 of these / just short of 30 / almost all the rest / a little over three-quarters / just under 13.5% / roughly a quarter / 20 or so / fewer than 10,000 / about 7,000 / in the region of 600/ roughly 20 / somewhere around entry 35

Writing

The student prepares a written script for presenting the slide

Model answer Have a look at this slide As you can see, we have been increasingly successful over the last year As the slide shows we are now the 7th most used car hire firm in Europe, with just over 13 million rental

days a year This is roughly a 4.5 million increase

on the previous year Now I want you to look carefully at the figure for fleet size Remarkably, this represents a 20% increase

How to tse respond to questions

This lesson looks at ways of answering difficult or unexpected

Starter

1 The stllldent explains how people might respond

to large building projects in their own country

and discusses why they might object or protest

Possible answer

People often object or protest because they

fear that historic old buildings might be lost or

that there might be an environmental impact,

e.g loss of open space or wildlife Residents

may also fear that new buildings may affect

their own homes, which might lose value

I

L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~

2 Student's own answers

Expressions

1 16.1 0 The student listens to a public meeting

and notes the issues people ask about

Answers

1 How many shops there will be

2 If the food court will only sell fast food

3 (implied question) If the new centre is more

necessary than building affordable housing

4 How much the centre will cost local residents

in taxation

5 If Jomo Anduvate himself lives in Kimberley

6 (implied question) If it's really beautiful - or

just an eyesore

7 If solar panels are being installed to run the

lghting

2 16.1 0 The student looks at the two questions,

each of which has four possible answers In each

case, the student finds the one answer that is not

1 Right now I'd be very happy to answer any

questions you may have

2 As I tied to make clear earlier - we do firmly

believe that this is a positive de elopment for

the town

3 Maybe I can return to this matter later on

4 Well what exactly do you mean by eyesore?

5 Well that's a good question and, yes, you're

There is one situation to role-play The student is

a presenter and you will play the part of their audience When the student presents their suggestions, start by asking some straightforward factual questions such as Where will the shelves go? and move on to more challenging or difficult questions (e.g Why is the school wasting money

on this unnecessary work?)

Look

The student finds expressions using the word

nothing in listening script 16.1

Answers nothing short of sensational/worth next to

nothing / nothing of the kind / nothing if not adventurous

Writing

The student completes an internet report of responses at a press conference

Model answer

GM You call it a problem - but it's nothing of the

kind A small number of users have reported one bug This is absolutely normal for new software There's nothing that Gabbyware can't correct in version 1.1 which we'll release next week

GM Well that's a good question but I'm not sure that I can answer it right now Of course, we'll

be investigating this very thoroughly

GM Well as I tried to make clear earlier, I think the whole thing has been blown out of all

proportion The program works very well and

we'll supply free online upgrades within a few days

Audience Admit it This whole thing is nothing short of a disaster for Gabbyware

GM Well what exactly do you mean by a disaster? As far as I'm aware, most users are working happily with the new software

HoNV t improyise in a meeting

This lesson practiss phrases for speaking convincingly on a topic

witH minimal ; preporation

1-2 ~udent's own answers

Expressions

1 17 0 ChecK the student understands the

~ituption T~'i then read the questions and listen

to find the answers

r - -,

I

Answers

1 departmental budget restrictions, and

applying for a grant; photocopying and binding student theses

2 make a list of contacts at universities

abroad, and of areas of their own expertise;

tell their students to take theses for copying

2 17.1 0 The student puts the words in the correct

order before listening again to check

r - - - - - - -,

Answers

1 I'm not sure how much you already know

2 To give you an idea

3 I hope I'm not going over ground that

someone else has covered before

4 What was I saying?

5 I don't think there's anything else I can add

at the moment

6 I've got some information somewhere here

about it

7 It's just a small thing really

8 I'm sure you know

9 I wanted to say

10 That's about it, really

3 The student decides what the function of each

expression is Use your judgement in checking

answers since the function of some can change

according to interpretation of context

(student's name), perhaps now ' s a good moment

to tell us about

Look

The student finds examples of verb + gerund, and verb + infinitive in listening script 17.1 In each case, ask the student to explain the meaning of each verb used If use of the gerund or infinitive

is dependent on grammar, encourage the student to explain this

Answers

We regret to inform you (= sorry for something about to happen) / We really can't go on working like this (= continue) / The budget restrictions mean rethinking (= result in) /

I regret not applying for a grant (sorry for something already happened) / there's some information that needs collating (passive

implied - she doesn't state who will do it) / I meant to send an email (=intended)/we.ve been forbidden to use (infinitive used because forbidden is in the past) / they don't allow copying (gerund used because no personal object) / I need to get back to them (active -

I have to do it) / I'd advise you to let students know (infinitive used because of object)

Writing

The student corrects the mistakes in the email You may like to follow up by asking them to explain their corrections

playing for time - 6 r -,

then you could go on to mention (= change the activity)

they will allow us to spend (personal object)

it'll mean preparing (= result in)

How to lea d a meeting

This lesson looks at language for leading or chair i ng a me e ting

Starter

1

Expressions

1 Ask the student to match the functions (1-8)

with the expressions (a-h) Brior to this, you might

like to elicit what the student would say for each

function and then compare their suggestions

with the expressions in the text

I

: Answers

: 1 d, 2 f, 3 h 4 e, 5 a 6 g, 7 c, 8 b

I

2 The student reads through the agenda and

answers the two questions Make sure the student

fully understands the five different points on the

agenda

Answers

regrets (apologies in BrE) when a person is not

able to attend the meeting

other business (any other business or AOB in

BrE) points for discussion at a meeting which do

I not appear on the original agenda

L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

extracts and answers the questions

Answers

1 No - Paul says they're already running

behind schedule

2 fifteen minutes

3 the question of payment terms

4 He says, 'we still have a lot to get through

today'

5 Because the meeting is finishing and he

wants to discuss this point

6 He asks the others and then agrees to

another ten minutes

7 He thinks the payment terms are too

generous

8 The salespeople - they need to know about

any change in terms

Speaking

Ask the student for a variety of expressions for

the five different points

2 Brainstorm with the student as many general

points as you can before deciding the final list of

eight recommendations for how to run a meeting

3 Not many / I don't think there's much more

to say / How much longer can we all stay?

I 4 I don't think there's much point / much longer / much of what you have to say / many of our clients / That many? / as many

as that / Many clients wouldn't like it / doesn't give me much time / there's not much we can decide right now

Writing

1 Ask the student to look at the categories, and think of some examples for each one

Model answer Going to meetings is now part of our daily work

We all know there are 'good' and 'bad' meetings

We should all try to follow these Five Golden Rules, especially if we are leading the meeting

Start on time and begin in a positive manner,

e.g Thank you all for coming Can we make a start right away?

2 Adhere to agreed time scales, g Can we keep discussion on this next point to just ten minutes?

3 Stick to the agenda and don't be afraid to deal with digression, e.g I'm sorry but I don't want us to get off the point I must insist that

we keep to the agenda

4 Know when to be firm and say no, but offer alternatives, e.g We don't have time to discuss that now Let's leave it to our next meeting

5 Try to get the agreement of the group by asking questions frequently, g How does everyone feel about this?

This le~son looks at lomguage for putting forward ideas

Ten: running a second shift, staffing a second

shift themselves, making the process quicker

rather than running it for longer, automating

packing, buying a bigger oven, buying a

second oven, moving to a new production

facility, narrowing down the product range,

installing a second production line, outsourcing

part of the process

2 19.1 0 The student listens again and identifies

corresponding expressions for the sentences

1 Let's just write it down and keep going

2 One thing we could do is buy a bigger oven

: 3 Talking of more room, you know what we

6 This may sound a bit off the wall, but how

about outsourcing part of the process?

4 Go through the list of suggestions and ask the

student how each was introduced

r -,

I

I Answers

1 Why don't we just" ?

2 Then we've just got to

3 Has anyone considered ?

4 Don't you think we ought to ?

5 Just thinking outside the box for a second,

r -,

I

Answers Comparatives The greater the number of options we have, the better / quicker rather than running it for longer / cheaper because we'd need fewer /

a bigger oven / greater capacity than / less room / more room / More and more people / the market's getting larger and larger /even farther away than / further transport costs / be more creative

Superlatives one of the biggest time-wasters / blueberry is always the best-seller / one of our most popular

As as structures

we won't sell as well as predicted / wouldn't be

so big an investment as a new factory / would

be as popular as blueberry on its own

I have a few suggestions One thing we could

young people How about using music and more colour in order to get people's attention?

Also, has anyone considered making it easier for people to apply? Perhaps we could have online access to application forms at the stand

One more idea - it may sound a bit off the wall,

but why don't we run a prize competition on the stand?

Finally, thinking outside the box, if the job fair isn't

as successful as it should be, maybe we should

Hope this helps

a conclusion

This lesson practises language for expressing conclusions at a

eeting

E*pressiens

1 20.1 0 Check the'<Student understan'

The advantages far outweigh the disadvantages

I knew we'd all share the same views The key question

20.3

to bring this point to a close

the most logical course of action

So, in conclusion that's unanimous

to develop / process a film, a single-use

(throwaway) camera The student listens to the

first extract from the meeting and answers the

2 20.20 The student listens to the second extract

and answers the questions

2 Nicolas agrees with both of them

3 20.30 The student listens to the final extract and

makes notes using the headings Ask the student

to summarize the action plan that is decided at

the end of the meeting

Answers

to end of January - all branches offer film processing services

from January onwards - film services limited to

main branch in each capital city before the end of May - all processing equipment will be removed from most branches additional investment agreed - 1.5 million euros single use cameras - continue to sell these in all branches

4 20.1-20.30 The student listens again to the three

extracts and finds the alternative expressions

r - - - - - - - - - ,

I

Answers 20.1

a foregone conclusion sums the situation up very clearly 20.2

As far as I'm concerned

Speaking

Brainstorm relative advantages and disadvantages of the three pOints Express your agreement or disagreement with what the student says, then ask them to summarize the different points and state their conclusions

question / introducing the change, etc

Writing

Ask the student to study the results of the survey and the beginning of the report The student first corrects any mistakes in the language or facts and then completes the report using the information given

Model answer Our findings confirm that American films are far more popular than European ones in Italy

Adventure, suspense, and science fiction films attract bigger audiences than comedy, romantic

or animation films Animation films are the least

popular of all types of cinema entertainment

Young people go to the cinema more often than older generations The 22-30 age group go

to the cinema more than twice a month but the

leading group is definitely the 16-21-year olds who see three films per month The people who go to the cinema the least are the 31 and older group

In conclusion, the fact the cinema is more popular

with people aged 16-30 probably explains why adventure, science fiction, and suspense do so well

lIoW up a meeting

Expressions

1 Elicit the purpose of action minutes Get the

student to ead the e2tlract and answer the

question

: Answers

: Five: agreed to / volunteered to / is to / was

: given the task of / put herself forward to

completes the table

Answers

Bernard

Rita

Louis

How does Marie ask Will task be

on time?

check how you're getting on Are you on track ? yes

phrases heard in the dialogues and then listens

again to check their answers

Answers

1 We could be held up by the solar panel

suppliers

2 I'd chase them up if I were you

3 I'll have it written up in no time

4 I'll report back in full

Speaking

There are two situations to role-play here

Role-play help

1 You are Caroline and the student is Marie

from Expressions The student asks you about progress with your tasks You aren't making good progress, e.g the catering manager isn't

interested in changing suppliers, you haven't had time to work on the campaign The student needs to encourage you

24 business one: one

2 You are the boss and the student is your junior colleague Using the notes, you check on their progress with the 25th anniversary celebration preparations and the student responds

Look

The student finds examples of compound group and plural-only nouns and nouns describing amounts in the text in Expressions and listening script 21.1

~ -'

: Answers

: Compound nouns company brochures / office waste / public transport / bike purchase scheme / public transport tickets / solar panels / energy source / catering manager / green office project / solar panel suppliers / stationery supplier

Group nouns team / majority / staff / committee / department / government

Plural-only nouns surroundings / suburbs Nouns describing amounts two detailed proposals / ten days / lots of useful information / half the department / forty kilometres / the other half / a couple of proposals / 1,200 euros

Writing

The student writes an email to their subordinates

at a health club prior to a health and safety inspection You could elicit possible health and safety issues first

Model answer I'm writing to ask if you are on track with your tasks prior to next week's health and safety inspection

• Ivan, is all the personal protective equipment

in order?

Remember, it's vital that we're ready by the 18th,

so please report back to me immediately on any

issues that will hold up progress

Thanks for your hard work