I think September's the best time. We can promote the smartphone strongly then, with a multimedia. Lincoln: What about the recommended retail price for the phone? Any thoughts on that? I thought we were talking about the. Lincoln: OK, Mei, maybe we are moving a little too fast.
Let's get back to the. We need to be sharp on pricing. Now, what sates outlets do you think we should. Wan: IJ. No problem there. We could start with the specialist mobile-phone stores and big.
After that, we could took at other distribution. It will be launched in the US. The marketing department holds a meeting to discuss a strategy for selling it. Student C: Turn to page Student 0 : Turn to page Read your role card, then hold the meeting. Right, let's begin. Asking for comments What do you think? Changing the subject Let's move on now to The next thing to discuss is Clarifying What do you mean by Sorry, I don't quite understand. Summarising OK, let's summarise.
How do you feet about this? Right, let's recap. I'm in favour of Making suggestions Perhaps we should We could Agreeing I think you're right.
I totally agree. I'm afraid I don't agree. Interrupting Hold on a moment. Can I just say something? H e gives money generously to charities att over the world and provides finance for projects which wilt help local communities. He has recently organised an international competition for people wanting to create a new attraction in their country. Note down the three key points that Dilip makes about the new attraction.
UNIT He has put them on the website as examples to stimulate the imaginations of competitors. Which one would you like to visit?
Have you visited any attraction which greatly impressed you? If so, tall attractions Shakespeare's Globe Theatre - London, England Opened in , this modern building is a reconstruction of the original Globe Theatre, which was built in It has built a tourist station based on the theme of the famous Star Trek performed.
An exhibition and tour show what television and feature-film series. It shows life was really like in Shakespeare's time.
Visitors can see the ship from underwater corridors. In addition, they can view the precious objects which have been taken from the ship. MORE Work in small groups. Then discuss your concept, using these q uestions as a guide. Choose someone to lead your discussion. Answer their questions. Choose someone to lead the meeting. Discuss all the projects and decide which one should be presented to Dilip Singh's committee.
If you cannot agree, take a vote. H e has asked you to write a short report on the project you think should win, with your reasons for recommending it. It Outline the key features of the project and say why it would be a commercial success.
Can you add any others to the list? Which of these activities are the most effective for you, and why? In what other ways do you relax? Then discuss your choices.
My girlfriend says I'm a. She's completely changed her. Others disagree, arguing it actually increases stress. J A clean, quiet, comfortable and friendly. What do you think makes these particular jobs stressful? Compare your ideas. Is your own job or one you intend to do included in the stress league? Do you think it is in the right place? What about the other jobs in the league?
If your job is not included, where would you place it? Which are the most difficult to meet? What are the main causes of stress at work? Listen to the first part of the i nterview and answer these questions. What can happen if you have to manage stress for a long time without a break? It's difficult to say really what's a. The problem with that is that what one person finds really.
What we do see is that actually a high level of continued. What two examples are given of companies being flexible in how they expect staff to work? What two reasons are given for why women report higher levels of stress than men? Discuss these q uestions. Is it easier for men than women to be a manager?
Then check your answers to Exercise A. Over half of business owners feeling increasing! M a i n l and China tops the league for the most stressed leaders. B u s i n e s s 25 owners i n mainland C h i n a , Vietnam, Mexico, India and Turkey arc all high on the stress league table and are working i n environments where high growth is expected.
But it's not just i n countries expecting high growth that 30 tress levels are high - at the opposite end of the growth scale, Ireland, Spain 35 and Greece arc all high on the league table. I n mainland China. A l e x MacBeath comments, "The causes of workplace stress can be put into three distinct group - economic, business and personal. An employee may place more i mportance on personal clements s u c h as t h e i r work-l i fe balance. The business owner has additional pressures to consider.
Countries at the top of the stress league are those where business owners. Look at this list of countries. You will need information from paragraphs 1, 2 and 5. IJ I n pairs, discuss these questions. What could they do? Does she work in Paris now? Does she work in Hong Kong now? Which sentence above 1 or 2 uses the past simple? Which uses the present perfect? I spoke to her on Tuesday. The present perfect connects the past and the present. The boss has just given her a pay rise, and she's very pleased.
I've worked with many companies where stress was a problem. C Grammar reference page l3 Cross out the incorrect sentence in each pair. B The present perfect is often followed by more detailed information in the past simple. Ask and answer questions about these subjects. A Where did yov 90? What ways do you think they will mention? Listen to the conversation again and complete the gaps in these sentences. Listen and tiel Mm, I don't know. The sports centre has great facilities..
It would really help staff to be more healthy It isn't a great idea. It's well worth trying. You work in the human resources department of a large company. Discuss how you would deal with these problems. Use expressions from the Useful language box below to help you. They are often sick, or pretend they are sick, and take days off work. They worry about the future. They are constantly anxious and don't sleep well. They say they feel 'worthless' and are not valued by management. Why don't we encourage staff to keep fit?
How about paying for their subscription to a gym? It might be a good idea to set up a counselling service. I suppose we could do that. Mmm, I don't know. I think I agree with you. I can't agree with you there. I think we should definitely pay staff's subscriptions. It would be popular, but it could be expensive. It'd cost a lot, and attendance would be difficult to monitor. Yeah, you're right. I'm not sure it's a good idea.
I still think it's a good idea. I'm afraid that's out of the question because I Excellent idea. I Great. I completely agree. It has expanded rapidly in recent years and has a number of famous companies as its clients. There is very strong competition in the US advertising industry.
Agencies compete to win new contracts or take clients away from their rivals. Advertising staff are well paid, but they work long hours.
They worry about job security and become anxious if their company loses an important client. Recently, Davies-Miller lost two of its major accounts. This had a significant effect o n the employees. The agency decided t o carry out a survey o f the staff's opinions about their working conditions. Discuss how the high levels of stress could affect the performance of the agency.
Listen to I read on page 51 about four incidents at Davies-Miller which involved stress. In each case, note down briefly the key points of each incident.
They are curre ntly negoti. She beli eves there is too much. She says that her super. She lrves a long way. Be cause of thrs, she gets back hom e very late and has no t 'rme to relax. I have no time I've never been under such pressure in my work since I joined the agency.
I spend too many for competing We're. Executives Account the for deadlines to produce designs w? Somet1mes I to hire more staff. Most of the creative ideas in the agency come from worried because the wonder if they want me to leave and bring in someone younger. I'm I get back home. I feel really stresse d out. Juliana never tells me anythin g. She never asks for my opinion. It's incredib le. I 've got a Master's in advert isi n g but it doesn't seem to impress her.
She only gives me boring jobs and shouts at me if I make a mistake. I t h ink she'll have a nervous breakdo wn soon. She never praises anythin g I d o it really upsets me. I was hoping to have a career here. No chance of that. Work in small groups and discuss these q uestions. Make suggestions for practical ways of reducing the stress levels of staff in the agency.
Outline your practical suggestions for reducing stress in the company, both in the short and long term. Which of these activities would you choose? What would you add? Do you think this is a good idea? Work with a partner. How important are the above factors for you when entertaining guests?
Discuss your ideas in pairs. Think of a typical or unusual dish from your country. How would you describe it to a foreign visitor? Use these phrases to help you. It's called. It comes with I We usually eat it with People often have a glass of.
It's got an unusual taste. It's served with rice I pasta I a salad I a side dish, etc. IJ Put these stages into a logical order for entertaining in a restaurant. I Make a reservation Am[. SO Listen to the dialogues and check your answer to Exercise E. Imagine a small group of foreign visitors is coming to your city. What is surprising about how the financial sector has reacted to the latest recession?
What makes a corporate event successful? Complete these notes. Z Plalllli l-. Cateri11g: I n groups, discuss these questions. Corporate entertainment 1 How important is corporate entertaining in your a country? The corporate-hospitality club asked three entertainment experts some questions. In pairs, read the article on the opposite page and put four of these questions in the appropriate places. Success then Six Nations rugby hospitality in a brewery next to Murrayfield depends on the creation of a dynamic event, which matches Stadium.
It captured the spirit of the rugby audience. Whereas and reflects the company culture and the tastes of guests. D i rector, Keith Prowse What makes corporate hospitality so successful is being able Andrew to offer tickets or packages for events that are sold out or The packages at the Emirates, Arsenal's home ground, are extremely popular.
Make sure the A few years ago, my sister invited me to a private sponsor's event is memorable. This way the event lives forever and makes concert in a tiny London venue in the middle of the Wimbledon your marketing budget go further. Fantastic food and an unlimited bar made it the perfect event. Finding the balance between limitless client Kate aspirations and the boundaries of logistics and cost. A one-off interactive experience that money can't buy. An 45 Andrew The biggest challenge is to make corporate event that gives its audience a real feel of the host brand, combining the adrenaline of sport with the feel-good factor of entertainment and the glamour of the Monaco F I Grand Prix.
Andrew 25 to Alex If we had an unlimited budget, we'd love Getting the pricing right and making it easy for people to packages with a twist. For example, offering high-profile former attend. Few of us want to be entertained on a Sunday night at so offer sporting sportsmen and women to give clients a coaching session in their chosen sport before the event.
Overall, who do you think gave the most interesting answers, and why? I n pairs, answer this question. August is too early for our conference. Let's put it off until October. I turned down their offer. Just a quick e-mail to say thank you for organising the Monaco Grand Prix hospitality event.
Everyone who took care of I part in I up 1 the event thoroughly enjoyed looking around I forward to I after2 the city and the Grand Prix itself. Our clients were looked around I forward to I after3 very well by your events team.
However, we would like to take up I turn up I turn down 5 your offer of organising our corporate events next year. We are all really looking forward to I around I after6 discussing your proposals. I n pairs, take turns to ask and answer these questions.
What do you say to a business contact when you: 1 introduce yourself? I 2 introduce another person? Match the speakers in each one, then decide whether they know each other or not. UNIT 6. Then listen again and check your answers. Conversation 2 A: James,.
B: No. Hello, Sam. Mike Upton. C: Oh, yes He's in China now. B: Really? I didn't know that. C: Yes, I will. Conversation 4 A: Hi, I'm John. B: Hello, John. I'm Lisa, from the Amsterdam office. A: O h , Amsterdam. I've never been, but I. B : Yes, it is. It's great. You should come. The conference is going to be there next year. A: I'd. I'll look. Read these expressions Decide whether each one is said by the host H or the guest G. I'll have a white wine. H 1 Can I get you a drink?
What do you recommend? Put the sentences from Exercise D i n logical pairs. Work i n pairs. Role-play the conversation. How's business? Anita, do you know lan? We're having a great year. Have you met Mauro? Have you heard about How are things? That would be very nice. Good to see you again.
Do you mind if I take a map? I'm afraid I missed the name of your company. How about coming to the Cabaret Club with us? Thank you very much for asking, but I'm afraid I can't make it tomorrow.
It was really good. Thank you for a lovely evening. I had a great time. Discuss the advantages and disadvantages of each hotel as the venue for the conference. Make your final choice. Take a vote if necessary. Inform them of the dates, the purpose of the conference and the details of the location.
In pairs, do this quiz. Decide whether each statement is true T or false F. If the statement is false, correct it. Check your answers on page Moroccans do not like time pressure when doing business.
H e is meeting an Arab businessman, Karim Mansour in Rabat, who has been recommended by a colleague at head office. If necessary, refer to the audio script of the conversation on page Compare your answers with those on page She has been posted to the company's subsidiary in Monterrey, Mexico.
Unfortunately, she is having difficulties adjusting to the local business culture. Work in groups of three. Each of you reads one e-mail. Summarise it briefly to the others in your group.
Then do Task 2 below. You know, the Mexican way of You wanted to know how I ' m getting on doing business is so different. I have to go to business breakfasts here. Not too well, I'm afraid. I'm having problems adapting to the business culture. My knowledge of Spanish is not as good as I thought. I sometimes get invited to dinner at colleagues' homes. My hosts ask me a lot of questions about serious topics back home, but it's really difficult for me to have a conversation in Spanish with them.
So I ' m taking Spanish classes at the weekend to improve my language skills. Actually, I 've been trying to make things every week, usually from 8 to I'm not used to that. And business I 've noticed a few things about the business culture here. Mexicans don't seem to like mucl1 eye contact. Maybe they think it isn't polite.
And they've got strange lunches are very important ideas about personal space. They here. They go on for hours, and stand very close to you and they business is discussed only at often touch your shoulder or arm. Also, no But if I step back to get a bit more one seems very interested in my space, they're not happy. I feel my Mexican colleagues are watching me and trying to decide if they like me.
T11at way, my hosts do most of the talking! I n small groups, discuss these questions. If so, what has she done? If so, why? Listen again if necessary. In a radio programme called Business Today, four people talked about their experiences of doing business in South Korea. Don 1t For9et tJ. Q Work in groups. Consider the business cultures of the three countries featured in this section: Morocco, Mexico and South Korea. Discuss your ranking with other members of your group and give reasons.
How does the business culture in your own country differ from the country you have chosen? In what ways is it similar? Do some research into its business culture, then present what you've learned to your colleagues. I enter extend fill made meet protect reduce take Company news The Research and Development team have recently.
We plan to. On the production side , makjng a smaller product w i l l help us 5. This w i l l demonstrate that we are keeping our commitment to. We aren't planning to stop making our larger generators; we w i l l.
We ' re hoping to 8. He soon. While he. H i s radio. As a resul t , the Freeplay radio. Jenny's the strongest candidate. Many pressurised managers in the modern business wortd may benefit from training in conftict resolution to resolve disagreements. It is wise to deal with sensitive matters face to face. E-mails and memos may contain sentiments we woutd modifi7 if speaking to the person directly or may convey an unintended E[' negative tone- Sociat psychologist Albert Merabian says that words account for seven per G n cent of communication, tone 3B per cent and body [anguage 55 per cent.
Trying w to enforce one culture's way of doing things can cause bad feelings. However, other cultures, such as those in the Middte East and Latin America, are relationship-orientated.
Meetings tend to be [onger here, as social interaction is a vital part of the business process, and a deal may take more than one meeting to finalise. Many probtems can be traced back to misunderstandings and loss of perspective. Sometimes ii is usefutto emptoy basic skitls that reflect how we woutd tike other people to treat us; be potite, don't shout and respect other people.
Problems witl stitt occur, but a peacefuI resotution may be easier to find. Get students to ca[[ out more suggestions and write these on the board b t,t,a maximum Ask students to number the iobs in order from most to least difficult 1 : most difficult. Where possible, encourage students to give reasons for their choices. Ask m they think is difficult about each job.
Overview Pre-teach any vocabulary your class may have Tell students that they witl be studying language for problems with e. Ptay the first speaker again recording 1. Eticit which other problem the Point to each heading and eticit or explain a little speaker mentions 2 difficult customers.
Point to the sections you witt be covering Ptay the second speaker recording 1. Check any unfamiliarvocabutary such as adjectives. Ask whether anybody knows what it means. Read the rr Books ctosed. Get students to dictate the quotation Ask students to compare their answers with a partner. Elicit the answers an Americon musician ond composer around the class.
Write the iobs a-d on the board. Exercise A. Ask students to add other probtems that Ask students to work in pairs and suggest problems can occur at work or when studying. Get students to work in pairs and say what problems they have at work or in their studies. Read through the problems in the box 1-B and check students understand. Ask them to lf the question is not appropriate for your ctass for see if any of their ideas are mentioned.
Get students to complete the exercise individually and check ideas with a partner. There are a number of possibte answers. Ask them to list those that they have experienced themsetves. Attow them to ffi add to the tist if they can think of any others- rm Check students understand the six adjectives in the box. Get students to do the exercise in pairs. Elicit ffi. Underline it and point out Point to the picture of Jeremy Keetey and ask: What's rhat big and smollare adiectives because they his iob?
He's a specialist in change teadership. Check students understand what he does He helps companies deal with change.
Ask students: What is the opposite of big? Write the phrase on the board. Te[[ students that they are going to hear ieremy talk about his job and that the listening witl be in three Ask students to work in pairs, taking it in turns to ask parts.
Reassure students that they don't need to and answer about the opposites. However, you may wish Point to various objects around the class and ask to pre-teach key words that you think your class students to ca[[ out adjectives to describe them.
Write on the board: He is on employee they can to describe it e. Say an adjective and ask students to Ptay the first part ofthe interview recording 1. Ask students to correct the sentence ffi He is a consultant and he runs his own business. Then draw a Books open. Get students to read through the house on the board. Elicit another statements. Ctarify where necessary. Play the recording again and get students to say Hightight the words in brackets at the end of each which statements are true 2,3 and 4.
Ask them to sentence. Make sure that students are aware that correct the first statement while you write it on the although some of the answers can be expressed in board Qeremy often works on his own. Ask students to suggest some adjectives to describe '. Ii Ask students to comptete the sentences in pairs. Dictate these adjectives to the class: 4 It's too slow. Ptay the recording and ask students to tick the adfectives they hear complicated, fost, difficult, 7 It's too expensive.
Give students time to [ook at the notes. Play the recording headphones, screen. The photo in the Course Book again and ask students to comptete the notes. Check answers around the class. You could ask one Books open.
Get students to quickly read the three or two students to read the completed notes. Reassure students that they don't need io m 1 change 2 equipment 3 property 4 prices understand every word in the three texts. Point out that not all the problems are z, mentioned in the texts. Check answers around the m Read through the questions with the class.
Encourage the class to calI out the ffi Ask students to undertine the adjectives in the three words that they think describe work in a catI centre. Write these on the board. Write the question on the board Whot are workplace or ptace of study. Ask students Focr-rs on the example. Ask students to suggest other to work in pairs and suggest problems that a person ways to ask the question Whqt problems do you working in a cal[ centre might have e.
This coutd be a good s Books closed. Ask the ctass to call out any question opportunity to teach appropriate responses e. Oh words they know and write them on the board. Look at the example together. Does he go?
Circulate and help where necessary. Check the answers around the ctass. Point i out that the auxitiary do is not used with fo be. Write : 3 How often do you travel abroad? You have on office. She lives in Milon. They work for Microsoft. Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan. They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions.
Check an offrce? Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work?
Exptain that when questions begin with a question 5 How often do you work at the weekend? Give students time to read Point out that a conversation often starts with one or their rote cards. For example:. A Demonstrate the activity with a confident student, A: Do you like sport? A: What sports do you play? B: Tennis and footboll.
Circulate and help where needed. Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together. He has an iPad. He doesn't have a are false. He has some great colleagues.
Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams. Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations. Yes he does; Does he have an iPhone? Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass.
Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class. Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information.
They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions. Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board.
Ask students to look at the audio script on page to check. As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help. Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat. This would be a good point to tell students how important it is to prepare before making telephone calls in English.
You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access. On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different.
Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment. Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest. Ask students suggest adjectives to describe it.
Ask students to suggest what each word or phrase Circulate and monitor. Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there? Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries.
Get students to work in groups and discuss the Seating Germany: wait until you are questions. Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is.. Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed.
Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e. Can they add any other advice? Give students time to prepare their talk.
They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about.
Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs. Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a.
I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business. This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework.
Students listen and answer questions about traveI information. Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections. The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B.
Atthough safer than a canoe, this can stilt pose hazards. Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane.
Most airlines overbook to minimise seat wastage and no-shows. This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places. The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel.
Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains. As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible.
Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or purchasing lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies. Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air.
But the ftight from San Francisco to Chicago took 23 hours. So, despite any disadvantages, modern air travel remains the quickest option available.
Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups. Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again.
Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation. Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit.
Students connected to stations and airporis e. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions. Ask the questions again. How many ::, Look at the examples together. Draw attention to times and numbers can the class remember? Open don't mind : don't distike , which may be new to books again and check.
Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs. Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding. Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed.
Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight.
The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA. Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things. Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B.
Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone? This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page On the board, write: He can speak English. Eticit the negative He can't speok English. Model the pronunciation of cqn atthe order first and to [ook at the question with con.
Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue. Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board.
To make this more diificult, ask Highlight the example. Encourage students to ask students to cover the diatogue to see ifthey can you similar questions. Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak? After a few minutes, ask atl Student As to move and sit next to a ffi ''': new partner. Repeat this two or three times and keep the pace brisk. Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation.
Go through the answers as a class and go over any p Read the brochure again as a whole class. Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together. Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs. Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet.
Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary.
Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[. What facilities do they [ike?
What to work out which response is required. All rooms have high-speed I internet access. Reading: Business hotels : 2 No, you can't. The hotel doesn't have an Students read about a hotel and ask and answer : outdoor poo[, but it has an indoor poo[. The hotel has two rooftop courts. The Musashino serves , apanese food. Ask students to name some hotels that they know.
Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte. Ask students what facilities they expect to find in a business hotel. You can take the airport limousine direct to the hotel. Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner. Have a brief feedback session with the whole class.
Get students to read through the brochure again to u find the information. Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see. Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the. Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary.
Students practise the Books closed. Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board. Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. Are there any meeting rooms? Monitor and hetp where needed. Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler.
Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist. Ask students what information Simon No, there isn't and No, there aren't. Receptionist: single or doubleT number of Look at the example and then do items 2 and 3 with nights? Read the questions with the class and Ask students to comptete the exercise individuatty.
Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check. Ptay the recording while students undertine the 3 There aren't any aiste seats available. Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner.
Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary. UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight. Te[[ students to use the information on their role cards to role-play a telephone conversation.
Give students a few moments to look at the information and prepare. Encourage students to sit back to back to simulate a telephone situation. A conference centre in Vienna, Austria, has requests for conference rooms from three companies. Ask one or two pairs to come to the front and act out one of the conversations. Circulate and help call with the finalconference organiser. Have a feedback session with the whole class, lf pairs ::r Ask check questions e.
How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals? Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e. Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants.
I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board. Jgtat ::' Now ask students to choose another company and Task write an e-maiI individually.
Read through the questions in the first part ofthe. Ask students to work in pairs. They are going to :;r Ask students to compare their e-mails. Encourage students to make notes about their i decisions so that they can use them in the next part : One-to-one of the task. They wilt : Now ask your student to read their e-mail in the same way and you 8u9ss the company. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries.
This does not include Vocabulary: Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk. Lesson 2 Reading: Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia.
Lesson 3 Language focus 2: Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much. Lesson 4 Case studv: Which restaurant? Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour. Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant.
It provides the Course Book in digital format, offering:. Test File. MyEnglishLab offers additional benefits such as automated marking and extra support for students, online hints, tips and feedback, helping you to access learning anytime, anywhere.
Class Audio CD. BEC support. Upper Intermediate. Find your local rep. Subscribe to our monthly e-newsletter and regular blog updates to receive news, free lesson plans and teaching tips. Keep in touch. Market Leader 3rd Edition Extra. Get a sample. Is it for me? Market Leader 3rd Edition Extra is a five-level English course for students who want to learn English and learn about business, and for business people who want to advance their careers.
It has been developed in association with the Financial Times, one of the leading sources of business information in the world.
Financial Times material introduces students to topical business issues and builds the professional language and communication skills required for the modern world of business. Free resources Course-based resources can be accessed in the Pearson English Portal.
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