INTELLIGENT BUSINESS (UPPER INTERMEDIATE) TEACHER'S BOOK: Unit 4: Information UNIT OBJECTIVES How about now? Question forms Synonyms Questioning techniques Asking appropriate questions Spying on staff (short report) Reading Language: ‘Vocabulary: Career skills Culture at work: Dilemma & Decision: This unit looks at the different types of information people deal with in business (e.g. internet, emails, intranet), and highlights the recent growth in information. Ttalso looks at the importance of information management and how developments in TT have allowed businesses 10 analyse what is going on in their business in real time — in order to be able to react instantaneously to changes in the business. “The unit focuses on General Electric (GE), currently the world’s largest company, and one which is famous for constantly adapting itself. In this unit, $s ead about Gary Reiner, the company’s chief information officer, who heads GE's digitising initiative ~ aiming to connect ‘everything involved in the business, from factories to IT ‘0 customers. 3 Keynotes Introduce the topic of information by asking Ss how information is shared in their company (e.g. email, meetings, telephone). Refer Ss to the picture. What do they think it shows? Elicit that the woman is monitoring information about every single aspect of the business from her ‘workstation ~ suppliers, customers, what's happening in the factories, supply and demand, and so on. ‘What do they think the unit will be about? Ask Ss to read the Keynotes, checking that the terms in bold are clear to them, As a follow-up, ask Ss briefly about the issues raised in the keynotes (How does your company share information? Is there an intranet where you work? What measures does the company take fo protect it from attack? 3B) coursebook, Glossary, Unit 4, pago 148 OURSEBOOK Preview ‘Ask 8s to look atthe graph, which shows the growth of global information since the invention of printing in the fifteenth century, and then discuss the questions in pais / small groups. Suggested answer 1 Because of the recent rapid growth of technology and the different ways in which information can now be communicated as a result, 2. There is no reason to suggest the amount of information should decrease — in fact, itis likely to continue growing as more and more people actoss the ‘world get connected to the worldwide web. 3 One way it has changed the way people live is that they often say they feel more stressed than they used to by the amount of information they have to read and deal with every day. Speaking ‘Ask Ss to work in groups and discuss the questions. You may ‘wish to ask Ss f0 consider the amount of time they spend emailing every day — either in terms of minutes / hours or as, a percentage of their working day. How does this compare ‘with other ways in which they communicate information? Listening 1 & Asa lead-in, check Ss understand what is meant by ‘intranet’. Ask Ss to tell you about their company’s intranet, if they have one (e.g. type of content, how its managed, how ‘often it's updated). Tell Ss they are going to listen to an interview about intranets. Ask Ss to listen to the interview and replace some of the questions with the ones asked. 1,3, 5 and 6 are the same. 2. How many staff regularly use the intranet? 4 What are the biggest challenges in managing the intranet? 7 How has the intranet’s role developed since it began’ Listening 7 Ea ‘Then ask $s to listen again and note down the information requested,1 at least 50 per cent of staff 2. what's new, special offers, staff directory, useful links 3. keeping information current; trying not to overload the site 4 impossible: outside access; possible: downloading and emailing (confidential) information 5 everyone can contribute Speaking ‘Ask 3 to work in groups to discuss the questions. Encourage 8s to give examples from their own experience (eg. What ‘ypes of content does your company’ intranet contain? Do you consider your intranet 10 coniain excessive amounts of information?) You may wish to introduce the concept of “infoglut’ at this stage — information overload; people seem to spend more and more time reading and listening to email and voicemail messages than actually acting on them. Ask Ss if they have experience of this situation. Reading [i Tell Ss they are going to read an article about General Electric (GE), What do they know about the company? This. article looks at how IT is speeding up business decision- making at GE and allowing managers to monitor everything in real time. ‘You may wish to lead-in to the reading task by asking $s to Jook at the quote underneath the picture and title and discuss whether they agree or disagree with what Ludwig Siegele says. Ask Ss to read the text and answer the questions. Refer Ss to the Glossary box and remind Ss of the glossary for Unit 4 at the back of the book. 1 chief information officer 2 to monitor everything in real time 3 an organisation that can react instantaneously to, changes in its business 4 speed up the information flow; monitor the business continuously; use newly-available information to offer new products and services Reading Ask Ss to read the article again and identify the three questions that the text does not address. Then ask Ss to discuss the answers to the other five questions in pairs / small ‘groups NIT 4 1 Tthas a reputation for always trying to achieve perfection No information employees, suppliers and customers No information It makes comparisons between performances and goals and alerts managers if they need to take action. 6 No information 7. Mr Maoz talks about being able to monitor the business continuously and use newly-available information to offer new produets and services (the second and third benefits given in question 4 of Reading exercise 1), 8 automated program trading Speaking BE and EG Ask Ss to discuss the questions in pairs / small groups. Encourage Ss to give reasons for their views (e.g. the kind of developments at GE could make managers’ ives more stressful as they will have more information to monitor), In feedback, you may wish to collect their ideas for potential risks on the board (e.g. there are dangers of people hacking into a company’s computer system to gain confidential information). Vocabulary Ask Ss to find synonyms for the underlined words and phrases in the text J aconnect by everything involved in 2 status bb programs; network 3 adashboard b measurements ¢ perform again d goals 4 aestimates — b digitisation e save Saspeed up — b flow 6 ahardware — ® gather informati Practice This exercise consolidates vocabulary from the previous section. Tell Ss they are going to read a short text about a quality management approach. Ask Ss to complete the gaps with words from the previous exercises, and compare their answers in pairs. 2 information 3 goals 4 gathered 5 program 6 performs against 7 speeds up 8 save asINTELLIGENT BUSINESS (UPPER INTERMEDIATE] TEACHER'S BOOK: COURSEBOOK Optional activity Photocopiable resource 4.1 {page 106) Put Ss into pairs and give each pair a copy of the table ‘on page 106, Ask Ss to complete the table using words which have a similar meaning but different spelling to those given. How many more words can they think of that sound the same? Ask Ss to check their answers in the Style guide (page 9) Language cfreck Ask $s to read the information about questions and study the examples, Then refer Ss to the Grammar reference on page 158 232) coursebook, Grammar reeronce, Question forms, page 158 2B) workbook, page 17 Practier Ask Ss to complete the questionnaire using the appropriate question words and verb forms. Did 1 For what... did Were / Ate Would Haye Who Did what ... should / must How could / should 19 Who did 11 Would / Do 42 Have ECT erTs Wie Ss are going to write a fetter to accompany the questionnaire being sent out to executives. Ensure they explain the reasons for the survey and say when to reply by and to whom. (You may wish to ask Ss to prepare their leter in class, complete it for homework and then compare their answer with a partner in the next lesson before handing it in to be marked.) SB sie guide, page 16 3B) Teacher's Book, Unit 9, Wing focus: Letors, page 85 ing, Practice Ask Ss to complete the gaps in the questions. Tell Ss there are two possible ways of completing each: negative + affirmative, and affirmative + nogative. 1 was ... wasn’t / wasn’t... was 2 wouldn't be able ... would / be able... wouldn't 3 aren't suggesting ... are / ‘re suggesting ... aren't 4 doesn’t mean ... does / means ... doesn’t 5 couldn’t give .. could / “Ilgive ... won't Listening 2 You may wish to lead-in to the task by asking Ss to discuss the questions in pairs and put arrows to indicate where the voice should fall. Play each of the questions, stop the CD and ask Ss to repeat it - either individually or as a group, paying attention to the intonation. Speaking Pat Ss into pairs. Ask Ss to prepare the questions together, ‘Then ask Ss to take it in turns to read each question aloud and respond to each one. Encourage Ss to reply to what their partner says (e.g. for question 1: Yes, he did. I'm really surprised.). Suggested answers 2 You haven't seen that red file, have you? 3 I couldn’t still apply for that training seminar, could I? 4 You can still take me home after work, can’t you? 5 You aren’t seriously thinking of leaving, are you? Listening 3 Ss are now going to listen to an extract from an interview about intelligence and security. Ask Ss to listen and put the topies in the order that they hear them, ib 2a 3d de Listening 3 (Ei Ask Ss to Fisten again and answer the questions, Point out to that each question (1-4) relates to each long answer the interviewee gives, and there are two questions per answer. In feedback, you may wish fo get Ss to relate the questions to their own experience of being asked to give / obtaii information and ask them about how their company protects their TT system,1. a trade publications, business magazines, government organisations, specialist data sources, the internet, observation b electronic surveillance, stealing of confidential information, recruitment of agents 2. a by employing staff they can trust / by monitoring staff b by offering them what they want, by influencing or hiring key staff 3. a through intelligence or security training, b provide good, basic security training. Because they don’t know the risks they are running, 4 @ to conduct a security review while there was no one at the company because the details are confidential Ask Ss to read the information about questioning techniques, and the questions. Then ask Ss to match the different question types with questions ad Id 2a 3b de Career skills EA Ask Ss to match the questions to the question types: You may wish to ask Ss in which contexts it would be appropriate to use each of the questions. How polite / impolite / formal, ete, does each question sound? Lhypothetical 2 invitation 3 negative 4 embedded 5 embedded 6 negative 2B) Workhook, page 17 Listening 4 Tell Ss they are going to listen to four dialogues involving, questioning techniques. Ask Ss to listen and note down the types of questions used by the speakers. Then ask Ss fo read the audioseript and underline the actual questions used UNIT 4 Dialogue 1 negative (Why didn’t you tell me? Don’t you realise how important this is?) embedded (Could you tell me when you'll have it ready by?) Dialogue 2 invitation (Shall we go over these figures again before ‘we send them to the accounts department?) negative (Why don’t you check them yourself?) Dialogue 3 hypothetical (So, what would you advise me to do?) invitation (How about arranging a meeting with the people who installed the software?) Dialogue 4 hypothetical (If you were in my position, what would you say?) embedded (Do you have any idea what we did with that?) Practice Put Ss into pairs. Ask Ss to read the situations and together choose one. Ask each pair to note down two or three’ questions the supervisor would ask ( dialogue: Why didn't you include the figures I gave you?) Then ask Ss to role-play the situation, taking it in turns to take the part of supervisor and employee ‘You might also wish to ask Ss to consider how appropriate their questions were and how they contributed to the sueces of the exchange. Optionat activity Ask Ss to work in pairs. Bach § chooses a well-known company. Ask Ss to take it in tums to ask each other questions to find out which company their partner has chosen, such as: Does the company have offices throughout the world? Is it a manufacturing company? Culture at work Ask Ss to read the information about asking appropeiate questions and discuss the questions in pairs / small groups Ask Ss about their own experience of asking / being asked questions in a work context. You may find it helpful to look at the Culture at work table from page 23 of the Skills Book: this is reproduced on the next page. You may also find it useful to refer to the relevant section on Culture at work in the teacher's notes supporting the Skills Book.INTELLIGENT BUSINESS (UPPER INTERMEDIATE) TEACHER'S BOOK: COURSEBOOK People from direct People from indirect cultures ... cultures use direct question forms | use more polite questions. and a decisive tone of | (e.g. Do you mind if Lask voice to get the ?) and a more gentle tone information they need. _ | of voice. ask closed questions to get | prefer to ask open questions specific information. that allow the other person to give as much information as they want. See indirect cultures as | see direct cultures as hard vague and untrustworthy. | and insensitive 9B) sits Book, Cuture at work, page 23 2B) Toachors Book, page 190 Dilemma [Ask Ss about their experience of taking part in meetings. ‘What is their role? Do they have to present information to others? Take notes? Ask $s to read the brief, and check they understand the situation, ‘Fask 1: Divide Ss into groups (A, B and ©) and give them a few minutes to read and discuss the information on pages, 137, 138 and 140. Ask Ss to prepare together in their groups the questions they will ask the other groups. You may wish to set an agreed number of questions, say five. ‘Task 2: Now divide up the whole class into groups of three, each group containing A, B and C Ss. Tell Ss they are going to have a meeting to present their views and ask questions. Set Ss time limit (€.g. 15 minutes) ‘Task 3: Now tell Ss that they have 10 minutes to agree on how to proceed. Remind Ss about the phrases from the Career skills box. Decision [Ask 85 to listen to Paolo Orsolani talking about Digital Visions. What does he say’? Are they surprised about the decision Digital Visions made? Write it up ‘Ask Ss to write a short report, summarising the agreement reached, Tell Ss that the target audience of theit report should bee fellow staff members. You may wish to ask Ss to prepare the writing in class, complete it for homework, and then ‘compare their answer with a partner in the next lesson before handing it in to be marked. Give Ss a photocopy of the Writing preparation framework from page 188; then use the Writing focus (Writing focus: Short reports) below to ink the use of the framework and the Style guide as Ss plan their writing. It may be helpful to Ss 10 set a word limit, e.g. no longer than the suggested answer of the next page. You may also wish to use the Writing feedback framework from page 189 to structure your feedback to each s. Writing focus: Short reports 1 First decide who you are. (In this case, $s might be a member of staff at DigitalVisions,) 2. Every time you start to write, you need to ask yourself ewo questions: ‘a. What is the purpose of this piece of writing? b Who am | writing to? (Here Ss are writing a report, for example, for fellow staff members to read, informing them what is going, 10 happen about the proposed hotline.) 3 Look at the section on short reports on page 28 of the Style guide. Notice the suggested structure of a short report. Tile Summary Introduction Development Conclusion Is this structure appropriate for this report? Plan the sections you are going to divide your report into. ‘Then brainstorm the points you might cover in each section. 4 What style should the article be written in? (As it says in the Style guide, reports are usually written in a neutral / formal style, and avoid using Ss should try and make their report as clear and concise as possible.) '5. What phrases (including linking words and phrases) might be appropriate in your report? (See the Style guide, page 28, for useful phrases, such as: As a result; In addition. Examples of useful phrases are underlined in the suggested answer opposite.) 6 Now go ahead and write the report. 7 When you have finished, check yout writing for: logical structure, clarity of ideas, accuracy of language, appropriateness of style.Style guide, Short reports, page 28 Style guide, General rules, page 3 ‘Style guide, Organising your writing, page 4 ‘Teacher's Book, Witing preparation framework, page 188 “Teacher's Book, Whiting feedback framework, page 189 BHBBE Short report: Suggested answer (271 words) Report on proposed hotline at DigitalVisions Introduction A series of discussions has taken place between the Director of Information and Public Policy, Matti Jefferson, the Director of the European subsidiary, Harold Schmidt, and a representative from the Trade Union ‘movement, Jenny Evans, between 26 May and 14 June to discuss the introduction of an internal financial hotline at, Digital Visions. Development Matti Jefferson felt that the company should comply with the new legislation and therefore all employees should accept the new procedures, Jenny Evans disagreed, saying that it was morally unacceptable ‘nd in direct contradiction to the employment laws of several European countries where Digital Vision operates Although the Ditector of Information saw the hottine as ‘way for the company to avoid potentially costly litigation, Harold Schmidt felt that it would be a source of conflict among employees, managers and colleagues, creating ‘more problems than it might solve. Consequently, the European Director suggested holding detailed and extensive negotiations between the stakeholders to reach consensual agreement. Conclusion result of these discussions, it has been agreed that a new company hotline will be set up on 2 June. All employees will be entitled to use this hotline to give details about misconduct or alleged misconduct anonymously. This will allow senior managers to detect problems that could otherwise eventually lead to costly litigation for the company. It was also agreed that an open meeting will be arranged shortly for all parties to discuss further the most appropriate way to implement this new hotline. In addition, the meeting will be attended by an international lawyer, who will be advising Digital Visions of the legal requirements concerning running such a hotline. UNIT 4 37INTELLIGENT BUSINESS (UPPER INTERMEDIATE) TEACHER'S BOOK: COURSESOOK Unit 5: Technology UNIT OBJECTIVES ‘The march of the mobiles Relative clauses YYocabulary: Definitions; compound nouns Career skills: Briefing Curiture at work: Assi Dilemima & Decision: Turning ideas into reality (ptess release) Reading: Language ‘The growth in the number of mobile phone subscribers has been spectacular. In 1990 there were just over 11m of rem worldwide. Today almost 1.5b consumers own ‘mobile phones. However, many mobile phone operators into debt around the turn of the millennium while bidding wildly for third-generation (3G) licences that \were supposed to usher in the era of high speed mobile internet service. As 3G networks are switched on, consumer interest is proving to be lacklustre. Meanwhile, the leading handset makers, such as Motorola, Samsung and Nokia are struggling to stay on top as markets become saturated ancl competition increases. ‘This unit looks at developments in mobile phone technology and how companies such as Motorola are changing their strategies. Keymotes Ask Ss to look at the picture and title on page 41. What docs the picture show (it's a mobile phone mast)? Ask Ss if they have a mobile phone: What model is ir? What features does it have? How popular are mobiles in your country / among vour friends and colleagues? How has this changed in recent years? What other hi-tech products do you own? Ask $s to read the keynotes. Check they understand the terms in bold, for example, by asking for examples of eonsumer-electronic products and what nanotechnology involves. This can be defined broadly as technology that aims to develop devices that are so tiny they are measured in nanometres (one ‘nanometre = one billionth of a metre). In the future, scientists, anticipate a wide range of applications for nanotechnology, including computers and pharmaceuticals. Draw Ss’ attention to the gl the book, lossary for this unit at the back of 2B) coursebook, Glossary, Unit §, page 149 Optional activity Ask Ss to work in pairs. One student in each pair should read the definitions of the terms in the glossary and ask their partner to guess what terms these definitions refer to, Preview Ask Ss to read the product descriptions and discuss in pairs / small groups which they would like to own or use. Encourage Ss to give reasons for their choices (e.g. I'd like to own a digital pen — it would be easier to carry around than a laptop computer) Prewiew [EE Ask Ss to discuss the mobile phones in pairs / small groups. Which one do they like most? Why? What do they like / dislike about the others? Listening 4 i ‘Tell Ss they are going to listen to people describing the four phones. Ask Ss to listen and decide which phone is being described. a3 bl. ed a2 Listening 4 Ei Ask Ss to listen to the description again and complete the product information. You may wish to ask Ss to predict what could fit the gaps before listening again, ‘2 (Clip-on) Siemens; fumetions; bag; item of clothing 'b (Clamshell) Siemens; screen; display; keypad ¢ (Gaming console) Nokia; secondary; specific tasks 4 (Jackknife) Sony Eriesson; standard; controls Speaking Put Ss into pairs. Ask Ss to take it in turns to describe the Blackberry mobile phone. Encourage Ss to use vocabulary from the previous task (e.g, features, model, manufacturer) ‘Then ask Ss to describe their own phone, if they have one, comparing and contrasting it with the Blackberry model.