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Photocopiable worksheets:
Contents and Teacher’s notes
Worksheet & author Timing Aim Task
1A Networking 30–40 minutes To practise initiating and maintaining a To prepare for and take part
Nicholas Sheard conversation, and showing interest in a mingling activity about an
imaginary job
1B Fugitives 40–45 minutes To practise vocabulary for describing To categorize vocabulary for
Simon Clarke people describing people and use it in
a roleplay
2 The right connections 40 minutes To practise and consolidate telephone To rephrase a telephone
Jon Hird expressions conversation and voicemail message
using appropriate language and
register
3 Yank’s or Chez Antoine? 30 minutes To practise the language of comparison To assess the pros and cons of two
Paul Dummett business opportunities, make a
choice between the two and justify it
4 Active listening 40 minutes To practise active listening To read a nonsense poem in pairs,
Helena Gomm taking turns to listen actively
5A Destination desktop 30 minutes To practise reading for detail To read an article, identify referents
Jon Hird of collocations and discuss the pros
and cons of videoconferencing
5B Valerie’s trip 40 minutes To recycle and practise the language To exchange information and
Colin Benn of travel arrangements finalize an itinerary
6 Calculated guess 30 minutes To practise collocations To play a team game assigning verbs
Mark Powell to the nouns they collocate with
7A Devil’s advocate 30 minutes To practise language for agreeing, To discuss controversial statements
Gina Cuciniello disagreeing and clarifying
7B Making decisions 30–40 minutes To practise idiomatic expressions To complete sentences with
Paul Dummett relating to decision-making idiomatic expressions relating to
decision-making and use them to
talk about one’s own experiences
8 Influencing people 30 minutes To promote discussion about To identify the moral of a story,
Helena Gomm communication skills that create a good complete advice for successful
impression communication and think of more
advice on influencing people by
building good relationships with
them
9 Small talk 30 minutes To practise expressions used in making To categorize expressions used in
Jon Hird small talk making small talk and use them in
a roleplay
10A A business trip 40 minutes To practise writing emails To plan a business trip by email and
Paul Emmerson perform a roleplay based on this
situation
10B Spam 40 minutes To practise reading for detail and giving To complete a cloze text about spam
Simon Clarke opinions and then discuss spamming and
other ways of marketing a product
11A Employees’ centre 40 minutes–1 hour To practise using presentation To brainstorm, prepare and deliver
Colin Benn techniques for impact and persuasion a presentation
11B I am a DVD 30–45 minutes To practise listening for specific To listen for collocational phrases
Mark Powell information containing the verbs give, take, make
and do
12 Stories with impact 30 minutes To practise reading for detail and To put a jumbled story in order,
Helena Gomm to discuss the use of stories in decide on the moral of the story and
presentations then discuss how it might be used in
a business presentation
13A The good consultant 35–45 minutes To discuss the role of business To read a story and discuss the role
Nicholas Sheard consultants and to practise using modal of business consultants
verbs

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Worksheet & author Timing Aim Task

13B Business behaviour 30 minutes To discuss cultural differences in the To assess the importance of specific
Jon Hird business world behaviour and explain cultural
characteristics in the business world
14 Selling the company 45 minutes To raise awareness of appropriate To select and use appropriate
Gina Cuciniello language for a formal letter expressions to write a formal letter
15A Dragon boat racing 40 minutes To practise reading for detail and to To read a story, put it in order
Nicholas Sheard practise conditionals (past reference) and discuss the problem-solving
technique used in the story
15B Consultancy team 1 hour To practise the language of suggestions To solve the problem of
Gina Cuciniello and opinions inappropriate behaviour in meetings
16 Teamwork jigsaw 30 minutes To practise teamwork by doing a jigsaw To make larger copies of individual
Helena Gomm puzzle together jigsaw pieces and then work together
to assemble them into a picture
17A Teleconferences 30 minutes To discuss teleconferences and practise To come up with solutions
Helena Gomm making recommendations to problems associated with
teleconferencing and produce a list
of Dos and Don’ts
17B A memorable meal 25 minutes To practise describing food and drink To listen to an anecdote and supply
Mark Powell and to foster anecdote-telling skills the missing information
18A Boss or Big Brother? 30–40 minutes To practise the language of agreement, To complete a cloze text and discuss
Simon Clarke disagreement and neutrality the ideas in it
18B A quality problem 45–50 minutes To address a business problem and To put a text in order and to write
Paul Emmerson to practise writing emails emails about a particular problem
from different perspectives
19A Peasants 1000 AD 45 minutes–1 hour To practise the language and skills To negotiate the best deal
Paul Emmerson of negotiating
19B Mini-negotiations 45–50 minutes To practise the language and skills To take part in a negotiation
Paul Dummett of negotiating
20 How assertive are you? 35 minutes To promote discussion about To complete a questionnaire about
Helena Gomm assertiveness assertiveness and talk about
other things they could do in the
situations described
CASE STUDY A: Management 1 hour To analyse different management styles To match management styles to
style and apply that analysis to a case study their advantages and disadvantages,
Rebecca Utteridge analyse a case study and make
recommendations
CASE STUDY B: Brands and 30–40 minutes To increase awareness of cultural To match unsuccessful brands and
culture differences when launching brands and advertising campaigns with the
Rebecca Utteridge advertising campaigns cultural reasons for their failure and
to write a checklist for launching
brands in a foreign country
CASE STUDY C: Body language 30 minutes To consider how body language is To match body language to its
Rebecca Utteridge interpreted differently in different cultural interpretation and write
cultures a list of recommendations for
presentations in their country
CASE STUDY D: Cultural 50 minutes To learn about cultural differences in To read about uncertainty avoidance
differences terms of uncertainty avoidance and and individualism/collectivism and
Rebecca Utteridge individualism/collectivism apply the suggestions to several
scenarios
CASE STUDY E: The perfect team 1 hour To analyze personalities and the To apply the results of a personality
Rebecca Utteridge strengths and weaknesses of teams test to a case study

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1A Networking Suggested answers

2 black: 6, 9  olive: 8  white: 8, 9  stocky: 4 
Overview tattoo on upper arm: 11  security guard: 5  medium: 2, 3, 4 
Students prepare for and take part in a mingling activity green: 7  salt and pepper: 6  bald: 6 
about an imaginary job. They practise initiating and mole below left eye: 11  American: 10  blue: 7 
maintaining a conversation and showing interest in what scar on chest: 11  dark/medium: 8  light: 8  male: 12 
someone is saying. 1.7 to 1.8 m: 2  Whitey: 1  approximately 73 kg: 3 
is known to frequent libraries and historic sites: 12 
Preparation white/silver: 6  thin: 4  El Comandante: 1  large: 4 
One copy of the worksheet for each student. uses disguises to alter his appearance: 12

Procedure
1 Students read the list of jobs and choose three they’d
like to do and three they wouldn’t. Monitor as they
2 The right connections
discuss the personal qualities and training required for Overview
these jobs, helping with vocabulary and pronunciation. Students rephrase a telephone conversation and voicemail
2 Students choose one of the jobs in exercise 1 and message using appropriate language to practise and
imagine it’s their real job. Ask them to write three consolidate telephone expressions.
facts about the job: one neutral, one negative and
one positive. Preparation
3 Give students a few minutes to complete and memorize
One copy of the worksheet for each student.
the key phrases in exercise 3 before the mingling activity.
Procedure
4 In the mingling activity, students practise starting 1 Individually or in pairs, students rewrite the dialogue in
and maintaining a conversation, and showing interest. exercise 1 using more appropriate language. There are
Encourage them to use the expressions in the box. several possible alternatives.
Monitor the activity.
2 Students compare what they have written with others
before sharing their ideas with the rest of the class.
1B Fugitives 3 Students act out their reformulated dialogues.
4 They repeat the task with the voicemail message in
Overview exercise 2. Ask students to discuss the possible scenario
Students categorize vocabulary for describing criminals, and the likely roles of Barry and Silvia.
write a description of someone and then roleplay
Sample answers
describing a suspected fugitive to an FBI agent.
1 A Hello. CCC.
Preparation B Is that Crystal Communications Consultants?
One copy of the worksheet for each student. A Yes, it is. How can I help you?
B Could I speak to Silvia Garcia please?
Procedure A Certainly. Hold the line. I’ll see if she’s available.
1 Students read the introduction about the FBI’s Ten Most B OK, thank you.
Wanted Fugitives. A I’m afraid she’s in a meeting at the moment.
2 For each category in exercise 1, students decide on B OK. Do you know when she’ll be available?
the appropriate verb to use when describing someone. A I’m afraid I couldn’t say. Could you phone back this afternoon?
Check the answers with the class. B That will be difficult for me. Could I leave a message?
3 Students assign the characteristics in exercise 2 to a A Of course.
category by writing a category number in the boxes. B Could you ask her to phone me, please?
Check the answers with the class. A Certainly. Can I have your name?
4 If students have access to the Internet, they go to B Barry Clough.
the FBI website and choose a criminal to describe in A Sorry, could you repeat that, please?
exercise 3. If not, they can describe a secretly chosen B Yes, it’s Barry Clough.
member of the class in similar terms, and their A And could you spell that?
classmates decide who it is they are describing. B B–A–R–R–Y, C–L–O–U–G–H.
A OK, Mr Clough, I’ll make sure she gets that.
5 Students conduct the roleplay in exercise 4.
B Thank you.
Monitor the activity.
A Goodbye.
2 Hello. This is a message for Silvia from Barry Clough. I’m in Zurich.
I’m rather concerned that you didn’t return my call. Please could
you ring me as soon as you can. The publicity material for the
Zurich Expo hasn’t arrived. The courier firm doesn’t seem to know
about it. Have you any idea what’s happened, Silvia? Look, the
Expo starts tomorrow – could you please organize a new courier?
It’s really very worrying.

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3 Yank’s or Chez Antoine? 4 Ask pairs to take turns being the reader and the
listener. Go round, monitoring and assisting where
Overview necessary.
Students choose which of two restaurants in a tourist 5 Get pairs to perform their dialogues for the class.
town would make the better investment and justify their Tell them that their aim is to give the impression that
choice using the language of comparison. they both know what they are talking about. Award
marks, or get the rest of the class to vote, for the most
Preparation natural-sounding conversation, the best demonstration
One copy of the worksheet for each student. of listening skills, the most convincing explanation
of the poem, the pair who got to the end of the poem
Procedure without laughing, without stopping, etc.
1 Ask students if they have ever wanted to own or run
a restaurant. Ask them what factors would be the most Answers
critical to its success. Check/Pre-teach: turnover, rates. exercise 2
2 Elicit the language of comparison by asking the Suggested answers
students if they had to choose between two hotels Noun Verb Adjective Adverb
to buy in a seaside resort which they would choose, brillig gyre slithy snicker-snack
e.g. The one with more rooms. The one nearer the beach. toves gimble mimsy
The one in better condition. The cheaper one etc. wabe outgrabe mome
3 Hand out copies of the worksheet and ask students to borogoves whiffling frumious
read the text at the top. Explain that they are buying raths burbled vorpal
a licensed business and its goodwill, not a piece of real Jabberwork galumphing manxome
estate. Focus their attention on the map, the restaurant Jubjub bird uffish
fronts and the key facts and give them five minutes to Bandersnatch tulgey
study the information. Tumtum tree
4 In pairs, students discuss and decide which restaurant
they would prefer to buy.
5 Have a class feedback session where students explain
their choices. 5A Destination desktop
Overview
4 Active listening Students read an article and discuss the advantages and
disadvantages of electronic business communication,
Overview as opposed to conventional business travel.
Students work in pairs, taking turns to practise active
listening skills while their partner reads out a nonsense Preparation
poem. By removing the element of understanding, One copy of the worksheet for each student.
the activity gives students the opportunity to practise
their listening techniques without worrying about the
Procedure
1 In exercise 1 students, in pairs or small groups,
meaning of the words.
look at the title of the article and predict what the
Preparation article is about. Then students read the article and
One copy of the worksheet for each student. check their predictions. Elicit from them the main
points of the article.
Procedure 2 Individually or in pairs, students find the words in the
1 Hand out copies of the worksheet and discuss text and explain what nouns or noun phrases they refer
exercise 1 with the class. to in exercise 2. Check understanding as they do this.
2 Go through the instructions for exercise 2. Make it 3 Ask students what else in the business world each
clear that all the shaded words are nonsense words of the items in exercise 2 could be used to describe
(though a couple of them have now passed into the e.g. increasingly powerful: mobile phones, IT companies,
English language – burble means to talk unintelligibly top footballers etc.
or to murmur and galumphing is used to describe 4 Students discuss the questions in exercise 3, and report
moving in a noisy, heavy-footed way) and that to the class anything interesting from their discussions.
the students’ task is just to use their knowledge
Answers
of grammar to work out what kind of words they
probably are. This will make it easier when they are b business communication
doing exercise 3. To help them, you might like to say c desire for conventional business travel
that there are (probably!) nine nouns/noun phrases, d cost of electronic conferencing
six verbs, eight adjectives and one adverb. e Internet, desktop computers
f email, instant messaging and other applications
3 Divide the class into pairs and go through the
g assumption that corporate travel and in-person meetings is the
instructions and the example dialogue with them.
only real way to do business

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5B Valerie’s trip 5 For Round 2 ‘On the road’, set the scene by asking your
students to think about business trips they’ve been
Overview on. Then display the second set of nouns. Conduct the
Students work in pairs exchanging information to activity at a brisker pace this time and keep track of
update a business trip itinerary. This activity recycles the score.
and practises the language of travel arrangements, dates, 6 Repeat for Round 3 ‘In the meeting’. Ask students to
times and spellings. think about what they discuss in meetings and then
play the guessing game. Give out the final scores.
Preparation 7 Now distribute the worksheets. Students write in
One copy of the worksheet for each pair of students. the nouns next to the verb lists. This could be done
Cut the worksheet into two. collaboratively after the previous competitive stage.
Procedure Answers
1 Depending on the class, you may want to start by Round 1: 1  a phone call ​2  your computer ​3  a report ​
revising prepositions of time and place (in, on, at etc), 4  a letter ​5  a form ​6  a computer file ​7  a message ​
the alphabet and question forms. 8  your email
2 Students work in pairs to discuss Valerie’s itinerary, Round 2: 1  your hotel ​2  a presentation ​3  an agreement ​
asking and answering questions but not showing each 4  your flight ​5  an appointment ​6 lunch ​7  a meeting ​
other their sheets. Monitor the activity and help with 8  your office
question forms if necessary. At the end of the allotted Round 3: 1 problems ​2 ideas ​3 proposals ​4 figures ​
time, students should have negotiated an itinerary 5 decisions ​6  your colleagues ​7 views ​8 excuses
between them, which they should note down.
3 Ask them to look at the form (beginnings and endings)
and language of Student A’s email and to pick out any 7A Devil’s advocate
useful phrases which they could use in their own email
messages.
Overview
Students practise using language for agreeing and
disagreeing, and asking for clarification in a group
6 Calculated guess discussion activity. (NB Explain the expression devil’s
advocate at the end of the activity during the class
Overview feedback session.)
This fast-paced, competitive team game receptively
exposes students to 96 common verb–noun collocations Preparation
and increases students’ lexical spontaneity. One copy of the worksheet for each group. Cut the
worksheet into three. (There should be a minimum of six
Preparation students in the class for this activity.)
One copy of the worksheet for each student. Distribute
copies after the game. To play, photocopy the word boxes Procedure
onto an OHP transparency or write them on the board. 1 Divide students into groups of three or four. Give a
student in each group a card: A, B or C. It’s a good
Procedure idea to allocate C cards to more extrovert students if
1 Ask students to work in teams and explain that they possible. It does not matter if one or two students do
are going to compete in a vocabulary contest. not have cards. Tell students not to show each other
2 Explain that there are three rounds. In Round 1 their cards.
the context is ‘In the office’. Set the scene by asking 2 Explain that the students with cards are going to lead
students to think of things they have in their office, a discussion on a controversial topic and get the group
e.g. PCs, phone, fax machines, reports etc. to reach a consensus. Give students a few moments to
3 Write up the nouns for Round 1 on the board or display read their cards. During this time go round explaining
them on an OHP. Explain that you are going to read to Students C that they are to take an extreme,
out sets of verbs (see items 1–8 on the worksheet). opposing view to provoke an argument (i.e. to play
There are four verbs in each set and every verb in devil’s advocate).
the set will combine with just one of the nouns they 3 Give Students A five minutes for their discussion.
can see. They must guess which noun it is as quickly Then the groups complete the manifesto statement
as possible. before starting Student B’s discussion.
4 Read out each item slowly. The first team to guess 4 Have a class feedback session to listen to the different
correctly wins a point, but they must be careful! groups’ opinions on their chosen topics.
Some of the verbs will collocate with more than one 5 Ask a Student C to explain why they were difficult and
of the nouns (but only one noun with all four verbs). show the picture on their card. Explain the expression
Give the score at the end of Round 1. devil’s advocate (a person who disagrees in order to
provoke a debate or test the strength of the opposing
arguments).

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7B Making decisions 3 Ask students to work individually or in pairs to read

the advice and complete it with the words in the box.
Overview Check answers and ask students to say whether or not
Students learn some idiomatic expressions relating to they agree with the advice.
decisions, apply these to situations they have experienced 4 Put students in pairs to think of two more pieces of
and suggest good principles for decision-making. advice to add to the list.
Answers
Preparation
One copy of the worksheet for each student. Cut the exercise 2
worksheet into two. b
exercise 3
Procedure 1 attention ​
2 greater ​3 competition ​4 shoes ​5 stranger ​
1 Explain that students are going to look at some 6 balance ​7 important ​8 relationships
idiomatic phrases to do with making and changing
decisions. Hand out copies of the top part of the
worksheet and ask them, in pairs or small groups, 9 Small talk
to complete the phrases in exercise 1. When they
have finished, check the answers and the meaning Overview
of each phrase. Students categorize and practise useful language for
small talk: opening, directing and closing a conversation,
2 Hand out the bottom part of the worksheet and
and showing interest.
give the students five minutes to look at exercise 2
and think of situations from their own experience. Preparation
They do not need to think of situations for all the One copy of the worksheet for each student.
idioms. Students describe the situations to their
partner. Monitor the activity, helping with vocabulary Procedure
as necessary. 1 In pairs, students categorize the phrases and
3 In pairs, students discuss the principles in exercise 3 expressions by completing the table in exercise 1.
and suggest others. Ask pairs to share their thoughts 2 Check the answers with the class. Ask some of the
and contribute to a definitive list drawn up by students to improvise sentences to illustrate and check
consensus of the class. meaning and use.
Answers 3 Ask students to imagine they are at a conference
a mind ​ b thought ​c say ​d thought/consideration ​ reception and to mingle around the classroom having
e decision ​ f consideration ​g mind ​h issue ​i mind ​ brief conversations with each other. Encourage them
j decision to use the phrases and expressions in exercise 1.
Monitor the activity.
Suggested answers
8 Influencing people Opening a conversation: b, f, h, l, n, p, r, v
Directing a conversation: c, o, q, t, u, w
Overview
Showing interest: d, g, j, s
Students read a story about two politicians and choose
Closing a conversation: a, e, i, k, m
the moral of the story. They then complete advice for
communicating with other people and try to add two more
pieces of advice to the list.

Preparation
One copy of the worksheet for each student.

Procedure
1 Hand out copies of the worksheet and ask students to
discuss the questions in exercise 1 in pairs. If anyone
has met a famous person, encourage them to tell the
class about the meeting and find out what impression
the famous person left on them. After you have
done exercise 2, you could return to this student and
ask them if the person they met was a ‘Disraeli’ or
a ‘Gladstone’.
2 Read the story in exercise 2 and the morals
underneath. Ask students to decide which moral fits
the story best. Check answers with the class before
moving on to exercise 3.

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10A A business trip 11A Employees’ centre

Overview Overview
Students write emails and perform a roleplay based on a In groups, students plan and present their ideas for a new
real or imaginary business trip. employees’ centre at work. They practise the language of
presentations and use delivery techniques to be persuasive.
Preparation
One copy of the worksheet for each student. Preparation
One copy of the worksheet for each student.
Procedure
1 Ask the students about their experiences of business Procedure
trips and how they prepare in advance to maximize 1 In groups of three, students read about the competition
their time. in exercise 1 and decide what sort of employees’ centre
2 Students then work individually to plan the details for they wish to propose.
a real or imaginary business trip in exercise 1. 2 In exercise 2, students draw a floor plan and transfer it
3 Students write email 1 in exercise 2. Email 2 is onto an OHT or flipchart, if appropriate.
optional, but it gives extra writing practice and a 3 Students each prepare one stage of the presentation in
chance to prepare more ideas for the roleplay. exercise 3, bearing in mind the points on the checklist.
4 Divide the class into pairs with as similar a business Monitor the activity.
background as possible. Ask students to exchange their 4 Invite each group to present their idea and hold a
emails, discuss the situation, and discuss what sort of feedback session for each. Ask the class which project
reply they expect in exercise 3. Monitor the activity. should be chosen, and why.
5 Students work individually to write their reply email in
exercise 4.
6 Students act out the roleplay in exercise 5. Stress that
the host is told to have a short business discussion,
not a full negotiation. The pairs then change roles and
repeat the roleplay.
7 Hold a short feedback session to give students a chance
to mention any problems they encountered.

10B Spam
Overview
Students complete a cloze text about spam. They then
discuss spamming and other ways of marketing a product.

Preparation
One copy of the worksheet for each student.

Procedure
1 Introduce the idea of spam to students, i.e. unsolicited
email messages. (Spam is the trade name of a meat
product sold in tins.) Check/Pre-teach: junk, cold calling,
hoax, chain.
2 Students read the text and fill in the gaps in exercise 1.
Ask them to answer and discuss the follow-up
questions in pairs or small groups.
3 Students discuss the promotion ideas in pairs in
exercise 2.
4 Have a class feedback session. You can award points to
pairs for each new idea introduced into the discussion
and for using the phrases.
Answers
1 unlikely ​
2 guess ​3 carried ​4 spend ​5 hoax ​
6 colleagues ​7 harmless ​8 headache ​9 adopt ​10 set ​
11 receive ​12 dealing ​13 work ​14 wage

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11B I am a DVD 12 Stories with impact

Overview Overview
Generative verbs such as give, take, make and do form the Students put a jumbled story in order. This provides
basis of many English expressions useful to a presenter. revision of features of discourse. They choose a possible
Students listen to a presentation given by their teacher moral for the story from a list and think of their own.
(‘the DVD player’) and identify 24 such expressions. They then discuss how the story might be used to illustrate
a point in a presentation in a business context.
Preparation
One copy of the worksheet for each student. Cut the Preparation
worksheets into two. Distribute the soundtrack after One copy of the worksheet for each student.
the task.
Procedure
Procedure 1 Hand out copies of the worksheet and explain the
1 As a warm-up, elicit a few examples of business meaning of the title. A story with impact is one which
expressions using the verbs give, take, make and do, leaves an impression on people. It can be a powerful
e.g. give an overview, give an example, make progress, tool for making a point in a business presentation.
make a point etc. 2 Individually or in pairs, students put the sections
2 Explain that students are going to ‘watch’ a film of a of the story in order. Monitor, helping as necessary.
business presentation which contains 24 examples Then check answers with the class and explain any
of business expressions with give, take, make and do. unfamiliar vocabulary.
However, as you don’t have a DVD player with you, you 3 Ask students, in pairs, to discuss the possible morals
are going to be the DVD and they are going to operate in exercise 2 and decide which one they think is most
you by remote control! appropriate. Encourage them to write their own.
3 Hand out the top part of the worksheet. Students fill in Then have a class feedback session.
the functions of the buttons on a DVD player: rewind, 4 Go through the instructions for exercise 3 with the
play, fast forward, stop and pause. class. Then ask students, working in pairs or small
4 Explain that you will give the presentation and that groups, to discuss how a presenter might use the story
every time your students hear an expression using and to report back to the class anything interesting
one of the four verbs, they should pause you and from their discussions.
write down the whole expression in their notebooks.
Answers
They can rewind and fast forward you as they need to.
exercise 1
Students will have to listen very carefully, as the verbs
1 D ​2 F ​3 C ​4 A ​5 E ​6 G ​7 B
do not always precede the expressions they belong to.
exercise 2
To make the task easier, read the whole presentation
Students’ own answers, though d may be the best choice.
and simply ask students to raise their hand when they
hear a key expression but to write nothing at this
stage. Or, reduce the number of verbs the students
are listening for or give different groups different verbs
to listen for.
5 Students compare their answers in pairs.
6 Distribute the soundtrack. Students highlight the key
expressions and check them against the ones they
wrote down. Explain any unfamiliar vocabulary from
the soundtrack to the class.
Answers
give: It gives me great pleasure to; to give you a brief overview;
given the extra resources; give you a chance to; giving
a short talk on; to give you just one example; give you
almost complete access to
take: I’d like to take this opportunity to; you’ll be taken on a
preliminary tour; we can take the lead; take as much time
as you need; take notes; take a few minutes to
make: make the most of; made the final breakthrough; making
such a discovery; have made considerable progress;
to make headway; the point I want to make is
do: hope to be doing business with; do everything we can
to; the work we’re currently doing; the tests we’ve done;
they’ll do their best to

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13A The good consultant 14 Selling the company

Overview Overview
Students read a text to stimulate a discussion on the role Students choose the most appropriate extracts to use in a
of business consultants. letter introducing their company to a new client. They then
use some of these extracts to create their own letters.
Preparation
One copy of the worksheet for each student. Preparation
One copy of the worksheet for each student.
Procedure
1 Ask students to work in pairs or small groups and Procedure
brainstorm reasons why companies use consultants. 1 In pairs, students decide in exercise 1 which extracts
2 Hand out the worksheets and ask students to match from letters are appropriate to use in a letter
the sentence halves in exercise 1. introducing their company to a new client.
3 Check the answers with the class. Then ask students 2 Reconvene as a group and discuss the extracts
to brainstorm any disadvantages associated with using students selected. Ask them why the other extracts
consultants. were not appropriate, e.g. too informal/too formal,
4 Explain that students are going to read a story which unnecessarily long, too rude or abrupt.
contains a consultant, a shepherd, sheep and a 3 In exercise 2 students use at least eight of their
sheepdog. Check/Pre-teach: flock (of sheep), log on to selected extracts to make a complete letter, using
(a website), scrutinize (an area). their imagination to flesh out the details. Monitor
5 Give students five minutes to read the text in the activity.
exercise 2. 4 Ask individual students to read their letters out to
6 In pairs students complete the sentences in exercise 3 the class.
using their choice of modals. Monitor the activity. Suggested answers
7 Invite individual students to read their sentences c, e, h, i, n, o, p, t, v, w, x, y
to the class.
Answers
a 3 ​
b 5 ​c 1 ​d 7 ​e 2 ​
f 4 ​
g 6 15A Dragon boat racing
Overview
13B Business behaviour Students complete a jigsaw reading about a management
solution to a particular problem. They give their reactions
Overview to the solution using conditionals (past reference).
Students assess the importance of specific behaviour in the
Preparation
business world and explain their culture’s characteristics.
One copy of the worksheet for each student. Cut the text
Preparation into strips if you feel this will be helpful to students.
One copy of the worksheet for each student.
Procedure
Procedure 1 Students read and discuss the questions in exercise 1
1 Students read the characteristics and grade them in pairs or small groups. Have a short class feedback
according to importance by placing a cross at the session.
appropriate place on each line. 2 In pairs, students put the story in exercise 2 in order.
2 In groups, students share their views by comparing Monitor, helping with vocabulary if necessary.
their completed worksheets. Encourage them to 3 Check answers with the whole class.
elaborate on each point, giving examples from their 4 Students discuss the question in exercise 3 in pairs
own experience where appropriate. or small groups. Encourage students to use the past
NB For monocultural classes, you could shift the emphasis conditional.
onto differences between workplaces/companies. 5 Ask students to give real examples of how problems are
For multicultural classes, the emphasis can be on solved in their company and to talk about their roles in
differences between cultures/countries. the decision-making process.
Answers
1 A ​
2 F ​3 I ​4 C ​5 H ​6 E ​7 B ​8 G ​9 D ​10 J

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15B Consultancy team 16 Teamwork jigsaw

Overview Overview
Students work as teams of management consultants to Students each receive a square cut from a larger picture.
solve problems of inappropriate behaviour in meetings. They are told they must draw an exact replica of this,
but five times larger. They then have to work as a team
Preparation to reconstruct a copy of the original, using the squares
One copy of the worksheet per two groups of students. they have produced.
Cut the worksheet into two.
Preparation
Procedure Two copies of the picture on the worksheet. One picture
1 Divide students into an even number of groups of two should be cut into even-sized squares, one for each student
or more students: A and B. Give Groups A worksheet A, in the class (with a large class, put students in groups and
and Groups B worksheet B. cut up one copy of the picture for each group), the other
2 Ask students to read the instructions. Make sure picture should be kept for reference. Make sure students
students understand that they are going to take on the have access to paper, pens, rulers, erasers, crayons, etc.
role of both management consultants and directors.
3 Pair up Groups A and Groups B and ask students Procedure
to discuss the problem they have been given as 1 Do not show students the original picture. Hand out
management consultants and to think of suggestions the cut-up squares at random and ask each student
to give the directors to remedy the situation. Monitor to draw a replica of the square they receive, but five
the activity, helping with vocabulary if necessary. times larger. Tell them to try to make it as exact a
copy as possible, but not to worry if they think they
are not very artistic. They will have no idea how their
piece contributes to the final picture, but they should
work individually and not consult anyone else at this
stage. Provide paper, pens, rulers, erasers, crayons, etc
if necessary. When they have finished, collect in the
original pieces of the worksheet.
2 Working as a team, students place their pieces on
a table and then have to put the jigsaw together,
discussing where they think each piece will fit in order
to produce a larger version of the original picture.
3 When they have finished and the whole team is
satisfied that their arrangement is correct, allow them
to compare it with the original.
4 Have a discussion about how easy or difficult the task
was and how much teamwork was required to achieve
the end result.

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17A Teleconferences • If no-one can guess exactly what you’re trying to

say, accept the nearest synonym and then supply
Overview the word you wanted as well.
Students discuss what they like and dislike about • If no-one has a clue what word you’re looking for,
teleconferencing. They then read some complaints about suddenly remember it.
teleconferencing and think of possible solutions. Finally, 3 Hand out copies of the worksheet for students to keep
they compile a list of Dos and Don’ts for setting up as a reference.
teleconferences. 4 Ask students to prepare the story of a meal they had to
read out to the others in the same way. You may want
Preparation to set this for homework.
One copy of the worksheet for each student.

Procedure
1 Hand out copies of the worksheet. Have a class
18A Boss or Big Brother?
discussion on students’ likes and dislikes about Overview
teleconferencing. Students complete a cloze text on employers screening
2 Students read the texts in exercise 2 and see if any of employees’ email correspondence. They then discuss
their ideas from exercise 1 are mentioned. the ideas in the text using the language of agreeing
3 Divide the class into pairs and ask them to take and disagreeing.
each problem in turn and try to suggest a solution.
When they have finished, they compare solutions with Preparation
another pair and work together to produce a list of One copy of the worksheet for each student.
Dos and Don’ts. Encourage them to add their own idea,
Procedure
perhaps related to problems they identified in exercise 1
1 Introduce the subject of employers screening
that were not covered in the texts in exercise 2.
employees’ email correspondence. Ask students about
their companies’ policy on email use. Check/Pre-teach:
17B A memorable meal survey, liable, halt, snoop, perk, scan.
2 In pairs, students complete exercise 1. Then check the
Overview answers with the class.
Students help the teacher tell an anecdote by supplying 3 Go over the expressions in exercise 2 and encourage
information the teacher has ‘forgotten’. This activity students to use them in their discussion.
recycles food and drink vocabulary and fosters One possibility is to make the activity into a game by
anecdote-telling skills, the language of paraphrase and awarding points: one point for an argument, two points
approximation and the skill of supplying other speakers for a counter argument and a bonus point for every
with the vocabulary they need. time they use one of the phrases correctly.
Preparation Answers
One copy of the worksheet for each student. 1 offensive + language ​2  scanning + managers ​
Distribute the worksheet after the task. 3  systems + snooping ​4  customers + worried ​
5  liable + emails ​6  want + money ​7  case + pay ​
Procedure 8  says + issue ​9  conducted + behalf ​10  sexism + pathetic ​
1 Tell students that you are going to try to tell them 11  thinks + halt ​12  emails + words ​13  take + telephone ​
about a meal you had at a restaurant recently but you 14  email + tool ​15  perk + hot
may need their help to describe some of the food.
2 Read out the script on the worksheet to them,
supplying your own information in the gaps and
struggling to recall the words marked in bold. Students
should intervene to help you find the right words when
you struggle. Here are a few tips on how to do this:
• Read the script, but don’t be too word-perfect.
Um and er a bit.
• Embellish the story a little. Add extra details to set
the scene without digressing too much.
• When you get to the words in bold, hesitate, use
fillers, say what you don’t mean and ask for help.
• Don’t reject any suggestions from your class out of
hand. Encourage them to speculate as to what you
might mean.

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18B A quality problem 19A Peasants 1000 AD

Overview Overview
Students practise writing emails about a particular In pairs, students practise the language and skills of
problem from a variety of perspectives, wording their negotiating in the role of a medieval peasant.
emails appropriately.
Preparation
Preparation One copy of the worksheet for each pair. Cut the
One copy of the worksheet for each student. worksheet into two.

Procedure Procedure
1 As a warm-up, write A quality problem on the board and 1 Write peasant on the board and elicit the meaning
ask students what kinds of problem in business are (a person, especially in the past, who works on a small
referred to as quality problems. (NB quality can refer piece of land growing food and keeping animals to
to customer service, production, the service sector and feed the family). Tell students that they are going to be
manufacturing.) medieval peasants, and that they are going to practise
2 Hand out the worksheets. Students complete exercise negotiating.
1 individually or in pairs. Check the answers with 2 Ask students how their own real-life negotiations
the class. usually begin, and elicit the importance of
3 Students write the first email in exercise 2. Before they relationship-building. Elicit conversation topics,
write, remind them of particular language or style e.g. greeting, offering a drink, small talk about the
points that they looked at in Units 19 (or 11) in the journey to the meeting, weather etc.
Student’s Book. Monitor and make notes on good/bad 3 Ask students what relationship-building will be like
language use. between the peasants.
4 Ask students to work in pairs to correct the language 4 Divide the class into two groups: A and B. Give out
and improve the style of each other’s emails. the correct half of the worksheet to each student.
5 Repeat steps 3 and 4 for emails 2 and 3. Build up a Give students time to read the instructions and to
collective class version on the board using ideas from check any unfamiliar vocabulary.
all the emails. Before email 3 you may want to elicit 5 Groups spend a few minutes preparing ideas together.
some diplomatic language, e.g. It seems to me that …, 6 Ask each student from Group A to work with a
It might be a good idea to …, I think we need to consider … student from Group B, to form pairs of neighbours.
(+ing). Start the activity, circulate and make a note of good/
6 Individually students prepare a real-life situation in inappropriate language use to go over at the end.
exercise 3 and then write an email. 7 Ask students, in their pairs, to discuss how effective
7 In exercise 4, students take on the role of the receiver they were at negotiating. Have a short class feedback
of their own email and write a reply to it. In this session to discuss any points that arise.
case this is more appropriate than exchanging with
a partner as students are likely to know about their
own individual problems and find it interesting to see
things from another point of view. Monitor, helping
with vocabulary as before.
Answers
1 b ​
2 c ​
3 a ​4 f ​
5 d ​6 e

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19B Mini-negotiations 20 How assertive are you?

Overview Overview
Students participate in two mini-negotiations using the Students answer a questionnaire about assertiveness and
language of negotiation. analyze their results, saying whether or not they agree
with the analysis given. They then decide what else they
Preparation could do in the situations described and discuss this with
One copy of the worksheet for each student. Cut the a partner.
worksheet into two.
Preparation
Procedure One copy of the worksheet for each student, with the
1 Introduce the subject of working time by asking analysis section folded over.
students about working hours in their country
(for managers and workers). Check/Pre-teach: to do Procedure
overtime, basic salary, concession. 1 Hand out copies of the worksheet and ask students to
2 Hand out copies of the first half of the worksheet and complete the questionnaire in exercise 1. Point out that
ask students to read the text and make notes on the they just have to choose the answer that is closest to
position of each side in the negotiation in the spaces what they would do – they will have the opportunity
provided in the table. in exercise 3 to offer other courses of action.
3 Divide the class into two groups: managers and union 2 Divide the class into pairs and ask them to compare
representatives. Give groups a few minutes to decide at their answers, giving reasons for their choices.
least two concessions they will allow, and write notes Monitor, helping with vocabulary where necessary.
on negotiation strategy, bargaining points, etc in the 3 Ask students to unfold the analysis section and work
second section of the table. out their scores. They should then read the analysis and
4 Put students into pairs of one Manager and one Union discuss with their partner how accurate they think it is.
Representative and give them time to negotiate. 4 Ask students to work individually to think about
As they negotiate they fill in the final section of the what else they could do in the situations described
table – the terms of the productivity deal. in the questionnaire. They should write down their
5 Have a feedback session to find out how the alternative answers and compare with a partner.
negotiating ended up.
6 For the Businessworks negotiation, follow the same
steps as before, but open the subject of sales by asking
students about targets that they have been set for this
year. Check/Pre-teach: to set a target, to achieve a target,
a budget.
7 Students plan in two groups: sales directors and area
sales managers. Give them a few minutes to prepare.
Tell them that they can be creative in developing
concessions to achieve an agreement.
8 Put students into pairs and allow time for negotiations
before having a final feedback session to discuss
the outcome.

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CASE STUDY A: Management CASE STUDY B: Brands and

style culture
Overview Overview
Students read about three management styles and match In groups, students discuss the reasons why brands or
them with the correct advantages and disadvantages. brand advertising failed in certain cultures. They then
They then read a case study about the new CEO of an create a checklist for companies who are considering
organisation and analyze his management style. Finally, launching their brand on a new foreign market.
they write and present a set of recommendations about
how the CEO can improve staff motivation and company Preparation
performance. One copy of the worksheet for each group. Cut up the two
sets of cards for each group.
Preparation
One copy of the worksheet for each student. Procedure
1 To demonstrate the task, read out card a (A Swedish
Procedure hotel chain …) and ask students why they think the
1 As a warm-up, elicit different management styles that hotel had problems getting people to book into
students are aware of or have experienced. To help that room. Don’t give them the correct answer yet.
generate ideas, describe one that you have experienced. Ask them what companies have to consider when
2 In exercise 1, students work in pairs and match each launching a product or advertising campaign in a
management style with an advantage or disadvantage. foreign market. For example, difficulties translating
Have a class feedback session and then discuss slogans, symbolism (numbers, colours, etc), different
students’ opinions of these management styles. tastes etc. Do not allow students to go into too much
3 Ask students to read the text individually then answer detail at this stage as they will discuss this in depth
the questions in exercise 2 in pairs. during the final task.
4 Check answers with the class. 2 Put students into small groups. Give each group the
5 Put students into small groups for exercise 3. first set of cards and ask them to guess why the brands
Ask them to discuss how Mr Alston can improve staff or brand advertising failed in certain countries.
motivation and company performance and write their 3 Have a class feedback session but don’t give them
recommendations as bullet points on a flip chart. the answers.
They then present their recommendations to the 4 Give the second set of cards to each group. Explain
rest of the class. Encourage the other students to ask that these cards provide explanations for the problems
questions and make comments. described in the first set. Ask them to match the
6 At the end, ask students which recommendations they first set with the second set and find out if their own
think are most useful and why. explanations were correct.
5 Check answers with the class.
Answers
6 Write Launching a brand in a foreign market – Checklist:
1 a 2 ​b 1 ​c 3 ​d 1 ​e 3 ​ f 2
on the board. Elicit one or two ideas, such as Avoid
2 a Laissez-faire
symbolic numbers. In groups, ask students to create a
b Advantages: The former CEO was popular with staff.
checklist on a flipchart.
Disadvantages: There was a lack of harmony and efficiency.
7 Invite each group to present their ideas. Encourage the
c Autocratic
rest of the class to ask questions or make comments.
d He cut costs and increased profits.
e Staff have begun to lack motivation and some of the most Answers
valued managers feel frustrated. Sales were poor last year. a 6 ​
b 5 ​c 3 ​d 2 ​e 4 ​f 1

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CASE STUDY C: Body CASE STUDY D: Cultural

language differences
Overview Overview
Students consider examples of body language and try to Students read about cultural differences in terms of
work out how it might be interpreted in different cultures. uncertainty avoidance and individualism/collectivism
They then write a list of tips for presenters/public speakers and identify their own culture type. They then read
visiting their country. four business scenarios and decide how to handle each
situation according to the cultures of the people involved.
Preparation
One copy of the worksheet for each student. Preparation
One copy of the worksheet for each student.
Procedure
1 Put students into pairs and ask them to answer Procedure
the questions in exercise 1. 1 As a warm-up, ask students the following questions:
2 Have a class feedback session. Do you mind taking risks?
3 Put students into groups and ask them to complete Do you prefer to make decisions with your colleagues rather
exercise 2. than on your own?
4 Check answers with the class. Ask students what the Do you feel comfortable when confronting new situations
body language described in each scenario means in or meeting new people?
their own culture. Do you enjoy personal recognition for professional
5 In a multicultural class, ask students to complete achievements?
exercise 3 individually. They should prepare their Do you like to plan for events well in advance?
tips and then present them to the rest of the class. 2 Put students into pairs and ask them to read the texts
Encourage the other students to ask questions and in exercise 1 and answer the questions.
make comments. In a monocultural class, put students 3 Have a class feedback session. Point out that the
into groups to complete the task. They could then examples of high/low uncertainty avoidance and
compare their tips with the other groups. individualism/collectivism are generalizations and that
6 Work through exercise 4 as a whole-class activity. there are individual differences within cultures.
Answers 4 Put students into groups and ask them to complete
1 a Non-verbal communication = body language, gestures exercise 2.
and facial expressions 5 Have a class feedback session.
​b  Studies show varying percentages: from 55% to 93% Suggested answers
​c No
2 a Do not express your disagreement in front of the whole group.
2 a immodest ​b  a friendly warning ​c  romantically interested ​
A private discussion would be appropriate.
d  not honest or trustworthy ​e excellent ​ f embarrassed ​
b Collectivists do not like mediation as it shows that there is
g  arrogant and disrespectful ​h  bored or asleep
a problem within the group and can also cause loss of face.
If a mediator has to be used, he or she should be internal
and the process may need to involve the whole team.
The communication style should be indirect and respectful.
c The managers from the USA and the Netherlands need to
receive recognition for their individual achievements and
to be made personally accountable for their actions.
d It is your job to manage such cultural differences in an
international team. Make them aware of their own and each
others’ cultures. Take advantage of their different strengths:
Lars could be more suited to planning and Jaslyn may be
better at tackling creative issues, for example.

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CASE STUDY E: The perfect

team
Overview
Students analyze three individuals’ responses to a
personality test and discuss the strengths and weaknesses
of those people working together in a business and how
each person could contribute to the team.

Preparation
One copy of the worksheet for each student.

Procedure
1 As a warm-up, ask students what problems they might
encounter if they set up a business with some friends
or family members.
2 Put students into groups and ask them to complete
exercise 1.
3 Write Strengths and Weaknesses on the board and elicit
examples from each group, writing them under the
appropriate heading as you go along.
4 Ask students to complete exercise 2 in their groups and
have a class feedback session.
5 Work through exercise 3 as a whole class activity. Write
two headings on the board: Personality and Skills and
elicit examples from students.
6 Ask students to do the personality test on their own.
Then in small groups ask them to discuss the strengths
and weaknesses of working together. What kind of
person would they hire to join their team?
8 Have a class feedback session. When each group has
described the type of person they require for their
team, ask if anyone thinks they would make a suitable
candidate and, if so, why.
Suggested answers
Strengths: The main strength is creativity and innovation.
Within the team, there are preferences for truth and directness as
well as diplomacy. These contrasting approaches could be applied
according to different types of negotiations, for example. There is
also a good balance between task-oriented and person-oriented
behaviour. Again, these could be applied to different activities,
such as dealing with personnel (person-oriented) or developing
new procedures (task-oriented).
Weaknesses: There may be a leadership struggle between Fabien
and Sandrine as both like to lead. Alain and Sandrine are clearly
person-oriented and like to communicate. They may think that Alain
is ‘not contributing’ when he is working out solutions on his own.
They all have a tendency to act immediately. As a result, they may
not take enough time to explore all options and come up with the
best solution.

In Company 3.0 Intermediate © Macmillan Publishers Limited 2014 TEACHER’S NOTES 16