Business Builder 1-3

Business Builder Paul Emmerson A series of three photocopiable Business English Teacher’s Resource Books at intermediate level. They provide a flexible approach to teaching and include excellent material for incompany classes, summer schools or supplementary use, allowing the teacher to design their own course. The series provides activities for language development as well as activities for skills training. Each book is divided into three modules (1 to 9): M odules 1, 2, 3: Social English, Telephoning, Job interviews M odules 4, 5, 6: Discussions and meetings, Business correspondence, Report writing M odules 7, 8, 9: Presentations, Company product and customer relations, Negotiations Each book contains a needs analysis which can be given to each new student to assess their needs. Business Builder gives you the flexibility of readymade lessons which can be chosen individually for your students in any profession or business area. Activities all stand alone and can be mixed in any order to cover the full range of business communication skills. Most activities are extendable to higher or lower levels. A wide variety of communicative activities makes this series ideal for onetoone or group teaching. Full teacher’s notes are provided with each lesson. Unit maps provide a clear indication of language focus and time required for each activity.

B u s i n e s s Builder

Modules 1 2 3

Contents Introduction Needs Analysis Social English

Minutes

Activity type

1.1

Introductions Introducing yourself and someone else. Welcoming a visitor and making ‘small talk’

40– 50

Language Work

1.2

Hello and goodbye Starting and ending a conversation with someone you know

40– 50

Language Work

1.3

Showing interest ‘Echoing’, asking questions, making a personal response

40– 50

Language Work

1.4

Making a personal comment Apparently, Actually, Obviously, Luckily, To be honest, Between you and me

30– 40

Language Work

1.5

Thinking time and turn-taking Well, I mean, Actually, So, Anyway, Still, By the way

30– 40

Language Work

1.6

Requests Indirect question forms. Polite requests. Positive and negative replies

30– 40

Language Work

1.7

Offering help Offering help, accepting and refusing

30– 40

Language Work

1.8

Saying yes Saying yes in a way that develops the conversation

30– 40

Language Work

1.9

Saying no Saying no in a polite way

30– 40

Language Work

1.10

Disagreeing Questions to show doubt. Negative questions. Yes, but ..., Actually, ...

40– 50

Language Work

1.11

Describing food Food vocabulary. Describing local dishes

40– 50

Language Work

1.12

In a restaurant 1 Recommending and ordering. Leaving, paying and thanking

40– 50

Language Work

1.13

Your free time and home Sports and hobbies. Cultural interests and holidays. Home

40– 50

Skills Practice

1.14

Your country and city Regions. City: description, culture and people. Local products

40– 50

Skills Practice

1.15

Current affairs and the economy The political and economic situation. The state of the market

40– 50

Skills Practice

1.16

At a hotel A telephone booking. Checking in and out. Complaining

50– 60

Skills Practice

1.17

In a restaurant 2 Preparing to order. ‘Small talk’during the meal, leaving and paying

40– 50

Skills Practice

1.18

Showing a visitor your workplace Giving a guided tour of your workplace to a visitor

30– 40

Skills Practice

1.19

Dialogue building: arriving at a company Open framework for writing a dialogue

variable

Skills Practice

This page has been downloaded from www.businessenglishonline.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

B u s i n e s s Builder

Modules 1 2 3

Telephoning

Minutes

Activity type

2.1

Leaving a message 1 The alphabet. Giving a name and address. Messages. Checking information

40– 50

Language Work

2.2

Leaving a message 2 Recycling of leaving, taking and checking a message

40– 50

Language Work

2.3

Exchanging information 1 Saying numbers. Checking facts and figures

30– 40

Language Work

2.4

Exchanging information 2 Silence fillers. Exchanging information and checking

30– 40

Language Work

2.5

Arranging a meeting Beginning and ending a call. Arranging a meeting. Cancelling and rearranging

40– 50

Language Work

2.6

Arranging a company visit Discussing a schedule for a company visit. Offering help

30– 40

Skills Practice

2.7

Yoghurt sales Exchanging information and checking. Discussing sales and markets

30– 40

Skills Practice

2.8

Travel information Making/receiving an enquiry about trains and flights

30– 40

Skills Practice

2.9

Office furniture A customer/supplier conversation. Ordering, discussing terms of sale, apologizing

40– 50

Skills Practice

2.10

The Lucky Lobster Booking a table in a restaurant. Asking questions and checking information

40– 50

Skills Practice

2.11

Pacific City Interview:Asking for/giving information about a city: facts, figures, plans

40– 50

Skills Practice

2.12

Pharmalab Interview:Asking for/giving information about a company: facts, figures, strategy

40– 50

Skills Practice

2.13

Global ambitions Discussing markets and pricing policy. Persuading

30– 40

Skills Practice

2.14

Dialogue building: phone call Open framework for writing a dialogue

variable

Skills Practice

Minutes

Activity type

Job interviews 3.1

Your CV/Resume CVs and resumes: content, style, layout. Preparing a CV

50– 60

Language Work

3.2

Job interview Interview tips. Interview based on students’ own CVs/Resumes

60– 90

Language Work

3.3

Covering letter Writing a job application letter. Mini-interview for the job

60– 90

Language Work

3.4

Difficult questions Dealing with difficult interview questions. Practice mini-interview

50– 60

Language Work

3.5

Mini-interview: your background and job Interview practice: education, previous job, current job, personal qualities

50– 60

Skills Practice

3.6

Mini-interview: the job itself Interview practice: questions about a specific job

50– 60

Skills Practice

3.7

Mini-interview: your management abilities Interview practice: teamwork, negotiation, planning, decision-making

50– 60

Skills Practice

3.8

Mini-interview: using a case-study Interview practice: a real situation as evidence of abilities/personal qualities

50– 60

Skills Practice

This page has been downloaded from www.businessenglishonline.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

Business Builder Teacher Resource Series

1.2

Hello and goodbye AIM. To practise starting and ending a conversation with someone you know. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Say two or three of the opening lines from section A of the worksheet to different students. Monitor the replies to see whether they develop the conversation. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Study the examples in class. Then refer to the task underneath the examples and ask the students to cover the replies with a piece of paper. Divide the class into pairs and appoint As and Bs. Ask the As to say opening lines A1–8, and the Bs to invent a reply that develops the conversation in a friendly way (it is not a memory test). They can continue for a few more lines.They change roles and repeat when they finish. Start the activity and circulate. 3 Ask students to remove the piece of paper. As class feedback, look at the replies on the worksheet and compare with the students’ own replies. 4 Refer to the instructions for section B. Set up the activity: imagine that you are all colleagues and it is 9:00 on Monday morning. Students will walk around saying hello to each other, have short conversations and then move on. Start the activity: join in yourself.

Teacher’s Notes 5 Explain to the students that you are now going to practice ending a conversation. Refer to section C and ask students to cover the phrases a–k with a piece of paper. Divide the class into pairs and start the activity: students predict and write down two or three phrases. Take class feedback on their suggestions. 6 Ask students to take away the piece of paper. Ask the pairs to match phrases a–k with stages 1–11. ANSWERS. a-1 b-10 j-7 k-8

c-4

d-2

e-3

f-9

g-6

h-5

i-11

7 Tell the students that they are going to practise a similar dialogue without using their notes. Divide the class into new pairs and appoint hosts and visitors. They change roles and repeat when they finish. Ask students to turn over their worksheets (it is not a memory test). Start the activity, circulate and make a note of good/bad language use. 8 (Optional) Ask the best pair/s to re-enact the roleplay for the class. 9 Hold a short feedback slot. 10 Now, or in the next class as recycling: Refer to the instructions for section D. Set the scene: you are in an airport lounge and by chance meet a colleague who you know well. Each pair will start a conversation, make some small talk, and then end it. Divide the class into new pairs. Start the activity, circulate and make a note of good/bad language use. 11 Hold a short feedback slot.

Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.


1.2

Hello and goodbye A

Worksheet

When you start a conversation try to reply in a way that develops the conversation. 1 2 3 4 5 6 7 8

How are you? Nice to see you again. It’s been a long time, hasn’t it. Nice weather today, isn’t it. Terrible weather, isn’t it. That’s a nice shirt/blouse. This coffee’s a bit weak. Did you get that report I sent you?

© Fine thanks. And you? You’re looking well. © Nice to see you too. How are you? © Yes, I think we last met two years ago in Manila. © Yes, lovely. I hope it stays like this for the weekend. © Yes, awful. I think it’s rained every day since I arrived. © Thanks. I bought it from Harrods. © Yes, it is, isn’t it. Not like the coffee you get in Italy. © Yes, I did, thanks. It was very useful.

Now cover the replies with a piece of paper. Start conversations with a partner and continue naturally for a few lines.

B

It’s Monday morning. Walk around. Say hello to your colleagues.

C

A host and a visitor are having a drink in the bar after a successful business meeting. The visitor is flying back to Tokyo tomorrow. Study this model and write down two or three phrases you might hear. Visitor 1 3 5 7 9 11

Start a ‘leaving’ dialogue Say why you must leave Give more information Thank the host for his/her help Make a second reference to leaving Refer to the next meeting and say goodbye

Host 2 4 6 8 10

Reply to the visitor Show interest in the visitor’s plans Make a final reference to business Reply – say it’s been a pleasure Wish the visitor a good trip and send your regards to someone

Match phrases a–k below to the stages 1–11 above. a b c d e f g h i j k

D

Is that the time? I guess I should be going. It’s been nice meeting you again. Have a good trip, and give my regards to your wife. Really? What time do you get there? Oh, so soon? I’m afraid so, I’ve got a long day tomorrow – I’m flying back to Tokyo. Well, I really must go now. Well, thank you very much for coming. I think we had a very useful meeting. Around six in the evening local time, and then I have to catch a train. Thanks. I’ll do that. See you next month in Hamburg. Bye. Yes, I agree, the meeting was very productive. And thanks very much for your help. I really appreciate it. Not at all. It’s been a pleasure.

Work with a new partner. You are in an airport lounge. You see someone you know. Start and end a conversation.

©

© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

PHOTOCOPIABLE


1.3

Showing interest

 Macmillan Publishers Ltd 2002

Teacher’s Notes

10

This page may be photocopied for use in class


11



1.4

Making a personal comment


12

Teacher’s Notes



13



1.5

Thinking time and turn-taking


14

Teacher’s Notes



15



1.6

Requests


Teacher’s Notes

16



17



1.7

Offering help


Teacher’s Notes

18



19



1.8

Saying yes


Teacher’s Notes

20



21



1.9

Saying no


Teacher’s Notes

22



23



1.10

Disagreeing


Teacher’s Notes

24



25



1.11

Describing food


Teacher’s Notes

26



27



1.12

In a restaurant 1


Teacher’s Notes

28



29



1.13

Your free time and home AIM. To practise talking about sports and hobbies, cultural interests, holidays and home. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board Your free time. Ask the group how they spend their free time and write ideas on the board. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Explain that they will use the questions to interview other people later. Divide the class into pairs, start the activity and circulate. Take class feedback by writing additional questions on the board.

Teacher’s Notes 3 Refer to the instructions for section B. Explain that students should write notes about themselves, working individually. Start the activity and circulate, helping with vocabulary. 4 Refer to the instructions for section C. Divide the class into groups of two or three students. Remind students to listen carefully, to use the questions in section A and to use other questions as well. Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the pairs/threes from the previous activity to regroup. The new groups start by talking a little about their previous partner/s and then find out about their new partner/s. 6 Hold a short feedback slot.

POSSIBLE ANSWERS. 1 Do you like to cook? Is football popular in your country? 2 Do you ever go to the theatre/opera? What is the traditional music from your country? 3 What is your flat/house like? Are you married? Does your husband/wife work?

Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.


1.13

Your free time and home

A

Worksheet

Look at the example questions, then write one more for each group. 1

Sports and hobbies So, what do you do in your free time? Are you interested in sport? Do you collect anything?

2

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Cultural interests and holidays What sort of music/films do you like? Do you read books about management? Where do you go for your holidays? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3

Home So, where do you live? Do you live in a house or a flat? Do you live in the centre or the suburbs?

B

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Make some notes about yourself. Use the ideas below and add more ideas of your own. 1

Sports and hobbies I play a little

–––––––––––––––––––––––––––––––––––––––

I used to play I like to go I collect 2

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

but now

–––––––––––––––––––––––––––––––––––––––

(+ verb with -ing)

–––––––––––––––––––––––––––––––––––––––

Cultural interests and holidays (books) I like

–––––––––––––––––––––––––––––––––––––––

(music) I like

–––––––––––––––––––––––––––––––––––––––

(films) I like

–––––––––––––––––––––––––––––––––––––––

(magazines) I read

–––––––––––––––––––––––––––––––––––––––

(holidays) On my last holiday I went to ––––––––––––––––––––––––––––––––––––––– 3

Home I live near

–––––––––––––––––––––––––––––––––––––––

I was born in

–––––––––––––––––––––––––––––––––––––––

I’m married with two children. Their names are My husband/wife/partner

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

I’m single at the moment./I’m divorced.

C

Use the questions in section A to find out about other people.

©

© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

PHOTOCOPIABLE


1.14

Your country and city

Teacher’s Notes

AIM. To practise talking about regions and cities, people and culture, local products. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board the word stereotype and elicit the meaning (a fixed idea or image that people have of something, but which is often not true). Ask the students if they can think of any examples of national stereotypes. Prompt by giving nationalities other than those represented in the group (this will be covered in section A of the worksheet). Ask what the stereotype of that nationality is, whether the students agree with it etc. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the questions and develop a class discussion. Students are usually very keen to discuss this topic provided that they first have a chance to confirm, deny or clarify their own stereotype before other students comment.


32

3 Refer to the instructions for section B. Explain that students should write notes about themselves, working individually. Start the activity and circulate, helping with vocabulary. 4 Refer to the instructions for section C. Divide the class into groups of two or three students. Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the pairs/threes from the previous activity to regroup. The new groups start by talking a little about their previous partner/s, and then find out about their new partner/s. 6 Hold a short feedback slot.



1.14

Your country and city

Worksheet

A

What is the stereotype of your country that other people have? Is there any truth in it? Are there regional differences in people’s characteristics?

B

Make some notes about your own country and city. Use the ideas below and add more ideas of your own. 1

Country: regions, weather etc. The north/south/interior is different to the rest of the country because By the coast

–––––––––––––––––––––––––––––––––––––––

In the summer/winter the weather is

–––––––––––––––––––––––––––––––––––––––

If you want to come for a holiday, the best time is 2

–––––––––––––––––––––––––––––––––––––––

City: description I live in the capital city/a small town/a large port Most tourists who come like to see

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

Personally, I would recommend visiting

–––––––––––––––––––––––––––––––––––––––

All over the city there are a lot of very traditional The most modern area of the city is They have plans to 3

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

City: culture We have a lot of good music/theatre/opera. For example, My favourite museum is the

––––––––––––––––––––––––––––––––––––––– It’s

–––––––––––––––––––––––––––––––––––––––

got a good collection of

–––––––––––––––––––––––––––––––––––––––

Every year there’s a festival to celebrate 4

–––––––––––––––––––––––––––––––––––––––

City: people Most people live in the centre/suburbs in houses/flats. It can take

–––––––––––––––––––––––––––––––––––––––

At the weekends people often In the summer people usually Young people Old people 5

hours to get to work.

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––

Local products If you want to buy something to take back with you, I suggest –––––––––––––––––––––––––––––––––––––––

C

Talk together in small groups about your countries and cities.


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1.15

Current affairs and the economy AIM. To practise talking about the political and economic situation and the state of the market.

POSSIBLE ANSWERS.

TIME. 40-50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board the phrase Current Affairs and elicit the meaning (events of political importance happening in the world at the present time). Ask the students whether they talk about current affairs and politics with foreign visitors, when it is acceptable etc. (Despite its apparent sensitivity business people do talk about these topics in a general way because ‘stability’ is one of the things that investors are most interested in.) 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Explain that they will use the questions to interview other people later. Take class feedback by writing additional questions on the board.


Teacher’s Notes

34

1 What policy does your government have for privatization/interest rates/regional trade etc. ? What sort of Government do you have? 2 What are the main economic problems in your country at the moment? Are houses expensive? Does your country have a nuclear power industry? 3 What new opportunities do you have to expand your market? What are the threats that your company faces? Do you have an international market?

3 Refer to the instructions for section B. Explain that students should write notes about themselves, working individually. Start the activity and circulate, helping with vocabulary. 4 Refer to the instructions for section C. Divide the class into groups of two or three students. Remind students to listen carefully, to use the questions in section A and to use other questions as well. Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the pairs/threes from the previous activity to regroup. The new groups start by talking a little about their previous partner/s, and then find out about their new partner/s. 6 Hold a short feedback slot.



1.15

Current affairs and the economy

A

Worksheet

Look at the questions, then write one more for each group. 1

Politics I’m a bit out of touch. What’s been happening in your country? What do you think about the health care/education/unemployment policy in your country? I’ve been reading a lot in the newspapers about –––––––––––––––––––––––––––––––––––––– . Can you tell me something about that? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2

Economy So what are your main industries? Do you have a problem with inflation? What’s the unemployment situation at the moment? How is your Stock Market doing? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3

Market What are the main factors that affect your market? What’s happening in your market at the moment? How is your company doing? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

B

Make some notes about your own country and market. Use the ideas below and add more ideas of your own. 1

Politics We have a

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– government

at the moment. They are trying to

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Public opinion changed when –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– These days people are worried about –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– In the future, –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2

Economy Older industries like

being replaced by new areas like and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We have a strong –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– industry, although it will have problems in the next few years because of –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Inflation –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Unemployment ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 3

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– are

Your own market We’re in a difficult market situation because –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re responding to the competition by –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re changing our product range and we’re moving more into –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

C

Use the questions in section A to find out about other people.


35



1.16 At a hotel

Teacher’s Notes

AIM. To practise a series of typical hotel interactions such as telephone booking, checking in and out and complaining. TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board the word Hotel and the headings Good service and Bad service. Elicit and discuss real examples of each from the students’ own experience. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions and questions. Explain to the students that pairs will work together to invent the details of an imaginary hotel by answering all the questions. Divide the class into pairs and start the activity. Circulate and help with vocabulary. 3 Divide the class into new pairs and explain that for the remaining activities they will work with their new partner to do a series of hotel role-plays based on guest and manager. Explain that the managers are managers of the hotel they created with their previous partner. 4 Refer to the instructions and role notes for section B. Appoint guests and managers. Ask the managers to write down on a piece of paper the name and city of their hotel and give it to the guest. Elicit a few phrases that the manager and guest can use at the start of a telephone call and write them on the board. Possible phrases are: Manager: Good morning, Hotel X, how can I help you? Guest: Good morning, I’m calling to find out if you have any rooms available for … Manager: Certainly Sir/Madam. Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class.


36

6 Hold a short feedback slot. 7 Refer to the instructions for section C. Read out the role notes on the worksheet. Elicit a few phrases that the manager and guest can use and write them on the board. Possible phrases are: Manager: Good morning Sir/Madam. May I have your name? Your room is on the second floor. Turn left when you come out of the lift. Here are your keys. Guest: Is it possible to have an early morning call? Start the activity, circulate and make a note of good/bad language use. 8 (Option) Ask the best pair/s to re-enact the role-play for the class. 9 Hold a short feedback slot. 10 Refer to the instructions for section D. Read out the role notes on the worksheet and ask guests to invent a problem of their own choice. Elicit a few phrases that the manager and guest can use and write them on the board. Possible phrases are: Guest: Hello? Is that reception? I’m having a problem with …. It’s very inconvenient. Manager: Really? I’m very sorry about that. It’s most unusual. I’ll deal with it immediately. Start the activity, circulate and make a note of good/bad language use. 11 (Option) Ask the best pair/s to re-enact the role-play for the class. 12 Hold a short feedback slot. 13 Refer to the instructions for section E. Read out the role notes on the worksheet and elicit a few phrases that the manager and guest can use and write them on the board. Possible phrases are: Guest: Can I pay by credit card? I wonder if I could leave a message for … Manager: Of course Sir/Madam, that’s no problem. Have a safe journey. Start the activity, circulate and make a note of good/bad language use. 14 (Option) Ask the best pair/s to re-enact the role-play for the class. 15 Hold a short feedback slot.



1.16 At a hotel

A

Worksheet

You are going to open a hotel. Use the questions to help you make plans. Where is the hotel? What is the hotel’s name? What is its main selling point to attract customers? What is the cost per night of a single/double room? Will you have a restaurant? What kind of food will it serve? Which facilities will you offer? Choose from this list and add a few more of your own.

B

© fully equipped business centre

© free transport from the airport

© 24-hour reception

©

© gymnasium and sauna

©

Work with a new partner. Decide who is the guest and who is the hotel manager. Guest Make a telephone call to the hotel and ask questions about the availability of rooms, prices and facilities. Make a reservation.

C

Keep the same roles and partner. The guest has just arrived at the hotel. Guest Go to the reception desk and check in. Ask for an early morning call. Ask about breakfast.

D

Manager Welcome your guest. Check the reservation. Tell the guest where his/her room is.

Keep the same roles and partner. It is later the same evening. Guest You have a problem with the room. Call the reception desk and explain the problem.

E

Manager Answer the guest’s questions, ask him/her questions and write down the important details.

Manager You are on duty at reception.

Keep the same roles and partner. The guest is leaving the hotel. Guest Go to the reception desk and check out. You want to: ■ pay by credit card ■ book a taxi to the airport ■ leave a message for a colleague who is arriving tomorrow.


37

Manager Check the guest out of the hotel. Be helpful. Wish the guest a good trip back.



1.17

In a restaurant 2

Teacher’s Notes

AIM. To practise a series of interactions in a restaurant such as preparing to order, explaining dishes, making ‘small talk’, leaving and paying. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Each table will need a simple menu (see stage 3). If students have done worksheet 1.11 the dishes in section B can be used, otherwise students think of their own dishes as indicated below. Alternatively, use a real menu, a menu from a coursebook or a menu you have made. Be prepared to arrange the room like a restaurant at stage 3. Consider playing the role of the waiter yourself. You can make language notes as you go round the tables, take orders, ask students if they are enjoying their meal, handle complaints etc. PROCEDURE. 1 Write up on the board In a restaurant and ask students how often they entertain visitors and clients, and what they talk about. Then write up the three stages of the meal referred to on the worksheet. For each stage, elicit and write up a few phrases (see worksheet). 2 Give out a copy of the worksheet to every student and refer to the instructions at the top. Appoint a waiter, unless you are going to be the waiter yourself. 3 Rearrange the room like a restaurant with small groups of students sitting around tables. Ask the students to prepare a menu for each table: each table takes one piece of blank paper and writes Starters, Main Course and Dessert as sections. Then each student on that table contributes one item to each section (they just write the name of the dish). Note that every table will have a different menu. If a student is acting as waiter, ask them to look at their phrases at the bottom of the sheet while the other students are doing the menu preparation. They can think of a few more phrases.


38

4 Ask students to read through the points on the worksheet silently and to imagine what they will say for each one. Set a time limit of 2 minutes for this. 5 Explain to the students that you want them to have a natural conversation. They can leave the worksheet on the table to help them, but they don’t have to follow the same points or use the same phrases. Set a time limit of 20 minutes. Ask the students to go outside the classroom and wait in their groups for the waiter to show them to their tables. Start the activity, circulate and make a note of good/bad language use. 6 Hold a short feedback slot. CULTURAL HINTS. Ä

Ä

In America, northern Europe, Japan and south-east Asia business may be discussed at lunch toward the end of the meal, if the host introduces it. At dinner business is almost never discussed. In Latin American countries, southern Europe and the Middle East business is rarely discussed in a restaurant, even at lunch.



1.17

In a restaurant 2

Worksheet

You are going to have a meal together in a restaurant. You will need a menu for each table. ■ Choose one person to be the waiter. ■ Study the boxes below to see how your conversation might develop. ■ Start the activity outside the room. The waiter will show you to your table.

Preparing to order © Look through the menu © Ask your colleagues about the dishes © Drinks

During the meal

© Call the waiter when you are ready to order

© Talk about your city and country © Talk about your free time and interests

I’d recommend the ... It’s a type of ... It’s made with ... I think I’ll have the ..., please.

© Talk about your home and family © Talk about the food

Enjoy your meal! How’s your …? Would you like some more wine? – Yes, please./No thanks, I’m fine. End of the meal © Start a ‘leaving’ dialogue © Ask for the bill – one person offer to pay © Refer to the future and say goodbye

Well, I must get back now. – Oh, so soon? Can we have the bill, please? Do you take VISA? Can I have a receipt? Thank you for a very enjoyable evening. – Not at all, it was my pleasure.

Waiter © Ask if the guests are ready to order © Take the order. Find out what they’d like to drink © During the meal check everything is satisfactory

Are you ready to order now? What would you like? ... And for you, Sir/Madam? Anything to drink? So, that’s ... (repeat the order) Is everything satisfactory? Can I get you anything else? (during the meal)  Macmillan Publishers Ltd 2002

39



1.18

Showing a visitor your workplace AIM. To practise giving a guided tour round work premises using a ‘virtual’ office/factory. TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Note that drawing the plan (stage 2 below) is best done for homework. PROCEDURE. 1 Write on the board Showing a visitor your workplace. Establish that ‘workplace’ can refer to an office, factory or anywhere that people work. Find out how often the students show visitors round their workplace, and what they show/talk about when they do.


40

Teacher’s Notes

2 Give out a copy of the worksheet to every student and refer to the instructions. Check understanding of the word ‘virtual’ (artificial, but like the real thing; simulated). Explain to the students that you want them to draw a diagram of their workplace for homework, and remind them to include everything that they would show a visitor. 3 In the next lesson, divide the class into pairs and appoint hosts and visitors. They change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. 4 Hold a short feedback slot.



1.18

Showing a visitor your workplace

Worksheet

Use the floor plan below to draw a diagram of your workplace. Include all the rooms/areas that you want to show your visitor. Draw symbols to represent the objects (e.g. machines) you will talk about. Then use your plan to give a ‘virtual guided tour’ of your workplace.


41



1.19

Dialogue building: arriving at a company AIM. To provide a framework for practising greeting and welcoming a visitor, thanking and saying goodbye. TIME. Variable PREPARATION. Make one copy of the worksheet for each student in the class. Consider which of the two procedures below you will use. PROCEDURE (INDIVIDUAL HOMEWORK). 1 Write up on the board Arriving at a company. Ask students if they are more often hosts or visitors in other people’s companies. Ask them about the last time they were a host/visitor, particularly about the welcome they gave/received. How important was it to the success of the meeting? 2 Give out a copy of the worksheet to every student and refer to the instructions and model. Remind students that the dialogue is to practise social English, not the meeting itself. Remind them also that they should use a real-life situation and personalize the dialogue as much as possible. Ask them to write the dialogue for homework and bring it to the next lesson. 3 In the next lesson collect in the dialogues and correct them. 4 (Option) Leave one of the dialogues uncorrected, and photocopy one copy of this for each student. Ask students to try to correct/improve this dialogue in pairs. In feedback, listen to all the suggestions for reformulations and discuss with the class which is the best. Build up the reformulated dialogue on the board line by line. As a round up, practise reading the new dialogue aloud in open/closed pairs, focusing on pronunciation.


42

Teacher’s Notes

ALTERNATIVE PROCEDURE (CLASSWORK). 1 (Same as above) 2 Give out a copy of the worksheet to every student and refer to the instructions and model. Remind the students that the dialogue is to practise social English, and that they should use their real-life experience. Divide the class into pairs. Explain that the pair will think of and write the dialogue together, and that both students should keep a record of the whole dialogue. Set a time limit for the task. Start the activity and circulate. Give a five minute warning before the end and make sure that every pair moves on to the final part of the dialogue. 3 Ask the pairs to practise reading their dialogues together quietly. Then ask the best pair/s to read out their dialogues for the class. 4 (Option) Take the written dialogues from each pair and redistribute them (so the pairs remain the same but they have another pair’s dialogue). First ask the students to study their new dialogues together quietly and make sure they can read them. Then ask them to practise reading the dialogues aloud.



1.19

Dialogue building: arriving at a company

Worksheet

Write a short dialogue using the model below. Use a real-life situation. Receptionist Greet the visitor.

Visitor

Host

§ © Say who you are and why

you have come. Introduce yourself. Talk about your journey and your first impressions of the city.

§ © Welcome the visitor. Ask

Say that you must leave, thank the host, say goodbye.

§ © Thank the visitor for coming,

about the visitor’s journey and where he/she is staying. Start the business discussion. (miss out the main business discussion)

wish them a good trip.

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


43



2.1

Leaving a message 1


Teacher’s Notes

44



45



2.2

Leaving a message 2

Teacher’s Notes

AIM. To revise and extend language for leaving, taking and checking a telephone message.

POSSIBLE ANSWERS. 1 Good morning, IMB. How can I help you? 2 Good morning, my name is Mr Costa. I’d like to speak to Mary Hershey, please. 3 Hold the line, please … I’m sorry, she’s out of the office at the moment. Would you like to speak to her secretary? 4 Yes, please. 5 I can put you through now. 6 Accounts Department. Gina speaking. 7 This is Mr Costa here. I wanted to speak to Mary Hershey. 8 I’m sorry, she’s out of the office at the moment. Can I take a message?/(Would you like to leave a message?) 9 Yes. I’m calling about your last invoice. There seems to be a problem. I need to speak to Mary as soon as possible. 10 Of course, Mr Costa. Could you give me the invoice number? 11 It’s AI386. 12 I’m sorry, could you repeat that, please? 13 Yes, AI386. That’s A for Australia and I for India. Have you got that? 14 Yes, I’ve got that now. Is there anything else? 15 No, that’s all. 16 OK, Mr Costa. I’ll make sure she gets the message as soon as she comes in.

TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. If possible, set up a telephone and a recording device. PROCEDURE. 1 Read out some of the original ‘impolite’ phrases from worksheet 2.1 and check that students can still remember the politer versions. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 b) 2 Hold. The phrase means Wait a moment. 3 ... out of the office all day/tied up all morning/with a customer/out of the country at the moment 4 The phrase means I can connect you now. The missing word is to. 5 Of course. Certainly. Sure. 6 for 7 Is there anything else? – No, that’s all./Yes, there’s something else. 8 Caller: Thanks for your help./Receiver: Thank you for calling.

3 Refer to the instructions for section B. Choose two students: one is both Receptionist and Secretary and the other is the Caller. Ask them to read the dialogue aloud. Let the group listen and discover that it sounds impolite. Then follow the same procedure as worksheet 2.1 for improving the dialogue. In brief: ■ tell the students to put their pens down and not to write anything until the end ■ ask the whole class for suggestions on how to improve lines 1, 2, 3, 4 and 5 in turn ■ choose two students as Receptionist and Caller and ask them to act out the new version of lines 1–5 as an open pair, using the worksheet version as a prompt (other students listen and help) ■ repeat this cycle several times, improving a few more lines each time as a class and then choosing different students to act out the whole dialogue up to that point ■ when the reformulation is finished, students act out the whole dialogue together in pairs, changing roles and repeating when they finish ■ the students write the new version in their pairs ■ build up a final, reformulated version on the board.  Macmillan Publishers Ltd 2002

46

4 Refer to the instructions for section C. Divide the class into pairs and ask them to sit back to back (or use a telephone if you have this facility). Remind them to listen carefully and speak naturally (it is not a memory test). They change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. CULTURAL HINTS. Ä

Ä

Ä

In northern Europe the call ends with a confirmation of individual tasks and the agreed plan of action. Americans press more strongly for answers or quick action. In Japan and south-east Asia the call ends with a promise to call back when group agreement has been reached. In Latin America and southern Europe the call ends with more social conversation, exchanging good wishes and expressing a desire to hear from the other person again.



2.2

Leaving a message 2

A

Worksheet

Answer the questions. 1

Which is more polite? a) I want to speak to Masae Makata, please.

2 3

b) I’d like to speak to Masae Makata, please. Fill in the gap and explain the meaning: –––––––––––––––––––––––––– the line, please. You might hear I’m sorry but she’s in a meeting at the moment. Think of some other reasons why

the person is not available:

4

5 6

I’m sorry but she’s –––––––––––––––––––––––––– I’m sorry but he’s –––––––––––––––––––––––––– A receptionist might say I can put you through now. What does this mean? If you want to speak to a particular person or department, you say Can you put me through –––––––––––––––––––––––––– extension 366, please? What is the missing word? It often sounds better to replace OK by O____ c___________ or Cer___________ or S___________e.

You can confirm a letter of the alphabet by using a country or city name. Fill in the missing word: That was ‘E’, E ______ Egypt.

7

Fill in the missing letters in these phrases used to check if the message is finished. Is there a___________g e___________e ?

©

No, ___________’s all. Yes, there’s s___________ing e___________e. To finish a call in a friendly way the caller can say Thanks for y___________ he___________ and the receiver can say Thank you for c___________g. ©

8

B

Read the dialogue below. Try to improve it. Receptionist 1 Good morning. IMB. 3 Wait. ..... Not here. Want to speak to secretary? 5 I can connect you now.

©

4 Yes, please.

Secretary 6 Accounts Department. I am Gina.

©

8 Not in office. Message?

©

10 12 14 16

C

©

Caller 2 Mr Costa here. I want Mary Hershey, please.

©

OK. Invoice number? What? Yes, I’ve got that. More? Maybe she’ll get your message.

© ©

7 Mr Costa here. I wanted to speak to Mary Hershey. 9 Yes. I’m calling about your last invoice. There is a problem. I must speak to Mary soon. 11 AI386 13 AI386. Have you got that? 15 No.

Now practise a similar call without using your notes. Caller use your real name and a different invoice number.


47



2.3

Exchanging information 1 AIM. To practise saying and checking figures and quantities.

Teacher’s Notes ANSWERS (SELECTED). 1 three hundred and fifteen 5 five thousand, eight hundred 6 five thousand, eight hundred and eighty 8 six hundred thousand 10 six million, six hundred thousand 12 fifteen point one five 13 one point two kilograms (or kilos) 14 fifty-six dollars seventy (or seventy cents) 15 thirty-four pounds eighty (or eighty pence) 17 forty-three dash F nine 18 AC slash (or forward slash) six 19 WWW dot FT dot com forward slash main (note: this is an Internet address) 20 radio four at BBC dot co dot UK (note: this is an e-mail address)

TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write on the board the number 60,905 and ask students how to say it (sixty thousand, nine hundred and five). Problem areas are likely to be the position of and and whether or not there is an s on the end of thousand. Note the following information: ■ hundred, thousand etc. do not have an s when spoken as part of numbers, but they do in phrases like hundreds of cars and thousands of people. ■ in British and American usage a comma separates the thousands from the hundreds and a full stop is a decimal point which separates whole numbers from decimal fractions. In many Latin countries the comma and full stop are used in exactly the opposite way. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Ask the students to read out the figures round the class. Go back frequently to problem areas and check again with different students randomly round the class. If necessary, write up more figures and elicit the correct answers.


48

3 Refer to the instructions for section B. Explain that after writing the information the students will dictate it to a partner. Remind them to include a good variety of information, similar to the examples in section A. Ask the students to fill in the first eight boxes individually. 4 Refer to the instructions after the first table and the useful phrases. Divide the class into pairs and ask them to sit back to back (or use a telephone if you have this facility). They change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. 5 Hold a short feedback slot. CULTURAL HINTS. Ä

In Japan and south-east Asia many calls are used simply to gather information as any decision needs group consensus. Asking questions, listening and checking are the main features of the call. Comments, interruptions and argument are avoided.



2.3

Exchanging information 1

A

Practise saying these figures, quantities and references. 1 2 3 4 5

B

Worksheet

315 350 355 5,000 5,800

6 7 8 9 10

5,880 60,000 600,000 6,000,000 6,600,000

11 12 13 14 15

6.6 million 15.15 1.2 kg $56.70 £34.80

16 17 18 19 20

10% 43-F9 AC/6 www.FT.com/main [email protected]

Write a figure, quantity or reference in each box of the table. Don’t let other people see your table! Your figures 1

2

3

4

5

6

7

8

Work with a partner. Tell your partner the contents of your table and write down your partner’s figures in the table below. Use these phrases to check you have the correct information. The figure in box 1 is ...

©

Have you got that?

©

Can you read that back to me?

©

? ? ✓ ✓ ✗

Sorry, can you repeat that? Was that one five, fifteen, or five zero, fifty? OK, I’ve got that. Yes, got that. Sorry, can you say it again. Yes, of course. Box 1 is ...

Your partner’s figures 1

2

3

4

5

6

7

8


49



2.4

Exchanging information 2 AIM. To practise ‘silence fillers’ on the telephone and to revise exchanging information and checking.

ANSWERS. 2 Hold on a moment, I’ll just check. 3 Sorry about this, I’m just looking. 4 Bear with me for a moment. 5 I’ll put you on hold. 6 Oh yes, here it is. 7 Right, here they are.

TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board Silence fillers and ask the students what they think it refers to in the context of telephoning. Elicit some possible phrases, for example Hold on a moment and pre-teach these two: Just bear with me for a moment. I’ll put you on hold. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate.


Teacher’s Notes

50

3 Refer to the instructions for section B. Start by pretending to look for something on your desk, all the time modelling phrases 1–4 and finishing off with phrase 6 or 7. Then divide the class into pairs and ask the students to do the same thing. 4 Refer to the instructions for section C. Check that students understand that they will write two questions individually and then make a call afterwards. Ask students to write their questions, and circulate to monitor that the questions are appropriate. 5 Refer to the useful phrases at the end of section C. Divide the class into pairs and ask them to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 6 (Option) Ask the best pair/s to re-enact the role-play for the class. 7 Hold a short feedback slot.



2.4

Exchanging information 2

A

Worksheet

Sometimes you need to fill the silence while you look for something. Put these words in the correct order. Put a comma where you would pause. 1

Right see let just me

Right, let me just see. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2

Hold check on just a moment I’ll

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3

Sorry I’m looking this just about

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

4

Bear moment me for with a

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

5

I’ll you put hold on

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

And when you find the information: 6

Oh here is yes it (singular)

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

7

Right are they here (plural)

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

B

Your teacher’s desk is disorganized. Listen to your teacher looking for something. Then ask a partner to wait while you look for something in your file.

C

You will make a call to find out some information. To prepare for the activity: 1

Write a question to ask your partner about a previous lesson: something he/she has to look for in his/her file, eg a particular word or answer that you want to check. Can you

2

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?

Write a question which makes your partner leave the phone, eg ask him/her to look on the noticeboard, find out something from the teacher, or find something in a dictionary. Could you

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?

When you are ready, make a call to a partner. Ask your two questions and reply to your partner’s questions. Use the phrases below to help you. Silence fillers while looking Right, just a second, let me see, ... Sorry about this, I’m just looking, ... Just bear with me for a moment. Going away from the phone Hold on a moment, I’ll just check. Bear with me, I won’t be a moment.


©

©

51

When you find the information Right, here it is. Right, here they are.

When you return Right, sorry to keep you waiting.



2.5

Arranging a meeting

Teacher’s Notes

AIM. To practise telephone calls to arrange and rearrange a meeting. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board the phrases When would suit you? and Can you make that?. Ask if anyone can guess the context and write Arranging a meeting above the phrases as a heading. Elicit the meanings in this context of to suit (be convenient for) and to make (be in a place at a certain time). Ask what other phrases would be useful for arranging a meeting on the phone and write one or two more on the board. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 Is this a good time to call? 2 Are you in the middle of something? 3 all/everything 4 Right/So 5 seeing 6 call/ring 7 regards/best wishes 8 tell

3 Ask the students to look at section B and refer to the first line of instructions. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 suit/about 2 make (or manage) 3 should/manage (or make) 4 until/any time 5 busy 6 sounds/get back to/confirm (Note: that sounds fine = that appears to be fine; to get back to somebody = to call somebody again)

4 Refer to the instructions at the end of section B. Divide the class into pairs, start the activity and circulate.

6 (Option) Ask the students to do the same thing in pairs. Student A reads some gapped phrases, with enough context, and Student B supplies the words. They change roles when they finish. 7 Refer to the instructions and the model for section C. Remind the students that section A gave some phrases for starting and finishing the call. Divide the class into pairs and appoint As and Bs. Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 8 (Option) Ask the As and Bs to change roles. This time ask them to use some ‘small talk’ at the beginning. Before you begin the role-play elicit some phrases like: A: Hello? Student B? This is Student A. How are you? B: Student A! How nice to hear from you! I’m fine. How are you? A: I’m fine. So what’s the weather like in Tokyo? 9 (Option) Ask the best pair/s to re-enact the role-play for the class. 10 Hold a short feedback slot. 11 Ask the students to look at section D and refer to the first line of instructions. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 make/manage 2 mind 3 back/off 4 must 5 unavoidable (Note: put back (UK) = move down (US))

12 Refer to the instructions at the end of section D. Explain that the pairs who made the last call will work together again, and that Student B will make a follow-up call to cancel the arrangement. Remind the students that in a situation like this a second apology (like phrase D4) is essential. Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 13 (Option) Ask the best pair/s to re-enact the role-play for the class. 14 Hold a short feedback slot.

ANSWERS. Dialogue between A and B, in sequence: A1 B5 A2 B4 A3 B6

5 Practise the target vocabulary by ‘pause reading’. Ask students to turn over their worksheets. Read each phrase containing a gap saying ‘mmm’ for the gap. Give enough context, including a few words after the gap if necessary, for example say When would mmm you?. The students supply the missing word/s chorally.  Macmillan Publishers Ltd 2002

52



2.5

Arranging a meeting

A

Worksheet

Fill in the gaps in phrases 1–2 and choose the right words in the box below. At the start of a call, you want to ask Are you busy?. You can say: 1

–––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––

2

Are you in the middle ––––––––––––––––––––––––––––––––––––

a good time

–––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––

?

?

At the end of the call you want to confirm the plans and finish in a friendly way. Look at the pairs of words in the dialogue below. Decide if only one is correct, or if both are possible. A: OK. I think that’s (3) all/everything. B: (4) Right/So, I look forward to (5) see/seeing you here in Tokyo next Wednesday. Give me a (6) call/ring if you have any problems.

B

A: Right, I’ll do that. Give my (7) regards/best wishes to Mr. Koyama. B: OK. I’ll (8) tell/say him you called. Goodbye.

Complete the sentences below using words from the box. any time make suit confirm sounds busy get back to about should until manage 1 2 3 4 5 6

When would –––––––––––––––––--–-----–––––– you? How ––––––-----––--–––––––––––––––– next Tuesday afternoon? What time on Wednesday can you ––––––––-------–––––––––––––––– it? OK, I ––––––––––––––––-----–--––––––– be able to –––––––––-----––––––––--––––––– some time after four. Let me see, I’m out of the office –––––--––––-----––––––––––––––– lunchtime, but ––––––––-------–––––––––––––––– after that would be fine. I’m afraid I’m –––––––-------––––––––––––––––– on Tuesday afternoon. What about Wednesday? That –––––––––––––-----–––––--–––––– fine. Can I ––––––––--––-----–––––––––––––– you later today to ––––-------–––––––––––––––––––– it?

Now put the sentences in the correct order to make a dialogue arranging an appointment.

C

Work with a partner. Student A call Student B. Check it’s a good time to call. Ä

Try to find a time and place to meet. It’s difficult because you’re both very busy. Eventually you succeed. Ä

Finish the call by confirming the plans.

D

You might have to call back to cancel the arrangement. Look at the pairs of words in the phrases below. Decide if only one is correct, or if both are possible. I’m sorry but I can’t (1) make/manage the meeting next week. Would you (2) mind/matter if we put the meeting (3) back/off to the following week? I (4) must/should apologize again. I’m afraid it’s completely (5) inevitable/unavoidable.

Now have a second call with the same partner. Student B calls back to cancel and rearrange the previous meeting.  Macmillan Publishers Ltd 2002

53



2.6

Arranging a company visit AIM. To practise a telephone call discussing a schedule for a company visit. TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold or cut them across the middle. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board Arranging a company visit. Explain to students that they will practise a phone call to discuss plans for a company visit. Elicit a few phrases for the beginning and end of the call and write them up on the board. Possible phrases: Beginning: Hello? Is that ... ? How are you? Is this a good time to call? I’m calling about … End: So, I’ll meet you on ... at ... (confirm plans). / Thank you very much for all your help. I’m looking forward to ... .


54

Teacher’s Notes 2 Divide the class into pairs and appoint visitors and hosts. Explain that the host will talk about their real-life company. 3 Distribute the correct half of the worksheet to each student, either folded over or cut. Give the students time to read their own instructions. Check that Student A knows B’s (real) company, country and type of business so that he/she can prepare the questions. Ask the students to prepare the written information individually, and circulate and check that it is appropriate. 4 When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. 7 Now, or in the next class as recycling: The hosts and visitors change roles and repeat the activity. Hold another short feedback slot.



2.6

Arranging a company visit

Worksheet

Student A: Visitor You are going to Student B’s country to see his/her factory/offices and his/her new products. You will receive a call from him/her to finalize arrangements for the trip. You have already booked the flight. Let him/her organize the hotel and anything else necessary.

Before the call, write down: ■

the number of your flight and its arrival day and time

■

how Student B will recognize you at the airport ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■

your requirements for a good hotel (business services etc.) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■

some questions about the schedule, or things you want Student B to arrange for you ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

✄

Student B: Host Student A is going to visit you in your country. You are going to take him/her to your factory/offices and show him/her your new products. You will call him/her to: ■ find out when he/she is arriving (day? time? flight number?) ■ offer to meet him/her at the airport ■ book a room in a good hotel for him/her ■ describe briefly your plans for the visit: the tour of your factory/offices etc. ■ find out if there is anything else Student A wants you to arrange

Before you begin, write down a brief programme for the visit with times, places and things to see/do. Schedule –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


55



2.7

Yoghurt sales

Teacher’s Notes

AIM. To practise a telephone call involving information exchange and a discussion of sales and markets. TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold or cut them across the middle. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board the numbers 1,000, 1,005, 1,050, 1500, 1,505, 1,550, 1,555. Revise how to say the numbers. Then elicit a few phrases for checking information on the phone such as: Have you got that? –Yes, got that/Sorry, can you say it again? You may also need to quickly revise the opening of a telephone call. Possible phrases: Good morning. This is ... . Can I speak to ...? I’m calling about ... 2 Set the scene: explain that the students will work in pairs to make a telephone call. Head Office will call a foreign subsidiary to talk about sales figures, and there will also be some discussion of sales and marketing of a specific product line. Divide the class into pairs and appoint As (Head Office) and Bs (foreign subsidiary).


56

3 Give out the correct half of the worksheet to each student, either folded over or cut. Give the students time to read their own instructions. Ask the students to prepare the written information, and circulate and check that it is appropriate. (Option: group together pairs of students with the same role and ask them to prepare the written information together). 4 When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. 7 (Now, or in the next class as recycling) The As and Bs change roles and repeat the activity. The Bs can write in some different sales figures before starting the call. Hold another short feedback slot.



2.7

Yoghurt sales

Worksheet

Student A: Head Office You work at the Head Office of Superstores, an international supermarket chain. Make a call to one of your foreign subsidiaries. You are calling for three reasons. 1

You need to know some sales figures for fruit yoghurt in your colleague’s country last month. Have a pen ready and check the information carefully. North region

Centre

South region

Total

strawberry cherry banana 2

You want more profit from this foreign subsidiary. Profits from yoghurt are lower than in other countries. Find out if it is possible to raise the price of yoghurt and get more profit.

3

Find out about the future of the yoghurt market in your colleague’s country. Before the call think of one or two questions to ask: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

✄

Student B: Foreign subsidiary You work for a foreign subsidiary of Superstores, an international supermarket chain. Receive a call from Head Office in another country. The person from Head Office will want to discuss three things. 1

He/She needs some information about the sales figures for fruit yoghurt in your country last month. The figures are below.

strawberry cherry banana

North region

Centre

South region

Total

1050 2000 1465

1290 1975 1745

1200 1580 1490

3540 5555 4700

2

He/She will want to discuss the prices of your yoghurts. Try to persuade him/her that you should keep the prices more or less the same for the next year.

3

He/She will ask you about the future of the yoghurt market in your country. Before the call think of one or two ideas for developing the market: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


57



2.8

Travel information

Teacher’s Notes

AIM. To practise making/receiving a telephone inquiry about trains and flights. TIME. 30–40 minutes PREPARATION. Make copies of the Student A worksheet for half the class, and of the Student B worksheet (next page in this book) for the other half. Bring in to the class a credit card (e.g. Visa, Mastercard or American Express). See stage 3 below. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write on the board Travel information – trains/flights. First ask students about trains: ■ what kind of fare structure do they have for train tickets in their country? ■ are there tickets where you cannot travel at certain times or on certain days? ■ is it possible to book a ticket by phone in advance? what about a specific seat? Then ask similar questions about flights. 2 Tell the students that they will practise two telephone calls, the first asking for information about trains and the second about flights. Write up on the board the two headings Making an inquiry and Receiving an inquiry and elicit and write up a few phrases for each (see bottom of worksheet). 3 Write on the board Which card do you want to use? under the heading Receiving an inquiry and the words Valid from MM/YY and Expires end MM/YY. Point to the information on your own card. Ask the students to find the information on their cards. Check the meanings of valid (legal) and to expire (to finish). Ask students what the noun from this word is (expiry) and write on the board the question What is the expiry date? under the heading Receiving an inquiry.


58

4 Divide the class into pairs and appoint As and Bs in each pair. Distribute the correct worksheet to each student. Refer to the sheets and indicate that they have instructions for both the train information call (Situation 1) and the flight information call (Situation 2). Ask the students to read through both situations carefully. Circulate and help with vocabulary. 5 Tell the students that they are going to practise the first call, Situation 1. Check the instructions by asking who is going to make the call (Student A). Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 6 (Option) Ask the best pair/s to re-enact the role-play for the class. 7 Hold a short feedback slot. 8 Tell the students that they are going to practise the second call, Situation 2. (Note that each student keeps the same worksheet). Check the instructions by asking who is going to make the call (Student B). Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 9 (Option) Ask the best pair/s to re-enact the role-play for the class. 10 Hold a short feedback slot.



2.8a

Travel information: Student A

Worksheet

Situation 1 Call the Passenger Information Service of British Rail. Find out about trains from London to Manchester. Have your credit card ready to book a seat. Times

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Station

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Meals available

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Fares

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Situation 2 You work for the Oxford Street Travel Agency. You will receive an inquiry about flights from another country to London. Study the information below before you receive the call. Times Airport Fares

Credit card details

Two flights a day, Heathrow APEX Standard Business Class

arriving London 09:30 or 17:45

Business Plus

£300

£150 £180 £260

No changes allowed Changes possible up to 24 hours before departure Changes possible up to one hour before departure Better quality food. More comfortable seats As for Business Class, plus: – access to executive lounge – passenger can arrive 20 minutes before departure

Name: Card: Card number: Expiry date:

Making an inquiry (Situation 1)

Receiving an inquiry (Situation 2)

I’d like some information about ... I’d also like to know what/if ... So, ... (repeat information to confirm)

Travel Information. How can I help you? Let me see. I’ll just look that up. Can you repeat your question, please? Which card do you want to use? What is the expiry date?


59



2.8b

Travel information: Student B

Worksheet

Situation 1 You work for the Passenger Information Service of British Rail. You will receive an inquiry about trains from London to Manchester. Study the information below before you receive the call. Times

Trains to Manchester leave every hour on the hour Journey time is 21/2 hours Euston Station Lunch is available from 12:00 to 2:00 Snacks are available at other times Standard single £55 Standard return £60 Day return £40 Passenger has to return on same day Passenger cannot travel between 08:00 and 09:30 Saver return £45 Passenger can return any time during next two months Passenger cannot travel on a Friday Name: Card: Card number: Expiry date:

Station Meals Fares

Credit card details

Situation 2 Make a call to the Oxford Street Travel Agency. Find out about flights to London from the country where you live. Have your credit card ready to book a seat. Times

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Arrival airport

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Fares

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Receiving an inquiry (Situation 1)

Making an inquiry (Situation 2)

Travel Information. How can I help you? Let me see. I’ll just look that up. Can you repeat your question, please? Which card do you want to use? What is the expiry date?

I’d like some information about ... I’d also like to know what/if ... So, ... (repeat information to confirm)


61



2.9

Office furniture

Teacher’s Notes

AIM. To practise a series of sales calls between customer and supplier. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold them across the middle. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board Office furniture: customer and supplier and underneath write the word Terms. Elicit the meaning of terms (the conditions of an agreement; the price and payment arrangements). Then write on the board the phrase First-time customers pay X% on order, with the balance Y days after delivery. Ask the students what are typical figures for X and Y in a commercial situation in their country. You may also need to quickly revise the opening of a telephone call. 2 Set the scene: explain that the students will work in pairs to make three telephone calls. A customer will call a supplier to find out about new office chairs, and there will be two further calls. Ask the students if they can guess what the second and third call will be about (but don’t tell them or spend too long on this). Write up on the board the names of the three types of chairs (see worksheet). Explain vocabulary as necessary. Divide the class into pairs and appoint As (Customers) and Bs (Suppliers). 3 Give out the correct half of the worksheet to each student, either folded over or cut. Refer to the three calls on the sheet and say that at the moment the students should only look at the information in the box and Call 1. Give them time to read their instructions. 4 When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class.


62

6 Hold a short feedback slot. 7 Ask the students to look at Call 2. Establish that it is a few weeks later (this is written on sheet). Give the students time to read their instructions. When they are ready, ask the pairs to sit back to back again (or use the telephone). Start the activity, circulate and make a note of good/bad language use. 8 (Option) Ask the best pair/s to re-enact the role-play for the class. 9 Hold a short feedback slot. 10 Before asking the students to look at Call 3, tell them that there is going to be a problem. Ask what possible problems the supplier could have, and elicit (amongst others) that the workers in the factory might ‘go on strike’. Ask how the supplier would tell the customer this information, and elicit and write on the board a few possible phrases such as: I’ve got some bad news, I’m afraid. The workers in our factory have gone on strike. We’re doing everything possible. I really am very sorry about this. I’ll let you know as soon as the problem is over. 11 Ask the students to look at Call 3. Establish that it is a few days later (this is written on sheet). Give the students time to read their instructions. When they are ready, ask the pairs to sit back to back again (or use the telephone). Start the activity, circulate and make a note of good/bad language use. 12 (Option) Ask the best pair/s to re-enact the role-play for the class. 13 Hold a short feedback slot. Note.

Additional telephone role-plays between customer and supplier can be found in Business Builder module 8 ‘Company, products and customer relations’. See worksheets 8.4 ‘Dealing with complaints’, 8.9 ‘Selling mobile phones’, 8.10 ‘Selling your products on the telephone’, 8.11 ‘Apologize, explain and offer’ and 8.13 ‘Dialogue building: complaining and apologizing’.



2.9

Office furniture

Worksheet

Student A: Customer You want some new furniture for your office. Your company is called McGill & Sons Limited and your address is 15 Beauleigh Court, London NW3 5HZ.

Call 1 Make a call to a supplier of office furniture. Ask for a quotation for: ■ ■

■

2 executive armchairs 16 conference room chairs (Note: You want these chairs in your company’s colours. You can send a sample to show the exact colour.) 4 typists chairs A few weeks later ...

Call 2 Make another call to the supplier. You have not heard anything since your last call. Find out when the chairs are going to be delivered. A few days later ...

Call 3 Receive a call from the supplier.

✄

Student B: Supplier Your company supplies office furniture. Your main products are: ■ ■ ■

Executive armchairs Conference room chairs Typist’s chairs

£800 each £300 each £150 each

(customers can choose their own fabric colour)

Terms ■ ■ ■

Discounts available for large orders. First-time customers pay 25% on order, with the balance 30 days after delivery. Cost for customer’s own fabric colour is 50% extra.

Call 1 Receive a call. A customer will phone about some of your products. Try to get an order. Don’t forget to write down the customer’s name, company name and address for your files. A few weeks later ...

Call 2 Receive another call from the customer. You are having a few problems obtaining the colour he/she wants. A few days later ...

Call 3 Make a call to the customer. The workers in the textile factory that make the fabric are on strike. Explain that there will be a short delay.  Macmillan Publishers Ltd 2002

63



2.10

The Lucky Lobster

Teacher’s Notes

AIM. To practise a series of telephone calls related to booking a restaurant table, asking questions and checking information. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold or cut them across the middle. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board The Lucky Lobster Restaurant. Elicit/draw/mime what a lobster is. Ask if any of the students have ever eaten lobster. Ask them what kind of restaurant they think The Lucky Lobster is (establish that it is expensive and a good place to take clients). 2 Explain that the students will work in pairs to make three telephone calls. A customer will call the manager of The Lucky Lobster to book a table. Ask the students if they can guess what the second and third call will be about (but don’t tell them or spend too long on this). You may need to quickly revise the opening of a telephone call. 3 Divide the class into pairs and appoint As (Customers) and Bs (Managers). Give out the correct half of the worksheet to each student, either folded over or cut. Refer to the three calls on the sheet and say that at the moment the students should only look at the information in the box and Call 1. Give them time to read their instructions and ask the Managers to think of a ‘Dish of the Day’ and write it in the space.


64

4 When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. 7 Ask the students to look at Call 2. Establish that it is next Sunday morning, after the meal (this is written on sheet). Give the students time to read their instructions. When they are ready, ask the pairs to sit back to back again (or use the telephone). Start the activity, circulate and make a note of good/bad language use. 8 (Option) Ask the best pair/s to re-enact the role-play for the class. 9 Hold a short feedback slot. 10 Ask the students to look at Call 3. Establish that it is the same day, a few hours later (this is written on sheet). Give the students time to read their instructions. When they are ready, ask the pairs to sit back to back again (or use the telephone). Start the activity, circulate and make a note of good/bad language use. 11 (Option) Ask the best pair/s to re-enact the role-play for the class. 12 Hold a short feedback slot.



2.10

The Lucky Lobster

Worksheet

Student A: Customer You are entertaining some important clients next Saturday, and you want to take them to The Lucky Lobster – the best restaurant in town.

Call 1 Make a call to the restaurant. ■ ■ ■

You want to book a table for four people next Saturday at 8 o’clock. There may be one extra person. Can you let them know on Saturday afternoon? Do they have a special ‘Dish of the Day’ on the menu next Saturday? Next Sunday morning, after the meal ...

Call 2 You enjoyed your meal and drinks at The Lucky Lobster last night. This morning you checked the VISA receipt in your jacket pocket and it says £280. You are sure the meal cost a lot less than this, but you can’t find the bill. Call the restaurant. The same day, a few hours later ...

Call 3 You are now at the airport and your plane leaves in 30 minutes. You can’t find your diary. Call the restaurant – maybe you left it there. If they have your diary give them your name and address so they can send it to you.

✄

Student B: Manager You are the manager of The Lucky Lobster – the best restaurant in town. Notice the following information from your bookings schedule and fill in the ‘Dish of the Day’: Saturday 7:30 – 11:00 p.m. Two football teams booked. Only one free table (four people). Dish of the Day:

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Call 1 Receive a call from a customer who wants to book a table. Next Sunday morning, after the meal ...

Call 2 Receive another phone call from the customer. You remember this person from last night. On his/her table they ordered a lot of expensive drinks after their meal. The same day, a few hours later ...

Call 3 Receive another phone call. It is the same customer, with a problem. Help in any way you can. Have a pen ready to take the customer’s name and address if necessary.  Macmillan Publishers Ltd 2002

65



2.11

Pacific City

Teacher’s Notes

AIM. To practise asking for and giving information about facts, figures and plans. TIME. 40–50 minutes PREPARATION. Make copies of the Student A worksheet for half the class, and of the Student B worksheet (next page in this book) for the other half. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write on the board Pacific City – Host to the World Games. Tell students that Pacific City is an imaginary city that hosted the World Games (also imaginary) a few years ago. Ask students: – what impact they think a major sporting event would have on a city in terms of employment, infrastructure etc., – what would happen after the event finished. Students may know of cities in their own regions in a similar situation. 2 Tell the students that they will practise a telephone call between the Director of Marketing for Pacific City and a journalist. The journalist is interested in the future of Pacific City. Divide the class into pairs and appoint As (Director of Marketing) and Bs (Journalist) in each pair. Give out the correct worksheets.


66

3 Ask pairs of As to sit together, and pairs of Bs to sit together. These students with the same role now read through their worksheets together and prepare arguments/questions. Circulate and help with vocabulary. 4 Regroup into the A/B pairs who will do the activity. Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. 7 (Option) Students stay in the same pairs, but change roles and personalize the activity. The new journalist now interviews the new Director of Marketing about his/her own real-life city. 8 (Option) Students write their articles. So the students who were journalists in the first call use their notes to write about Pacific City, and the students who were journalists in the second call use their notes to write about their partner’s real-life city.



2.11a

Pacific City: Student A

Worksheet

Director of Marketing for Pacific City Pacific City – Host to the World Games

Pacific City is the third largest city in your country. A few years ago Pacific City was host to a major international sports competition, the World Games. The event was a great success. It is now several years after the World Games and you are the Director of Marketing for Pacific City. You have the job of selling your city as a good place to do business. You will receive a telephone call from a journalist. Study the information below before the call. Local economy ■

100

The construction of sports arenas and hotels for the World Games helped to create jobs.

New jobs created

80 60

’000

40 Year of the World Games

20

Ä

0 80

Hotels ■

■

New hotels are still being built because of the growing number of conferences and trade shows. The occupancy rate of hotels is currently 72%.

60

■

■

40

’000

Location: Pacific City is only 30 minutes’ flying time from 70% of the country’s population. Excellent road and rail links to every part of the country. Labour costs are low.

Year of the World Games

20

Ä

0 200

Attractions for new companies ■

Number of hotel rooms

New companies

150 100 Year of the World Games

50

Ä

0

Plans for the future Pacific City wants to become a centre for all sport-related business, for example: ■ ■

Sports goods manufacturers Sports marketing and advertising companies


67

■ ■

Clothing and footwear companies National and international sports events This page may be photocopied for use in class


2.11b

Pacific City: Student B

Worksheet

Journalist Pacific City – Host to the World Games

Pacific City is the third largest city in your country. A few years ago Pacific City was host to a major international sports competition, the World Games. The event was a great success. It is now several years after the World Games and you are a journalist who writes for a national newspaper. You are writing an article with the title: Pacific City: does it have a future? Make a telephone call to the Director of Marketing for Pacific City. Make some notes during the call.

■

Local economy. How did the World Games affect employment in Pacific City? And what is the employment situation now?

■

Hotel use. How is Pacific City using the large number of hotels built for the World Games? Are there a lot of empty rooms?

■

New companies.

■

Future plans.


What advantages are there for companies thinking about moving to Pacific City?

Does Pacific City have any plans for future development?

69



2.12 Pharmalab

Teacher’s Notes

AIM. To practise asking for and giving information about facts, figures and plans. TIME. 40–50 minutes PREPARATION. Make copies of the Student A worksheet for half the class, and of the Student B worksheet (next page in this book) for the other half. If possible, set up a telephone and a recording device. PROCEDURE. 1 Draw on the board the diagram at the top of the worksheets. Ask students what they think it represents. Elicit the word merger. Ask what problems can occur when two companies merge, and elicit: differences in management culture; differences in product range; loss of jobs. Refer to the company names and ask the students what type of industry they think it is. Write up the words pharmaceuticals industry. Check the meaning of pharmaceuticals (medicines, drugs). 2 Ask students what are the two main ways that medicines are sold. Write up on the board: To doctors and hospitals. Directly to consumers through pharmacies or chemists (UK) or ‘drug stores’ (USA).


70

3 Write on the board the word patent and elicit the meaning (the exclusive right to make and sell a new invention for a certain number of years). Ask students why patents are important in the pharmaceuticals industry (profits are large at the beginning but then drop when the patent ends and other companies can make the same product). 4 Tell the students that they will practise a telephone call between a representative of Pharmalab and a journalist. The journalist is interested in the merger and the future of the company. Divide the class into pairs and appoint As (Pharmalab representative) and Bs (Journalist) in each pair. Give out the correct worksheets. 5 Ask pairs of As to sit together, and pairs of Bs to sit together. These students with the same role now read through their worksheets together and prepare arguments/questions. Circulate and help with vocabulary. 6 Regroup into the A/B pairs who will do the activity. Ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 7 (Option) Ask the best pair/s to re-enact the role-play for the class. 8 Hold a short feedback slot.



2.12a

Pharmalab: Student A

Worksheet

Pharmalab company representative Medicell

Biotex

A recent merger in the pharmaceuticals industry Pharmalab

You represent Pharmalab, a company recently created by the merger of Medicell and Biotex. You will receive a telephone call from a journalist to explain the merger. Study the information below before the call. Use your own ideas where there is a ‘?’.

Medicell

Biotex

Pharmalab

Management culture

Centralized structure. Head Office managed all projects.

Decentralized structure. Projects were managed by lower-level managers.

?

Product range

Focused on medical products.

Sold industrial chemicals as well as medical products.

?

Partnerships

Made partnerships with biotechnology companies.

Little interest in making partnerships.

?

Current situation ■

■

■

The patent has just ended on your best selling drug, Diasin, so profits from this product will drop sharply. You will introduce two new drugs onto the market next month: Tiravan, a heart drug, and Lowcol, which reduces cholesterol levels. The merger will result in a cut of 8,000 jobs. The company will compensate employees who lose their jobs. The exact details of this scheme are still being discussed.

Pharmalab’s sales after the merger (total $8 billion) ■ ■ ■

Medicines sold to doctors and hospitals Products sold in pharmacies without a doctor’s prescription Vision care: glasses, contact lenses etc.

75% 18% 7%

Possible future strategies for Pharmalab 1 2

Increase sales in pharmacies, particularly products where the patent has ended. Develop the product range quickly by buying new products developed by other companies such as biotech companies.


71



2.12b

Pharmalab: Student B

Worksheet

Journalist Medicell

Biotex

A recent merger in the pharmaceuticals industry Pharmalab

You are a journalist writing an article about a new pharmaceutical company called Pharmalab. Make a telephone call to a representative of Pharmalab, using the questions below to help you. Make some notes during the call.

1

Management culture Medicell had a centralized management structure in which Head Office controlled everything. Biotex was decentralized. What will be the culture at Pharmalab? Will there be problems for the two groups of staff who now have to work together?

2

Product range Medicell and Biotex seemed to have a different approach to their product range. What was the difference? What will be Pharmalab’s approach?

3

Partnerships Medicell had several strong partnerships with biotechnology companies, while Biotex had little interest in forming partnerships. What will Pharmalab do?

4

Current situation Find out more about these three points: ■ The patent on their best selling drug, Diasin, just ended. What effect will this have? ■ Do they have any new products? ■ How many employees will lose their jobs as a result of the merger?

5

Pharmalab’s sales The main sectors in the pharmaceuticals market are listed below. Which are the most important sectors for Pharmalab? ■ Medicines sold to doctors and hospitals ■ Products sold in pharmacies without a doctor’s prescription ■ Vision care: glasses, contact lenses etc.

6

Future strategy What is Pharmalab’s strategy for the future?


73



2.13

Global ambitions

Teacher’s Notes

AIM. To practise a telephone call involving discussion of marketing and pricing and the use of persuasion. TIME. 30-40 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold or cut them as indicated. If possible, set up a telephone and a recording device. PROCEDURE. 1 Write up on the board the heading Agenda for meeting and the three subheadings: 1 Market opportunities: Africa 2 Pricing policy 3 Senior management vacancies Elicit the meanings of ‘agenda’and ‘vacancies’. Refer to items 1 and 2 of the agenda and elicit possible areas for discussion in a meeting (market opportunities: new markets bring opportunity for sales and profit but involve high initial cost and risk; pricing policy: reducing price can lead to increased sales and market share but can bring less profit and damage to brand image).


74

2 Set the scene: explain that the students will work in pairs to make a telephone call. Both students work for the same company, a telecommunications company. One is the Marketing Director and one is the Operations Director. They will discuss a meeting next month whose agenda is written on the board. Divide the class into pairs and appoint As (Marketing Director) and Bs (Operations Director). 3 Give out the correct half of the worksheet to each student, either folded over or cut. Give the students time to read their own instructions. (Option: group together pairs of students with the same role and ask them to prepare ideas together). 4 When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use. 5 (Option) Ask the best pair/s to re-enact the role-play for the class. 6 Hold a short feedback slot. 7 Now, or in the next-class as recycling: The As and Bs change roles and repeat the activity. Hold another short feedback slot.



2.13

Global ambitions

Worksheet

Student A: Marketing Director You are the Marketing Director at Interlink International, a company that operates mobile phone networks. You will receive a call from a colleague about an important meeting next month. The agenda of the meeting is: 1 Market opportunities: Africa

2 Pricing policy

3 Senior management vacancies

Receive a call from the Operations Director of your company and discuss the meeting. First look at these notes for each agenda item: 1

2

3

Market opportunities: Africa Try to persuade your colleague that developing new markets in Africa is vital for the success of your company. Pricing policy Try to persuade your colleague that your company should reduce the price of its products to gain market share. Senior management vacancies You have heard that the current Vice-President for Marketing in your company is going to retire soon. Does your colleague know if this is true? You would like the job, so try to persuade your colleague to say something positive about you the next time he/she is talking to the President of the company.

✄

Student B: Operations Director Make a call to the Marketing Director of your company and discuss the meeting. First look at these notes for each agenda item: You are the Operations Director at Interlink International, a company that operates mobile phone networks. You will call from a colleague about an important meeting next month. The agenda of the meeting is: 1 Market opportunities: Africa 1

2

3

2 Pricing policy

3 Senior management vacancies

Market opportunities: Africa Try to persuade your colleague that it is too risky and too expensive to develop new markets in Africa at the moment. Pricing policy Try to persuade your colleague that your company should keep the price of its products the same for the next 12 months. You have a good reputation in the market and there is no need to cut prices. Senior management vacancies You have heard that the current Vice-President for Operations in your company is going to retire soon. Does your colleague know if this is true? You would like the job, so try to persuade your colleague to say something positive about you the next time he/she is talking to the President of the company.


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2.14

Dialogue building: phone call AIM. To provide a framework for practising a phone call of the student’s choice. TIME. Variable PREPARATION. Make one copy of the worksheet for each student in the class. Consider which of the two procedures below you will use. PROCEDURE (INDIVIDUAL HOMEWORK). 1 Tell students that they are going to write a short dialogue based on a typical phone call that they have in their job. 2 Give out a copy of the worksheet to every student. Remind them that they should use a real-life situation and personalize the dialogue as much as possible. Ask them to write the dialogue for homework and bring it to the next lesson. 3 In the next lesson collect in the dialogues and correct them. 4 (Option) Leave one of the dialogues uncorrected, and photocopy one copy of this for each student. Ask students to try to correct/improve this dialogue in pairs. In feedback, listen to all the suggestions for reformulations and discuss with the class which is the best. Build up the reformulated dialogue on the board line by line. As a round up, practise reading the new dialogue aloud in open/closed pairs, focusing on pronunciation.


76

Teacher’s Notes

ALTERNATIVE PROCEDURE (CLASSWORK). 1 Tell the students that they are going to write a short telephone dialogue together in pairs. Use any telephone call where both students can predict the content. For example: ■ one of the role-plays from this/another book, before doing it as a fluency exercise ■ one of the role-plays from this/another book, after doing it as a fluency exercise Note that it is not necessary to write the dialogue with the same partner who was/will be involved in the role-play. 2 Give out a copy of the worksheet to every student. Divide the class into pairs. Explain that the pair will think of and write the dialogue together, and that both students should keep a record of the whole dialogue. Set a time limit for the task. Start the activity and circulate. 3 Ask the pairs to practise reading their dialogues together quietly. Then ask the best pair/s to read out their dialogues for the class. 4 (Option) Take the written dialogues from each pair and redistribute them (so the pairs remain the same but they have another pair’s dialogue). First ask the students to study their new dialogues together quietly and make sure they can read them. Then ask them to practise reading the dialogues aloud.



2.14

Dialogue building: phone call

Worksheet

Write a short telephone dialogue.


77



3.1

Your CV/Resume

Teacher’s Notes 5 When the students are ready, divide the class into pairs for the mini-interview. Elicit and write on the board a few questions that the ‘interviewer’ can use. Can we start with your education? I see that you went to .... What exactly did you study there? Can we move on to your last job at .... What exactly did you do there? So, tell me something about your current job. Can you be a little more specific? Ask the students to exchange their ‘Example CVs’ and give them a minute to read through. 6 Appoint the first interviewer and interviewee in each pair and remind them to change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. Use the activity diagnostically to see what language areas the students will need when talking about/writing their own CVs. 7 Hold a short feedback slot, focusing on language areas needed for section C. 8 Refer to the instructions for section C. If students do not have a CV, then ask them to write one in class or for homework. If students already have CVs, then divide the group into twos/threes and ask them to discuss their CVs, particularly any changes they would now make having done the earlier activities. They could produce a new version for homework.

AIM. To discuss aspects of CVs including content, style and layout, and then prepare/improve individual CVs. TIME. 50 – 60 minutes PREPARATION. Make one copy of the worksheet and one copy of the Example CV/Resume (next page in this book) for each student in the class. If your students have no existing CV/Resume they will write one in section C and no preparation is necessary before the class. If your students already have a CV/Resume and simply want to review it, then ask them to bring a copy to this lesson. PROCEDURE. 1 Write up on the board the words CV and Resume and ask the students what they are. Explain if necessary that ‘resume’ is the word used in America. The differences between them are covered in section A of the worksheet. 2 Give out a copy of the worksheet (but not yet the Example CV/Resume) to every student and ask them to look at section A. Refer to the instructions: it is a silent, individual reading activity. Circulate, helping with vocabulary. When students have finished reading, have an open class discussion on their reactions. 3 Refer to the first line of instructions for section B and give out a copy of the Example CV/Resume. Ask the students to read it and answer the question on the worksheet (answer: yes, it does follow the advice given in section A, and is actually more like a resume than a CV). 4 Refer to the instructions in the second part of section B. Explain to the students that this is going to be a short practice interview, and that the main interview using their own CV will be in another class. They should fill in a few of the gaps using their own ideas, working individually. They can invent information. Set a time limit of 5 minutes. Start the activity and circulate, helping with vocabulary.


Note.

78

If a student has changed jobs many times they may want to emphasize their abilities and achievements rather than their work history. In this case, the major headings of their CV/Resume will be ‘Abilities’, ‘Achievements’, ‘Work History’ and ‘Education’. The ‘Abilities’ and ‘Achievements’ sections will draw on experiences in several jobs. The ‘Work History’ section will list employers, job titles and dates, missing out short jobs and putting dates on the right to de-emphasize them.



3.1a

Your CV/Resume

A

Worksheet

Study these points about CVs (European style) and resumes (American style). Remember that there are no fixed rules and it depends on national culture and personal preference. © Employment comes before Education, and the list starts with the most recent job/course first. © Use short sentences and bullets and leave a lot of white space. © Use action verbs (coordinated ... negotiated ... supervised ...). © Use real results (increased sales by X% ... made savings of £Y). © European-style CVs generally read like continuous text. They often include a short section on

interests, sports etc. and sometimes give the names of referees (people who will give you references). © American-style resumes are more like notes, are only one page long and do not usually contain sections on interests, sports and references. © Some people like to mention their personal characteristics. The following words are typical: highly motivated creative friendly and sociable perform well under pressure good at taking initiatives efficient work well in a team excellent communication skills © Common mistakes include: ■ ■ ■ ■ ■ ■

Using too many long sentences rather than short sentences with action verbs. Focusing on skills/abilities and forgetting achievements (concrete things you have done). Including irrelevant information: short jobs/courses, lists of conferences etc. Making the document too long: two pages (CV) or one page (resume) is usually the limit. Stating your current salary. Using too many character styles with the word processor. This becomes confusing.

© Recent graduates. If you are a recent graduate you know that at your stage most CVs/Resumes look

very similar to an employer. For your CV/Resume to stand out you should consider the following: ■

■

■

■

■

B

Skills and abilities. Think of occasions in your life where you ‘resolved a problem’, ‘set objectives to achieve a goal’, ‘met a challenge’, ‘worked in a team’ etc. Achievements. Even if you have just finished university, you can still think of concrete things you have done in the areas of project work, trips abroad, membership of a Students Association, sports, interests, hobbies. Travel/Sports. Employers like to see travel (showing independence and self-confidence) and participation in sports (showing teamwork and sociability). Translating names. Give the real name of the educational establishment and the qualification. Put a simple translation in brackets following the real name. Grades. Every country has its own grading system, so put your real grade and then write it in brackets as a percentage or indicate the range.

Look at the example on the next sheet. Does it follow the advice given in section A? In the example there are lots of gaps. Write your name at the top and fill in a few of the gaps (use real or imaginary information). Then give your sheet to a partner and ask each other questions.

C

Talk about – or prepare – your own CV/Resume.


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3.1b

Example CV/Resume

Worksheet

Name Address

Telephone Number Date of birth

Summary More than a

–––––––––––– years

–––––––––––––––––––––––––––––––– .

experience in

––––––––––––––––––––––––––––––––––––––––

Currently employed as a

including management posts as

––––––––––––––––––––––––––––––––––––––

at

–––––––––––––––––––––––––––––––––––––

I am now looking for an opportunity with a multinational company that ––––––––––––––––––––––––––––––––––––– , EMPLOYMENT Current employment ––––––––––––– –

present (years)

During my

––––––––––––––

(company name)

–––––––––––––––––––––––––––––––––––

years at

––––––––––––––––––––––––––––––––––––––––

( job title)

I have been responsible for:

■

supervising a team of

■

negotiating contracts worth

■

managing the accounts of

■

planning and coordinating marketing campaigns for

■

preparing reports analyzing

■

increasing sales of

■

achieving

––––––––––––– %

savings in the cost of

■

obtaining

––––––––––––– %

market share for

––––––––––––––

–––––––––––––––––––––––––––––––––––

people.

–––––––––––––––––––––––––––––

with

––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––

by

–––––––––––––

% over two years

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––

within one year.

Previous employment ––––––––––––– – ––––––––––––– (years) –––––––––––––––––––––––––––––––––––

While at

––––––––––––––––––––––––––––––––– I

(company name)

( job title)

was part of a team which:

■

planned the launch of

■

developed a new

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

■

achieved

% brand recognition for

■

organized the installation of

■

initiated a new system for

–––––––––––––

–––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––– after

two years.

––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––

EDUCATION ––––––––––––––– (final

year)

–––––––––––––––––––––––– (qualification) –––––––––––––––––––––––––––––––––––––––– (establishment)

––––––––––––––– (final

year)

–––––––––––––––––––––––– (qualification) –––––––––––––––––––––––––––––––––––––––– (establishment)

OTHER EXPERIENCE Computer Skills. Comprehensive knowledge of Languages. Spoken and written English to

–––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––– level.

Personal and Professional References provided on request


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3.2

Job interview

Teacher’s Notes

AIM. To discuss interview tips and then practise an interview based on the students’ own CVs/Resumes. TIME. 60– 90 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Students need a copy of their own CVs/Resumes for section B. They can use the ones they prepared/revised at the end of worksheet 3.1. PROCEDURE. 1 Write up on the board: Your last job interview 1 Describe it briefly 2 Talk about one thing you did well 3 Talk about one thing you would do in a different way the next time Divide the class into small groups (two/three students). Ask them to discuss in turn their last interview using the three points: a short description (the job, the interviewers, the kind of questions), one thing they did well and one thing they would do differently if they were in the same situation again. Start the activity and circulate. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs/threes and ask them to discuss the eleven points. Finally they should think of another tip of their own for point 12. Start the activity and circulate. Vocabulary note: ‘buzzword’ = ‘a word or phrase that is fashionable and popular’.


82

3 Have a brief whole-class discussion to review ideas at the end. In a mixed nationality class there will be opportunities to talk about cross-cultural differences. Write up suggestions for point 12 on the board. 4 Refer to the instructions and role notes for section B. Check the meaning of ‘interviewer’ and ‘interviewee’ (the suffix -ee is used for someone who receives something e.g. employee, trainee). Elicit and write on the board a few questions that the interviewers can use. Can we start with your education? I see that you went to .... What exactly did you study there? Can we move on to your last job at .... What exactly did you do there? So, tell me something about your current job. Can you be a little more specific? 5 Divide the class into threes if possible (two interviewers and one interviewee), otherwise into pairs. Appoint the first interviewee in each group. Remind the students that they will change roles and repeat when they finish. Ask the interviewee to give their CV to the interviewer/s and allow time for reading. Set a time limit for each interview. Start the activity, circulate and make a note of good/bad language use. 6 As each group finishes, rotate the interviewee and let the new interviewers look briefly at the new CV before they start again. (There is always an option to leave the final interview in each group for the next class). Continue to circulate and make a note of good/bad language use. 7 Hold a short feedback slot.



3.2

Job interview

A

Worksheet

Work with a partner. Discuss the following ‘tips’ for a successful interview. Do you agree with all of them? Add one more of your own. 1 Before the interview, ask a friend/colleague to ask you typical questions. In particular, practise talking about your strong points using concrete examples from your current job. 2 Before the interview, write to the people who will give you references. Tell them to expect a call and give them a recent copy of your CV/Resume. 3 Arrive 30 minutes early on site and 10 minutes early for the interview. Use the time to walk in the fresh air. When greeting the interviewer, smile, make eye contact and shake hands firmly. 4 Your clothes, shoes and hair need to be tidy and above your normal standard. 5 Keep your answers short, simple and relevant – as you would in other business situations. Interviews are a dialogue so don’t talk more than 60–70% of the time. If the interviewer wants more information, let him/her ask for it. 6 Occasionally take the initiative and ask questions to show you are interested. 7 Be enthusiastic and positive. Never contradict, argue or interrupt. Never criticize previous employers during the interview. 8 Don’t be submissive. Treat the interviewer with respect, but as an equal. 9 Don’t ask questions about the salary. If possible, wait for the interviewer to mention it. Ask for higher than you expect. If in doubt, ask for your current salary plus 15%. 10 Immediately after the interview make notes: write down names, details about the organization, and especially company ‘buzzwords’. If called for a second interview, make sure you use these. 11 Consider writing a short follow-up letter, particularly after informal interviews where there was no clear job being advertised. Express your pleasure in meeting everyone (list them by name), comment on one part of the meeting (something that emphasizes your qualifications), mention again the benefits you can bring to the company and why you would like to work there (include company buzzwords). 12

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

B

Work in groups of two/three. Have a formal mini-interview. Interviewee

Before you start, give your CV/Resume to your interviewer/s to look through.

Interviewer/s Ask questions, listen carefully, ask follow-up questions.


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3.3

Covering letter

Teacher’s Notes 3 Give out a copy of the worksheet to every student. Refer to the paragraph summary in the box and the instructions. Start the activity and circulate, correcting or asking the students to reformulate as you go. The students write individually. You may want students to finish the writing for homework. 4 (Option) Leave one of the student’s letters uncorrected as you go round (explain to the student why), and photocopy one copy of this for each student. In the next lesson, ask students to try to correct/improve this letter in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Build up the reformulated letter on the board sentence by sentence. 5 When the students have finished their letters, tell them that they will do a role-play in pairs where one person is the applicant and the other is a Personnel Officer who asks questions based on the letter and the job advert. Elicit and write up some questions for the Personnel Officer: Why did you apply to this company? What do you know about this business/this market/ our products? What interests you most about this job? Why should we choose you in preference to the other candidates? 6 Divide the class into pairs. Ask the students to give their letters and job adverts to their partner, and allow time for reading. (Note: if you have used option a) above there will be no advert so the students will have to tell their partner a few words about the job before they begin.) Appoint the first interviewee in each pair, and remind students to change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. 7 Hold a short feedback slot.

AIM. To write a covering letter and have a mini-interview for a real job. TIME. 60–90 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Students need to have a real job to apply for, so do one of the following: a) Do nothing as preparation, but in the class ask students to think of a real job in another company that they would like to apply for, even if no vacancy currently exists. b) Find a small selection of real job adverts of the kind that the group might be interested in, compile them on a sheet or two, and make a photocopy for each student. c) Bring in some real pages of job adverts for the students to choose freely. This is more challenging in terms of vocabulary so have some Business English dictionaries available in the classroom. PROCEDURE. 1 Write up on the board Job application and elicit the meaning. Elicit the verb and write up to apply for a job. Write up the names of the two documents that you need when you apply for a job (a CV/Resume and a covering letter). 2 Follow the procedure that corresponds to a), b) or c) in ‘Preparation’ above: a) Tell the students that they will write the covering letter for the job they are interested in. b) Tell the students that you have found some job adverts that will interest them and that they will choose one and then write a covering letter. Circulate and help with vocabulary. c) Tell the students that you have some job advert pages that will interest them and that they will choose one and then write a covering letter. Circulate and help with vocabulary.


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3.3

Covering letter

Worksheet

Your CV/Resume will have a covering letter. The paragraphs of this letter might follow the pattern below. 1

Subject heading at the top of the letter: Vacancy for a Marketing Director

2

Introduce yourself and mention the purpose of your letter. If you saw an advert in a newspaper/specialist journal, say which one.

3

Give your background and experience, and emphasize why you are suitable for the job. Refer to your abilities and achievements, perhaps linking directly to things mentioned in the advert.

4

Ask the reader to look at your CV/Resume, and focus on one or two key points.

5

Close by thanking them for taking the time to read your CV/Resume and say when you are available for interview.

Choose a job advert from a newspaper/specialist journal or think of a real job that you would like to apply for. Write the covering letter for your CV/Resume. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


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3.4

Difficult questions

Teacher’s Notes 4 Refer to the instructions for section C. Divide the class into pairs, start the activity and circulate.

AIM. To practise dealing with difficult interview questions.

ANSWERS.

TIME. 50–60 minutes

1 c 2 e 3 g 4 a 5 h 6 f 7 b 8 d 9 j 10 i After checking the answers stress again that they are just possible answers, and other ways of dealing with the questions that the students discussed in section B are equally valid.

PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board Skills and qualities of an ideal job candidate. Brainstorm all the things that interviewers look for in a candidate and list the ideas on the board (eliciting and pre-teaching some of the examples from section A of the worksheet). 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the list of skills and qualities and check the meanings. Then discuss in class the two questions at the end (including the brainstormed ideas on the board for the first question).

5 Refer to the instructions for section D. Ask students to cover section C with a piece of paper, but leave section B showing. Divide the class into pairs and appoint the first interviewer and interviewee in each pair. The interviewer asks the questions in section B and appropriate follow-up questions. The interviewee should respond in a natural way based on their own real work and career (it is not a memory test for the answers in section C). They change roles and repeat when they finish. Start the activity, circulate and make a note of good/bad language use. 6 Hold a short feedback slot. 7 As a round-up, refer back to section A and have a class discussion about whether students managed to show any of these skills and qualities in their mini-interviews.

POSSIBLE ANSWERS. First bullet: Perhaps the only skills obvious from a CV are: Ability to make money Ability to work in teams Analytical skills Second bullet: Interviewers ask difficult questions to get evidence of the skills and qualities that do not show on a CV. This evidence can come both from the content of the replies and also the way that the interviewee replies (personal qualities show up more clearly when the interview moves away from safe, obvious areas).

3 Refer to the instructions for section B. Explain to the students that this is not an interview (they will ask and answer the same questions about themselves in section D), it is a discussion in general terms to prepare for the interview. Divide the class into pairs/threes, start the activity and circulate. Have a brief whole-class discussion to review ideas at the end.


86



3.4

Difficult questions

A

Interviewers need to see evidence of the following skills and personal qualities. Business skills

Ability to make money Ability to save money Ability to save time Ability to follow procedures

Professional skills

Honesty Pride in your work Ability to work in teams Analytical skills Reliability (you can be trusted)

Personal qualities

Communication skills Listening skills Self-confidence Motivation and determination Friendliness and openness Right for the department Right for the company image

• • B

Perhaps you’d like to start by telling us a little bit about yourself? So what have you learnt from your previous jobs? What would you say are your strong points? And your weak points? Can you work under pressure – time pressure for example? How do you take direction and criticism? It sounds like you enjoy your work. Why do you want to leave your current job? So what sort of challenges are you looking for? And what are your career objectives? Are you willing to go where the company sends you?

Match the possible responses a–j below with the ten questions from section B. a b c d e f g h i j

D

Which ones will be clear from your CV/Resume? Why do interviewers ask difficult questions?

Look at these typical ‘difficult questions’. Discuss how you would answer them. 1 2 3 4 5 6 7 8 9 10

C

Worksheet

‘Maybe I am a little too perfectionist’. ‘Perhaps I worry too much about deadlines.’ These could be considered strong points. Your current job doesn’t allow you to grow professionally and you want more challenges. Also, be honest about practical things like distance from your home, job security etc. Don’t talk too much. Cover your origins, education and work experience. Then make a bridge to why you are there. You want to grow and develop, and you want more responsibility. Give some examples: learning new skills, experience of different areas, being in charge of projects etc. You have learned the importance of teamwork and of listening to other people’s advice. You have also developed a good business sense: everything has to be justified in terms of cost. You welcome it and listen carefully. It is necessary in order to learn and develop. Give two or three points like honesty, working well in a team and determination. Say a few words about each one to make your comments personal and sincere. Yes, you find it stimulating. However, you believe in planning and good time management to reduce last-minute panic. Answer ‘yes’ immediately. Then ask how much travel is involved in the job. You can always not take the job later if you change your mind. Say what kind of job you would like about three years from now, and why.

Work with a partner. Ask and answer the questions in section B.


87



3.5

Mini-interview: your background and job

Teacher’s Notes

WORKSHEETS 3.5 TO 3.8. Worksheets 3.1 to 3.4 provide a comprehensive introduction to the topic of Job Interviews, particularly for students early in their careers. Worksheets 3.5 to 3.8 are for additional practice and recycling of different stages of the interview, and will be particularly useful for teachers working one-to-one AIM. To practise answering interview questions relating to education, previous job, current job and personal qualities. TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Students need a copy of their own CVs/Resumes for section B. If they do not have one, they will have to take a few minutes at the beginning of the class to write a summary CV with the dates, company names and job titles of their main jobs, and the dates and qualifications of their higher education courses. PROCEDURE. 1 Write up on the board Mini-interview: your background and job and underneath these five phrases in random order: University/higher education After higher education Previous job Current job Personal qualities Divide the class into pairs and ask the students to decide on the order that these topics would be covered in a typical interview. Take brief class feedback (there is no correct answer but the order above is reasonably typical). 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the groups of questions 1–6 and compare the order of the topics here with the order discussed in the leadin. Refer to the instructions. Ask students to work individually at first: they put a tick by the questions they want to answer, and fill in any gaps. Circulate and help with vocabulary.


88

with a student who is preparing for a specific job interview. Experienced business people with a good CV/Resume and no problems writing a covering letter can miss 3.1 to 3.4 completely and just work through 3.5 to 3.8 in sequence.

3 Divide the class into pairs. Explain to the students that they should discuss how they will answer the questions, but it is not a formal interview yet (this comes in section B). Start the activity, circulate and make a note of good/bad language use. 4 Hold a short feedback slot. 5 Refer to the instructions for section B. Divide the class into new pairs (or threes – two interviewers works well) and appoint the interviewer and interviewee in each pair. They change roles and repeat when they finish. Explain that the interviewee should respond in a natural way without using their notes (it is not a memory test of the preparation in section A). Ask the interviewee to give their CV/Resume and the worksheet to the interviewer, and allow time for the interviewer to read the CV/Resume and the worksheet and see which questions the interviewee has prepared. Set a time limit for each interview. Start the activity, circulate and make a note of good/bad language use. 6 As each group finishes, rotate the interviewee and let the new interviewer/s look briefly at the new CV/Resume and the worksheet to see which questions have been prepared. Continue to circulate and make a note of good/bad language use. 7 Hold a short feedback slot.



3.5

Mini-interview: your background and job

A

B

Worksheet

Prepare for a mini-interview. Decide which of the following questions you want to answer and fill in any gaps with your own personal information. Then work with a partner to discuss how you would answer them. 1

I notice that your university/higher education course was in –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– . ■ Which part of the course did you enjoy most? Why did you like that subject? ■ Did you do a project in the final year? Can you tell me about that?

2

I see that after university/higher education you worked in several jobs. ■ One of your first jobs was as a –––––––––––––––––––––––––––––––––––––––––––––– ( job) in –––––––––––––––––––––––––––––––––––––––––––––– (company). Can you tell me about that?

3

I see that in your previous job you worked as a ––––––––––––––––––––––––––– ( job) in ■ Can you tell me about that? What exactly did you do there? ■ What did you learn from that job? ■ Why did you stay so long/so little time in that company? ■ Why did you leave?

4

So, your current job is as a –––––––––––––––––––––––––––––––––––––––––––– ( job) in –––––––––––––––––––––––––––––––––––––––––––– (company). ■ Can you tell me a little about the company? What exactly do you do there? ■ What have you learnt in your current job? ■ What personal and professional skills have you developed? ■ How have you kept up to date with new techniques? ■ What experience do you have of –––––––––––––––––––––––––––––––––––––––––––––––––––––––– technology? ■ How would you describe your management style? ■ Why do you want to leave your current job?

5

I see that you are currently unemployed. ■ Why are you not working? How have you spent your time while you’ve been unemployed? ■ Have you had other interviews? Why do you think you weren’t successful?

6

Tell me something about yourself. ■ What do you do in your free time? What hobbies and interests do you have? ■ What are your strong points? ■ What are your weak points? ■ Can you work under pressure? Can you give me an example? ■ Are you a persistent and determined person? Can you give me an example? ■ What have been your greatest achievements during your career? ■ Can you describe an important challenge in your life? ■ Can you describe an important change in your life? ■ What are your career objectives? Where do you see yourself three years from now?

–––––––––––––––––––––––––––––––

(company).

Work with a new partner and have a formal mini-interview. Interviewee Before you start, give your CV/Resume and this worksheet to your interviewer. Make sure your interviewer knows which questions you have prepared. Interviewer Use the questions you are given. Listen carefully and ask follow-up questions.


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3.6

Mini-interview: the job itself AIM. To practise answering interview questions about a specific job. TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board Mini-interview: the job itself. Elicit and write up on the board typical interview questions about the job itself (see questions A1–A9 on the worksheet for examples). 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the first line of instructions. Explain to the students that they will need to think of a specific job in order to do the activity. Give them two choices: a) A real job in a real company that they would like (there doesn’t have to be a vacancy in real life). b) A promotion inside their own company (perhaps their boss is leaving soon?). Ask students to think of the job and then write down the job title and company. 3 Refer to the remainder of the instructions for section A. Ask students to work individually at first: they put a tick by the questions they want to answer, fill in any gaps, make a few notes and add a question. Circulate and help with vocabulary.


90

Teacher’s Notes 4 Divide the class into pairs. Explain to the students that they should discuss how they will answer the questions, but it is not a formal interview yet (this comes in section B). Start the activity, circulate and make a note of good/bad language use. 5 Hold a short feedback slot. 6 Refer to the instructions for section B. Divide the class into new pairs (or threes – two interviewers works well) and appoint the interviewer and interviewee in each pair. They change roles and repeat when they finish. Explain that the interviewee should respond in a natural way without using their notes (it is not a memory test of the preparation in section A). Allow time for the interviewer to look at the interviewee’s worksheet with the job title and company name, clarify any doubts about this, and see which questions the interviewee has prepared. Set a time limit for each interview. Start the activity, circulate and make a note of good/bad language use. 7 As each group finishes, rotate the interviewee and let the new interviewer/s look briefly at the new job title and see which questions have been prepared. Continue to circulate and make a note of good/bad language use. 8 Hold a short feedback slot.



3.6

Mini-interview: the job itself

A

Worksheet

Write down the job that you are applying for. Job title

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Company

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Prepare for a mini-interview. Decide which of the following questions you want to answer and fill in any gaps with your own personal information. Add a question of your own that you want the interviewer to ask you. Then work with a partner to discuss how you would answer them. 1 Why did you apply to this company? What do you know about our company? 2 What do you know about this business? 3 What do you know about this market? 4 What do you know about our products? 5 What interests you most about this job? 6 What can you bring to this position? Why should we employ you in preference to the other candidates? 7 You have very little experience in

–––––––––––––-------------------------------------------–––––––––––––––

How will you deal with this?

8 You appear to be a little young/old for this position. 9 Are you prepared to travel? 10

B

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Work with a new partner and have a formal mini-interview. Interviewee Before you start, give the interviewer this worksheet with the job title and company you are interested in and show him/her which questions you have prepared. Interviewer Look at the interviewee’s chosen job and check you understand what it is. Then use the questions you are given. Listen carefully and ask follow-up questions.


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3.7

Mini-interview: your management abilities AIM. To practise answering interview questions relating to experience of teamwork, negotiation, planning and decision-making. TIME. 50– 60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board Mini-interview: your management abilities. Tell the students that large companies often send out a questionnaire about management abilities when they call candidates for interview. The candidate fills in the questionnaire and sends it off before the interview. In the interview the candidate’s responses are discussed. Ask the students what sort of areas they think are covered (see worksheet), and how the candidates should reply (most such questionnaires emphasize that they only want real examples, not a general or theoretical reply). 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Ask students to work individually at first: they make notes for any areas that they want to talk about. Circulate and help with vocabulary.


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Teacher’s Notes

3 Divide the class into pairs. Explain to the students that they should discuss how they will answer the questions, but it is not a formal interview yet (this comes in section B). Start the activity, circulate and make a note of good/bad language use. 4 Hold a short feedback slot. 5 Refer to the instructions for section B. Divide the class into new pairs (or threes – two interviewers works well) and appoint the interviewer and interviewee in each pair. They change roles and repeat when they finish. Explain that the interviewee should respond in a natural way without using their notes (it is not a memory test of the preparation in section A). Allow time for the interviewer to check which areas are going to be discussed. Set a time limit for each interview. Start the activity, circulate and make a note of good/bad language use. 6 As each group finishes, rotate the interviewee and let the new interviewer/s look briefly at the areas to be discussed. Continue to circulate and make a note of good/bad language use. 7 Hold a short feedback slot.



3.7

Mini-interview: your management abilities

A

B

Worksheet

Prepare for a mini-interview. Decide which of the following areas you want to talk about and make some notes, using examples from your own experience. Then work with a partner to discuss how you would answer each question. 1

Team work Give an example of when you were part of a team. What was the occasion? What were the objectives? What was your contribution? How did you encourage other team members?

2

Persuasion and negotiation Give an example of when you attempted to persuade other people. What was the occasion? What preparation did you do? What actions did you take? What was the result?

3

Planning and objectives Give an example of when you created a plan to meet specific objectives. What did you have to plan? What preparations did you make? How did you check progress? Was there a deadline? Did you achieve your objectives by the deadline?

4

Decision-making Give an example of a situation where you made a complex decision. What was the situation? What information did you use? Why did you choose this information? What did you consider before making your final decision? What was your final decision? What were the advantages and disadvantages of this decision?

5

Development of others Give an example of a situation where you encouraged other people. How did you know they were not performing effectively? What did you do? Why did you do this? What was the result?

Work with a new partner and have a formal mini-interview. Interviewee Before you start, tell your interviewer which areas you have prepared. Interviewer Use the questions above. Listen carefully and ask follow-up questions.


93



3.8

Mini-interview: using a case-study AIM. To practise talking about a real problem situation and its solution in an interview to show evidence of abilities and personal qualities. TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board Mini-interview: using a casestudy. Elicit the meaning of ‘case-study’ (a detailed account of the development of a particular situation over a period of time). Tell the students that in an interview it is common for some time to be spent on one particular recent real-life problem that the candidate has recently dealt with. Ask the students why (it helps the interviewer to get an idea of the abilities and personal qualities of the candidate). Note that even if the interviewer does not ask for details of one particular case, the interviewee will be able to introduce it as an example on various occasions. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Ask students to work individually at first: they make notes for each point. Circulate and help with vocabulary.


94

Teacher’s Notes

3 Divide the class into pairs. Explain to the students that they should discuss how they will answer the questions, but it is not a formal interview yet (this comes in section B). Start the activity, circulate and make a note of good/bad language use. 4 Hold a short feedback slot. 5 Refer to the instructions for section B. Divide the class into new pairs (or threes – two interviewers works well) and appoint the interviewer and interviewee in each pair. They change roles and repeat when they finish. Explain that the interviewee should respond in a natural way without using their notes (it is not a memory test of the preparation in section A). Set a time limit for each interview. Start the activity, circulate and make a note of good/bad language use. 6 As each group finishes, rotate the interviewee. Continue to circulate and make a note of good/bad language use. 7 Hold a short feedback slot.



3.8

Mini-interview: using a case-study

A

B

Worksheet

Prepare for a mini-interview by making notes on the following points. Then work with a partner to discuss how you would answer each question. 1

Choose one specific problem you have faced in your job and explain it briefly.

2

What was the solution?

3

Which professional and personal skills did you use to help solve this problem?

4

How did your company benefit? (Try to give figures if possible).

5

Re-examine your own role in the process. What exactly did you contribute?

Work with a new partner and have a formal mini-interview. Interviewee Talk about the problem situation you have prepared. Interviewer Use the questions above. Listen carefully and ask follow-up questions.


95


Business Builder 1-3

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