Business Result Pre-Intermediate Teacher Book
Business Result Pre-Intermediate Teacher Book
Business Result Pre-Intermediate Teacher Book
Rachel Appleby,
Mark Bartram
& David Grant
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acknowledgements
Cover image: Getty Images/Maya
Back cover photograph: Oxford University Press building/David Fisher
Introduction 4–7
1 Companies 8–12
10 Environment 59–63
2 Contacts 13–17
11 Entertaining 64–68
4 Visitors 25–29
13 Future trends 76–80
5 Customer service 30–34
14 Time 81–85
6 Employment 35–39
15 Training 86–90
7 Travel 42–46
Practice file answer key 93–96
8 Orders 47–51
9 Selling 52–56
4 Introduction
Tips
Throughout each unit, there are short, practical tips with
useful language points arising from a particular section or
exercise.
Talking point
All units end with a Talking point. These provide the
opportunity for students to discuss a range of business
concepts, approaches and ideas and how they might apply
these in their own work. All of the topics relate to the unit
theme and provide the opportunity for students to use the
language from the unit.
The Talking point follows a three-part structure: Input (a short
text, listening or infographic), Discussion, Task.
*Note that in some units the Talking point format is
presented as a game. This is designed to be fun and is aimed
at recycling the language from the unit.
Viewpoint
After every three units there is a two-page Viewpoint video
lesson. The topic of the Viewpoint lesson relates to a theme
from the preceding units and includes interviews and case
studies of real companies. Each Viewpoint has a number of
short videos and is divided into three or four sections. Each
Introduction 5
Extra activity
If you have time or would like to develop further areas of
language competence, extra activities are suggested where
they naturally follow the order of activities in the Student’s
Book. For example, if your students need writing practice or
need to build more confidence with speaking, extra follow-
up ideas may be provided.
Alternative
With some students it may be preferable to approach an
activity in a different way, depending on their level or their
interests. These options are provided where appropriate.
Pronunciation
Tips on teaching pronunciation and helping students
improve their intelligibility are provided where there is
a logical need for them. These often appear where new
6 Introduction
Introduction 7
Exercise 4
Students complete the sentences with the words in bold
from 2. Do the first one together. When they have finished,
ask them to compare in pairs before checking the answers
with the group.
Answers
1 produce 6 subsidiary
2 provide 7 operates
3 specialize 8 competitor
4 employee 9 exporter
5 based 10 revenue
Exercise 5
Refer students to the Tip, then ask them to count the
syllables in each word in 4. Do the first two together
(produce and provide). Ask students to underline which
syllable is stressed. If they aren’t sure, say the words aloud
for them and ask them which is correct, e.g. Is it produce
or produce? Then ask them to do the same for the other
words, encouraging them to say them aloud to see if the
pronunciation sounds correct. Check answers with the
whole class.
8 Unit 1
Unit 1 9
Possible answers
Their first product was baby milk; Nestlé still produces baby Practically speaking
products today; it has a huge number of factories; Nestlé
provides a lot of training, etc. Exercise 1
Start by asking students why it’s sometimes necessary
Exercise 6 to ask people to repeat something, e.g. because they
l 1.2 Ask students to read the questions and see how many speak too quickly or their accent is difficult to understand.
they can answer from memory. Then play the listening again Reassure them it’s normal not to understand everything,
and give students time to compare answers in pairs before and that asking for repetition is an important part of good
checking with the whole class. If necessary, play the listening communication. Then ask students to read the question,
again, pausing when the answer to each question is given, and elicit one or two answers from the class. Say which
to give students more time to note their answers. expressions are correct or incorrect but don’t provide any
new language for the moment.
Answers
1 over 150 years old Suggested answers
2 baby products, food and drink products, chocolate and Sorry, can you repeat that / say that again? What’s your name /
confectionery, bottled water, breakfast cereals, ice cream the name of your company again? And where do you work?
3 90 billion Swiss francs
4 Vevey in Switzerland Exercise 2
5 447
6 over 300,000
l 1.3 Explain that students are going to listen to somebody
7 Yes, it is (80% of employees do training courses). asking the speaker to repeat. Play the listening and ask
8 Yes, it does (it gives money and other help). students to compare their answers in pairs before checking
9 Yes, it is (it uses less water, energy and packaging). their answers with the whole class.
10 Unit 1
Unit 1 11
Exercise 8
Divide the students into groups of five or six. Elicit why
conferences are important for business people (they are a
good chance to make new contacts).
Students could use their own identity or the one they used
for 7. They could use different role cards if necessary.
Students stand up and walk around as if at an event. You
could tell them they have to make three new friends/
contacts. In addition, they have to introduce their new
contacts to a third person if possible.
Give some feedback about their language performance.
Correct one or two common errors, but not too many, and
keep this mostly positive.
ONE-TO-ONE You could take the roles of several different
people at the conference, and suggest your student
introduces him/herself to you. You could use different role
cards from the teacher resources in the Online practice if
necessary.
Photocopiable worksheet
Download and photocopy Unit 1 Business communication
worksheet from the teacher resources in the Online practice.
Talking point
Refer students to the rules of the game, on page 136 of
the Student’s Book. They are fairly self-explanatory. Check
students understand the rules. You could do a trial run of
one or two ‘goes’ with the whole class.
l 1.6 Note that the questions for the ‘Joker’ squares are
both on the listening and on page 144 of the Student’s Book.
However, since the pairs will be playing at different speeds,
and reaching these squares at different moments, it will
probably be easier for them to call you over and for you to
read out the questions. An alternative would be to give the
Joker questions (and the answers) to one member of each
group to read out.
Answers to Joker questions
1 Google
2 Rolls-Royce
3 Sony
4 Boeing
5 Pirelli
6 Nokia
7 Danone
12 Unit 1
• give phone numbers and spell names about their regular communication with people, and what
ratio of it is on the phone as opposed to face-to-face. For
• make and receive phone calls. question 2, ask students to consider how much time they
spend speaking with fellow students, staff or professors, and
Context how much studying alone.
The topic of this unit Contacts will be relevant to all EXTRA ACTIVITY
business people. Making contact with people from
Before answering question 2, you could review some
within your company or from outside is an essential
expressions of frequency. Write the words time and a week
part of business life as an increasing number of tasks are
on the board and the following words randomly around
outsourced, companies become more internationalized,
them: a little, a lot of, most of my, once, twice, three times,
and employees have an increasing amount of contact
one day, three hours. Students have to decide which of the
with customers and suppliers. Much of this interaction
expressions go with the word time, and which with the
involves exchanging information and ideas, and giving
words a week.
support, and is carried out on the phone. Indeed, many
jobs are conducted almost 100% over the phone or using
video-conferencing equipment. However, doing business Possible answers
over the phone in a foreign language without the aid a little / a lot of / most of my with time
of non-verbal clues can lead to misunderstandings and, once / twice / three times / one day / three hours with a week
therefore, lost business. Your students will need effective
ways of checking and clarifying information. Small talk,
whether on the phone or face-to-face, is crucial for Working with words
building good working relationships, and being able
to introduce yourself or someone else and give basic Exercise 1
information about a company is a basic requirement Write the three jobs on the board. Check the pronunciation,
within this context. particularly psychologist. Explain if necessary that retail is the
In this unit, students learn how to talk about companies sale of products directly to the public (so a shop is a retailer).
in general, as well as their own company, and their job Elicit some ideas from the whole class on what the three
in terms of what it involves, what roles there are and jobs consist of, but don’t confirm the answers yet.
their current activities. The unit also deals with some set
Exercise 2
phrases needed in English to talk on the phone effectively,
specifically checking information, as well as appropriate Students read the text and compare their answers in pairs.
questions and responses when meeting and introducing Ask if their definitions in 1 were correct.
people. Finally, students have the chance to compare their Answers
own workloads with those of people questioned in an 1 Retail buyer: a person who buys goods or services for a shop
international survey, carry out their own mini-survey, and or chain of shops
imagine what parts of their job they would delegate to an 2 Public relations officer: the person inside a company who
assistant. works on the public image of the company, media relations,
etc.
3 Business psychologist: a person who studies the working
relationships of employees to make the company more
effective and/or increase job satisfaction.
Exercise 3
Students read the text again and answer the questions.
Answers
1 Heidi (and Ben)
2 Sara, Ben
3 Sara
4 Heidi
Unit 2 13
Exercise 4 Answers
produce (v), product
Students work individually to match the words with their
supplier
definitions, and then compare answers in pairs. Check
calculate (v)
answers with the whole class. employ (v), employee
Answers organize (v)
1 suppliers training
2 employment agency consultant
3 colleagues
Point out the different word stress on employer and employee.
4 clients
5 consultant DICTIONARY SKILLS
6 customers Ask students to choose two words from 8 to check in a
7 staff
dictionary: what other related words can they find in other
PRONUNCIATION Write the word company on the board with
parts of speech (e.g. adjectives or nouns)? (e.g. production;
consulting (firm), etc.
its three syllables marked (com – pa – ny). Explain that the
first syllable has the stronger stress: company. Students then
put the other words in the exercise into groups of the same Further practice
If students need more practice, go to Practice file 2 on
stress pattern. Get them to say the words aloud and give
page 108 of the Student’s Book.
them the correct pronunciation if necessary.
Exercise 9
Answers
suppliers, consultant, employment Write Where do you come ? on the board and ask
agency, customers students which word is missing. Point out that in questions
colleagues, training with a preposition like from, with, on or in, the preposition
staff is usually at the end. In many other languages, it’s the first
word of the question.
Exercise 5 Students complete the questions and compare with a
Encourage students to develop their answers by saying partner. To help them with the word area in question 2,
where, when and why they work with the different people. give or ask them for example answers, e.g. I work in sales,
production, education, etc.
PRE-WORK LEARNERS Ask students to think of a job at a
Students can then ask you all the questions and you can
company that they have had, or would like, and to answer
answer either with details of your own job or another one
the question with this in mind.
you can invent. (If it’s invented, can they guess which job
it is?)
Exercise 6
l 2.1 Before playing the listening, check students know Answers
what software is. You might also want to pre-teach sales rep 1 for
(someone who sells the company’s products or services). 2 in
3 with
Let students compare answers in pairs then check with the
4 on
whole class. 5 with
Answers
1 sales rep Exercise 10
2 sales department
While students are asking and answering the questions,
3 a team of two other reps, customers
monitor and make a note of both correct and incorrect
4 time
uses of target vocabulary from this section. Write these
examples on the board at the end and ask students to find
Exercise 7 the mistakes.
l 2.1 Ask students to try to guess or remember the missing PRE-WORK LEARNERS Introduce a game element. Students
words in pairs, then play the listening again and check the
answer the questions for a job of their choice and their
answers with the whole class.
partner has to guess which job it is. You could suggest a
Answers maximum of ten yes/no questions to guess each other’s job.
1 produces Demonstrate the activity yourself first.
2 calculate, product
3 supplier Photocopiable worksheet
4 employs Download and photocopy Unit 2 Working with words
5 organize, training worksheet from the teacher resources in the Online practice.
Exercise 8
Refer students to the Tip, then to the table. Ask them for
examples of nouns in the same family as sell (sales, sales rep,
14 Unit 2
Unit 2 15
Exercise 2 Answers
Conversation 1 b Conversation 2 a
l 2.4 Students listen and write the numbers, and then
compare answers with a partner. Check the answers
together. Exercise 3
l 2.6 Ask students to do the matching exercise
Answers individually and then compare answers in pairs. Then play
mobile: 0625 978033
Conversation 1 again. You can point out the following:
code for UK: 0044
• We tend to say This is … , not I’m … to say who you are on
the phone.
Exercise 3
• We say I’m calling … to give the reason for the call.
Students work in pairs, and exchange and note each other’s
phone numbers. Encourage them to check the numbers
• The expression Speaking means It’s me speaking.
they’ve written down are correct, by saying Can I repeat that • You’re welcome is a standard response to somebody who
back to you? thanks you.
Answers
Exercise 4
1 c 2 a 3 b 4 e 5 d
l 2.5 Students listen and then compare answers before
you check with the whole class. Make a note of any
confusion, e.g. between a, e and i, g and j, p and b, or b and v. Exercise 4
Check pronunciation of letters as necessary. Students decide who said which sentence/response. Go
over the answers with the whole class.
Answers
1 Geoff Eccleston Answers
2 Aliny Reis Caller 1, 4, a, b, d
Receiver 2, 3, 5, c, e
Note that in British English, z is pronounced ‘zed’, but in
American English it is ‘zee’. Exercise 5
Exercise 5 Point out that the person receiving the call will answer with
As in 3, encourage students to check understanding by their own name and company name. Decide together who
repeating the spelling of the names they’ve just noted. If the caller would be (e.g. a university teacher for the first call
they already know each other well or work/study in the and a sales rep for a training organization in the second)
same place, they could invent names and companies for and invite students to choose a name for their university/
themselves. Alternatively, they could also use different role organization. Then monitor their conversations and ask them
cards from the teacher resources in the Online practice if to self-correct if you hear incorrect use of language.
necessary. Exercise 6
l 2.6 Students write the questions individually and then
Business communication compare in pairs. Then play Conversation 2 again to check
answers. Pause where necessary to allow time to note the
Exercise 1 responses.
Ask students to answer the questions in pairs, then check
Answers
the answers with the whole class. If the expressions they use
Could I speak to Leo Keliher, please?
aren’t appropriate, ask them if they can improve on them, Could I leave a message?
but don’t provide any new language yet. Could I have your name, please?
Could you ask Leo to call me back?
Possible answers
Could you tell me what it's about?
a I’m sorry, but I’m afraid he/she’s not here / in a meeting / out
of the office. Can I take / Would you like to leave a message?
b No, thanks, I’m not interested. / I’m sorry, but / I’m afraid I don’t Further practice
have time. Can you call back later / another time? If students need more practice, go to Practice file 2 on page
108 of the Student’s Book.
Exercise 2 Exercise 7
l 2.6 Students listen and match the conversations with the Ask students to read the two situations. Check they
situations in 1. Check answers with the whole class, then ask understand the instructions by asking Who is the caller for
follow-up questions about the two conversations. the first/second conversation – A or B? What’s the reason for the
Conversation 1: Who is the customer – the man or the woman? first/second call? Then refer students to the Key expressions
(the woman) Do you think the sales rep is happy with the call? and give them time to prepare sentences they may need
16 Unit 2
Exercise 3
Students consider what they would change in their own job
to reduce the workload, and share answers in small groups.
Exercise 4
This exercise will work better in a larger class of ten or more
students, where students can circulate and ask the questions
to at least five other people and compile their own survey
results. In a smaller group, you can ask the same questions
to the whole class and list the results on the board. In both
cases, encourage students not just to answer yes or no, but
to give more details.
PRE-WORK LEARNERS Exercises 2 and 3 can be answered
with reference to students’ country and studies respectively.
ONE-TO-ONE Ask each other the survey questions. You
could also suggest the student asks people he or she
knows outside class who are currently working, and bring
their answers back. The survey could be done in their own
language if necessary, but the student should report back in
English.
Task
Exercise 1
Refer students to the first sentence and get ideas briefly
from the whole class of what sort of work they would give to
an assistant. If necessary, point out that Who in the second
question refers to the colleagues your assistant will need
to work with, and that the question What hours …? means
what times you want the assistant to be there (because
maybe you are busier at certain times of the week).
Ask students if they would choose to delegate the tasks or
activities they don’t like themselves or give their assistant
something more interesting. Then let them work alone on
Unit 2 17
Exercise 4
Students complete the descriptions with words from 2,
and then compare answers in pairs before whole-class
feedback. Then refer students to the Tip and ask them to
find the example in 4 where the adjective goes before the
noun (sentence 5). If students speak languages in which
adjectives agree with the nouns they qualify, you can also
point out that adjectives don’t change their form in English,
e.g. Our staff are helpful (no final ‘s’); Our products are the best
(no final ‘s’). You could then ask them to transform other
sentences in 4 to give a few other examples of adjectives
before nouns, e.g. 1 We provide a reliable service.
18 Unit 3
Unit 3 19
20 Unit 3
Exercise 5
As a lead-in, ask students why a company might want its
employees to have a short sleep after lunch (to work better
in the afternoon). Does the idea exist in their country? Would
they like to have this possibility in their company? Then refer
them to the two pictures – which type of bed would they
prefer? Why?
Divide the class into As and Bs. Each looks at their relevant
page. Check they understand volunteer. Allow time for
students to read their information and prepare their reports,
individually or in pairs. Refer them also to the Key expressions.
Unit 3 21
22 Unit 3
Viewpoint 1 23
Exercise 7
r 04 Before playing the interview again, ask students to
read the sentences, and guess what sort of information
is missing. Then play the interview again, while students
complete and check the sentences.
Check any difficult vocabulary, e.g. trace (vb): to find the
origin of something; louvre windows (n): windows with
angled, horizontal slats of glass; bond (vb): join firmly; price
tag (n): a label on something that shows how much you
must pay (sometimes figurative).
Answers
1 Frankfurt am Main
2 1836
3 three, glass
4 clients
5 six
6 120, 35, 15
7 competition, England
8 China, Egypt
Exercise 8
Students work in pairs to compare their own company with
Glasbau Hahn. Depending on who you have in your class,
students could work first in same-company groups, and
then re-pair with someone from another company to share
their findings.
Elicit a few key findings from the class.
PRE-WORK LEARNERS Ask students to think of a local
company, or one they know well, and compare it with
Glasbau Hahn. They could check information and statistics
about the company of their choice online first.
Exercise 9
Ask students to work with a different partner, read the
sentences and consider the price, quality or other deciding
factors in their service or product’s success.
For feedback, ask each pair to give one key piece of
information to the group.
PRE-WORK LEARNERS Students could think about a product
or service they know well and compare it with a similar
product made by a different manufacturer. Again, they could
find some of the information online first. Alternatively, you
could ask each student to research one product at home,
in their own time; you could decide on or allocate these
products or services in class so that everyone knows what
the other is researching, e.g. different options for language
24 Viewpoint 1
Exercise 3
Ask students to read and answer the questions individually,
then quickly check the answers with the whole class.
Answers
Sales, Marketing, Finance, Purchasing, Accounts, Production,
Quality Control, Logistics, Customer Service, Human Resources
(HR), IT
The writer says that all departments are equally important.
Exercise 4
After the pairwork, get feedback on answers with the whole
class. Note that this exercise may be redundant if they have
decided in 2 that all departments are equally important.
If so, ask students if there is any competition between
departments in their company, and whether it’s positive or
negative.
Unit 4 25
Answers
1 dispatches 6 checks Exercise 9
2 maintains 7 manufactures Monitor and ask students to self-correct if you hear any
3 buys 8 invoices incorrect use of the target language.
4 generates 9 controls
PRE-WORK LEARNERS Students decide which department
5 resolves 10 recruits
they ‘work’ for but don’t tell their partner. When answering
PRONUNCIATION Focus on the different pronunciations of
the questions, they shouldn’t mention the name of the
department at all, and their partner has to guess. (Suggest
the third person ‘s’: Say the ten verbs from 5 and ask students
students don’t ask and answer questions 3 and 4.)
to listen for the ending and put them in the correct category.
Then ask them to practise saying the sentences aloud in Photocopiable worksheet
pairs. Download and photocopy Unit 4 Working with words
worksheet from the teacher resources in the Online practice.
Answers
/z/ maintains, buys, resolves, manufactures, controls
/s/ generates, checks, recruits
/ɪz/ dispatches, invoices
Language at work
Exercise 1
EXTRA ACTIVITY You could start by asking students to imagine they are
Students work in threes. In turn, each student thinks of visiting another company for the first time. What kind of
a department and mimes (or draws, without using any questions could they ask? You could give students a sheet
words) what the people work there do. The others have to of A4 and ask them to write, in large letters, their ideas for
guess. See which group can guess the most departments questions; you can then stick them on the board. Don’t offer
within a time limit of, e.g. five minutes. any correction for the moment, but tell students you will
look at their questions again in a few minutes.
Exercise 6 Then refer students to the exercise. They complete the
questions individually, then check with a partner before
Ask students to draw or use an actual organization chart
asking and answering the questions in pairs. Monitor the
from their company. If they do not know, ask them to draw a
pairwork and ask students to self-correct if you hear any
diagram of the departments they work with.
mistakes in tense use in the answers.
PRE-WORK LEARNERS Ask students to research the
organization chart of a company of their choice on the Answers
1 When 2 How many 3 Which 4 Who 5 How often
Internet, and then to present it.
6 Did 7 Is
Further practice
If students need more practice, go to Practice file 4 on page Exercise 2
112 of the Student’s Book. Students answer the questions in pairs before you check
with the whole class. They may need reminding of the
Exercise 7
difference between an auxiliary and a main verb, and they
l 4.1 This activity allows students to listen for some of the may have particular difficulty with the Why? questions in 4
department names from this unit, and introduces some and 5.
expressions for describing company structure. Play the
Refer students to the Tip about which and what. Ask them
listening once or twice as necessary. Students compare
why the first four questions in the Language point begin
answers in pairs before checking over answers with you.
with the word Which? rather than What? To check their
Answers understanding, elicit some other examples of questions
using the two different question words.
Person A B C
Answers
Works in Finance Logistics HR 1 Questions 1, 3 and 5
Usually Accounts Production and all departments 2 The auxiliary verb
works with Sales 3 Questions 6 and 7
4 Question 7. There is no auxiliary verb when be is the main
Meeting IT Purchasing Director of HR verb.
today with 5 Because the question word or phrase is the subject of the
question.
26 Unit 4
Unit 4 27
Exercise 3 Exercise 2
Do this with the whole class first, as you will probably l 4.4 Listen to all three conversations without stopping, and
need to provide help with question structures. Note that let students compare their answers in pairs. Then listen again
in questions 2, 3 and 5 we use the auxiliary be rather than if necessary, stopping after each conversation to give them
do, but you can point out that the question tag follows the time to compare again. Check answers with the whole class
same rule as indicated in 2, e.g. She’s in charge – Is she in at the end.
charge? – She’s in charge, isn’t she?
Then let students practise the different forms in pairs, and Answers
monitor for correct forms and intonation. For stronger 1 She asks him to show some identification and to sign in. She
gives him a visitor’s pass.
students, help them with the intonation, reminding them if
2 His flight arrived on time, but he was a little late because of
they are only asking for confirmation, the intonation goes the bad traffic. Olivia takes him to her office.
down, but that if it’s a real question, the intonation goes up. 3 He asks for a coffee, a socket to plug in his computer and an
Answers Internet connection. He wants to check his email first.
You can add … right? To all sentences to make questions or
2 Isn’t she in charge of Accounts? She’s in charge of Accounts, Exercise 3
isn’t she? Let students do this in pairs but be ready to offer extra help,
3 Isn’t he coming to the meeting? He’s coming to the meeting,
as students will probably only remember or be able to guess
isn’t he?
4 Doesn’t she live in London? She lives in London, doesn’t she?
some of the missing words. If you feel it’s necessary, write
5 Aren’t you from Hamburg? You’re from Hamburg, aren’t you? all the missing phrases randomly around the board and
6 Didn’t I meet you yesterday? I met you yesterday, didn’t I? ask students to match them to the gaps in sentences 1–10.
Don’t check answers with the whole class for the moment.
Note that the host is the person receiving the visitor.
Exercise 4
Alternatively, you could listen to the conversations again,
Students need time to think of the five pieces of information
but don’t do this if they have taken a long time to find the
before asking the questions. You may need to give them
answers to 2.
ideas for this, e.g. present job, last job, home town, family,
likes/dislikes, last weekend, etc. If students don’t know each Exercise 4
other well enough, you could ask each person to write down Students do this individually and then compare answers
five pieces of information, three of which are true and two with a partner. They may need help with the meaning of the
not exactly true. They then give the list to their partner, who expression No hurry. The phrases Here you are and After you
then asks the confirming question. can be explained with a simple mime if necessary.
Exercise 5
Business communication l 4.4 Stop the listening after each sentence and response
Exercise 1 and elicit the answers to 3 and 4. For the oral practice, one
Students read the question. Elicit possible questions student in each pair plays the role of the visitor, and the
from the whole class and give feedback on whether their other the receptionist, then the host. They then switch roles.
questions are good, could be better or are not appropriate You could then ask them to cover the responses and do it
– but don’t suggest alternatives for the moment. You may again so they are giving the responses from memory.
like to note the good questions on a prominent part of the If you noted down any questions that needed improving or
board and those that need improving on a piece of paper to were inappropriate in 1, ask students to correct them now
deal with later. based on what they’ve learnt in this section.
28 Unit 4
Photocopiable worksheet
Download and photocopy Unit 4 Business communication
worksheet from the teacher resources in the Online practice.
Talking point
This game takes the ‘players’ through a typical visit to a
company, starting with the initial welcome, then a tour of
the company, getting ready for a meeting/presentation, and
finally chatting socially over lunch or dinner.
Work through the rules of the game with the students.
Emphasize that the aim is to ask more questions than their
partner, but that their questions must be natural for the
situation described. With weaker students, you might like to
start by asking them to work in pairs on a list of questions
that could be asked either by the visitor or the host using
the question words given.
Unit 4 29
30 Unit 5
Exercise 5 Exercise 9
Monitor the pairwork for correct use of the target language,
After the pairwork, get feedback by asking students to
and ask students to self-correct where necessary. Get feedback
give examples of companies which offer particularly good
from the group by asking students to re-tell anything they
and bad customer service. If they work for a company
heard that was particularly amusing, surprising, etc.
themselves, ask them how it could improve its customer
service. Photocopiable worksheet
Download and photocopy Unit 5 Working with words
Further practice
worksheet from the teacher resources in the Online practice.
If students need more practice, go to Practice file 5 on page
114 of the Student’s Book.
Language at work
Exercise 6
Refer students to the list of words and ask them how many Exercise 1
they know or recognize. If they don’t recognize more than Students work in pairs to make a list of reasons for online
one, do the exercise as a group. Otherwise, ask them to do shopping before whole-class feedback. Make a note of any
the exercise in pairs and then check answers with the group. incorrect uses of comparative forms you hear to deal with later.
Answers Possible answers
1 a discount Online shopping is cheaper, easier than going to different shops,
2 a replacement offers more choice of shops and products, more information
3 a refund about products.
4 a credit voucher
5 compensation
Exercise 2
l 5.2 Students listen and compare their answers in pairs
Exercise 7 with the lists they made in 1.
l 5.1 After listening, ask the class for a show of hands
on whether the experience was good or bad. If there is Answers
considerable disagreement, play the recording again. Ask lower prices, flexible hours, possible to compare products online,
number of products available, more information about the products
them what information helped them to find the answer.
Answers EXTRA ACTIVITY
1st person: good experience 2nd person: bad experience
Students can listen again and note how these numbers
are said: 15,000, 15, 55, 24, 7, 11. With a strong group, don’t
Exercise 8 give the numbers, but ask students to listen both for the
l 5.1 Before listening again, refer students to the table. Ask numbers and how they are used.
them how much they can remember from the listening. Play Answers
the recording again and let them compare answers in pairs.
fifteen thousand (shoppers)
Get whole-class feedback on answers, and ask them what
fifteen (different parts of the world)
they thought of the company’s response in each situation.
fifty-five % of people choose online shopping for lower
prices
twenty-four (hours a day)
seven (days a week)
eleven % of people think this (better information) is a
reason for buying online
Unit 5 31
32 Unit 5
Exercise 6 Exercise 6
Before going into role-play mode, discuss together how Go through the Key expressions and make sure students
to use the expressions in 3 in each situation. The following understand how to use them. Check I’m sorry for the
words might be useful: reliable, spellcheck. inconvenience (= the problem I have created for you) and I’ll
wait to hear from you (= receive more information from you).
Monitor the pairwork for correct use of expressions and
appropriate intonation. For the first two conversations, ask them to prepare their
roles in advance, thinking about which expressions they
can use. For the last two, let them have the conversation
Business communication spontaneously. Monitor conversations for correct
expressions and intonation. If you hear a particularly
Exercise 1 successful (or amusing) conversation, ask the pair to repeat
Discuss the advice as a group or in pairs. Although it’s it to the group.
standard advice for maintaining good customer relations, in
certain cultures getting angry and immediately establishing
Photocopiable worksheet
Download and photocopy Unit 5 Business communication
responsibility for a mistake may be considered the quickest
worksheet from the teacher resources in the Online practice.
way to get what you want. Accept any alternative views
without passing judgement.
Unit 5 33
Discussion
Exercise 1
Discuss the question as a whole class.
Exercise 2
Students work in pairs to think of benefits for companies
who do this, e.g. positive stories spreading word-of-mouth.
Possible answers
Good for the image of the company, even if they don’t win.
Makes all employees in the company focus on good customer
service. Encourages customers to focus on positive aspect of
relationship with company – not just negative (complaints) and
builds customer loyalty.
Exercise 3
Students discuss their ideas in pairs, e.g. as a teacher,
spending extra time after a class with a student who needs
help, or having an ‘extended’ class with a group in a café.
PRE-WORK LEARNERS Students could choose a job they
would like, or have had, and discuss how they or their
company could ‘wow’ customers.
Exercise 4
Put students into the groups they’ll be doing the Task in.
They choose the most important criteria and add any others
they can think of. Discuss their ideas as a class.
You might also like to ask if there are any possible negative
consequences of participating in the WOW! Awards.
Task
Exercise 1
Groups of five would be best as there are five nominees for
the award. Groups of three will work. Each student chooses
a different employee to read about and tells their group.
Encourage them to use their own words, by making notes as
they read. It isn’t necessary to read about each employee.
Exercise 2
In groups, students use the criteria from 4 to decide which of
their employees will win the WOW! Award. Finish by asking
each group to give their top three with a brief rationale.
ONE-TO-ONE You could choose, and read, two different
employee nominations each. Use the criteria and discuss
34 Unit 5
Unit 6 35
Photocopiable worksheet
Exercise 6 Download and photocopy Unit 6 Working with words
l 6.1 Students listen to two people talking about how worksheet from the teacher resources in the Online practice.
they got their job. Let them compare answers in pairs
before doing a whole-class check. The level of detail of their
answers will vary according to their listening ability, so don’t Language at work
insist that they get every single detail before you go on to
the next exercise. Exercise 1
Students discuss interview questions. Elicit ideas from the
Possible answers whole class or let them discuss in pairs first.
Speaker 1 only saw the advertisement at the last minute.
Because she was the last person to apply, she was the first EXTRA ACTIVITY
candidate that they looked at. Write these questions on the board or give them to
After a bad interview in one company, Speaker 2 went for a students in a handout. They have to discuss if each one
drink and met an ex-teacher who needed technicians for his is easy (E) or difficult (D) to answer, and acceptable (A) or
own company.
unacceptable (U).
1 Have you ever had any problems with your boss?
Exercise 7
2 What are your weaknesses?
l 6.1 You could ask students to see how many words they
can complete in pairs before listening again. Listen and 3 Do you have any children?
let them check quickly with a partner before whole-class 4 What does your partner/husband/wife do?
feedback. 5 How old are you?
Answers
1 advertisement Exercise 2
2 application l 6.2 To check their understanding, ask students for
3 qualified examples of non-profit organizations (e.g. the World Wild
4 shortlisted Fund for Nature, Greenpeace, Save the Children). Students
5 interviewed then listen and compare answers in pairs before whole class
6 skilled
feedback.
7 experienced
8 recruitment Possible answer
She has work experience with three small organizations that
Exercise 8 have operations in Africa. She has worked in Tanzania on the
construction of a new school.
Draw a three-column table on the board with the headings
Noun, Verb and Adjective. Elicit the answer for the first
sentence (advertisement, advertise); ask students where the Exercise 3
words should go. Continue in the same way with the group l 6.2 Students listen and underline the verb forms they
or have them work in pairs before feeding back on answers. hear. Check answers with the whole class.
Check pronunciation and word stress of the different words.
36 Unit 6
Unit 6 37
38 Unit 6
Exercise 2
Students read the question and discuss it with a partner.
Elicit their ideas.
Possible answers
Semco want responsible people who like their freedom but
are capable of managing themselves. Google want young
unmarried people who are still students at heart and are happy
to work long hours while having fun.
Exercise 3
Students decide which company they would like to work for.
Elicit some of their ideas, with reasons why.
Exercise 4
Students discuss what disadvantages there might be, e.g.
employees don’t go to any meetings.
Unit 6 39
40 Viewpoint 2
Exercise 8
You could discuss this as a class, or ask students to discuss in
pairs the last time they stayed in a hotel. Encourage them to
go through each stage of the customer journey.
Discuss ideas as a group, and find which stages were more
or less successful and why.
Viewpoint 2 41
Context
Working with words
Travel is important to many business people – in the past Exercise 1
it was only the top executives who travelled for work, but Discuss the question with the whole class and ask them
in today’s global community, people at any level of an follow-up questions to get more details, e.g. What additional
organization may find themselves being asked to travel costs might there be? Why are there often long waits at the
abroad for a conference, a training session, or a meeting airport? What’s the problem with other passengers?
with customers or suppliers. Often they will have to make
EXTRA ACTIVITY
their own arrangements in advance, find their way around
when they arrive and be prepared to make changes As a lead-in, you could ask students to work in pairs and
to their plans at short notice because of flight delays, make a list of advantages and disadvantages of travelling
cancelled appointments and other last-minute issues. with low-cost airlines. After getting feedback on these, ask
if they think the traveller complaints in 1 are particularly
Not everybody has to travel, but many employees who
true for low-cost travel or for all air travel.
don’t travel are involved in liaising with future visitors to
organize the details of their visit and making sure they are ALTERNATIVE If necessary, you could ask students to
looked after during their stay. consider these issues for trains or buses.
In this unit, students will learn the vocabulary necessary to
talk about air travel, whether in conversation at the airport Exercise 2
during their trip or when talking about travel experiences. Check that students understand the word annoying in the
They will learn to use different future forms to talk about title of the text. Then let them do the task individually before
travel arrangements and to make travel-related decisions, checking answers with the whole class.
as well as some expressions for making appointments.
They will also practise how to ask for directions and be Answers
introduced to some stock phrases used when giving 1 Uncomfortable seats
directions. Finally, they will play a game where they will be 2 Additional costs
given further practice of a lot of the language taught in 3 Long waits at the airport
the unit. 4 Other passengers
Exercise 3
Students read and discuss the questions in pairs. Do whole-
class feedback afterwards about their opinions on the
subject. Elicit, if possible, students’ real stories about airline
complaints.
Exercise 4
Students do this individually, then check with a partner
before whole-class feedback.
Answers
1 weight restrictions
2 seat upgrade
3 delayed flight
4 aisle seat
5 hand baggage
6 self-service check-in
7 baggage allowances
8 airline charges
9 security scans
10 missed connection
42 Unit 7
Exercise 5 Point out that luggage you take on board with you onto the
Let students discuss in pairs for two minutes, then elicit plane can also be called ‘hand luggage’ or ‘cabin baggage’ or,
possible answers from the whole class. in the US, simply ‘carry-on’.
Unit 7 43
44 Unit 7
Unit 7 45
Exercise 4
Students work in pairs and try to arrange a different time for
Fabrizio to meet Emily. Monitor the pairwork for correct use
of the target expressions.
Possible answers
Emily could cancel her engagement on Tuesday evening or
maybe arrange to see Fabrizio on Monday evening if she’s not
back too late. The only other possibility is a quick meeting (over
a drink?) after the conference before he goes to the airport on
Wednesday evening.
Exercise 5
Put students in groups, of four to six if possible, as this will
make it more difficult to find a time and will maximize the
number of times they have to use the target language.
You could also participate in the lunch-date arrangements
and thus help to prolong the conversations by deliberately
being unavailable at times when the other students are free.
ONE-TO-ONE Ask your student to look at their calendar,
with yours open too. If necessary, add in a few more events.
Alternatively, you could each use a blank diary page for ‘next
week’: add in six or seven events/engagements/meetings
(e.g. out all day Wednesday; lunch meeting Thursday, etc.),
without looking at each other’s. Then try to fix a time to
meet up for lunch.
Photocopiable worksheet
Download and photocopy Unit 7 Business communication
worksheet from the teacher resources in the Online practice.
Talking point
The objective of this game is to practise the language for this
unit, and reach Chris’s office. Each pair will need a coin, and a
counter or small object each.
Ask the students to read the instructions and study the
board for a few moments. Check they understand the
rules and the vocabulary. (The rules of the game are such
that they will have to visit every square on their side of the
board.) They both start in the top square at the ‘airport’: one
student will go clockwise, the other anti-clockwise. Weaker
students could be given time to prepare and rehearse the
conversations mentally, but don’t let them write anything
down, as the idea of the game is to produce spontaneous
speech. Check they understand delayed.
Monitor their conversations and make a note of any good
language you hear, as well as any that needs correcting.
Write up any vocabulary that students ask for help with so
that the others can benefit from it too. Give feedback on the
language they used, perhaps by writing it up on the board
and asking them to correct any mistakes.
46 Unit 7
Exercise 3
Discuss the questions with the whole class. You might like
to point out that Black Friday is a purely commercial day.
Do students think it is better or worse than using a religious
festival like Christmas for commercial purposes?
Exercise 4
Students do this individually, then compare answers in pairs
before whole-class feedback.
Unit 8 47
48 Unit 8
Unit 8 49
50 Unit 8
Exercise 3
This could be done as a whole-class activity or initially in
pairs before whole-class feedback.
Task
To set up this activity, ask who in the class would be
interested in setting up their own business one day. What
products would they sell? You can then form pairs or small
groups around the people with the product idea, thus
ensuring that there is a leader in each group.
If students are short of ideas, you might like to ask them
to research products of interest on a crowdfunding site
like Kickstarter, where entrepreneurs try to get financial
sponsors for their new venture. They can then use one of
these products as if it were their own idea. If you don’t have
Internet access in your class, you can set this as a homework
task and do the rest of the activity in the next lesson.
Unit 8 51
Exercise 4
Students match the phrases and definitions individually,
then compare answers in pairs. Follow up with whole-class
feedback. You may like to elicit or point out the following:
• we generally use advertising when a company pays
for it: we use publicity when it’s free, or the company is
mentioned in the media.
• the adjective from awareness is aware: we are aware of a
product means we know that it exists
• target can also be a verb: we target a particular audience
• boost is similar to increase but is a faster action.
Some languages use the same word for last and latest. To
test their understanding, ask what are the last and latest
52 Unit 9
Exercise 8 Exercise 2
Before doing this exercise, refer students to the Tip on Students read the text, and compare answers in pairs. Ask
advertising. Remind them also about how this word is them to vote on whether it’s ‘a good idea’, ‘not a bad idea’, or
pronounced in its various forms: advertising, advertisement ‘not a good idea’; use this as the basis for a brief discussion.
(US English), advertisement (British English), advert. If most of them choose one of the first two options, ask how
the city can compensate for the loss in advertising revenue.
Unit 9 53
54 Unit 9
PRE-WORK LEARNERS Ask the students what they think the Possible answers
2 Sorry, I’m not with you. Can you be more specific? Do you
problems might be with meetings in companies.
want to recruit more people?
3 We’re getting off the subject. Can we come back to that later
Exercise 1 if we have time?
l 9.5 Due to length, you could break the listening into three 4 Sorry, I didn’t catch that. What was the second figure?
sections and ask students to compare answers after each 5 No, I think we’ve covered recruitment. Can we move on to the
section. Students listen to complete the notes. Get feedback next point?
at the end with the whole class. 6 No, I think that’s everything. Can we sum up what we’ve
agreed?
Answers
Advertising: Further practice
Money spent last year: €28.6 million If students need more practice, go to Practice file 9 on
Budget this year: €37.5 million
page 122 of the Student’s Book.
Extra money to be used for: big social media campaign
Sales: Exercise 4
This year: 7 % increase
Next two years: 7 % Refer students to the meeting agenda. If you have at
Key markets: the Czech Republic, Poland, Hungary least four students in your class, ask them to prepare
Action: for the meeting in pairs by discussing their reactions to
Edward to prepare detailed sales forecast the proposals and thinking of ideas for the advertising
Anton to provide details of social media campaign campaign.
Form meeting groups of four to six students. Divide large
groups into separate meetings. Don’t appoint a chairperson:
the idea is that everyone can control the discussion.
Unit 9 55
Exercise 2
Students discuss in pairs which tips they think are more or
less important. Encourage alternative ideas.
Exercise 3
Students discuss what sorts of videos they share. In
feedback, you could ask them to give reasons.
56 Unit 9
Viewpoint 3 57
Exercise 6
r 02 Before playing the video again, ask students to read
the sentences and check their answers with a partner. Then
play the video again. Students check their answers again,
then check them with the whole class.
Answers
1 makes, feel
2 says
3 mean
4 sends, message
5 good
6 associate, popular
7 represents
Exercise 7
You could deal with these questions in two stages, as each
one could promote a lot of discussion.
Give students time to read the questions, and perhaps make
a few notes, and then pair them off with a new partner to
discuss the questions.
Discuss a few of their ideas as a group, and find out how
closely the logos they know resemble the information in
the video (in the table in 5), or whether there are significant
differences.
Exercise 8
Students work in small groups. They should imagine that
they are going to design a logo for each of three companies.
If you are short of time, each group could focus on just one
of the companies.
Tell them first to look at the pictures, and descriptions, so
that they understand a bit about each company. Then give
them time to discuss the logo and draw a sketch.
They should use the information in 5 to help and give them
ideas.
58 Viewpoint 3
Exercise 4
Students work individually, then compare answers in pairs.
Check answers with the whole class.
Unit 10 59
Point out that we sometimes use reuse and recycle Further practice
interchangeably. Note that re- is a prefix meaning ‘again’ on If students need more practice, go to Practice file 10 on page
the following words: reuse, recycle, renew, but not on reduce. 124 of the Student’s Book.
Exercise 5 Exercise 8
After students have done the exercise in pairs, encourage Students discuss the four initiatives. Ask if any of them are in
them to develop their answers by using one each of place in their own places of work or study, and/or whether
the other verb-noun combinations in a sentence about they would be feasible. What might the disadvantages be
themselves or their working/study environment. of each?
Answers Exercise 9
2 fossil fuels
3 petrol Students should form pairs from different companies if
4 warming possible, and find out what their partner’s company does.
5 emissions PRE-WORK LEARNERS For questions 1 and 2, students should
6 energy discuss their place of study. They could write a letter to their
principal, suggesting new green initiatives the school could
DICTIONARY SKILLS take.
Some students (e.g. French-speaking) may confuse Refer students to the Tip about the word green. Can they use
the meaning or spelling of the following: consumption, it to describe their place of work or study, product or service,
customer, custom, costume. or one they know?
You could suggest they check their dictionaries to Photocopiable worksheet
check the meaning, as well as to find other words in the Download and photocopy Unit 10 Working with words
word families, e.g. consume (v), consumer (n, person), worksheet from the teacher resources in the Online practice.
consumption (n, object). Suggest they also check which
part of the word is stressed, i.e. consumer but customer.
Language at work
EXTRA ACTIVITY Exercise 1
Ask students to work in pairs and write down two verb– Students answer the questions in pairs. Elicit a few ideas
noun combinations they want to remember. They should from the whole class, asking them to give reasons.
then write down an example when they would do this,
or this would happen, but without using the phrase, e.g. Possible answers
My brother cycles to work every day because he doesn’t want Students might come up with issues relating to price, rebuilding
to … (pollute the environment); We have three big boxes routes, capacity (number of people who can be transported),
in a cupboard in the kitchen to … We put empty containers etc.
and packaging in them, and then we take it all to a general
collection point. (recycle paper/plastic/glass) Exercise 2
Give students five minutes to prepare their situations, and l 10.2 Tell students they are going to hear a discussion
then ask them to pair up with another pair. Each pair reads about the costs of trams and electric buses, as well as how
out one of their situations and the other pair tries to guess many passengers each can carry. Ask them to listen for the
which verb-noun combination it refers to. numbers and complete the table.
Write the table on the board. Ask the students for their
responses and fill in the table.
Exercise 6
l 10.1 Tell students they will hear four short extracts that Answers
correspond to the four pictures. Let students compare
Trams Electric buses
answers in pairs, then check with the whole class.
Start-up costs/km (€): €19–22m €3m
Answers
A 3 B 2 C 4 D 1 No of passengers/hour 7,000 3,000
Running costs/km (€): €7 €5
60 Unit 10
Exercise 5
Practically speaking
Students work in pairs to consider ways to improve their Exercise 1
city. Remind them that, in each case, they are talking about Pre-teach clarification – making something clearer or
the result of doing something. Listen out for use of tenses as easier to understand. Then elicit from the class their ideas
they talk, and if necessary, prompt and remind them that we about things to say if you don’t understand something in a
do not usually use will in the if clause. meeting.
Possible answers Possible answers
A What will happen if we improve public transport? Sorry, what did you say?
B Some people will stop using their cars, so there will be fewer Could you explain, please?
cars on the roads. If we do that, there’ll be less pollution.
Or
A What will happen if we improve public transport? Exercise 2
B It will cost a lot of money, so we’ll need to increase ticket l 10.3 Ask students to read the sentences, and then listen
prices. for the correct answer.
A That won’t be popular with the public!
A What will happen if we create more cycle lanes? Answer
B More people will go to work by bike, and it will make the 1 the whole company
roads safer for cyclists. 2 next year
3 can’t
EXTENSION Stronger students, or those who finish early, 4 part of the day
can be asked to come up with their own ideas and results,
or even to extend their conversations to add a follow-up Exercise 3
result of the suggestion. Other suggestions could include: l 10.3 Students listen again and complete the questions.
putting a speed limit on inner-city traffic to e.g. 10 km per
hour; banning cars from the city at weekends; creating more Answers
green spaces from closed roads, etc. 1 Do you mean
2 Sorry, did you say
Further practice 3 So, are you saying
If students need more practice, go to Practice file 10 on page 4 What do you mean by
125 of the Student’s Book.
Unit 10 61
62 Unit 10
As a lead-in, write nudge on the board and elicit or give the Progress test
meaning (here – to push somebody gently, in order to get Download and photocopy the Unit 10 progress test and
them to change their behaviour; to persuade). Demonstrate Speaking test from the teacher resources in the Online
the literal meaning (to push somebody gently, especially practice.
with your elbow), then explain the meaning here.
Discussion
Exercise 1
Refer students to the text and The Golden Rules of Nudging,
and check they understand. Then ask them to read the text
and decide which rules the Speed Camera Lottery follows.
They could tick off their choices.
Answer
All of them.
Exercise 2
Students then discuss in pairs any possible disadvantages of
the Speed Camera Lottery. Discuss their ideas as a class.
Answer
It takes time, and someone would need to be paid to do the job.
Exercise 3
Ask students to think of other examples of nudging in
everyday life, e.g. getting people to use less electricity, by
installing metres in people’s homes for each individual
electric item; downloading an app which donates money for
every 1 km that users walk or run, to motivate people to do
more exercise. (The app generates money from advertising.)
Discuss ideas as a class.
Exercise 4
Students discuss whether they think nudging works better
than rules or punishments. Encourage them to give reasons
for their answers.
Unit 10 63
Exercise 4
Students work individually to complete the table, and then
compare answers in pairs. Do the first one together. Check
answers with the whole class.
64 Unit 11
Unit 11 65
Exercise 4 Exercise 7
Students complete the explanations in the Language point. Students work in pairs to complete the left column of
Check answers with the whole class. Refer students to the the table. Remind them to choose a country. Give them
Tip about how to describe drinks as countable: ask if they’ve five minutes and make sure they both write down the
‘had a coffee’ today, or ‘an orange juice’. When they go out to information (this will be needed in 8). You could encourage
a café, what do they usually order? them to include something different to attract clients (e.g.
a hotel on a boat or underground; each room has a rooftop
Answers terrace; breakfast 500 m high; jungle trips, etc.). Monitor
1 Countable and check they complete all the information. For weaker
2 Uncountable students, demonstrate the activity by discussing as a class
3 countable, uncountable first.
4 countable, uncountable
5 countable ONE-TO-ONE Elicit one or two ideas as examples for the left-
hand column for your student, and then, without discussion,
Grammar reference each fill in the left-hand column with different information.
If students need more information, go to Grammar reference This is preparation for 8.
on page 127 of the Student’s Book.
Exercise 8
Exercise 5 Re-pair students. They should use the question starters
Before doing this exercise, ask students if they have been to to find out information about their partner’s hotel. Give
Wimbledon to see the tennis, or if they know what it’s like. students time to check how to ask the questions. To help
Then ask them to complete the questions. Do the first one make this a phone call, ask students to sit back-to-back.
together. Check the answers with the whole class. Students listening should note down their partner’s
information on the right. Listen for correct use of question
forms, and countable and uncountable nouns.
66 Unit 11
Unit 11 67
Talking point
As a lead-in, write bribery on the board and elicit or give its
meaning.
Discussion
Exercise 1
Students read the text and, in pairs, think of examples.
Possible answers
Bribery: paying extra to an individual at a company; giving
them a gift or special treatment; exchanging special favours
between individuals at different companies.
Not bribery: inviting clients to an event (e.g. a concert), taking
them for dinner, etc. (Several ideas have been discussed earlier
in this unit.)
Exercise 2
Let students discuss this in pairs. Elicit some of their ideas.
Exercise 3
Encourage students to give examples with reasons.
68 Unit 11
Exercise 4
Students go back to the text and complete the sentences
with the words and phrases in bold. Check the answers with
the whole group.
Answers
1 workplace diversity
2 socially responsible
3 perform well
4 reputation
5 manage, costs
6 safety record
7 achieve, sales targets
8 environmental performance
Unit 12 69
Exercise 8 Answers
1 opened (past simple)
Students match the adjectives in 7 to the definitions. Check
2 had (past simple)
the answers with the whole class. Refer students to the Tip
3 has increased (present perfect)
about adjectives ending in -ed and -ing, and the examples. 4 ’ve been (present perfect)
Answers 5 moved (past simple)
1 satisfactory
2 average
3 encouraged
4 disappointing
5 excellent
6 poor
70 Unit 12
Unit 12 71
72 Unit 12
Further practice
If students need more practice, go to Practice file 12 on page
128 of the Student’s Book.
Exercise 7
For this exercise, students may have to find the graph
before class or for homework. If this is not possible,
and students have no knowledge of their company’s/
country’s performance, ask them to draw a fictional graph
(for example, a company’s profits 2000−2015) and give
it to another student to describe. Students study the Key
expressions before they start; highlight particularly the
phrases for Referring to a chart: these will make their mini-
presentation more focused, and audience-orientated. Give
feedback on use of tenses, ways of saying numbers, verbs for
describing change, and prepositions.
EXTRA ACTIVITY
Each student brings in a graph they have found (e.g. on
the Internet). Shuffle the graphs, and redistribute so that
each student has a new graph. Students describe their
new graph to the class, or write a description and put
it up on the wall next to the graph. Alternatively, when
they have written the description, separate the writing
from the graph, numbering the graphs, and labelling the
descriptions a, b, c, etc. Students read all descriptions and
match them to the graphs.
Photocopiable worksheet
Download and photocopy Unit 12 Business communication
worksheet from the teacher resources in the Online practice.
Talking point
Exercise 1
This activity is fairly self-explanatory, so allow students time
to read the instructions. Explain that they will win or lose
points according to their decisions, and the total number of
points they gain will show their company performance, both
in terms of sales and profits, but also in social responsibility.
Unit 12 73
Exercise 2 Exercise 4
Ask students to askeach other questions from the quiz, and Check students understand edible (adj): fit or suitable to be
then to compare their answers. Elicit any strong differences eaten; not poisonous.
between them.
Students match the words and phrases in bold in sentences
Exercise 3 1–8, to their definitions, a–h. Do the first one together.
r 01 Students watch the interviews and listen for how the Answers
four speakers answer the questions. 1 c 2 a 3 d 4 b 5 e 6 h 7 g 8 f
Ask students if any of the speakers’ comments or opinions
are similar to their own. Elicit their ideas. Exercise 5
Answers r 02 Before playing the video, ask students to read the six
questions. Each section of the video will answer one of them;
Speaker 1 Speaker 2 Speaker 3 Speaker 4 the students should put the questions in the right order.
1 Yes (Paper, Yes Yes (lots of Yes (Paper, Students check their answers with a partner, then check with
bottles, different food waste, the whole class.
coffee, tea bins) food
bags) packaging) Answers
2 Don’t Yes Don’t know Don’t know Part 1 d
know (probably) Part 2 e
Part 3 b
3 Yes (Bus, Yes Yes Yes (Cycle Part 4 a
bicycle) (Cycle- (incentives scheme to Part 5 f
to-work for train and help pay Part 6 c
scheme, bus tickets for bike,
bicycle and buying subsidized
loan, bikes) bus passes) VIDEO SCRIPT
showers, 1
bike racks) What we do here is we retail cooking oils, all types, to the catering
4 Don’t Don’t Don’t know Don’t know trade. We then, when those oils are finished with, we collect those
know know (probably, oils, we bring them back here, we refine them and we turn them
especially into a biofuel which is sustainable for all types of applications. And
big things) that is the company in a nutshell so to speak.
Basically we are very much into the renewable energy and the
company was based on a closed-loop philosophy and that closed
74 Viewpoint 4
Viewpoint 4 75
Exercise 4
Students go back to the text in 2 and match the words in
bold to the definitions.
76 Unit 13
Unit 13 77
78 Unit 13
Exercise 2 Exercise 5
l 13.3 Students listen to the discussion of the teleworking Give students time to read through the ideas. Students work
scheme, and compare their ideas. If they wrote a list of ideas in pairs to role-play the situations, and ask for and make
in 1, they could tick off the ones they hear. predictions. You could elicit the answer to the example
question, and a follow-up question. Remind them to use
Answers the target language: (un-)likely, probably and definitely. Give
Advantages for the employee are that they will feel more feedback specifically on the target language from this
motivated, and happier, working from home. Advantages for the section.
company include the fact that he thinks the company will save
PRE-WORK LEARNERS Ask students to consider the same
money in heating, lighting costs, etc., and be able to raise money
from renting office space; production usually goes up 10-40%. bullet-point issues relating to an online course, where they
Disadvantages for the employees are that they won’t often see learn from home, and perhaps only ‘meet’ other students
their colleagues. The manager doesn't list any disadvantages for online.
the company.
Further practice
EXTENSION Ask students if any of them are already If students need more practice, go to Practice file 13 on page
involved in teleworking. Are they able to do any of their 130 of the Student’s Book.
work from home? What, for them, are the advantages and
disadvantages? Exercise 6
Make sure the students understand that the objective of
Exercise 3 this activity is to practise the language from this section. Ask
l 13.3 Students listen again and complete the sentences. them to read the Key expressions. Give them plenty of time to
think about the scenario and to come up with ideas. Ask the
Answers class if any students use video-conferencing at the moment,
1 are, likely and what its advantages and drawbacks are.
2 hope, will Students pretend to work for the same company, and
3 unlikely
discuss the proposal from Head Office.
4 think, will
5 will definitely While students are discussing their ideas, make a note of
6 probably won’t common errors, focusing on the target language of this
7 expect unit; bring them to the attention of the class at the end:
8 Hopefully, will you could write them on the board and ask students to
correct them.
Check the following: running costs; scheme /skiːm/; to rent;
ALTERNATIVE You could award points to students for every
voluntary /ˈvɒləntri/.
time they use one of the key expressions, or you could put
EXTENSION Draw a cline scale on the board (a long line
the expressions on cards for students to turn face down after
from left to right). Write won’t at the far left end, and will they use each one.
at the far right end. Write these phrases randomly on the
board, and ask students to place them on the cline: definitely PRE-WORK LEARNERS Ask students to imagine they work
for the same company. They could consider first what
Unit 13 79
Exercise 2
You could ask pairs or groups of students to choose one of
the companies and think about why the companies chose
these causes. Share their ideas with the group.
Possible answers
TOMS: This campaign highlights the issue of the haves and have-
nots: for every item bought, the buyer knows they’re helping
one other person in need.
Unilever: This campaign suggests, ironically, that cosmetics do
not necessarily make people beautiful; however, all consumers
who buy such products are interested in caring for their looks,
health and/or well-being.
General Mills: Food is in everyone’s house, so these products
target a huge range of users, many of who will be interested in
educational resources.
Exercise 3
Students work in pairs to find similarities and differences
between the companies. Share ideas as a group.
Answers
In each case, the company is raising awareness of a social issue;
in the first and third examples, the companies are actively giving
something to someone else (a similar item, or one related in the
first; 10 cents per box top in the second).
Exercise 4
Students discuss their preferences. Discuss reasons as a
group.
80 Unit 13
Exercise 5
Students work in pairs to make sentences using the phrases.
Elicit one or two first to help. When they have finished, elicit
some examples from the group.
Unit 14 81
Exercise 8 Exercise 3
l 14.1 Before playing the listening, ask students to try to l 14.2 Before playing the listening again, ask students to
remember what words are missing. Then play the recording try to underline the correct option. Then play the recording.
again for them to complete and check the sentences. Refer Check the answers together. Point out that in sentence 3,
students to the Tip about in time and on time, highlighting both might and would are grammatically possible (see Tip
the different focus. Ask them to write a sentence for each below).
phrase.
Answers
Answers 1 I’d, lived
1 late 2 would, offered
2 save 3 was, might
3 run out 4 wanted, wouldn’t
4 take, allow
5 last Exercise 4
6 ahead Students read the sentences in 3 again, and choose
7 in the correct words to complete the explanations in the
8 waste, slows
Language point. Refer students to the Tip on might and could.
Ask students to write a sentence to illustrate the use of
Exercise 9
each word.
Students work in pairs to write the phrases from 4 and 8
under the correct headings. Answers
1 imaginary, future
Answers 2 past, infinitive
Good: plan your schedule, allow time, save time, enough time, 3 can
arrive ahead of time, in time, on time, meet deadlines
Bad: waste time, run out of time, leave until the last minute, slow Grammar reference
you down If students need more information, go to Grammar reference
on page 133 of the Student’s Book.
82 Unit 14
Unit 14 83
84 Unit 14
Discussion
Exercise 1
Students discuss in pairs what they can learn about working
life in America from the statistics. Elicit some ideas from the
group.
Possible answers
Working life in America is taking up far more of people’s time
than it used to. Family life is suffering, as regular sit-down
meals are now more infrequent. Social lives also suffer, as work
becomes more important.
Exercise 2
Students compare this with the situation in their own
country and try to imagine what the statistics would be.
Exercise 3
Elicit one reason from the group for why we are busier now,
and then ask each pair to come up with one more reason.
Possible answers
Competition for jobs is probably much tougher than it used to
be, and there is rarely nowadays such a thing as a ‘job for life’; this
means that many people are willing to work harder in order to
try not to lose their job. In addition, many jobs are now done by
computer, or done more quickly online, so more jobs are under
threat. To survive we need to work more, and work harder, and
as a result most people are busier.
Unit 14 85
Exercise 4
Students match the words and phrases in bold in the text in
2 to definitions 1–8.
Answers
1 take a step back
2 motivate
3 develop your skills
4 improve your performance
5 set goals
6 achieve your objectives
7 improve your promotion prospects
8 give feedback
86 Unit 15
Unit 15 87
88 Unit 15
Exercise 2 Exercise 2
l 15.4 Students listen and match each conversation with l 15.5 Pre-teach defective – having a fault or faults; not
one of the situations in 1. perfect or complete. Students listen to the conversation
about team motivation and put the points in 1 in order.
Answers
1 a 2 c 3 b Answers
a 2 b 3 c 1
EXTENSION Ask students if they have been in any of these
situations recently, giving feedback on something. What was Exercise 3
it, and what did they say?
l 15.5 Before playing the recording, ask students to try and
PRE-WORK LEARNERS If students are at college, ask them match the suggestions and responses. Then students listen
if they have recently been given feedback on any of their again to complete the sentences, and check their answers.
coursework. What did their tutor say? Was it appropriate?
Answers
Why/Why not?
1 c 2 d 3 a 4 f 5 e 6 b
Unit 15 89
Exercise 6
Students work in pairs. They will be considering ways to
improve company motivation.
Refer them again to the Key expressions. Then ask the
students to work in AB pairs, and to read the relevant
information. Check they understand bonus.
When giving feedback, focus on accurate use of phrases
from the Key expressions.
PRE-WORK LEARNERS Students could think about a company
they know well, or consider how to improve staff motivation
at the college where they are studying.
EXTRA ACTIVITY
For quick revision here, or at the beginning of next
lesson, put a few ideas/suggestions on slips of paper.
(These could be work-related, or not, depending on
your students, e.g. ‘Let’s meet up on Saturday at 11 for
an extra hour of English!’, or ‘What about keeping in
touch between classes on email, in English!’, or ‘What
about having a dress-down Friday, when everyone can
wear jeans to work?’) Ask the students to stand up in
two lines, in two teams. Give the first person in each
team a suggestion each, and ask them to read it out
to the second person in the line: that person responds
negatively (but politely!) and adds an alternative
suggestion. The third student responds in the same way,
and so on, down the line. Encourage students to use a
range of phrases from the Key expressions.
Photocopiable worksheet
Download and photocopy Unit 15 Business communication
worksheet from the teacher resources in the Online practice.
Talking point
The objective of this game is to practise the language and
skills which the students have learnt in this book. You may
wish to ask students to revise this before they start the game.
Students read the rules. Check they are familiar with ‘heads’
and ‘tails’ when using a coin. Emphasize that the aim of the
game is to review language and skills from the book.
You will probably find that students complete the tasks in
the squares reasonably well, but without necessarily using
the language from this book. In these cases, it is up to you
whether you insist on them doing so, perhaps by looking it
up in the second copy of the Student’s Book as suggested.
As they play, monitor and help with vocabulary queries.
For feedback, you could keep a ‘hot card’ for each student
or pair. As they play, write down errors on their hot card,
and at the end, give them their hot card for discussion and
correction. If you have a large class, ask students to monitor
each other’s mistakes, and fix a penalty of ‘two squares back’
for anybody who makes a mistake. If students disagree,
for example about correct pronunciation, they ask you to
decide.
90 Unit 15
Viewpoint 5 91
Exercise 8
r 02 Before playing the video again, ask students to read
the questions. Stronger students could try to answer them
before they watch. Then play the video again. If necessary,
pause the video after the information is mentioned.
Students check their answers with a partner. Then check the
answers together.
Answers
2 Yes
3 Yes
4 No
5 Don’t know
6 Don’t know
7 Yes
8 No
92 Viewpoint 5