Market Leader Upper Teacher

Market Leader

Upper Intermediate

Teacher’s Guide

Claudia Machado

Unit 1Communication (Complete)

Vocabulary: Good communicators

Listening: Improving communications

Reading: Communication problems

Language Review: Idioms

Skills: Problem-solving on the phone

Case study: Creating a sense of identity

1.Warmer – Give the student an article concerning recent news and discuss it.

2. Ask the student how he/she can define communication.

3. Write the table below and ask the student to complete it with his/her own ideas.

drums

pigeon post

smoke signals

semaphore

Morse code

telephone

painting

sculpture

Music

newspaper

radio

television

Internet

interactive television

language

sign language

body language

Dance

SEMAPHORE /‘semãfãr/

SIGN LANGUAGE = a language that uses hand movements instead of

spoken words, used by people who cannot hear well

4. Ask the student to read the quotation and discuss it. It can be mentioned music or painting as communicating emotions that cannot be expressed in words.

5. Starting Up – activity A. Discuss the question with the student.

6. Starting Up – activity B. Discuss the question with the student.

7. Starting Up – activity C. Discuss the questions with the student.

MEMO = a short official note to another person in the same company or

organization

MINUTE = written record of what is said and decided at a meeting

JARGON = words and expressions used in a particular profession or by a

particular group of people, which are difficult for other people

to understand

8. Vocabulary – activity A. Ask the student to classify the adjectives into the categories.

Good communicators: articulate, coherent, eloquent, fluent, focused, lucid, persuasive, responsive, sensitive, succinct

Bad communicators: hesitant, inhibited, rambling, tongue-tied

ELOQUENT = able to express your ideas and opinions well, especially in a

way that influences people

LUCID = expressed in a way that is clear and easy to understand

RESPONSIVE = eager to communicate with people, and to react to them in

a positive way

of 42Market Leader Upper Intermediate

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RAMBLING = rambling speech or writing is very long and does not seem to

have any clear organization or purpose

TONGUE-TIED = unable to talk in a relaxed way because you feel nervous or

embarrassed

9. Vocabulary – activity B. Ask the student to find the words for the definitions.

1. focused, succinct

2. hesitant, inhibited, tongue-tied

3. rambling

4. fluent, eloquent, sensitive

5. articulate, coherent, lucid

6. persuasive, responsive

10. Vocabulary – activity C. Ask the student to find the opposites.

inarticulate

incoherent

unfocussed

uninhibited

11. Vocabulary – activity D. Discuss the question with the student.

12. Give the student the text “Communication with employees”, from the Text Bank.

13. Listening – activity A (track 1). Ask the student to listen and answer the questions.

1. New technology and the idea that communications, education and

training is important.

2. E-mail means companies can talk to clients more easily. This will go on

improving as people become more sophisticated at sending e-mail

attachments. (by ‘structures’, Penny is referring to attachments like text

documents, spreadsheets and so on.)

3. An intranet is a confidential computer network where information is only

accessible to people in specific organizations (unlike the Internet, where

information is accessible to anyone). VW employees can gain access to

any work that her consultancy is doing for them in order to suggest

changes, etc.

4. She mentions a number of instances where her consultancy has nearly

lost clients because of communication breakdown.

IN-ROAD = to make some progress towards achieving something difficult

GRASP = ability to understand something

BUDGET = the money that is available to an organization or person, or a

plan of how it will be spent

TO SIGN OFF = to show that you approve of a plan

14. Listening – activity B (track 1). Ask the student to listen again and fill in the blanks.

1. understand

2. strategy

3. development

4. aims

5. Verbal

6. one-to-one

7. confidence

8. rapport

9. relationship



15. Ask the student about the good and bad points of communication in his company.

16. Reading – activity A. Discuss the question with the student.

17. Reading – activity B. Ask the student to read the text and complete the chart.

Communication

Small organizations

Less than 200

Large organizations

More than 200

Need either a

hierarchical structure or a

line management system

Already have a free

flow of information

Costs of above

1. Information can only flow along certain channels because only certain people contact each other regularly.

2. Lack of personalized contacts means less personal commitment.

3. Favors will only be done where there is a clear quid pro quo (=where there is a clear and immediate benefit of doing so).

4. Large organizations are less flexible.

One solution

Divide larger organizations into

smaller units

In addition

Avoid maintaining too formal a structure by allowing staff to:

1. build reciprocal alliances

2. interact in a casual way

HARD SELL = a way of selling something in which there is a lot of pressure on

you to buy; if an idea is a hard sell, it is people to get people to

accept it

LINE MANAGEMENT = a system of management in which information and

instructions are passed from one person to someone

immediately higher or lower than them in rank

QUID PRO QUO = something that you give or do in exchange for something

else, especially when this arrangement is not official

COMMUNAL = shared by a group of people

PANACEA = something that people think will make everything better and

solve all their problems

TO DRAW ATTENTION = to make someone notice something

OUTPUT = the amount of work produced by someone or an organization

PURPOSE-BUILT ACCOMODATION = a place for people to work designed

and made for a particular purpose

TO DISPENSE WITH = to not use or do something that people usually use or

do, because it is not necessary

TO IDLE AWAY = to spend time in a relaxed way, doing nothing

IDLE (adj.) = not working or producing anything

SNIPPET = a small piece of information

TO SPARK = to provoke

18. Reading – activity C. Ask the student to answer the questions related to the text.

1. a) the decision not to have a coffee room

b) the architects who designed the new building



2. a) destroyed without realizing it

b) small groups of people who know each other well

c) ‘empowered’ usually means ‘given the authority to do something

without having to ask permission from managers each time’, but here

it means something more like ‘drove forward’: It was the intimate

social networks that drove forward the organization and made it

successful.

3. a)

4. a)

5. designed and built with a particular use in mind

POUND STERLING = the standard unit of money in Britain

19. Reading – activity D. Discuss the question with the student.

20. Reading – activity E. Discuss the questions with the student.

21. Reading – activity F. Discuss the questions with the student.

22. Explain idioms to the student.

23. Language Review – Box. Go through the box with the student.

HIT YOUR TARGETS = reach your objectives

AT STAKE = if something that you value very much is at stake, you will lose it if

a plan of action is not successful; money that you risk as the result of

gambling

DON’T ROCK THE BOAT = to cause trouble where none is welcome; to

disturb a situation that is otherwise stable and satisfactory: Look, Tom,

everything is going fine here. Don’t rock the boat!

24. Language Review – activity A. Ask the student to put the idioms in their correct place.

1. c5. b

2. h6. e

3. d7. f

4. a8. g

BE ON THE SAME WAVELENGTH = to have the same opinions and feelings as

someone else

TALK AT CROSS PURPOSES = not understand each other

GET A WORD IN EDGEWAYS = to manage to say something when other

people are talking and ignoring you: Mary talks so fast that nobody

can get a word in the edgeways.

BEAT ABOUT THE BUSH = to avoid answering a question; to waste time: Let’s

stop beating about the bush and discuss this matter.

HEAR ON THE GRAPEVINE = to hear about something because the

information has been passed from one person to another in

conversation

GRAPEVINE = a climbing plant on which grapes grow

25. Language Review – activity B. Ask the student to choose the right word.

1. shop

2. tip

3. gift (‘Gift of the gab’ is ‘gift of gab’ in AmE)

4. loss

5. cuff

6. language



7. head

8. tail

TALK SHOP = if people talk shop, they talk about their work when there are

people present who are not interested or involved in it – used to show

disapproval: Are you going to talk shop all night?

GIFT OF THE GAB = an ability to speak confidently and to persuade people

to do what you want: Jo has always had the gift of the gab.

TO GAB = to talk continuously, usually about things that are not important

SPEAK OFF THE CUFF = to speak in public without preparation: I need to

prepare a speech for Friday, although I speak off the cuff quite well.

CUFF = the end of a sleeve

OFF THE TOP OF HEAD = to state something rapidly and without having to

think or remember: Jane can tell you the correct amount off the top

of her head.

CAN’T MAKE HEAD OR TAIL = to be completely unable to understand

something

26. Ask the student to make up sentences with the idioms studied.

27. Give the student the sheet “Idioms related to Money 1” and do it with him/her. Ask the student to come up with sentences using each idiom.



30. Ask the student whether he/she is used to solving problems on the phone and which are the main problems it arises.

31. Skills – activity A. Discuss the question with the student.

Delivery: late delivery, delivery to the wrong place, delivery of the wrong goods, damaged goods

Payment: late payment, payment sent to the wrong place, bouncing checks, non-payment

Quality control: goods not to agreed specifications, defective goods, breakdowns

32. Skills – activity B (track 2). Ask the student to listen and answer the questions.

There’s a labor problem at the supplier’s (Martin) plant, and they can’t deliver the air conditioning equipment ordered by the customer’s (Elena) firm on time. Martin suggests that Elena’s firm might be able to get similar equipment from a German supplier.

TO BREATHE DOWN SOMEONE’S NECK = to keep close watch on someone;

to watch someone’s activities

33. Skills – activity C (track 2). Ask the student to listen again and decide on who says each sentence.

a) customer

b) supplier

c) supplier

d) customer

e) customer

f) supplier

g) customer

h) supplier

34. Skills – activity D (track 3). Ask the student to listen and answer the questions.

The manager’s (Patricia) flight has been delayed and she can’t get back on time to chair an important meeting. Her PA (personal assistant) suggests that participants deal with the less important points first, by which time Patricia might be back. The PA suggests the meeting could be chaired by Rachel. Patricia agrees to the idea, and says she will think of other possibilities in case Rachel can’t do it.

TO BRIEF = to give someone all the information about a situation that they

will need

TO JOT DOWN = to write a short piece of information quickly



35. Skills – activity E (track 3). Discuss the point with the student.

36. Skills – Useful Language. Go through the box with the student.

37. Skills – activity F. Role play the situation with the student.

CONSIGNMENT = a quantity of goods that are sent somewhere, especially

in order to be sold

38. Give the student “Problem-solving on the phone”, from the Resource Bank.

39. Give the student the text “Communication with the world at large”, from the Text Bank.

Unit 2International Marketing (Complete)

Vocabulary: Marketing Collocations

Reading: International marketing mix

Language Review: Noun compounds and noun phrases

Skills: Brainstorming

Case study: Zumo – creating a local brand


2. Ask the student to consider the place of the international products on the left in the table below in relation to the products on the right in his/her country.

Coca-Cola and Pepsi Cola

Fast-food hamburgers

Sneakers

Jeans

Rock music

Tea, coffee and local soft drinks

Traditional food in the country

Shoes or sandals

Pants

Popular music of the country

3. Ask the student to read the quotation and discuss it. This quotation goes against the usual principle of marketing, which is that marketers should understand customers’ needs and provide products and services that satisfy them.

4. Starting Up – activity A. Discuss the question with the student.

Cars: Ford, GM, Toyota

Clothes: Gap, Benetton

Food: Nestlé

Cleaning products: Procter & Gamble

TO MARKET = to try to persuade people to buy a product by advertising it in

a particular way

5. Starting Up – activity B. Discuss the questions with the student.

1. Advantages include being able to buy raw materials in large quantities

at lower prices, and being able to spread administrative and other costs

over a larger number of products sold.

2. Problems include not understanding local tastes and habits, and not

understanding the structure of local distribution networks.

3. Indirect export – exporters use an intermediary, such as an export agent,

to deal with buyers in the overseas market.

Direct export – companies handle their own exports, for example by

setting up overseas sales offices.

Licensing – companies sell the rights to use a manufacturing process,

trademark or patent for a fee or royalty.

Joint ventures – two companies, for example an overseas firm and a local

one, may work together to develop a particular market.

Direct investment – the company buys a local firm, or sets up its own

manufacturing subsidiaries.

6. Starting Up – activity C. Discuss the question with the student.



7. Starting Up – activity D. Discuss the question with the student.

8. Give the student the text “Towards a global brand”, from the Text Bank.

9. Ask the student to think of words he/she knows related to marketing.

10. Vocabulary – activity A. Ask the student to fill in the blanks.

1. monetary regulations (Point out that ‘currency regulations’ would also be

possible here.)

2. government bureaucracy

3. political stability

4. buying habits

5. economic situation

6. Income distribution

MONETARY = related to money, currency

RED TAPE = official rules that seem unnecessary and prevent things from

being done quickly and easily

TO HINDER = to make it difficult for something to develop or succeed

11. Vocabulary – activity B. Discuss the questions with the student.

1. For business, benefits include stable environment for planning, investment,

etc.

2. Talk about inflation, growth, general prosperity, etc.

3. Treat this one with caution. Some students might argue that unequal

distribution allows some people to accumulate wealth that can then be

used for new investment. Others may say that on principles of fairness,

wealth should be more equally distributed.

12. Vocabulary – activity C. Ask the student to cross out the odd expression.

1. d3. c5. c7. d9. d

2. b4. b6. d8. c10. d

TO SWAMP = to suddenly cover an area with a lot of water (= flood)

TO CORNER = to gain control of the whole supply of a particular kind of

product: They’ve been trying to corner the market by buying

up all the wheat in sight.

FOCUS GROUP = a small group of people that a company, political party

etc asks questions in order to find out what they think of

their products, actions etc

SPOT CHECK = an examination of a few things or people from a group to

check whether everything is correct or satisfactory

SLUGGISH = moving or reacting more slowly than normal

END USER = the person who uses a particular product, rather than the

people who make or develop it

WHOLESALER = a person or company who sells goods wholesale (=in large

quantities at lower prices)

13. Reading – activity A. Discuss the question with the student.

Cars: the student might mention adapting car interiors for different national tastes: for people, on the one hand, who prefer functional-looking dashboards, instruments, etc, or, on the other hand, for those who like a lot of ‘wood’ covering (even if it’s plastic). Advertising for the same car might emphasize performance in one market and comfort in another.

Fast food: do the international chains try to provide for local tastes with additional items only available in particular countries?

Soft drinks: do drinks companies try to satisfy varying tastes in fizziness (amount of gas) or sweetness? (they do, in fact, as the article will point out.) Does advertising emphasize fun and youth, or does it show specific situations of use, like family meals?



TO TAILOR = to make something so that it is exactly right for someone’s

particular needs or for a particular purpose

14. Reading – activity B. Discuss the question with the student.

The disadvantage is higher costs, hopefully balanced by the advantage of higher sales in each market. Companies have to find a balance.

15. Reading – activity C. Ask the student to read the text and fill in the chart.

CompanyProduct Marketing approach

Nissan Cars reduced number of chassis designs

Kelloggbreakfast cereal

ignored research and introduced cereal in France; changed consumption patterns

Coca-Cola

Cola changes flavor to suit local tastes

Citibank credit cardtailors the product features, promotions, prices and distribution for each country, but maintains its high quality position

Unilever Soapdifferent ingredients in India and east Africa, but same positioning – inexpensive, everyday, antibacterial

MARKETING MIX = everything involved in launching a new product

CHASSIS = the frame on which the body, engine, wheels etc of a vehicle is

built

TO COMPROMISE = to reach an agreement in which everyone involved

accept less than what they wanted at first

TO SETTLE = to end an argument or solve a disagreement

TO MINE FOR = to look for

INPUT = ideas that you put into an activity in order to help it succeed

TO MELD = if two things meld, they combine into one thing

TO GAUGE = to measure or calculate something by using a particular

method

PREMIUM = of very high quality

TIMEPIECE = a watch

LIFEBUOY = a large ring made out of material that floats, which you throw to

someone who has fallen in the water, to prevent them from

drowning

COLA = a brown sweet soft drink

16. Reading – activity D. Ask the student about other companies mentioned.

CompanyProduct Marketing approach

Toshibaelectronic devices

launches new products in different moments in each country

Intel PC chips launches new products simultaneously in different countries

Rolex Watchessame approach everywhere – for high achievers, upmarket distribution outlets, premium price


1. Internet and Intranet has the potential to accelerate the process of

gathering information from different markets that can be included in new

products.

2. Japanese companies take new products to market and then gauge

reactions, without carrying out conventional market research. US

companies tend to use more formal market research methods. For

German companies, product development schedules tend to be more

important.

18. Reading – activity F. Ask the student to choose the correct definition.



1. a2. a3. a4. a5. a

19. Tell the student about noun compounds and the use of ‘of’ in English. Give examples: car door / office desk / strawberry juice.

20. Language Review – Box. Go through the box with the student.

DATA-MINING = the process of using a computer to examine large amounts

of information about customers, in order to discover things

about them that are not easily seen or noticed

DATABASE = a large amount of data stored in a computer system so that

you can find and use it easily

21. Language Review – activity A. Ask the student to find the phrases in the text.

1. country-specific differentiating features

2. changing consumption patterns

3. new product development strategies

4. global research laboratories

5. software development establishments

6. formal market research methods

7. product development schedules

8. marketing mix decisions

9. upmarket distribution outlets

10. premium price

22. Language Review – activity B. Ask the student to put the phrases in the box.

AdverbAdjective /

-ing participleNoun / GerundHead noun

markedly

different

changing

new

global

consumption

product

development

research

ways

patterns

strategies

centers

23. Language Review – activity C. Ask the student to put the phrases in the correct order.

1. really impressive sales figures

2. new public relations department

3. highly ambitious market research program

4. expanding overseas operations

5. rapidly improving balance sheet

6. extremely volatile exchange rate

7. highly confidential marketing report

8. incredibly successful trade fair

BALANCE SHEET = a statement of how much money a business has earned

and how much money it has paid for goods and services

24. Give the student the sheet “Collocation pelmanism” and do it with him/her. Ask the student to come up with sentences using each phrase.

25. Ask the student if he/she usually takes part in or chairs brainstorming meetings.

BRAINSTORMING = when a group of people meet in order to try to develop

ideas and think of ways of solving problems: a

brainstorming session to come up with slogans for new

products

26. Skills – activity A. Discuss the points with the student.

1. Yes, but sometimes it is good to be vague about the purpose of the



meeting, so that participants don’t look immediately at the specific

situation. This will keep the discussion more open-ended and throw up

ideas which otherwise might not have occurred.

2. Theoretically, no. The idea is to get everyone involved as equals. But

people in some cultures would always expect the most senior person to

speak first, whatever the type of meeting.

3. Probably a good idea.

4. This should be one of the main features of brainstorming, but sessions

where this actually happens must be rare.

5. In theory, yes, but extremely bizarre suggestions would probably be seen

as such.

6. Easier said than done, but it’s probably more acceptable to interrupt in

brainstorming than other types of session.

7. Theoretically, the speculations should be as wide-ranging as possible, but

most participants would probably set limits as to what is relevant.

8. Probably a good idea. Details can come later in developing particular

ideas.


1. To develop promotional ideas for the Business Solutions website.

2. Advertising on television and radio; online promotion; direct mailing; press

advertising in traditional newspapers; business magazines and journals.

FIRE AWAY = (only in imperative / spoken) used to tell someone that you are

ready to answer the questions: ‘Do you mind if I ask you

something, Woody?’ ‘Fire away.’

DIRECT MAIL = advertisements that are sent by post to many people

TEASER AD = an advertisement that is used to make people interested in a

product, but that does not give much information about the

product, so that people will pay attention to more

advertisements later

28. Skills – activity C (track 05). Ask the student to listen to the rest of the meeting and answer the questions.

1. Send a mailing to the names of the contact base, containing a brochure

and/or a CD Rom; an event, for example on a river boat; billboard

advertising.

2. Next meeting in three weeks; information on the budget and the cost of

the different promotional activities.

GLOSSY = printed on good quality shiny paper, usually with lots of color

pictures

WALK-THROUGH = instructions of how you should handle something

29. Skills – activity D. Ask the student to put the phrases under the appropriate headings. Ask the student also to say if the expressions are neutral (N) or strong (S).

Stating objectives

The purpose of the meeting this morning is… (N)

Encouraging contributions

Anything goes… (S)

1. Fire away! (S)

8. Would it be worth sponsoring some kind of event? (N)

10. What about that? (N)

Making suggestions



I think we could send out glossy brochures… (N)

3. I think we’d reach a wide audience… (N)

6. What about press advertising? (N)8. Would it be worth sponsoring some kind of event? (N)

9. It would be great to do a presentation… (S)

Agreeing

Yes, that’s a good idea. (S)

2. Excellent! (S)

4. We should definitely do some of that. (S)

5. Absolutely! (S)

7. That might be one way… (N)

Expressing enthusiasm

That’s great! (S)

2. Excellent! (S)

4. We should definitely do some of that. (S)

5. Absolutely! (S)

7. That might be one way… (N)

30. Skills – activity E. Role play the meetings with the student.

31. Give the student “Brainstorming”, from the Resource Bank.

32. Give the student the text “Cultural problems in international marketing”, from the Text Bank.

Unit 3Building Relationships (Complete)

Vocabulary: Describing relations

Listening: Ways of entering markets

Reading: Relationship marketing

Language Review: Multi-word verbs

Skills: Networking

Case study: Getting to know you


2. Build on with the student a map of a typical individual and their relationships. Draw a circle showing the individual and arrows going out to other circles representing family, colleagues, friends, clubs the individual belongs to, etc.

3. Then get the student to draw an individual map talking about each type of relationship, how important it is for him/her and so on.

4. Ask the student to read the quotation and say if he/she agrees with it.

5. Starting Up – activity A. Discuss the questions with the student.

6. Starting Up – activity B. Tell the student he/she will listen to a manager talking about the key factors companies must consider when communicating with their clients. Ask for the student’s opinions concerning these key factors.

7. Starting Up – activity C (track 06). Ask the student to listen and take notes on the key factors Ward mentions.

be honest, transparent, clear in order to gain trust

be clear about what you are selling and about prices

respond customers fast

8. Starting Up – activity D. Ask the student to do the quiz and discuss the answers with him/her.

9. Give the student the text “Employer-employee relationships”, from the Text Bank.

10. Ask the student to come up with verbs which come together with the word relations.

11. Vocabulary – activity A. Ask the student to complete the table.

Positive meaningNegative meaning

build up

cement

develop

break off

cloud

cut off



encourage

establish

improve

maintain

promote

restore

resume

strengthen

disrupt

impair

jeopardize

sever

sour

spoil

TO BUILD UP = to make something develop

TO CEMENT = to make a relationship firm and strong

TO PROMOTE = to encourage; to help to develop

TO RESTORE = to make it return to its former state or condition

TO RESUME = to start doing something again after being interrupted: Peace

talks will resume tomorrow.

TO STRENGTHEN = to make something stronger

TO BREAK OFF = to end a relationship

TO CLOUD = to make something less pleasant: Her happiness was clouded

by having to leave her son behind.

TO DISRUPT = to prevent something from continuing in its usual way by

causing problems: Traffic was disrupted by a bomb.

TO IMPAIR = to damage something: The illness impaired his ability to

concentrate.

TO JEOPARDIZE = to risk losing or spoiling something important

TO SEVER /‘sivar/ = to end a relationship with someone especially because

of a disagreement: The two countries severed diplomatic

relations.

TO SOUR = if a relationship sours, it becomes unfriendly or unfavorable: An

unhappy childhood has soured her view of life.

12. Give the student some verbs to be used with the word relations and ask him/her to make up sentences which describe his/her real life.

build up Jeopardize

strengthen Sever

cloud Impair

resume break off

13. Ask the student to come up with adjectives which come together with the word relations.

14. Vocabulary – activity B. Ask the student to fill in the table.

Very bad Very good

stormy strained cool amicable friendly close excellent

STORMY = full of strong and often angry feelings

STRAINED = tense; difficult, where people do not fully like or trust each other

COOL = behaving in a way that is not as friendly as you expect: My

proposal met with a cool response.

AMICABLE = a relationship in which people feel friendly towards each other

and do not want to quarrel: The two parties have reached an

amicable agreement.

15. Vocabulary – activity C. Ask the student to match the columns.



1. e2. d3. b4. a5. c

16. Talk with the student about the importance of building relations in the business world.

17. Listening – activity A (track 07). Ask the student to listen and mark.

1 China 4 Latin America

2 China 5 China

3 Latin America6 Latin America

POWER (adj.) = a meal at which people meet to discuss business

TO HASH OUT = to discuss something very carefully, especially until you

reach an agreement

TO PART = to move apart

TO DRAWN OUT = talking more time than usual or than you would like

LUNCHEON = (formal) lunch

18. Listening – activity B. Discuss the questions with the student.

19. Listening – activity C (track 08). Ask the student to take notes on how business decisions are made in China.

Foreign business people should make companies trust them by establishing a social relation with the people who take the decisions.

20. Reading – activity A1. Ask the student the proposed question.

21. Reading – activity A2. Ask the student to answer the question. Then, ask him/her to read the two paragraphs of the article in order to check his/her answers.

1 a 2 c

22. Reading – activity B. Ask the student to read the text and answer the questions.

1. A 5% decrease in the number of defecting customers led to profit increases of between 25% and 85%. Domino’s Pizza estimates that a regular customer is worth more than $5,000 over ten years.

2. Established customers

1) tend to buy more

2) are predictable

3) usually cost less to service than new customers

4) tend to be less price sensitive

5) may provide free word-of-mouth advertising and referrals

6) retaining customers makes it difficult for competitors to enter a market or

increase their share of a market

3. Advocate Supporter Client Customer Prospect

REASSURINGLY = in a way that makes you feel less worried or frightened

TO BE CARRIED AWAY = to become so excited that you are no longer in

control of what you do

HUMDRUM = boring and ordinary

DEFECTING = leaving your group in order to join an opposite one

REVENUE = money that a business receives over a period of time, especially

from selling goods or services

LIABLE TO DO STH (adj.) = likely to do something

TO NURTURE = to feed and take care

TO REFUTE = to say that a statement is wrong or unfair

RUNG = one of the bars that form the steps of a ladder

PROSPECT = the possibility that something will happen

23. Reading – activity C. Ask the student to match the words and their definitions according to the context.

humdrum B

defecting A



nurturing B

correlation A

customer retention B

24. Reading – activity D. Ask the student to match the columns to make word partnerships.

1. c2. a3. b4. e5. d


26. Give the student the sheet “Idioms related to Relationships” and do it with him/her. Ask the student to come up with sentences using each idiom.

27. Language Review – box. Explain the types of phrasal verbs.

TO BEAT OFF = to succeed in defeating someone who is competing with

you

TO LOOK INTO = to investigate

28. Language Review – activity A (track 09). Ask the student to listen and put the conversation in the right order.

a) 9f) 1

b) 3g) 5

c) 2h) 7

d) 4i) 10

e) 8j) 6

TO BE ON THE LINE = if something important is on the line, there is a risk that

you might lose it or something bad could happen to it

MARKET SHARE = the percentage of sales in a market that a company or

product has

TO BOOST = to increase or improve something

TRACK RECORD = all of a person’s past achievements which show how well

they have done something in the past

29. Language Review – activity B. Ask the student to underline the phrasal verbs in each sentence and then find their meaning.

1. get on (really well)6. sounded out

2. count on 7. let us down

3. build up 8. set up

4. hold on to 9. draw up

5. put (it) off 10. call (it) off

30. Language Review – activity C. Ask the student to rewrite the sentences using phrasal verbs.

1. We’ll have to call the meeting off tomorrow. / We’ll have to call off the

meeting tomorrow.

2. Let’s put off the presentation until next week. / Let’s put the presentation

off until next week.

3. We know our suppliers will never let us down. / We can count on our

suppliers to meet their deadlines.

4. We have now set up a first class distribution network in Europe.

5. Could you please draw up a contract as soon as possible? / Could you

please draw a contract up as soon as possible?

6. Could you set up a meeting with hem for next week? / Could you set a

meeting up with hem for next week?

7. We’ve held on to the same market share that we had last year.

8. The new sales manager gets on very well with his team.

31. Ask the student to make sentences with the ten phrasal verbs learned in this lesson.



32. Give the student the extra sheet “Phrasal Verbs” and do it with him/her.

ATLAS /étlâs/

BROCHURE /‘brouchâr/

33. Ask the student what he/she usually does to keep networking.

TO NETWORK = to meet and talk with people who have similar jobs to yours,

especially because they may be useful for your work

34. Skills – activity A (tracks 10, 11, 12 & 13). Ask the student to listen to the conversations and mark True or False.

1. a) false b) true 3. a) true b) false

2. a) false b) false4. a) false b) true

DATABASE = a large amount of data stored in a computer system so that

you can find and use it easily

TO GET HOLD OF = to find and speak to someone

IT’S EARLY DAYS = used to emphasize something has just begun


1. Valentin Perez (A) wants advice on franchising contracts. A friend has

given him the name of the person that he calls, saying that they might be

able to help. B (whose name we do not learn) is unable to help, but gives

Valentin Perez the name of someone who might be able to: Stephanie

Grant.

2. The call is successful in the sense that Valentin Perez gets Stephanie

Grant’s name.

36. Skills – activity C. Ask the student to listen and complete the sentences.

1. hope / mind / phoning

2. convenient / back

3. mentioned / advise

4. who’s / an / expert

5. by / any / chance

6. mention / your / name

37. Skills – Useful Language. Explain the phrases.

38. Skills – activity D. Ask the student to role play the situations.

AMBER = a hard yellowish brown substance used to make jewelry (ÂMBAR)

WHOLESALE = the business of selling goods in large quantities at low prices

to other businesses, rather than to the general public

39. Give the student “Networking”, from the Resource Bank.

40. Give the student the text “Relationships between companies: strategic alliances”, from the Text Bank.

Unit 4Success (Complete)

Listening: Successful people and companies

Discussion: Epic failures

Reading: Mobile phones

Language Review: Present and past tenses

Vocabulary: Prefixes

Skills: Negotiating

Case study: Camden FC


2. Ask the student to mention successful people and say why he/she thinks they became successful.

3. Ask the student to read the quotation and say if he/she agrees with it. Ask him/her whether some people can become successful by luck.



4. Starting Up – activity A. Discuss it with the student.

DRIVE = (C) an effort to achieve something; (U) determination and energy

to succeed: Brian has tremendous drive.

RUTHLESSNESS = the quality of being so determined to get what you want

that you do not care if you have to hurt other people in

order to do it

STAMINA = (U) physical or mental strength that lets you continue doing

something for a long time without getting tired: You need

stamina to be a long-distance runner.

5. Starting Up – activity B. Discuss it with the student.

6. Starting Up – activity C. Ask the student what indicates a person is successful. Discuss the questions.

CHAUFFEUR /‘tchoufâr/

COSMETIC SURGERY = medical operations that improve your appearance

because you want to look more attractive

FLASH = (BrE) new, bright and expensive – used to show disapproval

SMART = fashionable; controlled by computers

7. Starting Up – activity D. Discuss it with the student.

8. Give the student the text “What makes product innovations successful?”, from the Text Bank.

9. Ask the student what makes a successful business person in his/her opinion.

10. Listening – activity A (track 15). Ask the student what makes a successful business person according to the interview.

Successful business people

* know their job very thoroughly

* are good at managing people under them

* have a clear idea of the direction of their business

* can make a profit

* are good team players

* are good at managing responsibilities, making people feel comfortable in

the organization

* are ambitious and want to succeed

* need a good collection of people around them, e.g. in finance,

marketing, etc.

* manage their work/life balance: they manage their own life as well as

their business life

11. Listening – activity B (track 16). Ask the student what makes a successful company according to the interview.

Successful companies

* often have well-known brand names

* are good places to work

* have been in existence for some time

* have a strong management team

* are financially successful

* learn from the mistakes of unsuccessful companies

* have sometimes been in existence for only a short time

* were sometimes unsuccessful ones that have been taken over and turned

round

12. Listening – activity C. Ask the student to write an article at home.

13. Discussion – activity A. Tell the student the articles mention mistakes. Ask him/her to read it and find out.



Ford Edsel: Remember My Name

ON THE WAY UP = climbing better positions in society

TO DATE = until that date

MOTORING = the activity of driving a car

FAULTY = not working properly or not made correctly

New Coke for Old

LEAD = the first position

16. Reading – activity A. Discuss the questions with the student.

17. Reading – activity B. Ask the student to read the article and take notes.

1. Country of origin Finland

2. Chief Executive Jorma Ollila

3. Chief executive’s main objectives

* telecom-orientated

* global

* focus

* value-added

4. Industry position world’s biggest mobile phone maker

5. Market share 30 percent and growing

6. Market capitalization (= total

value of its shares on the

stockmarket)

Є142 billion

7. Main competitors Motorola, Ericsson

8. Reasons for success

* luck

* decision to concentrate on GSM

segment

* decision to get out of chemicals,

tyres, etc.

* strong brand (some thought it was

Japanese)

* fashionable, reliable, user-friendly

handsets

* short product cycles

* launches new products just when

older ones are becoming

unprofitable

* increases volumes (quantities sold)

to offset falling prices

* unbureaucratic despite growth

culture of innovation

* best logistics (=organization)

* incredibly efficient

9. Potential threats

* new rivals, including US Internet

giants

* new technology

* market has high expectations

CAPITALIZATION = the value of a business based on the value of its shares or

on the amount of money it makes

AT THE FOREFRONT = to be in a leading position in an important activity



HANDSET = the part of a mobile phone that you hold in your hand

TO OVERTAKE = to develop or increase more quickly than someone or

something else and become more successful

FINNISH = from Finland (person: FINN)

FRINGE = something that is less important than the main ones

PULP = (U) a very soft substance that is almost liquid, made by crushing

plants, wood, vegetables or fruit (POLPA); books, magazines, films

etc that are badly written and contain lots of sex and violence

FORTUITOUS = happening by chance, specially in a way that has a good

result

DE FACTO = (formal) really existing although not legally stated to exist

BRIEF = official instructions that explain what someone’s job is

SPRAWLING = spreading over a wide area in an untidy or unattractive way

TO OUT GO = to go from inside the company

TO OFFLOAD = to take something off a truck or ship

TO OUTSTRIP = to do something better than someone else or be more

successful

ALLIED = (adj.) connected

FLAIR = talent; a way of doing things that is interesting and shows

imagination

TO OFFSET = if the cost or amount of something offsets another cost or

amount, the two things have an opposite effect so that the

situation remains the same: Cuts in prices for milk, butter, and

cheese will be offset by direct payments to farmers.

TO STIFLE = to stop something from happening or developing

EQUAL = someone who is as important, intelligent etc as you are

SINGLEHANDEDLY = if one person does something single-handedly, they do

it without help from anyone else

GDP = gross domestic product; the total value of all goods and services

produced in a country, in one year, except for income received

from abroad (GNP)

FULSOME = sounding insincere because it contains too much praise,

expressions of thanks etc

PRAISE = expression of admiration for something, especially public ones

TO DEFY = to refuse to obey

TO SNAP = to move into a particular position

AT ONE’S HEELS = if a person is at your heels, they are following closely

behind you

TO LIVE UP TO = to do as well as expected or promised

DAUNTING = frightening in a way that makes you feel less confident

18. Reading – activity C. Ask the student to write the article as homework.


20. Ask the student to come up with sentences using Simple Present, Present Continuous, Simple Past and Present Perfect.

21. Language Review – box. Ask the student to fill in the blanks.

1. present simple

2. past simple

3. present continuous



4. present perfect

22. Language Review – activity A. Go through the activities with the student.

1. took over, wrote down, saw

Past simple, because these are completed actions which took place at

a particular time in the past.

2. has outstripped, has allied, has produced

Present Perfect, because these are present results of past actions.

3. are snapping, living up to

The present continuous is used because this is a current situation.

4. has happened, has happened – present perfect, because these are

present results of past actions.

has, is – present simple, because these situations are generally true.

has played – present Perfect, because this is a present result of a past

action.

realized – past simple, because this took place at a particular time.

would move – conditional, depending on ‘realized that’.

to concentrate – infinitive (decision to do something).

was – past simple, because this decision took place at a particular time.

has become – present perfect relating to the present result of a past

action.

23. Language Review – activity B. Ask the student to write an article about the company based on the notes.

CONFECTIONERY = sweets, chocolates, etc.

OVERALL = considering or including everything

The company and its markets

Chupa Chups, based in Barcelona, is the world’s 25th biggest sweetmaker, with an overall market share of 0.9%. Its share of the global lollipop market is 34%. It has manufacturing sites in five countries and its products are familiar to children all over the world.

How the company started

In 1954 Enric Bernat tried to revive the sweet manufacturer Granja Asturias, and he succeeded in turning the company around. In 1985 he bought all its shares and dropped the entire product range (except lollipops) to concentrate on the new Chups lollipop.

What it is doing now

The company is now building its adult customer base. It is attracting older customers with new flavors.

Recent events

Chupa Chups has recently launched its highly colored ‘tongue-painter’ lollipops. It has also diversified into sugar-free mints with the Smint range, and the resulting sales surge has been spectacular. The company’s revenues have grown enormously, and last year it sold 4 billion lollipops.

24. Give out the cards of “Mixed Tense Questions” and discuss them with the student.

25. Ask the student to give examples of verbs starting with over- and out-.

26. Vocabulary – activity A. Ask the student to match the prefixes to the verbs.

overbid;

overbook;

overcharge;

overrun;

oversubscribe;

overtake.

outbid;

outmanoeuvre (BrE) / outmaneuver (AmE);

outnumber;



outrun;

outstrip;

outvote.

BID = (bid/bid/bid) to offer to pay a particular price for something,

especially in an auction; to offer to do work or provide services for a

specific price, in competition with other offers

OVERBID = to offer to pay too much for something in relation to its value

OVERRUN = to take more money or time than intended; to take control of

OVERSUBSCRIBE = if a company issues shares on the stock market and they

are oversubscribed, the demand for shares is more than

the number of shares available

OVERTAKE = to develop or increase more quickly than someone or

something else and become more successful

OUTBID = to bid more than others

OUTMANOEUVRE = to gain an advantage over someone by using cleverer

or more skillful plans or methods: He believed he could

outmaneuver and trap the English king.

OUTNUMBER = to be more in number than another group

OUTRUN = to develop more quickly than something else

OUTSTRIP = (outstripped) to do something better than someone else or be

more successful; to be greater in quantity than something else

OUTVOTE = to defeat a person by winning more votes than them

27. Vocabulary – activity C. Ask the student to fill in the blanks.

1. overtook

2. outstripped

3. outbid (point out that the past tense and past participle of ‘outbid’ are

also ‘outbid’: it follows the same pattern as ‘bid’.)

4. outvote

5. outmanoeuvred

6. outnumber

7. overbooked

8. overran

9. overcharged

10. oversubscribed

28. Vocabulary – activity D. Ask the student for the meanings of over- and out-.

‘Over-’ is used, among other things, to say that something is higher than something else.

‘Out-’ is used, among other things, to say that something is not inside something, and to talk about leaving or movement away from a place, and to say that something goes beyond a particular level or number.

29. Vocabulary – activity E. Ask the student to choose the best definition.

1. c2. b3. b

30. Ask the student what he does to achieve success in negotiations.

31. Skills – activity A. Explain to the student the steps taken in anegotiation.

32. Skills – activity B. Ask the student to find examples.

Special requirements? What do you mean exactly? – checking understanding

Mmm, Ok, how about this? – signaling

Ok, so you’re saying you will modify the car if we ask you to? – checking understanding

Right then, let’s see what we’ve got. – summarizing



That’s it. Ok, let’s talk about delivery now. – signaling

FUSSY = very concerned about small, usually unimportant details, and

difficult to please

33. Skills – activity C (track 17). Ask the student to listen to the negotiation extracts and answer the question.

1. checking understanding

2. signaling

3. —


5. signaling

6. summarizing


8. —

So the answer is 3 and 8.

HAULAGE = the business of carrying goods in trucks or trains for other

companies

INSTALMENT (BrE) / installment (AmE) = one of a series of regular payments

that you make until you have paid all the money you owe

34. Skills – activity D. Role play the situation with the student.

ANKLE = the joint between your foot and your leg

35. Give the student the sheet “Negotiating”, from the Resource Bank.

36. Give the student the text “What makes countries successful?”, from the Text Bank.

Unit 5Job Satisfaction (Complete)

Reading: Fringe benefits

Vocabulary: Synonyms and word building

Listening: Motivating Factors

Discussion: What’s in a title?

Language Review: Passives

Skills: Handling difficult situations

Case study: Office attraction


2. Ask the student about the difference and the relation between:

Job Satisfaction & Motivation

3. Ask the student to read the quotation and say if he/she agrees with it. Tell the student Sir James Barrie was the writer of Peter Pan.


REDUNDANCY = the situation when somebody has to leave their job

because there is no more work available for them

PERKS = something you receive as well as your wages for doing a particular

job, for example car and health insurance

FRINGE BENEFIT = extra things that an employer gives you as well as your

wages

5. Starting Up – activity B. Discuss the questions with the student.

6. Quiz ‘Are you in danger of burning out?’ (page 137). Discuss the questions with the student and check his/her scores.

TO TURN UP = to arrive

TO COWER = to bend low and/or move backwards because you are

frightened

BURNOUT = the state of being extremely tired or ill, either physically or



mentally, because you have worked too hard

PRACTICAL JOKE = a trick that is played on somebody to make them look

stupid and to make other people laugh

BRAINSTORMING = a way of making a group of people all think about

something at the same time , often in order to solve a

problem or to create good ideas

TO CATCH UP ON STH = to spend extra time doing something because you

have not done it earlier

TO AFFORD = to have enough

MERGER = the act of joining two or more organizations into one

CURSORY = done quickly and without giving enough attention to details

TO HYPERVENTILATE = to breathe too quickly because you are very

frightened or excited

TO LIE / LIES / LYING / LAY

REMINISCENCE = the act of remembering things that happened in the past

TO GLOW = to look very pleased or satisfied

TO GET ON TOP OF = to be too much for somebody to manage or deal with

TO SMOULDER = to be filled with a strong emotion that you do not fully

express

SPARK = a very small burning piece of material that is produced by

something that is burning or by hitting two hard substances

together


8. Reading – activity B. Discuss the question with the student.

COUNSELLING = professional advice about a problem

MASSEUR = a person whose job is giving people massage

9. Reading – activity C. Ask the student to read the text and check which benefits are mentioned.

childcare company holidaysguitar lessons

haircuts masseurs sushi

(Viagra, not on the list in Exercise B, is

of course the well-known male potency drug.)

TO SINGLE OUT = to choose something from a group for special attention

DEAD SET = completely in a position

CUT-PRICE = sold at a reduced price

ERGONOMIC = designed to improve people’s working conditions and to

help them work more efficiently

ALLOTMENT = a small area of land in a town which a person can rent in

order to grow vegetables or flowers on it

TO LAY ON = to provide something for somebody, especially food and

entertainment

TO WHISK = to take somebody somewhere very quickly and suddenly

FORWARD-LOOKING = planning for and thinking about the future in a

positive way

VEXED = a complicated problem that has caused a lot of discussion and

argument and is difficult to solve

TO MOUNT = to plan, to organize

BID = an offer to do work or provide services for a specific price



BOUNTY = food or wealth that is provided in large amounts

DAUNTING = frightening

10. Reading – activity D. Ask the student to answer the questions about the article.

1. By practicing 10 specified healthy behavior patterns.

2. The idea that employees should have a healthy balance between time

spent at work and time for themselves. Companies in the article are trying

to solve the problem by providing numerous benefits. They have been

successful in that hardly anyone leaves, perhaps, according to the writer,

because it would be daunting to leave companies that provide so much.

However, the basic problem of work/life balance is not being tackled.

3. a) Everyone is extremely happy.

b) The idea of leaving seems so difficult that employees decide to stay

where they are.

4. The answer is a).

5. Some employers provide subsidized housekeepers. One company

provides $10,000 towards the cost of adopting a child.


12. Ask the student for the meaning of fringe benefits.

13. Vocabulary – activity A. Ask the student to match the columns.

1. a 5. h

2. e 6. g

3. b 7. c

4. f 8. d

(Human Resources is the more modern term for personnel.)

14. Vocabulary – activity B. Ask the student to fill in the blanks.

1. a) satisfied b) dissatisfied c) satisfaction

2. a) motivatingb) demotivatedc) motivation

3. a) fulfillment b) fulfilled c) unfulfilled

4. a) inspiring b) inspiration c) uninspiring

5. a) frustrationb) frustrating c) frustrated

15. Give the student “Adjectives ending in -ing and -ed”.

16. Give the student the text “Job Sharing”, from the Text Bank.

17. Listening – activity A. Set the context and discuss the question with the student.

18. Listening – activity B (track 25). Ask the student to listen and check his/her predictions.

Satisfied: women; the highly paid; those with promotion opportunities; the self-employed; the Swiss; Americans

Dissatisfied: those who work long hours; those in large workplaces; those without job security; those who commute long distances; Eastern Europeans; the Japanese

BLOW = an action or event that causes difficulty or sadness for someone

19. Listening – activity C (track 25). Ask the student to listen and answer the question.

1. high pay

2. job security

3. opportunities for promotion

20. Listening – activity D (track 25). Ask the student to listen and mark true or false.

1. false

2. true

3. true

21. Discussion – activity A. Discuss the questions with the student.



REPROGRAPHIC = reproduction of pictures or images that are designed to

represent objects or facts, especially in a computer

program

LOGISTICS = the practical arrangements that are needed in order to make

a plan that involves a lot of people and equipment successful

22. Discussion – activity B. Ask the student to read the text and compare his/her answers to activity A.

CASH-STRAPPED = having little or no money at the moment

SNOBBY = behaving in a way that shows you think you are better than

others (= snobbish) / snobbery (noun: behavior) / snob (noun: the

person)

TO FORGO = (forwent / forgone / forgoing) to not do or have something

pleasant or enjoyable: I had to forgo lunch.

TO LONG = to want something very much

23. Discussion – activity C. Ask the student

1. a2. b3. a4. a

24. Discussion – activity D. Ask the student

1. c2. b3. d4. a

CATERING = the activity of providing and serving food and drinks at parties,

meetings etc for money

25. Write the sentence below and ask the student to analyze the subject and who did the action, so that he/she elicits the use of Passive Voice:

People are judged by their job titles.

26. Language Review – Box. Check the box with the student.

27. Language Review – activity A. Ask the student to match the verb tenses to the sentences.

1. c5. d

2. e6. g

3. h7. a

4. b8. f

PATERNITY LEAVE = a period of time that the father of a new baby is

allowed away from work

HALF-TERM = a short holiday from school or work in the middle of a term

TO HAMPER = to make it difficult for someone to do something

28. Language Review – activity B. Ask the student to fill in the blanks.

1. have been conducted

2. be perceived

3. are entered

4. were given

5. were paid

6. were paid

7. is reduced

SPRING = to come from

29. Language Review – activity C. Ask the student to write sentences based on the notes.

Procedure

Questionnaires were distributed to all departments.

All managers were interviewed.

A sample of workers was canvassed.



Data on similar schemes was (or were) consulted.

Recommendations

A new scheme should have been introduced from Jan 1.

A system of team bonuses should have been adopted.

Other incentives besides financial ones should have been investigated.

Further research should have been carried out into a share option scheme.

The existing range of fringe benefits should have been maintained.

TO CANVASS = to ask people about something in order to get their opinion

or to get information

30. Give the student the verbs “Passive Voice Verbs Upper” so that the student makes up own sentences following the verb tenses proposed.

31. Give the student the sheet “Observation 4” so that the student practices Past Perfect Passive Voice.

32. Ask the student which are the most difficult situations he/she has to handle everyday. Ask about his/her responses to each one.

33. Skills – activity A. Ask the student to match the columns.

1. h5. f

2. g6. b

3. d7. a

4. e8. c

CLUMSY = moving in an awkward way and tending to make things fall over

34. Skills – activity B (tracks 26, 27, 28 and 29). Ask the student to listen and match the conversations to each topic.

1. Apologizing 2. Ending a conversation

3. Showing sympathy4. Saying ‘no’ politely

TO RESIGN = to officially announce that you have decided to leave your

job

TO BE UP TO ONE’S EYES = to be very busy doing something

35. Skills – Useful Language. Check the language with the student.

36. Skills – activity C (tracks 26, 27, 28 and 29). Ask the student to listen again and find examples for other headings.

Saying ‘no’ politely

I’m really sorry, I really can’t.

Showing sympathy

I know what you mean. You’re not the only one who feels like that.

Apologizing

I’m really sorry. We’re going to have to…

Ending a conversation

Could we talk about this later?

37. Skills – activity D. Discuss the questions and responses with the student.

1. That’s really bad luck. I know how you must feel.

2. I don’t know how to tell you this but…

3. I was thinking that it would be good to have a chance to talk about the

contract over dinner.

4. I hope you don’t mind me saying this, but actually it’s not very

comfortable. Would it be possible to move?

38. Give the student the “Handling difficult situations”, from the Resource Bank.

39. Give the student the text “Job Loyalty”, from the Text Bank.

Unit 6Risk (Complete)



Vocabulary: Describing risk

Listening: Managing risk

Reading: Risks from globalization

Language Review: Intensifying adverbs

Skills: Reaching agreement

Case study: A risky business


2. Ask the student to think about words which can come together with the word risky.

risky

business

deal

investment

lending

project

strategy

undertaking

LENDING = the act of lending money

UNDERTAKING = an agreement

3. Ask the student to read the quotation and say if he/she agrees with it or not. Ask the student for arguments.


5. Starting Up – activity B. Ask the student to choose and explain his/her reasons.

POOR DIET = bad quality kind of food that a person eats every day

STOCK = a share in a company; (U) the total value of all of a company’s

shares

SHARE = one of the equal parts into which the ownership of a company is

divided

6. Starting Up – activity C. Ask the student to think of three risks businesses face.

7. Starting Up – activity D (track 31). Ask the student to listen and note down the risks mentioned.

1. doing nothing

2. credit or guarantee risk

3. political risk

4. risk of catastrophe or disruption (= the risk of not being able to continue

business as usual because of some unforeseen event)

8. Give the student the quiz “Stock Exchange” and check it after done.

GONG = a round piece of metal that hangs in a frame and which you hit

with a stick to give a deep ringing sound

CLOSE = the end of an activity or of a period of time

XCLOSING = the shutting of a factory, school etc. permanently

EDIFICE = a building, especially a large one

TO GAZE = to stare; to look at someone or something for a long period of

time, giving it all your attention, often without realizing you are

doing so

BILLBOARD = a large sign used for advertising

TO STRIKE (struck / struck) = to hit against the surface of something

TO RISE (rose / risen) = to increase; to go upwards

X

TO RAISE (raised / raised) = to move higher: raise your hand; to collect

funds: raising funds



9. Vocabulary – activity A. Fill in the table with the student.

Predict Meet Assess Manage

foreseeencounter

face

calculate

estimate

prioritize

eliminate

minimize

reduce

spread

TO ESTIMATE = to try to judge the value, size, speed, cost etc. of something,

without calculating it exactly

TO SPREAD = to share or divide something among several people or things

10. Ask the student to make up sentences with those verbs.

11. Vocabulary – activity B. Ask the student to match the columns in order to make up sentences and check it out.

1e

2f

3g

4d

5c

6b

7a

LENDING RATE = the rate of interest that you have to pay to a bank or other

financial institution when you borrow money from them

ACTUARY = someone whose job is to advise insurance companies on how

much to charge for insurance, after calculating the risks

12. Vocabulary – activity C. Discuss with the student the categorization of the adjectives into high (H) and low (L) level.

Faint (L)

negligible (L)

slight (L)

great (H)

remote (L)

substantial (H)

huge (H)

serious (H)

terrible (H)

low (L)

significant (H)

tremendous (H)

FAINT = very small or slight

NEGLIGIBLE = too slight or unimportant to have any effect

13. Vocabulary – activity D. Discuss the questions with the student.

14. Give the student the text “Computer crime”, from the Text Bank.

15. Listening – activity A (track 32). Ask the student to listen to the second part of the interview with Allan Smith and answer the questions 1 and 2.

1 a) true

b) true

c) false

2 1. The company will end up with an obsolete product in an obsolete

market.

2. The customer may not pay.

3. Government actions may change the situation.

4. A company may encounter fraud or criminal damage.

AT THE END OF THE DAY = used to give your final opinion

TO BE INTO = to like and be interested in something

TO STRIKE = to notice; to realize

TO FLOUNDER = to have a lot of problems and be likely to fail completely

TO SHIP OUT = to send goods somewhere by ship, plane, truck etc.

STOCK = supplies

16. Listening – activity B (track 33). Ask the student to listen to the following part of the interview with Allan Smith and answer the questions.



1 the information that companies have about risk �Companies should have good quality, up-to-date and reliable information available.

2 the management of risk �They should have a good management team in place to identify and deal with risks.

3 communication lines �There should be good lines of communication between the people in the company who will play an important role in dealing with any risk.

TO HAVE SOMETHING AT YOUR FINGER TIPS = to have knowledge or

information ready and

available to use very easily

TO HARNESS = to control and use the natural force of something

17. Listening – activity C (track 34). Ask the student to listen to the final part of the interview with Allan Smith and answer the questions.

1. A printing press was using out-of-date technology. It had a skilled workforce, but hadn’t kept up with the market and had to close down. Lesson: Companies must keep up with evolving technology and market demands or go out of business.

2. Companies sold goods on credit and were never paid. Lesson: Check the credit status of the companies you trade with, or demand payment up front.

TO GO BUST = a business that goes bust cannot continue operating

INSOLVENCY = bankruptcy

PRINTING PRESS = a machine that prints newspapers, books, etc.

TRACK RECORD = all of a person’s or organization’s past achievements,

successes, or failures, which show how well they have

done something in the past and how well they are likely

to do in the future

18. Ask the student for an example of a company which went bust due to any of those business risks mentioned by Allan Smith.


20. Reading – activity B. Ask the student to match the two columns and check it out.

1 e

2 g

3 d

4 f

5 a

6 c

7 b

21. Ask the student to make up sentences with those words.

22. Reading – activity C. Ask the student to read the text and check his/her answers in activity A2.

Russia Increasing

The Middle Eaststatic / decreasing

North Africa static / decreasing

Latin America static / decreasing

PLETHORA = a very large number of something

TO POLL = to ask a lot of people the same questions in order to find out

what they think about a particular subject

SHAREHOLDER = someone who owns shares in a company or business

FOREMOST = the most important; in a leading position

TO REPLACE = to remove something from its place to put something new

There

PETTY = small, unimportant


1. globalization

2. the development of communication technologies

24. Reading – activity E. Discuss the table with the student.

a) personal security risk



terrorism, kidnapping, petty crime

b) reputational risk

direct action by pressure groups, consumer activism, human rights demands

c) political risk

international sanctions, currency devaluation

d) financial risk

organized crime, fraud, corruption, extortion, petty crime

25. Reading – activity F. Discuss the question with the student.

26. Get the examples below from the text and introduce Intensifying Adverbs:

Businesses are not fully prepared to handle growing risks.

Businesses expect to be increasingly forced to face reputational risks.

27. Language Review – box. Read and fill in the gaps with the student.

-ly

-ally

28. Language Review – activity A. Complete the table with the student.

Intensifying adverbs

Weak Moderate Strong

a bit

slightly

fairly

increasingly

moderately

quite

rather

reasonably

somewhat

entirely

exceptionally

extremely

highly

totally

very

EXCEPTIONALLY = extremely; outstandingly

FAIRLY = more than a little, but much less than very

QUITE = fairly or very, but not extremely; pretty

X

RATHER = fairly or to some degree

Rather, fairly, quite and pretty are all used to say that something is true to some degree, but not completely orextremely.

Rather is fairly formal but can be used in spoken language, especially British English. In American English it is more usual to use pretty. Quite can also be used in front of an adjective or adverb to mean ‘completely’: You are quite wrong.

REASONABLY = quite or to a satisfactory degree, but not completely

29. Language Review – activity B. Ask the student to fill in the gaps and check it out.

1. exceptionally, extremely, very

2. exceptionally, extremely, highly, totally, very

3. fairly, moderately, quite, rather, somewhat

4. entirely, totally

5. fairly, moderately, quite, reasonably

TO BE FLOODED WITH SOMETHING = to receive so many, that you cannot

deal with them all easily

ON BALANCE = if you think something on balance, you think it after

considering all the facts

30. Give the student the extra sheet “Intensifying Adverbs” and check it after done.

TO LIVE UP TO = if something or someone lives up to a particular standard or

promise, they do as well as they were expected to



* If necessary, give also the extra sheet “Intensifying Adverbs Exercises”.

CLOSELY = very carefully

FULLY QUALIFIED = well qualified

BARELY = only with great difficulty or effort; almost not: She was very old and

barely able to walk.SCARCELY = almost not or almost none at all; hardly: The city had scarcely

changed in 20 years.

31. Language Review – activity C. Ask the student to talk about situations in which he/she uses each of the expressions.

ABSOLUTELY = completely and in every way; (spoken) to say that you

completely agree with someone

PARTICULARLY = more than usual or more than others; especially

THOROUGHLY = completely; carefully, so that nothing is forgotten

32. Ask the student whether it is easy to reach agreement in a negotiation and which are the common expressions for agreeing and disagreeing.

33. Skills – activity A (track 35). Set the situation and ask the student to listen and fill in the table. Check it afterwards.

IdeasApproved

Yes/NoComments

On-line promotion yesone of the first organizations with a website, cheap form of promotion, must be focused

TV advertising noexpensive, no experience of using it, competitors use it a lot, risky to put so much money into one thing

Sponsorship no could be more easily focused on target audience, but expensive

Advertisements in journals

yes as long as it is focused

Using established contacts

yes important to build on these, not expensive

Newspapers / magazines

yes know the readership, successful in the past, wide audience

ARGUABLY = used to say that there are good reasons why something might

be true

HIGH PROFILE = noticed by many people or that gets a lot of attention

TO MISS OUT (ON) = to not have the chance to do something that would be

good to you

LOT = group of people or things

PROVISION = what is provided

BROCHURE = a thin book giving information or advertising something

34. Skills – activity B. Classify the expressions with the student under the appropriate headings.

1 disagreeing

2 giving opinions

3giving opinions, disagreeing

4 agreeing

5 agreeing

6 agreeing, emphasizing

7 giving opinions, emphasizing

8 making suggestions

9giving opinions

10summarizing

35. Skills – Useful Language. Check the expressions with the student.

36. Give the student “Reaching Agreement”, from the Resource Bank.

37. Give the student the text “Fraud and corruption”, from the Text Bank.

Unit 7E-Commerce (Complete)

Listening: Trading on the Internet

Vocabulary: Internet terms

Reading: Using the Net



Language Review: Conditionals

Skills: Presentations

Case study: KGV Europe


2. Write the letter e- and give the expression e-commerce. Ask the student for the expressions by giving them the beginning of them and their definitions.

1. e-commerce

2. e-mail = the sending and receiving of messages on the Internet

3. e-business = commercial activity on the Internet, not just buying and

selling

4. e-conomy = is used to talk about the ‘new’ economy that depends on

the Internet

5. e-tailing = selling goods on the Internet (it is short for ‘e-retailing’)

6. e-fulfillment = the activity of sending goods that have been ordered on

the Internet


4. Starting up – activity A. Discuss the questions with the student.

5. Starting up – activity B. Ask the student to read the quotation and say if he/she agrees with it and why.

6. Listening – activity A (track 36). Ask the student to listen and answer the questions.

1. What is EFDEX? It stands for Electronic Food and Drink Exchange.

2. What service does it provide? It enables customers to trade

electronically, through the Internet.

TO SOURCE = to find out where something can be obtained

SHELLFISH = an animal that lives in water, has a shell, and can be eaten as

food, for example, crabs, lobsters and oysters

DROUGHT = a long period of dry weather when there is not enough water

for plants and animals to live

TO HIKE = to increase the price

BLUNT = speaking in an honest way even if it upsets people

AT THE EXPENSE OF = if something is done at the expense of someone or

something else, it is only achieved by doing something

that could harm the other person or thing

PASTIME = something you do because you think it is enjoyable or interesting

7. Listening – activity B (track 36). Ask the student to listen again and fill in the blanks.

1. good business idea

2. technology idea

3. good management team

4. resources

8. Listening – activity C (track 36). Ask the student to listen again and check the downside of e-commerce mentioned by Rhodes.

People spend more time finding solutions that are Internet-based at the expense of other social pastimes.

9. Ask the student for words he/she can think of related to the Internet.

10. Vocabulary – activity A. Discuss the meaning of the words with the

student.

Browse: to look through a series of web pages, perhaps those of a particular site, or ones found by a search engine relating to a particular topic.

Directories: list of sites of similar organizations, or of sites with information on particular topics.

Hits: the number of visits that a particular site receives or the sites found by a search engine that contain the key word you entered.



Key word: a word that you enter into a search engine in order to find sites with web pages that contain this word.

Locate: find information, a site, etc. that you are looking for.

Net: another word for Internet.

On-line: used as an adjective or adverb to talk about activities related to the Internet.

Search: to look for particular information or a particular site, or the act of looking for it.

Search engines: sites like Google, Yahoo, AltaVista, etc. that allow you to find other sites with the information you are looking for by entering key words or expressions.

Site: a series of related screens with information about a subject, organization, etc.

Surfers: people who go and look at different sites, perhaps in a random way with no particular purpose in mind.

Traffic: the number of people looking at a site in a particular period.

11. Vocabulary – activity B. Ask the student to fill in the blanks and check it out.

1. Net 7. hits

2. search engines8. surfers

3. traffic 9. on-line

4. site 10. directories

5. search 11. browse

6. site 12. locate

PORTAL = a website that helps you find other websites

12. Vocabulary – activity C. Ask the student to match the columns.

1. b2. a3. c

13. Give the student the text “Difficulties of Distribution 1”, from the Text Bank.

14. Reading – activity A. Set the context and ask the student to read the text and answer the questions.

1. extranet

2. Internet

3. intranet

4. extranet, Internet

5. intranet

MERCHANT = someone who buys and sells goods in large quantities

AVENUE = a possible way of achieving something

OPEN SYSTEM = a computer system that can be connected with similar

computer systems made by other companies

SOFTWARE = the sets of programs that tell a computer how to do a

particular job

TO REORDER = to order a product to be supplied again: Can you reorder

more of this fabric?

TO TRAVERSE = to move across

HANDBOOK = a short book that gives information or instructions about

something

GEAR = a s et of clothes that you wear for a particular occasion or activity

BROKERAGE = a company of brokers (= someone who arranges sales or

business agreements for other people)

TO REQUISITION = if someone in authority requisitions something, they

officially demand to have it during an emergency

TO ENLIST = to persuade someone to help you to do something

TO MARK UP = to write notes or instructions for changes on something

15. Reading – activity B. Ask the student to answer the questions.



1. thousands

2. 1,200

3. 2,500

4. retail stores

5. suppliers, manufacturers, distributors, freelance product designers,

lawyers, accounting firm, ad agency, bank, independent retailers

6. They can refer to the company handbook, they can check and change

their investment and health care arrangements, calculate their

retirement benefits, and file expense claims.

16. Reading – activity C. Tell the student the text mentions some thing Cool Sportz used to do that they do not do anymore. Ask them to come up with sentences.

Examples:

* Cool Sportz used to send invoices by post. Now Cool Sportz sends them

by e-mail.

* Cool Sportz used to fly marketing people to New York to discuss

advertising campaigns with their ad agency. Now Cool Sportz have

brainstorming sessions over the extranet.

17. Reading – activity D. Ask the student to

1. supplier 6. merchant

2. manufacturer7. employee

3. retailer 8. buyer

4. partner 9. distributor

5. consumer 10. designer

18. Reading – activity E. Discuss the question with the student.

Advantages include:

Easier communication with everyone: things happen in ‘real time’.

Less danger of misunderstandings and mistakes in dealing with suppliers, manufacturers and retailers.

Less time spent traveling to deal with lawyers, accountants and advertising agencies.

Disadvantages include:

Things may happen automatically that Cool Sportz’s managers might want more control over, for example it may pay suppliers’ bills too quickly, causing cash flow problems.

Freelance designers may feel isolated working on their own with no human contact.

19. Write the sentence below and analyze it with the student:

If designers work on their own, they will possibly feel isolated.

20. Language Review – box. Explain the four conditionals and ask the student to make up conditional sentences from the four types.

21. Language Review – activity A. Ask the student to match the sentences to the headings.

1. reflecting on the past

2. advice

3. promise

4. speculating about the future

5. bargaining

6. promise

7. speculating about the future

8. invitation / request

9. promise / bargaining

10. advice / warning / threat

11. reflecting on the past

12. request



BUST = a business that goes bust cannot continue operating

OVERHEADS = money spent regularly on things that are needed to keep a

business operating

22. Language Review – activity B. Ask the student to make up conditional sentences according to his/her reality.

23.Language Review – activity C. Ask the student to make up conditional sentences according to his/her reality.

TO ALLOCATE = to use something for a particular purpose

TO CUT CORNERS = to save time, money, or energy, by doing things quickly

and not as carefully as you should

24. Give the student “Pick my good deed”.

25. Ask the student what is necessary for the presenter to give a good presentation.

26. Skills – activity A (track 37). Ask the student to listen and answer the questions.

1. Smarterwork connects small business customers with providers of

particular services.

2. a) the number of months Smarterwork has been in existence

b) the number of registered users of its site

c) the number of employees that it has

3. Clients, typically small businesses, and suppliers: service-providers who

have been pre-screened.

TO SCREEN = to find out information about people in order to decide

whether you can trust them

RATING = a level on a scale that shows how good, important, popular etc

someone or something is

27. Skills – activity B (track 38). Ask the student to listen to the second part of Marris’ presentation and fill in the blanks.

The missing stages are:

The client evaluates the bids (with the help of one of Smarterwork’s account managers).

The clients assigns the project to a supplier.

The client and supplier develop the project.

The money is paid to the supplier.

TO OUTLINE = to describe something in a general way

BID = an offer to do work or provide services for a specific price

USP = unique selling proposition: a feature of a product that makes it

different from other similar products and therefore more attractive to

people who might buy it

ACCOUNT MANAGER = the person responsible for the arrangements to sell

goods or services to another company over a

period of time

TO ASSIGN = give someone a particular job or make them responsible for it

HOLDING ACCOUNT = the holding account holds all investor funds up until

such time as the minimum offering amount has

been reached. Then all funds can be transferred to

the corporate operating account of the company

and are available for use by the company.

TO SIGN OFF = to show that something is finished by signing an official

document

28. Skills – activity C (track 37). Ask the student to listen again to the first extract and answer the questions.

1. a b d

2. 1. I’m going to



2. begin by giving you

3. I’ll go on to tell

4. I’ll explain

29. Skills – activity D (track 39). Ask the student to listen again to the second extract and note down the language used to introduce steps.

Firstly, the client posts a project…

Then the suppliers visit the site…

After that the client evaluates the bids.

At the next stage, the client assigns the project to a supplier and then the client transfers…

The client and supplier then develop the project.

Finally, the client signs off…

30. Skills – Useful Language. Go through the box with the student.

31. Skills – activity E. Ask the student to match the expressions to the appropriate headings.

1. Involving the audience

2. Emphasizing

3. Commenting

4. Changing subject

5. Referring to visuals

32. Skills – activity F. Ask the student to prepare a presentation using adequate language.

33. Give the student “Presentations”, from the Resource Bank.

34. Give the student the text “Difficulties of Distribution 2”, from the Text Bank.

Unit ARevision (Complete)

Communication

1.Adjectives:

A B

1. persuasive 1. fluent

2. articulate, coherent, eloquent2. articulate

3. hesitant, inhibited 3. lucid

4. succinct 4. inhibited

5. lucid 5. succinct

6. responsive 6. responsive

7. fluent

2.Problem solving:

Model answer:

Subject: Books not received

From: (your name)

To: books-to-you.com

Two weeks ago, I ordered some books over the Internet from your site. On the screen for ordering, it said that they would be delivered within 48 hours. I see from my latest credit card statement that you have debited an amount for these books, but I still haven’t received them. I’ve phoned three times, but there is never any answer.

Service like this is unacceptable. There seems to be a serious problem with your systems. Please, could you look into the matter and let me know when I can expect to receive my books?

I look forward to hearing from you soon.

Subject: Re: Books not received

From: books-to-you.com

To: (your name)

I’m very sorry that you have experienced problems with our service. I understand how you feel. We have looked into the matter, and your credit card was indeed debited. Unfortunately your order got lost. Your books are being sent today, and we are including an additional book, at no charge to you of course, to help make up for the inconvenience.



Again, I offer my apologies for this problem.

Best regards.

International marketing

3.Reading:

1. b6. d

2. c7. b

3. d8. c

4. c9. d

5. b10. b

PREMIER = a prime minister

POTENCY = the power that something has to influence people; the strength of

something, especially a drug, on your mind and body

TO CAST = (past and participle: cast) to throw something somewhere: ‘He cast

more wood on the fire.’

SECT = a group of people with their own particular set of beliefs and practices,

especially within or separated from a larger religious group

SET = a group of similar things that belong together or are related in some way

IMMEDIACY = (U noun) when something is important or urgent because it relates

to a situation or event that is happening now: ‘the immediacy of

everyday experience’

INTERMEZZO = a brief show (music or dance etc) performed between the sections

of another performance

VICARIOUS = experienced by watching or reading about someone else doing

something, rather than by doing it yourself: ‘the vicarious pleasure

that parents get from their children’s success’

STATIONARY = standing still instead of moving: ‘How did you manage to drive

into a stationary vehicle?’

≠

STATIONERY = writing materials such as paper

4.Writing:

SALOON CAR = a car that has a separate enclosed space for your bags etc.

MOTORING PRESS = journalism related to the activity of driving a car

Building Relationships

5.Reading:

1. c5. c

2. b6. c

3. c7. a

4. d

TO REVOLVE AROUND = to have something as a main subject or purpose

6.Multi-word Verbs:

1. off

2. about

3. √

4. for

5. on

TO LOOK INTO = to try to find out the truth about a problem in order to solve it;



investigate

TO BRING IN = to introduce a new rule

FLIER = FLYER

7.Writing a Memo:

Model answer:

MEMO

To: All receptionists

From: (your name)

Subject: Telephone answering procedure

I have had a number of complaints recently from customers who were not happy with the way their phone calls were dealt with when they phoned the company. As you know, the telephone is extremely important in maintaining good relations with our customers.

You should pick up the phone within three rings and answer with the company name and ‘good morning’ or ‘good afternoon’, as appropriate. Of course, courtesy and a pleasant tone of voice are also extremely important.

I hope you will pay attention to these points in future. I cannot overstate how important they are in maintaining good customer relations.

TO OVERSTATE = to talk about something in a way that makes it seem more

important, serious etc. than it really is

Success

8.Verb Tenses:

Texas Cake and Cookie Kings (TCCK) is a San Antonio-based cakemaker, with a 14 percent share of the US cookie market. It has manufacturing sites in San Antonio, Buffalo (NY) and Sacramento (California). Of Americans, 64 percent recognize the TCCK brand, but it is less familiar in the rest of the world.

Betty Brandonfounded the company in 1934, using her grandmothers’ recipes. She succeeded in expanding the company over the next 20 years and introduced many new products. In 1955 Multilever, a large food and consumer product manufacturer, offeredto buy the company, nut Betty refused. In 1960, Betty retired, and the company was then headed by ‘Wild’ Bill Brandon, her son. Multilever finally bought TCCK in 1975, but Bill remained as head of the company.

TCCK has recently been developing its mail-order business, especially during the busy Thanksgiving and Christmas periods. Bill Brandon retired two years ago. TCCK is now managed by Laura Antonelli, a Multilever executive.

TCCK has recently been expanding its ranges and establishing an international presence. It has been working on building its brand in Europe and Asia. It has further developed the mail-order business, and promoted its sales in the fine foods sections of department stores. TCCK had sales last year of $550 million, of which 27 percent were outside the US.

FINE FOODS = countable: kinds of food

9.Prefixes:

1. underperforming

2. overestimated

3. outbid

4. outsource

5. undercharged

6. overextended

7. outmaneuvered

8. overrun

OUTBID = to bid more than others

OUTMANOEUVRE = to gain an advantage over someone by using cleverer

or more skillful plans or methods: He believed he could

outmaneuver and trap the English king.

OVERRUN = to take more money or time than intended; to take control of

≠

OUTRUN = to develop more quickly than something else

Job Satisfaction

10.Passives:

1. promotion promoted



2. isolating isolated

3. were was

4. discussion discussed

5. love loved

6. motivating motivated

7. be being

8. assess assessed

SBY’S DAYS ARE NUMBERED = used to say that someone or something cannot

live or continue for much longer

11.Tactful and Less Tactful Responses:

1. c, j2. a, d3. b, h4. e, f5. g, i

* The more appropriate response is underlined in each case.

TO BUTT IN = to become involved in a private conversation that does not concern

you

Risk

12.Intensifying Adverbs:

1. b5. g

2. a6. d

3. e7. c

4. f

13.Writing:

Model answer:

MEMO

To: Chief Executive

From: (your name)

Subject: New office location

I have looked at Monroe, Newtown and Osborne as possible locations for our new office. Unfortunately, Newtown is not particularly stable, and the business climate is not good. Another negative factor is that communications with the rest of the region are very bad: flights are infrequent and the telephone system often breaks down. Office rents in Newtown are, unsurprisingly, very cheap, but I do not recommend locating our office there.

That leaves Monroe and Osborne. Osborne is politically slightly less stable than Monroe, and the business climate slightly less good, but still acceptable. The quality of communications is about the same. However, office rents in Osborne are much lower, so I recommend setting up our new office there.

E-commerce

14.Conditionals:

1. b7. a

2. c8. b

3. b9. b

4. a10. c

5. c11. a

6. c12. c

TO OUTCLASS = to be or do something much better than someone else

15.Reading:

1. c5. c

2. b6. d

3. b7. a

4. a



LEADING-EDGE = the most modern and advanced available

UP-TO-THE-MINUTE = including all the latest information

ON THE SPUR OF THE MOMENT = suddenly

COURIER = a person or company that is paid to take packages somewhere

DELUXE = (adj.) of better quality and more expensive than other things of the

same type

Unit 8Team Building (up to Reading)

Vocabulary: Prefixes

Reading: Successful teamworking

Listening: Building a team

Language Review: Modal perfect

Skills: Resolving conflict

Case study: The new boss


2. Write the word TEAMS and ask the student to brainstorm all the kinds of team they can think of, in the business world and outside.

Examples:

sports teams

project development teams

sales teams

medical teams doing operations

management teams

teams of ministers with their political advisers and civil servants


4. Starting up – activity A. Discuss the question with the student.

Possible issues:

Advantages

� Things can be achieved by a team that

can’t be achieved by individuals working

separately – some things can only be

achieved by teams.

� Some people prefer working with others

rather than on their own.

� Team-working allows everyone to feel

they have something to contribute.

Disadvantages

� Explaining and organizing the task can

take so much time that it’s easier and

quicker to do it yourself.

� Communication breakdowns can lead to

severe problems in achieving the task.

� Conflict between team members can be

very destructive.

5. Starting up – activity B. Ask the student to do the quiz. Discuss their answers as well as the result.

TO TREAD ON SOMEBODY’S TOES = to offend someone, especially by becoming

involved in something that they are responsible for

6. Starting up – activity C1. Discuss the question with the student.

7. Ask the student to brainstorm prefixes they know.

8. Vocabulary – activity A. Ask the student to match the words and their meanings.

1. b3. c5. c7. b9. c 11. b

2. b4. a6. b8. a10. a12. b

ANTI /enti/ or /entai/

BI /bai/

HYPER /raiper/

9. Ask the student to think of possible collocations for the words above.



mismanage of a company, the economy

pro-European voters, politicians

predict events, the future

post-industrial economies

dishonest behavior, politicians

ex-President Clinton

underdeveloped countries

anti-social behavior

bilateral trade agreements

reconnect the power supply

irresponsible actions, behavior

hyperactive children

10. Vocabulary – activity B. Ask the student to fill in the blanks with the words from activity A.

1. ex-President

2. bilateral

3. predicted

4. pro-European

5. underdeveloped

6. mismanagement

7. dishonest

TO COME ABOUT = to happen, especially in a way that is not planned

TO PROFILE = to write or give a short description of someone or something

TO RUN UP A DEBT/BILL ETC = to use so much of something

11. Vocabulary – activity C Ask the student to add prefixes to the words and discuss the proposed questions.

uncommunicativeunfocussed impractical

indecisive unimaginativeunsociable

inefficient disloyal unstable

unenthusiastic disorganized intolerant

inflexible unpopular

12. Give the student the text “Team-building Techniques 1”, from the Text Bank.

13. Ask the student what they understand by successful and unsuccessful teamworking.

14. Reading – activity A. Ask the student to read the text and match the headings.

1. Common goals with challenging targets

2. Open communication

3. Involvement of all team members

4. Conflict resolution

5. Leadership

6. Measuring progress against goals

EVERY NOOK AND CRANNY = every part of a place

NOOK = a small space in a corner of a room

CRANNY = a small narrow hole in a wall

TO GET AWAY FROM = to avoid something that is difficult or unpleasant for you

SYNERGY = the additional effectiveness when two or more companies or people

combine and work together

CULPRIT = the reason for a particular problem or difficulty

TO OVERRUN = to take more time than intended

GOAL = something that you hope to achieve in the future



X

TARGET = something that you are trying to achieve

ALBEIT = (formal conjunction) used to add information that reduces the force or

importance of what you have just said; although

CATALYST = something or someone that causes an important change or event to

happen

TO COACH = to teach a person or team the skills they need

15. Reading – activity B. Discuss the questions with the student.

1. to create something that is greater than the sum of its parts

2. synergies (line 8)

3. – meetings that overrun

– frequent arguments between team members

– unhealthy level of competition between individuals

– people not completing tasks assigned to them

– last minute panics to meet deadlines

16. Reading – activity C. Teach about ‘fixed pairs’ and ask the student to complete the sentences with the expressions.

1. a

2. a) on and off

b) hard and fast

c) give and take

d) ups and downs

e) touch and go

f) wine and dine

g) by and large

h) pros and cons

TO BULLY /bãli/ = (past bullied) to put pressure on someone in order to make

them do what you want: ‘Don’t let them bully you into

working on Saturdays.’

17. Ask the student to come up with own sentences using the expressions above.

18. Ask the student which are the key factors in building up a team.

19. Listening – activity A (track XX). Ask the student to listen to the interview and fill in the blanks.

Know what your strengths and weaknesses are.

Establish your baseline, where you are in terms of your skills, in terms of your activities, in terms of your experience.

Relate that to the task in hand.

Identify what the project is or the task is.

Build the team around what you need to complete the task.

BASELINE = the starting point for something

20. Listening – activity B (track XX). Ask the student to listen to the second part of the interview and answer the questions.

1. With larger groups and more complex tasks.

2. Pulling people together, checking progress against targets and deciding what the next

course of action is.

3. When there’s a strict time scale.

21. Ask the student whether he agrees with those answers and why (not).

x. Language Review – activity A. Ask the student to

1. no

2. yes



3. yes

4. no

5. no

6. not sure

7. not sure

8. no

x. Language Review – activity A. Ask the student to

1. should (but you didn’t and now it’s too late)

2. might or could (but it wasn’t)

3. yes

4. no

5. no

6. not sure

7. not sure

8. no



Market Leader Upper Teacher

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Transcript of Market Leader Upper Teacher