140462510-Business-Builder-1-3

BusinessBuilderPaulEmmerson

AseriesofthreephotocopiableBusinessEnglishTeachersResourceBooksatintermediatelevel.Theyprovideaflexibleapproachtoteachingandincludeexcellentmaterialforincompanyclasses,summerschoolsorsupplementaryuse,allowingtheteachertodesigntheirowncourse.Theseriesprovidesactivitiesforlanguagedevelopmentaswellasactivitiesforskillstraining.

Eachbookisdividedintothreemodules(1to9):Modules1,2,3:SocialEnglish,Telephoning,Jobinterviews

Modules4,5,6:Discussionsandmeetings,Businesscorrespondence,ReportwritingModules7,8,9:Presentations,Companyproductandcustomerrelations,Negotiations

Eachbookcontainsaneedsanalysiswhichcanbegiventoeachnewstudenttoassesstheirneeds.BusinessBuildergivesyoutheflexibilityofreadymadelessonswhichcanbechosenindividuallyforyourstudentsinanyprofessionorbusinessarea.Activitiesallstandaloneandcanbemixedinanyordertocoverthefullrangeofbusinesscommunicationskills.Mostactivitiesareextendabletohigherorlowerlevels.

Awidevarietyofcommunicativeactivitiesmakesthisseriesidealforonetooneorgroupteaching.Fullteachersnotesareprovidedwitheachlesson.Unitmapsprovideaclearindicationoflanguagefocusandtimerequiredforeachactivity.

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

B u s i n e s s Builder Modules 1 2 3

Social English Minutes Activity type

1.1 Introductions 4050 LanguageWorkIntroducing yourself and someone else.Welcoming a visitor and making small talk

1.2 Hello and goodbye 4050 LanguageWorkStarting and ending a conversation with someone you know

1.3 Showing interest 4050 LanguageWorkEchoing,asking questions,making a personal response

1.4 Making a personal comment 3040 LanguageWorkApparently,Actually,Obviously,Luckily,To be honest, Between you and me

1.5 Thinking time and turn-taking 3040 LanguageWorkWell,I mean, Actually, So,Anyway,Still, By the way

1.6 Requests 3040 LanguageWorkIndirect question forms. Polite requests. Positive and negative replies

1.7 Offering help 3040 LanguageWorkOffering help,accepting and refusing

1.8 Saying yes 3040 LanguageWorkSaying yes in a way that develops the conversation

1.9 Saying no 3040 LanguageWorkSaying no in a polite way

1.10 Disagreeing 4050 LanguageWorkQuestions to show doubt. Negative questions. Yes, but ...,Actually, ...

1.11 Describing food 4050 LanguageWorkFood vocabulary. Describing local dishes

1.12 In a restaurant 1 4050 LanguageWorkRecommending and ordering. Leaving, paying and thanking

1.13 Your free time and home 4050 Skills PracticeSports and hobbies. Cultural interests and holidays. Home

1.14 Your country and city 4050 Skills PracticeRegions. City:description,culture and people. Local products

1.15 Current affairs and the economy 4050 Skills PracticeThe political and economic situation. The state of the market

1.16 At a hotel 5060 Skills PracticeA telephone booking. Checking in and out. Complaining

1.17 In a restaurant 2 4050 Skills PracticePreparing to order. Small talkduring the meal,leaving and paying

1.18 Showing a visitor your workplace 3040 Skills PracticeGiving a guided tour of your workplace to a visitor

1.19 Dialogue building:arriving at a company variable Skills PracticeOpen framework for writing a dialogue

ContentsIntroductionNeeds Analysis

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

B u s i n e s s Builder Modules 1 2 3Telephoning Minutes Activity type2.1 Leaving a message 1 4050 LanguageWork

The alphabet. Giving a name and address. Messages. Checking information

2.2 Leaving a message 2 4050 LanguageWorkRecycling of leaving, taking and checking a message

2.3 Exchanging information 1 3040 LanguageWorkSaying numbers. Checking facts and figures

2.4 Exchanging information 2 3040 LanguageWorkSilence fillers. Exchanging information and checking

2.5 Arranging a meeting 4050 LanguageWorkBeginning and ending a call. Arranging a meeting. Cancelling and rearranging

2.6 Arranging a company visit 3040 Skills PracticeDiscussing a schedule for a company visit. Offering help

2.7 Yoghurt sales 3040 Skills PracticeExchanging information and checking. Discussing sales and markets

2.8 Travel information 3040 Skills PracticeMaking/receiving an enquiry about trains and flights

2.9 Office furniture 4050 Skills PracticeA customer/supplier conversation. Ordering, discussing terms of sale, apologizing

2.10 The Lucky Lobster 4050 Skills PracticeBooking a table in a restaurant. Asking questions and checking information

2.11 Pacific City 4050 Skills PracticeInterview:Asking for/giving information about a city:facts,figures,plans

2.12 Pharmalab 4050 Skills PracticeInterview:Asking for/giving information about a company:facts,figures,strategy

2.13 Global ambitions 3040 Skills PracticeDiscussing markets and pricing policy. Persuading

2.14 Dialogue building:phone call variable Skills PracticeOpen framework for writing a dialogue

Job interviews Minutes Activity type3.1 Your CV/Resume 5060 LanguageWork

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

3.2 J ob interview 6090 LanguageWorkInterview tips. Interview based on studentsown CVs/Resumes

3.3 Covering letter 6090 LanguageWorkWriting a job application letter. Mini-interview for the job

3.4 Difficult questions 5060 LanguageWorkDealing with difficult interview questions. Practice mini-interview

3.5 Mini-interview:your background and job 5060 Skills PracticeInterview practice:education,previous job, current job, personal qualities

3.6 Mini-interview:the job itself 5060 Skills PracticeInterview practice:questions about a specific job

3.7 Mini-interview:your management abilities 5060 Skills PracticeInterview practice:teamwork,negotiation,planning, decision-making

3.8 Mini-interview:using a case-study 5060 Skills PracticeInterview practice:a real situation as evidence of abilities/personal qualities

AIM.To practise starting and ending a conversation withsomeone you know.

TIME.4050 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.

PROCEDURE.1 Say two or three of the opening lines from section A

of the worksheet to different students. Monitor thereplies to see whether they develop theconversation.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Study theexamples in class. Then refer to the task underneaththe examples and ask the students to cover thereplies with a piece of paper. Divide the class intopairs and appoint As and Bs. Ask the As to sayopening lines A18, and the Bs to invent a replythat develops the conversation in a friendly way (itis not a memory test). They can continue for a fewmore lines.They change roles and repeat when theyfinish. Start the activity and circulate.

3 Ask students to remove the piece of paper. As classfeedback, look at the replies on the worksheet andcompare with the students own replies.

4 Refer to the instructions for section B. Set up theactivity: imagine that you are all colleagues and it is9:00 on Monday morning. Students will walkaround saying hello to each other, have shortconversations and then move on. Start the activity:join in yourself.

5 Explain to the students that you are now going topractice ending a conversation. Refer to section Cand ask students to cover the phrases ak with apiece of paper. Divide the class into pairs and startthe activity: students predict and write down two orthree phrases. Take class feedback on theirsuggestions.

6 Ask students to take away the piece of paper. Askthe pairs to match phrases ak with stages 111.

ANSWERS.a-1 b-10 c-4 d-2 e-3 f-9 g-6 h-5 i-11j-7 k-8

7 Tell the students that they are going to practise asimilar dialogue without using their notes. Dividethe class into new pairs and appoint hosts andvisitors. They change roles and repeat when theyfinish. Ask students to turn over their worksheets (it is not a memory test). Start the activity, circulateand make a note of good/bad language use.

8 (Optional) Ask the best pair/s to re-enact the role-play for the class.

9 Hold a short feedback slot.10 Now, or in the next class as recycling: Refer to the

instructions for section D. Set the scene: you are inan airport lounge and by chance meet a colleaguewho you know well. Each pair will start aconversation, make some small talk, and then end it.Divide the class into new pairs. Start the activity,circulate and make a note of good/bad language use.

11 Hold a short feedback slot.

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

1.2Hello and goodbye Teachers Notes

Business BuilderTeacher Resource Series

When you start a conversation try to reply in a way that develops the conversation.

1 How are you? Fine thanks. And you? Youre looking well.2 Nice to see you again. Nice to see you too. How are you?3 Its been a long time, hasnt it. Yes, I think we last met two years ago in Manila.4 Nice weather today, isnt it. Yes, lovely. I hope it stays like this for the weekend.5 Terrible weather, isnt it. Yes, awful. I think its rained every day since I arrived.6 Thats a nice shirt/blouse. Thanks. I bought it from Harrods.7 This coffees a bit weak. Yes, it is, isnt it. Not like the coffee you get in Italy.8 Did you get that report I sent you? Yes, I did, thanks. It was very useful.

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

Its Monday morning. Walk around. Say hello to your colleagues.

A host and a visitor are having a drink in the bar after a successful business meeting. The visitoris flying back to Tokyo tomorrow. Study this model and write down two or three phrases youmight hear.

Visitor Host

Match phrases ak below to the stages 111 above.

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

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

Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

Hello and goodbye

P H O T O C O P I A B L E

1.2


Worksheet

A

B

C

D

1 Start a leaving dialogue3 Say why you must leave5 Give more information7 Thank the host for his/her help9 Make a second reference to leaving

11 Refer to the next meeting and say goodbye

2 Reply to the visitor4 Show interest in the visitors plans6 Make a final reference to business8 Reply say its been a pleasure

10 Wish the visitor a good trip and send yourregards to someone

Macmillan Publishers Ltd 2002 10 This page may be photocopied for use in class

1.3Showing interest Teachers Notes



1.4Making a personal comment Teachers Notes



1.5Thinking time and turn-taking Teachers Notes



1.6Requests Teachers Notes



1.7Offering help Teachers Notes



1.8Saying yes Teachers Notes



1.9Saying no Teachers Notes



1.10Disagreeing Teachers Notes



1.11Describing food Teachers Notes



1.12In a restaurant 1 Teachers Notes


AIM.To practise talking about sports and hobbies, culturalinterests, holidays and home.

TIME.4050 minutes


PROCEDURE.1 Write up on the board Your free time. Ask the group

how they spend their free time and write ideas onthe board.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Divide the class into pairs, start the activity and circulate. Take class feedback by writing additional questions on the board.

POSSIBLE ANSWERS.1 Do you like to cook? Is football popular in your

country?2 Do you ever go to the theatre/opera? What is the

traditional music from your country?3 What is your flat/house like? Are you married? Does

your husband/wife work?

3 Refer to the instructions for section B. Explain thatstudents should write notes about themselves,working individually. Start the activity and circulate,helping with vocabulary.

4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s and then findout about their new partner/s.


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

1.13Your free time and home Teachers Notes


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

1 Sports and hobbies

So, what do you do in your free time? Are you interested in sport?

Do you collect anything?

2 Cultural interests and holidays

What sort of music/films do you like? Do you read books about management?

Where do you go for your holidays?

3 Home

So, where do you live? Do you live in a house or a flat?

Do you live in the centre or the suburbs?

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

1 Sports and hobbies

I play a little

I used to play

but now

I like to go

(+ verb with -ing)

I collect

2 Cultural interests and holidays

(books) I like

(music) I like

(films) I like

(magazines) I read

(holidays) On my last holiday I went to

3 Home

I live near

I was born in

Im married with two children. Their names are

My husband/wife/partner

Im single at the moment./Im divorced.

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

Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

Your free time and home

P H O T O C O P I A B L E

1.13


Worksheet

A

B

C

AIM.To practise talking about regions and cities, people andculture, local products.

TIME.4050 minutes


PROCEDURE.1 Write up on the board the word stereotype and elicit

the meaning (a fixed idea or image that people haveof something, but which is often not true). Ask thestudents if they can think of any examples ofnational stereotypes. Prompt by giving nationalitiesother than those represented in the group (this willbe covered in section A of the worksheet). Ask whatthe stereotype of that nationality is, whether thestudents agree with it etc.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to thequestions and develop a class discussion. Studentsare usually very keen to discuss this topic providedthat they first have a chance to confirm, deny orclarify their own stereotype before other studentscomment.


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Start theactivity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.14Your country and city Teachers Notes



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

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

1 Country: regions, weather etc.

The north/south/interior is different to the rest of the country because

By the coast

In the summer/winter the weather is

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

2 City: description

I live in the capital city/a small town/a large port

Most tourists who come like to see

Personally, I would recommend visiting

All over the city there are a lot of very traditional

The most modern area of the city is

They have plans to

3 City: culture

We have a lot of good music/theatre/opera. For example,

My favourite museum is the

Its got a good collection of

Every year theres a festival to celebrate

4 City: people

Most people live in the centre/suburbs in houses/flats.

It can take

hours to get to work.

At the weekends people often

In the summer people usually

Young people

Old people

5 Local products

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

Talk together in small groups about your countries and cities.

Your country and city1.14 Business BuilderTeacher Resource Series

Worksheet

A

B

C Macmillan Publishers Ltd 2002 33 This page may be photocopied for use in class

AIM.To practise talking about the political and economicsituation and the state of the market.

TIME.40-50 minutes


PROCEDURE.1 Write up on the board the phrase Current Affairs

and elicit the meaning (events of politicalimportance happening in the world at the presenttime). Ask the students whether they talk aboutcurrent affairs and politics with foreign visitors,when it is acceptable etc.(Despite its apparent sensitivity business people dotalk about these topics in a general way becausestability is one of the things that investors are mostinterested in.)

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Take class feedbackby writing additional questions on the board.

POSSIBLE ANSWERS.1 What policy does your government have for

privatization/interest rates/regional trade etc. ?What sort of Government do you have?

2 What are the main economic problems in yourcountry at the moment?Are houses expensive?Does your country have a nuclear power industry?

3 What new opportunities do you have to expandyour market?What are the threats that your company faces?Do you have an international market?


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.15Current affairs and the economy Teachers Notes



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

1 PoliticsIm a bit out of touch. Whats been happening in your country?What do you think about the health care/education/unemployment policy in your country?Ive been reading a lot in the newspapers about

. Can you tell me somethingabout that?

2 EconomySo what are your main industries?Do you have a problem with inflation?Whats the unemployment situation at the moment?How is your Stock Market doing?

3 MarketWhat are the main factors that affect your market?Whats happening in your market at the moment?How is your company doing?

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

1 Politics

We have a

government at the moment. They are trying to

Public opinion changed when

These days people are worried about

In the future,

2 Economy

Older industries like

are being replaced by new areas like

and

We have a strong

industry, although it will have problems inthe next few years because of

Inflation

Unemployment

3 Your own market

Were in a difficult market situation because

Were responding to the competition by

Were changing our product range and were moving more into

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

Current affairs and the economy1.15 Business BuilderTeacher Resource Series

Worksheet

A

B

C Macmillan Publishers Ltd 2002 35 This page may be photocopied for use in class

AIM.To practise a series of typical hotel interactions such astelephone booking, checking in and out andcomplaining.

TIME.5060 minutes


PROCEDURE.1 Write up on the board the word Hotel and the

headings Good service and Bad service. Elicit anddiscuss real examples of each from the studentsown experience.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions and questions. Explain to the studentsthat pairs will work together to invent the details ofan imaginary hotel by answering all the questions.Divide the class into pairs and start the activity.Circulate and help with vocabulary.

3 Divide the class into new pairs and explain that forthe remaining activities they will work with theirnew partner to do a series of hotel role-plays basedon guest and manager. Explain that the managersare managers of the hotel they created with theirprevious partner.

4 Refer to the instructions and role notes for sectionB. Appoint guests and managers. Ask the managersto write down on a piece of paper the name and cityof their hotel and give it to the guest. Elicit a fewphrases that the manager and guest can use at thestart of a telephone call and write them on theboard. Possible phrases are:Manager: Good morning, Hotel X, how can I help

you?Guest: Good morning, Im calling to find out if you

have any rooms available for Manager: Certainly Sir/Madam.Start the activity, circulate and make a note ofgood/bad language use.

5 (Option) Ask the best pair/s to re-enact the role-playfor the class.

6 Hold a short feedback slot.7 Refer to the instructions for section C. Read out the

role notes on the worksheet. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Manager: Good morning Sir/Madam. May I have

your name?Your room is on the second floor. Turn left whenyou come out of the lift.Here are your keys.

Guest: Is it possible to have an early morning call?Start the activity, circulate and make a note ofgood/bad language use.


9 Hold a short feedback slot.10 Refer to the instructions for section D. Read out the

role notes on the worksheet and ask guests to inventa problem of their own choice. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Hello? Is that reception? Im having a

problem with . Its very inconvenient.Manager: Really? Im very sorry about that. Its

most unusual. Ill deal with it immediately.Start the activity, circulate and make a note ofgood/bad language use.


12 Hold a short feedback slot.13 Refer to the instructions for section E. Read out the

role notes on the worksheet and elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Can I pay by credit card?

I wonder if I could leave a message for Manager: Of course Sir/Madam, thats no problem.

Have a safe journey.Start the activity, circulate and make a note ofgood/bad language use.



1.16At a hotel Teachers Notes



You are going to open a hotel. Use the questions to help you make plans.

Where is the hotel?What is the hotels name?What is its main selling point to attract customers?What is the cost per night of a single/double room?Will you have a restaurant? What kind of food will it serve?Which facilities will you offer? Choose from this list and add a few more of your own.

Work with a new partner. Decide who is the guest and who is the hotel manager.

Keep the same roles and partner. The guest has just arrived at the hotel.

Keep the same roles and partner. It is later the same evening.

Keep the same roles and partner. The guest is leaving the hotel.

At a hotel1.16 Business BuilderTeacher Resource Series

Worksheet

A

B

C

D

E

fully equipped business centre

24-hour reception

gymnasium and sauna

free transport from the airport

Guest Make a telephone call to the hotel and askquestions about the availability of rooms,prices and facilities. Make a reservation.

Manager Answer the guests questions, askhim/her questions and write down theimportant details.

Guest Go to the reception desk and check in.Ask for an early morning call. Ask aboutbreakfast.

Manager Welcome your guest. Check thereservation. Tell the guest wherehis/her room is.

Guest You have a problem with the room. Call thereception desk and explain the problem.

Manager You are on duty at reception.

Guest Go to the reception desk and check out.You want to:n pay by credit cardn book a taxi to the airport n leave a message for a colleague who is

arriving tomorrow.

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


AIM.To practise a series of interactions in a restaurant such aspreparing to order, explaining dishes, making smalltalk, leaving and paying.

TIME.4050 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.Each table will need a simple menu (see stage 3). Ifstudents have done worksheet 1.11 the dishes in section Bcan be used, otherwise students think of their own dishesas indicated below. Alternatively, use a real menu, a menufrom a coursebook or a menu you have made. Be prepared to arrange the room like a restaurant at stage 3.Consider playing the role of the waiter yourself. You canmake language notes as you go round the tables, takeorders, ask students if they are enjoying their meal,handle complaints etc.

PROCEDURE.1 Write up on the board In a restaurant and ask

students how often they entertain visitors andclients, and what they talk about. Then write up the three stages of the meal referred to on theworksheet. For each stage, elicit and write up a fewphrases (see worksheet).

2 Give out a copy of the worksheet to every studentand refer to the instructions at the top. Appoint awaiter, unless you are going to be the waiteryourself.

3 Rearrange the room like a restaurant with smallgroups of students sitting around tables. Ask thestudents to prepare a menu for each table: each tabletakes one piece of blank paper and writes Starters,Main Course and Dessert as sections. Then eachstudent on that table contributes one item to eachsection (they just write the name of the dish). Notethat every table will have a different menu. If astudent is acting as waiter, ask them to look at theirphrases at the bottom of the sheet while the otherstudents are doing the menu preparation. They canthink of a few more phrases.

4 Ask students to read through the points on theworksheet silently and to imagine what they will sayfor each one. Set a time limit of 2 minutes for this.

5 Explain to the students that you want them to have anatural conversation. They can leave the worksheeton the table to help them, but they dont have tofollow the same points or use the same phrases. Seta time limit of 20 minutes. Ask the students to gooutside the classroom and wait in their groups forthe waiter to show them to their tables. Start theactivity, circulate and make a note of good/badlanguage use.


CULTURAL HINTS. In America, northern Europe, Japan and south-east

Asia business may be discussed at lunch toward theend of the meal, if the host introduces it. At dinnerbusiness is almost never discussed.

In Latin American countries, southern Europe and theMiddle East business is rarely discussed in a restaurant,even at lunch.

1.17In a restaurant 2 Teachers Notes



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

In a restaurant 21.17 Business BuilderTeacher Resource Series

Worksheet

Preparing to order

Look through the menu Ask your colleagues about the dishes Drinks Call the waiter when you are ready to order

Id recommend the ...Its a type of ... Its made with ...I think Ill have the ..., please.

During the meal

Talk about your city and country Talk about your free time and interests Talk about your home and family Talk about the food

Enjoy your meal!Hows your ?Would you like some more wine? Yes, please./No thanks, Im fine.

End of the meal

Start a leaving dialogue Ask for the bill one person offer to pay Refer to the future and say goodbye

Well, I must get back now. Oh, so soon?Can we have the bill, please? Do you take

VISA? Can I have a receipt?Thank you for a very enjoyable evening. Not at all, it was my pleasure.

Waiter

Ask if the guests are ready to order Take the order. Find out what theyd like to drink During the meal check everything is satisfactory

Are you ready to order now?What would you like? ... And for you, Sir/Madam?Anything to drink?So, thats ... (repeat the order)Is everything satisfactory? Can I get you anything else? (during the meal)


AIM.To practise giving a guided tour round work premisesusing a virtual office/factory.

TIME.3040 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.Note that drawing the plan (stage 2 below) is best donefor homework.

PROCEDURE.1 Write on the board Showing a visitor your

workplace. Establish that workplace can refer to anoffice, factory or anywhere that people work. Findout how often the students show visitors round theirworkplace, and what they show/talk about whenthey do.

2 Give out a copy of the worksheet to every studentand refer to the instructions. Check understanding ofthe word virtual (artificial, but like the real thing;simulated). Explain to the students that you wantthem to draw a diagram of their workplace forhomework, and remind them to include everythingthat they would show a visitor.

3 In the next lesson, divide the class into pairs andappoint hosts and visitors. They change roles andrepeat when they finish. Start the activity, circulateand make a note of good/bad language use.


1.18Showing a visitor your workplace Teachers Notes



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

Showing a visitor your workplace1.18 Business BuilderTeacher Resource Series

Worksheet


AIM.To provide a framework for practising greeting andwelcoming a visitor, thanking and saying goodbye.

TIME.Variable

PREPARATION.Make one copy of the worksheet for each student inthe class.Consider which of the two procedures below you willuse.

PROCEDURE (INDIVIDUAL HOMEWORK).1 Write up on the board Arriving at a company. Ask

students if they are more often hosts or visitors inother peoples companies. Ask them about the lasttime they were a host/visitor, particularly about thewelcome they gave/received. How important was itto the success of the meeting?

2 Give out a copy of the worksheet to every studentand refer to the instructions and model. Remindstudents that the dialogue is to practise socialEnglish, not the meeting itself. Remind them alsothat they should use a real-life situation andpersonalize the dialogue as much as possible. Askthem to write the dialogue for homework and bringit to the next lesson.

3 In the next lesson collect in the dialogues andcorrect them.

4 (Option) Leave one of the dialogues uncorrected,and photocopy one copy of this for each student.Ask students to try to correct/improve this dialoguein pairs. In feedback, listen to all the suggestions forreformulations and discuss with the class which isthe best. Build up the reformulated dialogue on theboard line by line. As a round up, practise readingthe new dialogue aloud in open/closed pairs,focusing on pronunciation.

ALTERNATIVE PROCEDURE (CLASSWORK).1 (Same as above)2 Give out a copy of the worksheet to every student

and refer to the instructions and model. Remind thestudents that the dialogue is to practise socialEnglish, and that they should use their real-lifeexperience. Divide the class into pairs. Explain thatthe pair will think of and write the dialoguetogether, and that both students should keep a recordof the whole dialogue. Set a time limit for the task.Start the activity and circulate. Give a five minutewarning before the end and make sure that everypair moves on to the final part of the dialogue.

3 Ask the pairs to practise reading their dialoguestogether quietly. Then ask the best pair/s to read outtheir dialogues for the class.

4 (Option) Take the written dialogues from each pairand redistribute them (so the pairs remain the samebut they have another pairs dialogue). First ask thestudents to study their new dialogues togetherquietly and make sure they can read them. Then askthem to practise reading the dialogues aloud.

1.19Dialogue building: arriving at a company Teachers Notes



Dialogue building: arriving at a company1.19 Business BuilderTeacher Resource Series

Worksheet

Receptionist Visitor Host

Greet the visitor. Say who you are and whyyou have come.

Introduce yourself. Talk Welcome the visitor. Askabout your journey and your about the visitors journey andfirst impressions of the city. where he/she is staying. Start

the business discussion.(miss out the main business discussion)

Say that you must leave, Thank the visitor for coming,thank the host, say goodbye. wish them a good trip.

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



2.1Leaving a message 1 Teachers Notes


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

TIME.4050 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.If possible, set up a telephone and a recording device.

PROCEDURE.1 Read out some of the original impolite phrases

from worksheet 2.1 and check that students can stillremember the politer versions.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Divide the class into pairs, start theactivity and circulate.

ANSWERS.1 b) 2 Hold. The phrase means Wait a moment.3 ... out of the office all day/tied up all morning/with acustomer/out of the country at the moment4 The phrase means I can connect you now. Themissing word is to. 5 Of course. Certainly. Sure.6 for 7 Is there anything else? No, thats all./Yes,theres something else. 8 Caller: Thanks for yourhelp./Receiver: Thank you for calling.

3 Refer to the instructions for section B. Choose twostudents: one is both Receptionist and Secretary andthe other is the Caller. Ask them to read thedialogue aloud. Let the group listen and discoverthat it sounds impolite. Then follow the sameprocedure as worksheet 2.1 for improving thedialogue. In brief:n tell the students to put their pens down and not

to write anything until the endn ask the whole class for suggestions on how to

improve lines 1, 2, 3, 4 and 5 in turnn choose two students as Receptionist and Caller

and ask them to act out the new version of lines15 as an open pair, using the worksheetversion as a prompt (other students listen and help)

n repeat this cycle several times, improving a fewmore lines each time as a class and thenchoosing different students to act out the wholedialogue up to that point

n when the reformulation is finished, students actout the whole dialogue together in pairs,changing roles and repeating when they finish

n the students write the new version in their pairsn build up a final, reformulated version on the

board.

POSSIBLE ANSWERS.1 Good morning, IMB. How can I help you?2 Good morning, my name is Mr Costa. Id like to

speak to Mary Hershey, please.3 Hold the line, please Im sorry, shes out of the

office at the moment. Would you like to speak toher secretary?

4 Yes, please.5 I can put you through now.6 Accounts Department. Gina speaking.7 This is Mr Costa here. I wanted to speak to

Mary Hershey.8 Im sorry, shes out of the office at the moment.

Can I take a message?/(Would you like to leave amessage?)

9 Yes. Im calling about your last invoice. Thereseems to be a problem. I need to speak to Mary assoon as possible.

10 Of course, Mr Costa. Could you give me theinvoice number?

11 Its AI386.12 Im sorry, could you repeat that, please?13 Yes, AI386. Thats A for Australia and I for India.

Have you got that?14 Yes, Ive got that now. Is there anything else?15 No, thats all.16 OK, Mr Costa. Ill make sure she gets the message

as soon as she comes in.

4 Refer to the instructions for section C. Divide theclass into pairs and ask them to sit back to back (oruse a telephone if you have this facility). Remindthem to listen carefully and speak naturally (it is nota memory test). They change roles and repeat whenthey finish. Start the activity, circulate and make anote of good/bad language use.



CULTURAL HINTS. In northern Europe the call ends with a confirmation

of individual tasks and the agreed plan of action.Americans press more strongly for answers or quickaction.

In Japan and south-east Asia the call ends with apromise to call back when group agreement has beenreached.

In Latin America and southern Europe the call endswith more social conversation, exchanging goodwishes and expressing a desire to hear from the otherperson again.

2.2Leaving a message 2 Teachers Notes



Answer the questions.

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

2 Fill in the gap and explain the meaning: the line, please.3 You might hear Im sorry but shes in a meeting at the moment. Think of some other reasons why

the person is not available:Im sorry but shes Im sorry but hes

4 A receptionist might say I can put you through now. What does this mean? If you want to speak to a particular person or department, you say Can you put me through extension 366, please? What is the missing word?

5 It often sounds better to replace OK by O____ c___________ or Cer___________ or S___________e.6 You can confirm a letter of the alphabet by using a country or city name. Fill in the missing word:

That was E, E ______ Egypt.7 Fill in the missing letters in these phrases used to check if the message is finished.

Is there a___________g e___________e ? No, ___________s all. Yes, theres s___________ing e___________e.

8 To finish a call in a friendly way the caller can say Thanks for y___________ he___________ andthe receiver can say Thank you for c___________g.

Read the dialogue below. Try to improve it.

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

Leaving a message 22.2 Business BuilderTeacher Resource Series

Worksheet

A

B

C

Receptionist Caller1 Good morning. IMB. 2 Mr Costa here. I want Mary Hershey, please.3 Wait. ..... Not here.

Want to speak to secretary? 4 Yes, please.5 I can connect you now.

Secretary6 Accounts Department. I am Gina. 7 Mr Costa here. I wanted to speak to

Mary Hershey.8 Not in office. Message? 9 Yes. Im calling about your last invoice.

There is a problem. I must speak to Mary soon.10 OK. Invoice number? 11 AI38612 What? 13 AI386. Have you got that?14 Yes, Ive got that. More? 15 No.16 Maybe shell get your message.


AIM.To practise saying and checking figures and quantities.

TIME.3040 minutes


PROCEDURE.1 Write on the board the number 60,905 and ask

students how to say it (sixty thousand, ninehundred and five). Problem areas are likely to be theposition of and and whether or not there is an s onthe end of thousand. Note the followinginformation:n hundred, thousand etc. do not have an s when

spoken as part of numbers, but they do inphrases like hundreds of cars and thousands ofpeople.

n in British and American usage a commaseparates the thousands from the hundreds and afull stop is a decimal point which separateswhole numbers from decimal fractions. In manyLatin countries the comma and full stop areused in exactly the opposite way.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask the students to read out the figuresround the class. Go back frequently to problemareas and check again with different studentsrandomly round the class. If necessary, write upmore figures and elicit the correct answers.

ANSWERS (SELECTED).1 three hundred and fifteen 5 five thousand, eighthundred 6 five thousand, eight hundred and eighty8 six hundred thousand 10 six million, six hundredthousand 12 fifteen point one five 13 one pointtwo kilograms (or kilos) 14 fifty-six dollars seventy(or seventy cents) 15 thirty-four pounds eighty (oreighty pence) 17 forty-three dash F nine 18 ACslash (or forward slash) six 19 WWW dot FT dot comforward slash main (note: this is an Internet address)20 radio four at BBC dot co dot UK (note: this is ane-mail address)

3 Refer to the instructions for section B. Explain thatafter writing the information the students willdictate it to a partner. Remind them to include agood variety of information, similar to the examplesin section A. Ask the students to fill in the first eightboxes individually.

4 Refer to the instructions after the first table and theuseful phrases. Divide the class into pairs and askthem to sit back to back (or use a telephone if youhave this facility). They change roles and repeatwhen they finish. Start the activity, circulate andmake a note of good/bad language use.


CULTURAL HINTS. In Japan and south-east Asia many calls are used

simply to gather information as any decision needsgroup consensus. Asking questions, listening andchecking are the main features of the call.Comments, interruptions and argument are avoided.

2.3Exchanging information 1 Teachers Notes



Practise saying these figures, quantities and references.

1 315 6 5,880 11 6.6 million 16 10%2 350 7 60,000 12 15.15 17 43-F93 355 8 600,000 13 1.2 kg 18 AC/64 5,000 9 6,000,000 14 $56.70 19 www.FT.com/main5 5,800 10 6,600,000 15 34.80 20 [email protected]

Write a figure, quantity or reference in each box of the table.Dont let other people see your table!

Your figures

Work with a partner. Tell your partner the contents of your table and write down your partnersfigures in the table below. Use these phrases to check you have the correct information.

The figure in box 1 is ... ? Sorry, can you repeat that?? Was that one five, fifteen, or five zero, fifty?3 OK, Ive got that.

Have you got that? 3 Yes, got that.7 Sorry, can you say it again.

Can you read that back to me? Yes, of course. Box 1 is ...

Your partners figures

Exchanging information 12.3 Business BuilderTeacher Resource Series

Worksheet

A

B

1 2 3 4

5 6 7 8

1 2 3 4

5 6 7 8


AIM.To practise silence fillers on the telephone and torevise exchanging information and checking.

TIME.3040 minutes


PROCEDURE.1 Write up on the board Silence fillers and ask the

students what they think it refers to in the context oftelephoning. Elicit some possible phrases, forexample Hold on a moment and pre-teach these two:Just bear with me for a moment.Ill put you on hold.


ANSWERS.2 Hold on a moment, Ill just check. 3 Sorry aboutthis, Im just looking. 4 Bear with me for a moment.5 Ill put you on hold. 6 Oh yes, here it is.7 Right, here they are.

3 Refer to the instructions for section B. Start bypretending to look for something on your desk, allthe time modelling phrases 14 and finishing offwith phrase 6 or 7. Then divide the class into pairsand ask the students to do the same thing.

4 Refer to the instructions for section C. Check thatstudents understand that they will write twoquestions individually and then make a callafterwards. Ask students to write their questions,and circulate to monitor that the questions areappropriate.

5 Refer to the useful phrases at the end of section C.Divide the class into pairs and ask them to sit backto back (or use a telephone if you have this facility).Start the activity, circulate and make a note ofgood/bad language use.



2.4Exchanging information 2 Teachers Notes



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

Right, let me just see.1 Right see let just me

2 Hold check on just a moment Ill

3 Sorry Im looking this just about

4 Bear moment me for with a

5 Ill you put hold on

And when you find the information:

6 Oh here is yes it (singular)

7 Right are they here (plural)

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

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

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

Can you

?

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

Could you

?

When you are ready, make a call to a partner. Ask your two questions and reply to your partnersquestions. Use the phrases below to help you.

Exchanging information 22.4 Business BuilderTeacher Resource Series

Worksheet

A

B

C

Silence fillers while looking When you find the informationRight, just a second, let me see, ... Right, here it is.Sorry about this, Im just looking, ... Right, here they are.Just bear with me for a moment.

Going away from the phone When you returnHold on a moment, Ill just check. Right, sorry to keep you waiting.Bear with me, I wont be a moment.


AIM.To practise telephone calls to arrange and rearrange ameeting.

TIME.4050 minutes


PROCEDURE.1 Write up on the board the phrases When would suit

you? and Can you make that?. Ask if anyone canguess the context and write Arranging a meetingabove the phrases as a heading. Elicit the meaningsin this context of to suit (be convenient for) andto make (be in a place at a certain time). Ask whatother phrases would be useful for arranging ameeting on the phone and write one or two more on the board.


ANSWERS.1 Is this a good time to call? 2 Are you in the middleof something? 3 all/everything 4 Right/So5 seeing 6 call/ring 7 regards/best wishes 8 tell

3 Ask the students to look at section B and refer tothe first line of instructions. Divide the class intopairs, start the activity and circulate.

ANSWERS.1 suit/about 2 make (or manage) 3 should/manage(or make) 4 until/any time 5 busy 6 sounds/getback to/confirm(Note: that sounds fine = that appears to be fine; toget back to somebody = to call somebody again)

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

ANSWERS.Dialogue between A and B, in sequence: A1 B5 A2B4 A3 B6

5 Practise the target vocabulary by pause reading.Ask students to turn over their worksheets. Readeach phrase containing a gap saying mmm for thegap. Give enough context, including a few wordsafter the gap if necessary, for example say Whenwould mmm you?. The students supply the missingword/s chorally.

6 (Option) Ask the students to do the same thing inpairs. Student A reads some gapped phrases, withenough context, and Student B supplies the words.They change roles when they finish.

7 Refer to the instructions and the model for sectionC. Remind the students that section A gave somephrases for starting and finishing the call. Divide theclass into pairs and appoint As and Bs. Ask the pairsto sit back to back (or use a telephone if you havethis facility). Start the activity, circulate and make anote of good/bad language use.

8 (Option) Ask the As and Bs to change roles. Thistime ask them to use some small talk at thebeginning. Before you begin the role-play elicitsome phrases like:A: Hello? Student B? This is Student A. How are

you?B: Student A! How nice to hear from you! Im fine.

How are you?A: Im fine. So whats the weather like in Tokyo?


10 Hold a short feedback slot.11 Ask the students to look at section D and refer to

the first line of instructions. Divide the class intopairs, start the activity and circulate.

ANSWERS.1 make/manage 2 mind 3 back/off 4 must5 unavoidable(Note: put back (UK) = move down (US))

12 Refer to the instructions at the end of section D.Explain that the pairs who made the last call willwork together again, and that Student B will make afollow-up call to cancel the arrangement. Remindthe students that in a situation like this a secondapology (like phrase D4) is essential. Ask the pairsto sit back to back (or use a telephone if you havethis facility). Start the activity, circulate and make anote of good/bad language use.



2.5Arranging a meeting Teachers Notes



Fill in the gaps in phrases 12 and choose the right words in the box below.

At the start of a call, you want to ask Are you busy?. You can say:

1

a good time

?

2 Are you in the middle

?

At the end of the call you want to confirm the plans and finish in a friendly way. Look at the pairs ofwords in the dialogue below. Decide if only one is correct, or if both are possible.

Complete the sentences below using words from the box.

1 When would -------

you? How -------

next Tuesday afternoon?2 What time on Wednesday can you

-------

it?3 OK, I

-------

be able to -------

some time after four.4 Let me see, Im out of the office

-------

lunchtime, but -------

after thatwould be fine.

5 Im afraid Im -------

on Tuesday afternoon. What about Wednesday?6 That

-------

fine. Can I -------

you later today to -------

it?

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

Work with a partner.Student A call Student B. Check its a good time to call.

Try to find a time and place to meet. Its difficult because youre both very busy. Eventually you succeed.

Finish the call by confirming the plans.

You might have to call back to cancel the arrangement. Look at the pairs of words in the phrasesbelow. Decide if only one is correct, or if both are possible.

Now have a second call with the same partner. Student B calls back to cancel and rearrange theprevious meeting.

Arranging a meeting2.5 Business BuilderTeacher Resource Series

Worksheet

A

B

C

D

A: OK. I think thats (3) all/everything.B: (4) Right/So, I look forward to (5) see/seeing

you here in Tokyo next Wednesday. Give mea (6) call/ring if you have any problems.

A: Right, Ill do that. Give my (7) regards/bestwishes to Mr. Koyama.

B: OK. Ill (8) tell/say him you called. Goodbye.

any time make suit confirm sounds busyget back to about should until manage

Im sorry but I cant (1) make/manage the meeting next week.Would you (2) mind/matter if we put the meeting (3) back/off to the following week?I (4) must/should apologize again. Im afraid its completely (5) inevitable/unavoidable.


AIM.To practise a telephone call discussing a schedule for acompany visit.

TIME.3040 minutes

PREPARATION.Make one copy of the worksheet for each student in theclass, and fold or cut them across the middle.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write up on the board Arranging a company visit.

Explain to students that they will practise a phonecall to discuss plans for a company visit. Elicit afew phrases for the beginning and end of the calland write them up on the board. Possible phrases:Beginning: Hello? Is that ... ? How are you? Is this

a good time to call? Im calling about End: So, Ill meet you on ... at ... (confirm plans). /

Thank you very much for all your help. Imlooking forward to ... .

2 Divide the class into pairs and appoint visitors andhosts. Explain that the host will talk about theirreal-life company.

3 Distribute the correct half of the worksheet to eachstudent, either folded over or cut. Give the studentstime to read their own instructions. Check thatStudent A knows Bs (real) company, country andtype of business so that he/she can prepare thequestions. Ask the students to prepare the writteninformation individually, and circulate and checkthat it is appropriate.

4 When the students are ready, ask the pairs to sitback to back (or use a telephone if you have thisfacility). Start the activity, circulate and make a noteof good/bad language use.


6 Hold a short feedback slot.7 Now, or in the next class as recycling: The hosts and

visitors change roles and repeat the activity. Holdanother short feedback slot.

2.6Arranging a company visit Teachers Notes



Student A: Visitor

Before the call, write down:

n the number of your flight and its arrival day and time

n how Student B will recognize you at the airport

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

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

Student B: Host

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

Schedule

$

Arranging a company visit2.6 Business BuilderTeacher Resource Series

Worksheet

You are going to Student Bs country to see his/her factory/offices and his/her new products.You will receive a call from him/her to finalize arrangements for the trip. You have alreadybooked the flight. Let him/her organize the hotel and anything else necessary.

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


AIM.To practise a telephone call involving informationexchange and a discussion of sales and markets.

TIME.3040 minutes


PROCEDURE.1 Write up on the board the numbers 1,000, 1,005,

1,050, 1500, 1,505, 1,550, 1,555. Revise how to saythe numbers. Then elicit a few phrases for checkinginformation on the phone such as:Have you got that?Yes, got that/Sorry, can you say it again?You may also need to quickly revise the opening ofa telephone call. Possible phrases:Good morning. This is ... . Can I speak to ...?Im calling about ...

2 Set the scene: explain that the students will work inpairs to make a telephone call. Head Office will calla foreign subsidiary to talk about sales figures, andthere will also be some discussion of sales andmarketing of a specific product line. Divide theclass into pairs and appoint As (Head Office) and Bs(foreign subsidiary).

3 Give out the correct half of the worksheet to eachstudent, either folded over or cut. Give the studentstime to read their own instructions. Ask the studentsto prepare the written information, and circulate andcheck that it is appropriate. (Option: group togetherpairs of students with the same role and ask them toprepare the written information together).



6 Hold a short feedback slot.7 (Now, or in the next class as recycling) The As and

Bs change roles and repeat the activity. The Bs canwrite in some different sales figures before startingthe call. Hold another short feedback slot.

2.7Yoghurt sales Teachers Notes



Student A: Head Office

1 You need to know some sales figures for fruit yoghurt in your colleagues country last month.Have a pen ready and check the information carefully.

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

3 Find out about the future of the yoghurt market in your colleagues country. Before the call thinkof one or two questions to ask:

Student B: Foreign subsidiary

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

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

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

North region Centre South region Total

strawberry 1050 1290 1200 3540cherry 2000 1975 1580 5555banana 1465 1745 1490 4700


strawberrycherrybanana

Yoghurt sales2.7 Business BuilderTeacher Resource Series

Worksheet

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

You work for a foreign subsidiary of Superstores, an international supermarket chain. Receive acall from Head Office in another country. The person from Head Office will want to discussthree things.



$


AIM.To practise making/receiving a telephone inquiry abouttrains and flights.

TIME.3040 minutes

PREPARATION.Make copies of the Student A worksheet for half theclass, and of the Student B worksheet (next page in thisbook) for the other half.Bring in to the class a credit card (e.g. Visa, Mastercardor American Express). See stage 3 below.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write on the board Travel information

trains/flights. First ask students about trains:n what kind of fare structure do they have for

train tickets in their country?n are there tickets where you cannot travel at

certain times or on certain days?n is it possible to book a ticket by phone in

advance? what about a specific seat?Then ask similar questions about flights.

2 Tell the students that they will practise twotelephone calls, the first asking for informationabout trains and the second about flights. Write upon the board the two headings Making an inquiryand Receiving an inquiry and elicit and write up afew phrases for each (see bottom of worksheet).

3 Write on the board Which card do you want to use?under the heading Receiving an inquiry and thewords Valid from MM/YY and Expires end MM/YY.Point to the information on your own card. Ask thestudents to find the information on their cards.Check the meanings of valid (legal) and to expire(to finish). Ask students what the noun from thisword is (expiry) and write on the board the questionWhat is the expiry date? under the headingReceiving an inquiry.

4 Divide the class into pairs and appoint As and Bs ineach pair. Distribute the correct worksheet to eachstudent. Refer to the sheets and indicate that theyhave instructions for both the train information call(Situation 1) and the flight information call(Situation 2). Ask the students to read through bothsituations carefully. Circulate and help withvocabulary.

5 Tell the students that they are going to practise thefirst call, Situation 1. Check the instructions byasking who is going to make the call (Student A).Ask the pairs to sit back to back (or use a telephoneif you have this facility). Start the activity, circulateand make a note of good/bad language use.


7 Hold a short feedback slot.8 Tell the students that they are going to practise the

second call, Situation 2. (Note that each studentkeeps the same worksheet). Check the instructionsby asking who is going to make the call (StudentB). Ask the pairs to sit back to back (or use atelephone if you have this facility). Start the activity,circulate and make a note of good/bad language use.



2.8Travel information Teachers Notes



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

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

Times Two flights a day, arriving London 09:30 or 17:45Airport HeathrowFares APEX 150 No changes allowed

Standard 180 Changes possible up to 24 hours before departureBusiness Class 260 Changes possible up to one hour before departure

Better quality food. More comfortable seatsBusiness Plus 300 As for Business Class, plus:

access to executive lounge passenger can arrive 20 minutes before departure

Credit card Name:details Card:

Card number:Expiry date:

Travel information: Student A2.8a Business BuilderTeacher Resource Series

Worksheet

Times

Station

Meals available

Fares

Making an inquiry (Situation 1) Receiving an inquiry (Situation 2)

Travel Information. How can I help you?Id like some information about ... Let me see. Ill just look that up.Id also like to know what/if ... Can you repeat your question, please?So, ... (repeat information to confirm) Which card do you want to use?

What is the expiry date?


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

Times Trains to Manchester leave every hour on the hourJourney time is 21/2 hours

Station Euston StationMeals Lunch is available from 12:00 to 2:00

Snacks are available at other timesFares Standard single 55

Standard return 60Day return 40 Passenger has to return on same day

Passenger cannot travel between 08:00 and 09:30Saver return 45 Passenger can return any time during next two months

Passenger cannot travel on a FridayCredit card Name:details Card:

Card number:Expiry date:

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

Travel information: Student B2.8b Business BuilderTeacher Resource Series

Worksheet

Times

Arrival airport

Fares

Receiving an inquiry (Situation 1) Making an inquiry (Situation 2)

Travel Information. How can I help you?Let me see. Ill just look that up. Id like some information about ...Can you repeat your question, please? Id also like to know what/if ...Which card do you want to use? So, ... (repeat information to confirm)What is the expiry date?


AIM.To practise a series of sales calls between customer andsupplier.

TIME.4050 minutes

PREPARATION.Make one copy of the worksheet for each student in theclass, and fold them across the middle.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write up on the board Office furniture: customer

and supplier and underneath write the word Terms.Elicit the meaning of terms (the conditions of anagreement; the price and payment arrangements).Then write on the board the phrase First-timecustomers pay X% on order, with the balance Ydays after delivery. Ask the students what aretypical figures for X and Y in a commercialsituation in their country. You may also need toquickly revise the opening of a telephone call.

2 Set the scene: explain that the students will work inpairs to make three telephone calls. A customer willcall a supplier to find out about new office chairs,and there will be two further calls. Ask the studentsif they can guess what the second and third call willbe about (but dont tell them or spend too long onthis). Write up on the board the names of the threetypes of chairs (see worksheet). Explain vocabularyas necessary. Divide the class into pairs and appointAs (Customers) and Bs (Suppliers).

3 Give out the correct half of the worksheet to eachstudent, either folded over or cut. Refer to the threecalls on the sheet and say that at the moment thestudents should only look at the information in thebox and Call 1. Give them time to read theirinstructions.



6 Hold a short feedback slot.7 Ask the students to look at Call 2. Establish that it

is a few weeks later (this is written on sheet). Givethe students time to read their instructions. Whenthey are ready, ask the pairs to sit back to backagain (or use the telephone). Start the activity,circulate and make a note of good/bad language use.


9 Hold a short feedback slot.10 Before asking the students to look at Call 3, tell

them that there is going to be a problem. Ask whatpossible problems the supplier could have, and elicit(amongst others) that the workers in the factorymight go on strike. Ask how the supplier wouldtell the customer this information, and elicit andwrite on the board a few possible phrases such as:Ive got some bad news, Im afraid. The workers in

our factory have gone on strike.Were doing everything possible.I really am very sorry about this. Ill let you know

as soon as the problem is over.11 Ask the students to look at Call 3. Establish that it

is a few days later (this is written on sheet). Givethe students time to read their instructions. Whenthey are ready, ask the pairs to sit back to backagain (or use the telephone). Start the activity,circulate and make a note of good/bad language use.



Note. Additional telephone role-plays betweencustomer and supplier can be found inBusiness Builder module 8 Company,products and customer relations. See worksheets 8.4 Dealing withcomplaints, 8.9 Selling mobile phones,8.10 Selling your products on thetelephone, 8.11 Apologize, explain andoffer and 8.13 Dialogue building:complaining and apologizing.

2.9Office furniture Teachers Notes



Student A: Customer

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

n 2 executive armchairsn 16 conference room chairs (Note: You want these chairs in your companys colours. You can send a

sample to show the exact colour.)n 4 typists chairs

A few weeks later ...

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

A few days later ...

Call 3 Receive a call from the supplier.

Student B: Supplier

Call 1 Receive a call. A customer will phone about some of your products. Try to get an order. Dontforget to write down the customers name, company name and address for your files.

A few weeks later ...

Call 2 Receive another call from the customer. You are having a few problems obtaining the colourhe/she wants.

A few days later ...

Call 3 Make a call to the customer. The workers in the textile factory that make the fabric are onstrike. Explain that there will be a short delay.

$

Office furniture2.9 Business BuilderTeacher Resource Series

Worksheet

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

Your company supplies office furniture. Your main products are:

n Executive armchairs 800 eachn Conference room chairs 300 each (customers can choose their own fabric colour)n Typists chairs 150 each

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


AIM.To practise a series of telephone calls related to bookinga restaurant table, asking questions and checkinginformation.

TIME.4050 minutes


PROCEDURE.1 Write up on the board The Lucky Lobster

Restaurant. Elicit/draw/mime what a lobster is. Askif any of the students have ever eaten lobster. Askthem what kind of restaurant they think The LuckyLobster is (establish that it is expensive and a goodplace to take clients).

2 Explain that the students will work in pairs to makethree telephone calls. A customer will call themanager of The Lucky Lobster to book a table. Askthe students if they can guess what the second andthird call will be about (but dont tell them or spendtoo long on this). You may need to quickly revisethe opening of a telephone call.

3 Divide the class into pairs and appoint As(Customers) and Bs (Managers). Give out thecorrect half of the worksheet to each student, eitherfolded over or cut. Refer to the three calls on thesheet and say that at the moment the students shouldonly look at the information in the box and Call 1.Give them time to read their instructions and ask theManagers to think of a Dish of the Day and writeit in the space.




is next Sunday morning, after the meal (this iswritten on sheet). Give the students time to readtheir instructions. When they are ready, ask the pairsto sit back to back again (or use the telephone).Start the activity, circulate and make a note ofgood/bad language use.



is the same day, a few hours later (this is written onsheet). Give the students time to read theirinstructions. When they are ready, ask the pairs tosit back to back again (or use the telephone). Startthe activity, circulate and make a note of good/badlanguage use.



2.10The Lucky Lobster Teachers Notes



Student A: Customer

Call 1Make a call to the restaurant.

n You want to book a table for four people next Saturday at 8 oclock.n There may be one extra person. Can you let them know on Saturday afternoon?n Do they have a special Dish of the Day on the menu next Saturday?

Next Sunday morning, after the meal ...

Call 2 You enjoyed your meal and drinks at The Lucky Lobster last night. This morning you checked theVISA receipt in your jacket pocket and it says 280. You are sure the meal cost a lot less than this,but you cant find the bill. Call the restaurant.

The same day, a few hours later ...

Call 3 You are now at the airport and your plane leaves in 30 minutes. You cant find your diary. Call therestaurant maybe you left it there. If they have your diary give them your name and address so theycan send it to you.

Student B: Manager

Call 1 Receive a call from a customer who wants to book a table.

Next Sunday morning, after the meal ...

Call 2 Receive another phone call from the customer. You remember this person from last night. On his/hertable they ordered a lot of expensive drinks after their meal.

The same day, a few hours later ...

Call 3 Receive another phone call. It is the same customer, with a problem. Help in any way you can. Havea pen ready to take the customers name and address if necessary.

The Lucky Lobster2.10 Business BuilderTeacher Resource Series

Worksheet

You are entertaining some important clients next Saturday, and you want totake them to The Lucky Lobster the best restaurant in town.

You are the manager of The Lucky Lobster the best restaurant in town. Notice the followinginformation from your bookings schedule and fill in the Dish of the Day:

Saturday7:30 11:00 p.m. Two football teams booked.

Only one free table (four people).

Dish of the Day:

$


AIM.To practise asking for and giving information aboutfacts, figures and plans.

TIME.4050 minutes

PREPARATION.Make copies of the Student A worksheet for half theclass, and of the Student B worksheet (next page in thisbook) for the other half.If possible, set up a telephone and a recording device.

PROCEDURE.1 Write on the board Pacific City Host to the World

Games. Tell students that Pacific City is animaginary city that hosted the World Games (also imaginary) a few years ago. Ask students: what impact they think a major sporting eventwould have on a city in terms of employment,infrastructure etc., what would happen after the event finished.Students may know of cities in their own regions ina similar situation.

2 Tell the students that they will practise a telephonecall between the Director of Marketing for PacificCity and a journalist. The journalist is interested inthe future of Pacific City. Divide the class into pairsand appoint As (Director of Marketing) and Bs(Journalist) in each pair. Give out the correctworksheets.

3 Ask pairs of As to sit together, and pairs of Bs to sittogether. These students with the same role nowread through their worksheets together and preparearguments/questions. Circulate and help withvocabulary.

4 Regroup into the A/B pairs who will do the activity.Ask the pairs to sit back to back (or use a telephoneif you have this facility). Start the activity, circulateand make a note of good/bad language use.


6 Hold a short feedback slot.7 (Option) Students stay in the same pairs, but change

roles and personalize the activity. The new journalistnow interviews the new Director of Marketing abouthis/her own real-life city.

8 (Option) Students write their articles. So thestudents who were journalists in the first call usetheir notes to write about Pacific City, and thestudents who were journalists in the second call usetheir notes to write about their partners real-lifecity.

2.11Pacific City Teachers Notes



Director of Marketing for Pacific City

Local economy

n The construction of sports arenas andhotels for the World Games helped tocreate jobs.

Hotels

n New hotels are still being built becauseof the growing number of conferencesand trade shows.

n The occupancy rate of hotels iscurrently 72%.

Attractions for new companies

n Location: Pacific City is only 30 minutesflying time from 70% of the countryspopulation.

n Excellent road and rail links to everypart of the country.

n Labour costs are low.

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

n Sports goods manufacturers n Clothing and footwear companiesn Sports marketing and advertising companies n National and international sports events

Pacific City: Student A2.11a Business BuilderTeacher Resource Series

Worksheet

Pacific City is the third largest city in your country. A few years ago Pacific City was host to a majorinternational sports competition, the World Games. The event was a great success.

It is now several years after the World Games and you are the Director of Marketing for Pacific City.You have the job of selling your city as a good place to do business. You will receive a telephone callfrom a journalist. Study the information below before the call.

Pacific City Host to the World Games

000

0

20

40

60

80

100 New jobs created

000

0

Number of hotel rooms

0

New companies

50

100

150

200

Year of theWorld Games



140462510-Business-Builder-1-3

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