Unit 1 a Teamwork Teaching aims and requirements: To enable students to talk about teams and teamwork To practise reading for gist and specific information To enable students to make and change arrangements Important and difficult points:
Important words, the useful phrase to make an arrangement Teaching content: Aeing teams Speaking
rank requirements for succeful teamwork and then decide if they work in good team.Reading 1
read through an article and decide how Cuons improved teamwork at its Polish subsidiary.Students then read the text again and match endings with sentence stems.Vocabulary
match verbs, preositions and nouns from the text, then summarise what happened at Cuons.Speaking
discu how teamwork can help their cla prepare for the Cambridge BEC exam.
Unit 1 b Communication Teaching aims and requirements: To enable students to take and leave telephone maages To raise awarene of clarity in spoken language To practise reading for gist and specific information To practise listening for gist and specific information Important and difficult points:
Listening skills Teaching content: Keeping in touch Speaking
find out about each other’s use of various forms of communication Reading
read for gist through an article on English for international busine and give each paragraph a heading.Students then answer comprehensiong questions.Speaking
discu the difficulties of understanding spoken English.Leaving voice mails Listening 1
listen to five voice mails and match each with its purpose.The students then identify which of the calls they find difficult to understand and why.Language focus
focus on clarity in meages and phrases for leaving answer machine meages.Speaking
reformulate one of the voice mails to improve its clarity.
Unit 2 a Entertaining a Client Teaching aims and requirements: To raise awarene of and practise techniques for encouraging conversation To practise speaking about general topics in preparation for the Speaking Test To practise reading for specific information Important and difficult points:
How to encourage conversation Teaching content: Choosing a restaurant Reading 1
look at a customer satisfaction form and choose the three most important criteria for judging a good restaurant.Speaking
students ask each other about the last restaurant they visited using the criteria from the form
Reading 2
read an advertisement for Porters restaurant to find which criteria are mentioned.Speaking
discu the suitability of the restaurant for particular occasions.Describe the most memorable restaurant they have been to.
Unit 2 b Corporate Hospitality Teaching aims and requirements: To enable students to talk about corporate hospitality To raise awarene of formal versus informal language in letters To review language for making and dealing with invitations To practise writing a letter of acceptance Important and difficult points:
How to mix busine with pleasure Teaching content: Mixing busine with pleasure Speaking
read mini-profiles and choose suitable ways of entertaining corporate guests
Reading 1
scan an article about a course on busine socialising to find ways of entertaining corporate guests.Match paragraph heasing with paragraphs and then match endings with sentence stems.Speaking
discu the advantages and disadvantages of mixing busine with pleasure.Arranging a company visit Reading 2
read a letter of invitation and decide what the invitation is for.And then read the letter again to answer true/false questions.Language focus
focus on the language of invitations: inviting/ offering/ thanking/ accepting/ declining.Writing
write a letter of a acceptance
Unit 3 a Ordering Goods Teaching aims and requirements: To enable students to talk about making and changing orders To raise awarene of clarity in writing and useful phrases for letter writing To parctise reading for specific information To practise writing short faxes To practise proof-reading Important and difficult points:
How to write short faxes Teaching content: Planing an order Speaking
discu the qualities of a good supplier Reading 1
read a fax from the head office of a mail order company to a supplier and answer true/false questions Reading 2
read a badly organised fax about the order mentioned in the fax answer comprehension questions Writing
discu ways of improving the calrity of the fax, then rewrite it.Discuing changes
Listening
listen to a conversation confirming details of an order.Listen again and note down funcitonal phrases.Then write formal written equivalents of these phrases.Language focus
match additional spoken and written functional phrases
Unit 3 b Cash Flow Teaching aims and requirements: To enable students to talk about day-to-day company finances To parctise reading for specific information To practise listening for specific information To practise note writing Important and difficult points:
The importance of cash flow Teaching content: Managing cash flow Speaking
brainstorm typical cash inflows and out flows at their company Reading
read a case study about a company with cash flow problems and answer some simple questions.then identigy the company’s cash inflows and outflows and complete a graph based on the company’s cash flow.Speaking
discu reasons why small companies fail Improving cash flow Writing
read and respond to an e-mail to a consultant Listening
listen to a conversation with the consultant about early settlement discounts Language focus
focus on the use of conditionals 1 and 2 and look for examples in the tapescript Speaking
discu ways of improving the company’s cash flow and their consequences.
Unit 4 a Brand Power Teaching aims and requirements: To enable students to talk about brands and marketing To parctise reading for specific information To practise listening for gist and specific information Important and difficult points:
The power of brand Teaching content: Selling points
Speaking
say what brand they would buy for certain products and why Listening 1
listen to five short pieces and match reasons for buy products with the speakers Brandstretching
Reading 1
read an article and list ways in which supermarkets are stretching their brands.Speaking
discu whether they would buy the products mentioned in the article Sainsbury’s bank Reading 2
read extracts from Sainsbury’s advertising leaflets and match them with financial products Speaking
discu the advantages and disadvantages of buying several services from one provider
Unit 4 b Public Relations Teaching aims and requirements: To enable students to talk about PR To parctise reading for specific information To practise listening for specific information To practise writing a formal letter of invitation To enable students to describe their duties and responsibilities Important and difficult points:
How to organise a PR event Teaching content: What is public relations? Listening 1
sort duties into the responsibilities of the PR and Marketing Department.Students then listen to the PR Manager at Skoda describe her responsibilities Vocabulary
match verbs with phrases to list the PR Department’s duties and responsibilities Language focus
focus on language for describing duties and responsibilities Speaking
exchange informaiton about their own duties and responsibilites The benefits of good PR Listening 2
discu how Skoda could have changed its image so dramatically.Students then listen to the Skoda Manager again and compare their answers.Speaking
discu how they and the public see their own companies Organiding a PR event Reading
complete s schedule for organising a pre launch Speaking
organise a pre launch for a product of ther choice Writing
write a formal letter of invitation to the product launch
Unit 5 a Relocation Teaching aims and requirements: To enable students to talk about relocation To parctise reading for gist To practise listening for specific information To raise awarene of the features of report writing and practice writing reports To review comparative and language of similarity and difference Important and difficult points:
The reason for relocation Teaching content: Why do companies relocate? Speaking
discu the reasons why companies relocate Reading 1
read a page from a brochure about relocating to Ireland and match paragraph headings with numbered paragraphs Language focus
focus on comparative and superlative forms Speaking
discu the reasons given for relocating to Ireland and put them in order of importance for their company Arranging to relocate Speaking
discu the reasons why people relocate and the arrangements they have to make Reading 2
read a report on a relocation company, Fenway Software, and tick the services which meet its needs Language focus
focus on the structure, layout and typical phrases used in reports Listening
listen to a conversation and tick the services a different relocation company offers
Unit 5 b New Premises Teaching aims and requirements: To enable students to talk about office space and facilities To practise listening for directions To practise letter writing
To review the language of suggesting Important and difficult points:
How to lease office space Teaching content: Finding the right location
Listening
listen to someone giving directions and mark an office site on a map Speaking
give each other directions Writing
write a letter requesting further information about office premises Reading
read an article about office location and match endings with sentence stems Leasing office space Speaking
allocate office space to management, staff and facilities in a company.Then discu important considerations when choosing office sites.
Unit 6 a Reporting Results Teaching aims and requirements: To enable students to talk about company performance To practise reading and listening for specific information To practise report writing
To review the language of change including cause and effect Important and difficult points:
How to describe the reporting results Teaching content: Measuring performance Speaking
discu how companies measure performance and report results Listening
listen to a TV news report and pick out the performance indicators mentioned.Then listen again and answer comprehension question.Students listen once more and complete a graph.Vocabulary
scan the tapescript to find verbs/nouns describing change Speaking
do an information exchange activity in which they complete graphs/bar charts Annual reports
Reading
match sentences with extracts from the Chiarman’s Statement from annual reports Speaking
rank the extracts in terms of how positive the results are Vocabulary
skim the extracts for connectors of cause and effect and add alternatives Speaking
look at financial information about two companies and decide which company they would prefer to invest in
Writing
write a short report explaining their decision
Unit 6 b Environmental Report Teaching aims and requirements: To enable students to talk about the impact of busine on the environment To practise listening for specific information To practise report writing
To review and practiselanguage of giving presentations Important and difficult points:
How to give presentations Teaching content: Aeing environmental impact Speaking
complete a questionnaire aeing the enviromental impact of each other’s companies.Students then think of three ways to reduce this impact Environmental performance Listening
listen to a presentation about ICI’s environmental record and answer multiple-choice questions Speaking
summarise the four main ICI initiatives and rank them.Students then discu how companies can balance the interests of customers and shareholders with a commitment to the environment Language focus
focus on presentations including typical phrases for presenting
Speaking
work in groups to prepare a brief presentation using information about a chemical company’s environmental performance Writing
write a brief report on the company’s environmental performance.
Unit 7 a Health and Safety Teaching aims and requirements: To enable students to talk about health and safety To practise listening for specific information To practise reading for gist and specific information To review the language of obligation Important and difficult points:
How to describe the injuries at work Teaching content: Injuries at work Speaking
discu what kind of injuries can happen in an office Reading 1
match percentages with the frequency of certain types of office accident Speaking
discu how they think sucn accidents happen and how they can be prevented Listening
listen to a conversation and complete an accident report form Language focus
focus on language of obligation/absence of obligation Speaking
talk about employers’ and employee’s health and safety obligations in the workplace How safe is your workplace? Reading 2
match paragraph headings with paragraphs in a brochure about risk aement.Students then insert miing sentences into the same text.Speaking
ae features of their working environment and discu how the three worst features could be improved
Unit 7 b Rights at Work Teaching aims and requirements: To enable students to talk about work-related and their legal implications To practise listening for gist To practise reading for gist and specific information To review paives Important and difficult points:
How to describe rights at work Teaching content: Know your rights Speaking
discu statements about smoking in the workplace Reading
read a bulletin about an industrial tribunal on smoking and answer gist questions then true/false questions Speaking
discu the decision of the industrial tribunal.Language focus
read the bulletin to find examples of paives and group them under functions they perform Writing
formulate a smoking policy for their office and write a memo informing staff of the policy Problems at work Listening
listen to five short pieces to identify which work problems are being talked about Speaking
decide if the dismials mentioned on the caette were fair.Then dicu how they would deal with other work-related problems.
Unit 8 a Busine Expenses Teaching aims and requirements: To enable students to talk about expenses To practise listening for gist and specific information To practise reading for specific information To practise memo writing Important and difficult points:
How to claim busine expenses Teaching content: Claiming expenses Speaking
discu the expenses people typically incur on busine trips Listening 1
listen to three telephone calls about expenses and complete forms Speaking
explain the system for claiming expenses in their company and discu how it could be improved A new expenses claims system Reading
read a memo about a new expenses claims system and answer questions.Speaking
discu the advantages/disadvantages of the system Listening 2
listen to five telephone meages and match them with the purpose of the calls Writing
write a short memo to staff concerning expenses Speaking
tell each other about feelings which might be experienced when claiming expenses
Unit 8 b Busine Travel Teaching aims and requirements: To enable students to talk about air thravel To practise listening for gist
To practise reading for gist and specific information Important and difficult points:
Airline services Teaching content: Airline services Speaking
look at a list of airline services and agree on the top three services for busine travellers Listening
listen to five short pieces to identify which airline services are being talked about
Speaking
discu which airlines they have flown with and their feelings about the services offered No frills flying
Speaking
discu differences between mainstream and low-cost airlines Reading 1
read an article and note the mainstream and low-cost airlines mentioned.The students think of a heading for each paragraphs then answer true/false questions based on the article Speaking
discu how they see the future for mainstream and low-cost airlines Reading 2
read comments about flights with low-cost airlines and match seven statements with the appropriate comments Speaking
discu their positive and negative experiences of air travel
Unit 9 a Flexible Benefits Teaching aims and requirements: To enable students to talk about employment benefits To practise listening for specific information To practise reading for gist and specific information Important and difficult points:
Know the flexible benefits Teaching content: Benefits
Speaking
discu the benefits offered by their own companies Reading 1
read mini-profiles and suggest suitable benefits for the people described Speaking
discu which of the listed benefits would attract them Hwo flexible benefits work Reading 2
read an explanation of the PricewaterhouseCoopers benefits system, Choices, and explain in what way it is flexible.Students then read the text again and answer true/false questions Speaking
discu the importance of benefits when considering a job offer.The advantages of flexible benefits Readign 3
match five short extracts with benefits options Listening
listen to a PricewaterhouseCoopers manager talk about Choices and answer multiple-choice questions Speaking
complete a table listing the benefits of Choices for both employees and company.And then discu what employment benefits their own companies could introduce and what effect they would have.
Unit 9 b Staff Appraisal Teaching aims and requirements: To enable students to talk about appraisals To practise listening for gist
To practise reading for specific information Important and difficult points:
The problems of appraisal systems Teaching content: The role of appraisals Speaking
discu the purpose of appraisals at their workplace then decide on the three most important reasons for appraisals Listening
listen to five short pieces about appraisals and match them with the main topic of each extract Speaking
discu how to ensure the succe of an appraisal before, during and after the interview.Monitoring performance Reading
read an article about staff appraisals and discu the problems with some appraisal methods Writing
write an e-mail to managers about staff appraisals
Unit 10 a Marketing Disasters Teaching aims and requirements: To enable students to talk about marketing To practise listening for gist
To practise reading for specific information To practise asking for information To review conditonal 3 and other ways of expreing hindsight Important and difficult points:
How to expre hindsight Teaching content: The marketing mix Speaking
discu the four Ps of the marketing mix and how they apply to a package holiday Reading 1
match sentences with four paragraphs about marketing disasters Speaking
discu how these marketing mistakes could have been avoided Promotions that failed Reading 2
read stories about three promotions that failed and decide how each story ended Speaking
ask the teacher YES/NO questions to find out what went wrong in each case Listening
listen to three people talking about the same stories and identify which each speakers is talking about
Languages focus
read the tapescript to find examples of conditional sentences.Focus on different ways of expreing hindsight Speaking
rank the stories from most to least avoidable then students tell their own stories of marketing disasters
Unit 10 b Going Global Teaching aims and requirements: To enable students to talk about entering foreign markets To practise listening for specific information To practise reading for specific information Important and difficult points:
How to choose the product to go global Teaching content: Choosing the right product Speaking
think of three globally succeful products and why they are succeful.Students put the products into a framework for analysing the suitability of products for globlisation.And then they put four Marriot hotel brands into the framework Reading
read a Marriot cast study and check their analysis of the brands Speaking
discu globalisation iues raised by the text Entering the market Listening
listen to a consultant discu different ways of entering a foreign market and answer multiple-choice comprehension questions.Students listen again and list the advantages/disadvantages of the various methods of market entry Speaking
discu their company’s exports and how they entered foreign markets.Students play a board game based on entering a foreign market.
