new insights into business teachers book (835558), страница 10
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Students may have difficulties withthe following:Vocabulary: minefield (para 1)Idiomatic expression: tiptoeing through the minefield(subtitle)20KEY:5 is a sign of6 sensitive7 minefield2 abroad3 etiquette4 offensiveVocabulary development: prefixes1 You could introduce this by writing 'im' on theboard and eliciting words that have this prefix, etc.KEY:b dis- d ilf irc un- e inIn lists a, d and f, the words begin with the same letter.Note: 'il' goes with I, 'im' with p or b and 'ir' with r, butwords beginning with r do not necessarily always take 'ir'.2 Students may use a dictionary if necessary.KEY:b disc im-d ire il-f ing un-h disi ir-j ilк im-I un-3 Students could work in pairs to come up withexamples of other adjectives, such as disorganised,illegitimate, impatient, incomplete, unbelievable.Unit 5 International Business Styles ■Language FocusThe imperativeThe basic form of the imperative is not difficult butstudents often do not know the emphatic formsalwaysInever, etc.
Check students understand expect,assume and judge. You may want to refer students tothe Grammar Reference material on page 166 of theStudent's Book.PracticeListeningKEY:23456Don't judgeInvest / Do investIncrease / Do increaseStudy / Do studyExpect / Do expect78910Don't expectBe flexible / Do be flexibleDon't assumeBeware / Do bewareAdjectives of nationalityStudents could underline all of these in the text onpage 46 of the Student's Book and say if they arecountries, nationalities or a person.PracticeKEY:1234567891011121314153 b A short heading which tells you what the memo isabout.4 f A brief introduction to the memo giving the mostimportant information.5 a The 'body' of the memo.6 d Conclusion, which often recommends a course ofaction.Unlike letters, a memo does not contain forms of address(such as Dear Mrs X) or the sender's signature.
The senderusually puts his or her name or initials at the end of thememo.Hola is a Spanish weekly magazine.Ferrari is an Italian car manufacturer.Evian is a French mineral water.Mateus Rose is a Portuguese wine.IBM is an American computer company.AGFA is a German photographic company.Philips is a Dutch electronics company.Carlsberg is a Danish beer.IKEA is a Swedish furniture retailer.BBC1 is a British television channel.Olympic is a Greek airline.Pravda is a Russian newspaper.Aker AS is a Norwegian industrial company.Istanbul is a Turkish seaport.Nokia is a Finnish mobile phone company.Skills FocusWritingA memoMemos are similar to e-mail messages.
Ask students ifthey have ever used e-mail. In what context? InEnglish? Then go through the introduction with them.Ask students to think about Japan, and see if they canguess what might be said under each heading.Although the speaker has a distinct Japanese accent,she does speak slowly and clearly. Stop the cassettebriefly at the points given in the tapescript so thatstudents can organise their notes.TAPESCRIPT:I'm very glad to see you are interested in learning moreabout Japan, because you will never be able to dobusiness in Japan unless you understand some basic ...basic aspects of Japanese management and Japanesecorporate culture in general.In my seminars, I usually talk about three fundamentalprinciples of Japanese management. The first is theemphasis on the group in Japanese corporations.
Thesecond is the importance of human interpersonalrelationships. And the last point I discuss is the role ofJapanese managers as generalists and facilitators..All right then, we'll talk about, briefly, these threeprinciples. The first point then, the emphasis on thegroup. This group orientation manifests itself in thefollowing example (you can yourself conduct thisexperiment).
If you ask any Japanese businessman whathe does, he will almost^invariably answer by saying, 'Iam a Sony man', or 'I work for Mitsubishi', or 'I'm withsuch and such company', instead of telling you, if he'sa, whether he's an engineer or an accountant, forinstance, you see.This point, this emphasis on the group, the grouporientation explains the other two principles as well. Forinstance, Japan is geographically an island. It's an islandnation, it's like a boat with an overcrowdedhomogeneous population. So this explains partiallyalready why this group orientation is so important andalso necessary for the(yery)survival of Japan andJapanese corporations as well. You see, by the way, thepeople are the only resource Japan possesses.
It is anisland nation without any other natural resources. So it'sthe question of survival also.KEY:1 c When the memo is sent.2 e Name of the person to whom the memo is sent.21■ Unit 5 International Business StylesShort pause hereKEY:That leads us to the second question, the secondemphasis rather, namely the emphasis on human orinterpersonal factors or relationships. In thisovercrowded island nation, in order to achieve orsurvive together, they have to learn, like I said, to getalong, and in order to achieve this, there are certainthings they have to learn, like harmony. How do youachieve harmony? By, by er sacrificing a little bit of selfinterest for the sake of the group. And also bycompromising, by trying to have everybody agree,namely, to achieve or to arrive at the consensus of thegroup.
You see.Once you are employed, or hired by a company, youremain with this company until your retirement, the socalled 'lifetime employment'. That explains a lot ofthings already, like seniority order, because you enterthe company along with vourjaeers.The same agegroup. You graduated from the university together, soyou get promoted together, and so you climb thiscompany, organisational ladder, little by little together,slowly but steadily.Emphasis onHumanrelationshipsthe groupThe emphasis on To achievethe group is very harmony, peoplemake sacrifices forimportant inJapanese corpor the sake of thegroup and try toations (i.e.
aagree with eachperson will tellyou the company other. Lifetimeemployment ishe works forinstead of the job also common.he does). Also, as Employees of thesame age who arean island nationhired togetherwithout naturalresources, people also get promotedmust learn to get together untilretirement.along with eachother.
This isnecessary for thesurvival of Japanese corporations.JapanesemanagersIn Japanesecorporationseveryone istrained to be ageneralist and cantherefore takeover severaldifferent duties.Management byconsensus is alsocommon.Decisions aremade by allemployees andnot just by onetop executive.Short pause hereThe last and third point or principle is a view ofmanagers or executives as generalists and facilitators,rather than decision-makers.In general, in a Japanese corporation, everybody ismore or less trained to be a generalist rather than aspecialist.
So even if you are an engineer, when youhave just joined the company, you will have thisorientation and you will be transferred from onedepartment to the other and you'll be rotated in everydepartment of the company,to familiarise yourself with/the entire company and for instance, since you are notnarrowly specialising in one field, you can take oversomebody else's role.I also talk about ffmgishojthe so-called 'ringisho'usually translatea as 'the management by consensus'.That means that all the employees participate in theprocess of decision-making.
They form small groups ineach department and they discuss the matter with eachother. They arrive at an agreement, the consensus, andthen the departmental chief or the executive will haveto agree himself or herself.And this way, the consensus is achieved. Everybody isinvolved in the process.
It's not like, say, an Americanway of decision-making by one big executive or thepresident.This is just a brief description of my seminars, but Ithink if you attend them, I can give you even moreinsight into Japanese corporate culture, which I thinkwill help you greatly in your coming business trip toJapan.22WritingRemind students of the rules of memo writing, andmake sure they answer the questions. They couldperhaps formulate a plan in class and write the memoas a homework assignment.KEY: (suggested answers only)DATE 11th JuneTO Philip Groves, Managing DirectorFROM Vincent Mills, Human Resources ManagerSUBJECT Seminars on Japanese culture and managementI met Ms Moriwake, the Japanese consultant, whosummarised the three main themes of her seminars.1 The emphasis on the group is very important inJapanese corporations (i.e.
a person will tell you thecompany he works for instead of the job he does). Also, asan island nation without natural resources, people mustlearn to get along with each other. This is necessary forthe survival of Japanese corporations.2 Human relationships are also discussed in the seminars.To achieve harmony, people make sacrifices for the sake ofthe group and try to agree with each other. Lifetimeemployment is also common. Employees of the same agewho are hired together also get promoted together untilretirement.3 Finally, in Japanese corporations everyone is trained tobe a generalist and can therefore take over severaldifferent duties. Management by consensus is alsocommon.
Decisions are made by all employees and notjust by one top executive.I've contacted everyone involved and any morning of theweek starting the 6th of July would suit. Ms Moriwake,could start at eight in the morning and work through tilltwelve (with a coffee break). She could lunch with theparticipants allowing informal chatting about Japaneseculture over lunch. I believe our executives should attendthese seminars. A better understanding of Japanese cultureand management will certainly help them in thenegotiations in Japan. Ms Moriwake has agreed to ourterms and is expecting you to confirm with her this week.VMRole-playG iving and asking fo r adviceThis activity will provide students with an opportunityto practise giving and asking for advice based on thethemes studied throughout the unit.
The activityinvolves both Students A and В in detailed preparationand sufficient time should be allowed for this. The AStudents should use this time to prepare all theinformation they know about the country chosen(their own country or one they know well). Theyshould go through the instructions provided, point bypoint writing down the advice that they will give to ВStudents. They may wish to refer back to the Lead-insection for some information, and you should providehelp concerning vocabulary when needed, or, ifavailable, encourage them to use a dictionary. The ВStudents should use this time to prepare a list ofquestions to ask the A Students. Check that studentsare preparing properly formulated questions aboutspecific situations, like those provided for them in theexamples and not questions like What about the use oflanguage? or Tell me about non-verbal communication.During the actual role-play, go around the classroomchecking that students are using the languagestructures provided in the examples correctly.
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