new insights into business teachers book (835558), страница 12
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Encourage pairs of students toexplain what they would do in such situations and getthem to ask questions and give reactions to what theirpartners have to say. There are many alternatives ineach case which could include:I'd speak to him about it.I'd try to contact the railway company first.I'd ask Head Office for instructions.I'd refuse the position.I'd ask my lawyer to contact them.I'd contact my bank and my employer and ask themwhat to do.First and second conditionalBusiness Skills Focus: N eg o tiatin gPracticeThis section provides a short review of the differencesbetween the two forms. For further informationstudents should consult page 166 of the GrammarReference material in the Student's Book.KEY:1 Sentence A is an example of the first conditional.
Theconditional clause (if...) refers to a situation that maypossibly happen.2 Sentence В is an example of the second conditional.The conditional clause (if...) refers to a situation that isunlikely to happen or is unreal.Practice1 The answers that students give in this exercise willdepend on which of these situations they are more orless likely to encounter. It is possible to use bothconditional forms in all of the sentences exceptsentence 4 where the second conditional form soundsmore natural.KEY:2 If I lose my credit card, I will inform the bankimmediately.2 If I lost my credit card, I would inform the bankimmediately.3 If I need some money, I will ask the bank manager for aloan.3 If I needed some money, I would ask the bank managerfor a loan.4 If I found any mistakes on my bank statement, I wouldchange to a different bank.5 If I earn more money, I will be able to save more.5 If I earned more money, I would be able to save more.Reading1 This short questionnaire draws attention to some ofthe key attitudes and behaviours that are important fornegotiating to be successful.
Students' answers here willenable them to identify what they need to improve inorder to become a better negotiator.2 The ten questions deal with the following skills,attitudes and behaviours:1 Self-control is a key quality - you should be carefulnot to let emotional reactions influence yourjudgement.2 Being able to reach a compromise is a criticalingredient and it is important to understand that youmay have to make concessions.3 Understanding the position of the other side isessential if you are going to reach an agreement.4 Allowing time for arguments to be developed andnot making hasty decisions are two importantqualities.5 Distinguishing what is important from what is nothelps to focus on the main issues.6 Reacting calmly to criticism will help to increase thechances of a successful outcome.7 Doing the background research before entering anegotiation means that you will be able to anticipateproblems that may arise and the positions people willadopt on certain issues.8 Looking for a solution that can benefit both partiesis the key to win-win negotiating.9 Being able to deal with stress will enable you toremain composed during a negotiation.27■ Unit 6 Banking10 Listening carefully to what people have to say isessential in order to understand exactly what they areexpecting from you and to seek clarification wherenecessary.For further information on 'Negotiating', see theBusiness Skills photocopiable section on page 76.Listening1 This first exercise is designed to get students tolisten to the dialogue as a whole in order to set thecontext and register.TAPESCRIPT:Bank manager:Mr Cowan, I'd just like to say that I am very pleasedwith the latest figures that you provided.
Your businesshas really got off to a good start. I mean you've almostdoubled the number of visitors to your site during thelast two months which is very encouraging. And I seethat you now have several thousand regular customersin the United Kingdom. Is that right?Mark Cowan:Yes. In fact we are at more than three thousand. I thinkit shows that we've finally got the format right and thatwe are offering a service that suits our target audience.‘J So we have decided to start working on the next phaseLokejexpanding and improving both the site itself andthe services that we provide, in a number of ways.We're planning to include more practical advice forcustomers. We're also thinking of hiring someone tolook after the maintenance and technical developmentside.
So that’s why I'd like to know if you would beprepared .toextend our bank loan to cover these costs.Bank manager:Well, I'm afraid that I can’t give you an answer on thatright now. I mean I think that there are some thingsthat we'd need to look at in detail before I'd be able todecide that.Mark Cowan:What exactly are you referring to?Bank manager:I'd like to see the figures for the last two months andI'd be particularly interested in having a look at thestatistics for late payment andfcredit card fraud.„You'dalso need to show me some new projections based onactual performance so I could compare them with theoriginal ones.Mark Cowan:OK.
I think I should be able to put all that together bythe end of the week. When would you like to arrangeto meet?Bank manager:Well, let's say in two weeks from now. Is that OK withyou?Mark Cowan:That's fine. I'll confirm by phone.28KEY:a He is meeting the bank manager to discuss thepossibility of extending the company's bank loan,b He avoids making a firm commitment until he has therelevant information.2 It is important that students listen carefully to thefunctional language that the speakers use to explaintheir positions.
Draw attention to the way thatconditional structures and modal verbs are included atdifferent points in the negotiation. Remind studentsthat they will need to assimilate this language and useit in the negotiations that they will be conductingthemselves in the speaking section of this activity.KEY:ВMВMВ23456'Well, I'm afraid ...''What exactly are you referring to?''You'd also need to show me ...''OK.''Is that OK with you?'Role-playThis activity allows students to apply what they havelearned about negotiating and the appropriate languagefor negotiating in English. The preparation phase isparticularly important and both sides should have aclear idea of what their objectives are for thenegotiation and what information they need to obtainbefore making a decision.
This will involve preparingappropriate questions and anticipating potentialproblems.There is an additional photocopiable role-play on pages76-78. This material includes useful notes on listeningand speaking together with a list of expressions to useduring negotiations.WritingThe report should simply state the context of thenegotiation and then list the conclusions that werereached and the conditions that were imposed. Remindstudents that, as they will need to use reported speechto summarise what was said, they should consult theGrammar Reference section on page 169 of theStudent's Book for assistance with reported speechforms.uni t 7Business and the EnvironmentKey vocabularyThis section gives an overview of environmental issuesthat can affect businesses. Check that studentsunderstand the vocabulary in bold.
You may wish to askthem to close their books and fill the gaps in thephotocopiable vocabulary exercise on page 69 afterlistening to the cassette version.Lead-in1 This Lead-in section presents students with aselection of cartoons which depict some of theenvironmental problems we are facing in the worldtoday. They were published in the World Press Reviewand were part of an exhibition entitled 'OurEndangered Planet' held in Moscow. Before discussingthe cartoons, introduce students to the basicvocabulary of the environment such as ozone layer,global warming, oil spills and nuclear waste.
Check thatstudents understand the questions and encourage themto give reasons for their answers. This could lead into aclass discussion.»2 Students are now asked to discuss the role thatbusiness can play in environmental concerns, based onthe three statements provided. Before reading thestatements, ask students if they have ever read or heardabout companies being sued or rewarded for theirpolicies concerning the environment. They may haveheard about oil tanker disasters, or they may have seenadvertising campaigns based on a company'scontribution to the environment, such as washingpowder without phosphates or companies who recycletheir products, etc.
Ask if they have heard of AnitaRoddick - she is the founder of a successful retail chainof body and skin care products, The Body Shop. It isthe ultimate 'green' company involved in campaigningon major environmental concerns. Encourage studentsto give their opinion of the statements. Finish with aclass discussion.3 This provides concrete examples of companies'policies and introduces more vocabulary. Students cando this in pairs first.KEY:1 a cosmetics firm2 a fast food chain3 a sports footwear firm4 a car manufacturerStudents could think of local companies withenvironmental policies.Reading1 Start by asking students what they know, ifanything, about Patagonia.
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