new insights into business teachers book (835558), страница 15
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Students should realise that they are notbeing asked to choose shares as specialists. However,depending on recent trends they will probably beaware of the fact that certain sectors or companies arein difficulty and therefore should avoid choosing them.It should take students about ten minutes to choosetheir shares and then an additional five minutes tocheck the more recent listings on page 158 of theStudent's Book and work out the profit and loss theywould have made. Students who would have made aparticularly sound (or unwise) investment should beasked to present their findings to the rest of the class.Make sure the third conditional is used correctly.Writing1, 2 and 3 are preparation steps for stage 4. The firststep is to get students thinking about what affectsshare prices.
When they read the extract in 2, theywill see that profits are falling and jobs are being cut inthe company and that this has a negative affect onshare prices.3 This provides students with a sample summary. Tomake this step more active, students are asked tocorrect the mistakes.KEY:Profits are down not up.They are decreasing, not increasing, the number ofemployees.Share prices fell in value, they did not rise.4 For the final stage ask students to bring in a dailynewspaper. Ensure you have a selection of newspapersyourself so that every student has access to one. Youmay prefer to use the photocopiable articles andmodels of summaries on page 80.35unit 9Import ExportKey vocabularyAs an introduction to the topic of this unit, ask studentsif they can name any international trade bodies such asWTO or EFTA.
You may also choose to start up adiscussion based on any recent trends, such asnegotiations, agreements or conflicts involving 'tradewars/sanctions' between two or more countries. Theclass should then read through the Key vocabularysection. Alternatively, you may wish to ask students toclose their books and fill the gaps in the photocopiableexercise on page 70 after listening to the cassetteversion.Lead-in1 Students should start by discussing why countriestrade.
What are their country's main imports/exports?The listening provides a more in-depth look at thefundamental principle of international trading. Allowtime for students to read the questions first. You mayneed to play this more than once.TAPESCRIPT: P ^They trade because it's in their interest to trade.
It's thesame reason that individuals trade. Individuals aretrading all the time. Now, let me give you a kind of, anexample for that, of that. You would not think it wassensible if you spent all your time growing your ownfood because you would have to work 20 hours a day.You don't have the expertise mavhe to do that, andyou don't have the land to do that or at least it's notgood land and therefore it makes more sense to you todo what it is that you do best, OK, and in the processearning enough to buy whatever food you then need.And therefore if individuals are doing what er, whatthey do best, they are in a position to make best use oftheir resources, of their own abilities, of their owntalents and therefore earn more and that allows themto buy what it is they don't produce themselves, andthe same logic, exactly the same logic applies tocountries.KEY:1 He compares countries to individuals.2 He uses the example of growing one's own food.3 Countries should specialise in what they do mostefficiently (i.e.
where they can best use their resources)and buy what they don't produce themselves.2 The chart gives a history of the EU, a significanttrading block. Before looking at it, write EEC/EC/EU onthe board. Ask students to say what they stand for,they can then read and check. Ask students if any morecountries have joined since the table was written.363 The Europe quiz is designed to get students to thinkabout the different geographical, economic andcultural characteristics of the EU countries.Find out what made students come to their decisionsand whether they are surprised by some of the 'real'answers.KEY:1 France (549,000 square km)2 Germany (81.14 million inhabitants)3 Ireland (15.1% p.a.)4 Netherlands (forecasts are 399 inhabitants per squarekm for 2020)5 Germany (approximately 1 7.5% of France's totalexports goes to Germany)6 Germany (approximately 10.2% of Sweden's exportsgoes to Germany)7 a) United Kingdomb) Francec) Germanyd) Spain8 a) Most: France (more than 1,5 million tonnes)Least: Luxembourgb) Most: United Kingdom (approx.
40 kg per headp.a.) Least: Spainc) Most: Italy (approx. 58.5 litres per head p.a.)Least: Irelandd) Most: Greece (7.70 smoked per head per day)Least: Netherlands9 France10 Finland (76% of land is covered in forest)11 Germany (approx. 7,000 magazines) Stern, Der Spiegel12 Finland13 Netherlands (36’/2 days per year, compared to 22 inPortugal and Greece)14 Netherlands: Royal Dutch PetroleumReading1 The text gives a profile of the Belgian electronicscompany BARCO.
Since 1994, BARCO has been bestknown for its digital projectors for computers. Theystarted to export to India ten years ago and exportsnow account for a significant part of their BFr 23bnturnover. In the text we learn about how theydeveloped their export strategy.You may want to ask students to guess what methods acompany could use to get into India, before they readand find out.Students may have difficulties with the following:Vocabulary: strategic focus (para 2) niche markets(para 3)Unit 9 Import Export UKEY:In the text we find examples of nearly all the methodsmentioned except for a joint-venture project:BARCO started by working with local agents to sell kits forvideo monitors (para 4).
After that it set up its own salesoffice (para 4) and then set up an assembly plant (para 5).2 Students read in more detail to complete this task.DisadvantagesExciting long-term marketComplex marketopportunitiesMore closed than other fastgrowing economiesFascinating countryTax barriers and delaysOne fifth of the world'spopulation lives thereA lot of bureaucracy andpaperworkDeceptive cultural hurdlesVocabulary1 Check students' understanding and pronunciation.KEY:2 assembled3 a shift4 niche market5 exploit6 obstacles7 bureaucracy8 delays2 This practises vocabulary from the unit so far, andgives another example of a company trying to breakinto the Indian market.KEY:2 assemble3 niche market4 delays5 tariffs6 obstacles7 licencesVocabulary development:compound adjectives 1Ask students to see how quickly they can find acompound adjective in the previous text.1 Students may want to do the first part, forming theadjectives, before going on to match them to thenouns.KEY:b old-fashioned typewriterc short-term opportunitiesd low-budget advertisinge well-known personalityf high-level decision-making2 There are hundreds of this type of adjective: rightwing, high-powered, high-ranking, high-pressure, highprofile, open-minded, open-plan, over-optimistic, full-time,fully-fledged (full-fledged - US), all-inclusive, all-powerful,all-round, etc.ListeningKEY:AdvantagesPeople speak Englishg user-friendly softwareh well-trained staffThe purpose of this exercise is to introduce students tothe invoice and the bill of lading, importantdocuments commonly used in the context ofimporting and exporting.
Ask students if they knowwhat an invoice is. Have they ever received one? Havethey used them at work?The invoiceAllow time for students to ask questions aboutvocabulary, such as issue, freight or warehouse. Play thetape more than once if necessary. This gives studentsan opportunity to revise numbers, a point dealt with inUnit 1, and the alphabet.TAPESCRIPT:By looking at the invoice number 699, you will noticethat on the 7th May 1999, the Metropolitan TennisEquipment Company of Los Angeles shipped a total of160 tennis rackets to Champion Sport Ltd. in London.The shipment included 120 of the GX12 model priced7afy78 and 40 of the 'Tennis Pro' model at £116, for aTotal of £14,000. The cost of freight was £500 and theinsurance from warehouse to warehouse was £90.Hence, the total amount to be paid by the UK importerwas £14,590.
The rackets were packed in 16 cardboardcartons, 10 per carton, on which the words MET CSLTD. LONDON 1-16 were written. The import licencenumber was BRX 43 1999. The invoice was signed byan official of the exporting company, Mr RobertMorales.KEY:2 6993 1604 1205 406 £14,0007 £5008 £909 £14,59010 1611 1012 BRX 43 1999ReadingThe bill o f ladingStudents should first study the document carefully andcheck they understand the parts of the document theyare being asked to identify. Ask students if they can seewhat a bill of lading is used for.37■ Unit 9 Import ExportKEY:2 b3 f4 c5 h6 e7 a8 dLanguage FocusThe futureEncourage students to look at the Grammar Referencematerial on pages 167-8 of the Student's Book.KEY:If2 c3 e4 a5 b6 dPracticeKEY:1 'll get2 am going to leave3 'll have4 are going to need5 are going to visit6 will beDescribing trendsThis is a revision point from Unit 1 and also deals withadjectives and adverbs.
Elicit nouns and verbs and thenask if students know which adjectives and adverbs canbe used.KEY:b graduallyc steadily (draw attentionto the change from у to i)d sharplye dramatically (drawattention to thespelling change)f suddenlyPractice1 Before beginning this exercise, ask students toidentify the different types of graph shown i.e. barchart and line graph.KEY:2 sharply / suddenly /dramatically3 slightly4 gradual5 sudden / sharp /dramatic6 slight2. Draw curves on the board, and ask students tomatch expressions to the curves.
Students study thegraph so that they can identify the new expressionsbeing introduced and match them with the curvesdrawn on the board. If necessary, explain the meaningsin words:to fluctuate to rise and fall irregularlyto reach a peak to reach the highest point38to level off to reach stability after a period of movementto stand at to be at a certain point at a given timeto remain stable to show no changeKEY:b to level off: in April and Septemberc to remain stable: throughout September and Octoberd to reach a peak: at the end of Januarye to stand at: at the end of the year3 KEY:2 e Sales fluctuated from May to September.3 b Sales remained stable from September toNovember.4 a Sales stood at 10,000 in December.5 d Sales levelled off at about 8,000 in April.Skills FocusWritingBefore doing the graph interpretation exercises whichfollow on from here, it may be useful to review quicklythe prepositions used after expressions of increase anddecrease, either by having students refer to Unit 8 TheStock Market or by dictating or writing the followingexamples on the board, leaving out the prepositions inorder to create a short gap-filling exercise.There was a rise/ап increase o f 3% in the unemploymentrate between 1998 and 2000.The number of shares traded on the stock marketrose/increased by 15 million between November andDecember 2001.(From ...
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