new insights into business teachers book (835558), страница 18
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For these reasonsit is well suited to small-sized operations such as smallshops.PartnershipMention that with this form of business it is almostalways necessary to draw up a formal partnershipagreement in which the procedures for running thebusiness, the precise roles of each partner and theproportion of shares are defined.Private lim ited com panies (UK) oropen corporations (US)Although this is the most common form of business inthe UK, students should understand that when settingup a company of this type, specific administrativeprocedures must be followed which usually requirespecialist legal advice. Before a limited company can be46officially registered, two important documents have tobe drawn up: the memorandum of association, and thearticles of association.
The first of these documentscontains the details concerning the company's sharecapital and its commercial objectives, and the secondlays out rules for the internal management of thecompany.Lead-in1 This section checks that students have grasped thedifferences between the various arrangements forstarting a business, and that they understand theimplications that these differences have on the way thebusiness is managed and can develop.KEY:Advantages1 a sole trader2 a partnership3 a private limited company4 a private limited companyDisadvantages1 a partnership2 a partnership / sole trader3 a partnership / sole traderAs a follow-up, students can discuss private limitedcompanies and suggest advantages, such as access tocapital markets or greater recognition, anddisadvantages, such as administrative complexity orregulation.2 This brainstorming activity encourages students tocome up with essential questions that need to beconsidered in the early stages of preparing a businessproject.
It will help them to appreciate difficultiesentrepreneurs have to face in setting up businesses, andwill familiarise them with some of the basic vocabularythey will have to use later in this unit.Students first make a list of questions in pairs. Getthem to group their questions under these headings:finance, product, recruitment, market, organisation.Following this, a selection of questions from thedifferent pairs can be put on the board and discussed.Many questions are possible and some examples aregiven below:FinanceHow much money will Ineed?What collateral (securityas a guarantee for themoney) do I have?What are my profitexpectations?Where will I get it from?Unit 11 Setting Up a Business UProductWhich suppliers will Iuse?What equipment, if any,do I need for production?How will I package myproduct?What quantities of stockwill I need to hold?Where will I stock myproducts?How will I distribute myproduct?RecruitmentHow many employees willI need to have?What skills or experiencedo I need?Where will I find suitableemployees?What will be myemployment policy?MarketIs there a market for whatI want to sell?Who do I want to sell to?What is the competitionlike in this sector?How much can I charge?How will I promote myproduct?OrganisationWhat arrangement for thebusiness would be best?What type of premises doI need?Will my needs change, forexample what is theimplication of growthpotential?Where should I locate thebusiness?Reading1 Most students should be familiar with both themajor computer manufacturers such as IBM, Apple,Compaq, Sun, etc., and also the main softwareproducers like Microsoft, Netscape, Novell, Lotus, etc.KEY:1 This is a general question and can be a class discussion.2 Students may have problems identifying the photos ofthe entrepreneurs:1 f Apricot3 bApple2 d Microsoft4 a Sun3 KEY:a offering computer programming to corporatecustomers; distributing PCs; making PCs; being the firstsoftware company to be listed; creating specialistbusiness software components that can be fittedtogetherb seeing the future of microprocessors and creating theApricot; identifying the market for financial softwareand buying relevant companiesc launching Apricot in the US against Apple; failing toswitch to IBM-compatible computing; infighting in theboardroomVocabulary1234KEY:computer programmingdistributingmanufacturing5 launch6 restructuring2KEY:2 c3 f4b5d8 g6 h7 a3 You may want to introduce this short exercise byasking students to imagine how a company selling beercould use the Internet to help it to develop its business.Although students will suggest marketing andadvertising and perhaps e-commerce, they probablywill not see how a company can use the Internet as asource of funding for start-up companies.KEY:2 advantage3 ventures4 entrepreneurs5 predicts6 demand7 industryVocabulary development: prefixes1 These exercises continue the focus on separable2 The text gives a profile of Roger Foster and traces his prefixes introduced in Unit 5.
It is important to pointcareer through the different businesses that he has setup. Students may also have difficulties with thefollowing vocabulary and idiomatic expressions:Vocabulary: cumbersome (para 3) flopped (para 10)sortie (para 10) profit warnings (para 14) infighting(para 14) brainchild (para 16)Idiomatic expressions: the next big wave (para 2) thelight dawned (para 3) let the advantage slip (para 9)proved fatal (para 11) got the timing wrong (para 11) thenext wave to catch (para 13) was in trouble (para 14) wasparalysed by (para 14) stepped in (para 15) to slottogether (para 16) as far as the eye can see (para 19)KEY:2 a6bout that these prefixes carry secondary stress and thatthey are often not hyphenated (except со- and ex-).KEY:2 b3 f2bcde4 c5aKEY:postdate; predateprearrangedinternational;multinationalex-director6dfghipostgraduateinterpersonalex-husbandbiannual33c7 f4 d8 g5 e9 hKEY: (suggested answers only)1 inter: active, city, departmental, face, net, racial,section, weave47Unit 11 Setting Up a Business2 post: natal, mortem, script, war3 bi:centenary, cycle, focal, lateral, monthly, partisan,weekly4 pre: cooked, fix, heat, marital, mature, meditated, .natal, recorded5 multi: coloured, cultural, lateral, millionaire, national,purpose, storey6 ex:boss, chairperson, partner, wifeLanguage FocusRelative clausesThis is an area students often have problems with.
Thissection provides a review of relative clauses andconsolidation exercises on defining and non-definingrelative clauses. Encourage students to look at theGrammar Reference material on page 168 of theStudent's Book.KEY:1 A2 Вquestionnaire. Explain that it has been adapted fromthose used by various banks to help their customers toconsider whether they have the qualities and skills thatare necessary to run a business. Although thevocabulary in it is for the most part relatively simple,you may need to explain some words and expressions,such as: to get on with someone, self-starter, to be willing,to cope with, to foresee. You may want to discuss whichquality each question is evaluating.
Students thencomplete the questionnaire. Make it clear to studentsthat they should not see this questionnaire merely as acharacter test, but rather as an opportunity for selfassessment of their potential as entrepreneurs. It is apointless exercise unless they give honest answers thatbest reflect how they evaluate themselves asentrepreneurs. They should not choose answers thatthey think will get the highest score.When they have completed the questionnaire, studentscan discuss their results in pairs. Following this, youmay wish to discuss whether they think this type ofquestionnaire and the scoring system gives a realisticanalysis.PracticeListening1 KEY:This interview shows how a complex new concept wasdeveloped into a successful business venture.2 N3 N24 D5 N6 DKEY:1 This is one of the videos (which / that) we use fortraining purposes.2 Have you read the report (which / that) I left on yourdesk last night?3 The candidates (who(m) / that) we interviewed werevery highly qualified.4 What's the name of the secretary whose computercrashed last week?5 The woman who introduced me to Mr Ross wasAustralian.We can omit the relative pronoun from sentences 1, 2 and3 - it refers to the object of the sentence mentioned inthe first clause (1: 'the videos', 2: 'the report',3: 'The candidates').3 KEY:2 e3 f4 b5 g6 a7 dSkills FocusSpeakingYou may want to begin with a short brainstorm on thequalities needed to be a successful businessperson andthen individual students can decide whether they wantto be an entrepreneur.
Attention can now turn to the481 Students should be able to guess the order in whichthese different things were done. However, it may notnecessarily be the same as the one that was actuallyused in the project. For instance, stages e and g couldeasily be inverted. The stages are identified in thetapescript below.KEY:Spokesman:I suppose the project really started as a result of a studythat was made by the VDMA, that is the association ofGerman Mechanical and Plant Manufacturers.Interviewer:What was so significant about this study?Spokesman:Well basically it revealed the existence of a new marketin cargo transport because it showed that a largenumber of major firms in the world have enormousproblems when they need to move heavy or largeobjects from one place to another over relatively longdistances.
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