new insights into business teachers book (835558), страница 20
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It would have increasedtheir R & D budgets.The deal did not go through because the CEOs of thecompanies failed to agree.Nicholas Bates explains that many senior businesspeople find it difficult to get along with their peersbecause they have such strong and sometimes almost'psycho-pathological ' personalities.The author points out that the Ciba-Sandoz mergerworked because senior personnel were, either ready forretirement or willing to give up their posts for otherones.A successful merger is possible if CEOs are willing tomake the necessary compromises to bring about themost advantages for their shareholders.
This meansthat CEOs must put the company's interests beforetheir personal desires for power.Vocabulary1 This is a straightforward check on understandingvocabulary items but begins to introduce a focus onmetaphor.KEY:2c3 a4a5 c6 c7 b8a2 This exercise is designed to get students thinkingabout the use of metaphor in English. You may want toask students to suggest other examples associated withmarriage. These could include: turn somebody down, along engagement (sometimes used to describe the longnegotiations that take place before a merger), be leftstanding at the altar (used to describe a company'sfailure to convince another one to make an alliancedeal) and honeymoon (used to describe a period ofmutual understanding and confidence).KEY:bust-up, to tie the knot, marriage plans3 Encourage students to talk in pairs about the imagesthese idioms create.
Then they can look at them incontext and try to guess what each one means.KEY: (suggested answers only)1 To combat, to fight with (perhaps suggesting a childishfight), to try to stop the other one from advancing2 To become the boss of a company, to be the numberone in a particular company3 A serious disagreement, or ending of a businessrelationship between directors of the board4 To be in charge5 To accept playing a less prominent role, to take a lessdirect or hands-on roleVocabulary development:phrasal verbs 2These exercises focus on phrasal verbs which are alsofeatured in Units 8 and Unit 15.1 This is a quick check on identifying transitive andintransitive phrasal verbs.KEY:1 b2 a2 KEY:b ended upc stand downd speak upe getting onf go underg look ahead51■ Unit 12 Corporate Alliances and AcquisitionsDiscussionBefore starting the discussion work, you may need toread through the text checking important or difficultvocabulary such as commandeers meetings, bold, tightdeadline, trappings and on the go.Whether certain characteristics are useful or notdepends on personal opinion.
Encourage students todiscuss their differences of opinion. For example, somestudents may consider an impressive office andsecretaries to be essential because they can impressclients. Others may consider these things to be a wasteof company money. Likewise, trips on Concorde aresometimes important in order to avoid jet lag but somestudents will consider this far too extravagant.However, it is likely that all students will agree thatbeing competitive about drinking alcohol is dangerousand not listening to the opinion of others at meetingsis counter-productive.Language FocusModal verbs of obligationThis section focuses on modal verbs which moststudents will have problems with, especially thedifference between mustn't and needn't.
You may needto explain what 'obligation' means, and give examplesof modal verbs used to express obligation, mildobligation and no obligation. For additionalinformation, refer students to the Grammar Referencematerial on pages 168-9 of the Student's Book.KEY:2b3 b4c5 c6a7 a8cTo consolidate and prepare for the next practice, askstudents to produce a few sentences of their own usingthese modals verbs in sentences, ft may be moreproductive to emphasise advice can be a synonym formild obligation, in other words they may prefer to writesentences in the form of advice, such as You need to ...
.PracticeThis practice focuses on modals verbs related toobligation, an important area for business and linkwith the text used in the earlier discussion. You maywant to check understanding by asking students toexplain what some of their answers mean.KEY: (suggested answers only)He needs to stop dominating conversations / interruptingothers, etc.He mustn't think he's always right / be so impatient.52He doesn't need to be so competitive.He ought to be more patient / more considerate whenothers are speaking.He should stop trying to be the centre of attention atparties / try to relax more.He doesn't have to sleep much but he should stop likingtight deadlines.He must get more sleep.Business Skills Focus: MeetingsListeningThe previous exercises will have prepared students forthis recorded advice from a management consultant.Before playing the tape, you should point out that thisis a listening dictation and therefore they must takenotes and not try to fill in the blanks of exercise 2 atthis point.
There is quite a lot of information missingfor some of the blanks and it simply would not fit,even in note form, in the Student's Book. Anappropriate procedure is to play the tape once, then asecond time during which students take notes. Youmay want students to then discuss possible answers inpairs before they write out the missing phrases.KEY/TAPESCRIPT:frIf a meeting is to be productive, it should have la clearand stated purpose that all the participants know andunderstand. You should appoint a 2chairperson whomanages and controls the meeting.You must write an 3agenda, or list of items to bediscussed and send it 4to all the people concerned.
Theyshould 5prepare for the meeting and come to it withideas to contribute.You have to 6attach a time limit to each point, otherwisethere is a risk that some of the items will not be dealt withat all.You ought to 7limit the meeting to 90 minutes. If not,you have to Schedule breaks into the agenda.You don't need to invite all the important staffmembers to every meeting. But you should send othersenior staff members 10the minutes, or summary of whatwas discussed.The minutes should include n a clear summary of theimportant points - you don't have to 12indudeeverything that was said at the meeting. However, youneed to include ^actions decided upon at the meeting.Lastly, the minutes should 14be sent within twenty-fourhours.
It is essential to keep the 15meeting's results andfuture actions clear in everyone's mind.Unit 12 Corporate Alliances and Acquisitions USpeaking1 This first step in the speaking activity is tofamiliarise students with the language they will need touse in the role-play that follows. They are asked to readthe roles of the chairperson and participants and thenmatch the expressions to each role. Some expressionsmay be used in both roles.
A key is provided below butit should be pointed out that the chairperson may alsoneed to use expressions of agreement and disagreementin a meeting. Some 'inappropriate' expressions havebeen added to the list. You may want to initiate a shortdiscussion on the issue of register in businessdiscussions. 'Inappropriate' expressions, thoughprobably regularly used in heated discussion duringmeetings, are best avoided if a meeting is to be entirelysuccessful.KEY:1 h2 b g3 g b4 aSi6f c7e8f9d10 h j2 As you can see from the key, several of theexpressions can be put in more than one of thecategories.KEY:l e i2 e h3 b d4 f I5 k g6a j2 Divide students into groups and assign roles to themembers of each group.
It would probably be best toassign the role of chairperson to a student with a goodlevel of English in each group. Give students five to tenminutes to read the agenda and their role. They mayneed to ask some vocabulary questions at this stage.Then, allow a further ten to fifteen minutes to preparenotes for the meeting. Students can discuss suitableexpressions, for example using modal verbs to expressadvice or obligation, or expressions of agreement anddisagreement in their groups at this stage.
You mayprefer to allow students from each group with the sameroles to meet and prepare their role before they split upfor the role-plays.3 Groups now conduct their meetings following theagenda closely, including the timing. Make sure that allstudents contribute and that the language is being usedcorrectly. Remind them to take notes for the finalwriting stage of this activity.WritingStudents now write up the minutes of the meetingusing the content and order of the agenda in theStudent's Book. You can use the photocopiable modelon page 86.
This written work may be done in class orgiven as a homework assignment. You may want tocompare the different sets of minutes and discussoutcomes.3 Encourage students to brainstorm other expressionsthey may know using some of the topics listed in a - mabove. They may also suggest 'inappropriate' informalexpressions such as no way, forget it, Are you out of yourmind? etc. Ask each time whether the group considersthese appropriate and why / why not.Role-playBefore you start the role-play, you may want encouragea short discussion about the advantages anddisadvantages of working a 35-hour week from thedifferent points of view of various people working in acompany. It may also be useful to check that studentsunderstand the role-play by asking some questions, forexample about the various roles in a meeting orconstraints such as time.1 Photocopy the material on page 85.
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