new insights into business teachers book (835558), страница 3
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This could be a famouslocal company or one they have worked for. This willhelp students visualise the structure of a company andgenerate vocabulary they already know. Ask students toread through the Key vocabulary section and introducethe organisation chart, presenting the hierarchy from topto bottom, allowing students to comment on how itcompares to their own diagram. Ensure that studentsunderstand the words in bold. You may wish to askthem to close their books and fill the gaps in thephotocopiable vocabulary exercise on page 66 afterlistening to the cassette version.Lead-in1 Ask students to guess what responsibilities eachperson may have and then listen to check theiranswers. Play the tape more than once if necessary.You may wish to play again the extracts which causedparticular difficulty, pointing out some of thevocabulary which might be unfamiliar to students suchas report, accountants (speaker 1) and design (speaker 2).TAPESCRIPT:Speaker 1:Every six months we produce a report showing how thecompany is doing.
This past week, we've been busywith our accountants preparing the results that will beincluded in our next report.Speaker 2:I'm a member of a team of engineers and we've just.finalisecLthe design of our new portable computer. Thismodel will be more powerful and more adaptable thanour previous one. We're constantly looking for newideas and experimenting with new products.Speaker 3:Before selling our latest product, our department mustdecide in which regions it will be the most successfuland what types of consumers we want to reach.Speaker 4:Communication is a key aspect of my department'swork.
We^nswer enquiries matje by our customers andare also in contact with the press to inform them of ournew products and changes within the company.Speaker 5:We've been having problems with the quality of certainelectronic parts made in our factories. So severalmembers of the department have got together to talkabout ways of improving some of our manufacturingtechniques.Speaker 6:Our company is going through a difficult period andwe have to reduce the number of employees in severaldepartments and to review salaries throughout theorganisation.Speaker 7:In today's changing work environment, computersystems play anessential role in how the company isrun.
In our department we not only ensure that allsystems are working properly but we also design anddevelop new applications to make it easier for ouremployees to exchange and share information.KEY:1 e Finance2 g Research andDevelopment or R&D3 a Marketing4 b Public Relations or PR5 f Production6 d Personnel orHuman Resources7 c InformationTechnology or IT2 This task follows on from Lead-in 1 and is based onPhilips, the company featured in the unit. Point outthat the company organisation chart provided in theintroduction to the unit is a standard one but thatcompany structure and department titles can vary fromcompany to company. Ask students what they knowabout Philips' products and if they own any.
Then,working in pairs or small groups, students refer to thePhilips Corporate organisation chart in order to decidewhich department or sector is responsible for each ofthe items in the box. Go round to each group, helpingwith any difficult vocabulary, for example components,domestic appliances and computing products.KEY:1 faxes2 hairdryers3 mobile computing products4 lamps5 X-ray equipmentReading1 Students work in pairs or individually to decidewhether they think the statements are true or false.Encourage them to make guesses based on what theyknow already. Students then read the article as quicklyas possible, focusing on global comprehension andfinding the answers rather than concentrating onunknown vocabulary. You may wish to set a time limit.If you have access to the Internet, get students to lookat the latest information and check that it is still true.Website: www.news.philips.comStudents may have difficulties with the following:Vocabulary: diversification (line 9) creed (line 47)Idiomatic expression: the turn of the century (line 4)1■ Unit 1 Company StructuresKEY:1 False2 True3False4True5False6True2 Emphasise that students only need to read the firstsection of the article again in order to find thisinformation.
You may wish to check students'pronunciation of years in English.KEY:a The company was founded in 1891.b They established a new research laboratory tostimulate product inovation in 1914.c In the 1920s, Philips took out its first patents anddecided to diversify its product range,d Philips launched the compact disc in 1983.e Philips made its 100-millionth TV set in 1984.3 This exercise provides an opportunity to work onnumbers, often a problem area in English. Studentsonly need to read the second section to find theanswers. Once students have found the answers to theexercise they should practise reading the figures aloudin pairs, before listening to the cassette to check theirpronunciation.In English we do not make the words hundred, thousandor million plural when in a large number. For example,we never say '£4 millions', but '£4 million'.Also with decimals, we say 4.32 as 'Four point three two'not 'four comma thirty two'. Point out that in English andseparates the hundreds and the numbers which followin GB English but not in US English:12,839 = 'Twelve thousand eight hundred and thirty-nine.'452,210 = 'Four hundred and fifty-two thousand twohundred and ten.'6,391,000 = 'Six million three hundred and ninety-onethousand.'And is also used in numbers which contain no hundreds:2,021 = 'Two thousand and twenty-one.'KEY/TAPESCRIPT:1 two hundred and fifty-sixthousand, four hundred2 a hundred and fifty3 six4 three thousand5 fifty million4 This listening exercise provides practice in listeningand understanding numbers.
Play the tape throughwith short pauses for students to write down thenumbers. You may want students to repeat thenumbers for practice.KEY/TAPESCRIPT:1 7.4%4 1,0012 3645 13.573 12,8396 $451,21027 £6,391,1508 0.2%If further practice is needed, you could write somenumbers on the board for students to repeat and/orstudents could each write eight numbers and dictatethem in pairs.Vocabulary1 Encourage students to look at the words in contextin order to deduce their meanings. Check students’pronunciation and show the stress on these words.Note the contrast between innovation (line 7) andinnovations (line 8).KEY:2h3 f4e5 b6c7 a8g2 Students should first try this exercise withoutreferring back to the text, as the first letter of eachword has been provided. Point out that the number ofspaces indicates the number of letters. To check theiranswers they should then scan the text to find thewords which were actually used.KEY:2 concentrated on3 programme ...
expansion4 launched5 turn out6 managed78910monitorsimplementeddivisionsissues ... practices3 The purpose of this exercise is to activate andpractise some of the vocabulary students have studiedin Vocabulary 1 and 2.KEY:2 diversification3 range4 division5 implements6 monitorsVocabulary development: verbsand prepositionsYou could introduce this by asking students for anyverb and preposition combinations they know orwriting some verbs on the board and eliciting theirprepositions. Then look at the examples with students.1 Students should fill in the blanks provided for theprepositions and then check their answers with you orby looking them up in a dictionary.KEY:b fromc ofd ine inf toghijintoonto ...
onUnit 1 Company Structures U2 This exercise practises some of the verb andpreposition combinations in context.KEY:b believe inc resulted ind depends one belong tof benefit from3 and 4 These two questions could be discussed ingroups or set for homework. Alternatively, studentscould write three gapped sentences for another pair tocomplete.Language FocusPresent perfect and past simpleFocus students' attention on the sentences from thetext and use the questions to form the basis of a classdiscussion on the differences between the presentperfect and the past simple tenses. If you wish,students can refer to the Grammar Reference sectionon page 164 of the Student's Book.KEY:1 A - past simpleВ - present perfect2 present perfect (B)3 past simple (A)PracticeBefore reading the article and completing the exercise,ask students what they know about Colgate-Palmolive.You could ask them to guess the age of the company,etc., and then read to check.
Ask them to nameproducts which are manufactured by the company.With a strong class you may wish to do this exercisefirst as a diagnostic test.KEY:didbeganledhas set uphas becomehas developed2345678910111213boughthas hadhas maintainedhas created / createdhas always paidhas already madeDescribing changesThis is a key business language point which studentsneed to master early in a business course. There is moredetailed coverage on pages 92 and 93 in Unit 9 of theStudent's Book. You could start by putting arrows onthe board and eliciting verbs and nouns for differenttypes of change. Focus on the stress difference fornouns and verbs, for example, 'increase/iricrease.PracticeKEY:2 rose3 risen4 reduce5 fall6 increase7 go upSkills FocusListeningIntroduce this task by asking students what theyknow about Guinness.
Would they like to work forthe company? What do they think Mr Guerin's jobinvolves?The pre-listening exercise provides students with anopportunity to focus on useful language and talkabout personal work history. They may work in pairs orsmall groups to complete the task. You may wish topre-teach the language by giving examples from yourown history. Play the cassette for them to check theiranswers. Pre-teach plant, Industrial Relations Managerand trade union to avoid any comprehension problems.Students already in employment could then be askedto describe their responsibilities and positions in theirpresent jobs or in jobs they might have had in thepast.
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