new insights into business teachers book (835558), страница 7
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Questions that they might ask could include:How was the company started?When was the company started?What is it like to work at Richer Sounds?How do they manage to sell so much per square foot?What makes them different from the competition?How many outlets do they operate?What types of products do they sell?You may want to draw attention to the play on wordsin the headline and explain that rich pickings means'money or profits that you can get easily'.2 Students should scan the text to find answers to asmany of their questions as possible.
If time allows, youcould also review the questions that they were not ableto find answers to.3 Students should read the text in more detail. NB: theanswers are in the same order as they appear in thetext. Encourage students to justify their answers fromthe text. They may also have difficulties with thefollowing:Vocabulary: niche (line 53) multiples (line 56)Idiomatic expressions: raps out (line 33)KEY:2 c (lines 8-12)3 b (lines 60-67)4 a (lines 71-78)5 c (lines 81-82)6 a (lines 98-102)Vocabulary1 This exercise aims to familiarise students with theidea of multi-function words (words which have two ormore different grammatical forms but which have thesame spelling).
You may want to introduce this byputting a selection of words of this type on the boardand asking students what these have in common. Thismight include such words as contract, promise, switch,chair, profit, correct You can then ask students to add asmany other words as they can find to this list. Otherexamples include forecast, budget, record, report, control,supply, power, engineer. You may also wish to point outthat some of the two syllable words have noun/adjective and verb forms which are pronounceddifferently.
Examples: contract, contrast, progress, perfect.12KEY:a noun2 deal6 model a noun7 order a noun3 surplus b adjective4 secure a verb8 control a noun5 market a nounIf you wish to extend this exercise you can point outthat several collocations with stock are also used in thetext:stock turnover (line 47)stock management (line 65)stock control (line 68)2 Sephora is a French chain of stores which specialisesin selling perfumes.Website: www.sephora.comKEY:2 stocks3 deal4 controls5 secure6orders3 Wal-Mart is one of the major American retailerswhich has recently started to expand into the Europeanmarket.Website: www.wal-mart.comKEY:2 f discount3 b overheads4 a profits5 e suppliers6 c nicheVocabulary development:compound nounsThis section continues the focus on compound nounsintroduced in Unit 2.
To introduce this section,individual words can be put on the board, such asservice, and students can then add other words thatmake up their compound forms such as customerservice, service sector. Alternatively, you can ask studentsto find compound nouns in the text and then to addany others that they already know.1 Point out that students' compounds could haveeither the first or second word added, for example freemarket or market research.KEY: (suggested answers only)market forcesa stock marketmoney marketbanking systemb computer systemalarm systemtransport systempolitical systemhousehold namec brand namespecial priced special dealspecial effectspecial agentspecial rateUnit В Retailing Ш2 KEY:2 f duty free3 d profit margin4 e sales figures5 a purchasingpower6 b consumer goodsDiscussionAllow time for students to read the extracts and to dealwith vocabulary, for example sort out, convertible, call ofduty.In the case of Richer Sounds, quality customer serviceis a critical ingredient and staff are regularly visited bymystery shoppers who buy goods just as an ordinaryshopper would, but then make a report about how theemployee who served them behaved.
You may wish tolead in to a discussion of the whole principle ofincentive / bonus schemes like the Bentley Jaguar one.The discussion should also provide an opportunityboth for students to talk about personal experiences ofgood and bad customer service but also to say whatthey think of Richer Sounds' policy approach in thisarea. If students have visited other countries, they maybe able to give examples of how customer service canvary from country to country. In this case, you will beable to get them to compare their experiences abroadwith the way they are greeted and approached whenshopping in their home country.Students can prepare two or three more questions toask each other.Locating objectsAs an introduction, do a quick check of prepositions inthe class, then focus on the pictures, asking Where's X?.Focus on at the top, in the middle, etc.KEY:2 on the right3 at the bottom4 in the middle5 on the left6 at the back7 at the front8 below91011121314next tobehindinsideabovebetweenin front ofSkills FocusListening1 This section starts with a short discussion to see howmuch students already know about the layout ofsupermarkets.
You may want to use this opportunity topre-teach some of the vocabulary that will be used onthe cassette (shelf counter, aisle, etc.).KEY:Id2eLanguage FocusMake and doMake and do create many problems for foreign learnersof English as they are very often just one word in otherlanguages.
Although in many cases the expressionssimply have to be learned, it may be useful to referstudents to page 165 of the Grammar Referencematerial in the Student's Book.Ask students to find examples of the two verbs fromthe text.Practice1 KEY:Make 1, 4, 5, 6, 7, 8, 9, 12, 14Do 2, 3, 10, 11, 13, 15, 162 KEY:2345trip ... mademade ... complaintdoes ... gooddo research6 made ...
suggestions7 money ... make8 plans ... made3 Point out that some questions (e.g. 7) can bechanged for individuals depending on whether they areworking or studying.3g4 c5b6 f7h8a2 Students may like to listen again after checkinganswers.TAPESCRIPT:This store, like all our other ones, follows a standarddesign. For example, the main entrance is on the leftbecause our research has shown that customers preferto enter stores on the left and then they have a naturalreflex to move to the right.Fresh fruit and vegetables are always just inside theentrance.
This is important because it gives a healthyimage to the store.The meat counter, however, is at the back of the store.There are two reasons for this, the first one being thatmeat requires a storage and preparation area. The otheris that meat is an item that shoppers come to buyregularly and having it here means that they will seemany other products on their way.Likewise, basic products are rarely positioned next to"each otKer. In this store, for instadceTthe coffee is inthe first aisle, about half way dowry^n^the right,whereasYhc sugar is over in the fourth aisle nearest the—checkout.Breakfast cereal is in the second aisle, and you'll noticethat the shelf at the top contains the lesser known13brands.
But the shelf just below it, which is/^peye-leveland,^generates the highest sales, is reservecrfel' themore famous brands of cereals. 'The four'television screens that you can see above thedemonstration area are showing various items that weare discounting at the moment. We have found thatdisplaying products this way can increase sales ofcertain itemsff>y^s much as 900%.3 KEY:• Customers prefer to enter on the left and then movenaturally to the right.• This gives customers a healthy impression of the storeas soon as they enter.• Since customers buy meat regularly, they have to gopast many items before getting to the meat counter.• In this way customers are brought into contact withmany products as they shop for such basic items ascoffee and sugar.• Products placed at eye level sell best.• TV promotion of products can increase sales.As a possible follow-up, ask students if they agree orthink that they are influenced by this.Writing 1The objective of this activity is to familiarise studentswith question forms and to give them practice in usingthese in the context of a questionnaire.
You shouldassist students during the preparation stage bychecking that questions are correctly phrased andcoherent in the context of the survey itself. It may benecessary to give a more detailed explanation of thedifferent question forms.KEY:a 3b 1c 2SpeakingEmphasise that students must work with someonedifferent. Make sure that students have had enoughtime to prepare their answers using the photos andgive assistance with the input for this if necessary. It isimportant that they should have answers to all of thequestions in the questionnaire and should haveidentified what products they actually bought in theshop.Writing 2While students will have limited data on which to basethis report, this exercise should be used to help themto organise ideas and information for inclusion in aformal report.
Explain that they will need to break upthe report into at least five sections. You may wish towrite up an outline of the structure of the report on the14board, e.g.Introduction:Give the context for the survey, state its objectives anddescribe how it was conducted.Section one:Give information concerning the socio-economicbackgrounds of the people interviewed.Section two:Show what services customers use, which ones theylike/dislike and what improvements they would like tosee.Section three:Describe customers' attitudes to using the Internet anddirect mail to buy books.
What proportion havealready used these methods?Conclusion:Give the conclusions of the survey and summarise themain findings. Show which aspects of the business, ifany, need to be changed and in what ways.It is important that students are given as much help aspossible with their reports.
You may therefore want toput a list of guidelines on the board for them to follow.This could include:• avoid using the personal pronouns T or 'We'• do not use contracted forms• include linking expressions to provide contrast andestablish sequences• use both active and passive forms• vary the use of tenses• write a rough version and then review it• use a dictionary to check your use of vocabularyThey may find it useful to consult the GrammarReference sections on Reported Speech and Passiveforms before starting the writing. You can also givestudents a copy of the photocopiable writing model ofa report which you will find on page 74.unit 4FranchisingKey vocabularyFranchising is a relatively simple concept but there aresome technical terms which students need tounderstand. As an introduction you can ask students togive the names of franchise operations that they know ofand ask questions to elicit key vocabulary.
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