new insights into business teachers book (835558), страница 8
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Ensure thatstudents understand the words in bold. You may wish toask them to close their books and fill the gaps in thephotocopiable vocabulary exercise on page 67 afterlistening to the cassette version.Lead-in1 Students should have no difficulty finding at leastone example for each category as more and moreinternational franchises expand into new markets.Some examples of typical franchises for each of thesesectors include:Fast Food: McDonald's, Dunkin' Donuts, SubwayClothing: Benetton, Sock Shop, AccessorizeMotor Trade: Hertz, Budget, Rent-a-CarYou may want to ask pairs to work together and pooltheir ideas.
In some cases you and students may not besure if certain companies are actually franchiseoperations. In this case you can refer either to thewebsite of the company or to that of one of thenational or international franchise associations.European Franchise Association: www.britishfranchise.org.uk/effintro.htmlBritish Franchise Association: www.britishfranchise.org.ukAmerican Association of Franchisees and Dealers:www.aafad.org2 This activity leads students to consider theimplications and constraints of the relationshipbetween the franchisee and the franchisor.
Studentsshould be able to think of some of the principaladvantages for both parties but may have moredifficulty identifying the disadvantages. It may benecessary to put some prompts on the board, such asadvertising, support and territories.Allow enough time for students to compare their listsbefore comparing their answers with another pair. Donot intervene if there is disagreement at this stage asthis can be resolved after the next activity.3 Again, encourage students to discuss this withoutgiving 'the answer' which will come from the listening.You may need to check some words, such as capital,expand, supplier and sources.Unit 4 Franchising UExplain that students are going to hear a businessadviser talking about franchising. Play the tape morethan once if necessary, before checking answers. Somediscussion might come from this.KEY:2 b3 a /b4 a5 b6 a7 a8 a9bTAPESCRIPT:Well, I think if we first look at things from thefranchisee's point of view, imagine you are interested ingoing into business yourself.
You have an idea, OK, buthow can you be sure that it will work? Well in fact youcan't. You just have to live with the risk that you, justlike 50% of all new businesses, will fail. Now withfranchising that's not the case because you're investingin a business that's already operating in other places.f It's a safe bet лSo that's the main advantage for thefranchisee - reduced risk. But, of course, he or she hasto accept certain conditions as part of the deal. Forinstance, there are rules that must be followed.
Thiscould concern perhaps where the franchisee buys his orher products from, what he or she can sell in his shop,the way the employees should dress and behave, thetype of information that must" be provided, such asregular reports on sales. However, in exchange it is truethat the franchisee floes have quick access if he 6r-sheneeds advice about something.From the franchisor's position it's really a very differentview. The franchisor, the inventor of whatever theproduct or service is, wants to expand the business tocover as much territory as he can.
Now the realadvantage here is that he can do that without havingto invest his own capital and without having to recruitand manage personnel. All that is taken care of by thefranchisee. From then on, he or she can simply watchthe increased fees coming in as his company expands.In addition to that, the franchisor can also keep tightcontrol over the way that the individual franchiseesactually manage their businesses and take action ifthings go wrong. Similarly if a franchisee wants to sellthe business then they would have to get the approvalof the franchisor. Normally the franchisor will also lookafter the business at national and international levelwhich, of course, means promoting the businessthrough national advertising.ReadingYou may wish to lead in to the reading by putting the'golden arches' trademark on the board and elicit whatit represents.
Ask students what their feelings are aboutthe company and what they think life might be like asa franchisee.15Unit 4 Franchising1 In this pre-reading section, students are being askedto classify the different types of work that a Fast Foodfranchise manager has to do. Go through the categoriesto check that students understand.KEY: (suggested answers only)a recruitment, training, performance reviewsb organising her own work schedule, allocating time fordifferent tasks, prioritisingc meeting other McDonald's managers, attendingfranchise conferences, meeting with the pressd accounts, payroll, taxes, ordering supplies, advertisinge waitressing, preparing food, taking orders, cleaningf doing anything that remains to be done - monthlyaccounts, balance sheets and planning futuredevelopment2 Students should scan the text quickly.
Encouragethem to look for the items on their list and not to readin too much detail. Check answers as a Class and ask ifanyone is surprised.3 Students read the text in more detail. They mayhave difficulties with the following:Vocabulary: lasered away (line 116) cravings (line 120)Idiomatic expressions: paid off (line 41) muck in (lines85-6) _KEY:2 False (lines 15-20)3 False (lines 22-26)4 True (lines 34-36)5 False (lines 37-40)6789False (lines 57-59)False (lines 89-93)False (lines 97-99)True (lines 100-102)VocabularyKEY:2 re'port3 up'date4 paperwork5 challenge6 maintenance7 records8 tackle3 This short discussion activity serves to consolidatestudents' understanding of time management and ofthe related vocabulary.
It may also provide a goodopportunity to introduce other key terms from thissuch as schedule (verb and noun), timetable anddeadline. You can give examples of how these words areused and point out the terms on / behind / ahead ofschedule and refer to the collocation to meet / miss adeadline.Vocabulary development: suffixes1 This exercise presents some of the most commonnoun-forming suffixes, and introduces the question ofchanges in primary stress that may result in suffixedforms. You may want to give more examples of othersuffixes and word forms.KEY:Same main stress as their stem:assessmenteffectivenessDifferent main stress as their stem:'regular-regularityad'minister-admini'strationSuffixes which do not cause stress to change include:-er-ate-age-ite-ist-ism-ish-y-able-ile-ate-iveSuffixes which do cause stress to change include:-ic-ical-ее-ese1 Allow students to check their answers in pairs beforegoing through them with the class.
Make sure that2 Students can do this in pairs. If time is limited, givestudents understand the difference between records and three words to each pair and then get feedback fromreport. You may also want to check that they knowthe class.whether two forms of words have different or similarstress patterns, such as:KEY:record (verb) ‘record (noun)(stress changes are marked)re'port (verb) re'port (noun)-ness-ity-ation-mentup'date (verb) 'update (noun)confidentiality organisationdisagreement willingnessprepa'rationrequirement carelessness similarityKEY:presen'tationinvestmentawarenesspopularity2 h4 e6 d8b10 c3 a5 i7j9 f2 This is a practice exercise for the words inVocabulary 1, and leads into an interesting discussiontopic linked to the reading.
You may also wish to checkthat students know where the main stress is in thesewords.163 If students have difficulty finding other examples ofsuffixed nouns, give some clues, such as When twopeople have the same opinion, they come to a n .........(agree). Several more examples are givenbelow:-ment-ness-ity-ationarrangement latenesscomplexity confirmationmanagement effectiveness liabilityreservationUnit 4 Franchising ■As an alternative, students can quiz each other - onepair gives a stem, the other says the correspondingnoun.be used to + -ing is used when talking about somethingwhich is familiar and no longer strange.Practice1 Students could try this exercise without referring tothe text and then check any sentences that they arenot sure of.Language FocusAdverbsThis section provides a review of some of the mostcommon adverbs used to situate the timing of events.Although most students will already be familiar withmost of these, in some cases they may find it difficultto use the words correctly.
This is often because ofinterference from 'false friends' which are words thathave a similar form in English and another language,but have different meanings, such as:eventuellement (French) and eventnell (German) =possibly in English.eventually in English = finalement (French) andschlieblich (German).actuellement (French), aktuell (German) andactualmente (Spanish) = currently in English.actually in English = en fait (French), tatsflchlich(German) and de hecho (Spanish).Before looking at this, students could underline thetime adverbs in the text.If the exercise proves difficult, get the students to dothe ones they are more confident about, then discussthe others together.
You can also write up foursentences about yourself as an example and leave gapsfor the students to supply th$ correct adverb. You maywant to refer students to the Grammar Referencematerial on page 165 of the Student's Book.KEY:2 eventually3 already4 currently5 sometimes6 usually7 alwaysUsed to do; be used to doingAs these two verbs are very similar in form but verydifferent in meaning, students often confuse them oruse them incorrectly saying I am used to travel by traininstead of I am used to travelling by train. This exercise isdesigned to illustrate the differences between the twoforms and to give practice in using them correctly.Again, you may want to refer students to the GrammarReference material on page 166 of the Student's Book.KEY:used to + infinitive is used for things that happenedregularly or for a long time in the past but which nolonger happen.KEY:bcdef used to workg used to haveh is used to takingis used to helpingis used to chattingis used to attendingused to snore2 This writing exercise allows students to practise thelanguage of time management and the two grammarpoints.
Advise students to start with a description ofwhat their lives are like today before comparing thiswith what they used to do in the past. You may preferto give this as an expanded writing assignment,possibly for homework.Skills FocusReading1 Most students of Business English find that aBusiness English dictionary is an extremely useful tool.This exercise is designed to give them an introductionto the types of entries that are specific to suchdictionaries. In this case, the extracts have been takenfrom the New Longman Dictionary of Business English.Students do the exercise in pairs.
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