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.......................................60!!:12..1.:.. .........................................:moneyagenda34facebusiness56talkbuilding.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .
. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Discuss the importance of these issues with the wholeclass. The answer may often be It depends ... on thetype of meeting, etc.; however, cultural differences willprobably emerge in multinational classes.TaskGo through the task with the whole class and makesure they understand it.G Put students into groups of four and appoint onemember of each group as its chair. Get them to workon the task and produce their list of tips.Go round the class to assist if necessary.
Monitor thelanguage being used, but monitor also the culturalattitudes to the subjects that students are talkingabout.Bring the class to order. Ask a spokesperson for eachgroup to move to the next group and to say what theyput in their list.Bring the class to order again and praise five or sixgood language points that you heard. Then workon some language points that need correction orimprovement. However, pay as much attention tocultural issues, pointing out some of the culturaldifferences that have emerged if the class ismultinational or asking them what they think someof the differences might be between people fromdifferent cultures if the class is monocultural. Treattactfully, as ever.oGeol'"'�"""'ri ��-�"hi �����h��"�bJ�·��-���"""""""""""""""""""""""""""""'""'"""1· ·! 2 Clarifying is key, constant checking and feedback !1·,_oeIJI -4>» C D 1 .43e...
.. ..... .... . . . . .. . . . ........ .... ... . . . ...................... . . . . . . . . .Get students to look through the expressions and seeif they can remember what goes in the gaps.If necessary, play the recording again, stopping atconvenient points so that students can write themissing words.With the whole class, elicit the answers.e.0..ePut students into pairs and get them to do the quiz.Go round and assist where necessary.Bring the class to order. Get students to give their answersand write up correct answers on one side of the board.r:·�: �: : : :.�:�·: : :·:�:-�: .-: �:�···: : ::�.�:: : : :�·�· ·.:··.i:�···: .-:�·�·:· : ·: : : : ··: : ·:· : ·e..11 -4>» C D 1 .43..eWork on any remaining difficulties.eUNIT B....REVISIONRevisionThis unit revises and reinforces some of the keylanguage points from Units 4-6 and from Working acrosscultures 2.
Links with those units are clearly shown. Youcan point out these links to your students.4 OrganisationVocabularyStudents work on the vocabulary used to describeorganisations and further develop their knowledge oftypical collocations in this area.•Exercise 11b2d3e4f5c6aExercise 21Carry out research2Issue press releases3Draw u p contracts4Install and maintain systems5Train staff6Keep recordsArticlesSweden has !! long history of rules and regulationsaimed at guiding citizens on the right path. A majorityof Swedes seem content with the prohibitions theybelieve help keep their country one of the safeston Earth. As Sweden is an extremely child-focusedsociety, much of the paternalistic protection isdirected towards children.
For example, all televisionadvertising aimed at children under the age of 1 2- from junk food to toys t o video games - has beenbanned on terrestrial channels before 9 p.m. since1991. Although it has many admirers, the ban is notentirely successful because the satellite televisionstations that broadcast from outside Sweden are freeto target children as much as they like. Despite this,health professionals say the relatively low incidenceof children's advertising has been !! big factor in theexceptionally low levels of overweight children inSweden.Skills• This exercise provides further practice in thelanguage of presentations.Noun combinationsStudents work further on typical collocations in thearea of organisations.•1behalf7 like8 Secondly2welcome1management style3talk2product range4divided10 interrupt3consumer awareness5parts11 question4sales revenue6Firstly5company headquarters6Writing• This exercise provides practice in arranging thecontents of a follow-up e-mail in the correct order.gbdcea5 AdvertisingVocabulary•Students think about appropriate use of advertisingexpressions.1advertorial5hoardings2commercials6point-of-sale3endorsed7free samples4pop-ups..;;:oI'T'I<V'l0zc:z--fto• Students get more practice in the use or articles..
.. . . ..... ........ ..............•......······..······9 finally. ... . ................... .. ........ .... .....MoneyVocabularyStudents practise words and expressions related tomoney.•1bankruptcy6 Shareholders2gains7 dividend3Turnover8 share4recession5Pre-tax profits9 Forecasts10 investment...61UNIT BREVISION••Describing trendse Students develop their knowledge of the languageused to describe trends.l b�;���� �...
..... ...... .. . 1" ""--····· . . ···· . . ·························· . . · · .. ·······"··· . . ··· . . ·················· . . ···· .. ··· . . . .I t plummetI dropI3j 4 declinej Exercise 21 1 decreased1 2 decreasedj 3 decrease\ 4 fell1 5 fallenl Exercise 3! t in..j5Iincrease6 rise7 rocket8 jump267810911 peakedpeak13 rose14 risen15 risefalldroppeddroppeddroppeaked45.12II...�.... .�Y....................................................................................................................................:2from; to.atof; inSkillsStudents are provided with more practice in dealingwith numbers.e1 fourteen2 forty3 eight pounds fifty4 five hundred and fifteen euros5 twelve point five6 thirteen point three six per cent7 zero (or oh or nought) point one two five8 a (or one) third9 three quarters1....�.�---��=--���-����-��--���--��-��-��-�--�-��--�����-�t.�.��-�-�..................:Cultures: I nternational meetingse:\1Students look again at some of the vocabularyrelating to cross-cultural issues.! 2 faceI 3 action1.
.�......�! � ��5····· · · ·· ·· · · . . ···································································-········································· · · · · · · · · · · · · · ·············body.62.-keybuilding7 small, business6� � �� � � �-·························································--:j..........................................:Cultures�)>G')rLesson 1Each Jesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.Lesson 2StartingupStudents are encouraged to think about culturalissues and their relevance to business.Listening: Cultural d ifferencesStudents listen to the Marketing Director at aninternational cultural training centre in the U K .Voca b u lary: IdiomsStudents look at some common idioms and usethem in context.Reading: Culture shockStudents read about how an international bankworks to ease cultural misunderstandingsbetween its staff from different countries.Lesson 3)>z(}I'TILanguage review: Advice, obligation andnecessityStudents look at some modal and other verbsand use them in the context of interculturaladvice.Skills: Social EnglishStudents look at, listen to and practise thelanguage of social interaction.Resource bank: Listening(page 194)Course Book Listening(DVD-ROM)Practice FileVocabulary (page 28)i - Gloss ary (DVD-ROM)Text bank(pages 138-141)Practice FileLanguage review(pages 29-30)M L Grammar and UsageResource bank: Speaking(page 182)Pra ctice Fi leUsing English in socialsituations (page 67)Lesson 4Each case study is about1% to 2 hours.Case study: Business culture briefingA group of managers is attending an informalbriefing about the business culture of a countrywhere they will soon be doing business.Students give advice on the cultural issues thatmay arise.Resource bank: Writing(page 2 1 0)Practice Fi leWriting (pages 30-31)Case study commentary(DVD-ROM)For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.63UNIT 7 H CULTURESB U S I N ESS B R I EF··�L'As the world gets smaller, we need to learn more about each others' values, beliefs, habits andexpectations. Culture is, in the famous phrase, the way we do things around here. The 'here' inquestion may be a country, a region, a social class, a company, a university.
Clearly, we each livein a set of cultures and subcultures that interlock in complex ways and, to make a generalisation,one of the most dangerous things is to generalise about them. Stereotypes are, of course, to behandled with caution. The stereotype may represent the middle of a range o f differing behaviours,it may be at one extreme or it may just not be true. And there may be more variety in behaviourwithin a culture than between one culture and another.toc:V'lzmV'lV'lto;;om..,Neighbouring countries or regions or two companies in the same industry often see themselvesas very different from each other, but that difference may be hard for the outsider to grasp at firstglance.
A few years' working in one of the two places will make it seem more apparent, a s onegets 'involved' in one of the cultures.Here are some intercultural issues (intercultural is nowadays often preferred to cross-cultural),areas where there are variations i n behaviour across different cultures.•Religion: Is it expected of people or a matter of individual choice? Does it play a role inbusiness life?•Roles of men and women: Are women often found at the highest levels of business andsociety?•H ierarchy: What is the distance between managers and the people who work for them?•Levels of formality i n language and behaviour: Is there an elaborate system of levels ofdeference in addressing different people?• Conversation, discussion: Settings (formal and informal meetings, social situations, etc.),turn-taking, proximity, body language, contact, etc.•Dress for different settings and occasions: Is the business suit de rig ueur?•The relation of work to private life: Are spouses expected to attend certain types of companyevent? Do businesspeople invite colleagues and contacts to their homes, or is everythingdone in the office and restaurants?• Time: Timescale of the activity/organisation, planning, punctuality, the working day/week/year, meals, recreation, holidays, etc.
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