market_leader_3e_-_intermediate_-_teachers_book (852197), страница 23
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their ways of working, social skills, bodylanguage and ways of doing business are likelyj1to be completely different. They may havedifferent patterns of behaviour ... ' (lines 17-22)i�cultur.. . .. . ..j12! 3j4I�eeGet students to discuss the question, still in pairs.Go round and assist where necessary. If students arestuck for ideas, they could go back to the issues inStarting up and decide which should be included intheir course. Monitor the language that they are using,especially the language that relates to cultural issues.Bring the class to order and elicit some of the students'ideas, comparing and contrasting those of different pairs.Get students to write their paragraph individually inclass, or for homework. Don't forget to check whatthey have written at some point.t:] Text bank (pages 138-141)oLanguage review: Advice, obligation andnecessityStudents look at some modal and other verbs and usethem in the context of intercultural advice.0Talk students through the commentary and examplesin the panel.
Also bring their attention to the extrainformation in the Grammar reference on page 149and tell them to look at it for homework.(/)(/)0zz5ls......��-�-��--�-��:. . � ��rrl(/)- · · · · · · · · · · · · · · · ·· · · ·· · · · · · · · ·· · · ·· · · · ·· · · · ·· · · · · · · · ·· · · ·· · · · · · · · · ·· · · · ·· · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · ··Get individual students to read aloud the advice onChinese business protocol.
Practise difficult wordslike honour.Either as pairwork or a whole-class activity, getstudents to talk about differences and similaritieswith their own countries.If you have done the last step as pairwork, do awhole-class round-up of the pairs' findings.ao: · · · · · · · · · · · · · · · ·· · · · ·· · · · ···· · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · :�;�k���;�;��;;�r;� ;; ��!� �"�=�� :�rrrl<9Skills: Social EnglishStudents look at, listen to and practise the language ofsocial interaction.D �>» CD1.48Tell students that they will be doing 'social English'.(You should have no trouble 'selling' this - it's something that students often request and see as a key area.)Get students to listen to the dialogue once rightthrough, then again, stopping after each exchangeand getting students to suggest improvements.aojSample answerABABAB! A!So where did you go on holiday, then?We went to Italy this year.Did you have a good time? (enthusiastically]Yes, it was great!And which part of Italy did you go to?We rented a villa in Sicily.I've been to Sicily - Taormina.
I really enjoyed it.What did you think of it?! B Yes, I thought it was wonderful - the scenery is sobeautiful.! A Yes, it's a marvellous place. We want to go backnext to Italy next year. So ... how's it going at work?i B We're really busy.1 A That's really good, isn't it?1....�......�:��--�-�-��. .�-���:�--�-���..��Y..�..........................................................................Get one or two pairs to perform the improved version,with feeling!!!�jj:Q67UNIT 7CULTURES��As in Exercise C above, get individual pairs to performexchanges with these expressions, either the onesthey suggested themselves or the ones they heard inthe recording, for example, A: My name's Smolensky.B: I'm sorry.
I didn't quite catch your name.eGo through the expressions and explain anydifficulties.Put students into pairs. Get them to suggest situationsin which the expressions are used. Go round the roomand help where necessary. (Students in the UK maypoint out that Cheers is used also to mean 'Goodbye'and 'Thank you' as well as when raising one's glass.Point out also that I'm afraid is often used whengiving bad news, particularly in British English.)GerrntnV)0zz�D �>» CD2.2oaWith the whole class, get individual pairs to have miniconversations where they use the expressions, forexample, A: I'vejust been promoted.
B: Congratulations.. . ... ..... . ... . . . ... . . ... .... .. . . .. ..... .... .... ... . .. . . . .. .. .. . . .. .. . . . . .I Sample answers1 Sorry, I didn't catch that.2 I'm afraid I won't be able to make it. I have to be at �',i' ,the airport by six.[' ,.3 No, thanks. I don't like black pudding very much,I'm afraid.4 It was nice talking to you, but I have to get to mynext meeting.5 Hello. It's very nice to see you. Welcome toPrague. Have you been here before?6 Jack, I'd like to introduce you to Ivan - Jack Smith,Ivan Brodsky.7 I'll get this - it's on me.8 I'd like to propose a toast. Here's to the success ofour joint venture!9 I'm very sorry to hear that.! . �.� .�.��..��.
s.��.�..�.�� .����.�. !.�.�-·t·������--����-�-'0rntn. .... .. .. ............ ........ .. . ......... . . ...... ..... .... . . .. . . . ...Play the recording, stopping after each item. Getstudents to write down exactly what they hear.1 I'm sorry. I didn't quite catch your name.2 I'm really sorry - I'd love to, but I'm afraid I'mgoing to the theatre on Wednesday night.3 Not for me, thanks. I'm not keen on seafood.4 I'm sorry, but I really do have to be going.It was really nice talking to you.5 Welcome to our headquarters.
It's a pleasure tomeet you. I'm James Clayton.6 Katrina, can I introduce you to Greg?Greg's over from the States. Greg, this isKatrina Siedler, my boss.7 Please, let me get this.8 Here's to our future success.9 I'm very sorry to hear about what happened.10 I'm sorry I'm late, the traffic from the airport wasterrible.68�I1c 2d 3 b 4g 5e 6h 7f Sa10 i..9jo�Ci'>e0Play the recording and get students to check theiranswers.Get students to practise reading the conversation inpairs. Go round the room and help where necessary,especially with intonation.Get one or two pairs to 'perform' the conversation forthe whole class.With the whole class, discuss the issues relativelyquickly.
Students might, rightly, suggest that theweather, food, hotels, length of time in a place aresafe, but that religion and politics are best avoided.Decide which of the items of advice for a successfulconversation are helpful and which are not as aquick-fire whole-class activity.......... . . . . . .
. . . ....... .......�>» CD2.1a.aAsk students if they think it's true that we form ourideas about someone within the first few minutes ofmeeting them. Is it always easy to know what to sayduring this critical time?Explain the task and get students to work on it inpairs. Go round and assist where necessary.Bring the class to order and elicit the answers.Exercise GUseful: 1, 4, 5, 7, 8But remind students not to overdo it. For example,ask questions but not too many and not very personalones; keep eye-contact most of the time, but don'tstare at the other person.Not useful: 2, 3, 6� Resource bank: Speaking (page 182)�IUNIT 7Business culture briefingGet students to focus on the case study by gettingthem to list all the things that could go wrong in avisit by overseas visitors from the cultural point ofview.
Get them to call out possible answers.•• Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side.CULTURES•Bring the class to order. Get a representative of eachgroup to come to the front of the class and give theirpresentation to the whole class.
Encourage questionsfrom the class, reminding students that they are topmanagers at BBC's cultural briefing session.•Note down strong language points and onesthat need correction or improvement. After eachpresentation, praise the strong points and workon half a dozen that need improvement, gettingstudents to say the correct thing.•Do step 3 as a whole class. When deciding on themost interesting talk, focus on the positive aspectsof that talk and not the negative aspects of theother talks.A group of managers is attending a n informal briefingabout the business culture of a country where they willsoon be doing business.
Students give advice on thecultural issues that may arise.Background��CompanyBetter Business Communications (BBC)ActivityPrepares business people who arevisiting a country for the first timeWork on the background and the recording to bringout the key points.SituationGroup of top managers who arelooking to set up a subsidiary inthe country. BBC will prepare themculturally (for meetings, invitations tohomes/restaurants, social visits andexcursions)Then get the student to work through the d ifferentsteps of the task. Get them to give their presentation.Note down strong language points and ones thatneed correction or improvement as above.Discussion of topics•�))) CD2.3Put students into pairs.
Get them to draw up a list oftopics that they would think important for visitors. (Ifthe class is m ultinational, put students from differentcountries together so that they can compare andcontrast their findings.)Get one or two of the pairs to call out their answers.•• Then play the recording and ask students to see if theissues on their lists are mentioned.1level of English2Formality3Greetings4Topics of conversation (There may bedisagreement here: students might see it astactless to ask any nationality, not just Russians,about the current state of their economy.)5GiftsOne-to-one...r-, You can also refer to the Case study commentarysection of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.WritingGet your students to write a short report (130-1 50words) about the most interesting information theyhave learned.• Students could do this for homework or in pairs inclass.C) Resource bank: Writing (page 210)C) Writing file, page 130Task• Talk students through the three steps of the task.•Divide students into (national) groups of, say, three,or get them to work individually.•Get them to work on step 1 of the task.
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