market_leader_3e_-_intermediate_-_teachers_book (852197), страница 26
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.. .Industry; _ Based inUS; Number of clubs 6in Sao Paulo:. _Clientele··········--···········'.....:······.·. '""'l·· ·· ··.. ........!People aged 2Q��qSelection• Each group discusses the candidates and makes itsselection. Appoint one member of each group aschairperson.• Go round the room and monitor the language beingused, especially the language related to recruitment.Note down strong points and points that needcorrection or improvement.• When groups have made their selection, bring theclass to order and praise some of the good languagepoints that you heard and work on half a dozenothers that need i mprovement, getting individualstudents to say the correct thing.FacilitiesGymnasium, a n aerobics studio, aswimming pool, sun decks, a cafe,bar and clubroomLocations. Japanese, Spanish, Chinese, ItalianareasProblemsDisappointing performance, targetsnot reachedOne-to-oneMembers don't renew membershipsWork on the background to bring out the key pointsabout Fast Fitness.ActionJobNot enough new__rnembers attractedAdvertis� d for a General Manager_Boost s� les and i n � rease p rofits_job advertisement• Get students to look at the job advertisementin pairs.
Tell them to talk about the job and therequirements in their own words and in completesentences, e.g. Fast Fitness wants to increase salesand profits. To do that, it needs to recruit someonewho is dynamic, flexible, ... .• Go round the room and help where necessary withthe meaning, pronunciation and stress of difficultwords, e.g. liAising, opporTUNities, etc.• With the whole class, get individual students to talkabout the advertisement in the way described above.Appraising the applicants• Explain the task.
Divide the class into groups of four- all the groups work in parallel. Get each member tolook in detail at one of the candidate file cards. Goround the room and help where necessary.• When the groups are ready, get each member of eachgroup to paraphrase the information that they readabout 'their' candidate for other members of thegroup, again in parallel.76� )» CD2.10, 2.11, 2 . 1 2 , 2.13Play each recording once or twice and get studentsto note down their general impressions of eachcandidate. Help with any difficulties, but it's the overallimpression that counts.
It's not necessary for students tounderstand every single word.• Then ask a representative of each group to explaintheir choice. Encourage a whole-class discussionabout the merits of each candidate.You could summarise the information about oneof the applicants and then get your student tosummarise the other three file cards.Play the recordings and discuss the four candidateswith your student. Then work on the candidate selection.Monitor the language that you both use.
Afterwards,underline some of the language that you chose to useand some that your student used correctly. Then work onfive or six points from what they said that need improving.C) 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.Writing• Get your students to write a letter of about 10D-120words, offering the job to the successful candidate.(Make it clear whether everyone should write tothe candidate that was selected by their group orwhether each student can write to the candidate thatthey themselves think should get the job.) Studentscould do this for homework or in pairs in class.=Resource bank: Writing (page 2 1 1)Writing file, page 126International m arl<ets�)>C"lrLesson 1Each lesson (excluding casestudies) is about 45 to 60minutes.
This does not includetime spent going throughhomework.lesson 2lesson 3)>z(""\IT1Starting upStudents work on some economic languagerelating to international markets.Vocabulary: Free tradeA trade expert talks about free trade and itsbenefits; students then practise some of thevocabulary that he uses.Practice Fil eVocabulary (page 36)Reading: Trade between China and the USStudents read articles about trade between thetwo countries and the economic issues arisingfrom it.Text bank(pages 146-149)language review: ConditionsThe first and second conditionals are comparedand contrasted. Students then listen to anegotiation where they are used.Practice FileLanguage review(pages 37-38)listening: Training for negotiatingAn expert gives advice on successful negotiating.Resource bank: listening(page 196)i-Giossary (DVD-ROM)Course Book listening(DVD-ROM)Lesson 4Each case study is about 1 'h to2 hours.Skills: NegotiatingStudents examine the stages of a negotiationand listen to one that illustrates them.
They thenrole-play a negotiation.Ml Grammar and UsageCase study: Pampas leather CompanyAn Argentinian manufacturer of leather and furitems and a US distributor negotiate a deal.Resource bank: Writ in g(page 2 1 2)Resource bank: Speaking(page 184)Practice FileWriting (pages 38-39)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.77UNIT 9 �� INTERNATIONAL MARKETSAn expanding business will eventually want to sell its products or services abroad, outside itshome market. International trade takes place within the framework of agreements worked outby countries in the World Trade Organisation (WTO), formerly known as the General Agreementon Tariffs and Trade (GATT). Over the last SO years, trade barriers have been coming downand free trade, open borders and deregulation now form the ideal for almost all nations, evenif the situation is far from one of complete laissez-faire, with no government intervention.Protectionism is no longer the order of the day in most places; even if some developing countriesargue that protectionist measures are the way to develop their economies, they avoid usingthe term.Trade negotiations are well known for their epic eleventh-hour negotiating sessions, whereindividual nations argue for what they see as their specific interests.
Countries argue forprotection of their strategic industries, ones they consider vital to future prosperity, such as theelectronics industry in the developed world. A less-developed country beginning car assemblymight want to protect it as an infant industry with quotas, for example restrictions on the numberof i mported cars. European farmers argue for their subsidies, when governments guaranteefarmers a higher price than they would normally get, making it hard for developing nations tocompete in agricultural products.Countries sometimes accuse each other of dumping, when exported goods are sold at a lowerprice than in the home market or for less than they cost to produce, usually in order to gain marketshare in the export market. The offending country may reply that it has a comparative advantagein producing these goods, the ability to produce them cheaper than anyone else, and that they arenot selling at below cost.Of course, there are trading blocs with no trade barriers at all, such as the single market of theEuropean Union.
The North American Free Trade Agreement, or NAFTA (the US, Canada andMexico) is also eliminating its tariff walls and customs duties. Their equivalents in Asia andLatin America are ASEAN and Mercosur. All this is part of the wider picture of globalisation, thetendency of the world economy to function as one unit.One major concern in international trade between smaller companies is payment. The exporterwants to be sure about getting paid, and the importer wants to be sure of getting the goods.A common solution is the letter of credit: a bank guarantees payment to the exporter's bankonce it receives the related shipping documents, including the clean bills of lading, showingthe goods have been shipped without damage or other problems. Shipping terms like CIF(carriage insurance freight), when the exporter pays for insurance of the goods while they arebeing transported, are part of the standard lncoterms defined by the International Chamber ofCommerce.
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