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Then put them into pairs.Go round the class and assist with any difficultieswhere necessary.• With the whole class, elicit their answers. Then askstudents to check their answers on Course Bookpage 138.!:tc::;;:oJT1IJ)wII• Ask students to anticipate what the problems mightbe when Scandinavians deal with Brazilians (use oftime, attitudes to hierarchy, etc.).1 ..)» (02.23• Play the recording and elicit the answers.a) During the meeting, they talked about football,the thunderstorm, his family and life in Denmark.: 3Students can use the points given in the Course Bookanswers to give advice, for example:At the restaurant, they talked about the crime rate,Amazon rainforests, the government and food.If going to Saudi Arabia, bear in mind that you should ...1be ready to say something positive about the cityyou are visiting.2know that delays before meetings are not unusual.b) They played snooker (a kind of pool).2 ..)» (02.23• Play the recording again and elicit the answers.a) He refused the cup of coffee.He tried to talk about sensitive issues such a spolitics.• Put students into pairs and get them to read the texttogether.
Go round and assist where necessary.b) Food in different countries• Bring the class to order. Get students to give theiranswers.13 ..)» (02.24a) There were other people there in addition toMatsumoto.• Play the second part of the dialogue and get studentsto answer the question.b) He did not realise Matsumoto could not take afinal decision himself and that discussion withother colleagues meant the decision would bedelayed.2a) He did not spend any time studyingMatsumoto's business card.b) He asked a direct question that put Matsumotoin an embarrassing position.i. .c) H e gave white flowers, which remind theJapanese of death.........!Task ..))) (02.22• Prepare students for what they are going to hear byasking them what they already know about Japaneseways of doing business.
(If there are Japanesestudents in the class, get them to talk as experts onthe subject, of course.)• Play the recording once or twice and get students totake notes.84'.................. ........................................: He wasn't very sure about it, as he thought their ways:of doing business were too different.......4 ..))) (02.24..... .....................................................• Play the second part of the dialogue again and getstudents to answer the question.a) Delays in giving his presentationb) The agenda not being followedd) Too many questions during his presentationg) No progress at the meetingTask• Get students to discuss the first part of the task i npairs.• Bring the class to order.
Elicit some of the pairs'opinions.WORKING ACROSS CULTURES 3G... ...DOING BUSINESS INTERNATIONALLYStudents could do the second part for homework.Suggest that the report should be about 100-120words. Don't forget to give feedback on the tasknext time.Sample answerPedro OliveiraFrom:All directorsTo:Subject: Meeting with Sven Selig re joint venture�IAs some of you may know, I recently met with SvenSelig, the Chief Executive of a Danish retail storegroup, to discuss a possible joint venture betweenour organisations.He's a very nice guy, but there were times during ourdiscussions where there were tensions; for example,he tried to discuss difficult political issues, which heshould have avoided.There were other difficulties: for instance, he wasnot flexible enough when we did not follow the itemson the agenda and seemed irritated by questionsduring the presentation when he should havewelcomed them.These are just some of the difficulties that occurredand there would certainly be others if we went aheadand worked with Selig.
For this reason, I recommendthat we do not proceed with a joint venture with hiscompany.85RevisionThis unit revises and reinforces some of the keylanguage points from Units 7-9 and from Working acrosscultures 3. Links with those units are clearly shown. Youcan point out these links to your students.:::0rn<Vl0zc:z-in7CulturesVocabularyStudents practise some idioms.•Exercise 12e2attend an interview3shortlist a candidate1bExercise 22bWritingbreak the ice•2to put one's foot in it33to break the iceget on like a houseon fire1 shouldn't3should5should2 shouldn't4don't have to6must I have toWritingThe first exercise gives students practice in thelanguage of accepting invitations.• The second exercise gives further writing practice.5work a probationaryperiodapply for a job3d4c5a6a7a8c9b10 dStudents get further practice in writing letters.Sample answerThank you for coming to the interview for the post ofGeneral Manager at Fast Fitness in Sao Paulo.There were many highly qualified candidates.U nfortunately, despite your skills and experience, weare unable to offer you the position at this time.We will keep your name on file and will let you knowabout any future job openings in our organisation thatmay be of interest to you.Sincerely......J9 1nternational marketsExercise 1would like to5very much hopeVocabularyseeing you•sincerely2would be delighted63are willing74invitedExercise 2 Sample answerErman BayarFrom: ).
FerreiraForthcoming I RTA Sales ConferenceDear Mr Bayar,, Thank you very much for your kind invitation to speakat your sales conference, which I a m delighted to accept.·The subject of my presentation will be 'Barriers toInternational Trade'. Please find the abstract attached.My fee will be €1,500. I hope this is acceptable to you.Thanks also for your invitation to the dinner on thesecond day of the conference. Unfortunately, I won'tbe able to attend, as I am giving another presentationelsewhere that evening.Yours sincerely,). FerreiraHuman resourcesVocabulary•7cDear Mr Wilder• Students get further practice in this tricky area.86dtake a psychometric test 42: To:Subject:Sa1put my foot in it14bExercise 21•3fExercise 3Advice, obligation and necessity861gto get on like a houseon fire1·Exercise 1Students get practice with H R-related vocabulary.Students practise these important collocations(word combinations).1f2d3a4cSb6eConditionsFurther practice is provided with these tricky structures.•Exercise 11d2e3f4a5c6bExercise 21 'll2 wouldn't3 'd4 won't6 'd5 'IISkills• Students get another chance to practise the languageof negotiating..
. ..... .....1c2e3b4a... ........ ......' ' "':'Sd......... ....i. ...... . ............ .... .........:Cultures: Doing business internationally•Students look again at some key cultural issues.1B2)3)4 SA5 SA6B7J8J9 ), SA10 BEthicsAT A G LANCE."•'"· \ "'J"§:.'�"'Lesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.Lesson 2Lesson 3Lesson 4Each case study is about11/z to 2 hours.)>G),....)>zStartingupStudents discuss some ethical issues.()IT1Vocabulary: Right or wrong?Students look at words related to honesty anddishonesty and practise using them.Practice FileVocabulary (page 40)Reading: The ethics of resume writingStudents read about lying on resumes.Text bank(pages 1 50-153)Liste n i n g : Helping environmental researchStudents listen to David Hillyard of Earth Watch,an environmental research organisation.Resource bank: Listening(page 197)i-Giossary (DVD-ROM)Course Book Listening(DVD-ROM)Language review: Narrative tensesStudents work on the verb tenses used innarratives, listen to a conversation where theyare used and apply them themselves.Practice FileLanguage review(pages 41-42)Skills: ConsideringoptionsStudents look at the language of consideringoptions and use it themselves.Resource bank: Spe a ki n g(page 185)Case study: Principles or profit?Students discuss the problems in a firm facinga number of ethical dilemmas and makerecommendations as to the course of action tofollow.ML Grammar and UsagePractice Fi leGiving advice and makingsuggestions (page 73)Resource bank: Writing(page 213)Practice FileWriting (pages 42-43)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.87UNIT 10....ETHICSBUSI N ESS BRI EF..·.,.,Bribery and corruptionWhether persuading key officials to give authorisation to set up in business, grant governmentcontracts or just let your goods through customs, the alternatives for the word bribe are manyand varied: kickback, sweetener (Am E), backhander (BrE), baksheesh and the greasing of palms(international). The law courts, if it gets that far, will refer more prosaically to illicit payments,and defendants in such cases may just talk about commissions. If payments go to a slush fundto finance a political party, this form of corruption may be referred to as sleaze, especially byjournalists.The corporation as good citizenAll businesses increasingly want to be perceived as good citizens.
Different types of businessface different ethical issues.• Following the accounting scandals at Enron and WorldCom, which gave a false view of theirprofits, despite the work of their auditors, the outside accountants who are meant to preventthis, there has been pressure on legislators and regulators to improve accounting standards.• When the strain of competing gets too much, competitors may go for the easier option ofprice fixing, so that each can maintain a reasonable profit margin. Competitors who do thisform a cartel. This is an area where outsiders may only find out what is going on i f one of themanagers involved contacts the authorities.
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