market_leader_3e_-_intermediate_-_teachers_book (852197), страница 36
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Usethe notes below to describe the stages in the launch.Include passive and active structures and use words likefirst, next, then, after that, following that and finally.• Bring students' attention to the extra information inthe Grammar reference section on page 1 5 1 of theCourse Book and ask them to study it for homework.1 designer- choose2 design - produce3 mode l - builda4 modifications - R&D department engineers make• Get students to work on the sentences in pairs.Go round the room and help where necessary.•5 design - modify6 prototype - buildCheck the answers with the whole class and explainany difficulties.7 new engine - use - or existing engine develop can be very costly1 Correct8 new model - test - special roads2 The leadership contest was depended on theboardroom vote.9 deal with problems - costly if problems serious10 journalists - invite - test-drive model3 Where were you when the president was be shot?4 Correct11 reviews - write - by journalists - majornewspapers and car magazines5 They are depending on the CEO to show strongleadership.12 mode l - display- famous motor exhibition Geneva or Earl's Court MotorShow6 Correct7 Correct8 Correct9 Problems may occur after the leadership vote.•Get students to work on the task individually or inpairs.
Go round the class and assist where necessary.• Bring the class to order and elicit the answers.12 The audience consists largely of senior executives.105UNIT 12 COMPETITION························································· ·····························································································J Sample answers1 First, a designer is chosen.2 Then he or she produces a design.3 Next a model is built.4 After that, the R&D department engineers makemodifications.5 Following that the design is modified.6 Then a prototype is built.7 The company can use a new engine or an existingengine.
A new engine can be very costly todevelop.8 Following that the new car is tested on specialtracks or roads.9 Next they have to deal with any problems. This can jbe costly if the problems are serious.l 10 The next step is to invite journalists to test-drive1 the new model.l 11 Then reviews are written by journalists from majorI newspapers and car magazines.l 12 Finally, the model is displayed at a famous motort...
...Tell students that they are going to hear somenegotiating expressions that they have to complete.Play the recording once, or more if necessary, and getstudents to complete the sentences.Elicit the answers with the whole class.o Students will probably have already understoodthat some expressions are diplomatic and others arenon-diplomatic. With the whole class, get individualstudents to say which are which.. ... .. ....
......... ... . . . ... ... .. ... .... . ....... ....... . . ... .... . . ... . .. ............ .... . . ... .... . . ...! 1 would be perfect (D)6 could help (D)1 2 no good (NO)7 will you pay us (NO)1 3 far better (NO)8 talk about (NO)j 4 suggest (D)9 To be honest (D)000:'Skills: NegotiatingStudents look at some diplomatic and less diplomaticnegotiating language and hear it being used in context.They then apply it themselves in a role play.11 -4>» CD2.39Tell students they will be looking at the language ofnegotiations, first of all in the situation of an Italianbicycle manufacturer who wants to get into theSwedish market.Get students to took at the questions.0 Then play the recording once or twice and elicitthe answers.r·· �·······��-·b··················;······ T�- ��k�--�-�- �-;�fi��-bi· ·-············· ·························· ··1�.
... . .. .. ...... . . ........... . .. .. .. . ... . ... . .. .. .. . .. .. .. . ... .. .... . . .. ........ ... . . ..Q).. ..e&e.................... ...... .. ........... ... .... ..... ..... ...:Talk about the importance of knowing the differencebetween direct and indirect language.Do the exercise as a quick-fire whole-class activity.Elicit the answers.1... �..�.. . ..?. � ..
.. .�.�---·····�--�·········S. �. . . .. . .. . .: • • • • • • • • • • • •• • • o o o o o o o o o o o o o o o o o o• o O O O o o O o o o o o O o o O O o o o o o o o o o o o o • • • • o o o o o o o o o o o o o o o o o o o o o o o o o o o o . , o o o o oo O o o o O O O o o o o o o o o o o o o o oo o o o o oo o O o o o o o o o o o o o o o o o oo:. . . .. . .
.. . . ... . . .. . . . .... ." Work on the intonation of the direct and indirectutterances, getting students to exaggerate both(i.e. the directness of phrases 1 to 6 and theindirectness of phrases a to f) ..106. .......... .... ......... ......... . ..........\...... ........... ........ ....
... .. . . .. .......1 . � ....��-�-�-�-�--�-�-���--�-�-��...................��-- ·��-�-�--�-�--�-�-��...........................0...AsElin Exercise B above, get students to read theutterances in a slightly exaggerated way.Explain the task and divide the class into pairs.0 Start the role play and go round the room and helpwhere necessary. Also monitor the language beingused. Note down strong points and points in thearea of diplomatic negotiating language that needcorrection or improvement.o When most pairs have finished, bring the class to order.Praise strong points that you heard and work onpoints that need correction or improvement, gettingstudents to say the correct thing.Get students to read out the expressions in theUseful language box as a recap of this section.t:] Resource bank: Speaking (page 187)ace:...
.�,'=.:==,;;;;:.���;�� �:� ��::�� :: :: ��:�·� �:�:�i11 -4>» (02.40G>::UNIT 12CASE STU DYFash ion HouseStudents negotiate details of a new contract that ajewellery retailer wants to agree with its suppliers.• Get students to focus on the case study by looking atthe background information.• Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side.Company ; Fashion House' Based in: ..COMPETITION- ···-··-�·•..:l··• Praise strong points that you heard and work onpoints that need correction or improvement, gettingstudents to say the correct thing.ConclusionBackground·.....Miami, FloridaActivityChain of stores selling high-classjewellery products, including necklaces,bracelets, earringsProfitmarginAt least 80 per cent on most productsDate now1 OctoberDeliverydeadline5,000 necklaces and bracelets and 3,000earrings to be delivered by 1 5 NovemberConfidentof selling3,000 necklaces and bracelets and2,000 earrings; more if the prices arecompetitive and the demand strongCash flowTemporarily problematic, wishes to payas late as possible• Tell the buyers and the suppliers in each six to gettogether in two separate groups and discuss thenegotiation that they just had.• Point out that the buyers exchange informationabout the suppliers they spoke to and decide whichone to use.
Suppliers discuss how they feel aboutthe negotiation. What were they happy or unhappyabout? What would they d o d ifferently?•• To round off, ask what students have learned aboutthe negotiating process in general.One-to-oneWork on the background to bring out the key pointsabout the situation.Run the task, doing the buyer-supplier negotiationsfor each supplier. Change roles so that your studentis sometimes the buyer and sometimes the supplier.Monitor the language that you both use. After theactivity, underline some of the language that youchose to use and some that your student usedcorrectly and work on five or six points from whatthey said that need improving.!TaskWhen most supplier and buyer groups have finished,bring the class to order and ask the buyers toannounce their decision and the reasons for it, andthe suppliers to say what they would have donedifferently.After the negotiations, both you and your studentcome out of role, discuss what happened with eachsupplier and which one the buyer would choose.• Explain the task.
Get students to look through theinformation about the three suppliers and point outpotential problems, e.g. Supplier 1 may be unable todeliver required quantities on time, demands 50 percent deposit upfront (teach this expression), which isnot good from the cash flow point of view, etc.C) You can also refer to the Case study commentary• Point out that each buyer will have to obtain themissing information from the supplier that theydeal with• Get your students to write an e-mail of about 250words to their opposite number confirming thedetails of your negotiation and any outstandingpoints to be decided on. Students could do this forhomework or in pairs in class.• Divide the class into groups of six.
Allocate buyerroles to three of the students and a different supplierrole to each of the other three. Make sure that eachstudent is looking at the correct page.• When students are ready, get them to start roleplaying the negotiations in pairs. Go round the roomand monitor the language being used. Note downstrong points and points that need correction orimprovement, especially in the area of the languageof negotiation.section of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.Writingc:) Resource bank: Writing (page 2 1 5)c:) Writing file, page 1 2 7• When most pairs have finished, bring the classto order.107Com m u n ication styles�----- �IntroductionThis Working across cultures unit looks at the ways thatpeople communicatet not only through languaget butalso in other ways.Introduce the idea of communication styles bygetting students to look through points 1 to 4·Start the discussion in small groups.
Go round theclass and assist where necessary.Get representatives of each group to say what theirfindings were.eee1234Different cultures have different ideal distanceswhen people are speaking. This will dependon how well people know each other and otherfactors. But some research has shown thatttypicallyt two English speakers talking across atable think that 8 feet Oust over 2 metres) is acomfortable distance.This could be quite personal. Some peoplehold eye contact for longer than others evenwithin the same culturet for reasons of shynesstoutgoingnesst etc.In some culturest such as Finland and Japantsilence means that you are considering carefullywhat the other person has said. The Englishspeaking worldt on the who let is not comfortablewith too much silence.English speakers would probably say that it isrude to talk 'overt someone before they havefinished speaking but recordings of meetingstetc.t would probably prove otherwise! Some othercultures are more comfortable with this.B -4>)) co2 .41ee0Tell students about what they are going to hear:someone giving a workshop about communicationstyles and cultural awareness.Get students to look through the table and help withany difficultiest e.g.
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