market_leader_3e_-_intermediate_-_teachers_book (852197), страница 54
Текст из файла (страница 54)
Explainany difficulties.1 The way I see it is that employees will always takeU nit 9 1nternational marketsNegotiatingadvantage of the company.2 Let's look at the issue from another angle.oPoint out the link with the Useful language box onpage 88 of the Course Book.eDo the first one or two with the whole class, pointingout the grammatical and other 'clues' for what thecontinuation will be.eGet students to do the rest of the exerciseindividually or in pairs.oGo through the answers with the whole class,concentrating on the logic of why each answer iscorrect. Explain any difficulties.1g9d10 b3a4cSe6h7i4 There are several ways we could deal with this.up to a point, but it might not work.6 You could be right, but it's a risky strategy.7 One consequence could be that they all resign.8 The best way to deal with the problem is to talk to5 I'm with youhim.9 I'll arrange for the employee representatives tomeet us.10 The next thing to do is fix up an appointment withSjaBefore the class, make as many photocopies as thereare pairs.eWith the whole class, explain the situation, pointingout similarities with the negotiating situations in theCourse Book unit.
Explain any difficulties.oDivide the class into pairs - the buyer and themanufacturer - and hand out the role cards.0When the situation is clear, start the role play. Goround the room and monitor the language beingused. Note down strong points and points that needcorrection or improvement.eWhen most pairs have finished, bring the class toorder. Praise good language points from the roleplay and work on half a dozen points that needimprovement, especially in the area of the languageused for negotiations, getting students to say thecorrect forms.e1722f3 Let's consider another approach.Ask one or two of the pairs to say what happened intheir negotiations.them.0With the whole class, explain the situation. Explainany difficulties, for example mileage and thepronunciation of receipts.0Divide the class into small groups of three or four,who will have parallel discussions to talk abouteach option.
Go round the class and assist thediscussions; help with two more options if necessary.Encourage imaginative thinking!oWhen most pairs have finished, bring the classto order. Praise good language points from thediscussion and work on half a dozen points that needimprovement, especially in the area of the languageused to consider options, getting students to say thecorrect forms.0Ask one or two of the groups to say what otheroptions they came up with in their groups.0If time, get one of the groups to do a publicperformance for the whole class, integrating thecorrections.RESOURCE BANKUnit 11 LeadershipPresentinga0Point out the link with the Useful language box onpage 109 of the Course Book.0Get students to do the exercise individually or inpairs.aGo through the answers with the whole class.
Explainany difficulties e.g. exponential.1d2f3a4eSi6b7hSc9gBThe main purposes of this activity are to recyclethe language used for presentations in the Usefullanguage box on page 109 of the Course Book andto apply the advice given to presenters in the CourseBook.oeGo through the answers with the whole class. Explainany difficulties.eYou could get students to prepare and give thesepresentations in class. (If available, hand outoverhead pens and transparencies so that studentscan prepare visual aids.) Even better, get themto prepare the presentation for a later class.
(Ifcomputers and software are available, you couldeven get them to present visuals on PowerPoint.)oDo one or two presentations in a lesson. Keep othersfor later lessons.aWhen students give their presentations, get theaudience to monitor if the speaker is following theadvice in the Course Book.oMonitor the language being used. Note downstrong points and points that need correction orimprovement.0When the presentation has finished, praise goodlanguage points from the presentation and workon half a dozen points that need improvement,especially in the area of language used forpresentations, getting the presenter to say thecorrect forms.aAsk the group to comment tactfully on how far thespeaker followed the advice.
Get them to balanceany criticism with praise of good points. (Speakersat this level may say, perhaps rightly, that they'reconcentrating on the English so much that they don'thave time to think about gesture, body language,etc.)I1,_'=,;_��jjj1 I'm sorry, (but) we can't accept that!2 I'm afraid the specifications for your product arerather basic.3 Unfortunately, the minimum order quantity hasjust doubled.4 To be honest, we have big production problems atthe plant.5 If you insisted on this delivery date, the productswould probably arrive late.6 Transport could be problematic.7 Getting the exact colours that you want may bedifficult.8 We might not be able to reduce our prices anyfurther.BGPoint out that this is a continuation of the role playin Resource ban k: Speaking, Unit 9, Exercise B, butit doesn't matter if your students haven't done it.(Ensure, however, that they understand the initialsituation in that role play.)oUnderline that the situation as it is now has nothingto do with the negotiations that they might haveenacted in Resource bank, U nit 9.
The idea is ratherto take a situation that is 'stuck' and use the righttechniques (and language of course) to progressfurther.aDivide the class into pairs.GWhen the situation is clear, start the role play. Goround the room and monitor the language beingused. Note down strong points and points that needcorrection or improvement.aWhen most pairs have finished, bring the class toorder.
Praise good language points from the roleplay and work on half a dozen points that needimprovement, especially in the area of negotiationslanguage, getting students to say the correct forms.eAsk one or two of the pairs to say what happened intheir negotiations to 'unblock' the situation.oIf time permits, get one of the pairs to do a publicperformance for the whole class, integrating thecorrections.Unit 12 CompetitionNegotiatingII(j)Point out the link with the Useful language box onpage 117 of the Course Book.eGet students to do the exercise individually or inpairs.173BrandsTAKI NG PART I N M E ETINGSa•-·:.� .i�- !"Complete the expressions with the words from the box.yourtoothinksuremaybefeeldon'tdoagreeabout1 How do you . . .
. . . . . . . . . . . . . . . . . . . . . about that ... ? (Asking for opinions)2 What . . . . . . . . . . . . . . . . . . . . . . . . you think?(Asking for opinions)3 What's . . . . . . . . . . . . . . . . . . . . . . . . view?(Asking for opinions)4 I . . . . . . . .
. . . . . . . . . . . . . . . . we should .. .(Making suggestions)5 How . . . . . . . . . . . . . . . . . . . . . . . ....?(Making suggestions)6 . . . . . . . . . . . . . . . . . . . . . . . . we could ...(Making suggestions)7 I . . . . . . . . . . . . . . . . . . . . . . .
. with you.(Agreeing)8 I think so, . . . . . . . . . . . . . . . . . . . . . . . . .(Agreeing)9 Why . . . . . . . . . . . . . . . . . . . . . . . . we ... ?(Making suggestions)10 I'm not so . . . . . . . . . . . . . . . . . . . . . . . . .D(Disagreeing)Use the expressions i n Exercise A and others from page 1 1 of the Course Book to role-play ameeting about this situation.To cut costs, the Chief Executive of a bank wants to close the least profitable branches and investmore elsewhere.Student A is the Chief Executive of the bank.Student B is the Head of Retail Banking, with responsibility for the bank branches. They meet todiscuss the Chief Executive's proposal.Student A: Chief Executive of t h e bankYou want to close branches (10 per cent of the total number):•:::0mVI0c::::0("')maJin towns where there are too many;where the building could be sold to developers forother uses.
for example to be transformed into barsor restaurants.This will allow the bank to invest more in its online bankingoperations and other activities.!Student B: Head of Retail Bankingi You are against branch closures because the bank:l••needs to be visible everywhere, even if some branchesare unprofitable;cannot depend completely on its website.For example, customers need somewhere to pay incheques. (They don't like paying them in by post.)can make good profits in branch banking - what youcall 'good old-fashioned banking'.)>z"IVI"C(I)Clc.;:,CIQ174© Pearson Education Limited 2010 PHOTOCOPIABLETrave l,TELE P H O N I N G : MAKI NG ARRANGEMENTS ·.z��ro'lt:.OaIJIILook again at the Useful language for making arrangements on the telephone on page 19 ofthe Course Book.
Rearrange the 'turns' that your teacher will give you into a logical telephoneconversation.This telephone conversation is the one that jake mentions i n his call to Maria i n Exercise A.Role-play the conversation. Student A is Jake Daniel. Student B is Maria Templeton.Jake:Introduce yourself and your organisation (Richmond Advertising).Maria:Say hello.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
