business builder 4-6.pdf
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B u s i n e s s Builder
Modules 4 5 6
Contents Introduction Needs Analysis Discussions and meetings
Minutes
Activity type
4.1
Giving and asking for opinions Giving and asking for opinions: informal discussions and formal meetings.
40-50
Language Work
4.2
Developing an argument Linking words: In fact, For instance, However, On the whole, At least, Therefore.
50-60
Language Work
4.3
Agreeing and disagreeing Techniques: standard phrases, synonyms, examples, Yes, but ..., questions.
40-50
Language Work
4.4
Developing a complex argument Linking phrases: listing points, giving both sides, saying what might happen, moving on.
40-50
Language Work
4.5
Making suggestions Solving business problems: making, accepting and rejecting suggestions.
40-50
Language Work
4.6
Checking understanding Asking for repetition. Asking for more information. Paraphrasing. Clarifying.
40-50
Language Work
4.7
Diplomatic language Speaking carefully: could, might, just, seems, negative questions, qualifiers.
40-50
Language Work
4.8
Chairing: opening the meeting Welcoming. Explaining objectives. Looking at the agenda. Asking someone to start.
30-40
Language Work
4.9
Chairing: managing the discussion Asking for opinions. Checking understanding.Avoiding side-tracks. Moving on.
50-60
Language Work
4.10
Topics for discussion Lists of free discussion topics.
30-40
Skills Practice
4.11
Problems, problems Solving everyday problems: making suggestions, agreeing and disagreeing.
30-40
Skills Practice
4.12
What makes a good chairperson? Meeting: how to chair meetings.
40-50
Skills Practice
4.13
World leaders Meeting: allocating a budget and planning an itinerary.
50-60
Skills Practice
4.14
Product launch: WOW! Clothing Meeting: marketing plan for launching a new brand of clothing.
40-50
Skills Practice
4.15
A public relations problem Meeting: dealing with a public relations crisis.
40-50
Skills Practice
4.16
Personal training needs Presentation and meeting: evaluating training needs of other group members.
60-90
Skills Practice
4.17
Reducing costs Meeting: making financial cuts across different departments.
40-50
Skills Practice
4.18
Appraisal meeting Meeting: work problems, promotion, salary negotiation, personal development.
40-50
Skills Practice
4.19
Economic predictions Meeting: predictions for a variety of economic and financial indicators.
40-50
Skills Practice
This page has been downloaded from www.businessenglishonline.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.
B u s i n e s s Builder
Modules 4 5 6
4.20
Bad news! Meeting: choosing an alternative location for the class using formal decision-making.
4.21 4.22
40-50
Skills Practice
Dialogue building: discussion Open framework for writing a discussion.
variable
Skills Practice
Dialogue building: meeting Open framework for writing a meeting extract.
variable
Skills Practice
Minutes
Activity type
Business correspondence 5.1
An introduction to business correspondence Layout and structure conventions of a letter. Style differences: letters, faxes, e-mail.
50-60
Language Work
5.2
The style of written English Differences between spoken and written language. Letter and e-mail writing style.
50-60
Language Work
5.3
Types of business document Typical business documents in a supplier/customer transaction.
30-40
Language Work
5.4
Topics for letters, faxes and e-mails List of topics for practising business correspondence.
variable
Skills Practice
5.5
Easilife and Novex An exchange of correspondence between a supplier and customer.
variable
Skills Practice
5.6
Adventure and Suntime An exchange of correspondence between travel companies. Follow-up meeting.
variable
Skills Practice
Minutes
Activity type
Business reports 6.1
An introduction to report writing Structure, style and language of a business report.
50-60
Language Work
6.2
Linking words and paragraph structure Cohesion: sequencing, generalizing, contrasting, rephrasing etc. Paragraph structure.
50-60
Language Work
6.3
The style of business reports Impersonal style: passive, compound nouns. Balanced style: ‘vague’language.
50-60
Language Work
6.4
Figures and graphs Approximate and exact numbers. Writing numbers. Describing information in a chart/table.
30-40
Language Work
6.5
Topics for practice reports List of topic ideas for writing reports.
variable
Skills Practice
6.6
Using notes to write a report Organizing and expanding given information: a report on negotiations or an investment report.
variable
Skills Practice
6.7
Report: personal management skills Free writing practice: student’s own skills in one of a range of management areas.
variable
Skills Practice
6.8
Report: the impact of information technology Free writing practice: the impact of IT on either the student’s business or society.
variable
Skills Practice
This page has been downloaded from www.businessenglishonline.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.
Business Builder Teacher Resource Series
4.1
Giving and asking for opinions
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6
Teacher’s Notes
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7
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Business Builder Teacher Resource Series
4.2a
Developing an argument
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Teacher’s Notes
8
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Business Builder Teacher Resource Series
4.2b
Developing an argument
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Teacher’s Notes
10
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9
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11
This page may be photocopied for use in class
Business Builder Teacher Resource Series
4.3
Agreeing and disagreeing
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12
Teacher’s Notes
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13
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Business Builder Teacher Resource Series
4.4
Developing a complex argument
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14
Teacher’s Notes
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Business Builder Teacher Resource Series
4.4
Developing a complex argument
A
Worksheet
Study this extract from a talk about tourism. Are any of the problems the same for your country? Well, in this country we are facing two main problems: firstly the fact that our tourism industry is based on just one main product, that is to say ‘sun and sand’ type holidays, and secondly the fact that the tourists who come here don’t spend very much money. It’s true that our economy has benefited from tourism, but on the other hand I’m sure you’ll agree that we’ve had too much poor quality construction and too little attention to planning. We must learn from these mistakes, otherwise we will destroy our few remaining natural areas. As regards the problem of low spending by our visitors, the only solution is to improve the product we offer. Unless we do this, we won’t survive in the future. Other countries now offer beach holidays at cheaper prices than ours. So we have to look for new markets, both in terms of the type of customer we attract and the geographical regions they visit. As far as developing new regions is concerned, we need to support tourism in the interior of the country, particularly ‘cultural tourism’. To start with, we urgently need to restore many old churches, castles and other historic buildings, and then we also need to market the attractions of these rural areas more actively. On the whole I’m reasonably optimistic about the future of our industry, but it’s going to become more and more important to pay attention to customer service. In particular we must give more training to employees in the hotel and restaurant sectors.
B
Complete the table with the underlined phrases from section A. Remember that most phrases have two parts. Listing more than one point
Giving both sides of an argument
Saying what will happen in certain circumstances
For one thing, ... and for another, ... 1
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
2
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
In general ..., although ... 3
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
4
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
If we ..., it’ll probably mean that ... 5
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
6
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
Introducing another point
C
In relation to ... 7
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
8
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––
Write the script for a short talk on the future of the tourist industry in your city or country. Use phrases from section B. Then work in small groups: read out your scripts and develop a discussion.
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15
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Business Builder Teacher Resource Series
4.5
Making suggestions
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Teacher’s Notes
16
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17
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Business Builder Teacher Resource Series
4.6
Checking understanding
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Teacher’s Notes
18
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19
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Business Builder Teacher Resource Series
4.7
Diplomatic language
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Teacher’s Notes
20
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21
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Business Builder Teacher Resource Series
4.8
Chairing: opening the meeting
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22
Teacher’s Notes
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23
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Business Builder Teacher Resource Series
4.9a
Chairing: managing the discussion
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24
Teacher’s Notes
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Business Builder Teacher Resource Series
4.9b
Chairing: managing the discussion
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26
Teacher’s Notes
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25
This page may be photocopied for use in class
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27
This page may be photocopied for use in class
Business Builder Teacher Resource Series
4.10
Topics for discussion
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Teacher’s Notes
28
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29
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Business Builder Teacher Resource Series
4.11
Problems, problems
Teacher’s Notes
AIM. To practise solving everyday problems through making suggestions, agreeing and disagreeing. TIME. 30–40 minutes PREPARATION. Make one copy of the worksheet for each student in the class. Prepare 10 pieces of paper numbered 1–10. You will need one set of numbers for each group of students at stage 3.
PROCEDURE. 1 Read out a few of the ‘problems’ from the worksheet and get initial reactions, suggestions and humorous comments from the students. Establish a light-hearted atmosphere where all suggestions are interesting and valid, no matter how crazy. Write up on the board the headings Making suggestions, Agreeing and Disagreeing and elicit a few phrases for each. 2 Give out a copy of the worksheet to every student and refer to the instructions and phrases. Then refer to the ten ‘problems’ and allow time for the students to read through. Remind the students that they can invent details and personalize the problems. 3 Divide the class into small groups. Explain that it is an informal discussion, not a formal meeting, so chairing will not be necessary. However the person who leads the discussion should take responsibility for trying to clarify any suggestions that are unclear. Place the 10 pieces of paper face down in the middle of each group. Ask students to take turns picking a number. Start the activity, circulate and make a note of good/bad language use. (Note: This activity always works better if students are forced into choosing a number randomly.) 4 Hold a short feedback slot.
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
Business Builder Teacher Resource Series
4.11
Problems, problems
Worksheet
Form small groups to have a discussion. Follow this sequence: 1 2 3
One person choose a problem from the list and explain it in your own words to the others. Everyone think of possible solutions to the problem. Choose the best solution. Repeat for the other people in the group.
Making suggestions How about ... (+ -ing)? Why not ... ? It’s just an idea, but why don’t you ...? Have you ever thought of ... (+ -ing) I know, maybe you could ...
Agreeing That sounds like a good idea. That might be worth trying. Yes, I think that would work really well because...
Disagreeing I’m not sure about that because ... Don’t you think a better alternative would be ... ? I’m afraid I don’t really like that idea.
1 You’ve been feeling very tired recently, although at bedtime you can’t get to sleep. You seem to have little energy for doing anything at the moment. 2 You have a debt of $3000 on your VISA card. You don’t have much cash at the moment. 3 You feel that you are a little overweight. You have tried dieting and exercise many times but each time you give up after a few weeks. 4 Your son has recently been caught trying to break into a car and steal the radio. You can’t understand it as he is normally so well-behaved. He refuses to talk about it. 5 A friend of yours has just lost her job at the age of 50 due to reorganization in her company. She was a Marketing Manager, and was successful in her work. She has applied for many jobs but never even gets an answer. 6 You have invited your boss for dinner at your house tonight and have prepared a beautiful meat dish. Suddenly you remember that your boss is vegetarian. He/She is due to arrive in 45 minutes. What dish can you prepare to impress him/her? 7 You’ve got to buy a present for your retired aunt. You don’t have much money or much time to go looking. 8 Your mother-in-law lives in the same block. She often visits and usually finds something to criticize. 9 Your job is boring, badly paid and you don’t really like your colleagues. Unfortunately new jobs are hard to find these days. 10 You want to improve your English but you have very little time and it is impossible to attend regular classes.
©
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
PHOTOCOPIABLE
Business Builder Teacher Resource Series
4.12
What makes a good chairperson?
Teacher’s Notes
This role-play is particularly suitable as the very first meetings role-play on a course. AIM. To practise chairing and participating in meetings in the context of a meeting about how to chair meetings. TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board the worksheet title and use it as the basis for a short class discussion. Elicit and write up various functions of the chairperson and a phrase to go with each one. For example: Explaining the objectives of the meeting: The purpose of this meeting is to ... Asking for opinions: What’s your view on this, X? Asking for clarification: I’m sorry, I don’t understand. Can you explain that again? Summarizing: So, ... Letting one person speak: One at a time, please. First X, then Y. Taking control of the discussion: Right. Checking agreement: Good. Does everyone agree? Changing to a new topic: Can we move on to ... ? Leave these phrases on the board for the students to refer to in the meeting in section B. 2 Give out a copy of the worksheet to every student and ask them to look at section A in the box. Read out situation 1 and the three possible responses as an example, and remind students to number their first and second choice response. Then allow time for the students to complete the task by reading the other situations and numbering their chosen responses. Circulate, helping with vocabulary, while the students work individually.
3 Refer to the instructions for section B. Explain that the role of chair will rotate to allow several students to practise being chairperson. Appoint the chair for situations 3/4 and 5/6 before you begin and remind students that there are some phrases on the board to help them when they are in the chair. Finally, explain that you are ‘invisible’ and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use. 4 Hold a short feedback slot. Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Hold simultaneous meetings. 2–6 students: Follow the instructions above. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes working alone to read section A and number their first and second choices. Refer to section B and ask them to introduce the meeting as chairperson and continue in the chair for all six items. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
4.12
What makes a good chairperson?
Business Builder Teacher Resource Series
Worksheet
A
Work individually. Imagine you are the chairperson in each situation below. What would your response be? Number your first and second choice each time.
B
Have a meeting to reach a group decision on the best and second best response for each situation. Change the role of chairperson after every two items: And now I’m going to hand over the chair to ...
1
You are expecting ten participants for a 9.00 am meeting. It is 9.02 and only eight people are present. The two missing people are not key participants. No one told you of any plans to be late. a b c
2
The meeting has been running for 25 minutes. Some participants have not spoken, although they appear to be interested and attentive. a b c
3
Say in a friendly way I feel this is a bit of a side-track, then refocus the discussion. Thank the participant and suggest you discuss the topic at the next meeting. Thank the participant and suggest you discuss the topic at the end of the meeting if there is time.
Two people, sitting together, keep whispering to each other. It has been going on for some time. a b c
©
Say you will shorten the meeting, then finish the current item and close the meeting. Suggest a five-minute break. Speak more loudly and in a more lively way.
One participant starts talking for a long time about a topic that is not on the agenda. a b c
6
Ask a general question to the group. Ask a general question to one person. Ask an easy, specific question to one person.
The meeting has been running for 45 minutes and half the agenda items have been covered. You notice, through non-verbal behaviour, that the interest level of the group is falling. a b c
5
Do nothing at the moment, but continue to monitor the situation. Ask one of the non-contributors for an opinion or reaction. Ask the non-contributors in a friendly way why they are not speaking.
As chairperson, you have introduced a topic. However, no-one wants to begin the discussion. a b c
4
Begin the meeting with those present. Call the two people on their mobile phones to see if they are coming. Wait another few minutes and then begin.
Ask them to share their discussion with the group. Ask one of them a specific question to refocus their attention. Pause at an appropriate point while you are talking and look at them. Wait until they stop.
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
PHOTOCOPIABLE
Business Builder Teacher Resource Series
4.13
World leaders
Teacher’s Notes
AIM. To practise chairing and participating in meetings in the context of a meeting about allocating a budget and planning a sightseeing itinerary. TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out from the worksheet the first paragraph in the box. Let the students react and elicit a few ways that they might prepare the room (e.g. see list on worksheet) and some suggestions for places to visit. 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson (see stage 1 of Teachers Notes for worksheet 4.12). Leave these phrases on the board for the students to refer to in the meeting. 3 Give out a copy of the worksheet to every student. Read the information in the box again and refer to section A and the spending options and schedule underneath the box. Indicate the item ‘Gift’ where the students can think of an idea (perhaps something with the Language School logo?). Explain that during the preparation the pairs don’t need to make any definite decisions. Allow 10 minutes for the preparation. Divide the class into pairs and circulate, helping with vocabulary. 4 Refer to section B and the agenda at the bottom of the worksheet. Appoint a chairperson for the meeting. If necessary, explain that you are ‘invisible’ and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use. 5 Hold a short feedback slot.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Split pairs who worked together at the preparation stage. Hold simultaneous meetings. 2–6 students: Follow the instructions above. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes working alone to read the worksheet and prepare some ideas for the budget and programme. Refer to the agenda and ask them to introduce the meeting as chairperson and go through the agenda. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
Business Builder Teacher Resource Series
4.13
World leaders
Worksheet
Next month the Presidents/Prime Ministers of America, Russia, China, Japan, Germany, France, the UK and the country where you are now are coming to this room to have a secret meeting about a major international crisis. The meeting will be on a Saturday and will last from 9.00am until 4.00pm. On Sunday these leaders will go on a sightseeing tour of the city where you are now with their wives/husbands. You are the organizers of the weekend. You have a budget of $4000 to spend on preparing the room, and you must also plan the sightseeing day.
A
Work with a partner to prepare for the meeting. Study the options below for how to spend the $4000. Then study the schedule for the sightseeing day and think of ideas for the visits.
B
Form a group, choose a chairperson and have a meeting.
Preparing the room
Cost
1 Security review and report by specialist firm
800
2 Hire of notebook PC with Internet access (per computer)
200
3 Hire of printer, scanner, fax and photocopier
400
4 Translator (per language – only bilingual translators available)
400
5 Executive secretary to take notes of the meeting
400
6 Coffee, sandwiches, biscuits
300
7 Redecoration, flowers on the table, pictures on the walls
600
8 Hire of temporary air-conditioning unit
200
9 Flip chart & marker pens; place cards
200
10 Gift ( __________________________________________ )
?
Schedule for sightseeing on Sunday 9.30 - 1.00 1.00 - 3.00 3.00 - 5.30 8.00
Visit to one or two historic buildings/places of interest Lunch Further visit Cultural event (theatre, opera etc.)
Agenda for the meeting 1 2 3
©
Chairperson’s opening comments Decision on how to spend the $4000 budget Decision on the programme for Sunday
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
PHOTOCOPIABLE
Total per item
Business Builder Teacher Resource Series
4.14
Product launch: WOW! Clothing
Teacher’s Notes
This role-play is for single-nationality groups or at least groups where all members come from the same market area (e.g. Europe). This is because all the students need to be aware of the same media opportunities at agenda items 6 and 7. AIM. To practise chairing and participating in meetings in the context of a meeting about planning a marketing campaign for launching a new brand of clothing.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Split pairs who worked together at the preparation stage. Hold simultaneous meetings. 2–6 students: Follow the instructions above. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes working alone to read the worksheet and prepare some ideas. Ask them to introduce the meeting as chairperson and go through the agenda. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out from the worksheet the first paragraph in the box. Let the students react and elicit a few issues that they might have to discuss (e.g. see agenda on worksheet). 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson (see stage 1 of Teachers Notes for worksheet 4.12). Leave these phrases on the board for the students to refer to in the meeting. 3 Give out a copy of the worksheet to every student. Read the information in the box again and refer to section A, the background information and agenda. Discuss with the class who the main competitors are (e.g. Gap/Benetton/Tommy Hilfiger) and ask them to fill in this information on the sheet. Explain that during the preparation the pairs don’t need to make any definite decisions. Allow 10 minutes for this preparation. Divide the class into pairs and circulate, helping with vocabulary. 4 Refer to section B. Appoint a chairperson for the meeting. If necessary, explain that you are ‘invisible’ and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use. 5 Hold a short feedback slot.
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36
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Business Builder Teacher Resource Series
4.14
Product launch: WOW! Clothing
Worksheet
You work for Hotspot International, a marketing consultancy. Hotspot has just won the contract to launch a new brand of clothing in your market. You will have a meeting to discuss your launch campaign.
A
Work with a partner to prepare for the meeting. Study the background information and agenda. Discuss some ideas to present to the meeting.
B
Form a group, choose a chairperson and have a meeting.
Background information Client: Product: Target Market: Main Competitor: Client objective: Campaign length:
WOW! Clothing (WOW! is a franchise) A full range of casual, mid-price clothing for both sexes 15-24 age group _________________ To obtain 10% market share in first year Two months
Agenda 1 2 3 4 5 6 7
8
Chairperson’s opening comments. Brand image. (fun? sporty? radical and alternative? Other?) Style of campaign. (controversial? humorous? emphasizing quality? emphasizing value for money? Other?) Slogan to promote the brand. Well-known personality to promote the brand. (Someone from the world of pop music? sport? How will the personality be used?) Media mix. Decide what % of the budget will be spent on: TV ___ Radio ___ Newspapers ___ Magazines ___ Posters ___ Sponsorship of music/sports ___ Use of chosen media. TV: which channels? what times? what type of advert? Radio: which stations? what times? what type of advert? Newspapers: which ones? what type of advert? Magazines: which ones? what type of advert? Posters: bus-shelters? metro? large roadside sites? Sponsorship: what type of events? Special launch event that will get good media coverage.
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37
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Business Builder Teacher Resource Series
4.15
A public relations problem
Teacher’s Notes
AIM. To practise chairing and participating in meetings in the context of a meeting about dealing with a public relations crisis.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Students with the same role should prepare together first. 6 students: Use the roles as given on the worksheet. 5 students: Combine the two marketing roles. 4 students: Combine the two marketing roles. Also, the President represents the views of the Finance Director. 3 students: Do not divide roles, instead all three students can comment on anything. The role-notes are ‘memos’ from people in the various departments and can be read by everyone. Do still choose a President to chair the meeting. 2 students: As for 3 students, but without a chair. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes to read the worksheet and prepare some ideas. Ask them to introduce the meeting as chairperson and go through the agenda. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out from the worksheet the first paragraph in the box. Let the students react and elicit a few issues that they might have to discuss (e.g. see role notes on worksheet). 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson (see stage 1 of Teachers Notes for worksheet 4.12). Leave these phrases on the board for the students to refer to in the meeting. 3 Give out a copy of the worksheet to every student. Read the information in the box again and refer to section A. Ask students to choose their roles (see box below if you do not have six students). Allow a few minutes for students to read their own rolenotes and think about what they are going to say. Circulate, helping with vocabulary. 4 Refer to section B. If necessary, explain that you are ‘invisible’ and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use. 5 Hold a short feedback slot.
Macmillan Publishers Ltd 2002
38
This page may be photocopied for use in class
Business Builder Teacher Resource Series
4.15
A public relations problem
Worksheet
Your company sells pre-cooked meals through large supermarket chains. Last month you launched a new line with an expensive advertising campaign on the television. The launch was very successful. Yesterday some newspapers reported new research which shows that eating genetically modified soya beans may increase the risk of cancer in rats. Your new line of food uses genetically modified soya. This morning a consumer group phoned your company asking for an interview and a public statement. Your company will give a press conference tomorrow. You have been called to an urgent meeting to discuss the situation.
A
Prepare to have a meeting. Choose your roles (you may have to combine roles). Read your own role notes.
B
Have a meeting using the agenda below.
Role-notes President
You will chair the meeting using the agenda below. Try to get agreement on what you need to do. Start by asking everybody in turn to describe the situation from their point of view.
Marketing Director
Should you still promote the new line or should you recall the products (take them off the market)? How can you restore confidence in your products?
Marketing Manager
Yesterday afternoon your phone didn’t stop ringing – supermarket managers were calling to know if the food was safe and what action you were taking. Orders for pre-cooked food are 25% down. Other products carrying your brand name are also showing lower sales.
Finance Director
Any solution has to be justified in terms of cost. Recalling the product and launching a new line will be very expensive. A new advertising campaign or new packaging will be expensive.
Product Manager
Many other tests have shown that these genetically modified vegetables are safe. Probably there was a mistake in the experiment. Further tests may not give a clear answer. The problem is that consumer groups like to make trouble.
Public Relations Officer You will speak at a press conference tomorrow. What will you say? How can you limit the damage to your sales and your company image? Agenda 1 2 3
Chairperson’s opening comments Immediate action regarding the new line Press conference tomorrow: what to say
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4.16
Personal training needs
Teacher’s Notes
For 4+ students this role-play works as a presentation + meeting activity. For 2/3 students it works as a presentation + report writing activity. 5 Refer to section C. Emphasize that the decision on who they would send should be made solely on the basis of training needs and the arguments presented, not cost. Appoint a chairperson for each meeting and set a time limit. Ask one of the groups to go to another room. Start the activity, sit away from the students, and make a note of good/bad language use. Alternate between the two rooms and control the timing so that they both finish at about the same time. 6 Hold a short feedback slot.
AIM. To practise chairing and participating in meetings in the context of a meeting that evaluates the real training needs of other students in the group. TIME. 60–90 minutes PREPARATION. Make one copy of the worksheet for each student in the class. It is essential that a second room is available at section C so that there can be two simultaneous meetings and students do not hear themselves being discussed. If this is not possible, do not do section C as a meeting. Instead, students could write individual reports.
Using the role-play with different numbers of students 4+ students: Follow the instructions above. 2/3 students: Follow stages 1–3, but without dividing into two groups. Students simply present to the other student/s. It will not be possible to have a meeting but students can write individual reports evaluating the proposal/s instead. Join in yourself with questions to the presenters. 1:1 lesson: Refer only to section A and the list of possible courses. Ask the student to prepare the presentation for homework. Listen to the presentation in the next class and ask challenging questions as a ‘training manager’ who needs to be convinced. Record it onto cassette for later feedback and reformulation.
PROCEDURE. 1 Write up on the board the two-line heading from the box on the worksheet. Let the students react and brainstorm a few ideas for training courses that group members need in real life. Briefly introduce the idea of the two groups who will each choose a ‘winner’. 2 Give out a copy of the worksheet to every student. Refer to section A and the list of possible courses in the table. Explain that students can use these ideas, or think of another real-life training course that they need. Allow 20 minutes for students to prepare their presentations. Emphasize that students should make notes only, not write a full text. Circulate, helping with vocabulary, while the students work individually. (Alternatively, set this for homework). 3 Refer to section B. Divide the class into group A and group B and ask them to sit on opposite sides of the room, facing each other. Explain that the students from group A will give their presentations in turn. Set a time limit of 4 minutes for each presentation and 4 minutes for questions. Remind group B members to take a few notes. Start the activity. It may be necessary to control the timing so that the students have approximately equal lengths of time. 4 When all the group A students have given their presentations, change group roles so that the old group B now give their presentations while the old group A listen, ask questions and take notes.
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4.16
Personal training needs
Worksheet
COMPETITION Persuade your colleagues to send you on a training course
A
Work individually. Choose a short training course that you would like to go on (see the list below for ideas). Prepare a short presentation explaining why you would benefit from going on this particular course. Use your real-life training needs to persuade your colleagues that you should go.
B
Divide into two groups of equal size. At the end change group roles. Group A Give your presentations to Group B. Group B Listen carefully to each presentation and take a few notes. Ask follow-up questions and give the presenters every chance to explain their case.
C
Each group has enough money to send just one person from the other group on a training course. Have meetings in different rooms to decide on who you would send. Ideas for training courses
Training Course
Location and Duration
Details
Business English
UK 2 weeks
Intensive course of Business English. Contact with other students from around the world. Some free time to see the local area.
Advanced Software
California 2 weeks
Advanced training for an integrated suite of business software. Covers word-processing, spreadsheets, databases and networks. Some free time to visit California.
Outdoor Training
Lake District, NW England 2 weeks
Development of teamwork, self-confidence, ability to take decisions under stress – and a time to reflect. Physically demanding but within the capabilities of the average person.
Job Rotation
In-Company
You spend one month in every department of your company to learn about every aspect of the business.
Junior Board
In-Company
You work with other middle managers on a ‘junior’ Board of Directors. You are given the opportunity for top-level analysis and policy making.
Other (your idea)
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4.17
Reducing costs
Teacher’s Notes
This role-play is for students with some business experience. It is particularly good where there is a mix of business backgrounds in the group as each student can choose the role they know most about. AIM. To practise chairing and participating in meetings in the context of a meeting about making financial cuts across several departments.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Students with the same role should prepare together first. 6 students: Use the roles as given on the worksheet. 5 students: Combine the marketing and sales roles. 4 students: Combine the marketing and sales roles. Also, the chairperson now represents the views of the Human Resources Department. 3 students: Do not divide roles, instead all three students can comment on anything. The role-notes are ‘memos’ from people in the various departments and can be read by everyone. Do still choose someone to chair the meeting. 2 students: As for 3 students, but without a chair. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes to read the Consultants’ recommendations and the role-notes (which are ‘memos’ from people in the various departments). Ask them to introduce the meeting as chairperson. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out from the worksheet the first paragraph in the box. Let the students react and elicit a few issues that they might have to discuss (e.g. see consultants’ recommendations on worksheet). 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson (see stage 1 of Teachers Notes for worksheet 4.12). Leave these phrases on the board for the students to refer to in the meeting. 3 Give out a copy of the worksheet to every student. Read the information in the first paragraph of the box again and refer to section A and the consultants’ recommendations. Read the recommendations aloud and clarify any unknown vocabulary. Explain that ‘currency units’ has been used to avoid stating an exact figure or currency. One unit could be, for example, $10,000 – but this doesn’t matter. 4 Refer to section B and the role-notes. Ask students to choose their roles (see box below for combining roles). Allow a few minutes for students to read their own role-notes and think about what they are going to say. Circulate, helping with vocabulary. 5 Refer to section C. Start the activity, sit away from the students, and make a note of good/bad language use. 6 Hold a short feedback slot.
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4.17
Reducing costs
Worksheet
You work for a medium-sized manufacturing company. You make high-quality office furniture. Foreign competitors have recently entered your market. You must reduce costs urgently to make your company more competitive. You have to make savings of 50 currency units. A firm of consultants has suggested some possible savings in a report which is summarized below.
A B
Study the consultants’ recommendations.
C
Have a meeting to decide how to reduce your costs by 50 currency units. Balance the desire to protect your own department with the need to assist the company.
Prepare to have a meeting. Choose which department/s you will represent (you may have to combine roles) and read your own role-notes. There will be a neutral President.
Consultants’ recommendations Department Production and Operating
Marketing Sales
Staff 30
Estimated savings (units) • • • • •
better quality control to reduce waste and defects ..................10 save energy ................................................................................5 better maintenance of machines ................................................5 freeze investment in new equipment ........................................10 reduce inventories (stocks) of finished goods ............................10
6
• reduce advertising budget ........................................................15 • reduce market research into new product ideas..........................5
12
• reduce entertaining and travel costs ........................................10
Human Resources
2
• • • •
increase salaries by 2% less than the rate of inflation ..............15 cut staff in all departments ............................5 units per person change staff cars every four years instead of every two years ..10 reduce training budget ..............................................................5
Accounts
6
• • • •
reduce receivables (money owed by customers) ........................10 pay suppliers later ....................................................................10 delay upgrade of computers ......................................................5 reduce dividend to shareholders ................................................5
President
Role-notes You are neutral and will chair the meeting. Start by asking everybody in turn to describe the situation from their point of view.
Production and Operating
You think the suggested savings for quality control and reducing inventories are exaggerated.
Marketing
Reducing the advertising budget won’t help. In fact it will make the situation worse.
Sales
It is vital to keep good relationships with customers, and your sales team needs to take them out to lunch occasionally.
Human Resources
If you give a small salary increase you risk losing skilled workers. The training budget is an investment for the future.
Accounts
You think the figures for improving cash-flow are exaggerated. You want to keep the good relationship you have with suppliers.
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4.18
Appraisal meeting
Teacher’s Notes
AIM. To practise a meeting between line manager and employee to discuss work problems, promotion opportunities, a salary increase and personal development.
PROCEDURE. 1 Write up on the board the phrase Appraisal meeting. Give the meaning of ‘to appraise’ (to judge the value or quality of something). Then ask what an appraisal meeting is (a regular meeting, usually annual, where the work of an employee is formally evaluated and future opportunities are discussed). Ask students what kind of issues are usually covered in an appraisal meeting (e.g. see worksheet). Tell the students that they are going to practise an appraisal meeting between employee and line manager. 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Leave these phrases on the board for the students to refer to in the meeting. 3 Divide the class into pairs and appoint Employees and Line managers. Give out the correct half of the worksheet to each student. Group together pairs of students with the same role and ask them to prepare ideas together. Allow 5–10 minutes for this. Circulate, help with vocabulary, and prompt them to think about what they want from the meeting. 4 Regroup into the A/B pairs who will do the activity. Each manager will stand by the door, inside the room, waiting for their employee. Each employee will start the activity outside the classroom. They knock on the manager’s ‘office door’ in turn and have separate discussions in different parts of the room. Start the activity, circulate and make a note of good/bad language use. 5 Hold a short feedback slot. 6 (Now, or in the next-class) The As and Bs change roles and repeat the activity. Hold another short feedback slot.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class, and fold them across the middle.
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4.18
Appraisal meeting
Worksheet
Student A: Employee You are going to have an appraisal interview with your line manager. These meetings are standard practice in your company. In the meeting you should cover the points below. Problem in the team. One of your colleagues, Bill, is very difficult to work with. He is not a good team member and his behaviour is affecting your whole department. You think your manager should talk to Bill and possibly move him to another department. Promotion. Find out about opportunities for promotion. Salary increase for next year. Negotiate your salary increase for next year. You would like 4% above the rate of inflation. Your company has a policy of rewarding performance and your department is doing well at the moment. Time-keeping. You live a long way from your work and it’s sometimes difficult to arrive on time in the morning. You would like to start and finish half an hour later than everyone else. Personal development. Your manager will ask you these questions. Answer honestly, based on your reallife job. • • •
What do you see as your strengths and weaknesses? Have you any ideas how you can develop yourself as a team member? How could your job or the system be improved?
✄
Student B: Line manager You are going to have an appraisal interview with an employee (one of your best workers). These meetings are standard practice in your company. In the meeting you should cover the points below. Problem in the team. A few weeks ago this employee had an argument with another team member, Bill. It seems that both sides were at fault. Relations between them have been difficult since then. Mention this in the meeting, but very tactfully (be careful not to offend). Promotion. Opportunities for promotion are very limited at the moment. Your company has just dismissed a lot of people and there are no vacant posts. However, no more dismissals are planned and you can reassure this employee that his/her job is safe. Salary increase for next year. Negotiate this employee’s salary increase for next year. The economic climate is still difficult and you can’t offer very much – maybe two percentage points above inflation. Listen to his/her case and negotiate what you think is a reasonable increase. Time-keeping. Occasionally this employee is late for work. This gives a bad example to the other staff. Last Monday morning, for example, this employee was very late and gave no excuse. Personal development. Ask the employee these questions. He/she will answer based on his/her reallife job. • • •
What do you see as your strengths and weaknesses? Have you any ideas how you can develop yourself as a team member? How could your job or the system be improved?
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4.19
Economic predictions
Teacher’s Notes
This role-play is for students who already know a little about economic data for one particular country. Notice, however, that absolute values for the different indicators are not required, only guesses at percentage changes. Absolute values for some countries are available from the back pages of the Economist, and a photocopy of this could be used as a lead-in. AIM. To practise chairing and participating in meetings in the context of a meeting to make predictions for a variety of economic and financial indicators in one country.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Split pairs who worked together at the preparation stage. Hold simultaneous meetings. 2–6 students: Follow the instructions above. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes working alone to read the worksheet and prepare some ideas. Ask them to introduce the meeting as chairperson and go through the agenda. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out the first paragraph from the box in the worksheet and establish which country they are going to discuss (presumably where the majority of the group come from). Write up on the board the words Economic and Financial Indicators and elicit most/all of those given in the worksheet. Remember to decide with the students which major currency/currencies they are going to compare their own currency with. 2 (Option) Consider whether you need to revise any language for making predictions. Elicit on the board, for example: I think inflation will probably/probably won’t increase by 4% I expect inflation will increase by 4% I’d be surprised if inflation increases by 4% I doubt if inflation will increase by 4% 3 Give out a copy of the worksheet to every student. Read the information in the box again and refer to section A and the tables of indicators. Remind the students that the pairs should try to guess the changes as preparation for the meeting, but they don’t need to be very accurate. Allow 10 minutes for this preparation. Divide the class into pairs and circulate, helping with vocabulary. 4 Refer to section B. Appoint a chairperson for the meeting. If necessary, explain that you are ‘invisible’ and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use. 5 Hold a short feedback slot.
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4.19
Economic predictions
Worksheet
You have been asked to make predictions about the economy of one country where you all do business. This information is needed to help your companies plan their operations and make investment decisions. Decide which country you are going to discuss: _______________________
A
Work with a partner. Study the list of economic and financial indicators below. What do you think the situation will be 12 months from now? Make a prediction (percentage increase/decrease) for each indicator and write the figure in the ‘first guess’ column. If you feel that you don’t have sufficient information, leave a blank and move on.
B
Form a group, choose a chairperson, and have a meeting to reach a group decision on your predictions.
Economic Indicators
12 months from now (% +/–) First guess Group decision
Gross domestic product (GDP) Inflation (consumer prices) Consumer spending (retail sales) Government spending Salaries (earnings) Unemployment Imports Exports
Financial Indicators
12 months from now (% +/–) First guess Group decision
Interest rates Value of stock market Currency unit / dollar, euro, yen (choose which) House prices
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4.20 Bad news!
Teacher’s Notes
This role-play uses a formal decision-making process. This process is straightforward and familiar to many business people, but read through first and check you understand it. To practise chairing and participating in meetings in the context of a meeting to choose an alternative location for the next day’s lessons using a formal decisionmaking process.
Using the role-play with different numbers of students 7+ students: Divide the class into more than one group. Hold simultaneous meetings. 2–6 students: Follow the instructions above. 1:1 lesson: Follow stages 1 and 2 above as normal. Then give the student a few minutes working alone to read the worksheet and prepare some ideas. Ask them to introduce the meeting as chairperson and go through the agenda. Come in yourself as another participant. Record the discussion onto cassette for later feedback and reformulation.
TIME. 40–50 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Read out from the worksheet the first paragraph in the box. Establish that the building is only unavailable for one day, and that the students should be imaginative and think of all possible options for a new location. Let the students react and elicit a few issues that they might have to discuss (cost/comfort/availability of chairs and tables/noise/privacy/if it is easy to get there/weather for outdoor locations/places to have coffee breaks and lunch). 2 (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson (see stage 1 of Teachers Notes for worksheet 4.12). Leave these phrases on the board for the students to refer to in the meeting. 3 Give out a copy of the worksheet to every student. Read the information in the box again and refer to section A and the grid. This grid is explained by the notes on the worksheet which the students will read. Choose a chairperson and ask them to draw the grid on the board (leave a bit of space for extra rows). Ask the other students to write down some suggestions for where to have the class. Allow a few minutes for this preparation. Circulate, making sure that suggestions are specific and prompting students to think of reasons to support their suggestions. 4 Refer to section B. Allow time for all the students to read through the stages of the decision-making process before you begin. Remind the students that at stage 3 there is a simple 3-point system for each row, not a full ranking into order, so that several different ideas might have 3, 2 or 1 points. Similarly for the weightings at stage 5. Start the activity, sit away from the students, and make a note of good/bad language use. 5 Hold a short feedback slot. Macmillan Publishers Ltd 2002
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4.20 Bad news!
Worksheet
Bad news! This building is not available for the next day of the course. You will have to find somewhere else to have the class for just one day. Your teacher is too busy to help but can give a normal lesson in the new place. You will have to pay any extra costs yourselves. Sorry!
A
Choose a chairperson. He/She should draw a large grid on the board like the one below. Everyone else work individually and think of two or three ideas for where to have the class. Prepare some arguments. Be specific, for example instead of saying ‘in a café’, say which café.
B
Read through stages 1–7 of a formal decision-making process shown below. This is a standard process often used for making complicated decisions. Then use this process to have a meeting to decide where to have your lesson on the next day of the course.
Criteria
weight
1 Cost
x?
Café ?
2 3 4 5
Stages of a formal decision-making process 1
Write up all your ideas on a separate part of the board. Brainstorm some more. Then choose the good ones and write them across the top of the grid (Café ? etc.). Don’t try to decide which is the best yet.
2
Decide which criteria you will use to help choose between the different ideas (cost? noise? etc.). Write them under ‘Criteria’.
3
Discuss each idea in relation to ‘Cost’. Fill in the first row of the grid using a simple three-point system: write 3 for the best alternative/s (in this case the cheapest one/s), 2 for the next best and 1 for the worst (in this case the most expensive).
4
Repeat for the other criteria. Fill in the remaining rows.
5
Decide how important each criterion is. This is its weight. Use a simple three-point system: write x3 (times three) for the most important criteria, x2 for the next most important and x1 for the least important.
6
Multiply each number in the grid by the weight, then cross out the old number and put the new number in its place.
7
Add the numbers in each column and put the totals at the bottom. The idea with the highest total is the best choice.
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4.21
Dialogue building: discussion AIM. To provide a framework for practising a real-life discussion of the student’s own choice.
ALTERNATIVE PROCEDURE (CLASSWORK). 1 Tell students that they are going to write a short discussion together in pairs. Use any discussion topic that both students are interested in. For example: – one of the discussions from this/another book, before doing it as a fluency exercise – one of the discussions from this/another book, after doing it as a fluency exercise Note that it is not necessary to write the dialogue with the same partner who was/will be involved in the class discussion. 2 Give out a copy of the worksheet to every student. Divide the class into pairs. Explain that the pair will think of and write the dialogue together, and that both students should keep a record of the whole dialogue. Set a time limit for the task (e.g. 30 minutes). Start the activity and circulate. 3 Ask the pairs to practise reading their dialogues together quietly. Then ask the best pair/s to read out their dialogues for the class. 4 (Option) Take the written dialogues from each pair and redistribute them (so the pairs remain the same but they have another pair’s dialogue). First ask the students to study their new dialogues together quietly and make sure they can read them. Then ask them to practise reading the dialogues aloud.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Consider which of the two procedures below you will use. PROCEDURE (INDIVIDUAL HOMEWORK). 1 Tell students that they are going to write a short dialogue based on a typical discussion that they have in their job. 2 Give out a copy of the worksheet to every student. Remind them that they should personalize the dialogue as much as possible. Ask them to write the dialogue for homework and bring it to the next lesson. 3 In the next lesson collect in the dialogues and correct them. 4 (Option) Leave one of the dialogues uncorrected, and photocopy one copy of this for each student. In the next lesson ask students to try to correct/improve this dialogue in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Build up the reformulated dialogue on the board line by line. As a round up, practise reading the new dialogue aloud in open/closed pairs, focusing on pronunciation.
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Teacher’s Notes
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4.21
Dialogue building: discussion
Worksheet
Write a short dialogue using the model below. Person A
Person B
Give an opinion and develop your argument Reply Disagree Reply and continue Check you understand/Ask for clarification
§© §© §© §© §©
Ask a question Give an opinion and develop your argument Check you understand/Ask for clarification Agree and develop your argument Reply
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4.22
Dialogue building: meeting
Teacher’s Notes
AIM. To provide a framework for practising a real-life meeting extract of the student’s own choice.
ALTERNATIVE PROCEDURE (CLASSWORK). 1 Tell students that they are going to write a short meeting dialogue together in threes. Use any meeting where all three students can predict the content. For example: – one of the role-plays from this/another book, before doing it as a fluency exercise – one of the role-plays from this/another book, after doing it as a fluency exercise Note that it is not necessary to write the dialogue with the same partners who were/will be involved in the role-play. 2 Give out a copy of the worksheet to every student. Divide the class into threes. Explain that the threes will think of and write the dialogue together, and that all three students should keep a record of the whole dialogue. Set a time limit for the task (e.g. 30 minutes). Start the activity and circulate. 3 Ask the threes to practise reading their dialogues together quietly. Then ask the best three/s to read out their dialogues for the class. 4 (Option) Take the written dialogues from each three and redistribute them (so the threes remain the same but they have another three’s dialogue). First ask the students to study their new dialogues together quietly and make sure they can read them. Then ask them to practise reading the dialogues aloud.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Consider which of the two procedures below you will use. PROCEDURE (INDIVIDUAL HOMEWORK). 1 Tell students that they are going to write a short dialogue based on a typical real-life meeting that they have in their job. 2 Give out a copy of the worksheet to every student. Remind them that they should personalize the dialogue as much as possible. Ask them to write the dialogue for homework and bring it to the next lesson. 3 In the next lesson collect in the dialogues and correct them. 4 (Option) Leave one of the dialogues uncorrected, and photocopy one copy of this for each student. In the next lesson ask students to try to correct/improve this dialogue in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Build up the reformulated dialogue on the board line by line. As a round up, practise reading the new dialogue aloud in open/closed threes, focusing on pronunciation.
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4.22
Dialogue building: meeting
Worksheet
Write a short dialogue using the model below. Chairperson
Person B
1
2
3 5
Open the meeting: welcome, explain objectives Check understanding/Ask for clarification Ask C for an opinion
4
Person C
Introduce an idea and develop your argument Continue 6
7 9
Interrupt/Ask a question Disagree
8
React to B’s opinion and develop your argument Continue/Reply
10 Summarize the discussion –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
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5.1a
An introduction to business correspondence
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Teacher’s Notes
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Business Builder Teacher Resource Series
5.1b
An introduction to business correspondence
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Teacher’s Notes
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This page may be photocopied for use in class
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This page may be photocopied for use in class
Business Builder Teacher Resource Series
5.2a
The style of written English
3 Refer to the instructions for section B. Divide the class into pairs, start the activity and circulate.
AIM. To review the differences between spoken and written language and practise writing a series of letters and emails in an appropriate style.
ANSWERSS. 1c 2a 3f 4b 10 h 11 l 12 j
TIME. 50–60 minutes + homework time
5e
6d
7i
8g
9k
4 Refer to the instructions for section C. Divide the class into pairs, start the activity and circulate.
PREPARATION. Make one copy of the worksheet (two pages) for each student in the class. (Option) You may need pins or blu-tack at procedure stage 6 below.
POSSIBLE ANSWERS. 1 We are writing with reference to your advertisement in a recent edition of Marketing Monthly. 2 We would be grateful for some information about your product range. 3 Thank you for you letter dated March 12 enquiring about our products. 4 We regret to inform you that your order is going to be delayed. 5 I look forward to seeing you in Frankfurt next month.
PROCEDURE. 1 Write up on the board a few Anglo-Saxon/Latin pairs for example: tell/inform, nice/sympathetic, go back/return, because/due to the fact that. Then write up just one member of other pairs and elicit the equivalent: need/require, ask/enquire, enough/sufficient, can/have the ability to, now/at the present time, try/attempt, send/transmit, call/telephone etc. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions and develop a class discussion. The difference is most obviously between spoken and written language, but encourage students to see that it is actually more one of informal and formal usage. For example: – the language of an e-mail is usually more informal than the language of a fax, which in turn is more informal than the language of a letter (yet they are all written) – the language of a letter of congratulations or thanks will be more informal than a letter of complaint (yet they are both letters) – the language of an e-mail between colleagues will be more informal than an e-mail between customer and supplier (yet they are both e-mails)
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Teacher’s Notes
5 Refer to the instructions for section D. Divide the class into pairs, start the activity and circulate. POSSIBLE ANSWERS. 1 I saw your recent advert in Marketing Monthly. 2 Please send some information about your product range. 3 Thanks for your e-mail of March 12 about our products. 4 I am very sorry but your order is going to be late. 5 I look forward to seeing you in Frankfurt next month. (same)
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5.2b
The style of written English 6 Refer to the instructions for section E and the text in the box. Ask the students to write their letters individually, and set a time limit of 15 minutes for this task. Start the activity, circulate and help with vocabulary. See stage 6 of worksheet 5.1 for the feedback procedure.
Teacher’s Notes POSSIBLE ANSWER (SECTION F: LETTER).
Dear Sue Taylor
Thank you for your last letter and I apologize for taking so long to reply. With reference to the problems you have been having with your machine, I am afraid that we are unable to accept responsibility. It appears from your description that the manufacturer’s instructions were not followed, and this must be the reason for the fault.
Thank you for your letter of March 2. Unfortunately it will not be possible to deliver the artwork by March 20. To complete this job to our normal high standards will require three weeks. We are sure that you will be pleased with the results.
We have checked our files and note that you did not renew your maintenance contract last year. Your guarantee has therefore expired and it will not be possible for you to claim for this repair under the guarantee.
We note from our records that our last invoice has not been paid. We would like to remind you that we are unable to supply further artwork until this invoice is paid. We look forward to receiving your payment shortly.
Our Service Department will contact you soon to arrange a suitable time for our engineers to visit.
POSSIBLE ANSWER (SECTION E: LETTER).
Please do not hesitate to contact me if you require any further information.
POSSIBLE ANSWER (SECTION F: E-MAIL). Your sincerely
Thanks for your e-mail. Sorry I took so long to reply. I’m afraid we cannot accept responsibility for the problems with your machine. It appears that you didn’t follow the manufacturer’s instructions.
7 Refer to the bullet point. Ask the students to write their e-mails individually, and set a time limit of 10 minutes for this task. Start the activity, circulate and help with vocabulary. See stage 6 of worksheet 5.1 for the feedback procedure.
We have checked our files and they show that you didn’t renew your maintenance contract last year. Unfortunately this means that you won’t be able to claim for this repair. Our Service Department will contact you soon to arrange a time for our engineers to visit.
POSSIBLE ANSWER (SECTION E: E-MAIL). Dear Sue Thanks for your e-mail of March 2. I’m sorry, but we can’t deliver the artwork by March 20. We’ll need three weeks for this job, but I’m sure the results will be really good.
Please get in touch again if you need more information.
POSSIBLE ANSWER (SECTION G: LETTER).
I see that you haven’t paid our last invoice yet. It’s going to be difficult to send any more artwork until you pay. Please try and deal with this as soon as possible.
Thank you for your recent inquiry about our Italia kitchen tiles. Unfortunately we are temporarily out of stock of these tiles due to very high demand. We hope to get new supplies in the next few weeks, and I will contact you again as soon as they arrive. In the meantime, I am sending you a copy of our latest brochure which shows our complete product range. I hope it will be of interest to you.
Best wishes
8 (Homework option) Do sections F and G as homework activities on different days. As a roundup have a general discussion about the style of speech, e-mails and letters. Note from these examples that e-mail style is not the same as speech as is often wrongly stated. In fact e-mail style is shorter, simpler, more factual and more direct than speech.
If you require any further information, please do not hesitate to contact me.
POSSIBLE ANSWER (SECTION G: E-MAIL). Thanks for your e-mail about our Italia kitchen tiles. Unfortunately we are temporarily out of stock. We hope to get new supplies in the next few weeks, and I will contact you again as soon as they arrive. In the meantime, I am sending you a copy of our latest brochure. If you need more information, please contact us again.
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5.2a
The style of written English
A
What is the difference between the first and second word in these pairs of words? get/obtain
B
Thanks/Thank you
I’ll/I will
job/occupation
about/with reference to
Match each phrase on the left with a phrase on the right. Informal (spoken) language 1 2 3 4 5 6
C
Worksheet
Formal (written) language
Thanks for your letter. I’ve just seen your advert in ... Can you tell me about ...? because Sorry, I can’t make the meeting. Here are ...
a b c d e f
I am writing with reference to the advertisement in .. due to the fact that Thank you for your letter dated 14 March. Please find enclosed ... I am afraid I will not be able to attend the meeting. I would be grateful if you could send me some information about ...
7 What exactly do you need? 8 Just send the stuff back. We’ll pay. 9 I’ve got some bad news. There’s no more until next month. 10 Good news! I’ve just heard that ... 11 There isn’t much left. You better move fast. 12 If you’d like any more details, just let me know.
g h i j
Please return the goods at our expense. We are pleased to inform you that ... Please let me know your exact requirements. If you require any further information, please do not hesitate to contact me. We regret to advise you that the goods you require are temporarily out of stock. Please note that our stocks are limited. We advise customers to order as soon as possible to avoid disappointment.
k l
The phrases below are typical of informal spoken English. Rewrite them as sentences for a business letter. Some words have been given to help you. 1
It’s about that ad. we saw in Marketing Monthly. (writing/reference to/recent edition) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
2
Can you send us something about what your company sells? (grateful/information/range) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
3
Thanks for your letter of March 12 asking about what we sell. (dated/enquiring/products) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
4
I have some bad news. I’m afraid your order is going to be late. (regret/inform/delayed) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
5
See you in Frankfurt next month! (look forward) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
D
Rewrite the sentences from section C as sentences for an e-mail. The style will be brief and direct.
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5.2b
The style of written English
E
Worksheet
The language in the text below is informal, spoken English. Rewrite it in a clear, simple, positive style appropriate for a business letter. Keep the basic meaning of the original, but change words and phrases freely. Hi Sue I got the letter you sent on 2nd of March. You want the artwork by the 20th? You must be joking! If you want a good job it’s going to take at least three weeks. You’ll be lucky to get anything from us until early April. Anyway, you haven’t even paid for the last artwork we sent you! We need that money right now. You’re not getting anything else until you pay. All the best
• When you finish, write the same information as an e-mail. This will be similar to the version you have just written, but shorter and more direct.
F
Repeat the previous activity. Rewrite the text below in a clear, simple, positive style appropriate for a business letter. When you finish, write the same information as an e-mail. Thanks for your letter – sorry I didn’t get in touch until now. Well, about your problem with the machine – it’s not our fault. You obviously didn’t follow the instructions – that’s why it’s broken. You want to claim for it under your guarantee? No way! Don’t you remember - you didn’t renew your maintenance contract last year. Anyway, someone from our Service Department will contact you some time to talk about when our engineers are coming. I’ll be here if you want a chat.
G
Repeat the previous activity. Rewrite the text below in a clear, simple, positive style appropriate for a business letter. When you finish, write the same information as an e-mail. I got you letter about our Italia kitchen tiles. You want to buy some, right? Great! Just one problem, we haven’t got any tiles to send you. The thing is, we’re just getting so many orders. Things are going crazy around here, it’s just tiles, tiles, tiles. Look, don’t worry. I’ll get in touch as soon as we get some more. I’m sure it won’t be long. Meanwhile, I’m gonna send you our latest brochure – you’ll love it. It’s full of great photos and you can see everything we sell. Give me a call if you want to. Bye.
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5.3
Types of business document AIM. To review the typical documents of a full customer/supplier transaction.
ANSWERS. 1b
2d
3c
4e
5a
6h
7i
8f
9 g 10 j
3 Refer to the instructions for section B. Divide the class into pairs, start the activity and circulate.
TIME. 30–40 minutes
ANSWERS.
PREPARATION. Make one copy of the worksheet for each student in the class.
1 Enquiry 2 Reply to an enquiry 3 (given) 4 Quotation 5 Counter-proposal 6 (given) 7 Order, with a covering letter 8 (given) 9 Complaint 10 Reply to a complaint 11 Reminder 12 (given) 13 Receipt 14 Statement 15 (given)
PROCEDURE. 1 Write up on the board the pair enquiry/order and ask the class to explain the difference (an enquiry is a request for information while an order is a request to supply goods – they are both sent by the customer). Then write up the pair invoice/receipt and ask the class to explain the difference (an invoice is a bill that requests payment while a receipt proves that payment has been made or they are both sent by the supplier). 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate.
Macmillan Publishers Ltd 2002
Teacher’s Notes
4 Refer to the instructions for section C. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 Counter-proposal 2 Complaint 3 Enquiry 4 Reply to a counter-proposal 5 Reply to an enquiry 6 Reply to a complaint 7 Covering letter (with the order) 8 Reminder
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5.3
Types of business document
A
Match each document type on the left with a definition on the right. 1 2 3 4 5 6 7 8 9 10
B
Worksheet
an enquiry a quotation an estimate a counter-proposal an order an invoice a reminder a receipt a statement a complaint
a b c d e f g h i j
a request to supply goods (sent by the customer) a request for information (sent by the customer) an approximate calculation of the cost of something the price given for goods or a piece of work a letter where the customer tries to get better terms a document that proves you have paid for some goods a list of amounts paid and still owed, sent every month a bill for goods sent or work done a letter to a customer about an unpaid invoice a letter saying you are not satisfied about something
Complete the sequence 1–15 with the business documents in the box. Enquiry Complaint Counter-proposal Order, with a covering letter Receipt Quotation Statement Reply to an enquiry Reminder Reply to a complaint Customer sends 1 3 5 7
Request for a quotation
9
C
Supplier sends 2 4 6
12
Payment
15
Further payments
Reply to a counter-proposal
Goods are dispatched 8 Invoice Goods arrive, but there is a problem 10 The problem is solved 11 13 The customer starts to place regular orders 14
In which documents from section B would you find the following sentences? 1 2 3 4 5 6 7 8
I am afraid your minimum quantity is too high for our first order. Please let us know if you are able to reduce this. When we opened the package we noticed that some of the goods were damaged. We saw your advert in a recent issue of Engineering magazine. We are interested in ... Unfortunately it is not possible to reduce the delivery time, but we could offer a discount of 2% for an order of this size. Thank you for your letter of 21 April asking about ... . We are pleased to enclose our current brochure and price list. We apologize for sending the wrong parts. This was due to a computer error in our packing department. Please find enclosed our order for ... . Our bankers will be pleased to provide references. We note from our records that your account for the first quarter is still not paid. We hope to receive payment of this account as soon as possible.
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5.4
Topics for letters, faxes and e-mails AIM. To provide a stimulus for practising a variety of business correspondence.
PROCEDURE. 1 Tell students that they are going to write a letter (or fax) and an e-mail based on a typical real-life document that they have to write in their job. Elicit the basic difference between the style of a letter and an e-mail (the latter is shorter and more direct). 2 Give out a copy of the worksheet to every student and refer to the instructions. Allow a few minutes for the students to read through the possible topics. Emphasize that they should only choose one topic, but that some topics have two letters/faxes. They should choose between letter and fax according to whichever medium they most often use in real life. They will write an e-mail version of every letter/fax. Remind the students that the topics are deliberately open to allow for personalization. Ask them to write the letter/s and e-mail/s for homework and bring them to the next lesson. 3 In the next lesson collect in the documents and correct them. 4 (Option) Leave one of the document pairs uncorrected, and photocopy one copy for each student. First ask the students to try to correct/improve the letter (or fax) in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line. Then repeat for the e-mail. 5 For further practice repeat with another topic on another day.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Note that the worksheet is a stimulus for a homework activity.
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Teacher’s Notes
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5.4
Topics for letters, faxes and e-mails
Worksheet
Choose one of these topics. Adapt the topic to make it similar to documents you write in your own real-life job. Then:
A
Write a business letter or fax (you decide which). Some topics have two letters/faxes.
B
Write exactly the same document/s as an e-mail (shorter and more direct). 1 a) Write a letter/fax from a potential new customer to your company requesting information about some products you sell. b) Write a letter/fax in reply: thank them, provide further information about the specific products, suggest action for them to take. 2 a) Write a letter/fax from a real-life customer/supplier abroad to you, asking to visit your company. b) Then write a letter/fax from yourself in reply: give details of the visit and say how much you are looking forward to seeing him/her. 3 Write a letter/fax from you to a hotel abroad to enquire about accommodation. Say where you found their name, mention rooms and dates and any specific requirements. 4 a) Write a letter/fax from you to one of your real-life suppliers complaining about a typical problem that often occurs. b) Then write a letter/fax from the supplier in reply: apologize, explain and promise action. 5 a) Write a letter/fax from a real-life customer to your company complaining about a typical problem that can occur in your business. b) Then write a letter/fax from your company in reply: apologize, explain and promise action. 6 Write a letter/fax from you to a real-life customer telling them that the goods they require are no longer available. Offer an alternative. 7 a) Write a letter/fax from you to a real-life customer requesting payment of an unpaid invoice. b) Then imagine that you had received a similar letter from one of your suppliers and write a reply. 8 Write a letter/fax thanking somebody from another company for their time or help. 9 Write a letter/fax to a real-life colleague/customer/supplier telling them about a change in your plans. Give a reason and suggest/describe an alternative. 10 Imagine that you saw an advert for a job in a real-life company where you would like to work. Write a letter of application: mention the post and the advertisement, mention why you are applying, briefly discuss your work experience and say you are enclosing your CV.
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5.5
Easilife and Novex: Student A
Teacher’s Notes
In this worksheet students work in pairs and write to each other. Try to match ability levels of students within each pair. See next page of Teacher’s Notes for a suggestion on how to divide the writing across five lessons/homeworks. For lower levels, worksheets 5.1, 5.2 and 5.3 are necessary preparation for this worksheet. AIM. To practise an exchange of correspondence between a supplier and a customer. TIME. 40–50 minutes in the first lesson, then 30–40 minutes per lesson over 4 more lessons + homework time
3
PREPARATION. Make copies of the Student A worksheet for half the class, and of the Student B worksheet (next page in this book) for the other half. PROCEDURE. 1 Write up on the board the two headings Customer sends and Supplier sends and elicit this sequence (which will be revision for students who have done worksheet 5.3): Customer sends Supplier sends Enquiry Reply Request for quotation Quotation Counter-proposal Reply Order Dispatch advice Complaint Reply Tell the students that they are going to work with a partner to exchange correspondence following this sequence and the whole activity will last several lessons. Elicit and write up a typical structure for a business letter (which will be revision for students who have done worksheet 5.1): The date The receiver’s address Dear Mr./Mrs/Ms. X Referring to previous correspondence The reason for writing Giving information Reference to action taken or needed Referring to future contact Yours sincerely (British English)/Yours truly (American English) Leave this list on the board. Ask the students whether every letter will have this structure (clearly no – for instance the letter of enquiry has no reference to previous correspondence as it is the first contact between the writer and reader). 2 Divide the class into pairs of approximately equal ability and appoint As and Bs in each pair (it is better if the pairs do not actually sit side by side). Distribute the correct worksheet to each student. Allow time for the students to read the information in their box and the sequence in the left-hand Macmillan Publishers Ltd 2002
4 5
6
7 8
9
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column. Deal with any unknown vocabulary (‘terms’ are conditions for a sale; ‘a concession’ is something given by one side in order to reach an agreement). Ask the students to read their instructions for document 1, the letter of enquiry. Remind them to use the full layout of a business letter (see worksheet 5.1) with the first letter, but after that it is not necessary. They should, however, put a date on all correspondence for later reference. Remind them that there are opportunities for adding their own ideas in this and other documents. Remind them also to write clearly as their partners will have to read and respond to the letter. Start the activity, the students writing individually. Circulate and help with vocabulary. Make a note of good/bad language use. Hold a short feedback slot. Ask the students to exchange their letters with their partner (you are the postman/woman). Give the students a moment to read through the letter they have just received and ask their partner questions if they cannot read any words. Tell them to take the letter away and write a reply (document 2 on the worksheet) for homework. Remind them to keep all copies of their partner’s correspondence and to return them only at the end of the whole sequence. In the next lesson ask the students to exchange their letters written for homework. Allow time for the students to read through the letter they have just received and ask questions if they cannot read any words. When they are ready, refer to document 3 on the worksheet and ask them to write this in class. Circulate and help with vocabulary. Make a note of good/bad language use, both from the letter they received and the letter they are writing. Hold a short feedback slot. Continue with the sequence suggested on the next page of Teacher’s Notes. The students will develop a personalized correspondence with their own partners, however at any one time they will all be working on the same document type. (Option) To vary the feedback procedure take one student’s uncorrected document and photocopy one copy of this for each student. Ask students to try to correct/improve the document in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated document on the board line by line. This page may be photocopied for use in class
Business Builder Teacher Resource Series
5.5
Easilife and Novex: Student B
Teacher’s Notes
Suggested staging of the ten documents Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
Write and exchange 1 in class and set 2 as homework. Students exchange and read 2. Then they write and exchange 3 in class as the reply. Set 4 as homework. Students exchange and read 4. Then they write and exchange 5 in class as the reply. Set 6 as homework. Students exchange and read 6. Then they write and exchange 7 and 8 in class. Set 9 as homework. Students exchange and read 9. Then they write and exchange 10 in class as the reply.
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5.5
Easilife and Novex: Student A
Worksheet
You are the Sales Director of Easilife Office Furniture. Your company manufactures and supplies office furniture. Your address is York House, 97 Cannon Street, London EC4 5AD. Your partner’s company sells computers.
You are going to exchange correspondence with your partner because you are interested in each other’s products. Before you start, look at the left column to see the whole sequence. 1
Enquiry You are thinking about buying some new computers.
Write a letter to the Sales Director of Novex Computer Solutions to ask for general information about their computers. Their address is 34 Salisbury Road, Milton Keynes, MK4 8KP. (Use the full layout of a business letter in this first letter.)
2
Reply to an enquiry Novex are interested in your products as well.
Reply to Novex’s letter, enclosing some brochures, price lists etc. You know the name of their Sales Director, so use it at the start of your letter.
3
Request for a quotation You’re interested in their computers.
Write an e-mail to Novex, asking for a quotation for some specific products (for example: eight computers). You may think of other questions.
4
Quotation Be positive and helpful. You might have a new customer.
Write a fax to Novex. Give them a quotation. State your terms of sale: price, any discounts (e.g. prompt payment), delivery time. Deal with any other questions in Novex’s last e-mail.
5
Counter-proposal You want the computers, but maybe you can get better terms.
Send an e-mail to Novex, making a counter-proposal. For example, you may want a better price, a larger discount or a shorter delivery time.
6
Reply to a counter-proposal You cannot give Novex what they want, but make a small concession to get the business.
Reply by e-mail. Begin by apologizing for the delay in replying, then tell them that you can’t accept their counter-proposal. However, you are prepared to offer something (less than they want).
7
Order You’ve decided to buy the computers.
Their reply is acceptable and you now want to make an order. Write a short letter to Novex to send with your order form.
8
Dispatch advice Let Novex know you’ve sent the goods.
Write an e-mail to Novex. Thank them for their order and tell them that the goods were sent this morning.
9
Complaint You have a problem.
The computers have arrived! However, one of them has a small fault. Also, there is a mistake on the invoice. Write an e-mail to Novex.
Reply to a complaint Deal with their problem.
Reply by e-mail. Apologize for the damaged furniture. Ask Novex to return the piece, and say you will send a replacement immediately. Apologize and give a reason for the mistake in the invoice – say you will send a new one.
10
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5.5
Easilife and Novex: Student B
Worksheet
You are the Sales Director of Novex Computer Solutions. Your company supplies computers. Your address is 34 Salisbury Road, Milton Keynes, MK4 8KP. Your partner’s company sells office furniture.
You are going to exchange correspondence with your partner because you are interested in each other’s products. Before you start, look at the left column to see the whole sequence. 1
Enquiry You are thinking about buying some new office furniture.
Write a letter to the Sales Director of Easilife Office Furniture to ask for general information about their office furniture. Their address is York House, 97 Cannon Street, London EC4 5AD. (Use the full layout of a business letter in this first letter.)
2
Reply to an enquiry Easilife are interested in your products as well.
Reply to Easilife’s letter, enclosing some brochures, price lists etc. You know the name of their Sales Director, so use it at the start of your letter.
3
Request for a quotation You’re interested in their office furniture.
Write an e-mail to Easilife, asking for a quotation for some specific products (for example: 20 typist’s chairs, four executive desks and four executive armchairs). You may think of other questions.
4
Quotation Be positive and helpful. You might have a new customer.
Write a fax to Easilife. Give them a quotation. State your terms of sale: price, any discounts (e.g. prompt payment), delivery time. Deal with any other questions in Easilife’s last e-mail.
5
Counter-proposal You want the furniture, but maybe you can get better terms.
Send an e-mail to Easilife, making a counter-proposal. For example, you may want a better price, a larger discount or a shorter delivery time.
6
Reply to a counter-proposal You cannot give Easilife what they want, but make a small concession to get the business.
Reply by e-mail. Begin by apologizing for the delay in replying, then tell them that you can’t accept their counter-proposal. However, you are prepared to offer something (less than they want).
7
Order You’ve decided to buy the office furniture.
Their reply is acceptable and you now want to make an order. Write a short letter to Easilife to send with your order form.
8
Dispatch advice Let Easilife know you’ve sent the goods.
Write an e-mail to Easilife. Thank them for their order and tell them that the goods were sent this morning.
9
Complaint You have a problem.
The office furniture has arrived! However, one piece is damaged. Also, there is a mistake on the invoice. Write an e-mail to Easilife.
Reply to a complaint Deal with their problem.
Reply by e-mail. Apologize for the faulty computer. Ask Easilife to return it, and say you will send a replacement immediately. Apologize and give a reason for the mistake in the invoice – say you will send a new one.
10
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5.6
Adventure and Suntime
Teacher’s Notes
In this worksheet students work in pairs and write to each other. Try to match ability levels of students within each pair. See below for a suggestion on how to divide the writing across three lessons/homeworks. For lower levels, worksheets 5.1 and 5.2 are necessary preparation for this worksheet. 4 Ask the students to exchange their letters with their partner (you are the postman/woman). Give the students a moment to read through the letter they have just received and ask their partner questions if they cannot read any words. Tell them to take the letter away and write a reply (document 2 on the worksheet) for homework. Remind them to keep all copies of their partner’s correspondence and to return them only at the end of the whole sequence. 5 In the next lesson ask the students to exchange their letters. Allow time for the students to read through the letter they have just received and ask questions if they cannot read any words. When they are ready, refer to document 3 on the worksheet and ask them to write this in class. Circulate and help with vocabulary. Make a note of good/bad language use, both from the letter they received and the letter they are writing. 6 Hold a short feedback slot. 7 Continue with the sequence suggested below. The students will develop a personalized correspondence with their own partners, however at any one time they will all be working on the same document type. 8 (Option) To vary the feedback procedure take one student’s uncorrected document and photocopy one copy of this for each student. Ask students to try to correct/improve the document in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated document on the board line by line.
AIM. To practise an exchange of correspondence and then have a follow-up meeting. TIME. 30–40 minutes in each of three lessons + homework time. PREPARATION. Make copies of the Student A worksheet for half the class, and of the Student B worksheet (next page in this book) for the other half. PROCEDURE. 1 Elicit and write up a typical structure for a business letter (which will be revision for students who have done worksheet 5.1): The date The receiver’s address Dear Mr./Mrs/Ms. X Referring to previous correspondence The reason for writing Giving information Reference to action taken or needed Referring to future contact Yours sincerely (British English)/Yours truly (American English) Leave this list on the board. 2 Divide the class into pairs of approximately equal ability and appoint As and Bs in each pair (it is better if the pairs do not actually sit side by side). Distribute the correct worksheet to each student. Allow the students a moment to read the information in their box. Then refer to section A and ask the students to read the notes for their first letter. Deal with any unknown vocabulary. Remind them to use the full layout of a business letter (see worksheet 5.1) with the first letter, but after that it is not necessary. They should, however, put a date on all correspondence for later reference. Remind them that there are opportunities for adding their own ideas in this and other documents. Remind them also to write clearly as their partners will have to read and respond to the letter. Start the activity, the students writing individually. Circulate and help with vocabulary. Make a note of good/bad language use. 3 Hold a short feedback slot.
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Suggested staging of the four documents Lesson 1: Lesson 2:
Lesson 3:
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Write and exchange 1 in class and set 2 as homework. Students exchange and read 2. Then they write and exchange 3 in class as the reply. Set 4 as homework. Students exchange and read 4. Then they have the meeting.
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5.6
Adventure and Suntime: Student A
Worksheet
You are the Director of Adventure Holidays. Your company is a small travel agency that offers holidays in unusual locations. For travel to and from the destination you use a charter flight operator called Suntime Airways.
A
B
You are going to exchange correspondence with your partner. Your two companies have been doing business together for several years. 1
Write a letter to Suntime. • Open by saying that you enclose your latest cheque. Apologize for the delay in sending it. • Give the date of the next group to Marocco (in three months’ time). You will probably have 50 people. Ask for a quotation for the seats. • You have recently read a few stories in the newspapers about small airlines going bankrupt. Mention this very diplomatically – ask for some information about Suntime’s financial situation.
2
Reply to Suntime’s letter. • Open by referring to Suntime’s letter and saying you hope they received your cheque. • You are not happy about the new terms. Make a counter-proposal. • Let Suntime know that your company is in a good financial situation.
3
Reply by e-mail to Suntime’s letter. • Open by referring to Suntime’s letter. You accept the quotation, but not the terms. • The meeting is a good idea – suggest a time. You are not sending any money now because you prefer to wait until the meeting. • It would be helpful to see a copy of Suntime’s last annual accounts before the meeting.
4
Reply by e-mail. • Open by thanking Suntime for their e-mail. You are sure the meeting will be useful. • You are not happy about the airport tax. You don’t see why you should pay the extra cost. You can’t recover it from your customers now – in your catalogue it states that there will be no hidden charges. Suggest that you talk about this in your meeting. • You have had some bad news – five of your customers have canceled their holiday at the last moment and now you only need 45 seats.
Now meet with your partner to discuss all the issues.
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5.6
Adventure and Suntime: Student B
Worksheet
You are the Director of Suntime Airways. Your company offers charter flight seats to holiday companies. One of your regular clients is Adventure Holidays.
A
B
You are going to exchange correspondence with your partner. Your two companies have been doing business together for several years. 1
Write a letter to Adventure. • Open by reminding Adventure that payment of your last invoice is now overdue. • Your Financial Department has started a new policy to improve cash-flow. In future, all clients must pay a deposit of 50% two months before the flight and 50% one month after. Tell Adventure about this new policy. • You have recently read a few stories in the newspapers about adventure-type holidays going out of fashion. Mention this very diplomatically – ask for some information about Adventure’s financial situation.
2
Reply to Adventure’s letter. • Open by referring to Adventure’s letter and thanking them for the cheque. • Give them a quotation for the flight: $400 per person return to Casablanca. You would like 50% deposit now, as mentioned in your last letter. This will guarantee the availability of the seats. • Let Adventure know that your company is in a good financial situation. • Suggest that you have a meeting together to discuss the matter in more detail. When would be convenient for Adventure?
3
Reply by e-mail to Adventure’s letter. • Open by thanking Adventure for their letter. • Adventure’s counter-proposal is not acceptable. You need to discuss this in the meeting. Adventure is a valued customer and you are sure you can reach a compromise that is acceptable to both sides. • You have some bad news – the Moroccan government has just imposed a 6% airport tax and so your previous quote will have to go up.
4
Reply by e-mail. • Open by thanking Adventure for their e-mail. The time they suggest for the meeting is fine. • Confirm that 50 seats are available on the airplane. You will discuss the new terms at the meeting, but you still need a deposit now to guarantee the seats. • You annual accounts are confidential and cannot be shown to clients. However, you are prepared to answer any questions in the meeting.
Now meet with your partner to discuss all the issues.
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6.1a
An introduction to report writing
2 Give out a copy of the worksheet (two pages) to every student and ask them to look at section A. Refer to the instructions. Ask the students to read the example report individually. When they finish the first reading ask them which of their predictions on the board were correct. Then ask them to read the report again, as instructed, and answer questions 1–5.
AIM. To review the structure, style and language of a typical report and then practise writing a short report. TIME. 50–60 minutes + homework time PREPARATION. Make one copy of the worksheet (two pages) for each student in the class.
ANSWERS. 1F
PROCEDURE. 1 Write up on the board the heading Writing Business Reports. Tell the students that they are going to read a short report that discusses the topic of reportwriting. Write up these headings from the report: Introduction Structure of a report Sections and paragraphs The techniques of report writing The language of report writing Conclusion Ask the students what they expect to find mentioned under each heading and make a few notes on the board.
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Teacher’s Notes
2F
3F
4T
5T
3 Write up on the board and elicit the meaning of ‘layout’ (the way in which the parts of something are arranged). Ask students what techniques of layout the author has used. Elicit the following: headings and sub-headings, numbering, bullet points, consistent use of space (e.g. between sections). 4 Ask students what kind of reports they write in their jobs and what they find difficult. Develop a short class discussion.
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6.1b
An introduction to report writing
Teacher’s Notes
5 Refer to the instructions for section B and the possible topics. Tell the students that they can choose any topic. They will start writing the report in class and then finish it for homework. Start the activity, the students working individually, and circulate. Make a note of good/bad language use. 6 Hold a short feedback slot. 7 In the next lesson collect in the reports and correct them. 8 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section of the report and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated section on the board line by line.
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6.1a
An introduction to report writing
A
Worksheet
Read the example report below. When you finish, read the report a second time and decide whether the author thinks statements 1–5 are True or False. 1 2 3 4 5
When revising your report you should keep the same headings and sections. T/F It is better to try to write grammatically correct sentences right from the start. T/F Reports are usually full of long phrases and complex grammatical structures. T/F Your writing style will depend partly on who will read the report. T/F The passive emphasizes the action rather than who does the action. T/F Writing Business Reports 1
Introduction This short report summarizes the topic of writing business reports. It discusses the importance of organizing the report into logical sections. It recommends some techniques for writing clearly and also considers some important grammatical areas. The report emphasizes that planning and then rewriting several times is the key to successful report writing.
2
Structure of a report The report you are now reading is typical of a short report: first an introduction that describes the purpose and structure of the report, then the body of the report, and finally some recommendations or conclusions. Longer reports may have other sections such as a summary, table of contents or perhaps appendices with extra, non-essential information. Many incompany reports have a standard format and so the writer does not have to worry about the structure.
3
Sections and paragraphs Reports are often about complex issues, so the writer has to organize the material very clearly into logical sections and sub-sections with appropriate headings. Deciding how to do this is probably the most important step in report writing. Of course as you write you may move information around and change your headings. Within each section the material is divided into paragraphs. Short paragraphs help the reader to see the structure of the argument and understand the information. A simple rule is: one main idea, one paragraph.
4
The techniques of report writing • Focus initially on the ideas, not the language and grammar. Leave the language until the editing and rewriting stage. (Each version you write is called a draft). • Use short phrases. Keep sentences brief and use simple grammatical structures. • Use an impersonal style. Focus on facts and only name individuals when it is relevant. • Present your points in a balanced way that shows you have considered the arguments carefully. • Keep the reader in mind. For example, a report written for a senior manager might be respectful and polite, with suggestions for the manager to consider. A report for junior staff is more likely to use a direct style and have short sentences and statements rather than suggestions.
Continued ... Macmillan Publishers Ltd 2002
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6.1b
An introduction to report writing 5
Worksheet
The language of report writing
5.1 Linking words Sentences and paragraphs need linking words to help the reader understand the structure of the argument. For example: First, ... Second, ... Finally, ... a sequence Moreover, ... / In addition to this, ... adding another, related idea However, ... / On the other hand, ... a contrast ... due to ... / Therefore, ... cause and result Linking words can also be used to show a personal attitude. For example, if you begin a sentence with the word Clearly, what comes next will be obvious. If you begin with the word Apparently, you are indicating that you are uncertain of your facts. 5.2 Formal language Most business writing is neutral and direct rather than formal. Three areas of grammar are useful when a more formal, impersonal style is needed. They are: • The passive A decision is expected by the end of the year. 20,000 new jobs were created in the financial sector last year. The final payment will be made in September. • ‘It’ + passive It is recommended that we reduce the training budget by 10%. It should be emphasized that this data is only provisional. It was suggested/agreed that we use a different supplier. • Compound nouns a planning meeting; a production planning meeting the sales conference; the summer sales conference insurance documents; transport insurance documents Formal language like this is only used when it makes the report easier to understand. For example, in the second example above we do not know who created the jobs, so the passive is better. Similarly, in the sixth example it is not important who made the suggestion, so the passive is better. Compound nouns avoid the use of long phrases full of prepositions: ‘a meeting about the planning of our production’. 5.3 Informal language Contractions like It’s, we’ll, there’s and words and phrases typical of informal speech like big, OK, nice, no way, fantastic should not appear in reports. 6
B
Conclusion Reports can be about many things: an analysis of a problem, a summary of a completed job, the progress of a project, the results of an investigation. There are few general rules, but remember that organizing the material into logical sections is the key. Finally, remember also that the reader will be very busy, so be as brief and clear as possible.
Choose one of the topics below and write a mini-report. • • • • •
Summary/evaluation of a newspaper/magazine article. Summary/evaluation of this course up to now. Summary/evaluation of a recent meeting/negotiation (in real life or on this course). Report writing in my job (types of report, objectives, audience, preparation, content etc.). Opportunities for tourism in my country.
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6.2a
Linking words and paragraph structure AIM. To review linking words for cohesion and the use of paragraphs for structuring information, and then practise writing a short report extract.
ANSWERS. Five words/phrases in the extract: Finally; For instance; Moreover; On the whole; However Showing a sequence: Finally Talking generally: On the whole Making a contrast: However Adding another point: Moreover Giving an example: For instance
TIME. 50–60 minutes PREPARATION. Make one copy of the worksheet for each student in the class. (Option) Students will need their copies of worksheet 6.1 for optional stage 6 below.
3 Refer to the instructions for section B. Divide the class into pairs, start the activity and circulate. ANSWERS. Matching task: In fact=Actually; i.e.=That is to say; As a result=Therefore; In particular=Above all; Obviously=Of course Giving the real information: In fact/Actually Saying something is obvious: Obviously/Of course Giving the most important example: In particular/Above all Rephrasing in a different way: i.e./That is to say Giving a result/consequence: As a result/Therefore
PROCEDURE. 1 Write up on the board three or four linking words from the tables in sections A and B and ask the students when and why you use these sorts of words (when you want to link/join two ideas; they make the structure of your argument clear to the reader). Then ask where in the sentence they are used (often at the beginning of a sentence followed by a comma). Write up the two abbreviations e.g. and i.e. and elicit their meanings (e.g. means for example and comes from the Latin exempli gratia = example given; i.e. means in other words and comes from the Latin id est = that is). Write up an example to show how they are used: This product is aimed at people with a lot of free time, e.g. people on holiday and retired people. This product is aimed at retired people, i.e. people over 65 years old. 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate.
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Teacher’s Notes
4 Refer to the instructions for section C. Remind students to look closely at the text to see which alternative shows the logic of the argument. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 In fact 2 In particular 3 Clearly 4 in general 5 First 6 That is to say 7 Second 8 Above all 9 on the other hand 10 In conclusion (Students could add ‘In conclusion’ to the table in section A in the category ‘Showing a sequence’.)
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6.2b
Linking words and paragraph structure 5 Refer to the instructions for section D. Divide the class into pairs, start the activity and circulate. After checking the answers refer to the two bullet points at the end of the section and develop a short class discussion.
7 Refer to the instructions for section E and the example below. Point out that in expanded paragraph 2 the topic sentence does not come right at the beginning – it comes second, with the first sentence providing a bridge (this is quite common). Set a limit of five paragraphs of writing. Start the activity, the students working individually, and circulate. Make a note of good/bad language use. 8 Hold a short feedback slot. 9 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line.
ANSWERS. 1b 2d 3f 4a First bullet: a topic sentence introduces and summarizes the paragraph, making it easier for the reader to follow the argument. Second bullet: a new paragraph introduces a new idea/topic.
6 (Option) Refer to previous examples of reports to see if topic sentences are used. In section C of this worksheet, for example, the first two paragraphs are introduced by questions which have the same function as topic sentences. Refer also to the example report in worksheet 6.1. Go through paragraph by paragraph to see if a topic sentence has been used. (Answers by section: 1 yes 2 not exactly 3 yes (both paras.) 4 not relevant 5.1 yes (both paras.) 5.2 no (first para.) yes (second para.) 5.3 not relevant 6 no).
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Teacher’s Notes
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6.2a
Linking words and paragraph structure
A
Worksheet
Linking words join one idea to another and help the reader to see how your argument is developing. Underline five linking words or phrases in this report extract about Kalia, an imaginary country. Finally, the Kalian government is giving more control of economic policy to the regions. For instance, foreign companies do not need a license from the Industry Ministry. Moreover, these companies pay part of their taxes directly to the region where they are based rather than pay the whole amount to central government. On the whole this has made investing in Kalia much easier. However some problems, like the reform of agriculture, can only be dealt with at a national level.
Now complete the table with the words you underlined.
B
Showing a sequence
First Secondly After that
Talking generally
In general Typically
Making a contrast
On the other hand Nevertheless
Adding another point
In addition to this
Giving an example
For example e.g.
Match each word or phrase from the left box with one from the right box. In fact
i.e.
In particular
As a result Obviously
Therefore
Actually
Of course
Above all
That is to say
Now complete the table by adding the ten words.
C
Giving real/true/surprising information
As a matter of fact
Saying something is obvious
Clearly
Giving the most important example
Especially
Rephrasing in a different way
In other words
Giving a result/consequence
For this reason
Choose the correct words in this report extract. Look carefully at the whole context. How to Cut the Time You Spend On Reports Does information technology mean the end of paper in our offices? (1) In fact/Moreover, the amount of paper used in business is slowly going down, but not in all areas. (2) For this reason/In particular, the number of reports actually seems to keep growing. (3) Clearly/Nevertheless some reports are essential and need to be studied carefully, but (4) above all/in general reports are only read very quickly, and some are never read at all. What can you do to reduce the amount you read and write? (5) First/As a matter of fact, see if each report is really needed. (6) That is to say/However, ask yourself ‘If this report was destroyed in a fire tomorrow, what would be the result?’. The answer might surprise you. (7) For example/Second, keep your reports short and easy to understand. Can you use a graph instead of text? Is the writing clear and simple? (8) Typically/Above all, think of your readers: are you telling them more than they need to know? One suggestion is only to circulate the summary and recommendations. Your readers may miss some of the details, but (9) especially/on the other hand if they want the full report they can ask for it. (10) In conclusion/Nevertheless, it is possible to save time on reports, but it may mean there is less information in circulation.
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6.2b
Linking words and paragraph structure
D
Worksheet
Look at paragraphs 1–4 from a report about Kalia. The first sentence is missing each time. Investment opportunities in Kalia 1 ..... The Government is liberalizing the economy and many nationalized industries are being privatized. Inflation is finally under control and industrial output is growing. 2 ..... Roads and telecommunications are being modernized and a new port is being built at the mouth of the Delta river. 3 ..... One of Kalia’s success stories has been the growth of software exports, and leading multinational suppliers like Hewlett-Packard and Acer have strong Kalian partners. 4 ..... The reform process has slowed down in recent months as politicians fear that their policies are becoming unpopular, particularly among workers in the large state-owned industries. There are also doubts about Kalia’s ability to generate enough electricity for its industrial sector.
Choose the best opening sentence for each paragraph from those in the box below (two are not used). a b c d e f
However, there are still many problems ahead. Opportunities for investing in Kalia have never been better. High interest rates are not the only cause of the economic recession. Rapid progress is being made in the area of infrastructure. Reform of the financial sector will be crucial to Kalia’s continuing development. The government has recognized the importance of information technology.
• The sentences in the box are called topic sentences. What is a ‘topic sentence’? • In general, when do you start a new paragraph?
E
Write a few paragraphs for a report on The Future of My Market: • First write some topic sentences, each one introducing and summarizing a new idea. • Then expand each topic sentence into a full paragraph by adding another sentence or two. • Remember to use linking words to help the reader to see how your argument is developing. Example: The Future of the Financial Services Market Topic sentences 1 Companies in the financial services sector all offer similar products. 2 In the future, the trend will be to produce solutions for individual customers rather than mass marketing. 3 More and more, financial products will be sold over the phone and the Internet. 4 The industry needs to make its products easier to understand for the ordinary person. Topic sentences expanded into paragraphs 1 Companies in the financial services sector all offer similar products. There is very little difference between the pension plans and life insurance policies of the main companies. Some may have a better past performance than others, but this is no guide to the future. In fact the only real difference that the customer notices is the advertising. 2 However, this situation cannot last for much longer. In the future, the trend will be to produce solutions for ...
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6.3a
The style of business reports AIM. To practise a variety of techniques used to produce an impersonal, balanced style such as the passive voice, compound nouns and ‘vague’ language, and then practise writing a short report.
5 Refer to the instructions for section B. Let the students read the two versions silently to see the difference (the first version always uses the three techniques from section A, whereas the second always avoids them). Then refer to the task after the two versions, to write a third, mixed version. Divide the class into pairs, start the activity and circulate.
TIME. 50–60 minutes + homework time PREPARATION. Make one copy of the worksheet for each student in the class.
POSSIBLE ANSWER. Effective report writing depends on good planning and the writing technique of the author. While writing, you should use a good English-English dictionary, and you must develop the habit of looking carefully at the example sentences. It can be said that there are no easy rules for report writing, but an ideal opportunity for improvement is to do some writing practice on a Business English course. You will only improve after you write a few reports and work on the problem areas.
PROCEDURE. 1 Write up on the board this sentence: It was suggested that our maintenance contract could be changed. Ask the students if the style is informal or formal (formal). Then ask them to identify any language techniques that create a formal style, and write on the board next to the appropriate words in the sentence: ‘It’ + passive / Compound noun / Passive 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions for the underlining task. Divide the class into pairs, start the activity and circulate.
6 Refer to the instructions for section C. Divide the class into pairs, start the activity and circulate. ANSWERS. 1 2 3
ANSWERS. a b c
Teacher’s Notes
It is recommended / sales reports / are produced construction project / is managed planning decision / will be made
4 5
3 Refer to the instructions in the first bullet point. Do the task as a whole-class activity, eliciting the new versions to the board (emphasizing as you write that some information is unknown).
Smoking is prohibited in public areas. It was suggested that the advertising campaign should run for a six-month period. A different format for the annual sales account might be considered. It was agreed that the office cleaning contract should be given to KleanUp. The dam construction project was delayed because of planning regulations.
ANSWERS. a b c
? recommends that ? produces a report of sales on a monthly basis. It is vital that we manage the project to construct ? properly. ? will make the decision about planning in June.
Emphasize that the new versions are nearly impossible to complete without more information. 4 Refer to the question in the second bullet point and have a whole-class discussion. Answer: the writer chooses the version which is simpler and easier to understand. In examples a– c the original versions are easier to understand even though the style is more formal (the question marks on the board represent unimportant information that does not need to be mentioned). Macmillan Publishers Ltd 2002
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6.3b
The style of business reports 8
7 Refer to the instructions for section D. Let the students read the sentences silently then ask them what they think of the style (it is too certain, strong and general – there is no balance or suggestion that the author has considered different possibilities). Refer to the rewriting task after the example sentences and the techniques in the table. Divide the class into pairs, start the activity and circulate.
4 5
6 7
The US stock market is likely to rise next year. Property tends to be a very cyclical market. Many analysts believe that the telecomms sector has substantially better potential than the rest of the market. It is probable that inflation is less dangerous now than in the 1970s. Bonds are a considerably safer investment than shares, but shares tend to give a better return in the long term. Gold prices are not expected to go any lower. In general young people invest for capital growth and old people usually invest for income, however this is not always true.
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Taking everything into consideration, the best option is probably to spread your money over several forms of investment.
8 Refer to the instructions for section E. Tell the students that they can choose either topic. They will start writing the report in class and then finish it for homework. Start the activity, the students working individually, and circulate. Make a note of good/bad language use. 9 Hold a short feedback slot. 10 In the next lesson collect in the reports and correct them. 11 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated section on the board line by line.
POSSIBLE ANSWERS. 1 2 3
Teacher’s Notes
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6.3a
The style of business reports
A
Look at the three sentences below. Underline examples of the techniques in the box. 1 The passive
B
Worksheet
2 ‘It’ + passive 3 Compound nouns
a b c
It is recommended that sales reports are produced on a monthly basis. It is vital that the construction project is managed properly. The planning decision will be made in June.
• •
Try rewriting the sentences without using any of the three techniques. Is it always possible? Using the techniques in the box is a choice the writer makes. How does the writer choose?
These two texts have exactly the same meaning. What is the difference between them? 1
Effective report writing depends on good planning and the writing technique of the author. While writing, a good English-English dictionary should be used, and the habit of looking carefully at the example sentences must be developed. It can be said that there are no easy rules for report writing, but an ideal improvement opportunity is to do some writing practice on a Business English course. Improvement will only be made after a few reports have been written and the problem areas have been worked on.
2
The writing of effective reports depends on good planning and the technique of writing of the author. While writing, you should use a good English-English dictionary, and you must develop the habit of looking carefully at the sentences which are examples. I can say that there are no easy rules for the writing of reports, but an ideal opportunity for improvement is to do some practice in writing on a course of Business English. You will only improve after you write a few reports and work on the areas which are a problem.
Write a third text with the same meaning, using a combination of phrases from the other two texts. Choose the phrases that you think are the simplest and clearest. The correct answer is a matter of personal opinion.
C
Rewrite the following sentences in a formal, impersonal style. 1
We prohibit smoking in the areas which are public. Smoking
2
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Somebody suggested that the campaign for the advertising should run for a period of six months. It was suggested that
3
We might consider using a different format for the sales account that we make annually. A different format
4
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We agreed we should give the contract for cleaning the offices to KleanUp. It was agreed that
5
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We delayed the project to construct a dam because of regulations about planning. The dam
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6.3b
The style of business reports
D
Worksheet
Look at these sentences that come from a report on investment advice. What do you think of the writing style? 1 2 3 4 5 6 7 8
The US stock market will rise next year. Property is a very cyclical market. Analysts believe that the telecomms sector has better potential than the rest of the market. Inflation is less dangerous now than in the 1970s. Bonds are a safer investment than shares. Shares give a better return in the long term. Gold prices will not go any lower. Young people invest for capital growth and old people invest for income, but this is not always true. The best option is to spread your money over several forms of investment.
Rewrite the eight sentences using the techniques in the table. These techniques will help you to create a balanced style that shows you have considered the points carefully.
E
Giving both sides of an argument
In general ... , however ... On the whole ... , but ...
Making a statement less general
Many / Some usually / typically / often
Making a statement less certain
It is possible / probable that ... It seems / appears that ... ... tends to be ... ... is likely to / is expected to / will probably / might ... ... probably will not / is not expected to / is unlikely to ...
Making a comparison more/less strong
++ substantially / considerably / much slower growth + a significantly / relatively more risky investment – a marginally / slightly more expensive option
Concluding
On balance, ... Taking everything into consideration, ...
Choose one of the topics below and write a short report. Use techniques from sections A and D to keep your style impersonal and balanced. 1
Write a short report describing the economic and political outlook for your country over the next year.
2
Rewrite this short report about the future of the Internet. You can change the original and introduce your own ideas. The Internet is the most important technological advance since the wheel. Soon you will never have to leave home. Cinemas will disappear as people download movies on demand, shops will disappear as people walk through virtual supermarkets and order goods with a click of the mouse. In the service sector everyone will work from home and videoconferencing will replace meetings. People will meet future husbands and wives through on-line chat areas that select people with similar interests. Most people will live inside Information Villages with green spaces and high walls. The remainder will live outside the walls where armed guards will feed them soup and give them blankets during the winter.
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6.4
Figures and graphs
Teacher’s Notes 2 Give out a copy of the worksheet to every student and ask them to look at section A. Refer to the instructions. Divide the class into pairs, start the activity and circulate.
AIM. To practise a variety of ways for expressing numbers in a written context and to review language for referring to charts and tables.
ANSWERS.
TIME. 30–40 minutes + homework time
1 much less than 50% 2 a little under 50%/almost 50% 3 about 50%/around 50% (also approximately 50%) 4 exactly 50%/precisely 50% 5 a little over 50%/slightly more than 50% 6 considerably more than 50% 7 d 8 c 9 b 10 a
PREPARATION. Make one copy of the worksheet for each student in the class. (Option) If you choose to do section D in class you will need to have a range of magazines and newspapers available that have short articles with graphs and charts (e.g. copies of the Financial Times, Economist, European etc.).
3 Refer to the instructions for section B. Divide the class into pairs, start the activity and circulate. ANSWERS. 1c
PROCEDURE. 1 Write up on the board the worksheet title Figures and graphs. Sketch on the board a line graph, a bar chart and a table. Elicit the three names. Use the line graph to elicit the words horizontal axis and vertical axis. Use the table to elicit row and column. Then write up these words and elicit/explain the difference between them: a number (‘a number’ is a word or symbol used to count) a figure (‘a figure’ is a specific amount, i.e. a number that refers to something. It is especially used for official information) statistics (‘statistics’ are facts obtained by analyzing numbers. They refer to a collection of figures) So we say unemployment/export/rainfall/crime/ official figures (or statistics), but we do not use the word ‘numbers’ in phrases like these.
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2f
3d
4e
5a
6b
4 Refer to the instructions for section C. Divide the class into pairs, start the activity and circulate. Vocabulary note: GDP = Gross Domestic Product. ANSWERS. 1 graph 2 on 3 As 4 than 5 to 6 table 7 figures 8 around 9 column 10 only 11 section 12 appendix
5 Refer to the instructions for section D. Ask the students to write the report for homework. If you choose to start this activity in class you will need to have a range of appropriate magazines/newspapers available. 6 In the next lesson collect in the reports and correct them.
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6.4
Figures and graphs
A
Worksheet
Write the descriptions in the box on the appropriate lines 1–6. considerably more than 50% around 50% a little over 50% exactly 50% almost 50% a little under 50% much less than 50% about 50% precisely 50% slightly more than 50% 40% 48% 48% – 52% 50% 52% 60%
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and and and and
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Some words can express a personal view. Match the words in italics with the meanings. 7 8 9 10
B
as many as 200 units were sold only 200 units were sold nearly 200 units were sold barely 200 units were sold
190 190 200 200
sold. sold. sold. sold.
I’m I’m I’m I’m
disappointed. pleased. disappointed. pleased.
Numbers can be written as symbols (10) or words (ten). Match the rules with the examples. 1 2 3 4 5 6
C
a b c d
Use Use Use Use Use Use
symbols for dates, large amounts words for ordinals (first, second) words for two numbers in succession words at the beginning of a sentence words for estimates words for numbers below ten
a b c d e f
About two hundred employees There are three main recommendations $100,000 will be paid on 28 August We will need twenty four-person teams Twelve countries took part in the talks This is our third annual report
Choose the correct words to complete this report extract. Total intra-Mercosur trade $bn
15
Argentina Brazil Paraguay Uruguay
10 5 0
1990
91
92
93
94
95
population m 34.3 156.0 4.9 3.2
1995 GDP $bn 282.7 676.0 8.9 17.2
GDP per head $ 8,250 4,350 1,800 5,400
The (1) graph/graphic (2) by/on the left shows the growth in trade between the four Mercosur countries of South America in the early nineties. (3) Like/As can be seen from the chart, trade grew from a little less (4) that/than $5bn in 1990 (5) to/until nearly $16bn in 1995. The (6) table/chart on the right refers to (7) numbers/figures for 1995. It shows that Brazil was by far the largest country, with a population of (8) around/nearly 150 million. However, Argentina had the highest living standards – see third (9) column/row. The poorest country was Paraguay, with a GDP per head of (10) almost/only $1,800. Further details on living standards can be found in (11) section/chapter 2.2 of the (12) supplement/appendix.
D
Find a magazine or newspaper article with a series of graphs and charts. Write a short report describing this information, similar to the one in section C.
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6.5
Topics for practice reports
Teacher’s Notes
AIM. To provide a stimulus for writing a variety of business reports.
PROCEDURE. 1 Give out a copy of the worksheet to every student and refer to the instructions. Allow a few minutes for the students to look at the possible topics (it is not necessary to read the full notes in class). Remind the students that they should only choose one topic, and that some topics are deliberately open to allow for personalization. Ask them to write the report for homework and bring it to the next lesson. 2 In the next lesson collect in the reports and correct them. 3 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line. 4 For further practice repeat with another topic on another day.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Note that the worksheet is a stimulus for a homework activity.
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6.5
Topics for practice reports
Worksheet
Choose one of these topics to practise writing a business report. If possible, adapt the topic you choose to make it similar to the reports you write in your own real-life job.
Mini-reports 1 2 3 4 5
Magazine article. Write a report summarizing an article that you have read. Meeting/Negotiation. Write a report summarizing a recent meeting or negotiation (in real life or on this course). Tourism Opportunities. Write a report to your colleagues on why they should spend their next holiday in your country/city, and recommendations for places to visit. Weekend trip. Write a report to your colleagues with recommendations for where you should go next weekend for a social/cultural visit. Course evaluation. Write a report that evaluates this course up to now.
Work-related 6 7 8 9 10 11 12 13
14
Your career. A Personnel Officer has just interviewed you for a job. Write her report about you, including your career, your abilities and achievements. Annual report. Write the introduction to your company’s Annual Report. Market report. Write a report analyzing recent changes in your market. Progress report: department. Write a report describing the work of your department/section over the last quarter. Progress report: project. Write a report describing the progress of one particular project you are currently involved with. Product launch. Write a briefing document to give to journalists about a new product or service that your company is going to launch. Product description. Write a report giving a detailed description of one of your products (size, shape, colour, materials, technical specifications, features etc.). Improvements. Write a report to your colleagues at work suggesting how to make improvements in one or more of the following: recruitment methods, distribution, productivity, quality, advertising, motivation, training, brand image, time management. Real-life report. Write parts of a real-life report that you have to write in the near future.
Current affairs 15 ‘Hot’ topic from your country. Write a report to your colleagues on the course that describes an economic/political/social/environmental topic that has been talked about recently in your country. 16 Traffic. Write a report to the Transport Minister of your country suggesting radical new measures for controlling traffic in the capital city.
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6.6
Using notes to write a report AIM. To practise writing a report by organizing and expanding given information.
PROCEDURE. 1 Give out a copy of the worksheet to every student and refer to the instructions. Remind the students that they should only choose one topic. Emphasize that the notes are not in any order, and organizing the information is a necessary step. Allow a few minutes for the students to look at the two topics (it is not necessary to read the full notes in class). Ask them to write the report for homework and bring it to the next lesson. (Vocabulary note: layoff = the dismissal of a worker because there is not enough work. The word redundancy is also used in British English.) 2 In the next lesson collect in the reports and correct them. 3 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Note that the worksheet is a stimulus for a homework activity.
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Teacher’s Notes
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6.6
Using notes to write a report
1 2 3 4
Worksheet
Choose one of the topics below. Study the notes carefully. They are not in any special order. Decide how to organize the information to make a report. Expand the ideas to write a short report. You are free to add your own ideas as well. 1
You are the Human Resources Director of a retail bank which needs to cut a large number of jobs. Your report will be called Progress report on future layoffs. • • • • • • •
2
Management has promised no compulsory layoffs and has offered attractive packages for staff leaving voluntarily: pension protection, cash payments, retraining. Background: 1) strong competition; 2) customers prefer telephone and on-line services. Our response to the problem: concentrate operations at a few Operation Centers (O.C.s). Union wants management to maintain a register of former staff. People from this register would be contacted first to fill temporary posts. This is unacceptable to management. We will need to close 350 branches over the next five years. 10,000 layoffs will be needed (quarter of workforce). No agreement with Union on size of retraining budget. Union wants $6000 per employee. We have offered $4000. Staff morale very low in present situation. Should improve in long term – when the new O.C.s start working. How much control do we have over retraining? Will leavers be free to go anywhere on any course? Some of the retraining could be done in-company at cheaper cost. Investigate and prepare report for next meeting.
You write a column for a financial newsletter that reports on investment opportunities. Finosa is an imaginary French pharmaceuticals company. Your report will be called Finosa shares – a good time to buy? •
•
• •
• • •
Finosa has a new drug to treat narrowed arteries, called Vipax. At a recent presentation, Mr. Gerard Haberer, research and development director at Finosa said ‘For us Vipax is a very important product. We expect to find a very big market for this product’. 53% of Finosa’s shares are owned by the Bergamot cosmetics group. Four weeks ago Bergamot announced that they want to sell some of these shares. Since then, Finosa’s share price has climbed from 70 euros to 84 euros. The pharmaceuticals industry has been going through a period of consolidation, with a lot of mergers and acquisitions. Mr. Phillipe Cottet, a pharmaceuticals analyst in Paris, wrote last week ‘The price of Finosa shares already includes the profit potential of their new products. Finosa are making very optimistic sales forecasts.’ Finosa is the world’s 12th. largest pharmaceuticals company in terms of sales. The medical journal ‘The Doctor’ said ‘The benefits of using Vipax are exaggerated. The high cost of Vipax in comparison with existing treatments such as aspirin will restrict its sales.’ The Paris stock exchange is full of rumors that another French drugs group, Labsynth, is interested in forming some sort of merger with Finosa. Labsynth have denied these rumours.
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6.7
Report: personal management skills AIM. To practise writing a report on the student’s own skills in one of a range of management areas.
PROCEDURE. 1 Give out a copy of the worksheet to every student and refer to the instructions. Remind the students that they should only choose one topic. Allow a few minutes for the students to look at the four topics (it is not necessary to read the full notes in class). Ask them to write the report for homework and bring it to the next lesson. (Vocabulary note: to assess = to think carefully about a situation and make a judgment about it.) 2 In the next lesson collect in the reports and correct them. 3 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Note that the worksheet is a stimulus for a homework activity.
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Teacher’s Notes
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6.7
Report: personal management skills
Worksheet
Choose one of the following four topics. The ideas in brackets will help you to start thinking about each topic, but only choose a few ideas that are relevant to you. Write a short report: • Introduce the topic in general. • Describe your own experience of the areas you have chosen. Give real examples and assess your own performance. • Recommend some practical ideas for personal improvement.
1 Your report will be called Assessing my personal skills: Communicating clearly (Body language; Listening and asking questions; Using the phone; Using e-mail; Using the fax; Using the Internet; Reading efficiently; Taking notes; Writing letters; Writing reports; Writing proposals; Coaching staff; Giving feedback; Chairing meetings; Giving presentations; Using visual aids; Leading training seminars; Selling products; Negotiating; Public relations)
2 Your report will be called Assessing my personal skills: Managing time (Assessing work patterns; Time demands of different tasks; Planning and prioritizing; Use of a time planner; Managing your staff/colleagues/manager; Delegating effectively; Dealing with problems; Filing paperwork; Filing on the computer; Rethinking work space; Filtering material; Circulating material; Making and taking phone calls; Reading and writing; Using e-mail; Use of time in meetings; Travelling to work; Travelling as part of your job; Scheduling time off)
3 Your report will be called Assessing my personal skills: Motivating people (Assessing motivation levels of your staff; Recognizing and balancing needs; Establishing basic needs: supervision/autonomy/security/status/working conditions/salary and benefits; Motivating through: advancement/responsibility/job interest/recognition/opportunities to achieve; Improving communication; Dealing with staff problems and mistakes; Supporting staff; Encouraging initiative; Enriching jobs; Setting goals; Motivating groups; Leading a team; Delegating; Appraising effectively; Defining performance; Rewarding achievement; Celebrating success; Building careers)
4 Your report will be called Assessing my personal skills: Managing change (Causes of change: technological/social/economic/activities of competitors; Rate of change; Reactive change: responding to a crisis; Proactive change: anticipating and preparing for the future; Choosing areas for change; Consulting customers/employees; Clarifying objectives; Choosing a timescale; Identifying and allocating tasks; Making an action plan; Assigning responsibility; Using planning tools/checksheets/schedules; Developing commitment; Empowering people; Anticipating effects; Dealing with resistance; Minimizing negatives; Testing and checking plans; Monitoring progress; Maintaining momentum; Providing training; Consolidating change)
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6.8
Report: the impact of information technology AIM. To practise writing a report on how information technology affects either the student’s own business or society in general.
PROCEDURE. 1 Give out a copy of the worksheet to every student and refer to the instructions. Remind the students that they should only choose one topic. Allow a few minutes for the students to look at the two topics (it is not necessary to read the full notes in class). Ask them to write the report for homework and bring it to the next lesson. 2 In the next lesson collect in the reports and correct them. 3 (Option) Leave one of the reports uncorrected, and photocopy one copy of this for each student. Choose a section and ask students to try to correct/improve it in pairs. In feedback listen to all the suggestions for reformulations and discuss with the class which is the best. Consider both style and grammatical accuracy. Build up the reformulated version on the board line by line.
TIME. variable PREPARATION. Make one copy of the worksheet for each student in the class. Note that the worksheet is a stimulus for a homework activity.
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Teacher’s Notes
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6.8
Report: the impact of information technology
Worksheet
Information Technology (IT) includes computers, software and telecommunications. Choose one of the topics below and write a short report.
1 Your report will be called The impact of IT on my business. The points below will help you to start thinking about the topic, but only choose a few areas that are relevant to you and your business. • • • • • • • • • • • • • • •
New software developments New hardware developments Developments in peripherals (printers, scanners, monitors etc.) Developments in mobile communications Doing business on the Internet (e-commerce) New markets Responding to our competitors Adapting to new working styles Our company’s Intranet Video-conferencing Systems security The cost of IT IT and the law My country’s IT industry Future innovations
2 Your report will be called The impact of IT on society. The questions below will help you to start thinking about the topic, but only choose a few areas that are interesting to you. In your report refer to real examples from your own experience and your own country. • • • • • • • •
How will IT affect the prices of products? competition between companies? How will IT affect unemployment? the creation of new jobs? How will IT affect places and patterns of work? How will IT affect the distribution of wealth? Will it cause other kinds of divisions in society? How will IT affect global culture? How will IT affect entertainment and leisure time? How will IT affect human relationships and communication between people? Does IT have any implications for personal freedom?
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