Business Partner b1+ CB Students Book

Coursebook
lwonna Dubicka
Margaret O'Keeffe
Bob Dignen
Mike Hagan
Lizzie Wright
Business
@Pearson FT Publishing
FINANCIAL TIMES
ORGANISATION p.7 a Videos: 1.1 ews organisation 1.3 Managing first meetings
ews >
1.2 lnnovative >
1.3 Communication >
1.4 Business skills: 1.5 ) Writing: Emai -
fon organisations skills: a agi g first Small talk in first Organising information
mee: ~s meetings
Anews Listening: .. , Flat and Video: .,anaging first Listening: .. , lnterview Model text: lnvitation Listening: ,:: ployee
ion tall organisations rneet' with a communication toan induction day rkspace
ry: Roles and Grammar: Future forms: Functional language: coa ch; Small talk between Functional language: Reading: Mil e nial-
ilities Present Simple, Greetinqs. introductions colleagues Ordering information friendly workspaces
ation: Present Continuous an goodbyes Functiona language: in an email Task: Designa new
stress (p.114) and be going to Pronunciation: Asking and answering Grammar: Present office space
Writing: An email lntonation and ques: r irst meetings
Simple and Continuous
,howing
around a about future plans po iteness (p.114) Task: Write a reply to a
mt and arrangements Task: Making work-related invitation
introductions and
contacts atan event
104
BRANDS p.17 Videos: 2.1 A luxury bra
e life of luxury 2.2 > Asían brands 2.3 > Communication 2.5 > Writing: Formal
gowest skills: Supporting g a presentation and semi-formal emails
teamwork
I A luxury brand Reading: Chinese Video: a Teamw -. · ening: .. , Different Model text: lnvitation to a Listening: .. , Customer
combine holidays with 2 s to open a corporate event and staff feedback on
:1ry: Marketing Functional language:
ds luxury shopping Giving and respo : -; ::::sentation Functional language: a clothing store
iation: Grammar: Connectors to advice Writing, accepting and Task: Brainstorm a brand
; in compound Pronunciation: Task: Asking fo- 2-t declining an i vitation awareness campaign
.114) Connectors: intonation giving advice Grammar: Verbs + Writing: An email
Research and and pausing (p.114) Task: Prepare and give -in vs, infinitive summary of the campaign
n advertising Speaking: Discussing = presentation Task: . ríte a formal reply
n brands using connectors • 2.- invtation
.105
> JOB HUNTING p.27 a Videos: 3.1 Amlllil•lsan internship 3.3 Demon active Listening
jobsearch 3.2 > Job interview 3.3 > e 3.4 > Business skills: 3.5 > Writing: Covering
questions lnterviews .erters
I Applying for Listening: .. , lnterview Listening: .. , Two ~ odel text: Covering Listening: a '4> Three
1ship questions and answers interviews .etter video CVs; '4> First
lary: Getting a job Grammar: lndirect Functional lang a e Functional language: interviews
ciation: questions Useful phrases r Useful phrases for Reading: Analysis of three
sin derived Pronunciation: candi dates covering letters CVs and covering letters
).115) ~ Voice range and Task: Create a~-:==.-.: Grammar: Past Task: Conducta second
Plan and write intonation in indirect interview for ·~ Simple and Presen interview
vertisement questions (p.115) Perfect
Speaking: Ajob interview Task: Write a covering
letter
> BUSINESS STRATEGV p.37 .3 Problem-sotving styles
· od industry 4.2 > PEST analysis 4.5) Writing:. eporting

les Problem-s reasons an resc.ts
meetings
aAfood Listening: .. , A lecture on Listening: : _ :.1: - Model text: e rt Reading: Profiles of

-y's st a egy for PEST analysis solving tea- - =-=-: - :z extra et competing supermarket
Grammar: Modal Functiona _ Functional lang age: chains
verbs: obligation, Leading a : ::: -:: : ::1: g Reporting p : e s, Task: Select the best
prohibition, necessity, in proble -s; reasons and res s strategies for growth
recommendation meetings Grammar: Listening: .. , Compare
Comparis your strategies with a
Task: Write a s business news report
d asking
and social as Take a . - ,
_ e -s -- -;..o:- g
UNIT 5 > LOGISTICS p.47 Videos: 5.1 Amazon: the logistics of e-commerce 5.3 Collaborating on a project
5.1 ) E-commerce 5.2 ) Driverless 5.3) Communication 5.4) Business skills: 5.5 > Writing: Letter of
technology skills: Collaborating Negotiating complaint
Video: aAmazon: the Reading: Lorries lead cars Video: a

Collaborating Listening: ~· Negotiating Model text: Letter of Listening: ~· Criteria
logistics of e-commerce in the technology race on a project new terms and conditions complaint far choosing a supplier;
Vocabulary: Logistics Grammar: Passive forms Functional language: Functional language: Functional language: Teleconferenceswith
and word building Agreeing and disagreeing Negotiating Useful phrases far letters suppliers
Pronunciation:
Pronunciation: -+ -+ Auxiliary verbs in Task: A meeting to discuss Task: Negotiate a new of complaint Task: Negotiate and select
Pausing and stress in passives (p.116) controversial proposals deal Grammar: Linking a supplier
presentations (p.116) Speaking: Describe a Task: Write a letter of Writing: A formal email
Project: Debate the use process complaint confirming the result of
of drones the negotiation
Review p.108
UNIT 6 > ENTREPRENEURS p.57

6.1) Fairphone 6.2 )Young 6.3) Communication 6.4 ) Business skills:
entrepreneurs skills: lnfluencing Presenting facts and
figures
Video: a
The world's first Reading: Leaving Harvard Video: a lnfluencing Listening: ~· A presentation Model text: Summary of Listening: a~•Three
ethical smartphone to start a business styles: push and pull based on visual data a business talk crowdfunding pitches
Vocabulary: Running Grammar: Reported Functional language: Functional language: Functional language: Speaking: Decide which
a business speech Oealing with objections Presenting visual Summarising crowdfunding project
Pronunciation: Speaking: Talk to a Task: lnfluencing others information Grammar: Order of to back
-+ Consonant-vowel journalist about your to overcome objections Pronunciation: information in sentences Task: Prepare and deliver
linking (p.116) start-up -+ lntonation and Task: Listen to a talk and a crowdfunding pitch
Project: Brainstorm and Writing: An email/article discourse marking in write a summary
present new business based on the interview presentations (p.116)
ideas Task: A presentation toan
investor
Review p.109
UNIT 7 > WORKING ABROAD p.67 7.3 Decision-making styles
7.1) Global work 7 .2) Cultural anecdotes 7 .3) Communication 7 .4) Business skills:
cultures skills: Decision-making Relationship-building
Video: aworking abroad Listening: ~· Working in Video: a

Decision- Listening: Model text: Report giving Reading: Blog posts on
Vocabulary: Working other cultures making styles ~> Conversationsat suggestions,advice and cultural awareness
abroad: Adjectives, Grammar: Past tenses: Pronunciation: a networking event recommendations Listening: ~· lnterviews
prefixes, opposites Past Simple, Past -+ Strong or weak? Functional language: Functional language: with staff about working
Project: Research a Continuous and Past (p.117) Keeping a conversation Formal/neutral/ internationally
different work or study Perfect Simple Functional language: going informal language far Task: Prepare and present
culture Pronunciation: Expressing preferences Task: Meeting new people recommendations recommendations far
-+ Phrasing and intonation Task: Discuss preferences atan induction day Grammar: First and working in your culture
in past sentences (p.117) and reach agreement second conditional Writing: A formal email
Speaking: Tell an anecdote Task: Write a report giving confirming the outcome
Writing: An anecdote suggestions, advice and of the presentations
recommendations
Review p.110
UNIT 8 > LEADERSHIP p.77 Videos: 8.1 Safari Vet School 8.3 Positive and developmental feedback
8.1 > Learning to lead 8.2 > Neuroleadership 8.3 > Communication 8.4 > Business skills: 8.5 > Writing: lnforming Business workstio!)
skills: Giving and Leading meetings of a decision 4 ••••
receiving feedback
Video: a Safari Vet Reading: Business leaders Video: a

Positive and Listening: ~· Managing Model text: Email about Listening: ~· Three
School need neuroscience developmental feedback a team meeting decisions made by Board employees talking about
Pronunciation: Grammar: Relative Functional language: Functional language: of Directors their training needs
-+ Glottal stops (p.117) da uses Giving and responding to Leading and managing Functional language: Reading: Profiles of
Vocabulary: Leadership Pronunciation: feedback meetings Formal and semi-formal training courses
Project: Discuss and write -+ Phrasing and Task: Give and respond to Task: Lead a mini-meeting language far decisions Task: Design a
about a great leader ~ intonation in relative developmental feedback Grammar: & Reduced development plan far an
da uses (p.117) relative da uses employee
Speaking: Truth or lie Task: Write a formal Writing: An email to
game using relative email to inform staff of justify a training course
da uses decisions made
Review p.111
Pronunciation p 112 Grammar reference p 118 Additicnal material p.126 Vídeoscripts p 138 Audíoscripts p 146 Glossary p 154
Unit overview
A news organisation Video: A news organisation
Lesson outcome: Learners can use vocabulary related to a range of Vocabulary: Roles and responsibilities
job roles and responsibilities within a company ar organisation. Project: Showing someone around a department ar campus
Listening: Two company profiles: flat and tall organisations

Lesson outcome: Learners can use a range offuture forms to Grammar: Future forms: Present Simple, Present Continuous and be going to
talk about intentions, plans, arrangements and predictions. Writing: An email about future plans and arrangements
Communication skills: Managing first meetings Video: Managing first meetings

Lesson outcome: Learners are aware of different ways to Functional language: Greetings, introductions and goodbyes
manage first meetings and can use a range of phrases far Task: Making introductions and contacts atan event
greetings, introductions and goodbyes.
Business skills: Small talk in first rneetings Listening: lnterview with a communication coach; Small talk
between colleagues
Lesson outcome: Learners can use a range of questions and
Functional language: Asking and answering questions in first meetings
responses to make small talk in first meetings.
Task: Meet a visitar and manage small talk during a first meeting
Writing: Emails - Organising information Model text: lnvitation toan induction day
Functional language: Ordering information in an email
Lesson outcome: Learners can organise information in a
work-related email and write a reply to a wor invitation. Grammar: Present Simple and Present Continuous
Task: Write a reply to a work-related invitation
Businessworkshop 1: p.88 1 Review 1: p.104 1 Pronunciation: 1.1 Word stress 1.3 lntonation and politeness p.114 1 Grammar reference: p.118
> 7
A news organisation
Learners can use vocabulary related to a range of job roles and
responsibilities within a company or organisation.
Lead-in 1 Discussthese questions.

1 These are sorne typical departments in a company. What do you think each one does?
Use sorne of the key words and phrases in the second box to help you.
finance human resources marketing operations production sales
brand image cash flow customer service health and safety invoicing
manufacturing pricing promotion quality control recruitment supply cha in
2 Can you name any other departments?

3 Which departments do you think do the most important work? Why?
VIDEO 2A Would you like to work fer a news organisation? What do you imagine it is like?
B In what ways do you think working fer a news organisation is:
a stressful? b glamorous? e interesting?
3A a 1.1.1 Watch the video and match the five speakerswith the jobs.
Director of Human Resources Finance Supervisor News Editor

Programme Director News Reporter
1 2 3 4 5
B Which of these people probably work closely together on a daily basis?
4 Watch the video again and complete the infermation. Use ene word in each gap.
1 lt is important that individuals and teams understand their and responsibilities.
2 Staff [in the newsroom] are responsible far the teams gathering* news globally.
3 Arti gives a(nl the task of covering a news story.
4 Nick works with a camera to make sure they are getting the right pictures.
5 John's role is to lead the production _
6 He describes his job as similar to the of an orchestra.
7 The HR director has several strategic and priorities.
8 Ray says it's important to make sure the come in on time.
~
~
Teacher'~ r~:ources:
extra acnvitres
5 Work in pairs or small groups. What do you think each person likes most and least
about their job?
Vocabulary Roles and responsibilities

6 What do the words in the box mean? Complete the extracts from the video using
the words and phrases in the box.
1 My job newsgathering far a majar news organisation.
involves lead make sure
2 My role as Programme Director is to the production team.
running
3 l'm responsible far the human resources team.
4 We need to we're getting cash in .
• :;e::¡:,·r~; • om different places and put them together in one place

7 Look at sorne expressions people use to talk about their jobs. Complete the
expressions in bold using the prepositions in the box,
I after far of of of to with with
1 I report the IT Director.

2 l'm the Head Sales.
3 I workclosely the Head of Marketing.
4 I Look the company website.
5 I take care the export documentation.
6 l'm responsible coordinating the production team.
7 l'm in charge the research and development team.
8 I coordinate all departments to ensure customer satisfaction.
8 Read how two more people at the news organisation describe their jobs.
Complete the texts using words from Exercises6 and 7. Use one word in each gap.
My name's Frances Mullan. l'm the Head of Marketing. My name's Donovan Parsons. l'm a camera operator and I take
1 1 a small team of two marketing managers 5 of the camera equipment. l'm 6 _
and a video producer. Our work 2 a variety of for interpreting what the director wants to happen and
marketing strategies to promote the business, including events, putting it on screen. 1 7 closely with other
social media and printed advertising. l'm in 3 of technical departments, such as lighting and sound. My duties
attracting new customers, retaining existing customers and also include supervising the work of the camera assistant.
positioning the business as innovative and creative. 14 _ We're in a live television environment so we have to make
directly to the Head of Strategy and Development. _____ we can do the job under pressure.
9 Workin pairs. How would you describe your own job, a job you would like
to have in the future, ora job in the box? Use sorne of the vocabulary from
Exercises6 and 7.
actor hotel manager journalist personal shopper photographer sports trainer
Teacher's resources:
extra activities ~ page 114 See Pronunciation bank: Word stress
> lOA
PROJECT: Showing someone around
Workin pairs or small groups. Imagine that you are going to

show a new member of staff around the organisation where
you work ora new/overseas student around the campus of
the place where you study.
• Decide which departments/areas you would take the new
employee/student to and why.
• Which key people would you introduce your new
employee/student to?
• How would you briefly describe the roles and
responsibilities of three peo ple you meet?
B Roleplay the introductions with the new

employee/student. What would be sorne good
questions to ask the three people about their
roles and responsibilities?
How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practicel to 5 (1 know this welll
Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
lnnovative organisations
Learners can use a range of future forms to talk about intentions, plans,
arrangements and predictions.
Lead-in 1 Look at the tall and flat organisational structures. What do you think are sorne
1t advantages and disadvantages of each?
t 2A Match the words and phrases in the box with the definitions.
iit
bureaucracy centralised decentralised hierarchy innovative promotion
ff t t ff
1 a move to a more important job in a company or organisation
2 new, different and better than befare
Tall organisation 3 a system of organisation in which peo ple are divided into levels of importance
4 a complicated official system that has a lot of rules and processes
i 5 organised the control of an organisation so that everything is done or decided in one place
6 moved parts of an organisation, etc. from a central place to several different smaller ones
ittttt Flat organisation

B Work in pairs. Can you use any of the words in Exercise 2A to talk about
the organisational structures in Exercise l? Compare your ideas with the
information on page 126.
Listening 3 Look at the two company profiles: W. L. Gore and Zappos. Do you think they are
likely to have flat or tall structures? Why?
4 ~> 1.01 Listen to the radio discussionwith Janet Wood, an organisation

consultant. Check your answers in Exercise3.
5 Listen again and decide if these sentences are true (Tl or false (Fl. Correct the
W. L. GORE incorrect sentences.
CEO: Terri Kelly 1 Organisations with tall structures can change and innovate fast.
2 Bob and Genevieve Gore started their company in the 1960s.
Sector: Manufacturing
3 Employees voted to decide who should be the CEO of Gore.
4 'Holacracy®' is a system without traditional managers.
5 All the functions at Zappos are now done by teams.
6 The transition at Zappos will take a few months to complete.
6 Choosethe correct option. Listen to the discussionagain if necessary.

1 Janet Wood seems
a critical of hierarchies.
ZAPPOS
b positive about hierarchies.
i
CEO: Tony Hsieh e sceptical about flat structures.
Sector: Online shoe and 2 Which statement about W. L. Gore is true?
clothing sales
a Employees work in teams of 30.
b Staff are called associates.
e Nobody in the company has a job title.
3 Which statement about Zappos is true?
a The company started two years ago.
b Staff work in about 500 teams called circles.
e The lead link of a circle decides what everyone does.
4 What do W. L. Gore and Zappos have in common?
a Senior executives are elected by the employees.
b Any member of staff can start a new project team.
e Staff decide their own roles in a team.
Teacher's resources: 7 Work in pairs. How would you feel about working in a flatter organisation with
extra activities few ar no managers? ·
> 10 <
<
Grammar Future forms: Present Simple, Present Continuous and be going to
8A Look at these extracts from the discussion. Which one is:
1 You decide what you are a a personal intention? e a prediction?
going to contribute to b a plan/arrangement? d a scheduled event?
theteam.
B Which verb form is used in each example in ExerciseSA?
2 Zappos has a training ~ page 118 See Grammar reference: Future forms
session next week.
9 Decide which is the best option in each sentence and explain your choice.
There may be more than one possible answer.
3 l'm flying to Las
1 Whattime the first flight on Sundays?
Vegas tomorrow.
a does . . leave b is ... leaving e is ... going to leave
2 When I get more free time, I a gym.
4 l'm sure that's going a join b am joining e am going to join
to be a very interesting
3 He can't remember what time he the client tomorrow.
experience.
a visits b is visiting e is going to visit
4 _____ to her email until later today.
a don't reply b am not replying e am not going to reply
5 We sorne friends after work this evening.
a meet b are meeting e are going to meet
6 Susan hasn't studied all year. She her final exams next week.
a fails b is failing e is going to fail
7 The conference until 10 o'clock but let's get there early.
a doesn't start b isn't starting e isn't going to start
8 There's a lot of traffic. intime to catch the train?
a Do we arrive b Are we arriving e Are we going to arrive
lOA Complete the conversation with appropriate future forms, using contractions
where possible. There may be more than one possible answer.
A: Hi, Juliana. What time 1 (the department meeting I startl tomorrow?
B: At 10 o'clock as usual, but I think 12 (bel about fifteen minutes late.
I have a dentist's appointment.
A: 3 (yo u/bel a ble to talk after your trip to the dentist's?
B: Yes, it's justa check-up. In fact, 14 (givel a presentation on the
company restructuring.
A: l'm sure that 5 (bel interesting. Is it true we 6 _
(movel to offices outside the city?

B: 17 (not tell) you anything befare the meeting. You know that.
A: Well, 18 (sitl right at the front. 1 don't want to miss anything.
a: Teacher'~ r~~ources: B .. , 1.02 Listento the conversation in ExerciselOA. Which future forms do the
U" extra acnvines
speakersuse in each case? Why do you think this is?
Writing 11 Write an email to a friend or colleague about a real or imaginary trip you have
planned far work or pleasure. Write 100-120 words.
• Say when and where you are going and how you are travelling there.
• Say where you are staying.
• Mention your predictions for the weather.
• Talk about your intentions and arrangements for the visit.
from O (1 need more practicel to 5 (1 know this welll.
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
Learners are aware of different ways to manage first meetings and can use
a range of phrases for greetings, introductions and goodbyes.
Lead-in 1 Work in pairs and discuss the questions.

1 When you meet someone for the first time, what do you usually do and say to be polite?
2 Across cultures, there are many ways of being polite in first meetings, e.g. sorne peo ple
shake hands, sorne people kiss, etc. How many different ways to be polite can you think of?
3 Is it more polite to invest time to build relationships with small talk first and then focus
on the work or task, or is it better to focus directly on the task, and build a relationship
later? Why?
VIDEO 2A a 1.3.1 Watch as Matt and Stefanie prepare to rneet each other in London.
1 Where do they work? 2 What is their usual job? 3 What is their project role?
B Watch the video again. Mark which qualities Matt (M) and Stefanie (S) use to
describe thernselves and their own cornrnunication style. Which words do the
other speakers use to describe Stefanie? You do not need to use all the words.
efficient flexible work-focused rude informal friendly polite quiet

professional organised open effective
C Overall, do you think Matt and Stefanie willwork well together? Why?
3A In srnall groups, discuss which is the best cornmunicat ion style (option A or B)
for Matt to use in his first meeting with Stefanie. Give reasons for your answers.
As a class, decide which video to watch first.
Option A- Focus on the relationshipfirst: Be polite by meeting Stefanie in an informal
way and focusing on the relationship first befare getting down to business.
Option B - Focus on work first: Be polite by meeting Stefanie in a formal way and
focusing the conversation quickly onto work tapies.
B Watch the videos in the sequence the class has decided, and answer the
questions for each video.
Option A a 1.3.2 1 How does Matt introduce himself?
2 How does he begin the visit and why do you think he does this?
3 Overall, how successful do you think the meeting is? Why?
Option B a 1.3.3 1 How does Matt introduce himself?

2 What two reasons does Matt give for discussing business immediately?
3 Overall, how successful do you think the meeting is? Why?
4 In pairs, discuss the questions and agree what you can learn frorn Matt's
experiences.
1 What did Matt do to be polite in each video?
2 What happened as a result?
5 a 1.3.4 Watch the Conclusionssection of the video.

1 Compare what is said with your answers in Exercise 4.
2 Note down the three main learning points which are described.
3 Decide how far you agree with these points. Why?
Reflection 6 Think about the following questions. Then discussyour answers with a partner.
1 Which communication style (relationship-focused or work-focused) do you prefer when
meeting people for the first time? Why?
2 What is one advantage and one possible disadvantage ofyour own personal style?
:.2
· 1.3 >I Communication sldlls; Managing first meetings • • D
Functional Greetings, introductions and goodbyes

language 7 Complete the table with these phrases from the video.
1 OK, so we need to leave it there. 5 Sorry to [be in a rush Like this / rush off so soon).
2 [Good/Great/Lovely/Nice) to finally meet 6 [Good/Great/Lovely/Nice) to see you again.
you in person. 7 Thank you far coming and have a [safe trip /
3 Do you know [the design guys)? good weekend)!
4 [Guys,] this is Stefanie. 8 So, first time in London?
Meeting and greeting lntroducing people Saying goodbye

How's it going? Let's go and [say hello to .] Excuse me. [I must take this call.l
[Did you have a] good trip? l'd like to introduce you to ...
Can I get you [a coffee]? Have you met [Miran] befare? She
works far/ works with I runs ...
8A Look at the conversation between Suzanne Jones and her visitar. Match what
Suzanne says (1-5) with the responses (a-e).
1 Hello, l'm Suzanne Janes, Head of Planning. a No thanks. l'm fine.
2 How's it going? b Hi, Suzanne. Nice to finally meet you
3 Everything's fine. Good trip? in person.
4 lt's always the same. Can I get you c Great! Can't wait!
anything to drink? d Not bad, not bad. How about you?
5 Let's go and meet the rest of the team. e A bit of a delay on the underground today.
B Work in pairs. Use phrases from Exercises 7 and SA to write your own dialogue
between a host and business visitar. Then roleplay your dialogue.
C Work with another pair. Hosts: introduce your visitar to the other pair. Visitors: respond.
Teacher's resources: One person should say goodbye to the group, giving a reason.
extra activities
~ page 114 See Pronunciation bank: lntonation and politeness
9A Work in pairs. Choose an industry from the list and invent your
roles. Think about your job titles, company name and
geographical location.
architecture fashion movies music

toy makers video games
B You are ata large public event. Introduce

yourself and your colleague to other
peo ple. lf you find someone who could
be a useful contact, make a note of their
name. lf not, say goodbye politely and
move on.
C At the end, tell the class how many
useful contacts you made. Why
did you think these people could
be useful?
D In your pairs, discuss which
phrases you used from Exercise 7
and w.hat you found difficult.
How successfully have you achieved the Lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have Learnt.
Learners can use a range of questions and responses to make small talk in
first meetings.
Lead-in 1 Work in pairs and discussthe fellowing questions.

1 What is 'small talk'7 How important is it during first meetings?
2 What questions would you normally ask when meeting someone far the first time?
3 Are there any problems with asking questions in a first meeting? Why?
Listening 2A ~> 1.03 Listen to a short interview with Angela Dawson, a communication
coach based in New York, about how to use small talk and manage first
meetings. Then answer the questions.
1 Why is managing first meetings in international business often difficult?
2 What is the value of asking questions?
3 Which types of question are most effective? Why?
4 What should you ask questions about?
B Listen again and answer the questions.

1 What two things does Angela say about silence?
2 Why does she say that sorne questions don't matter?
3 What is the relationship between asking questions and building trust?
C In pairs, discussthese questions about Angela's ideas.

1 How far do you agree with Angela's ideas about asking questions? Why?
2 At the end of the interview, Angela talks about the need to find something in common:
When you and the other person have similar interests, the conversation often goes
better. Do you agree? Why I Why not?
3 What other things should you do, in your opinion, to make a conversation go well?
Tips for small talk

3A ~> 1.04 Paul Robson works fer a London-based international company.
He is welcoming Eva Neumann, a colleague from another office of his
in firstmeetings
company. Listen and decide if these sentences are true (T) or false (F).
a Give a clear and positive 1 Eva travelled directly from the airport to the meeting.
[fj
welcome. 2 This is Eva's first visit to London.
b Offer to take the other
person's coat. o 3 Eva works full time in Geneva.
4 Paul is head of Customer Service.
e Ask about their journey
to the office. o 5 Eva is leading a project called Service Excellence.
B Look at the List of tips fer making small talk in first meetings. Listen again
d Offer them a drink. o and tick (v) which tips Paul uses in his conversation with Eva.
e Check if their hotel is OK. o C How effectively do you think Paul handled the first meeting with Eva? Why?
f Offer help to organise
a taxi. o
g Ask if it's their first time in O
the city.
h Suggest going for dinner
later in the evening. o
Ask where the other
person works. o
j Check when they joined O
the company.
k Make a positive comment O
about workjng with them.
Functional Asking and answering questions in first meetings
language 4A Complete the questions from the recording in Exercise 3A with the words in the
box. lf necessary, use the audioscript on page 146 to help you.
time join have free offer take work report
1 Offer help/ Can 11 you r [coat/bag]?

hospitality Can\2 you [something to drink Ia coffee I a glass ofwater]?
Can I arder you a taxi?
2 Journey Did you 3 a good [flight/journey/trip]?
3 Experience Is it your first 4 [in the London office I at the conference]?
4 Place of work Where do you s exactly?
Where are you based?
Are you in the [Zurich] office at the moment?
5 Timewith When did you 6 the company?
company
6 Colleagues Do you 7 to [Paul Blaettner]?
Do you work with [Davide in the Mexico office]?
7 Socialising Are you 8 far [lunch today / dinner this evening]?
B Match the answers (a-g) with the tapies (1-7) in Exercise 4A.
a l'm actually based in Warsaw at the moment.
b About five years ago.
e Sorry, l'm meeting a friend today. Are you free tomorrow?
d Yes, 1 do. Do you know him?
e That would be great, thanks.
f Actually, 1 hada delay at the airport.
~ Teacher'~ r~~ources:
liF. extra acnvmes g No, 1 was here last month, actually.
5A Work in groups ofthree. Roleplay meeting a visitar and managing

small talk during a first meeting. There are three scenarios. Each
person will take the roles of host, observer and visitar once.
Host: You are welcoming a member ofthe project team to the
London office, meeting in reception and moving to your office.
Visitar: You are visiting the London office.
Observer: You will observe and give feedback after the
role play.
Student A: Look at your three role cards on page 126.
Student B: Look at your three role cards on page 128.
Student C: Look at yourthree role cards on page 137.
B Take a few minutes to prepare, then roleplay your

meetings.
C When you have finished, Listen to the observer's
feedback and discuss how easy or difficult it is to
manage a first meeting. Share your group's ideas
with the class.
Hov, s.zcessfullv have you achieved the lesson outcome? Give yourself a score
from ..,eed more practice) to 5 (1 know this welll.
• Go t . Self-assessment in MyEnglishLab to reflect on what you have learnt.
WRITING < 0000[!] >
Emails- Organisinginformation
Learners can organise information in a work-related email and write a reply
to a work invitation.
Lead-in 1 Read the email about an induction day. Complete it with the phrases in the box
and add capital letters where necessary. Then compare in pairs.
after all the best dear Jill feel free to call me ifyou have any questions
firstly justa quick email to let you know then
_____ that we are organising an induction day for you on Thursday or Friday
next week.
_____ , Mike Evans, the Production Supervisor, plans to show you around the
factory at 8 a.m. 4 , at 10 a.m. Anna Hargreave, who is responsible for
Marketing, would like to introduce you to her team and explain the new projects they
are working on. 1 think you'II find it very interesting.
_____ that you'II have lunch with the finance team in the staff canteen. In the
afternoon Davina Porter, who deals with customer service, feels that it's a good idea
for you to accompany her on a visit to sorne of our most important clients.
Let me know which day is best for you and 6
or need any help.
Greg
Functional 2A Look at the email again. Write the words and phrases from Exercise 1 in the
Language correct place in the table.
Greeting/Opening
Reason for writing
Ordering information
Concluding email
Closing
B Write these words and phrasesin the correct place in the table in Exercise2A.
Teacher's resources: Dear Sir/Madam, l'm writing to inform you that ... Finally, Good morning Jacques Yours,
extra activities
Further to our conversation, 1 confirm that ... Hope to hear from you soon. Kind regards,
The email contains
examples ofthe Present Hello/Hi Georg e I Look forward to hearing from you. Thank you for your email. Thirdly,
Simple and Present Please do not hesitate to contact me if you have any questions. Regards, Yours sincerely,
Continuous. Go to
MyEnglishLab for optional
grammar work. .+ page 118 See Grammar reference: Present Simple and Continuous
Work in pairs. Lookat page 126 and discussthe best arder to put the information in.
~ .: : B Write a reply to Greg's email in around 80 words. Thank him and confirm which day
:)TASK\1
,/ J you can attend and why you cannot attend on the other day.
ª<-;> C Exchange emails with your partner. How many of the words and phrases in Exercises
2A and 28 did your partner use? Did your partner use different phrasesfrom you?
from O (1 need more practice) to 5 (1 know this welll.
ji'/,/'////<////, /'//////:
Unit overview
Video: A luxury brand
Lesson outcome: Learners can use a range ofvocabulary Vocabulary: Marketing and brands
related to marketing and brands. Project: Research and discuss an advertising campaign
Reading: Chinese combine holidays abroad with luxury shopping

Lesson outcome: Learners can use a range of connectors to Grammar: Connectors to link, add and contrast ideas
link ideas in sentences. Speaking: Discussing brands using connectors
Communication skills: Supporting teamwork Video: Teamwork

Lesson outcome: Learners are aware of different ways to Functional language: Giving and responding to advice
support team colleagues and can use a range of phrases for
Task: Asking for and giving advice
giving and responding to advice.
Business skills: Making a presentation Listening: Different ways to open a presentation

Lesson outcome: Learners are aware of techniques for Functional language: Signposting in presentations
beginning a presentation and can use a range of signposting
phrases to structure a presentation and highlight main ideas.
Task: Prepare and give a presentation
Wri~ng: Formal and semi-formal emails Model text: lnvitation to a corporate event
Lesson outcome: Learners can distinguish between formal and Functional language: Writing, accepting and declining an invitation
semi-formal emails and write a reply to a formal invitation. Grammar: Verbs + -ing vs. infinitive
Task: Write a formal reply to ar i itation
Business workshop 2: Review2: Pronunciation: 2.1 Stess in compound nouns and noun p rases Grammar reference:
p.90 p.105 2.2 Connectors: intonation and pausing p.114 p.119
> ,.
Learners can use a range of vocab

1 What kinds of product do you associate with luxury ora es"
2 Have you ever bought anything from a luxury brand, Wha: ,2: -::-
3 Sorne people think that spending large amounts of money on :~-:.: s -¿:
Do you agree? Why? I Why not?
• VIDEO 2 a 2.1.1 Watch the video about the luxury jewellery brand, Bulgañ.
Bulgari extend the brand? What a rea did they move into?
3 Watch the video again and answer the questions.

1 What is the best way to extend a Luxury 5 How old is the building?
brand? 6 What is special about Bulgari's London
2 When and where was Bulgari faunded? hotel?
3 What kinds of products did Bulgari sell 7 According to Peter York, what is the
at the end of the '90s? problem with over-extending a brand?
4 Where was its first hotel? What is next B How many hotels has Bulgari launched
to it? so far?
4 Watch the last part of the video again (2:55-4:24). Who says what? Peter York
or Silvia Ursini?
1 At the end, if you overdo it, your brand is devalued.
2 Do something only if you have something to say.
3 lfyou say 'Let's copy the competitors', far me the customer ultimately will read between
the Unes and punish you.
4 1 think the brands which are most careful have the longest future.
5 Work in pairs or small groups. Discussthese questions.

1 Think of a company that copied its competitors. What happened? Did customers stay
Teacher's resources: loyal to the original brand? Think of an example far each of these categories.
extra activities
Teacher's resources: a soft drink a mobile phone an item of clothing
alternative video and extra
activities
2 Can you think of any other categories?
Vocabulary Marketing and brands

6 Complete the sentences from the video using the words and phrasesin the box.
bad history base of clients brands cautious approach core business

devalued fast growth further afield stretching ultra-luxury venture into
1 So what's the best way to extend a luxury brand?... the brand.

2 One company that has taken a(nl to expansion is Bulgari.
3 To pave the way far growth we needed to speak to a broader and aspirational
4 Afterfragrances, the company began to look _

5 And this idea of doing a very small collection of hotels carne about.
6 Experts agree that care and control are vital when moving beyond the _
1 There's a lot of about brand extensions .... lfyou overdo it, your brand is
8 1 think the which are most careful have the longest future.
9 This slow and steady process is not far everyone, particularly far businesses looking
far _
10 'OK, let's this business, and what are we gonna do? Let's copy the competitors'.
7 Match the words in the box with the definitions.
awareness brand stretching customer engagement image

interactive marketing lago loyalty product placement
1 advertising by placing an item in a television programme or film

2 using internet history to target customers
3 extending a brand to in elude other types of products
4 consumer interest
5 knowledge or understanding
6 a recognisable design or official sign on a product
7 buying the same brand regularly
8 general opinion people have of a product
8 Work in pairs. Discuss these questions.

1 Name three well-known people who lead 'alife of luxury'.
2 lf you hada month's salary to spend, which luxury product(s) would you buy?
3 Name sorne brands that use product placement in TV programmes. What other ways
are there of increasing brand awareness or encouraging customer loyalty?
4 lfyou had to stretch a well-known brand, how would you expand it? What new
products or services could you offer?
liF extra acnvmes .+ page 114 See Pronunciation bank: Stress in compound nouns and noun phrases
> PROJECT: Researchan advertising campaign
9A Work in pairs. Research an advertising campaign to

discuss with your classmates.Follow these steps.
• Choose an example of a newspaper/magazine/
online/TV advertisement far a luxury brand.
• Make notes on the brand image. Use the
ideas on page 135 to help you.
• Survey your classmates: ask questions
and get their reaction to the advert,
e.g. Are people aware of the brand?
How does it make them feel?
B When you have finished
your analysis and survey,
work with another pair.
Exchange your findings
about your advertising
campaigns. Which one
is the most effective?
Why?
• How successfully have you achieved the lesson outcome? Give yourself a score
Asian brands go west
Learners can use a range of connectors to link ideas in sentences.
Lead-in 1 Work in pairs or small groups.

1 Think of two global brands far each of these sectors.
/ am.bassador accessories cars fashion jewellery fragrances technology
~ rrnaqe 2 Do you know which country each brand is originally from?

3 Choose one brand to facus on. Why do you think it is so successful7 What qualities do
BRAND lago you associate with it?
loyalty 2 Look at the collocations in the diagram and check new words in your dictionary.
Then talk about the brand you chose in Exercisel.
personality 1 Describe the brand lago, brand image and brand personality far your ch osen brand.
2 Does it have a brand arnbassador? lf so, who?
3 Do you think the company has created brand loyalty? Describe the target market.
Reading 3 Read the article quickly. How many brands are mentioned? Do you know what
kind of companies they are?
FT Chinese combine European and U.S. breaks

with spending trips
1 Recently, Asian brands, like fine jewellery brand in the world, says Chinese outbound tourism was
Qeelin, have started to appear in U.S. shops. This behind its expansion into Southeast Asian countries,
unusual move is a sign of the ambitions of Asían such as South Korea and Taiwan. Over 2,000 of its
luxury companies. 35 stores are in mainland China, but those overseas are
Previously. the global luxury industry moved only increasingly important. While the group prefers to
in one direction: from west to east. Then European run large-scale advertising and marketing campaigns
and U.S. brands bought to deliver a consistent
up prime retail sites in brand image, there are
Asian megacities as a 40 regional adaptations.
10 new generation of Asian Earlier this year, for
customers were attracted example, members of
to owningproductsmade Taiwanese boyband
by companies that were SpeXial were asked to
more than a century old. 45 help publicise a store
15 In recent years, opening in Taiwan.
however, Chinese Sorne Asian brands
customers have started are expanding after
to combine holidays being bought by larger
abroad with shopping 50 groups. Recent examples
20 expeditions, and Chinese include Qeelin and
brands have begun Shang Xia, a luxury
to follow the money. label now operated by
Luxury research institute French luxury group
Hurun reports that France - home to labels such as 55 Hermes, Qeelin began selling its products in the USA,
25 Chanel and Louis Vuitton - has emerged as the top a strong market when it comes to luxury,partly to meet
holiday destination for wealthy Chinese rnillennials. demand from the local Chinese community.
Other popular destinations include London, San Building a brand overseas takes time. This is
Francisco and New York, as well as Japan and South particularly true when it comes to establishing iconic
Korea. 60 designs that are as recognisable around the world as
30 The fine jewellery sector is leading this global a Chanel handbag. You don't build luxury brands
expansion. Chow Tai Fook, the biggest jeweller overnight.
> 20 <
<
4 Read the article again and decide if these sentencesare true (T) or false (F).
1 In recent years, Asian luxury companies have started to expand into the West.
2 Chinese millennials like to go shopping far luxury brands when they go abroad.
3 The jeweller Chow Tai Fook has recently opened over 2,000 stores in South Korea and Taiwan.
4 Asian brands are adapting their marketing plans far stores according to the region.
5 SpeXial is an all-male music group from Taiwan.
6 A French luxury group has been bought by Qeelin and Shang Xia.
7 Luxury products are popular with the Chinese community in the USA.
~ Teacher'~ r~~ources: 8 The writer thinks that the new Asian brands will soon become as successful as Western
U" extra actrvmes
brands like Chanel.
Grammar Connectors
5 Look at the underlined words and phrases in the article, which show how
different ideas are connected to one another. Write the words and phrases in
the correct place in this table.
Adding ideas Contrasting ideas Referring to time Giving examples Sequencing

Recently
~ page 119 See Grammar reference: Connectors

~ page 114 See Pronunciation bank: Connectors: intonation and pausing
6 Choosethe correct option in italics to complete the sentences.

1 However I Although the global luxury industry previously moved only in one direction,
Chinese customers now go on shopping trips in the West.
2 Examples of luxury goods that are popular in Asia include, far instance, I as well as
handbags and watches.
3 For Asían buyers, part of the attraction of having a luxury handbag or scarf is that the brand
is more than a century old. France is famous far its luxury brands, first of ali I such as Chanel,
Louis Vuitton and Herrnes,
4 Herrnes, first of ali I recently, started as a horse harness business in Paris in 1837, and is now I
previously a champion of traditional French craftsmanship and high-quality manufacturing.
5 So, where are wealthy Chinese millennials going? To start witb I Then, France is the top
holiday destination.
6 However / Although, other popular shopping destinations a/so I in addition include London
and New York, as well as I a/so Japan, Malaysia and South Korea.
l!'!liii.. Teacher'~ r~~ources:

7 Add the new connectors in the box to the table in Exercise5.
liP!'; extra acnvmes
also although first of all in addition to start with far instance
Speaking 8A Complete the questions with suitable connectors.

1 they are expensive, do you like to buy designer labels?
2 When it comes to luxury goods, clothing, jewellery or shoes, what's the most
expensive ítem you have ever bought?
3 Which brands are popular with your generation your parents' generation?
4 Which brands have become more popular in your country or region?
5 Why do sorne people like to buy luxury goods and designer brands others
prefer simpler and cheaper products?
B In pairs or small groups, ask and answer the questions in ExerciseSA.
from O (1 need more practicel to 5 (1 know this well),
• Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
Learners are aware of different ways to support team colleagues and can use
a range of phrases for giving and responding to advice.
Lead-in 1 Work in pairs and discussthe questions.

1 Think about different teams and groups you are or have been part of. What challenges
do groups or teams have which can make them less effective?
2 How useful and/or problematic is it to have peo ple in a group or team who are very
different to each other? Why?
3 Who do you prefer to work with - peo ple who are similar to you or very different? Why7
VIDEO 2 a 2.3.1 Matt has organised a conference call to plan how the team wiLLwork
together to deliver online project management courseson time in Mexico.Watch
the call and note down what each personsees as a priority or project success.
Matt: Dan:
Stefanie: _ Paula:
3 Watch the video again.

1 How well do you think Matt leads the meeting? Why?
2 How does Stefanie feel about working with Dan? Why?
4A In smaLL groups, discusswhat Matt should advise Stefanie to do at the beginning

of the project: facus on working with Paula or with Dan. Give reasonsfar your
answers. As a class, decide which video to watch first.
Option A - Advise Stefanie to work mainly with Paula and the Mexico part of the project.
Option B - Advise Stefanie to work mainly with Dan and the U.S. part of the project.
B Watch the two videos in the sequence the class has decided, and answer the
questions far each video.
Option A a 2.3.2 1 Why does Matt advise Stefanie to work with Paula at the start of the project?
2 How far does she agree or disagree? Why?
3 What does Stefanie now think about Dan's first idea that quality is a priority7
4 Overall, how effectively does Matt advise and support Stefanie?
Option B a 2.3.3 1 Why does Matt advise Stefanie to work with Dan at the start of the project?
2 How far does she agree or disagree? Why?
3 What is Stefanie's experience ofworking with Dan on the project?
4 Overall, how effectively does Matt advise and support Stefanie?
C In pairs, discussthe questions and agree what you can learn from Matt
and Stefanie's project team experiences.
1 What advice did Matt give Stefanie in each video about working with Dan?
2 What choice did Stefanie make in each video about working with Dan? What happened
as a result?
3 What can we learn from these experiences about offering advice and support
to colleagues in international teams?
5 a 2.3.4 Watch the Conclusionssection of the video. Comparewhat is said

with your answers in Exercise4C Question 3. Note down the three main
learning points about working in international teams. How far do you agree
with this? Why?
Reflection 6 Think again about a team or group you are or have been part of. Look at the
questions and discussyour answers with a partner.
1 How effective is the team or group? Why?
2 What advice and/or support would help the team to be even more effective?
3 What advice (one idea) would you give yourself about how to support the team better?
Functional Giving and responding to advice
language 7 A Look at these phrases for giving advice from the video. Match the beginnings
ofthe phrases (1-7) with the endings (a-g).
1 Quality should a talking to him?
2 Why don't you b better (far you) to just focus on Mexico.
3 Maybe it would be e be your number one priority.
4 Have you tried d (far you) to work with Dan.
5 Vou needto e justtry?
6 Don'tbe f afraid to ask his advice where you need it.
7 I think it's important g be able to keep in touch with Dan yourself.
B Look at the words in bold in the phrases in Exercise 7A. Which phrases for giving
advice are followed by:
a to+ infinitive? b infinitive? e verb + -ing?
SA Which five phrases in exercise 7A are stronger I more direct ways to give advice?
Is this similar or different in your language?
B Who would you expect to give you strong advice?
an expert a colleague your boss your best friend your mother

someone you don't know very well someone you've just met
9A Work in pairs. Take turns to explain the problems below and give each other
advice. Respond using the phrases in the box.
1 1 haven't taken any time off work in the last six months.
2 l'm worried that I might fail my driving test.
3 1 don't know how to use Excel very well.
4 1 really have too much to do at work.
That's a good/great idea! Yes, maybe I should (do that).

That sounds like a good/great idea. Yes, but (1 don't thinkl ... OK, l'll think about it.
ft. Teacher'~ r~~ources:
U" extra activmes B Write short dialogues based on your conversations.
lOA Work in groups ofthree and read the

situations on page 126. Take turns to
ask for and give advice. Remember to
respond to the advice you receive.
B Think of another situation (real or
invented) you could ask your colleagues
advice on.
C When you have discussed all the
situations, compare the best
advice with another group. Who
preferred to use stronger advice
structures? When? Why?
Learners are aware of techniques far beginning a presentation and can use a range
of signposting phrases to structure a presentation and highlight main ideas.
Lead-in lA In which ofthese situations have you given and/or attended a talk or presentation?
What went weLL and what didn't? Do you Like presenting?Why / Why not?
• An informal presentation to colleagues at work ar college/university
• A presentation to (business) customers
• A conference presentation
• A speech ata wedding ar other event
B Work in pairs. Read the blog extract on how to begin a presentation.Discusswhich
ideas you agree with, and why. Can you add any of your own ideas to the List?
THE PERFECT START Things to do (and not to do) when opening a presentation
Making a presentation in a foreign language is for many people one of the most terrifying things
they have to do at work. Here are sorne standard techniques to help you make a confident and
effective start, with a few tips on what not to do, too!
DO DON'T
• Begin with a warm welcome - thank the audience for coming • Apologise for your English (be
• State your name and job title (or say what you do) confident and focus on
• Confirm the objective of the presentation expressing your ideas)
• Explain the structure of the presentation • Worry about making mistakes
• Say how long you will talk for (people want to listen to your
• Let the audience know when to ask questions - during or at ideas, not your grammar)
the end of the presentation • Rushthings (take your time and
• Move smoothly to the first point in the presentation give your audience time to
understand the information)
Listening 2A ~> 2.01 Listento three speakersstarting a presentation to visitors to their

organisation. Which 'dos' and 'don'ts' in Exercise18 does each speaker use?
B Now Lookat three more unusual ways to start a presentation. What do you
think is the value of using these techniques?
• Open with questions
• Begin by telling the audience about a conversation you had recently
• Start with a personal story
C ~> 2.02 Listento three more presentation openings and decide which unusual
technique in Exercise28 each speaker uses.
D How effective do you think these alternative techniques were, and why? Would
you be comfortable using them? Why I Why not?
3A ~> 2.03 Listento the first speaker continuing his presentation and introducing
his company. Note down the information he gives about the foLLowing.
r----------------------------------------------------------------¡
COMPANY PROFILE
Whenestablished:
Main strength:
Size of workforce:
Countries of operation:
Plan for growth:
Teacher's resources: B How did the speaker react to the question? Do you think this is a good way to
extra activities
react to questions?Why / Why not?
Functional Signposting in presentations
language 4 Complete the signposting phrasesfrom the presentations in Exercises2 and 3
using the words in the box. lf necessary,use the audioscripts on pages 146-147
to help you.
begin clase feel hand make said take today
Beginning the To start, l'd like to [share a story with you].

presentation What I want to do 1 is [to give you a short introduction
to the company].
Let's 2 with [the most important part ofthe company].
Sequencing Firstly, ... ; Secondly, ... ; And finally, ...
Highlighting important There are three important points I want to 3
information This is also important beca use [we want to stay personal].
Referringto visuals So, ifyou can 4 a look at this slide, ...
Referringto different As 15 earlier, ...
sections of the l'll say more about that later.
presentation
lnviting questions lf you have any questions, 6 free to [interrupt I ask me
at the end].
Dealing with questions Great question. Really good question.
Teacher's resources: Closing So, l'll 7 there.
extra activities Thank you very much for listening. And l'll 8 overto [Paul].
SA Prepare a short presentation on one

of the to pies in the box. Write a plan
using the notes below and the
phrasesin Exercise4.
• Decide which technique to use at the
beginning.
• Structure the presentation clearly into two or
three sections.
• Link the sections as you speak.
• Highlight important information in each section.
• Invite questions at the end.
Possible presentation topics:

• your job a place you visited
• your organisation a hobby
• a product you love/hate your own idea
B Work in small groups. Take turns to give your presentations

and answer questions. When you are Listening,note down:
• three things which the presenter does well.
• one thing which the presenter might do better next time.
C When everyone has given their presentation, share your feedback and decide on
the most effective presentation.What do you find most problematic when making
a presentation? How could you deal with this problem?
WRITING < 0000[!] >
Formaland semi-formal emails
Learners can distinguish between formal and semi-formal emails and write
a reply to a formal invitation.
Lead-in FunctionalLanguage
1 Read the formal email invitation to a corporate 2 Decide if each phrase in the table below is forma
event. Choose the most formal phrasesin italics. Then or semi-formal (SF).
compare in pairs. The other phrasesare correct, but
are semi-formal. lnviting
l'd like to invite you to ...
l'm writing to invite you to ...
To: Ted Vesely
From: Kiran Kaur Pannu
We are delighted to invite you to ...
Subject: Exhibition preview lt would be great ifyou could come ...
Accepting
1 Hel/o Ted / Dear Mr Vese/y
Many thanks for the invitation.
I remember discussing modern art with you last
Thanks for inviting me.
month and, as a valued customer, 2/ want / /'d /ike
l'd (wouldl be delighted to accept your invitation/offer.
to invite you to a preview of the new Street Art
Exhibition at the National Gallery of Modern Art Although Mr ... is una ble to attend, ... will be happy to take his
which C&P Marketing have decided to sponsor.
Declining
Our preview event 3will be held / is on Tuesday
22nd November at 7.30 p.m. on the top floor l'm sorry but I won't be a ble to come.
of the NGMA. Drinks and refreshments will be l'm afraid (thatl I will be unable to attend.
4 provided / there. l'd lave to come but ...
In addition, we are delighted to announce I

5 l'm afraid I can't make it.
pleased to tell you that the artist Karla Lansing has Unfortunately, 1 have already made other arrangements.
agreed to talk to us about the impact of street art
in marketing today. Ms Lansing has 6col/aborated
Closing
/ worked with our team on several marketing We (very muchl look forward to seeing you.
campaigns to be launched in the new year.
We are looking forward to seeing you.
7Could you please /et me know if you can come/ Looking forward to seeing you soon!
Please confirm your attendance by Friday 11 th Bestwishes
November and, if you are a ble to join us, please
Kind regards
remember to bring this invitation with you to gain
All the best
admittance to the venue.
8 We look forward / Looking forward to seeing you
at this event. Teacher's resources: extra activities
9Best wishes / Kind regards
The email contains examples ofverbs + -ing and
Kiran Kaur Pannu verbs + infinitive. Go to MyEnglishlab for optional
grammar work.
Events Manger, C&P Marketing
~ page 119 See Grammar reference: Verbs + -ing vs. inf
3A Work in pairs. Read the reply to the invitation in Exercise 1 on page 127. Rewrite the
email to make it more formal.
)TASK B Write your own formal reply of about 80 words accepting the invitation in Exercisel
>,~/
C Exchange emails with your partner. Which formal expressions in Exercise 2 did your
partner use? How many were the same as the ones you used?
WANTED
AOVERTISING
EMPLOYER
REWABD
j l'Alll GOL OSTEIN]
ADVERTISINGMAJOR
'!"'"'""'~-OOS-EV-ELT,._CO-Ll-fG-E J
E ,50 óRADUATE
Unit overview
Ajobsearch Video: Applying for an internship
Lesson outcome: Learners can use vocabulary related to applying Vocabulary: Getting a job
for and getting a job. Project: Plan and write a job advertisement
Job interview questions Listening: lnterview questions and answers

Lesson outcome: Learners can use a range of direct and indirect Grammar: lndirect questions
questions for job interviews. Speaking: A job interview
Communication skills: Listening actively Video: Demonstrating active listening

Lesson outcome: Learners are aware of different ways to listen actively Functional language: Active listening
and can use phrases for a range of active listening techniques. Task: The Listening/distraction game
Business skills: lnterviews Listening: Two job interviews

Lesson outcome: Learners can use a range of questions and phrases Functional language: Useful phrases for candidates
for different stages of a job interview. Task: Create a job and interview for it
Writiog: Covering letters Model text: Covering letter

Functional language: Useful phrases for covering letters
Lesson outcome: Learners can write a covering letter addressing
specific information mentioned in a job advertisement. Grammar: Past Simple and Present Perfect
Task: Write a covering letter
Businessworkshop 3: Review3: Pronunciatio n: 3.1 Stress in derived words I Grammar reference:

p.92 p.106 3.2 Voice range and intonation in indirect questions p.115 p.120
Ajob search
Learners can use vocabulary related to applying for and getting a job.
Lead-in 1 Discuss these questions.

1 Have you ever written a CV? lf so, when was the last time you updated it? How long is it?
2 In sorne countries including a photo on a CV is a requirement. Is this true in your
country? What do you think of this idea?
3 Have you ever applied for a job/internship? lf so, when? What happened?
4 Have you ever received advice from a careers coach? What did they say?
VIDEO 2 a 3.1.1 Watch the video about Esther, a jobseeker who's applying for an
internship. What are the three rules for writing a CV?

1 What does entrepreneur James Caan think Esther isn't very good at?
2 What mistake does Esther make in her CV?
3 What are examples of soft skills? What are examples of hard skills?
4 According to expert John Lees, what shouldn't you put under 'interests' in your CV?
5 Complete what Esther has written: 'I would very much appreciate the of
an interview to find out more about the and to demonstrate how I believe
I can be of to your company.'
6 How many interviews has Esther had so far?
7 What do you think the expression 'Getting a job is a job in itself' mean?
4 Watch the video again from 2:30 to 2:56 and complete what the expert, John
Lees, says about Rule 3.
'Graduate CVs make the same 1 over and over again. They use clichéd
-~---. So everyone says "l'm a(nl 3 , l'm a(nl
4
, l'm
highly 5 " And if you use the same language as everyone else, all that
shows is that you are exactly the same as every other 6 '
5 Work in pairs or small groups. Discuss these questions.

1 What could you say ata job interview to make yourself 'stand out from the crowd' and
give a good impression?
fti.'. Teacher'~ r~~ources: 2 Think of three positive characteristics and three skills you have, or things that you are
111!; extra activmes
(very) good at. Compare your answers with your partner or group.
Vocabulary Getting a job

6 Match the words and phrases from the video with the synonyms and definitions.
1 character a someone who is looking for a job
2 employer b when a student or graduate works for a short time to get
3 cv experience
4 jobseeker e get or obtain
5 internship d be important or useful
6 cliché e be very easy to see or notice
7 gain (formal), f successfully deal with a problem or difficult situation
e.g. experience g currículum vitae (or résumé in U.S. English)
8 be of value to h personality
9 apply for be easy to understand or know how to communicate effectively
10 sort out j a person or company that pays people to work for them
11 come across well k make a formal, usually written, request, especially for a job or
12 stand out from university place
an idea that is used so much that it isn't effective, or it doesn't
have much meaning any longer
> 28 <
7 Choosethe correct option in italics to complete the job advertisement.
Do you have a degree in business studies or sports education?

Are you 1competition / competitive?
•
~
Are you looking for an internship with a dynamic, international 2employer / employee?
At Surfing Technologies we need graduates who are highly 3motivated / motivation, organised
and 4communication / communicative. You must be prepared to learn quickly about the latest
trends in surfing and you will be 5responsible / responsibility far selling to key clients.
Surfing Technologies are based in Sydney and we have a proven track record in offering our
successful 6internships / interns an exciting career in sales with opportunities to travel around the
world. This 7positioning / position is far 3-6 months. No previous experience is required and
working hours are 8flexibility / flexible.
lf you think you have the necessary 9skillful / ski/Is and are 10passion / passionate about surfing,
please send your CV with a covering letter to our Head of 11Recruitment / Recruiter at
hr@surftechnologies.au. Successful candidates will be called far an 12interview / interviewer.
We would lave to hear from you !
8 Discuss these questions with a partner.

,.. I don't have much experience in
,.. I have some experience in job-seeking.
job-seeking. 1 What kind of skills does your organisation
1 How difficult is it far young peo ple to find look far when recruiting?
work in your country? 2 Have you ever interviewed someone far
2 What are sorne of the things that cango a job position? How did you choose the
wrong injob interviews? right candidate?
3 What kind of internship or job position 3 How does the recruitment process work in
would you Like to apply far in the future? your company or organisation?
extra activities
-J page 115 See Pronunciation bank: Stress in derived words
PROJECT: Write a job advertisement
9A Work in pairs. Imagine you work in HR. Write a job advertisement

for an internship or job position in your company or organisation.
lf you don't work, write one for a position you would Like to
apply for. Write 120-150 words. Follow these steps.
• Befare you write, look online far similar job advertisements.
• When you write the advertisement, use the job advert in Exercise 7
to help you.
• Consider these points:
- the kind of candidate you are looking far
- a description of duties and responsibilities far the role
- the length of the internship, if relevant
- opportunities far promotion
- if any previous experience is required
- working hours and pay, if relevant
B When you have finished, work with another pair

and read each other's job advertisement. Would
you apply for the position? Why?I Why not?
, How successfully have you achieved the lesson outcome? Give yourself a score
Learners can use a range of direct and indirect questions far job interviews.
Lead-in 1 Work in pairs. lfyou had ajob interview nextweek, howwould you prepare fer it?
2 Look at the photos (a-d). What do you think about the candidate's body Language
in each photo? Is it positive or negative? Give reasonsfer your answers.
Listening1 3 Complete the task with a partner.
111"' I don't have much experience in going far interviews. ,. I have sorne experience in going far interviews.
Look at the questions on page 127. Decide with your partner Write five typicaljob interview questions. Compare your
if the questions are appropriate or inappropriate/irrelevant questions with another pair.
far a job interview.
4 ~> 3.01 A candidate has applied fer ajobas a chemical engineer ata company that
works in waste water management. Listen to eight questions from hisjob interview.
Did you have similar questions in Exercise3?
5 Put the words in the correct order to make questions. Then Listenagain and check
your answers.
1 are weaknesses What your strengths and? 5 us you would far Why like work to?
2 moment you Are at working the? 6 first atyour work would What day do you on?
3 as a you long worked engineer How have 7 certificates Do have you your you original
chemical? with?
4 you have any experience in technologies 8 years' you Where see do in five yourself
green Do? time?
Grammar lndirect questions

6A ~> 3.02 Listento sorne more interview questions and complete what the interviewer
says. Contractions count as ene word.
1 _______________ your greatest weakness is?
2 _______________ vour work experience?
3 _______________ a time when you showed leadership skills?
4 _______________ you've ever done any voluntary work.
5 _______________ you would add value to our company?
6 _______________ you are prepared to travel far the job.
7 _______________ I should contact far a reference.
B What kinds of questions are these?How are they different from the questions in
Exercise5?
~ page 120 See Grammar reference: Direct and indirect questions
~ page 115 See Pronunciation bank: Voice range and intonation in indirect questions
30
_._.__,._ ..... , _
7 Correct the errors in the word order in these direct and indirect questions.
Direct: Why would you wettle like to work far us?
!ndirect: rd like to know why ;&U would yett like to work far us.
1 Direct: What your greatest strength is?
lndirect: Can you tell me what is your greatest strength?
2 Direct: You have ever managed a team?
lndirect: l'd like to know if have you ever managed a team.
3 Direct: Who your previous employer was?
lndirect: l'd like to know who was your previous employer.
4 Direct: Do you enjoy what about working in teams?
lndirect: You could tell me what you enjoy about working in teams?
r.!lli,,. Teacher's r~~ources: 5 Direct: When the last time was you solved a problem successfullv?
U". extra acnvrtres
lndirect: Could you tell me when about a time you solved a problem successfully?
Listening 2 8 -4> 3.03 Listen to the candidate answering the questions in Exercise GA. Does he
answer the questions effectively? Write good (G), OK, or poor (P) for each of the
interviewer's main questions.
1 2 3 4 5 6 7
9 Listen to the interview again. How does the candidate start answering each
question? Match the expressions (a-i) with the interview questions (1-7). One of
the replies uses more than one phrase.
a As I said befare, ... f Sorry, 1 didn't catch that.
b Let me think now ... g Sure. l was responsible far ...
c l'll need to check and get back to you. h That's a difficult question.
d l'm afraid I don't have much experience, but 1 ... Yes, of course.
e l'm not sure, but my friends tell me ...
1 2 3 4 5 _,_and_ 6 7
10 Match the expressions from Exercise 9 (a-i) with the strategies (A-F} for dealing
with questions. What other ways are there for dealing with difficult questions?
A Being honest _ D Repeating yourself _
Teacher's resources: B Answering positively _, _ E Asking far repetition _
extra activities
e Buyingtime_,_,_ F Expressing uncertainty _
Speaking llA Read thejob advertisement on page 127. What questions do you think you might
be asked in an interview for the position? Write at least five questions and include
sorne indirect questions.
B Think about how a candidate could answer the questions effectively. How would you
answer the questions? Then write five questions to ask the interviewer, e.g. about the
team, working hours, training, opportunities for promotion, salary and holidays, etc.
12 Roleplay the interview. When you have finished, swap roles.

lnterviewer: Nice to meet you. Did you find us easily? First, t'd like to ask you about ...
Cendidete: Nice to meet you, too. Thank you far inviting me toan interview ...
Learners are aware of different ways to listen actively and can use phrases far
a range of active listening techniques.
Lead-in lA Workin pairs and discuss the statements. Which one do you agree with more?
1 'In business, it's better to act neutrally and not show your feelings.'
2 'lt's better not to hide your feelings when talking about work-related tapies.'
B What are the advantages and disadvantages of each approach?
VIDEO 2A a 3.3.1 Watch the videos of Paula and Matt befo re they meet each other.
1 How does Paula describe herself?
2 How did Matt sound to Paula? How does he actually feel?
3 What does Matt need to talk to Paula about?
B Do you think their meeting will go well? Why / Why not?
3A In small groups, discuss which is the best approach (OptionA or B) for Matt to take
in his first meeting with Paula. As a class, decide which video to watch first.
Option A - Talk about the facts he has heard and try to get to the bottom of them.
Option B - Listen to Paula's perspective and discuss how they can best work together.
B Watch the two videos in the sequence the class has decided, and answer the
questions for each video.
Option A a 3.3.2 1 Watch the video and tick (V) the points Matt focuses on.
a Paula missed her deadline on her last project.
b She thought her project manager (Julio) was incompetent.
e The project was late.
d Her project manager didn't want to listen to her.
e She disagreed with her project manager.
2 How does Paula respond to Matt's questions? How does she feel at the end of the
discussion? Why?
3 What could Matt have done to improve the outcome ofthe discussion?
Option B a 3.3.3 1 How does Matt manage the conversation and what effect does this have on the outcome?
2 Complete Matt's questions using the words in the box. Watch again to check your answers.
describe important a '.Julio's incompetent. Totally incompetent.'
mean rushed say 'OK, why don't you tell me a bit more? You he's incompetent. How would
you a competent manager?'
b 'A good manager should support their tearn and Listen to their tearn.'
' ... So it's foryou, as a team member, to be involved in decision-making, right?'
e 'I wanted to take extra time to make sure we weren't rushing a complicated project.'
'Why did you have concerns about the project being ?'
d 'There were too many things that all had to happen at the same time.'
'What do you by "too many things"? Do you think you might have managed
a bit better if there had been greater planning or more support, far example?'
4 Discuss what lessons you have learnt about listening actively and adapting your
style to focus on facts and maintain positive relationships at the same time.
5 a 3.3.4 Watch the Conclusions section of the video and note down the four tips
for successful active Listening. How far do you agree with these tips? Why?
Reflection 6 Thinkabout the following questions. Then discuss your answers with a partner.
1 Do you often ask questions when talking to others?
2 In discussions, do you often begin sentences with I think ... and We should ... ?
3 What is one advantage and one possible disadvantage of your style?
4 Decide on one thing you can do to listen more actively and successfully in the future.
Functional Active Listening
Language 7 Use the seven phrases from the video (a-g) to complete the gaps in the table (1-7).
a OK, why don't you tell me [a bit more]? d Why did you [have concerns about ... ]?
b OK, that's [useful to think about I e What do you mean by ['too many things']?
interesting to know]. f No, that's not what [I said].
e So, it's important far you [to be g How would you [describe a competent
involved . .l. right? manager]?
Clarifying/Exploring 1
Summarising/Paraphrasing 4
So, you [hada disagreement with your manager].

Checkingunderstanding 5
Sorry, 1 don't understand [what you said about . .].

l'm not clear about [how it happened].
Correcting 6
Sorry, that's not what [I meant].

Giving feedback 7
I can see you are [unhappy/frustrated/angry].
SA Work in pairs. How would you respond to the speaker in these situations?
Use one or two phrases from Exercise7 to reply to each speaker.
1 Dinner's going to be a bit late l'm afraid. 4 He says he hates travelling far work.
2 She can be difficult to work with sometimes. 5 This new accounting system is driving
3 1 refused the invitation to give me crazy.
a presentation. 6 But you said you wanted a new challenge.
Teacher's resources: B Chooseone situation in Exercise SA and write a short dialogue using at least
extra activities
three phrases from Exercise7.
9A Work in groups of three and play the listening/distraction game. On your own,
prepare to tell the members of your group about one of the following tapies:
• a favourite free-time activity.
• a memorable day in your life ar career.
• the a rea where you live ar work (location, building, facilities).
B Take turns to talk about your tapies for two minutes.

• When one of your colleagues is telling their story, listen actively and use
phrases from Exercise 7 to get as much infarmation as possible.
• When the other colleague is talking, make a detailed list of all the things
you have to do today, or look at your phone and read your messages.
C Report back to your group members. How many facts do
you remember from the story you really focused on?
How many facts do you remember from the other story?
D Give your group members feedback on how well
he/she listened actively. Did he/she:
• use clarifying and exploring phrases?
summarise or paraphrase what you said?
• check that he/she understood you correctly?
• give you feeqback?
Learners can use a range of questions and phrases far different stages
of a job interview.
Lead-in 1 Work in pairs and discussthe questions.

1 Why do organisations hold interviews?
2 Have you been toan interview in the past, e.g. far a job, internship, or study place?
3 What went well? What didn't go well?
4 What did you Learn? How can you improve?
Listening 2A Work in small groups and discuss the pairs of tips for preparing for an interview.
Which tip in each pair do you agree with?
1 a Prepare answers to possible questions.
b Improvise answers to questions you are asked.
2 a There's no need to ask any questions. Just facus on getting the job.
b lnterviews are two-way: prepare questions to ask.
3 a Telling small Lies is OK in interviews if it helps you get the job.
b Never tell Lies - it's cheating the interviewer and yourself. You might end up with
responsibilities you can't manage.
4 a Give Long, detailed answers to all questions.
b Give short, concise answers where possible.
B What other tips can you think of for preparing and answering interview questions?
3A '4> 3.04 Listen to two different interviews for the samejob. Note down the
positive and negative points about the skills and experience of the candidates,
Max and John.
Positive Negative
1 Max
2 John
B Listenagain and complete the interviewer's questions. Are they open or

closed questions?
1 Why do you think ?
2 Have you ever worked ?
3 Do you have a ?
4 Can you tell me about ?
C Why does the interviewer use a mix of open and closed questions? What
response does each kind of question Lead to?
4 Work in pairs and discussthe questions.

1 What was different about the way Max and John answered the interviewer's questions?
What can you Learn from this?
2 John hasn't worked in a regional sales team befare, but Lists his transferable skills.
Which relevant skills does he say he has?
3 How does Sue help John feel comfartable at the beginning ofthe second interview?
4 Who is more su ita ble far the job, Max or John?
Functional language
Useful phrases far candidates . E)(ecuti"e ···
t,Aarket1ni ..... . the
A nag\llg
SA Complete the phrases from the recording in Exercise 3A. lf necessary, ············ •... ···. ·on· ,w,a•·
. R. \e oescriptl_ 1 • eclia strateg'{
use the audioscript on page 147 to help you. o 's socia in
cornPª~y digital slzi\\s
A Beginning the interview Thank you far your time today. .... ········ s\<ms: Strong c1ently
Necessarv orlz inc\epen
B Dealing with questions That's a good 1 ancl abilit~:~e:usly
lt's good you 2 ancl sp~n .. .······ t rnarlzeting
. . .. . ns· Re\e\Jan
e Asking questions about the Could you tell me what a normal Qoa\ificat,o cl~gree .
role/organisation 3
? certiflcate or
D Ending the interview So, what are the next 4 ? 17 ooo-f. 22 ·
sa\arv: ~ ~n exper\ence
ººº
When can I expect to 5 ? c1epencl1ng
B Match the phrasesbelow (1-8) with the categories (A-D) in the table
in Exercise SA.
1 Could you tell me more about [the mentoring programmel?
2 Can I speak to sorne of the peo ple I would be working with?
3 l'm looking forward to talking to you about this role.
4 There are two ways to answer your question.
5 1 look forward to hearing from you.
6 1 haven't had that exact experience. However, ...
7 Thank you very much far taking the time to talk to me today.
8 lt's nice to meet you.
D Teacher's resources: extra activities
6A Work in pairs. Read the information below and create a job that you willinterview
each other for. Alternatively, use one of the job advertisements on this page.
A local company is recruiting far a specific role. Decide on:

• the job title and role description.
• the necessary skills.
• the necessary qualifications.
• details ofthe salary.
B Decide who will be the interviewer and who

will be the interviewee. Read your role cards:
interviewers turn to page 126, interviewees turn
to page 127.
C When you are ready, roleplay the interview.
• Make notes during the interview and give each
other feedback so that you can improve each time
you practise.
Reflect on what went well, what didn't go well,
and how you can improve next time.
O Change roles and roleplay the
interview again with the same job
ora different one.
WRITING < 0000[!] >
Covering Letters
Learners can write a covering letter addressing specific information
mentioned in a job advertisement.
Lead-in Functionallanguage
1 Read the covering letter. lt accompanies a CV for an 2 Complete the table using the words and phrases
application for the Sales lntern post on page 127. in the box.
Proofread the letter and find nine more language
mistakes. Think about spelling, grammar and missing advertised allow asset confident considered
words. Then compare in pairs. degree enclosed exceeding experience grateful
have been vacancy
Paragraph 1
Dear Ms Saunders
Please find my CV 1
Re: Position of Sales Intern l'm writing to apply far the 2 of manager as
attached
3 in The Times.
Please find mtaeh my CV in response to the above vacancy l'd like to be 4 far the post of manager.
as advertised on your website.
Paragraph 2
I have just completed a sports education degrees and am ¡s working as a manager far 10 years.
looking for a chance to work for a dynamic interntional I have a(nl 6 in maths.
company like Surfing Technologies. As a keen and I have six years' 7 in sales.
experience surfer, I organised a surfing team at university I have proved to be a capable manager often 8
and last year we have won a national competition. performance targets set.
I have spent last three summer holidays working for a local Paragraph 3
surfing company, where my communication skills helped I am 9 (thatl my skills will make me a strong
me to increasing their sales significant. In addition, the salesperson.
flexible working hours enabled me to complete the ASI My skills will 1° meto ...
Surfing Instructor Level 2 course last year. Dueto my I feel (that) my experience will be a valuable 11
passion for surfing, I have always kept up-to-date with
to your company.
current trends and feel that I would be suitable fit for your Last paragraph
company.
I would be12 to have the opportunity of an interview.
I would very much appreciate the opportunity of an I would very much appreciate the opportunity of an interview.
interview to find out more about the position and to
demonstrate how I can be of value to your company.
Teacher's resources: extra activities
I look forward to hear from you.
The covering letter contains examples of the Past Simple
Yours sincerely and Present Perfect. Go to MyEnglishLab far optional
grammar work.
Gemma Sinclair
~ page 120 See Grammar reference: Past Simple and
Present Perfect
3A Work in pairs. Read the job advert on page 130. Discuss ways in which you could
improve the covering letter which has been written in response to it.
B Write your own covering letter in around 180 words.
C Exchange letters with your partner. Which functional language phrases did your
partner use that were different from the ones you used?
from O (1 need more practicel to 5 (1 know this well).
Unit overview
Food industry strategies Video: A faod company's strategy far growth
Lesson outcome: Learners can use common verbs, nouns and Vocabulary: Business strategy collocations and word building
adjectives related to business and business strategy. Project: lnvestigate a faod brand's attitude to health
PEST analysis Listening: A lecture on business strategy: PEST analysis

Lesson outcome: Learners can use a range of modal verbs to talk Grammar: Modal verbs
about obligation, prohibition, necessity and recommendation. Writing: Write a short PEST analysis of a company or organisation
Communication skills: Solving problems Video: Direct and indirect approaches to solving problems
Lesson outcome: Learners are aware of different ways to deal Functional language: Offering and asking far help
with problems and can use a range of phrases far offering and Task: Offering, asking far and responding to help in work and social situations
asking far help.
Business skills: Problem-solving meetings Listening: A problem-solving team meeting

Lesson outcome: Learners are aware of techniques to use in Functional language: Leading and participating in problem-solving
problem-solving meetings and can use a range of phrases far meetings
leading and participating in meetings. Task: Take part in a problem-solving meeting
Writing: Reporting reasons and results Model text: Report extract describing problems, reasons and results
Lesson outcome: Learners can report reasons and results Functional language: Reporting problems, rea so ns and results
using suitable linking phrases. Grammar: Comparison
Task: Write a short business report outlining problems, reasons and results
Businessworkshop 4: p.94 1 Review 4 p.107 1 Pronunciation: 4.3 /i:/, /1/, [et] and /a1/ 4.4 lntonation in 'OK' p.115 1 Grammar reference: p.121
> 37 (
~ Food industry strategies
Learners can use common verbs, nouns and adjectives related to business
and business strategy.

1 Think of sorne famous food brands. What products do they rnake?
2 What trends have you noticed in the food industry in your countrv? Use sorne of the
words in the box in your discussion.
famous food brands food prices health issues organic food

ready meals supermarket chains
VIDEO 2 a 4.1.1 Watch the video. Which food companies are mentioned and what
is the relationship between them?
3 Watch the video again and complete the information. Use a maximum offour
words in each gap.
1 In the first decade of the 2lst century Kraft's performance _
2 lt was seeing processed food and drinks decline.
3 The second issue was Kraft relied too heavily on _
4 The company's third problem was its _
5 Cadbury hada 200-year history. lts products were well established _
6 Beca use it became a bigger company Kraft essentially _
7 Heinz's development of new product lines met _
8 One immediate result was that the Kraft Heinz's share price _

Teacher's resources: 1 Can you suggest other food companies that would be su ita ble partners far Kraft?
extra activities
2 Is consolidation in the food manufacturing industry inevitable? Why I Why not?
Vocabulary Business strategy collocations

5 Choose a word from each box to complete the phrases from the video.
emerging majar product profit takeover
bid lines margin markets player I

1 The Kraft Heinz company based in the USA is a(nl in the food industry.
2 ... the - the amount of money it was making from every unit of sales - ha
been squeezed ...
3 ... it was missing opportunities in fast-growing around the world.
4 lt started with a(n) far the chocolate maker Cadbury.
5 Heinz was considered more innovative in its development of new _
6 Match verbs 1-4 with nouns a-d and verbs 5-8 with nouns e-h to make
collocations from the video.
1 develop a opportunities 5 make e costs
2 tackle b strateg i es 6 come up with f a profit I money
3 take c problems 7 salve g a plan
4 miss d risks 8 cut h problems
> 38 <
Word building - verbs, nouns and adjectives
7 Complete the table with the correct word forms.
Verb Noun Adjective
acquire 1
2
competition competing, 3
develop 4
developing, 5
6
expansion 7
expansive, expanded
8
failure failing
grow 9 growing
innovate 10 11
12
merger
perform 13
14
profit profitable
risk risk 15
succeed 16 17
18
takeover
8 Complete the pairs of questions with the correct form of the word in capitals.
Then discuss the questions with a partner.
COMPETE
1 In what ways is good or bad for business?
2 Which supermarket chains offer the most prices in your country?
GROW
3 Can you name two countries with fast- emerging markets?
4 Which industries are experiencing most in your country?
SUCCESS
Teacher's resources: 5 Can you name any businesspeople in your country?
extra activities 6 What are sorne qualities you need to in running a business?
> 9A
PROJECT: Attitudes to health
Work in pairs or small groups. Look at the news headlines. Why do you think the
food giants are losing market share?
Big food and drinks companies in health drive to keep market share
World Health Organization new warning about rising obesity
Young consumers turn to smaller organic brands
B Choose a large or small food brand and find out what it

is doing about health. Think about additives, ingredients,
labelling and product Lines. Visit the company's website
and see what, if anything, they are doing in this a rea.
C When you have finished your investigation, work with
another pair or group and exchange your findings.
How successñ., ~;; r : _ ac ieved the lesson outcome? Give yourself a seo re
from O -ee::: - _-e:--;;::. ce to 5 (1 know this welll.
Go to .• -e.·-::sses.s..-e-: - vEnglishlab to reflect on what you have learnt.
PEST analysis
Learners can use a range of modal verbs to talk about obligation, prohibition,
necessity and recommendation.
Lead-in lA Look at these situations when you might need to develop a strategy. Choose
one and briefly discussyour strategy in pairs.
1 You are sixteen years old and dream of studying medicine at university.
2 You don't have much money and you want to get a driving licence.
3 You are a member of a sports team. There is a match against your main rivals next week.
4 lt's 1 January and you plan to get fit and healthy this year.
B Can you think of any other everyday situationswhen you have to develop a strategy?
strategy/'strcet1d3i/ plural 2 Look at the dictionary definition of 'strategy'. What types of organisations (a-d)
strategies [C] a plan or series do you think need strategies? Give reasons for your answers.
of plans for achieving an aim,
especially success in business a only large multinationals
or the best way for an b only small and medium enterprises
organisation to develop in
the future
e government organisations
d all types of organisations, e.g. an amateur sports club, a music band, etc.
Listening 3A ~> 4.01 Look at the diagram below. What do you think PEST means?Listen
,-, r
to the first part of a lecture on businessstrategy and complete only the four
headings in the diagram.
,/ ., , / ' ,, ,
~/7/Y7////YY7/7//Z//'/ / /////// // / // /L////
~ P factors E factors
3
• the 1
of governments • a(n) affects demand
lrut.íÍI
~
• the 2 laws in each • high inflation affects costs and prices
~ country • exchange rates affect 4
~ • corporate taxes
~
s factors _____ factors

• changing 5 _ • uses of emerging technologies,
• the age demographics of the population e.g. automation on 7 _
• how fast the population is • the internet and online shopping

6 • the 8 revolution
B Listenagain and answer the questions.

1 What do the tour factors have in common?
2 How can PEST analysis be extended to include two more factors?
4A ~, 4.02 Listen to the secondpart of the lecture and complete the speaker's
examples (1-8) in the diagram. Use a maximum ofthree words in each gap.
B Can you add one more example to each category?
SA ~, 4.03 In the third part of the lecture, the speaker will talk about what
happens after a company collects data. In which order do you think the speaker
will mention these tasks? Listen and check.
a Come up with a strategy to deal with risks.
b ldentify any business opportunities.
e Prioritise the most relevant factors.
d ldentify any significant risks to the business.
extra activities B Listen again. What were the examples of an opportunity anda risk?
> 40 <
<
Grammar Modal verbs
6 Matchthe bold phrases (1-5) from the Lecture with the meanings (a-d). One of
the meanings is used twice.
1 You don't have to take notes ... a lt is necessary not to do this,
2 shouldthe company develop new product lines? or it isn't allowed.
3 managers haveto go beyond analysis into action. b lt is a good idea to do this.
4 A company mustn't miss any opportunities ... e lt's necessary to do this
5 ... the company must come up with a strategy. d lt's not necessary to do this.
~ page 121 See Grammar reference: Modal verbs
7 Look at the first sentence in each pair. Complete the second sentence with
a suitable modal verb so that the meaning does not change.
1 lt's a legal requirement to pay 32 percent corporate tax in this country.
Companies pay 32 percent corporate tax in this country.
2 In a PEST analysis it's not necessary to look at all factors, just the most relevant ones.
In a PEST analysis you look at all factors, just the most relevant ones.
3 Experts recommend all businesses have a social media strategy.
All businesses have a social media strategy, according to experts.
4 lt's nota good idea to leave strategic planning to senior managers only.
Companies leave strategic planning to senior managers only.
5 1 strongly recommend we evaluate emerging technologies more closely.
We evaluate emerging technologies more closely.
6 In the future, companies will be obliged to change business plans more frequently.
In the future, companies change business plans more frequently.
8 Complete the conversation about workplace rules and regulations using

suitable modal verbs. There may be more than one possible answer.
A: Paula, as it's your first day, l'll tell you about company policy. Firstly, everyone
1 clear their desktops at the end of the day.
B: Where do l 2 leave everything?
A: Locked inside your desk. Also, you 3 go into the R&D a rea without a white
lab coat. You'll always 4 show your ID badge to get into the building.
My advice is you 5 leave it in your bag so you don't forget it. And staff
6
never use personal emails for work.
B: Of course, 1 understand.
A: lt's not essential but you 7 read the company policies when you can. By the
way, we have a badminton team in the local league. Would you be interested? No rush,
you 8 decide right now.

1 How much corporate tax do companies have to pay in your country?
Teacher's resources: 2 What are sorne ofthe written and unwritten rules where you work or study?
extra activities
3 What recommendations would you give to a new person at your organisation?
Writing 10 Workin pairs or small groups and write a short PEST analysis of a company or
organisation you know well. See page 129 for an example. lnclude the following:
· lntroduction: lnclude a brief description of the company/organisation.
• Visual: Use a similar graphic to the one in Exercise 3A. Write two significant factors
affecting the company/organisation under each category.
• Conclusion: Decide which ofthe factors already listed are most relevant and any
action the company/organisation needs to take or continue taking to make the most of
opportunities and deal with any threats.
How success'u., "'a e e; achieved the lesson outcome? Give yourself a score
frornüI eec-ve:::::::e toS(lknowthiswell).
Go to . Se."-asSc'S--e-: - yEnglishLab to reflect on what you have learnt.
Lesson outcome Learners are aware of different ways to deal with problems and can use a range
of phrases far offering and asking far help.
Lead-in 1 lt is common to classify communication styles as director indirect. A person's

communication style may depend on their culture. In pairs, read the text and
discuss the questions.
In direct cultures, people often facus on facts, and give In indirect cultures, the facus is more on feelings. People
clear opinions. They want to communicate with honesty do not like to argue against other people's ideas, and may
and will argue strongly far their ideas, and against the ideas say they agree to show respect far the other person. They
of others. also try to avoid making things difficult far others.
1 Think of one potential advantage and disadvantage of communicating directly, and one
potential advantage and disadvantage of communicating indirectly.
2 How would you classify the communication style of your own national culture? Do you
like this style? Why?
VIDEO 2A a 4.3.1 Watch as Matt prepares for a progress meeting with Kenji about the
Japan side ofthe project.
1 In general, how happy is Mattwith the progress of the Japanese side ofthe project. Why?
2 Note down the challenges Kenji has in managing the Japanese side of the project.
3 What advice does Matt get from Jack, his colleague, on how to handle Kenji?
4 Why is Matt unsure about fallowing this advice?
B Do you agree that project leaders need to push people hard to make projects
work? Why I Why not?
3A In small groups, discuss which is the best communication style (option A or B) for
Matt to manage his meeting with Kenji. Give reasonsfor your answers. As a class,
decide which video to watch first.
Option A Matt takes Jack's advice to communicate directly with Kenji and confront him
about the problems with his side of the project. He demands that Kenji delivers on time
and imposes a way forward.
Option B Matt follows his instincts to be supportive and communicate indirectly with Kenji.
He asks questions to clarify the reasons far project delay and involves Kenji in deciding
a way to get his side ofthe project back on track.
Option A a 4.3.2 B Watch the videos in the sequence the class has decided and answer the same
Option B a 4.3.3 questions for each video.
1 How many weeks has the project now been delayed, according to Matt?
2 How does Kenji respond to Matt when he raises the problem? What is Matt's reaction
to this explanation?
3 What is the solution which is agreed? Who suggests it?
4 Overall, how successful is Matt's communication style? Why?
4 In pairs, discuss the questions and agree what you can learn from Matt's experiences.
1 What did Matt do to communicate in a direct way, and in an indirect way, with Kenji?
3 Which style - director indirect - is the more effective way to communicate in such
situations? Why?
5 a 4.3.4 Watch the Conclusions section of the video and compare what is said
with your answers in Exercise 4. Note down three main learning points. How far
do you agree with these points? Why?
Reflection 6 Think about the following questions. Then discuss your answers with a partner.
1 Which communication style, director indirect, do you prefer to use? Why?
2 What are one advantage and one possible disadvantage ofyour own personal style?
42
4.3 >I Communication skills: Solving problems • • C
Functional Offering and asking for help

Language 7 Look at these extracts from the video. Which phrases in bold are a) offering
help, and b) responding toan offer of help?
1 1 think [we] can manage.
2 l'd Like to help. Is there any further support from our side which can help?
3 Maybe Stefanie, is she available? [Her expertise] would be very [helpful].
4 1 can [ask her to travel to Japan].
5 Yes, that would be [good].
6 Thanksfor [the support Matt,l I appreciate it.
BA Decide if these phrasesin bold are a) offering help, bl responding to an offer of

help, or el asking for help.
1 Is there anything I can do [to help]? 5 No thanks, l'm [fine/OK].
2 Couldyou [help me, please]? 6 Need a hand [with finishing that I to move thatl?
3 Would you Like me to [help you out]? 7 Thanksfor offering but [l'll be fine/OK].
4 Let me [give you a hand with that]. 8 Would you mind [helping me with this]?
B Which two offers in ExerciseSA sound informal?
9A How could you offer help or support to the people in these situations? Use
phrases from Exercises7 and SA to offer help.
1 This new printer looks complicated.
2 Is itjust me or is it hot in the office today?
3 Where did I leave my notes from the meeting?
4 l've got so much work today; l'll have to skip lunch.
B Work in pairs. Read your offers of help to each other and respond
to the offers.
a: Teacher'~ r~~ources:
U': extra acnvmes ~ page 115 See Pronunciation bank: /i:/, /I/, /er/ and /ar/
lOA Work in pairs and choose one ofthe situations below. Write a
short dialogue using phrases for asking for help, offering help and
responding to help. Then roleplay the situation.
SpeakerA: Think oftwo ways speaker B can help in the situation and
ask far his/her support. Then respond to speaker B's offers of help.
SpeakerB: Think of two ways you can help speaker A and
offer support.
• You are work colleagues. One of you has to organise a

visit to the company far sorne VIP clients.
• You are family. One of you is going away on
holiday far a month and leaving your flat empty.
• You are work colleagues. One of you has just
started your first job after university. You
have no work experience.
B Choose another situation and change

roles. Which one of you was more helpful?
Which phrases from Exercises 7 and SA
did you use?
How succes _ -::: e u achieved the lesson outcome? Give yourself a score
from O (1 eer -c:-e e::::: re to 5 (1 know this well).
Go to M , Se.~-:::::-=-=-: , yEnglishLab to reflect on what you have learnt.
Learners are aware of techniques to use in problem-solving meetings and
can use a range of phrases far leading and participating in meetings.
Lead-in 1 Work in pairs and read the tips below. Decidewhich ofthe two ideas in each
pair is more important. Then decide which two are the most important overall.
Six tips for leadingeffective problem-solvingmeetings

Begin with energy Discusswith creativity End with commitment
#1 Build positive energy at the beginning (e.g. ask one #3 Ask for new and creative #5 Make sure the final decision is agreed
person to briefly talk about a recent success). ideas. and understood by everyone.
' #2 Explain what the problem is in a few words. Make #4 Give positive feedback on #6 Take time to confirm who will do what
clear what will happen if it's not solved. This focuses al/ ideas. This can support and by when. This builds commitment
people on the need to find solutions urgently. creative thinking. and makes sure things are done.
Listening 2A '4> 4.04 Listen to Roel Jansen, who works as Head of Sales for a furniture company
in the Netherlands.He has called a meeting with his sales team to discussan urgent
problem. Answer the questions.
1 What is the problem? 3 Which three possible solutions are
2 What could happen ifthe problem is not solved? suggested by team members?
B '4> 4.05 Listento the end of the meeting and answer the questions.
1 What is the decision? 3 When will the problem be solved?
2 Who has to do what, and by when?
C How many of the six tips in Exercise1 were used by Roel'steam during their meeting?
How effective do you think the discussion was? Why?
~ page 115 See Pronunciation bank: lntonation in 'OK'
Functional Leading and participating in problem-solving meetings

language 3A Look at the phrasesused by Roel and Peter to lead the meeting. Match each
phrase (a-f) with one of the tips in Exercisel.
a I think that's a nice idea; [simple and doable].
b Shall I take this on, or do any ofyou have time to do this?
e Great to see you all here today.
d OK, then I think we need to look at [recruitment as the quick solution]. Agreed?
e What else can we do?
f The real problem is [a lack of language competence here in the company, which we need
to salve or we will lose potential customersl.
B Now look at these sentences (1-9). Match the sentences with the categories (a-f)
for participating in problem-solving meetings.
1 Just building on Roel's idea, 1 think [it's easier to hire a Clarifying the problem
someone than train them ... ]. b Suggesting a solution
2 Would it be possible to [train our people here to use c Building on others' ideas
different languages]?
d Agreeing
3 lf we do that, it will just [in crease our costs].
e Disagreeing
4 Can you explain again what the problem is, exactly?
f Offering to help
5 To pickup on what Roel said, why don't we [hire people
with the right skills]?
6 Why do you think this is such a problem?
7 1 think that makes a lot of sense.
8 l'm happy to take that on.
9 How about [using a call centre]?
<
4 In pairs, discuss a problem using the steps below. Choose one of these ideas ora
problem of your own.
• You can't decide where to go on holiday next year.
• There's no time to do sport during the week.
StudentA:
Re-state Build on Agree and
Explain the Ask far
the Student B's Disagree decide
problem more ideas
problem idea solution
Student B:
Suggest Suggest
Clarify the Suggest a Offerto
Teacher's resources: Agree another another
problem solution help
extra activities solution solution
SA Workin small groups and

read the information.
Professional context
You work in the Learning and
Development Department of
a university with thousands of
overseas students. Sorne senior
management and academic staff
(ten people) need to improve their
English language skills. You have made a
list of recommendations (see below). The
costs represent the price of training all ten
managers equally overa one-year period. You
have a budget of €65,000.
English training options Cost (€)

Access to online self-learning portal
15,000
(1 year)
Group (10 per group) in-company training:
34,000
2 hours per week for 48 weeks
B lndividually, prepare your ideas on how
Individual training in the UK or USA: best to spend the money. Choose two of
47,000
2 weeks per year the six tips in Exercise 1 to use during the
30-minute weekly email contact with a meeting.
20,000
language teacher C In groups, hold a meeting to discuss
Telephone lessons: 2 hours per week far the problem and the options to solve
29,000
40 weeks it. Decide who will lead the meeting.
Then decide how to spend your €65,000
Establish a self-access centre with a range
32,000 budget.
of audio and video materials
Create an English-language management O After your meeting, discuss what went
5,000 well and what was difficult. Discuss
newsletter
which of the six tips peo ple used in the
Individual videoconference language meeting, and if/how they helped to find a
30,000
training: 1 hour per week far 48 weeks solution to the problem. Then share your
ideas with the class.
• How successfully have you achieved the lesson outcome? Give yourself a seo re
from O (1 need more ractice) to 5 (1 know this well).
Go to My Self-essess-oent in MyEnglishlab to reflect on what you have learnt.
WRITING < ooooC!J >
Reporting reasons and results
Learners can report reasons and results using suitable linking phrases.
Lead-in 1 Decide if each of the underlined words and phrasesin the report introduces
a reason ora result. Then compare in pairs.
Reporton MAIN PROBLEMS & REASONS

current problems • Out-of-townstores
The supermarket group has Last year sales decreased significantly in these stores. This seems to be mainly 1because of
faced severa! problems changes in consumer habits, as people try to use their cars less often. 2As a result, customers
over the last year. This do not want to travel long distances to shop, even if prices are much lower, and prefer to visit
report aims to outline the smaller localised shops.
main problem areas and
• Customer service
reasons for them.
Last year self-service checkouts were introduced and staff numbers were cut in the stores.
This 3has led to very negative customer feedback. We carried out a survey last month "in
order to find out what the problems were. Firstly, customers complain that now there are not
as many staff members as before to help them. Secondly, the self-service checkouts often go
wrong so that customers have to wait longer and longer. 5Therefore, many customers give
this as a reason for leaving our stores.
• Competition
A new discount chain arrived in the market last year, offering a more limited range of
products at very low prices 6so this has also had a big impact on sales.
Functional 2 Complete the sentencesin the table using the words and phrasesin the box.
language as a result of because due has led has resulted in in arder to resulting in so
Problem Reason Result

____ there was __..,,_ 2 fewer customers
Sales have fallen
a new competitor, --,,- are buying from us.
____ the need to come
____ the
Profits are down up with a strategy to improve
economic depression,
them.
____ tothe
Customer complaints and this 6 to the
Teacher's resources: installation of self-service
have i ncreased return of staffed checkouts.
extra activities checkouts
The report contains Fewer people visit __..,,_ save fuel,
7 which 8 lower sale
examples of comparatives. out-of-town stores --,,- ----
Go to MyEnglishLab far
optional grammar work.
~ page 121 See Grammar reference: Comparison
3A Work in pairs. Brainstorm possible reasonsfor the following problems: customers

unhappy, staff unhappy, sales falling.
B Look at the table on page 130 and use the information to write a report extract of
about 180 words outlining problems in a mobile phone company and giving details
of the reasonsand results.
C Exchangereports with your partner. Did your partner use many of the phrasesin
Exercise2? Which phrasesdid your partner use that were different from yours?
from O (1 need more practice) to 5 (1 know this well),
Unit overview
E-commerce Video: Amazon: the Logistics of e-commerce
Lesson outcome: Learners can use vocabulary related to Vocabulary: Logistics
logistics and the delivery of goods. Project: Debate the use of drones far delivering medicines
Driverlesstechnology Reading: Self-driving Lorries

Lesson outcome: Learners can use passive forrns in a range of Grammar: Passive farms
past, present and future tenses to describe processes. Speaking: Describe a process
Communication skills: Collaborating Video: Collaborating on a project

Lesson outcome: Learners are aware of different ways to Functional language: Agreeing and disagreeing
collaborate with other people and can use a range of phrases Task: A meeting to discuss controversial proposals
far agreeing and disagreeing.
Business skills: Negotiating Listening: Negotiating new terms and conditions

Lesson outcome: Learners are aware of the stages in a typical Functional language: Negotiating
negotiation and can use a range of phrases far each stage of Task: Negotiate a new deal
the negotiation process.
Writin~: Letter of complaint Model text: Letter of complaint

Functional language: Useful phrases far letters of complaint
Lesson outcome: Learners can write a Letter or email of
complaint with supporting details. Grammar: Linking
Task: Write a letter of complaint
Businessworkshop 5: Review 5: Pronunciation: s.: 3ausing and stress in presentations \ Grammar reference:
p.96 p.108 5.2 Auxiliary . e es· oassives p.116 p.122
E-cornrnerce
Learners can use vocabulary related to logistics and the delivery of goods.

1 How often do you send parcels or packages? Who do you usually send them to? How do
you send them?
2 When was the last time you received a parcel or package at home or at work? What was
it? How was it delivered? Give examples of specific brands and items, e.g. books, food.
3 Why do you think e-tailers Like Amazon are successful?
VIDEO 2 a s.1.1 Watch the video about e-commerce and logistics. How many people
are interviewed? What are two new ways of delivering packages?
3 Watch the video again and decide if these sentences are true (T) or false (F).
Correct the incorrect sentences.
1 One day Amazon dispatched 1.2 million items and last year a truck left the warehouse
every 2 minutes 40 seconds.
2 The packing process is still done by hand to make sure items are not damaged in transit.
3 Goods may be delivered by the national post office or by courier companies.
4 There are now robots that drive trucks and are controlled using a mobile app.
5 Amazon says that in the near future goods will be delivered by drone in half an hour.
6 Airline pilots are worried about issues such as convenience and speed.
4 Watch the middle part of the video again (1:48-3:06). Complete the sentences.
1 Consumers enjoy the of having goods delivered to their homes. But of
course customers are not always to receive their package ....
Packages can be inside and the customer can _
_____ at any time by entering a(n) number.
2 This has been to deliver packages. Customers can arrange
to collect their from the via a mobile _
3 Sorne companies are also considering using to transport goods to
customers. This is being by the postal service in Finland ....
ft.. Teacher'~ r~7ources: 4 In the future, customers could goods and they would be _
11'.': extra acnvitres by in as as thirty minutes.

1 Do consumers prefer to buy online instead of shopping in physical stores in your
country? Why? I Why not?
2 What are the implications of online shopping for a) retailers, b) distributors and
c) consumers?
3 How would you feel about having your goods delivered by a robot or drone?
4 What are sorne of the logistical problems with delivering goods? How do you think
technology will help companies with sorne of these issues?
Vocabulary Logistics
6 Look at these groups of words taken from and related to the video. Which is the
odd one out? Give reasonsfer your answers.
1 deliver items collect
2 goods packages transport
3 postal service collection locker courier company
4 couriers robots drones
5 damaged packed broken
6 properly badly correctly
7 pickup receive congestion
8 congested balanced crowded
Word building - verbs, things and people
7 Complete the table with the correct word forms.
Verb Noun -thing Noun - person
auto mate automation -
collect 1
collector
2
delivery -
distribute distribution 3
fulfil 4 -
- 5 logistician
6
manufacturing manufacturer
7 8 operator
pack 10
packer
9 11
packager
12
prod uct/production 13
retail for/at 14
retailer
15
supply 16
transport 17 (Br. Eng.J, transporter

18 (Am. Eng.J
8 Look at the questions and decide if the words in bold are correct. Change them as
necessaryand then discussthe questions with a partner.
1 How feasible or safe is it far items to be delivery by drone where you live/work? Consider
different kinds of good, such as books, clothes, toys, electronic equipment, office
equipment, faod and drink.
2 What are the advantages and disadvantages of manufacturers using robotics (robot
technology) in warehouses?
3 lf drones become a popular method of delivering goods to customers, how will supplies
and distributes need to adapt their operations?
extra activities ~ page 116 See Pronunciation bank: Pausing and stress in presentations
> PROJECT: The drene debate
9A Work in small groups. Imagine drones were • Prepare arguments far or against delivery by drones.
banned in your country two years ago, although Give reasons and examples. Consider these points:
neighbouring countries use drone delivery for
convenience cost delivery locations
professional purposes. Debate the following
statement, using the steps below. licences far operators public safety
'We propase using drones for delivering medicines and solutions far customers/patients speed of delivery
medica[ supplies to petients.'
• Prepare any counter arguments you anticípate the other
team will make.
GroupA: You work far the health service in your
region and are FOR ORONES. Make recommendations Student A: Our supplies will be delivered much more
far medicines and medical supplies to be delivered by quickly by drone. This way we'l! avo id delays far very sick
drone far certain people in certain areas. patients, or far patients living in remate a reas.
,.
Student B: Delivery by drone might be faster than
delivery by road, but drones will cause traffic congestion
GroupB: You work far the government and are and accidents, especial/y in busy cities.
AGAINST ORONES. Make recommendations far why
B Debate in groups oras a class. Then vote individually
medicines and medical supplies should never be
for or against the proposal.
delivered by drone.
How successfully have you achieved the lesson outcorne? Give yourself a score
Driverless technology
Learners can use passive forms in a range of past, present and future tenses
to describe processes.
Lead-in 1 Work in pairs. Look at and discuss the picture. How is this possible?Use sorne of
the vocabulary in the box.
commercial vehicles drivers logistics systems long-haul manufacturers

new technologies pedals self-driving systems steering wheel truck operators
2 Discussthese questions.
1 How carefully do lorries drive on motorways in your country? How could technology help them?
2 What are sorne ofthe problems far long-distance or long-haul drivers of commercial vehicles?
3 How would you define logistics?
Reading 3 Read the article quickly.How many automotive companies are mentioned in the
article? Which ones?
4 Read the article again and answer the questions.

1 Why are software companies taking an interest in buses and lorries?
2 What words are u sed in the text instead of 'buses' and 'lorries'?
3 What was the focus of the IAA commercial ve hieles show?
4 Why is self-driving technology easier to develop in buses and lorries than in cars?
5 Find two ways self-driving technology will benefit the automotive sector.
6 How will the work of lorry drivers change in the future?
7 What is special about Mercedes-Benz's new delivery van?
8 What will happen to commercial vehicles in the near future?
Teacher's resources: 5 Work in pairs. What other changes do you think there rnight be in the way goods
extra activities are transported in the next ten years?
FT Lorries lead cars in the technology race

Silicon Valley is just waking up 25 in lorries to improve predictive cruise
to technolo gy opportuni ties in control systems will be deployed in
buses and lorries, which are ahead other areas, includingself-drivingcars.
of passenger cars in self-driving German car parts maker ZF
5 systems. Martín Lundstedt of Volvo, said lorries were likely to. see big
the Swedish bus and lorry maker, 30 advances in self-driving technology
said software companies were taking because investments can significantly
an interest in both long-haul freight reduce truck operators' costs. ZF has
and public transport, as technology already designed a self-driving lorry
Mercedes-Benz's new battery-powered
10 developed in these areas will be used where the driver can step down and
delivery van that has rooftop drones
in passenger cars. 35 rest while the truck is unloaded, and
'Four years ago, nobody was then loaded again.
talking about transportation, logistics With self-driving technology, was made by its Mercedes-Benz
systems and new technologies,' said drivers can be given new tasks to 50 subsidiary that has neither pedals
15 Mr Lundstedt at the IAA commercial plan routes or process shipping nor steering wheel, and relies on a
vehicles show in Hanover. 'But 40 documents. "Iruckers of the future joystick controller. It is equipped
now the focus is on logistics and will be more like logistics managers,' with drones to be used for the last
efficiency.' said Markus Hein at Bosch, the rnile of deliveries.
Volvo says self-driving technology world's largest automotive supplier 55 'In the next 10 years there will
20 in buses and lorries is easier compared by revenue. be more changes to our trucks than
to cars partlybecausethese commercial 45 At the IAA show, Daimler, the in the last 120 years,' said Wolfgang
vehicles can be tested in closed areas world's biggest manufacturer of Bernhard, head of Daimler's buses
far away from humans. Mr Lundstedt commercial vehicles, was showing and lorries unit.
said the technology that has been used a battery-powered delivery van that
> 50
<
Grammar Passive forms
6 Look at these passive forms. What tense are they? Do we know the person or
thing responsible, i.e. who/what did the action, in these examples?
The technology that has been used in tornes to improve predictive cruise control
systems will be deployed in other areas ...
~ page 122 See Grammar reference: Passive forms

~ page 116 See Pronunciation bank: Auxiliary verbs in passives
1A How many more examples ofthepassiveform can you find in the article? What
tense are they?
B In which example is the agent, or the person/thing responsible, known? Which
preposition is used?
8 Extend the Present Perfect Simple passivesentencesand questionswith the

adverbs in the box in the correct position. Which two actions are the most recent?
I already (x2) just (x2) yet (x4)
1 Has the arder been delivered? 5 Have these invoices been paid?
2 The arder hasn't been delivered. 6 These invoices haven't been paid.
3 The arder has been delivered. 7 These invoices have been paid.
4 The arder has been delivered. 8 These invoices have been paid.
9 Complete the passive sentenceswith the correct form of the verbs in brackets.
There may be more than one possible answer.
1 In the last few years, self-driving systems far lorries and buses (develop).
2 Logistics and new technologies (talk about) at the commercial vehicles
trade show earlier this year.
3 A self-driving lorry (already!design) by ZF, the German car parts maker.
4 New technology that (develop) far lorries in recent years _
(not!developlyet) in self-driving cars.
5 In a self-driving lorry, the driver can usually rest while goods (take offl and
then (put on) the lorry.
6 In the future, logistical tasks such as processing shipping documents (do)
by truck drivers.
7 A new battery-powered delivery van (justlreveal) by Daimler.
Teacher's resources: 8 Mercedes-Benz have shown that a delivery van (canlmake) without
extra activities
pedals ora steering wheel.
Speaking lOA What processis being described here?
First, the machine is loaded with dirty items. Next, the washing detergent is poured
into a compartment and the door is closed. After that, the controls have to be set
at the right temperature. When the process is finished, the door can be opened.
Finally, the washed items can be removed. If the items aren't clean, they haven't been
washed properly at the correct temperature, or the appliance has been overloaded.
B You are going to describe a processthat you know well. Your partner/group will
have to guesswhat the processis. First,write sornenotes.Choosefrom these ideas.
a process or procedure at home, at work or in your place of study

your favourite recipe how a particular product is/was made how a sport is played
C Work in pairs or small groups. Explain your processto your partner/group.

Can they guesswhat you are describing?
Learners are aware of different ways to collaborate with other people and
can use a range of phrases far agreeing and disagreeing.
Lead-in lA Imagine your colleague has said he/she can't meet a deadline. What would
you do? Discuss.
< > » B Raj is based in India. He works fer the
Dear Matt, IT company which is developing the
l'rn sorry to have to inform you that we have still not resolved the e-Learning platferm fer Matt's project.
technica\ problems that we discussed at the last meeting. 1 know it In pairs, read Raj's email and decide if
was agreed that we would solve ali the issues but the problems are these sentences are true (T) ar false (F).
highly complex and are taking much more time than expected to 1 Raj has solved all the project's technical
handle. 1 have put two new people into the team to help with this,
but this will increase project costs. 1 have attached a new cost
problems.
proposal for your attention. 2 Raj informs Matt that project costs will rise.
In terms of deadline, 1 am concerned that we may not finish this 3 Raj suggests that Matt should delay Phase 2.
before Phase 2 - the first customer pilot that is planned. Can we
discuss the project timing and find a way to delay by one week, C Work in pairs and discussthe questions.
which will give us the time we need to get things back on track? 1 How do you think Matt will feel when he reads
Many apologies, but these problems are very typical. the email? Why?
Raj 2 What should he say in his next face-to-face
meeting with Raj?
VIDEO 2 a 5.3.1 Watch as Matt discussesthe situation with Stefanie.

1 Why does Matt think that culture is the problern?
2 What does Stefanie think about Matt's cultural explanation?
3 What is Stefanie's advice to Matt on how best to manage Raj and the situation?
4 Why is Matt unsure about following Stefanie's advice?
3A In small groups, discusswhich collaboration style (option A or B) is best fer Matt

to use with Raj. As a class,decide which video to watch first.
Option A - Be demandingand focuson own goals:put pressure on Raj to correct the
problems quickly. Threaten to talk to Raj's manager ifthe situation doesn't improve.
Option B - Be supportiveand focuson commongoals: emphasise the common challenges
and objectives which they share in the project. Offer support to salve the problems.
B Watch the videos in the sequence the classhas decided and answer the questions.
Option A a 5.3.2 1 What does Matt say are 'significant problerns'?
2 What risk, caused by project delays, does Matt discuss with Raj?
3 What is Matt's proposal to Raj on the cost of the extra work?
4 Overall, how successful is Matt's approach? Why?
Option B a 5.3.3 1 What does Matt refer to as 'reasonable'?
2 How does Raj explain the cause of the project delav?
3 What is Matt's proposal to support Raj on the project?
4 Overall, how successful is Matt's approach? Why7
4 Discussin pairs and agree what you can Learn from Matt's experiences.
1 What did Matt do to manage Raj differently in the two videos?
3 Which approach - being demanding or supportive - is most effertive? Why?
5 a 5.3.4 Watch the Conclusionssection of the video and compare what is said
with your answers in Exercise4. Note down three main learning points. How far
do you agree with these points?Why?
Reflection 6 Think about the fellowing questions. Then discussyour answers with a partner.
1 Which of the two collaboration styles do you prefer when working with others? Why?
2 What are one advantage and one possible disadvantage ofyour own personal stvle?
Functional Agreeing and disagreeing
language 7 A Put these phrases from the video into the correct category in the table.
1 1 know [they're right], but ... 4 That makes sense.
2 lt is good yes, but ... 5 Good thinking.
3 That would be a [good] solution. 6 That's one way of looking at it, but ...
Direct agreement Expressingdoubt Direct disagreement

I completely agree [with you]. That might [work / not workl. That's rubbish/nonsense!
l'm not sure [that's the best I don't agree at all.
solution]. l'm afraid I disagree.
B In the video, the speakerscommunicated disagreement using expressionsof

doubt, not expressionsof direct disagreement. Why do you think they did this?
Does this happen in your own language?
8A Look at these exchanges between a manager (Ml and an employee (El. Rewrite
what the employee says so that it doesn't sound so direct.
1 M: We're very busy. We need to cancel all staff holidays in August.
E: 1 don't agree at all.
2 M: 1 think we should outsource the IT department.
E: l'm afraid I disagree.
3 M: Karine is the best person to negotiate with these clients.
E: That's nonsense!
a_ Teacher's r~~ources: B Choose one situation in ExerciseSA and continue the dialogue until you reach
U': extra activmes
an agreement. Use phrasesfrom Exercise7A.
9A Work in groups of tour. Two of you are Pair A; two of you are Pair B. Look at the agenda
for your department's meeting and prepare your arguments for the points you agree
and disagree with.
Pair A: You agree with items 1 and 3 and disagree with items 2 and 4.
Pair B: You agree with items 2 and 4 and disagree with items 1 and 3.
Departmental meeting
1 Working hours: proposal to start work at 8.30 a.m. and finish
half an hour earlier than now.
2 Lunch breaks: proposal to have two shifts for lunch:
12.00-13.00 and 13.00- 14.00.
3 Dress code: proposal to ban trainers and T-shirts in
the office.
4 Languages: proposal that all staff have an
intermediate level in two foreign languages.
B Hold your meetings. Explain why you agree

or disagree with each point and try to use
phrases from Exercise 7 A.
C Which pair presented the strongest
arguments? Who disagreed directly
most often during the meeting? Who
expressed doubt most often?
from O (1 need more practice) to S (1 know this well).
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
Learners are aware ofthe stages in a typical negotiation and can use a range
of phrases for ea ch stage of the negotiation process.
Lead-in lA A negotiation can be defined as 'a discussion between two or more people to
reach an agreement'. Work in pairs and discuss what kinds of negotiation you
have in a typical week.
B Look at the List of qualities of an international negotiator. Which two qualities
do you think are the most important? Why?
The Expert Negotiator •••

ca11 bui/d exce/le11t
re/atio11ships is stracturcd a11d
u11dersta11ds analvttca!
otncr cultures ca11 tnñueno« otncrs
is COMpete11t with
the co11te11t
is a qood ltstcner has the authority to
take decisio11s
is flexible
ca11 be dtrect' a11d firM
C How good are you at negotiating? What makes you a good (or bad) negotiator?
Listening 2 Read the background. Anne wants to negotiate new terms and conditions for
TraveLExec's services and has sent a four-step meeting agenda to Anders. In
pairs, read the agenda and suggest what should happen in each step.
Meeting agenda
Anne Roberts is a purchasing manager for a sports clothing 1. Welcome and opening
company, DesignPro, with its headquarters based in
London. She is meeting Anders Rik, a salesperson from 2. Proposals
TravelExec, which organises ali travel services (flights, taxi
3. Discussion to find agreement
transfers, hotel accommodation) for DesignPro's staff who
travel for business. 4. Close
3A iC> 5.01 Listen as Anne opens the negotiation with Anders, and answer the questions.
1 Why does Anne apologise to Anders at the beginning ofthe meeting?
2 What does Anne suggest are the main items to negotiate?
3 How does Anne suggest that they start the negotiation, and why?
B .. , 5.02 Listen as Anne and Anders enter the second step ofthe negotiation.
Note down the different proposals which they make for each of the three topics.
C .. , 5.03 Listen as Anne and Anders discuss in more detail. What agreement is
reached on each point?
O .. > 5.04 Listen as Anne and Anders summarise and clase the meeting.
1 Which tapie do they make an additional agreement about? What is the agreement?
2 How does Anne close the meeting? How effective is it to clase the meeting in this way?
4 In general, how effective do you think this negotiation was? Why?

Functional Negotiating
language SA Look at the expressions (1-12) frorn the recordings in Exercise 3. Match thern with
the correct points (a-I) in the four-step negotiation process.
1 To start, l'd like to hear from you first. 8 lf you confirm that in an email to me,
2 Just to clarify, you mean... then I will ...
3 We agreed to ... 9 1 think we can do this, but we will need to ...
4 Good to see you again. Are you well? 10 What l'd like to discuss today is ...
5 That seems reasonable. 11 That's a little high; we were hoping for
something Lower.
6 How does that (all) sound to you?
12 My proposal would be that we ...
7 Excellent. Well, that was [quick and efficientl.
a Welcome
b State agenda
e Invite other party to

present
e Request feedback on
f
own ideas
Clarify other person's

on a proposal____
Give positive feedback
___.
ideas Give negative feedback

on a proposal
B Look at sornemore exarnples of bargaining to find an agreernent. Match the

negotiation proposals (1-6) with the correct response(a-f).
1 How would you feel if we [reduced the price]? a What do you mean by [increasingl?
2 Could you accept [a smaller volume]? b l'm happy to [link price and payment
3 We can't agree to [lower prices] unless terms).
[you're flexible on paymentl. e I think we'd find [price reduction) difficult.
4 What if we tried [a different approach to this]? d I think that's quite reasonable for [the U.S.
5 Can we look at [increasing the discountl? side of the business).
Teacher's resources: e But [volume] is very important to us.
6 Would you be prepared to [change to
extra activities
invoicing in dollars]? f What did you have in mind?
6A Work in pairs and read the professional context. You are going to prepare
a negotiation between ATAX and LAURA.
Professionalcontext
ATAX (the seller) and LAURA (the buyer) already have a contract in place. LAURA
imports 2,000 coats per year, in three different colours and three different designs,
for a unit price of €85 each. This includes a 15 percent discount on the standard
unit price of €100. Payment terms are currently 45 days from date of invoice.
B In pairs, prepare the role of negotiator for either ATAX (see page 129)
or LAURA(see page 131). Plan to negotiate five a reas: the nurnber
of coats to buy/sell, the nurnber of colours, the nurnber of designs,
the discount,and the number of days for payrnent. Prepare both
the content (what you want to achieve in each of the five contract
a reas) and also the process - how you will manage each of the
four negotiation steps.
C When you are ready, find two negotiating partners who have
prepared the other role and negotiate a new deal.
D After your negotiation, discuss in your group what went well and
what you found difficult during the negotiation. Then share your
ideaswith the class.
How successfully have you achieved the Lesson outcome? Give yourself a score
WRITING < DDDDl!J >
Letter of complaint
Learners can write a letter or email of complaint with supporting details.
1 Read the letter of complaint from one company to 2 Complete the table using words and phrases from
another. Choose the correct option in italics. Then the letter.
compare in pairs.
Problem (Para 1)
Last week, we 1 100 desks from you.
Dear Sírs,
Unfortunately, sorne of the desks were 2
Re: Order # 4587 for 30 dishwashers My3 were not answered by your customer service
We arranged / ordered 30 dishwashers far our hotel group
1 department.
last week on the understandíng that they would be 2delivered Extra details (Para 2)
/ carried yesterday. Although you indicated that this might
be difficult, you 3assumed / assured us that you could You 4 the goods would arrive on time.
manageit. Ten of the desks were the wrong type.
However, only 10 machines arrived and, of those, two were We were una ble to 5 your customer service
4damaged
/ ínjured and one did not work at ali. Your driver department.
was most unhelpful and told us to call you immediately, Demand (Para 3)
which we did. We tried to contact you severa! times but your
customer service department did not answer our 5chats / lf you 6 to this letter immediately, we 7
calls. Despite sendingyou severa! emails asking you to to look far another supplier.
contact us, so far we have had no response from you. Weª you collect the desks.
We are very surprised by this as we have been customers of lf you do not resolve this situation immediately, we shall have
no alternative but to cancel our arder.
your company for many years. However, íf you do not
6respond
/ answer to this letter immediately, we shall be 7made Desired outcome (Para 4)
/ forced to withhold payment, fínd another supplier and
request that you 8dístríbute / collect the ten machines We9 that this situation will be resolved to our
10
already delivered.
We look forward 11
the correct goods as soon as
We sincerely hope that this situation can be resolved to our possible.
mutual satisfaction.
We look forward to receiving your 9punctual / prompt

response. IJ Teacher's resources: extra activities
Jacob Besinger The letter of complaint contains examples of linking

words. Go to MyEnglishLab far optional grammar work.
Purchasing Manager
.+ page 122 See Grammar reference: Linking
3A Work in pairs. Make a list of as many business situations as you can which might
require a letter of complaint. Then look at the List of problems on page 130 and
complete the table with 'details' and 'demands'.
B Use a situation from the table in Exercise 3A and write a letter of complaint in around
180 words.
C Exchange letters with your partner. Did your partner organise the letter well? How
many of the phrases in Exercise2 did your partner use?
Unit overview
Video: The world's first ethícal smartphone
Vocabulary: Running a business
Lesson outcome: Learners can use vocabulary related to
starting and financing a business. Project: Brainstorm and present new business ideas
Voung entrepreneurs Reading: Leaving Harvard to start a business

Grammar: Reported speech
Lesson outcome: Learners can use reported speech to report
what other peo ple have said and asked. Speaking and writing: Talk to a journalist aboutyour start-up
Communication skills: lnfluencing Video: lnfluencing styles: push and pull

Lesson outcome: Learners are aware of different ways to Functional language: Dealing with objections
influence other people and can use a range of phrases for Task: lnfluencing others to overcome objections
dealing with objections.
Business skills: Presenting facts and figures Listening: A presentation based on visual data
Lesson outcome: Learners can use a range of phrases to Functional language: Presenting visual information
present facts and figures using visual information. Task: A presentation toan investor
Model text: Summary of a business talk

Functional language: Summarising
Lesson outcome: Learners can write a simple summary of
factual work-related information. Grammar: Order of information in sentences
Task: Listen to a talk and write a summary
Pronunciation: 6.1 Consonant-vowel linking

I
Businessworkshop 6: Review6: Grammar reference:
p.98 p.109 6.3 lntonation and discourse marking in presentations p.116 p.123
~ Fairphone
Learners can use vocabulary related to starting and financing a business.

1 Why do people start their own businesses? How many reasons can you think of?
2 Under what circumstances would you start a business? What kind of business?
3 What are the three biggest attractions and disadvantages of running your own business?
• VIDEO 2 Bas van Abel, CEO of Fairphone, says he's created 'the world's first ethical smartphone'.
What do you think he means by this?
3 a 6.1.1 Watch the video and check your predictions. Discussyour ideas in pairs.
4 Watch the video again and complete the summary. Use one to three words in each gap.
Fairphone is a company which started life as a(n) 1 to give visibility to

the wars in the Eastern Congo. Many conflicts are related to the mines where the
_____ for mobile phones come from. Then the campaigners decided to
The company grew very fast. Within the first two years the staff increased from two
people to 4 • Turnover* in the first eighteen months was sixteen million
euros and in only three weeks more than s people bought the phone
befare it was built.
The Fairphone design is modular, which means that people can 6 the
components themselves. The company wants to help the economy in the Democratic
Republic of Congo by getting minerals from conflict-free mines. They have also recycled
_____ old phones in order to reuse the minerals. Bas van Abel believes
business is an important mechanism to actually 8 . He did not start
Fairphone to beco me 9 phone company in the world but to show that

there's 10 for ethical business.

1 Who would buy Fairphone's mobile phone?
2 Would you consider buying a Fairphone? Why I Why not?
3 Based on what Bas said in the video interview, what do you think are the key points he
wants to communicate to consumers?
extra activities 4 How do you think he will measure the success of his company?
Teacher's resources: 5 How would you describe his attitude to the business world?
alternative video and
activities -+ page 116 See Pronunciation bank: Consonant-vowel linking
Vocabulary Running a business

6 What do the words in the box mean?Complete the extracts from the video
using the words and phrases.
crowdfunding set up start-up
2 ... we made a turnover

1 ... the fastest growing of sixteen million euros. 3 ... you know that's why
tech of we _
[The] first actually was
Europe ... through _ Fairphone ...
> 58 < "turnover

: the amount of business done in a particular period of time, measured by the amount of money obtained from customers far goods or services that have been sold
~~~~~~~~~~-~~~~~~~-~~~-~~~~~~~~~~~~~~-~-~~~~~~~~~~
,, ....... '-' '\, ' ' ~ ' . . ', v- -,
"\:s<.:<<<, , . ~· , -: ~-·- · 6 1 O Fairphone ID

~ ~,~·: ~-~',<· :~ ~-,' ''::. ~: ~ L ~ ,· • •
7 Complete the sentencesusing the words and phrasesin the box.
business angel funding go out of pitch profit target market
1 When you a business idea, you say things to persuade people to buy
something, do something or accept the idea.
2 lf you make a , you gain money by doing business, after your costs have
been paid.
3 Half of all start-ups in the UK business within five years.
4 A is someone who gives new businesses money, often in exchange far
a share of the company.
5 Money that is provided by an organisation far a particular purpose is _
6 A company's is the customers that the productor service is aimed at.
SA Complete the questions with the correct form of the words in brackets.
1 Where do you think is the best place to go to far (advise) about starting
a business?
2 Do you know the na mes of the (faund) of Apple, Facebook and Microsoft?
3 What are sorne of the difficulties ofthe fast (grow) of a start-up like Fairphone?
4 Apart from crowdfunding, where else can entrepreneurs go to for (finance)
backing?
5 Do you think that Fairphone is a good (invest) far the company's _
(backl? Why? I Why not?
6 Do you think (entrepreneur) talent is unique to sorne people?
extra activities B Work in pairs or small groups. Discussthe questions in Exercise8A.
>
Work in small groups.
Imagine you want to start
a businesstogether. Follow
these steps.
• Decide on your business. Use the
ideas in the table if necessary.
• Think about what type(s) of consumers
might be interested in buying your
product(s) or service(s).
• How will you get financial backing far
your project?
Tech Non-tech
Service App to arrange car sharing lroning service for busy people
for longjourneys Personal trainer who comes to your home
App to find restaurants or place of work
offering gluten-free food
Product Smartwatch with lots of High-quality handmade leather bags and
interesting features shoes
Virtual reality video game Device to put over your mobile phone
screen so it's easier toread it in the sunlight
B Presentvour business ideas to the class. Vote on the best idea.
Go to My Self-assessrnent in MyEnglishLab to reflect on what you have learnt.
Young entrepreneurs
Learners can use reported speech to report what other people have
said and asked.
Lead-in 1 Work in pairs. Do you think you need to go to university ifyou want to build
a successful business?
2 Match the words in the box with the definitions.
cool fashionable high flyer prestigious reliable well-known
1 admired as one of the best and most 4 very attractive, interesting, etc. in
important a way that people admire
2 known by a lot of people 5 can be trusted or depended on
3 popular, especially far a short period 6 someone who is extremely
oftime successful in his/her job or in school
3 Work with your partner again. Think of one organisation, product, serviceor
person which you could use the words in Exercise2 to describe.
MIT is a prestigious university in Massachusetts.
Reading 4A Work in pairs and Look at the article headline. Why do you think someone might
decide to Leave a prestigious university to start a business?
B Read the article quickly and check your predictions.

1 What type of business is Traveloka?
2 How does it make rnonev?
3 What evidence is there that the business is successful?
4 Which market(s) does Traveloka operate in?
5 How does Mr Unardi feel attitudes to his profession have changed in Indonesia?
6 Do you think he feels positive or negative about the future of the industry in Indonesia?
Teacher's resources: 6 Work in pairs. To what extent do you think Ferry Unardi's successwas dueto luck,
extra activities
hard work or something else?
FT High flyer left Harvard to start bis business

by AvantikaChilkoti
It may be difficult to get into Harvard Business School - 20 at Microsoft. 'We always discussed the development of the
but it is also difficult to leave after just one semester, which internet industry in Indonesia and always thought about
is exactly what Ferry Unardi did. Today he is running one coming back,' Mr Unardi said.
oflndonesia's best-known start-ups, the online travel agent When the three software engineers felt the time was
5 Traveloka. right, with interested investors and a ready consumer base,
'Everybody knows internet time works differently 25 they launched Traveloka as a search engine for the travel
from normal time,' says Mr Unardi, 27. 'When I arrived industry.
at school, I underestimated the speed of change.' When As with many start-ups up across Southeast Asia,
Traveloka started out, he said few Indonesian websites the idea was not new. I asked him if any businesses had
10 were well designed or even reliable, and many consumers inspired them. 'We definitely hada lot of companies that
were uncomfortable making transactions online. However, 30 we looked up to,' Mr Unardi says, and mentions Expedía
Traveloka had 10 million visitors a month by the end and Priceline of the USA. 'Now, the rate of creativity and
of last year and today takes between 10 and 15 percent innovation is so high that it's inevitable somebody has done
commission from flight and hotel bookings. He told me it previously.'
15 the company had partnerships with 33 airlines and hotels The CEO says that Indonesia's start-up scene is
across Southeast Asia. 35 changing. 'That's the thing about programming and
Mr Unardi met one of his partners while studying software - it's fashionable now,' he says. 'Now, you're cool
computer science at the prestigious Purdue University in if you do this, so it's interesting to see what type of people
the USA. He said his other partner had been a fellow intern come in, and how they will take the industry forward.'
<
Grammar Reported speech
7A Look at three cornrnentsFerry Unardi rnade during the interview. How were
The company has these cornrnentsreported in the article?
partnerships with
33 airlines and hotels B Answer the questions about reported speech.
a cross Southeast Asia. 1 What changes to verb tenses did the journalist make to report the interview?
2 What other changes are necessary to change direct speech into reported speech?
3 What changes are necessary to change a direct yes/no question into a reported question?
My other partner was a
fellow intern at Microsoft. ~ page 123 See Grammar reference: Reported speech
8 Look at sorne more staternents Ferry Unardi rnade and questions the journalist
Did any businesses asked during the interview. Choose the correct option in italics to complete the
inspire you? reported speech.
1 'My family don't understand what Traveloka does.'
He said hís famíly dídn't I my famíly don't understand what Traveloka does.
2 'I won programming competitions as a child.'
He told me he had won I that he had won programming competitions as a child.
3 'Do you miss anything about being a student?'
I asked he do you miss I hím íf he míssed anything about being a student.
4 'E-commerce will grow quickly in Indonesia.'
He saíd e-commerce would grow ! told e-commerce grow quickly in Indonesia.
5 'How did you get funding?'
I asked hím how díd you get ! hím how he had gotfunding.
9A .. , 6.01 Listento sorneextracts frorn a job interview for an internship.

Complete what the candidate told his friend afterwards using reported speech.
Use a rnaxirnurnof four words in each gap.
1 The interviewer asked doing in my free time.
2 1 told hanging out with friends.
3 She asked any previous work or voluntary experience.
4 1 said the dog far a walk every day.
5 She asked me what I doing in five years' time.
~ Teacher'~ r~~ources: 6 1 said about that.
U': extra actívrttes
B Do you think he got the internship? Why? / Why not?
Speaking and lOA Work in groups offour. Read the inforrnation and prepare for the roleplay.
writi ng Students A and B: You are new entrepreneurs. Think about the type of start-up you own
and five key things you want to tell a business journalist about your company.
Students C and O: You are business journalists. You are going to interview a new
entrepreneur about his/her start-up. Think of five questions you want to ask the
businessperson.
B Regroup (Students A ande together and Students B and D together) and

roleplay the interviews.
C Report back to your partner frorn Exercise lOA. Entrepreneurs:discusswhat you
want the journalist to put in the article. Journalists: decide what inforrnation
will rnake an interesting article.
D Work individually. Entrepreneurs: write a short ernail to a friend reporting the
interview. Journalists: write a short article based on your interview.
Learners are aware of different ways to influence other people and can use
a range of phrases for dealing with objections.
Lead-in lA Work in pairs. When is it helpful to be a good at influencing? What situations

have you been in, or might you be in, when you need to influence someone?
B What would you say to influence people in each of these situations?
1 You want to get an extension on a work or study task, e.g. a report oran essay deadline.
2 You want to go to a specific restaurant ora film with a friend, and nota different one.
VIDEO 2A a 6.3.1 Watch as Paula prepares to present PRO Manage's online coursesto
Pedro and Susan, potential customersfrom a chain of businessschoolsin Mexico.
1 How does Paula describe herself?
2 How does Matt describe Pedro?
3 Do you think Paula's natural influencing style will be successful with Pedro?
Why J Why not?
B Read the text and decide if the sentences (1-4) use a 'push' ora 'pull' style.
lnfluencing styles: push and pull

There are two influencing styles known as 'push' and 'pull'. With a push style, people
try to influence through the strength of their ideas and opinions, their status, by listing
benefits for the other person, and by getting the right people to support them. With
a pull style, people show empathy and focus on finding out more about the other
person's needs, interests and challenges. Together, they try to find a common direction.
1 Tell me more about why that would be difficult for you.

2 1 think the best thing is to launch the product this month.
3 As project manager, 1 feel we should do it this way.
4 1 can understand how you feel. Would this option work for you?
3A In small groups, discuss which influencing style (option A or B) is better for

Paula to use in her pitch to Pedro and Susan. Give reasonsfor your answers.
As a class,decide which video to watch first.
Option A- Paula tries to clase the deal by highlighting the strengths of the offer (push).
Option B - Paula adapts her approach when she hears the reaction from Pedro (pulí).
B Watch the videos in the sequence the class has decided. For Option A, decide
if the sentences are true (T) or false (F). For Option B, answer the questions.
Option A a 6.3.2 1 Paula reminds Susan and Pedro ofthe benefits ofthe online courses.
2 Su san sees the benefits of the online courses in their school, but Pedro is hesitant.
3 Paula designed the proposal especially for the Mexican business schools.
4 Paula varíes her approach to persuade both Susan and Pedro.
5 Paula successfully persuades both of them.
Option B a 6.3.3 1 What is the most important point Pedro is concerned about?
2 What else is he concerned about?
3 How does Paula adapt her style when she sees Pedro is hesitant?
4 Does Paula successfully persuade them?
4 Work in pairs. Discusswhat lessonsyou have learnt about influencing people.
5 a 6.3.4 Watch the Conclusionssection of the video. What do we need to do

when we are trying to persuade others? How far do you agree?Why?
Reflection 6 Think about the following questions. Then discussyour answers with a partner.
1 When trying to influence to others, do you mostly make statements or ask questions?
2 What is one advantage and one possible disadvantage of your influencing style?
Functional Dealing with objections
Language 7 The table below shows four steps for dealing with objections. Put these phrases
from the video into the correct section of the table.
1 [1/We] totally understand your concern. 4 Can I ask [why you don't think the finances will
2 That's why [there's provision far us to workout)?
support the platfarm]. 5 That doesn't have to be a problem. [1/We/You]
3 Sorry, the most important thing far would/could/can ...
you is . . ? 6 How does that sound?
Acknowledge Pro be Answer Confirm

[l'm/We're] aware that . What [is/are] your main lf 1 ... , do we have a deal?
(1/We] appreciate that . concern[s]? Does that address your
That's a(nl [fair/good/ concern(s)?
interesting] point.
8A Put the dialogue between a salesperson anda client into the correct order (1-9).
Two lines have been done for you.
a I don't know. lt's a lot of money. 1
b lt sounds good. Yes, we do!
e Is that interest-free?
d That doesn't have to be a problem. You could pay in instalments to spread the cost.
Say 10 percent a month?
e I appreciate that this product is top ofthe range. When you saya lot of money, what sort
of price did you have in mind?
f Yes, that's right. We can't afford to buy it right now.
g Yes, if I arrange that, do we have a deal?
h Sorry, the most important thing is your budget far equipment this financial year? 4
Well, you see, we've spent a lot on office equipment this year. And we can't afford to
11!'5.,'. Teacher'~ r~~ources: spend more on it this year.
~ extra activmes
B Work in pairs and practise the dialogue in Exercise SA.
9A Work in pairs. Look at the situations (1-4) and your partner's possible objections.
Prepare your ideas and plan what you will say using phrases from Exercise 7.
Then roleplay the conversation s.
1 Speaker A: Persuade your colleague to come in to the office with you
on Saturday.
Speaker B: Your objection is that it's the weekend.
2 Speaker B: Persuade your friend to go bungee jumping with you.
Speaker A: Your objection is that it's dangerous.
3 Speaker A: Persuade your boss to pay far your business school
course this summer.
Speaker B: Your objection is that it's expensive.
4 Speaker A: Persuade your boss to let you work from home
one day a week.
Speaker B: Your objection is that you need to have
him/her in the office to talk to him/her.
B Work with another pair and discuss. Did you

succeed in persuading your partner to do
the things you wanted him/her to do? Did
you fo~low the four steps from Exercise 7?
Which phrases did you find useful?
Learners can use a range of phrases to present facts and figures using
visual information.
Lead-in 1 Think of a presentation you've given at work or during your studies. Work in
pairs and discuss the questions.
1 Who was the audience? Did you adapt the content to this audience?
2 Was the presentation too long I too short I just right?
3 Which tools did you use, e.g. PowerPoint, a flipchart, etc.?
4 Was there visual data, e.g. images, tables, charts, videos? Were they useful or distracting?
5 What went well? What didn't go well?
2 In pairs, discuss what tips you can think of far preparing and delivering visual
data in a presentation.
Listening 3A Match the words and phrases (1-9) far presenting ideas or information about
business sales with the correct definition (a-i),
1 market growth a a financial calculation about a future trend
2 target market b the amount of money that a company brings in overa year
3 forecast e the amount of spending money peo ple have available after they
4 demographic have paid taxes
5 annual revenue d an increase in demand for a productor service
6 stock level e the expected future sales of a product
7 projected sales f the quantity of products kept in a shop or warehouse
8 loan g the customers that a company wants to sell to
9 disposable in come h a particular section of the population, e.g. peo ple aged 18 to 30
an amount of money that is borrowed
B .. , 6.02 Listen to two parts of the same presentation. Work in pairs and discuss
the questions.
1 Which products does the company make?
2 What are the two biggest age demographics?
3 Is the mobile sector growing or slowing down?
4 Do they have enough stock?
5 Which products should they focus on in the next two years?
C .. , 6.03 Listen to Part 2 again and look at the pairs of charts below. Which
chart in each pair is the speaker talking about?
Functional Presenting visual information
language 4 Complete the expressionsfrom the recording in Exercise38 with the words
in each box below. lf necessary, use the audioscript on page 149 to help you.
Part 1: the overview
chart graph hand over 1 In this of my presentation, l'm going to tell you more about [the target market].
next part notice pie 2 On this you can see [three charts].
right slide 3 This chart shows [us the age demographic of our target customers].
4 You can see [which a ges the colours refer to] on the _
5 You'll that [the 18-25-year-old age group is our biggest target group].
6 Next, you can see [the growth of our market .. .] on this line _
7 Finally, on this bar , you can see [the stock levels we have].
8 l'd now like to to [my colleague], who will give you more details.
Part 2: the details
closely fact details 1 lt is that [the growth ofthe tablet product line has been slow].
interesting show you 2 These confirm that [mobile devices, in general, are outselling tablets].
significant think 3 l'd also like to [something on the customer age demographic pie chart].
4 lt's to see that [almost half of our customers are in the 18-25 age group].
5 This proves that [our cases are highly desirable far this age group].
6 The last thing I want to you to about is [our current stock levels].
7 Looking more at the bar chart, you can see that [we have underestimated .. .l.
5 Work in pairs. Chooseone of the charts in Exercise3C not described in the

recording. Prepare a brief description of it to present to your partner
using expressionsfrom Exercise4.
u:; extra acnvmes ~ page 116 See Pronunciation bank: lntonation and
discourse marking in presentations
6A Work in pairs.Read the information and plan your presentation together.
Professionatcontext
You have recently set upa business from home, selling products online.
You are growing and want to buy more stock to meet the demand.
Thetask
Prepare a short presentation to a bank oran investor, asking far a loan or
investment. Your presentation should contain visuals (graphs/charts) and
include the fallowing key infarmation:
• your context (e.g. the company name and product).
• infarmation on your target market (age and type of customer).
• infarmation about market growth (Is the market growing? lfyes, how quickly?).
• stock levels (How much do you have at the moment? How much more do you need?).
Use this structure to organiseyour presentationand decidewho will deliver
each section:
lntroduction and overview Detail on two or three visuals (bar chart, pie chart, etc.)
Main tapie Conclusion and final message
B Give your presentation to the class. Ask for feedback about the structure and how
you presented the facts and figures.
C When you are not presenting, listen to other presentations and make notes on the
key infbrmation and other relevant points. Give the presenters feedback.
WRITING < 0000~ >
Summarising
Learners can write a simple summary offactual work-related information.
Lead-in lA '4> 6.04 Listen to the first part of a talk by a successfulentrepreneur. What is
the main purpose of this part of his talk?
a to give his audience advice
b to explain the background to his business
e to convince his audience to invest in a new project
B Listen again and complete the summary. Use one to three words in each gap.
Ignore the underlined words.
George lohnson,founder of GlWoodToys. explains how he began his business
He mentions that he was working as a(n) 1 when he started making 2

far
his young children. However, these toys were so popular with other parents that he started selling
4
them at 3
, where they always sold out. His was huge: parents and
children who loved the toys. Originally he made them in his garage but, when two local stores
became interested, he realised he had to expand even further and find 5 . The initial
6
funding carne from and remortgaging his house, but soon a big department store
7
expressed interest in far 50,000 units. As a result, he realised he hada potentially
very successful business but, in arder to fulfil the arder, he would need a huge investment to expand.
With the department store arder, he started 8 to various backers: banks, crowdfunding
9
schemes and . Finally, he was fartunate enough to find one who brought both the
money and experience to the business.
C Listenagain and read the audioscript on page 149. Checkyour answers to Exercise18.
Functional 2 Match the tips (1-5) with the underlined examples in the summary in Exercise18.
Language Sorne tips have more than one example.
1 ldentify main topic/purpose

2 Use synonyms where possible
extra activities 3 Paraphrase
The summary contains 4 Use linking words to join sentences
examples of how to arder
5 Use reporting verbs
information in sentences.
Go to MyEnglishlab far
optional grammar work. ~ page 123 See Grammar reference: Order of information in sentences
3A Work in pairs. Turn to page 134 and read the summary of the final part of the talk. Discuss
ways in which you could improve it and shorten it. Use the tips in Exercise 2 to help you.
B '4> 6.05 Listento the final part of the talk and read the audioscript on page 149. Write
your own summary in around 250 words.
C Exchange summaries with your partner. How well did your partner use the five tips in
Exercise2? Did your partner include the same information as you?
Unit overview
Globalwork cultures Video: Working abroad
Lesson outcome: Learners can use vocabulary far talking about Vocabulary: Working abroad; Adjectives, prefixes, opposites
work cultures and adjectives far describing people's personality. Project: Research a different work or study culture
Cultural anecdotes Listening: Working in other cultures

Lesson outcome: Learners can use the Past Simple, Past Grammar: Past Simple, Past Continuous and Past Perfect Simple
Continuous and Past Perfect Simple to tell anecdotes. Speaking and writing: Tell and write an anecdote
Communication skills: Decision-making Video: Decision-making styles

Lesson outcome: Learners are aware of different ways to make Functional language: Expressing preferences
decisions and can use phrases far expressing preferences. Task: Discuss preferences and reach agreement
Business skills: Relationship-building Listening: Conversations ata networking event

Lesson outcome: Learners are aware of strategies far building Functional language: Keeping a conversation going
relationships and can use phrases to keep a conversation going. Task: Meeting new people atan induction day
Writing: Making recommendations Model text: Report giving suggestions, advice and recommendations
Functional language: Formal/neutral/informal language far
Lesson.outcome:Learners can give advice, make suggestions
recommendations
and recommendations in a written report.
Grammar: First and second conditional
Task: Write a report giving suggestions, advice and recommendations
I
Businessworkshop 7: Review7: Pronunciation: 7.2 Phrasing and intonation in past sentences Grammar reference:
p.100 p.110 7.3 Strong or weak? p.117 p.124
> 67 <
1.1a Global work cultures
l!esson outcome Learners can use vocabulary far talking about work cultures and adjectives
far describing people's personality.

1 Have you ever worked or studied abroad, or do you know someone who has? Describe
your/their experience. Did you/they experience 'culture shock'?
2 lfyou were going to relocate to work/study abroad, what would you do to prepare?
3 lf people from another country come to work/study in your organisation, what are the
most important cultural differences they need to be aware of?
VIDEO 2 a 7.1.1 Watch the video. Write the first names ofthe speakers and match
them with their countries. Sorne ofthe countries are not used.
Argentina Australia Brazil Denmark Germany New Zealand Poland

Sweden the Netherlands Ukraine
1 ____ is from _ 3 ____ isfrom _

2 ____ is from _ 4 ____ isfrom _

1 What may employees need to do when working far international companies?
2 Why is working abroad not the same as travelling far pleasure?
3 What might happen after you break the ice and get to know a German person well?
4 What do Brazilians tend to be like?
5 What did Marcus find difficult but fun?
6 Why is it acceptable in Poland to say 'yes/no' and not say 'thank you' and 'please' so much?
4 Who said what? Match the speakers (E, R, M, H} with the sentences. Use two of the
speakers twice. Then watch the video again and check your answers.
1 1 thought I was very fluent in English when 1, you know, when l lived at home.
2 But initially they are a bit more reserved, so don't be put off by that.
3 But then when you actually come to live here, you realise the nuances and phrases that
you don't know at all.
4 The use of 'thank you' and 'please' - it's probably less widely used.
5 You always have lunch with someone - you never have your lunch alone.
ft.: Teacher'~ r~~ources: 6 You might be a little bit shocked that the Pales tend to be more abrupt, or that's how
K extra acnvmes
they will come across.
Vocabulary Working abroad

5 Look at the words and phrases in bold in Exercise 4. Discuss the meaning of the
words with a partner and choose the best meaning or synonyrn, A, B or C.
1 A speak with a native accent 5 A feeling unhappy or lonely
B speak a language very well B without people you know
e speakfast C without help from anyone else
2 A make it difficult far someone to pay attention 6 (tendto)
B arrange to do something later A have tendency to (come across)
él
e get demotivated B be alwa s annoying
3 A slight differences in manner C move in él particular direction
B slight differences in colour (come acrass)
C slight differences in meaning A easy" r aeop e to understand
4 A common or usual B mee or a rn chance
B popular or well-known C seem .a.2particularqualities
e to be faund everywhere
, . 7 .1 0 Global work cultures D
Adjectives, prefixes and opposites

6A What are the opposites of these words to describe people? Add a prefix such as dis-,
im-, in- or un-, or write the antonym (opposite).
direct friendly formal honest helpful kind polite reserved
sociable respectful
B Complete these sentenceswith suitable adjectives. The first letters are given.
1 People in our culture come across as quite f and communicative when you first
meet them.
2 You should always bes and generous with visitors. And we expect to be treated
the same way when we go abroad.
3 lt is common to say what you think with people in my country. lfyou're too i _
people won't understand you, or might even think you are d !
4 People here tend to be very understanding and h ifyou have a language problem.
But when I was working abroad, sorne people were rude to me beca use I didn't speak English
fluently at first - that was mean and u _
5 lt is very important to be r to managers and those in authority. You shouldn't be
____ . Not respecting people is considered very i in my country.
7 Work in pairs. Discussthese questions.

1 Why do people in your country go to work/study abroad? Which countries/regions are popular?
2 What are the advantages and disadvantages of working or studying abroad?
3 Would you like to work or study abroad? Why I Why not?
D. Teacher's resources:
extra activities
4 lf you went to work/study abroad, which country would you choose?
How long do you think it would take you to adapt?
> PROJECT: Researcha culture
SA Work in pairs or small groups. Do you know people who have come
to work in your country? In what ways has their experience been
positive or negative? Researchways of working or studying in
a culture that's different to yours. Follow these steps.
• lnterview a person you know who has a) worked/studied abroad
or b) come to work/study in your country.
• Prepare 6-8 questions and record the interview on your
mobile phones.
• Consider sorne of these points:
being direct/indirect customs and etiquette

cultural misunderstandings national character
ways of working
• Use expressions like these far checking and confirming

information:
So, do you mean ... ? Are you saying that ... ? Can I just
check, when you say, ... ?
B Write ten dos and don'ts for people from abroad
coming to work/study in your country. Use the
expressionsin Exercise 6 to help you.
Cultural anecdotes
Learners can use the Past Simple, Past Continuous and Past Perfect Simple
to tell anecdotes.
Lead-in lA Work in pairs. These are sorne things people need to do to help them adapt
when they are working/studying abroad. Which ones do you think are the
most/least important? Why?
finding somewhere to live getting to know new friends and colleagues

getting to know the region joining a club learning about the culture
B What else would you add to the list?
Listening 2 .. , 7.01 Listen to three people with experience of working in other cultures
and match the speakers with what they say (a-i). One of the items is not used.
Speaker 1 (Luis), talking about working in India:_,_,_
Speaker 2 (Marcusl, talking about working in Kenya:_,_
Speaker 3 (Shivanil, talking about working with a U.S. manager:_,_, __
a The boss was too direct. f The speaker hadan argument with the boss.
b Employees didn't want to say 'no'. g The speaker explains the meaning of 'loss
e The meeting started in a surprising way. of face'.
d The speaker was embarrassed and h The speaker left his/her job because it had
offended. been too stressful.
e The speaker saw the positive side of an The speaker was working with optimistic
un usual custom. colleagues.
3 Listen again and decide if these sentences are true (Tl or false (Fl. Correct the
incorrect sentences.
Speaker 1
1 Luis once went to a meeting in Mumbai where there was a religious statue and the
smell of food cooking.
2 The India ns wanted to create a positive atmosphere to help the meeting process.
3 'Loss offace' mea ns embarrassing someone, or offending him/her.
Speaker2
4 In Kenya, 'Hakuna matata' is an expression that mea ns 'we shouldn't worry' but this
optimism can lead to workers not finishing tasks by a given time.
Speaker3
5 Shivani had become ill beca use she was working so hard, so she sent her boss an angry
email, copying in all the team.
6 Shivani's boss was insisting on having the latest figures by the end of the month, so
when Shivani didn't send them, she sent her boss an apologetic email.
4 Work in pairs. Discuss these questions. Give examples from your personal
experience where possible.
1 How important is it in your culture to create a good atmosphere befare a business meeting?
2 How important is it to work in an office with a positive, relaxed atmosphere?
3 Which ofthe speakers had the most negative experience? Why do you think that was?
4 How do you think this kind of communication problem could be avoided in the future?
~ Teacher's resources: extra activities

<
Grammar Past tenses: Past Simple, Past Continuous and Past Perfect Simple
5 Look at sentences 1-3 from the recording. Match the verb forms with uses a-c.
1 When I went into (the chairman's) office, 1 was surprised to see a shrine.
2 While I was Living in Kenya, 1 discovered that optimism is highly valued in Kenyan society.
3 Later, they admitted that that they couldn't meet the deadline, even if they had
previously agreed to it.
a Use the Past Perfect Simple to talk about a finished or completed past action or event
that happened befare another action or event in the past.
b Use the Past Simple to talk about finished or completed actions/situations, or past
events that happen one after the other.
e Use the Past Continuous to talk about past actions or events that were in progress or
happening at the same time.
~ page 124 See Grammar reference: Past tenses

~ page 117 See Pronunciation bank: Phrasing and intonation in past sentences
6 Match the sentence halves.

1 Just after the exam finished, a he had forgotten to bring his presentation slides.
2 lt was unfortunate beca use b that he'd learnt about a new language and culture.
3 The worst thing was they e they had agreed to the deal, when in fact they hadn't.
4 Once, when we negotiated with d he suddenly realised he had made a mistake but it
a Chinese supplier, we thought was too late.
5 When we finally arrived at the e hadn't told us their CEO was coming to visit.
meeting, f they'd already hada break and eaten all
6 He decided that the best thing the pastries!
about his year abroad was
7 Complete the sentences with the Past Simple or Past Continuous form of the
verbs in brackets.
1 You (not be) in the meeting yesterday, (bel you?
2 While 1 (travel) around India, complete strangers often (ask) me
personal questions about my marital status and how much money 1 (earn).
3 1 remember he (still study) far his degree when he (get) an
opportunity to work abroad, but he (not acceptl it.
4 When I first (joinl this international company, l (can not)
adapt to the time differences far having online conferences but then it _
(becomel easier.
5 When you (negotiatel with Americans, (you/findl they
usually said what they (thinkl and were very direct?
Teacher's resources: 6 When you (do) business in Japan, (bel you surprised at the
extra activities
way people (holdl your business card and studied it carefully?
Speaking and SA Work in pairs or small groups. Tell anecdotes about sorne of the situations in the
writing box. Use past tenses from this lesson.
an annoying boss/parent a communication problem an important meeting
a special occasion with music a stressful situation a time you quit something
the first time you were away from home your first job
Let me tell you about my experienceof workinglstudying inlat ...

At the time, I was -ing ... ; Once, whenlwhile I was ... , I had to ... ;
In countries such as ... , it's very important to .... Far example, whenlwhile ...
B Write one ofyour anecdotes in 120-150 words. Use different past tenses. Look
at the audioscript on pages 149-150 to help you.
Learners are aware of different ways to make decisions and can use phrases
for expressing preferences.
Lead-in lA Peoplefrom different cultures make decisionsin different ways. Work in pairs
and answer the questions.
1 How do you make decisions with other people?
2 What is the most effective way for you to make decisions (for example, when organising
an event like a party for a colleague or fellow studentl?
B Read the information on how two different cultures approach decision-making.

1 Which culture, A or B, do you feel closer to?
2 What risks are there when someone from Culture A is working with someone from Culture B?
,...
CultureA Culture B
lt's important to have consensus. This means it's important lt's important to be decisive. lf the group can't reach a decision,
to actas a group and have a discussion before decisions are then the person responsible should make one, based on the
made. The process of reaching a result is justas important information available. Achieving results and reaching decisions are
as the result itself. Deadlines are useful to keep people more important than the process of getting there. People who
focused, but they should be seen as flexible and can be respect deadlines show both commitment and competence.
moved around as circumstances or objectives change. Those who don't may be seen as unprofessional or disorganised.
VIDEO 2 a 7.3.1 Watch as Stefanie and Paula prepare for a meeting with potential
customersfrom a Mexican chain of businessschools,Susan and Pedro.
1 What goal do they each have for the meeting?
2 Which approaches do they want to take? Why?
3 What problems do you foresee?
3A In small groups, discusswhich is the best approach (Option A or B) for Paula and
Stefanie to use to get commitment from their potential customers. As a class,
decide which video to watch first.
Option A - Focus on your expertise and lead the discussion toward fixed dates and
decisions you have in mind.
Option B - Focus on finding out more about their needs and priorities and make
decisions together about dates and other steps.
OptionA a 7.3.2 B Watch the videos in the sequence the class has decided and answer the same
Option B a 7.3.3 questions for each video.
1 How do Susan and Pedro rea et to the approach taken?
2 What is the solution that is agreed? Who suggests it?
3 Overall, how successful was the decision-making process? Why?
4 In pairs, discusshow you think Paula and Stefanie felt at the end of each video.
Think about the result and the decision-making process.
5 a 7.3.4 Watch the Conclusionssection of the video. Note down the three
cultural differences mentioned and the recommendation for overcoming them.
Have you experienced any of the differences?lf so, how did you overcome them?
Reflection 6 Think about the following questions.Then discussyour answers with a partner.
1 Which communication style do you think is more effective when reaching decisions? Why?
2 Does your culture influence how you make decisions? How? What are one advantage
and one possible disadvantage of your own personal style?
3 Following this lesson, decide one thing which you can do to handle working across
cultures more effectively in the future .
..+ page 117 See Pronunciation bank: Strong or weak?

Functional Expressing preferences
Language 7 Complete these expressions of preference from the video with a word or phrase
in the box.
happy to keen 1 l'm to [keep the facus on our launch date].
prefer [not] to 2 1/l'd [try to find consensus].
sure want 3 We're [work around your needs].
4 ljust to [make sure that we're all being realisticl.
5 l'm that [we don't want to waste your time].
SA Match the beginnings of the phrases 1-7 with the endings a-g to complete more
expressions of preference.
1 My preference is I would be (not) a J'd [choose the red one].
2 1 don't mind b to [stick to our current supplier].
3 1 would rather (not) e [what we do/ waiting far a bit longer].
4 J'm (not) keen d [had the meeting next week].
5 lf it were up to me, e [make the decision now].
6 1 would rather [we/you/they] f [you emailed us the details].
7 We'd prefer it if g on [the idea/ changing our plan].
B Which phrase in Exercise SA indicates that the speaker does not have a preference?
9A Complete the dialogue with the correct form of the verbs in brackets.
A: Where shall we hold next year's graduation ceremony? l'm not keen on 1 (book)
the same hotel again. The catering was terrible.
B: Yes, l'd rather we 2 (look) at other options, too.
A: Jf it 3 (be) up to me, 14 (cancel) the whole event. lt's such
a headache to organise.
B: Don't worry! l'm happy 5 (do) sorne research. So, what are we looking far?
A: l'd prefer it if we 6 (cho ose) somewhere closer to the city centre.
B: Yes, but then it gets expensive. l'd prefer 7 (not increase) the cost. People
don't mind ª (go) to a hotel further away if it has good public transport links.
A: OK, l'll leave it with you.
K extra acnvrties B Work in pairs and practise the dialogue in Exercise 9A.
lOA Work in pairs and look at the three situations. Discussthe points in the box
and any ideas of your own. Talk about your preferences and try to come to
an agreement.
1 You want to organise a team-building event far the staff in your department.
accommodation activities duration location time ofyear transport
2 You want to redesign the room you are sitting in right now.
colours décor equipment furniture lighting
3 You want to open a new retail store in your town.
advertising location pricing product range target market

type of store
B Who had the strongest preferences in the group? Which phrases

from Exercises 7 and SA did you use? Which ones did you find
difficult to use?
• How successfulty have you achieved the lesson outcome? Give yourself a seo re
Learners are aware of strategies far building relationships and can use phrases
to keep a conversation going.
Lead-in lA Work in pairs and look at the tapies in the box. Which do you talk about when you
meet people for the first time? Which do you avoid talking about?
family hobbies/interests professional experience and qualifications politics

relationships religion sport travel weather work
B How do you build relationships with new people in a social situation, e.g. ata dinner?
Listening 2A Work in pairs. Look at the List of strategies for building relationships with new people
and discuss which you think are the most important.
STRATEGIES Be interested and ask questions. 6 Find out and talk about things you have in
2 Be careful your interest doesn't sound like interrogation. common, e.g. interests, family, etc.
FOR BUILDING
3 Don't make assumptions about people from the first 7 lf possible, adapt your usual communication
RELATIONSHIPS
impressions you have of them. style to be closer to the other person's.
4 Taketime to get to know the other person. 8 Try to talk about things the other person wants
5 Think about how they behave and the possible reasons why. to talk about.
B ~> 7.02 Listen to the beginning of an informal dinner atan international

networking event.
1 Which to pies does Peter try to talk about with Tadashi?
2 What tapies do Peter and Pilar mention?
3 Whieh strategies from Exereise 2A does Peter use?
4 What first impression do you think Peter has ofTadashi and Pilar?
5 What impression do you think they have of Peter?
C ~> 7.03 Listen to the next part of the conversation.
1 How does Peter adapt to make the conversation more comfartable far both Tadashi and Pilar?
2 Whieh tapies do they talk about?
3 Whieh strategies from Exereise 2A does Peter use?
D ~> 7.04 Listen to Peter later that evening, talking about what happened.
1 What conclusion does he rea eh about first impressions?
2 Whieh points from the list in Exereise 2A did he think about?
Functional Keeping a conversation going

language 3A Look at the example from Part 1 of the conversation. Then match the sentences 1-5
to responses a-e and follow-up questions or comments i-v to show how to make
Links in conversations. Check your answers in the audioscripts on page 150.
lnitial question or comment Response Follow-up question or comment

1 What do you think ofthe ""' a I went to Brazil. i Yes, that's it.
elections7
\
2 What do you do? l'm working on one at the moment. ¡¡ But you must have an idea. What do
[\ b We're making ads that will run in planes.
3 What sort of campaigns do

you design?
- e I don't know.
!..?I you think?
iii You're an aecountant. Really? l'm a finanee
specialist. Who do you work for?
4 Where did you go on holiday? d So you're in the middle, then? iv Great!
5 You know, 1 also have two e l'm an accountant during the day and V That project sounds really interesting.
brothers, like you. I play in a local band at weekends.
B Now match sentences from each column in the table below to make
logical conversations.
lnitial question or comment Response Follow-up question or comment

1 l've just come back from a tripto a Ves, that's right. 1 play far my local club i Definitely! There are sorne fantastic
Tokyo. Have you ever been to Japan? most weekends. Do you play? theme parks and the food is amazing.
2 I understand you play a lot oftennis. b l'm working on a new project with the ¡¡ Oh yes, l've heard about that. The
Is that right? Milan team, but we're still trying to get funding process is really stressful,
funding. isn't it7
3 What are you working on at the e No, but actually l'm thinking about going ¡¡¡ Ido. Perhapswe should arrange
moment? next year with my family. Would you a match sometime.
recommend it?
C Work in pairs and practise the three-part conversation structure. Use a conversation
starter from Exercise 38 or your own idea. Use the phrases in Exercises 3A and B
to help you.
• l've just come back from ...
Teacher's resources: • 1 understand that/you ...
extra activities
• What are you working on at the moment?
4A You are atan induction day in a new company. C Think about what did/didn't go well.
Prepare to talk to sorne of the other recruits • Which tapies from Exercise lA were
and build relationships. Look again at the list discussed?
in Exercise lA and the strategies in Exercise 2A. • Which strategies from Exercise 2A were used?
Think about what tapies you will talk about
Which phrases from Exercises 3A and B were used?
and what questions you can ask.
Give each other feedback and make suggestions for
B Work in pairs. Introduce yourselves and spend how to improve next time you practise.
a few minutes making small talk and building
your relationship. Aim to talk about at least two D Change partners and repeat the activity. Try to
to three tapies. Try to reflect on the conversation respond to the previous feedback and improve
while you are having it and adapt your approach your approach.
if necessary.
WRITING < 0000[!] >
Making recommendations
Learners can give advice, make suggestions and recommendations
in a written report.
1 Read the extract from a formal report about a problem 2 Complete the table using the words in the box.
in project teams. Underline all the examples of
suggestions, advice and recommendations. Then advisable obvious ought suggest would
compare in pairs.
Formal
lt is 1 (that) everyone has training.
Reporton cross-cultural lt is essential (thatl you do it now.
project teams 1/We advise you to change supplier.
We strongly recommend (thatl you add more designs.
Recently it has become obvious that staff Our recommendation2 be to merge with that company.
need to be trained in cross-cultural working lt is recommended (that) everyone attends the course.
as we now have severa! project teams with lt has beco me 3 (thatl our clients are not happy.
members from different countries. For these Neutral
projects to be most effective, it is advisable
that everyone is aware of the cultural You should increase prices.
background of each team member. lf My advice is to have a new marketing campaign.
people are not familiar with the differences, One idea is to have drone deliveries.
then cultural problems will become more One thing you could do is change the lago.
complicated. Consequently, to avoid lf I were you, l'd change your supplier.
misunderstandings, it is essential that 1/We therefore 4 (thatl you recruit more staff.
everyone in the team learns how each You 5 to have a sale.
culture differs. We need to train staff better.
Informal
We therefore suggest that ali staff in these
teams do a suitable cross-cultural training Have you tried speaking to her?
course. You ought to do this quickly What/How about having a new lago?
because, unless training is arranged with Let's work together.
immediate effect, sorne projects will I think it's a good idea to work in teams.
probably suffer. lf this happened, it would Make sure (that) you change the arder.
be a disaster for the company. lt's best to buy in bu lk.
You'd better get sorne help.
Our recommendation would be to organise Why don't we change the design?
a course for the staff immediately. Another
suggestion is to visit the other countries. lf
team members visited other members in Teacher's resources: extra activities
their own countries, they would get to know The report contains examples of first and second
each other better and develop better conditional sentences. Go to MyEnglishLab for optional
working relationships. grammar work
~ page 124 See Grammar reference: First and second conditional
3A Work in pairs. Proofread the informal email on page 131 and find eight language
mistakes. Think about grammar, missingwords and unnecessarywords.
,. -Ó>
/ ,·
,
B Look at the notes on a situation on page 129. Write a formal report of about 180 words
}TASK giving suggestions, advice and recommendations about the best course of action.
~
:,;: e-
C Exchange reports with your partner. How many functional language phrases did your
partner use? Is there anything you think could be improved?
/
Unit overview
Learning to lead Video: Safari Vet School
Lesson outcome: Learners can use common verb and noun Vocabulary: Leadership
collocations related to work and leadership. Project: Research and write a short article about a great leader
Neuroleadership Reading: Business leaders need neuroscience

Lesson outcome: Learners can use relative pronouns (who, Grammar: Relative clauses
that, which, when, where, whose) in defining and non-defining
Speaking: Truth or lie game using relative clauses
relative clauses when speaking and writing.
Communication skills: Giving and receiving feedback Video: Positive and developmental feedback
tesson outcome: Learners are aware of different ways to Functional language: Giving and responding to feedback
give feedback and can use a range of phrases far giving and
Task: Give and respond to developmental feedback
receiving feedback.
Business skills: Leading meetings Listening: Managing a team meeting

Lesson outcome: Learners are aware of techniques far dealing Functional language: Leading and managing meetings
with interruptions and can use a range of phrases far leading
Task: Lead a mini-meeting
and managing meetings.
Writing: lnforming of a decision Model text: Email about decisions made by Board of Directors
Functional language: Formal and semi-formal language far decisions
Lesson outcome: Learners can write an email informing staff
or colleagues about decisions taken. Grammar: Reduced relative clauses
Task: Write a formal email to inform staff of decisions made
Business workshop 8: ReviewS: Pronunciation: 8.1 Glottal stops I Grammar reference:

p.102 p.111 8.2 Phrasing and intonation in relative clauses p.117 p.125
Learning to Lead
Learners can use common verb and noun collocations related to work
and leadership.
Lead-in lA Discuss your views on these comments.

1 Great leaders are born not made.
2 Nobody really agrees about what the characteristics of a great leader are.
3 Being a leader is different from being a manager.
B Work in groups. Decide what the three most characteristic features of a Leader are.
VIDEO 2 You are going to watch a video about a TV show called Safari Vet School.What do
you expect to see? ,
3 a 8.1.1 Watch the video and complete the notes.
1 The name of the reality TV show Safari Vet School
2 The type of contestants
3 The purpose ofthe show
4 Nadia's role in the task
5 The role of Steve the TV vet
4 Watch the video again and decide ifthese sentences are true (T) or false (F).
Correct the incorrect sentences.
1 The contestants come from South Africa.
2 Nadia admits she feels intimidated by this challenge.
3 The animal must be treated quickly or it could die.
4 The Park Manager criticises them far not completing the task.
5 Nadia feels the team members were not happy with her.
6 Steve says Nadia asked her team too many questions.

1 In what ways do you think Nadia will be a good leader? How might she become
a bad leader?
2 Do you agree with Steve that Nadia needed to consult her team more during the task?
Why / Why not?
3 In what situations is it better far a leader to ask their team questions? In what situations
should a leader take control?
4 Would you watch Safari Vet School? To what extent is it entertainment and to what
extent is it educational? Which do you prefer?
fti.. Teacher'~ r~~ources:
11": extra acnvitres ~ page 117 See Pronunciation bank: Glottal stops
Vocabulary Leadership
6 Match the two parts of the phrases you heard in the video. What are the verb
and noun collocations?
1 ... knowing when to delegate a key decisions ...
2 ... these are justas important in running b responsibility?
3 As team leader, Nadia has to make e a team ...
4 ... you'd taken on too much d tasks.
> 78 <
'
\:<>:;· : · :· ,: : . \ . ~. -, -. · 8. I ·o
------ .......... -- __ H _
Learning to lead a·
-. '"'
-, ',.'
..''•~
~~' ...
'" '
' '
7 Replace the underlined phrase(s)in the sentences. Use one verb from the box
in each sentence and put it in the correct position.
cope with delegate prioritise run set trust (x2) win
1 A good manager knows when to give part of the work to a member of the team.
2 Let's put these tasks in arder of importance so we do the most important work first.
3 Staff must feel sure that their manager's judgement is correct.
4 She wants to establish short-term and long-term goals far her career.
5 You need a lot of skills to be in charge of a large department.
6 People believe that great leaders are honest and will not do anything bad or wrong.
7 1 think it's very hard to deal successfully with failure.
8 The new manager is finding it hard to _QgÍ!l his staff's respect beca use he is younger than them.
8 Find the verb (1-6) which collocates with all the words in a group (a-f). Check new
words in your dictionary.
1 cope with a an effort, decisions, mistakes, people feel safe
2 give b an example, high standards, priorities, the tone
3 make e a crisis, constant change, stress, strong criticism
4 run d a business, the country, a meeting, a team
5 set e your instincts, the statistics, your team, each other
6 trust f clear instructions, constructive feedback, praise, support

1 Do you find it easy to cope with stress? How do you cope with it?
2 How can managers best give support to their staff7
3 What should a manager do when staff make mistakes?
ft.. Teacher'~ r~~ources: 4 In what ways can a manager set an example far the team?
....: extra acnvmes 5 What can happen when managers and staff don't trust each other?
> PROJECT: Great leaders
lOA Work in pairs or small groups. Researcha great Leader. Follow these steps.
• lndividually think about leaders from two or three of the a reas in the box.
business entertainment sports your family

your friends your organisation your community
• Try to define what makes them good leaders.

• Talk to your partner/group about one person and why
he/she is a good leader.
• Who do you think are the best leaders from the
people you talked about?
B Research the biography and key qualities
of one of the people you discussedin
Exercise lOA. Write a short article of
100-120 words about that person,
saying why you admire him/her.
lndra Nooyi, Pepsi CEO
Neuroleadership
Learners can use relative pronouns (who, that, which, when, where, whose)
in defining and non-defining relative clauses when speaking and writing.
Lead-in 1 Look at the sentences.Can you work out the rneaning of the bold words frorn
the context? lf you need further help, turn to page 129 and match the words
with the definitions.
1 lt is important to reward good behaviour.
2 There are opportunities far professional development.
3 She had great empathy with peo ple.
4 The company seems to have a very old-fashioned mindset.
5 A moment's reflection will show the stupidity of this argument.
6 Children sometimes have strong will.
2 Work in pairs or srnall groups. Discussthese questions.

1 Does a good leader always need to have a strong will? Why I Why not?
2 Why is it important far leaders to have empathy?
3 Why is reflection important in leadership?
Reading 3A Look at the article headline. What do you think is the connection between
neuroscience and business Leadership?
B Read the article quickly. What is the writer's conclusion?
a In principle it is a good idea to train leaders' brains to improve their skills.
b Leadership brain-training techniques are generally unethical and high risk.
e lt is relatively quick and easy to adapta leader's mindset with brain training.
FT Business leaders need neuroscience

'Do you want to sell it? Put a brain on it.' Molly Crockett, neuroscientist
Excitement about neuroscience is high among business Caution is essential. As neuroscientist Molly Crockett
experts. Neuroleadership, 1which is based on research pointed out, more people agree with the findings of a
into the brain activity of leaders and potential leaders, is 30 scientific article with a picture of the brain than the same
a fast-growing area. For decades experts saw managers as article unillustrated. Neuroscience 4that is reliable can teach
5 interchangeable. Then researchers started to identify the us more about leadership. However, there are also ethical
different types and mindsets of executives and what impact concerns. An unscrupulous boss could use brain-training
their behaviour had on their techniques to make bis team better
companies. 35 at pursuing bad or short-term ends.
Now, 'l'm reading everything Despite this, leaders should
10 1 can about neuroscience,' pursue positive, thorough
says Abbie Smith of Chicago scientific methods to improve
Booth business school, 2who how the brain performs. Barbara
has looked at the benefits for 40 Sahakian of Cambridge University
companies that appoint 'frugal'* found entrepreneurs were better
15 executives. 'We take as a given adapted to taking 'hot' decisions,
that these behaviours indicate such as making a risky investrnent,
mindset. But the question is: than their managerial counterparts.
what can change?' 45 Extrapolating from those
Brains can. Dr Tania Singer results, companies could design
20 recently presented 3research courses to retrain managers'
which shows intensive exercises brains to make the risk-averse
in empathy can break selfish become more entrepreneurial.
habits and change 'the brain's 50 One obstacle is time. A new book,
hardware' so people become more altruistic. If we can Neuroscience far Leadership points out that to develop sorne
25 work out how to change executives from one 'type' (selfish, of these skills still 'depends on tremendous motivation and
say) to another (altruistic), it could open up whole new will, and years of practice, reflection and feedback'. Most
possibilities for training and development. chief executives do not have years. But their successors do.
> 80 < *frugal: careful to buy only what is necessary

<
1 What does the writer say is the reaction of business experts to neuroscience?
2 What was the assumption about managers when studying organisations in the past?
3 How can neuroscience potentially help companies and managers,
4 What six 'types' of executives are mentioned in the article?
Teacher's resources: 5 Why should companies be cautious about brain training?
extra activities
6 What five key elements are required to develop neuroleadership skills?
Grammar Relative clauses

SA Read the information about relative clauses.Then look at the underlined phrases
(1-4) in the article. Which are defining and which are non-defining relative clauses?
A defining relative
clause is part of a B What are the relative pronouns that introduce the relative clauses?What are other
sentence that gives common relative pronouns?
essential information
about a person or thing. ~ page 125 See Grammar reference: Relative clauses
~ page 117 See Pronunciation bank: Phrasing and intonation in relative clauses
6A Complete the sentenceswith suitable relative pronouns (when, where, which, who,
whose, that). There may be more than one possibleanswer.
A non-defining relative
1 Business needs leaders can adapt to complex and changing conditions.
clause is part of a
sentence that gives extra 2 Barack Obama, father was a Kenyan economist, was born in Hawaii.
information about a 3 This is the brain-training app I told you about.
person or thing. 4 Do you remember the day you first started at the company?
5 A leadership style is autocratic involves individual control over all decisions.
6 She is a manager many people admire.
7 Oxford University, twenty-seven British prime ministers were educated, has
thirty-eight colleges.
8 Dr Tania Singer is the neuroscientist we saw at the conference.
B In which sentencescan we omit the relative pronoun?Why?
7A Combine the sentencesusing relative clauses.

O Kyoto is in the central part of Honshu lsland. lt has a population of about 1.5 million.
Kyoto, which has a population of about 1.5 mil/ion, is in the central part of Honshu lsland.
1 The workshop was cancelled at the last minute. She planned to attend it.
2 Leading a team must be very difficult.1 wouldn't like to do it.
3 The university has a course on neuroleadership. l studied there.
4 Her book instantly beca me a bestseller. lt was published last year.
5 The restaurant has a good selection of desserts. We often go there far lunch.
6 London is an expensive city. lt is the capital of the UK.
B When do you need to use commas with the relative clausesin Exercise7A? When
extra activities
can you omit the relative pronoun?
Speaking 8A Prepare five sentencesabout your life using relative clauses. Make sornetrue and
sornefalse.
I go to Frankfurt, where my mother's family Live, every summer
My sister; who works in Marketing, used to be a professional basketball player.
B Listento each other's sentencesand ask questions. Decide which sentencesare true
and which are false.
Oh really? Remind me, what's the name of Frankfurt airport?
That's interesting. Can you tell me which team she played far?
Learners are aware of different ways to give feedback and can use a range of
phrases far giving and receiving feedback.
Lead-in 1 In pairs, read the definition of 'feedback' and discussthe questions.
feed·back /'fi:dba!k/ eeo 53 W3 noun [uncountable]

1 advice, criticism, etc. about how successfulor useful something is
1 Why is feedback important far you?

2 Why is feedback important in business?
VIDEO 2 a 8.3.1 Watch as Matt prepares for the project-closing meeting, following the
successfulLaunchin Mexico and Japan. What sort of feedback is he Lookingfor?
3A In small groups, discusswhich is the best approach (option A or B) for giving

feedback to your manager. As a class,decide which video to watch first.
Option A - Positivefeedback
Feedback confirming what someone did well and their successes.
Option B - Developmental feedback
Feedback telling someone what they can improve on.
B Watch the two videos in the sequence which the classhas decided on and
answer the questions for each video.
Option A a 8.3.2 1 What do they say Matt did well?
2 How does Matt respond?
3 Overall, how successful do you think the feedback meeting was? Why?
Option B a 8.3.3 1 What do they say Matt could have done - or could do in the future - to improve?
2 How does Matt respond?
3 Overall, how successful do you think the feedback meeting was? Why?
C Work in pairs. Based on the two videos, what do you think are the benefits and
the risksof each approach to feedback?
4 a 8.3.4 Watch the Conclusionssection of the video and make notes under the
following headings. How far do you agree with the tips? Why?
Givingfeedback 1
2
Receivingfeedback 1
2
Overallconclusion
Reflection 5 Think about the foLLowing questions.Then discussyour answers with a partner.
1 In general, which approach do you prefer when giving or receiving feedback?
2 Do you actively ask far feedback from others? Do you think it's a good idea? Why / Why
not? Who do you ask far feedback from? What kind of feedback?
3 Following this lesson, decide one thing which you can do to give or receive feedback
more effectively in the future.
> 82
Functional Giving and responding to feedback
language 6 Put these examples of feedback from the video into the correct category in the table.
1 1 think you did a very goodjob of [communicating with the team].
2 lt [is/was] your responsibility to [make sure that we all knew each other], but ...
3 1 think in future if [you gave us all a timeline], that might [help].
4 lt [is/was] good that you [asked Stefanie to help out].
5 [l'm always very busy, but] 1 don't think [you understood thatl.
6 What [Kenji's] saying is that [you often waited until things were urgentl.
7 You could have [called each of us], that would have been good.
Positive feedback Developmental feedback

l'm really impressed with/by [the work The [work wasn't completed on time), do you have any
you did on .. .l. idea why?
Nota big deal, but [for next time), remember to . .
7 Now add these headings to the table for responding to feedback.
Explore Responding to feedback

1 2 3
Respond and reflect
Thank Great! Thanks Stefanie. Can you be a bit more specific l'm happy you feel that.
I appreciate that feedback. about . .? Right, l'll [certainly) bear that in
Can you say more about what you mind.
mean by .. .? l'll [certainlyl take those
Can you give mean example of .. .7 comments into account.
BA Look at these situations. lf you were the manager, what would you say?
1 A new member of staff seems very shy and never contributes ideas in meetings.
2 A fellow manager dominated a recent meeting with important clients and interrupted
them all the time.
3 A member of staff has started arriving at work late. Other colleagues have noticed this.
Teacher's resources: B Compare your ideas in smaLL groups. What were the best examples
extra activities of developmental feedback?
9A Work in pairs and roleplay the

situations from exercise SA. Take
turns to give and respond to the
feedback.
B Work with another pair. Choose

your best roleplay from Exercise
9A and repeat it for the other
pair. In your groups discuss
how easy it was to give
developmental
feedback. Who
responded best to
feedback?
Learners are aware of techniques for dealing with interruptions and can use
a range of phrases for leading and managing meetings.
Lead-in 1 Work in pairs and discuss which statement (a or b) in each pair you most agree with.
1 a Meetings are where decisions are made. People should argue strongly about their
opinions and disagreement is not unusual.
b Meetings are for having discussions and sharing opinions. The decisions should be made
later by individuals.
2 a The leader is ajusta facilitator. Everyone can speak freely when they want.
b The leader controls the meeting. People must be invited to speak.
3 a Meetings must start and finish on time.
b lt's OK to start up to fifteen minutes late and finish late if necessary.
4 a There should be no external interruptions, e.g. mobile phone calls.
b lmportant phone calls may be accepted during a meeting, but only for up to five minutes.
Listening 2 ~> 8.01 Listen to the beginning of a meeting and answer the questions.
1 Why has John arranged the meeting?
2 What is the goal of the meeting?
3 What are the five stages of the meeting? focus on the goal, ...
3 ~> s.02 Read the 7 Golden Rules and listen to the middle part of the meeting.
Which strategies does John, the leader of the meeting, use to manage interruptions?
1 Allow the interruption, and then go back to the original speaker.

7 2 Acknowledge the importance of what the interrupter is saying.
Golden Rules 3 Stop the interruption and let the first speaker finish.
for managing 4 Limit the length of speaking time.
interruptions in 5 Stop the interruption and check with the first speaker if the interrupter can continue.
meetings 6 Raise your voice and speak louder.
7 Move the focus back to the agenda and the process.
4A ~> 8.03 Listen to the end of the meeting. What are the action points for each person?
B Listen again. Which of the following did John do?
1 Review the discussion 4 Assign action points to different people
2 Review the decisions 5 Ask for acceptance or understanding of the tasks
3 Ask for confirmation of the decisions 6 Set a day and time for the next meeting
Functional Leading and managing meetings

Language SA Complete the phrases from the start of the meeting in Exercise2 with the words in the
box. lf necessary, use the audioscript on page 150 to help you.
focusing thinking goal called
Welcoming Thanks, everyone, far coming to [this special meeting today].

Opening the 11 this meeting because [I need your help to prepare the
meeting presentation].
The 2 far this meeting is to [decide which infarmation we want to
present to senior managementl.
So, we have one hour. Let's start by 3 on [our goal, then we can
collect and discuss sorne ideas and make sorne decisions].
OK, let's begin by 4 about [the management meeting].
B Now complete the phrases for dealing with interruptions with the words in the box.
agenda back concern important limit I

Managing I can understand what you're saying is 1 , but please let Angela
interruptions finish. We can come to you next.
Could you try to 2 your [overview] to about [two minutes]?
OK, 3 to you [Philippe].
[Bettina], 1 understand your 4 _
[The market research results] aren't on today's 5 _
C Put the words in the correct order to make sentencesfor the closing stagesof a meeting.
Reviewing 1 has been / This / productive I a very I meeting

the discussion 2 through / useful / both our successes anda reas far concern I lt was I to talk
Referringto 3 are/ from this / action / meeting I points I The I ...

actionpoints 4 of I Philippe / an overview / the media campaign I you'll prepare
5 tasks / OK / Is everyone I their I with I?
6 have any /todo/ they have / questions about I Does anyone I what I?
Teacher's resources: Nextsteps 7 at 2 p.m. on / Let's meet I week I fin alise everything / again to I Friday next
extra activities 8 your completed tasks / of business Ion Thursday I Please send me I befare clase
6A Work in groups of
three. You are going
to take turns to lead
a mini-meeting on one of
the topics below. Read the
information, decide who will
lead each meeting and prepare.
Meeting tapies
1 Decide on an event for an end-of-
year party. Discuss what needs to be
planned, a timeline for planning and
action points.
2 Decide on the besttime to do homework
from this course. Discuss your ideas and why you
think your preference is best.
3 Share a problemyou're having in one area of
your life. Discuss the problem, identify possible
solutions and decide the next steps.
C After each meeting, give feedback to the leader.
Use the checklist to help you.
Preparation The leader:
• Meeting leader: Use the categories and phrases 1 started the meeting with a clear goal and process.
in Exercise 5 to help you prepare. Think about the
2 managed interruptions well.
structure of the meeting.
3 reviewed the discussion and decisions.
• Meeting participants: Prepare the language and
4 assigned action points.
phrases you think you'll need to discuss the tapie.
During the meeting, you will try to interrupt another 5 closed the meeting.
speaker once or twice.
7 In your group, discusshow easy or difficult it was to
B Hold your meetings on each of the to pies. lead each meeting. Give reasonsfor your answers.
WRITING < ooool:!J >
lnforming of a decision
Learners can write an email informing staff or colleagues about decisions taken.
Lead-in 1 Read the formal email informing managers of decisionsmade by the Board of Directors.
Proofread the email and find eight spelling mistakes.Then compare in pairs.
This is to inform you of the decisions reached at the meeting yesterday about the
future leedership and management structure of this organisation.
As I am retiring at the end of the year, 1 am pleased to announce that my succesor

has been apointed. The Board has decided that the new CEO wil be Franco Sorrento,
currently CEO of our ltalian subsidary.
Secondly, it was decided that ali directors serving on the bored should have hands-on
experiense within the company as there seems to have been a disconnect between
them and the management team recently. The debate about the disconnect was lively,
but finaly we reached a consensus that directors will visit each departement over the
next month and hold question and answer sessions.
The final decision of the meeting was to overturn the decision taken last year to
reduce the number of current managers. lt was agreed that with the ongoing increase
in export sales, this was no longer necessary.
Functional 2 Complete the table using the words in the box.

Language agreed announce carne consensus couldn't inform know reach tell
Formal Semi-formal
This is to 1 you of our decision to ... l'm writing to 7 you about
2
the decision to . .
We are pleased/delighted to that ...
Just to let you 8 what was decided.
The Board has decided/agreed that . .
Let me tell you what we decided.
We reached a 3
that/about ...
We all agreed/decided that ...
The final decision was to . .
We've arranged to . .
lt was 4 that ...
Teacher's resources: Wethought that it was best to ...
extra activities We failed to 5
an agreement about ...
The email contains We9 agree about ...
We6 to a decision that/about . .
examples of reduced l'm happy to say that we've decided to ...
relative clauses. Go to
MyEnglishlab for optional
grammar work. ~ page 125 See Grammar reference: Reduced relative clauses
3A Work in pairs. Read the informal email on page 131. Rewrite the email to make
it more formal.
B Look at the meeting notes on page 135 and write a formal email of about
180 words to inform staff of the decisionsmade.
C Exchangeemails with your partner. Which functional language phrasesdid
your partner use? How many were different from the ones you used?
Office space p.ss Listening: Employee views on their workspace
Lesson outcome: Learners can exchange information
Reading: Millennial-friendly workspaces
about texts they have read and can contribute ideas in
a discussion to designan office space. Task: Designa new office space
Kloze-Zone p.90
Listening: Customer and staff feedback on a clothing store
Lesson outcome: Learners can understand the Task: Brainstorm a brand awareness campaign
challenges facing a retailer and can describe ideas for a
promotional event and marketing campaign. Writing: An email summary of the campaign
Social media manager required p.92 Video and listening: Three video CVs
Lesson outcome: Learners can compare CVs/résumés, Listening: First interviews
talk about professional experience and ask and answer Reading: Analysis of three CVs and covering letters
questions in job interviews. Task: Conducta second interview
Supermarket wars p.94 Reading: Profiles of competing supermarket chains

Lesson outcome: Learners can use key information Task: Select the best strategies for growth
from a text to complete a chart and can make choices Listening: Compare your strategies with a business
about company strategy, giving reasons. news report
Listening: Criteria for choosing a supplier;

Robots wanted for a warehouse p.96
Teleconferences with suppliers
Lesson outcome: Learners can understand the Task: Negotiate and selecta supplier
details of supplier processes and can negotiate and
summarise the key terms and conditions of a deal. Writing: A formal email confirming the result of the
negotiation
Doable crowdfunding p.98

Video and listening: Three crowdfunding pitches
Lesson outcome: Learners can understand the main Speaking: Decide which crowdfunding project to back
points in crowdfunding pitches and can prepare and
deliver a short crowdfunding pitch. Task: Prepare and deliver a crowdfunding pitch
Cross-cultural consultants p.100 Reading: Blog posts on cultural awareness

Listening: lnterviews with staff about working
Lesson outcome: Learners can exchange information
internatíonally
about texts they have read and can give a brief
presentation with recommendations for working Task: Recommendations for working in your culture
across cultures. Writing: A formal email confirming the outcome of the
presentations
Talentmanagement p.102 Listening: Employees talking about their training needs

Lesson outcome: Learners can understand details in Reading: Profiles of training courses
conversatíons about training needs and can partlcipate Task: Designa development plan for an employee
in a discussion to designa personal development plan. Writing: An email to justify a training course
>8
BUSINESS
Office space
WORKSHOP
Learners can exchange information about texts they have read and can
contribute ideas in a discussion to designan office space.
Background 1 Read the background and discuss the questions with a partner.
1 What is 'arbejdsqleede'? Is there a similar concept in your country?
2 In what ways do you think the physical environment can make someone more or less productive
or happy at work?
3 What physical features do you like most and least about the place where you work or study?
Ditigal is an internet media organisation offering music, news and entertainment to millions
of subscribers. This dynamic, fast-growing enterprise, which is only seven years old, has over
300 employees. The company is planning to move into bigger headquarters soon.
Danish co-founder and CEO, ClaraJensen, is a strong believer in the concept of 'arbejdsgleede'
- from 'arbejde', the Danish for work, and 'gleede, the word for happiness - literally meaning
'happiness at work'.
Jensen is aware that employees who enjoy their work environment will be more engaged,
productive, innovative and happy. This in turn will lead to greater customer satisfaction and
success for the organisation.
Giving everyone a voice is acore value of the company and Jensen wants her ernplovees'
input on design of the new offices.
Fi nding out what 2A As part of the consultation process, employees at Ditigal were askedwhat they
employees think would change about the current workspace. Look at the survey results and
complete the sentences.
1 The most popular request was for _
2 This was followed by the need for and _
3 More than the staff commented on problems with noise.
4 One in two people wanted _
5 Three in ten people wanted the option to _
B Work in pairs. What other conclusions would you draw from the graph?
3 ._> BW 1.01 Listento sorneemployees giving their views. Which speaker talks
about a) the communal a reas, b) the office layout and c) the general impression?
Teacher's resources: 4 Listen again and summarise the main suggestion(s) each person has far changes
extra activities to the workspace.
.> 88 <
Business workshop
The office as SA Work in pairs. Find out about what sornecompanies are doing to make their
somewhere offices happy placesto work.
to enjoy Student A: Read the article on this page.
Student B: Read the article on page 132.
D. Teacher's resources:
extra activities
B Tell your partner in your own words about the article you read. Which of the
office features mentioned in the articles would be most attractive to you?
FT Picnic tables and Xbox

Digital start-up GoCardless is typical of a millennial- At a time when technology allows individuals to work
friendly workplace. Its open-plan office in a warehousc almost anywhere, companies need to give a younger digitally
in East London centres on a hub of picnic tables and an 20 literate generation a good reason to come into the office. This
Xbox. Its 50-strong team is frequently treated to lunch and is where stylish physical environments play a role.
5 monthly company evenings. Toe trend has been led by U.S. tech finns, such as Google
For 28-year-old co-founder Hiroki Takeuchi, these perks and Facebook, that focused on the innovative use of office
are not just gloss and gimmicks. 'The way we built the space when they cou\d no longer compete for young talent
environment is just the way we wanted to work ourselves,' 25 on salary and on the previous generation's sweetener of the
he says. Mr Takeuchi is one of a new generation of chief company car. What they are competing on now is really
10 executives creating a workplace that blends the office and attractive community-based workplaces.
the home while forking out on a healthy 'social budget' to But employers should think carefully before opting for
promote team interaction. a fully open-plan office. People think young people want
'In a way, it's rooted in work and play not being 30 the office to be a constant brainstonn. But even for highly
necessarily completely separate things. We want this office collaborative, creative work, you still need space to focus.
15 to be somewhere you enjoy your time. Not somewhere you Contrary to expectations, technology has not led to the
come for a set nurnber of hours and then go home as quickly death of the office but has raised the need for better designed
as you can,' he says. workplaces.
6A Work in small groups. Discussyour ideas for the new Ditigal headquarters.
Clara Jensen, the CEO, saysyou can use your imagination. For now at least,
there is no budget restriction
.
Remember to think about:

what will be most attractive to young staff.
how many zones you want to create and the purpose of each.
what messages you want to transmit to visitors.
• how you want your staff to feel when they're at work.
what will attract workers into communal spaces.
what decor and artwork you would like.
B Work in pairs with someone from another group.

Present your ideas. Are there any new ideas you
would like to incorporate into your office design?
7 Turn to page 130 and read the email to find

out what happened after the first year in the
new headquarters. Decide what action the
company should take now.
89
BUSINESS
Kloze-Zone
WORKSHOP
Learners can understand the challenges facing a retailer and can describe
ideas far a promotional event and marketing campaign.
Background 1 Read the background and answer the questions with a partner.
1 What kind ofcompany is Kloze-Zone?
2 What kind of brand is it?
3 What are the responsibilities of an assistant store manager?
4 What kinds of problems is the newly opened Berlín store having?
5 What will be the possible benefits of solving these problems?
However, sorne stores that have recently

opened are not doing well. Kloze-Zone has
Kloze-Zone is a successfulJapanese fast-
problems with brand awareness in Europe as
fashion retailer that has expanded globally. lt
well as poor sales, far example, in Berlín. In
now has over 1,500 stores in 60 countries and
addition, customers complain about long
a reputation far quality clothing far young
queues and demotivated staff, while shop
people at affordable prices.
assistants say they are under-staffed and work
The retailer has taken on assistant managers long hours.
in its newly opened stores in international Depending on their performance, assistant
locations. Their duties consist of helping the managers will be promoted to store
store manager, supervising staff, dealing with managers in new locations in the near future.
deliveries, helping customers, etc.
Customer and staff 2A Workin pairs. You are assistant store managers in the newly opened store in
satisfaction Berlín.You are in a staff meeting discussing ways to boost sales in the new
store. What questions can you ask customers to check their satisfaction with
the in-store experience? Consider these points:
• window displays fitting rooms
• promotional offers • waiting time far payment
• in-store customer service
B What questions can you ask staff to check their satisfaction with working
in the store? Consider these points:
• training I opportunities for promotion staff turnover
• working hours, breaks and holidays work atmosphere
• staff discounts
Feedback from 3A '4> BW 2.01 Listento sorne comments from customers and staff about Kloze-Zone.
customers and staff Matchthe speakers (1-6) with the problems (a-h). You need to match sorne
speakers with more than one problem.
a Window displays do not always engage customers. __
b Fast fashion is mostly marketed at women. __
c Staff work long hours: from 9 a.m. to 7 p.m., including Saturdays and Sundays. __
d The store should have more promotions and offers far customers. __
e They should have more interesting marketing campaigns. __
f Shop assistants don't help customers in the fitting rooms. __
g Staff turnover is fairly high in sorne locations. __
h Brand awareness is low.
Teacher's resources: B Which of the issues mentioned relate to customers and which ones to staff?
extra activities Which ones relate to both?
> 90 <
Business workshop 2
Consumer ratings 4 Look at the consumer ratings far Kloze-Zone and its main competitor, the
Spanish retailer Fun & Sun. What are the main problems far Kloze-Zone? Discuss
your answers in pairs.
A: The bar chart shows that consumers think Fun & Sun clothes are better quality than
those of Kloze..Zone.
B: Yes, but they a/so think both retailers offer good value far money.
A: That's true. However, as we can see from the chett; the Kloze-Zone brand is not nearly
as recognisable as Fun & Sun.
• Kloze-Zone
- Fun &Sun
extra activities high excellent innovative in-store customer good brand
quality design experience service val u e awareness
S Work in small groups. Hold a brainstorming* meeting to plan a) a one-day

promotional event in November,and b) a new marketing campaign. Both
strategies need to raise brand awareness and attract more customers.
Discuss these points:

• the main features of the promotional event: what, when, where,
who and how.
• how you will use social media, street marketing and other
marketing channels to promote the event.
• the main features of the creative marketing campaign
including a new slogan.
At the end of the meeting, decide who will do what.
Take it in turns to cha ir the meeting.
6 You are going to present your ideas from the

brainstorming meeting to the rest of the class.
Follow these steps.
• Remember to include ways of using different
marketing channels, e.g. online, print, etc.
• lf necessary, make a final decision on the slogan far
the marketing campaign.
• Present your ideas to the rest of the class.
• Listen to your classmates' ideas, then vote on the most
innovative marketing event, slogan and campaign.
7 Write a short email of about 150 words to

your manager summarising your ideas far
the promotional event and your marketing
campaign. Describethe event, explain the
marketing channels you will use to promete
it and suggest a slogan.
*brainstorming: a way of developing new ideas and solving

problems by having a meeting where everyone makes suggestions
and these are discussed
>9
BUSINESS Socialmedia manager
WORKSHOP required
Learners can compare CVs/résumés, talk about professional experience and
ask and answer questions in job interviews.
Background 1 Read the job advert and answer the questions with a partner.
1 What kind of job is being advertised?
2 Who is the ernplover?
3 Is experience necessary far the job? What kind of work experience would be useful?
4 What kind of candidate are they looking far? What kinds of qualities and skills are required? ·
5 Would you apply far this job? Why? I Why not?
6 What would you say about yourself in a one-minute video CV?
7 Why do you think sorne companies like to ask far video CVs?
Do you have a proven track record in communications and marketing? Candidates with relevant experience in
Are you a social media addict? Would you like to join our multilingual, social media are preferred, although
creative team? previous experience in a management
position is not required. You must be a
Media Solutions is a prestigious media company specialising in media and
team player and be able to work to tight
PR* solutions for clients worldwide. We are based in the city of
deadlines. Knowledge of languages is
Copenhagen, although our clients range from engineering firms in Germany
desirable. The salary is negotiable
to High Street chains in Singapore.
according to experience.
Applicants must senda CV with a covering
Job responsibilities include:
letter anda short video CV to our HR
Managing and contributing to our social media sites
Manager at: jobs@mediasolutions.com.
lmproving the profiles of key clients in social media
Delivering easy-to-read social media reports and updates for clients Your video CV should be one minute long
Liaising with both the marketing team and key clients and answer the question, Why shou/d we
Reporting to the Head of Communications hire you?
'PR: Public Relations
Video CVs 2 Work in pairs. Student A is the Human ResourcesManager and Student Bis the
Head of Communications at Media Solutions. Use your notes from Exercise1 to
make a Listof the qualities, skills and experience your ideal candidate will have.
3A a BW 3.01 ~> BW 3.01 Watch or Listento each applicant, Amalia, Birte and
Cindy. Take notes about their qualities, skills and experience. What are your first
impressionsof each candidate?
B Work with your partner again. Compare your notes and first impressions
. Who is
the best at selling herself? Why?
> 92 <
Business workshop 3
4A Read the CVs of two of the candidates. The headings are missing from Birte's CV.
Which headings could you use? Use the CV of the other candidate to help you.
Student A, the Human Resources Manager: Go to page 132 toread Amalia's CV. Then go to
page 137 to read Birte's CV.
Student B, the Head of Communications: Go to page 134 to read Cindy's CV. Then go to
page 137 to read Birte's CV.
B Who would you hire at this stage? Make notes about the two CVs you read and then
compare your ideas with your partner.
The candidate needs to be someone who ...
t'd prefer someone who has ...
l'd hirelemploy Amalia!Birte!Cindy because she has good ... skills ...
I think we should hirelemploy Amalia!Birte!Cindy beca use of her experience in ...
Strc11qt'1.s Wca/<.11c.s.sc.s
itlMtfÍitf:
Birtc.
11!15,'. Teacher'~ r~~ources: Ci11dy,
1.11!: extra acnvmes
Analysis of 5 Look at the covering letters I emails from the applicants on page 133. Which of
covering letters the candidates write effectively? Give reasons far your answers. Who would you
hire at this stage?
First interviews 6 ~> BW 3.02 Listen to extracts from the interviews in which the candidates
answer the question, What is your proudest achievement? Make notes and then
~' Teacher'~ r~~ources: decide which one of the three candi dates you are going to call far a second
~ extra acnvmes interview: Amalia, Birte ar Cindy. Compare your ideas with a partner.
7 Work in new pairs and agree on which candidate you have decided to call far
a second interview. Student A is the Human Resources Manager and Student B
is your chosen candidate. Follow these steps.
Student A: Human Resources Manager
• Prepare sorne questions far the interview. You will ask the candidate sorne general
questions about his/her education and work experience. lnclude three or more difficult
questions, far example why you should hire him/her, and ask far examples of his/her
proudest achievement and his/her communication skills.
• Make sure you describe the job position and the responsibilities involved.
• Be prepared to answer the candidate's questions at the end.
Student B: Candidate
• Think about what questions you expect to be asked in the interview and prepare your
answers. Think about why they should hire you, and be ready to give examples of your
proudest achievement and your communication skills.
• Deal with difficult questions using different strategies and expressions.
• Be prepared to ask the interviewer questions at the end about the job position and the
responsibilities involved.
Social media SA The company checked the candidates' social media profiles after the interviews
profiles befare making a final decision. Read the infarmation on page 136 then discuss
the company's decisions with your partner.
B Do you agree with the company's final choice? What other factors could
influence their final decision?
93
BUSINESS
Supermarket wars
WORKSHOP
Learners can use key inforrnation frorn a text to complete a chart and can
rnake choices about cornpany strategy, giving reasons.
Background 1 Comparethe two photos. How often do you go shopping in places Like these?
What are the advantages and disadvantages of shopping in each place?
2 Read the background. To what extent does this represent the situation in your
country? Discusswith a partner and give examples.
The supermarket sector is highly competitive throughout the world. In many countries
a small number of retailers control a large proportion of the grocery market. In Australia
the industry is dominated by just two main competitors, while the USA has four majar
players and South Africa has five. Market research group Kantar reports that four
supermarket chains have two-thirds of the market in the UK.
In many European markets the competition has become even more intense in recent
years. This is because discount supermarket chains selling similar products for much lower
prices have gained a considerable market share.
However, the supermarket industry has not been able to expand across international
borders well. Majar chains from the USA, France and the UK have not had much success
in the largest retail markets in Asia, such asjapan and China.
Consumer ha bits 3A Read the newspaper article about changing consumer habits. What are the four
ways it mentions that people can do their shopping? What reasonsdoes the article
give far changing shopping ha bits?Can you think of any other possible reasons?
Recent studies show that hypermarkets in many countries are becoming less popular.
Today's busy consumers don't want to waste time driving to 'bíg box' stores and walking
down long aisles with loaded shopping trolleys. More and more people want the
convenience of shopping closer to home ornear where they work. They also want to
reduce waste by shopping more often and for smaller quantities.
This shift in consumer habits means that smaller neighbourhood shops are becoming
popular again and big supermarket chains have reintroduced smaller convenience stores
in towns and cities.
Online shopping and home delivery services are also growing in popularity. Many big
retail chains have started to offer a Click & Collect service allowing customers to shop
online and pide up their shopping ata time and store that is convenient for them.
B How might these changing consumer ha bits affect the businessstrategies of the
big supermarket chains?
Business workshop 4
Three 4A Work in groups of three. Each of you read one of the profiles of the three
supermarket supermarket chains on pages 128, 133 and 137. What type of supermarket is it?
Do you have any supermarkets similar to this in your country?
chains
B Read the profile again and answer the questions.
1 What is the supermarket chain's approach to pricing and/or costs?
2 What impression do you get ofthe in-store experience?
3 How would you describe its product range?
4 What are the main challenges the cha in faces?
5A Share the information you have about each supermarket chain and complete the
pie chart and bar chart together. What conclusions can you draw from the charts?
> Total market share > Product range on sale

in stores
30,000
20,000
10,000
extra activities B Which supermarket do you think faces most chaLLenges? Why?
6A Work in smaLL groups. Choose one of the supermarket chains in Exercise 4A.
Look at the List of possible strategies. Which strategies would be best for your
ch osen supermarket? You can use more than one and suggest ideas of your
own. Give reasons for your decisions.
• Buf/17( biqqer cmd bcttcr storcs

• Sel/ off v10¡,¡-core busincsscs
• /¡,¡vcst in rcu,¡ol7(cl/f¡,¡q cxisti¡,¡q storcs
• !Zc¡,¡t out storc spacc f¡,¡ hypcru,¡arl<cts to otncr cowpanic:
O Competition in the market
• Produce ow¡,¡-bra¡,¡17( hiqh-c11d oroducts
O Changing consumer habits
• Use u,¡orc /ocal/y sourccd suooitcrs a11d proaucrs and preferences
• !Zeducc thc 11uu,¡bcr of product itncs to cut costs
• [¡,¡ter /arqc ovcrscas u,¡arl<ets suc« as -l!sia O The options offered by
• tntroducc u,¡orc oroduct /i11cs a¡,¡17( luxurv qoods smartphones and digital
• Buy or rcnt u,¡orc su,¡a/1 storcs 111 rown ce¡,¡trcs technologies
• l11troducc a /oya/ty cara a11d ocrsonaitsca discoun; voucncrs
O The risks of doing nothing
• Offcr a Clic!< & Col/cct scrvicc 111 urbai: arcas
B Work in new groups with students who thought about the other supermarket chains.
Tell each other about the chain you chose and the strategies you think best for it.
7 ~> BW 4.01 Listen to a recent business news report about the supermarket industry.
Which strategies is each company pursuing? How do they compare to your ideas?
from O (1 need more practíce) to 5 (1 know thís well).
Go to My Self-assessment in MyEnglishlab to reflect on whatyou have learnt.
95
Business workshop 4
Three 4A Work in groups of three. Each of you read one of the profiles of the three
supermarket supermarket chains on pages 128, 133 and 137. What type of supermarket is it?
Do you have any supermarkets similar to this in your country?
chains
B Read the profile again and answer the questions.
1 What is the supermarket chain's approach to pricing and/or costs?
2 What impression do you get of the in-store experience?
3 How would you describe its product range?
4 What are the main challenges the cha in faces?
SA Share the information you have about each supermarket chain and complete the
pie chart and bar chart together. What conclusionscan you draw from the charts?
> Total market share > Product range on sale

in stores
extra activities B Which supermarket do you think faces most challenges?Why?
6A Work in smaLLgroups. Choose one of the supermarket chains in Exercise4A.

Look at the List of possible strategies. Which strategies would be best for your
chosen supermarket? Vou can use more than one and suggest ideas of your
own. Give reasons for your decisions.
• Buf/CI{ biqqcr av1CI( bcttcr storcs

• Sel/ off v1011-core ousincsscs
• lv1vest 111 reu,¡0Cl(cl/lv1q existiv1q storcs
• IZev1t out storc spacc 111 hyperu,¡ar!<ets to otncr cowpanics
O Competition in the market
• Produce owv1-brav1CI( hiqh-ev1CI( oroducts
O Changing consumer habits
• Use u,¡ore focal/y sourccd suooitcrs av1CI( products and preferences
• rcaucc the ;¡uu,¡bcr of product unes to cut costs
• fv1ter /arqe ovcrscas u,¡arl<cts suc« as -l!sia O The options offered by
• tntroducc u,¡ore oroduc; /lv1es av1CI( luxurv qooCl(s smartphones and digital
• Buy or rcnt u,¡ore su,¡a/1 stores in rown cev1trcs technologies
• introaucc a /oya/ty cara av1CI( ocrsonaitsca dtscount voucncrs
O The risks of doing nothing
• Offer a C/ick & couect scrvicc 111 arba» arcas
B Work in new groups with students who thought about the other supermarket chains.
Tell each other about the chain you choseand the strategies you think best for it.
7 .. > BW 4.01 Listento a recent business news report about the supermarket industry.
Which strategies is each company pursuing? How do they compare to your ideas?
from O (1 need more practíce) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishlab to reflect on whatyou have learnt.
95
BUSINESS
WORKSHOP s> Robotswanted
far warehouse
Learners can understand the details of supplier processes and can negotiate
and summarise the key terms and conditions of a deal.
1 What kind of company is Meble BDB?
2 What does the Polish Minister of Development hope far the furniture market?
3 Why do Me ble BDB want to use new technology in their warehouse?
Meble BDB is a furniture company based in Poznarí, Poland, that manufactures quality
furniture. The furniture industry in Poland is a success, so the company has
increasingly been processing more international orders. Poland is now the third largest
exporter in Europe, after ltaly and Germany, and the sixth in the world. The Minister of
Development recently visited an international furniture fair and said, 'We want Polish
furniture to be exported ali over the world with a label "Made in Poland".'
At Meble BDB's warehouse, furniture is selected from high shelves and items are
packed carefully befare being transported. Given the number of increased orders
recently, the Logistics Manager has been talking to the Company Director. They have
decided to introduce robotics technology to automate the process of selecting and
lifting goods from shelves. Their aim is to minimise human error, avoid damage and
deal more efficiently with the goods being prepared far shipment.
Criteriafor 2A Work in pairs. Student A is the Company Director of Meble BDB and Student Bis
choosing suppliers the LogisticsManager. What are your criteria for choosing a supplier of robotics
technology? lndividually, number the factors in arder of importance (1 = the
most important).
after-sales service and maintenance delivery terms guarantees price quality
X is far more I much more I a lot more important than Y.

X is justas/ not nearly as important as Y.
B Compare and discussyour answers with your partner. Can you think of any
other factors?
3 '4> BW s.01 Listen to Tadeusz(Ted), the Company Director of Meble BDB, and
Anna, the LogisticsManager, discussingtheir criteria. Answer the questions.
Teacher's resources: 1 Which factors do they mentían? 3 Who is more in favour of automation?
extra activities 2 What other concerns do they have? 4 What are the next steps far Tadeusz and Anna?
96
Business workshop 5
Analysis of 4A '4> BW s.oz Listen to two teleconferences between Meble BDB and the suppliers.
proposal Complete the notes.
SVPPLlfR ,4: NOV>4ROBOT, SINMPORf SVPPL/fR 8: BOT-,4VTOM,4T/ON, J,4p,4N

r-
Strenqths: Strenqths,
-
---
tnstallatton.
G:uarantee,
Traininq,
lnsta!lation,
G:uarantee,
Traininq,
Maintenance, Maintenance,
tnscounts offcred, ttscounts offered,
-
Paywientterwis, to be aiscusscd Paywientterwis, to be aisoussca
--+-
11!'5: Teacher'~ r~~ources: B Compare your notes with your partner. Which supplier would you prefer
K extra acttvines to work with at this stage?
SA You are going to roleplay further discussions between Meble BDB

and the two suppliers. In groups of four, assign the roles of:
TadeuszWalentowicz, Company Director of Meble BDB
Anna Wozniak,Logistics Manager of Meble BDB
Tony King, representative of Novarobot, the Singaporean supplier
Kin lzumi, representative of Bot-automation, the Japanese supplier
B Lookat your information and prepare your questions and answers
for the discussion.
Tadeusz,look at page 130. Tony, look at page 135.
Anna, look at page 136. Kin, look at page 128.
C Work as a group in two pairs, Tadeuszand Kin together,
and Anna and Tony together. Roleplay your initial negotiation
and take notes of key information and points of agreement.
6 Regroup with Tadeusz and Anna together, and Tony and

Kin together. Compare and evaluate your negotiations and
discussthe questions.
1 How satisfied were you with the outcome/result of the negotiation?
2 What do you still need to discuss or confirm in the next stage of the
negotiation?
3 Tadeusz and Anna, which supplier will you continue negotiating
with?Why?
7 Work in groups of four. Two students represent Meble BDB and two
students represent the chosen supplier. Hold the secondstage of the
negotiation to confirm the final terms and conditions
. Try to focus on
the key points.
• Refer to the points in the criteria far choosing a supplier in Exercise 2A and
the information from Exercise 5.
• Remember to take notes.
• At the end of your negotiation, make sure you summarise the terms you have
agreed with the other party.
Writing SA Regroup in pairs, the two students from Meble BDB together, and the two students
representing the chosensupplier together. Write a formal email of between
160 and 180 words to the other party, confirming the main points agreed.
B Read the other party's email and check that you all understood the same terms
and conditions.
97
BUSINESS
Doable crowdfunding
WORKSHOP
Learners can understand the main points in crowdfunding pitches and can
prepare and deliver a short crowdfunding pitch.
Background 1 Read the background and discuss the questions with a partner.
1 Have you ever visited a crowdfunding site like Doable?
2 Have you or has anyone you know ever backed a crowdfunding project?
3 What types of project would you consider backing? e.g. a filmmaker, a musician, a new
app, a new video game, etc.
4 What types of rewards would most interest you? e.g. free products, discounts, etc.
Crowdfunding websites allow businesses site is open to entrepreneurs and backers

which want to raise funds for their projects from all over the world. Contributions can
to gain access to lots of potential backers. be as little as €10 andas muchas €3,000.
People generally contribute to a project The average is €25.
because they feel a connection to it, or want The site takes 5 percent of each
the rewards offered, or simply like the contribution, is free to the user and easily
presentation of the project. syncs with social media. lf a project doesn't
Doable is a crowdfunding platform that receive the target amount by the deadline,
raises finance for creative, personal and potential investors get their money back.
business projects. Entrepreneurs can upload The site provides users with advice on how
their presentations pitching their idea. The to presenta crowdfunding pitch.
Getting a backer 2 a BW 6.01 '4> BW 6.01 Watch or listen to three extracts from crowdfunding pitches
on Doable's website. What does each speaker want backing for?
extra activities
3 Watch again and complete the notes about each project on Doable's website. Use one
to three words.
Ben FischerTheatre Company Alison's Tees Holidapp

This award-winning theatre company l'rn Alisan Chadwick, the founder of Our new tour guide mobile app is like
performs at 1 all over this company which allows you to 11
on your mobile phon
the world. Our latest production of 6
T-shirt. The app is 12 and quick
Brecht's The Good Person of Szechwan lts simple, fun and creative. You can choose and easy to use. For 13 _
has just been 2 • A fire the colour and style and you can have you will get an expert guide to many
destroyed all our 3 _ any design or logo you like, including destinations in Europe and the USA.
Before the 4 pays the photos. AII our T-shirts are 100 percent Our guide contributors receive
compensation to rebuild and replace _____ and ethically sourced. 14 of the revenues
everything, we need to raise €10,000 We need your support to help us generated by their guides. We need
to complete our 5 . AII develop 8 so our users your backing to 15 of
donations to our cause will be repaid. can design and 9 their production, audio recording,
own tees on their 10 _ programming and photography.
Business workshop 6
Making a 4 Here is sorneadvice Doable suggestsfor crowdfunding pitches. Match the

successful pitch advice (1-5) with the extracts from the pitches (a-el.
1 Compare your project to something a We're helping independent cotton farmers.
backers already understand b ... you will receive discounts on tickets ...
2 Attack the problem e lt's like an audio guide but on your smartphone.
3 Suggest a sense of solidarity and d ... your very own unique T-shirt. Friends will
community be amazed.
4 Use coolness e No more shopping far hours looking far
5 Offer an incentive or reward something you actually like.
SA Discussin pairs. Which project would you back and how much would you
contribute? Why?
B Many successful crowdfunded projects use the same method of finance again
Teacher's resources: and again. How could the three businessesin Exercise2 return for
extra activities crowdfunding in future? What other rewards could they offer backers?
6 Work in small groups. Write a crowdfunding pitch ofyour

own. You can:
• choose from the new projects below far one of the three
companies in Exercise 2, or
• think of an idea of your own far one of the three companies, or
• use your own ideas far a completely new company.
Rememberto:
• Create a short video script (maximum two minutes long).
• Sum up your project in as few words as possible.
lnclude sorne of the advice from the Doable website
that you saw in Exercise 4.
Decide your scheme of rewards far potential
backers. Think about what will most attract them.
Structure the rewards according to the amount
they contribute.
, 1'heatre
,schers A.\ison's1ees
sen f
' \jl)e wanted yo\.l,
ConlFªºv orle\ to\.lr EYcit\ng news. be t\.e hrst t~
. o\.lr se\\-o\.lt w oW baclz o\.lr \:)ac1<ers, t~ expancl\ng ,nto
ro\\owing el crew are í\ · foí
the actors an cl\os prepanng w that we re f bags for
1zno range o .
. \.lí Ber\ln st\.l e \an to \:)rancl neW Q\.lí des1gn
in o r's season. \JIJ ? vers\oí\ ot a rl< and \eisure. wit\1 sorne
next yea contern?oraíY opera, wo . . . ave come ll? -' yo\.l st\l\
produce.ª \ The Threepenn!. is yo\.lr teaíí\ " nts anu
u5,ca í111s \t\.11 concer- "'í\ sty\e,
the íí\ eé \n "\ 92g · t\.lre. tea \.lt 0urº"
füst perforíí\ I< o\.lr \atest ven \z et to c\.oose Y_ n ío nnd o\.lt
nance to baC o\.lí feedbaC g \our ancl c1es,g . deí {\\\sOD
e \so we\coíí\e '/ f the play.
co to fo\.lí\
\j\)e a \oníí\ent o more listen ooab\e.
on the deve \-' c11aclwiclz oo
7 Use your smartphone to video your presentation.

8 Watch the other presentations. Which project would you back?Why?
99
BUSINESS
WORKSHOP
Cross-cultural consultants
Learners can exchange information about texts they have read and can give
a brief presentation with recommendations for working across cultures.
1 What services does Connecting Cultures offer?
2 Why does Betker Finance need intercultural training?
3 What kind of feedback has Betker Finance received from international ernplovees?
4 What will happen if this course is effective with the managers?
Connecting Cultures is a consultancy and have meetings with colleagues and as very direct, even impolite. As a result,
based in Amsterdam that specialises in sales staff from around the world, the Dutch managers have requested
cross-cultural training for businesses. including Europe,Japan, India and Brazil. training to improve communication with
Betker Finance, a Dutch multinational international colleagues and clients to
Following an interna! employee
dealing in financia! services, has asked help their understanding of international
satisfaction survey, international
the consultancy for courses in business markets. lf the course is successful,
employees say sorne managers are not
communication. Dutch managers from Betker Finance will offer similar cultural
familiar with working practices in
Betker Finance often go on business trips training to ali its employees.
different cultures and often come across
Company blog 2A Look at the introduction to a blog post on cultural awareness and answer the questions.
1 Can culture be defined as the behaviour of one nationality?
2 How can people's behaviour differ in different cultures?
3 Does an individual have the same personality characteristics as the people from his/her country?
4 What do you think the five areas to consider when doing business internationally will be?
e CONNECTING CULTURES suc

The way we do things aro_u_n_d_h_e_r_e _
The best definition of culture I ever heard was from an expert who told me culture is about 'the way
we do things around here'. This is true for a region, a community, a business sector or any
organisation. What does this mean? Well, it means that accountants from one country will probably
have similar ways of thinking and working to accountants in another culture. On the other hand,
behaviour may differ enormously when it comes to areas such as being direct, or attitudes to time.
Here are five areas we should consider when doing business internationally. Of course, there
are many more, but we hope these tips help you survive your next meeting or interview with an
international client or supplier. These are just general guidelines, and although you may find
information on websites about a particular culture, remember that an individual may not share
the same characteristics as the 'national' character. We should NEVERfall into the trap of
stereotyping people, e.g. 'ali Americans and Germans are very direct.' lnstead, we could say,
'Americans and Germans tend to be more direct than people from Asia or the UK.'
lf you'd like more information on these issues and our training courses, please contact us at
Connecting Cultures, and we'II help you connect with your partners and clients!
By Sofie Vroom
· B Work in groups of three. You are going toread different parts of the blog post.
Make notes and then exchange information about the topics and key points with
the rest ofyour group. Which five topics are mentioned?
Student A: Look at the extract on page 136.
Student B: Look at the extract on page 131.
Student C: Look at the extract on page 135.
extra activities C How is your culture different from other cultures in terms of the topics mentioned?
>100
Business workshop 7
What international 3A .. , BW 7.01 You are consultants for Connecting Cultures. You are interviewing
colleagues say internationalstaff from Betker Finance about working with their colleagues in
the Netherlands. Match the ideas (a-g) with the speakers (1 and 2).
a business relationships are based on trust e they're not very punctual
b face-to-face meetings are preferred f they are multi-active
e family members often work together g they believe in first impressions
d it is rude to say 'no'
B '4> BW 7.02 Listen to interviews with speakers 3 and 4 and correct the summary
notes about their experiences. There are six errors in each.
_____Jfflt!<6R 3 s.ay_s. the u,ianaqcr s.eeu,iel7f vec,,: indirect. She think.s. ir' s. qood to have ~
_ __g_qcnda to a u,icetinq, but in tncir f_u/turc, they a!ways. u,iaf<.e coffee before qeffinq _
down to bustncss. tf s. i~portant to et thc nuu,ibcr of the othcr pcrs.on to cs.tab/is.h
a confllctivc atu,ios.pj1crc and tnc /ikc to do business. with pcqp!c thcyqíql,(t /ike.
------------
SPfltl<6fZ 1- think.s. the Dutch sales. rcpres.entatil(E_~idn'tta/1<. q_fot and 17fil7fn't _
-.--Y.ndcrs.tand Japancs.c. The visitor _!houqht thcy_ hao]_ fiWs.hed the u,ieal, when tnc had _
__..__co_n""'fy
srartca! The sales. rep s.eeu,icl7( a ltttíc cusottona! when he s.aid he wou/17( check __
-~w_ith his. bos.s.. 11-e was. s.urpris.cd that s.hc q.uicf5L confiru,iel7f points. that they h_ad _
aqreed on. H-opefu!!y_, the ncxt u,ieetinq wi{{ be u,iorc u,iu=s.1.c.;·ca=/'-. _
!'!lllir.: Teacher'~ r~~ources:

u:; extra acnvitres C Work in pairs. How could Betker Finance avoid these misunderstandings in the future?
4A Work in pairs or small groups. Betker Finance have asked for your initial
recommendations for doing business in your culture. Use all sections of the blog
and the interviews to help you. Follow these steps.
1 Discuss these questions:
• What are the characteristics of your culture?
• What national stereotypes are there? Is there any truth in these stereotypes?
• Are there any considerations in your culture that could make or break a deal when
working internationally? Give examples.
2 Prepare recommendations far Betker Finance on how to avoid misunderstandings
when they do business in your culture. Consider these points:
• attitudes to time and how this affects ways of working.
• how being linear-active, multi-active or reactive might affect a business trip.
• how being direct vs. indirect affects business meetings and conference calls.
• attitudes to authority; how visitors should behave towards authority
figures in your culture.
• attitudes to the collective vs. the individual in your culture and how this
affects business communication.
B Take turns to present your recommendations. Listen to each
other and ask questions at the end of each presentation.
C Which group do you think Betker Financeshould contract?
Why?
S Write a formal email of between 180 and 200 words to the

director at Betker Finance, confirming the group you have
chosen. Give reasons for your choice based on your discussions
in Exercise4C.
101
BUSINESS
Talent management
WORKSHOP
Learners can understand details in conversations about training needs and can
participate in a discussion to designa personal development plan.
Background 1 Read the background and discussthe questions with a partner.

1 What types of products do you think Grupo Tula distributes to retailers?
2 Why do you think a growing number of multinational companies are adopting English
asan official or second language far business?
3 What type of training might a recent graduate in his/her flrst job need?
4 Why might managers need different types of training throughout their careers?
5 What are sorne of the pros and cons of companies recruiting managers externally or
appointing internal staff to more senior positions?
Grupo Tula is a Mexican distributor" of consumer electronics. the company develops high-performing employees for
lt has recently merged with a South Korean multinational leadership roles in the organisation.
and is expanding rapidly across the world. The CEO recently Employees set objectives based on feedback from their
introduced English as the company's official language. managers, and have personal development plans. They
Managers at the company's headquarters are encouraged receive training to improve the technical and business skills
to conduct ali business in English. they need for their current and future management roles.
Grupo Tula wants well-trained managers able to respond Continuous personal development is an essential element
to the complexities of global markets, changing technologies of the company's strategy. Ali management training is
and business competition. As part of its training programme conducted in English and tailored to individual needs.
: intermediary between a manufactureranda retailer
*distributor
Training needs 2 ~, BW s.01 Listento three employees talking about their training needs. Which
job do you think each person does? Complete the job titles in the notes below.
Operations Manager Senior Finance Manager Trainee Sales Manager
3 Listenagain and complete the notes. Use one to three words in each gap.
CRIS MlfRTINfZ T>ltNNI Lff

lfLfX CORTÉS
JOB: _ JOB: _
JOB: _
/te has olo11e a tot of 1
_ lte' s oloesv( r /<J11ow if he is focuwiq
She wt111ts to /earn to qet' _
courscs over the vcars. 011 ' t111ol fecls
fro!M her staff. 10
lte wants to builol upa' _
She has to 11eqotit1te wirh 6 _
with 3 iJII Cfrupo ruta lte wants SO/Me software trt11W11q,
withi11 t111ol outside Mexico.
to shar« ideas t111ol soluttons. especial/y 11 _
She oloes11' t [ce! confiole11t '-----

lte savs • shou/ol be lte a/so wt111ts to i<Ylow how to
t111ol wt111ts to i!Mprove her'-----
part of a senior 1Mt111t1qer' s fob. ,, .:,·:.. ~v.
Teacher's resources: 4 Who do you think seems most resistant to

extra activities think that is?
Business workshop 8
Training options 5 Match the programme descriptions 1-5 with the course titles in the box.
coaching executive decision-making presentations team-building

time management
2 _
3 _
A leader's success depends on the staff's
lmprove your productivity with this series of Excellent public speaking skills
contribution to business goals. This
ten weekly online videos. Learn about setting are essential to many managers
course gives you the tools and
priorities, getting things done, dealing with in today's business world. This
techniques you need to become a great
interruptions, reducing procrastination and three-day intensive course is aimed
mentor to your staff. In twelve days over
much more. These practica! tips will help you at non-native English speakers. You
a period of five months you will learn
to get more out ofyour day, focus on the most will learn how to hone your skil s to
how to give effective feedback, inspire
important tasks and become more productive. make a greater impact and sound
your team and improve their
performance. more persuasive in this fun, highly
practica! course.
4 _
s _
As a strategic leader, it is your responsibility to
Learn strategies and techniques for creating
ensure that your organisation is moving in the
successful group dynamics and getting people
right direction. This two-day course studies the
working effectively together on this six-week blended
latest neuroscience research into how effective
course. Develop skills that enhance communication
decisions are made. Through theory and
and trust. Make sure your team members share goals
practice, executives will be able to apply these
so they can plan, communicate and work effectively.
ideas to their own real-world projects.
6 Read the course descriptions again. Which type(s) of training:

a is the shortest course? d develop communication skills? _, _ and _
b is on the internet7 e are most useful far managers with staff? _ and _
e is run overthe longest period? _
extra activities 7 Which type of course(s) would most interest you at the moment? Why?
8A Work in small groups. Chooseone of the employees from Grupo Tula and design
a development plan. Use your own ideas as well as the training options on this
page. Think about:
the person's position in the company and training preferences.

short- and long-term training needs.
how he/she can be encouraged to do continuous professional
development.
ways to train and develop leaders, such as on-the-job activities,
online courses, coaching.
possible new training techniques like computer games,
m-learning and blended learning.
B Take turns to present your development plans. After

listening to the other groups, would you like to make
any changes to your plan?
9 The Training Manager has asked all course applicants

to write a short justification of why they need the
course. Imagine you are applying to do one of the
coursesfrom your development plan in ExerciseSA.
Write a short email of between 100 and 120 words
to the training manager, formally requesting
the course.
Go to My Self-assessment in MyEnglishlab to refleét on what you have learnt.
103
1.1 Roles and responsibilities C: You too.
B: Excuse me. Sorry to be 5 like this, but l've
1 Complete the text using the words in the box, gota meeting in five minutes. Befare I leave, 6 _
to Miranda Scales. She works in head office.

after care charge far head involves leads
A: Hi Miranda, l'm Jack Levine from the New York office.
makes reports with Nice to finally meet you 7 _
D: You too. So, 8 in London?

Grigor's new job 1 meeting new clients and
he 2 to the Sales Manager. He is responsible A: Yes, it is.
_____ presenting the products and winning D: Well thank you 9 to this meeting.
orders. His boss, who 4 the sales team, A: You're welcome.
motivates his staff well. As 5 of Sales he sets
them targets every month. He looks 6 them
very well and it is a happy team. Grigor works closely 1.4 Askingand answering questions in first
7
the distribution team and ª----- meetings
sure that orders are delivered on time. He also has to
take 9 of the paperwork. Grigor hopes to be 4 Choose the correct option in italics to complete
in 10 of his own company one day. the dialogue.
A: Can l -otter I
take you a drink?
B: That 2could I would be great, thanks.
1.2 Future forms A: Where are you 3positioned I based at the moment?
2 Choose the correct option in italics. B: In Geneva, but I was in Rome far two years befare that.
1 1 was late this morning. l'm sure 1 'm going to get I 'm A: Do you 4work I reportto Roger Kleitz?
getting a warning from the boss. B: Yes, 1 do. Do you know him?
2 The office opens I is opening at 10 o'clock on Fridays. A: 1 sworked / joined with him last year.
3 What do you think? Are we going to sell I Do we sell B: When did you 6join I attend the company?
more this month?
A: Five years ago.
4 He's decided he asks I 's going to ask his boss far a pay 7open I free far lunch today?
B: Are you
rise today.
A: Sorry, l'm meeting Matt Miller.
5 What time are you meeting Ido you meet him at the
station later?
6 What? The course finishes at 6 p.m? J'm going to I I miss 1.5 Ordering information
mytrain.
7 They've closed the airport beca use it snows I 's going to 5 Put the sentences in the correct arder.
snow more this afternoon. Dear Mr Umbala
8 1 'm seeing I see the new clients later today. a l've therefare arranged, after a coffee break, far
the Quality Control Manager to take you through
the procedures.
Functional language b Please do not hesitate to contact me ifyou have any
questions befare the visit.
1.3 Greetings, introductions and goodbyes
e We look farward to seeing you on October 7th at our
3 Complete the dialogue using the phrases in the box, factory premises.
d The Production Manager will meet you at the entrance
a bit of a delay first time far coming have you met at 9.30 to show you and your colleagues around.
in person in such a rush let's go and say hello e After that you will understand how we mana ge to
not bad, not bad see you again maintain the highest quality control.
f Yours sincerely
A: Hi! How's it going? g I will join you and the other managers far lunch at 1 p.m.
B: 1 . What about you? in our staff restaurant.
A: Fine thanks. h In the afternoon we can meet in my office to discuss the
B: Good trip? details of your arder.
A: We landed only 30 minutes late. 2 at I am writing to confirm that we have organised your visit
Frankfurt Airport. to our factory on October 7th.
B: 3
Julia Knopf befare? She runs the I understand that you are particularly interested in the
marketing office. quality control we do.
A: Yes, 1 have. Nice to 4 _ Brian Watkins
104
2.1 Marketing and brands 2.4 Signposting in presentations
1 Complete the text using the words in the box. 4 Complete the missing words. The first Letters
aregiven.
approach base core devalued growth Let's 1b with the most important part - the
history loyalty marketing stretching venture new line of products.
2F
, l'd like you to 3t a look
We have decided to take a cautious 1 _ at this slide. lt shows the new packaging and lago,
to expansion, beca use we know there is a lot of bad which I think look really great. Secondly, the products
2
with many companies whose brand- themselves have been redesigned and now look much
_____ strategies have led to the brand being fresher and more up-to-date. 4F , this last
_____ . This in turn can cause the brand slide outlines plans for our digital marketing campaign.
_____ , which had built up overyears, to
As I said 5e , we aim to attract younger
disappear. Thanks to our interactive 6
customers. This is very 6i
_
if we want to
which has broadened our client 7 , sales of
rema in competitive.
our beauty products have seen very fast 8 _
over the last two years. We've now decided to l'd like to thank everyone for their input on this project.
move away from our 9 business and to The Marketing Manager will say 7m about
10
into the ultra-luxury spa hotel business. that later. Well, thank you very much for ªl. _
l'll hand over to Fran now.
2.2 Connectors 2.5 Accepting and declining an invitation

2 Choose the correct option in italics to complete 5 Matchthe sentence halves.
the text.
1Recently
1 l'm afraid
I Previously I As well as we decided that the
brand needed refreshing so we discussed what to do. 2 Wevery much
We got together with focus groups 2such as I also I 3 l'd like to
and elicited customer feedback to determine how our 4 l'm writing
brand is currently perceived. 3Then I Previously I While
5 lt would be great if
our branding consultants got to work on the new lago.
4As well as I In addition / Far instance, we asked staff to 6 l'm sorry
come up with sorne ideas for a new lago, too. 5However 7 Unfortunately, 1
I Although I Butthe consultants produced sorne great 8 l'd lave to come
ideas, a design from a member of staff was finally
chosen. 6Now I Recently / When we still have a a can't make the open day as I am away.
lot of work to do befo re the product range can be b to your open day but l'm away.
launched with the new branding and the ad campaign e but I can't come to the open day.
finalised, but we are confident we are making changes
d to invite you to our open day next Friday.
for the better.
e look forward to seeing you at our open day.
f invite you to our open cfay.
Functional language g you could come to the open day.
2.3 Giving and responding to advice h that I will be una ble to come to the open day.
3 Complete the advice given by a manager using the

phrases in the box.
why don't we we need you shouldn't
have you tried this would be it's important
A: 1 never seem to have enough time to do my work.

B: 1 planning your work for each day and
week? That can help. 2 to sort this problem
out now. 3 for each team member to meet
the deadlines. 4 be missing them so often.
_____ have a look at your tasks for this week
together now? 1 think 6 an opportunity for
you to improve your organisational skills.
105
3.1 Getting a job Functional language
1 Complete the text using the words in the box. Sorne 3.3 Active Listening
words are not used. 3 Complete the dialogue using the phrases in the box.
applied character clichés come competition
don't understand what exactly do you mean
competitive employee employer gained
tell me a bit more you are frustrated what I meant
intern internship jobseeker motivated
motivation responsibility sort stand A: Hi, Sam. l'rn afraid we're not going to meet the project
deadline.
As a(nl 1 , Jim has not been very successful B: OK, why don't you 1 about it?
so far. He has 2 far overa hundred jobs. but
A: We're going to be at least a week late. There are sorne
not one potential 3 has invited him far an
issues which are out of our control.
interview. Why is this? Maybe he doesn't 4 _
across well in his CV in a very 5 job market. B: What 2

by 'out of our control'?
While he was at university, he 6 sorne A: Well, the construction workers have gane on strike
experience during a(n) 7 with a big beca use of a few small incidents.
company. His managerfaund him very8 _ B: 13 you said about going on strike.
and hard-working. Unfartunately, Jim's job applications
A: Well, three people had small accidents and now
don't 9 out from the crowd so now he
they want more money beca use they say the work is
has paid an expert to 10 the problem out.
dangerous, but I disagree.
The expert says Jim uses too many 11 in
his CV and he needs to add something which shows his B: So you don't think they should get more money?
12 A: That's not 4 .1 don't believe the work is
more dangerous than any other project but Ido think
they've gota point about the pay.
3.2 lndirect questions B: 1 can see that 5 with the situation. lf we
offer them a small bonus if they can get the work done
2 Rewrite the direct questions as indirect questions. on time, do you think they'd accept?
1 What degree did you do? A: 1 don't know, but we can try.
We'd like to know
2 Why do you want to work far us?
Could you tell me ?
3.4 Useful phrases for candidates
3 Where do you expect to be in five years' time? 4 Complete the text. Use only one word in each gap.
Can you tell me ? Thank you far your 1 today. l'm really
4 What will my responsibilities be? interested in this job. Could you tell me more 2 _
it, please? Far example, could you tell me what a normal
l'd like to know day is 3 and can I speak to sorne ofthe
5 Why do you think you're the right person far the job? people I would be working 4 ? And, finally,
Could tell us ? when can I expect to 5 from you if 1)/e been
6 How long were you working in China?
successful ar not? )
We'd like to know
3.5 Useful phrases for covering letters
5 Choose the correct option in italics to complete
the covering letter.
Dear Sir ar Madam
Please find my CV 1advertised I attached. 1 have just
2studied / completed my management degree and
would like to be 3considered I thoughtfar the
4post / placement ofTrainee Manager. 1 worked
far a multinational company last summer and

5proved / appeared that I could work under pressure.
I would very much 6regard I appreciate the opportunity

of an interview.
4.1 Business strategy collocations Functional language
1 Complete the text using the words in the box, 4.3 Offering and asking for help
cut developed emerging lines majar 4 Complete the dialogue with the phrases in the box.
margin missed risks tackle takeover J'd really like is there anything else I can manage
need a hand thanks far would be
One of our rivals has just made a(n) 1 bid far
our company. In the last year, sales have suffered greatly would you like me would you mind
dueto cheaper product 2 coming from
new 3 markets and we are no longer one A: 1 haven't got the sales figures and this report has to be
ofthe 4 players in this industry. We have finished by the end of the day.
tried various strategies to 5 the problem, B: 1 to find them far you?
but we are not making enough money to survive. We A: 2 offering but I think 3 to find
have 6 opportunities to move into different them.
markets and have not 7 a su ita ble strategy
to 8 costs and maintain a healthy profit
B: 4 I can do? 5 to help if I can.
_____ . We are not in a position to take any more A: 6
collating those market reports? That
10
and I feel that accepting the bid is now _____ helpful.
our only option. B: Of course. No problem. 8 with anything else?
A: No, thanks. l think that's everything.
4.1 Word building - verbs, nouns

and adjectives 4.4 Leading and participating in
problem-solving meetings
2 Complete the sentences with the correct form of
the word in capitals. 5 Complete the dialogue using one word in each gap.
1 His ideas were totally and A: Can you 1 what the issue is exactly?
changed the way the company worked. INNOVATE B: We're losing customers because of our pricing strategy.
2 The of our business is dueto A: Would it be 2 to reduce our prices?
the success of our new product. EXPAND
B: lf we 3 that, we'll reduce our profit margin.
3 We are not doing well dueto our
C: To 4 up on what Adam just said, could we
to appeal to a younger market. FAIL
the reduce price far a short while?
4 A press release announced the
D: 1 think that 5
a lot of sense.
befare staff were told about it. ACQUIRE
A: And we'll need to look far new suppliers far the future.
5 When we the company, we
kept all the staff. TAKEOVER D: J'm happy to 6 that on.
6 lf this new strategy , we will
be making a profit again. SUCCESS 4.5 Reportingproblems, reasons and results
6 Write sentences using the words in brackets.
4.2 Modal verbs O Product recalled. Safety issues. (beca use) j
3 Choose the correct option in italics to complete the The product was recalled beca use of safetv issues.
sentences. 1 Sales fell. Poor product quality. (dueto)
1 We shouldn't I don't have to miss the project deadline.
2 You don't have to/ mustn't work late tonight if you don't 2 Poor product quality. Unhappy customers. (ledl
wantto.
3 New regulations state everyone will have to I must wear
3 High costs. Customers bought cheaper rival products.
hard hats at all times.
(result of)
4 lt's a good idea to do a training course. You have to I
should book it now.
4 Product was redesigned. Attract new customers. (arder)
5 We recommend you clean the machi ne regularly. ldeally,
you should I must clean it every two weeks.
6 You shouldn't I mustn't eat or drink at your desk. lt's not 5 The new strategy. Production problems. (resulted)
allowed.
107
REVIEW
5.1 Logistics Functional language

1 Choose the correct option in italics to complete 5.3 Agreeing and disagreeing
the text. 4 Completethe dialogue using the phrases in the box.
Many companies use 1courier / robot companies instead
of the 2posting ! postal service. However, this has made agree at all l'm afraid l'm not sure that's
traffic 3crowding / congestion in cities worse in the past might work rubbish that makes
few years. lnstead of delivering to customers' homes,
sorne companies now use collection 4/ockers / couriers.
A: We need to recruit more staff urgently.
One main customer concern about online shopping is
the safe delivery of their goods, so suppliers must make B: 1 don't 1 . We only need to reorganise the
sure that they are 5properly / rightly packed. shifts and then we can manage with the existing staff.
A: 2 the best solution.
B: Why not?
5.1 Word building - verbs, things A: The staff are already overworked. Many are doing
and people overtime and they're making more mistakes.
2 Complete the text with the correct form of the B: That's 3 . They're not overworked.
words in brackets. A: 4 1 disagree with you. Look, why don't we

The rise of online shopping mea ns that fast 1 _ recruit five temporary staff until we've caught up?
(deliverl of goods is key to a company's success or failure. B: lt 5 1 suppose.
Consequently, 2 (manufacture) or retailers A: Then we can review the situation and decide what to do.
must ensure that the 3 (distributel of orders
B: s sense. OK.
is carefully planned and this is the job of a 4 _
(logistics). Furthermore, the 5 (packl needs
to be sufficient to keep goods safe. Sorne companies 5.4 Negotiating
6 (operatorl their own vehicles far
transporting 7 (packl to customers, but SA Choose the correct option in italics to complete
others use specialist companies. the sentences.
1 How does that develop I sound / go to everyone?
2 My propasa/ I offer I purpose would be that we look at
5.2 Passive forms increasing our orders.
3 Complete the passive sentences. 3 Look forward I Good I Welcome to see you again.
1 We must buy new software. 4 That seems good idea I sensitive I reasonable.
New software 5 To discuss I end I stett. l'd like to ask Mike to outline the
2 They have already faund a new factory. key points far discussion.
A new factory B Matchsentences 1-5 in Exercise SA with
3 The company will launch a new product. negotiating steps a-e.
A new product a Welcome d Request feedback
4 We have just changed the design. b Invite others to present e Give feedback
The design e Present suggestion
5 They didn't finish the project on time.
The project 5.5 Useful phrasesfar letters of complaint
6 They couldn't return the goods.
The goods
6 Choose the correct option in italics to complete
the text.
Two days ago, we 1took I received I delivered our arder
from you. 2Unfortunately I Unluckily I Unfavourably, the
arder was incorrect. We ordered 2,000 units but only
1,800 arrived.
lf you do not 3react I answer / respond to this letter
immediately, we will be 4forced / required / bound to
look far another supplier and 5appeal I request / require
that you collect the 1,800 units from our warehouse.
We hope that this situation will be 6committed /
resolved I determined to our mutual 1satisfaction /
approval / fulfilment.
108<
G< REVIEW
6.1 Running a business FunctionalLanguage

1 Complete the text using the words in the box. 6.3 Dealing with objections
advice angel crowdfunding financial
3 Chose the correct option in italics to complete
the sentences.
founders funding go out of investment profit
1 Does that solution address I challenge your concerns7
set up start-ups target market
2 That makes I sounds like a very good idea.
Look online and you'll find experts happy to give 3 What sort of price did you have in idea/ mind?
1 to those who want to 2 _ 4 l'm aware I know that the price is an issue for you.
a new business. lf you have a great idea that you think 5 You could spend I spread the cost by paying in
will sell, you need to get to know your 3 _ instalments.
beca use, sadly, the majority of 4 will 6 Is the instalment payment plan interest- rate I free?
5 business in the first year. You might make
a small 6 in the first year, but can you sustain 7 We appreciate I support that you have budget
it? Many 7 of new companies look for a restrictions.
business 8 who believes the business is a
good 9 in arder to get the 10
needed to expand. Finding an investor who can offer not
_
6.4 Presenting visual information
only 11 help but also experience is often the 4 Choose the correct option in italics to complete
ideal solution, although recently 12 , where the text.
lots of peo ple provide small amounts of money, has
In this 1slice I part of my presentation, l'm going to
become very popular asan alternative.
talk about sales. On this 2graph I slide there are two
visuals. The 3pie I round chart shows our share of the
overall market and you'll +notice / understand that we
6.2 Reported speech now have a 5 percent share. The 5/ine / straight graph
2 Complete the reported speech. shows our monthly sales totals and it's 6significant /
considerable that growth has been very steady this
1 'We finished by lunchtime today.' year. Looking more 7 nearly I clase/y at it, it's ªinteresting
The manager said they day. ! correctto see that sales did not decrease in the
2 'What's your plan for the new business?' traditionally slow summer months.
He asked me _
3 'They won't be working here in a year's time.' 6.5 Summarising
I said in a year's time.
5 Match the sentences 1-5 with the summarytips a-e.
4 'Have you been working in hospitality for long?' Focus on the parts in bold.
They asked him for long. 1 Xavier, the winner of the New Business Award, talks
5 'The Sales Manager will visit tomorrow.' about how he started his company. _
I told her day. 2 There were many problems at the beginning. Sorne
6 'I can finish the report now.' issues were out of his control.
He said he _ 3 He explains how he managed to maintain customer
7 'Where do you work?' loyalty. _
They asked me _ 4 As costs kept going up, he made a decision not to put his
prices up. Costs rose but he kept prices the same. _
5 However, as a result ofthis he managed to keep his
loyal customers and attract new ones, so sales increased
greatly. _
a identifying main purpose/topic

b paraphrasing
e using synonyms
d using linking words
e using reporting verbs
109
7 .1 Working abroad Functionallanguage
1 Complete the text using the words and phrases 7 .3 Expressingpreferences
in the box. Sorne are not used.
4 Complete the sentences using the phrases in the box.
be put off come across common fluent
l'd cancel the meeting l'd prefer it if
alone nuances rude tend to
not pay in advance the boss isn't keen
Working abroad can present difficulties, especially if to change the design we don't mind
you are not 1 in the language of the
country and you may 2 by a lack of 1 lf it were up to me, _
understanding of cultural differences. Your colleagues 2 waiting a few days.
might 3 as rather impolite, but it may 3 you'd organise the trip for everyone.
simply be that their culture is just more reserved. People
4 Theywould rather _
from a culture which is more indirect 4 _
appear less friendly than those from a culture where it is 5 on the new plans.
5 practice to be more direct. Remember 6 My preference would be _
that it can take a few weeks or months to get used to
living and working in different cultures. Be patient and
make an effort to get to know your colleagues socially 7 .4 Keeping a conversation going
so that you don't spend too much time 6 _
5 Put the dialogue into the correct order.The first
Line is done for you.
7 .1 Adjectives, prefixes and a What do you do? 1
opposites b Did you go there for business ora holiday?
e l'm sure vou'll enjoy it. lt's a very interesting country.
2 Add the correct prefix to make the opposite of the
words in brackets. d l'm designing an ad campaign for a large car producer.
When I first started working in Venezuela, peo ple

e Yes, l'm looking forward to it.
thouqht I was 1 (sociable) when I refused f So you can't tell me? That's OK, 1 shouldn't have asked.
to join them for lunch and dinner. They thought I was l'm sorry l'm a bit tired today. l've just come back
being 2 (friendly), but it was beca use I was from Korea.
shy; not beca use I was being 3 (respectfull. g What are you working on at the moment?
I hadn't been 4 (honest) when I said that I h No, but l'm going there next month for business.
spoke good Spanish on my CV, but I did have problems
following 5 (formal) conversations. My Business. Have you ever been there?
studies had been rather 6 (helpful) in j l'm a graphic designer.
that area. k l'm afraid not. lt's all secret at the moment.
Oh right, can you tell me which company it's for?
7 .2 Past tenses: Past Simple, Past

Continuous and Past Perfect Simple 7 .5 Making recommendations
3 Complete the text with the most suitable past 6 Choose the correct option in italics to complete
tense form of the verbs in brackets. the text.
Many years ago, while 11 (work) as the lt has beco me 1suitable I obvious I probable that many
HR Manager for a multinational, 12 _ staff have problems working a cross cultures. Therefore,
(make) a big mistake. My job 3 (involve) we strongly 2recommend / mention J note that all
recruiting engineers for our overseas branches. After staff have cross-cultural training, and it is 3optional J
14 (recruit) someone, 15 _ advisable I advisorythat you organise this immediately.
(prepare) them for the cultural differences. One My 4instruction J approval J advice is to find a good
engineer 6 (insist) on taking his young outside company which specialises in this. In fact, if I
5shall be J am I were you, l'd contact Jack Higgins from
family with him immediately to East Africa and the
Engineering Director agreed. But, after three weeks, BVC. They used a good company last year. We 6ought J
he 7 (resign) and 8 (return) should J mustto contact all staff as soon as possible and
to the UK.19 (warn) him befare leaving draw upa schedule for them to attend.
that life would be very different there, but he
10
(not listen). He carne home because
his family 11 (not be a ble) to get tomato
ketchup so they 12 (can not) eat their
food. Crazy but true:
110
8.1 Leadership Functional language
1 Complete the text using the words in the box. 8.3 Giving and responding to feedback
cope delegate gives make praise prioritise 3 Choose the correct option in italics to complete
the mini dialogues.
sets takes trust won
A: 1 think you did a really good 1work !job / taskof
Why is it that sorne peo ple just seem to be hopeless at planning the office relocation.
being a manager, una ble to 1 key decisions B: l'm happy you 2are ! mean! feel that way. lt was quite
or 2 with crises? One manager I know just difficult to get everything done so quickly.
refuses to 3 any important tasks to his
team and only ever 4 critical feedback C: 1 think in future you should ask a colleague to help you.
beca use he does not allow his staff to do the work they D: Thanks, that's interesting. l'll 3bear ! put ! have that in
are employed to do. He is always stressed beca use he mind.
5 on too much responsibility. For sorne
reason, the senior management team 6 his E: l'm very 4impressed I aware ! good with the quality of
judgement and opinions and see nothing wrong. On the yourwork.
other hand a friend of mine works for someone with F: 1 really 5understand ! appreciate I realise that feedback.
excellent leadership skills. He has 7 the Thanks.
respect of his staff and helps them toª-----
tasks. He 9 goals with them, and always G: lt was your responsibility to get the task done on time
motivates them to do their best and he never forgets to but your team was late.
give them 10 when they have done well. H: Oh! l'll certainly take those comments into 6mind /
feedback I account.
8.2 Relative clauses
8.4 Leading and managing meetings
2A Complete the sentences with when, where, which,
who, whose. 4 Choose the correct option in italics to complete
1 The conference, was held in the Bahamas, the dialogue.
was really useful. A: Thanks for 1coming / attending / being to the meeting,
2 The hotel we had the training session was which I know l 2held / made / called at very short notice.
amazing. The 3agenda I goal! thinking for this meeting is to find
ways to cut costs. We have one hour for this meeting so
3 This factory, was built 100 years ago, will
let's start by 4talking ! focusing I thinking on possible
be re placed next year.
new suppliers.
4 Our Chief Financial Officer, has been with
B: What about my request for more staff?
us for ten years, is retiring next month.
A: 1 understand your 5difficulty ! concern I business but
5 The business guru, new book carne out
that isn't on today's 6diary I paper I agenda.
this week, is giving a talk here next week.
6 He's the person has applied for the
manager's position. 8.5 lnforming of a decision
7 She's the Chief Executive Officer company
has won many awards.
5 Match the sentences halves.
1 This is to inform you
8 2017 was the year we first made a
reasonable profit. 2 Justto let you know that we
3 The final decision
B In which sentence can we also use that? And in
which sentence can we omit the relative pronoun? 4 In today's meeting, we carne
S We thought that
6 We reached
7 l'm writing
a to a decision about packaging design.
b an agreement about the new pay structure.
e to inform you ofthe policy changes.
d of our decision to introduce new contracts.
e are having a meeting tomorrow morning.
f it was best to change the date ofthe interviews.
g was to ask people to suggest ideas for a logo.
111
Grammar reference
1.2> Future forms 1.S> Present Simple and Continuous

We can talk about the future using a variety offorms We can use the Present Simple to talk about:
depending on the function: • permanent situations.
• We use the Present Simple for events scheduled to happen
He supervises the production line.
(something that is timetabled).
He works in the finance department.
I have a Job interview tomorrow.
• general facts.
Our train doesn't leave until 8.30 this evening.
Water freezes at O degrees.
Does the departmental meeting start at 9 o'clock on
Monday as usuel? lt's one of the biggest companies in the world.
• We use the Present Continuous for plans/arrangements • repeated/regular actions.

(something you have confirmed for the future). This often They work in an office.
involves other people.
She deals with customers.
l'm visiting the suppliers tomorrow.
We can use the Present Continuous to talk about:
He's on holiday so he isn't coming to the meeting on Friday.
• things happening at the same time as we are speaking or
Are you having a leaving party next week? writing.
• We can use be+ going to+ infinitive in two different ways: We're waiting far a delivery.
to talk about personal intentions (something you want He's showing Mr Janes around the factory.
to do).
• temporary situations.
l'm going to get to the office early tomorrow.
l'm staying with a friend while l'm in London this week.
We aren't going to change the software.
He's acting as Head of Finance while his boss is on
Is she going to come to the meeting? maternity leave.
Note: We use the Present Continuous more for plans/ • future plans/arrangements.
arrangements with other people and be+ going to+
We're meeting the clients tomorrow morning.
infinitive for personal intentions. However, often we
could use either form beca use many events can be seen She is visiting our offices next week.
as either plans/arrangements or intentions. There are sorne verbs which are rarely used in the continuous.
l'm visiting the suppliers tomorrow. (This is a plan/ These include:
arrangement between the supplier and myself.) be, believe, contain, dislike, hate, hear, know, like, /ove, need,
l'm going to visit the suppliers tomorrow. (This is my own, possess, smell, sound, understand.
intention.) There are also sorne common verbs which change their
l'm going to get to the office early tomorrow. (This is my meaning in the Present Simple and Present Continuous.
intention.) These include:
/'m getting to the office early tomorrow. (This is not • think
correct because it is nota plan/arrangement.) / think you're going to find it very interesting. (This is my
ii to talk about predictions when something is probable opinion.l
(something you expect to happen). /'m thinking about the induction day. (This is the to pie.)
He's very good. I think he's going to get promoted soon. • have
Look at this office! lt's not going to be big enough far / have a good car. (= have got I own I possess)
four people.
He's having breakfast. (= eating)
She does a great Job. l'm sure they're going to make her
• see
Chief Executive.
I see your point. (= understandl
l'm seeing him tomorrow. (= meeting)
>118<
2.2> Connectors 2.s> Verbs + -ing vs. infinitive
Connectors are words or phrases that signal to the reader or When a verb is followed by another verb, the first verb dictates
listener how things relate to one another in a text or speech, the form the second verb takes. There are various possibilities:
and help to support understanding. They can also be used to • verbs which take to+ infinitive
manage and direct the focus of the reader or listener.
afford, agree, arrange, attempt, claim, decide, demand,
There are different categories of connectors depending on the deserve, expect, fail, guarantee, hesitate, hope, learn,
role they perform in the sentence. For example: manage, offer, plan, prepare, promise, refuse, seem, tend,
• adding ideas, e.g. and, a/so, as well as, in addition. would Like
As well as discussing the in-store customer experience, we They have decided to sponsor the exhibition.
also need to Look at brand awareness if we want to improve We'd like to invite you to our offices in Delhi to meet the
sales figures.
team.
In addition, we feel that our stores should use new • verbs which take -ing
technologies to attract customers.
avoid, consider, de/ay, deny, dislike, enjoy, finish, involve,
• contrasting ideas, e.g. although, but, however, while. justify, miss, postpone, practise, risk, suggest
lnitial response to our new product range has been positive. He denied writing the email to the boss.
However, there is still a Lot of work to do to reach our
target. (Note: we use a comma after However.) They postponed launching the new product far six months.
I think she's a great brand ambassador, although I don't • verbs + preposition which take -ing
Like her music very much. (Note: we use a comma befare apologise far, insist on, Look forward to, put off, succeed in
although.)
He apologised for arriving at the meeting Late.
Certain Luxury brands are popular in sorne countries, while
We look forward to seeing you soon.
different brands are popular in other markets.
• verbs which take to+ infinitive or -ing with a change in
• referring to time, e.g. earlier (this year), in recent years, now,
meaning
previously, recently, when.
forget, go on, remember, stop, try
In recent years, Chinese customers have started to combine
holidays abroad with shopping expeditions. / remember discussing modern art with you Last month.
(Here remember refers to a past action, something the
• giving examples, e.g. far example, far instance, such as.
person knows happened.l
There are man y successful global luxury brands, such as
Please remember to bring this invitation with you. (Here
Bulgari, Chane/ and Hermés.
remember refers to a future action, something the person
Our stores use new technologies, for instance, we have needs to do.)
created an app that lets the assistant know when a laya/
She tried to write an email to apologise, but she couldn't
customer enters the store.
find the words. (Here tried refers to something the person
• sequencing, e.g. first of ali, then, to start with. wanted to do, but wasn't able to.)
lf you'd like to go into marketing, first ofali, you should feel She tried writing an email to apologise, but he still isn't
passionately about brands. talking to her. (Here tried refers to something the person did,
The success of our brand is dueto two factors. To start with, but which didn't work as planned.)
we have a well-designed, great product. Then we have the • verbs which take to+ infinitive or -ing with little orno
support of man y, many Laya/ customers. change in meaning
begin, continue, hate, intend, Like, Lave, prefer, start
They began arguing I to argue the moment the meeting
started.
3.2> Direct questions 3.S> Past Simple and Present
The usual word arder in question farms is:
Perfect
We can use the Past Simple to talk about:
(Question word(sll + auxiliary verb + subject + main verb +
object/time/place/manner, etc. · events that took place ata definite time in the past.
Have you worked in sales befare? (no question word(sll In this case, we often use the Past Simple with time
expressions such as yesterday, last week, at B o'clock, three
Whydid you decide to travel far ayear? (why= question wordl
years ago, etc.
Direct questions can be open or closed. Closed questions have
J organised a surfing team at my university.
a yes/no answer, while open questions start with a question
word or words, far example, what, who, when, where, why, Last year we won the national inter-university surfing
how, etc. competition.
Do you have any experience far this position? (CLOSED) · finished time in the past.
Are you prepared to travel? (CLOSED; invert the verb be) J lived there far ten years. (This mea ns that I don't Uve there
anymore.l
Why would you like to work far us? (OPEN)
details of something that happened in the past.
l've been there severa/ times. In fact, I went there last week.
lndirect questions We can use the Present Perfect to talk about:
• indefinite time in the past.
We often use indirect questions to be more polite with people
In this case, we either don't know when something
we don't know very well, e.g. in an interview, or when a question
happened or we don't consider when it happened
is more difficult or challenging.
important.
There are different ways of starting an indirect question.
I have spent the last three summer holidays working far a
Far example:
local surfing company. (In this case, we don't know exactly
• Can!Could you tell me/us ... when, but it was sometime befare now.l
Can you tell me how man y people work in the department? • past actions or states which are relevant now.
Could you tell us what your greatest strengths are? In this case, we often use the Present Perfect with
• /'d!We'd like to know iflwh- question word(s) ... expressions such as already, befare, ever, tievet; recently,
always, still and yet.
l'd like to know what the starting salary will be.
/'ve just completed a sports education degree.
We'd like to know if you have experience in this sector.
I have always kept up-to-date with current trends.
Note: l'd!We'd like to know ... does not need a question
mark (?). Have you ever worked far Microsoft?
In closed questions, J'd!We'd like to know ... and Can!Could

you tell melus ... are fallowed by iflwhether, while in open
questions they are fallowed by a question word or words.
rd like to know if you provide any training. (= Do you provide
any training? (CLOSEDll
rd like to know what kind oftraining you provide. (= What kind
oftraining do you provide? (OPEN))
Can!Could you tell me whether J will need to travel? (= Will J
need to travel? (CLOSED)l
Can!Could you tell me how often J will need to travel? (= How
often will J need to trevel? (OPEN))
Note: Always check the word arder in indirect questions as
there is no inversion of the subject and the (auxiliary) verb.
t'd like to know who I will report to. (not ... who witl I report to.)
>120<
Be careful because mustn't and don't have to have very
4.2> Modal verbs different meanings.
We can use a range of modal verbs to talk about obligation, You mustn't smoke anywhere in the building. (This is not
necessity, prohibition and recommendation. Far example: permitted.l
• We use have to+ infinitive when we talk about actions that You don't have to go outside to smoke here. (This is not
are necessary and obligations. These obligations can include necessary.l
laws, rules and regulations.
Companies have to pay 20 percent corporate tax in the UK.
In British English it's also common to use have got to when 4.S> Comparison
speaking.
We can use a variety of structures to make comparisons.
rve got to go to the dentist's tomorrow. These include:
• We can also use the modal verb must+ infinitive when
we talk about actions that are necessary or obligations. We Comparative adjectives
can generally use either have to or must in most cases. • short adjectives
Companieshave to pay 20 percent corporate tax in the UK. Far adjectives with one syllable (and sorne two-syllable
Companies must pay 20 percent corporate tax in the UK. adjectives, e.g. clever, quiet, narrow), add -er:
However, we use have to more frequently far external rules They prefer to visit bigger supermarkets.
and must more frequently far obligations we make far Note: There are sorne common exceptions. Far example:
ourselves.
good - better; bad - worse
I have to get to work early tomorrow. There's a meeting at
• adjectives ending in -y
9o'clock.
Far adjectives ending in -y, drop the -y and add -ier:
I must get to work early every day. lt's when I get my best
workdone. The company boss is wealthier than we thought.
We use have to when we need to use a past, future, present • Long adjectives
perfect, gerund or infinitive forrn, Far sorne adjectives with two syllables and far most
Did you have to do a test as part of the interview process? adjectives with three syllables, use more or less:
We will have to cut prices in arder to compete. Local stores are offering a more limited range of products.
The European Bank has had to lower interest rates again. • notas ... as
Having to work shifts at the hospital is not easy To say that two things are not the same, use notas ... as:
We can use both have to and mustfar strong The HR department is notas noisy as Sales. (This means
recommendations. that Sales is noisier than the HR department (though the HR
department may be noisy, too).)
You have to visit the National Portrait Gallery. tt's brilliant!
The training session wasn't as interesting as I had expected.
You must tell the hotel you want a room with a sea view.
(This mea ns that I expected the training session to be more
• We use should!shouldn't + infinitive to make interesting than it was.l
recommendations and suggestions and to give advice
and opinions. Emphasising comparisons
lf you ask me, we should catch the earlier train. We can use words such as much, far, considerably, slightly
Should J call the supplier if they haven't replied to my email? anda bit befare a comparative adjective to make the
comparison stronger.
We shouldn't leave the a ir-con on when we leave the office.
tt's a waste of energy. We wouldn't go, even if prices were much lower.
• We use mustn't + infinitive to say that it is important or The launch was far more difficult than we expected.
necessary not to do something or that it is not allowed. • We can also repeat the comparative adjective to in di cate
We mustn't lose market share to our competitors. that something is changing over time.
Staff mustn't talk about company strategy in public. Customers have to wait longer and longer. (This mea ns
that the average time customers are waiting is becoming
Passengers mustn't use mobile phones during take-off. progressively longer.l
• We use don't have to+ infinitive to say that it is not
necessary or compulsory to do something, but that you can Comparing nouns
do it if you want. • We can use words and expressions such as more, less, fewer
You don't have to wear smart clothes but clean clothes and notas much!many . . asto compare nouns. Far example:
are essential. There are notas many staff members as before to help them.
I don't have to work tomorrow. tt's a public holiday. The company wanted fewer out-of-town stores.
-
This year customers spent less money than last year
..
Passive form of modal verbs
5.2> Passive forms We form the passive with modal verbs using have to I can I
could, etc.+ be+ past participle of the main verb. Remember,
Past, present and future
we use have to, should and mustto talk about obligations and
We make past, present and future passive forms using the can, could and might to talk about possibilities.
appropriate form of the auxiliary verb be+ past participle of
The orders are processed and then they have to be packed.
the main verb. We use the passive form when we don't know
who or what is responsible far an action (the agentl, or the Packages must be left in collection lockers.
agent isn't important, or when we simply want to emphasise Parce/s can be delivered by robot ar drone.
the importance of an action rather than the person/thing
responsible far doing it. We often use the passive instead of the Goods could be damaged in transit if they are not we/1 packed.
active form to describe systems and processes and in formal
writing (technical manuals, reports, scientific writing, etc.).
When we include the agent we use the preposition by. For
example:
s.s> Linking
• Agent not known We can use a range of Linking words to introduce differences,
First the goods are packed and then the /orry is loaded. but the language structures following them vary. For example:
The goods were badly damaged in transit. But connects two statements or phrases when the second
one adds something different or seems surprising after the
The shipment will be delivered on Friday.
first one. Though is Like but and adds a factor opinion that
• Agent known makes what you have just said seem less definite or less
The paperwork is done by our shipping agent. important.
The invoice was paid by the client /ast month. We visited the offices butlthough the manager wesn't
there.
The parce/ wi/1 be sent by courier.
• Although contrasts one clause with another in the same
Be careful with word arder in questions. sentence.
Was the billpaid last week? (no question word(s)) Although we visited the offices, the manager wasn't there.
What time will the shipment be delivered? (what time= • Even though is used to introduce a statement that makes
question words) the main statement coming after it seem surprising.
How many people were involved in tite process? (how many Even though we visited the offices, the manager wasn't
= question wordsl there.
lf you want to be more direct, or simply use fewer words, it's • Nevertheless and However are often used to begin a
best to use the active form. sentence. They can also be used in the middle of a sentence
Who packed this? (rather than Who was this packed by?) to join two different ideas.
However/Nevertheless, he said he would meet us the
Present Perfect Simple passive fol/owing day.
We form the passive of the Present Perfect Simple using the
• Despite and In spite ofare used to say that something
auxiliary verb have + been + past participle of the main verb.
happens or is true even though something else might have
This robot has been designed to de/iver packages. prevented it. Note: You cannot use ofwith despite.
lt hasn't been done properly. Despite sending the arder in early, delivery was stil/ late.
Have these invoices been paid? Despite the fact that we sent the arder in early, delivery was
Remember, we often use the adverbs already,just and yetwith sti/1 /ate.
the Present Perfect Simple. We use alreadyto confirm that • In spite ofmeans the same as despite but is used differently
something has been done (often earlier than expected), and unless you add the fact that. lt is usually followed by a noun
we usejustto show that something has been done recently. phrase.
We usually use yet in negatives and questions. Be careful with In spite of ali the problems, we sti/1 managed to complete
the word arder with all three adverbs.
the project.
These goods have already been sent. In spite of the fact that we sent the arder in early, de/ivery
Your arder has just been sent by courier. was sti/1 late.
l'm afraid the arder hasn't been fulfilled yet. • Whereas makes comparisons and says that something is
Have the goods been delivered yet? true of one person, thing or situation but is different far
another.
This supplier offers better quality whereas the other one
offers better design.
>122
6.2> Reported speech
Reported questions
• When reporting ves/no questions we often use ask + ifl
When we tell someone what another person said, we usually whether, then change the verb tenses, pronouns and
change the verb tenses from direct speech: adverbs of time and place if necessary.
• Present Simple-+ Past Simple 'Do you enjoy the work?
'l want to go to Harvard Business School.' I asked him iflwhether he enjoyed the work.
She said (that) she wanted to go to Harvard Business School. 'Have you been back to Harvard?'
• Present Continuous-+ Past Continuous 1 asked him iflwhether he had been back to Harvard.
'l'm studving to be a software engineer.' • When reporting Wh- questions we use the same question
word, then change the verb tenses, pronouns and adverbs
She said (that) she was studving to be a software engineer. of time and place if necessary.
• Present Perfect-+ Past Perfect 'What do vou like most about being an entrepreneur?'
'l've worked in the company far three years.' 1 asked him what he liked most about being an
She said (that) she had worked in the campan y far three years. entrepreneur.
• Past Simple-+ Past Perfect 'Whv has the business been such a success?'
't went to Paris on business.' I asked him whv the business had been such a success.
She said (that) she had been to París on business. Note: We do not use question word arder or question
auxiliary verbs in reported questions.
Modal verbs also change: can changes to could; will changes to
would; may changes to might, must changes to had to, etc.
'J'll phone the client.'
She said (that) she would phone the client.
6.s> Order of information in
sentences
'We must finish the project on time.'
She said (that) they had to finish the project on time. Topic words and known information
We often use the verbs sav and tell when reporting what We usually begin a sentence with the tapie word or known
someone said. Both verbs can be followed by a clause with or information. This is followed by new information and ideas
without that. about the to pie. Far example:
Note: The verb tell needs an indirect object oran object George Johnson started making toys far his children. (George
pronoun befare the clause. Johnson is the tapie word or known information so it comes at
the beginning ofthe sentence.)
'We must finish the project on time.'
George Johnson started making tovs for his children. (Making
She said (that) they had to finish the project on time.
toys far his children is the new information and therefore
She told me (that) they had to finish the project on time. comes at the end of the sentence.)
Changes to personal pronouns and adverbs of time and place Common changes
We often need to change the prono un and the adverbs of time Often other words in a sentence may change. These include:
and place when we change from direct speech to reported
• pronouns.
speech.
These tovs were very popular with other parents. (These
'We spoke earlier todav.' toys refers back to 'the toys made by George Johnson'. These
He said (thatJ thev had spoken earlier that dav. specific toys are now the to pie of this sentence and known
'l'll phone tomorrow.' information.l
She told me (that) she would phone the next dav. Thev wanted to buy the toys. (They refers back to 'other
parents'. This was the new information in the previous
Other common examples of adverbs oftime include: sentence and is now the to pie of this sentence.l
now-+ then yesterday-+ the day befare • using a noun form instead of a verb form.
Adverbs of place also change. Far example: Managing finances carefully from the start is fundamental.
hete-« there this-« that (The to pie of this sentence is managing finances so we need
it at the beginning of the sentence.l
Note: When we report what so meo ne said on the same day,
or if a person says something which is still true, we can often
reta in the verb tense used in direct speech.
'We launched the site in 2012.'
He told me (that) they launched the site in 2012.
He told me (that) they had launched the site in 2012.
• with time expressions such as by the age oi, by the
7 .2> Past tenses: Past Simple, time, etc.
Past Continuous and He had set up his own business empire by the age of
Past Perfect Simple twenty-five.
By the time I had learnt about differences when working
Past Simple in Saudi Arabia, it was time to go home.
We can use the Past Simple:
• to talk about finished or completed actions/situations in
the past, or past events that happen one alter the other
(consecutive events). The events may have happened
7 .s> First and second conditional
recently or in the distant past. First conditional
I asked what the mu sic was and he told me that it was We use first conditional sentences to talk about potential
lndian mantra music. consequences of actions. The usual structure of a first
During my first year of working abroad, J learnt the conditional sentence is:
language. In the second year I got to know the culture lf+ present simple, will + main verb.
better.
The two clauses can appear in either arder.
• with time expressions such as ago, yesterday, last weekl
lf peo ple are not familiar with the differences, then language
monthlyear, etc. These usually go at the end of the
problems will become more complicated.
sentence.
He'll think you're rude if you start with the business chat
I eame here last year.
immedíately.
We started this business venture a few months ago.
There weten't many students in class yesterday. Unless
We can use unless in first conditional sentences to mean if not:
Past Continuous
Unless training is arranged with immediate effect, some
We can use the Past Continuous: projects will probably suffer. (= lftraining isn't arranged, ... )
• to talk about past actions/events that were in progress He'll think you're rude unless you start with small talk.
or happening at the same time. We often use the Past (= ... ifyou don't start with small talk.)
Continuous together with the Past Simple and with when
orwhile. Second conditional
When I started working, I was still living with my parents. We use second conditional sentences when we are less certain
of potential consequences. In these situations, we consider
While I was living in Kenya, I discovered that optimism is
the action more difficult to achieve and so less likely to happen.
highly valued.
The usual structure of a second conditional sentence is:
• to give the background situation in a story.
ti+ past simple, would + main verb.
They were doing a course in cultural awareness to improve
Like the first conditional, the two clauses can appear in either
their communication with international partners.
arder.
The entrepreneur was running a villa ge shop at the age of
lf team members visited other members in their own countries,
eight but went bankrupt twice befare he was eighteen.
they would be able to get to know each other better.
Past Perfect Simple We would arrange far everyone to meet in Rome if we had
We can use the Past Perfect Simple: moremoney.
• to talk about a finished or completed past action/event Note: lf you begin a conditional sentence with if or unless, then
that happened before another action/event in the past. lt you need to puta comma after the conditional clause. You do
is often used with the Past Simple. not need a comma ifyou start with the main clause.
Befare working as a cross-cultural consultant, she had lived
in man y countries.
They admítted that they couldn't meet the deadline,
although they had previously agreed to it.
• to talk about life experience before a point oftime in the
past. We often use the adverbs ever, never, already, yet and
justwith this usage.
I had never seen this kind of thing befare!
The meeting had already begun when we arríved.
>124<
• where to talk about place.
8.2> Relative clauses London is where they have their company beedouerte-s
We can use relative da uses to add extra information to a sentence. London, where we went last summer, is in the Soutness: :::
• Defining relative clauses add information which is essential. England.
• whose to talk about possession.
David is the one who!that won the competition.
The newspaper which!that she likes most is the Financial tt's Tracey whose computer isn't working.
Times. Tracey, whose sister works with me, is the HR Manager.
London is where they have their campan y headquarters.
Omission in defining relative clauses
Nine o'clock is when we are meeting them.
lf the relative pronoun refers to the object of the verb, we
tt's Tracey whose computer isn't working. omit it in defining relative clauses only.
• Non-defining relative clauses add information that is extra She is the neuroscientist wholthat I spoke to at the contere-te
and not essential.
She is the neuroscientist I spoke to at the conference.
Note: We use commas befo re and after these da uses.
This is the book whichlthat he recommended to me.
David, who is highly competitive, likes to win.
This is the book he recommended to me.
The Financial Times, which she reads every day, is her
That was the day when we first met.
favourite newspaper.
That was the day we first met.
London, where we went last summer, is in the Southeast of
England. Note: lf the relative pronoun refers to the subject of the verb
we cannot omit it:
At weekends, when most people can relax, it's busy at the
call centre. She is the author wholthat wrote the book . .!
Tracey, whose sister works with me, is the HR Manager. Shc is the author wrote thc boa/<. X
We usually introduce a relative clause with a relative pronoun.

The most common relative pronouns are when, where, which,
who, whose and that. The relative pronoun we use depends on s.s> Reduced relative clauses
whether we are talking about times, places, things, people or
possessions. Relative da uses usually have a relative pronoun anda fuU
verb. Far example:
• In defining relative clauses we can use that instead of who
to talk about people. lt was decided that ali directors who are serving on the boa
should have hands-on experience.
She is the author who wrote the book.
This is a summary of the decisions which were reached at the
She is the author that wrote the book. meeting yesterday.
• In defining relative clauses we can use that instead of However, sometimes, relative da uses can be reduced. There r:::
which to talk about things.
various possibilities:
The course which starts tomorrow is about leadership in the • lfthe verb in the relative clause is active, we can omit e
21st century. relative pronoun and the auxiliary verb be and use the
The course that starts tomorrow is about leadership in the present participle.
21st century. lt was decided that ali directors serving on the board
• In non-defining relative clauses we can only use who to should have hands-on experience.
talk about people. • lf the verb in the relative clause is passive, we can omit
David, who is highly competitive, likes to win . .! the relative pronoun and the auxiliary verb be and use e
David, that is highlt¡' competitive, Likes to win. X past participle.
• In non-defining relative clauses we can only use which to This is a summary of the decisions reached at the meeting
talk about things. yesterday.
The Financial Times, which she reads every day, is her • lf the relative pronoun and the verb be are followed by a
favourite newspaper. .! prepositional phrase, we can also reduce the relative
Thc Financial Times, thatshc rcads cvcry day, is her The debate which was about the disconnect was live ..
fa'rlOurite ncwspapcr. X The debate about the disconnect was lively.
The file which is on the table belongs to the boss.
With both types of relative clauses we use:
The file on the table belongs to the boss.
• whentotalkabouttime.
Nine o'clock is when we are meeting them.
At weekends, when most peo ple can relax, it's busy at the
call centre.
> Additional material
Lesson1.2> 28 Lesson1.4 > SA

Role cards
Tall organisations have lots of management levels.
There is generally more bureaucracy and decision-
Read through the information and prepare for the roleplay.
making is slow and centralised in the top leve Is of the
You can include any additional information you want.
,..
hierarchy (top-down decision-making). A criticism of StudentA
tall organisations is that they are slow to innovate
and therefare are less competitive. However, there ·-
are also many opportunities far promotion. Large Visitor role (Scenario 1)
complex corporations with a lot of staff are typical PROFESSIONAL
examples of tall organisations. Name: Use your own name
Job: Sales assistant
Flat organisations are less hierarchical. There are
few levels of middle management. Decision-making Location: Australia - office in Sydney
is more decentralised and therefore quicker. The Local manager: Bruce Mansen
lines of communication between staff and senior Time in company: 7 months
managers are more direct and two-way (top-down Length of visit: Oneweek
as well as bottom-up). Flatter organisations are said Number oftimes
to be more creative and innovative. However, with in London: Once befare
fewer management levels, there are fewer chances of Project experience: Zero
promotion. Managers can have more responsibilities
and stress. Start-ups with fewer staff are typical flat PERSONAL
organ isations. Background: Originally from Canada
Travel: Have visited fifteen other countries
Studied: At university in Canada and
Australia
Lesson2.3 > lOA Weather back home:

Plans far the evening:
Wonderful
No plans
1 Your company is in the city centre, a 20-minute bus

ride from your home. However, it now plans to move
,.. ¡-¡
i
to a new industrial estate over an hour away by car. Host role {Scenario 2)
There are always traffic jams getting there because Welcome your guest to the meeting and make small talk
there are no public transport links yet. Ask your to put your guest at ease. You can ask questions about
father/mother what you should do. your guest's role in the company (e.g. job title, location,
manager, experience), how long he/she is in town,
whether he/she has been to your city befare, where he/
2 You have moved to a new country to improve your she comes from, travel, where he/she studied, the
language skills and job prospects. You had no idea how weather and his/her plans far the evening.
lonely you would feel after six months. Your colleagues
at work do not socialise outside the office and you -
have found it hard to make friends any other way
because your language skills are still quite basic.
Observer role (Scenario 3)
Should you just give up and go back to your country? Observe the meeting and notice how the host and guest
Talk to your flatmates about what to do. make small talk. What areas do they perforrn well in?
----- ~-~----=-------" How could they improve?
3 You have recently been promoted at work. The job

involves managing staff, which you have never done
befare. Ask sorne senior managers far their top tips on
how to manage staff - a lot of whom are older than you.
Lesson3.4 > 68
lnterviewers
1 Decide on the structure and working environment of
Lesson1.s> 3A
your company. As the interviewer, which parts of the
job are your priority?
a Going to conference. 2 Read the audioscript of the interviews on page 147.

Think of four questions to ask the interviewee.
b But may be late Friday.
I nclude questions about their qualifications,
e Cango Friday. experience, attitude and personal qualities. lnclude
d Sorry. both open and closed questions.
e Thanks for email re induction day. 3 Think about questions the interviewee may ask you
f Dentist appointment at 8.30 that day. and how you will answer them: e.g. How big is the
company? Is the work environment formal or informal?
g l'm notfreeThursday.
What are the working hours?, etc.
>126<
Lesson 2.5 > 3A Lesson3.4 > 68
< > B ~ ' ~
To: Kiran Kaur Pannu
lnterviewees
Ce: Marisa Shields 1 Look at the job information and define your
From: Ted Vesely transferable skills, in case you don't have everything
Subject: Re: Exhibition preview sponsored by C&P Partners
the company is looking far.
2 Think of the questions the interviewer might ask and
Hi Kiran prepare your answers: e.g. think about your
experience and qualifications, your transferable skills,
Thanks for the invite. l'm sorry but I can't come on
your personal qualities, etc.
22nd November. 1'11 be away that day.
3 Review the expressionsand questions in Exercise 5.
But this event sounds great and my colleague, Prepare three or four questions to ask about the
Marisa Shields, is interested in coming instead of me.
organisation (e.g. its size, location, etc.), the working
Can you put her name on the guest list?
environment (e.g. if it is formal or informal), the job
Cheers! Hope it goes well. (e.g. working hours, how performance is measured, etc.)
and any other infarmation you would like to know.
See you soon!
Best
Ted Vesely
Lesson 3.2 > llA/8 Se Lesson3.5 >1

Lesson3.2 > 3
1 What do vou like doing «t thc weekends?

j, Dio! vou have any trouble finding us 7
3 /+ave vou ever been in hospital?
~ Do vou prcier workinq independently or in a teau,,?
S" ltre vou prcparcd to work long nours?
6 What were your [avouritc subiccts at coñcqc!
untvcrsttv?
'1 Do vou plan to have children in tne ncar [uturc?
I Do vou preicr tea or coffee7
g Te// u,,e about a succcssiul projcct vou'v« Do you have a degree in business studies
worked on. or sports education? Are you competitive?
10 What is vour qreatest passton! Are you looking far an internship with a
dynamic, international employer?
11 What' s vour proudcst achievewient7
1j, Where dio! vou qo on ho/iday /ast vear? At Surfing Technologies we need graduates who
are highly motivated, organised and communicative.
13 What do vou know about us I our cowipany7 You must be prepared to learn quickly about the
11 Who was a wientor for vou ar univcrsitv I in vour latest trends in surfing and you will be responsible
previous [ob? far selling to key clients.
1S" Why don't vou cat wieat7 Surfing Technologies are based in Sydney and we
16 /' d like to know why vou didn't inc/ude any have a proven track record in offering our successful
reiercnccs in vour CV. interns an exciting career in sales with opportunities
to travel around the world. This position is far 3-6
11 Can vou qive wie the phonc nuwiber of vour months. No previous experience is required and
bestfriend7 working hours are flexible.
11 Can vou tell wie about a tiu«: when vou worked lf you think you have the necessary skills and are
we/1 in a teawi? passionate about surfing, please send your CV with
1g We' d like to know why vou /eft vour prcvious a covering letter to our Head of Recruitment at
job. hr@surftechnologies.au.
j,0 lf vou werc an aniwial, what kind of aniwial Successful candidates will be called far an interview.
would vou be? We wou!d !ove to hear from you !
Lesson 1.4 > SA BUSINESS WORKSHOP 5 > SB
Role cards
Read through the information and prepare for the roleplay. Kin,the representative of Bot-automation,
You can include any additional information you want. the Japanese supplier
Student B You are the supplier from Japan. You have quoted
,.. an approximate figure of 6.4 million zloty for the
delivery and installation of three robots. Considering
Observer role (Scenario 1) the size of your client's warehouse, it would be
Observe the meeting and notice how the host and guest much more efficient with four robots: each robot
make small talk. What areas do they perform well in? costs 2.1 million zloty, although you are prepared to
How could they improve? negotiate a discount far the after-sales service far
this contra et. The final price of the deal will depend
on the terms and conditions you negotiate.
Visitor role (Scenario 2) • Prepare sorne questions to get to know your

client better.
PROFESSIONAL
• Explain why they should buy from you. Give
Name: Use your own name
examples of good relationships with other clients
Job: Works in Human Resources,
and referrals.
team member
Location: Germany - Frankfurt office • Answer the client's questions about payment and
delivery terms: confirm it is 50 percent on signing
Local manager: Peter Mann
the contract, and 50 percent on delivery and
Time in company: One year
installation. During installation, two engineers
Length of visit: Two weeks adapt the system to the client's needs.
Number of times
• You offer one installation period as you find this is
in London: Never
more efficient far you and the customer.
Project experience: Zero
• You work with very reliable transportation
PERSONAL
companies. lfthe robots are damaged in transit,
Background: Originally from Germany your company is responsible far replacing
Travel: Have visited two other countries damaged goods.
Studied: At university in Switzerland
• Explain your guarantee terms, i.e. if there
Weather back home: Very good is a majortechnical failure, you will senda
Plans for the evening: Would like to see a musical maintenance technician to repair it within
,..
36 hours. This work is outsourced to a robotics
specialist in the client's country.
Host role (Scenario 3) • You provide hands-on training in English during

installation so that staff learn how to operate the
Welcome your guest to the meeting and make small talk
robots and basic maintenance. But this service
to put your guest at ease. You can ask questions about
is provided atan additional cost of 43,000 zloty.
your guest's role in the company (e.g. job title, location,
The training is normally done by two specialist
manager, experience), how long he/she is in town,
engineers.
whether he/she has been to your city before, where
he/she comes from, travel, where he/she studied, the
weather and his/her plans for the evening.
BUSINESS WORKSHOP4 4A
StudentA
Mulberry's is one ofthe main argue that the chain needs to focus on its core business
players in the UK with 16 and sell off other businesses, such as in-store cafés. The
percent market share. lt has chain's self-service checkouts have cut staff costs. lts
1,370 grocery stores including 760 convenience stores. In online shopping service only makes 1 pon every pound
recent years it has suffered a decline in sales and its market because of delivery costs on its mínimum order of f25. lt
share has fallen dueto competition from the discount stocks 25,000 product ranges including 1,500 own-brand
supermarkets. products, which keeps distribution costs high and
In the last decade the chain invested heavily in building overwhelms customers. According to Kantar Retail, the
'big box' outlets away from town centres selling average household buys only 400 products ayear, with
everything from clothes to electronic goods. Analysts just 41 items in their weekly shop.
>128<
esson 4.2 > 10 Lesson5.4 > 68
Sample PEST analysis
ATAX (Seller)
I ntrod uction ATAX has had a very successful year and is planning to
produce more coats (40 percent more next year}, and is
Lagartijo is a small Spanish-based company founded in
opening a new factory in southern Turkey. LAURA is an
2006. lt produces handmade leather bags, shoes and
important customer for you. You see the potential for
accessories and sells these in high-street shops. The
médium- to long-term cooperation, so you want to sígn
products are made with Spanish leather but manufactured
a new contract for next year.
in Indonesia, which has cheaper labour costs, and then
the finished products are imported back to Spain. You have five areas to negotiate, with different options
Lagartijo also imports products made with rare animal in each area:
leather, such as shoes, bags and belts made from python • number of coats (units) • number of colours
and alligator skin. • number of designs • leve! of discount • terms of payment.
Each area has a number of associated points, lf you
Politicalfactors Economicfactors score over 25 points, you win a personal €5,000 bonus.
Spain and Indonesia The Spanish economy is
have good trade recovering from a long Comments Points
-
relations. economic crisis and is
growing slowly. Number of coats
Spain has a minority
right-wing government. Spain has a long tradition 2,000 Want to sell maximum 4
of making leather goods number possible.
3,000 6
but the industry has
mostly closed down. 5,000 ar more 8
Number of colours
Social factors Technological
factors 3 More colours means '6
People's attitude to the Similar products can be higher production costs, -
7
use of rare animal skins manufactured more so a lower number is 14
in consumer products. quickly and more cheaply 10 ar more bette~ 2
Consumers in Spain are in Asia.
Number of designs
prepared to pay for More people are shopping
3 More designs means 16
reasonably priced leather online these days.
higher production costs, ~ -
goods. 6 4
so a lower number is
10 ar more better. ,2
Conclusion Discount
By outsourcing manufacturing to Indonesia, Lagartijo has 15% You are growing, so you 6
been able to keep costs low while at the same time have sorne flexibility on
20% 5
producing high-quality leather goods. lt is clearly missing price. -
25% 4
an opportunity to sell its goods online both in Spain and
to other countries which value Spanish leather goods as Terms of payment
well as luxury products made from more exotic animals. 30 days ar Managing cash flow is 7
However, there is a threat that conservation movements below important, so you prefer
may begin campaigning against the use of python and
alligator ski ns, which would affect Lagartijo's business. To
45-60 days
Above 60 days
to have speedy payment
of invoice. l 5
3
-
reduce the risk, the company needs to find out if there is a

conservation problem about using these ski ns and decide Don't forget to plan the processand who says what
whether it wants to continue with these product lines. in the negotiation.
Lesson 7 .5 > 38 Lesson8.2 > 1

a the process of gradually becoming bigger, better,
Situtttirm on cro.ss-cultural tcaM.s stronger or more advanced
Staff don' t get on - oroiccts o!elayed I w,is.unders.tandings. b someone's general attitude, and the way in which
they think about things and make decisions
Suqqe.stlittM.se
• get feeo!bacf< {roi« each teaw, w,ew,ber e determination to do something that you have
• w,ore tra1Wng decided to do, even ifthis is difficult
• arrange w,eeting with wnok: teaw, d careful thought, aran idea or opinion based on this
• w,ove w,ew,bers. to otncr tcates e the ability to understand other people's feelings and
problems
ReC0"'1"'1C/lldatiOIII
f the things that a person ar animal does
Lesson 3.5 ) 3A BUSINESS WORKSHOP 5) 58
Tadeusz (Ted), Company Director of Meble BDB

Do you have a degree in media? Are you very competitive
and looking for a fast-paced job working with a small
The Japanese supplier has quoted a figure of 6.4
million zloty far the delivery and installation of
highly motivated team? Then you might be the person
Mol Media is looking for.
three robots. A faurth robot will cost an additional
2.1 million zloty but your maximum budget is 7.7
We want someone who is very ambitious, has excellent million zloty. As Company Director, you don't think
communicative skills and is career-focused. lntensive a fourth robot is necessary far now. The final price
training is given by our Senior Sales Executive so an of the deal will depend on the terms and conditions
ability to learn quickly is vital. you negotiate. You also have to consider the costs of
Thejob involves sourcing and developing new client training existing staff or hiring new staffto use the
relationships, initially by cold-calling, so good telephone robotics technology.
skillsare necessary and the hours are flexible. • Ask the supplier far examples of client satisfaction
lf you think this is you, senda CV to: or referrals.
marcslater@MolMedia.com • Check payment and delivery terms, e.g. they have
quoted 50 percent on signing the contract, and 50
percent on delivery. You prefer not to pay the final
To: Marc Slater
50 percent until after a trial period of six months.
From: Tim Worthy • Check how the robots will be transported. They
Subject: Re: must not be damaged in transit. lfthey are
damaged, or parts are damaged, the item has to
Dear Mr Slater
be replaced immediately.
l'm writing about your job. 1 attach my CV.
• Ask about guarantee terms, e.g. if the automated
l've gota degree in media and need to find a job as system breaks down, you want the supplier to
quickly as possible.
senda maintenance engineer to repair it within
I like talking on the phone and working flexible hours. 24 hours.
My friends tell me that l'm very good at selling things
so I think 1'11 be good at this job. • Check the terms far training and after-sales
service. You want free maintenance to be
I look forward to working with you.
provided in the first two years. Training should be
Bye given in Polish.
Tim Worthy
Lesson 4.5 ) 38 BUSINESS WORKSHOP 1 1

Problem Reason Result
< .. >,,.J !81 <(} ~
To: Clara Jensen

customer (1) can't contact customers cancel From: Angela Martinez
complaints customer service contracts Subject: Hot-desking* policy
by phone
(2) staff rude and Hot-desking was introduced a year ago when we
unhelpful moved into the new headquarters as a way to
phones not raw material replace handsets make more flexible use of workspace. lt has had a
working supplier positive effect and encourages new relationships
and connections. However, there are a few issues:
poor network not enough phone phones useless in
1 Many people can feel really strongly about
service masts sorne a reas
where they sit and as a result, most of our hot
desks are informally allocated to the same
individual on certain days of the week.
2 The organisational hierarchy is reflected in who
Lesson 5.5) 3A always gets the best desks. This can cause
resentment among staff who feel less valued.
Problem Details Demand
3 People tend to leave personal possessions
late payments month overdue immediate around on these desks.
payment I court 4 There is a rush every morning for the best
damaged goods remaining spots.
wrong goods I recommend we introduce a few principies that
can improve our current hot-desking procedures.
invoice incorrect
inferior quality *hot·desking: a way of saving office space and reducing costs. Staff
do not have theír own desks. They use an avaílable desk when they
late deliveries are workíng in the office.
>BO<
Lesson 7.5 > 3A Lesson8.5 > 3A
Hi Josh Hi Jose
l've just get your email about the supplier problem. Sorry you missed this morning's sales department
Have you tried talk to Salvador Greco, the boss, meeting. Just to let you know what was decided.
about the delivery problems? You ought speak to him Firstly, we all agreed that Sylvie du Martín should
immediately. However, make sure that you aren't too cha ir the lnternational Sales Managers' meeting
direct about the business. He'II probably will ask next month. We thought she was the best person
about general things first. He'II think your rude if you for this.
start with the business chat immediately.
Regarding better communication between
Unfortunately, unless the problem continues, you will Production and Sales, we couldn't agree about
have to find a new supplier. We don't afford to delay regular joint meetings, l'm afraid. lt seems
production anymore. You'd better to start looking for Production will continue to complain that we give
alternative suppliers if you can't speak to Salvador. out the wrong information, or accept orders that
are too large.
Finally, we've arranged a social event for Friday
evening next week because we thought it was a
> 68
good idea to try and sort out a few problems
Lesson5.4 informally if we could.
LAURA (Buyer)
ATAX is an important supplier for you. The products are
generally popular, and you believe you can sell more if
you have more colours and designs. You have five areas
to negotiate, with different options in each area:
• number of coats (units) • number of colours
BUSINESS WORKSHOP 7 > 28
• number of designs • leve! of discount • terms of payment. Student B
Each area has a number of associated points. lf you
score over 24 points, you win a personal €5,000 bonus.
2 Directness vs. indirectness
Comments I Points Being direct is a concept that is often admired
Number of coats in cultures such as the USA and parts of Europe,
but not necessarily in the UK. Being polite mea ns
2,000-2,500 You want a slight 7
increase on last year. - different things to different cultures. Being
2,501-3,500 5 courteous and indirect is a characteristic of many
·- Asían cultures. In China and Japan, for example,
3,501 or more 4
people find it very difficult to say 'no' as this would
Number of colours offend the other person, in their eyes, especially
3 More colours mea ns when speaking to a person in authority. On the
better sales opportunity,
13
- other hand, American, Spanish, German and Polish
6 5
so a higher number is speakers might appear very direct, even rude to
8 or more better. ¡7 Asia ns. The concept of being (in)direct can therefore
Number of designs cause friction in business. Remember, not everyone
3 More designs mea ns 2 believes you should 'say what you mean'. In
better sales opportunity, practical terms, it is always good business practice
5 3
so a higher number is - to check and confirm what you have understood to
6 or more better. 6 avoid ambiguity and misunderstandings, especially
Discount concerning delivery dates, or terms and conditions
of contracts.
15% lfyou have more designs 7
18%
and colours, you can be
6
-
flexible on price. - -- 3 lndividualism vs. collectivism
21 % or above 5 The concept of the individual is very strong in
Terms of payment Anglo-American cultures, whereas other cultures
30 days or below Managing cash flow is believe what the 'collective', or group, thinks or
13
important, so you prefer does, is more important than an individual's opinion.
45 days 5
to have slower payment In the business world, the idea ofteam-building,
60 days or above of invoice. 8 for example, is highly valued, where the 'collective'
Don't forget to plan the process and who says what works together as a team with common goals.
in the negotiation.
BUSINESS WORKSHOP 3 BUSINESS WORKSHOP 1 ) SA
Student A: Human Resources Manager Student B
Amalia Attwood-Azinheira's (V
Profile
• An experienced Marketing and PR professional
• A creative team player who's highly skilled at
problem-solving
Excellent written communication and language
skills
Employment History
Employers are enticingstaff with
Jan 2014-present Communications department of
a coffee shop chain
informal workspaces
My duties include writing promotional copy and press In Poland today leading companies, competing for
releases,working with the Communications team in ali the most talented employees, want to attract and
communications far both social media and the retain their staff with work environments a cut
traditional press. above traditional offices.
2012-2014 Assistant Store Manager (part-time) of Many Polish millennials - those born in the 1980s
an international coffee shop chain and 1990s - like their counterparts in other
My responsibilities included the following: European countries, are adopting a different
• Managing the day-to-day food and beverage approach to their careers. They value teamwork and
operations creativity and are not used to strict hierarchical
• Ensuringali customersare provided with excellent management. A small but growing number of office
service developers are attempting to capture this spirit.
Ordering supplies, inventory control and
The less formal approach to workplace design, now
relationships with suppliers
common among high-tech companies in the USA,
Organising, training and motivating staff
is a new phenomenon in Central and Eastern
Assisting the General Manager
Europe. Companies there are now mimicking
2007-2012 Hotel receptionist, working for an Google and Facebook. Their offices include areas
established hotel chain in Lisbon, París and London. designed for different types of work, such as
creative spaces with walls for writing notes; 'silence
2006-2007 Travelled abroad
boxes', where people can concentrate in peace, as
well as relaxation rooms with games consoles and
Education and Qualifications spacious kitchens with full fridges.
2012-2014 MA in Communications and Public The office has to support creativity, conversations
Relations and teamwork. Companies have noticed that their
2002-2006 BA Degree in Marketing, University workers are much more efficient if no one imposes
oflondon where they have to work.
2000-2002 A-levels* in French, Spanish, Last year KPMG moved its offices to the brand new
Portuguese and Business Studies, Wandsworth Sixth Gdanski Business Centre. KPMG's website stated
Form College, London that the move was 'not only a change of address but
also a step forward in thinking about the company
as a workplace'. lndeed, its Warsaw employees brag
Computer skills
about having new spacious kitchens, modern
I am familiar with most office software packages.
conference rooms and a large rooftop terrace.
lnterests
Cinema, classical music, reading, hiking and yoga Standard facilities in modern office blocks today in
Warsaw include restaurants, hotel-like lounges in
Additional information
the reception, cycle racks and showers. The new
I have a clean driving licence.
Warsaw Spire, the second tallest building in the
Polish capital, offers renters not only 100,000 sq
Referees: available on request metres of office space but also a green area with
ponds, an amphitheatre, art galleries and cafés.
*A·levels: public exams that students take in England and Wales
when they are 17-18
>132<
BUSINESS WORKSHOP 3 5
1 Bth November
Re: Applicationfor Social Media Manager position
Dear Sir/Madam,
I am writing to apply for the position of Social Media Manager at Media Solutions, as advertised on your website.
I believe I would be a real asset to your company: 1 have a degree in marketing andan MA in Communication and
PR. In addition, 1 have worked in a variety of sectors, from the hotel industry to telecommunications. l'm currently
working in the Communications department of a well-known coffee cha in.
I consider myselfto be reliable, flexible and I have excellent communication and language skills. l speak
Portuguese, as well as Spanish and French and I am currently learning Chinese.
Please find a copy of my video CV enclosed.
I look forward to hearing from you with regard to a possible interview.
Regards
Amalia Attwood-Azinheira
To: jobs@mediasolutions.com < > 181 -tJ

To: jobs@mediasolutions.com
From: birtebernsen@yahoo.com o From: cindycas@gmail.com
Subject: Social Media Manager post <fj MOV lMB
Subject: job as Social Media Manager • 1
Hi! To whom it may concern:

I would welcome the opportunity of working for your
My name is Birte, and i'd love to work for company as a Social Media Manager. 1 have recently
medium so/utions. l've seen your web and it completed a degree in business administration and
looks really intersting. i'm a 'people person': have worked asan intern in the marketing department
i love social media and spend ali my time for local government.
doing it. l'rn not only sociable, but also really Currently, l'm working as a Customer Service Manager
creative and l'd get on well with ali the team in a call centre. This is a challenging position as I am
and the clients. My english teacher always responsible for a large team, although I enjoy dealing
said I was great at writing stories, so l'rn sure with people and problem-solving on a daily basis.
writing reports won't be a problem. Also, 1 In addition, 1 have always kept up-to-date with current
love ali kinds ofteam sports and l'rn a social media trends. Please find attached my video CV
martial arts expert. See my video!! lt's a bit where I describe my key qualities and skills. 1 am
longer than a minute - sorry . . confident that my skills will prove useful for this post.
Looking forward to hearring from you soon. I would very much appreciate the opportunity of an
interview to find out more about the position and
Birte Bernsen demonstrate how I can be of value to your company.
(gJ ll 1.2MB
Best regards
Cindy Castro
BUSINESS WORKSHOP 4 4A
Student B
White's is an upmarket retailer for the essentials, such as tinned goods and cleaning
with 350 stores and online products, and White's for fresh and organic produce,
delivery. lt has largely ignored especially meat. White's also has a range of gourmet
the price war between the major players and discount meals-to-go which are popular with busy customers who
retailers. lnstead of competing on price, it differentiates don't want to eat out and want to treat themselves.
itself by offering premium food, specialist products and Although they already stock over 10,000 products, the
well-staffed stores. The retailer, with a strong reputation store needs to keep innovating with its own brand
for not compromising on quality, had its best results ever products to meet the changing preferences of demanding
last quarter by capturing 5 percent of the U K grocery consumers. lts larger supermarkets are notas profitable
market. Many consumers go to the discount supermarkets as its convenience stores.
Student B: Head of Communications
Cindy Castro's CV
PERSONAL SUMMARY,
A talented, well-organised and strong performer who has a proven track record of achieving excellent results.
I am passionate about raising standards and am committed to furthering my professional development in an
organisation that can provide me the opportunity to develop my skills and knowledge in social media.
WORK EXPERIENCE - . .· ··: · ·

April 2017 to present Customer Service Manager in a cal! centre for a national telecom company.
My responsibilities include:
• managing a large team
• problem-solving and dealing with difficult customers
• communicating management directives to staff
• ensuring excellent results, according to monthly targets
July to December 2016 lnternship in marketing for the Department of Transport in local government
in the Philippines - this was a six-month position.
2014-2018 Degree in Business Administration, Hamburg Business School, Germany - this included
a one-year Erasmus exchange programme with the University of Copenhagen
2012-2014 lnternational Baccalaureate*, Santo Tomas School, Manila, the Philippines
SPECIAL INTERESTS · · . ·:: ~-· 1 '
• Captain of the women's hockey team at university

• 1 sing and play lead guitar in a local rock band.
• 1 won an award for public speaking while studying for the lnternational Baccalaureate.
Contact information
Email: cindycas@gmail.com Mobile phone number: +49 40 706 8221
•1nternational Baccalaureate: international school-leaving certificate that students take when they are 17-18
Lesson 6.5 > 3A

Business advice for entrepreneurs
George Johnson gives entrepreneurs advice about setting up bigger. Since he has worked with retailers, George knows that
a business and says it is different far everyone. His first point is it's very important far entrepreneurs to value their product
that they must believe passionately in their productor service and not to sell it to retailers at prices which are too low. They
and lave it or they won't be a ble to sell it. After that, the first need to know exactly what is the best unit price far themselves
thing they should do is conduct extensive market research and and keep to it. But without customers a company is nothing,
listen to feedback. He also says that good planning is vital, so developing customer relations is very important because
especially time management, and that this plan should act without customers a business will fail. Another thing which
as a map far the business. The best piece of advice someone is important to remember is that it can be frightening when
gave him was to be open to advice but to remember that not an entrepreneur suddenly discovers that he is a leader and is
all advice is helpful and that he should ignore any advice that managing a company. His advice is to learn to trust key people
doesn't feel right. However, entrepreneurs should be ready to and to delegate work appropriately. This is hard far someone
ask far advice when they need it. Another important thing is who has been responsible far everything. Finally, it's important
to manage their finances carefully so that they know exactly to know how hard it is to succeed and that they will probably
what their money is doing and this beco mes even more work harder than they have ever worked.
important as the company and the amounts of money get
>134<
BUSINESS WORKSHOP 5 > SB BUSINESS WORKSHOP 7 > 28
Student e
Tony, the representative of Novarobot, the
Singaporean supplier
You are the supplierfrom Singapore. You have 4 Linear-active, Multi-active or Reactive cultures
quoted an approximate figure of 6.4 million zloty According to cross-cultural expert, Richard Lewis*,
far the delivery and installation of three robots. ltalians, Spaniards, Latin Americans and Arabs
Considering the size of your client's warehouse, it are 'multi-active'. They are generally talkative
will be much more efficient with four robots: each and lively and do many things at the same time.
robot costs 2.1 million zloty, although you are These cultures are known as 'polychronic'. In
pre pared to negotiate the price of the fourth one contrast, the Germans and Anglo-American, are
far this contra et. But the final price of the deal will 'linear-active', meaning they have a linear vision
depend on the terms and conditions you negotiate. of time and action. They like to plan and organise
• Prepare sorne questions to get to know your and do one thing ata time - they think this way
client better. they are more efficient. These cultures are called
'monochronic'. 'Reactive' cultures are those that
• Explain why they should buy from you. Give
value respect and courtesy, as reflected in most
examples of good relationships with other clients
Asían cultures. Reactive cultures prefer to listen
and referrals.
rather than talk, and take their time to consider
• Answer the client's questions about payment and proposals carefully.
delivery terms: confirm it is 20 percent on signing
the contract, 30 percent on delivery and 50
percent on final installation. During installation, 5 Authority and hierarchy
an engineer adapts the system to the client's Behaviour regarding authority can mean that
needs. in China the most important or senior person is
• You offer two installation periods as this allows treated with a great deal of respect, while Anglo-
more flexibility far the client. American countries and the Netherlands tend
to be less formal with people in authority. These
• lf the robots are damaged in transir, your
cultures will also have companies with flatter
company is responsible far replacing or repairing
and less hierarchical organisational structures.
damaged goods. However, the goods must be
Nevertheless, we've found it depends on the
unloaded with care.
sector, so an IT company anywhere in the world
• Explain your guarantee terms, i.e. if there is a will usually have a less formal culture than say, a
majar technical failure, you will senda locally bank or financial institution.
sourced maintenance technician to repair it
lf you bear in mind these five a reas and remember
within 48 hours.
the way we do things in our culture isn't the only
• You provide training in English during installation way, you will connect with other cultures more
so that staff learn how to operate the robots and successfully when doing business around the globe.
basic maintenance. This service is provided at
an additional cost of 21,000 zloty. The training
is done by a specialist engineer. You expect the
company to provide their own interpreter. * Richard D. Lewis, cross-cultural communication consultant
and author, 'When Cultures Collide: leading across cultures'.
Lesson 2.1> 9A Lesson 8.5 > 38

• In your analysis ofthe advertisement, first describe the
product and the advertisement. Which marketing channels Decisions from Monday's sales meeting
are used? e.g. print, TV, online, product placement, celebrity Point discussed Decision
endorsement (with a famous person promoting the brand).
need customers' view of ask them to do online
• Describe the advertising campaign in more detail. Think
new product range survey + offer incentives?
about these questions: How often does the lago appear?
What is the slogan? Who is the target market? Is the replacement team leader John Hedges - previously
product part of the brand's core business, oran example of far national sales regional team leader -
brand stretching? 2 years
• When you compare your analysis with another pair, new sales staff lack of contact training company
describe your personal emotional response to the advert training immediately to arrange
and the findings from your class survey.
conference dates to be confirmed
• Remember to say why you think the advertisements are
effective or ineffective. Are your classmates a possible conference venue Plaza Hotel or Grand Moon
target market? Did people respond emotionally to the
advert? How was the advertising campaign memorable?
BUSINESS WORKSHOP 7 > 28 BUSINESS WORKSHOP 5 > 58
StudentA
Anna, Logistics Manager of Meble BDB
The Singaporean supplier has quoted a figure of
1 Time 6.4 million zloty far the delivery and installation of
Different cultures have different attitudes to time. In three robots. A faurth robot will cost an additional
countries such as Germany and Switzerland, people 2.1 million zloty butyour maximum budget is 7.7
like to be punctual to the minute and will often million zloty. As Logistics Manager, you think a
dedícate specific speaking times in meetings. Certain faurth robot will be a very good investment. The
cultures view time as linear, far example, in Germany, final price ofthe deal will depend on the terms and
Switzerland, Scandinavia, the UK, the United States conditions you negotiate. You also have to consider
and the Netherlands. In Dutch there is the proverb. the costs of training existing staff or hiring new
'Stay a while, lose a mile'. The idea is not to waste staffto use the robotics technology.
time. However, in Southern Europe, Latin America and • Ask the supplier far examples of client
the Middle East, relationships and the event are what
satisfaction or referrals.
count, and schedules are less relevant. Time is flexible
beca use of the business relationship. Although it's • Check payment and delivery terms, e.g. they
good to be punctual far business meetings, be aware have quoted 20 percent on signing the contract,
that meetings might start late and/or over-run in and 30 percent on delivery. You prefer not to pay
cultures with a flexible attitude to time. the final 50 percent until after a trial period of
six months.
In most Asian countries, people see time as cyclical, as
with the life-death cycle. This cyclical, or circular and • Check how the robots will be transported. They
repetitive, view of time affects the way peo ple make must not be damaged in transit. lf they are
business decisions and may cause conflict in business damaged, or parts are damaged, the item has to
communication. Westerners, far instance, often want be replaced immediately.
to make a quick decision. Asians, however, always • Ask about guarantee terms, e.g. ifthe automated
think long term: opportunities and risks need to be system breaks down, you want the supplier to
assessed carefully, and they need to consider what senda maintenance engineer to repair it within
has happened in the past. We cannot assume business 24 hours.
decisions in other cultures will be made in the same • Check the terms far training and after-sales
way as in our culture. As any person working in sales service. You want free maintenance to be
will tell you, in arder to strike a deal, we need to make provided in the first two years. Training should
a connection. be given in Polish.
BUSINESS WORKSHOP 3 SA
Amalia Birte Cindy

This candidate had relevant The Head of Communications When the company checked
qualifications, spoke several at Media Solutions wanted to Cindy's social media profile, they
languages, demonstrated good hire Birte because she was very found she wrote a regular blog
writing skills and showed a persona ble, enthusiastic and about marketing and PR trends.
passion far social media; they carne across well in the video CV She has now been hired. Why do
faund she posted photos and and the interview. However, the you think that is?
articles on social media sites every HR Manager thought her writing
day. Unfartunately, Amalia was was awful, that she would have
nervous in both the video CV and difficulty when writing reports ad
the interview, so both the Head also thought sorne of the tea
of Communications and the HR would find her a little irritating.
Manager thought she would be In addition, they looked into her
better suited to a different kind social media profile and faund she
of position in the company. They had posted sorne inappropriate
were worried she would not come videos and posts about her
across well when communicating personal life. Birte has since
faceto face with clients. The HR become a very successful personal
Manager has kept her CV on file trainer and YouTuber with a huge
in case a more su ita ble position fan base.
comes up in the nearfuture.
>BG<
Lesson 1.4> SA BUSINESS WORKSHOP 3 4A
Role cards
Student A and B
Read through the information and prepare for the roleplay.
You can include any additional information you want.
StudentC Birte Bernsen's CV
~rtebernsen@yahoo.com
Host role {Scenario 1)
~ype name: birte.bernsen
Welcome your guest to the meeting and make small talk
to put your guest at ease. You can ask questions about
your guest's role in the company (e.g. job title, location, I have just completed a degree in
manager, experience), how long he/she is in town, marketing and event management,
whether he/she has been to your city befare, where specialising in advertising events
he/she comes from, travel, where he/she studied, the and consumer analysis. I aman
weather and his/her plans for the evening. enthusiastic team player with
,..
excellent communication and
leadership skills. I enjoy working
with others and am always ready to
Observer role (Scenario 2} take on new challenges. I am looking
Observe the meeting and notice how the host and guest for the chance to work for a dynamic
make small talk. What areas do they perform well in? international organisation.
How could they improve?
• Taekwondo instructor for children

aged 5-12
Visitar role (Scenario 3)
• Monitor on a summer camp,
PROFESSIONAL responsible for organising sports and
Name: Use your own name other activities for children.
Job: Financia! officer • Volunteer work for a charity that
Location: Canada - office in Toronto provides help for people with eating
Local manager: Pauline Janes disorders.
Time in company: Nine months
Length of visit: Six days
2014-2018 BA Degree in Marketing with
Number of times
Event Management, University of
in London: Never
Copenhagen
Project experience: One small project at university
2011-2013 School-leaving Certificate
PERSONAL
Background: Originally from San Francisco, USA
Travel: Have visited three other countries Social media (I write my own blog),
Studied: At university in the USA martial arts, black belt in
Weather back home: Cold at the moment Taekwondo, sports and health, dancing
Lindy Hop and travelling.
Plans for the evening: Wants to go to see a soccer
game in London
Student e
C&C is a leading discount supermarket short-term profit margins in order to gain a bigger market
chain with 650 stores in the UK. lt sells a share. Analysts believe C&C's cheapest price guaranteed
very limited range of items - under 800 strategy will not allow it to grow in the future.
mostly packaged products - and offers A recent survey of 50,000 customers revealed general
no services, such as home delivery or online shopping. dissatisfaction with older store design, signage, lighting,
For the first time ever the company gained a 6 percent cleanliness, cramped aisles and check-out areas. Customers
share of the grocery market last year and sales reached a also want more fresh food options which would involve
record f7.7 billion. However, profits fell as the price war ate investment in chilled space.
into the retailer's profit margins. lts strategy is to sacrifice

Business Partner b1+ CB Students Book

Uploaded by

Copyright:

Available Formats

Business Partner b1+ CB Students Book

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Business Partner b1+ CB Students Book

Uploaded by

Copyright:

Available Formats

Coursebook

BRANDS p.17 Videos: 2.1 A luxury bra

> BUSINESS STRATEGV p.37 .3 Problem-sotving styles

· od industry 4.2 > PEST analysis 4.5) Writing:. eporting

aAfood Listening: .. , A lecture on Listening: : _ :.1: - Model text: e rt Reading: Profiles of

Video: aAmazon: the Reading: Lorries lead cars Video: a

UNIT 6 > ENTREPRENEURS p.57

UNIT 7 > WORKING ABROAD p.67 7.3 Decision-making styles

Video: aworking abroad Listening: ~· Working in Video: a

Video: a Safari Vet Reading: Business leaders Video: a

Listening: Two company profiles: flat and tall organisations

Communication skills: Managing first meetings Video: Managing first meetings

Lead-in 1 Discussthese questions.

finance human resources marketing operations production sales

2 Can you name any other departments?

Director of Human Resources Finance Supervisor News Editor

B Which of these people probably work closely together on a daily basis?

Vocabulary Roles and responsibilities

• :;e::¡:,·r~; • om different places and put them together in one place

1 I report the IT Director.

Workin pairs or small groups. Imagine that you are going to

B Roleplay the introductions with the new

ittttt Flat organisation

4 ~> 1.01 Listen to the radio discussionwith Janet Wood, an organisation

6 Choosethe correct option. Listen to the discussionagain if necessary.

(movel to offices outside the city?

Lead-in 1 Work in pairs and discuss the questions.

efficient flexible work-focused rude informal friendly polite quiet

Option B a 1.3.3 1 How does Matt introduce himself?

5 a 1.3.4 Watch the Conclusionssection of the video.

Functional Greetings, introductions and goodbyes

Meeting and greeting lntroducing people Saying goodbye

architecture fashion movies music

B You are ata large public event. Introduce

Lead-in 1 Work in pairs and discussthe fellowing questions.

B Listen again and answer the questions.

C In pairs, discussthese questions about Angela's ideas.

Tips for small talk

time join have free offer take work report

1 Offer help/ Can 11 you r [coat/bag]?

5A Work in groups ofthree. Roleplay meeting a visitar and managing

B Take a few minutes to prepare, then roleplay your

Reading: Chinese combine holidays abroad with luxury shopping

Communication skills: Supporting teamwork Video: Teamwork

Business skills: Making a presentation Listening: Different ways to open a presentation

Lead-in 1 Discussthese questions.

3 Watch the video again and answer the questions.

5 Work in pairs or small groups. Discussthese questions.

Vocabulary Marketing and brands

bad history base of clients brands cautious approach core business

1 So what's the best way to extend a luxury brand?... the brand.

4 Afterfragrances, the company began to look _

awareness brand stretching customer engagement image

1 advertising by placing an item in a television programme or film

8 Work in pairs. Discuss these questions.

> PROJECT: Researchan advertising campaign

9A Work in pairs. Research an advertising campaign to

Lead-in 1 Work in pairs or small groups.

/ am.bassador accessories cars fashion jewellery fragrances technology