直通剑桥商务英语 中级 教师用书

–*时代特色的全新主题、商务环境和语言场景–听、说、读、写全面商务英语技能训练–清晰明确的考试简介和重要的应试技巧–大量针对考试的模拟实训练习 

《直通剑桥商务英语（Pass Cambridge BEC，2nd Edition）》由美国圣智学习出版公司根据英国剑桥大学考试委员对BEC考试大纲的*修订为编目，以现代商务活动为素材编写而成。内容与考试紧密联系。除对课文进行详细讲解外，还辅以大量的自测练习、听力练习、对话练习和答案，既适合课堂教学又适合备考自学。

Ian Wood，伦敦大学应用语言学和牛津大学英语语言文学专业毕业， 是剑桥大学ESOL考试中心多项考试（FCE, CAE, CPE, BEC, BULATS and IELTS）的专家， 也是剑桥大学、伦敦大学、肯特大学和英文文化教育协会的顾问。出版过多部BEC考试指导用书，并被剑桥大学考试委员会列为推荐用书。本套Pass Cambridge BEC即为其经典之作。

Unit 1a 1

Unit 1b 5

Unit 2a 12

Unit 2b 17

Unit 3a 21

Unit 3b 27

Unit 4a 33

Unit 4b 39

Unit 5a 46

Unit 5b 51

Exam focus 55

Unit 6a 67

Unit 6b 73

Unit 7a 79

Unit 7b 84

Unit 8a 88

Unit 8b 94

Unit 9a 98

Unit 9b 103

Unit 10a 107

Unit 10b 111

Exam practice audioscripts (Unit 5) 117

Exam practice audioscripts (Unit 10) 121

Sample answer sheets 125

Cards (Unit 10b) 129

Answer key 132

剑桥商务英语证书（Business English Certificate，以下简称BEC）考试是考试中心和英国剑桥大学考试委员会合作举办的一项英语水平考试，从听说读写四个方面全面考查考生在商务和一般生活环境下使用英语的能力，对成绩及格者由英国剑桥大学考试委员会颁发标准统一的成绩证书。证书终身有效，具有极高的国际权威性，被欧洲乃至全球众多教育机构和企业认可，成为在所有举办该考试的一百多个国家和地区求职的“通行证”。BEC考试自1993年由中国考试中心引进中国以来，历经20余年的实践和推广，因其权威性和规范性而极具知名度，是求职者有力的语言能力证明。本套由美国圣智学习出版公司出版的Pass Cambridge BEC是一套专为B E C考试而精心打造的备考教程，其版于2001年被引进到中国，近20年来一直作为剑桥大学考试委员会和考试中心的用书，成为广大BEC备考者的。2013年，美国圣智学习出版公司根据剑桥大学考试委员会对BEC考试大纲的修订和调整情况，同时结合现代商务活动和场景等元素，对该套教材进行了相应的更新与改版，推出了Pass Cambridge BEC，2nd Edition。2017年，清华大学出版社获得圣智学习出版公司的授权，成为该套新版教材在中国的合作伙伴，将其第二版再次引进中国，全新出版，中文书名定为《直通剑桥商务英语》。出版说明PUBLISHER’S NOTEii全套教材分为初级（Preliminary）、中级（Vantage）和高级（Higher）三个级别，每级均含学生用书、教师用书和练习册。为了方便读者使用，我们将原版书中附配的听力光盘进行了二维码转换，将其改造成了“扫码听音”版。本套教材为考生应试提供全面有效、极具针对性的学习指导。祝愿广大考生在该教材的帮助下考出水平，取得理想的考试成绩！清华大学出版社 外语分社2017年12月iii

PASSCambridgeBEC VantageAnne Williams and Louise Pile withMarjorie RosenbergSecond EditionTeacher’s Book with Class Recordings编著First published by National Geographic Learning, a Cengage Learning Company.All Rights Reserved.Tsinghua University Press Limited is authorized by Cengage Learning to reprint and/or customreprint, distribute and sell exclusively this reprint and/or custom reprint edition in the People’sRepublic of China. No part of this publication may be reproduced or distributed by any meanswithout the express written permission of Cengage Learning.北京市版权局著作权合同登记号 图字：01-2018-0341本书封面贴有 Cengage Learning 防伪标签，无标签者不得销售。版权所有，侵权必究。侵权举报电话：010-62782989 13701121933图书在版编目（CIP）数据直通剑桥商务英语. 中级. 教师用书=Pass Cambridge BEC Vantage: Teacher’s Book /（英）安·威廉姆斯（Anne Williams），（英）路易斯·派尔（Louise Pile），（英）玛乔丽·罗森堡（Marjorie Rosenberg）编著. —北京：清华大学出版社，2018ISBN 978-7-302-49751-6Ⅰ.①直… Ⅱ.①安… Ⅲ.①商务-英语-教学参考资料 Ⅳ.①F7中国版本图书馆 CIP 数据核字（2018）第037097 号责任编辑：郝建华封面设计：平 原责任校对：王凤芝责任印制：李红英出版发行：清华大学出版社网 址：http://www.tup.com.cn， http://www.wqbook.com地 址：北京清华大学学研大厦A 座 邮 编：100084社 总 机：010–62770175 邮 购：010–62786544投稿与读者服务：010–62776969， [email protected]质 量 反 馈：010–62772015， [email protected]印 装 者：北京国马印刷厂经 销：全国新华书店开 本： 210mm×285mm 印 张：10.25 字 数：183 千字版 次： 2018 年4 月第1 版 印 次：2018 年4 月第1 次印刷定 价：60.00 元产品编号：078810-01i剑桥商务英语证书（Business English Certificate，以下简称BEC）考试是考试中心和英国剑桥大学考试委员会合作举办的一项英语水平考试，从听说读写四个方面全面考查考生在商务和一般生活环境下使用英语的能力，对成绩及格者由英国剑桥大学考试委员会颁发标准统一的成绩证书。证书终身有效，具有极高的国际权威性，被欧洲乃至全球众多教育机构和企业认可，成为在所有举办该考试的一百多个国家和地区求职的“通行证”。BEC考试自1993年由中国考试中心引进中国以来，历经20余年的实践和推广，因其权威性和规范性而极具知名度，是求职者有力的语言能力证明。本套由美国圣智学习出版公司出版的Pass Cambridge BEC是一套专为B E C考试而精心打造的备考教程，其版于2001年被引进到中国，近20年来一直作为剑桥大学考试委员会和考试中心的用书，成为广大BEC备考者的。2013年，美国圣智学习出版公司根据剑桥大学考试委员会对BEC考试大纲的修订和调整情况，同时结合现代商务活动和场景等元素，对该套教材进行了相应的更新与改版，推出了Pass Cambridge BEC，2nd Edition。2017年，清华大学出版社获得圣智学习出版公司的授权，成为该套新版教材在中国的合作伙伴，将其第二版再次引进中国，全新出版，中文书名定为《直通剑桥商务英语》。出版说明PUBLISHER’S NOTEii全套教材分为初级（Preliminary）、中级（Vantage）和高级（Higher）三个级别，每级均含学生用书、教师用书和练习册。为了方便读者使用，我们将原版书中附配的听力光盘进行了二维码转换，将其改造成了“扫码听音”版。本套教材为考生应试提供全面有效、极具针对性的学习指导。祝愿广大考生在该教材的帮助下考出水平，取得理想的考试成绩！清华大学出版社 外语分社2017年12月iiiTeacher’s Book ContentsUnit number PageStudent’s Book Contents ivInformation on the BEC test and Pass Cambridge BEC Vantage viIntroduction xvUnit 1a 1Unit 1b 5Unit 2a 12Unit 2b 17Unit 3a 21Unit 3b 27Unit 4a 33Unit 4b 39Unit 5a 46Unit 5b 51Exam focus 55Unit 6a 67Unit 6b 73Unit 7a 79Unit 7b 84Unit 8a 88Unit 8b 94Unit 9a 98Unit 9b 103Unit 10a 107Unit 10b 111Exam practice audioscripts (Unit 5) 117Exam practice audioscripts (Unit 10) 121Sample answer sheets 125Cards (Unit 10b) 129Answer key 132ivStudent’s Book ContentsIntroduction Introduction to the examVocabulary learning skillsUnit 1a Teamwork Talking about teamworkMaking arrangementsSpeaking part 2Reading part 3Unit 1b Communication Improving communication in spoken languageTaking and leaving voicemail messagesSpeaking part 2Listening part 2Listening part 1Self-study Present tenses, past simple and present perfect ReviewExam practice Reading part 4Reading part 5Writing part 1Unit 2a Business hotels Talking about business hotelsSpeaking activityReading part 1Listening part 2Speaking part 1Unit 2b Corporate hospitality Talking about corporate hospitalityFormal and informal languageMaking, accepting and declining invitationsReading part 3Writing part 2Self-study Auxiliary verbs, countable or uncountable nouns ReviewExam practice Reading part 1Reading part 2Unit 3a Ordering goods Talking about ordersClarity in written languagePhone and letter phrasesReading part 5Writing part 1Unit 3b Cash flow Talking about company financesConditionals 1 and 2Managing cash flowWriting part 1Speaking part 3Self-study Intentions and arrangements,conditionals 1 and 2 ReviewExam practice Reading part 2Reading part 5Writing part 1Unit 4a Brand power Talking about brands and marketingEthical bankingListening part 2Reading part 1Unit 4b Public relations Talking about public relationsOrganising a PR eventDescribing duties and responsibilitiesListening part 3Writing part 2Speaking part 1Speaking part 3Self-study Future tenses, articles ReviewExam practice Reading part 1Reading part 4Unit 5a Relocation Talking about relocationReport phrasesTalking about similarity and differenceWriting part 2Unit 5b New premises Giving directionsAsking for information and making suggestionsTalking about locationWriting part 2Reading part 3Self-study Comparatives and superlatives, participles ReviewExam practice Listening part 1Listening part 2Listening part 3Reading part 5Exam focus The Reading Test The Listening Test The Speaking Test The Writing TestLanguage Exam SkillsvUnit 6a Reporting results Talking about company performanceDescribing trendsDescribing cause and effectReading part 1Writing part 2Unit 6b Green initiatives Talking about environmental impactDiscussing green issuesLanguage of presentationsListening part 3Writing part 2Speaking part 3Self-study Adjectives and adverbs, determiners ReviewExam practice Reading part 4Reading part 5Writing part 1Unit 7a Health and safety Talking about health and safetyExpressing obligationDiscussing regulationsReading part 2Listening part 1Unit 7b Rights at work Talking about personnel problemsPassivesTalking about problems at workWriting part 1Listening part 2Self-study Modal verbs, passives ReviewExam practice Reading part 3Writing part 1Unit 8a Business expensesTalking about expenses claimsListening part 1Listening part 2Speaking part 3Writing part 1Unit 8b Business travel Talking about air travel Reading part 1Listening part 2Self-study Relative pronouns, indirect questions ReviewExam practice Reading part 4Writing part 2Unit 9a Flexible benefits Talking about staff benefits Listening part 3Reading part 1Unit 9b Staff appraisal Talking about appraisal systems Listening part 2Reading part 3Self-study Gerunds and infinitives, reported speech ReviewExam practice Reading part 2Writing part 2Unit 10a Marketing disasters Talking about marketing disastersExpressing hypothetical situationsReading part 1Speaking part 3Unit 10b Going global Talking about entering foreign markets Listening part 3Self-study Conditional 3, grammar review ReviewExam practice Listening part 1Listening part 2Listening part 3Writing part 1Activity sheetsEssential functionsAudioscripts Essential vocabularyAnswer keyLanguage Exam SkillsviInformation on the BEC Test and PassCambridge BEC VantageThe Cambridge BEC examinationThe Cambridge Business English Certifi cate (BEC) is an international exam designed to assescandidates’ ability to use English in an international business environment. Paper-based exams are offeredup to seven times a year and computer-based exams are offered more frequently. Teachers are advised tocheck with their local centres for exact dates. For further information, see the Cambridge ESOL website.Cambridge BEC is available at three levels, linked to the levels of traditional Cambridge examinations.The exams are also linked to the Common European Framework of Reference for Languages: Learning,teaching, assessment, published in 2001 by the Council of Europe. BEC Preliminary is at B1 level. BECVantage is at B2 level and BEC Higher is at C1 level.BEC HigherBEC VantageBEC PreliminaryCertifi cate of Profi ciency in English(CPE)Certifi cate in Advanced English(CAE)First Certifi cate in English(FCE)Preliminary English Test(PET)Key English Test(KET)Cambridge BEC Vantage is equivalent to FCE level.Cambridge BEC Vantage is a practical examination that focuses on English in business-related situations.There is little focus on grammar in the examination. The major emphasis is on the use of language skills:reading, writing, listening and speaking. Each paper counts as 25% of the total mark. All candidates receivea grade (Pass grades A, B, C or Fail grades D, E) and a chart showing their strengths and weaknesses.Successful candidates also receive a certifi cate with their overall grade.ExceptionalReadingGoodListeningSpeakingBorderline WritingWeakviiPass Cambridge BEC VantageStudent BookThe Student Book contains:.. Contents: A two-page overview of the language and skills practised in the book.. Introduction: An introductory unit which provides information about the examination and thepreparation course as well as tips on developing vocabulary skills.. Core units: Ten double units which cover a wide range of business-related topics and exam-type tasks.. Self-study: A section after every double core unit for consolidation of the vocabulary and functionsof the unit. Each Self-study unit also contains a focus on a particular grammatical area.. Exam practice: Tests providing practice in examination skills.. Exam focus: A section which prepares students directly for the Reading, Listening, Speaking andWriting Tests. This section provides additional information about the different aspects of the exam aswell as tips for preparing and taking it.. Activity sheets: Pairwork and supplementary activities at the back of the book.. Audioscripts: The contents of the recordings.. Essential vocabulary: A list of the key vocabulary of each unit.. Essential functions: A list of the key functional language in the book.. Answer key: Answers to Self-study and Exam practiceWorkbook with Answer KeyThe Workbook provides a language-focused supplement to the Student’s Book:.. Essential revision: Follows the topics and language syllabus of the Student’s Book.. Grammar and vocabulary: Each four-page unit is split into grammar and vocabulary sections.. Language review: Two review units consisting of 100 grammar questions and 50 multiple-choicevocabulary questions based on the previous fi ve unitsSelf-Study Practice Tests with Recording and Answer KeyThe Self-Study Practice Tests contain:.. 3 complete practice tests: Reading, Writing, Listening and Speaking tests with sample CambridgeESOL answer sheets.. Focus on key grammar, words and phrases: To enable students to successfully approach every taskin the examination.. Full Audioscripts: For each Listening testRecordingsThere are two recordings:.. Pass Cambridge BEC Vantage Class Recording 1: The listening material for the core units(approximately 60 minutes)… Pass Cambridge BEC Vantage Exam focus Recording 2: There are two complete Listening Tests on therecording.The recording also contains Exam focus: Speaking (a mock speaking test). The total recording lastsapproximately 60 minutes.Teacher’s BookThe Teacher’s Book contains the following material:.. Full teacher’s notes with answers to all exercises.. Expanded IntroductionviiiLanguage development in Pass CambridgeBEC Vantage. SpeakingThe Speaking Test for Cambridge BEC Vantage lasts about a quarter of an hour. However, students maybe nervous about the Speaking Test and will need to be fully prepared for it. The Exam focus sectionoutlines the format of the Speaking Test and gives strategies to help students perform well in it. Thesection also includes materials for students to practise part of a mock Speaking Test. Furthermore, allcore units provide fl uency practice and opportunities for students to work together in pairs and groups.Speaking Test preparation packs are available from Cambridge ESOL. Students can watch a completespeaking exam to get an idea of how the exam works and what will be expected of them.For both reading and listening, the emphasis in the examination is on looking for specifi c informationrather than understanding gist. Although the teacher’s priority is to train their students in examinationskills, it is also useful if teachers include additional activities to develop general reading and listeningskills when time permits.. ReadingThe book contains extensive reading practice, using authentic, semi-authentic and examination-styletexts representing a wide variety of genres.Students should be encouraged to read very carefully when answering examination questions;sometimes the most obvious answer the fi rst time you read is not correct.. WritingThe Writing Test is potentially diffi cult for students. Even if their spoken English is of a high level, theymay lack experience in writing English; they will therefore need to learn and practise the necessaryskills in order to perform well in this part of the test. Students need to recognise the genre required ineach question in the Writing Test; they therefore need to develop familiarity with the features of emails,memos, notes, formal letters and short reports and proposals. The test is also challenging due to thespecifi c nature of the instructions and the fact that task fulfi lment is of key importance. The book focuseson writing skills in Unit 2b, Unit 3a, Unit 5a and Exam focus: Writing Test. Further practice is providedthroughout the core units, Self-study and Exam practice.. ListeningThe book includes a wide variety of listening material throughout the core units. The Audioscripts ofthe recording can be found at the back of the Student Book and in the relevant units of the Teacher’sBook.ix. VocabularyAlthough vocabulary is tested explicitly only in Reading Test Part Four, it is very important throughout theexamination. Therefore, vocabulary is systematically recycled in the Self-study section after each doubleunit. Moreover, at the back of the Student’s Book there are lists for each unit of Essential vocabulary.This section is designed as a revision aid for both teachers and students, with each unit providing amanageable, thematically-based vocabulary list, which can be used for classroom-based activities orcopied onto fl ash cards for self-testing.As students will probably meet words that they do not know in the Reading and Listening Tests, it isimportant to have strategies for dealing with diffi cult words. The Introduction unit provides ideas forhelping students to guess the meaning of words. It also provides ideas for recording, storing and buildingvocabulary.. FunctionsThe book reviews functional language such as phrases for arranging an appointment and makingrequests, suggestions and recommendations. These are presented in authentic situations and recycledthroughout the book. For Cambridge BEC Vantage, candidates also have to be able to express suchfunctions in writing. Essential functions, a list of key functional exponents in both written and spokenforms, can be found at the back of the book.. GrammarThe book assumes a certain level of grammatical knowledge. However, grammar is systematicallyreviewed in the Self-study sections after each double unit. The Contents pages provide an overview ofthe grammar points covered in Self-study. The workbook also provides extra grammar practice and isreferred to in each Self-study section.xPreparing students forCambridge BEC VantageThe following are available:. Pass Cambridge BEC Vantage. BEC Handbook for Teachers (which includes sample papers and recording). This can be orderedfrom Cambridge ESOL or downloaded from the website.. You can also buy past BEC Vantage Papers directly from Cambridge ESOL. In addition thereare Speaking Test preparation packs, Exam reports and other teaching resources (classroomactivities) available to download from their website.. Teachers who contact Cambridge ESOL can often get free training sessions on the exams. If agroup requests this, Cambridge ESOL tries to fi nd a presenter to send them or may inviteteachers to a training session held elsewhere. Contact Cambridge ESOL for more information.Examination preparation in Pass Cambridge BEC Vantage. IntroductionThe Introduction presents the content of the examination.. Core units and Self-studyEvery unit contains at least one examination-style exercise. There is also some examination practice forthe Writing Test in Self-study.. Exam practiceEach double unit is followed by at least two pages of Exam practice which supplement the examinationpractice in the core units and Self-study. Complete Listening Tests follow Unit 5 and Unit 10. By theend of the book, students will have systematically practised every part of the examination.. Exam focusThe Exam focus section in the book provides information about the Reading, Listening, Speakingand Writing Tests and trains students directly in techniques for successful examination performance.Although Exam focus is in one section at the centre of the book, it is designed to be used when theneed arises for a focus on a specifi c part of the examination.What is available?xiSpecifi c examination exercises in Pass Cambridge BEC VantageActivities which are specifi cally related to the Speaking Test are outlined below. Exercises which are relatedto the Reading, Writing and Listening Tests are marked/indicated in the grid opposite. These exercises maybe found in the core units themselves or in Self-study or Exam practice.In general, Self-study exercises carefully recycle vocabulary; however, the vocabulary in Exam practiceexercises is not restricted to that of the unit. Therefore, should teachers wish to practise a specifi cexamination question, they can choose from any Exam practice in the book.Activities related to the Speaking TestExam focus: Speaking prepares students specifi cally for all parts of the Speaking Test. Students hearweak and strong candidates in a mock Speaking Test. They also have the opportunity to practise theSpeaking Test themselves. In addition, practice for each part of the Speaking Test can be found in thefollowing units:Part 1 (Personal information)Unit 2a involves students talking general topics.Unit 4b involves students talking about their jobs.Part 2 (Mini-presentation)Units 1a, 1b have specifi c exam tasks. In addition, Units 4b and 6b contain speaking activities wherestudents are required to give extended talks, and express and justify their opinions.Part 3 (Collaborative task)Units 3b, 4b, 5a, 7b, 8b and 9b all contain activities where students are required to work togetherto discuss a scenario and try to reach an agreement. In addition, 6b, 8a and 10a have specifi cPart Three tasks.xiiThe numbers refer to the different parts of the Reading, Writing and Listening tests. For Writing Test PartTwo, candidates may be asked to write either a letter (L) or a report (R), an email (E) or a memo (M). Anypaler shaded boxes refer to tasks which are not exactly examination exercises but practise relevant skills.READING WRITING LISTENINGUnit 1 2 3 4 5 1 2 1 2 31a Teamwork1b CommunicationSelf-study/Exam practice E2a Business Hotels2b Corporate hospitality LSelf-study/Exam practice3a Ordering goods E3b Cash fl ow ESelf-study/Exam practice M4a Brand power4b Public relations LSelf-study/Exam practice5a Relocation R5b New premises LSelf-study/Exam practice RExam focus6a Reporting results R6b Green initiatives RSelf-study/Exam practice M7a Health and safety7b Rights at work MSelf-study/Exam practice 2M8a Business expenses M8b Business travelSelf-study/Exam practice L9a Flexible benefi ts9b Staff appraisals ESelf-study/Exam practice R10a Marketing disasters10b Going globalSelf-study/Exam practice 2MxiiiQuestions and answersThe main difference with examination classes is that your objectivesare especially clear. You have a syllabus and a certain amount of timeto teach it in. Plan the course as a whole but set short-term objectivesto check that you are on schedule. Do not fall behind your schedule;overloading students close to the exam will not compensate for badplanning at the start.You need to be realistic about timing. You have a lot to do to get throughthe examination syllabus; if you do other things just for interest, youmay run out of time. You will need to manage carefully any time spentgoing over homework in class. You should also be prepared for a lot ofmarking of written work.Give your students a mock test before the examination. If course lengthpermits, a preliminary mock examination just before the fi nal entry datealso gives students feedback on likely performance before they committheir time and money by entering for the examination. In addition, itwill encourage them to revise seriously if necessary. The best way tofamiliarise yourself with the examination is to do a past paper. It canalso be very helpful to use the Speaking Test preparation pack to showSs a complete speaking exam. This pack as well as past papers can beordered directly from Cambridge ESOL.It is sensible to follow the order of the book (with the exceptionof Exam focus) if there is no particular reason not to; the sequencehas been planned carefully to lead students towards success in theexamination. However, the syllabus leading to the examination may notcorrespond exactly to your students’ needs: they may have particularstrengths and weaknesses or need specifi c language for their jobs inaddition to general business-related language for the examination. If timepermits, tailor the course to the interests and needs of your students.Any material needs to be internally consistent and, as Cambridge BECis a British examination, British English has been chosen as the norm forthis book. However, there is a range of nationalities on the recordingand candidates can use British English, American English, AustralianEnglish – or any other native speaker variety – as long as they areconsistent. Both American and British English are accepted in the writingsection, however, candidates must be consistent. If they start with onevariety of English, they should use it throughout. Therefore, teachersshould simply teach the language they usually speak.I have nevertaught an examinationclass before. Can you giveme any advice?Can I depart fromthe book or do I need tofollow it exactly?I’m American. DoI have to teach BritishEnglish?xivYou need to point out to students that taking an examinationcourse is a commitment; examination courses tend to be intensiveand demanding. Make it clear to students that the Self-studyand Examination practice sections are essential for recycling andinternalising the language presented in the book, and for providingadequate examination practice.If a speaking activity is irrelevant for your students, adapt it to createa reason for speaking. For example, change the task so that there isan information gap. Or adapt the task to provide an outcome, e.g.ask students to agree on a ranking or to present the results of theirdiscussion formally to the rest of the class.Once again some of the speaking activities in the book may need to beadapted. Many of the activities involve giving personal opinions and, witha little adaptation, can be done by anybody. For the activities involvingcompanies, the teacher could ask students to talk about companies theyknow. (This may involve using information about famous companiesin the book or asking students to speak about famous local or nationalcompanies. It may even involve asking students to do research and fi ndout information before the lesson.)Yes – obviously with a little adaptation of some of the oral activities.Unlike more general Business English material, this book has beendesigned to provide extensive preparation for the Cambridge BECexamination. The core units are essential for developing skills, learningvocabulary used by Cambridge ESOL in the examination and trainingstudents in effective examination techniques.Discuss expectations at the start of the course. Fluency practice will bean important and integral part of every lesson, but topics will be dictatedby the syllabus, rather than the students’ interests. The book includespairwork activities and games to maintain variety throughout the course.There’s a lot of selfstudyin the book but mystudents don’t have timefor homework.I have onlyone student takingCambridge BEC. Is thebook suitable for 1:1lessons?My CambridgeBEC students all workfor the same company.Some of the pairworkactivities won’t workwith them.My students arepre-experience.They can’t talk about theirjob or company becausethey haven’t got one.Do I have to usethe whole book orcan I concentrate onthe exam practice?My students liketo talk a lot. Will theyfi nd the examcourse boring?xvIntroductionObjectives: To give Ss general information about the Cambridge BEC Vantage examTo familiarise Ss with the content of the Pass Cambridge BEC VantagebookTo review vocabulary skillsUnit overview. Cambridge Business English Certifi cate VantageT introduces Ss to the grades and weighting of the parts of the exam.. An overviewT gives an overview of each part of the exam.. Quiz: Pass Cambridge BEC VantageSs do a quiz in order to familiarise themselves with the Pass Cambridge BEC Vantage book.. Vocabulary QuestionnaireSs focus on the methods they use to learn vocabulary and discuss them. Additional methods areelicited to raise awareness of vocabulary learning.. Understanding new wordsSs focus on aids to guessing the meaning of unfamiliar words, paying particular attention to prefi xesand suffi xes.. Using a dictionarySs look at a dictionary exercise and examine the type of information which a learner’s dictionary canprovide.. Recording and storing vocabularySs discuss the advantages and disadvantages of different ways of storing vocabulary.Ss then focus on what to include when using vocabulary cards. Ss also focus on organising wordslogically as a means of recording.. Building vocabulary and CollocationsSs focus on word-building, compound words, collocations, and opposites.xviCambridge Business English Certifi cate VantageIf T is unfamiliar with Cambridge BEC Vantage, he/she should look at the following:.. Cambridge ESOL BEC Handbook for Teachers. Cambridge ESOL BEC Vantage Past Papers1 This unit assumes that T and Ss already know each other. They can therefore begin by talking about theexam. If this is the fi rst time T and Ss have met, ‘getting to know you’ type activities may be necessarybefore doing some of the activities in the unit.2 Warmer (books closed): T writes Cambridge Business English Certifi cate Vantage on the board andasks Ss what they expect from the course. T elicits answers related to each word, e.g. Business –job-related language, typical business-related vocabulary, business letters; English – grammar,functional phrases, general vocabulary, listening practice, speaking practice; Certifi cate – exampreparation.3 Ss open their books and read the information about Cambridge BEC Vantage. T takes Ss through theinformation about the grades, certifi cates and results statements.An overview4 T talks Ss through the overview of the exam, using the table. T then elicits from Ss what type of reading,writing, listening and speaking they have to do in English related to their jobs (read product descriptions,write memos, etc.). T relates any of these types to the content of the exam. The tests tend to cover thefollowing:Reading: articles, reports, letters, memos, notices and messagesWriting: emails, notes, memos, formal letters, reports (all with word limits)Listening: short telephone conversations or messages, short monologues, longer conversations,discussions and presentationsSpeaking: giving personal information, giving a mini-presentation, discussing a scenario and decidingon specifi c points.5 T reassures Ss that the course will provide practice in all four skills. T shows Ss the Contents pages ofthe book to indicate the coverage of reading, listening and writing listed in the skills column. T points outthat in addition to the specifi c focus on reading, listening and writing, the book contains a lot of generalspeaking practice, often in pairwork.T need not go into too much depth about the content of the book at this stage. When Ss do aquiz about the book later in this unit, they will discover how the book can help them to preparefor the exam.!xviiQuiz: Pass Cambridge BEC Vantage6 Ex .: To introduce Ss to Pass Cambridge BEC Vantage, T asks Ss to answer the questions by referringto their book. T may wish to introduce a fun element by either imposing a time limit or getting Ss to workin teams with the winning team being the fi rst to fi nish.1 Unit 8a, page 992 .koda, Unit 4b, pages 39-41; PwC, Unit 9a, pages 110–112; Marriott, Unit 10b, pages125–1263 Activity sheets, Units 1a and 1b, pages 135 and 1404 There are many email writing exercises throughout the book, e.g. Unit 3a, page 27.5 Unit 5a, page 50, 6a, page 78; Exam focus: Writing Test, pages 73–746 Self-study 3b, page 33; Self-study 10a, page 1297 Exam focus: Writing Test, page 72; Essential functions, page 1568 Unit 7b, pages 90–919 Unit 10b, page 12810 Essential vocabulary Units 10a and 10b, page 15611 Tips on Speaking Part 3 in 6b, page 80; also Exam focus: Speaking Test,pages 67–68. (There are also further tips for the teacher throughout the T’s book.)7 In feedback T ensures that Ss are aware of all the sections of the book. T points out that all the doubleunits are followed by a Self-study section for consolidation/review purposes, which will be set ashomework. T also points out that there is a systematic approach to grammar in the Self-study units. AsCambridge BEC Vantage is a skills-based exam, grammar is not given a high priority in the core units;however, if any grammar problems are identifi ed when Ss do the Self-study exercises, attention mayneed to be paid to remedying defi ciencies. T stresses the importance of completing Self-study exercisesas they are an essential supplement to the core units.T points out that all of the core units contain exam-related tasks; the exercises in Exam practice provideadditional practice to ensure coverage of all parts of the exam. The Exam practice sections followingUnits 5 and 10 contain complete Listening Tests. T also ensures Ss are aware of the Exam focussection. Twill refer to this section nearer the exam.T also points out that at the back of the book Ss can fi nd: Activity sheets, Audioscripts, Essentialvocabulary, Essential functions, and the Answer key. T indicates how the Contents pages canprovide a helpful overview for Ss.T may wish to highlight the range of topics (health and safety, marketing, business travel, socialmedia, green initiatives, etc.) and mention that the exam tests candidates’ knowledge of a wide rangeof business vocabulary. This can be used as an introduction to the next part of the unit focusing onstrategies for inferring, storing and building vocabulary.Vocabulary Questionnaire8 Ex .: T asks students to look at the methods of learning vocabulary. Ss tick the methods they preferand then discuss their methods with a partner. T asks Ss to talk about their results and elicits other waysof learning vocabulary.xviiiUnderstanding new wordsThe rest of this unit focuses on learner training in vocabulary skills, which are important throughoutthe exam. There is an explicit focus on vocabulary in Reading Test Part Four.9 T goes through the hints about identifying the meaning and type of unfamiliar words.10 Ex .: Ss do the exercise and T elicits examples of words which include each of the prefi xes listed.1 un- can mean not, as in unprofi table2 bi- can mean two, as in bilingual3 sub- can mean below, as in sub-standard4 dis- can mean not, as in disagree5 inter- can mean between, as in intervene6 pre- can mean before, as in predict11 Ex .: Ss do the exercise and T elicits examples of words which contain each of the suffi xes listed.1 -tion is used in nouns, as in introduction2 -ed is used in past participles/adjectives, as in ordered/pleased3 -ical is used in adjectives, as in analytical4 -ing is used in present participles and gerunds, as in working or adjectives such asexciting5 -ee is used in nouns, as in employee6 -ly is used in adverbs, as in sharply12 Ex .: Ss identify the type of word which can complete the sentences. Before Ss do the exercise, Tmay wish to make up some sentences to make the point about information around the unknown wordindicating the word type and meaning (e.g. Our X was ￡20m last year but our actual profi t was far lower).After Ss have done the exercise, T elicits the language which helped them.1 verb – e.g. raise/increase2 noun – e.g. location/place/room/venue3 adverb – e.g. loudly4 adjective – e.g. wonderful/great/brilliant5 qualifying adverb – e.g. very/really/extremely6 connector – e.g. However/NeverthelessUsing a dictionary13 Ex .: Ss look at the dictionary entry and match each letter with the correct information. In feedback Tmay wish to brainstorm quickly the advantages and disadvantages of using a monolingual and bilingualdictionary and offer advice on what dictionary Ss on the BEC course should use.2 c 3 g 4 a 5 b 6 d 7 f14 Ex .: In pairs Ss use a dictionary to help them explain the differences between the words listed. Forexample, all the words in the fi rst set are related to work: job is the general word for the work someonedoes; profession is a job that requires training or qualifi cations; occupation can refer to either job orprofession; position refers to where your job is in the hierarchy of the company. In feedback T pointsout that this kind of exercise is useful practice for Reading Test Part Four, where Ss are asked to read agapped text and complete each gap with one of four multiple-choice options. Although the options listedare similar in meaning, only one will fi ll the gap appropriately. Attention should be paid to differences inmeaning, register and collocation.xixRecording and storing vocabulary15 Ex .: T points out the importance of recording and storing new vocabulary effectively. Ss discuss theadvantages and disadvantages of the fi ve ways of storing vocabulary. In feedback T asks Ss where theystore new vocabulary themselves. T encourages Ss to report on any other ways they know for recordingand storing vocabulary which they can recommend to other Ss.T explains that the following exercises illustrate some ways of storing and recording vocabulary.16 Ex .: T introduces the concept of vocabulary cards and elicits what kind of information would be usefulon the cards. Ss look at the example card in the book and then produce their own card for one of thefi ve words listed. T may wish to hand blank cards to Ss to complete this exercise. Ss compare versionsin pairs before discussing as a group the advantages of including the various types of information onthe cards. T also asks how Ss think they can best display their information on a card (both sides, colourcoding, etc.) and also how they can use the completed cards during their course.17 Ex .: Ss work in pairs and put the words listed into a logical order. T elicits other words which couldbe added to each list. For example, in the fi rst list, T could ask Ss where they would add the followingwords: consumer, producer, distributor. (Are they synonyms of the original words or would they be addedat additional points on the scale?) T briefl y elicits further examples of words which can be stored on ascale (e.g. boiling/hot/warm/cool/cold/freezing).1 manufacturer / wholesaler / retailer / end-user2 disastrous / poor / unsatisfactory / satisfactory / encouraging / good / excellent18 Ex .: Ss read the key words and put the words listed into the correct word fi eld. In feedback T asks Ssfor another important topic word. T writes the word on the board and brainstorms other vocabulary whichis related in topic. T points out that these can be individual words, collocations and phrases.meetings – agenda, minutes, CEO, negotiate, postpone, AGMfi nance – accountant, business plan, tax, budget, statistics, balance sheetBuilding vocabulary19 T reminds Ss that a learners’ dictionary can be useful for building vocabulary, in addition to looking upmeanings.20 Ex .: Ss complete the table with the correct forms of the missing words. In feedback T may wish to askSs to provide example sentences to ensure they can use the words correctly. T points out that althoughthe examples given are common ways of changing the form of words, there are many others. Ss shouldcheck in their dictionaries for further examples and exceptions.Verb Noun Person Adjective Adverbemploy (un)employment employer/employee (un)employed n/aglobalise globalisation n/a global globallysupply supplies supplier n/a n/an/a (in)fl exibility n/a (in)fl exible (in)fl exiblyxxCollocations21 Ex .: Ss match the words to form three different types of collocations.Compound nouns1 staff turnover2 lump sum3 product launch4 mail orderCompound adjectives1 user-friendly2 duty-free3 counter-productive4 worldwideCompound verbs1 shortlist2 undercut3 headhunt4 downsize22 Ex .: T points out that another way of building vocabulary is to learn the opposites of words. Ss readthe four sentences and write the opposites. T also points out the danger of assuming that one wordis the opposite of another in all contexts. For example, in this case, the opposite of slightly is sharply.However, sharply is not appropriate as the opposite of I was slightly concerned about the delay.Suggested answers:2 Unemployment has fallen / gone down.3 This is a major / huge problem.4 Prices rose sharply / signifi cantly.23 To bring the lesson to a conclusion, T reminds Ss of the strategies they have worked through in theunit and stresses the importance of recording and regularly reviewing vocabulary in order to learn iteffectively.Teamwork Unit 1a 1Unit 1a TeamworkObjectives: To enable Ss to talk about teams and teamworkTo practise reading for gist and specifi c informationTo enable Ss to make and change arrangementsUnit overview. Assessing teamsSpeaking Ss work in pairs and rank requirements for successful teamwork. Ss then discussthese factors related to their own experiences and whether or not they maketeam work successful.Reading 1 Ss read through an article and decide how PZ Cussons improved teamwork at itsPolish subsidiary. Ss then read the text again and match endings with sentencestems (Reading Test Part Three Practice).Vocabulary Ss match verbs, prepositions and nouns from the text, then summarise whathappened at Cussons.Speaking Ss discuss how companies effectively use teamwork.. Arranging a courseReading 2 Ss read an email from the Polish subsidiary about team-building courses andanswer comprehension questions.Speaking Ss make a telephone call (using Activity sheets) to change the arrangementsfor the meeting mentioned in the email. Students discuss what is important whendeciding on team building (Speaking Test Part Two).Language focus Ss focus on language for making arrangements.Speaking Ss assess the merits of different types of team-building courses and choose themost suitable for the team.2 直通剑桥商务英语 中级 教师用书Assessing teams1 Warmer (books closed): T briefl y asks about Ss’ experiences of being a member of a team and theirrole in the team. For pre-experience Ss, T could refer to sports teams, school experiences or being amember of a family.2 Ex .: Ss work in pairs and rank the characteristics of a good team. They then focus on the aspectsthey have personally experienced and whether these have led to the success of the team.Alternative activityAlternatively, if such an activity is not too sensitive, T asks Ss to use the list of characteristics as aquestionnaire and to ask each other questions in pairs about a specifi c team (e.g. Do you all worktowards a common objective?). T asks Ss to score their partner’s answer as follows:3 = always 2 = sometimes 1 = rarely 0 = neverT then elicits the scores and reads out feedback from the following:Team assessment results0-14: Are you sure you work in a team or just in a room with a group of other people? It sounds asif communication isn’t a problem in your team; it just doesn’t exist.15-25: Your team probably works quite happily together and could even be fairly productive. Buthave you ever stopped to ask yourselves what your values and objectives are? With a littlemore thought, your team could become a truly high-performance unit.26-36: Congratulations! Your team is an effective, high-performance unit that should produce greatresults.T and Ss then discuss how effective this assessment is and whether it corresponds with Ss’perceptions of their teams.3 Ex .: Ss scan the article to fi nd out how PZ Cussons developed teamwork when it acquiredsubsidiaries in Poland and how this has helped with the success of the company.Suggested answer:Cussons brought in three expatriate managers to work with the local sales staff in projectteams. It also brought in a consultant, who organised two one-week courses, working onteam-building and developing creative thinking. Cussons has seen fi nancial benefi ts, reportingsavings of ￡200,000 from the fi rst course and expected savings of ￡700,000 from the second.The courses have also allowed the participants to measure progress against targets seton the course and have made people excited about their jobs. Cussons continues to worktowards strong team-building within the company. When recruiting new staff, they look forthose whose values meet those of the company and reward staff based on their talent andperformance.Teamwork Unit 1a 34 Ex .: Ss read the article again and complete the sentence stems below the article.1 D 2 C 3 B 4 FExam focus: Reading Test Part ThreeCandidates read a 450–550 word text and answer six multiple-choice questions with four optionseach. These may be in the form of a question or sentence stem completions. This tests candidates’understanding of specifi c information.Candidates read the questions (which appear in the order of the text) before reading the text for therelevant information. They then read the relevant passages for detail. This will help them select thecorrect option. Grammatically, all options will fi t, so candidates should concentrate on selecting an itemwith the correct meaning so paraphrasing skills should be taught as practice for this part of the exam.This exercise gives Ss practice in choosing the correct answer from a selection but is not an actualexam task.5 Ex .: Ss match verbs, prepositions and nouns from the article. Obviously, Ss should use eachpreposition more than once. T asks Ss to check their answers by referring back to the article. T ensuresthat Ss realise that these verbs can be used more broadly by eliciting other nouns, e.g. take onresponsibility / a new job / additional duties, bring in a consultant / an expert, put on discos / events / plays.2 take on responsibility3 bring in a consultant4 work on managerial skills5 come up with ideas6 sell at a profi t7 look for people6 In pairs Ss then summarise what happened at Cussons using the verbs, prepositions and nouns from Ex ..Suggested answer:Earlier at Cussons people did not work well in teams. Everyone had to wait for decisionsmade by the manager and it was not easy to get people to take on responsibility foranything. Cussons decided to try and deal with the problems and brought in a consultantcalled Keith Edmonds to work on managerial skills. He organised team-building courses.The participants worked together and came up with creative ideas. For example, theybought products at the border and sold them at a profi t. Today they continue to improve andlook for people whose values match those of the company.7 Ex .: Ss discuss other companies they know of where teamwork has been successful. This can beexpanded to methods of working in class as a team and coming up with ideas to help each other.Arranging a course8 Ex .: Ss read the questions and scan the email for the relevant information.1 Five2 London in the week of 9 February3 To build the team and agree on objectives, roles and schedules for the launch. They alsoneed to discuss communication.4 asap (as soon as possible)5 The type of training to choose4 直通剑桥商务英语 中级 教师用书9 Ex .: T throws Ss in at the deep end and asks them to do an activity arranging a meeting. The weekcommencing 9 February, which Tom mentioned in his email, is not convenient. Ss therefore work in pairsand use the Activity sheets on pages 135 and 140 to arrange a new date for the meeting in London.Ss may fi nd the task problematic as it is diffi cult to fi nd dates which suit both parties. If Ss cannot fi nd asolution, T may wish to suggest that they fi nd a way round the problem, such as choosing dates whichstraddle a weekend. T may wish to note down common errors on the board and ask Ss to correct themistakes at the end of the activity.10 If Ss have experienced any problems with language for making arrangements, T refers them to theDon’t forget section.11 For homework, T may wish to ask Ss to write an email from Gina following up on Tom’s email and thesubsequent telephone call. In the letter Ss confi rm the dates agreed in the telephone activity.12 To lead into Ex ., T briefl y asks Ss if they have taken part in any team-building courses and, if so, inwhat ways they and their team benefi ted from the course.13 Ex .: Ss read the advertisements for the team-building courses. In pairs Ss discuss which coursewould suit the Carmichael team best and why. T asks Ss which course they chose and how it wouldbenefi t the fi ve team members and the project. Ss then discuss which programme they would prefer,and why.Exam Focus: Speaking Test Part TwoPart Two is known as the long-turn in which candidates are expected to give a mini-presentation ofabout one-minute. They are given a choice of three topics, each with two prompts, and have oneminute to prepare their presentation. When they have fi nished their partner asks a question aboutthe presentation. They are expected to use discourse markers and linking words. Candidates areevaluated on their ability to organise a piece of extended discourse, give information and expressand justify opinions.This exercise is similar to Speaking Test Part Two although in the exam the Ss give a mini-presentationalone and here they speak in pairs.Supplementary activityEx . may provide the basis of a report writing activity for homework later in the course. It would beunfair to ask Ss to write a report at this stage as the language of reports is introduced only in Unit 5a.However, nearer the exam, T could ask Ss to write a report recommending a provider of a teambuildingcourse for the Carmichael Group.Essential vocabularyTeamwork Training Generalaccountable to agree on (objectives) advertisementto allocate (roles) approach attitudeto assign (tasks) benefi t convenientto contribute/make a contribution to bring in (a consultant) effectiveto co-operate to come up with (ideas) expatriateto take on (responsibility) to measure (progress) honestto trust to set (targets) to make (arrangements)survival course scheduleto work on (managerial skills) subsidiaryto work towards (objectives) under pressureCommunication Unit 1b 5Unit 1b CommunicationObjectives: To enable Ss to take and leave telephone messagesTo raise awareness of clarity in spoken languageTo practise reading for gist and specifi c informationTo practise listening for gist and specifi c informationUnit overview. Keeping in touchSpeaking Ss work in pairs to fi nd out about each other’s use of various forms of businesscommunication.Speaking Ss discuss what is important when talking with native speakers (Speaking TestPart Two).. Leaving voicemailsListening 1 Ss listen to fi ve voicemails and match each with its purpose (Listening TestPart Two). They then identify which of the calls they fi nd diffi cult to understandand why.Language focus Ss focus on clarity in messages and phrases for leaving answer machinemessages.Speaking Ss reformulate one of the voicemails to improve its clarity.. Taking messagesListening 2 Ss listen to two telephone calls and complete forms (Listening Test Part One).Language focus Ss focus on phrases for taking messages.Speaking Ss role-play leaving telephone messages (using Activity sheets).6 直通剑桥商务英语 中级 教师用书Leaving voicemails6 T elicits briefl y whether Ss leave voicemail messages. T asks what the purpose of the calls might be andwhat, if anything, Ss fi nd diffi cult about leaving or understanding such messages.7 Ex .: T asks Ss to read the list of functions in the box. Before Ss listen, T asks them to think of possiblephrases which could be used to express these functions. Ss then listen and match each voicemail withone of the purposes listed.Keeping in touch1 Warmer (books closed): T quickly brainstorms types of communication used at work, such astelephone and emails.2 Before Ss open their books, T asks one S how often he/she writes emails (very often, quite often, notvery often, etc.) and how formal they usually are (very, quite, not very, etc.). T sketches a graph similarto that in Ex . on the board and marks the point which roughly represents the S’s response. T mightlike to repeat with a different form of communication from the list and a different S to ensure that Ss areconfi dent with the activity before opening their books.3 Ex .: T asks Ss to open their books. Ss work in pairs and exchange information about their own useof these forms of communication and mark their partner’s responses on the graph. Ss may want to talkabout the forms of communication they use at home as well as at work or when they are travelling.4 Ss discuss the advantages and disadvantages of the different forms of communication, such as howexpensive, quick, convenient and time-consuming they are.5 Ex .: Ss discuss what is important when talking to English native speakers. (speed, accent, idiomaticlanguage, etc.).Exam Focus: Speaking Test Part TwoPart Two is known as the long-turn in which candidates are expected to give a mini-presentation ofabout one minute. They are given a choice of three topics, each with two prompts, and have oneminute to prepare their presentation. When they have fi nished their partner asks a question aboutthe presentation. They are expected to use discourse markers and linking words. Candidates areevaluated on their ability to organise a piece of extended discourse, give information and expressand justify opinions.1 B 2 G 3 C 4 H 5 ECommunication Unit 1b 7Exam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places, whatthe speakers are trying to do, etc. This tests candidates’ ability on global listening skills, details andwhat the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.8 T elicits which part of the calls were diffi cult to understand and why. (See the suggested answer toEx . below.)9 T refers Ss to the Don’t forget section.10 Ex .: In pairs Ss choose one voicemail to simplify. Each pair then presents their voicemail to the wholegroup, which offers feedback based on the points raised in the Don’t forget! section. Alternatively, T maywish to give each pair the same voicemail to work on.Suggested answers:Ss probably found Calls 1 and 2 clear and precise and Calls 4 and 5 quite diffi cult. Call 3 isintended to be in-between. Any answers suggested by the Ss which take into account thepoints below would be acceptable.Call 3Call 3 is relatively concise. However, the Ss might have diffi culty because of the socialisingadded in before Sue gets down to the message (How are you? I hope you’re not toobusy …). They may also fi nd her use of phrasal verbs diffi cult (work out, put back). Suealso uses a rather British way of asking for a postponement (I don’t suppose …, could we?).It may be helpful for her to say when exactly she called and to give her number.Call 4Call 4 is longer and it is therefore diffi cult to retain the message. One reason is that Colinincludes unnecessary information (e.g. I’m travelling to a meeting with a client).Thepurpose of the call comes rather late and the sentences are very long, with more than oneidea in each. It may be more helpful to leave his number at the end rather than near thebeginning of the message. Once again, it may be helpful to say exactly when he rang.Call 5Once again Call 5 is quite long. Steve uses many of the features of British English mentionedin the article: understatement (e.g. a little bit on the optimistic side), get used with differentmeanings (e.g. which I’ll get off to you today), and a generally idiomatic approach tolanguage. Again, Colin could say when he called and give a telephone or extension number.8 直通剑桥商务英语 中级 教师用书Taking messages11 Ex .: T asks Ss to read through the forms to check what type of information they are looking for. Sslisten and write in the missing information. In the fi rst form T should alert Ss to the fact that in gap 4they should not write more than two words or numbers. Therefore, only the following are acceptable:Tuesday 23 or 23 November.1 Trade Fair2 S 126 253 34 Tuesday 23/23 November5 (Kati) Gersel6 the/your message7 cancelled8 not available9 27 November10 confi rmExam focus: Listening Test Part OneCandidates listen to three telephone conversations or voicemails and complete each of the gapsin three gapped texts with one or two words or a number. Each text has four gaps. The recordingis heard twice. This task tests candidates’ ability to listen for specifi c information. Candidates havefi fteen seconds to read through each form before listening and should use the time to predict themissing information. The questions follow the order of the recording. The audio will contain distractorsso that candidates have to listen very carefully. Spelling is not stressed in this part of the test, but if aname is spelled out on the audio it must be written correctly.This listening exercise is similar to Listening Test Part One although in this case there are only twoconversations.12 T elicits any useful language from the recording and refers Ss to the Don’t forget section for languageused for taking messages.13 Ex .: Ss work in pairs and use the Activity sheets on pages 135 and 140 to give and take telephonemessages. Before Ss begin, T should ask them to study the Activity sheets. They need to prepare whothey are and the details of what they are going to say before they begin the calls (i.e. their name andjob, the venue, date of the European Sales Conference, the deadline for the fi gures, and the reason forpostponing the meeting). Ss should check each other’s message at the end of the activity. T may wish tohave Ss role-play their conversation to the rest of the group. T notes down errors made by each pair.Communication Unit 1b 9Audioscripts: Listening 1Call 1Hello Frida. This is Margaret Brock here. It’s 9.30 on Wednesday morning. I’m ringing about the halfyearsales report. Could you send me a copy of your department’s fi gures, please? I’m in Helsinki untilFriday. Thanks very much. Bye.Call 2This is Frank Larsen from Scandinavian Conferences in Copenhagen. I’m ringing to tell you that thisyear’s Danish Telecommunications Trade Fair’s taking place in the week of November 22. If you’dlike some complimentary tickets, please let me know how many you’ll need. Please call me on0045 33 346 766. Thank you. Bye.Call 3Hi Frida. It’s Sue Mellor. How are you? I hope you’re not too busy at the moment. I wanted to talk toyou about my visit next month. You know we’d talked about the 13th? Well, I’m afraid it’s not going towork out because of deadlines here. I don’t suppose we could put it back a week or so, could we? Giveme a ring and let me know. Thanks.Call 4Hi Frida. It’s Colin. I’m on my mobile because I’m travelling to a meeting with a client but I need to talkto you urgently so could you call me on 0486 772 444? It’s my mobile number. I need to talk to youabout that contract we’re trying to get in Helsinki because the customer accepted our proposal and Ineed to know whether it’s all right if I just go ahead and sign the contracts or whether you want to getinvolved, as well. Could you get back to me asap? Thanks.Call 5Hello Frida. It’s Steve Montgomery here. I got your proposal for the product launch and I’ve fi nallymanaged to get a look at it. It looks OK, but I think there could still be one or two minor problems withit. I think the time schedule looks a bit on the optimistic side, as well. I’ve got a couple of suggestions,which I’ll get off to you today. Let me know what you think, OK? Bye.10 直通剑桥商务英语 中级 教师用书Conversation 1Tom Good afternoon. Scandinavian Conferences.Frida Good afternoon. Could I speak to Frank Larsen, please?Tom I’m afraid he’s not here today. Can I help you?Frida I’m ringing about the Danish Telecommunications Trade Fair. Mr Larsen phoned to offer mesome tickets and he asked me to let him know how many I’d need.Tom Well, I can send you the tickets. That’s no problem. I’ll just need your name and address.Frida Right. It’s Frida Andersson from Sanderlin. The address is Torshamnsgatan, S-126 25Stockholm.Tom So, that’s Frida Andersson at Torhamnsgatan, S-126 25. OK. How many tickets do youneed?Frida Three, please.Tom And which days would you like them for?Frida Just for Tuesday 23 November, please.Tom And could I have the other names for the tickets?Frida I’m afraid I can only confi rm two names at the moment. Kati Gersel and myself.Tom Could you spell Gersel, please?Frida Yes, that’s G-E-R-S-E-L.Tom Right I’ll put the tickets in the post today.Frida Thanks very much. Bye.Tom Thank you for calling. Goodbye.Conversation 2Receptionist Good afternoon. Can I help you?Frida Good afternoon. Could I speak to Sue Mellor, please?Receptionist May I ask who’s calling?Frida It’s Frida Andersson from Head Offi ce.Receptionist One moment, please. I’ll put you through.Receptionist Hello?Frida Hello?Receptionist I’m afraid she’s not in her offi ce at the moment. Can I take a message?Frida Yes. Could you tell her that I got her message and I’ve cancelled our meeting on the13th. But I’m not available the following week, so I suggest meeting on 27 November.Receptionist OK. So, that’s Frida Andersson from Head Offi ce. The meeting on the 13th iscancelled and you suggest meeting on 27 November instead.Frida That’s right. And could she call me to confi rm the date?Receptionist OK. I’ll give her the message and she’ll get back to you as soon as possible.Frida Thank you.Receptionist Oh, does she have your number?Frida Yes, she does.Receptionist OK. Thanks for calling.Frida Thanks. Bye.Audioscripts: Listening 2Communication Unit 1b 11Essential vocabularyArrangements Telephone phrases Generalasap (as soon as possible) Can I take a message? to adaptto cancel (a meeting) Could I ask who’s calling? answering machineto confi rm (arrangements) Could I speak to …? complimentary (tickets)deadline Could you get back to me? to declineto postpone (a meeting) Could you spell that, please? native speakerto put back (a meeting) I’ll ask her to call you to raise (awareness)I’ll give him the message to raise (your voice)I’ll put you through to return a callI’m afraid she’s not here sensitiveI’m ringing about … to simplify (your language)Thanks for calling trade fairThis is … voicemail12 直通剑桥商务英语 中级 教师用书Unit 2aUnit 2a Business hotelsObjectives: To encourage speaking together and agreeing and disagreeing on topics.To practise scanning and reading for gist.To practice speaking about work-related topics.Unit overview. Choosing a hotelReading 1 Ss look at a customer satisfaction form and choose the three most importantcriteria for choosing a business hotel.Speaking Ss work in pairs and ask each other about the last business hotel they stayed inusing the criteria from the form.Reading 2 Ss read three advertisements for business hotels and match seven statements tothe three hotels (Reading Test Part One).Speaking Ss describe the most memorable hotel they have been to.. Making conversationListening 1 Ss listen and match fi ve short pieces where people talk about business trips withthe questions the people answer (Listening Test Part Two).Listening 2 Ss listen to an extended version of one of the conversations to identifytechniques for encouraging conversation.Language focus Ss focus on techniques and language for encouraging conversation.Speaking Ss extend utterances into longer dialogues using the techniques introduced.Ss play a board game in which they talk about different general and businesstopics (to develop skills related to Speaking Test Part One).Business hotels Unit 2a 13Choosing a hotel1 Warmer (books closed): T asks Ss what they think would be necessary in a good business hotel. Ifstudents are pre-experience, they can discuss what special needs they think business people mighthave and make suggestions as to what the hotels should offer. When Ss have brainstormed a few ideas,T tells them to open their books and look at the criteria listed on the customer satisfaction form.2 Ex .: Ss read the customer satisfaction form and decide on the three most important criteria for them.Ss give reasons for their choice.3 Before Ss do Ex ., T elicits the questions which they could ask to fi nd out about the criteria.Exam focus: Speaking TestThe ability to ask and answer questions is very important for all parts of the Speaking Test. Althoughthe questions here are more general than in the exam, it is an opportunity for useful questionpractice, e.g. Where was the hotel? What did you like or not like about it? Were the staff friendly?Would you recommend it to a friend?Exam Focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements with therelevant text. This tests ability to read for gist and specifi c information.Candidates read the four texts and then the statements. They then focus on each text in turn, readingfor detail and fi nding statements which match. Finally, candidates re-read each statement and checktheir answers. Candidates should check they have used all the statements once only and that theyhave not made careless errors noting down the letters.4 Ex .: Ss work in pairs and ask each other about the last hotel they stayed in. To make the activitymore challenging, T could tell Ss that they may not use the words excellent, satisfactory or poor in theiranswers, thus forcing them to speak at more length, with a greater range of vocabulary.5 T asks Ss to look at the three advertisements for the hotels in Shanghai, New York and Amsterdam.T asks what kind of customers they think each would attract. T can also ask the students which of thehotels they would prefer based on the photos or the descriptions.6 Ex .: Ss read through the three advertisements and match the seven statements to the hotel theydescribe.7 Ex .: In pairs Ss tell each other about the most memorable hotel they have stayed in. (As Ss may bepre-experience, these do not have to be business hotels.)1 C 2 B 3 C 4 A 5 B 6 A 7 C14 直通剑桥商务英语 中级 教师用书9 Ex .: Ss then listen to a complete version of Conversation 5 and identify which techniques the fi rstspeaker used to encourage conversation.Exam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places,what the speakers are trying to do, etc. This tests candidates’ ability on global listening skills, detailsand what the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.This exercise is similar to Listening Test Part Two. However, the socialising aspect would be unlikelyto feature in the exam.Making conversation8 Ex .: T asks Ss to read the eight questions (A-H) and imagine typical responses to the questions. Ssthen listen to fi ve people talk about their business trips and match each of the fi ve pieces with one of thequestions (A-H).1 D 2 B 3 H 4 F 5 ASuggested answers:Speaker 1 shows interest (e.g. Really?) and asks follow-up questions. This includes pickingup on the other speaker’s words (e.g. Salad?). He also uses question tags. See below.10 T then refers Ss to the Don’t forget section, where the same techniques are summarised. T ensuresthat Ss are aware that Really? is used with rising intonation to express interest or surprise.The unit deliberately does not place much emphasis on question tags. As time is limited, andas the production of tags is not necessary for the exam, it is felt that there is not time for workon the intonation of tags. However, the use of auxiliaries may be important for Reading TestPart Five, for this reason the grammar section in Self-study focuses on auxiliaries.11 Ex .: In pairs Ss develop the fi ve statements into conversations, using the techniques from the Don’tforget section where appropriate.!12 Ex .: Ss work in groups of 3-4 players to play the game. T needs to explain the rules clearly before Ssbegin. Each player has a counter. Instead of using dice, Ss use two coins. Ss take it in turns to throwcoins to start and move as shown on the game. As a player lands on a square he/she should talk aboutthe topic for one minute. The other people in the group are responsible for keeping the conversationgoing for a minute and should encourage the player to talk further, using the techniques highlighted inthe Don’t forget section. When a player lands on Free choice, one of the other players chooses a topicand asks a suitable initial question to set the speaker talking. The fi rst person to reach the end wins.Business hotels Unit 2a 15Exam focus: Speaking Test Part OneIn Part One of the Speaking Test, the examiner asks candidates some relatively general questions,e.g. about their home, free time and travel as well as future plans, opinions on various topics, etc.The aim of this game is to combine practice in typical small talk topics with practice in possible examtopics. Although work-related topics have been included in the game; Ss must also be prepared totalk about very general topics in the exam.Call 1 Fine, thanks. I’m glad you managed to fi nd me somewhere so near the offi ce. That makesthings so much easier in the morning. But I have to say, the bed was so hard I didn’t get tosleep till two this morning.Call 2 Pretty awful, actually. There was one delay after another and then I got stopped at Customs.And apparently, my luggage is somewhere between here and Cape Town.Call 3 Wonderful. I’m really enjoying it here and the people are so friendly. I’ll defi nitely come backfor a holiday. But I’ll need a week at least next time. Actually, I wouldn’t mind living here for awhile.Call 4 Well, I thought it was pretty good from our point of view, but I can see that some people mightnot be so happy. Still, we got through quite a lot and made some progress. But I still thinkwe’re a long way from a decision.Call 5 OK, but it was a bit too heavy for me. Actually, given a choice, I’d have preferred a salad.Audioscripts: Listening 1Speaker 1 So, what did you think of the food?Speaker 2 OK, but it was a bit too heavy for me. Actually, given a choice, I’d have preferred asalad.Speaker 1 Salad?Speaker 2 Oh, yes. I don’t really eat meat.Speaker 1 What do you have at home? You’re not a vegetarian, are you?Speaker 2 Well, I’m not. But my wife is.Speaker 1 Oh, really?Speaker 2 Oh, yes. I haven’t had meat at home for years.Speaker 1 Don’t you miss it?Speaker 2 Sometimes. But then I go and have a secret steak.Audioscript: Listening 216 直通剑桥商务英语 中级 教师用书Essential vocabularyHotels Generalbusiness facilities awardcleanliness corporate eventcomfort(able) colleaguelobby criterialocation dress-codeself check-in entertainmentspa job-sharingspeed (of service) to launch (a product)value for money memorablewake-up call to miss (a fl ight)negotiationquestionnairesatisfactorytouch-screenwalletCorporate hospitality Unit 2b 17Unit 2b Corporate hospitalityObjectives: To enable Ss to talk about corporate hospitalityTo practise reading for gist and specifi c informationTo raise awareness of formal versus informal language in lettersTo review language for dealing with invitationsTo practise writing a letter of acceptanceUnit overview. Mixing business with pleasureSpeaking Ss read mini-profi les and choose suitable ways of entertaining corporate guests.Reading 1 Ss scan an article about a course on business socialising to fi nd ways ofentertaining corporate guests. Ss match paragraph headings with paragraphs. Ssthen match endings with sentence stems (Reading Test Part Three).Speaking Ss discuss the advantages and disadvantages of mixing business with pleasure.. Arranging a company visitReading 2 Ss read a letter of invitation and decide what the invitation is for. Ss thenread the letter again to answer true/false questions.Ss choose suitable phrases (formal/informal) to fi ll gaps in the letter.Language focus Ss focus on the language of invitations:inviting/offering/thanking/accepting/declining.Writing Ss write a letter of acceptance (Writing Test Part Two).18 直通剑桥商务英语 中级 教师用书Mixing business with pleasure1 Warmer (books closed): T quickly brainstorms ways of entertaining existing or potential clients.2 Ex .: Ss read the profi les of the business people and match each profi le with a way of entertainingthem from the list. T elicits suggestions and reasons for Ss’ choices.3 Ex .: Ss scan the article and fi nd the activities mentioned for entertaining business people.opera, meal, rugby match, cricket match, drinks, theatre4 Ex .: T asks Ss to read the text and match each numbered paragraph with a title from the list.1 C 2 G 3 F 4 D5 Ex .: T asks Ss to complete the sentence stems below the article.1 F 2 C 3 E 4 BExam focus: Reading Test Part ThreeCandidates read a 450–550 word text and answer six multiple-choice questions with four optionseach. These may be in the form of a question or sentence stem completions. This tests candidates’understanding of specifi c information.Candidates read the questions (which appear in the order of the text) before reading the text for therelevant information. They then read the relevant passages for detail. This will help them select thecorrect option. Grammatically, all options will fi t, so candidates should concentrate on selecting an itemwith the correct meaning so paraphrasing skills should be taught as practice for this part of the exam.This exercise gives Ss practice in choosing the correct answer from a selection but is not an actualexam task.6 Ex .: Ss brainstorm the advantages and disadvantages of mixing business with pleasure (e.g.Advantage – the opportunity to establish rapport and build relationships; Disadvantage – the diffi cultyof swapping roles). T should ensure that Ss understand the meaning of the word rapport and explain thatit means accepting someone else’s point of view, interests, etc.Arranging a company visit7 Before introducing the formal letter of invitation in Ex ., T quickly brainstorms purposes of differenttypes of formal letters (enquiry, complaint, etc.).8 Ex .: Ss read the letter to fi nd out what the invitation is for. Ss should ignore the gaps in the letter atthis stage. They will be focused on in Ex ..The invitation is for Mr Fellini to visit the Trackplus factory in Oxford and Head Offi ce in London.9 Ex .: Ss read the questions and scan the letter for the relevant information.1 T 2 F 3 F 4 T 5 F10 Before Ss read the suggested phrases in Ex ., T briefl y asks Ss to predict what phrases might fi t in thegaps in the letter of invitation.Corporate hospitality Unit 2b 1911 Ex .: Ss read the phrases and choose the most appropriate to fi ll each gap in the letter. T and Ssdiscuss why the more formal phrases are appropriate in this situation.1 B 2 B 3 A 4 A 5 B 6 A12 T refers Ss to the Don’t forget section and discusses the phrases. T asks Ss to choose one phrasefrom each category that they think would be useful to learn. T tells Ss that the phrases in both Ex .and the Don’t forget section may be useful in the writing task in Ex ..13 Ex .: Ss write a letter of acceptance of 120–140 words. It should be clear, appropriately formal andinclude all the fi ve listed points. Ss should fi rst work through the list of tips before writing their letters. Iftime is short, Ss write the letter for homework. If there is time for the writing task in class, Ss exchangeletters and give each other feedback.Suggested answer: (135 words, excluding salutation and closing)Dear Ms GoddardWith reference to your letter of 3 November. I am writing to thank you for your kind invitation.I would be very pleased to accept your invitation to visit Oxford and see Trackplus’production facilities. I would also be interested in meeting your colleagues at Head Offi ce, thedesign team in particular. I should also be delighted to accept your offer of arranging for meto see a play in the West End.Unfortunately, due to a business trip abroad, I am unable to come to England at the end ofNovember as you suggested. However, as I feel it is important that we meet before ChristmasI would be grateful if you could tell me if the second week of December would be suitablefor you?I look forward to hearing from you again.Yours sincerelyPaolo FelliniExam focus: Writing Test Part Two (Letter)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the inputmust be included in the answer. The task tests candidates’ ability to produce an appropriate pieceof extended directed writing. Remind Ss that the important factors for evaluation of the writing willinclude cohesion, organisation, accuracy and a range of vocabulary and grammar. They should readthrough their letters as if they were the recipient as the effect on the target reader will also be takeninto consideration.For letters, candidates are expected to plan, organise and present their ideas clearly. Letters shouldbe divided into clear paragraphs. Although candidates should not write addresses, they are expectedto know letter layout and conventions. They must use appropriate salutations and closures. Typicalwritten functional phrases should be used.This letter-writing task does not include the handwritten notes, but gives students the information theyneed to include. It is therefore very similar to an actual exam task.20 直通剑桥商务英语 中级 教师用书Essential vocabularyEntertaining Generalacommodation to bring up (a subject)to chat contractto establish/build (a relationship) convenientfact-fi nding mission corporate eventto get down (to business) delightedto meet (expenses) to fi nalise (details)round (of golf) gratefulshopping trip I look forward to …sightseeing tour to miss (an opportunity)sociable personal assistant (PA)social setting to place (an order)sports event purpose(ful)(poor) timing to set (objectives)valued customer substantialsuitableOrdering goods Unit 3a 21Unit 3a Ordering goodsObjectives: To enable Ss to talk about making and changing ordersTo raise awareness of clarity in writing and useful phrases for email andletter writingTo practise reading for specifi c informationTo practise writing short emailsTo practise proof-readingUnit overview. Placing an orderSpeaking Ss discuss the qualities of a good supplier.Reading 1 Ss read an email from the head offi ce of a mail order company to a supplier andanswer true/false questions.Reading 2 Ss read an unclear email about the order mentioned in the original email andanswer comprehension questions.Writing Ss discuss ways of improving the clarity of the email, then re-write it… Discussing changesListening Ss listen to a conversation confi rming details of an order. Ss listen again andnote down functional phrases. Ss then discuss formal written equivalents ofthese phrases.Language focus Ss match additional spoken and written functional phrases.. Confi rming changesReading 3 Ss proof-read an email, fi nding an extra word in most lines (Reading Test Part Five).Writing Ss write a short reply to the email (Writing Test Part One).22 直通剑桥商务英语 中级 教师用书Placing an order1 Warmer (books closed): T asks Ss to brainstorm as many ways as possible of buying clothes (in aclothes shop, in a department store, at a market, in a supermarket, over the Internet, by mail order, etc.).2 Ex .: T introduces the idea of mail order companies. T asks Ss what qualities these companies maylook for in their suppliers (attractive price, reliability, consistent quality, fl exibility, just-in-time deliverypolicy, etc.).3 Ex .: Ss read the questions and scan the email for the relevant information. It is not necessary for Ssto understand every word or abbreviation. During feedback Ss identify the passages which support theiranswers. T makes sure that Ss understand that a subsidiary is part of the larger company. This makesthe email an internal piece of communication.1 To query Korinna’s change of order.2 Antonella thought the two different lengths for each skirt had been agreed when MrHubner was in Italy.3 Antonella is going to wait for Korinna to confi rm the information about the length of skirtsrequired before contacting the vendors.1 F 2 T 3 F 4 F 5 T4 Ex .: Ss read Antonella’s reply to Korinna and answer the questions. The email is in deliberately poorEnglish. Ss will focus on this in Ex ..5 Ex .: T asks Ss if they agree that the fi ve headings represent important aspects of clarity to bear inmind when writing. T asks them if they would add anything else (e.g. organisation, planning, cohesion,range). In pairs Ss discuss how to make Antonella’s email clearer and make notes under the fi veheadings. (See next page.)Ordering goods Unit 3a 236 Ex .: Ss alter Antonella’s email to make it clearer, either in pairs or individually. T asks Ss to exchangeemails and give each other feedback based on the clarity of the message.Suggested answer:Layout: The layout is too dense and therefore off-putting. It might help if the writerused headings, bullet points and brackets.Paragraphs: The text needs to be divided into paragraphs to aid clarity and to encouragethe reader to actually read the email.Connectors: It is diffi cult to follow the sequence of ideas because connectors are not usedmuch to make it clear (e.g. to show cause and effect).Sentences: Some of the sentences are extremely long, making the text diffi cult to read.Aiming for one idea per sentence is a good idea.Accuracy: As the writer is a non-native speaker, complete accuracy is perhaps not to beexpected. However, core words for the topic should be spelt correctly. Goodpunctuation aids clarity.Dear KorinnaRe: Order for Faci (314739) and Cristi (315227) skirtsThank you for your email concerning the above skirts.I discussed the problems regarding the two skirts with Mr Hubner during his trip to Italy.The skirt made by Faci has a slit at the bottom, which might make it diffi cult if the customerwanted to change the length of the skirt. We therefore agreed that the vendor would have tosupply the skirt in two different lengths.Mr Hubner also thought it might be better to leave the two different lengths of the Cristi skirt.The skirt has a special knitting technique; as a result, it might be diffi cult if the customerwanted to shorten it.When Mr Hubner left Italy, I thought we had sorted the problems out. I was therefore surprisedby your email cancelling the other sizes.Please let me know if you defi nitely want to cancel the other length skirts. As for reducing thetotal quantity, I will wait for confi rmation of the information about lengths before I contact thevendors.Thanks and best regardsAntonella24 直通剑桥商务英语 中级 教师用书Discussing changes7 Ex .: Ss listen to the telephone conversation to fi nd out what Antonella has to do.She has to call Cristi and Faci to confi rm the order for 400 standard length skirts beforeemailing Korinna to let her know.8 Ex .: T asks Ss to read the six functions listed. Ss listen again more carefully for phrases used toexpress the functions. T then asks Ss to think of other possible spoken phrases for the same functions.1 I’m ringing about2 We defi nitely want … /So that’s …3 Do you think you could …?4 I’ll call them …5 Thanks for …6 I’ll email you … You’ll be hearing from me later.T then asks Ss if they can suggest formal written equivalents. Ss can be encouraged to keep lists offormal written phrases and less formal spoken ones as they will need them for the exam.Suggested answers:1 I would like to (inform you/request, etc.) …2 I am writing to confi rm that …3 Could you please …? I would be grateful if you could …4 I will/I shall (i.e. long forms)5 Thank you for/I am very grateful for …6 I look forward to (hearing from you/seeing you, etc.)9 Ex .: Ss match each function with two phrases, one from a telephone conversation and one from a letter.T elicits other written phrases Ss know in each category in Exs . and .; they will be very useful in theWriting Test. As conciseness is important in the Writing Test, T makes sure that Ss know short written waysof fulfi lling these functions, e.g. Requesting: Please …, Giving information: Please note that … .Telephone Letter1 Referring to a letter I got your letter about … Further to your letter of …2 Suggesting Why don’t we …? We propose …3 Giving information Here’s the information you I trust you will fi nd the followingwanted. points of interest.4 Asking for Let me know when you have Could you please confi rm theconfi rmation a defi nite date. date?5 Asking for Can you send me details on …? I would be very grateful if youinformation could send me …6 Reminding Don’t forget that … May I remind you that …?Ordering goods Unit 3a 25Confi rming changes10 Before Ss do Ex ., T asks them to read the email and say what its purpose is (i.e. to give and torequest information). T asks if it would have been clearer if Antonella had used more paragraphs.11 Ex .: Ss underline any items which seem to be incorrect. Ss then read the text more carefully checkingfor grammatical and lexical mistakes. Ss then check the fl ow of the whole text.1 Further to our phone conversation of this morning, both the Cristi and Faci2 have confi rmed that they will be produce articles 315227 (Cristi) and 3147393 (Faci) in standard length only. They are also able to reduce by the quantity to4 only 400 pieces for each skirt. Please advise whether the measurements5 charts we already have will need to changing or not. Does this mean allknitted skirts will now be produced in a standard length?Exam focus: Reading Test Part FiveCandidates read a short text of approximately 150–200 words and identify errors in the text. This testscandidates’ understanding of sentence structure as well as their ability to fi nd and identify errors.The text contains twelve numbered lines and there are two examples given at the beginning.Candidates should read through the text fi rst to get the general idea and then make sure that theyread each sentence to the end. Sentences often go over a line and only by reading the completesentence is it possible to identify the errors. In addition to fi nding errors, candidates also have tomark the lines which are correct. The errors are often conjunctions, auxiliaries, articles, etc. and thisshould be pointed out to the candidates so they have a clearer idea of what they are looking for.12 Ex .: Ss compose a reply to Antonella’s email in Ex .. It should be concise (40–50 words) and shouldcontain all three points listed. Functional expressions from the unit should be used where appropriate. Iftime is short, Ss do the writing task for homework. If Ss do the writing in class, they work individually orin pairs then present their draft to each other and offer feedback using the criteria on page 25.Suggested answer: (49 words, excluding closing)Dear AntonellaThank you for your email. In answer to your queries, I can confi rm that the measurementcharts do not need changing and all knitted skirts will now be produced in a standard length.We would like to propose a delivery date of 30 June. Does that suit you?Best regardsKorinnaExam focus: Writing Test Part OneCandidates write a 40–50 word piece of internal correspondence using one of the following formats:note, email, message or memo. They are given a written prompt outlining who the message is to,the reason for writing and what information should be included in the text. Some of this informationis given and some should be invented by the candidate. All three pieces of information given in thebullet points must be included in the answer. This tests concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate. However, candidates do not need to beconcerned about layout.26 直通剑桥商务英语 中级 教师用书Audioscript: ListeningAntonella Pronto, Zanetti.Korinna Hello? Antonella?Antonella Yes?Korinna Hello. It’s Korinna Kr.mer from Schneider in Hamburg.Antonella Oh, hi Korinna. How are you?Korinna Fine, thanks. I’m ringing about the skirts for the summer catalogue.Antonella Oh yes. The Cristi and Faci skirts. Did you speak to Mr Hubner?Korinna Yes, I did. We defi nitely want only the standard length.Antonella OK. So that’s the Cristi and Faci in standard length only. Right.Korinna And have you spoken to the vendors about quantity yet?Antonella No, not yet. I thought I’d wait until we knew what was happening about the lengths.Korinna Do you think you could speak to them soon, though? We don’t have much time left beforethe deadline.Antonella No problem. I’ll contact them this morning. And is it still only 400 pieces of each?Korinna Yes, that’s right.Antonella OK. I’ll email you as soon as I’ve spoken to them.Korinna That’s great, Antonella. Thanks for your help.Antonella That’s OK. You’ll be hearing from me later.Korinna Great. I’ll expect your email then. Bye.Essential vocabularySuppliers Catalogues Generalarticle catalogue headquartersbuyer collection to knitto cancel (an order) length to reducecancellation measurement skirtto confi rm (an order) to shortenconfi rmation standarddelivery to standardisegoodsmail orderto orderpiecequantityto recommendstockto supplysuppliervendorCash fl ow Unit 3b 27Unit 3b Cash fl owObjectives: To enable Ss to talk about day-to-day company fi nancesTo practise reading for specifi c informationTo practise listening for specifi c informationTo practise note writingTo review conditionals 1 and 2Unit overview. Managing cash fl owSpeaking Ss brainstorm typical cash infl ows and outfl ows at a company.Reading Ss read a case study about a company with cash fl ow problems and answersome simple questions. They then identify the company’s cash infl ows andoutfl ows and complete a bar chart based on the company’s cash fl ow.Speaking Ss discuss reasons why small companies fail.. Improving cash fl owWriting Ss read and respond to an email to a consultant (Writing Test Part One).Listening Ss listen to a conversation with the consultant about early settlementdiscounts.Language focus Ss focus on the use of conditionals 1 and 2 and look for examples in theaudioscript.Speaking Ss discuss ways of improving the company’s cash fl ow and theirconsequences (to develop skills related to Speaking Test Part Three).28 直通剑桥商务英语 中级 教师用书Managing cash fl ow1 Ex .: T asks Ss briefl y what infl ows and outfl ows companies have. (Infl ows refers to all the moneycoming into the company, like income from sales, whereas outfl ows refers to all the money going out ofthe company, like wages.) The concept of infl ow and outfl ow needs to be clear so that Ss understand theconcept of cash fl ow and the case study.2 Ex .: The aim of this exercise is to ease Ss into the Quick Computers case study. Ss read the casestudy quickly and answer the questions in order to get the general idea and identify Steve and Sue’sproblem. They will read it in more depth for Exs . and ..1 $1,000, i.e. 10% of the total sales prices as down payment2 $6,920, i.e. components: $4,000 less 2% early settlement discount = $3,920 labourcosts: $2,700 plus a further $300 = $3,0003 Up to 30 days after installationIn other words, Quick Computers has a cash fl ow problem. Steve and Sue have to pay suppliersand wages, etc. despite long periods when they have no money coming in.3 Ex .: Ss scan the text for the words listed and say whether they refer to infl ows or outfl ows in the QuickComputers case study.Infl ows: down payment, total sales price, outstanding balanceOutfl ows: early settlement discount*, labour costs, wages, to fi nance, interest(*Early settlement discount is a reduction off an outfl ow. Ss might therefore argue it is an infl ow.)4 Ex .: Ss read the case study again and complete the bar chart with information from the case study. Infeedback T should ask Ss to explain the transactions and balances. T may fi nd the following grid helpful toexplain the answer. It may even be helpful for Ss to complete such a grid before completing the bar chart.Day 1 Day 7 Day 14 Day 28 Day 35 Day 65Infl ow $1,000 _____ _____ _____ _____ $9,000Outfl ow _____ –$3,920 –$1,200 –$1,500 –$300 _____Balance $1,000 –$2,920 –$4,120 –$5,620 –$5,920 $3,080$10,000 Cash Flow on Sale of Computer Systemtransaction balanceDAY 1 DAY 7 DAY 14 DAY 28 DAY 35 DAY 658,0006,0004,0002,0000–2,000–6,000–4,000Cash fl ow Unit 3b 295 Ex .: This unit has focused on one common reason why small companies fail, i.e. cash fl ow problems.In pairs Ss now think of three other reasons why many small companies fail (competition, unsoundbusiness plan, inherited family company where the present owner doesn’t have the necessary expertise,inability to get suffi cient capital to develop/expand, weak or stagnant economy, etc.).Improving cash fl ow6 Ex .: Ss quickly read the email to understand the problem in preparation for the writing task in Ex ..7 Ex .: Ss compose a reply of 40–50 words which contains the three points listed. In pairs Ss presenttheir draft to each other and offer feedback on the clarity, length and formality of the reply. T should makethe point, reinforced in the Writing tip, that although emails are often short and informal, no particularstyle is required; the style depends on the writer’s relationship with the reader.Suggested answer: (46 words)Hi SteveIt’s good to know that business is going well, of course I’ll help! I think Sue’s idea could be onesolution but wait and let’s discuss it together in more detail. How about a meeting on Friday at10am in my offi ce? See you then.BarbaraExam focus: Writing Test Part OneCandidates write a 40–50 word piece of internal correspondence using one of the following formats:note, email, message or memo. They are given a written prompt outlining who the message is to,the reason for writing and what information should be included in the text. Some of this informationis given and some should be invented by the candidate. All three pieces of information given in thebullet points must be included in the answer. This tests candidates’ concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate. However, candidates do not need to beconcerned about layout.8 Ex .: Ss listen to Steve and Sue’s discussion with Barbara and discuss the attitudes of the threespeakers to early settlement discounts. Decisions about attitudes are partly based on the speakers’ useof conditionals.Suggested answers:Steve: Steve seems sceptical about early settlement discounts (It seems that if weoffered a 1% discount, about half our customers would … / I don’t seehow we can afford to offer discounts / If we gave a 2% discount, we’d losethousands …). He fi nally agrees to a 1% discount – but with some reluctance.Sue: Sue is more positive about early settlement discounts (If we offer 2%, threequarters of our customers will …).Barbara: Barbara looks at all the possibilities and asks questions about the implications ofthe various options. She seems open-minded but fundamentally in favour of theproposal (It’s not my decision. But if I were you, Steve I’d really think veryseriously …).30 直通剑桥商务英语 中级 教师用书9 Ex .: Ss listen again to the conversation and answer the questions. In feedback, T may wish Ss tocheck their own answers by reading the audioscript.1 over-trading 2 about half3 their margins are already small; 4 $25,000they can’t afford to offer discounts 6 $5005 fi nancing costs 8 they decide to offer a 1%7 they would have an extra early settlement discount$16,000 a month10 Ex .: Ss read the descriptions of possible uses of conditional forms and write them in the appropriategroups. T makes the point that although the standard explanation is about what we expect or don’texpect to happen, the use of conditionals is more complex. For example, if past simple is often usedto distance the speaker from the action/situation because he/she thinks it is unlikely or undesirable, orsimply in order to be less direct.Ss then search the audioscript for any examples of conditional forms. They then pick out three exampleswhich match the description of the uses.It is important that Ss realise there is no 1:1 match between the form and use of conditionals. Forexample, If you offered the 1% discount, you’d save … could be used because Barbara is talkingabout a hypothetical action or making an indirect suggestion (or a combination of both).!will wouldIf present simple, going to infi nitive If past simple, could infi nitivemight mightcan. To describe actions/situations we expectto happene.g. if we offer 2%, three quarters ofour customers will …. To describe actions/situations which arepossiblee.g. If it really can make that big adifference, we’ll give it a try.. To describe actions/situations we do notexpect to happene.g. if we offered a 1% discount, abouthalf our customers would pay in tendays (Sue). To describe hypothetical actions andsituationse.g. if I were you Steve, I’d reallythink … (Barbara). To respond to suggestions we do notagree withe.g. if we gave a 2% discount, we’dlose thousands of dollars … (Steve). To make indirect suggestionse.g. What if you offered 1% and halfyour customers used it? (Barbara)11 Ex .: In pairs Ss choose the best ideas and discuss how they would benefi t the company(e.g. If Quick Computers increased prices, sales might decrease. This might help the cash fl ow problembut doesn’t seem a good idea in general). In feedback T elicits suggestions and checks Ss are usingconditional forms accurately and appropriately. (This activity helps to develop skills related to SpeakingTest Part Three.)Cash fl ow Unit 3b 31Audioscript: ListeningBarbara So, Steve, how’s the cash fl ow situation? Any better?Steve Not really, no. The more we sell, the less cash we seem to have.Barbara Yes, I know. It’s called over-trading. You’re going to have to fi gure out a quicker way ofturning those sales into cash.Sue But how, Barbara? That’s the question.Barbara Well, did you think any more about offering early settlement discounts?Steve Oh yeah, we talked to most of our customers about it. They sounded quite interested.It seems that if we offered a 1% discount, about half our customers would pay inten days.Barbara Well, that would make a big difference to cash fl ow.Sue But if we offer 2%, three quarters of our customers will pay within ten days.Barbara That’s great. So why don’t you do it?Steve Oh come on, Barbara. Our margins are small enough already. I don’t see how we canafford to offer discounts. If we gave a 2% discount, we’d lose thousands of dollars everyyear.Barbara Do you know how much exactly?Steve Well, on average monthly sales of $25,000, it’d cost us over four and a half thousanda year.Barbara What if you offered 1% and half your customers used it?Steve Well, that’d cost us about 1,500 a year. That’s a lot of money, Barbara.Barbara But don’t forget your fi nancing costs, Steve. Financing your cash fl ow gap means you’repaying the bank almost $3,000 a year in interest. I worked out that if you offered the1% discount, you’d save almost a thousand on fi nancing costs.Sue So what you’re saying is the real cost of the discount would only be $500 more?Barbara That’s right. And your cash fl ow for the month would increase by over $8,000. And with the2% discount, you’d have an extra $16,000 a month.Sue Wow. That much? We could really use that extra cash, Steve.Steve Hmm. I still think 2% is too much.Sue Then why don’t we offer 1%?Steve Mmm … Barbara?Barbara Well, it’s not my decision. But if I were you Steve, I’d really think very seriously aboutoffering an early settlement discount.Steve OK. OK. I get the point. If it really can make that big a difference, we’ll give it a try.32 直通剑桥商务英语 中级 教师用书Essential vocabularyFinance Generalcash fl ow bar chartinfl ow to benefi toutfl ow case studycash on delivery componentscredit terms to installdown payment installationearly settlement discount inventoryto fi nance shortagefi nancing costsinterestlabour costs(profi t) marginnetorder bookoutstanding balanceover-trading(late) paymentpenalty chargessales priceturnoverwagesBrand power Unit 4a 33Unit 4a Brand powerObjectives: To enable Ss to talk about brands and marketingTo practise reading for specifi c informationTo practise listening for gist and specifi c informationUnit overview. Selling pointsSpeaking Ss say what brand they would buy for certain products and why.Listening 1 Ss listen to fi ve short pieces and match reasons for buying products with thespeakers (Listening Test Part Two).. The Co-operativeReading 1 Ss read extracts from the Co-operative’s advertising leafl ets and match them withfi nancial products (Reading Test Part One Practice).Speaking Ss discuss the advantages and disadvantages of buying several services fromone provider and if the products differ from products offered by other institutions.Listening 2 Ss listen to the Group Marketing Director of the Co-operative in an interviewabout the Co-operative and its business strategies and aims. Ss answerquestions.Listening 3 Ss then listen again. T stops the recording and Ss predict the next phrase from alist of options.Speaking Ss give a brief oral summary of the information in the interview.34 直通剑桥商务英语 中级 教师用书The Co-operative4 Ex .: T fi rst ensures the Ss realise that the Co-operative is an institution which has been in businessfor over 100 years. Explain that the Co-operative encompasses a number of different retailers andfi nancial services which are all run under the same name. Ss read brief extracts from advertising leafl etsand match them with the fi nancial products (A-E). This is not an exam task although it has similarities toReading Test Part One and each fi nancial product can be used more than once.Selling points1 Warmer (books closed): T asks Ss briefl y what reasons would be most important for them when buyinga TV (cost, etc.) and writes the reasons on the board. T asks them which brand they would choose forthese reasons. T then asks if brand name is generally important to them. For all products or for certainproducts in particular?2 Ex .: In pairs Ss discuss which brand they would buy for each of the products illustrated and why.3 Ex .: Ss listen and match the reasons for buying the products with the fi ve speakers.1 G 2 H 3 C 4 B 5 E1 C 2 A 3 F 4 E 5 D 6 BExam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places,what the speakers are trying to do, etc. This tests candidates’ ability on global listening skills, detailsand what the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.5 Ex .: Ss discuss the advantages and disadvantages of buying all these services from the sameprovider and whether any of the products are different from those at other banks. (e.g. Advantages:convenience, discounts through loyalty vouchers, trust in the reliability of the brand name. Disadvantages:not necessarily the best deal in every case, over-reliance on one company can be problematic ifanything goes wrong).Brand power Unit 4a 35Suggested answers:1 It has led to an increase in turnover and membership.2 They all use ethical sourcing, marketing and sales techniques.3 They can buy fresh, farm-grown products in the stores (shops).4 So that they can vote at shareholders’ meetings and infl uence decisions of thecompanies.5 It means that the Co-operative encourages people to start community projects, found theirown co-operative businesses and buy ethically-sourced products.6 Helping the people in communities so that they remain loyal customers. This helps boththe communities and their own business.6 Ex .: Even though Ss probably do not know the Co-operative, T asks Ss to predict what they think theanswers might be before listening. Ss then listen for the information.7 Ex .: T asks Ss to look at the words in the box. Ss listen again, but this time to a version where therecording pauses at every // marked in the audioscript. As quickly as possible, Ss choose the best wordfrom the list to continue the interview. They then hear the correct continuation.The purpose of this exercise is to get Ss to listen extremely intensively in order to predict the currentphrases, to recycle vocabulary and to build Ss’ confi dence in the fact that they can predict what followslogically when listening to extended speech.Suggested answers:(order in which the words come in the audioscript)various aspects of marketing, continue this trend, provide so many different services, standfor ethical sourcing, against us investing, to change certain business practices, launched anew campaign, concentrating on the bottom line, put money back into communities, havegrown to over 5,000 stores.8 Ex .: T asks Ss to study the relevant phrases from Ex . and prepare a brief oral summary of GillBarr’s interview. T may also wish Ss to do a written summary for homework.36 直通剑桥商务英语 中级 教师用书Audioscripts: Listening 1Call 1 The thing is, when you buy a car, you’re spending a lot of money so you want toget excited about what you’re buying. Reliability and after-sales service are all veryimportant, but they’re not exactly exciting, are they? I want my car to say somethingabout me. I want something which looks sporty and attracts attention. I don’t mindpaying that bit extra for something that makes me look good.Call 2 A lot of my friends have started using e-readers and I was really curious how theyworked, so I borrowed one from a friend. I was totally surprised how easy it was tocarry with me and to read. It was much lighter to carry around than a book and italso took up less space. As I usually read the newspaper on the way to work, I wasdelighted that I just needed to pull it out of my handbag, switch it on and access mydaily news. And the whole thing weighs a little over a kilogram.Call 3 I really enjoy listening to music and my daughter convinced me to buy an mp3player. Turns out it was the answer to my dreams! Years ago I used to use a portablerecording player with headphones but the quality was not very good. I also had to fusswith carrying recordings with me and never seemed to have the ones I wanted. Butwith my mp3 player, I can upload whatever music I like from my own collection andbuy singles or albums online. Now I always have everything with me, the player fi tsinto a pocket and the sound quality is great. For me it’s the perfect product!Call 4 I used to think that one refrigerator was pretty much like any other. But then I sawthis TV programme about how much energy kitchen appliances use. Fridges are theworst, apparently. That’s because they’re on all the time so they’re really bad for theozone layer – all those CFC gases or whatever they call them. So, I decided to get afridge that doesn’t give off lots of harmful gases. And it’s cheaper to run as well.Call 5 It’s not even a particularly well-known make of DVD player but I had one of thembefore which I was really happy with. I didn’t have much money when I bought thefi rst one so I just got the cheapest one I could fi nd. But it was great. It lasted for yearsand I never had any problems with it. So, of course, I decided to buy the same brandagain. I mean, a friend of mine recently bought a really well-known make and it’s beenback to the shop twice already.Brand power Unit 4a 37Audioscripts: Listening 2 and Listening 3// = pause in recording in Listening 3Interviewer So, Gill, you’ve started recently in your position as Group Marketing Director of the CooperativeGroup. Where did you work before this?Gill I was at a number of companies including MasterCard, KPMG and Woolworths andworked in // various aspects of marketing.Interviewer What do you fi nd interesting about this new challenge?Gill As I am sure you know, we have seen a real revival of the Co-operative brand nameover the last few years. This has resulted in an increase in turnover and membership.Part of my job is to // continue this trend and to build on it.Interviewer And what specifi cally do you need to do?Gill Well, we need to make sure that customers understand the benefi ts they get whenthey shop at the Co-operative. As we // provide so many different services, we alsowant to link our name with food, travel, pharmaceutical products and fi nancial services.Interviewer A complete range of products I would say.Gill Yes it is. And they differ from each other in some ways, but the overriding factor isthat all of our products // stand for ethical sourcing, marketing and sales. We are thelargest farming unit active in the UK at the moment and our customers benefi t from thisbecause they can come to any Co-operative supermarket and buy fresh, farm-grownproducts.Interviewer And the other businesses?Gill As we started as a truly co-operative business with customers being members, wewant to know how our customers feel and what their opinions are. This is one reasonthe bank asks if there are particular companies our customers are uncomfortabledoing business with. Therefore, if customers are // against us investing in a particularbusiness, we don’t do it. We also buy shares in companies so that we have a vote atthe shareholders’ meetings where we can express our opinions and try // to changecertain business practices from within the company.Interviewer It seems that you are trying to be ethical in many aspects of your business. What aboutadvertising?Gill I’m glad you asked about that. We have just // launched a new campaign for TV, thepress and on social media sites asking consumers to ‘join the revolution’ as we try tohelp and create a more sustainable future for the UK. We encourage people to startcommunity projects, build their own co-operative businesses and buy fair trade andother ethically-sourced products.Interviewer This sounds fascinating. Are you moving away from // concentrating on the bottomline?Gill We think we can do both. Peter Marks, our CEO has said that earlier co-operativeorganisations were much more popular but people seem to have forgotten about them.We want to bring the idea back as they can help address the unprecedented social,economic and environmental challenges facing the country. After all, if our customersare happy and satisfi ed with our services and products they will continue to give ustheir business. And when we // put money back into communities, we are helping thosewho live there, as well as ourselves, as they remain loyal customers. We look at it as awin-win situation.Interviewer And you’ve been successful with this business model?Gill Absolutely. We started as one co-operative in 1844 and // have grown to over5,000 stores around the UK. We are confi dent in saying that we are now a major brandin a number of diverse areas.Interviewer Well Gill, Thank you for such an interesting interview.38 直通剑桥商务英语 中级 教师用书Essential vocabularybrands Generalbrand loyalty to appeal tobrand stretching bottom lineto damage (a brand) to convincediverse core valuesimage corporate goals and valuesto launch credit cardlines (of products) to encouragelogos ethicsmajor brand ethicalslogan to gather (information)own brand insuranceinterest ratepersonal loanto persuadepurchasesupermarket chainto supportPublic relations Unit 4b 39Unit 4b Public relationsObjectives: To enable Ss to talk about PRTo practise reading for specifi c informationTo practise listening for specifi c informationTo practise writing a formal letter of invitationTo enable Ss to describe the duties and responsibilities which jobs can entailUnit overview. What is public relations?Listening 1 Ss sort duties into the responsibilities of the PR and Marketing Department.Ss then listen to the PR Manager at .koda describe her responsibilities.Vocabulary Ss match verbs with phrases to list the PR Department’s duties andresponsibilities.Language focus Ss focus on language for describing duties and responsibilities.Speaking Ss exchange information about the duties and responsibilities which jobscan entail (Speaking Test Part One).. The benefi ts of good PRListening 2 Ss discuss how Skoda was able to change its image so dramatically.Ss then listen to the Skoda PR Manager again and compare their answers.Ss listen again and answer multiple-choice comprehension questions(Listening Test Part Three).Speaking Ss discuss companies with positive public images and what makes animage positive.. Organising a PR eventReading Ss complete a schedule for organising a press launch.Speaking Ss organise a press launch for a product of their choice (Speaking TestPart Three).Writing Ss write a formal letter of invitation to the product launch(Writing Test Part Two).40 直通剑桥商务英语 中级 教师用书What is public relations?1 Warmer (books closed ): T writes the following adjectives on the board and asks Ss to think of makesof car characterised by each adjective – expensive, cheap, sporty, reliable, unreliable, luxurious,sophisticated. If Ss don’t mention .koda, T introduces the make and asks Ss what characteristics theyassociate with it. T can ask students if the characteristics they now associate with .koda are the sameas the ones they may have suggested several years ago.2 Ex .: Ss read the list of duties and say whether they are the responsibility of the PR or MarketingDepartment.3 Ss listen to a PR Manager describe her duties and check their answers.PRcommunication with the presspublic awareness of company valuesdevelopment of the company’s reputationMarketingresearch into the public’s needsbrand developmentdecisions about product pricing2 deal with the press, TV and radio3 provide the press and public with information4 give an accurate picture of the company5 maintain goodwill and understanding6 build long-term relationships4 Ex .: In pairs Ss match the verbs and phrases to describe the role of the PR Department at .koda. Insome cases, more than one answer is possible. Ss then listen to the recording again and identify whichphrases were actually used.5 T refers Ss to the Don’t forget section, which shows phrases Catherine uses for describing duties andresponsibilities. T asks Ss to complete each phrase as if they were Catherine.6 Ex .: In pairs Ss ask their partner what type of duties and responsibilities he or she would expect tohave in a job. T may wish to note down common errors on the board for Ss to correct themselves afterthe activity.Exam focus: Speaking Test Part OneThe examiner asks candidates general questions, e.g. about their home, job or free time. Theexaminer addresses each candidate in turn and they are not expected to interact with each otherduring this part of the test. This tests candidates’ ability to give personal information, expresspreferences and opinions, speculate and talk about past experiences, present situations andfuture plans.Public relations Unit 4b 41The benefi ts of good PR7 Ex .: T asks Ss briefl y to suggest how .koda has managed to change its image since the early daysof the brand (advertising campaign, PR innovative products, etc.). T then asks Ss to suggest whatcompanies might do when launching a new ad campaign and how they might work at their image. Sslisten and check answers. Check Ss understand that The League Table is a list of the top cars in the UKas seen from the perspective of buyers.8 Ss listen to see if they were correct in their suggestions..koda launched an ad campagin with the slogan ‘It’s a a .koda, honest’ in 2000 becausethey recongised that there was a problem with their image and they wanted to change it. Inaddition, in 2006 in they went to the Paris Automobile show to launch the Joyster. They usedthe strapline ‘Made of Meaner Stuff’ and created press and social media interest prior to thelaunch in order to get the message across to their target audience.3–4 months ahead (1) E6 weeks ahead: (2/3) C/G3 weeks ahead: (4) D1 week ahead: (5) AAt the event: (6/7) F/B9 Ex .: T asks Ss to read the questions before listening again. T asks them to predict what the answersmight be. Ss listen again and choose the best options to complete the sentences.1 C 2 B 3 A 4 C 5 C 6 B 7 A8 AExam focus: Listening Test Part ThreeCandidates listen to a 3–4 minute recording of one or more speakers and answer eight multiple-choicequestions. This tests candidates’ ability to listen for specifi c information. The recording is heard twice.The questions follow the order of the recording and are clearly signalled by the speaker(s). Incorrectoptions are included in the recording in order to distract candidates and the wording used in the audiowill not be repeated exactly in the multiple-choice options.10 Ex .: In pairs Ss discuss companies and their public images. They talk about what makes the publicview a company positively and the infl uence social media can have on company’s images today.Organising a PR event11 Ex .: T asks Ss to close their books and brainstorm briefl y what might be involved in organising a PRevent. T then asks Ss to look at the gapped schedule.T points out that the schedule is written in note form; therefore articles are omitted; articles are alsoomitted from the list of tasks to be inserted in each gap. Ss then read the tasks listed (A-G) and predicthow far in advance of the launch Heidi completed each task.Ss then complete the schedule with the tasks. If Ss fi nd it diffi cult, T tells them to begin by thinking ofwhat must be done furthest in advance and what must be done on the day; this will narrow down therange of options left. They should also look for words repeated in both the list and the text (e.g. if senddetails of event to venue is three weeks ahead, then choose and book venue is clearly earlier).42 直通剑桥商务英语 中级 教师用书12 Ex .: Ss work in pairs to organise a product launch. T encourages Ss to be creative but should set atime limit on the preparation phase of this activity. Ss present their ideas to the rest of the class, whomay then ask questions. (This activity helps to develop skills related to Speaking Test Part Three.)13 Ex .: Ss write a formal letter of 120–140 words, inviting the media to the launch of their new product.The letter should be clear, concise and contain the fi ve points listed. T may wish at this stage to refer Ssto the invitation letter in Unit 2b for useful language for making formal invitations. And remind Ss to seepage 71–72 for writing tips for formal letters. T will probably set up the writing activity and ask Ss to writethe letter for homework. If, however, there is time to write the letter in class, Ss then exchange lettersin pairs and give each other feedback. T may also wish to ask Ss to exchange letters and write a letter(accepting or declining) in response; this could be set as homework.Suggested answer: (132 words)Dear Sir/MadamI am pleased to be able to invite you to the launch of English Tomorrow, the exciting newmulti-level CD-ROM program for business English learners. English Tomorrow is published byTalk International in cooperation with Bookers Publishers.The offi cial launch will take place at 3pm on 25th July at The Royal Bell Hotel, South Harford,Somerset.During the afternoon there will be an opportunity for you to try out the material. Moreover, thedesigners – Mark Brightman and Sally Waters, and representatives of Bookers Publishers willbe present to answer any questions you may have.I hope your schedule will allow you to accept our invitation. I would be grateful if you couldconfi rm your attendance by Saturday 20 June at the latest and look forward to hearing fromyou.Yours sincerelyRuth WilliamsPR ManagerExam focus: Writing Test Part Two (Letter)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the inputmust be included in the answer. The task tests candidates’ ability to produce an appropriate pieceof extended directed writing. Remind Ss that the important factors for evaluation of the writing willinclude cohesion, organisation, accuracy and range of vocabulary and grammar. They should readthrough their letters as if they were the recipient as the effect on the target reader will also be takeninto consideration.For letters, candidates are expected to plan, organise and present their ideas clearly. Letters shouldbe divided into clear paragraphs. Although candidates should not write addresses, they are expectedto know letter layout and conventions. They must use appropriate salutations and closures. Typicalwritten functional phrases should be used.This letter is similar to the exam task in that the required length and fi ve prompts are given. However,in the exam the fi ve prompts would be in the form of a visual with notes.Public relations Unit 4b 43Audioscript: Listening 1Journalist So, Catherine, maybe you could begin by telling us about your duties as the PR Manager.Catherine Well, my job is to plan and manage the public relations strategy for the Skoda brand in theUK. This means I’m responsible for dealing with the press, television and radio, as well ascommunications with the public and personnel in our UK dealerships.Journalist How would you describe the role of the PR Department within the company?Catherine Well, the primary role of PR is to create understanding with the public. My job involvestalking and listening to both the press and the public, providing them with information fromthe heart of the organisation. Our objective is to give an accurate picture of the company,its brands and what it believes in. We have to make sure that the public has a positiveimage of the company.Journalist So how does this role differ from that of the Marketing Department?Catherine Marketing has more to do with identifying customer needs and developing the rightproducts to satisfy those needs. PR, on the other hand, is more concerned withestablishing and maintaining goodwill and understanding between the company and itspublic. Marketing reaches the public through advertising, whereas we work more with thepress and broadcast media.Journalist But how much control do you have over what the press says?Catherine None really. But that’s what makes the way we deal with the press so important. Our job isto make sure that journalists always have a very clear understanding of what the companyis trying to do. Maintaining good relationships with the press is a very important part of thejob. In PR you have to build long-term relationships with journalists because you work withthem on a regular basis and trust is absolutely essential.44 直通剑桥商务英语 中级 教师用书Audioscript: Listening 2Journalist It’s clear that .koda’s reputation has changed enormously over the last 20 years.Catherine Yes, yes it has. There has been a tremendous change. And you can see the results in thenumber of cars we are selling worldwide. You can also see it in the awards we’re winningboth as a company and for the cars we’re producing. We recently won a number of prizes inthe UK like ‘Best Manufacturer’, the ‘Driver Power Award’, and the ‘Overall Most SatisfyingBrand’.Journalist Yes. I was very impressed by your award for ‘Overall Most Satisfying Brand’. You cametop of the league table of most popular car-makers in the UK and beat Germany’sPorsche and Japan’s Lexus! And four of your models came in the top ten. That isamazing.Catherine Yes, we are very happy about that.Journalist I can imagine. So in 2011 the .koda was voted as the most satisfying car to own inBritain. And now .koda is one of the fastest growing car brands in the UK. But it wasn’talways like that.Catherine No, no it wasn’t. When .koda fi rst launched in the UK people said they would rather buyanything than a .koda.Journalist So what did the PR department do to change the image?Catherine A number of things. In 2000 the company launched an ad campaign with the slogan. ‘It’sa .koda, honest’. The idea was to change people’s image of the company.Journalist That was a very brave thing to do.Catherine Yes, it was. The company recognised the problem and decided to fi ght it. It could havebeen a disaster, a complete disaster, but it worked.Journalist Yes, advertising can be very powerful.Catherine Yes, but that isn’t enough. The product has to be excellent too. By the mid-2000s weactually had a waiting list of customers who wanted to buy .kodas. Our cars now havea reputation for being well-made, reliable and good value for money. They are, in short,quality cars.Journalist And how did PR help rebrand the image of the company?Catherine The department looked into various ways to create interest. For example, in 2006 wewent to the Paris Automobile show with a car called the Joyster, which was intended foryoung people.Journalist Didn’t you also have a campaign with the strapline ‘Made of meaner stuff’? How did thatwork?Catherine That was a truly innovative concept for us. We were promoting the high-performanceFabia vRS and came up with this idea. PR activity included a teaser campaign to get thepress interested in the car. We put together press packs and focused on social mediasuch as Facebook and Twitter. We were also lucky to get exclusive write-ups in the MediaGuardian and Top Gear and had pieces in the leading trade magazines.Journalist And you used the Internet to help your advertising campaign on TV, didn’t you?Catherine Yes, it was amazing. Before our fi rst commercial ran, we already had about112,000 people view our YouTube clip; we even became one of the trendy topics onTweetMeme. The conversations on both Twitter and Facebook helped us enormouslyto connect with our target audience. In addition to that, we developed a microsite for thecampaign where users could enter into a competition to discover their own personalitytypes and people had a chance to win a Fabia vRS. This campaign went truly viral andyou can’t imagine what this buzz did for our brand awareness.Journalist Well, I think what you have been doing with the .koda brand is fascinating, especiallywhen you look back to the early days in the UK.Public relations Unit 4b 45Essential vocabularyMarketing and public relations Generaladvertising campaign to build (long-term relationships)buzz to deal with (the press)commercial dealershipPR (public relations) emerging marketspress packs to enter a competitionto rebrand innovativeselling point itinerariessocial media to maintain goodwillstrapline public awarenesstarget audience reputationteaser campaign venuetrade magazinesviral (campaign)write-upsCatherine Yes, things have changed completely. .koda represents real quality and has a strongbrand image which backs up that quality. And, as I said earlier, all this is refl ected in therising sales fi gures across Europe and in the very strong growth in emerging marketssuch as China and India.Journalist That’s very impressive. Thank you very much for talking to us, Catherine.Catherine It’s been a pleasure.46 直通剑桥商务英语 中级 教师用书Unit 5aUnit 5a RelocationObjectives: To enable Ss to talk about relocationTo practise reading for gistTo practise listening for specifi c informationTo raise awareness of the features of report writing and practise writingreportsTo review comparatives and language of similarity and differenceUnit overview. Why do people relocate?Speaking Ss discuss the reasons why people relocate.Reading 1 Ss read a page from an article about relocating to Australia and match paragraphheadings with numbered paragraphs.Language focus Ss focus on comparative and superlative forms.Speaking Ss discuss the reasons people relocate and which of these reasons would beimportant for them.. Arranging to relocateSpeaking Ss discuss the arrangements people have to make when they are relocating.Reading 2 Ss read a report on a relocation company, Executive Relocation Services,and whether it meets Fenway Software’s needs.Language focus Ss focus on the structure, layout and typical phrases used in reports.Listening Ss listen to a conversation and tick the services a different relocation companyoffers.Vocabulary Ss look at the audioscript to fi nd words and phrases of similarity and difference.Writing Ss write a report to compare the two relocation companies and makerecommendations (Writing Test Part Two).Relocation Unit 5a 47Why do people relocate?1 Warmer (books closed): T asks Ss briefl y where their company (or another company they know)is based and why it is based there. T asks Ss if there are people working at the company who haverelocated from somewhere else.2 Ex .: In pairs Ss discuss why a person might relocate to another part of the same country (more orbetter job opportunities, better infrastructure, partner relocation, etc.) and to another country (careermove, gain experience, family reasons, etc.). T then asks Ss briefl y to predict why someone might wishto relocate to Australia in particular.3 Ex .: Ss read the extract and match each paragraph with a heading from the list.Comparatives: –er than …more … than /less … thanas … asnot as … asSuperlatives: the –est.the most …/the least …5 Ex .: Ss discuss reasons for relocating and the ones important for them. They look at the list ofcompanies and talk about the ones they recognise. Ss are encouraged to ask and express opinionsduring the discussion. They should also be encouraged to come to a conclusion.Arranging to relocate6 Ex .: Ss discuss in pairs what arrangements people have to make when relocating to another country(fi nd accommodation, organise work permits, etc.). And what other things they might need to take intoaccount if they’re relocating alone or with family (e.g. organise schools, work for their partners, etc.).1 E 2 B 3 F 4 A 5 D not used – C4 Ex .: Ss quickly scan the article for fi ve adjectives. Adjectives in the article include: excellent, talented,good, strict, positive, natural, older). T uses this as an opportunity to briefl y review comparative andsuperlative forms to prepare Ss for their Self-study grammar exercise later. For Self-study Ss will needto be familiar with the following forms:48 直通剑桥商务英语 中级 教师用书7 Ex .: T explains that Fenway Software is relocating several employees to Sydney and needs tochoose a relocation company. Ss fi rst read a brief report on one of the companies, ERS, and tick theservices offered in the table at the top of page 50. Then (in Ex .) they listen to a conversation about acompetitor, Worldwide Relocation, and complete the second column in the table. The answers for thecomplete table are to be found here, even though Ss will not have completed the table until Ex ..Fenway’s needs ERS Worldwide RelocationAccommodation search . .Visas and work permits . .Removal & shipping assistance . .School search . .Integration programmes . .Partner employment assistance .. .Pet relocation . .8 T focuses on the structure and layout of simple reports. Although companies may use different formatsto suit particular purposes, the report on page 49 shows certain typical characteristics. The report hasan overall heading and is clearly divided into sections with headings such as Introduction, Findings andConclusion. Each section is relatively brief and the report could easily be scanned if the reader is lookingfor specifi c information. Although this report contains no bullet points, bullets are a common featurebecause they make the content clear when the report is read quickly.9 Ex .: T then focuses on typical phrases used in reports. Ss pick out phrases from the ERS report tocomplete the Don’t forget section.Introduction: This report aims to …Conclusion: It was concluded that …Recommendations: It is proposed that …Exam focus: Writing Test Part Two (Report)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the inputmust be included in the answer. The task tests ability to produce an appropriate piece of extendeddirected writing.For reports, candidates are expected to plan, organise and present their ideas clearly, usingparagraphs, headings and bullet points where appropriate. All reports are expected to have a title.Reports should always have conclusions. A recommendation is only necessary when one is asked forin the instructions.10 Ex .: Ss listen and tick the services Worldwide Relocation offer (see answers to Ex .).Relocation Unit 5a 4912 In pairs Ss discuss which relocation service Fenway Software should choose and why.13 Ex .: Ss write a report of 120–140 words comparing the two companies and making arecommendation. Ss should use headings and phrases from the Don’t forget section whereappropriate. The aim of the Writing tip is to remind students that reports need to be clearly structuredand should contain headings. There may only be time for Ss to write the report for homework. If Ss dothe report in class, however, T could ask Ss then to exchange reports with each other in pairs and giveeach other feedback on content, length, clarity and accuracy.11 Ex .: In the fi rst part of the unit Ss briefl y reviewed comparatives and superlatives. The aim here is toreview quickly the functional area of similarity and difference. Ss read the audioscript and underline anylanguage of similarity and difference. This language is consolidated in Self-study.Similarities: They’re both pretty similarlike ERS, they have a …neither company meets all our key needsDifferences: This is something Worldwide doesn’t offer, whereas ERS doin terms of cost, ERS are offering the better deal …Suggested answer: (138 words)A comparison of ERS and Worldwide RelocationIntroductionThe aim of this report is to assess which of the two companies, ERS or Worldwide Relocation,would be the most suitable for the relocation of Fenway employees and their families fromSeattle to Sydney.FindingsBoth ERS and Worldwide Relocation offer accommodation and school search services. Bothcompanies can organise visas and work permits. In addition to these basic services, ERSalso offers removal and shipping assistance as well as pet relocation whereas WorldwideRelocation offers an integration programme and assistance with partner employment. Thelatter is a key requirement for Fenway.ConclusionIt was concluded that both companies go some way to fulfi lling Fenway’s needs, but neithermeets all its needs.RecommendationWe would recommend that Worldwide Relocations be chosen to facilitate the relocationprocess as its services match Fenway’s requirements more closely than ERS’ do.50 直通剑桥商务英语 中级 教师用书Audioscript: ListeningAmanda Amanda Ramone speaking.Bob Hi, Amanda. It’s Bob here.Amanda Hi, Bob. Did you get my report about ERS?Bob Yeah, no problem. Now, you said you were contacting another company?Amanda Yeah, I spoke to one this morning, Worldwide Relocation. And they look good.Bob And how well do they meet our needs? Do they stand up to ERS?Amanda They’re both pretty similar. Like ERS, they have a house search service …Bob And do they handle all the paperwork? Visas, work permits …?Amanda Yeah. No problems there.Bob OK, fi ne. Now what about transport? You know, removal, shipping.Amanda Let me just … Oh right. Here it is. No, this is something Worldwide don’t offer.Bob Whereas ERS do. Mmm. How do you feel about that, Amanda?Amanda I don’t know, but I don’t see this as a major problem. I think it’s something you can handlefrom the Seattle end.Bob OK. And what else? How about fi nding schools?Amanda Yeah. They have a school search service. And another interesting thing is that they runorientation and cultural integration programmes.Bob Mmm. Sounds interesting, Amanda. So what’s your feeling on this?Amanda Well, neither company meets all our key needs, but there’s no-one else in the picture.Bob And in terms of cost?Amanda In terms of cost, ERS are offering the best deal. However, cost isn’t a major issue here.Bob You know, it worries me that ERS offer no partner employment assistance. How aboutWorldwide?Amanda Yes, and very successfully. The guy I spoke to said that they can normally arrangeemployment for the partner within three months. And as most of our people have wives orhusbands, …Bob Yeah. That’s the main problem for me with ERS.Amanda For me, too.Bob OK, Amanda. Well, you’re closest to this. What’s your view?Essential vocabularyRelocating Generalassistance aimbarrier brain powerto be made redundant challengescareer move career ladderdemand to compare (favourably with …)destination to concludedocumentation to searchexpat (expatiate) supervisionto fulfi l (needs)immigrationmigrantshippingskills shortageto sponsorstoragetradespeopleNew premises Unit 5b 51Unit 5b New premisesObjectives: To enable Ss to talk about offi ce space and facilitiesTo practise listening for directionsTo practise letter writingTo review the language of suggestingUnit overview. Finding the right locationListening Ss listen to someone giving directions and mark an offi ce site on a map.Speaking Ss give each other directions.Writing Ss write a letter requesting further information about offi ce premises(Writing Test Part Two).Reading Ss read an article about offi ce location and match endings with sentence stems(Reading Test Part Three).. Leasing offi ce spaceSpeaking Ss allocate offi ce space to management, staff and facilities in a company.Ss discuss important considerations when choosing offi ce sites.52 直通剑桥商务英语 中级 教师用书Finding the right location1 Warmer (books closed): To introduce the topic of the location of premises, T briefl y asks Ss questions(Where do you work? How do you get to work? Where is your company’s head offi ce? What are theadvantages/disadvantages of the head offi ce being located there? How do you get there? etc.).2 Ex .: Ss listen to Gerald Slater giving directions to an offi ce site and mark the correct site (A-J) onthe map. T should clearly indicate the starting point before Ss listen. Ss are then asked to read theaudioscript to pinpoint the language Jim uses to make sure he has the correct information.The correct site is C.Jim repeats Gerald’s instructions to make sure he understood them.Gerald gives names for the streets and describes what Jim will see so that he knows that heis going in the right direction.3 Ex .: Ss work in pairs and take turns in giving each other directions to and from places on the map.4 Ex .: Ss read the letter and the handwritten notes. Although candidates can do well in the SpeakingTest if they use only direct questions (as long as they use them politely), it is clearly important to beable to use indirect questions when asking for information in writing. T therefore elicits ways of makingappropriately formal requests for information based on the fi ve prompts. (Can you please tell me …?Could you tell me …? I would like to know … etc.).5 Ss compose a 120–140 word letter to Gerard requesting further information. It should be clear andappropriate. It should also contain all the fi ve points highlighted in the handwritten notes. T may wish toset the letter for homework. However, if Ss write the letter in class, T could ask Ss to exchange lettersand give each other feedback using the criteria in Unit 3a.Suggested answer: (125 words)4 place Jean MoulinDear Mr SlaterI am writing to say that, after having visited the site, my company is very interested in rentingthe offi ce premises at 4 place Je an Moulin. However, I would be very grateful if you couldgive me some further information.Firstly, would it be possible for you to tell me which companies share the site?Could you also tell me how many fl oors there are in the building in total? We are onlyinterested in renting a single fl oor of the building. Would this be possible? We also neednatural light in the offi ce, does the fl oor have this?You say the property is near two metro stations. Please can you tell me which they are?I would also like to know where the additional surface car-parking is exactly, and is there anextra cost?I look forward to hearing from you soon.Yours sincerelyExam focus: Listening TestSs do not need to be able to give directions for the exam. However, they may need to understandthem in the Listening Test. In Listening Part One candidates may hear someone giving and repeatingdirections using different words so practicing this skill can be helpful preparation for this part of the test.New premises Unit 5b 53Exam focus: Writing Test Part Two (Letter)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the input mustbe included in the answer. The task tests candidates’ ability to produce an appropriate piece of extendeddirected writing. Remind Ss that the important factors for evaluation of the writing will include cohesion,organisation, accuracy and a range of vocabulary and grammar. They should read through their letters asif they were the recipient as the effect on the target reader will also be taken into consideration.For letters, candidates are expected to plan, organise and present their ideas clearly. Letters shouldbe divided into clear paragraphs. Although candidates should not write addresses, they are expectedto know letter layout and conventions. They must use appropriate salutations and closures. Typicalwritten functional phrases should be used.Exam focus: Reading Test Part ThreeCandidates read a 450–550 word text and answer six multiple-choice questions with four optionseach. These may be in the form of a question or sentence stem completions. This tests candidates’understanding of specifi c information.Candidates read the questions (which appear in the order of the text) before reading the text for therelevant information. They then read the relevant passages for detail. This will help them select thecorrect option. Grammatically, all options will fi t, so candidates should concentrate on selecting anitem with the correct meaning so paraphrasing skills should be taught as practice for this part of theexam.This exercise gives Ss practice in choosing the correct answer from a selection but is not an actualexam task.6 Ex .: T asks Ss to read the text. As a group Ss then discuss how the location of their companycontributes to its corporate image.7 Ex .: Ss read the article again and complete the sentence stems.Leasing offi ce space8 To introduce the topic of offi ce space allocation, T asks Ss briefl y about the place they work in (Whereis the manager’s offi ce? Is this a good location? Why? Where is the kitchen? What would you changeabout the layout of your workplace? Why? etc.).9 Ex .: T asks Ss to look at the offi ce fl oor plan and explains it briefl y, pointing out the main entrance,lifts, toilets, partitioning, etc. Ss work in groups of 3-4 and discuss which offi ce space should be allocatedto the listed management, staff and facilities in the company and why. The aim of the activity is to reachagreement within each group. T should give Ss time to prepare to give feedback to the rest of the groupafter doing the actual task.10 T refers Ss to the Don’t forget section, suggesting and encouraging them to use the phrases whereappropriate.1 E 2 C 3 G 4 BSupplementary activityT may wish to use Ex . as the basis for additional report writing practice at a later stage. Ss keep anote of the agreement they reach and write up their recommendations and reasons in a report.54 直通剑桥商务英语 中级 教师用书Audioscript: Listening 1Essential vocabularyDescribing premises General(easy) access cross over …air-conditioning keep straight onamenities you can’t miss itboardroom appointmentfacilities fast-growingfl oor impressiveimmediate (area) majorto lease numerousleasehold/freehold (wide) rangeliftoffi ce siteoffi ce spacepremisespropertypublic transportreception arearenovationto rentto share (a building)square metre (m2)tenantGerald PLP Immobilier. Bonjour?Jim Hello, Gerald? It’s Jim Flower here.Gerald Hello, Jim. Nice to hear from you. What can I do for you?Jim Listen, Gerald. I’m just on my way to have a look at that offi ce site you mentioned the other day.Gerald Oh, yeah?Jim The thing is, I know the street name, but I can’t remember where it is exactly. Do you thinkyou could give me directions?Gerald Yes, of course. Where are you now?Jim Well, I’ve just parked the car and I’m in rue de Tournelles just outside a supermarket.Gerald Rue de Tournelles? Oh, yes. I know. Now let me see. OK. Right. Now, if you look right, you’llsee a bank on the corner. It’s called BNP.Jim OK. Yes, yes I can see that.Gerald Right. Well, walk to the bank, to the corner, and that’s rue de Balzac. You turn left there andcross over to the other side of the street.Jim So I am on my way to the bank and then I turn left at the corner and cross the street?Gerald That’s right. Then take the fi rst road on the right. That’s rue de Paradis. Oh, and you’ll see a bigcafé on that corner. Keep going along that street until you come to a theatre. I think you’ll crossover two or three other streets on the way, but just keep straight on till you reach the theatre.Jim Right. OK. So, I take the fi rst right and just keep going straight on until the theatre.Gerald That’s right. Now just before the theatre, on the left, is a small street. You go down there,and about halfway along is a kind of a square, with a statue in the middle.Jim That was a square with a statue?Gerald Yes, and the building is on the right. It’s a large, white, modern-looking building. You can’tmiss it.Jim Thanks, Gerald. I’ll be in touch soon.Gerald Bye, Jim. Oh, and send me a quick email to let me know what you think of it.Jim Will do.Exam focus 55Exam focusObjectives: To familiarise Ss with the content of the Reading, Listening, Speakingand Writing TestsTo provide useful exam tipsSuggestion: T may wish to show Ss photocopies of Cambridge BEC VantageAnswer SheetsUnit overview. The Reading TestT provides an overview of the Reading Test and some tips on how to succeed. T then takes Ssthrough each part of the Reading Test: Ss do an exam-related activity for each part. T provides examtips and warns Ss against typical traps they might fall into.. The Listening TestT provides an overview of the Listening Test. T then divides tips on how to succeed into Beforelistening, While listening and After listening.. The Speaking TestT provides an overview of the Speaking Test and some tips on how to succeed. The rest of thissection takes Ss through all three parts of the Speaking Test: Part One (general questions from theexaminer), Part Two (mini-presentation) and Part Three (collaborative task). To support this process,T plays relevant parts of a mock Speaking Test in which the Ss can listen to candidates doing a weakversion followed by a strong version of each part. Ss also have a chance to practise for the examthemselves.. The Writing TestT provides an overview of the Writing Test and some tips on how to succeed. Ss then focus on PartOne and order writing samples from best to worst in order to focus on essential points. Ss then doa Part One memo writing task themselves. Ss do a Part Two letter writing task then compare it witha model answer. T uses the comparison to provide important tips for the exam and to review basiclayout and phrases. Ss follow the same procedure for writing a report.56 直通剑桥商务英语 中级 教师用书The Reading Test: OverviewIf T is unfamiliar with the Reading Test, he/she should look at the following:. Cambridge ESOL BEC Handbook for Teachers or Past PapersExam focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements (1-7) with therelevant text. This tests candidates’ ability to read for gist and specifi c information.1 Warmer (books closed): T asks Ss what they know about the Reading Test (types of tasks, length, etc.).Ss then open their books and read the overview of the Reading Test. T explains the key features of theReading Test and answers any questions Ss may have about the format and administration of the exam.2 T may wish to show Ss briefl y an Cambridge ESOL BEC Vantage Sample Paper from the Teacher’sHandbook or a Past Paper in order to clarify the format and requirements of each of the fi ve parts. T neednot focus at this stage on how to approach each part of the exam; this will be done later in this unit.3 T reminds Ss that the Reading Test lasts one hour and each question carries one mark so Ss should splittheir time accordingly between the fi ve parts.4 T tells Ss that they may write on their Question Papers, but answers must be transferred to the AnswerSheets in pencil. T may wish to show Ss an example Answer Sheet at this stage. However, no extratime is allowed for transferring answers so Ss must plan their time carefully in the exam. A warning thatthe exam is reaching its end will be given fi ve minutes before the offi cial fi nishing time.How to succeed5 Books closed: T quickly brainstorms good advice for doing the Reading Test (read the instructionscarefully, etc.). Ss then open their books again and T takes Ss through the tips listed and explains themin further detail.The reading tasks6 T tells Ss they will now work through seven short exercises. Each exercise illustrates one of the parts ofthe Reading Test and provides techniques for dealing with each task. T may wish at this stage to pointout that Ss have the opportunity of doing full practice tests using Cambridge ESOL BEC Vantage PastPapers.7 Ex .: T points out the format and aim of Part One of the Reading Test and refers Ss to the Exam tip.Ss read the three sentences and match one sentence with the text. In feedback Ss discuss which partsof the text helped them choose their answer. They also discuss how and why they might be tempted tochoose the wrong answer if the text is not read carefully (fl uent in two European languages, etc.).Sentence 1 is correct. The relevant part of the text is:‘Applicants will … possess good word-processing skills and be familiar with databases’.Exam focus 578 Ex .: T points out the format and aim of Part Two of the Reading Test and refers Ss to the Examtip. Ss read the text and insert one of the three sentences into the gap. T elicits the reasons why theremaining sentences do not fi t.10 Ss then re-read the paragraph and choose one of the three options to complete the sentence stem.11 Ex .: T points out the format and aim of Part Four of the Reading Test and refers Ss to the Exam tip.Ss then read the extract and complete each of the gaps with one of the multiple-choice options. Ssdiscuss the precise meanings of the other words and in what contexts the remaining options would bepossible. T reminds Ss that the focus of this exercise is lexical, not grammatical.12 Ex .: T points out the format and aim of Part Five of the Reading Test and refers Ss to the Exam tip.Ss then proof-read the text and decide whether each line is correct or whether it contains an extra word.In feedback Ss discuss which sentences are incorrect and why.Exam focus: Reading Test Part TwoCandidates insert fi ve sentences from a list of six options into a 450–550 word text. There are a totalof seven options but one is given as an example. Remind Ss they should cross out this option beforethey begin. This tests candidates’ ability to understand cohesion and coherence above sentence level.Exam focus: Reading Test Part ThreeCandidates read a 450–550 word text and answer six multiple-choice question and sentence stemcompletions. This tests candidates’ understanding of specifi c information.Candidates read the questions (which appear in the order of the text) before reading the text forthe relevant information. They can underline key words in the questions or stems while reading.They then read the relevant passages for detail. This will help them select the correct option.Grammatically, all options will fi t, so candidates should concentrate on selecting an item with thecorrect meaning. This tests candidates ability to read for gist and specifi c information.Exam focus: Reading Test Part FourThis is a multiple-choice test with fi fteen gaps. Most of them test lexical items such as collocations,fi xed phrases or specifi c word choice. The texts have 200–300 words and deal with some aspect ofbusiness. This section tests candidates’ understanding of vocabulary as well as sentence structure.As some of the words given have similar meanings candidates need to be able to distinguish betweenthe words which exactly fi ll the gap and those which do not.Exam focus: Reading Test Part FiveCandidates read a short text of 150–200 words containing numbered lines and decide whether eachline is correct or contains an extra word. This tests candidates’ ability to proof-read and understandsentence structure.C1 B 2 A1 you is extra 2 the line is correct 3 it is extraSentence B is correct. Sentence A is wrong because the text is then incoherent. Sentence Cis wrong because the text would then lack cohesion.9 Ex .: T points out the format and aim of Part Three of the Reading Test and refers Ss to the Exam tip.Ss then read the paragraph and discuss what questions they think they would be asked.58 直通剑桥商务英语 中级 教师用书The Listening Test: OverviewIf T is unfamiliar with the Listening Test, he/she should look at the following:. Cambridge ESOL BEC Handbook for Teachers or Past Papers1 Warmer (books closed): T asks Ss what they know about the Listening Test (length, types of task, etc.).Ss then open their books and read about the examination. T points out that Ss are allowed to write ontheir examination papers but must transfer their answers to an Answer Sheet at the end of the test inpencil. Ten minutes are allowed for transfer of the answers.2 T takes Ss briefl y through the three parts of the test to ensure Ss understand the requirements of each.T points out that Ss have to listen for both gist and specifi c information and complete gap-fi ll, matchingand multiple-choice exercises.Listening Test Part One: Candidates listen to three monologues or dialogues of about one minuteeach and complete each of the gaps in three gapped texts with one or two words or a number. Eachtext has four gaps. The recording is heard twice. This task tests candidates’ ability to listen for specifi cinformation and retrieve facts.Listening Test Part Two: Candidates listen to two sections with fi ve short monologues each. Theythen match each monologue to a set of eight options. The options belong together thematically andthe overall theme is expressed in the rubric of the task. The two sections always test different aspectsof business issues and topics. This part tests candidates’ ability to listen for gist, understand mainideas and identify opinions expressed by the speakers. Each section is heard twice.Listening Test Part Three: Candidates listen to a recording of approximately four minutes of one ormore speakers and answer eight multiple-choice questions. This tests candidates’ ability to listen forspecifi c information including opinions, feelings, etc. The recording is heard twice.Before listening3 Books closed: T asks Ss about their experience of doing the listening exercises so far in PassCambridge BEC Vantage (Which exercises did you fi nd easy/diffi cult? etc.). T may wish to point out thatin the exam each recording is played twice so Ss always have a chance to check their answers.4 Ex .: Ss open their books. T takes them through the tips for pre-listening.While listening5 Ex .: T reminds Ss to listen carefully to the entire recording before choosing their answers. They canmake notes if they like and should practice listening for the distracters which are mentioned.After listening6 Ex .: T reminds Ss to go back and check their answers. Although spelling may not be a problem in PartOne, if the answer cannot be read or if what they have written is unclear, they will lose points.Ss should make sure that they have written only one or two words, if they write more, their answer willnot count. They should also take the time to transfer their answers to their answer sheets carefully. InParts Two and Three they may only choose one option, they should check that they have not fi lled inmore than one box per answer.Exam focus 59Suggested answers:1 Accounts/Finance/Accounting 2 expenses form/expenses claim3 authorisation/a signature 4 asap/by FridayListening Part Two8 Ex .: T warns Ss of the dangers of jumping to conclusions while listening. Distractors are includeddeliberately in order to mislead unwary candidates. Ss read the audioscript and identify the speaker,then discuss why some unwary candidates might be misled into choosing the wrong options.Listening Part One7 Ex .: T reminds Ss of the importance of predicting language from what is already provided in the task.Ss then read the form and predict words to fi ll the gaps. T should tell Ss that although they will not hearthe actual recordings in this case, they should use the same strategy when dealing with Part One of theListening Test. (NB: In Part One, candidates fi ll each gap with one or two words only or a number;they will lose points if they use more words.) Spelling errors may be accepted if the meaning of the wordis clear. However, if a name or place is spelled out in the recording, candidates will lose points if thesewords are spelled incorrectly.Ss can guess at possible answers, at least for the more obvious gaps. Once the more obvious gapshave been completed, they then suggest what might fi ll the other gaps. T makes the point, however, thatin the exam they would still have to listen carefully. Predictions may be wrong! Remind Ss that wordingwill be different as well so they should make sure they understand the meaning of the message andnot just the individual words they hear. T tells Ss that there is no script to read, this is just a predictionactivity to practice.The correct answer is C. (The speaker refers to our fl eet, lorries and warehouse.)Some candidates might choose A because the speaker refers to exceptionally good sales;however, this has had an impact on everyone in the company, not just the speaker.Other candidates may be misled by the phrase Production’s managed to keep up … andchoose B. However, the speaker does not work for Production; he is comparing his owndepartment with Production.Listening Part Three9 Ex .: T tells students that they are going to hear a monologue or a conversation between two ormore speakers of about four minutes. They will then have to answer eight multiple-choice questions. Inthis part they have to listen carefully for both details and main ideas in the text. T reminds Ss that thewording in the answers will be somewhat different from the vocabulary used in the recording so theyneed to understand the meaning rather than just individual words. Ss read the audioscript and choosethe correct answer.The correct answer is B. Sales strategies (A) are not mentioned.The supply chain does not in itself infl uence this decision (C), these factors are part of thesupply chain.60 直通剑桥商务英语 中级 教师用书The Speaking Test: OverviewIf T is unfamiliar with the Speaking Test, he/she should look at the following:. Cambridge ESOL BEC Handbook for Teachers or Past PapersAssessment criteriaThe assessment criteria used by Cambridge ESOL for the Speaking Test are range and accuracy of:Grammar and vocabulary, Discourse management, Pronunciation and Interactive communication.In addition, each candidate will receive a mark for Global achievement. The interlocutor asks thecandidates the questions and gives the mark for global achievement. The assessor listens to theexam and gives the marks for grammar and vocabulary, discourse management, pronunciation andinteractive communication. These categories have been used in this unit with the exception of Discoursemanagement, which refers to a candidate’s ability to use English beyond sentence level. It was decidedto simplify this category to make the criteria more tangible for Ss. Ss will obtain good marks for Discoursemanagement if they follow the advice given under Interactive communication and Linking of ideas.1 Warmer (books closed): T elicits what the Ss know about the Speaking Test (length, parts, numbersof candidates/examiners, etc.).2 Ss open their books and read the overview of the examination format. T may wish to point out thatSs are always examined in pairs. Unless there is an unequal number, in which case Ss are examinedin threes.How to succeed3 T writes the headings Interactive communication, Linking of ideas, Grammar and vocabulary andPronunciation on the board. Ss brainstorm what is meant by these headings.4 Ss open their books and read through the tips to compare their answers. T may want to add some of thefollowing extra information:Interactive communicationCandidates are assessed on their ability to work well together in their pair/group. Marks are given forinitiating and responding appropriately, contributing fully to the conversation and showing an ability tocomplete the task successfully. In Part Three, where Ss discuss a topic, the examiner will pay attentionto how well the Ss work together, noting their ability to sustain interaction and show sensitivity to turntakingwithout the involvement of the examiner.Linking of ideasCandidates are assessed on their ability to use English at and beyond sentence level. This refers tothe ability to produce extended utterances and to organise ideas and speech coherently (e.g. by usinglinking words). In Part One, candidates should answer the examiner’s questions as fully as possible.In Part Two, candidates have an opportunity to prepare and produce an extended piece of speech andare expected to express and justify opinions. In Part Three candidates are expected to link their ideasto statements made by their partner(s).Grammar and vocabularyMarks are given for accuracy, appropriateness and range of the candidates’ grammar and vocabulary. In Parts Twoand Three of the test, the examiner will give Ss time to read the input material. Ss should use this time to prepare.PronunciationCandidates are assessed on their ability to produce comprehensible utterances. Marks are given forproduction of individual sounds, word and sentence stress, and intonation.Exam focus 61Personal information5 Ex .: T now focuses on the general topics that might arise in Part One of the Speaking Test, whereSs are required to answer questions. T brainstorms such general topics. T then elicits questions to dowith the fi rst topic in the box (What do you do? Do you like your job? What did you do before this job?What would you like to do if you changed job?). Ss then work in pairs and write three questions for eachof the other topics in the box. In pairs, Ss ask each other the questions. T reminds Ss to offer furtherinformation where possible.6 T introduces the layout of the Speaking Test by explaining that there are two (or three) candidates andtwo examiners. T should point out that Examiner 1 (the interlocutor) interviews the candidates whileExaminer 2 (the assessor) sits slightly apart and listens to the conversation.7 Ex .: T explains that the recording includes both a weak version (Interview One) and a strong version(Interview Two) of a simulated BEC Vantage Speaking Test. (No audioscript is provided as the SpeakingTest is so long.) Ss listen to Part One of the weak version fi rst and identify what Sumio and Alain dowrong. T encourages Ss to focus on task completion rather than language.8 Ex .: T plays the improved version of the same part of the test.Suggested answer:Interview 1 (weak version)Sumio . Gives minimal answers and therefore shows no range.Alain . Gives short abrupt answers.. Has a negative attitude (Well, I don’t know).Interview 2 (strong version)Sumio . Gives fuller answers with fl uency phrases (Oh, I would say … ).Alain . .Gives full answers and uses connectors and fl uency phrases (… because it’svery quiet and there’s a park next door. I think we … but hopefully …).Mini-presentation9 Ex .: T asks Ss to look at choice of subjects on page 138. Ss choose a topic and explain their choice.10 Ex .: T reads through the tips about the mini-presentation in Part Two. T points out that using a varietyof expressions and linking words can make a good impression on the examiner. T then elicits possibleopening and closing phrases.Suggested answers:Opening:I’d like to talk about … fi rst of all …When … ing … I think that it is important to …Closing:And fi nally, …So, lastly …11 Ex .: Ss listen to the weak version of Alain’s mini-presentation to note what he does wrong.62 直通剑桥商务英语 中级 教师用书12 Ex .: Ss listen to the improved version and say how Alain’s performance is better. T elicits possiblequestions to ask Alain.Suggested answer:Interview 1 (weak version). He only covers the points on the card, he does not add any of his own ideas.. He rushes, which makes his accent diffi cult to understand.. He runs out of ideas at the end (… and stuff like that.)Interview 2 (strong version). He covers both points on the card and add two of his own ideas – he completes the task.. He uses a good range of language.. He uses connectors (the company should also …).. He pauses in appropriate places and signals that he is coming to the end of his talk (and,fi nally …)… He gives a full clear answer to Sumio’s question.13 Ex .: T tells Ss to look at the other topics on page 155. Ss take turns to choose a topic and prepareand then give a mini-presentation. The preparation time and the talk last for one minute each. RemindSs they are allowed to make notes. T monitors to ensure Ss are using connectors and are asking eachother questions. If time, T may ask Ss to give their talks to the whole group.Collaborative task14 Ex .: Ss look at the visual of the exam layout (Ss should look at each other, not the examiner). T asksSs to discuss how they would express the four functions listed.Suggested answer:1 I think that …, It seems to me that …, I feel that …2 What do you think about …? What about you? Would you like to add anything?3 Could you explain that, please? What do you mean by that exactly?4 Yes I see, but …, I’m not sure about that.15 Ex .: Ss comment on the differences between the two versions of the discussion.Suggested answer:Interview 1 (weak version)Sumio . Speaks very quickly at the beginning which makes her accent diffi cult to follow.. Doesn’t support her views very well.Alain . Doesn’t appear very interested in Sumio’s ideas, doesn’t really respond.. Is rude towards some of Sumio’s ideas (No, I don’t think that’s good enough).Interview 2 (strong version)Sumio . Speaks more slowly and more clearly.. Gives opinions and asks for Alain’s view.. Responds naturally to Alain’s comments, follows them up.Alain . Responds directly to Sumio’s suggestions.. Uses polite language (I think we should …).. Asks Sumio’s opinion (Why don’t we …?).16 Ex .: T puts Ss into pairs or threes and tells them to look at the Activity Sheet on page 139. T assignsa topic to each pair and gives them 30 seconds to look it over as preparation. The Ss are not allowed tomake notes. After 30 seconds, the Ss begin to discuss the topics and their ideas. T monitors and afterabout three minutes asks a several appropriate questions for that scenario. If time, T may prefer to askSs to have their discussion in front of the whole group.Exam focusExam focus 63The Writing Test: OverviewIf T is unfamiliar with the Writing Test, he/she should look at the following:. Cambridge ESOL BEC Handbook for Teachers or Past PapersWriting tasks are assessed according to fulfi lment of task and quality of language including rangeand accuracy of vocabulary and grammar, cohesion and register and format. T should ensure thatwhenever Ss do an exam writing task, they consider the following questions:Task: Are all parts of the task fulfi lled?Language: Is the meaning clear? Has the writer shown some evidence of grammatical and lexicalrange?1 Warmer (books closed ): T asks Ss what they know about the Writing Test (length, types of task, etc.).T puts Ss’ answers on the board and asks Ss what they fi nd most diffi cult about the writing tasks theyhave encountered in Pass Cambridge BEC Vantage so far.2 Ss read the overview of the Writing Test. T answers any questions Ss may have regarding its format andadministration.T reminds Ss that the Writing Test lasts 45 minutes so that Ss should split their time accordingly betweenthe two parts. T points out that Writing Test Part One carries 1/3 of the mark and Part Two carries 2/3.Candidates should practice completing Part One in about 15 minutes and Part Two in about 30 minutes.T tells Ss that they should not write their memos, letters, reports, etc. only in capital letters. Theexaminer will want candidates to demonstrate an understanding of when capital letters are normally used(to begin sentences, etc.).Candidates are expected to write their answers on an offi cial Answer Sheet. In addition, they will begiven rough paper for notes. Candidates should use the rough paper to plan their writing. However, theyshould be aware that if they write the complete answers in rough fi rst, there may not be time to copy outthe fi nal version.T explains that in this lesson he/she will illustrate the two different parts of the Writing Test and focus onthe requirements of both parts.How to succeed3 Books closed: T asks Ss what they think the examiner is looking for in the Writing Test. Ss’ responseswill probably include: grammatical accuracy, spelling, range of business vocabulary, organisation andappropriate language. T quickly brainstorms good advice (e.g. use grammar you are confi dent aboutrather than taking risks, demonstrate your range of vocabulary by not repeating a word when analternative is available, use sequencers to organise your thoughts clearly).4 T takes Ss through the tips regarding Task and Language. T stresses that the candidate must completethe task in full.5 T refers Ss to sections of the book which will help them in the Writing Test. In addition to looking at thissection of the book (Exam focus), Ss can refer to Units 2b and 3a and Essential functions (page 156)for written functional phrases and to Unit 5a for language of reports.64 直通剑桥商务英语 中级 教师用书Emails, memos and notes6 T reminds Ss that in the fi rst part of the Writing Test they will have to write a piece of internal businesscommunication such as an email, memo message, or note.Exam focus: Writing Test Part OneCandidates write a 40–50 word note, email, message or memo. They are given a written promptoutlining who the writer is, who the message is to, the reason for writing and what informationshould be included in the text. Some of this information is given and some should be invented by thecandidate. All three pieces of information given in the bullet points must be included in the answer.This tests concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate. However, candidates do not need to beconcerned about layout.7 Ex .: Ss work in pairs. T asks Ss to read the task and then the three sample answers. Ss orderthe answers from best (1) to worst (3), bearing in mind that the task is a note from a manager to hisassistant, not a more formal memo.Notes:1 Candidate CAll three parts of the task are completed and it is the correct length. The language is accurateand appropriate except for one mistake (hire instead of book/reserve).2 Candidate BB completes two parts of the task but does not give location details. The note is too long. Thewriter includes unnecessary information (e.g. to discuss a contract with us).The languageis generally accurate although the fi rst sentence is long and wordy. The language is alsoinappropriate at times (e.g. See you soon!).3 Candidate AA completes one part of the task only and does not give dates or location details. The noteis short. The style is inappropriately formal for a note (I am writing to inform you, Yourssincerely … etc.).8 In feedback T stresses that candidates must include all three parts of the task in their answer;grammatical accuracy itself will not ensure a pass. Candidate C would, therefore, probably receive topmarks despite a minor mistake in the answer. T may also wish to stress that Ss should keep to the wordlimit and not introduce any information not requested in the rubric. Here, Candidate B might be penalisedfor not keeping to the word length.9 Ex .: Before Ss do a concise writing task themselves, T asks them to read the examination tips. Ssthen write the memo outlined on the Activity sheet on page 137. After they have written their memos,T could ask Ss to exchange their answer with a partner and give each other feedback.Suggested answer: (39 words)To: Sales TeamFrom: Hugh Jones, Assistant Sales ManagerUnfortunately, I have to postpone next week’s sales meeting. I have to go to Munich earlyin the week because Rosemary is ill. I’ll be back on Thursday. Could we therefore have ourmeeting on Friday at eleven o’clock.?In feedback T should check Ss have included all three elements of the writing task in their memo andthat the word limit has been adhered to.Exam focus 65Formal lettersExam focus: Writing Test Part Two (Letter)Candidates write a 120–140 word formal business letter. All fi ve prompts given in the input must beincluded in the answer. The task tests candidates’ ability to produce an appropriate piece of extendeddirected writing.For letters, candidates are expected to plan, organise and present their ideas clearly. Letters shouldbe divided into clear paragraphs. Although candidates should not write addresses, they are expectedto know letter layout and conventions. They must use appropriate salutations and closures. Typicalwritten functional phrases should be used.10 Ex .: T asks Ss to read the task. Ss then read the tips below the letter, which deal with the suggestedprocedure Ss should go through in order to write the letter. T should stress to Ss the importance ofchecking their own work in terms of task completion, clarity of message, organisation, appropriateness,accuracy and choice of language as well as the effect on the target reader.11 Ss do the writing task without looking at the model answer on page 72. In pairs Ss exchange their lettersand give each other feedback based on the above points. In feedback T reminds Ss that they mustinclude all fi ve points.12 Ex .: T asks Ss to read the model answer and compare it with their own answers. In feedback Thighlights the following key features of the model answer: all fi ve points included, appropriate wordlength, opening salutation and closure, layout, paragraphing, linking words, appropriate phrases,accurate language.13 T uses this opportunity to review letter writing conventions. T refers to the coloured boxes pointing outimportant features of letters.14 T ensures that Ss are confi dent about the use of different salutations (Dear Sir/Dear Madam/Dear MrJones/Dear Stephanie, etc.) and closures (Yours faithfully/Yours sincerely/Best regards, etc.). T pointsout that in the UK letters sent to people whose names the writer does not know, must close with Yoursfaithfully. If the writer knows the name, the letter can close with Yours sincerely, Regards, etc.15 Ex .: T reviews typical phrases used in formal business letters. T also refers Ss to Units 2b and 3a,which contain further phrases for business letters, and to the written column in Essential functions onpage 156.66 直通剑桥商务英语 中级 教师用书ReportsExam focus: Writing Test Part Two (Report)Candidates write a 120–140 word formal report or proposal. All fi ve prompts given in the input mustbe included in the answer. The task tests candidates’ ability to produce an appropriate piece ofextended directed writing.For reports and proposals, candidates are expected to plan, organise and present their ideas clearly,using paragraphs, headings and bullet points where appropriate. All reports and proposals areexpected to have a title. Point out that reports may end only with a conclusion and report on pastevents. Proposals must end with a suggestion and indicate future action.16 T asks Ss to read the task. Ss then read the tips below the memo, which deal with stages Ss should gothrough when writing a report. T should stress to Ss the importance of checking their own work, in termsof task completion, clarity of message, organisation, appropriateness, accuracy and range of languageas well as the effect on the target reader.17 Ss do the writing task without looking at the model answer on page 74. In pairs Ss exchange theirreports and give each other feedback based on the above points. In feedback T reminds Ss that theymust include all fi ve points highlighted.18 T asks Ss to read the model answer and compare it with their own answers. In feedback T highlightsthe following key features of the model answer: all fi ve points included, appropriate word length, mainheading, further headings, linking words, appropriate phrases, accurate language.19 T uses this opportunity to review report writing conventions. T refers to the coloured boxes pointing outimportant features of reports.20 T reviews typical phrases used in reports. T also refers Ss to Unit 5a, 6a and 6b which focus on reportwriting.Reporting results Unit 6a 67Unit 6a Reporting resultsObjectives: To enable Ss to talk about company performanceTo review the language of change including cause and effectTo practise reading and listening for specifi c informationTo practise report writingSuggestion: T may wish to use authentic annual reports in the lessonUnit overview. Measuring performanceSpeaking Ss discuss how companies measure performance and report results.Listening Ss listen to a TV news report and pick out the performance indicators mentioned.Ss then listen again and answer comprehension questions. Ss listen once moreand complete a graph.Vocabulary Ss scan the audioscript to fi nd verbs/nouns describing change. Ss learn how touse verb/adverb and adjective/noun combinations to describe change.Speaking Ss do an information exchange activity in which they complete graphs/bar charts.. Annual reportsReading Ss match sentences with extracts from the CEO’s statement from annual reports(Reading Test Part One).Speaking Ss rank the extracts in terms of how positive the results are.Vocabulary Ss skim the extracts for connectors of cause and effect and add alternatives.Speaking Ss look at fi nancial information about two companies and decide which companythey would prefer to invest in.Writing Ss write a report explaining their decision (Writing Test Part Two).68 直通剑桥商务英语 中级 教师用书Measuring performance1 Ex .: T elicits how the performance of a company can be measured. If Ss are interested in fi nancialmatters, this warmer may be quite extensive and T should accept the indicators Ss suggest. However,if Ss are not very knowledgeable, T mentions the indicators listed in Ex .: profi t, turnover, share price,sales volume, dividend as well as the annual report, newspapers, etc. In any case, T ensures Ss knowthese words in preparation for Ex .. T ensures Ss are aware that one source of such information is acompany’s annual report.2 Ex .: Ss listen for mention of the above words in part of a TV programme reporting on the performanceof the supermarket chain Fairways. T elicits whether the indicators went up or down. T may wish to askSs to listen again for the exact movement of these indicators. T then asks the more global question: Howhas the company performed?Profi t went up (by 9.8%).The dividend went up (now half a penny per share).The share price was volatile: rising, collapsing, recovering, declining and improving again(up by 1.3 pence at 67.).Turnover and sales volume were not mentioned.3 Ex .: T asks Ss to read the comprehension questions. Ss listen again and answer the questions.1 The company is following a strategy of expansion into other areas: petrol and internetbasedhome shopping (e-shop services).2 It is not yet very successful: it is only breaking even and is not expected to do much morethis year.3 Because people thought there would be a takeover.4 News of good trading results.4 Ex .: T points out that the graph represents Fairways’ share-price from February 2010 to 2011. Sslisten to the second half of the report again and complete the graphFebruary 2010–February 2011Fairways Share Price: Feb 2010–Feb 2011Share price/penceReporting results Unit 6a 695 Ex .: T asks Ss to look at the pictures. Ss scan the audioscript for verbs which describe the pictures. Tthen elicits the corresponding noun forms. T checks that Ss know the three forms of any irregular verbsmentioned (e.g. rise/rose/risen).6 T asks Ss to read the audioscript again and underline further useful language to describe trends(volatile, steady progress/decline, etc.).7 Ex .: Ss look at the drawings again and fi nd other words which match. Ask them to answer the questions.T may wish to draw Ss’ attention to the following: adjectives and adverbs (steady, slowly, marginally,slightly), verb preposition (to be up (from/on) …, to peak at …, to go down to).1 C 2 A 3 BAdjectives and adverbsSize of change Speed of changemarginal / marginally sudden / suddenlysubstantial / substantially steady / steadilymodest / modestly sharp / sharplysignifi cant / signifi cantly consistent / consistentlyconsiderable / considerably gradual / graduallyNote: dramatic / dramatically can be both size and speed of change.9 Ex .: Ss work in pairs using the Activity sheets on page 136 and 141. Ss take it in turns to describetheir graph/bar-chart to each other for their partner to draw. T ensures Ss do not show their sheet toeach other. Ss then compare their drawing with their partner’s graph/bar-chart. T rounds off the activityby obtaining one fi nal description of the bar-chart and graph from the whole group.4 to peak / a peak 5 to recover / improve 6 to shoot upa recovery / improvement1 to rise / a rise 2 to fall / a fall 3 to collapse / a collapse. to plummet 3, to decrease 2, to go up 1, to soar 6, to plunge 3, to increase 1, to go down 2. picture 5 represents the term ‘to bottom out’; picture 4 shows a trend which can representthe term ‘level off’ or ‘remain stable’; the opposite of this is fl uctuate8 Ex .: Ss work in pairs to categorise the adjectives and adverbs into those that indicate size of changeand those that indicate speed of change. T points out that adjectives come before nouns and adverbsfollow verbs. T ensures Ss understand how to use the adjectives with nouns (a dramatic increase, toincrease dramatically).70 直通剑桥商务英语 中级 教师用书Annual reports10 To introduce the topic of annual reports, T asks Ss questions briefl y (Does your company produce anannual report? Do you read it? What does it contain? What image does it promote of the company?etc.). T should elicit/point out that an annual report is written for shareholders to inform them of thefi nancial situation of the company. It is usually a glossy publication which aims to promote a positiveimage of the company. It includes information on company activities and major developments over theyear as well as fi nancial information about the company, such as balance sheets and profi t and lossaccounts. T may wish to show Ss examples of different authentic annual reports.11 Ex .: T asks Ss to read the sentences. Ss read the extracts and match each sentence with one of theextracts.1 C 2 A 3 D 4 C 5 A 6 B 7 DExam focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements with therelevant text. This tests ability to read for gist and specifi c information.Candidates read the four texts and then the statements. They then focus on each text in turn, readingfor detail and fi nding statements which match. Finally, candidates re-read each statement and checktheir answers. Candidates should check they have used all the statements once only and that theyhave not made careless errors noting down the letters.12 Ex .: Ss read through the texts again to decide which company seemed most successful and which least.Getting the right answer is not as important as processing the text in an attempt to justify a decision.Suggested answer:The company with the best results is C (Trading volume increased by 4.5% … well up onrecent years … turnover rose by 3% … successful restructuring programme).Company B made steady progress only.Companies A and D both had disappointing years. For D, trading profi t fell by 7%; however,as the company was able to spend ￡4.8bn on an acquisition, we assume profi ts were stillreasonable. On the other hand, A made losses that were only almost balanced by gains fromcost savings. Therefore, A seems to have the worst results.13 Ex .: Ss scan the audioscript for words and phrases describing cause and effect. T then elicits otherwords and phrases which could be used in their place.Suggested answer:A: Strike action … led to losses. Alternatives: resulted in/causedC: Operating margins increased as a result of … Alternatives: due to/owing toD: Trading profi t fell … due to … Alternatives: as a result of/owing toOther words and phrases for describing cause and effect could also be used (e.g. Thismeant …). However, it would be necessary to change the structure of the sentence.Language for describing cause and effect may well be required in Writing Test Part Two. If candidatesare asked to write a report in the exam, it may be necessary to summarise important information andgive reasons for conclusions/recommendations.Reporting results Unit 6a 7114 Ex .: T ensures that Ss understand what types of businesses the information deals with beforedoing Ex .. (Bute Chemicals supplies raw materials to industry while Ramsden sells energy drinks towholesalers and restaurants for consumer consumption.) Ss work in pairs and discuss which of the twocompanies featured in the newspaper snippets it would be a good idea to invest money in. In feedbackSs explain the reasons for their choice.Earning per share =profi t after taxnumber of ordinary shares in issue15 Ex .: Ss write a 120–140 word report comparing the two companies and recommending the mostsuitable. It should be clear and concise and include language for describing trends and cause and effect,where appropriate. T reminds Ss to consider the three bullet points. Ss should refer back to Unit 5a foruseful expressions and tips for report writing. As time in the lesson is likely to be limited, T will probablyset the report for homework. However, if Ss do the writing task in class, T can ask Ss to exchangereports in pairs and give each other feedback.Remind Ss of the following:. . The report will have 4–5 parts, an Introduction, Findings, Conclusion and Recommendation.Instead of Findings each company can have its own heading, as in the sample report.. . The Introduction explains what the aims of the report are. The Findings (or the heading for eachcompany) explain the information taken from the newspapers clippings; the Conclusion is a summaryand the Recommendation gives a suggestion as to which company to choose to invest in.. . Necessary language includes: passive, cause and effect words, words describing trends. It shouldbe formal and avoid the use of statements in the fi rst person.!Suggested answer: (132 words excluding headings)Ramsden Energy Drinks and Bute Chemicals: Investment PotentialIntroductionThis report aims to assess which company, either Ramsden Energy Drinks or ButeChemicals, this company should invest in.RamsdenThe company had mixed results last year; although turnover increased by approximately 25%, netprofi t rose by less than 4%. However, restructuring may be able to eliminate these ineffi cienciesand expected growth in the drinks industry suggests opportunities for increased profi ts.ButeResults were disappointing, with turnover and profi t both falling slightly. Nevertheless, thecompany managed to increase its dividend to shareholders. The rumoured merger seemslikely to push up the share price considerably.ConclusionDespite the merger rumours, any investment in Bute Chemicals would involve a risk.Ramsden, on the other hand, despite its present ineffi ciency, is still profi table and has defi nitepotential for further growth.RecommendationWe would recommend investment in Ramsden Energy Drinks.72 直通剑桥商务英语 中级 教师用书Audioscript: Listening. So, let’s have a look at how the markets are doing with Jenny.. Thanks, Tony. Well, we’ll begin with Fairways, the supermarket chain. They’ve reported their resultstoday. For the past six months, pre-tax profi ts rose sharply by 9.8%, which brought the fi nal fi gurefor the year to just over 6.3m. That’s up from just over 5.8m last year. The dividend is up. If you’reone of their shareholders, you can expect half a penny per share. Fairways has got 163 storesand three now actually sell petrol, so they do seem to be expanding. They’ve also just spent halfa million pounds on buying e-shop services, which specialises in developing Internet-based homeshopping. However, the business is only operating at break-even and isn’t expected to do muchmore this year, it has to be said.Now, let’s take a look, shall we, at how Fairways’ share price has done over the last 12 months.As you can see, it’s been pretty volatile. After steady progress throughout the fi rst half of the year,it really shot up at the end of the summer, when everyone thought there’d be a takeover. At theheight of the rumours, in September, you can see that shares peaked at just over 80 pence. Thetakeover didn’t happen, though, and the price collapsed. By mid-October it had fallen as far as the55 pence mark. The shares recovered slowly to 65 pence by November, but then they went intosteady decline again for the next two months, down once again to the 55 pence mark. However, newsof good trading results has meant that shares have improved again this year. And it has to be said, theshare price is marginally up on last February, so shareholders are in profi t over the 12 month period.And if we look at the Fairways shares today, they’re up slightly by 1.3 pence at 67 and a half.Essential vocabularyDescribing performance Describing trendsacquisition collapse/to collapseannual report fall/to fallassets improvement/to improveCEO’s statement peak/to peakcost-cutting (measures) plunge/to plungedisposal to plummetdividend recovery/to recovermerger rise/to riseto offset sharp(ly)to restructure to shoot uprevenue to soarrumour steady/steadilysales volumeshare priceto streamlinetrading resultsExam focus: Writing Test Part Two (Report)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the inputmust be included in the answer. The task tests candidates’ ability to produce an appropriate piece ofextended directed writing.For reports, candidates are expected to plan, organise and present their ideas clearly, usingparagraphs, headings and bullet points where appropriate. All reports are expected to have a title.Reports should always have conclusions. A recommendation is only necessary when one is askedfor in the instructions.Green initiatives Unit 6b 73Unit 6b Green initiativesObjectives: To enable Ss to talk about the impact of business and other institutions onthe environmentTo practise listening for specifi c informationTo practise report writingTo review and practise language for giving presentationsUnit overview. Assessing environmental impactSpeaking Ss complete a questionnaire assessing the environmental impact of companiesand schools/universities. Ss then think of three ways to reduce this impact.. The RecyclebankSpeaking Ss discuss a quote made by the CEO of the Recyclebank. Ss then summarise themain points of the scheme and discuss which of them they think will be effective(Speaking Test Part Three).Language focus Ss focus on presentations including typical phrases for presenting.Speaking Ss work in groups to prepare a brief presentation using information about achemical company’s environmental performance (Speaking Test Part Two).Writing Ss write a brief report on the company’s environmental performance(Writing Test Part Two).74 直通剑桥商务英语 中级 教师用书Assessing environmental impact1 Warmer (books closed): To introduce the topic, T writes pollution on the board and brainstorms wordsconnected with the topic (emissions, oil spillage, waste the environment, etc.).2 Ex .: T asks Ss to read the questionnaire. In pairs Ss fi nd out about their partner’s workplace, schoolor company, ticking any boxes which correspond to true statements. If Ss work for the same company orattend the same school, T asks them to work through the questionnaire together and agree on a decisionfor each statement. Ss then add up the scores and turn to page 137 to read the assessment of thecompany’s environmental impact. Ss then discuss in pairs whether they consider the assessments valid.In feedback T may wish to elicit examples of ways Ss’ companies or schools already take measures toreduce their impact on the environment. As some of Ss’ companies or schools may not be particularlyconcerned about their environmental impact, sensitivity and tact is required by T when dealing with thistopic.3 Ex .: Ss think of three ways their company or school could further reduce its impact on theenvironment. In feedback T may wish to write up suggestions on the board for Ss then to discuss whichideas are easiest to implement.The RecyclebankThe Recyclebank is a subsidiary of Recycle Rewards Inc. and was set up as an initiative to helppeople recycle and reuse household items. It was founded in 2004 in the US and now has offi cesin the UK as well. The company distributes special carts embedded with an RFID (radio frequencyidentifi cation) chip and households put their recyclable items into the carts. The chip then records theamount of goods recycled by households and households are then rewarded with points they canredeem at local businesses to get goods and services.4 To introduce the subject, T asks Ss general questions about recycling. Ss look at the logo of theRecyclebank and asks Ss what they think the company does. T elicits what Ss know about recyclinginitiatives in their own communities, workplaces, schools, etc.5 Ex .: T points Ss to the quote from Jonathan Hsu and asks them to discuss it. Ss then summarise themain points of the Recyclebank scheme. T elicits these points and writes them on the board.Suggested answer:(main points of the scheme)encourages people to recycle through a reward systemrecycled items are weighed and converted into points put into an online account to buy goodsand serviceshouseholds can donate their points to schoolsmakes it easy to recycletries to get people to reduce consumption and re-use goodsGreen initiatives Unit 6b 756 Ss rank them and say which they feel are the most convincing. Ss discuss examples of household itemswhich can be reused rather than discarded and replaced with new ones.7 Ex .: Ss work in pairs and discuss ways to encourage employees to follow environmental policies.Exam Focus: Speaking Test Part ThreePart three is known as the collaborative task. Candidates are expected to speak in pairs (or a group ofthree) for about three minutes (fi ve minutes for a group of three) about a business-related topic. Theyare presented with a situation and must come to a decision regarding specifi c aspects of it. They areevaluated on their ability to communicate with each other by asking for and expressing opinions, theiractive listening and turn-taking skills, how they initiate conversation and negotiate appropriately to aconclusion if possible. At the end the examiner will ask several questions on the topic. Here Ss areencouraged to come up with the types of questions which they might be asked.8 T asks Ss about their experience of presentations (Do you often give/attend presentations? Are thepresentations held in English? What do you fi nd the most diffi cult about giving presentations? What inyour opinion helps make a good presentation? etc.).9 Ex .: T refers Ss to the Don’t forget section. Ss read the phrases and scan the audioscript for furtherpresentation phrases to complete the reference box.Introducing your talk: Then we’ll go on to … / Finally, we’ll turn to …Referring to visuals: As you can see, …Signalling: Firstly, / I would like to conclude by …Ending: If you have any questions, …10 Ex .: Ss work in groups. Each group prepares a short presentation using the information given. Tshould set Ss a time limit for preparing the presentation. The group must prepare the presentationtogether but either one person only may deliver it or Ss can give part of the presentation each.Alternative activityIf T wishes, and if time allows, T may prefer to give the visual information in the book to onegroup and a photocopy of the alternative information on page 82 of the T’s notes for this unitto another group.76 直通剑桥商务英语 中级 教师用书11 Ex .: T should refer Ss back to Unit 5a for tips on report writing. If there is time for Ss to write the reportin class rather than for homework, T can ask Ss to exchange reports and comment on their clarity andeffectiveness, etc. Remind Ss that a report can include headings for each point or all points in the mainsection can be put together under Findings. Make sure that Ss understand that this report does not askfor a Recommendation, only a Conclusion.Suggested answer: (135 words excluding title)Environmental performanceIntroductionThis report sets out to compare our environmental performance over the last four years withthe targets which we have set out for next year.Waste reductionThere was an increase in non-hazardous waste three years ago, this was due to by-productsresulting from the new processing system. Although the amount has fallen steadily since thenit seems unlikely that next year’s target level will be achieved.In contrast, the introduction of the new waste processing system enabled us to reducehazardous waste to target levels three years ago.Energy effi ciencyEnergy consumption has decreased steadily and it seems likely that target levels will bereached by next year.ConclusionIn conclusion, the measures taken have led to signifi cant environmental improvements. It isexpected that most targets will be achieved or exceeded by next year.Exam focus: Writing Test Part Two (Report)Candidates write a 120–140 word formal business letter or report. All fi ve prompts given in the inputmust be included in the answer. The task tests candidates’ ability to produce an appropriate piece ofextended directed writing.For reports, candidates are expected to plan, organise and present their ideas clearly, usingparagraphs, headings and bullet points where appropriate. All reports are expected to have a title.Reports should always have Conclusions. A Recommendation is only necessary when one is askedfor in the instructions.Exam Focus: Speaking Test Part TwoPart Two is known as the long-turn in which candidates are expected to give a mini-presentation ofabout one-minute. They are given a choice of three topics, each with two prompts, and have oneminute to prepare their presentation. When they have fi nished their partner asks a question aboutthe presentation. They are expected to use discourse markers and linking words. Candidates areevaluated on their ability to organise a piece of extended discourse, give information and expressand justify opinions.Green initiatives Unit 6b 77Essential vocabularyEnvironmental impact Presentation phrasesbehavioural habits First of all, …carbon footprint We’re going to look at …customer advocacy Then we’ll go on to …eco-consumer Finally, we’ll turn to …economic advantages If you look at the screen, …energy-effi cient As you can see, …environmental impact Moving on to, …environmental solutions I would like to conclude by … (ing)green benefi tgreen residentshazardous/non-hazardouslandfi llpenaltiesto recycleto reduce (consumption)(to reduce) municipal wasteresource recoverywastewidespread supportEnvironmental performance Ex .: Alternative informationEmissionsTo airdown 57%Previous 4 years’ resultsTargets460398302196230To waterdown 6%Thousands of tonnesCompliance with regulationsup 15%ComplianceHere are the environmental performance figures for the last four years and our targets for the end ofnext year. I’m afraid we don’t have this year’s figures yet. Good luck with the presentation!NatashaLittle progress here I’m afraid due to theage of some of our machinery. We’re hopingto update machines next year.We’re on target to achieve 100%compliance with all local emissionsregulations throughout the group.Heavy investment in new filter systemshave produced these great results.52 51 51 492686 88 9299 100Thousands of tonnesCompliance as %.78 直通剑桥商务英语 中级 教师用书Unit 7a Health and safetyObjectives: To enable Ss to talk about health and safetyTo practise reading for gist and specifi c informationTo practise listening for specifi c informationTo review the language of obligation and prohibitionUnit overview. Injuries at workSpeaking Ss discuss what kind of injuries can happen in an offi ce.Reading 1 Ss answer questions in a quiz on offi ce accidents.Speaking Ss discuss how they think such accidents happen and how they can beprevented.Listening Ss listen to a conversation and complete an accident report form(Listening Test Part One).Language focus Ss focus on language of obligation/absence of obligation and prohibition.Speaking Ss talk about employers’ and employees’ health and safety regulations in theworkplace.. How safe is your workplace?Reading 2 Ss match paragraph headings with paragraphs in a brochure about riskassessment. Ss then insert missing sentences into the text(Reading Test Part Two).Speaking Ss assess features of their study or work environments and discuss how thethree worst features could be improved.Health and safety Unit 7a 79Injuries at work1 Warmer (books closed): T introduces the topic of health and safety by asking Ss questions briefl y(Have you or one of your colleagues ever had an accident at work? What happened? Who is responsiblefor health and safety at your workplace or school? etc.). T elicits from Ss what a health and safety policyis. (In the UK every employer is legally obliged to prepare a written policy on health and safety which itdisplays in the workplace outlining ways to deal with potential hazards.) T also elicits what training canbe expected (in the UK each workplace has a nominated safety offi cer who checks the health and safetyprovision of the workplace and provides regular training to staff) and what happens when an accidentoccurs (under the Occupational Safety and Health Act a report must be made when illness or injuryresults in medical treatment, transfer to another job, restricted work or motion, or loss of consciousness).T could also point out that in the US there is also a Occupational Safety and Health Administration andsimilar laws. Posters must be hung up in workplaces and specifi c records of accidents must be kept.2 Ex .: In pairs Ss think of three accidents that can happen in an offi ce (e.g. falling over computer cables,tripping over the carpet, injury caused by lifting heavy objects).3 Ex .: T asks Ss to read the quiz and the questions. In pairs Ss decide on the best answers. Ss thenturn to page 137 and check their answers and read the explanations.1 the factory2 his balance3 stitches4 painkillersExam focus: Listening Test Part OneCandidates listen to three telephone conversations or voicemail messages and complete each ofthe gaps in three gapped texts with one or two words or a number. Each text has four gaps. Therecording is heard twice. This task tests candidates’ ability to listen for specifi c information.Candidates have fi fteen seconds to read through each form before listening and should use the timeto predict the missing information. The questions follow the order of the recording. The audio willcontain distractors so that candidates have to listen very carefully. Spelling is not stressed in this partof the test, but if a name is spelled out on the audio it must be written correctly.This exercise is similar to the task in the exam, even though it involves only one rather than threeconversations.1 B 2 C 3 A 4 C4 Ex .: Ss discuss how accidents and other injuries happen, and how they could be prevented, either asa group or in pairs. T can introduce the concept of offi ce ergonomics and discuss the importance of thisfor working or studying.5 Ex .: T asks Ss to look at the accident report form. Before Ss listen to the recording. T asks them topredict the missing words in Part D. Ss then listen to the conversation between a company doctor andan employee.80 直通剑桥商务英语 中级 教师用书6 Ex .: Ss quickly look through the audioscript to fi nd phrases containing verbs of obligation, prohibitionand absence of obligation to complete the table. T may need to explain the meaning of obligation to Ss.In feedback T may wish to take the opportunity to review modals of obligation and prohibition. T alsoelicits any additional expressions to describe obligation or prohibition which Ss know and asks Ss ifthese expressions could replace the verbs in the conversation.Obligation Prohibition Absence of obligationYou must be more careful. You mustn’t take them The company doesn’tYou are supposed to leave with . . . have to take . . .your phone . . .7 Ex .: Ss talk about employees’ and employers’ health and safety regulations in the workplace (theemployer must provide health and safety training for employees, employees mustn’t overload electricalsockets, etc.). T explains that regulations means that employers have an obligation to follow certain rules.How safe is your workplace?8 Ss brainstorm the reasons why employers and employees would wish to have suitable health and safetyprecautions in the workplace (employers would save money if staff had fewer days off because ofwork-related accidents and illnesses; with good health and safety provisions the employees are likelyto feel less worried about potential hazards and be more productive, etc.).9 Ex .: Ss read the leafl et about risk assessment and match each of the steps (1-5) with one of theheadings from the box (A-E).1 B 2 A 3 E 4 D 5 C10 Ex .: Before reading the sentences, Ss read the whole text. They could work in pairs and discusspossible sentences for each gap before looking at the list of options.1 G 2 F 3 D 4 A 5 E11 T asks Ss briefl y what helped them choose their answers.Exam focus: Reading Test Part TwoCandidates insert fi ve sentences from a list of seven options into a 450–550 word text. This testscandidates’ ability to understand cohesion and coherence above sentence level.Candidates read the whole text for general understanding and then the options. They re-read the textand fi ll any gaps they feel sure of, always reading before and after a gap to ensure a sentence fi tsappropriately. They then concentrate on any remaining gaps. Finally, they read their completed text,checking overall coherence, grammatical agreement and cohesive devices such as linking words(e.g. however) and referents (e.g. this).Although the skills required are similar, this exercise is not exactly the same as in the exam: it is slightlymore complicated as Ss are given a larger number of choices.Health and safety Unit 7a 8112 Ex .: In pairs Ss fi nd out about their partner’s study or work environments and tick a box to allocate amark out of fi ve to each feature listed. Ss report back their mark to T for the group to see who appears tostudy or work in the best place. Ss then discuss in pairs how their school or company could improve thethree worst features.Audioscript: ListeningDoctor That cut on your leg looks nasty. And you’ve got a bruise on your arm. How did it happen?Peter Well, I was in the factory and got a call on my mobile phone. It was really loud and I couldn’thear so I had to look for a quieter spot.Doctor Aren’t you supposed to leave your phone in the offi ce when you go to the factory?Peter Yes, usually. But I was expecting a really important call from a supplier about a part weneeded and didn’t want to miss the call so I took it with me.Doctor And then?Peter Well, I fi nished my call and walked back across the fl oor to the assembly line because I hadto talk to some of the workers and my phone rang again.Doctor And what did you do?Peter I couldn’t hear the person and as this was the call I was waiting for I began to walk over tothe quieter area again.Doctor So what happened? Did you trip over something?Peter No. I was talking to the supplier and suddenly a forklift ran into me. The driver was tryingto get parts to the line for production and he was in a hurry. I didn’t see him because I wasconcentrating on the call.Doctor And so you lost your balance and fell?Peter Yes, I landed on the fl oor but I was fi ne. In fact, I picked up my phone and just continued thecall. But the production manager insisted that I come in and see you.Doctor You really must be more careful in the factory you know. If there is really a problem, thecompany doesn’t have to take responsibility when you don’t follow the rules. Do you feelsick or dizzy?Peter No. It’s just a small cut but it hurts a bit now. Do I have to have stitches?Doctor No, it doesn’t look that way. I’ll just clean and dress it. Are you taking any other medication?Peter No.Doctor OK, then I can give you some painkillers. They are fairly strong so you mustn’t take themwith any other types of medicine.Peter OK.Doctor And come by tomorrow so that I can have a look at the cut and see how you are doing.Peter Thanks.82 直通剑桥商务英语 中级 教师用书Essential vocabularyHealth and safetyabsent (from work)accidentcause for concernergonomicfi ndingsfi rst aidto handleto harm/to cause harmto hurtincidentinjurylawliabilityto liftto lose your balancepainkillers(to take) precautionsto preventreasonableto requirerepetitive strain injuryto reviewto reviseriskto slipstitchesto take into accountto tripworkplaceRights at work Unit 7b 83Unit 7b Rights at workObjectives: To enable Ss to talk about work-related problems and their legalimplications and the situation of social media and the workplaceTo practise reading for gist and specifi c informationTo practise listening for gistTo review passivesUnit overview. Know your rightsSpeaking Ss discuss statements about employees’ rights and the use of the internet.Reading Ss read an article about court cases involving employees and their use ofsocial media sites, answer gist questions, give opinions and answer true/falsequestions.Speaking Ss discuss the decision of the court.Language focus Ss read the article to fi nd examples of passives and group them under functionsthey perform.Writing Ss formulate an internet and social media policy for their offi ce and write a memoinforming staff of the policy (Writing Test Part One).. Problems at workListening Ss listen to fi ve short pieces to identify which work problems are being talkedabout (Listening Test Part Two).Speaking Ss decide if the dismissals mentioned on the recording were fair.Ss discuss how they would deal with other work-related problems.84 直通剑桥商务英语 中级 教师用书Know your rights1 Warmer (books closed): To introduce the topic, T asks Ss briefl y about using the internet and beingpresent on social media sites. (Do you use the internet? Are you on any social media sites? Are youallowed to use the internet at work? Do you use social media sites just for private purposes or also forprofessional ones? etc.).2 Ex .: Ss discuss the questions about rights and the use of the internet, either T-led or in pairs. Tthen widens the discussion and leads into the next exercise by asking further questions about lawsor regulations in companies regarding internet use and social media in the Ss’ country. (What arethe regulations for using the internet at work in your country? How long has this legislation been inoperation? How strictly are the rules followed? etc.)3 Ex .: T elicits the meaning of court case, plaintiff, judge, and lawsuit. Ss then read the article about acourt case and answer the questions.The plaintiff lost her case. Although she had mentioned no names on her Facebook page, thecompany’s attorneys were able to convince the judge that the company’s reputation had beendamaged by the plaintiff complaining about her job online. Sarah, the plaintiff, feels this wasan unfair dismissal but is still having problems fi nding a new job.4 Ex .: T asks Ss to read the seven statements. Ss then read the article again to establish whether thestatements are true or false. In feedback Ss should support their answers by referring to the article.1 T 2 F 3 F 4 F 5 T 6 T 7 F5 Ex .: Ss discuss the decision of the court, either as a group or in pairs. In feedback T elicits reasons forSs’ opinions.6 Ex .: Ss read the article again to fi nd examples of passives and group them under the functionalheadings. Not all the passives in the bulletin are used to express a function; some simply describe facts(e.g. she was criticised by her boss …). T may wish to use this opportunity to review the form and use ofpassives, particularly with modal verbs. Further practice of passives can be found in Self-study.Obligation Recommendation Possibilitymust be informed … should be drafted … may be faced with ….will be forced to spend time may be dismissed …retraining …Other examples of the passivewas seen …was criticised …were not justifi edhad been damagedRights at work Unit 7b 857 Ex .: Ss fi rst formulate an internet and social media policy which is fair to both management andemployees. This may be done in pairs/small groups or as a whole-group activity. T then asks Ss towrite a memo informing staff about the policy. Ss write the memo individually then exchange memos forfeedback about effectiveness and accuracy. T directs Ss to page 70 for writing tips before they start.Suggested answer: (47 words)MemoTo: All staffFrom: Charles DyerDate: 7 July 2011Re: Internet and social media policyManagement has decided that private use of the internet during working hours will not beallowed. However, employees who need the internet for their jobs may continue to use it at work.Furthermore, employees are asked not to publish details of their jobs on social media sites.Exam focus: Writing Test Part OneCandidates write a 40–50 word note, email, message or memo. They are given a written promptoutlining who the message is to, the reason for writing and what information should be included inthe text. Some of this information is given and some should be invented by the candidate. All threepieces of information given in the bullet points must be included in the answer. This tests candidates’concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate, However, candidates do not need to beconcerned about layout.Problems at work8 Ex .: T asks Ss to read the list of eight reasons why people lost their jobs (A-H). Ss then listen to fi vepeople talking about why they lost their jobs and match each person with one of the reasons.1 B 2 F 3 A 4 E 5 GExam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places, whatthe speakers are trying to do, etc. This tests candidates’ ability on global listening skills, details andwhat the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.9 Ex .: Ss discuss the fairness of what happened. T elicits the reasons for these views.10 Ex .: In pairs Ss discuss the incidents and decide what action to take. In feedback Ss say what theyhave decided to do and why. T could ask Ss to agree on an order of seriousness for the incidents.86 直通剑桥商务英语 中级 教师用书Audioscripts: ListeningCall 1 I didn’t really feel I was abusing the system. I mean everybody does it. Just a few smallthings really – a fax here, a few photocopies there. I felt it was justifi ed. After all, I did do alot of unpaid overtime and I took work home with me. They seemed really pleased with myperformance, so I honestly didn’t think they’d mind.Call 2 My boss didn’t mind if I arrived a couple of minutes late in the mornings, but if I wanted toleave on time, well that was a completely different story. Well, after six months, I’d just hadenough of it, working late every day of the week. So one day I told him straight: I’d only workthe hours I’d agreed in my contract.Call 3 I was having problems because I just couldn’t seem to prioritise my work and organise mytime.So I suppose it looked to my boss as if I couldn’t do the job. But it’s ridiculous really. Icould do it, but I just couldn’t seem to keep up with the workload. And this was a place whereresults were everything.Call 4 I knew my turn would come soon. But I hated the whole idea of spending three hoursin the car every day just getting to work and back. It was OK for some of the others,I mean, they lived nearer the new site. But if I’d had to work overtime, I’d never havegot home before 9 o’clock. Well, in the end, I just couldn’t do it. And I wouldn’t do it.And that’s what I told them.Call 5 I suppose they didn’t want to carry me any longer. I think people just got fed up with havingto cover for me and take on all my work when I was away. But it seems a pretty poor show tosack someone for something that isn’t their fault. I mean, no-one wantsto be ill, do they?Essential vocabularyRights at work Generalattorney to behaveto ban to consultto be allowed to to commutecase to exaggerateto dismiss/sack (an employee) to faceto draw up/formulate (a policy) to liegrievance to negotiateto keep up with (work) to prioritiselawyerlawsuit(to know your) rightsto meet (a target)to observe (regulations)plaintiffto put up with (a disturbance)sexual harassmentto take someone to courtunfair dismissalverbal/written warningworkloadto work overtimeBusiness expenses Unit 8a 87Unit 8a Business expensesObjectives: To enable Ss to talk about expensesTo practise reading for specifi c informationTo practise listening for gist and specifi c informationTo practise memo writingTo practice speaking in groupsUnit overview. Claiming expensesSpeaking Ss discuss the expenses people typically incur on business trips.Ss discuss what they would do in certain situations regarding expenses claims.Listening 1 Ss listen to three telephone calls about expenses and complete forms(Listening Test Part One).Speaking Ss explain the system for claiming expenses in their company or other institutionand discuss how it could be improved.. A new expenses claims systemReading Ss read a memo about a new expenses claims system and answer questions.Speaking Ss discuss the advantages/disadvantages of the system.Listening 2 Ss listen to fi ve telephone messages and match them with the purpose of thecalls (Listening Test Part Two).Writing Ss write a short memo to staff concerning expenses (Writing Test Part One).Speaking Ss work in pairs to decide on a new policy regarding expenses for cliententertainment (Speaking Test Part Three).88 直通剑桥商务英语 中级 教师用书Claiming expenses1 Warmer (books closed): To introduce the topic, T asks Ss questions briefl y (Do you often travel onbusiness or for another purpose? Are your expenses refunded? Where do you go? Why? etc.).2 Ex .: T asks Ss which expenses business people typically incur on a business trip (bills foraccommodation, food, taxis, etc.).3 Ex .: T asks Ss to read the three situations. Ss discuss what they would do, working in pairs or as agroup. T elicits the reasons for Ss’ responses.4 Ex .: T asks Ss to read the three forms to prepare them for the kind of information they need to listenfor. Ss then listen to three telephone calls about expenses and fi ll the gaps in the forms. T needs toremind Ss that only one or two words or a number are needed in each gap; if they wrote more than twowords in the exam they would lose points.1 marketing conference2 ￡803 Paul Limbert4 faxes5 Sweden6 hotel bill7 call him8 earlier payments9 25–2610 Hotel Continental11 train/Eurostar12 metro ticketsExam focus: Listening Test Part OneCandidates listen to three telephone conversations or voicemail messages and complete eachof the gaps in three gapped texts with one or two words or a number. Each text has four gaps.The recording is heard twice. This task tests candidates’ ability to listen for specifi c information.Candidates have fi fteen seconds to read through each form before listening and should use the timeto predict the missing information. The questions follow the order of the recording. The audio willcontain distractors so that candidates have to listen very carefully. Spelling is not stressed in this partof the test, but if a name is spelled out on the audio it must be written correctly.5 Ex .: Ss describe the system for claiming expenses in their company or another institution, if they knowit, and suggest improvements.Business expenses Unit 8a 89A new expenses claims system6 Ex .: T asks Ss to read the eight questions. Ss scan the email about a new expenses claims systemfor answers to the comprehension questions.1 A corporate charge card (Amex), and an automated online expenses reimbursementsystem with automatic updates to a personal expense account.2 It will eliminate the need for cash advances, reduce administrative time, reduce the cost ofprocessing claims and reduce the time employees spend on claiming expenses.3 Charges to the company credit card for business travel will be automatically updated to apersonal expense account.4 Employees need to log in to their accounts and fi ll in the relevant details, including codesabout airlines and hotels.5 They need to supply information about guests including names and companies.6 They will receive automatic requests for information.7 The system has built-in limits for client entertainment and meal allowances.8 They are told to use a private credit card.7 Ex .: Ss discuss the advantages and disadvantages of the automated expenses reimbursementsystem (e.g. Advantages: employees can avoid spending their own money on expenses and havingto wait to claim it back, employees will not have to be careful about keeping receipts for expenses,employees will receive automatic reminders when the information is due and payment will follow inthe following month). Disadvantages: the system will not work if employees don’t give the necessaryadditional information about expenses, some employees may forget to get permission for going over thelimits for client entertainment and meals, employees must remember to use their private credit cards forpersonal expenses).8 Ex .: Ss listen to fi ve people leaving voicemail messages about expenses and match each of the fi vemessages with one of the purposes listed.1 F 2 A 3 D 4 G 5 EExam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places,what the speakers are trying to do, etc. This tests candidates’ ability on global listening skills, detailsand what the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.9 Ex .: Ss write a 40–50 word memo to staff about expenses. It should be clear, concise and include thethree points listed. Ss exchange memos and give each other feedback.Suggested answer: (41 words)To: All staffFrom: Roger HargreavesRe: ExpensesMay I remind all staff that you need to include receipts with all expenses claims. Claims willnot be accepted without them. Expenses will be paid automatically into your account in themonth following the submission of the claim.Thank you.90 直通剑桥商务英语 中级 教师用书10 Ex .: Ss work in pairs to discuss a new policy for client entertainment. They are given specifi cinformation that they need to talk about and are advised to come to a conclusion. This can be timed, asthis is set-up as an exam task. In the exam the students would speak together for three minutes.T can ask follow-up questions when the Ss have fi nished.. Do you think providing unlimited amounts for client entertainment can be problematic? If so, in which way?. Is it helpful to have a company credit card? Should this be given to all employees who travel onbusiness for the company?. What other possibilities are there to arrange payments for client entertainment?. Why is this an important expense for a company? What does client entertainment do for thecompany’s image?Exam focus: Writing Test Part OneCandidates write a 40–50 word piece of internal correspondence using one of the following formats:note, email, message or memo. They are given a written prompt outlining who the message is to,the reason for writing and what information should be included in the text. Some of this informationis given and some should be invented by the candidate. All three pieces of information given in thebullet points must be included in the answer. This tests candidates’ concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate. However, candidates do not need to beconcerned about layout.Exam Focus: Speaking Test Part ThreePart three is known as the collaborative task. Candidates are expected to speak in pairs (or a groupof three) for about three minutes (fi ve minutes for a group of three) about a business-related topic.They are presented with a situation and must come to a decision regarding specifi c aspects of it.They are evaluated on their ability to communicate with each other by asking for and expressingopinions, their active listening and turn-taking skills, how they initiate conversation and negotiateappropriately to a conclusion if possible.Audioscripts: Listening 1Conversation 1David David Hobbs.Roger Hello, Mr Hobbs. This is Roger Hargreaves from Accounts. I’m just ringing about yourexpenses claim. There are a couple of things I need to check.David OK. What do you need to know?Roger Well, you put down that it was a business trip. But do you think you could be a bit more specifi c?David Yes, sorry. It was actually a marketing conference.Roger OK. And you stayed at the Cartlands Hotel. But you didn’t put down how much it cost.David Oh, sorry. It was ￡80. And that was for one night.Roger I see. Now under ‘Client Entertaining’ you put ￡56.70 for a meal and drinks. But you aresupposed to put down the name of anybody you entertain, you know.David I’m sorry. I must have forgotten. Anyway, the client’s name is Limbert. Paul Limbert. He’sone of our Belgian suppliers.Roger Could you spell his last name for me?David Limbert? Yes, it’s L-I-M-B-E-R-T.Roger Right, thanks. Oh, and this amount for ￡9.00 under ‘Other Expenses’. What exactly wasthat for?David ￡9.00? Let me see. ￡9.00? Oh, yes. That was for a couple of faxes I had to send from the hotel.Business expenses Unit 8a 91Conversation 2Alison Alison Forbes.Roger Hello, Alison. It’s Roger Hargreaves from Accounts. Is Alan there, please?Alison I’m afraid he isn’t in today. Can I help at all?Roger I don’t think so, no. It’s about his expenses, you know, for the trip to Sweden.Alison Can I give him a message?Roger Yes, if you could. Could you tell him that something was missing? It was his hotel bill. And Ineed it quickly if he wants us to pay him this month.Alison Actually, I think he was looking for it the other day.Roger I hope he hasn’t lost it. Well, look, if he can’t fi nd it, he really needs to call me as soon aspossible.Alison OK. I’ll tell him.Roger Thanks. Oh, and one other thing. The last time we paid him his expenses, he asked us topay him before our pay date. Well, I’m afraid it caused all kinds of problems, and everyonestarted asking for earlier payments. So we’ve decided that we really can’t do that again.Alison OK, I’ll let him know. Bye.Conversation 3Chris Hello?Roger Hello, Mr Evans?Chris Speaking.Roger This is Roger Hargreaves. I’m just ringing about your expenses for the Paris trip.Chris Well, did you know the airline lost my suitcase on that trip? And unfortunately some of myreceipts were in it.Roger But you still have some of them? I just need to check a few details.Chris OK. What do you need to know?Roger Well, fi rst of all, when was the trip exactly?Chris Let me just check my diary. Yes, it was the last weekend in June. The 25th and 26th.Roger So one night. Right. And where did you stay?Chris Hotel Continental. My original booking information was in my suitcase but I’ve got my creditcard receipt. However, it’s in Euros. Is it better to wait till my credit card bill comes? Thenyou’ll have it in pounds sterling.Roger That’s fi ne. I’ll see that when it comes in. You put it on the company card, didn’t you?Chris Yes.Roger What about travel? Did you fl y or take the train?Chris The train. Eurostar. I have my ticket but I don’t have all the other booking information.Roger That’s fi ne. I can check that myself. Oh, and were there any other expenses?Chris I can’t think of anything. Oh, yes there was actually. I had to buy metro tickets to get aroundParis and the receipts for those were in my luggage.Roger Metro tickets … that’d be about six euros a day wouldn’t it?Chris That sounds about right.Roger OK, Mr Evans, thanks very much.92 直通剑桥商务英语 中级 教师用书Audioscripts: Listening 2Call 1 Good morning. This is a message for David Eastman. I got your note about myexpenses form – about returning it to you. Well, actually I did send it to you. Theonly problem is it went to the wrong department, and that’s why you still haven’t gotit. Anyway, I’ll bring it round fi rst thing in the morning, OK? Oh, sorry, this is AlexEddington, by the way.Call 2 Hello, this is June Salisbury. You wanted to speak to me about my expenses claim forthe Munich trip. Could we get together on Friday morning to talk about it? Perhaps atabout 11, if that’s all right? Just give my secretary a call. OK. Bye.Call 3 This is Bob Richards here. Listen, I’ve just found another receipt for my Oslo trip lastmonth. It’s for quite a lot of photocopies I had done in a shop. I suppose it’s too late forthis month, but is it OK if I put this through on next month’s expenses? Could you getback to me and let me know? OK. Bye.Call 4 Hello, this is Patricia Graves from Sales. I’m ringing about my expenses again. The lasttime I called you, you said they’d be included in this month’s pay. Well, I’ve checkedmy payslip and they haven’t been paid yet. I have another trip coming up and am nothappy about being out of pocket. Can you please get back to me and let me knowwhen I can expect to be reimbursed for my outlays on the last trip? Thanks.Call 5 Hello, David. This is Simon. Look, about this morning to discuss limits on cliententertainment, I’m afraid something urgent’s come up and I have to rush off to London,so I won’t be able to make it. I’m really sorry it’s such short notice. I’ll call you when Iget back. OK? Speak to you soon.Essential vocabularyExpenses General(meal) allowance to automateto authorise componentexpense account dueto claim/claim back (expenses) limitsclaimant subsequentto come to (￡125) short noticeto fi ll in (a form) urgentto incur (expenses) to trialline manager worryto make a (false) claimon businessout of pocketto process (a claim)receiptto reimbursesmall printBusiness travel Unit 8b 93Unit 8b Business travelObjectives: To enable Ss to talk about air travelTo practise reading for gist and specifi c informationTo practise listening for gistUnit overview. Airline servicesSpeaking Ss look at a list of airline services and agree on the top three services for businesstravellers. Ss discuss which services are necessary and which are just luxuries.Listening Ss listen to fi ve short pieces to identify which airline services are being talkedabout (Listening Test Part Two).Speaking Ss discuss airline trips they have taken and their feelings about the services offered.. Taking on the grown-upsSpeaking Ss discuss differences between mainstream and low-cost airlines.Reading 1 Ss read an article and note the mainstream and low-cost airlines mentioned. Theythink of a heading for each paragraph then answer true/false questions based onthe article.Speaking Ss discuss how they see the future for mainstream and low-cost airlines.Reading 2 Ss read comments about fl ights with low-cost airlines and match seven statementswith the appropriate comments (Reading Test Part One).Speaking Ss discuss their positive and negative experiences of air travel.94 直通剑桥商务英语 中级 教师用书Airline services1 Warmer (books closed): T introduces the topic by asking Ss questions briefl y (Do you travel onbusiness? Who organises your trips? Which airline do you use? Why? etc.). For pre-experience Ss,T can ask about Ss’ last trip abroad or other experiences with air travel.2 Ex .: In groups Ss agree on the three most important services for business travellers. Ss also discusswhich services are necessary for working while traveling by plane and which are just luxuries (Ex .). Infeedback T elicits reasons for Ss’ choices.3 Ex .: T asks Ss to read the list of air travel services. Ss listen to fi ve people talking and match eachperson with one of the topics.1 E 2 H 3 D 4 B 5 AExam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These could be jobs, places, what thespeakers are trying to do, etc. This tests candidates’ ability on global listening skills, details andwhat the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.4 Ex .: In pairs Ss discuss airline trips they have taken and what types of services were offered. Theyexpress their opinions on the best service they have had and why.Taking on the grown-ups5 Ex .: Ss discuss the differences between mainstream and low-cost airlines.6 Ex .: Ss read the article for examples of advantages and disadvantages of using low-cost airlines forthe business traveller.Advantages: fl exible fl ight schedule, low-cost, offer direct fl ights where other airlines don’t.Disadvantages: in-fl ight entertainment isn’t as good, lack of food, in-fl ight comfort islacking, often use remote airports.Business travel Unit 8b 957 Ex .: Ss think of a heading for each paragraph. T may wish to ask Ss to think of headings in pairs.T elicits the headings and writes them on the board. Ss agree on the best headings.Suggested answers:1 Looking for new markets2 What business travellers expect3 The real costs4 The time factor5 The importance of convenience6 Changing attitudes8 Ex .: T asks Ss to read the six statements then read the article again and decide if the statements aretrue or false. In feedback, Ss should support their answers by referring to the article.1 T 2 F 3 T 4 T 5 F 6 F9 Ex .: Ss discuss the future of airlines, particularly the points arising in the article.10 Ex .: Ss read the passenger comments and decide which comment each sentence refers to.1 Presto 2 World Air 3 Prestige 4 Fastjet5 Fastjet 6 Presto 7 World AirExam focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements with therelevant text. This tests candidates’ ability to read for gist and specifi c information.Candidates read the four texts and then the statements. They then focus on each text in turn, readingfor detail and fi nding statements which match. Finally, candidates re-read each statement and checktheir answers. Candidates should check they have used all the statements once only and that theyhave not made careless errors noting down the letters.This exercise is the same format as in Reading Test Part One. However, in the exam itself theanswers would be tighter; here, some of the answers are rather subjective (best service, worstservice, etc.) to promote discussion in class.11 Ex .: Ss work in pairs and tell each other about their best and worst experiences of air travel.96 直通剑桥商务英语 中级 教师用书Audioscripts: ListeningSpeaker 1 Any business traveller will tell you how important this is in order to make the bestuse of the time spent travelling. There is nothing worse than planning to preparea presentation or fi nish off a report only to fi nd that you’d forgotten to charge thebattery on your laptop. For me this is an essential feature of business class travel.Speaker 2 From the business traveller’s point of view having a place to wait in comfort atthe airport is really important. When fl ights are delayed I want to be able to workin peace and quiet or even take a short nap or a shower. Last time I had to wait,I was able to hold a conference call and take care of an important matter with aclient. So the time waiting for a delayed fl ight was actually well spent.Speaker 3 I have been using the same airline for years because the reward programme isexcellent. As I fl y so often, at least one quarter of my fl ights are free and I getupgraded more often to fi rst or executive class. My card also guarantees me VIPstatus because I am in a special class of travellers. I think this programme is greatas it truly takes care of people who are constantly on the go.Speaker 4 On a short trip, it’s not so important. You’re not there long enough to have morethan a drink and a quick look at the paper. But on a long trip, you really need to beable to stretch out, lie back and get some proper sleep.Speaker 5 Of course, I could get a cheaper seat, but that’s not the point. With a long day ofmeetings and negotiations ahead of me, I need a bit of comfort and looking after,and my company understands that. It’s also a good place for networking, and I’veoften got into conversation with the person next to me, who’s developed into auseful contact.Essential vocabularyAir travel Generalairmiles to bearbaggage allowance to compete with (other companies)check-in to failconnecting fl ight frillsdelay low-costduty-free mainstreamfrequent fl yer market segmentin-fl ight (catering) privacylegroom refreshmentlounge to refundon-board (entertainment) to selectpriority status to survivereclining (seat) to undercut (competitors)scheduled fl ight value-for-moneytake-offto transferFlexible benefi ts Unit 9a 97Unit 9a Flexible benefi tsObjectives: To enable Ss to talk about employment benefi tsTo practise reading for gist and specifi c informationTo practise listening for specifi c informationUnit overview. Benefi tsSpeaking Ss discuss benefi ts which are normally offered and how they differ from pay.Reading 1 Ss read mini-profi les and suggest suitable benefi ts for the people described.Speaking Ss discuss which of the listed benefi ts would attract them.. The advantages of fl exible benefi tsReading 2 Ss match fi ve short extracts with benefi ts options (Reading Test Part One).Listening Ss listen to a PricewaterhouseCoopers manager talk about Choices and answermultiple-choice questions (Listening Test Part Three).Speaking Ss complete a table listing the benefi ts of Choices for both employeesand the company.Ss discuss whether fl exible benefi ts are a good idea and which ones they wouldchoose themselves.98 直通剑桥商务英语 中级 教师用书Benefi ts1 Warmer (books closed): T introduces the topic of pay and benefi ts and asks Ss to think of fi ve benefi tswhich companies can offer (e.g. pension, company car).2 Ex .: Ss work in pairs and talk to each other about the benefi ts their company offers employees. Forpre-experience Ss, T ask Ss to think of a list of benefi ts they would like to have in their ideal job. T elicitsfrom Ss the differences between pay and benefi ts and which ones are standard in the countries they livein and which ones people can choose. In feedback T elicits Ss’ responses and uses this as a chance topre-teach any necessary vocabulary for the unit (retail vouchers, critical illness insurance, etc.).3 Ex .: T asks Ss to read the mini-profi les. T talks Ss through the benefi ts in the box; in fact, not allof them are benefi ts – but additional cash could be traded for benefi ts. Ss discuss which of the listedbenefi ts each employee might be interested in. T elicits Ss’ reasons for their choices (Mark might like theextra holidays because he enjoys travelling, etc.).4 Ex .: Ss discuss the nine benefi ts listed in Ex ..and choose those they would be most interested in.T elicits the reasons for Ss’ answers.The advantages of fl exible benefi ts5 Ex .: Ss read the document about the benefi ts of different Choices options and match each paragraphwith one of the benefi t options listed. As an alternative, T could ask Ss to read the extracts fi rst and thinkof possible headings themselves for the paragraphs before looking at the suggestions given.1 B 2 D 3 A 4 C 5 FExam focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements (1-7) with therelevant text. This tests ability to read for gist and specifi c information.Candidates read the four texts and then the statements. They then focus on each text in turn, readingfor detail and fi nding statements which match. Finally, candidates re-read each statement and checktheir answers. Candidates should check they have used all the statements once only and that theyhave not made careless errors noting down the letters.This exercise is the same format as in Reading Test Part One. However, in the exam itself therewould be seven statements.Flexible benefi ts Unit 9a 996 Ex .: T asks Ss to read the questions before listening to establish the context and predictwhat they might hear. Ss then listen to a PwC manager talk about Choices and answer themultiple-choice questions.1 A 2 C 3 B 4 C5 A 6 A 7 B 8 BExam focus: Listening Test Part ThreeCandidates listen to a 3–4 minute recording of one or more speakers and answer eight multiplechoicequestions. This tests candidates’ ability to listen for specifi c information. The recording is heardtwice.The questions follow the order of the recording and are clearly signalled by the speaker(s). Incorrectoptions are included in the recording in order to distract candidates and the wording used in the audiowill not be repeated exactly in the multiple-choice options.7 Ex . : Ss should be able to list the benefi ts to both employees and company without listening again.However, if necessary, T plays the recording one more time.Advantages for the employee Advantages for the companyfl exible choice reduces staff turnovertax savings helps to defi ne its brandcost savings aids recruitment of talented peoplecan change benefi ts as lifestyle changes offers experience in fl exible benefi ts,which is useful for PwC’s consultancyservice8 Ex .: Ss work in pairs and discuss whether fl exible benefi ts are a good idea and which ones theywould choose for themselves and why.100 直通剑桥商务英语 中级 教师用书Audioscripts: ListeningInterviewer Maybe you’d like to begin by explaining how Choices came about.Carolyn Well, we wanted to show that PricewaterhouseCoopers recognised the individualityand diversity of all its employees. Flexible benefi ts was the ideal way of sending thismessage without massively increasing the fi rm’s payroll costs. After Price Waterhousemerged with Coopers & Lybrand we felt it was necessary to start a new scheme that allemployees could identify with.Interviewer And what advantages does Choices give employees?Carolyn Well, it sounds obvious, but the main advantage is choice and the opportunity tochange benefi ts as an employee’s lifestyle changes. There’s also a price advantage onmany of the benefi ts.Interviewer How does that work?Carolyn Well, there are tax savings when taking certain benefi ts rather than cash. But the realadvantage is that our size means that we can fi nd the best providers in the market andthen negotiate bulk discounts with them.Interviewer And how did you inform employees of all this when you launched thescheme?Carolyn We had to be very pro-active to ensure employees understood everything aboutChoices, from its concept to its implementation. We began by creating awareness withprinted material, and then ran a series of countrywide roadshows.Interviewer Roadshows? Why did you choose roadshows?Carolyn Because they were the ideal way of offering employees a face-to-face opportunityto develop their understanding of Choices and get the answers they needed. As theprogramme can seem quite complicated, we felt this was a good method of lettingemployees know about the benefi ts and answering the challenging questions on thespot.Interviewer And how successful were the roadshows?Carolyn Well, they were attended by 8,000 out of 19,000 UK employees. And since then,research among staff has shown very high awareness levels and a very goodunderstanding of why Choices was introduced.Interviewer And where did you go from there?Carolyn Well, having created awareness and interest, we then had to encourage employeeparticipation. We did this by making detailed information about Choices available toall employees electronically. Any employees needing further information could thencontact the Choices call centre if they needed to.Interviewer So now that the programme has been running for a while, which benefi ts are provingto be most popular?Carolyn Benefi ts such as pension contribution, childcare vouchers, company cars or leasingagreements and higher levels of medical coverage are certainly of interest for ouremployees. But it has been interesting to see that about 60% of our employees havemade use of holiday trading.Interviewer You mean people taking more days off?Carolyn Well, not just more. Many employees actually reduce their annual allowance inexchange for cash. It’s just another example of the fl exibility which characterisesChoices – which, as we know from post-recruitment interviews, can be a real factorwhen people are comparing job offers.Interviewer Yes, I can imagine. Choices must have had a real effect on recruitment.Carolyn We think it has. Graduates today often know what they are looking for and companiesreally have to compete for the best applicants. Therefore we feel that our fl exiblebenefi ts and rewards programme has helped us to fi nd the people best suited forpositions in our company.Flexible benefi ts Unit 9a 101Interviewer And fi nally, what do you see as the main benefi t for PricewaterhouseCoopers?Carolyn Well, we feel it has decreased staff turnover. Replacing an employee canbe a very expensive business. But more importantly, it has helped defi nePricewaterhouseCoopers’ image. We think that our offer of vital core benefi ts,fl exible benefi t packages which can be renewed annually, and bonus schemes, havecontributed in a very positive way to our employer branding. An added benefi t has alsobeen the experience it has given us in running a fl exible benefi t scheme.Interviewer What do you mean exactly?Carolyn Well, fl exible benefi ts is something our consultancy service is asked toadvise companies on. So Choices has provided us with invaluable experience.Essential vocabularyBenefi ts Generalannual leave applicantchildcare vouchers bargaining powerconcierge service bulk discounthealth/medical insurance challengingholiday trading diversityincome protection employer brandinglife assurance graduatepension contribution to implementpension scheme optionalretail vouchers payrollreward providertravel insurance recruitmentsecuritystaff turnover102 直通剑桥商务英语 中级 教师用书Unit 9b Staff appraisalObjectives: To enable students to talk about appraisalsTo practise reading for specifi c informationTo practise listening for gistUnit overview. The role of appraisalsSpeaking Ss discuss the purpose of appraisals and then decide on the three mostimportant reasons for appraisals (Speaking Test Part Three Practice).Listening Ss listen to fi ve short pieces about appraisals and match them with the maintopic of each extract (Listening Test Part Two).Speaking Ss discuss how to prepare for an appraisal using guided questions. Ss then taketurns holding appraisal interviews with each other.. Monitoring performanceReading Ss read an article about staff appraisals and discuss the problems with someappraisal methods.Ss answer multiple-choice questions and complete sentence stems about thearticle (Reading Test Part Three).Writing Ss write an email to managers about staff appraisals (Writing Test Part One).Staff appraisal Unit 9b 103The role of appraisals1 Warmer (books closed): T writes the word appraisal on the board and elicits from Ss what this means.2 Ex .: T asks Ss what they know about appraisals and what their purpose is.3 Ex .: T talks Ss through the list of possible reasons for giving appraisals. In pairs Ss decide the three mostimportant and give reasons for their choice. T asks if Ss would like to add any other reasons to the list.Exam focus: Speaking Test Part ThreePart three is known as the collaborative task. Candidates are expected to speak in pairs (or a groupof three) for about three minutes (fi ve minutes for a group of three) about a business-related topic.They are presented with a situation and must come to a decision regarding specifi c aspects of it.They are evaluated on their ability to communicate with each other by asking for and expressingopinions, their active listening and turn-taking skills, how they initiate conversation and negotiateappropriately to a conclusion if possible.This exercise is not set up exactly as Speaking Test Part Three, but Ss need to discuss points with eachother and come to an agreement. This uses a number of the same techniques as the Speaking Test.Exam focus: Listening Test Part TwoThis part is divided into two sections with the same format. Candidates hear fi ve short monologuesand have to match each of the speakers to a set of options. These options could be jobs, places,what the speakers are trying to do, etc. This tests candidates’ ability on global listening skills, detailsand what the speakers are inferring. Incorrect options are included in the recording in order to distractcandidates. Candidates should not make a fi nal decision until they have heard each piece twice.4 Ex .: T asks Ss to read the list of eight topics (A-H). Ss listen to fi ve people talk about certain aspectsof their appraisals and match each person with one of the topics.5 Ex .: Ss work in pairs and discuss questions from a form. They rank themselves according to givencriteria. (Ex .) Ss then take turns holding appraisal interviews with each other. (Ex .).Ss are encouragedto give specifi c examples as they would have to in Parts One and Two of the Speaking Test.Suggested answers:The outcome of this exercise will differ depending on whether Ss are in-work or pre-work.In-work Ss should:. be familiar with most aspects of an appraisal. think carefully about duties, responsibilities and performance. consider the most diffi cult and most interesting parts of their jobs and be able to give reasonsfor this. consider what they or their boss can do to improve their performance. think about where they would like to be in the next few years make suggestions aboutprofessional or personal development which would be helpful for them.1 C 2 G 3 F 4 D 5 B104 直通剑桥商务英语 中级 教师用书Monitoring performance6 Ex .: T asks Ss to read the article. Ss discuss whether they agree with the article and if they cansuggest ways to make the system more effi cient.7 Ex .: Ss read the article again and answer the questions.Pre-work Ss should:. think about the type of job they hope to have. consider the duties and responsibilities. try to imagine what will be the most diffi cult or most interesting part of the job and be able toexplain why. think about what goes into good performance. think carefully about what they hope to achieve in their professional lives and what type ofprofessional or personal development would help them to do this.Pre-work Ss can also use examples of internships or summer or part-time jobs they may have had.1 C 2 B 3 C 4 A 5 C 6 D8 Ex .: T may prefer to set writing task as homework. Ss write a 40–50 word email to managers. Itshould be clear and include the three points listed. Ss exchange emails and give each other feedback.Exam focus: Reading Test Part ThreeCandidates read a 450–550 word text and answer six multiple-choice questions with four optionseach. These may be in the form of a question or sentence stem completions. This tests candidates’understanding of specifi c information.Candidates read the questions (which appear in the order of the text) before reading the text for therelevant information. They then read the relevant passages for detail. This will help them select thecorrect option. Grammatically, all options will fi t, so candidates should concentrate on selecting an itemwith the correct meaning so paraphrasing skills should be taught as practice for this part of the exam.Suggested answer: (49 words)(To all managers)(Subject: Staff Appraisals)I would like to remind you that you should be holding your staff appraisals this month. Onceyou have completed them could you please send me a copy of each report? If you would liketo use an interview room please remember to reserve it in advance. Thank you.Exam focus: Writing Test Part OneCandidates write a 40–50 word piece of internal correspondence using one of the following formats:note, email, message or memo. They are given a written prompt outlining who the message is to,the reason for writing and what information should be included in the text. Some of this informationis given and some should be invented by the candidate. All three pieces of information given in thebullet points must be included in the answer. This tests candidates’ concise writing skills.In the examination, task fulfi lment is more important than accuracy. Candidates need to be aware ofgenre (note, memo, etc.) so that the language is appropriate. However, candidates do not need to beconcerned about layout.Staff appraisal Unit 9b 105Audioscripts: ListeningCall 1 We spoke about how things were going in general and then we fi nally got down todiscussing my workload. We talked about how we could defi ne my duties more clearlyand she agreed that I could hand over some of my work to colleagues. So, hopefully,I’ll now be able to concentrate on the things I was hired to do in the fi rst place.Call 2 My boss said that even though money was tight, they’d support me if I wanted to studyfor a management qualifi cation. She said that the company could subsidise the costof the course, and she promised to be fl exible about holidays. But the company wouldbenefi t from the skills I’d learn anyway, so it’s in their interests as well.Call 3 It was very diffi cult because the company’s been quite good to me, really. I mean, theconditions are good and I can’t really complain about salary, either. But I explainedI’d been here fi ve years now and I’m still doing the same job. I also mentioned that I’dapplied for a couple of internal vacancies but got nowhere. And on one occasion theposition was given to someone who started well after I did.Call 4 Well, it started off with the usual stuff. You know, he thanked me for all the hard workand things like that. But then he started on about missed deadlines and carelessmistakes. The thing is, half of the things he mentioned weren’t even my responsibility.I complained about the lack of support I’d had from management but he just wasn’tinterested. And then he asked me to write a full report on what had gone wrong. Icouldn’t believe it!Call 5 All in all, the appraisal was very positive. The only thing is, of course, having sucha successful year means that management gets carried away and expects miraclesfrom you all the time. I told my boss that I wasn’t sure we’d be able to repeat lastyear’s performance. But he ignored me, of course, and produced this set of ridiculousobjectives that he thought’d be an ‘exciting challenge’. You really have to wondersometimes which planet management’s on.Essential vocabularyAppraisals Generalto appraise (employees) to air grievancesappeal process to cause (concern)to assume responsibility corporate strategydelegation skills currentto evaluate (performance) to defi ne (duties/roles)(to give/get) feedback exchange ideasjob description to fail (to respond)to meet (aims/objectives/deadlines) to hireto miss (targets/deadlines) to ignore(training) policy instancepromotion internal vacancyprospects qualifi cationto set joint projectsto subsidise106 直通剑桥商务英语 中级 教师用书Unit 10aUnit 10a Marketing disastersObjectives: To enable Ss to talk about marketingTo practise reading for specifi c informationTo practise listening for gistTo practise asking for informationTo review the third conditional and other ways of expressing hindsightTo discuss and agree on marketing ideasUnit overview. The marketing mixSpeaking Ss discuss the four Ps of the marketing mix and how they apply to a packageholiday.Reading 1 Ss match sentences with four paragraphs about marketing disasters(Reading Test Part One).Speaking Ss discuss how these marketing mistakes could have been avoided.. Promotions that failedReading 2 Ss read stories about three promotions that failed and decide how each storyended.Speaking Ss ask the teacher YES/NO questions to fi nd out what went wrong in each case.Listening Ss listen to three people talking about the same stories and identify which eachspeaker is talking about.Speaking Ss work in pairs to decide on marketing ideas for a product(Speaking Test Part Three).Language focus Ss read the audioscript to fi nd examples of conditional sentences. Ss focus ondifferent ways of expressing hindsight.Speaking Ss rank the stories from most to least avoidable. Then Ss tell their own stories ofmarketing disasters.Marketing disasters Unit 10a 107The marketing mix1 Warmer (books closed): T asks Ss how they would defi ne marketing. T writes four Ps on the boardand explains that people often refer to the four Ps of marketing. T elicits what the Ps are and what theymean:Product: Choosing the right product with the appropriate positioning in the market (upmarket/downmarket, target groups, etc.).Place: The distribution channels used and where the product is sold.Promotion: Different types of promotion through advertising, PR or special promotions.Price: Deciding on a pricing strategy taking in account positioning in the market, demand, thematurity of the product, etc.2 Ex .: Ss look at the advertisement and suggest how the four Ps apply.Suggested answers:Product: Holidays in the sun. Aimed at young, well-off people who are looking to getaway from crowded resorts full of children. (The advert refers to ‘the freedomto be …’ and the destinations are quite exotic for a UK market.)Place: The company may use travel agents or may deal with customers directly (thephone number and Internet site are given in the advertisement).Promotion: Advertisements similar to the one shown (perhaps in Sunday magazinesand/or upmarket monthly magazines). The company probably sends emailadvertisements and maybe even brochures to anyone on their databasewho has ever made an enquiry. The company may also buy lists of names ofcustomers with a target profi le from other companies to use in mailshots.Price: Upmarket – so not cheap.Exam focus: Reading Test Part OneCandidates read four topic-related texts (A-D) and match each of the seven statements (1-7) with therelevant text. This tests candidates’ ability to read for gist and specifi c information.Candidates read the four texts and then the statements. They then focus on each text in turn, readingfor detail and fi nding statements which match. Finally, candidates re-read each statement and checktheir answers. Candidates should check they have used all the statements once only and that theyhave not made careless errors noting down the letters.Although this exercise tests similar skills to Reading Test Part One, it may be easier than in theexam; here Ss may be helped by world knowledge or business expertise.3 Ex .: T asks Ss to read the seven statements. Ss then read the four stories and match each of thestatements with one of the stories. Obviously, more than one statement refers to each story. In feedback,Ss should support their answers by referring to the relevant parts of the texts.1 D 2 A 3 C 4 D 5 B 6 C 7 A108 直通剑桥商务英语 中级 教师用书4 Ex .: Ss discuss how the companies could have avoided these mistakes. T uses this as an opportunityto diagnose whether Ss have any problems with the form and pronunciation of modals in the past (shouldhave/could have, etc.). T should restrict the focus to one clause at this stage. Two-clause third conditionalsentences are introduced (If they’d done …, they would have avoided …) in the second part of the unit.Promotions that failed5 Ex .: T asks Ss to read the three stories about promotions that failed. In pairs Ss discuss how theythink each situation ended.6 Ex .: Ss then ask T YES/NO questions to discover what went wrong in each case (Were all the boxesfound? Did the petrol station have to give a lot of free petrol to customers? etc.).Information for teachersPromotion A The clues were very easy. This meant that thousands of people took part inthe treasure hunt and dug up the countryside looking for the boxes. Some ofthe boxes were even buried on sites of historical interest. People damagedarcheological sites and monuments across the country. The promotion washalted when the Secretary of the Environment complained.Promotion B Unfortunately, the annual Twins Society Convention was being hosted by thetown during the petrol promotion. The petrol station chain was horrifi ed tolearn that it had to offer free fuel to hundreds of people.Promotion C The winner of the competition turned out to live in a second-fl oor fl at rather thana house so it was impossible to build her a conservatory. The company lost theopportunity for publicity photographs and paid the winner a sum of money instead.7 Ex .: Ss listen to three people talking about the above marketing failures and decide which story eachspeaker is talking about. This listening exercise is easy. However, Ss will need to refer to the audioscriptafter the exercise on hindsight and conditional forms (Ex .).1 B 2 A 3 C8 Ss work in pairs to discuss marketing ideas for a new healthcare product. They discuss and decide howto advertise/promote it and where to sell it.Exam focus: Speaking Test Part ThreePart three is known as the collaborative task. Candidates are expected to speak in pairs (or a groupof three) for about three minutes (fi ve minutes for a group of three) about a business-related topic.They are presented with a situation and must come to a decision regarding specifi c aspects of it.They are evaluated on their ability to communicate with each other by asking for and expressingopinions, their active listening and turn-taking skills, how they initiate conversation and negotiateappropriately to a conclusion if possible.9 Ex .: T asks Ss to read the audioscript and underline examples of conditional sentences. T may wishto use this opportunity to review the form, pronunciation and use of third conditionals. Further practice onconditionals can be found in Self-study.Marketing disasters Unit 10a 10910 T refers Ss to the Don’t forget section, which deals with ways of expressing hindsight. T checks Ssunderstand the meaning of hindsight (being able to understand past events because of knowledge youhave gained since). T makes the point that we can talk about past regrets with single clauses (e.g. weshould have asked more diffi cult questions) or complete conditionals (e.g. if we’d asked more diffi cultquestions, fewer people would have entered the competition).11 Ex .: Ss decide which disasters would have been the hardest/easiest to avoid. They then explain whatthe companies could have done to avoid the problems. T uses this as an opportunity to give feedback onSs’ use of modals in the past and conditionals.12 Ex .: Ss talk about other marketing disasters or failed products they have heard of or know about.In order to round off the lesson, T asks Ss to identify which of the four Ps of marketing from Ex .caused the problems.Audioscripts: Listening1 If we’d cancelled the promotion, it would have caused a riot.2 It wouldn’t have been so bad if the questions had been more diffi cult.3 I suppose it would have been OK if we hadn’t allowed fl at-owners to enter.If we’d taken any publicity photos, we would have looked ridiculous.Speaker 1 It was my idea in the fi rst place, and it did give us really catchy slogans like, ‘When yousee this offer, you’ll think you’re seeing double’. But what happened was a chance in amillion, and they’d all come by car! So what could I do? If we’d cancelled the promotion, itwould have caused a riot. In the end, it cost the company thousands – and it cost me myjob.Speaker 2 In theory, it was a brilliant idea, but I don’t think anyone ever imagined it would attract somuch interest. Looking back, I suppose it was bound to with big prize money like that. Itwouldn’t have been so bad if the questions had been more diffi cult. That was probably ourbiggest mistake. Some of them were so easy, even my seven-year-old was able to fi ndthe answers. But the whole thing was a catalogue of disasters from start to fi nish, really.Speaker 3 It’s easy to look back now and say we should have done this or that, but at the time, well… I suppose it would’ve been OK if we hadn’t allowed fl at-owners to enter, but with a bigpromotion you don’t want to exclude anyone. In the end, we offered the winner moneyinstead and tried to keep it as quiet as we could. If we’d taken any publicity photos, wewould have looked ridiculous.Essential vocabularyMarketing Generalat the bottom end (of the market) to avoid (mistakes/disasters)to attract (interest) to boost salesmarketing mix clueto position (a product) to coincide withpromotion confectionerypromotional gift conservatoryto receive (a prize) fl awedresearch to go into liquidationrival to go wrongto run (a competition) proven (success)top-of-the-range retailerto win (market share) with hindsightto withdraw (a product)110 直通剑桥商务英语 中级 教师用书Unit 10b Going globalObjectives: To enable Ss to talk about entering foreign marketsTo practise reading for specifi c informationTo practise listening for specifi c informationMaterials needed: Cards – 18 cards: one set of cards per pair to be photocopiedUnit overview. Choosing the right productSpeaking Ss think of three globally successful products and why they are successful.Ss put the products into a framework for analysing the suitability of products forglobalisation.Ss put four Marriott hotel brands into the framework.Reading Ss read a Marriott case study and check their analysis of the brands.Speaking Ss discuss globalisation issues raised by the text.. Entering the marketListening Ss listen to a consultant discuss different ways of entering a foreign market andanswer multiple-choice comprehension questions (Listening Test Part Three).Ss listen again and list the advantages/disadvantages of the various methods ofmarket entry.Speaking Ss discuss their country’s exports and the companies involved.Ss play a board game based on entering a foreign market.111Choosing the right product1 Ex .: T asks Ss to think of three successful products and the reasons for their success. These canbe any successful products: internationally famous or only available locally.2 T introduces the topic of the lesson – globalisation. T ensures that Ss know that it refers to selling thesame product/service all over the world; it does not refer to e xporting products to specifi c marketsonly.3 Ex .: T asks Ss to look at the framework for analysing the suitability of products for globalisation. Tshould make sure Ss understand what is meant by the degree of local adaptation required and expectedreturns. T asks Ss to put each of their three chosen products in the appropriate quarter of the framework.In feedback T should elicit reasons for Ss’ answers, e.g. tomato ketchup would go in Quarter 3 becauseit would be high on the degree of local adaptation needed (in some countries it needs to be madesweeter); expected returns would also be fairly high as ketchup would probably have high numbersof sales globally. T should ensure that Ss understand that anything in Quarter 1 represents the mostattractive candidate for globalisation; anything in Quarter 4 would be particularly unattractive.4 Ex .: Ss look at the four Marriott brands and predict which quarter of the framework they go in. Eventhough Ss may not know Marriott brands, T encourages them to use their world knowledge to help themguess. T asks whether standardisation would add or detract value (e.g. as many international hotelsappear very similar, standardisation would seem to add value; however, as attitudes to seniors vary indifferent countries, the opposite would seem to apply for retirement communities).5 Ex .: Ss read the case study about the Marriott corporation and check their analysis of the brands.6 Ex .: In pairs Ss discuss the three questions about globalisation. T should point out that althoughthe questions relate to issues raised by the text, the questions are for discussion only and Ss will notnecessarily fi nd the answers to the questions in the text itself.Framework for choosing products to globaliseSuitability of product lines for globalisationMarriott SeniorLiving ServicesDegree of localadaptationrequiredResidence InnCourtyard (this brandis on the way tomoving to Quarter 1)MarriottLowHighLow Expected returns High2 14 3Going global Unit 10b112 直通剑桥商务英语 中级 教师用书Entering the market7 Ex .: T elicits different methods of entering a foreign market and examples of companies who usethese methods. (Microsoft took over Skype, McDonalds uses a franchise system, United Airlinesmerged with Continental, Air Miles is a wholly-owned subsidiary of British Airways, etc.) Ss then listento a consultant discussing different ways of entering a foreign market and answer the multiple-choicecomprehension questions. T asks Ss to read the questions before listening, in order to establish thecontext and predict what they might hear.1 C 2 A 3 C 4 C5 A 6 B 7 A 8 BExam focus: Listening Test Part ThreeCandidates listen to a 3–4 minute recording of one or more speakers and answer eight multiplechoicequestions. This tests candidates’ ability to listen for specifi c information. The recording isheard twice.The questions follow the order of the recording and are clearly signalled by the speaker(s). Incorrectoptions are included in the recording in order to distract candidates and the wording used in the audiowill not be repeated exactly in the multiple choice options.8 Ex .: Ss listen again and list the advantages and disadvantages of the various methods of entering amarket, according to the recording. T then elicits any further advantages and disadvantages that Ss canthink of.9 Ex .: In pairs Ss discuss the major exports of their country and the companies involved in this business.They also discuss how businesses decide what to export, and if they sell the same products in theirhome market.Franchise Joint venture Wholly-owned subsidiaryAdvantages:lower fi nancial risk can share costs and risks complete controlcontrol of product access to important local local knowledgeinformation without the costavoids the confl icts of joint of buying a companyventurescan pool know-how and cheaper (transportingknowledge goods, etc.)Disadvantages:one company might exploit more investment necessary –and/or terminate its higher riskagreement with its partner11310 Ex .: The game gives Ss an opportunity to discuss a range of topics covered in Pass Cambridge BECVantage (communication, corporate entertainment, business travel, etc.). Ss work in groups of up to sixplayers. Ideally, Ss should be paired as if they worked for the same company; this allows discussion tobe generated about the decisions to be made. Each pair should choose a counter to represent an exportproduct and then choose a market. It is all right if more than one pair chooses the same product as longas they choose different countries (and vice versa).Before doing the game, T should have photocopied and cut up the Internal Report and Market Reportcards at the end of this unit. (If possible, T should photocopy Internal Reports and Market Reports ondifferently coloured paper in order to differentiate them when they are face down.) These cards shouldbe kept in separate piles, face down, during the game.Instead of using dice, Ss use two coins. Ss take it in turns to throw coins to start and move as shown onthe game. As players land on a money square, they should add this amount to their running total. If theyland on an Internal Report or Market Report square, a different S should read out the question on the topcard with the three possible options. The pair discusses together which option to choose and are thentold whether they get or lose money or miss one or two turns. They add any money to or subtract it fromtheir running total. The card should then be put back underneath the appropriate pile. The game endswhen one pair reaches the Finish square; they also receive a bonus. The winning pair is the one with thehighest total amount.T may then wish to extend the discussion by asking Ss what they think of the options on the cards,whether they consider the results fair or not and whether they would do something other than what issuggested on the card.Going global Unit 10b114 直通剑桥商务英语 中级 教师用书Audioscript: ListeningInterviewer Donald, your consultancy helps companies enter foreign markets. What kind of help arecompanies looking for when they come to KMP?Donald Well, companies usually have a specifi c market in mind and a pretty good idea as towhich products they intend to export. But what they’re not sure about is how to get theproduct into the target market.Interviewer So what is the best way?Donald Well, there are many options, from franchises to wholly-owned subsidiaries. The higherthe degree of ownership, the more control you have. However, ownership also meansmore investment and, therefore, more risk.Interviewer So what’s the safest way of entering a market?Donald Well, if you want to keep fi nancial risk to a minimum, you should think about a licensingarrangement or perhaps a franchise. That way you don’t have any of the costsassociated with setting up production facilities. And, of course, you retain control of theproduct, which means you avoid some of the confl icts involved in joint ventures.Interviewer But joint ventures are a very popular way of entering foreign markets.Donald Yes, they are, because they allow a company to share some of the costs and risk. Andeven more importantly, they provide essential local knowledge without the cost of havingto acquire a company. But they’re not risk-free.Interviewer So, what are the dangers of joint ventures?Donald Well, in a typical joint venture the two partners pool their know-how and learn from eachother as they work together. But, in fact, it’s actually a learning race. One fi rm mightlearn much faster than the other and start taking all the decisions. It could eventuallydecide it has no more use for the arrangement and even terminate it.Interviewer So, if you wanted to keep control and avoid that, a wholly-owned subsidiary would bethe best option, then?Donald It really depends on the target market. If, say, there’s potentially a very high demand,then it would make sense to buy or set up a subsidiary and produce locally, becauseof economies of scale. Distance, of course, is another factor. Shipping to the otherside of the world can be very expensive. That’s why a lot of Japanese companiesproduce in Europe.Interviewer And what other factors can improve a company’s chance of success?Donald Well, as I said, our clients usually know which products they want to export, but theyoften don’t realise how much their product needs to be adapted. You see, someproducts require an understanding of local needs and an ability to use this knowledgein the product’s design.Interviewer OK. So, let’s say a company has successfully entered a market. How quickly should itlook to expand?Donald Well, once again, it’s fi nding the best way of minimising risk while optimising opportunity.However, under certain circumstances, a company is forced to expand in order tosurvive.Interviewer And when is this the case?Donald When, for example, you enter a market with a successful formula that’s easy to copy –because you’ll soon have a lot of local competitors offering the same products orservices. Now, unless you’re in a position to expand quickly enough to make economiesof scale possible, these local companies will soon undercut you and price you out of themarket.Interviewer And how can a company prepare for this expansion?Donald Well, the key to expansion is not spreading your managerial and fi nancial resourcestoo thinly. That’s why it’s crucial to develop a long-term strategy and make a thoroughassessment of all the resources available for expansion.115Essential vocabularyGlobalisation Generaladaptation exclusive(ly)to add value to exploitbusiness plan frameworkto centralise mid-price (products)economies of scale retirementto expandto exportfranchiseglobalisationjoint ventureknow-howlicensing agreement/arrangementlocal knowledgeownershippay-offto retain (control)returnsrisk-freesubsidiarytakeovertarget marketwholly-owned (subsidiary)worldwideGoing global Unit 10b116 直通剑桥商务英语 中级 教师用书Exam practice audioscripts (Unit 5)Audioscripts: Part OneConversation OneJ = Joanna P = PeterJ Joanna Rivers.P Hello, Joanna. It’s Peter. Is David there?J No, I’m sorry, Peter. He’s just left the offi ce.P What time will he be back?J Not till tomorrow, I’m afraid. Can I take a message?P Yes, OK. It’s about a training course he was interested in. Let me see, he asked about FinancingStart-ups but he decided on Managing People. We fi rst planned it for July but we’ve moved it to13 August.J So that was Managing People and it’s now in August?P Yes, so he’ll have to be quick if he’s interested. Carol Smith who usually runs it can’t do it thistime so he’ll have to call Virginia Little directly and talk to her about taking part. Her number’s01723 887762.J OK, Peter. I’ll make sure he gets this when he comes in.P OK, and one other thing. Tell David to mention my name. Virginia’s an old friend of mine.Conversation TwoLT = Longside Taxis J = JamesLT Longside Taxis.J Morning. This is James Wright from Wentworth Engineering. I’d like to book a taxi, please.LT You’re very busy today. That’s the fourth one you’ve booked this morning!J I know. We’ve got a big sales promotion on today.LT Oh, I see. Right. So when do you want it for?J Let’s see, we need it at three thirty, no sorry that’s half past four.LT And the passenger’s name, please?J It’s our Marketing Manager, Susan Roughton.LT Can you spell that?J Yes, it’s R-O-U-G-H-T-O-N.LT OK. I’ve got that. And where’s she going?J To the airport.LT Is that Heathrow or Gatwick?J Let me just check. It’s Gatwick.LT Right. OK. And where’s the pick-up point?J From our main offi ce on Milton Road. We usually have taxis pick up at the employee entrance,but it would be better if the driver comes right to reception.LT Will she be waiting in reception?J Yes, that’s right.LT OK. And does this go on your account or is the passenger paying?J She’s paying herself.LT Right. Thanks a lot.Exam practice audioscripts: Unit 5 117Audioscripts: Part TwoConversation ThreeS = Stephanie A = AlanS Ridgeway Park. Stephanie James speaking.A Hello, Mrs James. This is Alan Barker, here.S Oh, hello, Dr Barker. I was going to call you today about your talk next month. It’s getting quiteclose now and there are a couple of things I need to check and fi nalise with you.A OK.S Well, the fi rst thing is the title of your talk. I have here ‘Assessing Performance’. But you said youmight want to change it.A Yes, that’s right. The new title is now ‘Measuring Performance’.S OK. And I also need to know if you’d prefer to give your talk in our conference room or lecturetheatre.A I’d prefer the conference room, if that’s possible.S That’s no problem at all. Most speakers prefer that. And what about equipment? Is there anythingspecial you’ll need?A Well, apart from the usual things like a data projector and screen, I’ll need a sound system.S OK. We can do that. You can just bring along your USB stick and plug it into our system to runyour presentation.A I would prefer to use my own laptop but I’ll bring along a USB stick as a back-up. But I will comeearly enough to make sure that everything works.S Right. I’ll make a note of that. Oh, and there’s one other thing. Can I just confi rm your fee? Was it￡350?A Well, the actual fi gure we agreed on was ￡400. But my organisation will invoice you for that.S OK, Dr Barker. That’s fi ne. I’ll pass that information on to our Accounts Department. And we lookforward to seeing you on the 19th.Section OneThirteenWell, it’s not used that often in the offi ce except for meetings and presentations in the conferenceroom. But sometimes when you do need it you can’t fi nd it because one of the managers takes ithome sometimes. I think he uses it partially to watch fi lms but also to make sure his presentationslook exactly the way he wants them to.FourteenWe recently got a new one that’s got hundreds of functions on it. It can sort and staple and do all sortsof other clever things. Of course, not all of us know how to use all these functions so even if we want todo something simple like copy a document on two sides we have to fi nd someone to help. But it’s reallygreat and much faster than our old one was.FifteenIt’s really helpful when I have to be out of the offi ce for a while. If I don’t answer my line after threerings, everything gets transferred automatically. And when I arrive in the morning I can check to seeif there are any messages. Because our offi ces are all over the world, people get in touch when theyhave time. I don’t like to take it home with me because I often forget to switch if off and I don’t want tomix work and my private life. But it’s great because sometimes people just send a short text messageand sometimes they call and explain exactly what they need.118 直通剑桥商务英语 中级 教师用书SixteenWhenever I tell people that we have one in the offi ce, they’re always very impressed. They think thecompany must do some kind of important, secret business. The truth is our Dispatch Department usesit, not our main offi ce. They collect all the waste paper from the photocopier and printer and use it forpackaging.SeventeenIt’s been pretty much replaced by email, but I still use it now and then. If I want to send a signeddocument to someone or a quick drawing, then it’s the best solution. It’s quick, easy to use andyou don’t have to worry about compatibility either. And once or twice it’s been a life-saver when thephotocopier’s broken down.Section TwoEighteenThis is the third time I’ve called about this. It’s a complete waste of my time and my staff’s time. Whenwe ordered the photocopier from you, you assured us it would be installed by one of your engineersand set up ready for use. Well, all your engineer basically did is plug it in and that was that. And nowevery time we switch it on, we get a warning message. But we don’t know what it means because yourman didn’t even leave us a copy of the manual.NineteenBefore we begin, I’ve been asked to tell you that Dr Jones has been delayed. That means he won’tmake it in time for his presentation on ‘Dealing with Complaints’. Unfortunately, this means we’ve hadto cancel the session and anyone who signed up for it should now choose between the other twosessions which are running this afternoon. Thank you. And now I’ll hand you over to Kate.TwentyI’m just ringing to tell you about the positive feedback we’ve had on the presentation you gave the otherday. I really appreciate you stepping in like that at the last moment. I know you were a bit nervous, butI’m very grateful you agreed to do it. And looking at the feedback forms, it seems the only complaintwas about the size of the room. So, well done!Twenty-oneI’ve checked with the Warehouse Manager and it seems there was a mix-up with the transportdocuments and your order was somehow sent to Gatwick instead of Heathrow. By the time the drivergot back to Heathrow, he’d missed the next fl ight out. And then there was an announcement cancellingthe last fl ight due to technical problems. Anyway, your order’ll be on the fi rst plane tomorrow.Twenty-twoHello, David. This is Tina Woodhouse. I was just calling to say I’m actually busy on the 15th, so I won’tbe able to see you in the morning. In fact, I’ll be out all that week. So, I was wondering, rather thandelaying things any longer, could we bring everything forward to the 14th? If that’s OK for you, perhapsyou could call me. My extension’s 349.Exam practice audioscripts: Unit 5 119Audioscripts: Part ThreeAlex Job losses are expected at the Manchester plant of the beauty products manufacturer, VieVitale. Sophie Jones has been following the story and is in our Manchester studio. Goodmorning, Sophie.Sophie Good morning, Alex.Alex So, job losses, Sophie? How are things going? We’ve been hearing reports of up to 300 jobsgoing.Sophie Well, if Vie Vitale does go ahead with restructuring and that includes the disposal of itsmanufacturing base, then as many as 200 of the 500 jobs here are far from guaranteed.Alex And where exactly will these cuts be made, Sophie?Sophie Well, most would almost certainly be in the manufacturing division. This is an area VieVitale wants to get out of completely. And if this happens, then it would have seriousconsequences for jobs in distribution. However, the company wants to focus on its productdevelopment, so there’s unlikely to be any losses there. At least, that’s what the company’ssaying this morning.Alex So very little good news there. But why should the company suddenly fi nd itself in such adiffi cult position?Sophie Well, the health and beauty retail sector is still as fashionable as ever and has attracted alot of new companies to the market. The sad truth is, though, that these new companiesnow have equally good if not better ideas at the same kind of price. And I think this is thefundamental problem. And last year, La Face, the French manufacturer, brought out a newrange – again, very similar types of products, very similar sorts of ideas.Alex So how well are La Face doing?Sophie Well, actually, they haven’t been doing that well either. In fact, only last week theyannounced they’re no longer going to focus on their own retail outlets, but rather on themail order side of the business instead. They’re also considering selling through departmentstores, but nothing’s been confi rmed yet. So Vie Vitale isn’t alone in feeling incrediblepressure.Alex Well, it sounds like the problem they’re all having is that it’s getting quite crowded. So whatdoes all this mean for Vie Vitale’s share price?Sophie Well, if we look at the share price over the last year, you can see that although it started highat the beginning of the year and looked steady in the fi rst six months, there’s been a hugedrop since then, reaching its lowest point last week where the City really lost confi dence inwhat they were doing.Alex Right. Now, Vie Vitale’s corporate image used to be unique, didn’t it? So how are theyplanning to establish themselves as the market leader once more?Sophie Well, Alex, they’re not giving away too many details just yet, but it seems they’re intendingto freshen up their shops and update their corporate look. You know, all their packaging.There’s certainly no news of any new product lines or any change in their basic values.Alex But what about the number of shops? Any change there, Sophie?Sophie Well, in fact, what they’re doing is buying franchises back. They feel that if they’re in controlof their shops, they’re in control of their corporate image. We’ve heard nothing about shopclosures.Alex So how many of their shops do they now own?Sophie Well, they started the process a few months ago and they’ve now regained control of all theirFrench outlets. And they should have ownership of all their German shops by early nextyear. As there are more outlets in the UK, it’ll take a bit longer here. I think the name of thegame is defi nitely going to be control.120 直通剑桥商务英语 中级 教师用书Exam practice audioscripts (Unit 10)Audioscripts: Part OneConversation OneIBS = Initial Business Supplies LG = Lacey GraphicsIBS Initial Business Supplies. Good morning.LG Good morning. This is Lacey Graphics. I’d like to place an order, please.IBS OK. I’ll just get an order form. Right. Now, it’s Lacey Graphics?LG That’s right. We have an account with you.IBS Sorry. I didn’t know. I’m new here.LG Oh, that’s OK.IBS Could you give me your address, please?LG Yes, of course. It’s 23 Long Edge Road, Hailsham.IBS And that’s the delivery address?LG Could you mark it Unit 5, please?IBS And could I have your name, please?LG Well, I’m Liz Price, but I’d like you to address it to the ‘Offi ce Manager’, please.IBS OK. Fine. Now what’s the order for?LG We’d like ten boxes of high-quality A4 paper for the photocopier as well as another fi fteen boxesof pencils and eight of pens.IBS I’m afraid we’re out of the pencils and pens at the moment but I can send you the photocopypaper and call you when the pens and pencils come in and we can deal with the order then. Isthat OKLG Yes, that’ll be fi ne.IBS And when would you like it?LG Well, as soon as possible, really. We’ve nearly run out.IBS Let’s see, I could get it to you by Friday, no actually Thursday should work if you prefer.LG That’s great. Thanks.IBS And how will you be paying?LG Well, you usually send us an invoice.IBS OK. And that’s to the same address?LG That’s right.Conversation TwoS = Siena D = DavidD Hello?S Hello, David. It’s Siena.D Hello, Siena.S David, I’m just going over my notes for the advertisement we’re putting in the paper. There arestill one or two bits of information I need.D OK. What do you need to know?S Well, you still haven’t given me the fi nal job title yet. Was it ‘District Manager’?D Oh, sorry. The job title should actually be ‘Regional Manager’.S And what salary should I put?D Just put full benefi ts plus competitive salary. We’ll need to see what the other companies arepaying. And we’ll ask the candidates to send us an idea of expected salary, no better make itcurrent salary, and we’ll go from there.S So you want me to put that in the advert as well?D Yes. Add it to the bit about applicants including their CVs and references.S OK. And have you decided when you’ll be holding interviews?Exam practice audioscripts: Unit 10 121D Yes. It’ll be the last week in April. So that’s, what, the week starting the 25th?S No, I think its the 26th, actually.D OK.S And you gave me a date of 17 March. That’s the closing date for applications?D That’s right.S Right, David. I think that’s everything. Thanks.Conversation ThreeA = Arnold R = RosalindA Simpson & Co. Good morning.R Hello, Arnold?A Oh, hello Rosalind.R I’m glad I caught you. Listen, I’m at the airport, and I’ve just realised I’ve left my blackberry at theoffi ce. I need to know what meetings I’ve got tomorrow. Can you check for me?A Hang on. I’ll just access your calendar.R Oh, great. Now can you have a look at tomorrow? I’ve got an appointment at eleven-thirty atMaplo. But what’s the name of the woman I’m seeing? Was it Ms Delacourt?A No, It’s Delorme. Marie Delorme.R That’s it. It had gone right out of my head. Is that D-E-L-O-R-M-E?A That’s right.R And she’s the Innovations Director, right?A Actually she’s their new Research Director. They combined the two departments and put her incharge.R That’s it. Right. Then in the afternoon, I’m meeting Monsieur Belois at 3.30. But I can’t rememberwhether we agreed to meet at his company or the hotel.A Well, there’s nothing here about the hotel.R Right, then it must be at his company. Thanks Arnold, oh I have to go my plane’s boarding.A OK, Rosalind. Oh, before you go don’t forget you’re fl ying to Rome on Friday. You don’t need tocheck-in online, but you should confi rm the fl ight as the departure time may change.R Thanks. I’ll make a note of it. I’ll call you fi rst thing in the morning.A Bye.Audioscripts: Part TwoSection OneThirteenSo, two of the boxes were damaged. And they were the ones with the A3 paper in them. I’m afraid wedon’t have any more of that in stock. But we’ve got a delivery coming tomorrow. So we’ll send you twonew boxes as soon as we can, if that’s OK.FourteenWell, if you can wait a while, there’s something coming up in the next few weeks. Now I haven’t seen itmyself, but I’ve been told by the owners that it should be ready for immediate occupation. So, as longas you can work out the fi nance and insurance in time, you should be in by the start of next month. Andit’s a lot cheaper than the other site you were considering.122 直通剑桥商务英语 中级 教师用书FifteenYes, we can arrange it now, if you’d like, if you want to pay by credit card. And if time’s the mostimportant factor, then that’s what I’d recommend. That way, we can guarantee it’ll arrive by 8.30tomorrow morning. But somebody will have to sign for it, of course.SixteenThe way it works is that we negotiate an agreed limit with you, say ￡400. Now if you use this facility,there’s a fl at monthly charge of ￡5, and then there’s the interest on the overdraft as well, of course,which is 17.5% at the moment. If you do fi nd that this amount doesn’t meet your needs, you can alwayscome in and we can look at the situation again.SeventeenYou can organise your insurance through us – against accidents, theft and loss of baggage for theduration of the trip. We use Non-Stop, a leading company in the business. We fi nd their rates verycompetitive. So, for two weeks that’ll be ￡34. Shall I just add the premium on to the fare?Section TwoEighteenHello. This is Arkwright Engineering and I’m calling on behalf of James Peterson. Mr Peterson wouldlike to thank you for your letter, and would be delighted to attend the Frankfurt fair as your guest. He’saway in Helsinki until the end of the week, but he’ll contact you on his return to fi nalise arrangements.NineteenGood morning. My name’s Helen Cooper. I was wondering if there are any places still available for the‘Managers in the Millennium’ workshop in Manchester in November. Actually, I wanted to do the sameworkshop in December – but it was cancelled. If there are any places free, could you please call me on0181 5327391? Thanks.TwentyHi. It’s Petra here. I’ve heard you’ve been having problems with your computer and it’s refusing to printagain. Do you want me to come and have a look at it? I’ve got an appointment at fi ve but should befree after six.Twenty-oneHello. It’s Paul Sinclair from Sasspro again. Look, I’m sorry to bother you – but when I called earlier, I’mafraid I was working from an old set of fi gures. We actually need four thousand copies of the brochurenot three thousand. I’d be grateful if you could give me a quick call just to confi rm this fi gure. Thanks alot. Bye.Twenty-twoGood morning. This is Peter Williams. I’m afraid a very serious problem has come up here and I’vegot to stay and deal with it tomorrow. So this means that I can’t make our meeting. It’d be great if wecould get together later in the week some time. Could you give me a ring to confi rm that you’ve got thismessage? Thanks.Exam practice audioscripts: Unit 10 123Audioscripts: Part ThreeB = Bill, Interviewer J = Jilliana PatalB Good morning everyone, I’m here with Jilliana Patal who is going to talk to us about howsupermarkets are looking into enhancing their green images.J Good morning, Bill. Well, this has been very interesting to watch. As I am sure you know,supermarkets have never been known for being green proponents. After all, they sell largenumbers of packaged goods imported from around the world and look for the lowest pricesthey can offer.B That’s true. That’s an argument that the organisers of farmers’ markets have had for years.J Yes, that is why following this has been so interesting. Just this month one of the major chainsin the UK has promised to reduce their waste and promote fair-trade products in the shops. Inaddition, they plan to make the company what they are calling ‘carbon neutral’.B What do they mean by that?J They plan to balance the amount of carbon they produce with the amount they use. In otherwords, they want to fi nd ways to use up carbon such as planting trees or growing produce.B That’s really interesting. And just think, if the other major chains followed suit, this could meanhuge steps in the direction of creating a sustainable society.J Exactly. And as you pointed out, this particular company is the only one to do this. Another majorsupermarket chain has already come out with a plan to cut their carbon dioxide emissions fromits operations. In addition, they will be adding carbon labels to all products so that consumers canimmediately see how much carbon was created to produce and transport the product. This helpsto make the public responsible consumers as well and they can then make an educated decisionabout which product they want to buy.B Really innovative I would say. It seems that this is the next logical extension of nutritionallabelling.J Yes, it is. Other plans include making green alternatives more affordable. Starting by selling aneveryday household item such as low-energy light bulbs at half price.B Why is all this taking place?J Well, I think that there are different motivations behind all of this. Some chains have alwaysstrived to be high-end, high-price retailers. They realise that joining in the green revolution willhelp their brand and encourage customer loyalty. After all, a large part of the affl uent market isconcerned about climate change and sustainability issues. And as many of them are also thedecision-makers in politics or business, marketing the idea to them is simply a good strategy tokeep them as customers as well as spokespeople for the brand.B And the other shops?J Well, the lower priced shops may have a different agenda. They may be getting some pressurefrom their customers, but they are more worried about media coverage and even possibly havingproblems with expansion plans or operating licenses. They need to look carefully at their CSR, orcorporate social responsibility image if they want to continue to grow.B It seems today that tackling the problem of climate change is becoming a major part of leadershipin business.J Exactly. And don’t forget that competition is still the name of the game. If one major companyputs itself out there as the leader in creating a sustainable future, the others won’t be able toafford to continue as they have been. The PR resulting from these changes can take over andcreate negative publicity for those ignoring the call to help the planet. And don’t forget howquickly word spreads today through the internet and the incredibly powerful use of social media.B That’s true. It seems that peer pressure may help where regulations were not able to. Thanks fortalking to us today, Jilliana. It will be interesting to see what happens in this area in the future.124 直通剑桥商务英语 中级 教师用书Supervisor:V A N T A G EBEC Vantage Reading Answer Sheet0000123456789123456789123456789123456789Candidate NameIf not already printed, write namein CAPITALS and complete theCandidate No. grid (in pencil).Candidate’s SignatureExamination TitleCentreIf the candidate is ABSENT or has WITHDRAWN shade hereCandidate No.ExaminationDetails2143851091211Part 1InstructionsUse a PENCIL (B or HB).Rub out any answer you wish to change with an eraser.For Parts 1 to 4:Mark one box for each answer.For example:If you think C is the right answer to the question, mark your answer sheet like this:Part 2Turn over for Parts 3 – 5For Part 5:Write your answer clearly in CAPITAL LETTERS.Write one letter in each box.For example:0 A B C670ABEC V – R DP458/358B CA B CA B CA B CA B CA B C D E F GA B C D E F GA B C D E F GA B C D E F GA B C D E F GA B CA B CDDDDDDDSAMPLESAMPLESAMPLESAMPLEV A N T A G E SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEBEC Vantage Reading Answer Sheet BEC Vantage Reading Answer Sheet SAMPLE0000 SAMPLE0000 0000 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE1 SAMPLE1 SAMPLESAMPLE2 SAMPLE2 SAMPLESAMPLE3 SAMPLE3 SAMPLESAMPLE4 SAMPLE4 SAMPLESAMPLE5 SAMPLE5 SAMPLESAMPLE6 SAMPLE6 SAMPLESAMPLESAMPLE1 SAMPLESAMPLE1 SAMPLESAMPLESAMPLECandidate SAMPLECandidate No.Centre No.SAMPLECentre No.SAMPLEExaminationSAMPLEDetails SAMPLE2 SAMPLESAMPLESAMPLE4 SAMPLE3 SAMPLESAMPLE8 SAMPLE8 SAMPLE5 SAMPLESAMPLESAMPLESAMPLE9 SAMPLE9 SAMPLESAMPLESAMPLESAMPLESAMPLEPart 1 SAMPLEPart 1 SAMPLESAMPLESAMPLERub SAMPLERub out any answer you wish to change with an eraser.SAMPLEIf you think C is the right answer to the question, mark your answer sheet like this: SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEPart 2 2 SAMPLEWrite your answer clearly in CAPITAL LETTERS.Write one letter in each box.SAMPLE0 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEA SAMPLEA SAMPLESAMPLEB SAMPLEB SAMPLESAMPLEC SAMPLEC SAMPLESAMPLEA SAMPLEA SAMPLESAMPLEDSAMPLEDSAMPLESAMPLEDSAMPLEDSAMPLESAMPLEDSAMPLEDSAMPLESAMPLEDSAMPLEDSAMPLESAMPLEDSAMPLEDDSAMPLEDSample answer sheetsSample answer sheets 125Part 3Part 514131615173534 01013736 010138 013435363738A B C DA B C D1921202322Part 42524272628293018A B C DA B C DA B C DA B C D313233A B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C DA B C D39 0140 01394041 0142 01414243 0144 01434445 01 45SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLE01 SAMPLE01 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE28 SAMPLE28 SAMPLESAMPLE29 SAMPLE29 SAMPLESAMPLE30 SAMPLE30 SAMPLESAMPLE31 SAMPLE31 SAMPLESAMPLE32 SAMPLE32 SAMPLESAMPLE33 SAMPLE33 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLED SAMPLED SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLED SAMPLESAMPLEC SAMPLEC SAMPLESAMPLED SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEC SAMPLESAMPLEB SAMPLEB SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEA SAMPLEA SAMPLESAMPLEA SAMPLESAMPLESAMPLESAMPLEA SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLSAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE45 SAMPLE45 MPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE126 直通剑桥商务英语 中级 教师用书V A N T A G EBEC Vantage Listening Answer Sheet0000123456789123456789123456789123456789Candidate NameIf not already printed, write namein CAPITALS and complete theCandidate No. grid (in pencil).Candidate’s SignatureExamination TitleCentreIf the candidate is ABSENT or has WITHDRAWN shade hereCandidate No.ExaminationDetailsInstructionsUse a PENCIL (B or HB).Rub out any answer you wish to change with an eraser.Continue on the other side of this sheetFor Parts 2 and 3:Mark one box for each answer.For example:If you think C is the right answer to the question, mark your answer sheet like this:0 A B CFor Part 1:Write your answer clearly in CAPITAL LETTERS.Write one letter or number in each box.If the answer has more than one word, leave one box empty between words.For example:Part 1 – Conversation One101 1201 2301 3401 40Supervisor:BEC V – L DP460/360SAMPLESAMPLESAMPLEV A N T A G E SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEBEC Vantage Listening Answer Sheet BEC Vantage Listening Answer Sheet SAMPLE0000 SAMPLE0000 0000 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE1 SAMPLE1 SAMPLESAMPLE2 SAMPLE2 SAMPLESAMPLE3 SAMPLE3 SAMPLESAMPLE4 SAMPLE4 SAMPLESAMPLE5 SAMPLE5 SAMPLESAMPLE6 SAMPLE6 SAMPLESAMPLE7 SAMPLE7 SAMPLE1 SAMPLESAMPLE1 SAMPLESAMPLESAMPLECandidate SAMPLECandidate No.Centre No.SAMPLECentre No.SAMPLEExaminationSAMPLEDetails SAMPLERub SAMPLERub out any answer you wish to change with an eraser. SAMPLEContinue on the other side of this sheet SAMPLEContinue on the other side of this sheet SAMPLEMark SAMPLEMark one box for each answer.SAMPLEIf you think C is the right answer to the question, mark your answer sheet like this:Write your answer clearly in CAPITAL LETTERS.Write one letter or number in each box.the answer has more than one word, leave one box empty between words. SAMPLEPart 1 – Conversation OneSAMPLEPart 1 – Conversation OneSAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLEAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPESAMPLESAMPLESAMPLESAMPLESample answer sheets 127Part 1 – Conversation TwoPart 1 – Conversation Three161517501 5A B C D E F G HA B C D E F G HA B C D E F G HPart 2 – Section One23 A B C1413 A B C D E F G HA B C D E F G HPart 3252426A B CA B CA B C2728A B CA B C29 A B C601 6701 7801 8901 91001 101101 111201 12Part 2 – Section Two212022A B C D E F G HA B C D E F G HA B C D E F G H1918 A B C D E F G HA B C D E F G H 30 A B CSAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE 0 1 SAMPLE 0 1 5 0 1 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE C C SAMPLESAMPLE D D G G H H B B C C D D G G H H SAMPLESAMPLESAMPLESAMPLE A A B B C C D D G G SAMPLE Part 2 – Section OneSAMPLE Part 2 – Section OneSAMPLESAMPLE 23 23 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE D D ESAMPLE ESAMPLESAMPLE FSAMPLE FSAMPLESAMPLE G G H H C C D D G G H H Part 3 Part 3 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE 0 1 0 1 SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLSAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE Part 2 – Section TwoSAMPLE Part 2 – Section TwoSAMPLE 20 A A B B C C D D ESAMPLESAMPLESAMPLE B B C C D D C C D D SAMPLE 19 19 18 A A B B C C D D A A B B C C D D E F128 直通剑桥商务英语 中级 教师用书Internal reportThe sales team at your overseas subsidiary is notperforming as expected. Do you …. change team members? – T50,000. recruit more expatriate managers? – T30,000. organise team-building seminars? T20,000Pass Cambridge BEC Vantage Unit 10b 1/18Internal reportYour expatriate managers are complaining about a lackof support for themselves and their families. Do you …. hire a relocation agency? T10,000. stop using expatriate managers? – T50,000. ask local staff to give them support? – T20,000Pass Cambridge BEC Vantage Unit 10b 3/18Internal reportA major product recall attracts some bad publicity fromthe national press. Do you …. let the Sales Director handle it? – T50,000. bring in an expatriate PR consultant? – T30,000. go to a local PR consultancy? – T20,000Pass Cambridge BEC Vantage Unit 10b 5/18Internal reportThe language barrier is causing real communicationproblems with overseas staff. Do you …. make English the company language? – T30,000. organise language training for key staff? T10,000. buy all members of staff a dictionary? – T50,000Pass Cambridge BEC Vantage Unit 10b 2/18Internal reportThe increased amounts of business travel is becomingexpensive. Do you …. make managers travel economy class? T20,000. introduce corporate credit cards? T10,000. reduce the amount of business travel? T30,000Pass Cambridge BEC Vantage Unit 10b 4/18Internal reportOne of your best-selling products contains a chemicalthat is banned in the target markets. Do you …. redesign the product? T10,000. export it and hope nothing happens? – T50,000. decide not to export it? – T20,000Pass Cambridge BEC Vantage Unit 10b 6/18…Cards (Unit 10b)Cards (Unit 10b) 129Internal reportThe name of one of your best-selling products meanssomething inappropriate in the target language. Do you …. leave it – it’s good publicity? – T50,000. rename it and change all advertising? – T20,000. decide not to export it? – T50,000Pass Cambridge BEC Vantage Unit 10b 7/18Internal reportYour new subsidiary spends a lot more on corporateentertaining than the parent company does. Do you …. increase your own entertaining budget? – T50,000. stop entertaining throughout the group? T30,000. accept it and do nothing? – T20,000Pass Cambridge BEC Vantage Unit 10b 9/18Market reportSportswear has become very fashionable with youngpeople and the size of the market has increased.If your company produces sportswear,double your income next turn.Pass Cambridge BEC Vantage Unit 10b 11/18Internal reportStaff at your new subsidiary demand the same conditionsand benefits as staff at headquarters. Do you …. explain that it’s not possible? – T50,000. give them a small pay rise? – T30,000. give them the same benefits? – T20,000Pass Cambridge BEC Vantage Unit 10b 8/18Market reportA worldwide shortage of computer chips hasincreased the prices of computers.If your company manufactures computers,double your income next turn.Pass Cambridge BEC Vantage Unit 10b 10/18Market reportThis year’s fashion includes a lot of make-up,which has helped the cosmetics market grow.If your company produces cosmetics,double your income next turn.Pass Cambridge BEC Vantage Unit 10b 12/18…130 直通剑桥商务英语 中级 教师用书Market reportThe German economy is in recession at the moment.If your company exports to Germany, miss two turns.Pass Cambridge BEC Vantage Unit 10b 13/18Market reportThe value of the Australian dollar has fallen dramatically,making all imports to Australia far more expensive.If your company exports to Australia, miss two turns.Pass Cambridge BEC Vantage Unit 10b 15/18Market reportThe value of your currency has fallen,increasing sales in your target market.Double your income on your next turn.Pass Cambridge BEC Vantage Unit 10b 17/18Market reportA rise in income tax has hit the Swedish consumermarket and spending is down.If your company exports to Sweden, miss two turns.Pass Cambridge BEC Vantage Unit 10b 14/18Market reportA national docker’s strike has affected all exportsfrom your country.Miss a turn.Pass Cambridge BEC Vantage Unit 10b 16/18Market reportCorporation tax has been increased in your targetmarket, reducing your subsidiary’s profits.Miss a turn.Pass Cambridge BEC Vantage Unit 10b 18/18…Answer key 131Unit 1a: Teamwork (Self-study)Ex .: 1 B 2 C 3 C 4 C5 A 6 B 7 B 8 AEx .: 2 When would suit you? / Did you have a dayin mind?3 how about / what about4 When would suit you? / Did you have a timein mind?5 What about / How about6 I’m afraid I’m busy then. / I’m sorry but Ican’t make it then.Ex .: Suggested answers:1 The courses are designed to develop teamleadership skills.2 Is your team successful?3 I work in a multi-cultural team.4 We all contribute to the team.5 Communication needs to be improved in theteam.6 Teams have to be managed well in order tobe effective.Ex .: 2 ’re launching3 isn’t going4 ’m beginning5 agree6 want7 Are you meeting8 don’t have / haven’t got9 do you think10 don’t care11 ’ve got / haveUnit 1b: Communication (Self-study)Ex .: 1 tell 2 call 3 put back4 sensitive 5 raise 6 ask7 adapt 8 getEx .: . Good afternoon. Pace Systems. Can I helpyou?. Could I speak to Paul Kerridge, please?. I’m afraid he’s in a meeting. Could I take amessage?. Yes, please. I’m ringing aboutaccommodation for his trip to Berlin. I’vebooked him a room at the Alsterhof Hotelfor three nights from 22 August.. So that’s the Alsterhof Hotel for three nightsfrom 22 August. Could you spell the name ofthe hotel for me, please?. Sure. That’s A-L-S-T-E-R-H-O-F.. And could I ask who’s calling, please?1234567. It’s Kerstin Meier from Althaus Press in Berlin.. OK, Ms Meier. I’ll give Paul the message.. That’s great.Thanks very much. Bye.. Thanks for calling. Bye.Ex .: 1 S confirming an appointment2 W3 W changing an appointment4 S5 W asking for confirmation6 S7 W talking about availability8 S9 S asking for permission10 W11 S making an offer12 WEx .: 1 at 2 in 3 on 4 at 5 on6 at 7 on 8 in 9 at 10 onEx .: 2 You don’t need to order them because I’vealready done it.3 The goods arrived on Friday.4 They haven’t phoned the suppliers yet.5 I didn’t have much experience when Istarted.6 We’ve been very busy lately.7 She’s just gone to lunch but she’ll be backin an hour.8 The company was founded by two brothers20 years ago.Ex .: 2 haven’t been 3 used4 did 5 ’ve tried6 have worked 7 said8 told 9 hasn’t doneUnit 1: Exam practiceR4: 1 C 2 A 3 B 4 D 5 C6 D 7 B 8 A 9 C 10 C11 A 12 C 13 C 14 A 15 DR5: 1 WITH 2 ON 3 A4 CORRECT 5 AGAINST 6 MOST7 AFTER 8 MUST 9 CORRECT10 CORRECT 11 OTHER 12 OFW1: Suggested answer: (43 words)JimCould you please contact Team-Plus to organisea team-building event for sales staff? Therewould be eight participants and the courseshould last for two days. I suggest the weekendof 24 / 25 November or, if that is not possible,the following weekend.Thanks, Alan891011Answer key132 直通剑桥商务英语 中级 教师用书9 luggage 10 experience11 knowledge 12 a littleUnit 2: Exam practiceR1: 1 A 2 B 3 D 4 B 5 C6 A 7 CR2: 1 C 2 F 3 A 4 D 5 EUnit 3a: Ordering goods (Self-study)Ex .: 2 Could you please confirm the date ? / Couldyou confirm the date, please?3 May I remind you that …?4 Further to your letter of …5 I would be very grateful if you could …6 Thank you for your email concerning …Ex .: Suggested answers: (133 words)RE: Order no. BS /453Dear Mr JenkinsI am writing with regard to the above order,which we placed with you on 23 March. Thisorder was originally for the following items:.. 300 short-length ‘Scarlette’ skirts. . 200 medium-length ‘Suzanne’ skirts.As you may have heard, our company iscurrently undergoing a large scale restructuringprogramme. As part of this programme we havebeen forced to make large-scale cuts to thecontents of our forthcoming catalogue. As aresult, we regretfully have to cancel our orderwith you for the 200 ‘Suzanne’ skirts. I canhowever, confirm that the proposed deliverydate of 22 August for the ‘Scarlette’ skirts is stillacceptable. I apologise for any inconveniencethis change to our order may cause you andlook forward to working together in the future.Yours sincerelyEx .: 1 p i e c e s2 q u a l i t y3 s h o r t e n4 c a n c e l5 m a i l o r d e r6 v e n d o r7 l e n g t h8 r e d u c e9 b u y e rEx .: 1 recommended 2 finalise3 delivery 4 measurements5 suppliers 6 standardiseUnit 2a: Business hotels (Self-study)Ex .: 1 in 2 by 3 at 4 to5 within 6 on 7 with 8 of9 until / till 10 fromEx .: 2 How did the meeting go?F Not bad, I suppose. We did make someprogress.3 What’s your hotel like?E Very comfortable, thanks.4 How was the restaurant?A Wonderful. And it had a great atmosphere.5 What was your flight like?H Fine, thanks. There were no delays this time.6 Did you have any problems finding us?C Not at all. I just followed your instructions.7 Did you have a good journey?I Yes, thanks. It only took a couple of hours.8 What did you think of the place?G I didn’t really get a chance to look around.9 When did you get here?D Just a few minutes ago. Sorry I’m late.Ex .: 1 satisfaction 2 located 3. comfortable4 cleanliness 5. entertainmentEx .: 3 Did you? 4. Do you?5 Couldn’t they? 6. Have you?7. Aren’t they? 8. Is she?Ex .: 1 wasn’t it? 2. isn’t it? 3. hasn’t it?4 do you? 5. have you? 6. didn’t it?7 will you? 8. isn’t there?Unit 2b: Corporate hospitality (Self-study)Ex .: Suggested answers:1 I was delighted2 We would like to invite you3 I would be grateful4 I do hope5 I look forward to hearing from youEx .: 1 free 2 social 3 golden4 poor 5 missed 6 valuedEx .: 1 of 2 up 3 at 4 in 5 toEx .: 2 fact-finding mission 3 trade fair4 sightseeing tour 5 shopping trip6 sports eventEx .: 1 meet 2 finalise 3 place4 build 5 setEx .: 1 businesses 2 advice3 is 4 information5 is 6 much7 a little 8 manyAnswer key 133Unit 4a: Brand power (Self-study)Ex .: Suggested answers:to damage powerown (a) brand awarenessmajor loyaltyEx .: 1 E 2 F3 A 4 C5 B 6 DEx .: Verb Noun Adjectivepersuade persuasion persuasivesupport supporter supportivediversify diversification diversifiedrely (on) reliability reliableentertain entertainment entertainingencourage encouragement encouragingcompete competition/ competitivecompetitorgrow growth growingEx .: 1 in 2 to 3 into 4 on5 for 6 with 7 of 8 fromEx .: 1 C 2 D 3 A 4 E 5 BEx .: . Sven, how are the preparations going for thenew product launch?. They’re going OK. We’re going to launchthe new product with a TV campaign inabout three weeks.. A TV campaign? That’ll / That’s going tocost a lot of money.. Well, we think it’s such an importantproduct that we’re going to spend half ouradvertising budget on it.. Half the budget? What else are you goingto do?. Well, we’re going to use a lot of socialmedia advertising and do a mailshot nextmonth.. Will it / Is it going to target only existingcustomers?. At first, yes. But if the TV ads go well, thenwe’ll / we’re going to do a larger follow-upmailshot. We’ll have to see what happens.Ex .: 1 Customers are (more) likely to buy (more)products.2 Diversification is set to continue in the future.3 There are bound to be some problems.4 I’ve no doubt it’ll happen soon.Unit 4b: Public relations (Self-study)Ex .: 1 B 2 A 3 C 4 B5 B 6 C 7 A 8 BEx .: 2 . are you leaving . ’m going to order3 . are you doing . ’m going to relax4 ’m visiting5 ’ll send6 . are you taking / are you going to take. ’ll tryUnit 3b: Cash fl ow (Self-study)Ex .: Suggested answers:1 We can offer you a cash discount of 2%.2 Some customers pay cash on delivery.3 The cash price is 1% lower than the normalprice.4 We can pay in cash or give you a cheque.5 Their cash flow situation is getting worse.6 We can’t pay until the end of the monthbecause of a cash shortage.7 He made a cash payment of $2,000 whenhe placed his order.8 If his cash forecast is correct, we’ll need tosee the bank about a loan.Ex .: 1 on 2 for 3 in 4 at5 within 6 of 7 asEx .: 1 down payment2 outstanding balance3 30 days net4 early settlement discount5 penalty charges6 cash on deliveryEx .: 1 terms 2 supplies3 labour 4 customerEx .: 1 don’t / ’ll 2 insisted on / ’d3 might / look 4 increase / will5 wouldn’t / did 6 would / wereUnit 3: Exam practiceR2: 1 C 2 F 3 A 4 D 5 ER5: 1 US 2 IT 3 THE4 CORRECT 5 BEEN 6 MOST7 WHICH 8 CORRECT 9 ARE10 BE 11 CORRECT 12 AW1: Suggested answer: (41 words)Dear all,As Mr Tilde is going to retire next month, wehave hired Ms Bianchi from Nesco, PLC to takeon the position of Sales Manager. She will joinus on 1 April. Please help her with any questionsshe may have.Carol Smith134 直通剑桥商务英语 中级 教师用书Unit 5b: New premises (Self-study)Ex .: 1 impressive 2 fast-growing 3 easy4 numerous 5 immediate 6 wide7 major 8 availableEx .: if you look right, you’ll see …, on the corner,walk to …, turn left / right, cross over, take thefirst road on the right, keep going along … untilyou come to …, keep straight on till you reach,take the first right / left, on the left / right, yougo down there, halfway along is …, it’s on theright, you can’t miss itEx .: Suggested answer: (53 words)Go out of the station and turn right. Walkstraight on past the theatre on your left, andthen take the next right. Take the first roadon the right after that. Go past the bakers andturn left. Then go through the square. We’rethe big white modern building on the right.Ex .: Suggested answers:1 I’d like to know about availability.2 And which floors are free at the moment?3 Can you tell me about car parking facilities?4 How far away are they exactly?5 Do you think you could put something in thepost?Ex .: Suggested answers:public transport, shops, bars, restaurants, goodslifts, underground car parking, reception, toilets,natural light, standby generatorEx .: 1 tenant 2 appointment3 renovation 4 location5 premises 6 square metres7 propertyEx .: 1 excited 2 confusing3 interested 4 disappointed5 shocked 6 fascinatingUnit 5: Exam practiceL1: 1 training course2 Managing People3 13(th) August /August 13(th)4 Virginia Little5 4.30/ four-thirty /16.306 Roughton7 Gatwick (airport)8 main offices / reception9 Measuring Performance10 Conference Room11 (own) laptop12 ￡400/400 poundsEx .: Suggested answers:1 A Choose and book the venue.2 C Send invitations and monitor the replies.3 A Prepare information packs and sendthem to the printers.4 D Shortly before the launch, brief all staffinvolved.5 F Check everything and finalise the details.6 B Ensure all guests have access to theproducts.Ex .: 1 brand 2 product3 campaign 4 invitation5 displayEx .: 1 responsibility 2 awareness3 satisfying 4 availability5 reputation 6 successful7 advertisements 8 reliableEx .: 1 the 2 an 3 the 4 the5 the 6 . 7 . 8 the9 . 10 aUnit 4: Exam practiceR1: 1 B 2 C 3 D 4 C 5 A6 B 7 DR4: 1 C 2 D 3 A 4 B 5 B6 C 7 A 8 A 9 D 10 C11 B 12 A 13 C 14 D 15 BUnit 5a: Relocation (Self-study)Ex .: 1 predictions 2 supervision 3 demand4 shortage 5 recruiting 6 barrier7 sponsorEx .: 1 assess 2 offers 3 arranges4 conclude 5 fulfils 6 compare7 recommend 8 is made / be made9 have been approachedEx .: 2 growing, future3 global, financial, strict, sector4 skills, professionals5 system, language, experience, qualificationsEx .: 1 greater than2 more varied3 the fastest4 the highest5 more spectacular than6 most interesting7 even better8 higher9 quicker than (cross out more and as)10 stricter (cross out more and as)Answer key 135Ex .: 1 reduce / cut down on (consumption / waste)2 provide / supply (a solution)3 found / start (a company)4 deal with / approach (hazardous substances,problems)5 increase / raise (taxes)6 consume / use (energy)Ex .: 1 consumption 2 reduction3 penalise 4 compliance5 publicity 6 hazardous7 stronglyEx .: 1 B 2 C3 B 4 A5 B 6 C7 C 8 C9 A 10 B11 A 12 BUnit 6: Exam practiceR4: 1 B 2 A 3 D 4 C 5 A6 D 7 A 8 D 9 B 10 C11 A 12 D 13 C 14 B 15 BR5: 1 ONE 2 THE 3 CORRECT4 OUT 5 WHICH 6 BEING7 CORRECT 8 AN 9 BE10 THAT 11 FIND 12 CORRECTW1: Suggested answer: (50 words)To: All staffFrom: Marie SanterDue to the recent expansion, it is necessary toupgrade our computer system. The system willbe shut down on Thursday 6 am–9 pm to allowfor the upgrading work to be carried out. Couldyou please make sure that you have work whichdoes not require a computer for this day?Unit 7a: Health and safety (Self-study)Ex .: 1 review 2 protect 3 lift4 slipped 5 incidents 6 injured7 hurt 8 precautions 9 required10 personnelEx .: 1 harmful 2 injury / injuries3 obligation 4 findings 5 hazardous6 safety 7 liabilityEx .: 1 on 2 of 3 for 4 for5 on 6 into 7 from 8 fromEx .: 1 needn’t 2 could 3 Shall4 can 5 must not 6 will7 could 8 May 9 might10 don’t need to 11 should 12 couldL2: 13 B 14 F 15 A 16 E 17 C18 B 19 G 20 F 21 E 22 CL3: 23 A 24 C 25 A 26 B 27 A28 C 29 B 30 AR5: 1 THE 2 BEEN 3 CORRECT4 OF 5 A 6 WILL7 CORRECT 8 BE 9 AN10 HAVE 11 THROUGHOUT12 CORRECTUnit 6a: Reporting results (Self-study)Ex .: 1 rose 2 collapsed3 shooting up 4 peaked5 fall 6 recoveryEx .:14728653p r e t a xaststunvra c q u i s i t i o nd i v i d e n disoslnti n v e s t m e n tc o r eEx .: 1 at 2 from / to3 in 4 by / ofEx .: 2 The favourable exchange rate led to / meantan increase in profits.3 Sales fell as a result of / due to bad weatherin the summer.4 Strong competition led to / meant areduction in margins.5 The share price collapsed as a result of / dueto bad publicity.Ex .: 1 suddenly 2 substantial3 steady 4 noticeably5 marginally 6 slightUnit 6b: Green initiatives (Self-study)Ex .: Suggested answer:environmental: impact, solutiongreen: resident, award, PR campaign, benefit1 benefit 2 impact3 PR campaign 4 performance5 initiatives 6 solutions136 直通剑桥商务英语 中级 教师用书4 where did you stay?5 how many nights did you stay there?6 what was the name of the client you took todinner?7 Could you spell that for me, please?Ex .: 2 meal allowance 3 small print4 line manager 5 short notice1 line manager 2 short notice3 meal allowance 4 false claim5 small printEx .: to claimto incurto claim backto pay expensesto handleto deductto maketo handleto process an expenses claimto monitorto submitEx .: Verb Nounsupply supplierreimburse reimbursementclaim claim/claimantauthorise authorisationrequire requirementautomate automationEx .: Dear Mr RiversI enclose the expenses claim that (that canbe omitted) you sent to me last week as it isincomplete. I need to know the names of theclients that (that can be omitted) you took forlunch and the name of the restaurant where youtook them (or which you took them to). I alsoneed to know the reason for the ￡25 that / which(that / which can be omitted) you put in thelast column. Please also note that it is only linemanagers who / that can authorise expenses, notcolleagues who / that work in your office.Ex .: 1 Mr Fuller is the client who / whom / that /. I took to lunch.2 Employees who / that travel on companybusiness will be sent a form by email eachmonth.3 The new expenses claims system, which willbe implemented next month, will cut costsconsiderably.4 I received the expenses claims reminderwhich / that / . you sent me last week.5 Those are the employees whose expenseswe paid last week.Unit 7b: Rights at work (Self-study)Ex .: 1 take 2 deal with 3 posting4 lose 5 keep up with 6 prioritiseEx .: Suggested answer:right, unfair dismissal, to be faced with legalaction, grievance, to take someone to court,lawyers, attorney, judgement, court case, lawsuitEx .: 1 grievance 2 stay 3 fault4 observe 5 damage 6 complain7 frequent 8 meet 9 mention10 criticisesEx .: exaggeration, justification, sue, ban, behaviour,negotiation, refusal, complaintEx .: 1 C 2 E 3 A 4 D 5 BEx .: B He was dismissed.C No action was taken against him.D He was given an official written warning.Ex .: 2 was taken over 3 has just been told4 ’ll be offered 5 ’s offered 6 been toldUnit 7: Exam practiceR3: 1 A 2 B 3 A 4 D5 C 6 DW1(i): Suggested answer: (45 words)To: All staffFrom: Mr PortI would like to inform you that, due to therecent merger with Mason and Son, for ourcompany will be known as MasonGolding. Thisname becomes official on 17.09.11. Please notethat from this date, the new company nameshould be used.Thank you.W1(ii): Suggested answer: (48 words)To: All staffFrom: Paul BlakePlease note that from next Monday we areintroducing an environmentally friendly scheme. Allused paper from the office will be recycled. Usedsheets should be placed in the green bin next tothe photocopier for collection. All staff are askedfor their full co-operation with this scheme.Unit 8a: Business expenses (Self-study)Ex .: Suggested answers:1 when was the trip exactly?2 what kind of business trip was it?3 how did you get to Paris?Answer key 137As for the invoice, as an established andvalued customer you should have automaticallyreceived a discount of 10%. I enclose anamended invoice and trust that you will accepta further 2% discount for the inconvenience youhave experienced.I would like to take this opportunity toassure you that any future orders will be dealtwith reliably and efficiently.Yours sincerelyUnit 9a: Flexible benefi ts (Self-study)Ex .: Suggested answers:childcare vouchers, retail vouchers, (personal)accident insurance, travel insurance, pension,company car, health insurance, life assurance,medical insurance, company car, critical illnessinsurance, dental insuranceEx .: 2 pension scheme 3 base pay4 bargaining power 5 payroll costs6 annual leave 7 bulk discount8 staff turnoverEx .: 1 diversity 2 implementation3 applicants 4 challenging5 optional 6 recruitment7 security 8 awarenessEx .: 1 to 2 off3 in 4 of5 for 6 in7 on 8 forEx .: 1 to put 2 providing3 meeting 4 to select5 to find 6 purchasing7 make/ to make 8 having9 Choosing 10 dealing11 to select 12 review13 to suitUnit 9b: Staff appraisals (Self-study)Ex .: Suggested answers:1 She’s co-ordinating the project and settingthe group’s objectives.2 We’re working towards unrealistic targets.3 She’ll really have to concentrate on meetingher objectives.4 Did he achieve his target last month?5 Could we please review my sales target forthe current year?6 We’ve set ourselves a range of objectives forthe coming year.Unit 8b: Business travel (Self-study)Ex .: 2 baggage allowance 3 check-in desk4 scheduled flight 5 in-flight catering6 reclining seat 7 priority statusEx .: – able – ing – ivereasonable annoying exclusivetransferable disappointing competitivebearable reclining selectiverefundable entertainingEx .: 1 H 2 B 3 E 4 A 5 I6 C 7 G 8 D 9 FEx .: 1 for 2 on 3 for 4 for5 with 6 with 7 in / of 8 onEx .: 1 survive 2 compete 3 transfer4 raise 5 undercut 6 failEx .: 2 I’d like to know when we take off.3 Can I just ask if this ticket is refundable?4 Could you tell me why there is a delay?5 Could you tell me if we get a meal on board?Ex .: Suggested answers:1 Could you tell me if there is any in-flightentertainment?2 I’d like to know if you offer a frequent flyerprogramme.3 Can I just ask where the business lounge is?4 Could you tell me what time we leave?5 I’d like to know if the seats are reclining6 Can you tell me where I can exchange money?Unit 8: Exam practiceR4: 1 C 2 D 3 A4 A 5 A 6 D7 C 8 B 9 B10 A 11 C 12 D13 A 14 D 15 CW2: Suggested answer: (130 words)Dear Mr ChandlerRe: Order no. B13/4620Thank you for your letter dated 28 June.First of all, I would like to apologise for theunsatisfactory handling of your order.Unfortunately all our deliveries haveexperienced delays because of a strike by lorrydrivers. However, as this dispute has now beensettled, I am pleased to be able to inform youthat we will be able to replace the two damageddesks next week.138 直通剑桥商务英语 中级 教师用书In order to keep sales up on the hand creamand shower gel the market could be expandedto young adults and teens. One suggestionwould be targeting schools and universities andoffering samples or running a competition.Conclusion and recommendationIt is therefore suggested to phase out the facialwash as its performance is disappointing. Thiswould leave resources for a new marketingcampaign to encourage sales on the otherproductsUnit 10a: Marketing disasters (Self-study)Ex .: advertising, (advertising) campaign,(promotional) event, to organise an event,promotional gift, complimentary flight, to run /enter a competition, winner, first prize to, boostsales, publicity photos, (catchy) sloganEx .: 1 market2 marketing3 Marketing4 market5 marketEx .: 2 undercut competitors3 attract customers4 withdraw a product5 run a competition6 avoid mistakes7 win market share1 run a competition2 attract customers3 boost sales4 win market share5 undercut competitors6 avoid mistakes7 withdraw a productEx .: 2 The confectionery company should havemade the clues more difficult.3 The petrol station chain shouldn’t haveheld the promotion at the same time as theTwins Society Convention.4 The petrol station chain could havepostponed its promotion.5 The building company should haveanticipated the problems that arose.6 The building company shouldn’t haveallowed flatowners to enter the competition.Ex .: 2 The senior managers would have kept theirjobs if the company hadn’t lost so muchmoney.Ex .: 1 exchange 2 air 3 meet4 evaluated 5 responsibilities 6 promotion7 update 8 policyEx .: 2 well 3 successfully / well4 frustration 5 developEx .: Suggested answer: (37 words)To: Lisa BradleyFrom: Mary ParkerRe: Invoice No. 21692Dear Mr BradleyI apologise for the delay in paying the aboveinvoice. This is due to a computer error in ourAccounts Department. I can assure you that theinvoice will be paid in full today.Ex .: (that) infinitive object infinitive aboutsay promise ask someone to … askagree agree talkpromise complainexplain agreementioncomplain2 She promised to send the report that day.3 She complained about the amount offeedback she got.4 She explained that the mistake had beendue to a computer error.5 She told him not to mention pay at the startof the appraisal.6 She agreed to raise the price.7 He asked me to look for a suitable venue.8 He mentioned that there was a trade fair onthe following week.Unit 9: Exam practiceR2: 1 E 2 B 3 D 4 C 5 FW2: Suggested answer: (138 words)Report on product phase outIntroductionThis report aims to examine sales figures of threeproducts and recommend one to discontinueproducing.FindingsIt was good to see that sales increased on ourhand cream, but figures for the shower gel andfacial wash both fell. The shower gel has consistentlysold well due to the variety of fragrances. However,the facial wash faced stiff competition from arival product aimed at both men and women.Answer key 1396 We are very interested in your product range.7 I didn’t manage to finish all the work on time.8 Whose offer did you finally decide to accept?9 The report is based on the most recentfigures.10 The company is a lot bigger than it usedto be.11 Last year’s sales figures have to be checked.12 So the company’s doing well, is it?13 It’s a lot harder to find clients than keepthem.14 She didn’t give me much advice on what to do.15 When I told him the problem, he told methat it wasn’t important.Unit 10: Exam practiceL1: 1 Unit 52 Office Manager3 photocopy paper4 Thursday5 Regional Manager6 Competitive salary7 current salary8 26(th) April / April 26(th)9 (Marie / Ms) Delorme10 Research Director11 his / the company12 Confirm flightL2: 13 F 14 E 15 G 16 A 17 H18 D 19 A 20 B 21 H 22 CL3: 23 C 24 B 25 C 26 A 27 B28 C 29 A 30 CW1(i): Suggested answer (37 words)Dear all,As you know we need to cut costs in thedepartment due to falling sales figures.Therefore we will have a meeting next Thursdayat 4 pm. Please come prepared with suggestionsthat we can talk about.Bob JonesW1 (ii): Suggested answer (42 words)Kevin,I’ll be out of the office next week from Mondayto Thursday at a sales conference in London.If any clients call with questions, have themcontact JoAnn. She has all the necessaryinformation and can deal with queries thatcome up.Thanks,Karen3 If customers had repaid the computerretailer earlier, it wouldn’t have gone out ofbusiness.4 If customers hadn’t preferred the originalflavour of Coke, the company wouldn’t havehad to relaunch it.Unit 10b: Going global (Self-study)Ex .: 2 know-how3 joint venture4 takeover5 decision-making6 team-buildingEx .: 2 long-term (plans)3 worldwide (communication)4 wholly-owned (subsidiary)5 risk-free (venture)6 high volume (products)Ex .: Suggested answers:1 Xtol has increased its share of the Russianmarket.2 Marten has been priced out of its targetmarket.3 They lack knowledge of the local market.4 The export market is reported to be steady.5 Consumer confidence in the market isgrowing.6 They are looking to increase their presencein the global market.Ex .: 2 made an acquisition3 expansion4 complete ownership of5 licensing agreementEx .: 2 have only managed3 looks4 spoke5 thinks / thought6 entering7 is travelling / is going to travel8 has been doing9 have learnt10 are going / have been going11 to enter12 will avoid13 experiencedEx .: 2 Their news was very encouraging.3 It’s the service that really matters.4 I look forward to hearing from you in duecourse.5 This type of problem is very normal.