IN COMPANY Extra Lessons (part1)(1).pdf

IN COMPANY

Extra Lessons

Part 1

(Jan. 2004 – Jan 2006)

accompanied by

Teacher’s Notes +and Answers

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In Company Pre-intermediate Resource materials

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Nicholas Sheard

1 Complete the expressions about time with the words in the box.

after flew by good great make make up for

no on passed playing ran out take

a I arrived in ________ time for my presentation because I wanted to check my equipment.

b We were very late so we drove quickly to _____________ lost time .

c I read the report in ___________ time at all. It was only half a page long.

d We had a ________ time at the office party last month.

e I must be __________ time for the meeting. It’s very important.

f He doesn’t want to make a decision. He’s just ____________ for time .

g Our train was delayed so we ___________ the time chatting and playing cards.

h There’s no hurry, _________ your time .

i It was a wonderful holiday. The time __________ .

j It’s difficult to _________ time for lunch when we have tight deadlines to meet.

k I rebooted my computer time ________ time , but it still kept crashing.

l She wanted to do more research before the meeting, but she __________ of time .

good

2 Work with a partner. Throw a die to move around the board and describe the situation you land on each time.

ran out

of time

played

for time

found the

time flew by

took your

time

was on time

had a great time

did something time

after time

did something to

pass the time

made up

for lost

time

did something

in no time

made

time for

something

arrived

in good

time

3 Discuss the questions with a partner.

a Are you good at time management?

b Do you usually arrive in good time for meetings and appointments with people?

c Are you normally aware of roughly what time it is?

d How often do you look at your watch at work? at home? on holiday?

e Is it difficult for you to make time for your family and friends during the working week?

In Company Pre-intermediate Teacher’s Book © Macmillan Publishers Limited 2003

Photocopiable 167

15 Plenty of time

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13b Negotiating a deal

Nicholas Sheard

Work with a partner. Read the negotiation situation and your role below, Student A or B. Match the useful phrases

in the box to some of the stages (1–7) in your role for the negotiation. (Some phrases can be used in several

stages.) Then act out the negotiation. The circles round the numbers in the negotiation stages signal who speaks

first each time.

Negotiation situation

The Financial Director of a pharmaceutical company wants to reduce the cost of the

company’s annual air travel. The company spends approximately € 900,000 a year on 1,000

return flights to the USA, an average cost of € 900 for each business class ticket. The Financial

Director has arranged a meeting with a representative from FlyHigh Atlantic, a leading airline,

to try to cut costs by 15–20%. At present, the company flies with a number of different airlines,

but the company would agree to work with only one or two if this target could be achieved.

Student A

You are Mr/Ms Riley, the Financial Director. Below are

your stages in the negotiation.

1 Mr/Ms Harris from FlyHigh Atlantic has arrived in

your office. Greet him/her. Offer him/her a drink.

Have a quick chat before you start the negotiation.

2 Briefly explain to Mr/Ms Harris what you want to

achieve from the negotiation.

3 Tell Mr/Ms Harris you could offer them a large part

of your business if FlyHigh Atlantic can reduce their

prices by 20%. Then listen to and reject his/her first

offer.

4 Listen to and then reject Mr/Ms Harris second offer.

5 Listen to and then express interest in his/her

third offer.

6 Listen to Mr/Ms Harris summarise what he/she

could offer. Then say you will need some time to

think about his/her offer.

7 Thank Mr/Ms Harris for coming and say goodbye.

Student B

You are Mr/Ms Harris from FlyHigh Atlantic. Below are

your stages in the negotiation.

1 Arrive at Mr/Ms Riley’s office. Greet him/her. Have

a quick chat before you start the negotiation.

2 Listen to Mr/Ms Riley explain why he/she has

asked you here today.

3 Let Mr/Ms Riley start the negotiation. Offer a

reduction of 12.5% if the company can guarantee

1,000 flights a year.

4 Say that you can increase this to 15% if the company

agrees to pay for the tickets at the time of purchase.

5 Say that business class seats get booked up very

quickly. Some customers agree to fly economy

when business class seats are full. There is less

legroom, but you still get business class service.

You could offer a further 5% if they are prepared

to be flexible at busy times.

6 Summarise what you could offer.

7 Listen to Mr/Ms Riley and then thank him/her for

inviting you and say goodbye.

Useful phrases

B4, B5

We would be willing to increase this to … if you agreed to …

If you can reduce your prices by …, we would be able to …

To sum up, …

Can I offer you anything to drink?

I’m afraid that would be difficult to accept.

Thanks for your time today. I’ll be in touch again next week.

Would this be acceptable to you?

Let me give you a brief outline of what we’re looking for.

We would be happy to offer you a discount of … if you can guarantee …

I’ll have to get back to you on that.

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164 Photocopiable

In Company Pre-intermediate Teacher’s Book © Macmillan Publishers Limited 2003

In Company Pre-intermediate Resource materials

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Teacher’s Notes

14b Tricky decision

16 Things to do

3 Focus students’ attention on the expressions with the

verbs in the speech bubbles in exercise 2. Explain any

unfamiliar vocabulary.

4 Ask students to fold back the worksheet so that they

cannot see the phrases at the top and then, in pairs,

complete exercise 3. Students then discuss the questions.

Monitor, helping with vocabulary as necessary.

5 Check the answers with the class.

Answers

Exercise 1

a told b said c talked d discussed e speak/talk

f speak/talk g said h spoke/talked i discuss

j speak/talk k told l talking

Say and tell are basically the same in meaning, but

grammatically they are different. Tell must be followed by a

person as a direct object: to tell someone something. Say does

not have a direct object: to say something ( to someone), e.g.

He told me that I should wait (or He told me to wait ). He said

that I should wait (or He said to me that I should wait ).

Talk about and discuss are basically the same in meaning, but

discuss does not need about or any preposition after it.

Speak and talk are basically the same in meaning and

grammatically – to speak or talk to someone about something

is also the same .

Exercise 3

a give b speak c told d telling e say f talk g speak

5 Tell pairs of students to prepare to roleplay the

conversation when Ms Jones phones Mr Owen to

complain. (You might like to have groups of students

playing each role sitting together during the preparation

stage.) Monitor, helping with vocabulary as necessary

and encouraging students to use reported speech.

6 When everybody is ready, students roleplay the

conversation using the example lines of the conversation

at the bottom of the worksheet to start. Monitor, helping

as necessary.

Overview

Students discuss which of three secretaries should be made

redundant and write an e-mail explaining their reasons.

Preparation

One copy of the worksheet for each student.

Procedure

1 Introduce the topic of having to make redundancies

because of recession by asking students to brainstorm

which factors they would consider when deciding who in

a company should be made redundant, e.g. length of

service, professional competence, legal complications,

financial costs, etc.

2 Divide the class into pairs and give each student a copy

of the worksheet. Read through the notes in exercise 1

with the class. Explain any unfamiliar vocabulary.

3 Remind students of useful phrases for discussion, e.g. In

my opinion …, I (don’t) agree …, That’s true, but … , etc.

and practise them if necessary.

4 In pairs, students discuss the three candidates and decide

which one to make redundant. Monitor, helping with

vocabulary as necessary.

5 Have a class feedback session where students explain

their choices.

6 Students write an e-mail in exercise 2 to their manager

explaining their choice. Monitor, helping with vocabulary

as necessary.

Overview

Students speak to different people in order to get things done

in preparation for a foreign business trip or a trade exhibition.

Students practise making requests, insisting and persuading,

and saying yes and no politely.

Preparation

One copy of the worksheet for each pair of students. Cut the

worksheet into three.

Procedure

1 Divide the class into pairs and explain that Student A is

going on a business trip to give a sales presentation in

Paris tomorrow, and Student B is going to man a stand

for a holiday company at a trade fair. Ask students to

think about the kind of preparations each will have to

make. Have a brief class discussion.

2 Give pairs the first section of the worksheet with the

useful language and quickly revise making requests.

3 Hand out the worksheets and ask students to read the

instructions and look at their list of things to do. Ask

them to think about how they are going to make each

request, e.g. whether they need to ask politely or be firm,

etc. Answer any questions they have about the items on

their list and explain any unfamiliar vocabulary.

4 Explain to students that they are going to respond to

each of their partner’s requests, and that they will have to

adopt different roles, e.g. a colleague, a sales assistant,

etc. Ask students to look at their roles and the notes they

have for responding to the request. Answer any

questions they have about the items on their roles and

explain any unfamiliar vocabulary.

5 When everybody is ready, students act out their

situations. Student A makes all his/her requests, then

Student B makes all his/her requests. Monitor the

roleplays, helping with vocabulary as necessary.

18a How wrong can you be?

Overview

Students complete famous predictions with will and an

appropriate verb, then match the predictions to the people

who made them.

Preparation

One copy of the worksheet for each student.

Procedure

1 Hand out copies of the worksheet. Individually or in

pairs, ask students to complete the predictions in exercise

1 using will and the verbs in the box. Monitor, helping

with vocabulary as necessary. Then check the answers

with the class and explain any unfamiliar vocabulary.

2 Ask students to match the predictions with the people

who made them in exercise 2. Monitor, helping with

vocabulary as necessary.

3 Check the answers with the class and explain any

unfamiliar vocabulary. Ask students if they know

of any similar predictions.

Answers

Exercise 1

2 will (never) go 3 won’t be able, will (soon) get

5 will (never) work 7 will be used 8 will (ever) be

10 will prove 11 will (never) be 13 will (forever) be

14 will (never) reach

Exercise 2

1 g 2 c3 j 4 d5 m6 b7 f8 k9 e

10 l 11 h 12 n 13 a 14 i

17b But you said …!

15 Plenty of time

Overview

Students read a telephone conversation between a client and

a building contractor discussing some building work. The

work didn’t go to plan and students read about each person’s

grievances. They then roleplay the conversation where the

client phones the contractor to complain about the work.

Reported speech is practised.

Preparation

One copy of the worksheet for each student with exercise 2

folded over and the rolecards for students A and B removed.

Procedure

1 Introduce the topic by recounting a time when you

contracted someone to do work for you and had been

disappointed with the result, e.g. work at your office or

home, etc. Invite students to share their own experiences.

2 Explain that students are going to read a phone

conversation between the head of a modelling agency

and a builder. Divide the class into pairs and give each

student a copy of the worksheet with exercise 2 folded

over. Read through the dialogue with the class and

explain any unfamiliar vocabulary. Then ask students, in

their pairs, to practise reading the dialogue aloud.

3 Ask students what they think of the situation. Do they

think the work will go well? Why / Why not? Then

explain that things did in fact go badly wrong. Both Ms

Jones and Mr Owen are not happy.

4 Ask students to fold back exercise 2 and read the

instructions. Then give each student in a pair a rolecard.

Ask students to read their rolecard to find out why their

character is not happy. (Make sure students realise that

Ms Jones and Mr Owen have probably had subsequent

phone conversations, so some of the information here

will be new to what they read in the initial conversation.)

Overview

Students learn idiomatic expressions relating to time and then

practise using them to talk about their own experience.

Preparation

One copy of the worksheet for each student. Cut the

worksheet into two. Each pair will need a die and each

student a counter.

Procedure

1 Explain that students are going to look at some idiomatic

phrases relating to time. Hand out copies of the top part

of the worksheet and ask students, in pairs or small

groups, to complete the phrases in exercise 1. When they

have finished, check the answers and the meaning of

each phrase.

2 Divide the class into pairs. Hand out the bottom part of

the worksheet and give each pair a die. Students can use

pieces of paper with their names written on as counters.

Tell students to take turns to throw the die to move

around the board. They should think of something from

their own experience to describe the situation they land

on. Monitor, helping with vocabulary as necessary.

3 In pairs or small groups, students discuss the questions

in exercise 3. Monitor, helping with vocabulary as

necessary.

Answers

b make up for c no d great e on f playing

g passed h take i flew by j make k after

l ran out

17a Say something!

Overview

Students learn the difference between say, tell, speak, talk

and discuss , and some common expressions with say, tell,

talk, speak and give . They practise the verbs by completing

sentences and questions and then use the questions to talk

about their own experiences.

Preparation

One copy of the worksheet for each student.

Procedure

1 Write Can you say me the time? and He told that it was a

very good idea on the board. Ask the students to tell you

what is wrong with each of these sentences (see notes in

answer key).

2 Divide the class into pairs and give each student a copy

of the worksheet. Ask students to choose the correct verb

in sentences a–f in exercise 1. Then check the answers

with the class and have a class discussion about the verbs

(see notes in answer key). Students then complete

sentences g–l. Check the answers with the class.

18b A–Z race

Overview

Students play a timed team game identifying and correcting

grammar mistakes in 26 sentences.

Preparation

One copy of the worksheet for each group of two to four

students.

Procedure

1 Divide the class into teams of an equal number of two to

four students.

2 Give each group a copy of the worksheet face down.

Explain that they have ten minutes to find and correct the

sentences with grammar mistakes. The mistakes cover

all the grammar they have seen so far in the Student’s

Book. Make sure they realise that some of the sentences

are correct.

3 When the time is up, tell students to put down their pens

and swap their worksheet with another group for

marking.

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142 Resource Materials

Resource Materials 143

Teachers Note’s

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20b Mini-negotiations

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Paul Dummett

Jason Electrics: Negotiating a reduction in working time

1 Read the text and complete the first section of the table with notes.

2 You are going to roleplay a negotiation with another student.

a First decide which of you is going to be the Manager and which is going to be the Union Representative.

Think of two concessions you would make in the negotiation and write notes in the second section of the table.

b As you negotiate, complete the third section of the table.

Management

Unions

You work for Jason Electrics, a company

that manufactures electrical cable.

It employs 95 people and is based in an

industrial park near Swindon, England.

The regular working week for production

staff is 39 hours, compared with a

maximum of 37 hours in other, similar

companies on the estate. The union would

like to negotiate a reduction in working

hours to 37, without any reduction in basic

salary. They realise that in return for this

they will probably have to increase

productivity. The management is happy to

consider a reduction in hours if it can win

greater productivity and flexibility in

working time. (It often needs to ask staff

to do overtime for special orders.)

What they want

What they can offer

Concessions

Productivity deal

Businessworks: Negotiating the allocation of extra resources

1 Read the text and complete the first section of the table with notes.

2 You are going to roleplay a negotiation with another student.

a First decide which of you is going to be the Sales Director and which is going to be the Area Sales Manager.

Think of two concessions you would make in the negotiation and write notes in the second section of the table.

b As you negotiate, complete the third section of the table.

Sales Director

Area Sales Manager

You work for the sales department of

a company which makes accounting

software. There are four export sales

managers, each responsible for a different

area in Europe. The manager responsible for

Scandinavia feels that he is overworked and

that without extra staff he cannot achieve

the targets he has been set. He thinks that

with extra sales staff and a bigger budget

he can increase the sales potential. The sales

director would like proof that sales can be

increased before providing extra staff and

resources. She is prepared to risk employing

extra staff for the area if the manager will

share some of the risk also.

What they want

What they can offer

Concessions

Risk-sharing deal

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in company Intermediate

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