Coursebook Jignen ike Hog right Online Workbook Ky Nee Ay NATTA FP PublishingCoursebook Iwonna Dubicka Marjorie Rosenberg Bob Dignen | Mike Hogan Lizzie Wright B2 | FT Publishing GS | FINANCIAL Tines [= Seiad dale ala nlelnlahehbabalaleladelslaltiialeaialalalalsiniaeilg alata alee! 1 balalallalalelahditniaiabaltzlalel 111 lalaQUE ote ea a ea | Videos RUFeoFeGUapay a BLilAng elstionships A> Woriglacecalture Video: BA culture of equal pay Vocabulary: lementsof Covporate culture Pronunciation: suesin compound nouns(p 214) Project: company ply ee p08 [12> Employee “tention Reading orkte Balanceschenes Grammar ute Contmipis and Fue Pere Simple Pronunciation: Alay ves (o114) Speaking om you Steypuelintheftre? 1,32 communication | sis: Bulng | relationships Video: ExBulding relationships nciona language: huling st Task: Choosing candidate [a> business su Presenting yourselt LUstening: Presenting yourslto anew project Functional language: Solepresentaion Task: Presenting yoursel 0 iterational colleagues 15 >weing: A ompany news blog Model text: company news blog Functional language: Structuring acompany ews biog Grammar: [BP Phrases withbe Task Write blog TEEN sre | vieicos? i iypeebF traning as Team eorimunicaion 24> Learning onthe jb Video: Bypes of taining Pronunciation Diesing ey worésin sentences 104) Vocabulary: Tining nd development Projet Induction toa job evew p05 2.2> Human resource strategtes LUstening: 4 Srategyor trahingand development ‘erossawole company Grammar: Modalsin che passe voice Speaking: Agreeing 2ktion pans writing: memo ‘utining action points 2.3 > communication Skil Team ammunition Video: ExTeam Functional language: Exchanging ideas Task: Organising team buldng event 2.4 > business ils: Fittings meeting LUsteing: Possible changesto learning ‘management Pronunlation: Dinking between words ua) Faetional language: Facitainga discussion Take Factating a decusiontocometoan ‘agreement 215 > Weiting®Aiainna request Model text: Email th ‘a request or raining Functional language: Requests and reacone Grammar: BP Liking word for reason and purpose Taste Write an emat requesting a course (ESTs Videos 3) Past crashes snd Ges 33 Manseing bad news 3.1 > Recesionsand depressions Video: Ebest crashes and ies Vocabulary: Finance and Projet Research the hstoryofabankor finan nsitution evewp 106 TOUTE am | ic 4 ii War vating Sar 43 Havana ifcalecorimUnieators | 3.2 catching up with rivals Reading: Adidas roses tamnets Grammar: Expressing certainty and probability, Position ofadvers and vebil phrases speaking: Decussing future changes (Fastlane: 42 >taing trnlny Video: 1A asruptve marketing sar-p Vocabulary: Dinta business nd technology Pronunciation >tressin wer bling (pu Y Project obruptive reemology ‘Revewipi07 Listening: 4 Prod presentations ata trade how Grammar: Zero st and second conatonas Linkers Speaking: Trade show erponstracion ofan app Writing: nsrctions for theape 3.3 communication skills Mangalng bad Video: Managing bad Functional language: Responcing to bad news Pronunciation: DTheletter p15) Tas: Balancing positives vith negatives when ‘Wing bad news 4,3 > communication skills: nding dificult onmureato Video: a aning dicate communcarors Functional language: Keepingameeting on track Task Managing difut jetng sucessful 3.4 > busines sls: Talephoningte arty Listening: 44 phone ‘onversatonto check etal Pronunciation: Dstrongand weak forms ofthat (p15) Functional anguage: ‘king for caniteation and paraphrasing Taste Making acalto any information in 2 financial document 4A > Busines kl: Negoisting strtegiee Lstening: 4 Positonal and principe negotiation Pronunciation: Stress in phrases ous) Functonal language: Reaching ageementin negation Task Negotiating an gieementat work 3.5 > Writing: Annual reporesummaty Mode text: Summary of ‘anannualrepor Functional ianguage: Useful phrasestor annual report summaries Grammar: BD ries - 00, the, aatile Tale witean anual port summary for shareholders 4.5 > Writing Short business proposal Model texto business proposal Functional anguage: Useful phrases or Dsiness proposals Grammar: BP Noun phases to replace vers phases, Tale Write a short proposal Presse ent Caras icc) LUstening: «Eiployee suggestion or ‘inprovererts| Reading: Anaysing survey Task Braretormwaysto improve ttfretention ‘Wiring: A proposal ‘confirming your ideas pen Sr Picnic tent eo Listening: 4 Regional HRDrectors discussing traning sues Reading: Anayesot Regional Directors reports Task Cresteand presen anonline cure Pema ema ereanan oa) LUstening: Managers meeting anda guidero Ve investment Speaking: Desebing and analysing graphs Task Presenting ‘company that sworth lnvestingin Wiring Areport ‘explaining your Investment decson eel Brescia Reading: Robots inthe workplace Listening: incidents vwithrobots aan exhibition Tas Analyse feeuback statics and discus “ture improvements Wiring Areport analysing eedbackand Giving recommendstionsUNIT5 > PERFORMANCE p.a7 [niVideos! S:'The cyber manader 5.3 Managing challenging feedback 3 [SAD Perfomance | 5.2>Aatireof | 5.3 >Commumiatn | 5 Bisnsskils | 5.5 Writing: ens) | arena “| rewards | sitenarogrg ©" [Renngpriees | fetemancroiew FIN ra at I || hallengingfeedback | | summary ‘(ea Video: ELecyber Reading Howtodeop Video: LManscing _Uintenng 4AnrojectModeltent: erirmance_|Lstening: 4A meting mage Mewarirgcltrechalengngtedinck even mectog review simcy tomnanewwayr ot Vocabulary: Rewarding Grammar:Linking words Functionallanguage: _Functionallanguage: __—Fnetonallanguage: | rewatting performance pevmane Sdeoncvertises Responding ta Ceatingandpurtepatng Poste commensand Neg Oath sare i wie oan Challnanfethack —ireieweetings constctivecrscsm | ehangeinrwari fompany Siionatonrdinkng — Pronieatin Eee leawur Beet |e | words (p.16) Pinonatonvhen —dwlopment orshop.__ webs | spesing:ton he yeaking: Concessions _Hanelingchallenaing sk Write performance | Begotations Went | Senpromerinyr RHI revs | | centie Tal espondingo | Ieodbuck | | (Reviewp.108 | EEE G1 Pethlealcholces 6.2 > Thetriplebottom | 6.3 > Communication | 6.49 Business kl: AE eA GEM iar tenis) | Business workshop >6 | “tne | siveronspatmeyn Saseailng | nent Geert) Video: Eis inthe Ustening: The ripe Video: ATasparencyinUstenng: ¢Alocal Mode ext:compary Rein AMIS he fasion indy baton tne Dishes tetworkng even ener eset AFhomes | Wocabutary:surinss Grammar Thi functionallanguage: Funclnallanguage: Functional language: | Lienings ATAU | eis condtonal Yiingand responding io Salingaproductor” —Recentnens.cren | stgaive protamine | projectsuney-How Prune: concen serve news ondfutue plans | teskspn acon plan ehiclareyourdathes? > Contactonsandweak ake Vocng and Taslerometingpodict Grammar > Lnkng | MMIaMnees] fornsinthrdcondonals repondngtoconems orsenvce, wordsfocose andres | epson pate) wath acoleaqe edencaee | Speaking: Oscssan chunking pausngand : ! onganeatons eth stezihenteading sou | | pevormance ue Task Write newsletter | Review p 109 TIMBER soa | Vid 17 ini ar sgehene 713 eaing With nate oF Urgent) TA>Managingtine |72>Smartwork | 73> communication |7.4> tusesssile: || 715 >tng Anema [SERENE } sits deainguith | Deutenegovatons | Qingresone Peon tigeney Ge Video: Brine Reading cttog Video: Dealing with Listening: /Adiicut— ModelteaAnemai | neing s®Deialb ofan management vertinein Japan atesofurgeny meeting ang reson | pcoming ade ar Vocabulary Menecing Grammar Adverisand Funeinattanguage: Funeonallanguage:_Funcionallanguage: | Taskeesteaplanto tine Uineerpessors DOscusing ponies —_Deningwrtnictiesin Problem eatonsand—_|ebiata tae ie Project: Theworkng fiom Pronunciation: Task Folwngypon negations requredaction iting: Asinnary of home debate PSuessinasveiasand eneis Pronundatin: Grammar | scccestulpatepaton tineerpressons p11?) SFinonaton when ——_Prepostionsorume | atradefae. Speaking Ae yougood negovatingtP.117) Fas We anemia atmanogng tne? Task Dealing with ghingreason ict peogteat work | fev p10 Meera | Wa Videos! 8:1 Bromipton Bikes 8.3 Bisclssing tire options: i % 8.1 Grangeat 8.2>Monagingchange | 63> Communication | 84> buie Ki || a5>Witnghes EMME) Bromptonsikes “ills Cachngand””—_Bristoming ices Pilea | mentoring | cen Video: Brompton Bikes Ustening: 40k Video: MDscussng _Uteing: 4A Modelion: Apress | Reading: Achangeot ocabulary:change ceclonsandchanges fare oplons transomingmesing lease | mien management Granmarfepoted —__Funeionallanguage: Pronunciation: Functional language: | Radngandteng Project: acapabinyquie PEechondrepertng ers Coaching and menting Voce range(p117) _Ustuptasesorapres | MUO about Propuncation: Task The GROW model Funcioallanguage: ‘ts cane Dh 1/308 85) Leading saeorming Grammar: BB Pasive | TakePting a stopto oun sen vole wth epring vers | meus peaking and witig: Tis raintormingin Tac Wie apresrelease | | Tellng andreporings alors | sory | evens | [LEN LCL ME Mere> Introduction for learners Why... ourresearch talking to teachersand learners proved a few very obvious points Business Partner? 1 People study business English in order to communicate more effectively in their workplace oF to find ajob in an international environment 2 Toachieve these goals, you ned to improve your knowledge of English Language as itisusedin the workplace, but also develop key sls fr the international workplace 3- People studying business English have diferent priorities and amounts of tudy ime. You therefore need a flexible course which you can adapt to suit your needs. Business Partner has been developed to meet these needs by offering a flexible course, focused on delivering a balance of language and sks training that you can immediately use toimprove your performance in your workplace, studies or job search Why... Languages only one aspect of successful communication. Effective communication also il mg? Fequires an understanding of different business situations and an awarenessof different Skills training? cermuncatonsiyls,especally when working acs cultures In Business Partner we refer to Communication skis’ and ‘Business sil. Every unit has alesson on these two areas. ‘Communication skills (Lesson 3) means the soft skills you need to workeffectvely with people whose personality and culture maybe diferent from your own, Theseinctude building Felationships, handling difficult communicators and managing challenging feedback “Business skills (Lesson 4) means the practical skills you need in different business situations, such as sills fr taking part in meetings, presentations and negotiations. Why... norderto eftectthe real word as closely as possible, Business Parinercontents based “> onauthenti videos and aril from leading media organisations such as the BC, the authentic content? NIKKEI Asian Review and the Financial Times, These offer a wealth of international business information 35 well areal examples of British US and non-native speaker English Why We all use video more and mare to communicate and to find out about the world. This is, video content? ‘"ectedin Business Partner, which has two videos in every unit: an authentic video packagein Lesson 1, based on real-life video clips and interviews suitable for yourlevel of English, + adramatised communication sils video in Lesson 3 (see p.6 for more information) Why... Thiscoursehas been developed so that you can adaptit to your own needs. Each unit and il -> _lessonworks independently, so you can focus onthe topics lessons orsklls which are most flexible content? ceesantteyouandstipthoce wnich dor el relevant to your needs eat now. You can then use the extra activites and additional materalsin MyEnglishLab to workin ‘more depth on the aspects that are important to you. >> What's in the units? Lesson outcome and self-assessment Each lesson starts with a lesson outcome and ends with a short self-assessment section, The aim is to encourage you to think about the progress that you have made in relation tothe lesson outcomes. More detailed self-assessment tasks and suggestions for extra practice are available in MyEnglishLab. Vocabulary The main topic vocabulary sets presented and practised in Lesson 1 of each unit, building ‘on vocabulary from the authentic video, You wl get lts of epportuntis to use the vocabulary in discussions and group tas. Functional language Functional language (such as managing bad news, discussing priorities facilitating a discussion) gives you the capability to operate in real workplace situations in English. Three functional tanguage ets are presented and practised in every unit in Lessons 3 4 and. You wil practise the language in group speaking and writing tasks. In MyEnglishLab you will also find Functional language bank 0 that you can auickly refer to lists of useful language winen preparing fora business situation, such as a meeting, presentation or interview.Grammar ‘The approach to grammar is flexible depending on whether you want to devotea significant amount of time to grammar or to focus on the consolidation of grammar ‘only when you need to, + There is ane main grammar point in each unt, presented and practised in Lesson 2. + i Thera rom Lesson to an optional second grmmar pointin MyEnglishLab - with short video presentations and interactive practice, Both grammar points are supported by the Grammar reference section atthe back ofthe ourse00k (p.118). This provides a summary of meaning and form, with notes.on usage ‘of exceptions, and business English examples Listening and video “The course offers a wide variety of listening activities (based on both video and audio recordings) to help yau develop your comprehension sks and to hear target language Incontext Allof thevideo and audio materalis available in MyEnglishLab and ncludesa range of rth, US. and non-native speaker English, Lessons 1 and 3 are based on video {as described above). In four ofthe eight units, Lesson 2is based on audio Inall units, you also work with significant audio recordings in Lesson & and the Business workshop. Reading You willread authentic texts and articles from a variety of sources, particularly the Financia Times. Every unit has a main reading text with comprehension tasks. This appears ether n Lesson 2 orin the Business workshop. [BD [2hyEnaishtad you willalsofnd a Reading bank which offer longer reading text for every unit with comprehension activities. Speaking Collaborative speaking tasks appear atthe end of Lessons, 3, 4and the Business Workshop in every unit. These tasks encourage you to use the target language and, wiere relevant, the target sil ofthe lesson There are lots of opportunities to petsonalise these tasks to suit your own situation Writing + Lesson Sin every unit provides a mode text and practice ina business writing Skill The course covers a wide range of genres such as proposals, reviews, blogs and emails, and for different purposes, including internal and external company communications, summarising, making requests and giving reasons. There are also short writing tasksin Lesson 2 which provide controlled practice ofthe target grammar [BD !8MvERatshLab. you wi finda writing bank which provides model oF diferent types of business writing and useful phrases appropriate to your level of English. Pronunciation Two pronunciation points are presented and practised in every unit. Pronunciation points are inked to the content ofthe unit ~ usually toa video/audio presentation or to ’a grammar point. The pronunciation presentations and activities are atthe back of the coursebook (p.112), with signposts from the relevant lessons. This section also includes {an introduction to pronunciation with British and U.S. phonetic charts, Reviews ‘Thereis a one-page review for each unitat the back f the coursebook (p.104). The review recycles and revises the key vocabulary, grammar and functional language presented in theunit Signposts, cross-references and MyEnglishLab [D> signposts for teachers in each lesson indicate that there are extra activitiesin MyEnglishLab which can be printed or displayed on-screen, ‘These activities can be used to extend a lesson orto focus in more depth ona particularsection D> signposts tortearners indicate that there are additional interactive activities in MyEnglshLab. > page ooo Cross-references eferto the Pronunciation bank and Grammar reference pages MyEnglishLab Access ta MyEnglishLab is given through a cade printed on the inside front cover ofthis book. Depending ‘on the version af the course that yyouare using, you will have access 10 one of the following options: Digital Resources powered bby MyEnglishLab including downloadable coursebook resources all video clips all audio recordings, Lesson 3 additional Interactive video activities, Lesson S interactive grammar presentation ‘and practice, Reading bank, Functional language bank, Writing bankand My Self-assessment. Full content of MyEnglishtal allof the above plus the full self- study interactive workbook with automatic gradebook. Teachers can assign workbook activities as homework. ‘The Global Scale of English (GSE) isa standardised, granular scale from 10 to 90 which measures English language proficiency The GSE Learning Objectives for Professional English are aligned with the Common European Framework of Reference (CEFR, Unike the CEFR, which describes proficiency in tems of broad levels, the a ‘Scale of English identifies whata learner can do at each point ona more granular scale = and within ‘The scaleis designed to motivate learners by demonstrating incremental progress in their anguagVY, COMMUNICATION SKILLS Video introduction Introduction Communication ‘The Communication skils videos (in Lesson 3 of each unit) introduce you to the skils needed to interact successfully in international teams, with people who may have different communication styles due to culture or personality, Ineach Communication sills lesson, you will, 1. watch a setup video which introduces the main characters and challenge ofthe lesson; 2 watch the main character approach the situation in two different ways (Options A and 8) 3 answer questions about each approach before watching the conclusion, Thereis a storyline running through the eight units, with the main characters appearing in different situations. Each clip, however, can be watched separately and each lesson done independently without the need to watch the preceding videoclips, + EN-Tek, which stands for Ethical Energy Technology, isa creative engineering start-up based in Cambridge, UK. EN-Tek develops cheap and innovative solar energy products that improve the lives of people in developing countries. + Go.lobalis an investment capital organisation based in London which specialises in supporting innovative projects in developing counties. + EN-Tek has been talking to Go Global because it needs a financial and business partner to hhelp produce and seltits latest invention, a solar-powered water pump, in Bangladesh, + The Go Global team suggest China as the production location as they are familiar with the manufacturers there, but EN-Tek want to produce the water pumps in Bangladesh in ‘order to support the local community + Throughout the eight units ofthe book, we watch Go Global and EN-Tek negotiate their differences as they also face a range of challenges at different stages ofthe project. Characters SanjitSingh (British indian En-Tek Lead Product Developer units 1 2.4,5,6, 7.8) Claudio Lemos (Venezuelan) Go Global Key Account Manager (units, 2,3,5,6) Katie Evans (Australian) EN-Tek Sales and Marketing Manager (uit: 1,3 45,7. 8) Emma Berg (Norwegian) Financial Analyst at Go Global (units:1,2,6,7) Paw Polkowski (Polish) Procction Manager at EN-Tek units: 23, 4,8) ary Roach (Canadian) independent marketing consultantexpert nit) (hare James (Canadian) Go Global Marketing Specialist (unis: 4,5) Video context by unit 1 Building relationships Video synopsis: Santis unsure ofthe relationship with Go Global. they have the same values and goals? 2 Team communication Video synopsis: EV-Tek and Go Global ‘meet to discuss their differences of opinion regarding production location 3. Managing bad news Video synopsis: Katie receives some bbad news. Pawel advises heron how to discuss this with Claudio, 4 Handling difficult communicators Video synopsis: An independent ‘marketing experts brought in to offer ‘advice on branding 5 Managing challenging feedback Video synopsis: Claudio and Sanjt have differences of opinion regarding sales figures 6 Transparency in business Video synopsis: Claudio has to decide how transparent to be regarding what might become a serious issue. 7 Dealing with urgency Video synopsis: The teams need to communicate in order to address an argent sve. 8 Coaching and mentoring Video synopsis: Sanit offers Katie arole ‘in EN Tek’s next business venture,Corporate culture Af the highest oe Kc aciy Morkoyaerap Pin mite) Pace) Mah) vis para Daitin rue aa Invenio) Unit overview S11 Workplace culture Lesson outcome: Leamers can use vocabulary related to corporate cultures, Employee retention Lesson outeome:L2arers can use the Future Continuous and tha Future Perfect simple totale about events hatare taking Place orthat have inbhedata pont in theutue. SEED) Communication skills: Building relationships Lesson outcome: Learners are aware cf diferent ways to buld Telatonships and can use range of phases fr buliaing trust Business skills: Presenting yourself Lesson outcome: Learners are aware ofthe diferent stages of presenting tenses andcanusearangect pases or sel presentation, BEEP) Writing: company news blog Lesson outcome: Learners cen plan anduwrte an formative ‘onpany news blog Business workshop 1: p88 | Review: p.104 Pronunciation: 1.1 Stes in compound nouns 12 Auiliary verbs ideo: Acultuce of equal pay Vocabulary: Elements of corporate culture Project: Company policy Reading: Work-lfebalanceschemes Grammar: Future Continuous and Future Perfect Simple Speaking: How do you see yoursetfin the future? ideo: Building relationships Functional language: Building trust Task: Choosing a cancidate LUstening: Presenting yourself toa new project team Functional language: Se-presentation ‘ask: Presenting yourself 0 international colleagues ‘Model text: company news biog Functional language: Structuring 2 company news blog Grammar reference: p18, inthe Future continuous and Future Perfect Simple p.114 >7¢AGA" Workplace culture TTA) Leamers can use vocabulary related to corporate cultures, Lead-in Canyou think of atitudes and beliefs that are shared in your culture? How would this affect the workplace? Discuss these points ‘culeture falta) n{CU} the ERR ean + how people feel about hierarchy in companies Shared and accepted bya + the way people behave and communicate paticlar group of people oF what people wear in apariciar organisation + how people work together 3. What other aspects of work mightbe affected by culture? ‘Lead the definition and discuss these questions 1 2 VIDEO 2A You are going to watch a programme about a company which feels it is important to treat all employees fairly and equally. Think ofall the things the company might do to carry this out. Welt they could give everyone free lunches or mare time off A111 Watch the video and find out what the company actually did Watch the video again and answer the questions. What exactly was the change that Gravity Payments madein their pay to employees? How did this change help Korinne? What was Alyssa able to do? What did some seniar staff doin response to the change and why? How did this change directly afect the employees and the quality of their work? What positive effect did the publicity about the increase in salaries have on the company? What did one oftheir customers say about the change? What did staff do to thank their boss? aueune Wo Work in pairs or small groups. Discuss these questions. What are some ofthe effects that corporate culture can have onthe lives of employees? How important isa high salary to you? Ist more important than a good working Teacher's resources atmosphere? extra actvties 3 What do you think motivates employees? What motivates you personally to work Teachers resources orstudy hard? alternative video and 4 Doyou think other companies should use Gravity Payments asa role model? entra activities ny hy noe? ved on Vocabulary Elements of corporate culture SA Match 1-4 with a-d to make sentences from the video. 1 Wetalkabout the culture’ of acompany- a goupto$70000a year. ‘this might mean its dress code or bb recognised inthe new more equal 2. Dan rice announced the company’s pay structure. ‘minimum salary would € thewayinwhich staf communicate 3 Wearegoing tohave with their managers 4. They felt their skills and experience 4 a minimum $70,000 pay rate for } were not ‘everyone that works here B Work in pairs. Look at the sentences in Exercise 5A again and underline the ! collocation* in each sentence which refers to corporate culture. What do the collocations mean? dress cade - the type of clothes people are expected to wear > 8 © ‘allocation: words whichare often used together1,1 © Workptace culture G Decide ifthe definitions ofthe underlined words are correct. Correct the incorrect definitions. 1 Company hierarchy refers to staff organised on ane level. 2. Thevalues ofa company are the amount of money the company is worth. 3. Organisational behaviaut tooks at how people in an organisation work together and how this affects the organisation as a whole. 4 A good atmosphere in a company means that employees can open the windows when they want to get fresh air A strategy isa plan for achieving an aim ‘Company structure means that the company has a very strict hierarchy. ‘The image of a company refers to the TV commercials a company produces, ‘An open-plan affice is one which does not have walls dividing it into separate rooms. lexibilty refers to people or plans that can be changed easily to suit any new situation. N eevae Complete the text using the words in the box. atmosphere code flexibility image pay strategy structure values Corporate culture is diferent from company to company but very often itis connected tothe the company has. This affects the company? _as well asthe?_______rate. Some companies are more formal and have a specific dress. ‘ hile others fel that t's important to have. inwhat people can wear. Asking employees for input when developing a(n) * for thefuture can make employees feel valued and can help to create a good” Each Company has to decide these sues forse and they al go together tocreaethe the company has both internally and externally SA Workin pairs. How importantisit to find out about the cutture of a company before you begin to work there? B Choose the elements of corporate culture in Exercises 5B and 6 that are most important for you and put them in order, starting with the most important. ‘Then discuss your list with a partner. BD ertersresources extra activities D page 114 See Pronunciation bank Stress in compound nouns > BeWzaret eng rsa) QA Work in small groups. Discuss these questions. + Which values andor company practices do you think cause most problemsin companies in your country? Explain why and give examples where possible. + Have you had personal experience ofthis yourself? fso, give examples. Work in pairs and decide on a fictional company in which you work. Choose three of the problem areas in Exercise 9A and decide what your company policy ison each. Prepare a ‘mini welcome’ for new employees. include explanations about why your company has these policies, Regroup with someone from another pair Roleplay your two different mini welcomes’, Take turns to be the employee who explains company policy and the new employee who listens and asks questions. + How successfully have you achieve the lesson outcome? Give yourself a score from 0(1need more practice) to 5 (know this wel, + Goto my SelF-assessment in MyEnglishLab to reflect on wat you have leatLearners can use the Future Continuous and the Future Perfect Simple to talk TSU tout events that are taking place or that have finished ata pointin the future ‘L. Match the words and phrases in the box with the definitions. diverse work menialtasks promotion sabbatical work-life balance work which needs tittle skill fixed period of time when someone takes an agreed break from their job the fact of getting 2 better paid, more responsible job a situation in which you are able to give the right amount of time and effort to your work and to your personal fe outside work 5 Jobs that are very different from each other 2 Work in pairs or small groups. Discuss the terms in Exercise 1 and what you think their effect might be on employee retention. Reading 3 Read the article quickly, What details does it mention about the terms in Exercise 1? What other ideas for employee retention does the article mention? The text says work-life balance efforts could make young employees’ lives better. Read the article again and decide if these sentences are true (T) or false (F. Al bankers at Morgan Stanley are given month-long paid sabbaticals JP Morgan expectsits employees to dress formally for work People outside the banking world think that not working Friday nights or having two free hours every week are very important for employees. ened 4 Gldman Sache hae aspect sategy oep tek ior bankers reohersresouces: Miles do notpusaary fst when lng for ajo. D> Sto sceuie 6 Employeesneediobebeve hat thoy havea ature at company inorder a suppori Investment banks’ work-life fey months, Morgan Stanley will hve old top Gst-year analysis hat balance schemes will pay off they havea vit tire tthe bank ‘These reenion effort sense te has fold employees (0 take every 9 whe looking atthe rcent survey ‘weekend off unless they are working of millennials in 25 countries by fon a ‘live deal” and has relaxed its Manpower Group. It found that 21- ress code to business casual, Non- 10 36-year-olds prioritise job security bankers may think these work-life above everything except money when 1 balance efforts (Friday nights off? 1» choosing their employers. Before the {wo hoursa week?) are not important, financial erisis, Wall Street could but they may truly improve the ives use hugs bonuses to keep its young ‘of many young Wall Street and City employees. Now the banks have 10 employees, find other ways to do this. Humane oy The banks are also taking specie « working environments and proper steps to improve retention at time career development are a good way ‘Morgan Stanley has started extending —_whien other companies have been tostart. its month-long paid sabbatical stealing some of their young stars, Hopefully, within a few years scheme to include some of its Goldman Sachs was the first to these new initiatives will have made Junior bankers, Credit Suisse is now 2s implementa junior banker retention sa real difference, The best way to get + ‘encouraging all European employees initiative that included quicker staff members to care whether their {0 take Friday night and Saturday promotions, fewer menial asks and employer will be-daing business in ‘morning off, Swiss rival UBS (lls more diverse work. Royal Bank of the future isto coavince them that employees 0 heep (wo hours a week Scotland and Barclays soon followed. they will we working there when it or personal business. And JP Morgan. By the time they have been there as happens.1.2 >} Employee retention Grammar Future Continuous and Future Perfect Simple 5A Look at the underlined verb forms in the article and match them with the definitions of the Future Continuous and Future Perfect Simple. 1 We use the Future Continuous to talk about an event that | 2. We use the Future Perfect Simple to talk about events will be taking place at a particular moment inthe future. inthe future which willbe finished by a certain time. sonhopm oe waueeat LO te > -- > now point of reference, a on point of reference, foe ‘egines Fiday at 5 pm, eg: nea Friday at 5 pm. Next Friday I will be finishing the report. By next Friday twill have finshed the report. B What information can you find near the underlined verb forms in the article that tells you when each action will take place? By the time they have been there a few months)Morgan Stanley will have told top Tirst-year analysts that they have a bright future atthe bank. © How are the Future Continuous and the Future Perfect Simple formed? The Future Continuousis formed with _ +2 * participle The Future Perfect Simple is formed with « " 6 participle > page 118 ‘see Grammar reference: Future Continuous and Future Perfect Simple 6 Complete the sentences with the Future Continuous or Future Perfect Simple forms ‘ofthe verbs in the box. Consider if they will be in progress or will be finished. change do improve promote rest take 1 In aprithe a month-long paid sabbatical 2. My company has just announced thatit the oficetoan open-plan set-up caver the weekend. tsa shame, reall liked my quiet office 3 Fm glad the weekends here. By next Monday and should have the energy for avery busy week 4. By the middle of the next decade, investment banks the working conditions cof their employees a great deal and should see better rates of employee retention. 5 Thereisalotof discussion about what companies in the future to keep theiremployees motivated 6 Ourboss said that by the end of the year they 3 numberof junior stat Teacher's resources: to more senior positions extra activities => page 114 see Pronunc ion bank: Auxiliary verbs in the Future Continuous and Future Perfect imple Speaking 7A Complete the questions with the Future Continuous or Future Perfect Simple forms of the verbs in brackets. 11 Whatkind of job {you took far) in the future? Do you think thi tobe anexciting field? is going 2 Bythe end of the year what (you, finish? Is there anything, (you/ not finish)? 3 What do you think {you/ do) ten years from now? 4 By the time you have worked for five (more) years, what position {you/ reach? And inten years? B Inpaits or small groups, ask and answer the questions in Exercise 7A. [5 a SE RRR + How successfully have you achieved the lesson outcome? Give yourselfa score Pare ae from 0(1 need more practice) to 5 (know this wel, eal + Goto My self-assessment in MyEnglshiLab to reflect on what you have learntCOMMUNICATION SKILLS Building relationships Learners are aware of different ways to build relationships and can use 2a range of phrases for building trust 11 impairs, read the comments from two professionals and discuss the questions. 1 Think of one potential advantage and disadvantage of each styl, 2 How important do you think building trust at work? Why? ‘4 tust people fat. like to be open with people from the beginning and share information. think focusing on common objectives also helps to build trust quickly and makes a team more efficient.’ ‘1 don'treally focus on trust atthe start. focus on getting my ovr job done. Relationships and trust building comes later after people prove they're competent ‘and can deliver what the team needs.” VIDEO 2 E131 EN-Tek and Go Global have entered into a partnership. Watch the video. What are Sanjit’s three concerns about working with Go Global? In small groups, discuss which isthe best communication style Option A or 8) for Sanjt to use in the meeting with Go Global. Give reasons for your answers. ‘Asa class, decide which video to watch first. Option A Focus on building trust and collaboration: Ge open and ask questions to explore others ideas. State clearly your respect fr others sills and commitment, Focus ‘on positives and joint opportunity, ‘option B Focus on task completion and your own objectives: Explain your objectives. ED ect ‘Ask questions to explore possible problems with completing the task entra video atte. BB Watch the videos in the sequence the lass has decided, and answer the ‘questions foreach video. Which two topics does Claudio say are important to discuss? Where do Go Global want o set up production? “According to Emma whet are the major issues? How does Sanjt remain open to others ideas, stay positive about the working relationship and show respect for thers’ commitment? option a B52 ‘tthe begining ofthe meeting, wnat does Sanjit say he needs to know? Whi aren't the cistrbution partners good enough according to Emma? How does Sant challenge Emma about her analysis of the situation? How do we know Claudio understands and supports Sanjit's objective to go with Uocal people? 4 Inpairs, discuss which approach you think was most effective in establishing a positive working relationship based on trust. Why? options E122 5 B12 watch the Conclusions section of the video and compare what is said with your answers in Exercise 4. Do you agree? Why / Why not? Reflection G Think about the following questions. Then discuss your answers with a partner, 41 Which ofthe two relationship building styles in Exercise 3 do you prefer? Why? 2. in which situations might you use your non-preferred style? Why?SD Jue One UCHe ir Celie Functional Building trust language 74 Look atthe strategies inthe table for building trust with people you work wth. ‘Then complete the table with these phrases from the video. Could wehelp you with that!” d_ Oneway to solve thisis just to [send ouranalystl b We both want to [go forward e Tobe honest, | feel [a little] worried [about with ths) your proposal), € ‘lke yoursuggestiontoiget Funders what you'esaying about (istributors] more datal. Focuson common | Let’swait untiwe {have the detailed quality report} and decide together next week]. objectives 1 stare es Can suggestthatllgveanupdateon..P ] Be open about Frankly m concerned that. | thoughtsand feelings | » | | Show empatiy | Icansee you're concered about i Offer support Wouldit be setul for me 1 | Show trust in others | Based on (your experience], how do you think we can ..? B In your experience, what else can you say or do which can help to build trust with other people? '& Complete the dialogue between an IT manager (Maria) and an external consultant (Ralf) using phrases a-ffrom Exercise 7A, | IM: With these project delays, | don't see how we can possibly finish things on time. R:__mstill very confident. M: And, rising costs, We're currently 20 percent over budget. sia costs. Thisis a concern. i: Bractly And really don't see what we can do about it. 0K, took. reduce the time we're spending on testing Yes, reduce your time, But you need to test as you develop things. That's true develop software which works, But testing is expensive “ ‘with the testing? Some of our people could pick this up quickly. That could work, We reduce costs, keep testing quality, nd deliver on our promise. 1: OK, let's try this idea. Thanks, Ralf. knew you'd come up with something. Teacher's resources: extra activities 9A Work in pairs. You work at the same company and are meeting to decide which of two candidates (Alice Andrews or Mike Preston) will lead on anew project. Read your role cards and prepare for the meeting, Remember the strategies from Exercise 7A, Student A: Read the role card on page 126. Student 8: Read the role card on page 128, B Hold your meetings and try to arrive at a dec Atthe end, discuss how you could improve the communication. n + How successfully have you achieved the lesson outcome? Give yourself a score from 0 | need more practice) to 5( know this well, SEEETESTUEILI so to wi Selt-assessment in MyEnglishLab to reflect on what you have learntif 4> BUSINESS SKILLS y Keen aCe OLE Learners are aware of the different stages of presenting themselves and can sea range of phrases for self-presentation, Meee} Lead-in 1 Work in pairs. Read the blog about presenting yourself. Which idea in each section do you think is the most important? Why? Add your own ideas to the list of things to do when presenting yourself. | 8 TIPS for presenting yourself to make an impact First meetings with international colleagues give you the opportunity to present yourself formally and informally. Presenting yourself effectively can help you build long-term positive relationships. STEP 1: Be proactive during informal personal introductions @ before a team meeting 1 Approach people proactively and enthusiastically and present useful information about yours. 2 Ask questions to showr you ae open and curious 3 Find common points to build the relationship between yourself and others [step 2: Bud trust during the formal round of personal presentations to the team | 4 Volunteer to begin the round of personal introductions to createa postive mood inthe room. | 5 Build trstin yourselfby giving details about your role, expertise and experience [6 showommitment and say something postive about working with the people inthe room inthe future | STEP 3: Close positively after the team meeting, 7. Clearly show interest in what people have said during your fist meeting with them. 8 Say goodbye to everyone, Offer support and express positive feelings about meeting again in the future, Listening 2A 4101 Listen to Sue Jacobs as she introduces herself to two new colleagues, Angela and Martin, just before a meeting for their new project team. Answer the questions. Where does Suesay se works? Which questions does she asi? What does Sue discover that ll three have in common? How does she end the conversation? $1102 Now listen as Sue and her two colleagues present themselves formally during the meeting. What does each speaker say about the three topics below? Which personal presentation do you prefer, and why? + responsibilty and experience + mainarea of expertise + thoughts about the project © 4103 Listen as Sue says goodbye to her new colleagues and answer the questions. What does Sue want Angela to sender? What does she offer to do for Martin? How does Sue end the conversation? How well do you think Sue presented herself across the whole event? Why? Which ofthe blag tips do you think she used? In your experience, how effective vill ner presentation style bein different cultural contexts? Why? 1 2 3 D_ Work in pairs and discuss the questions. 1 2 31.4 >| Business skills: Presenting yourself Functional Self-presentation LaNguage 3p Lookat these phrases used by Sue in Exercise 2. Match each phrase (a-j) with one of the tips in Exercise 1 I eally liked what you seid about ' {your approach to projctsin Portugal. tim happy to start [the introductions. im uel, rom the London office Oh really? Me, too. My curent jb is (Head of Financial Controlling in the UKI, IF you need any help with [tickets for the theatre.) justlet me know. So do you [both work fin local finance teams)? know what you mean! joined [Hansens atthe beginning of last year) J. imreally delighted to (be part ofthis team] Use phrases a-h to complete the personal presentation below. theJob is quite stressful if youneed my help in any way the main taskwas 1m proud to be involved 0, my name's Mike Foley and the New York office. ve been with the company now for around five years. We always worked in IT. In the past,*__ the service desk, that was my first job, mainly just for our US. operations.» ‘troubleshooting some of the more ‘complex issues. Since last year, Ive been working far more internationally, mainly on projects, as new software solutions at Group level. What else? OK, | have to Teacher's resources: @ 'mbased in used to work on. 9g. It’s going to be great working with you again fhm now responsible for implementing travel quite abit; probably 30 percent of my time is on the road tothe USA, Canada and Latin American locations. | relly enjoy it, but® at times. Ihave to say, Im really excited to be warking on ths project. | know a couple of you, and « | guess we all understand that this isa really important project for the company, and finally, * don't estate to ask. fm here to collaborate, Thank you. about yourself to a new project team using Prepare a similar introduc extraactivities the phrases in Exercises 3A and B, .A Workin small groups and read the information. Then choose an industry for your company. Professional context You work fora leading company in your industry. You are at the company headquarters for a meeting to kick offa large innovation project. The project aims to bring staff from different levels and countries of the organisation together to brainstorm new product ideas. Prepare a professional identity for yourself using the template fon page 126 and think about how you will present yourself to your group. Go back to your groups and roleplay the three stages of presenting yourself ‘Step 1; Meet and present yourself informally to the people in your project team before the meeting ‘Step 2: Present yourself formally tothe team during the meeting. Step 3:Say goodbye to your team members atthe end of the meeting At the end, vote for who gave the most inspirational personal presentation. ae + How successfully have you achieved the lesson outcome? Give yourself score from0 (I need more practice) to 5 (! know this wel. SUCESEIUEILI) tomy sett-assessmentin MyEnglishLab toreflect on what you have learnt.My WRITING < oor 15> A company news blog HOSP) Learners can plan and write an informative company news blog Lead-in 1 Read the blog about a company sabbatical policy. Find the extra word | ineachline. Two months in Want time off from the work? Then you are sure to be delighted by our new initiative. We are the Caribbean? —* ofleringyou the chance to have a 2-month sabbatical, returning back to your current position, > if you have worked with us for more than five years. Full salary isto be paid during which by Sarah Deeks, 4 the sabbatical providing for you do volunteer work or visit a country you have not been to HR manager before, Staff wino want to participate are expected to return to work and stay for atthe least {sic months, The HR team can talk to you through your sabbatical plan by offering advice, || + answering your questions and preparing with a structured, pre-planned re-entry process + for your return, Although that itis exciting to be offered a sabbatical, you ae likely to 5 have conceins about time away from work so don't be hesitate to contact us or cick on 1w- the link to find out if more about this exciting new programme. Functional 2A Complete the table using words from the blog. language See IT guag Titleintroducing Informing Concluding Two monthsin the Caribbean? | Weare offering youthe ‘Although tisis exciting, you 2 ‘0. ate likely tohave concerns Want time from | Full isto bepaid | Dont’ tocontact work? iyo ws. Staff are sure tobe The HR team can help by Glckonthe?___to 2 toleamthat... | © astructured | find out more about re-entry process. Write these phrases in the correct place in the table in Exercise 2A. Greatnews! Wewould welcome any comments you might have about. New opportunity forall staff! Let usknow if you wish to participate fwbiaveea The changes come nto place next month. The company ishappy to announce that extra activities “The blog contains examples of phrases with be. Goto 'MyEnglishlab for optianat ‘grammar work, =D page 118 See Grammarreference: Phrases with be Ifyou are interested, please contact... We are opening our new officein Ecuador, Why not take advantage ofan exciting new scheme? BA Workin paits. Turn to page 126, look at the spidergram and decide where the information should go ina blog. Think about how to introduce, inform and conclude effectively. | Now write the blog in about 200 words. C Exchange blogs with your partner. How different were they? Having read your partner's blog, how could you improve yours? + How successfully have you achieved the lesson outcome? Give yourself ascore from 0(1 need more practice) to 5 (1know this well. GGE ECS + Go to My Self-assessmentin MyEnglishLab to reflect on what you have learntUnit overv 351) Learning onthe job Lesson outcome: Learners can use vocabulary elated to training and development E>, Human resource strategies Lesson outcome: Learerscan use modal vrbsinthe passive voice to alk about abit, (lack of obligation, necessity, permission, posit, prahibiion and recommendation Communication skills: Team communication Lesson outcome: Learners are aware of uiferent ays to work in teams and can use a range of pases fr exchanging eas BY Business sills: aciitting a meeting Lesson outcome: Learners are aware of waysto facilitate a fiscussion and can use arange of phrases tormanage meetings, Writing: A training request Lesson outcome: Learness can write an emailrequesting ‘alin course and giving reasons. Business workshpfid HbEOC TH-RUviadd AAGST TRUNG TAM HOC LIEU} Pronunciation: 2 1 Stressing hey wordsin sentences 2.4 Linking between words p:1i¢ Video: Types of training Vocabulary: Training and development Project: Induction to anewjob LUstening: Strategy for traning and development across awholecompany Grammar: Modalsin the passive voce Speaking and writing: Agreeing action points ‘Video: Team communication Functional language: Eichanging leas Task: Organising a team-building event LUstening: Possible changes o learning management Functional language: Facilitating adiscussion Task Facilitating a discusion to come toan agreement Model tex: Ema ith 2 request or taining Functional language: Requests and reasons Grammars Linking words for reason and purpose Task: Write an email requesting course Grammar reterence: p18 »>”7« eis a(Lgl TCETTUT I) Learners can use vocabulary related to training and development. 1 Discuss these questions. 1. Read the definitions. which do you think matches training’ and which ‘development’? 4 theteaching or learning of a range of skills employees can use ina variety of Positions and/or for future careers b the process of teaching or being taught the skils for a particular job or activity 2 When doyou think that on-the-job training fora particular position is necessary? Are there times itis nat very important? 3 Does development of general business sills benefit the employees, the company or both? why? 2 E1211 Watch the video. What type(s) of training and development does each trainee talk about? 3 Watch the video again and complete the notes about the three types of training ‘mentioned, DUCTION TRs MENTORING ‘ONLINE TRALWIVE «To know the! * Mentor should be an experienced, + Staff members can” 2 ] ad its syste, poles, oer 1 ee it anytime and anyatere colleagues + Mentor offers support, usually on + Can do itonany'___~ « Townderstand and fecl a ae baste Heine computer or mobile plone, oF Company cultare + Mentors advise which skill r0 learn + Some programs use both online + Learning about company cand he, 10 and Sessions — and procedures work blended learning 4 Work ir pairs or small groups. Are induction training, mentoring and ontine aaa courses common in your country? Why / Why not? hoeneicerntenm D page 114 See Pronunciation bank: stressing key words in sentences Vocabulary Training and development 5 complete the sentences with words from the video. 1 Training courses can help to drive c 4 2 Akeypartofthei is tohelpnew team members feel apart ofthe company’s culture 3 Mentoring can be used for specific __ development. 4 One of the really useful things about being arm tovery important people in the industry. 5 An advantage of o_ is that you can do them whenever, wherever. 6 Whatever type ord_______ m_____acompany uses, training and development ‘opportunities are important for both staff and the company itself. _ormore general career {is that my mentor introduces me> EGS air ake mwa) 2.1 © Learning on the job ‘Match the sentence halves. 1 Whenacompanyneedsto checkthe a. atids to their motivation as they can access standards reached in training sessions the courses when and where they like 2 Employers are finding that making by skills for the workplace e-learning taining available to «¢ itmeans that there is understanding and employees friendly agreement a conversation, 3. Apersonvith emotionatinteltigence can q through both traning and experience 4. Practical courses are used to teach @- needs analysis so that we know which taining 5 Asklls set comprises programmes to offer to which employee. 6 Competency at a jab can be learned # what aperson can or can't do, 7 When there istapport between people, g_it canuse benchmarking todo this. eae eae 8 We generally begin with a hh control ther emotions and show empathy. ences B Work in pairs and discuss the meaning of the words in bold in Exercise 6A. 7 Complete the pairs of questions with the correct form of the word in capitals. Then discuss the questions with a partner. MENTOR — 1 Doyouthinkthat programmes help uniorstaff to develop? 2 What do you thinka | Communication skills: Team communication r Functional Exchanging ideas Language 7— match the phrases from the video (1-13) with the categories (a-e) 1 iflcanaéé otha, think.) ; 2 Any thoughts on that/on the matter? {think the best option theres [to be consultative. There are pros and cons of both [production locations / approaches! ‘What do you think we should do? Why dont we let my local guys try ..P soshallwe rytthat? ifwre do that then it wil [lead to higher standards / ake the decision easier Just picking up on what [Pawel said, (why don't we? 10 Doweall agre with theideatofrun two plats .]? 11. One option could be [to create a clearer and more detailed set of requirements) 12 What’ the best way t [handle this)? 13 (dont think it makes sense{to look at the requirements again] Requesting ideas Contributing ideas Responding to ideas Developing ideas Moving from idea to decision B Complete the extract from a sales team meeting using phrases from Exercise 7A. Manuela: Tom, how are sales? Tom: Not good. We're around 25 percent davin on target: Manuela: So, weneed to increase sales do? Jack? Jacke: % ‘organise a special promotion? Customers like discounts, To Fmnot sure ‘we'll damage our margin. | prefer tocutstaft Huge: <__Tomsaid about margins, why not talk to our suppliers and ask {fora special discount? That could pay forthe promotion, Manuela: Good idea. OK,°__ that frst? Jack, could you lookinto it more and report back? BA Workin pairs. What would you suggest to the speaker in these situations? Use two or three phrases from Exercise 7A to contribute an idea and respond. 1 ‘Thenewuy in my team keeps 2 ‘eben asked to go ona research trip. It's a j ‘missing deadtines, Fm the only great opportunity, butit’s when Im supposed ‘one who's noticed: tobe visting my parents in Australia’ Bp eters esoes B. Choose one situation in Exercise 8A and continue the dialogue until you extra activities reach a decision. Use phrases from Exercise 7A. i 9A Work in small groups and read the information. You and your colleagues have been asked to organise a team-building event at your place of work or study. Youare going to discuss what type of event wil bbe most successful in your department. Turn to page 126 for ideas, Individually, prepare your arguments for the ideas you agree and disagree with. Try to add your own ideas. Hold your discussions. One person should lead the discussion by requesting ideas at the beginning and trying to reach a decision at theend, D Work with another group and compare your decisions. Did you Use phrases from al five categories in Exercise 7A? What did you find difficult about the discussion? + How successfully have you achieved the lesson outcome? Give yourself a score Pa a from0(Ineed more practice to § (know this weld, ETE) oto My self-assessment in MyEnglshab to reflect on what you have learntBUSINESS SKILLS Facilitating a meeting FRA cea] Leemers are aware of ways to facilitate a discussion and can use a range of phrases tomanage meetings, Leacl-in 1 Workin pairs. Read the definition of facilitation skills and answer the questions. 1. Which ofthe ideas in the text do you agree or disagree with? Why? 2 How far do you agree that everyone should share responsibilty or facilitation? Why? ‘Facilitation in a professional context isthe at of leading discussions and meetings. It isa set ofskils which guides people to discuss matters openly and productively. In practice it means ‘making sure everyone understands the objective ofa discussion, helping people feel confident ‘to express their ideas, helping people to listen to each other, ensuring al ideas are considered, {and supporting people to come to the best decision. Without effective facilitation, meetings ‘an become a waste of ime. Most meetings have a facilitator but are often more effective if all the people at the meeting share responsibilty and help to facilitate the discussion. Listening 2A 4201 Listen to Takeshi Sakamoto as he facilitates the start ofa meeting of {earning and development experts in his company. The meeting is about possible changes to learning management in their organisation, What does Takeshi define asthe objective of the meeting? Whats his proposal for structuring the discussion? Whats Sany's suggestion anc! how does Takeshi handle this interruption? What does Takeshi insist on atthe end of the introduction? Why? °©205 Listen as Takeshi and his colleagues discuss their options in more detail. How does Takeshi respond to Sam's proposal to reduce spending on softskills traning? Steve disagrees strongly with Sam, How does Takeshi handle this situation? How does Takeshi involve Paula? When Paula gives her opinion, how does Takeshi respond? +0205 Listen as Takeshi moves the meeting to a decision. Why does Takeshi interrupt Sam? Which proposal does Takeshi make and why? What feecsack does he give the group ashe closes the meeting? UO oer n wena eon So How well do you think Takeshi facilitated the discussion? Why? In your experience, would this style be effective to manage discussions in your own organisation? Why? D page 114 see ronuncition bank: Linking between words Functional Facilitating a discussion language 3A Atthe beginning of the meeting, Takeshi worked hard to ensure that. ‘yone Participated in the conversation. Complete the phrases with the words in the box. Statingthe | Whatwere’ to dotherel todays to dec how 0 objective. dligitalse training). Encouraging | Asweclscss things ks mportant for everyone to speak ph aration | sito: everyone can say something (an weet’. ae ‘Can we go? the table first? Lest everyone onety one and then discus Encouraging | Lersbeginwth youthen steve. Can youkickus> input froma {aulal you have some ® of developing e-learning | specifi person | eadership training] What do youthink? |2.4 >| Business skills: Facilitating a meeting B Match the beginnings and endings of these sentences Takeshi used. Then decide ‘which category in the table they belong to. 1 agree [budget] is really important, but —_a_afraid [time is pressing and we need to Iwant to cometo decison 2 I think we actually agree that (there are views on [some points) good options for change herel, [to reduce spending on sot skis training) 3 realise that we till have different but there are stil alot of details to work 4 CanIstop you there? (Buyin is out} definitely important, but tm ‘come to that a little later /in a separate 5 Itseems that there's a consensus meeting] Referring to agreement disagreement | Managing how {ong people speak Complete the phrases for the closing stages of a meeting using the wordsin the box. proposal progress recap round step Referring to Perhapsthenext would be toflaok carefully at some follow-upactions | of therisks) My2___would be that you two work together on this) email {some possible timings for the next meeting) Teles easires ‘Summarising and | So, just to everything, aac losing | think we have made really good AA Work in groups of three. Read the scenario. You work for AIRCON, a Texas-based company which makes airconditioning units fr saes inthe USA. Following recent market research, the company has decided to expandinto Europe - France and Germany - where there are big potential markets for your products The Managing Director of AIRCON has asked your team to evaluate some people management ideas created by the company's board to support intemationalistion. Your task isto discuss some ideas, and decide which are most effective and cost-efficient. BB Read your rote cards. Student A go to page 126 and Student B to page 129. Student C will be the meeting facilitator. When you are ready, roleplay the meeting to decide which ideas you agreed on. ope tee EEA EI + How successfully have you achieved the lesson outcome? Give yourself a score from 0(\ need more practice) to (know this weld SSUES Go tomy self-assessment in MyénglishLab to reflect on what you have learnt.