Teacher’s Manual

English for International Business

1

Kenneth Schmidt
Global Links 1 Teacher’s Manual
Copyright © 2002 by Pearson Education, Inc.
All rights reserved.
No part of this publication may be reproduced,
stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise,
without the prior permission of the publisher.
Pearson Education, 10 Bank Street, White Plains, NY 10606
Vice president, director of publishing: Allen Ascher
Senior acquisitions editor: Marian Wassner
Senior development editor: Carolyn Viola-John
Development editor: Jennifer Bixby
Vice president, director of design and production: Rhea Banker
Executive managing editor: Linda Moser
Production manager: Alana Zdinak
Senior production editor: Mike Kemper
Director of manufacturing: Patrice Fraccio
Senior manufacturing buyer: Dave Dickey
Cover design: Ann France
Text design and composition: Word and Image Design
Text art: Garry Torrisi, Min Jae Hong
ISBN: 0-13-088388-3
1 2 3 4 5 6 7 8 9 10–PHH– 06 05 04 03 02 01
Acknowledgments
The authors and publisher wish to acknowledge
with gratitude the following consultants,
reviewers, and piloters who helped in the
development of Global Links 1.
Consultants
Susan V. Caesar, Korea University, Seoul, Korea •
Ana Isabel Soares Delgado, Instituto Brasil-
Estados Unidos, Rio de Janeiro, Brazil • Mario
Hernández-Lamia, Universidad Iberoamericana
Noroeste, Tijuana, Mexico • Marcela Martinez,
Universidad de los Andes, Santafé de Bogotá,
Colombia • Julio Prin, CVA Del Centro, Caracas,
Venezuela • Grant Trew, Nova Intercultural
Institute, Osaka, Japan
Reviewers
Eugenio Aberto, Schola, Mexico City, Mexico
• Elton Carvalho, Casa Thomas Jefferson, Brasília,
Brazil • Tom Edwards, Aeon, Tokyo, Japan • Meg
Furlan, The English Factory, São Paulo, Brazil •
Michael Glaser, ALC Education Inc., Osaka, Japan
• Ioneti M. Javens, The English Factory, São Paulo,
Brazil • Diana Jones, Angloamericano, Mexico
City, Mexico • David Kendall, Oe Dae Language
Institute, Seoul, Korea • Kevin Knight, Kanda
Gaigo Career College, Tokyo, Japan • Karen Kuhel,
Associação, Brasil-América, Recife, Brazil • Inés
Román López, Universidad de Tijuana, Tijuana,
Mexico • Márcia Sayuri Miasaki, The English
Factory, São Paulo, Brazil • Megumi Okada, OTC
Inc., Osaka, Japan • Brett Rockwood, Nova Group,
Toyko, Japan • Isa Tirado Rodríguez, Mexican
Canadian Language Center, S.C., Zapopan, Jal,
Mexico • Jill Rachele Stucker, Aeon, Tokyo, Japan
• Rosa E. Vásquez, Centro Cultural Domínico
Americano, Santo Domingo, Dominican Republic •
Orlando Vian Junior, Seven English & Español,
São Paulo, Brazil • Marilia de Moura Zanella,
Associação Alumni, São Paulo, Brazil
Piloters
Tonya Balsdon, Interac Co., Ltd., Tokyo, Japan •
Sian Bollee, Interac Co., Ltd., Tokyo, Japan • Meg
Furlan, The English Factory, São Paulo, Brazil •
Jan Petter Isaksen, Stratford Institute, León,
Mexico • Ioneti M. Javens, The English Factory,
São Paulo, Brazil • Márcia Sayuri Miasaki, The
English Factory, São Paulo, Brazil • Christina
Wolff Vidal, The English Factory, São Paulo, Brazil
• N. Walker, Interac Co., Ltd., Hiroshima, Japan
Contents

Scope and Sequence iv

Introduction vi
General Suggestions for Unit Sections viii
Additional Resources xii

Unit 1 Introductions in the Business World 1

Unit 2 Describing Your Company 6
Unit 3 Office Routines 10
Unit 4 Business in Progress 14
Unit 5 Describing Company History 18
Unit 6 Making Telephone Arrangements 22
Unit 7 Describing Locations 26
Unit 8 Getting to a Meeting 30
Unit 9 Overseas Business Travel 33
Unit 10 Socializing 37
Unit 11 Explaining Your Culture 41
Unit 12 Comparing Workplaces and Products 45
Unit 13 Executive Advice 49
Unit 14 Business Plans and Predictions 53

Audioscript 57
Answer Key 69
Activity Sheets 76

iii
 Scope and Sequence
Topic Social/Functional Grammar Culture Report Writing Numbers
Language

Introducing yourself: Simple present of Titles and Names Memo about a Addresses,
Introductions
1 in the Business
name, company, position be business visit telephone numbers

World It’s nice to meet you. Wh- questions

My name’s Linda Dumas.
What’s his last name?
Where is he from?
Conversation Strategies:
Can you spell that?
What’s the number again?
Talking about company Simple Present: Greetings Around Letters of Hundreds and
Describing location, products, and regular verbs the World introduction thousands
2 Your Company global business
It’s a Mexican company.
They make cell phones.
How many employees
does it have?
What do you do?
Conversation Strategies:
Can you repeat that?
How do you spell it?
Talking about business Frequency adverbs Business Hours E-mail replies Clock times
3 Office routines and frequency Short answers
Routines
We always have meetings Questions with
on Thursdays. How often?
I sometimes go on trips.
Do you often work late?
How often do you write
business letters?
I usually do.
I hardly ever do.
Talking about current Present continuous Business and Our Memo about Hundreds,
4 Business in actions and activities in for current action Environment a current project thousands, and
Progress the workplace millions
What is she doing?
What are they doing?
I’m writing the memo now.
She’s coordinating the project.
We’re building new plants.
They’re talking to a client.
Talking about recent Simple Past: Regular Company Mergers A business results Dates (day, month,
5 Describing business and company and irregular verbs report year)
Company history
History
We opened a new office
last year.
They sold 200 buses.
What did Magna do in 1989?
What happened from 1996 to
1999?
Conversation strategies:
Can you repeat that?
Did you say 813 or 830?
Making appointments Modals for requests Cell Phones Follow-up letters Time zones
Making Leaving and taking (fixed forms)
6 Telephone messages
Arrangements
Can we meet on Tuesday?
Could I speak to Mr. Marshall?
May I have your name, please?
Can you hold, please?
Asking for, describing, Prepositions of Personal Comfort New office design Ordinal numbers:
Describing and confirming location location Zones fax first, second, third,
7 Locations of places and things fourth ...
Where’s the coffee shop?
It’s on the first floor.
Where’s the wastebasket?
It’s next to the desk.
Conversation strategies—
repeating:
It’s on the third floor.
The third floor?
iv
 Topic Social/Functional Grammar Culture Report Writing Numbers
Language

Asking for and giving Imperatives Being “on time” E-mail directions 24-hour and
8 Getting to a directions to your company 12-hour clock
Meeting
How do I get to there?
Which way is it?
Turn left.
Go straight for two blocks.
Dealing with airport Preferences: Tipping Airport arrival Prices in dollars
9 Overseas procedures and hotel I’d like ... I’d prefer ... forms and cents
Business Travel check-in Questions: How long ...?
I’d like a single room.
I’d prefer nonsmoking.
How will you be paying?
How long will you be
staying?
Having social Offers Giving Gifts Thank you letter Decimals:
Socializing conversations with (fixed forms) currency
10 business guests exchange rates
Would you like some tea?
Would you like me to
make the reservations?
Can I get you something
to drink?
Cream or sugar?
Asking and explaining Modals (Advice) Business Cultures E-mail advice Measurements:
11 Explaining Your about national culture about business area and length
Culture and business customs customs
You should try it.
You shouldn’t wear
casual clothes.
Don’t miss the Grand
Palace.
You should visit the
city of Kyoto.
Comparing companies, Comparative forms Job Satisfaction Bar graph Measurements:
12 Comparing jobs, and products comparisons volume, weight,
Workplaces and liquids
and AOL has fewer applicants
Products than Dell.
I get a higher salary
than I did before.
Cedro is more expensive
than Alto.
Our printer is faster than
Alto.

Giving advice about Modals of necessity Teams: Key Advice for good Fractions
13 Executive office projects and and obligation Questions to Ask management
Advice workplace needs
You need to tell
everyone about it.
You have to set deadlines.
Why don’t you ask for
some part-time help?
Conversation strategies—
keeping a conversation
going:
I agree ...
That’s right ...
Yes, and ...

Talking about a future Future forms: The Technology Business Millions, billions,
14 Business Plans business trip be going to Revolution predictions and trillions
and Predictions Making predictions Present Continuous report
for future
I’m going to go there
next month.
I’m speaking at the sales
conference next week.
How many sales reps are
you going to need?
Conversation Strategies—
making time to think:
Well, I’m not sure, but ...

v
Introduction
This Teacher’s Manual offers a wealth of suggestions,
options, and materials that busy teachers can use to
efficiently prepare and teach lessons appropriate to
their students. The manual includes: General
Suggestions with step-by-step procedures for the units
and photocopiable activities, unit Notes with page-by-
page suggestions, photocopiable Activity Sheets for
each unit, the Audioscript, and the Answer Key to the
Student Book exercises.
The business English student
Many students using Global Links bring a wealth of
professional experience and wide-ranging knowledge
to class. Acknowledge this expertise and draw on it to
enrich the class. On a continuing basis, encourage them
to ask questions freely for specific help they need.
Businesspeople using Global Links are used to
feeling competent and respected outside of the
classroom, so it is important to make students feel
comfortable taking risks and making mistakes in the
classroom. Affirm all efforts at participation—even
mistakes—for the valuable contributions they are.
Errors, too, provide valuable material for the classroom.
Avoid turning activities into a kind of “test” that
students may fail and risk embarrassment.
Global Links often calls for students to talk about
their own companies and situations. However,
businesspeople may be hesitant to share what they
consider private information. Help students understand
that it’s perfectly acceptable to politely avoid a
question and/or speak in generalities.
On-site company classes
When students are all from the same company, some
adjustments to the material may be needed. Students
will already be knowledgeable about their company,
and may know each other as well. Suggest that
students sometimes talk about other companies,
drawing from real-life experiences or making up any
information they don’t know. An alternative is for
students to select a real company, gather information
about it, and adopt it as “their” company for classroom
activities.
University students
While many university students will not have had
actual job experience in the business world, they can
vi Introduction
draw on their own knowledge and everyday
experience. Encourage students to find out specific
information about companies to share with the class.
Consider having students select real companies to be
“employed” by for classroom purposes.
Small or private classes
The material and activities in Global Links are easily
adapted for small or private classes. Again, suggest
different companies to discuss to introduce variety into
the class. Take advantage of the many opportunities to
individualize and personalize the material. Specific
suggestions are given in the unit Notes.
Teaching techniques
Introducing and eliciting language and ideas
Before teaching a lesson, check the Summary Language
pages (Student Book pages 97–110) and the activities
themselves for language or concepts that may be
unfamiliar to students. Definitions for key business
vocabulary may be found in the Glossary (Student
Book pages 111–114). You may wish to introduce new
language before beginning an activity; other times, it
may be preferable to introduce vocabulary in the
context of the activity. Specific suggestions are given in
the unit Notes.
When introducing new language or information, give
students a chance to draw on their prior knowledge
and supply the meaning themselves, if practicable.
Although teachers usually elicit the target language by
asking questions, consider giving hints, posing puzzles,
or asking students to finish a sentence.
Creating context
Creating a business context for an activity is a key
ingredient for students’ success with a task. Becoming
familiar with the context will help students impart
meaning to the language they hear or read. Take
advantage of the many photos and illustrations
provided in Global Links to stimulate interest and
build context when introducing an activity. For
example, when introducing a Conversation page,
speculate with students about the place, situation,
relationships between people, and related language.
Before listening or reading, point out aspects of the
scenes that give clues for understanding.
 The use of visuals can help students imagine the
situation, and can also improve memory by enriching
the mental images stored in connection with new
language. Whenever possible, bring realia (e.g.,
magazines, news articles, appointment books, memos)
into the classroom to heighten interest and motivation.
There are suggestions for using realia in the unit Notes.
Examples and demonstrations
When introducing an activity, refer students to the
directions given in the text. Additional explanations
about the instructions often tend to confuse rather than
help students. Instead, go over the examples carefully
and give thorough demonstrations. These are valuable
teaching opportunities, and give students the chance to
thoroughly grasp an activity and its possibilities before
having to perform it themselves. For pair work, take
one role yourself and demonstrate the activity with a
student (T-S) or coach a pair of students (S-S) through
the activity. Elicit other students’ help and ideas as you
work through the demonstration. This takes pressure
off of the one or two chosen to perform and makes it
more of a group activity. Do as many examples as
needed. With a firm understanding of a task and its
possibilities, students can take part with confidence
and imagination.
Conversations
Before students practice a conversation in pairs, always
demonstrate. A live performance helps students pick
up subtle meanings and nonverbal aspects of the
conversation they might easily miss with only the
recorded version. Encourage students to look at the
person as they speak. Help students grasp the dramatic
possibilities, emphasizing the need for appropriate eye
contact and voice inflection. Make it clear that this is a
chance to practice presenting themselves in ways that
will inspire confidence and trust in a variety of
business situations.
Pair or group work
Partners
If student numbers allow, have students change
partners at least two or three times during a one or one-
and-a-half-hour class period. This provides stimulating
variety, and allows students to work with partners of
different abilities and practice an activity more than
once.
Monitoring
As students practice in pairs, move around the room
and quietly monitor pairs and groups as they work.
With controlled, accuracy-oriented activities, feel free
to step in and offer help. But with more open-ended,
fluency-oriented work, only correct students when
there is a serious breakdown in communication.
Afterward, point out language and strategies that
would have been helpful and discuss useful ideas and
language used by students.
This “circulate and monitor” technique works
especially well with larger classes because the teacher’s
attention is divided among numerous groups. In
smaller classes of two to five, some students will
welcome the greater attention, but others may feel self-
conscious in a teacher’s presence. In such situations,
occasionally distance yourself a bit—possibly
preparing the next activity on the board—while still
listening in. More frequently, simply assume the role of
a fellow learner, taking your turn at participating and
observing, like the others.
An open-ended approach
Business English courses often involve students of
varying levels from different English learning
backgrounds. Allow for this by taking an open-ended
approach to activities, particularly those involving role-
play and/or exchange of personal information. Instead
of considering an item finished when the answer is
given, encourage students to give more extended
answers. You may need to ask more questions to move
the interaction forward. Help prepare everyone to
accomplish the minimum, but encourage students to
extend beyond to communicate and use language at
whatever depth their capabilities allow. For example,
an open-ended approach may lead to discussing a
particular company at greater depth, or asking further
questions about a student’s experience at work. This
will enrich the class and will yield helpful language
and strategies that can then be shared with everyone.
Introduction vii
 General Suggestions for Unit Sections
Unit Objectives
Unit Objectives appear on the first page of each unit,
while specific objectives are noted within each of the
two-page modules. Check these before each lesson, and
alert students so they can keep track of lesson themes
and goals on their own.
Module 1: Business Talk
PAGE 1
Getting Started
Getting Started introduces the main functions, social
language, and grammatical focus for the unit. Students
typically complete an introductory task (e.g., listening,
fill-in-the-blank, matching), which exposes them to the
target language, followed by a controlled practice
activity. These activities engage students in the topic,
and allow the teacher to assess what students already
know.
Activity 1
1. Begin by introducing the topic or context, following
suggestions given for the unit. Elicit language you
might hear in such situations. As students offer
suggestions, write useful phrases and terms on the
board. Keep the introduction brief.
2. Read the directions. Help orient students to the page
by pointing to the photos, illustrations, or questions
as you go over the directions.
3. Play the audio program as required. Give students
time to do the task individually.
4. Play the audio program again and have students
check answers as they listen. After listening, always
go on to confirm answers verbally.
5. Elicit questions from students about vocabulary that
is still unfamiliar. Discuss any appropriate language
or culture points.
Activity 2
1. Begin by introducing the activity and the directions.
If there is a language box, go over the vocabulary.
2. Demonstrate how to do the activity, using the
example given or modeling it with a student.
3. If appropriate, help students generate language they
may use in the task, and note it on the board so
students can refer to it.
viii General Suggestions
4. Students work in pairs or small groups. In larger
classes, move around the classroom and offer
assistance as needed. In small classes, do the
activity as a class rather than in pairs.
5. After working in pairs, invite students to share their
ideas with the rest of the class.
6. End by discussing any additional questions or
interesting points that come up.
Notes
1. The key grammar of the unit can be brought to the
students’ attention when introducing the context of
the activity. For example, describe the situation and
ask them to choose which of several sentences might
be used. For example, Harry Kraemer is talking
about his daily schedule. Which will he probably
say? I went home around six. I usually go home
around six. I will go home around six. (Unit 3)
2. Although usually discussed after an activity, key
vocabulary and expressions can be used at the
beginning to introduce the context. For example,
before students open their books, put several key
expressions on the board. Ask, When would you
hear these questions? When students have guessed
the topic or situation, elicit other language or
expressions they may know.
3. Rather than always ask students for answers to items
in the tasks, occasionally have students ask you for
the answers. This makes the process less “test-like”
and allows them to ask about the items they wanted
to confirm.
PAGE 2
Conversation
The Conversation section is a model of key social
language and language patterns in the context of
common business situations. Each conversation is
recorded twice on the Self-Study Audio Program: the
first time without pauses (for students to read and
listen) and the second time with pauses (for students to
repeat). The Complete Audio Program provides a third
recording of the conversation, which uses the alternate
expressions noted below each photo frame. These
alternate expressions help students broaden their
expressive and receptive abilities.
Activity 3
1. Establish the context for the conversation, telling
students who the people are and what they are
discussing.
2. Have students briefly look at the pictures, and then
close their books. Brainstorm with students terms
and expressions the speakers may use in the
situation.
3. Have students listen to the conversation on the
audio program. They can listen with books open or
closed.
4. Review the alternative expressions and discuss any
differences in meaning.
5. Invite questions and discuss related language or
culture points.
6. Have students listen again and repeat.
Activity 4
1. Students practice the conversation with a partner.
Remind students to use the alternative phrases as
well. As they practice, listen and offer assistance as
needed.
2. Invite pairs of students to do the conversation for
the class. Remind them that they can read their
lines, but should then look up and speak. With more
fluent students, encourage them to change any
information they would like.
Notes
1. Model the “read, look up, and speak” method. Read
the dialogue lines in the text, then look up and
speak. Show students that you never speak while
reading the dialogue. Explain that if you forget a
line, you can always look down and read, but that
you must look up while speaking. The point is to
look at the other person as you speak.
2. Option. After describing the situation and people in
the conversation, provide students with a photocopy
or overhead transparency of the conversation with
text bubbles partially or completely deleted.
Brainstorm what speakers may be saying. Make
notes in the bubbles or on the board. After students
listen to the audio program, they can compare their
notes with what they heard.
Pronunciation Focus
This section provides practice with features of spoken
English that are critical to being understood: stress,
rhythm, linking, or intonation. As an alternative, you
may want to do this activity before students practice
the conversation in Activity 4.
Activity 5
1. Have students listen and repeat after the audio
program. Replay the audio for extra practice as
needed.
2. Suggestions for extra practice are given in each unit.
Modify these for specific student needs and issues
that come up during conversation practice.
Module 2: Business Connections
PAGE 3
Listening
In this module, students engage in listening activities
set in a variety of business-related situations. Pre-
listening suggestions are given in each unit to help
students create a context. The initial listening activity
is usually a relatively easy task for general meaning.
This is typically followed by a more detailed task
involving listening for specific information or language.
Activity 1
1. Introduce the context/setting for the listening and
preview or elicit key vocabulary. See individual
units for specific pre-listening suggestions.
2. Read the directions and briefly guide students
through the task, pointing out any unfamiliar
language or concepts.
3. Play the audio program. Students listen and
complete the task. Encourage students to listen for
the needed information. Remind them that they do
not need to understand every word.
4. Review answers with the class. As an alternative,
have pairs compare their answers before checking
answers as a class. If students have difficulty with
the material, instead of giving them the answers,
play the audio again.
Activity 2
This often involves the same listening passage, but
with a different task. Set up and proceed with the task
following the general suggestions above. Vary
techniques for previewing the task and checking
answers as appropriate.
Notes
If the listening seemed very challenging for students,
write the answers on the board as you review the items
with the class. Then play the audio program again. As
students listen, point to the answers on the board as
they are said on the audio program.
General Suggestions ix
PAGE 4
Speaking
In these information gap and role-play activities,
students use the target language to exchange
information or solve a problem. Boxes with helpful
language and phrases provide additional support for
students. Conversation Strategies give useful phrases
for managing conversation while doing the activity.
Activity 3
1. If numbers allow, divide the class into pairs
(Speaker A and Speaker B) and have students turn to
their respective pages. (Speaker B turns to the
Activity Files in the back of the Student Book.)
2. Introduce the activity. Set up the context and
introduce/elicit key language points, including
pronunciation of unfamiliar terms.
3. Read the directions. Model the example with a
student, having students find the information on
their page. Do one or two more examples as needed
to make sure students understand the activity.
4. If there is a Conversation Strategies box, introduce
the strategy in the box, and model using several
examples.
5. Have students complete the task in pairs. As
students do the task, move from pair to pair, offering
assistance as needed. Encourage students to use the
Conversation Strategies as they converse.
6. As several pairs finish, bring closure to the activity.
Bring up any useful language or information that
stood out, or further discuss a topic from the
activity.
Notes
1. In all demonstrations, consistently model/elicit the
use of featured Conversation Strategies (e.g., Can
you repeat that?), recycle past ones, and add others
as appropriate (e.g., What does _____ mean?).
2. It may be helpful to introduce and provide practice
with the Conversation Strategies before students do
the Speaking activity. For example, give a brief
statement with unfamiliar language to prompt
students to ask for clarification.
3. If roles for Speakers A and B are quite similar,
introduce the task in the same way to all students at
once. If Speakers A and B have different roles (e.g.,
hotel clerk and guest), after a general introduction,
consider dividing the class into two groups and
meeting with them separately as they brainstorm
and prepare for their roles.
4. Conversation Strategies. In some cultures, especially
in Asia, listeners are considered responsible for
understanding the speaker, not vice versa. Listeners
x General Suggestions
may rarely interrupt to ask for clarification, and may
try to guess what is being said. Assure students that,
at least in a Western cultural context, they will bring
no disrespect on themselves or on the speaker with
requests for clarification. On the contrary, if used
correctly, these strategies show that the listener
considers the information important and is
interested in understanding the speaker accurately.
Module 3: Global Communication
PAGE 5
Reading
Articles from business magazines, newspapers, or
books provide further insight into the unit topic. Many
of these authentic texts also provide information about
business practices and customs in different cultures.
The readings are short, and can be read during class
time. They provide background in preparation for the
short discussion that follows in Talk About It.
Activity 1
1. Introduce the reading topic. Set up the context and
introduce/elicit key vocabulary. Ask an open-ended
question about the topic to create interest and give
students a reason to read. See suggestions given in
each unit.
2. Students read the article silently. After silent
reading, you may wish to have students listen as you
read the article aloud.
3. After reading, students complete the task
individually or in pairs. Go over directions before
they begin.
4. Review answers as a class.
5. Elicit any additional questions about the reading.
Notes
1. Readings provide a rich source of business terms
and concepts. After completing the activity, bring
students’ attention to selected language in the
article. Students may want to note down useful
expressions and terms.
2. Readings may be adapted as cloze activities, in
which certain words are replaced with blanks for
students to fill in. You may want to make up an
activity sheet to focus attention on key language or
content words and phrases that you have introduced
previously. Students listen and fill in the blanks as
you read the full text. Or have pairs work together,
with one partner reading from the text while the
other chooses appropriate words from a list you
provide. Check answers when finished.
Talk About It
These questions are designed to help students think
about the reading topic in terms of their own cultures,
experiences, and knowledge, and to support a simple
group discussion. Freely substitute and rearrange
questions to best suit your students.
Activity 2
1. Introduce the activity by reading the directions and
the questions.
2. Allow several minutes for students to think silently,
fill in blanks, rehearse how they will respond, and
develop related ideas they would like to express.
3. With the class, begin (or have a student begin)
discussion by asking a question to initiate
discussion and elicit ideas from several students.
Notes
1. At the false-beginner level, discussion may be fairly
short. Students may become frustrated or
discouraged if they feel pressured to discuss more
than they can produce. Point out to students that,
even in a simple way, they can exchange ideas on
important, business-related topics.
2. During discussions, encourage students to interact
directly with each other rather than through you, the
teacher. Remind students to look at the person they
are talking to, and when listening, to show they are
listening by using facial expressions and expressions
such as Hmm, OK, and I see, etc. This is a key factor
in becoming an effective communicator in group
contexts. As students progress, use these short
discussion times to work on helpful strategies for
effective turn taking, politely interrupting, etc.
3. In some classes, students may feel they have no
reason to discuss a particular topic since everyone’s
ideas will be the same. Help students see that even
within the same country or company, people from
different regions, backgrounds, or professions may
have quite different views or customs.
PAGE 6
Writing
In the Writing section, students review an example of a
particular type of business writing, and then write their
own, following the model.
Activity 3
1. Introduce the topic. Set up the context and
introduce/elicit key language points.
2. Students read the model text.
3. Go over the model together. Draw students’ attention
to the sections, format, and formulaic language used.
On the board, write phrases that students may be
able to use in their own writing.
4. Read the instructions for the writing task, and add
any extra explanation or information students may
need. Brainstorm ideas for writing as needed.
5. Students complete the task. If the task is difficult for
students, the writing can be done together as a class
on the board.
Notes
1. Analyze the example in a group discussion, using an
overhead transparency of the text for marking.
Identify aspects such as the central purpose of the
text, the specific pieces of information included and
how they relate to the purpose, and the tone/
formality of the message. Point out specific language
used to open a letter or new topic, identify the
purpose, connect ideas or step from one idea to the
next, close a message, etc.
2. Give students a task sheet in which they identify key
components of the message or the language used.
Questions may include: Who is the message to?
What is the purpose of the letter? Where is it stated?
Find a phrase meaning, “I want to talk about . . .”).
Items should be specific requests for information or
language in the text. Students complete the activity
alone or in pairs.
Numbers
Here students practice listening to and using numbers
in common business contexts. These activities can be
done at any point in the unit to introduce and practice
numbers, as necessary, before an activity.
Activity 4
1. Review or introduce key language, following
suggestions in the unit.
2. Introduce the activity and play the audio program.
3. Have students check their answers with a partner.
Then answer any additional questions. Replay the
audio as needed.
Activity 5
Repeat steps 2 and 3 above.
General Suggestions xi
 Additional Resources
Summary Language Pages
For each unit, there is a summary of key vocabulary,
expressions, and grammar at the back of the Student
Book, pages 97–110. Review the Summary Language
before teaching each unit, and refer students to these
pages to check their knowledge of key points and for
reference.
Other Supporting Materials
A glossary of business terms (pages 111–114); tables of
numbers, metric conversions, months, and days (page
115); a map of the world (pages 116–117); and a list of
company websites (page 118), are also provided in the
back of the Student Book as a resource for use in class
or home study.
Activity Sheets
Photocopiable Activity Sheets are provided for each
unit at the back of this Teacher’s Manual, starting on
page 76. They consist of a variety of personalized
dialogues, discussion questions, speaking activities,
and a business and culture quiz.
1. Personalized Conversations
These dialogues are modeled closely after the
conversations presented on the second page of each
unit. They give students the opportunity to personalize
the conversation and choose appropriate words or
expressions from a language box. After completing the
conversation, students practice in pairs.
Procedure
1. Hand out copies of the activity sheets. Read through
the instructions and the situation. Give students a
few minutes to read over the conversation and look
at the box of words.
2. Ask for volunteers to read through the conversation
with you, filling in the blanks as they go. You may
want to do this more than once so that students see
how different alternative expressions can be used.
Then have students work individually to complete
the conversations using their own information.
3. When most students are done, ask several of them to
read through the conversation to check that they
have understood it. Address any questions about
language, culture, or performance of the
conversation.
xii Additional Resources
4. Have students practice the conversation in pairs
several times, changing roles. Encourage them to try
substituting different lines in the dialogue for
variety.
5. Ask volunteers to perform their conversation for the
class. Then answer any questions and work on any
pronunciation and body language issues.
6. Expansion. After students have practiced, have them
put aside the activity sheet and role-play a similar
conversation. Students shouldn’t repeat the printed
conversation, but should successfully participate in
one of their own.
7. Option. The photocopiables can be used to review a
previous class, to informally assess a student’s
progress, or as homework, if appropriate.
2. Talk About It Activities
These conversations provide additional discussion
questions related to the topic in the text.
Procedure
1. Read through the instructions and questions. Give
students time to think about their answers. Review
words in the language box as needed.
2. Model the discussion by having students ask you the
questions. Note useful vocabulary on the board.
3. Have students work in pairs, small groups, or as a
class to discuss the questions.
4. See also the General Suggestions for Talk About It,
page xi.
3. Speaking Activities
These photocopiables give students opportunities for
additional practice of target language and expressions
by providing a problem to solve or information to
exchange.
Procedure
1. Read through the instructions with students. Go
through the example provided, and have two
students do an example or an item to make sure that
students understand how to do the activity.
2. Students work in pairs. As they converse, move
around the classroom and offer assistance as needed.
3. Wrap up. Have several students or pairs do part of
the activity, or discuss new or useful vocabulary that
came up during the activity.
UNIT_1to14 11/26/01 1:31 PM Page 1

Introductions in the
U N I T

1 Business World

B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 2)

Students practice introductions.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Close books. Begin by moving around the class and introducing yourself to
students. Have the student do the same, keeping it brief.
A: Hi. I’m Mr. Santos.
OBJECTIVES B: Hello. My name is Mrs. Mead.
b. Ask students, What did you say? Write their phrases and responses on the
STUDENTS board.
c. Say, Now listen to three very short conversations. Which of these words or
❚ Introduce phrases do you hear?
d. Play the audio program, pausing after each conversation. Which words did
themselves in
you hear? Check off any phrases written on the board.
business situations e. Say and model, Open the text. Read the directions out loud and play the
conversations again.
❚ Exchange basic f. Elicit and answer any questions about vocabulary and expressions. Point out
the contrast between the first two relatively formal greetings, Hello, I’m . . . ,
information and the third, more informal style, Hi, I’m . . .
g. Listen again, with students repeating after the audio. (See General Suggestions
❚ Use titles and for Conversation, page viii.) Model and repeat as needed.
names in different
Activity 2
cultures
a. Point to the Other Greetings box. Model using these phrases in the three
conversations. Demonstrate with a student (T-S). Model the “read, look up,
and speak” technique. (See the Conversation section of the Introduction, page
vii.)
b. If you have three or more students, have everyone stand up and introduce
themselves to each other (S-S and T-S), trying different variations.
c. In a one-on-one class, have the student take on the identities of different
people (in the company or well-known businesspeople). Do many different
introductions for additional practice.
d. Expansion. To extend practice with self-introductions without it becoming
tedious, bring in interesting magazine pictures of a variety of people so
students can enjoy creating and taking on new identities. As an alternative,
brainstorm with students some names of famous people (from business,
sports, or entertainment) for students to use.

1
UNIT_1to14 11/26/01 1:31 PM Page 2
Language Notes
a. In all three models, the first speaker might reply
with Pleased to meet you, too. In the second model,
after Mr. Lopez says, Please call me Rick, the second
speaker could reply with Thanks or OK, Rick. If
appropriate for your students, introduce and
practice these replies.
b. It’s and I’m are commonly dropped in introductions,
for example, Good/Nice to meet you and Pleased to
meet you. This is widely accepted as polite
language.
c. In North America, the greeting Good evening is used
after 5 or 6 p.m. Good night, however, is not a
greeting but a way of saying good-bye at the end of
the evening.
d. These conversations are just openings, and are only
complete if they take place in a short amount of
time, for example, right before an appointment or a
meeting starts. Students will need to know how to
close a conversation after an introduction. For
example:
A: It was nice to meet you.
B: Good to meet you, too.
Culture Notes
a. In some Asian countries, family names commonly
come first. English speakers typically use given
(first) name followed by family (last) name. More
information on this is given in the Unit 1 Reading,
Student Book page 6.
b. Students may say, Hello, I’m Mr. Gonzalez. While
this is sometimes heard, it is very formal, and tends
to suggest that the speaker is superior to the listener,
for example, an adult to a child. More information
on titles and names is given in the reading.
c. Please call me . . . (conversation 2) is an easy way to
put social relations on a comfortable, equal footing
(if that is desired).
d. The slight differences and variations in intro-
ductions and forms of address (first name, last name,
title, etc.) can be very complicated to explain to
students. It’s better not to explain all possible
variations. The models presented here will help
students to sound friendly but polite in a variety of
situations.
e. For more information on shaking hands in business
situations, see Unit 2 Reading, Student Book page
12.
CONVERSATION
It’s nice to meet you. (page 3)
Students will hear an introduction in a business
situation.
2 Unit 1
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Close your books. In this
conversation, Mr. Lopez, a visitor, is met by Emily
Park. They greet each other, and Ms. Park introduces
herself. She then takes him to the office of Mr. Hunt,
whom he has met before. Hold up your book for
students to see the pictures but not read the
conversation. As an alternative, show an overhead
transparency or provide photocopies of the
conversation with words covered or deleted. Ask
questions to help students draw inferences from the
photos. In the pictures you see a business visit. Who
is the visitor? That’s right, the man sitting down.
Continue with questions about each picture. For
example, What are they doing here? (Shaking
hands.) Where do you think they are going? (To an
office/meeting.) Do you think the men already know
each other? (Answer could be yes or no.)
b. Option. Listening. Books are still closed. Is this the
first time Mr. Lopez and Mr. Hunt have met? Have
students open their books, listen, and answer.
Finally, have students listen again and repeat.
c. Point to the alternate phrases in red print. Have
students look at Frame 1. Say, If it’s afternoon, they
can say, “Good afternoon.” In Frame 2, explain that
It’s nice to meet you means about the same as
Pleased to meet you; Nice to meet you and I’m glad
to meet you are also similar. Explain that sometimes
the alternative phrases given are similar in meaning,
but at other times (as in Frame 1) the meaning is
different. Continue in the same way with the
alternative expressions in Frames 3 and 4. Finally,
model the conversation, using the alternate phrases.
Then have students do the same.
Activity 4
a. Practice. If possible, have students practice in
groups of three. (If groups of three are not possible,
work in pairs (S-S or T-S), with Speaker A playing
Lopez and Speaker B playing Park and Hunt.)
Students take roles and act out the scene. Speaker B
(Park) actually leads A (Lopez) across the room, and
they imagine entering Hunt’s office to meet C (Hunt).
b. Option. Model how the conversation might
continue. In the final frame, Mr. Hunt says, How are
you? Mr. Lopez might reply, Fine, thanks. And you?
or How about you? Hunt could reply, Very good,
thanks. More advanced students could practice
these additional lines.
c. Expansion. See Activity 1, Personalized
Conversation, page 76.
UNIT_1to14 11/26/01 1:31 PM Page 3
PRONUNCIATION FOCUS:
Statements with be (page 3)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
a. Pronunciation emphasis. After students have done
the activity, have them listen again and clap hands
or tap desks with the rhythm and stress of the
sentences. Model this first. For example, a. and c.
would be: ba-baa-ba-ba-ba; b. would be: ba-baa-ba-
ba-ba-ba-ba.
b. Blending sounds. In the sentences It’s nice to meet
you and I’m glad to meet you, the final t of the
stressed meet and initial y of the unstressed you

blend to form a “ch” sound: “meechou” /mit cu/. If
desired, model these sentences combining meet and
you; then have students repeat after you.
BUSINESS CONNECTIONS
LISTENING
What’s your address? (page 4)
Students listen for names, addresses, and phone
numbers.
See General Suggestions for Listening, page ix.
Activity 1
a. Pre-listening. Briefly review numbers and letters, as
needed. Students may be able to read numbers and
letters, but may not be able to readily recognize
them or pronounce them in conversation. Go
through the alphabet and numbers, focusing on ones
that are problematic.
b. Introduce/elicit language. Before students listen,
point out potentially unfamiliar items: (c) Ave., short
for Avenue, a kind of street; (d) (312) and (320) are
called area codes; (e) suite, a group of offices with a
common, main entrance.
c. Introduce the activity. Say, You will hear five short
conversations—A, B, C, D, E (point to each). Check
the names, addresses, and phone numbers you hear
(draw a check mark (✓) on the board).
Activity 2
a. Introduce/elicit language. Have students refer to the
list of nationalities in the Summary Language,
Student Book page 97. If you are from Korea, you are
Korean. Elicit several others, as well as nationalities
for all class members.
b. Create context. Before listening to each segment
(A–C), set up the situation. Tell students:
1. A woman is calling to make a reservation at the
Clarion Hotel. Her last name, city, state, and zip
code are already written here. Listen and write
her first name, address, and phone number.
2. A customer is calling to make an airline
reservation.
3. A passenger on an airline flight doesn’t
understand her arrival card. She asks a flight
attendant for help.
c. If students need more time to write the answers,
pause the audio program.
d. Wrap up. Review and check comprehension by
asking students how to spell their names, and what
their addresses are. As they spell their names, write
them on the board. With small or individual classes,
have students spell out names of other family
members or colleagues.
Language Notes
a. Numbers in addresses and phone numbers are often
pronounced digit by digit, for example, 416 Harlem
Ave. = four- one- six Harlem Avenue, or 222-4985 =
two- two- two, four- nine- eight- five. Digits may also
be paired off and pronounced as numbers, e.g., four-
sixteen Harlem Avenue, or two- two- two, forty-nine
eighty-five.
b. In addresses and phone numbers, the digit 0 (zero) is
usually pronounced like the letter O (oh), but can
also be pronounced zero.
c. In the US, each state has a two-letter code (e.g.,
WA=Washington State, CA=California, NY=New
York). Offer more examples as needed. Ask students
what codes they use for states/provinces/regions.
d. In Activity 2a, 94123 is a zip code, a term generally
limited to the US. This number goes after the state
code in the address. A more widely understood term
for zip code is postal code. If appropriate, have more
advanced students explain their postal code and
where it is written.
e. In Activity 2c, there is a space for initial. Explain
that in many cultures, people may have middle
names. People rarely use their middle initial, but
initials are often asked for on forms and used in
signatures.
Introductions in the Business World 3
UNIT_1to14 11/26/01 1:31 PM Page 4
SPEAKING
Where is she from? (page 5)
Students use Wh- questions to exchange basic
information and fill in business cards.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce/elicit language. On the board, write these
professions: engineer, director, accountant, sales
manager. Describe a profession and have students
guess which one you’re talking about. This person
designs machines, bridges, computer networks, etc.
(Engineer.) Check that each student knows the name
of his/her profession.
b. Option. Bring in your business cards and hand them
out to the students to help introduce the activity.
Alternatively, bring in a variety of business cards for
students to use to extend the task if they finish early.
c. Have students look at Kenji Takeda’s business card
while covering the questions on the right. Write
these cues on the board: Name? Job/profession?
From? Telephone? E-mail? Elicit questions and
answers about Kenji, providing hints and help as
needed. For example, What’s his first name? It’s
Kenji. Point out and model the use of Conversation
Strategies, Can you spell that? and What’s the
number again?
d. Go through the cues again, this time having students
ask you questions. Emphasize changes in verb form,
isare/am, doesdo, and possessive pronoun,
hisyour.
e. Demonstrate. Take the part of Speaker A and have a
student take Speaker B. Ask, What’s Helena’s last
name? Assist the student in the answer as needed.
Say, When I am finished asking about cards A and
B, Speaker B asks me about card C.
f. Students form pairs (S-S or T-S), following the
directions on Student Book pages 5 and 86. In a one-
on-one class, take one of the roles and do the
activity with the student.
Activity 4
a. Pronunciation emphasis. Point out the falling
intonation in the Wh- question, compared with the
rising intonation in the yes/no question from
Conversation Strategies. Write both questions on the
board and draw a rising or falling arrow over the last
word of each question.
b. Demonstrate. Do the first business card with a
student partner (T-S), perhaps eliciting help from
other students. Model the use of Conversation
Strategies.
4 Unit 1
c. Pair work. Before students begin pair work, explain
that they can use a real or imagined address in the
last item.
Language Note
For e-mail addresses, follow these conventions for
reading the written symbols:
@ = at . = dot
_ = underscore - = dash or hyphen
For example, the address r-s-smith@store_more.net
would read, R dash S dash Smith at store underscore
more dot net.
G L O B A L C O M M U N I C AT I O N
READING
Titles and Names (page 6)
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Before students open their books to
the reading, write the title of the article on the
board: Titles and Names. Say, “Mr.” is a title. What
are some other titles? Write titles that the students
suggest. If Ms., Mrs., or Miss are not mentioned,
elicit and introduce them. Write on the board and
review the meanings of first name, given name, last
name, family name.
b. Introduce/elicit language. Check understanding of
language in the reading that may be unfamiliar: if
you aren’t sure, Western countries, order of names,
polite, friendly.
c. Give students time to complete the task. Have
students give their answers and give explanations,
referring to the reading.
T A L K A B O U T I T (page 6)
See the General Suggestions for Talk About it, page xi.
Activity 2
Expansion. See Activity 2, Talk About It, page 77.
Culture Note
Ms. has become the title most often used by women in
the Western business world, but some married women
may use Mrs. It is best to avoid Mrs. unless someone
uses it to introduce herself or it appears on stationery
or a business card.
UNIT_1to14 11/26/01 1:31 PM Page 5

Language Notes d. Before students write individually, you may wish to

The many possible combinations of titles and names
can be confusing. After the reading, consider
discussing forms of address in three situations:
(1) directly addressing someone, (2) giving your own
name, and (3) introducing a third party.
1. When directly addressing someone, we can use a
first name only or a title and a last name. We don’t
address someone using both their first and last names.
Good morning, Robert.
Good morning, Mr. Jones.
2. When giving your own name, give just your first
name, or give your first and last names. In a more
formal situation, where titles are important, you may
give your title and last name: Hello. I’m Dr. Smith.
Other titles include: Professor, Officer, Judge.
3. When you talk about another person, there are four
possibilities, depending on formality and the
situation. You may introduce a person by saying his
or her first name, first and last name, title and last
name, or title, first, and last name.
write a memo together on the board. Elicit
information from the students to fill in the heading.
Together, think of a message and write it on the
board. Call students’ attention to special
punctuation and layout used in the memo.
e. Option. If a student rarely deals with business visits,
encourage him/her to write on a more relevant topic,
for example, announcing a planning meeting or a
training seminar.
f. Option. An authentic brief memo or announcement
from your office can be used as a second example,
especially if its topic is more relevant to your
students’ situation.
g. Expansion. Have students read their messages to a
partner. The partner takes notes and then checks
them for accuracy.
Language Note
Re: stands for Referring to. It quickly identifies the
topic for the reader.

N U M B E R S (page 7)
WRITING
Office Memos (page 7) Students hear and write phone numbers and numbers
in addresses.
Students write a brief office memo about a business
visit.
See General Suggestions for Numbers, page xi.

See General Suggestions for Writing, page xi.

Activity 4

Activity 3 a. Introduce/elicit language. Write an address (e.g.,

4085 York Street, Chicago, IL 60601) and phone
a. Create context. Talk about memos. Tell students,
number (e.g., (312) 449-9876) on the board. Ask,
This is an inter-office memo, sent between two
What are these? Elicit address and phone number.
offices in the same company. What do you call a
Explain their parts (street number, state code,
memo sent within the same office? (Intra-office or
zip/postal code, area code) and conventions for
internal memo.) How do you usually send inter-
saying them.
office memos? By paper? E-mail? Some other
b. Expansion. Have students write their own list of five
system?
phone numbers, dictate these to partners, and then
b. After students have read the memo, call their
check for accuracy.
attention to the different parts of the memo: the type
of message (Inter-office Memo), the headings (To,
From, Re, Date), and the message. Activity 5
c. Writing. Read aloud the last line of the memo: Play the audio program. Then have students check
Please come to the Conference Room and meet her. their answers with a partner.
Then brainstorm with students other requests that
could be written. For example, Please meet her at
the main lobby reception desk, or She is arriving on
Flight 35 at 10 a.m. Can you meet her at the airport?
Encourage students to imagine a business visit or
think of a recent or upcoming business visit at their
workplace.

Introductions in the Business World 5

UNIT_1to14 11/26/01 1:31 PM Page 6

Describing Your Company

U N I T

2
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 8)

Students identify industries, companies, and products.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce/elicit language. Read the directions and the example with the class.
Write on the board: _____ makes _____. Say, Toshiba, pointing to the first
blank. Point to the pictures and say Toshiba makes . . . Have students give an
answer, if they are able. If not, just continue to the next company. They will
OBJECTIVES be able to guess companies they don’t know after matching several of the
companies and pictures.
STUDENTS b. Writing. Have students write the task. When they are finished, ask students to
read the answers.
❚ Greet business c. Expansion. What other companies make computers/VCRs/food products/
colleagues cars/cellular phones? Elicit names of companies and write them on the board.
Then have students make statements about what each company makes.
❚ Exchange
Activity 2
information about
a. Introduce/elicit language and create context. Look at the list of industries
their companies
(types of business) in the bottom right corner. Listen and repeat. Say each
word and have students repeat. Name a company in the electronics industry.
❚ Write an e-mail Continue with other questions and elicit answers. What’s its nationality? It’s a
introducing their Brazilian company. What does it make? It makes automobiles.
b. Introduce the activity. Have a student read the examples. Model by talking
company about your “company” or school as an example, and then continue by having
pairs of students tell each other about their companies. Employees of the same
company or university students can be employees of any company they know
something about or would like to work for.
c. Point out that many companies do not produce physical products but provide
services. Ask, What are some service companies? (Airlines, consultancies,
shipping companies.) Together describe their services.
d. Option. Guessing. This can be done with one student, or with a large class
divided into groups. Say, Choose any famous company you know something
about. Give hints and answer your partners’ questions to help them guess the
name of the company. Demonstrate by having a student choose a company;
ask questions used in the activity until you can guess. This option can be used
if several class members are from the same company, or for variety/expansion.
As an alternative, bring in company magazine advertisements for students to
choose from.

6
UNIT_1to14 11/26/01 1:31 PM Page 7
Teaching Note
Students may need assistance with language to
describe their company’s products or services. Supply
language as needed, writing it on the board so students
can refer to it as they talk.
CONVERSATION
And what do you do? (page 9)
Students hear a conversation between two businessmen
who are meeting for the first time and talking about
their companies and jobs.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Point to the photos and say, Mr.
Lyons has just finished a presentation for managers
from a number of companies. Mr. Young comes up
and introduces himself. This is the first time they
have met.
b. Option. Have students listen the first time with
books closed. Then elicit phrases or questions they
remember from the conversation. Write these on the
board without making corrections. Then have them
listen again, and make changes or corrections to
language on the board. Alternatively, have them
listen with books open, and then correct what’s on
the board.
Activity 4
a. Expansion. For additional conversation practice, say,
Imagine that they continue the conversation. What
will they talk about? Elicit some ideas and have
students practice the conversation again with new
endings.
b. Expansion. See Activity 3, Personalized
Conversation, page 78.
Teaching Note
Note that in the conversation Young doesn’t ask about
Lyons’ job in return because he’s presumably already
heard about it during Lyons’ presentation.
Language Notes
a. Be sure students understand that in this context
Who are you with? means What company are you
with? not What person did you come with today?
b. As in the name Cava Group, Group is sometimes
used for a company with a number of divisions that
may maintain separate identities (e.g., Rexstar, a
member of the Cava Group).
Culture Notes
a. The reading in this unit, Greetings Around the
World, includes information about shaking hands.
See Student Book page 12 and Teacher’s Manual
pages 8–9, for more information.
b. Young presents his business card at the end of the
conversation. In some cultures, businesspeople
always exchange cards the first time they meet. In
North America, business cards are not automatically
exchanged. When they are exchanged, it is usually
done at the close of the conversation. It’s appropriate
to ask for someone’s card or to offer your card when
there may be a need for future contact. These days,
most cards include e-mail addresses.
PRONUNCIATION FOCUS:
Wh- questions (page 9)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
Pronunciation emphasis. After students have done the
activity, have them listen and mark which word
receives the main stress (is said most strongly) in each
question: (a) company, (b) do (second), (c) with.
Explain that in English, important words are strong and
long. Unimportant words are weak (soft) and short
(quick). Demonstrate this with hand gestures and voice:
What company do you work for? As an alternative,
whisper the unimportant words and say the important
word in a louder voice. Practice pronouncing these
questions with proper stress, rhythm, and the falling
intonation needed at the end of Wh- questions.
BUSINESS CONNECTIONS
LISTENING
What about your products and services? (page 10)
Students listen for head office locations and company
products.
See General Suggestions for Listening, page ix.
Activity 1
a. Create context. Say, You will hear four people tell
about their companies. The first one is a short
conversation. The others are short descriptions.
Listen for head office locations and main products.
Describing Your Company 7
UNIT_1to14 11/26/01 1:31 PM Page 8
b. Introduce/elicit language. Preview the vocabulary in
the Some Products box.
c. Pre-listening. Ask, Do you know about these
companies? Try to guess the head office locations
and main products for each company before you
listen. Then proceed with the task.
Activity 2
a. Introduce the activity. Note that university students
could choose any company they like before
listening.
b. Post-listening. Have students ask their partners the
questions and write down the responses.
c. Wrap up. Have students report on their partners’
information or ask individual students for their
answers.
Teaching Note
The listening passages in Activity 1 include a lot of
information. Encourage students to focus on being
successful with the task and not try to understand
everything. However, if the task proves easy on the first
listening, challenge students to see what else they can
catch on a second listening.
SPEAKING
Where’s the head office? (page 11)
Students use Wh- questions to exchange basic
information about companies.
See General Suggestions for Speaking, page x.
Activity 3
a. Before beginning, direct students’ attention to the
Conversation Strategies at the bottom of the page.
Say difficult words or unusual company names and
have students use the strategies to clarify the
information.
b. Introduce/elicit language, especially head office,
employee, sportswear, electrical/electronic
equipment, and conventions for saying numbers
(e.g., 23,000; 2,500; 170,000; 990,000; 3,400).
c. Option. Consider using Unit 2 Numbers, Student
Book page 13, before Activity 3 to introduce and
practice conventions for saying large numbers.
d. Pronunciation. Before starting, model the names of
the companies and check pronunciation. Note that
NEC is said by pronouncing each of the three letters
of the abbreviation (Nihon Electric Company).
8 Unit 2
e. Demonstrate. Take the part of Speaker A and have a
student do Speaker B. Include Conversation
Strategies:
A: What does Colgate-Palmolive make?
B: It makes toothpaste and soap.
A: Can you repeat that?
B: It makes toothpaste and soap.
A: Toothpaste and soap . . . Thanks. And how do
you spell toothpaste?
f. Wrap up. If students are familiar with the
companies, ask questions to generate more
information about them. For example, What other
products does NEC make? What’s Samsung’s most
famous product? Ask genuine questions.
Alternatively, mention a recent news story about one
of these firms.
g. Expansion. If student numbers allow, change
partners and continue by asking and answering
about their own (or other) companies. For example,
What company are you with? Where’s your
(company’s) head office? To model, assume a
different identity and have students ask you these
questions. Give interesting answers. Encourage them
to ask any questions that occur to them. For
example, What other products do you make? What’s
your most successful/popular product? Was your
company started in Taipei? Who’s the CEO? Note
useful questions on the board. Also encourage
longer, more detailed answers.
Language Notes
a. Questions about head offices, products, and
employees can be answered quickly, with just the
desired information (e.g., New York City, Toothpaste
and soap, 37,000).
b. Numbers like 23,000 are not typically exact figures,
and we usually use words like around, about,
almost, close to, just over, and over to show this.
G L O B A L C O M M U N I C AT I O N
READING
Greetings Around the World (page 12)
Students read about the custom of shaking hands in
different cultures.
See General Suggestions for Reading, page x.
UNIT_1to14 11/26/01 1:31 PM Page 9
Activity 1
a. Create context. Before introducing the reading, ask
students, What’s the traditional greeting that you
use? When do you shake hands?
b. Introduce/elicit language. Check comprehension of
customary, arrive, and firmly before or after reading.
T A L K A B O U T I T (page 12)
See General Suggestions for Talk About It, page xi.
Activity 2
Just as with handshakes, greeting behaviors around the
world are constrained by numerous rules. Elicit rules
students know from other cultures for handshakes,
bows, embraces, kisses, and so forth in business
contexts. If several students are from different cultures,
have them act out greetings, as appropriate.
Culture Notes
a. In North America, while one would rarely shake
hands with a whole group of people, shaking hands
is common when first meeting one or two people,
and when meeting again if a considerable time has
passed since last seeing each other.
b. The final three points in the reading are important
in North America. Eye contact carries different
meanings in different cultures; in North America,
looking away communicates insincerity or distaste.
A weak handshake can communicate displeasure,
coldness, or a superior attitude. Long handshakes
are uncomfortable and, especially between men and
women, can be misunderstood. For both men and
women, a firm hand clasp is preferred; a weak or
limp hand leaves a poor impression. Usually, people
shake just one or two times.
WRITING
Letters of Introduction (page 13)
Students write an e-mail introducing themselves and
their business to a representative of another company.
See General Suggestions for Writing, page xi.
Activity 3
a. Create context. Ask students, Who uses e-mail? Is it
for business or pleasure? How often? If appropriate,
ask how they use e-mail in their business and what
kinds of e-mail they write.
b. Introduce the activity. Before students read the e-
mail, draw their attention to the parts of the message
that are labeled. Ask a simple question about each
section. For example, What’s the date? Who is the
message to? Who is writing the message?
c. Give students time to read the message. Then check
understanding of new terms, for example, suggested
that, contact you, components for computer
hardware, partner companies, arrange a time,
International Sales Coordinator.
d. Pre-writing. Before writing, have students orally
compose their e-mails, following the example. This
can be done as a class or in pairs. Students without
a company should choose a company they are
familiar with to write about.
e. Option. If the writing is difficult or very time-
consuming for students, compose one e-mail as a
class, having students write it on the board.
N U M B E R S (page 13)
Students listen to statements about production and
employment and write the numbers they hear.
See General Suggestions for Numbers, page xi.
Activity 4
Create context and introduce/elicit language. Put these
two sentences on the board: Our company produces
5,500 units per month. We have 38,987 employees
worldwide. Confirm understanding and explain
conventions for saying large numbers (e.g., 23,000;
2,500; 17,000; 99,000; 3,400). Explain that in English,
you say how many thousands, then how many more.
Activity 5
Introduce the activity. Say, You will hear six statements
about companies, products, and employees. Don’t
worry about understanding every word. Just listen for
the numbers and write them down. Then proceed with
the directions in the text.
Teaching Note
Some languages have different counting systems than
English. In Japanese, for example, besides counting by
ones, tens, hundreds, and thousands, you also count by
10 thousands and 100 millions. This can make
converting large numbers between languages quite
difficult. Numbers are still usually written the same
way, however. Have students focus on the three digits
between each comma and answer these questions: How
many millions? How many thousands? How many
more? This can help make conversions easy based on a
shared writing system, rather than torturous converting
from one counting system to another.
Describing Your Company 9
UNIT_1to14 11/26/01 1:31 PM Page 10

Office Routines
U N I T

3
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 14)

Students talk about work schedules.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Create context. Ask students several questions about daily events and
routines. For example, What time did you have lunch today? Do you always
go to lunch at . . . ? Do you often have meetings? When?
b. Read the directions. Before students listen, have them silently read the
OBJECTIVES paragraph.
c. After students have completed the task, check answers by having them read
STUDENTS the sentences. Check comprehension of schedule, go jogging, voice mail.

❚ Talk about weekly

Activity 2
work schedules
a. Introduce/elicit language. Point out the chart of work activities and frequency
adverbs. Model the activity by using each adverb in a personal example from
❚ Ask about frequency your own life, including time phrases (e.g., I always go to the office before
of work activities 9:00.). See Language Note below. Make sure students understand the language
in the chart.
❚ Write an e-mail b. This task can be written or done orally. In a small class, encourage students to
give two sentences for each time of day. In a large class, go quickly around the
about a manager’s room and have each student make a statement. Note useful vocabulary on the
daily routines board.

Activity 3
a. Read the directions and model the activity with a student. Then students can
work in pairs.
b. After talking with a partner, have students share ideas with the class. With
small or individual classes, have students simply share ideas with each other
without the partners step. In classes with university students, brainstorm
weekly activities appropriate to them, writing useful language on the board.
c. Option. If appropriate, encourage students to ask follow-up questions as they
talk with a partner. Model this with a student.
A: In the morning, I always read my e-mail first.
B: Oh, how many e-mails do you get every day?
d. Expansion. Memory challenge. Tell students to listen carefully to each other’s
daily routines. Then have a memory test. Each student challenges the other(s)
to remember what she/he said.

10
UNIT_1to14 11/26/01 1:31 PM Page 11

A: What do I do in the morning? Language Notes

B: You always have a meeting at 10:00.
A: You’re right./No, I usually have a meeting at
11:00.
Language Note
When using the adverbs of frequency always, almost
always, and usually, the time frame must be stated or
understood from the context. For example, I always
have coffee with breakfast. (When? When I eat
breakfast.) I usually have meetings in the morning.
(When? In the morning.) Without a clear understanding
of the time frame with these adverbs, statements
become meaningless: I always have coffee. (When?) I
usually have meetings. (When?) Other adverbs (e.g.,
often, sometimes, etc.) can be used without designating
the time frame. For example, I often have meetings. I
sometimes call our office in Hong Kong. I hardly ever
see my new boss.
CONVERSATION
A New Employee (page 15)
Students will hear a conversation about weekly work
schedules.
See General Suggestions for Conversation, page viii.
a. The question What about marketing? in Frame 4 is
an example of continuing a conversation by asking
the same question about a different person or
situation. Encourage students to use What about . . . ?
and How about . . . ? (e.g., How about you?).
b. Speaker A says, Do we always have sales meetings
on Mondays? B answers, Yes, we almost always do.
B could also have said, No, but we almost always
do. Yes, we usually do would have been OK, as well.
A yes answer can signal general agreement, or no
can be used to focus on even a minor difference.
Culture Note
Different cultures and different companies vary in
regards to the number of hours a professional is
expected to work. Speaker B’s statements about taking
work home on weekends could be seen as boastful or
seeking pity. Others might see it as an example of a
dedicated employee. Ask students what they think. For
example, How many hours a week do professionals in
your industry work? Do you/they usually work overtime
during the week? Do you/they take work home at night
or on the weekend?
PRONUNCIATION FOCUS
Yes/No questions with frequency adverbs (page 15)

See General Suggestions for Pronunciation Focus, page

Activity 4 ix.
a. Create context. Tell students, Look at the pictures.
This man is a new employee. He has just started Activity 6
working for the company and he is asking a co-
After students have listened and repeated once, have
worker about her work schedule.
them listen again and mark the first stressed word in
b. Introduce language. Before listening, be sure
each question (always, usually, often). The first two
students understand take work home, status
words—Do you/we —aren’t important and are weak
meeting, marketing (department).
and reduced. Have students practice saying the
c. Have students listen once with books closed, and
questions with natural rhythm and the final rising
then again with books open. Ask questions to check
intonation needed for yes/no questions.
comprehension. For example, Does she work hard?
How do you know?

BUSINESS CONNECTIONS
Activity 5
a. Before students practice, read through the
conversation with a student, substituting the LISTENING
alternative expressions. Tell me about your job. (page 16)
b. Option. After students have practiced, have several
pairs do the conversation using the “read, look up, Students listen to people talk about their jobs and the
and speak” method. (See Teaching Techniques for hours they work.
Conversation, page vii.) Model this with a student
first. Stress the importance of eye contact. See General Suggestions for Listening, page ix.
c. Expansion. See Activity 4, Personalized
Conversation, page 79.

Office Routines 11
UNIT_1to14 11/26/01 1:31 PM Page 12
Activity 1
a. Create context and introduce/elicit language. On the
board, write the seven days of the week. Ask, Which
of these are work days at your company? Which is
your busiest or longest day? Do you work a lot of
overtime? Do you work set hours, for example, from
9 a.m. to 5 p.m. every day? Or do you have flexible
working hours, meaning you may come in and
leave at different times on different days? On the
board, write the key words from the questions.
b. Students may need a quick review of expressions of
time in hours and minutes. Ask a variety of
questions to review, such as, What time does our
class start/end? When do you get up/go to sleep?
What time do you usually have breakfast/
lunch/dinner?
c. Pre-listening. Tell students to look at the five
pictures. Ask, Where are these people? What are
they doing?
d. To check comprehension, play the audio program
again, pausing after each speaker and having a
student tell what picture it goes with.
Activity 2
Wrap up. After they have listened again, have students
check answers by asking each other questions: In
conversation A, what day is he talking about? What
hours does he work that day?
Teaching Note
Remind students it’s not necessary to understand every
word that is said, but to listen for the information they
need. This is the key to successful listening in real-
world situations.
SPEAKING
How often do you . . . ? (page 17)
Students talk about the frequency of work activities.
See General Suggestions for Speaking, page x.
Activity 3
a. Create context. Ask several questions to introduce
the topic: How often do you have meetings at work?
Every day? Almost every day? Sometimes? Once a
week? Write these additional time phrases on the
board: every day, about once a week, twice a week,
three times a day.
12 Unit 3
b. Introduce the activity. Read the directions and go
over the adverbs in the box. Take the role of Speaker
A and go through each question, answering for
yourself. Model the next step with a student as
Speaker B. Ask the questions out of sequence so
partners have to listen to each other. Make sure
students understand vocabulary, for example,
overtime, local business trip, speeches.
c. Option. If these questions don’t apply to your
students (e.g., if they are not working in business),
brainstorm other questions to ask. For example, How
often do you work part-time on weekends/get to
school early?
d. Option. Challenge students to ask one or two follow-
up questions for each item. For example, How often
do you use the Internet? What do you use it for? Do
you ever use it to do research?
Activity 4
a. Wrap up. Ask several students to tell which things
they have in common: Both of us often work during
lunchtime. We sometimes use the Internet. Or,
students can tell what is most different: I never have
dinner with customers, but Jean usually does.
b. Expansion. For extra practice and to increase
vocabulary, have students ask additional questions
using the activities listed in the More Routines box.
G L O B A L C O M M U N I C AT I O N
READING
Working and Eating Around the World (page 18)
See General Suggestions for Reading, page x.
Activity 1
a. Create context and introduce/elicit language. Ask,
What is the usual work week in your country?
Monday through Friday/Saturday? What are the
usual business hours? Do most people leave work at
that time? What places or companies have different
work routines?
b. Introduce the reading. Say, Here you’ll read about
usual work days and weeks for managers and
executives in Argentina, the US, and South Korea.
c. After students complete the chart, check answers
orally. With a small or individual class, do the task
orally, having students skim the reading for the
answers.
UNIT_1to14 11/26/01 1:31 PM Page 13

T A L K A B O U T I T (page 18) N U M B E R S (page 19)

See General Suggestions for Talk About It, page xi. Students listen for times of day.

Activity 2 See General Suggestions for Numbers, page xi.

Expansion. See Activity 5, Talk About It, page 80.

Activity 5
a. Create context and introduce/elicit language. Draw
WRITING several analog and digital clocks on the board and
E-mail Replies (page 19) elicit appropriate time expressions. Be sure to
include these terms: o’clock, a quarter after, half
Students write an e-mail about a manager’s daily
past, a quarter to, 7:05 = seven “oh” five.
routines.
b. If possible, bring in a large clock and turn the dials
to practice time expressions. This works well with
See General Suggestions for Writing, page xi.
smaller classes.
c. Check answers by having students say the times.
Activity 3
a. Create context. Say, Mr. Ito, president of company A, Activity 6
is planning to visit executives at company B. Mr.
Play the audio program. Then have students check
Heenan, an executive at company B, is planning the
their answers with a partner. If students have difficulty,
schedule for Mr. Ito’s visit. Two days ago, Mr.
play the audio program once or twice more.
Heenan e-mailed company A to ask for details of Mr.
Ito’s usual schedule. Here is the reply.
b. Point out the subject at the top of the e-mail. Explain
that subject is often used instead of re.

Activity 4
Students write about their schedules in preparation for
a company visit. As an example, write about your own
schedule on the board, eliciting words from the
students as you write.

Office Routines 13
UNIT_1to14 11/26/01 1:31 PM Page 14

Business in Progress
U N I T

4
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 20)

Students hear about and describe current actions in the workplace.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Create context. Ask, What sorts of things do you do every day at work? Talking
on the phone? Checking e-mail? What else? Quickly list student ideas on the
board.
b. Have students look at the photos and listen. Give students time to complete
OBJECTIVES the sentences.
c. Students listen to check answers.
STUDENTS d. Check comprehension of key words by acting them out and having students
guess what you are doing.
❚ Describe current
actions in the Activity 2
workplace a. Use realia. If possible, bring in a variety of pictures of work-related activities.
Magazine pictures are a good source of images of people doing things. Instead
❚ Talk about current of asking students questions, have a volunteer ask questions of other students.
As they talk about the photos, write useful language on the board.
activities in a
b. Create context and introduce/elicit language. Say, Imagine a busy day at your
business day company. It’s ___ o’clock. What do you think other people in your company
are doing? For example, talking with customers? Having a meeting? Have
❚ Write a memo about students make statements, assisting them with language as needed. Continue,
asking about different times.
a current project c. Option. With a small class, have students share ideas as you write them on the
board. With a larger class, have students brainstorm in pairs, and then share
their ideas with the class. For university students, ask them to choose any
company or office scene they are familiar with, or to imagine the school office.

Teaching Note
When eliciting language and ideas from students, as in Activity 2, try turning it
into a brainstorming session, encouraging students to produce as many ideas as
possible in a short time. Model this, showing how brainstorming can be lively,
challenging, and fun. Depending on the class, you might even present it as a
“competition” to see which pair or group can produce the most ideas, or set a
time limit of two minutes.

Language Note
In Activity 1, documents = papers and co-worker = office mate/colleague.

14
UNIT_1to14 11/26/01 1:31 PM Page 15
CONVERSATION
A Surprise Meeting (page 21)
Students hear a conversation about workplace activities
and preparation for a presentation.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Have students look at the pictures
while you briefly explain that two managers are
preparing for a presentation later in the day.
b. Introduce language. Be sure students understand
presentation, boss, client, reports, in ten minutes.
Activity 4
a. Before students practice the conversation, model the
conversation with a student, using the alternative
language shown in red. Remind students to practice
the conversation both ways.
b. Option. For variety, try doing pair work practice in a
different way. This is most easily done with students
standing up. Students pair up and practice the
conversation one time. Then, at your signal, they
switch partners and do the conversation again. Pairs
can do either one of the conversations or roles when
they switch. Students continue changing partners (at
your signal) until they have done the conversation
four or five times. Set a short time limit (about 30
seconds) and have pairs switch, even if they haven’t
finished. This will encourage hesitant speakers to
speak more fluently.
Language Notes
a. The alternative language for Frame 2—in ten
minutes—indicates that something will happen 10
minutes from now. Words such as after or later are
grammatical, but wouldn’t generally be used in this
context.
b. In Frame 2, Now? is short for Did you say “now”?
Repeating with a rising intonation is a common way
to express surprise and check understanding and
can be used in any except the most formal
situations, for example, Tomorrow? Contract? It can
also be used to show you don’t understand a word.
For example:
A: Jim’s negotiating with a client.
B: Negotiating? (What does that mean?)
Practice this by telling the students surprising things
(I was in a car accident yesterday. An accident?) and
using difficult words (The new printer has minimal
problems. Minimal?).
PRONUNCIATION FOCUS
Contracted forms of be (page 21)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
Option. Before having students do the activity, you
may wish to provide some practice with contracted and
uncontracted forms. On the board, write: a. He is
talking to a client. Say, “Is” is usually not so important
to meaning. So, just add it to the previous word to
make a contraction. Write: He’s talking to a client. Put
up contracted and uncontracted versions of the
sentences on the board (in two columns). Say the
sentences in random order and have students identify
them as 1 (contracted) or 2 (uncontracted).
BUSINESS CONNECTIONS
LISTENING
He’s sending e-mail. (page 22)
Students listen to activities during a business trip.
See General Suggestions for Listening, page ix.
Activity 1
a. Pre-listening. Say, Look at the pictures. Nick Hansen
of Bell Technology is on a business trip to
Singapore. What’s he doing in each picture?
Students brainstorm with partners and/or share
ideas as a class.
b. Introduce the activity. Tell students, Now listen and
number the pictures in the order you hear them—1,
2, 3. Play the audio program, then check answers as
a class.
Activity 2
a. Introduce the activity. Read the directions and give
an example, If you hear looking, check it. If you
hear look or looked, don’t check it. Model this on
the board. Then play the audio program and check
answers.
b. Review by having students describe each picture
again using words from the list.
Business in Progress 15
UNIT_1to14 11/26/01 1:31 PM Page 16
SPEAKING
What are they doing? (page 23)
Students talk about current activities in a business day.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce/elicit language. Elicit needed language by
miming (acting out) an action and asking students to
guess what you are doing. Possibilities: correcting a
report, writing some notes, making/preparing slides,
making a presentation, leaving the classroom, typing
a memo, filing some papers, looking at a chart,
calling a client, taking a break, etc.
b. Create context. Divide students into pairs and have
them turn to their respective activity pages (23 and
89). Say, Nick (point to the illustrations on page 22)
is back from his trip to Singapore and is preparing a
presentation. His staff is helping him to get ready.
Point to their names on the page as you read them.
c. Read the directions and demonstrate (T-S or S-S)
using the example provided and one or two more
items. Model asking questions out of time and name
sequence to force partners to listen to each other.
d. Option. Put up several times on the board, for
example, 8 a.m., 10 a.m., 12 noon, 2 p.m., 4 p.m.,
6 p.m. Have a student ask you, What are you usually
doing at 8 a.m. on Monday? Answer with, I’m
usually . . . Have the student ask you about another
time. Then have students ask each other questions
in pairs. Finish by having students tell about their
partners’ activities.
e. Expansion. See Activity 6, Speaking, page 81.
G L O B A L C O M M U N I C AT I O N
READING
Protecting Our World (page 24)
Students read about and discuss environmental issues
in business.
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Mention a current environmental
issue or event that students are likely to know about.
If possible, bring in news pictures. Ask, Did you
hear about the oil spill in . . . ? Discuss it briefly.
16 Unit 4
b. Introduce the reading. Write environmentalism on
the board and explain: “Environmentalism,” or
protecting the world’s environment, is a hot topic.
Companies that pollute the environment are often
in the news, creating a poor public image. Many
companies now understand that it’s good business to
protect the environment. It creates a responsible,
positive image for the company. Here, we’ll read
some promotional literature (advertising) from Shell
Petroleum. Write the new vocabulary on the board
and discuss meaning.
c. Before or after the reading, put unfamiliar terms on
the board and check comprehension, giving hints or
providing meanings when necessary. Possible items:
protecting the environment, doing our best,
important goal, playing a major part, solar and wind
energy, environmental groups, asking for their
advice, balance profits and environmental concerns.
d. Reading. Have students complete the sentences.
Elicit questions about new terms.
e. Option.Students can learn more about Shell by
visiting the website listed on page 118 of the
Student Book.
TALK ABOUT IT (PAGE 24)
See General Suggestions for Talk About It, page xi.
Language Note
Although they can be treated as distinct questions, the
question sequence in this Talk About It is a good
example of a useful conversation-building strategy:
start with a general question, and become increasingly
more specific to help the person you’re talking with
give an appropriate and interesting answer. If the first
question about national environmental issues proves
difficult (due to lack of knowledge, background), the
focus is narrowed to an individual company or office.
When asking a question, the speaker may suggest
possible answers. This is a common conversation
strategy when someone has difficulty answering a
question. If appropriate, model and explain this
strategy, and have students use it in their
conversations.
WRITING
Project Update Memo (page 25)
Students read and write a memo about a current
project.
See General Suggestions for Writing, page xi.
UNIT_1to14 11/26/01 1:31 PM Page 17

Activity 2 N U M B E R S (page 25)

a. Create context. Say, Eric Hide is coordinating a
Students listen for large numbers in business contexts.
project to build a new chemical plant for his
company. He’s sending a project update, or status
See General Suggestions for Numbers, page xi.
report, to Pedro Silva, a manager in General Affairs.
He writes about what each member on his team is
doing. Activity 4
b. Writing. After students complete and check the task, Introduce/elicit language. Before beginning the activity,
explain any vocabulary that is still unfamiliar (e.g., put these numbers on the board: 120,000; 655,000.
coordinating, inviting). Review conventions for saying large numbers (e.g., In
English, you say how many millions, how many
Activity 3 thousands, then how many more.).
a. Have students write about a current project or
imagine a recently completed project. They may Activity 5
change any names and details, or even create a Introduce the activity. Tell students, This time you will
completely imaginary project. Students can hear business information with numbers. Just listen for
brainstorm ideas as a class or in pairs. Before the numbers. Only write the numbers. After listening,
students write, check that they have a clear subject check the answers by having students read their
for the memo. For example, Re: Mexico City Sales answers.
Campaign, Re: Manila Area CA Network.
b. Option. If students are unable to come up with an
idea, write notes about a project for students to use
on the board. Encourage students to substitute
names of friends and colleagues to make it more
interesting. Here is an example:

Re: Toronto Area Cellular Service Campaign

Sally Chandler, coordinating print ads and publicity
(newspapers, magazines)
Stephen Lau, producing radio and television
commercials
Emil LaRoche, designing web page
Jill Schmitt, handling special department store
promotions

Business in Progress 17
UNIT_1to14 11/26/01 1:31 PM Page 18

Describing Company History

U N I T

5
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 26)

Students learn about events at an international company and talk about recent
developments at their own companies.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Create context. Write Bombardier Corporation on the board. Have you ever
heard of this company? Look at the picture on page 26. Read the introductory
text.
OBJECTIVES b. Introduce/elicit language. Be sure students are familiar with Montreal (a large
city in Quebec, Canada) and highlights (bright spots, major accomplishments,
STUDENTS successes). Read through items A–E, helping students to understand the two
options and any other unfamiliar vocabulary, for example, cooperation,
❚ Inform clients about agreement, invested, facilities, delivered. (See Language Note below.)
company history c. Listening. Tell students to listen and check the verbs they hear.
d. Option. Students can learn more about Bombardier by visiting the website
and recent business
listed on page 118 of the Student Book.

❚ Exchange
Activity 2
information about
a. Introduce the activity. Read the two examples. Tell about some recent events
companies’ past at your own company or organization.
b. Introduce/elicit language. On the board, write the verbs used in Activity 1
activities
(produced, made, won, signed, began, started, invested, spent, received,
delivered). Ask, What are some recent events at your company/in your school?
❚ Write a brief As students give answers, write other verbs that they use on the board. Assist
business results students with language and vocabulary as needed.
c. This task can be done as a class or in pairs. Give students sufficient time to
report
talk about events, and offer help as needed. Encourage them to give details
and ask more questions as they are able.
d. Option. For private students, university students, or students who work for
the same company, expand the task to include other companies to provide
more variety. Students can talk about any company they are familiar with,
create an imaginary company, or you can supply several company sketches
that they can choose from and use. This type of information can be easily
found on company websites, usually under company history.
e. Wrap up. Ask students to share the biggest or most important event for their
company in the past year or two. Allow time for preparation, if needed. With
small or private classes, more attention can be paid to helping students find
the right expressions and terms for describing their company situation.

18
UNIT_1to14 11/26/01 1:31 PM Page 19
Teaching Note
Assure students that they need not share any company
secrets. They can also speak in generalities, for
example, about winning a large contract in South
America rather than winning a $35 million contract
with Ford-Brazil.
Language Note
In Activity 1, items A–C, either verb choice could be
used. For D, however, only invested is acceptable.
Spent would require the preposition on, for
example, . . . spent $13 million on new company
facilities. In E, received refers to receiving an order (a
written agreement), while delivered refers to shipping
the actual buses.
CONVERSATION
We opened our office last year. (page 27)
Students will hear two businesspeople talking about
company history and recent business.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Have the students look at the
pictures. Say, These men are having coffee together
and talking about the older man’s company.
b. Introduce/elicit language. After reading and
listening, check that students understand the tag
question aren’t you? as well as these items: started
out, domestic market (home market), exporting,
expand our markets, enter this market (start doing
business here), Latin America (Mexico, Central
America, South America).
Activity 4
a. Review and expansion. Expand on the dialogue by
incorporating language students have learned for
greeting colleagues in Unit 2. See Unit 2
Conversation, Student Book page 9. Ask two
students to read the conversation out loud. Say, Let’s
imagine what the two men in Unit 5 (point to the
picture on Student Book page 27) said when they
greeted each other. Make up fictitious names and
companies for the men. Then write the beginning of
the greeting on the board (Hello, Mr. . . . I’m . . .).
Write up the conversation as a class or in pairs.
Have students role-play the expanded conversation.
b. Expansion. See Activity 7, Personalized
Conversation, page 82.
PRONUNCIATION FOCUS
Past tense ending -ed (page 27)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
Option. Write these IPA symbols on the board: [d], [t],
[d] and model the pronunciation of -ed for each one:
started; talked; opened. Write these six words on the
board: received, missed, invested, signed, dropped,
started. Then read the following sentences and ask
students how the -ed is pronounced. Follow up by
having students repeat the sentences after you.
We received a large order for processors. [d]
We missed our sales goal last year. [t]
We invested $100 million in building a new factory.
[d]
We signed an agreement with a British company. [d]
Our stock price dropped. [t]
We started making products in Malaysia. [d]
Language Notes
a. The conversation begins with a tag question. A
rising intonation at the end indicates that the
speaker thinks he’s right, but isn’t sure and wants to
check. If the intonation falls, the speaker is quite
sure and simply wants confirmation of the point.
Depending on their first language, students may
have great difficulty answering tag questions. Here’s
a simple rule that students can use: Change it into a
simple question and answer that question. For
example, change You’re a Korean company, aren’t
you? into a simple question: Are you a Korean
company? The question You’re not a Korean
company, are you? can be changed to the same
question: Are you a Korean company? Now either
question is easily answered with Yes, we are./No, we
aren’t, or an answer as in the conversation in the
book.
b. Here are some guidelines for pronouncing -ed.
1. Use [d] if the verb ends in a vowel or voiced
consonant (except [d]).
2. Use [t] if the verb ends in a voiceless consonant
(except [t]).
3. Use [d] if the verb ends in [d] or [t].
Describing Company History 19
UNIT_1to14 11/26/01 1:31 PM Page 20
BUSINESS CONNECTIONS
LISTENING
Made in Mexico (page 28)
Students hear about past events at a Mexican company.
See General Suggestions for Listening, page ix.
Activity 1
a. Introduce the activity by reading the directions and
each of the items A–D. Ask students, What kind of
information will you be listening for? (Dates, years.)
b. Introduce/elicit language. Point out the small note
about NAFTA. NAFTA is a free trade agreement
removing trade barriers between Canada, the US and
Mexico. Ask students what they know about Detroit,
a major US city in Michigan and the center of the
automobile industry.
Activity 2
a. Pre-listening. Tell students, Before we listen again,
try to fill in the blanks in A–F. Then have students
listen to check their answers.
b. Option. Students can learn more about Sanluis (as
well as the companies on the next page) by visiting
the websites listed on page 118 of the Student Book.
SPEAKING
What did they do in . . . ? (page 29)
Students exchange information about companies’ past
activities.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce/elicit language. Put the following terms
and phrases on the board: co-designed, brand name,
business increased by over _____% per year, had
40% of the world market, sold 20 millionth TV,
organized company into two divisions, Mexican-
based company. Go through each item, asking
students to supply meanings, and explaining as
necessary.
b. Introduce the activity and go over the examples.
Point out the Conversation Strategies at the bottom
of the page and use them in your demonstration:
T: What did Magna International do in 1989?
S: It co-designed the first child safety seat.
T: Can you repeat that? (or Did you say designed or
co-designed?)
20 Unit 5
c. Wrap up. Mention or ask students for the names of
several companies that have recently been in the
news. Discuss recent important events in these
companies’ histories and write a brief timeline on
the board.
G L O B A L C O M M U N I C AT I O N
READING
Company Mergers (page 30)
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Write merger on the board. Mention
a recent merger from the news or ask, What mergers
have been in the news recently? Briefly discuss.
Challenge students to come up with a definition for
merger and write it on the board. Then have them
compare it to the definition given in the glossary in
the back of their books.
b. Introduce/elicit language. Put unfamiliar terms on
the board and give/elicit their meanings: “mega”
companies, financial services companies, successful,
difficulties, faced major management culture
differences, balancing differences. This can be done
before or after the reading.
c. Ask students to help you fill in the blanks for the
first item, financial services. Then have students
complete A and go on to B.
T A L K A B O U T I T (page 30)
See General Suggestions for Talk About It, page xi.
Activity 2
Expansion. With students, briefly discuss news of
impending mergers and some possible problems with
each. If possible, bring in news reports about the
merger and summarize for students some of the key
points, writing new language on the board.
WRITING
Business Results Report (page 31)
Students complete a brief memo about a current
project.
See General Suggestions for Writing, page xi.
UNIT_1to14 11/26/01 1:31 PM Page 21

Activity 3 b. For extra practice, have a volunteer dictate 10 year

Try this sequence: dates to the rest of the students (or in a private class,
a. Look at the chart of business results. What do these to you). Students read back the numbers to check
terms mean? Put the terms on the board and go over their answers.
the meanings (net income, profit rate, export sales,
imports). Students may consult their glossaries. Activity 5
Note: Export sales ratio = export sales as a a. Introduce/elicit language. Put the numbers 1–12 on
percentage of total sales (domestic and international the board and elicit and write the names of each
combined). month: January, February, March, April, May, June,
b. Say, These numbers are in US dollars. M = million July, August, September, October, November,
and B = Billion. The year 1999 is said, “nineteen December. Put several month/day/year figures on the
ninety-nine” and 2000 as “(the year) two thousand.” board: 3/15/76, 8/28/99, 6/14/00. Explain that in the
c. Write the words increased and decreased on the US, a month/day/year order is commonly used, but
board. Give examples to help students understand in many countries they use a year/month/day order.
the terms. For example, Last year, Tom’s weight Explain conventions for saying each, including:
changed from 75 kg to 80 kg. His weight increased. March fifteenth, nineteen seventy-six; the fifteenth of
Ellen’s telephone bill changed from $60 last month March, nineteen seventy-six; three, fifteen, seventy-
to $40 this month. Her phone bill decreased. six (3/15/76).
d. Have students use information from the chart and b. After students listen, have them check their answers
the words increased and decreased to fill in the by dictating the dates to you as you write them on
report. the board in the month/date/year format.
e. After students finish the activity, check through the
answers together.
f. Oral presentation. After students finish, have them
give the report orally using only the chart (without
referring to the written text). Demonstrate, give
students several minutes to prepare, and have
students present in pairs.
g. Expansion. If appropriate, have students do a similar
report using data from their own companies or
companies they’ve researched. Alternatively, bring
in actual annual reports for several companies. Have
students develop charts and give oral reports based
on these, or simply use charts already shown in the
reports.

N U M B E R S (page 31)

Students hear and say years and dates.

See General Suggestions for Numbers, page xi.

Activity 4
a. Introduce/elicit language. Before beginning the
activity, write these years on the board: 1700, 1900,
2000, 1905, 2005, 1910, 2010, 1994, 2023. Review
conventions for saying these years. Note how these
numbers are read: 1905 = nineteen “oh” five;
2005 = two thousand (and) five; 2010 = two
thousand (and) ten or twenty ten. Have students say
the numbers as you point to them randomly on the
board.

Describing Company History 21

UNIT_1to14 11/26/01 1:31 PM Page 22

Making Telephone
U N I T

6 Arrangements

B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 32)

Students listen to and practice common telephone language.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Create context. Before students open their books, ask questions about their
phone habits. For example, How often do you talk on the phone? Two times
per hour? More? How much time a day do you spend on the phone? Do you
ever speak on the phone in English?
OBJECTIVES b. Introduce/elicit language. Ask, If you make a phone call in English, what are
some things you might say at the beginning of the call? Write phrases on the
STUDENTS board. If needed, introduce the terms extension and put on hold. After
students listen, they can say which phrases were used.
❚ Arrange a business c. Have students do the activity, and then listen to check their answers. Go over
meeting the answers orally, clarifying any unfamiliar language.
d. Option. For extra practice with new vocabulary, ask students questions: What
❚ Exchange is your extension at work? Do you ever have to put someone on hold? Is it
acceptable to hang up when you have to wait on hold for a long time?
information in
telephone Activity 2
conversations a. Introduce/check unfamiliar expressions before or after doing the activity, e.g.,
put you through, It’s busy right now.
❚ Respond to b. Introduce the activity. Say, Here’s another telephone conversation. The
operator at TVT Group answers the phone and says, (1) “Good morning. TVT
telephone messages Group.” What does Ms. Foster say? Have students find the right response.
Then play the audio program and have students finish putting the
conversation in order.
c. To check answers, have students listen again to the conversation.

Activity 3
Option. After students have practiced, have them do the conversation using their
own names, company names, and extensions.

CONVERSATION
Thank you for calling (page 33)

Students hear two businesspeople arrange a meeting over the phone.

See General Suggestions for Conversation, page viii.

22
UNIT_1to14 11/26/01 1:31 PM Page 23
Activity 4
a. Option. Tell students to look at the pictures on page
33. Say, Doug Chen is calling Erica Hart to arrange a
meeting while he is in Vancouver. Now close your
book. Listen. When will they meet? Students listen
for the answer. Then, with books open, they read
while listening again.
b. Introduce/elicit language. Before or after listening,
check students’ understanding of set up a meeting,
arrange, can’t make it. Ask additional questions to
check comprehension. For example, Are they going
to meet on Tuesday or Wednesday? Why can’t they
meet on Wednesday morning?
Activity 5
a. Remind students to practice the conversations using
the alternative phrases as well. Model this with a
student.
b. Option. To simulate the lack of visual contact during
a phone conversation, have students practice the
conversation while sitting back to back. If this is not
practical, students can stand. Students usually enjoy
this extra challenge.
c. Expansion. See Activity 8, Personalized
Conversation, page 83.
Language Notes
a. In very formal situations, Would it be possible to
might be substituted for Can/Could we.
b. Talking on the phone and making arrangements
involves numerous idiomatic expressions and two-
word verbs. For example, I’ll put you through. I’ll
put through Mr. Kim. He’s on hold. Please hold on.
Don’t hang up. Let’s set up a meeting. Let’s set a
meeting up.
PRONUNCIATION FOCUS
Questions with modals can/could (page 33)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 6
Option. After doing the activity, provide extra practice
with these sentences: (1) Can we arrange a meeting? (2)
Could you meet at 9:30? (3) Could you make it on
Wednesday? (4) Can you see if Mr. Santos is free? (5)
Could I speak with Ms. Green? First, say the sentences
and have students note on a piece a paper if you said
can or could. Then have students repeat the sentences
after you, using a rising intonation at the end.
Language Notes
a. While can is generally unstressed, can’t is usually
stressed to set it off from can. Since the final t of
can’t is rarely pronounced clearly, stress is the main
feature distinguishing the two forms.
b. Can and could are often used similarly, but could is
often a little softer socially than can. Both are
typically said quickly, without stress.
Culture Notes
a. As business colleagues, Erica and Doug are on a
first-name basis. Their exchange is friendly in tone,
and they seem to perceive themselves as roughly
equal in rank. You might discuss how this
conversation would change in a less equal or more
formal situation.
b. In US business culture it is fairly typical for
professionals to answer their own phones. With the
use of voice mail, companies don’t have secretaries
answering phones for management level employees.
BUSINESS CONNECTIONS
LISTENING
Is Mr. Marshall in? (page 34)
Students listen to phone conversations and write the
messages that are being left.
See General Suggestions for Listening, page ix.
Activity 1
a. Create context. Act out a brief conversation to set the
scene and elicit language. Model a brief dialogue,
acting out answering the phone. Explain that you are
an assistant in a company.
A: Good morning. ABC Company. May I help you?
B: Yes, may I speak with Mr. Wong?
A: I’m sorry but his line is busy.
B: Can I/Could you . . . ?
Encourage students to help you by supplying
phrases and lines. Elicit or provide the questions
Can I leave a message? Can you ask him to call me?,
and so forth. Stop the dialogue at this point, and
have students start the activity.
b. Introduce the activity and look through each
message with students, pointing out the kinds of
information they should write in each blank:
To: _____ = the person the caller wanted to talk to;
Making Telephone Arrangements 23
UNIT_1to14 11/26/01 1:31 PM Page 24
Mr./Mrs./From: _____ = the person who called;
of _____ = caller’s company;
Number: _____ = caller’s phone number;
blank area at bottom = space for message.
c. Listening. Students may find writing the messages
quite challenging. Let them know that they don’t
need to write every word, or complete sentences, but
just enough to convey the basic message. If needed,
pause the audio program between messages and
offer hints or other support.
d. Extension. Have students role-play the conversations
based on the notes they took while listening.
Demonstrate first. There is no need to match the
taped conversations word for word; just have a
similar conversation based on the message taken.
Use this as a way of checking answers or to wrap up
after answers have already been checked.
SPEAKING
May I speak to . . . ? (page 35)
Students exchange information, leave a message, and
schedule a meeting over the phone.
See General Suggestions for Speaking, page x.
Activities 1 and 2
a. Before starting the role-plays, go over the directions
for Activities 1 and 2 and the expressions in the
language box in the top left of the page.
b. In a class with two or more students, divide them
into groups of Speakers A and Speakers B. Meet
separately with these groups, going through Card 1
and Card 2, being sure students understand the
situations and giving examples and suggestions for
what they can say. Then, after demonstrating how to
begin a conversation, have groups pair off and
complete the two conversations.
c. Option. If students have personal cell phones, for
variety and a more realistic experience, invite pairs
to sit at opposite ends of the room and do these role-
plays using their own mobile phones.
Activity 3
a. Introduce the activity. Speakers A and B, look at
your schedules. It’s Monday morning at 9:30.
Speaker A, you are calling B to arrange a meeting.
Use your schedules to find a convenient time for
both of you.
b. Demonstrate. Do a complete, slow demonstration,
pointing out/eliciting expressions from the language
box and other useful ideas. When you suggest times
that don’t work for your partner, give more examples
24 Unit 6
of negotiation (How about . . . ? I’m sorry, I’m busy
then). Set a time and a place to meet. Pairs then do
the activity on their own.
c. Option. If pairs finish early, they can set up another,
follow-up appointment as well. As an alternative,
students may switch partners and practice again.
d. Wrap up. Students report on when and where they
will be meeting.
e. Option. Since Activities 1–3 involve phone
conversations, again consider having speakers sit
with their backs to each other, making eye contact
impossible.
f. Expand on the activity. Have partners repeat the
task, this time with a different meeting purpose, and
using their own, real schedules.
Teaching Note
While demonstrating Activity 1, emphasize useful
telephone strategies: Can you repeat that? Where
again? Was that 555-5987? Also draw students’
attention to the helpful language in the two language
boxes (upper left and lower right).
G L O B A L C O M M U N I C AT I O N
READING
The Cell Phone Connection (page 36)
Students read an article about trends in cell phone use
and discuss their own use.
See General Suggestions for Reading, page x.
Activity 1
a. Create context. If possible, bring a cell phone or
magazine advertisements for cell phones to class. Do
you use a cell phone? What percentage of
professionals in your industry use cell phones? Why
do you (or don’t you) think having a cell phone is
important for you?
b. Introduce/elicit language. Put unfamiliar terms on
the board and check comprehension before or after
reading the article: early 1990s, sold 10 million
units, the picture changed, consumers bought,
compared to, at least one cell phone, by 2003.
c. Have students read the article and invite any
questions about the reading. Then say, Now look at
this graph of cell phone and PC sales. Use
information from the article to complete the graph.
Act out drawing on the graph to give students the
idea.
UNIT_1to14 11/26/01 1:31 PM Page 25

T A L K A B O U T I T (page 36) N U M B E R S (page 37)

See General Suggestions for Talk About It, page xi. Students use a time-zone map to match concurrent
times around the world.

WRITING See General Suggestions for Numbers, page xi.

Follow-Up Letters (page 37)

Students read an e-mail, and then write their own in Activity 4

response to a telephone message. Introduce the activity. Ask the class, What time is it
now? Do you know what time it is in
See General Suggestions for Writing, page xi. Manila/London/Buenos Aires? Let’s find out. Read the
directions; make sure students write 0 in the correct
Activity 3 box. Work through the task with the students.
a. Create context. Say, Do you remember the message
from Al Moore to Mr. Hussain in the Listening on Activity 5
page 34? There was a problem with the parts Mr. a. Introduce the activity. Read the instructions and
Hussain’s company sent. Mr. Hussain called back preview the pronunciation of each of the cities listed
and they discussed the problem. Now Mr. Hussain on the map.
has written a follow-up e-mail to confirm what they b. After listening, have students share and check their
agreed to on the phone. answers. Instead of correcting errors, have students
b. After students have read the letter, go over key listen to the audio program again to check answers.
phrases (Thank you for your telephone call . . . , We
apologize for . . . , Again, we are sorry for . . . , We Language Note
look forward to . . . ).
Students can say the time using a.m. and p.m., or in
c. Writing. Read through the task together, clearly
the morning, in the afternoon, in the evening, at night.
identifying the writer (student), the audience (Mr.
Some students might also know the 24-hour clock
Moore), the story to this point, and the three-part
convention (e.g., 14:00 = fourteen hundred hours for
purpose of the letter (express regret, explain the
two o’clock).
situation, promise corrective action).
d. Expansion. For additional practice, have students
brainstorm other, possibly more relevant situations
in which they might need to apologize. Write these
verbs from Unit 5 on the board to help students get
started: apologize, was/were shipped, are sorry for
the error.

Culture Note
In North America, as in other places, expressing an
apology often includes three steps: first, an expression
of regret (I’m very/so sorry . . . , We apologize for . . . );
second, an explanation (Our suppliers were late in
delivery, We had some temporary computer trouble);
third, a promise to correct the situation (I will send the
parts today, We will give you a better room for a
reduced rate). This is true of both verbal and written
apologies.

Making Telephone Arrangements 25

UNIT_1to14 11/26/01 1:31 PM Page 26

Describing Locations
U N I T

7
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 38)

Students specify the locations of items in an office.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Use realia. If possible, bring in additional office objects, including items from
the Office Objects box on Student Book page 38.
b. Introduce/elicit language. Pointing to items in the classroom, ask, In two
minutes how many things in this room can we name? As students name each
OBJECTIVES thing, identify its location. Try to use all of the prepositions in the box below
the photo.
STUDENTS
S: Wastebasket.
T: Yes, it’s to the left of the door.
❚ Ask for, describe,
c. Option. If students are capable, emphasize listening by having Speaker A read
and confirm location
sentences A–I, while B covers them and gives answers from the box.
of places and
objects Activity 2
a. This activity may be done in pairs or as a class. If done as a class, going
❚ Exchange quickly around the room, have students say where things are, being careful
not to repeat what has already been said.
information about
b. Wrap up. To check comprehension, make statements about things in the room
locations in and have students tell you whether it is true or false.
buildings
Language Notes
a. In Activity 1, items A-I, the article a is used when mentioning an item for the
❚ Write a fax
first time. Notice that the next time the same item is mentioned, it is preceded
describing an office by the because it’s the one we mentioned before. The exercise presents a clear
design example of this. While many students at this level may not be ready to
manage correct use of a versus the, some may be ready to understand the
principle, and make effective use of it at some point in the future. After
completing the activity, if appropriate for your students, explain this concept.
Then hand out a copy of the activity with all the articles deleted and have
students fill in the blanks to check understanding.
b. Call students’ attention to the use of There’s . . . for singular objects and There
are . . . for plural objects.

26
UNIT_1to14 11/26/01 1:31 PM Page 27
CONVERSATION
It’s on the second floor. (page 39)
Students hear a businessperson asking for the location
of an office in a building.
See General Suggestions for Conversation, page viii.
Activity 3
a. Introduce/elicit language. Ask students about the
locations of several places in the building where you
are holding class. For example, Imagine that I am
visiting this building for the first time. From here,
where is a telephone? Other locations could include:
the stairs, the elevator, the lobby, and so on. Elicit
phrases like: Go left out of this room, take the
elevator to the third floor, turn left. It’s the second
office on the left.
b. Introduce the activity. Look at the conversation on
page 39. They are at an information desk. This
person is looking for the Air Mexico office. Listen
and read.
c. Expansion. See Activity 9, Personalized
Conversation, page 84.
Activity 4
Before students practice the conversation, ask a few
questions to check comprehension of the conversation.
For example, What airline company is he looking for?
Why do you think he needs to go there? What time
does it open? Do you think he’s going to go to the
coffee shop until the office opens?
Language Notes
a. In Frames 2 and 4 of the conversation, the speaker
repeats to check understanding: On the second
floor? This is a useful communication strategy
because it quickly confirms understanding or shows
where any misunderstanding has occurred. It can
also signal a desire for further information or
clarification. A rising intonation indicates real
uncertainty about what was said, while a falling
intonation shows confidence and a simple desire to
confirm. Encourage students to use this often, and
model it frequently.
b. Opposite carries the same meaning as across from in
Frames 3 and 4. Across from is short for across the
hall from, or across the street from, which are both
acceptable as well.
PRONUNCIATION FOCUS
Prepositions of place (page 39)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
a. Pronunciation emphasis. Words carrying important
location information are usually said distinctly to
avoid misunderstanding. Emphasize second, first,
right, there, across.
b. Gestures often play a key role in communicating
locations. As you practice pronouncing these lines,
also model gestures and invite students to join in.
BUSINESS CONNECTIONS
LISTENING
In an Airport (page 40)
Students listen for the locations of people and things in
an airport.
See General Suggestions for Listening, page ix.
Activity 1
a. Introduce/elicit language. Brainstorm names of
places in an airport. Say, Let’s list all the places we
can think of in an airport. Then write the word
ticket counter on the board to get started. If needed,
introduce arrival area, departure area.
b. Introduce the activity. First, go over the eight objects
pictured. Then point to the scene and say, When you
fly, you often check in at the ticket counter, go
through security, then wait for your plane in the
departure area. Look at the picture of a departure
area. There’s a currency exchange, where you can
change your money from dollars to pesos, and a
duty-free shop where you can buy items without
paying import taxes. What kinds of things can you
buy at a duty-free shop? (Cameras, perfume,
watches, cigarettes, liquor.)
c. Check answers. After listening, ask students or have
them ask you where the items are. Play the audio
program again if needed.
Describing Locations 27
UNIT_1to14 11/26/01 1:31 PM Page 28
Activity 2
a. Introduce the activity. Say, Now listen again. This
time, some descriptions will be correct, but some
will not. Check Yes or No in your book.
b. Option. As students listen, pause after each item to
elicit the answer. If students are able, have them
indicate the mistake and the correction following a
model you put on the board. For example, He says
the suitcase is to the left of the woman. It’s actually
to the right.
SPEAKING
Where’s the coffee shop? (page 41)
Students ask for and give directions to places in a
commercial building.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce/elicit language. Review the location
expressions in the box at the bottom of the page.
Mention objects in the classroom, then different
offices or areas in the building to elicit needed
language. For example, Imagine I’m a new visitor in
this building. I ask you, “Can you tell me where the
elevator is?” What do you say?
b. Introduce the activity. You and your partner are in
this office building. Speaker A, you are looking for
these places in the building (point out items A–F on
page 41). Speaker B, use your map on page 92 to
answer Speaker A’s questions.
c. Demonstrate using the example (item A), with you
as Speaker A and a student as Speaker B. Model the
Conversation Strategies (repeating to check
understanding) and demonstrate with locations such
as the fountain or lounge, which appear on both
pages.
d. Read the directions to the second task, at the bottom
of the page. Make sure that students understand that
Speaker B now asks questions and Speaker A
answers. Demonstrate as needed.
e. Wrap up. As pairs finish, they can check each
other’s diagrams to see how well they understood.
Ask students which items presented difficulty and
work together to give clear directions for these.
f. Expansion. To challenge students, add onto the
exchange by having students confirm the location in
different words. Using the example given, after
Speaker B says, It’s on the first floor, in the corner, A
28 Unit 7
could say, Oh, to the right of the front entrance?
Speaker B answers, Yes, that’s right, or No, it’s . . .
Demonstrate this and put an example on the board
for students to refer to.
Teaching Note
In any information gap like this, it is best if students
avoid showing each other their pages while doing the
activity. This forces them to use language to complete
the task and helps maintain motivation.
Language Note
Where’s . . . ? is often used by itself, especially with a
friend or someone you know, but would seem abrupt
with a superior or someone you don’t know well.
Suggest students start off with excuse me (e.g., Excuse
me, where’s the coffee shop?). To make the question
even softer, or when you’re not sure if someone knows
the answer, you might say, Excuse me, can you tell me
where . . . is? Offer this as an option if appropriate.
G L O B A L C O M M U N I C AT I O N
READING
Where is your “comfort zone”? (page 42)
Students read about comfort zones (or personal space)
and eye contact in different cultures and discuss
comfort zones in their own cultures.
See General Suggestions on Reading, page x.
Activity 1
a. Create context. Tell students, In different cultures,
people often stand different distances apart when
they talk (show with gestures and body movement).
And people in some cultures have more eye contact
than in others (show with eyes). The distance you
are comfortable with is your “comfort zone.”
b. Introduce/elicit language. Put unfamiliar words and
phrases on the board and check comprehension
before or after reading the article, for example, how
close we stand, different from culture to culture, a
lot of eye contact, comfortable “talking space,” one-
and-a-half feet away, give the wrong idea, stand
back, follow your own customs, won’t be very long
before.
c. Option. Have students try to answer the questions
before reading, and then read to check their answers.
UNIT_1to14 11/26/01 1:31 PM Page 29

T A L K A B O U T I T (page 42) N U M B E R S (page 43)

Students discuss comfort zones in their own cultures. Students hear and say ordinal numbers.

See General Suggestions for Talk About It, page xi. See General Suggestions for Numbers, page xi.

Activity 2
a. Expansion. See Activity 10, Talk About It, page 85.
b. For a bit of fun, bring a measuring tape or stick to
class and have students actually measure and
compare their personal comfort zones.
WRITING
Ideas for a New Office (page 43)
Students read a fax describing an office layout, then
compose a fax describing their own office.
See General Suggestions for Writing, page xi.
Activity 4
Introduce the activity. Begin by sharing some facts
about yourself using ordinal numbers. At first supply
the ordinal numbers with emphasis, then see if
students can supply them. For example, I taught two
classes earlier today. This is my third class today. I
visited France when I was in college, and I went there
again last summer. It was my second trip to France.
Our school was started 10 years ago. This is our . . .
year. (Tenth.) My grandmother and grandfather have
been married for 50 years. Last week was their . . .
anniversary. (Fiftieth.) “First, second, third, fourth,
tenth, fiftieth”—these are called ordinal numbers.

Activity 5
Activity 3
a. After students have listened, have them check their
a. Read the fax together as a class, drawing attention to
answers with each other, and confirm, if necessary,
the form of the letter (its various parts), and
by listening again to the audio program.
checking understanding of key words and phrases,
b. Give students a few minutes to write personal
such as: Northstar Holdings (building management
statements using ordinal numbers. Then have
company), Re:, office space, general layout, diagram,
students read their sentences to the class or in small
forward, architect, entrance, reception room, two
groups.
rows of desks, work station, filing cabinets, inspect
the site.
b. Writing. Read through the task together, clearly
identifying the writer (student), the audience
(building manager), and the purpose of the letter (to
describe the general layout of his office and request
a plan for a new design).
c. Demonstrate. Before students write independently,
write an example together, describing the classroom
you are in, an office you are all familiar with, or an
office shown in a magazine picture you supply.
d. Option. For students without an office, have them
describe any public space they are familiar with, for
example, the departmental office at school.

Describing Locations 29
UNIT_1to14 11/26/01 1:36 PM Page 30

Getting to a Meeting
U N I T

8
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 44)

Students match directions and diagrams and practice giving directions.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Build context and introduce/elicit language. Before students open books,
quickly sketch on the board a very simple map of the neighborhood, clearly
marking where the classroom building is. Say, Imagine I’m a visitor from
another city. I want to go to the nearest bank. How can I get there? Start giving
OBJECTIVES the directions, encouraging students to help you. Draw a route on the board.
Do this for several locations, introducing and using these expressions: turn
STUDENTS left/right; go two blocks; go to the corner; go straight/past. Write the terms on
the board.
❚ Ask for and give b. Play the audio program and have students complete the task as they listen.
directions to an Check answers orally.
office
Activity 2
❚ Give and follow a. Introduce the activity and model the example with a student. Use the map
drawn on the board in the previous activity, or draw a map on the board,
street directions
showing various places such as a bank, hotel, restaurant, train station, and so
on. Following the example, suggest to a student a place to meet and give
❚ Write an e-mail directions. Then have the class give you directions to a place on the map. Go
giving directions to over the expressions in the Other Directions box.
b. Option. If possible, hand out maps of the area, or work together with students
a company to draw a large map on the board or an overhead transparency.
c. Wrap up. Have students give directions to a mystery destination. Ask other
students to listen and guess the destination. With a small class, have each
student give directions.
d. Option. For variety, bring in and use maps of a famous city or area of interest.

Teaching Note
Before doing Activity 2, write direction language on the board to show which
items are interchangeable. For example:
1. Take
for two blocks.
Go on
State Street to the next light/the first signal/Center Street.
Go straight on
past the bank.
Go down . . .

2. Turn
left/right
Go on Center Street.
Make a left/right turn

30
UNIT_1to14 11/26/01 1:36 PM Page 31
Give an example to show that the directions above can
be repeated over and over until the destination is
reached: Go down to Spring Street. Turn left. Go
straight two blocks. Make a right turn on Third Street.
CONVERSATION
How do I get to Global Travel? (page 45)
Students hear a businessperson asking for directions to
a nearby office.
See General Suggestions for Conversation, page viii.
Activity 3
a. Build context/elicit language. Ask students, Where’s
the nearest travel agency? How do you get there?
Ask for directions. Introduce and write on the board
blocks, traffic light, on the corner.
b. After students have listened to the conversation, ask
questions to check understanding. For example,
What direction should the man turn when he goes
out of the building? (Left.) How many blocks is it
from the building to the traffic light? (Three.) What’s
the name of the hotel next to the travel agency?
(Hilton Hotel.)
Activity 4
Before students practice with their partners, remind
them to also use the alternative expressions shown in
red under each frame.
Language Note
In Frame 3 of the conversation, the speaker repeats
with a rising intonation to confirm understanding: Let’s
see. Turn left and go three blocks to the traffic light?
This conversation strategy was introduced in Unit 7,
Student Book page 41. Encourage students to use it.
PRONUNCIATION FOCUS
Imperatives (page 45)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
a. Pronunciation emphasis. Imperative forms are
commonly used when giving directions or
instructions. They’re often said slowly and
distinctly, with particular stress on key words and
phrases to be sure the listener is following. Have
students listen and identify the key words in the
sentences.
b. Gestures play a large role in giving and receiving
directions. As you practice pronouncing these lines,
also model gestures and invite students to join in.
BUSINESS CONNECTIONS
LISTENING
Which way is immigration? (page 46)
Students follow directions to different locations in an
airport.
See General Suggestions for Listening, page ix.
Activity 1
a. Introduce/elicit language. With books closed, give
hints to elicit immigration, the bank, the business
class lounge (items A–C): We’re talking about places
in an airport. I’ll give you a hint, and you tell me
what place I’m talking about. When you arrive by
plane in a new country, you have to show your
passport to an officer in this area before you go to
the baggage claim area. (Immigration.) This is a
place where you can buy traveler’s checks or a
money order. (Bank.) This is a place where business
class passengers can wait for their flights. (Business
class lounge.) Then write the new terms on the
board.
b. Help students orient themselves to the diagram
before listening. Give directions to a third-floor area
(e.g., the snack bar). In your directions, include
several of the important airport landmarks (e.g.,
escalator, rest rooms, duty-free shop).
c. Introduce the activity. Say, Now listen to people give
directions in the airport. Number the directions one
through five (point out the lists) in the order you
hear them. Which do you hear first? Which second?
d. As students listen, stop after each item (A–C) to
check the order.
Activity 2
a. Introduce the activity. Tell students they will hear
directions to three places. Have students compare
answers, and play the audio program again to
confirm if needed.
b. Expansion. Have student pairs reenact the
conversations they heard, using the numbered lists
of directions from Activity 2.
Getting to a Meeting 31
UNIT_1to14 11/26/01 1:36 PM Page 32
SPEAKING
Go down Fifth Street (page 47)
Students ask for and give directions to help each other
find places in a downtown district.
See General Suggestions for Speaking, page x.
Activities 3 and 4
a. Introduce the activity. Have students group in pairs,
and have Speakers B turn to page 93 in the Student
Book. Point out the phrases in the box that they can
use. Have Speakers A look at the list of places they
will ask about. Do the example with a student, and
have everyone trace the directions on the maps.
b. Now have Speaker B ask you for directions to the
first location in Activity 4 (Union Bank). Interrupt
and model repeating directions to confirm
understanding. Again, show that the Go . . . Turn
sequence can be repeated until the destination is
reached. Then a final statement of location is usually
given: It’s on the left, next to . . . (See Teaching Note
for Business Talk, page 30 of this manual.)
c. Wrap up. Give challenging directions to one more
place on the map. Students listen and identify it.
d. Expansion. See Activity 11, Speaking, page 86.
G L O B A L C O M M U N I C AT I O N
READING
Being “On Time” (page 48)
Students read about concepts of punctuality in
different cultures.
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Ask students to imagine this situation:
We are in your country. I invite you to my house for
dinner at 7 p.m. What time do you arrive? Pose
another situation. We have a business meeting set for
10 a.m. What time do you arrive? Get student ideas.
b. Introduce/elicit language. Put these terms on the
board and check comprehension before or after
reading the article: around 10, exactly ten o’clock,
scheduled time, careless or not serious, social
occasions, at least 30 minutes after, bad manners.
c. Have students complete the sentences. For a
listening focus, have one partner read the cues,
while the other covers the cues and gives answers
from the article.
32 Unit 8
TALK ABOUT IT
See General Suggestions for Talk About It, page xi.
Activity 2
Expansion. See Activity 12, Talk About It, page 87.
WRITING
Here are the directions to our office. (page 49)
Students write an e-mail giving directions to their own
company.
See General Suggestions for Writing, page xi.
Activity 3
a. Read the e-mail together, clarifying key words and
phrases such as gate, football field, tennis courts.
b. Writing. Read through the task together, clearly
identifying the writer (student), the audience (Ms.
Ribeira), and the purpose of the letter (to provide
clear directions to the student’s workplace). Have
students draw the route on the map.
c. Demonstrate. Before students write independently,
write an example together on the board (e.g., giving
directions to the classroom building from the airport
or train station).
N U M B E R S (page 49)
Students practice hearing times and converting
between 24-hour and 12-hour time systems.
See General Suggestions for Numbers, page xi.
Activity 4
a. Introduce the activity. Write this time on the board:
18:00. Say, If you see this time on a clock, what time
is it? (6 p.m.) In some areas and in some businesses,
they often use 24-hour time because it is clear and
helps avoid mistakes. Do any of you often use 24-
hour time in your business or country?
b. Introduce/elicit language. How would you say these
times? Ask students, but supply answers if needed:
19:30 (nineteen thirty), 8:45 (eight forty-five), 10:15
(ten fifteen), 23:59 (twenty-three fifty-nine). Read the
instructions and go through the examples together,
supplying two or three more examples as necessary.
Activity 5
Introduce the activity. Play the audio program and then
have students check answers with their partners.
UNIT_1to14 11/26/01 1:36 PM Page 33

Overseas Business Travel

U N I T

9
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 50)

Students match pictures with common travel dialogues and practice the
conversations.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Create context. Adjusting for your students as needed, ask, How many of you
have traveled abroad/traveled to other countries besides this one? Continue
with other questions such as Where have you gone? Was that for business or
OBJECTIVES pleasure?
b. Introduce/elicit language. Point to the In an Airport and In a Hotel language
STUDENTS boxes. For each box, elicit or supply meanings and contexts for each word,
using short explanations and examples. Boarding card—issued at the
❚ Deal with ticket/check-in counter and collected at the boarding gate. Immigration—the
immigration official entry point into a country. Security—an area where officials check
passengers and luggage for dangerous items. Arrival card—a personal
procedures
information card passed in at immigration. Carry-on baggage—luggage that is
carried onto the plane and stored above or below the seat. Customs—a check
❚ Check into a hotel point, after going through immigration. Duty-free shop—an airport store with
import tax-free items
❚ Complete an arrival c. Introduce the activity. If necessary, do item A as an example. Students may do
the task individually or in pairs.
card
d. Option. For a listening emphasis, read the conversations while students cover
the text and listen to find the matching pictures.
e. Play the audio so that students can check their answers.

Activity 2
Expansion. With sufficiently fluent students, challenge them to change the
information and extend each of the conversations as much as they can.

Language Note
In Activity 1, item A includes the request form Can I and item C includes Could
you. In these examples, can and could are interchangeable. Could is sometimes
interpreted as softer and more polite than can, but this depends strongly on the
situation and tone of voice. Here, there is no significant difference. Both terms
can be used to soften a request.
In A, the attendant could also have said, Can you show me your boarding
card, please? In C, the hotel clerk could have said, Could I ask you to fill in this
form, please?

33
UNIT_1to14 11/26/01 1:36 PM Page 34

CONVERSATION Model the questions and have students repeat. Ask,

What’s the purpose of your trip? (page 51)
Students hear a conversation between a traveling
businessperson and an immigration officer.
See General Suggestions for Conversation, page viii.
Activity 3
a. Introduce the activity. Tell students, Quickly look at
the conversation on page 51. This businessperson’s
plane has landed, and he is at the airport, going
through immigration.
b. Listening. Books closed. Ask students, Where is he
from? What’s the purpose of his trip? How long will
he be staying? Have students listen, and check
answers. Then have students open their books and
listen again.
Activity 4
a. Expansion. After students have practiced in pairs,
ask students what other questions are sometimes
asked at immigration. Possible answers might be:
Are you carrying any plants with you? May I see
your passport please? Have you been here before?
Students may want to do the role-play again,
including new questions.
b. Expansion. See Activity 13, Personalized
Conversation, page 88. But wait to do this until
after you’ve completed the Arrival Cards writing
activity, page 55.
PRONUNCIATION FOCUS
Information questions (page 51)
See General Suggestions for Pronunciation Focus, page
ix.
What happens to my voice at the end of these
questions? Does it go up or down? Demonstrate
again to show that yes/no questions have rising
intonation while information questions have falling
intonation. Draw intonation arrows.
b. Option. See Language Note below. Practice by
posing questions using only one or two intelligible
words and rising or falling intonation. Students will
find they can answer effectively with only a
minimum of comprehension in a controlled
situation like this. Examples:
T: Hm hm hm coming hm? (falling intonation)
S: From Korea.
T: Hm hm coming hm Chile? (rising intonation)
S: Yes, from Chile.
Continue asking similar questions. T: Hm hm
purpose hm hm stay? (falling intonation) Hm hm
hm hm vacation? (rising intonation) Hm long hm
hm hm staying? (falling intonation) Hm hm staying
hm hm short time? (rising intonation)
Language Note
The immigration area conversation in Activity 3 is very
routine, and the set of likely questions and answers is
quite limited. In this kind of situation it’s especially
helpful for learners to know what to expect and to
realize that catching even one or two words and the
intonation of a question is often enough to answer
successfully. For example, in the question, Can I have
your arrival card, please? the only words likely to be
said clearly are arrival card. But with a knowledge of
the situation and a grasp of those two words and a
rising intonation, the learner can be fairly confident
that he/she has understood. Likewise, if you catch the
words coming from with a falling intonation, the
question almost has to be Where are you coming from?

Activity 5
BUSINESS CONNECTIONS
a. After students have listened and repeated, you may
wish to provide additional practice. Focus on the
falling intonation at the end of information LISTENING
questions in contrast to the rising intonation at the Travel Forms (page 52)
end of yes/no questions. Write these pairs of
questions on the board: Students listen to several conversations and choose
Are you coming from  Where are matching forms.
Argentina? you coming from?
Are you here on  What’s the purpose of
See General Suggestions for Listening, page ix.
business? your trip?
Will you be staying for  How long will you be
a week? staying?

34 Unit 9
UNIT_1to14 11/26/01 1:36 PM Page 35
Activity 1
a. Introduce the activity. If students are likely to
handle the activity easily, simply explain the task
and begin. If it may prove challenging, begin by
giving hints and having students locate the form
you’re talking about. For example, A clerk fills this
out when you call to reserve a room for your stay in
Canada. You fill this out while you are on the
airplane. You receive this from the cashier after you
pay for your meal.
b. Introduce/elicit language. As you check the answers
after listening, confirm the meaning of each item on
the forms and what information would go in that
space. For example, for Thrifty Car Rental: Name—
customer’s name, Car Model—maker and model
(e.g., Ford Escort), Pickup—date the customer picks
up the car, Return—date the customer returns the
car, Credit Card—Visa, MasterCard, and so on,
Number—credit card number, Expires—expiration
date of card.
Activity 2
a. Introduce the activity. Before students listen, give
them a few minutes to read over the questions.
b. Expansion. Have student pairs role-play two or three
conversations they heard. They needn’t be exact, but
communicate the same meaning, using the forms
from Activity 1 and the questions from Activity 2.
The Thrifty Car Rental and Hotel Victoria forms may
be easiest to use.
SPEAKING
How long will you be staying? (page 53)
Students role-play checking into a hotel.
See General Suggestions for Speaking, page x.
Activities 3 and 4
a. Introduce the activity and introduce language. Say,
Speaker A, you are the reservation manager at the
Metro Hotel. Speaker B, you are a guest checking in.
Look at the registration form. Go through each part
of the form, eliciting the questions you would ask
for each (e.g., May I have your name? Is your last
name spelled G-A-R-C-I-A?) and appropriate
answers. Include requests for special services (wake-
up call) and other questions the guest might ask
(e.g., Does the Business Center have Internet
access?). If possible, make an overhead transparency
or large photocopy of the registration form and fill in
the information as you work through the form.
b. As students practice, move from pair to pair and
offer assistance as needed.
c. Wrap up. Get feedback from student role-plays. Ask
students how long they plan to stay, what kinds of
rooms they chose, and what special services they
plan to use. Ask for volunteers to do the role-play in
front of the class.
G L O B A L C O M M U N I C AT I O N
READING
Tipping (page 54)
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Say, Imagine this situation. You’re in
a restaurant in Canada. You just finished your meal.
The server gave you very good service. Do you leave
a tip (some money for the server) on the table? How
much? Elicit ideas.
b. Introduce/elicit language. Put unfamiliar terms and
phrases on the board and check comprehension
before or after reading the article: it’s normal to,
service jobs, hotel porters, differs from city to city,
taxi fare, depending on, don’t include a service
charge on the check.
c. Pre-reading. Direct students to the reading task,
items A–F. Quickly try to answer these questions
before you read. Then read and change any answers
you need to.
d. Wrap up. Check answers and discuss any questions.
T A L K A B O U T I T (page 54)
See General Suggestions for Talk About It, page xi.
WRITING
Arrival Cards (page 55)
Students read a completed arrival card, then fill in a
card with their own information.
See General Suggestions for Writing, page xi.
Activity 3
a. Create context. Direct students to the Welcome to
Thailand arrival card on Student Book page 55. Ask,
Who filled it out? What’s his last name? Where’s he
going? When did he fill out the form?
Overseas Business Travel 35
UNIT_1to14 11/26/01 1:36 PM Page 36

b. Confirm understanding by asking questions about

each section. Don’t go in order, but skip around to
be sure students actually understand and respond
appropriately. For example, Where will Rick be
staying in Thailand? Where’s he from? Why is he
visiting Thailand?
c. Introduce the activity and have students fill in their
own Welcome to Brazil arrival cards. Check that
students print legibly and clearly.

N U M B E R S (page 55)

Students hear and write dollar amounts.

See General Suggestions for Numbers, page xi.

Activity 4
a. Introduce/elicit language. Write $10.25 on the board.
Ask students, How can you say this amount of
money in English? Elicit/offer ten dollars and
twenty-five cents and ten twenty-five.
b. If students need additional practice, have them say
the following numbers in different ways: $1200.75;
$202.33; $1953.01.

Activity 5
a. Introduce the activity. Explain that amount means
an amount of money. It may be the total bill at a
department store or the amount of money in your
wallet right now. Price means the cost of a particular
item (or service); for example, the price of a car, or
the price of a car repair.
b. After listening, students read the amounts and prices
to each other to check their answers.

36 Unit 9
UNIT_1to14 11/26/01 1:36 PM Page 37

Socializing
U N I T

10
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 56)

Students listen to and practice short social exchanges.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce the activity. Say, Look at the pictures on page 56. Listen. Which one
am I talking about? They’ve just finished a meeting. (E.) A visitor has just
arrived for an appointment. (A.) They’ve just finished having dinner. (C.) She’s
going to have dinner at the hotel restaurant this evening. (D.) They’re waiting
OBJECTIVES for their morning golf game to start. (B.)
b. Introduce/elicit language. After listening, check understanding by asking for
STUDENTS other ways to say the same thing. For example, What’s another way to say
“Please have a seat”? (Please sit down.) “Can I get you something to drink?”
❚ Have social (What would you like to drink?) Provide ideas and explanations as needed.
conversations with
business guests Activity 2
Demonstrate. Encourage students to modify the conversations and/or extend
❚ Socialize at business them. Model this in a T-S or S-S demonstration. For example, Activity 1,
Frame 2:
conferences and
T: Can I get you something to drink?
dinners
S: Some Diet Coke, please.
T: I’m sorry, they only have regular Coke. Is that OK?
❚ Write a thank you
letter to a business Teaching Note
host Frame d may require some explanation: A hotel employee is offering to make
dinner reservations for a guest who will be entertaining customers at the hotel
restaurant this evening. This employee is often called a concierge.

Culture Note
Activity 1, Frames b and c. Customs regarding the offering and accepting of
drinks, food, invitations, favors, gifts, and so forth, can vary widely from culture
to culture. In some regions it may be polite to refuse at first and wait to be urged
again. In others you might accept only if the host is eating or drinking as well, or
it might be rude to refuse at all. Discuss how these situations would be handled
in the students’ cultures and in target cultures.

37
UNIT_1to14 11/26/01 1:36 PM Page 38
CONVERSATION
Would you like something to drink? (page 57)
Students hear a social conversation with a business
guest.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Tell students, Mr. Faldo is going to
give a sales presentation at Mr. Williams’s company.
They’re in the meeting room waiting to start. Mr.
Williams introduces himself.
b. Check comprehension of key expressions by asking
students questions. For example, Would you like
coffee or tea? Do you take cream or sugar? Could
you introduce me to your friend? Help them
respond, providing language as needed.
c. Extension. For extra practice, make groups of three
and have students continue the conversation to
include introducing Ms. Solar, the director. Give
clear demonstrations and provide language support
as needed (e.g., Ms. Solar, this is Mr. Williams). With
a small or private class, you can play more than one
role.
d. Expansion. See Activity 14, Personalized
Conversation, page 89.
Activity 4
After students have practiced in pairs, ask for
volunteers to act out the conversation. Encourage them
to keep eye contact as they speak. Some students may
want to do the conversation using their own names.
Language Notes
a. Activity 3, Frame 4. Mr. Faldo makes a request. Two
options are presented: Could you introduce me and
Would you mind introducing me. The request is
answered in Frame 5 with I’d be happy to. Students
should know, however, that a positive response to
Could you will often include Yes (e.g., Yes, of
course), while a positive response to Would you
mind will often include No or not (e.g., Of course
not).
b. The word please (Activity 5, Items B and C) is often
thought to add politeness, but this depends on the
situation. In answer to an offer (What would you like
to drink? Coffee, please.), please makes the answer
more polite. However, depending on the intonation,
including the word please can actually make
requests B and C a little stronger than they would be
without it.
38 Unit 10
PRONUNCIATION FOCUS
Questions with would and could (page 57)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
Pronunciation emphasis. When these questions are
asked at normal speed, the words would and could are
said quite quickly, and the following y sound of
unstressed you blends with the final d of would/could
to make a j sound. Practice making this blend,
remembering the rising intonation at the end of the
question.
BUSINESS CONNECTIONS
LISTENING
I’d like to go sightseeing. (page 58)
Students listen to people making requests and identify
what each wants.
See General Suggestions for Listening, page ix.
Activity 1
a. Pre-listening. Have students look at the pictures on
page 58. Tell them that in each conversation they
will hear a request. Ask, What do the people want?
Before you listen, guess. Have students read each
item and make a preliminary guess before listening
and marking the actual answer. If needed, introduce
dessert, suit, rest, sightseeing.
b. Option. You might teach the question form: Does he
want (to) . . . or . . . ? Then have students do the pre-
listening task with one student covering the cues
and looking at the pictures while the other poses the
question for each situation.
Activity 2
a. Introduce the activity. Tell students to listen again to
the conversations. Say, In each conversation there’s a
request and an answer. Items A–E show two possible
requests and two possible answers for each situation.
Which ones are actually used in the conversations?
b. Listening. Have students listen to item A; then stop
and check the answers to be sure everyone
understands the task before proceeding with the
others.
c. Expansion. Have student pairs role-play the
conversations they heard. They needn’t be exactly
the same, and may use any of the cues in Activity 2.
UNIT_1to14 11/26/01 1:36 PM Page 39
SPEAKING
Would you like some dessert? (page 59)
Students role-play a dinner conversation.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce the activity. Tell students, Speaker A is a
business guest from another country. The guest
arrived at the hotel about an hour ago. Speaker B is
A’s host during the visit. They are now having dinner
together at Speaker A’s hotel. We are going to role-
play their conversation during dinner. Draw figures
on the board to aid comprehension.
b. Introduce/elicit language. Read through the menu
together, explaining any unfamiliar items. If
possible, bring in color pictures of food shown on
the menu.
On the board, write these headings: (1) Look at
menus, (2) Order, (3) Wait for the meal and eat, (4)
Order coffee/dessert after eating. Read the example
questions, explaining and offering answer ideas. Ask
students which heading each question belongs
under. Make it clear that the host will probably ask
the guest what he/she wants and order for both of
them when the server comes. Elicit several more
questions for each heading. For example, Have you
ever been to Miami before? Is your hotel
comfortable?
c. Demonstrate. Slowly go through the role-play with
you as host and a student as guest. Introduce and
elicit more questions and answers as you proceed.
Have another student pose as the server.
d. Wrap up. Ask hosts what their guests ordered and
what topics they talked about.
e. Use realia. If possible, increase interest by bringing
in copies of a real menu from a different type of
restaurant to use after students have done the one in
the text. Demonstrate again and clarify any questions
about meanings of items on the menu.
Culture Notes
a. When dining in a different country, businesspeople
are careful to use table manners acceptable in that
culture. Lack of information about cultural
differences in table manners can result in a poor
impression. Discuss some guidelines and tips for
dining in different countries with students. For
example, in the US, plates and bowls are not lifted
to the mouth; except for cutting with a knife, only
one utensil is used at a time; one shouldn’t talk with
food in his/her mouth.
b. Show students how to politely signal a server in a
US restaurant. With your hand slightly raised, say,
Excuse me, or Excuse me? (with rising intonation).
Discuss how this might differ in other countries.
Then play the part of the server as students signal
you to their tables.
G L O B A L C O M M U N I C AT I O N
READING
Giving Gifts (page 60)
Students read about appropriate business gifts in
various regions.
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Tell students, Imagine this situation.
You will spend several days visiting the offices and
factories of a business partner in another country.
One manager from the company will be your host
and guide during your visit. You would like to give
him/her a gift to show your thanks. What gift will
you give? Have a brief discussion about the topic,
writing suggestions on the board.
b. Introduce/elicit language. Put possibly unfamiliar
words and phrases on the board and check their
meanings before or after reading the article: different
customs and practices from country to country;
twenty-five dollars or less; diaries; the thought
behind a gift; handkerchiefs; cutting of
relationships; symbols of romance.
c. Expansion. After students read and complete the
activity, ask them if the items in the activity would
be good gifts in their own countries or cultures.
T A L K A B O U T I T (page 60)
Students discuss gift-giving and business gifts in their
countries.
See General Suggestions for Talk About It, page xi.
WRITING
A Thank You Letter (page 61)
Students read a thank you e-mail and write one of their
own.
See General Suggestions for Writing, page xi.
Socializing 39
UNIT_1to14 11/26/01 1:36 PM Page 40

Activity 3 N U M B E R S (page 61)

a. Analyze the text. Read through the example note as
Students hear and write decimal numbers.
a class, clarifying unfamiliar language such as
wonderful hospitality; return your warm hospitality;
See General Suggestions for Numbers, page xi.
making me feel at home.
b. Help students identify key parts of the note. Write
the names of the key parts on the board. Activity 4
1. Greeting: Dear . . . a. Introduce the activity and introduce/elicit language.
2. General introduction/statement of purpose: Write 10.5 and 10.51 on the board. How do you say
I want to thank you . . . these numbers in English? (Ten-point-five; Ten-
3. Specific example(s) of what you’re thankful for: I point-five-one.)
enjoyed . . . , I will never forget. b. After listening, have students practice saying the
4. Expression of a desire to return the kindness: numbers with a partner.
I would like to return your . . .
5. Restating your thanks: Thank you again . . .
Activity 5
6. A wish for the future: I look forward to . . .
7. Closing: Sincerely, a. Introduce the activity and introduce/elicit language.
c. Demonstrate. If possible, choose a situation the Quote an exchange rate for two currencies familiar
students are familiar with, either a business trip one to the students. For example, Today in New York the
of them took or another scenario related to the Japanese yen was trading at ¥109 to the dollar. What
students’ work and lives. Work together, eliciting word do we use for “¥109 to the dollar”? Elicit/offer
ideas and writing a letter on the board or overhead currency exchange rate.
transparency. b. After students listen, have them check answers
d. Writing. Students write their own thank you notes orally. To confirm answers, play the audio program
regarding a business trip or other situation relevant again.
to their lives and work.
e. Option. If practical, have students pair off and
decide on a situation they will both write on
individually. After finishing, they compare their
letters and edit their own work based on this
discussion.
f. Wrap up. Have several students explain their
situations, then read their notes.

40 Unit 10
UNIT_1to14 11/26/01 1:36 PM Page 41

Explaining Your Culture

U N I T

11
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 62)

Students listen to a tourist guide talk about Bangkok, Thailand. They then talk
about important sites and activities in their own countries and cultures.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce the activity. Ask students, Has anyone been to Thailand before? Did
you go sightseeing in Bangkok? What famous places did you visit?
b. Introduce/elicit language. Before or after listening, check for unfamiliar words
OBJECTIVES and phrases: don’t miss, traditional Thai art, Temple of the Emerald Buddha,
shouldn’t wear very casual clothes, should take off your shoes. Also check the
STUDENTS vocabulary in the Casual Clothes box.
c. After listening, have students check if the sentences are true or false.
❚ Explain about
national culture Activity 2
a. Demonstrate. Tell students to imagine they are working at a tourist
❚ Talk about culture information center in their area or city. Ask, What should business visitors see
with business or do? Model by giving examples from your own area and culture, or an area
you know. For example, about New York: You should go to the top of the
guests
World Trade Center. It has a beautiful view. Don’t miss going to a Broadway
show.
❚ Give a visitor advice b. Explain that should/shouldn’t indicates strong recommendations (really good
about business ideas). Don’t miss is similar in meaning to you should, but even a little
stronger. If students are ready, also explain and demonstrate that we usually
customs offer some explanation after a recommendation (e.g., It has a beautiful view).
See Language Note below.
c. Wrap up. Have students share ideas as a whole class. Ask some follow-up
questions (e.g., Why is it famous?) and encourage students to do the same.

Language Note
a. Activity 2. You should and You shouldn’t are common ways to give a strong
suggestion. Even stronger are You have to; You can’t; You must; You mustn’t.
For softer suggestions try You could or You might not want to.
b. Activity 2. We often qualify suggestions with if statements. For example, If
you like animals, you should see the zoo. Students can try this if they are
ready.

41
UNIT_1to14 11/26/01 1:36 PM Page 42

CONVERSATION Activity 5
You should try it! (page 63) Pronunciation emphasis. When speaking at a normal
speed, should is said quickly without stress. Shouldn’t,
Students hear a conversation between a business
however, receives contrastive stress to set if off from
visitor and a host about things to see and do in the
should. Have students practice making this distinction.
host’s country.

See General Suggestions for Conversation, page viii.

Activity 3
a. Create context. Say, A businessman is visiting Brazil
and has some free time. He’s asking his host for
some good ideas about what he should do.
b. Listening. Students look very briefly at the
conversation frames to grasp the situation. Then say,
Now close your books. The host gives the visitor two
recommendations. What does she suggest? Have
students listen and check answers. Then have them
open their books and listen and read.
c. Ask questions to check understanding. For example,
What recommendations does she give? What will
they probably do tonight? Do you like beef stew?
Activity 4
Expansion. See Activity 15, Personalized Conversation,
page 90.
Language Notes
a. Activity 3, Frame 1. You should and Don’t miss
carry similar meaning, but can’t simply be
substituted for each other. Don’t miss is followed by
a noun/gerund phrase (Don’t miss the Statue of
Liberty or Don’t miss seeing the Statue of Liberty).
You should is always followed by the remainder of
the verb phrase (see the Statue of Liberty).
b. Activity 3, Frame 2. The alternate expression What a
good idea! is an exclamation and may present
difficulties. We normally associate What with a
question, but here it’s more equivalent to That’s
such a good idea! Offer other examples to make this
clear. What a beautiful car! What a delicious meal!
Draw students’ attention to the exclamation point at
the end of the sentence.
c. Activity 3, Frame 3. What about is a common way to
continue on a similar conversational track, but with
a new topic or focus. For example, What about you?
What about Chinese food? What about a soccer
game? Encourage students to use it.
BUSINESS CONNECTIONS
LISTENING
This is culture. (page 64)
Students listen to three executives speak about customs
in Malaysia, China, and Cuba.
See General Suggestions for Listening, page ix.
Activity 1
a. Create context. Write the word customs on the
board. Explain, Customs is sometimes a place: the
area in the airport where they check your bags when
you arrive. But the word customs can also refer to an
idea or cultural meaning. Cultural customs are
things that people in a society often do and say in
particular situations. For example, in North
America, when a new employee comes to the office
or a new person moves into the neighborhood, it’s a
custom for people to introduce themselves and
welcome him/her. That’s a social custom. If you are
invited to a party at someone’s house, it’s customary
to arrive a little late. That’s a custom. Use several
examples.
b. Introduce the activity. Read the instructions. Ask,
What kinds of customs do they talk about for each
country? Check the topic.
c. Introduce/elicit language. Before and/or after
listening, check for unfamiliar language: (a) light-
weight clothes, long-/short-sleeved shirt, social
event, (suit) jacket; (b) equal business relationships,
banquet; (c) informal and relaxed, right away.
Activity 2
a. Introduce the activity. Tell students to listen again to
each conversation. Ask them to explain the customs
and fill in the blanks.
b. Pre-listening. Have students quickly try filling in the
blanks before listening. Then have them listen again
to check their answers.

PRONUNCIATION FOCUS
Should and shouldn’t (page 63)

See General Suggestions for Pronunciation Focus, page

ix.

42 Unit 11
UNIT_1to14 11/26/01 1:36 PM Page 43
SPEAKING
It’s very popular. (page 65)
Students recommend things to do and see in their
countries/cultures.
See General Suggestions for Speaking, page x.
Activity 3
a. Demonstrate. After reading the instructions together,
give an example for each category (sport or game,
entertainment, well-known place) from your
culture/home area or one you know. For example:
S: What sport should I see ?
T: You should go to an ice hockey game. It’s a lot of
fun.
b. Planning time. Before having students work with a
partner, allow students up to five minutes to plan
items and reasons for each category in the Ask
About box. They can use ideas from their own
cultures or give advice for a visit to another region
they know.
c. Demonstrate. Demonstrate again with a student, this
time sharing more ideas and asking follow-up
questions if possible. For example, What’s the best
place to do that? What’s that food made with?
d. Wrap up. With a large, monocultural class, have
pairs join to make groups of four and share ideas to
come up with their four best recommendations,
which they then share with the whole class. With a
small class, have students share their ideas with
everyone and ask each other follow-up questions.
e. Option. With a large class, after pair work, have each
student individually circulate around the room,
gathering ideas for a specific category (e.g., sports or
games). They then report to the whole class on the
two best or most interesting ideas they heard.
f. Options. Here are some other activities for a
monocultural class.
1. You are members of an entertainment committee
brainstorming the best ideas for entertaining a
foreign guest in your community.
2. Each pair chooses a different region of their
country and chooses activities and foods
appropriate for that area.
3. Each pair is assigned a guest (a fictitious or
famous person) of a different age (e.g., in his/her
20s, 30s, 40s, 50s) and chooses appropriate
activities.
G L O B A L C O M M U N I C AT I O N
READING
Business Cultures (page 66)
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Tell an anecdote from your own
experience or pose a situation like this: Imagine that
you are in a business meeting, talking about your
plans for a new business idea. Another person says,
“I strongly disagree with you because . . . ” How do
you feel about him? People from different cultures
might have different feelings. That’s the topic of our
reading.
b. Introduce/elicit language. Before or after reading the
article, check understanding of key words and
phrases. For example, be direct in business dealings;
expressions; “Time is money”; “Let’s get to the
point”; open disagreement; detailed plans; good
technical knowledge; successful business
relationships; strong social relationships; do
business with individuals, not companies; In other
words; “small talk”; respect for age and rank; never
disagree openly; embarrass.
Activity 2
a. Listening emphasis. Students work with partners.
Speaker A reads the cues, while B, with book closed,
answers with usually, sometimes, hardly ever. They
then switch roles and repeat.
b. Wrap up. Ask students for their responses and
ask/elicit follow-up questions (e.g., When is/isn’t it
important?).
T A L K A B O U T I T (page 66)
Students discuss business culture and keys to good
business relationships.
See General Suggestions for Talk About It, page xi.
Activity 3
Expansion. See Activity 16, Business and Culture Quiz,
page 91. (Note that answers to the quiz are provided on
page 92 and can be photocopied and distributed to the
students.)
Explaining Your Culture 43
UNIT_1to14 11/26/01 1:36 PM Page 44

WRITING N U M B E R S (page 67)

Advice About Business Customs (page 67)
Students read an e-mail offering advice about business
customs in Colombia, then write a similar note about
customs in their own countries.
Students hear and write metric equivalents for US
measurements.
See General Suggestions for Numbers, page xi.

See General Suggestions for Writing, page xi.

Activity 5
a. Introduce the activity. Explain that the US is one of
Activity 4 the few countries in the world that has not made the
a. Analyze the text. Read through the example note metric system its standard system of measurement.
together, clarifying unfamiliar language: it’s my b. Introduce language. Read through each unit of
pleasure to; in English on one side, and in Spanish measurement (inch, millimeter, foot, etc.), having
on the other; two to three weeks in advance; make students listen and repeat to establish
back-to-back appointments. Guide students in pronunciation. Write on the board and introduce
identifying the key parts: subject: Your trip to ounce (oz) and pound (lb).
Colombia; greeting: Dear; statement of
topic/purpose: You asked about; specific
Activity 6
suggestions/advice: bulleted list.
b. Writing. Go through the list of possible topics in the a. Introduce the activity. Students complete the task
box, giving examples of advice in each of these and then check answers with their partners.
areas. Then have students write their own notes b. For additional practice, dictate additional
with advice on several of these topics, or others of measurements to students.
their choice.
c. Wrap up. In a small class, students read their notes
for the others with follow-up questions/discussion
on each. In a large class, students pair off, read their
notes, and ask follow-up questions.
d. Option. Use student writing to make a small booklet
of tips for visitors.

44 Unit 11
UNIT_1to14 11/26/01 1:36 PM Page 45

Comparing Workplaces
U N I T

12 and Products

B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 68)

Students listen to and read comparisons between several companies, then make
additional comparisons.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce the activity. Ask students what they know about the three
companies on page 68. Give background as needed. For example, America
Online is the leading Internet service provider in the US. Dell Computer is a
OBJECTIVES leading producer of personal computers and servers. Johnson & Johnson
produces many famous brand-name household products (soaps, lotions, etc.).
STUDENTS b. Introduce/elicit language. Before and/or after listening, check for unfamiliar
words and phrases: online, applicants, percentage of turnover, fewer, higher,
❚ Compare companies lower. On the board, draw a bar graph of applicants at AOL and Dell to show
and jobs fewer/more applicants. Put up another bar graph of turnover at AOL and Dell.
Point out higher and lower turnover.
❚ Compare different c. After listening, students write four more sentences (in pairs or individually).
Do a few examples orally first.
products d. Option. Don’t limit the activity to four comparisons. Challenge students to
produce as many comparisons as possible in a given amount of time.
❚ Use graphs to
compare Activity 2
information a. Option. Have students compare their ideas in pairs or groups. You can add a
competitive aspect by awarding one point for each idea one group has but the
others don’t.
b. Wrap up. Discuss these questions as a class: Which company might have the
most competition for jobs? Where would you like to work as personnel
manager? Why?
c. Option. Expansion. From a magazine, clip a table of business statistics (e.g.,
average pay, profits, price-to-earnings ratio) for several companies. Students
can use this to make new comparisons. Alternatively, students make
comparisons based on their own knowledge of various companies.

Language Notes
a. Activity 1. Comparative forms vary depending on the adjective being used.
Short, one-syllable adjectives typically take -er plus than (bigger than, nicer
than). Two-syllable adjectives ending in -y typically drop the -y and add -ier
plus than (easier than, noisier than). Other two-syllable or longer adjectives
usually don’t change form, but add the words more . . . than (more expensive
than) or less . . . than (less difficult than). Two important irregular forms are
good–better and bad–worse.

45
UNIT_1to14 11/26/01 1:36 PM Page 46
b. Activity 1. When comparing numbers and amounts,
the comparative adjective typically precedes the
noun, with than following. (AOL has fewer
applicants than Dell. AOL has a higher percentage
of turnover than Dell.) When comparing countable
nouns, use fewer and more (fewer applicants, more
new jobs). For noncount nouns use less and more
(less crime, more trouble). For levels, percentages,
rates, and so forth, use lower and greater/higher (a
lower absentee rate, a higher percentage of
mistakes).
CONVERSATION
Tell me more about your new job. (page 69)
Students hear two friends talk about the positive and
negative points of a new job.
See General Suggestions for Conversation, page viii.
Activity 3
a. Introduce/elicit language and create context. (Books
closed.) Write these words on the board: happy with,
satisfied with, interesting, responsibility, chances for
promotion, stress, challenging, salary, earn money.
Check understanding, then ask, What are all of these
words related to? (Work, jobs, careers, etc.)
b. Listening. Have students look briefly at the
conversation frames. With books closed, have
students listen for the answers to these questions:
What’s better about his new job? What’s worse? After
listening, check ideas. Have students open books,
listen again, and read.
c. Expansion. See Activity 17, Personalized
Conversation, page 93.
Activity 4
After students have practiced in pairs, invite
volunteers to do the role-play for the class. Encourage
students to adjust the conversation to suit their own
situations.
Language Notes
a. Activity 3, Frame 1. The woman says, You seem
very happy with your new job. Seem(s) usually
precedes a general impression based on what you’ve
seen, heard, felt, and so forth. Sounds precedes an
impression based on what you’ve heard or read.
Looks is based on what you’ve seen or read. Feels is
based on your physical (e.g., touch) or emotional
sensation.
46 Unit 12
b. Activity 3, Frame 3. The woman asks, but don’t you
have more stress? This expresses her guess that he
has more stress in his new job than before. It’s very
similar to the tag question but you have more stress,
don’t you? In either case, the answer is the same.
Respond to the simple question Do you have more
stress? with Yes, I do or No, I don’t.
c. Activity 3, Frame 4. The woman summarizes to
confirm her understanding of what has been said,
beginning with So, and finishing with right? This is
an especially useful strategy for language learners.
Using a simple tag, right?, expresses relatively high
confidence that you’ve understood. The longer form,
Is that right?, shows less confidence and is more
acceptable if it turns out you’re mistaken.
Culture Note
Activity 3. How we speak about our jobs varies
strongly from culture to culture. Explore with students
how a similar conversation might be in their own
culture(s). For example, Would you ask why the job is
more interesting? Would it be OK to suggest a possible
problem with the job (more stress)? Would you
comment on your higher salary or clear interest in
promotion?
PRONUNCIATION FOCUS
Statements with more . . . than (page 69)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
a. Pronunciation emphasis. In natural speech, more is
typically not strongly stressed, but is not reduced
either. The adjective or noun following receives
strong stress, while than which follows is quite
reduced (very weak and quick). Focus students’
attention on the intonation and rhythm.
b. Expansion. Have students continue making
statements comparing past and present jobs (real or
imagined). For example, My present job is more
enjoyable than my old job.
UNIT_1to14 11/26/01 1:36 PM Page 47
BUSINESS CONNECTIONS
LISTENING
Is it more expensive than . . . ? (page 70)
Students listen to hints with comparative forms and
decide which items are being talked about.
See General Suggestions for Listening, page ix.
Activity 1
a. Introduce/elicit language. On the board, write a
sentence comparing two cars that are well-known in
your area, with blanks where the comparative forms
go. Elicit answers from the words listed in Activity
2. For example, A Mercedes 350SL is _____ than a
Ford Escort.
b. Introduce the activity. Read the instructions. Give an
example: Look at the objects in Activity 1. Which
one am I talking about? It’s larger than a watch and
more expensive than a cassette player. It’s easier to
carry than a small stereo. (CD player.) Give students
a few minutes to study the pictures and vocabulary.
Play the audio program.
Activity 2
Introduce the activity. Read the directions and make
sure students understand the vocabulary before
beginning.
SPEAKING
Our printer’s better for you. (page 71)
Pairs role-play a salesperson and customer comparing
business products.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce the activity and new language. Check
understanding of key terms, for example,
videoconferencing system, current discount, group
conferencing, service guarantee. Then brainstorm
another comparison between Alto and Cedro.
b. Students work together to think of more
comparisons. This can be done in pairs or in groups.
When students are finished, have students share
their comparisons.
Activities 4 and 5
a. Introduce Activity 4. Give students a few minutes to
study the chart of printer features. Ask for a few
example comparisons. Note: The Cedro printer is in
fact for medium to large workgroup use, not group
conferencing.
b. Read through the directions carefully with the
students. Have two students read the example. Ask
students for other things the sales rep (representa-
tive) can say.
c. Demonstrate. Use the Example from Activity 3. Say,
Now I’m a sales rep for Cedro Inc. I want to sell you
my product. You are customers who challenge me to
prove my product is the better buy. Role-play the
situation with you as the sales rep for Cedro and the
class as a group of customers. Encourage them to be
tough in a good-humored way (see Culture Note,
below).
d. Follow the same procedure as above to introduce
Activity 5. Check understanding of key terms, for
example, continuous call time, monthly fee.
e. Have students practice the role-plays in pairs. Move
around the classroom and offer assistance.
f. Wrap up. Ask students whether they were convinced
by the sales rep to buy the product. Ask volunteers
to show their sales skills as they role-play for the
class.
Culture Note
In Activities 4 and 5, the sales rep is making direct
comparisons between products to convince the
customer. Expected behavior on both sides varies
widely from culture to culture, from an almost
combative approach to a very subtle exchange with few
if any direct comparisons. Suggest an approach
appropriate to the needs of your students. In a North
American context, this exchange might include direct
comparison of the products on both sides, with the
salesperson pointing out the advantages of his/her
product, while the customer points out potential
difficulties and asks for clarifications, more
information, and so on. Both sides, however, will use
smiles and humor to soften their words and will strive
to maintain a cordial feeling throughout the exchange.
G L O B A L C O M M U N I C AT I O N
READING
Job Satisfaction (page 72)
See General Suggestions for Reading, page x.
Comparing Workplaces and Products 47
UNIT_1to14 11/26/01 1:36 PM Page 48

Activity 1
a. Introduce the activity. Write the phrase job
satisfaction on the board. Ask these rhetorical
questions: How satisfied are you with your job? Are
you happy with your job? Are there things you
would like to change? This article is about a job
satisfaction survey. Canadian workers were asked
what makes a job good or bad. As you read,
underline the six main points for job satisfaction.
b. After students have read the article, elicit the six
main points, and write them on the board. Clarify
any difficult terms.
T A L K A B O U T I T (page 72)
See General Suggestions for Talk About It, page xi.
Activity 2
a. Introduce the activity. Preview the question, the
various factors (good pay, etc.) and possible answers
(very important, important, less important). Read
through the examples. Point out that the verb be in
the question will change depending on the subject
(How important is good pay? How important are
fewer working hours?). Gerund phrases take is (How
important is improving skills/making decisions?).
b. Demonstrate. If possible, put a copy of the chart on
the board. Have students ask you questions. Answer
with your own opinions and have a student mark off
your answers on the chart. Ask students to provide
their own ideas for the last (other) item. Model
simple answers (It’s not very important) and
comparative answers (It’s more important than, It’s
important, but it’s less important than). Also model
going beyond short answers to explain why you
think so.
c. Planning time. Divide students into pairs. Before
beginning, have students check boxes to record their
own ideas and fill in the last (other) item.
d. Wrap up. After students have interviewed each
other, ask the whole class, Which factors are most
important to you and your partner? How do your
ideas differ? What other factors are important to
your job satisfaction? What factors are especially
important in your culture?
WRITING
Bar Graph Comparisons (page 73)
Students read a table highlighting industry-by-industry
employee responses to three statements related to job
satisfaction and then produce bar graphs based on
them.
See General Suggestions for Writing page xi.
Activity 3
a. Introduce the activity. Explain that the table shows
data from the survey in the reading.
b. Introduce/elicit language. Read through the table,
explaining terms as needed, for example, percentage
of employees who agreed, by business sector, high
tech, insurance, utilities, resources.
c. Show how the data for the first statement have been
translated into a bar graph. Have students complete
graphs 2 and 3.
d. Wrap up. Have students put graphs 2 and 3 on the
board. Ask students to estimate if most employees in
their own sector would agree or disagree with these
statements.
N U M B E R S (page 73)
Students hear and write metric equivalents for US
measures of weight and volume, then hear and write
several more measures.
See General Suggestions for Numbers, page xi.
Activity 4
a. Introduce language. Go through each unit of
measurement, having students listen and repeat to
establish pronunciation and abbreviations.
b. Introduce the activity. Listen for metric equivalents
for US weights and volumes and write them down.
Activity 5
Play the audio program. Students listen and then check
their answers with their partner.

48 Unit 12
UNIT_1to14 11/26/01 1:36 PM Page 49

Executive Advice
U N I T

13
B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 74)

Students listen to and read advice from Bill Gates on managing projects. They
then give their own advice on selected topics using should, shouldn’t, have to,
and so on.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce the activity with books closed. Start out with a different twist: Let’s
do some word association. I say black, you say . . . (White?) I say spaghetti,
OBJECTIVES you say . . . (Sauce?) Student answers may vary, but accept reasonable
associations. I say airline, you say . . . (British Airways.) I say Macintosh, you
STUDENTS say . . . (Apple/computer.) I say Bill Gates, you say . . . (Microsoft.) That’s
right. Bill Gates became famous as the chairman of Microsoft, and today we’ll
❚ Give advice about read some of his advice for executives managing projects.
office projects b. Pre-listening. Students have practiced modals should and shouldn’t before in
the context of travel advice, Unit 11. Have students quickly skim the text,
❚ Talk about thinking of how to fill in the blanks. Don’t check answers; continue on to
work with other important vocabulary (see below) or go straight into listening.
workplace needs c. Introduce/elicit language. Before and/or after listening, check comprehension
and problems of interface (face-to-face communication, interaction), business projects, be
sure, skills and resources, too little or too much, complete the project, in
person, keep everyone informed regularly.
❚ Write advice for
managers
Activity 2
a. Introduce/elicit language. On the board or an overhead transparency, write the
words should, shouldn’t, have to, don’t have to, need to. Also write these
sentences with blanks:
1. You _____ visit the dentist once or twice a year.
2. You _____ try to be a few minutes early for work every day.
3. You _____ work too much overtime. You’ll get tired and stressed.
4. You _____ spend too much money. You need to start saving.
5. You _____ learn a second language, but it can help you in business.
6. You _____ buy a new car. A used car might save you money.

Have students work in pairs to fill in the blanks. Then discuss which
phrase(s) would be best in each blank, and help students get a sense for how
these modals are used (see Language Note below). More than one answer is
possible.

49
UNIT_1to14 11/26/01 1:36 PM Page 50
1: have to. This must be done. There is no option.
2–3: need to or should. All are good ideas, strongly
suggested.
4–5: shouldn’t. These things should be avoided.
6–7: don’t have to. It might be a good idea (6). It
might not be a good idea (7).
b. Demonstrate. Work together with the students,
eliciting ideas to produce one piece of advice for
each topic. They can be very similar to Gates’s
suggestions in the text. Do one or two for each topic.
Then erase the board and have student pairs repeat
the exercise, using their own, original ideas or ideas
like those in the text and your demonstration.
c. Wrap up. Elicit ideas from the whole class.
Language Note
Activity 1. The phrase don’t have to is often
misinterpreted by learners as being the opposite of
have to, that is, can’t/must not. Show that don’t have
to means you can do it or not do it as you like.
CONVERSATION
Why don’t you . . . ? (page 75)
Students hear a junior manager asking a senior
colleague for advice about problems at work.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Jim’s team is working on a project,
but there’s a problem, so he asks a senior colleague
for some advice.
b. Introduce/elicit language. Before or after listening,
check understanding of key words and phrases, for
example, for a moment, new markets project, behind
schedule, part-time help, any other advice, let
everyone know, anything else, what else, set
deadlines for each stage.
Activity 4
Expansion. See Activity 18, Personalized Conversation,
page 94.
50 Unit 13
Language Notes
a. Activity 3, Frame 1. The first speaker (Jim) says, Can
I speak to you for a moment? This is a soft request
often used by a lower-ranking individual with
someone of higher rank or between equals. The man
replies, Sure what can I do for you? showing his
willingness to help, and encouraging his colleague
to tell him what’s on his mind. This expression is
common between equals or from a higher-ranking
individual to a lower-ranking one. It might seem
presumptuous coming from someone of lower rank.
The open-ended requests for ideas and strong,
concise pieces of advice confirm that this
conversation is between people of unequal rank.
b. Activity 3, Frame 4. Jim says, Anything else I should
do? This is a shortened form of the question, Is there
anything else I should do? Another form—What else
should I do—would be acceptable, but it’s a stronger
expression that demands an answer. The yes/no
question is softer and gives the other individual the
chance to decline: I can’t think of anything right
now.
PRONUNCIATION FOCUS
Have to (page 75)
See General Suggestions for Pronunciation Focus, page
ix.
Activity 5
a. Pronunciation emphasis. When spoken at a normal
speed, the have portion of have to is typically not
strongly stressed, but it is not particularly reduced
either, while to is reduced (very weak and quick).
The following verb receives strong stress. The final
voiced [v] of have and the final [z] of has assimilate
to the voiceless [t] of to. Focus on pronunciation and
rhythm of the modal and verb set in isolation (e.g.,
have to tell) then apply to saying the whole
sentence.
b. Expansion. If appropriate, have students continue
making statements of advice or duties they have to
perform. I have to get to work by 7:00 tomorrow.
UNIT_1to14 11/26/01 1:36 PM Page 51
BUSINESS CONNECTIONS
LISTENING
What should we do? (page 76)
Students hear people talking about problems at work
and identify the problems.
See General Suggestions for Listening, page ix.
Activity 1
Introduce/elicit language. After introducing the
activity, have students look together through the
problem options for each item (A–E) and explain any
unfamiliar expressions, for example, too much work,
don’t have enough meetings, too many meetings, took
the wrong road.
Activity 2
Pre-listening. Ask students to try to quickly fill in the
blanks before listening. If they don’t know one, they
can skip it. Then have students listen to check their
answers.
SPEAKING
What skills should people have in your job?
(page 77)
Pairs discuss workplace needs and problems.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce/elicit language with books closed. Put an
extended version of the example conversation on the
board or an overhead transparency, but leave out the
affirming phrases: I agree . . . , That’s right . . . , Yes,
and . . . You’re right . . . For example:
A: People in my job should have computer skills.
B: _____ And they should be good at making
presentations.
A: _____ They also need to write clearly.
B: _____ They have to organize their time well, too.
Point out to students how the expressions keep the
conversation moving more naturally. Have students
open their books and look at the Conversation
Strategies.
b. Introduce the activity and demonstrate. Have
students read the example, and then elicit more
ideas about skills to have. Do one more example
using the first item from Speaker B’s page.
c. Introduce/elicit language. With smaller classes, pairs
should simply start working and ask you when they
don’t understand a question or how to respond.
With larger classes, you may need to go through
several or all topic questions and clarify meanings
before starting.
d. Wrap up. Elicit ideas from the whole class for one or
two of the topics that seemed particularly interesting
during pair work.
G L O B A L C O M M U N I C AT I O N
READING
Teams: Key Questions to Ask (page 78)
Students read about management strategies for team
projects.
See General Suggestions for Reading, page x.
Activity 1
a. Introduce the activity. Read together the
introduction and the three questions. Say, These are
questions Wageman and Katzenbach think you
should ask any time you form a team. Answer any
questions about the items, then have students read
to match the advice with the questions.
b. Introduce/elicit language. Before and/or after
reading, check understanding of key language, for
example, shorten delivery time by 2 hours, clear
target, “individual” company culture, work
separately under a manager, help—but not control—
team members, not be afraid to make decisions.
T A L K A B O U T I T (page 78)
See the General Suggestions for Talk About It, page xi.
Activity 2
Expansion. See Activity 19. Talk About It, page 95.
Executive Advice 51
UNIT_1to14 11/26/01 1:36 PM Page 52

WRITING
Good Management Tips (page 79)

Students read a set of management do’s and don’ts, and

then write their own.

See General Suggestions for Writing, page xi.

Activity 3
a. Introduce/elicit language. Books closed. Say, These
tips are from a management seminar. Some are
do’s—things a manager should do—and some are
don’ts—things a manager shouldn’t do. Read
through the list for the class, clarifying meanings as
you go. Have students tell you which are do’s and
which are don’ts.
b. Introduce the activity. When students finish, have
several students read through their advice.

N U M B E R S (page 79)

Students hear and write various fractions.

See General Suggestions for Numbers, page xi.

Activity 4
Introduce the activity. Write on the board (with
figures): 2–1 , 5–2 , 7–3 , 19–5 , 8 15
—1 . Ask, How do we say these

fractions? Elicit and/or provide one-half, two-fifths,

three-sevenths, one and five-ninths, eight and seven-
fifteenths. Then read the instructions and proceed with
the activity.

Activity 5
Expansion. For extra practice, divide the class into
pairs and give one student in each pair a list of 10
fractions to dictate to the partner. After students have
finished, give out another list of fractions for the other
person to dictate.

52 Unit 13
UNIT_1to14 11/26/01 1:36 PM Page 53

Business Plans and

U N I T

14 Predictions

B U S I N E S S TA L K

G E T T I N G S T A R T E D (page 80)

Students listen to a manager talking about a future business trip, then talk about
their own future business trip.

See General Suggestions for Getting Started, page viii.

Activity 1
a. Introduce the activity. Tell about a business trip you’re planning or would like
to take in the future. Ask, How often do you travel on business? Are you going
on a business trip soon? Where? On page 80, listen to a manager talking about
OBJECTIVES a future business trip.
b. Introduce/elicit language. Introduce the listening task and check comprehension
STUDENTS of early Tuesday morning, production site, sales conference.

❚ Talk about a future

Activity 2
business trip
a. Introduce/elicit language. Put these sentences in random order on the board:
I’m leaving on the 18th. I’m going to meet with sales reps on the 20th. I’ll see
❚ Make predictions you on the 22nd. I’m planning to buy a new car. I’ll probably play some golf
about the workplace on the weekend. I might ask Gonzalez to work for us. Have students rank the
statements from strongest/most sure to weakest/least sure. After a given time,
❚ Write about ask students to do this on the board. (See Language Notes below.)
b. Demonstrate. Go through the example with a student. Emphasize the
business predictions connecting language: First, Then, Finally. Write them on the board, as well as
Next, After that, And then, Later. Now do another example. Tell about a real
or imaginary future trip and have students ask questions. Pause between
utterances, and elicit connecting words from the students, pointing to the
board if necessary. See Language Notes below.
c. Be sure to give students enough time to recall/plan their itineraries before
beginning to talk with a partner.
d. Wrap up. Ask several students to tell about their partners’ trips.

Language Notes
a. Activities 1 and 2. When talking about our plans (things we have
decided/intend to do), we typically use phrases like I’m leaving, I’m going to
meet, I’m planning to buy. Simple I will is rarely used when talking about
plans, and is more often used (a) at the time you decide something (I’ll meet
you at the corner), (b) when volunteering, agreeing, or promising to do
something (I’ll do it!), (c) to predict or express a hope for the future (I know I’ll
pass the test). Both will and be going to are sometimes used to express
something you believe will happen based on current evidence (If we don’t

53
UNIT_1to14 11/26/01 1:36 PM Page 54
hurry, we’re going to/we will be late. I’m going
to/will be 50 tomorrow). The phrases I’ll probably
and I might can be used in almost any situation to
express uncertainty.
For students, these distinctions can be very
subtle. Consider introducing only as much of this as
may be helpful and avoid excessive detail.
b. Activity 2. Connecting words help hold a story or
account together, showing how parts relate to each
other. Introduce first, then, next, after that, later, and
then, later, finally, and model and encourage their
use. All except later, first and finally are basically
interchangeable. Later indicates some passage of
time after the previous event or action.
CONVERSATION
We’ll save money. (page 81)
Students hear two sales managers discuss plans for a
conference.
See General Suggestions for Conversation, page viii.
Activity 3
a. Create context. Say, Two people are talking about an
upcoming professional conference/trade show.
They’ll have a booth in an exhibition hall. Ask
students who they think the boss is and why.
b. Listening. Students look at the photos briefly, then
close their books. Ask, How many sales reps does he
want to take to the conference? Does his boss like
his idea? Why or why not? Have students listen,
check answers, then open books and listen again.
c. Introduce/elicit language. Confirm understanding of
key language points. For example, I think . . . ,
Really?, Yes, I’m sure you can, but . . . , Besides, . . .
Let’s do it. See Language Notes below.
Activity 4
a. As students practice, check to make sure they use
the alternate phrases.
b. Expansion. See Activity 20, Personalized
Conversation, page 96.
Language Notes
a. Activity 3. In Frame 2, the boss says, Really?
Depending on voice inflection, this can be a fairly
soft way of expressing doubts. It’s often followed by
a question or statement clarifying what the concern
54 Unit 14
is. Here the boss adds, Are four going to be enough?
In Frame 3 also, the boss wants to express further
doubt, but she balances that by first affirming her
faith in the manager’s opinion/judgment/ability.
b. Activity 3. In Frame 4, besides signals that another
point will be brought up from a somewhat different
perspective. With All right. Let’s do it, the boss
indicates that she’s convinced and is ready to
support the plan and work for its success.
Culture Note
Activity 3. In this exchange, the boss is quite gentle
with the sales manager (Really? . . . I’m sure you can,
but . . .), while the manager is fairly forceful in pushing
his plan, even interrupting his boss in Frame 4.
Depending on the personalities involved, the gender
roles, the company culture, and the culture of the
region, this exchange could go quite differently. If
students are able, discuss how people might interact in
a similar situation in the students’ companies/cultures.
PRONUNCIATION FOCUS
Contraction of will (page 81)
See the General Suggestions for Pronunciation Focus,
page ix.
Activity 5
Pronunciation emphasis. In spoken English, will is
usually combined with the preceding word to form a
contraction. It’s particularly important that students are
able to catch this when listening.
BUSINESS CONNECTIONS
LISTENING
The Future of Business (page 82)
Students listen to people talking about future trends in
business.
See General Suggestions for Listening, page ix.
Activity 1
a. Introduce the activity. Say, On page 82, our topic is
the future of business. You will listen to people
talking about some trends in business. Read the
instructions together.
UNIT_1to14 11/26/01 1:36 PM Page 55
b. Introduce/elicit language. If students need the
support, elicit key words for each picture, asking
What do you think these pictures are about?
(Videoconferences, management and planning,
credit cards, and multinational companies.) Also go
over the time expressions listed under each item.
Activity 2
Expansion. After listening again and completing
Activity 2, ask students, What do you think is the
future of business? What changes do you expect, and
when do you expect them? Discuss this as a class, or
have pairs brainstorm, then share their ideas.
Language Notes
a. Activity 1. The time phrases in five years and within
five years may carry a similar sense of something
happening within a given time frame: In/Within five
years, 80 percent of the population will use mobile
phones. However, in five years can also indicate that
something will occur five or nearly five years from
now, while within five years indicates that it might
happen at any time in that period: In five years I’m
going to quit my job and move to Bali is not the
same as Within five years I’m going to quit my job
and move to Bali.
b. Activity 2. In this case, be going to and will are
interpreted similarly, with the sense of a prediction
(will) or something the speaker thinks will happen
based on current evidence (be going to).
SPEAKING
I’m going to start my own company. (page 83)
Pairs make predictions about the workplace.
See General Suggestions for Speaking, page x.
Activity 3
a. Introduce the activity. Begin with: What do you
think you will be doing in 10 years? Will you work
for the same company? Will your job be different?
How about next year? Our topic is the future. What
will happen in our jobs and companies? Read the
instructions and the topics in the box.
b. Introduce/elicit language. As you work through the
introduction and demonstration, stop to clarify any
unfamiliar language. In particular, be sure students
understand that by 2015 means that this will happen
before or in the year 2015, but not after.
c. Demonstrate. Share your own ideas for each cue.
Then give students 5–10 minutes to write their own
ideas.
Activity 4
a. Demonstrate. Have a student ask you for your ideas.
Follow up some of your answers with How about
you? Also model use of the Conversation Strategies,
Well, I’m not sure, but . . . and show that negative
ideas are fine, too. For example, I don’t think
we’ll . . .
b. Wrap up. Ask several students to report on
interesting points their partners shared with them.
c. Option. If students are not currently working in
business, have them express their expectations
and/or hopes for their future careers.
G L O B A L C O M M U N I C AT I O N
READING
The Technology Revolution (page 84)
Students read about some effects the Internet will have
on business.
See General Suggestions for Reading, page x.
Activity 1
a. Create context. Ask, Do you use the Internet? Have
you ever bought anything over the Internet? Tell
about your own experiences with e-commerce.
b. Introduce/elicit language. Before and/or after
reading, check understanding of key language, for
example, technology revolution, nontech companies,
producers selling products through stores or agents,
sell directly, more competition, keys to profitable
business, Internet economy.
T A L K A B O U T I T (page 84)
See General Suggestions for Talk About It, page xi.
WRITING
A Business Predictions Report (page 85)
Students examine a chart on future trends, then write a
short report based on the chart.
See General Suggestions for Writing, page xi.
Activity 2
a. Introduce the activity. Tell the class, As you know,
companies and individuals around the world are
spending more and more on technology and the
Internet each year. Here’s a chart showing the
Business Plans and Predictions 55
UNIT_1to14 11/26/01 1:36 PM Page 56

estimated percentage of increase in the next five N U M B E R S (page 85)

years. Read through the chart with the class.
b. Introduce/elicit language. As you read through the Students hear and write large whole numbers using
chart, define key terms, for example, technology decimal expressions, such as 7.5 million.
spending, Internet usage, estimated percentage of
increase, regions, Americas (North, Central, and See General Suggestions for Numbers, page xi.
South America), Asia Pacific.
Continue on to the example, and point out the Activity 4
phrases is going to increase and will increase.
Introduce the activity. Write on the board: 7,500,000;
Elicit/offer other ways to express the same meaning
1,200,000,000; 26,800,000; 99,620,000,000. Elicit the
and write these on the board. For example, is going
numbers in long form. Ask, What’s a shorter way to say
to rise, will be up. If appropriate, point out that
these numbers? Elicit/offer seven point five million;
these estimates could be expressed in less certain
one point two billion; twenty-six point eight million;
fashion using should or will probably, for example,
ninety-nine point sixty-two billion. Continue with more
should rise, should be up, will probably increase.
examples as needed.

Activity 3
Activity 5
After students write their reports, have several present
Expansion. For extra practice, have each student write
their reports for the others. Critique and give
10 numbers on a piece of paper. Then, working in
suggestions as appropriate.
pairs, have students dictate their numbers to each
other. Have students write down the numbers in both
the short and long forms.

56 Unit 14
BACK_MATTER 11/26/01 1:47 PM Page 76

UNIT 1

Introductions in the Business World

Activity 1

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 3)
Conversation: It’s nice to meet you.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

morning It’s nice This way All right

afternoon I’m glad Follow me OK
Nice
Pleased

Situation: Speaker A is visiting Speaker B’s company. They meet and then Speaker B takes
Speaker A to his or her office.

A: Good ____________.

B: ______________, Mr./Ms. _______________. (name) I’m ______________. (name) It’s nice to meet you.

A: __________ to meet you, too, Mr./Ms. __________.

B: Let’s go to my office. __________, please.

A: __________.

B: By the way, please call me __________. (first name)

A: Thanks. And please call me __________. (name)

2. Practice the conversation with a partner. Then switch roles.

76 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 77

UNIT 1

Introductions in the Business World

Activity 2

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 6)
Reading: Titles and Names

Talk About It
Discuss the following questions with a partner.
• Do you use your first name when you meet a business visitor for the first time?
• When a co-worker introduces someone to you, do you use the person’s first name?
• In your country, is it OK to call someone by his or her first name when you meet for the first time?
• When do you always use a title and last name?

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 77
BACK_MATTER 11/26/01 1:47 PM Page 78

UNIT 2

Describing Your Company

Activity 3

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 9)
Conversation: And what do you do?

Personalized Conversation
1. Read the situation and the conversations below. Then fill in the blanks. Use words from the box and
your own information.

What company do you work for? I’m with We’re in the _____industry. here’s mine
Who are you with? I work for We make/produce
What does your company do?
What department are you in?

Situation: Speaker A and Speaker B are at a presentation for managers from different companies. The
presentation ends, and they introduce themselves. This is the first time they have met. They talk about
their companies and products.

A: Hello, I’m ____________________. (name)

B: I’m ____________________. (name) Nice to meet you. What_______________?

A: I ___________________________. (company name)

B: Oh. ____________________do?

A: We _____________________. (type of industry/products)

B: And what _________________?

A: I’m in the ____________________ department. So, how about you? Who _____________?

B: Oh, I’m ____________________________. (company name)

A: ________________?

B: We ____________________________. I’m in the ___________________ department. Here’s my card.

A: Thanks, __________.

2. Practice the conversation with a partner. Then switch roles.

78 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 79

UNIT 3

Office Routines

Activity 4

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 15)
Conversation: A New Employee

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own information.

good fine overtime always How often next week Monday

nice OK late almost always once in two weeks Tuesday
great not bad usually twice Wednesday
often three times Thursday
sometimes every day Friday
hardly ever
never

Situation: At a local train station in the evening, Speaker A sees a business friend, Speaker B. Their
companies are doing some business together.
A: Oh, hello, _____________ ! (name)
B: Good evening. It’s ________ to see you again. How are you?
A: ________, thanks. And you?
B: _________, thanks. Wow, it’s almost ________ o’clock! Were you working ________ tonight?
A: Yes, I _________ do. How about you?
B: Yes, I _________ do, too. I have an important meeting tomorrow.
A: _________ do you have meetings?
B: About_________ a week. By the way, when is our meeting with you and your department head?
A: Oh, that’s _______________ on ________.
B: Thanks. Well, I’ve got to be going. It was _______ to see you again.
A: Yes, see you soon.
B: Good-bye.
2. Practice the conversation with a partner. Then switch roles.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 79
BACK_MATTER 11/26/01 1:47 PM Page 80

UNIT 3

Office Routines

Activity 5

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 18)
Reading: Working and Eating Around the World

Talk About It
Discuss the following questions with a partner.
• How often do you have business lunches? How long are they?
• Do you usually eat lunch at your desk, in a lunchroom, or at a restaurant?
• Do you take business guests out to dinner? How often?
• When you take business guests out to dinner, do you discuss business during the meal?

80 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 81

UNIT 4

Business in Progress

Activity 6

Name _________________________ Date ________________________

BUSINESS CONNECTIONS (page 23)

Speaking: What are they doing?

What is he doing?
Work with a partner. Choose a picture and describe it to your partner. Use words from the box and your
own ideas. Your partner will guess which picture you’re talking about. Then take turns describing and
guessing the pictures.

Example
A: He’s standing in front of a chart. checking equipment meeting someone at an airport
B: Oh, is he looking at something drinking coffee putting papers or reports on a table
on a table? having dinner with a client shaking hands
A: No. introducing someone standing at a table
B: OK. Then it’s picture number 5. making a presentation talking to customers/a customer/a client
A: That’s right. meeting with a client wearing a suit/tie

1. 2. 3. 4.

5. 6. 7.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 81
BACK_MATTER 11/26/01 1:47 PM Page 82

UNIT 5

Describing Company History

Activity 7

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 27)
Conversation: We opened our first office last year.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
information about your company or a company you know about.

Nice to meet decided almost all exporting last year

Thank you. did most of importing two years ago
entered
opened our first
office/facility
started out
was
expand our markets
find new markets
know

Situation: Speaker A, a reporter for a business magazine, is interviewing Speaker B, an executive,

about his or her company.

A: Hello, Mr./Ms. _____. (name) I’m _________ (name) from ___________ magazine.

B: ______________ you, Mr./Ms. ________________. (last name) Please, have a seat.

A: ______________. May I ask you a few questions about your company?

B: Sure.

A: You’re a __________-based company, aren’t you? (country)

B: Well, we _________ in ________, and we _________ most of our business in that area.

A: Most of your business?

B: Yes, at the beginning our business ________ in the __________ market.

A: I didn’t __________ that. I thought you ____ a lot of ______________.

B: Not very much. So we _________ to __________________.

A: When ______ you enter this market?

B: We ______________________ here _____________.

A: (Ask additional questions.)

2. Practice the conversation with a partner. Then switch roles.

82 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 83

UNIT 6

Making Telephone Arrangements

Activity 8

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 33)
Conversation: Thank you for calling.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

tomorrow evening/this Friday/next Tuesday/on the 18th/Wednesday afternoon/Friday morning/

in the afternoon/earlier/later/for lunch/for dinner
Of course/Sure/Great
I’m busy then/I’ve got another appointment then/I can’t make it then
that’s good/that sounds good/I’m free

Situation: Speaker A is going to Speaker B’s city. Speaker A calls Speaker B to arrange a meeting.

B: Hello, this is ______. (name)

A: Hi, _________. _______ speaking. (names)

B: How are you?

A: Fine.

B: When are you coming to _______?

A: ____________. Can we arrange a meeting?

B: ________. Is ________ all right?

A: Oh, I’m sorry, but ___________. Could we meet ______ ?

B: Yes, ____. How about at _________?

A: Yes, _____________ for me. Thanks very much. I’ll see you _________ at your office.

B: OK. I’m looking forward to it. Thanks for calling.

A: My pleasure. See you soon.

B: Good-bye.

A: Bye.

2. Practice the conversation with a partner. Then switch roles.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 83
BACK_MATTER 11/26/01 1:47 PM Page 84

UNIT 7

Describing Locations

Activity 9

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 39)
Conversation: It’s on the second floor.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

Where’s ______? Can you tell me where _________ is?/I’m looking for ______________.
first/second/third/fourth/fifth floor
doesn’t start/doesn’t begin
coffee shop/place to sit and wait/a book store/a newsstand
across the street/in the building/opposite the newsstand/coffee shop

Situation: Speaker A meets Speaker B, a new student, near the main door of his or her building.
Speaker B wants to find this classroom.

A: Excuse me. Can I help you?

B: Yes, please. ________________________________?

A: Oh, sure. It’s on the ______________ floor.

B: The ___________ floor?

A: Yes, but class _________ until ________ o’clock today.

B: Really? Is there a __________ nearby?

A: Yes, there’s one ____________________.

B: _________________? Great. Thank you very much.

A: You’re welcome.

2. Practice the conversation with a partner. Then switch roles.

84 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 85

UNIT 7

Describing Locations

Activity 10

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 42)
Reading: Where is your “comfort zone”?

Talk About It
Discuss the following questions with a partner.
In business situations in your country:
• What is a comfortable “talking space” for business colleagues?
• Do you sit beside each other or across from each other at meals? In meetings?
• Do you have a lot of eye contact, or very little?

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 85
BACK_MATTER 11/26/01 1:47 PM Page 86

UNIT 8

Getting to a Meeting

Activity 11

Name _________________________ Date ________________________

BUSINESS CONNECTIONS (page 47)

Speaking: Go down Fifth Street.

Can you give me directions again?

1. Look at the map below. Read the situation and the conversation. Choose a building on the map. Then
fill in the blanks with directions to the building. Use words from the box and your own ideas.

Post Office Bechtel Corporation

Go down _____________.
Go past ______________. Fifth Street

Go straight. Computer King

It’s across the street. Center Conference

Central Avenue
Center
It’s next to ___________. IBM Building

Shore Avenue
It’s on _____________ . The Lake

Subway Station

Grand Avenue
Tower Park
It’s on the left.

Lake
Building
It’s on the right.

Side
Fourth Street
Take ________ to ______.

Drive
Travel Duke’s
Pharmacy
Turn left. Agent Restaurant
Blake Hotel

Turn right.
Third Street
x
North
Bar’s Bookstore

Speaker B is here West East

South

Situation: Speaker A has received a call from A: OK. ______________________________________.

Speaker B, who needs directions to Speaker A’s
B: So I _______________________________. Right?
office building.
A: That’s right. Then _________________________.
A: Hello, _________ speaking. (name)
B: OK. So it’s on ____________________. *
B: Hello, _______. (name) This is ______________.
A: Yes. Then ________________________________.
(name) I’m sorry, but I lost the directions to
B: __________________________.
your office. Can you give me directions again?
A: Right.
A: No problem. Where are you now?
B: Thanks. I’ll see you in about 10 minutes.
B: I’m at the corner of Third Street and Shore

Avenue.

2. Practice the conversation with a partner. Then switch roles.

* Note to teacher: If sequence requires, students may need another exchange to describe the location. Two blanks follow.

86 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 87

UNIT 8

Getting to a Meeting

Activity 12

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 48)
Reading: Being “On Time”

Talk About It
Discuss the following questions with a partner. Use words from the box and your own ideas.

a few minutes before a few minutes after half an hour early

just before _____ minutes early half an hour late
on time ______ minutes late

Example
A: What time do you arrive if there’s a big sales meeting set for 10 o’clock?
B: I arrive a few minutes before, at about 9:50.

1. For business appointments, what time do you arrive if . . .

• there is a big sales meeting set for 10 o’clock?
• you have a meeting with your boss at 2 o’clock?
• you have an appointment with a customer set for 3 p.m.?
• there is an office party starting at 7 in the evening?
2. In your social life, what time do you arrive if . . .
• you are meeting some friends at a restaurant for dinner at 8 o’clock?
• a friend is having a large party starting at 7 o’clock?
• you are invited to your wife’s or husband’s parents’ house for dinner at 6?
• some friends are going to play soccer at 3 in the afternoon?
3. For each of the situations in questions 1 and 2, how many minutes early would be too early?
How many minutes late would be too late?

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 87
BACK_MATTER 11/26/01 1:47 PM Page 88

UNIT 9

Overseas Business Travel

Activity 13

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 51)
Conversation: What’s the purpose of your trip?

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
information from your Arrival Card on page 55 of the Student Book.

family (last) name/first (given) name/nationality/passport number/occupation

will you be staying
five days/one week/two weeks
the purpose of your visit
on business/for a conference

Situation: Speaker A is a Brazilian immigration officer. Speaker B is a business traveler arriving at the
airport in São Paulo, Brazil. Speaker A asks Speaker B questions to confirm information.

A: Good afternoon. Your passport and arrival card, please.

B: Here you are.

A: What country are you coming from?

B: From _________.

A: What’s your _________ name?

B: ___________________________.

A: What’s your ___________________?

B: __________________________.

A: How long _____________________ in Brazil?

B: ___________________________________.

A: What’s the _________________________________?

B: ___________________________________.

A: What’s your occupation?

B: ____________________________________. (your job or industry)

A: OK. Enjoy your stay in Brazil.

B: Thank you.

A: Next!

2. Practice the conversation with a partner. Then switch roles.

88 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 89

UNIT 10

Socializing

Activity 14

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 57)
Conversation: Would you like something to drink?

Personalized Conversation
2. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

Pleased/Nice/Glad coffee/iced coffee/tea/iced tea/soda

What kind would you like? cream/sugar/lemon
Would you mind? director/president/department
I’d like/I’d prefer head/our chief engineer/boss

Situation: Speaker B has given a sales presentation at Speaker A’s company. Now they’re socializing
after the meeting. Speaker A introduces himself or herself to Speaker B and offers something to drink.

A: Hello, Mr./Ms. ______________. (name) I’m ___________________. (name)

B: _______________ to meet you, Mr./Ms. _________________. (name)

A: ___________ you like something to drink?

B: Thanks. __________ some _____________, please.

A: _______________ or ___________?

B: ___________, please.

A: Fine, just a minute. (Goes to get the drinks and returns.)

B: Ah, thank you.

A: Oh, there’s our ____________, Mr./Ms. _________________. (name)

B: I’d____________ meet him/her. _____________________ introducing me, please?

A: I’d be happy to.

B: Thank you.

2. Practice the conversation with a partner. Then switch roles.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 89
BACK_MATTER 11/26/01 1:47 PM Page 90

UNIT 11

Explaining Your Culture

Activity 15

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 63)
Conversation: You should try it!

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

country/city/area
sports/water sports/the outdoors/nature/music/dance/theater
art/museums/famous buildings/eating out/shopping
great/excellent/good/interesting/fun

Situation: Speaker A is on a business trip and is visiting Speaker B’s country or city for the first time.
Speaker B is the host and gives recommendations about what to see and do.

A: This is my first trip to your ____________, and I have a free day. Can you give me any advice?

B: Sure. What kinds of things do you like to do?

A: Well, I like/enjoy _____________________.

B: Oh, then I think you should _______________________.

A: That’s a/an ________________ idea. What about ___________________?

B: Oh, that’s very _________________. And don’t miss ___________________.

A: What’s that?

B: It’s ____________________.

2. Practice the conversation with a partner. Then switch roles.

90 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 91

UNIT 11

Explaining Your Culture

Activity 16

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 66)
Reading: Business Cultures

BUSINESS AND C U LT U R E Q U I Z
Read the questions about business and culture in different countries, and discuss them with a partner.
Then circle your answers.

1. In England, a visiting businessperson shouldn’t wear a striped necktie. True or False?

2. You are visiting China to hold business talks. A manager from the Chinese company gives you his
business card. You should
a) thank him and quickly put his card in your pocket, wallet, or purse.
b) accept his card with your left hand and give him your card with your right hand.
c) accept the card with two hands, and look at it carefully for a short time before giving him yours.
3. In Brazil, you should keep steady eye contact most of the time. True or False?
4. You are a businesswoman visiting a large Indian city and are meeting an Indian manager at a
restaurant. You know him because you met last year at your home office. How should you greet him?
a) Smile and put out your hand for a warm handshake.
b) Shake his hand only if he offers to shake yours first.
c) Simply smile.
5. You will soon go on your first important business trip to Mexico. You ask a Mexican friend for advice
about clothes. She says you should
a) wear clean, good clothes. Fashionable clothes are not so important.
b) wear fashionable but conservative clothes. Everything should be perfectly pressed and polished.
c) wear casual clothes. It’s a tropical climate, and businesspeople generally dress for comfort.
6. You are visiting Taiwan and have been invited to dinner by your host. Most of the food looks
delicious, but there are one or two dishes that don’t look appealing to you. You should
a) eat everything you are served.
b) try everything, but leave a little food on your plate.
c) eat what you like. Don’t touch what you don’t like.
7. You’re in Italy and want to give a nice gift to a manager you have been working with. What’s a good
gift to give?
a) A nice desk clock with your company logo on the face.
b) A set of fine pens or a silver key chain.
c) A beautiful handkerchief or small pocket knife.
d) A gift-wrapped bouquet of 12 roses.
8. In Malaysia, when you are passing a paper to someone, you should
a) always use your left hand.
b) always use both hands.
c) always use your right hand.
9. You have successfully completed your business in Japan. Mr. Aoki, a manager with the firm that is
your business partner, was especially helpful. At a final party, you should make a toast to Mr. Aoki to
thank him for his great help. True or False?
10. In Germany, meetings often begin with small talk about the weather, traffic, free-time activities, or
family matters. True or False?

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 91
BACK_MATTER 11/26/01 1:47 PM Page 92

UNIT 11

Explaining Your Culture

Activity 16

Name _________________________ Date ________________________

ANSWER KEY

BUSINESS AND C U LT U R E Q U I Z
What is your business and culture score? Check your answers.

1. True. In England, many schools and institutions have their own “regimental” neckties with special
striped patterns. If your tie looks like the tie of a particular school, some people may be offended.
2. c) When you receive a business card, examine it respectfully for a short time. Then carefully put it in
your card case or lay it on the table where you are seated. Not reading a business card and putting it
quickly into your pocket are very bad manners.
3. True.You should try to keep steady eye contact. Looking away while communicating is often seen as
rude in Brazil.
4. b) In most Indian groups, public touching between men and women is not accepted. However, in
large Indian cities, men and, occasionally, Indian women will offer to shake hands with foreign men
and sometimes with foreign women. A foreign woman should not, however, be first to offer her hand
to an Indian man.
5. b) Fashionable, neat dressing is important in Mexico. Men normally wear dark, conservative suits and
ties, while women wear skirted suits, skirts and blouses, or dresses. Attractive accessories and highly
polished shoes also give a positive image.
6. b) In Taiwan, if you leave a “clean plate” it means you didn’t get enough food, and are still hungry.
It’s a great insult to the host. However, not touching food you were given can be an insult to the host
also. To be polite, try to eat at least a little bit of everything.
7. b) Your gift should be small and not obviously expensive, but of a well-known brandname. Don’t give
gifts featuring your company’s logo. Sharp items like knives aren’t good gifts because they are related
with pain and despair. Handkerchiefs also remind people of sad occasions. Flowers are a nice gift,
but you shouldn’t give an even number; 11 or 15 flowers would be better than 12.
8. c) In Malaysia, the left hand is often considered unclean, and you shouldn’t use it to touch someone,
eat, or pass things.
9. False. Never publicly praise one Japanese colleague. This could be very embarrassing for him or her.
Instead, praise the whole group. Special thanks should be made in private.
10. False. “Small talk” is not so common in German culture. Conversation usually focuses on topics of
real interest or importance, and can be quite frank. Personal topics (homes, families, etc.) are also
rarely discussed at work.

Source: ExecutivePlanet.com <http://www.executiveplanet.com/community/> 8/00

92 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 93

UNIT 12

Comparing Workplaces and Products

Activity 17

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 69)
Conversation: Tell me more about your new job.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

happy/satisfied/pleased
interesting/enjoyable/rewarding/exciting/great

responsibility
interesting projects
more interesting customers/clients
chances for promotion
free time/travel

less stress/overtime
fewer problems with customers

more stress/pressure/work
less free time

challenging/important/interesting
. a higher salary/a bigger office/better benefits

Situation: Speaker A is talking with a friend, Speaker B, about his or her job and comparing it to a
previous job.

A: Hi, ______. (name) How’s it going?

B: Fine, _____. (name) How are you?

A: Great, thanks!

B: Say, you seem very ________with your job. Tell me more about it.

A: It’s very/really _____________.

B: What makes your job so ___________?

A: Well, I have ________________ than I did at my previous job.

B: That’s great, but don’t you have ___________ than in your old job?

A: Yes, I have ________________________. But the nice thing is that it’s more ______________. I have

______________than I did before. I like that!

2. Practice the conversation with a partner. Then switch roles.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 93
BACK_MATTER 11/26/01 1:47 PM Page 94

UNIT 13

Executive Advice

Activity 18

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 75)
Conversation: Why don’t you . . . ?

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

(for) a few more days
(for) some extra staff/
help
(for) a new schedule
(to) set up a meeting about it
everyone to work some overtime make up a new schedule
meet with the client to discuss it think about how you can save time
write a memo to your boss
That’s a good idea.
That may be difficult.

Situation: Speaker A asks for advice from Speaker B, a co-worker, about a problem he or she is having
at work. Speaker B offers some suggestions.

A: Excuse me, __________. (name) Do you have a moment?

B: Of course, ___________. (name) What can I do for you?

A: My team has to (your own idea) __________________ but we’re behind schedule.

B: How about asking _____________________________?

A: That’s a possibility. I think I need _____________.

B: And why don’t you ___________________?

A: __________________________________. Do you have any other suggestions?

B: No, I can’t think of anything else right now.

A: Well, thanks a lot. You’ve been a big help.

2. Practice the conversation with a partner. Then switch roles.

94 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:47 PM Page 95

UNIT 13

Executive Advice

Activity 19

Name _________________________ Date ________________________

G L O B A L C O M M U N I C AT I O N (page 78)
Reading: Teams: Key Questions to Ask

Talk About It
1. Each type of corporate culture, individual or team has advantages and disadvantages. Look at the list
of advantages and disadvantages. Write “T” for team or “I” for individual culture.

___ Co-workers can help each other with problems.

___ People have to be very flexible.

___ There’s more communication.

___ People can work on their own.

___ Individuals have to make their own decisions.

___ There are often lots of meetings.

___ Decisions have to be discussed.

2. Discuss the advantages and disadvantages of both types of corporate cultures with a partner. Give
examples from your company, or a company you know about, if possible.

Example
A: At my company, we work together in teams. I feel I spend too much time at meetings.
B: Yes, but at my company, we often have to make decisions on our own. It’s good to discuss decisions
with co-workers.

Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 95
BACK_MATTER 11/26/01 1:47 PM Page 96

UNIT 14

Business Plans and Predictions

Activity 20

Name _________________________ Date ________________________

B U S I N E S S TA L K (page 81)
Conversation: We’ll save money.

Personalized Conversation
1. Read the situation and the conversation below. Then fill in the blanks. Use words from the box and
your own ideas.

many many
will/going to ___more
enough I’m/I’ll

Situation: Speaker A is planning a business trip to New York City and talks to Speaker B, his or her
boss, about it.

A: Can we discuss my upcoming trip now?

B: All right. How _____ days ______ you need in the city?

A: I think I’m _______ need about _______ days.

B: Really? Will ______ days be ________? How ______ appointments do you have?

A: I have about ______ appointments so far. Maybe that won’t be _______ time.

B: I don’t think it will. I think you’re _______ need _____ days.

A: Maybe you’re right. _______ probably need more time to see that many people.

2. Practice the conversation with a partner. Then switch roles.

96 Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BACK_MATTER 11/26/01 1:43 PM Page 57

Audioscript

UNIT 1 A: Three seventy Rose.

B : No, three seventeen. Three one seven.
Introductions in the Business World A: Oh, sorry. Three seventeen Rose. And
555-3267.
B : That’s right.
BUSINESS CONNECTIONS A: OK. What airline would you prefer, Mr.
Simms?
Listening. What’s your address? B : Well, Pan Pacific, if possible.
Exercise 1, page 4
c. A: Excuse me, but I’m having a problem with
a. My name’s John Wolfe. That’s W-O-L-F-E.
this card. Can you help me?
b. I’m Jessica Stuart. That’s spelled S-T-U-A-R-T.
B : Sure. What’s your last name, uh, family
c. A: My address is 416 Harlem Avenue.
name?
B : Sorry, did you say four sixty or four
A: Wang.
sixteen?
B : W-A-N-G? Write that here.
A: Four sixteen. One six.
A: OK.
d. A: The number is (312) 555-0782.
B : And your first name?
B : 3-1-2-5-5-5-0-7-8-2.
A: It’s Meilan.
e. A: The meeting’s at 1314 Belle Street Suite 50.
B : M-E-I-L-A-N?
B : Suite 50?
A: Yes.
A: That’s right, 50.
B : Where are you from?
Exercise 2, page 4 A: China.
a. A: Clarion Hotel. May I help you? B : OK, so your nationality is Chinese. Write
B: Hello. I’d like to make a reservation. that here. Then write your passport number
A: May I have your name, please? on the next line.
B: Yes, it’s Emerson, Brooke Emerson. A: A374 1-0-9 82.
A: Could you spell your first name, please? B : All right. Just sign your name and you’re
B: Yes, it’s B-R-O-O-K-E. done.
A: Thank you, Ms. Emerson. And what’s your A: Thank you very much.
address?
B: 1342 Sutter Street, San Francisco, Numbers
California 94123.
Exercise 4, page 7
A: Excuse me. Is that S-U-T-T-E-R?
B: Yes, that’s right. a. 210-555-8046
A: And your phone number? b. 981-555-2793
B: 415-555-7193. c. 062-555-1647
A: 415-555-7193. OK, and when will you be d. 828-555-9322
arriving? e. 707-555-0880

Exercise 5, page 7
b. A: Phoenix Travel. Can I help you? a. Three two five Park Street
B : My name’s Jordan Simms. I’d like to make b. Madrid 28-0-2-0
a reservation to Sydney for next Saturday. c. Tokyo one six three
A: Is that S-I-M-M-S? d. 849 Delaware Avenue
B : Yes, that’s right. e. São Paulo 0-1-0-46-0-0-2
A: And your address and phone number, Mr.
Simms?
B : It’s three seventeen Rose Street, that’s
R-O-S-E Street, Seattle. And the phone is
555-3267.

Audioscript 57
BACK_MATTER 11/26/01 1:43 PM Page 58

UNIT 2 d. Petroleos de Venezuela, South America

(PDVSA) is a well-known leader in the oil
Describing Your Company industry in Venezuela and around the world.
From its head office in Caracas, PDVSA
directs several divisions in four major areas of
B U S I N E S S TA L K the oil industry—exploration, production,
Exercise 1, page 8 refining, and marketing.
a. Toshiba is a Japanese company. It makes
Exercise 2
VCRs.
a. What company do you work for? Write your
b. Nestlé is a Swiss company. It makes food
company’s name on the line.
products.
b. Where is your company’s head office? Write
c. Motorola is an American company. It makes
the city.
cellular phones.
c. What does your company make or do? Write
d. KIA is a Korean company. It makes cars.
your company’s main products or services.

BUSINESS CONNECTIONS Numbers

Exercise 4, page 13
Listening. What about your products and services? a. three thousand
Exercise 1, page 10 b. fourteen thousand five hundred
c. six thousand eighteen
a. A: Can you tell me a little about Qualcomm?
d. seventy-five thousand two hundred ten
You’re an American company, aren’t you?
e. two thousand one hundred
B : That’s right. And our head office is in San
f. thirteen thousand nine hundred forty-six
Diego, California.
g. one thousand seven hundred thirty-seven
A: San Diego. OK. And what about your
h. fifty-eight thousand three hundred fifteen
products?
i. five thousand eight hundred sixty
B : We specialize in cellular phone technology,
j. ninety thousand four hundred ten
such as cell phone chips and software.
A: Cell phone chips and software. I see. Well, Exercise 5
I’m sure you do a lot of international a. We have one hundred eighty-six group
business. companies worldwide.
B : Yes, we do. We have customers and b. Our factory makes four thousand six hundred
partners worldwide. components.
b. Thank you for coming today. I’ll start by c. Last year, we produced seventeen thousand
giving you a general picture of Michelin. five hundred units.
We’re a French company and our head office d. The company manufactures eight thousand
is in Clermont-Ferrand, central France. But the products.
Michelin Group of companies is worldwide. e. There are a total of forty-nine thousand three
Our main products are tires for all types of hundred fifty employees overseas.
vehicles, from bicycles to cars to aircraft. In f. Twelve thousand three hundred engineers
addition to tires, we are well known for tourist work on research and development.
maps and guidebooks. In fact, we produce
70,000 tourist maps and guides every day.
c. Welcome to the world of Panasonic, a part of UNIT 3
the Matsushita Electronics Group, a leader in
the consumer electronics industry. Our head Office Routines
office is in Osaka, the business center of the
Kansai region in Japan. We are well-known for B U S I N E S S TA L K
our high-quality televisions and stereo
equipment. However, televisions and stereos Exercise 1, page 14
are just two of our many products. From When I’m in our head office, my schedule is
Osaka to our many divisions in 38 countries usually the same. I often go to the office early.
’round the world, we work ’round the clock to But I hardly ever stay in the office after 6 p.m. I
bring you the best in consumer electronics. usually go home and have dinner with my

58 Audioscript
BACK_MATTER 11/26/01 1:43 PM Page 59
family. I always do something with my children
after dinner. At about 9 p.m. I usually go jogging.
After that, I almost always listen to my voice
mail and read e-mail.
BUSINESS CONNECTIONS
Listening. Tell me about your job.
Exercise 1, page 16
1. A: Tell me about your job. What’s your busiest
day?
B : Oh, I’d say in the middle of the week,
probably on Thursday. On Thursdays we
always plan new sales strategies. I get to
the office at eight and have meetings with
my staff almost all day, from around ten in
the morning to five in the afternoon.
A: Ten to five? You mean seven hours of . . .
2. A: Do you ever have flexible working hours?
B : Yes, on Tuesdays I usually have different
working hours. I have to call overseas to
Asia at night, so on Tuesdays I come to
work at eleven and go home at eight. I like
it. In fact, I wish I could always work
eleven to eight!
3. A: What’s your most interesting day?
B : Friday! It’s a long day. I start at nine and I
usually get home late, around ten o’clock,
but I don’t mind. You see, on Friday I
usually meet new customers and do
something enjoyable. We often entertain
customers or foreign visitors at restaurants
Friday evening. So working from nine a.m.
until ten at night on Friday is really OK
with me!
4. A: What about your longest day?
B : On Wednesday I often work overtime until
around nine o’clock. I have to get ready for
meetings the next day. I come in early, at
about 8:30, so it’s usually a 12-hour
workday for me on Wednesdays.
Numbers
Exercise 5, page 19
a. three o’clock
b. seven ten
c. a quarter to twelve
d. a quarter after six
e. eight forty-five
f. half past nine
Exercise 6
a. I usually start work by half past eight.
b. Our company executives often work until
eight o’clock.
c. I never get to work before a quarter to eleven
when I use flex time.
d. Lunchtime finishes at twelve forty-five.
e. At a quarter after five almost all employees go
home.
f. I sometimes have business dinners at around
seven thirty.
UNIT 4
Business in Progress
B U S I N E S S TA L K
Exercise 1, page 20
A: I’m sending a fax.
B: He’s filing some papers.
C: We’re having a meeting.
a. She’s writing a memo.
b. He’s drinking coffee.
c. He’s copying some documents.
d. She’s talking to a co-worker.
BUSINESS CONNECTIONS
Listening. He’s sending e-mail.
Exercise 1, page 22
1. Nick is in an airplane. He’s flying to Singapore
to visit Singapore Computing. He’s looking out
the window, and he can see the city below
him.
2. Nick is at Changi Airport in Singapore, and
he’s getting on a bus. He’s going to the Holiday
Inn Hotel in the city.
3. Mr. John Lee, who works for Singapore
Computing, is at the hotel. Now, he’s driving
Nick to his company.
4. Nick’s in the head office of Singapore
Computing. Nick has an appointment with
Ms. Singh, the sales manager. Mr. Lee is
introducing him to Ms. Singh now.
5. Nick’s taking a tour of the production
division. Mr. Williams is showing him some
new computer components.
6. Nick’s eating dinner with Mr. Lee and Mr.
Williams. After dinner, Nick wants to do some
shopping.
Audioscript 59
BACK_MATTER 11/26/01 1:43 PM Page 60

7. Nick’s back in his hotel room now, and he’s BUSINESS CONNECTIONS
sending an e-mail message to his head office.
Listening. Made in Mexico
Numbers
Exercise 1, page 28
Exercise 5, page 25
In 1993, Canada, Mexico, and the USA formed
a. seven hundred thousand NAFTA. NAFTA changed many companies. This
b. one hundred fifty thousand is the story of one Mexican company, Sanluis. In
c. two hundred seventy-five thousand 1978, Antonio Madero and his partners bought
d. eight hundred twenty-nine thousand Sanluis. They quickly made more money. Mr.
e. five million Madero used some of the money to buy an auto
f. nine million six hundred thousand parts company. In 1991 Sanluis sold some
g. eleven million seven hundred fifty thousand companies, but not the auto parts company. Mr.
h. three hundred forty-one thousand Madero had a plan. He thought the company
i. twenty-four million one hundred twenty-five could do very well in NAFTA. Sanluis soon had
thousand a lot of new business. In 1995, it opened an office
j. four hundred seventy-three thousand in Detroit to be near its customers. And a few
Exercise 6 years later, Sanluis invested in companies in
South America. From North to South America,
a. We’re producing two hundred eighty thousand
the future looks bright for Sanluis.
batteries a month.
b. This tanker is carrying two hundred sixty
thousand barrels of oil in its hold. Numbers
c. Right now, the assembly line is making about Exercise 4, page 31
a million units a year.
a. nineteen fifty-three
d. Aren’t you importing over three million
b. nineteen ninety-five
semiconductors?
c. two thousand three
e. He is coordinating a thirty-seven million
d. nineteen eighty-six
dollar project.
e. twenty fifty
f. They are projecting an increase of six hundred
f. nineteen seventy-eight
eighty-five thousand shares.
g. twenty twelve
h. nineteen ninety-two
UNIT 5 i. two thousand
j. twenty sixty-six
Describing Company History Exercise 5
a. Company operations began on August 1st,
B U S I N E S S TA L K 1969.
b. The first overseas company was established on
Exercise 1, page 26
October 2nd, 1982.
Bombardier is a Montreal-based transportation c. On June 10th, 1986, the stock market
company. It makes planes, trains, buses, and decreased by 30%.
other products. Business was very good in the d. The company introduced the new model on
1990s. Here are some highlights from 1999. September 3rd, 1998.
In 1999, Bombardier: e. The project deadline is January 4th, 2001.
a. produced its 2,000th Learjet.
b. signed contracts in France and Germany for
$135 million. UNIT 6
c. started a cooperation agreement with
Mitsubishi Industries of Japan. Making Telephone Arrangements
d. spent $13 million in new company facilities.
e. received an order for 210 buses in Belgium.
B U S I N E S S TA L K
Exercise 1, page 32
a. A: May I have your name, please?

60 Audioscript
BACK_MATTER 11/26/01 1:43 PM Page 61

B: This is Bob Parker from Global Systems. The hotel’s number is 555-9207. I’ll repeat
b. A: Could I speak to Mr. Adamo? that: 5-5-5 9-2-0-7. I’ll be in the hotel all
B: Yes, of course. I’ll put you through. morning. Thank you.
c. A: Do you know the extension? c. A: Stanton Incorporated. May I help you?
B: Yes, it’s extension 2247. B: Hello, this is Naomi Saito from Tetra
d. A: It’s busy. Can you hold, please? Imports. Is Mr. Marshall in?
B: Yes, I can wait. Thank you. A: One moment, please. I’ll check. I’m sorry,
he’s in a meeting right now. Should I ask
Exercise 2
him to return your call?
A: Good morning. TVT Group. B: No, that’s all right. But could you tell him I
B: Hello. Could I speak to Mr. Alomar at called, and I'll call again at about 1:30?
extension 19, please? A: Of course. I’m sorry, and your name was
A: May I have your name, please? Naomi?
B: This is Joan Foster from Western Energy. B: Saito. That’s S-A-I-T-O.
A: One moment, Ms. Foster. I’ll put you through. A: S-A-I-T-O. From Tetra. T-E-T-R-A?
B: Thank you. B: That’s right.
A: I’m sorry. It’s busy right now. Can you hold, A: And you’ll call back around 1:30. All right.
please? I’ll give him the message, Ms. Saito. And
B: Yes, of course. thank you for calling.
B: You’re welcome. Good-bye.
BUSINESS CONNECTIONS A: Good-bye.
d. A: Good morning. TVT Group.
Listening. Is Mr. Marshall in? B: Hello. Extension 120, please.
A: Hold on, please.
Exercise 1, page 34
C: Hello. Lisa Kim speaking.
a. A: Good afternoon. New Vistas Technology. B: Hi, Lisa. It’s Pam.
B: The sales department, please. C: Pam! Where are you? Don’t you have a
A: Just a moment. I’ll connect you. meeting today?
C: Sales department. Can I help you? B: That’s why I’m calling. The weather’s
B: This is Al Moore from C & D Systems. May terrible here. All flights are delayed.
I speak to Mr. Hussain, please? C: All flights delayed?
C: Sorry, he’s not here now. Can I take a B: Yes, I can’t believe it! Anyway, can you tell
message? Jim I won’t be there for the meeting?
B: Yes. We haven’t received the parts he sent C: Of course.
last week. B: Oh, and I got the e-mail address Jim
C: The parts didn’t arrive? I’m very sorry. I’ll needed. Can you give it to him?
tell him to return your call immediately. C: Sure. What is it?
B: I’d appreciate that. B: It’s radma, r-a-d-m-a, at tsc dot com.
C: Will you be in your office? C: radma@tsc.com. OK. Don’t worry. I’ll get
B: I think so, but I’ll give you my mobile this to Jim.
phone number, too. It’s 555-4291. B: Thanks. See you tomorrow. I hope!
C: 5-5-5 4-2-9-1. OK. Thank you, and I’ll give C: I hope so too! Bye!
him your message as soon as he gets back.
B: Thank you. Good-bye.
Numbers
C: Good-bye, Mr. Moore.
b. A: Thank you for calling Western Energy. Exercise 5, page 37
We’re sorry, but our offices are closed now. a. What time is it in São Paulo?
Our hours are 9 a.m. to 5 p.m., Monday b. Do you know the time in Calcutta?
through Friday. Please call again. If you’d c. What’s the time in Johannesburg?
like to send a fax, please send it now. If d. Do you know what time it is in Los Angeles?
you’d like to leave a message, please speak e. What time is it in Paris, France?
after the tone. f. What time is it in Mexico City?
B: This is a call for Bill Turner. It’s Jeff Brown g. What’s the time in Melbourne?
from Union Power Company. Could you h. Do you know what time it is in Shanghai?
call me tomorrow morning? I’m staying at
the Hayes Hotel, room 219. That’s 2-1-9.

Audioscript 61
BACK_MATTER 11/26/01 1:43 PM Page 62

UNIT 7 4. There’s a BankAmerica sign above the bank

clerk’s head.
Office Locations 5. Two other people, a man and a woman, are
waiting in line at the currency exchange
counter. The man is first in line, and the
B U S I N E S S TA L K woman is behind him.
Exercise 1, page 38 6. There’s a bench across from the currency
a. A manager is sitting behind a desk. exchange counter. There’s a plant next to the
b. There’s a light above the desk. bench on the right.
c. There’s a laptop computer on the desk. 7. A man and a woman are sitting on the bench.
d. There are some folders to the right* of the The man is on the left, and the woman is on
computer. the right.
e. The folders are between the telephone and the 8. There’s a duty-free shop in the middle of the
computer. hall. A woman and a child are walking
f. There’s a wastebasket next to the desk. together. They’re standing in the duty-free
g. A newspaper is in the wastebasket. shop.
h. There’s a briefcase under the desk.
*Note: Audiotape error. Should say “left” Numbers

BUSINESS CONNECTIONS Exercise 4, page 43

a. fifth
b. sixth
Listening. In an Airport
c. eleventh
Exercise 1, page 40 d. eighth
1. A woman is standing at the currency exchange e. ninth
counter. Her suitcase is on the floor. It’s to the f. twenty-third
right of the woman.
Exercise 5
2. The woman’s briefcase is on the counter. It’s to
a. The personnel office is on the third floor.
her left.
b. We increased exports in the fourth quarter.
3. There is a bank clerk behind the window. He’s
c. The order arrived on October twenty-first.
facing the woman.
d. There is a copy machine in the second office
4. There’s a BankAmerica sign on the window.
on the left.
It’s to the left of the bank.
e. The sales department is on the seventh floor.
5. Two other people, a man and a woman, are
f. We started the project last month on April
waiting in line at the currency exchange
sixteenth.
counter. The woman is standing next to the
man.
6. There’s a bench across from the currency UNIT 8
exchange counter. There’s a plant hanging
above the bench.
7. A man and a woman are sitting on the bench.
Getting to a Meeting
The man is on the left, and the woman is on
the right. BUSINESS CONNECTIONS
8. There’s a duty-free shop in the middle of the
hall. A woman and a child are walking Listening. Which way is immigration?
together. They’re standing in front of the duty-
Exercise 1, page 46
free shop.
a. Immigration
Exercise 2 A: Good morning, ma’am. Can I help you?
1. A woman is standing at the currency exchange B : Good morning. Yes. Which way is
counter. Her suitcase is on the floor. It’s to the immigration?
left of the woman. A: Upstairs. You take this escalator on your
2. The woman’s briefcase is on the counter. It’s to left to the second floor.
her left. B : OK.
3. There is a bank clerk behind the window. He A: On the second floor, turn right and go past
is facing the woman. the restrooms.

62 Audioscript
BACK_MATTER 11/26/01 1:43 PM Page 63

B : I turn right and go past the restrooms. OK. Numbers

A: Then turn right again. It’s the first entrance
Exercise 4, page 49
on the left.
B : OK. Let’s see. I go up the escalator and turn a. seventeen fifteen
right. Then I go past the restrooms. I turn b. eight forty-five a.m.
right, and immigration is on the left. It’s the c. nineteen fifty
first entrance. Is that right? d. ten forty-five p.m.
A: That’s correct. e. eighteen hundred hours
f. four forty p.m.
b. The Bank g. fourteen ten
A: Excuse me. Can you tell me where the bank h. twelve oh five a.m.
is? Exercise 5
B : Of course, sir. You take the escalator to the
a. Please come by one fifteen p.m.
second floor.
b. I have an appointment at fourteen forty-five.
A: Which escalator?
c. Can you arrive by three p.m.?
B : This one on your right.
d. I’ll be there around eleven a.m.
A: OK.
e. The meeting’s at sixteen thirty.
B : When you get off the escalator, turn left. Go
f. My flight leaves at twenty-three forty.
straight. You’ll see an escalator in front of
you, across the room.
A: So, turn left, there’ll be an escalator across UNIT 9
the room.
B : Take the escalator to the third floor. Overseas Business Travel
A: To the third floor?
B : Yes. When you get to the third floor, turn
right. Walk past the row of chairs. You’ll
B U S I N E S S TA L K
see the bank next to the chairs. Exercise 1, page 50
a. A: Can I see your boarding card, please?
c. The Business-Class Lounge B : Yes, here you are.
A: Excuse me. Is there a business-class lounge b. A: Good morning. I’d like to make a
in this airport? reservation for March 5th, please.
B : Yes, ma’am, there is. Take the escalator to B : Would you like a single or a double room?
the second floor. c. A: Could you fill in this form, please?
A: This escalator on the left? B : Yes, of course.
B : Yes. Turn right when you get off. You’ll see d. A: How long will you be staying in the USA?
another escalator in front of you, across the B : For 10 days.
room. Go up to the third floor.
A: OK. I turn right and take the escalator to BUSINESS CONNECTIONS
the third floor.
B : That’s it. On the third floor there’ll be a
Listening. Travel Forms
snack bar next to the escalator. Go past the
snack bar. The lounge is the second room Exercise 1, page 52
on the left. In front of the duty-free shop. 1. A: Your card, please.
A: So, . . . past a snack bar . . . the second B: Excuse me? Did you say my passport?
room on the left in front of the duty-free A: No. Your customs declaration card.
shop, right? B: Oh! Here you are.
B : That’s right. A: Where did your flight come from?
B: From Toronto.
A: Do you have anything to declare?
B: Pardon?
A: I said, do you have anything to declare?
B: Declare? No, I don’t think so.

Audioscript 63
BACK_MATTER 11/26/01 1:43 PM Page 64
A: Well, could you open that suitcase, please?
B : This suitcase?
A: Uh-huh. That’s right. Could you open it,
please?
2. A: Excuse me.
B : Yes, sir.
A: May I have the check, please?
B : Certainly. I have it right here.
A: Thank you. Is service included?
B : No, it isn’t.
A: And where do I pay?
B: Where? You can pay me, sir. And I’ll bring
your change.
3. A: And that’s a single for Friday night, right?
B : Yes, this Friday.
A: OK. Can you give me a credit card number,
please?
B : Yes, it’s MasterCard and the number’s 555
726 112 057.
A: 555 726 112 057. What’s the date of
expiration?
B : Uh, let’s see. It expires in April of next
year.
A: April. OK, that’s everything. You’re
confirmed for a single room, on Friday,
March 2.
4. A: Hello.
B : Hi, Jack. It’s me. The travel agent just
called.
A: Great. Did we get business class?
B : No, it was sold out for that date, but
everything else worked out fine.
A: Oh, good. What’s the flight number?
B : It’s WA 1697.
A: 1697. And what time does it depart?
B : What time? Let’s see. Departure’s at 15:55
so let’s get to the airport at about . . .
Numbers
Exercise 4, page 55
a. one hundred fifty-six dollars and thirty-seven
cents
b. a hundred fifty-six thirty-seven
c. one hundred fifty-six thirty-seven
Exercise 5
a. That’s seventy-five dollars and fifty cents.
b. Each unit costs four hundred twenty-four
dollars and ninety cents.
c. The bill comes to one twenty-eight sixty-five.
d. That will be a hundred seventy-three ninety-
six.
64 Audioscript
e. The total is two hundred and seventy-five
dollars including tip.
f. How much is one thousand seven hundred
dollars in Japanese yen?
UNIT 10
Socializing
BUSINESS CONNECTIONS
Listening. I’d like to go sightseeing.
Exercise 1, page 58
a. A: Well, that was delicious!
B : I’m glad you liked it. Would you care for
some dessert?
A: No, thank you. I’m quite full.
B : Some coffee or tea?
A: I’d like some tea, please.
b. A: Hello, Ms. Salas. I’m John Burns from HR.
B : How do you do, Mr. Burns.
A: Please call me John. And this is Janet
Renton. She’s the section manager.
B : Glad to meet you, Ms. Renton.
C : Pleased to meet you.
A: How about something to drink? Coffee, tea,
or juice?
B : Juice, please.
A: Janet?
C : I’ll have coffee, thank you.
c. A: Are you having a good time, Cristina?
B : Yes, I am. How about you, Lin?
A: Just fine. By the way, do you know that
man?
B : The man in the blue suit?
A: No, the man over there in the gray suit.
B : Yes. He’s INET’s director of international
sales.
A: I wanted to talk to him. Could you
introduce me, please?
B : Sure. I’d be glad to.
d. A: Could you pass me the sugar, please?
B : Certainly. You don’t look too worried about
calories. What do you do for exercise?
A: Oh, I usually go swimming three or four
times a week. But sometimes I’m too busy.
B : Yes, I know. But exercise is so important
for stress, isn’t it?
A: It sure is. Oh, and the cream, please?
B : Here you are.
e. A: Hello. My name’s Roberto Alma from
Altamar Incorporated.
BACK_MATTER 11/26/01 1:43 PM Page 65
B : Oh, yes. How do you do? I’m Hiro Kato
from Kanto Industries. Here’s my card.
A: Thank you, and here’s mine. Did you have
a pleasant trip?
B : Yes, very pleasant.
A: Oh, good. But you’d probably like to rest a
little after you check in, right?
B : Oh, no, I feel fine.
A: Well, how about shopping or sightseeing
before dinner then?
B : Yes, thank you. I think I’d prefer
sightseeing. This is my first time in
Caracas.
Numbers
Exercise 4, page 61
Example: twelve point five
a. point eight seven
b. ten point fifty-four
c. thirty-one point oh eight
d. two hundred six point forty-nine
Exercise 5
a. There are one hundred five point oh nine
euros to the US dollar.
b. There are eight point twenty-seven Chinese
yuan to the dollar.
c. The Mexican peso is nine point thirty-two
today.
d. The Japanese yen is seventy point eleven to
the Australian dollar.
e. The exchange rate for sterling is one hundred
and seventy-six point forty-two.
f. The rate fell to sixty-four point twenty-five on
Friday.
UNIT 11
Explaining Your Culture
BUSINESS CONNECTIONS
Listening. This is culture.
Exercise 1, page 64
a. A: You spent some time in Malaysia, didn’t
you?
B : Yes, I was in Malaysia for a year.
A: I’m going there on business next month.
Can you give me some advice?
B : Sure. What do you want to know?
A: What about business clothes?
B : You should take light-weight clothes. Men
usually wear a long-sleeved shirt and tie,
but don’t wear a short-sleeved shirt to
work. If you go to a social event, you
should wear a jacket, but men don’t usually
wear a jacket to work.
b. A: What about business entertainment?
B: It’s very important, and dining is a form of
entertainment. It’s especially important to
the Chinese. They are very proud of their
food, so it’s good to show an interest in
Chinese cooking.
A: So were you invited to many lunches and
dinners?
B: Yes, but I also had to invite the people who
invited me. Chinese managers like equal
business relationships. If they invite you to
a banquet, you should also invite them to a
banquet. But don’t give a more expensive
banquet than the one they gave you. That
would embarrass them.
c. A: Did you know I was in Cuba on business
recently?
B: No, I didn’t. How was it?
A: Wonderful. The people were warm,
friendly, and outgoing. They have a great
sense of humor. But most of all, they love
to talk. They like to have conversations
about everything!
B: What about in business meetings?
A: Well, meetings are very informal and
relaxed. But be ready for long meetings
because people love to talk. Also, you
shouldn’t talk about business right away.
Numbers
Exercise 5, page 67
• One inch equals twenty-five point four
millimeters.
• One foot, or twelve inches, equals thirty point
four eight centimeters.
• One yard, or three feet, equals point nine one
four meters.
• One mile, or one thousand seven hundred
sixty yards, equals one point six zero nine
kilometers.
• One square inch equals six hundred and forty-
five square millimeters.
• One square foot equals nine hundred twenty-
nine point zero three square centimeters.
• One square yard equals point eight three six
square meters.
• One acre, or four thousand eight hundred and
forty square yards, equals point four zero five
hectares.
Audioscript 65
BACK_MATTER 11/26/01 1:43 PM Page 66
• One square mile, or six hundred and forty
acres, equals two point five nine square
kilometers.
Exercise 6
a. This is our latest twenty-nine-inch flat-screen
TV.
b. The KX-FKN cellular phone weighs eight
point six ounces.
c. Our new home appliance division was built
on a four point seven acre area.
d. The factory floor is thirty-four thousand five
hundred square feet in area.
e. Today, bullet trains can go over two hundred
and seventy-five kilometers per hour.
f. Ladies and gentlemen, we will soon reach our
cruising altitude of thirty-seven thousand feet
or eleven thousand three hundred meters.
UNIT 12
Comparing Workplaces and Products
BUSINESS CONNECTIONS
Listening. Is it more expensive than . . . ?
Exercise 1, page 70
a. A: This product is larger than a stereo. It’s
more expensive than a camera. And it’s
quieter than a refrigerator.
B : Larger than a stereo. More expensive than a
camera. Quieter than a refrigerator. Is it
faster than a printer?
A: Yes, it’s faster than a printer.
b. A: It’s lighter than a fax machine. It’s smaller
than a mobile phone. It’s cheaper than a CD
player.
B : OK. Lighter than a fax. Smaller than a
mobile phone, and cheaper than a CD
player. Is it larger than a pen?
A: Yes, it’s larger than a pen.
B : Okay, so it’s smaller than a mobile phone
and larger than a pen. Hmm…
c. A: This thing is easier to use than a video
camera. And it’s more expensive than a
calculator. It’s also noisier than a
refrigerator.
B : All right. You said it’s easier to use than a
video camera. More expensive than a
calculator, and noisier than what?
A: It’s noisier than a refrigerator.
d. A: This product’s bigger than a calculator. It’s
lighter than a CD player, and it’s cheaper
66 Audioscript
than a television.
B : Can you repeat that, please?
A: Sure. It’s bigger than a calculator, lighter
than a CD player, and cheaper than a
television.
B : Is it less expensive than a printer?
A: Yes, it’s less expensive than a printer.
Numbers
Exercise 4, page 73
• One ounce equals twenty-eight point three
five grams.
• One pound, or sixteen ounces, equals point
four five three six kilograms.
• One ton, or two thousand pounds, equals
point nine zero seven metric tons, or one
thousand kilograms.
• One fluid ounce equals twenty-nine point five
seven three milliliters.
• One quart equals point nine four six liters.
• One gallon, or four quarts, equals three point
seven eight five liters.
• One cubic inch equals sixteen point three
eight seven cubic centimeters.
• One cubic foot equals point zero two eight
cubic meters.
• One cubic yard equals point seven six five
cubic meters.
Exercise 5
a. OPEC plans to cut oil production by two point
five million barrels a day.
b. This washing machine uses a maximum of
one hundred thirty-six liters of water per
wash.
c. Our new digital video camera weighs only six
hundred and seventy grams.
d. The new model has an engine volume of four
hundred and twenty-five cubic inches.
e. When full, most supertankers have a weight of
about seven hundred and ten thousand tons.
f. Each can has a capacity of one hundred
twenty-five point six cubic centimeters.
UNIT 13
Executive Advice
B U S I N E S S TA L K
Exercise 1, page 74
Bill Gates Interface
New Business Projects: What should you do?
BACK_MATTER 11/26/01 1:43 PM Page 67

Here is some advice from Bill Gates about B : Maybe we should ask him if he wants to
managing projects. talk about it.
A: Yes, we should. That’s a good idea.
PLANNING d. A: Another three-hour meeting! And we just
• You have to choose projects very carefully. Be had a long meeting two days ago. We
sure you have the skills and resources for the always talk about the same things. We’re
project. wasting too much time in these meetings.
• You should also plan your schedule carefully. B : You’re absolutely right. We don’t need to
You shouldn’t give too little or too much time meet so often. Once a week is enough.
to complete the project. A: I agree. One meeting a week is enough.
e. A: I’m sorry I’m late again, but the traffic was
IN PROGRESS terrible. Maybe I should take a different
• You have to make sure that project teams are road. That might help me get to work on
working together. time.
• Everyone should know what other teams are B : Yes, that might help. But there’s something
doing. else you have to do.
• If there are problems, you have to tell A: What?
everyone on the project teams about the B : You have to leave home much earlier!
problems.
• You should have meetings with all groups Numbers
from different departments.
• Meetings don’t always have to be in person. Exercise 4, page 79
You can use e-mail to keep everyone informed a. a half
regularly. b. three-fourths
c. two-thirds
BUSINESS CONNECTIONS d. one-quarter
e. four-fifths
Listening. What should we do? f. five and seven-eighths
g. six and a half
Exercise 1, page 76 h. three one-hundredths
a. A: Another report? I don’t believe it! I’ll never i. one one-thousandth
finish. I’ve just got too much work to do.
Exercise 5
Far too much!
B : Why don’t you talk to Jim? a. IBM’s stock price was down only a third of a
A: Talk to Jim? point today.
B : Yes, why don’t you? He’s a great team b. Two-fifths of our employees work overseas.
leader, and I’m sure he’ll do something to c. The Federal Reserve increased the prime
help. interest rate to eight and a quarter points.
b. A: Sorry to bother you, it’s this new software d. Our latest camera has a maximum shutter
program again. I’m still having trouble with speed of one three-thousandths of a second.
it. Sometimes I think I’ll never understand e. This new four-wheel drive pickup weighs two
it. and a quarter tons.
B : Of course you will. You just need to get a f. Lucent Technologies rose to eighty-three and
little more experience. three-sixteenths per share.
A: A little more experience? Well, I hope
you’re right. Anyway, about this program, I
can’t . . . UNIT 14
c. A: Can I speak to you for a moment? It’s about
Sam. Business Plans and Predictions
B : Sure.
A: Do you know what’s the matter with him? B U S I N E S S TA L K
His work is fine, he’s doing a good job. No
problem with that. But he looks tired and Exercise 1, page 80
kind of worried. I don’t know what it is, First, I’m going to arrive in San Francisco early
but I think he looks really stressed. Tuesday morning.

Audioscript 67
BACK_MATTER 11/26/01 1:43 PM Page 68
Then, I’m going to have lunch with Mr. Lewis of
Portola, Inc.
Next, I’m going on a tour of Portola’s production
site on Wednesday.
After that, I’m speaking at the sales conference
on Thursday morning.
Finally, I’m going to have a meeting with our
sales reps Thursday evening.
BUSINESS CONNECTIONS
Listening. The Future of Business
Exercise 1, page 82
1. A: How will companies change in the next 10
years?
B : In the next 10 years? Well, I think
management styles are going to change.
A: How are managers going to change?
B : They’ll communicate more. You know, ask
more people for their ideas and opinions.
And they’ll give their staff more
responsibility and power. That’s going to be
the management style of the future.
2. A: The way we pay for things is going to
change completely.
B : How is it going to change?
A: We won’t use cash or even credit cards. I
think that within 10 years, all money will
be electronic. We’ll use Smart cards.
B : What are Smart cards?
A: Cards with computer chips. I’m pretty sure
that within 10 years, and probably before,
we’ll use them to buy almost everything.
3. A: You’re having a different kind of a
conference next month, aren’t you?
B : Yes, very different.
A: Can you tell us something about it?
B. Of course. Next month, we’re having a web
event.
A: That’s a kind of a computer Internet
conference, right?
B : Yes. Everything is done through the
Internet and e-mail.
A: So nobody has to travel to a meeting.
B : That’s right. And with the Internet, anyone
in our company can come to a meeting at
any time. I think the Internet is the future
of conferences and meetings.
68 Audioscript
4. A: In most businesses, I think we will see
fewer small and medium-sized companies
in 15 years.
B : What’s going to happen to them?
A: Many of them will become parts of a few,
very large companies. Giant, “mega”
companies. It’s already happening now. In
15 years we’ll see a lot fewer smaller
companies than today.
Numbers
Exercise 5, page 85
a. seven point five million
b. six point three billion
c. nine point seven trillion
d. seventeen point nine billion
e. sixty-seven point five million
f. two hundred eighty-two point six million
g. twenty-three point thirty-one trillion
h. eight hundred ninety-eight point fifty-two
million
Exercise 6
a. Last year he had a salary of one point six
million dollars.
b. The Bank of Japan sold three point seven
trillion yen to weaken the currency.
c. We have a market capitalization of four point
twenty-six billion dollars.
d. At this rate, the number of Internet subscribers
will increase to twenty-two point eight million
by next year.
e. Did you know that assets totaled two hundred
thirty-seven point eighty-six trillion lira?
f. Volume decreased eight hundred forty-five
point nineteen million shares.
BACK_MATTER 11/26/01 1:43 PM Page 69

Answer Key

UNIT 1 UNIT 2

Listening, Page 4 Getting Started, Page 8

Exercise 1 Exercise 1
a. John Wolfe a. video cassette recorders (VCRs)
b. Jessica Stuart b. makes food products
c. 416 Harlem Ave. c. It makes cellular phones.
d. (312) 555-0782 d. It makes cars.
e. 1314 Belle Street Suite 50
Listening, Page 10
Exercise 2
a. First Name: Brooke Exercise 1
Address: 1342 Sutter Street a. Qualcomm
Phone: 415-555-7193 Head office: San Diego
b. Last Name: Simms Products: Cellular phone
Address: 317 Rose Street technology: cell phone chips and software
Phone: 555-3267 b. Michelin
c. Last Name: Wang Products: Tires (for bicycles, cars, aircraft), tourist
First Name: Meilan maps, and guidebooks
Nationality: Chinese c. Panasonic
Passport No.: A374 109 82 Head Office: Osaka, Japan
Signature: Meilan Wang Products: Consumer
electronics: televisions, stereos
Reading, Page 6 d. Petroleos de Venezuela, S.A. (PDVSA)
Head Office: Caracas
Exercise 1 Products: Oil
a. T e. I don’t know.
b. T f. T Exercise 2
c. F g. F Answers will vary.
d. T
Reading, Page 12
Numbers, Page 7
Exercise 1
Exercise 4 b. Bow.
a. 210-555-8046 a. Shake hands.
b. 981-555-2793 d. Hug.
c. 062-555-1647 c. Give business cards.
d. 828-555-9322
e. 707-555-0880 Numbers, Page 13

Exercise 5 Exercise 4
a. 325 Park Street a. 3,000 f. 13,946
b. Madrid 28020 b. 14,500 g. 1,737
c. Tokyo 163 c. 6,018 h. 58,315
d. 849 Delaware Avenue d. 75,210 i. 5,860
e. São Paulo 01046002 e. 2,100 j. 90,410

Exercise 5
a. 186 d. 8,000
b. 4,600 e. 49,350
c. 17,500 f. 12,300

Answer Key 69
BACK_MATTER 11/26/01 1:43 PM Page 70

UNIT 3 UNIT 4

Getting Started, Page 14 Getting Started, Page 20

Exercise 1 Exercise 1
a. usually a. writing a memo
b. often b. drinking coffee
c. hardly ever c. copying some documents
d. usually d. talking to a co-worker
e. always
f. usually Listening, Page 22
g. almost always
Exercise 1
a. 1 e. 7
Listening, Page 16
b. 4 f. 3
Exercise 1 c. 2 g. 5
a. (extra); b. 3; c. 2; d. 1; e. 4 d. 6

Exercise 2 Exercise 2
a. (extra) Items checked: a; c; e; g; h; i; j; l
b. Friday; 9 a.m. to 10 p.m.
c. Tuesday; 11 a.m. to 8 p.m. Reading, Page 24
d. Thursday; 8 a.m. to 5 p.m.
Exercise 1
e. Wednesday; 8:30 a.m. to 9:00 p.m.
At Shell, we’re . . .
playing a major part in the move from oil to gas.
Reading, Page 18
planting trees.
Exercise 1 building clean energy plants.
Country Routines Time studying solar and wind energy.
Argentina Business meetings: sometimes at 8 p.m. (also) working together with groups around the world.
Dinner: usually after 10 p.m.
Writing, Page 25
United States Business hours: 9 a.m. to 5 p.m.
Power breakfast: 6 or 7 a.m. Exercise 3
South Korea Work week: Jim Davis and Lin Zhiang are looking at locations for the
Monday–Friday: 9 a.m. to 5 p.m. plant. Marta Blades is coordinating all work on
Saturday: 9 a.m. to 1 p.m. environmental issues. Mark White is planning the ground-
breaking ceremony. Finally, Kay Shoda is inviting the
Numbers, Page 19 guests.

Exercise 5 Numbers, Page 25

a. 3:00 d. 6:15
b. 7:10 e. 8:45 Exercise 5
c. 11:45 f. 9:30 a. 700,000 f. 9,600,000
b. 150,000 g. 11,750,000
Exercise 6 c. 275,000 h. 341,000
a. 8:30 d. 12:45 d. 829,000 i. 24,125,000
b. 8:00 e. 5:15 e. 5,000,000 j. 473,000
c. 10:45 f. 7:30
Exercise 6
a. 280,000 d. 3,000,000
b. 260,000 e. 37,000,000
c. 1,000,000 f. 685,000

70 Answer Key
BACK_MATTER 11/26/01 1:43 PM Page 71

UNIT 5 Exercise 5
a. 8/1/69
b. 10/2/82
Getting Started, Page 26 c. 6/10/86
d. 9/3/98
Exercise 1
e. 1/4/01
a. produced
b. signed
c. started UNIT 6
d. spent
e. received
Getting Started, Page 32
Listening, Page 28
Exercise 1
Exercise 1 a. 2; b. 4; c. 1; d. 3
a. 1993
b. 1978 Exercise 2
c. 1991 5 One moment, Ms. 2 Hello. Could I speak
d. 1995 Foster. I’ll put you to Mr. Alomar at
through. extension 19, please?
Exercise 2 1 Good morning. 8 Yes, of course.
a. more money TVT Group.
b. company 3 May I have your name, 6 Thank you.
c. do very well in NAFTA please?
d. a lot of new business 7 I’m sorry. It’s busy 4 This is Joan Foster
e. near its customers right now. Can from Western Energy.
f. companies in South America you hold, please?

Reading, Page 30 Listening, Page 34

Exercise 1 Exercise 1
a. Industry Company Names New Company Name a. C & D Systems
return the call
1. financial Citicorp Citigroup
▲

Number: 555-4291 (mobile)

services Travelers
b. To: Bill Turner
2. drug Sandoz Novartis Room 219
▲

Ciba Geigy Number: 555-9207

3. automobile Daimler-Benz DaimlerChrysler Could you call me tomorrow morning?
▲

Chrysler c. Ms. Naomi Saito

Tetra Imports
b. salary differences; departments working together Will call again at about 1:30
d. To: Jim
Writing, Page 31 From: Lisa Kim
flight is delayed
Exercise 3 won’t be at the meeting
1. increased 6. increased e-mail address is radma@tsc.com
2. increased 7. imports
3. 2.5% 8. decreased Reading, Page 36
4. 3.2% 9. 7.6 billion
5. sales Exercise 1
1997 - cell phones line on graph should reach 100 million
Numbers, Page 31 1998 - cell phones line should reach 160 million

Exercise 4 Numbers, Page 37

a. 1953 f. 1978
b. 1995 g. 2012 Exercises 4 and 5
c. 2003 h. 1992 Answers will vary depending on the time zones students
d. 1986 i. 2000 are in.
e. 2050 j. 2066

Answer Key 71
BACK_MATTER 11/26/01 1:43 PM Page 72

UNIT 7 Listening, Page 46

Exercise 1
Getting Started, Page 38 a. Immigration
1 Take the escalator to the 2nd floor.
Exercise 1 4 Turn right again.
a. behind e. between 2 Turn right.
b. above f. next to 5 It’s on the left.
c. on g. in 3 Go past the restrooms.
d. to the left*of h. under
*Note: Audiotape error. Audiotape says, “right.” b. The Bank
2 Turn left.
Listening, Page 40 5 It’s next to the chairs.
4 Take the escalator to the 3rd floor.
Exercise 1
1 Take the escalator to the 2nd floor.
Currency Exchange
3 Go straight.
4 Duty Free
6
3 c. The Business-Class Lounge
4 Go past the snack bar.
2 8
2 Turn right.
3 Go up to the 3rd floor.
7 1 Take the escalator to the 2nd floor.
1
5 It’s the second room on the left.
5
Exercise 2

Exercise 2
Escalator
1. No 5. No Escalator
Chairs
2. Yes 6. No
Snack Bar
3. Yes 7. Yes b
Duty Free
4. No 8. No Shop

Telephones
c Boutique

Reading, Page 42 3rd Floor

Exercise 1 Escalator Escalator

a. 1; b. 2; c. 3 a
Rest Rooms

Numbers, Page 43

Exercise 4
2nd Floor Escalator Escalator
a. 5th; b. 6th; c. 11th; d. 8th; e. 9th; f. 23rd
Currency
Baggage Claim Exchange
Exercise 5
a. 3rd; b. 4th; c. 21st; d. 2nd; e. 7th; f. 16th Customs Newsstand
Telephones

Information
Escalator Escalator
UNIT 8
1st Floor Car Rental

Getting Started, Page 44

Reading, Page 48
Exercise 1
a. Turn right. Exercise 1
b. Turn left. 1. Australia: on time/at 11 a.m.
c. Go to the corner. 2. Chile: 9:30 p.m. or later
d. Go past the bank. 3. China: between 9:30 and 10 a.m.
e. Go down two blocks.

72 Answer Key
BACK_MATTER 11/26/01 1:43 PM Page 73

Numbers, Page 49 UNIT 10

Exercise 4
a. 5:15 p.m. e. 6:00 p.m. Listening, Page 58
b. 08:45 f. 16:40
c. 7:50 p.m. g. 2:10 p.m. Exercise 1
d. 22:45 h. 00:05 a. tea
b. coffee
Exercise 5 c. gray suit
a. 1:15 p.m. d. 11:00 a.m. d. cream and sugar
b. 14:45 e. 16:30 e. go sightseeing
c. 3:00 p.m. f. 23:40
Exercise 2
Items checked:
UNIT 9 a. Some coffee or tea?
I’d like some tea, please.
b. How about something to drink?
Getting Started, Page 50 I’ll have coffee, thank you.
c. Could you introduce me, please?
Exercise 1
Sure. I’d be glad to.
1. c; 2. a; 3. b; 4. d
d. Oh, and the cream, please.
Listening, Page 52 Here you are.
e. Well, how about shopping or sightseeing?
Exercise 1 I think I’d prefer sightseeing.
a. (extra); b. 3; c. 2; d. 1; e. 4
Reading, Page 60
Exercise 2
a. Do you have Exercise 1
Could you open Items checked: a. Yes; b. No; c. Yes;
b. May I have d. No; e. No
And where do I
c. Can you give me Numbers, Page 61
What’s the date
Exercise 4
d. What’s the
a. 0.87
And what time does
b. 10.54
c. 31.08
Reading, Page 54
d. 206.49
Exercise 1
Exercise 5
a. F; b. T; c. F; d. T; e. F; f. F
a. 105.09 d. 70.11
b. 8.27 e. 176.42
Numbers, Page 55
c. 9.32 f. 64.25
Exercise 4
a. one hundred fifty-six dollars and thirty-seven cents
b. a hundred fifty-six thirty-seven UNIT 11
c. one hundred fifty-six thirty-seven

Exercise 5 Getting Started, Page 62

a. $75.50
Exercise 1
b. $424.90
a. T; b. T; c. F
c. $128.65
d. $173.96
Listening, Page 64
e. $275.00
f. $1,700.00 Exercise 1
a. clothes
b. entertainment
c. people

Answer Key 73
BACK_MATTER 11/26/01 1:43 PM Page 74

Exercise 2 Listening, Page 70

a. You should take light-weight clothes. Men usually
wear a long-sleeved shirt and tie, but don’t Exercise 1
wear a short-sleeved shirt to work. If you go to a social a. copier (photocopier)
event, you should wear a jacket, but men don’t usually b. calculator
wear a jacket to work. c. air-conditioner
b. Chinese managers like equal business relationships. If d. mobile phone
they invite you to a banquet, you should also invite Exercise 2
them to a banquet. But don’t give a more expensive a. quieter; more expensive; faster; larger
banquet than the one they gave you. b. cheaper; larger; lighter; smaller
c. Meetings are very informal and relaxed. But be ready c. more expensive; easier; noisier
for long meetings because people love to talk. Also, d. cheaper; bigger; less expensive; lighter
you shouldn’t talk about business right away.
Reading, Page 72
Reading, Page 66
Exercise 1
Exercise 1 Six items underlined:
Wording will vary. good/higher pay
a. direct discussions, including open disagreement and a balance between work and personal life
quick decisions chances for improving job skills
b. making non-business small talk during meetings and the belief that the company satisfies customers
going to social events stress levels
c. openly disagree with someone in a meeting managers who listen to/communicate well with employees

Numbers, Page 67 Page 72

Exercise 5 Exercise 2
US Customary Measure = Metric Equivalent Answers will vary.
Length
1 inch (in) = 25.4 millimeters (mm) Numbers, Page 73
1 foot (ft) or 12 inches = 30.48 centimeters (cm)
Exercise 4
1 yard (yd) or 3 feet =.914 meters(m)
US Customary Measure = Metric Equivalent
1 mile (mi) or 1,760 yards=1.609 kilometers (km)
Weight
1 ounce (oz)=28.35 grams (g)
Area
1 pound (lb) or 16 ounces=.4536 kilograms (kg)
1 square inch = 645 square millimeters
1 ton (t) or 2,000 pounds=.907 metric tons (mt) or 1,000
1 square foot = 929.03 square centimeters
kilograms
1 square yard = .836 square meters
1 acre (a) or 4,840 sq. yd = .405 hectares (ha)
Liquid
1 sq. mile or 640 acres = 2.59 square kilometers
1 fluid ounce= 29.573 milliliters (ml)
1 quart (qt) or 2 pints=.946 liters
Exercise 6 1 gallon (gal) or 4 qts=3.785 liters
a. 29 inches (in)
b. 8.6 ounces (oz) Volume
c. 4.7 acres (a) 1 cubic inch (cu in)=16.387 cubic centimeters (cu cm)
d. 34,500 square feet (sq. ft) 1 cubic foot (cu ft)=.028 cubic meters (cu m)
e. 275 kilometers (km) 1 cubic yard (cu yd)=.765 cubic meters
f. 37,000 feet (ft) or 11,300 meters (m)
Exercise 5
a. 2.5 million
UNIT 12 b. 136
c. 670
d. 425
Getting Started, Page 68 e. 710,000
f. 125.6
Exercise 1
Answers will vary.

74 Answer Key
BACK_MATTER 11/26/01 1:43 PM Page 75

UNIT 13 Items checked:

I’m going to arrive in San Francisco early Tuesday
morning.
Getting Started, Page 74 I’m going to have lunch with Mr. Lewis of Portola, Inc.
I’m going on a tour of Portola's production site on
Exercise 1
Wednesday.
Planning
I’m speaking at the sales conference on Thursday morning.
• You have to choose projects very carefully.
I’m having a meeting with our sales reps Thursday
• You should also plan your schedule carefully. You
evening.
shouldn’t give too little or too much time to complete
the project.
Listening, Page 82
In Progress
• You have to make sure that project teams are working Exercise 1
together. Picture
• Everyone should know what other teams are doing. a. Internet conferences; Item 3;
• If there are problems, you have to tell everyone on the 2. next month
project teams about the problems. b. management styles; Item 1;
• You should have meetings with all groups from 1. in the next 10 years
different departments. c. smart cards; Item 2;
• Meetings don’t always have to be in person. 3. within 10 years
d. “Mega” Companies; Item 4;
Listening, Page 76 2. in 15 years
Exercise 1 Exercise 2
Items checked: Boxes checked:
a. He has too much work. Item 1. are going to change
b. He doesn’t understand the software program. Item 2. will use
c. Sam looks stressed. Item 3. are having
d. They have too many meetings. Item 4. will see
e. He was late to work.
Reading, Page 84
Exercise 2
a. Why don’t you Exercise 1
b. need to Items checked:
c. should; talk save a lot of money.
d. don’t need to be big winners in the Internet economy.
e. have to leave; much buy products on the Internet from all over the world.

Reading, Page 78 Numbers, Page 85

Exercise 1 Exercise 5
a. 2; b. 3; c. 1 a. 7.5 million
b. 6.3 billion
Numbers, Page 79 c. 9.7 trillion
d. 17.9 billion
Exercise 4
e. 67.5 million
i, h, d, a, c, b, f, g, e
f. 282.6 million
Exercise 5 g. 23.31 trillion
a. 13 d. 1
3000 h. 898.52 million
2
b. 5 e. 2 14
Exercise 6
c. 8 14 f. 83 163
a. 1.6 million
b. 3.7 trillion
c. 4.26 billion
UNIT 14 d. 22.8 million
e. 237.86 trillion
f. 845.19 million
Getting Started, Page 80

Exercise 1

Answer Key 75