BUSINESS OBJECTIVES TEACHERS BOOK

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Business Objectives Teacher's Book: International Edition (Business Objectives International Edition) [Vicki Hollett] on barcompthursbucar.ml *FREE* shipping on. barcompthursbucar.ml: Business Objectives: Teacher's Book (): Anna and Terry Phillips: Books. Welcome to the Business Objectives Teacher's Site. Here you will find the scripts for the additional listening on the MultiROM packaged with the Student's Book.


Business Objectives Teachers Book

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A new edition of the best-selling Business Objectives, which has new, up-to-date Updated Teachers Books and Workbooks, plus an interactive MutliROM. Business Objectives International Edition: Teacher's Book by Vicki Hollett, , available at Book Depository with free delivery. (Sarankorn is a Thai name.) I have copies of the Business Objectives: Teacher's Book, Workbooks and Student Books. I do not have a copy of the class audio.

Before you can start delivering the course, you have to gather information on: Where they are concerning English, their language competence Where they need to be, what language skills your students need in order to perform their job-related tasks properly. In order to collect this information you will need to hold interviews with your students and in many cases with the people in charge of Human Resources from the organization requesting your services. Regarding their current language competence you can ask your students to fill in the Language Passport developed by the Council of Europe as part of the Language Portfolio.

You can download it from the following sites: www. You may also need to administer placement tests or diagnostic tests; this could be task-based as a way of actually testing their English while carrying out tasks that reflect real-life situations.

You will need to focus on the language requirements of your students' positions. Do they need to give presentations in English? Do they need to participate in conferences and meetings? Do they have to negotiate? Do they usually entertain clients? You will also have to find out about their area of expertise, their interests. The course content has to be relevant to them, challenging, stimulating. Most business students lack time, and you have to help them make the most out of the time they devote to English learning, to enjoy the experience.

By using topics that they are familiar with and interested in, they will be able to learn more as they will already know a lot of the content and context. Download an example of a form for needs analysis. As you know, people have different learning styles and there are a number of different ways to look at them.

Elicit the answer from the whole class. If they need help, ask them which nouns are plural, and which are singular. How much is used with singular uncountable nouns. How many is used with plural countable nouns. El Q Ask students to complete the questions in pairs, and also to try and predict the answers. If some students have the wrong answer and don't understand why, ask those who were correct to explain their answers by referring to the text.

Ask them what goods they can or can't bring into their own country, and in what quantity. To check comprehension, write the table below on the board for students to complete with words from the example sentences. Then elicit sentences with suitcase s , book s , advice, and wine, each of which should include one of the countable or uncountable expressions, e.

How much wine is there? How much? Exceptions such as offers, e. Would you like some coffee? Students complete the task individually, then compare with a partner before checking back with you. Listen once, and let students compare notes before checking back with you. Point out that there are two different ways of asking the same question.

The short answer uses the same form as the question. Do you have. No, I don't. No, it hasn't. Language Note Students read this, then suggest further questions a guest in a hotel might ask with have or have got, e. Have all the rooms got TV? Do you have a restaurant? There are three restaurants in the hotel: Is there a hairdresser? During the pair work, monitor the pairs and ask students to correct themselves when you hear wrong use of the target expressions.

Possible questions: Have you got any staff in other countries? Does your company have any factories abroad? How many staff do you have in the head office? Do you have many competitors? Has your company got a big market share? Do you have a research department? A mind map is another useful way of storing vocabulary.

Like the word chain in Unit 2. Hotel room: The second task could be set for homework. Start off on the board, eliciting the initial keyword, e. In the next lesson, ask students to compare their completed mind maps. This activity is an opportunity to revise vocabulary from the whole unit. They can continue the activity as a whole class or in groups or pairs.

Photocopiable activity page 68 This provides f1. Tell them that they will have two conversations, one as a hotel receptionist, and the other as a guest.

Have them prepare with a partner the questions they need to ask as the guest. Then form Student A and B pairs.

Designing Business English programmes 1

Monitor the activity, asking students to self-correct if you hear any mistakes. Unit 3 Away on 3. As a warmer, give some directions orally to your students and elicit what the destination is.

If they are all from your town, give directions from your school to another well-known place in the town. Then ask them to read the letter and tell you its purpose. Let them answer the three questions individually, comparing answers in pairs before checking back with you.

Elicit the contextual clues which show that Vernon is coming on foot: If appropriate, illustrate the prepositions on the board with simple diagrams as in the Language File on page and elicit the correct preposition.

Let students complete the questions in pairs, and then do a whole—class feedback. In A, the restaurant is on the third floor. In B, there is a bus in front of the car and a V lorry behind. In C, the bus and the lony are in front of the car.

Optional extra activity Refer students back to the map of New York in u , and ask them to write sentences, using prepositions, to describe the relative position of different landmarks e. After doing a whole—class feedback, add the relevant diagrams to the board, again eliciting the prepositions they correspond to.

Ask a few initial checking questions to elicit some more sentences with prepositions.

Then refer students to the questions, and play the tape once. Let them compare answers, then play again to check. Then let students work in pairs. Monitor, asking them to correct themselves or each other if they make mistakes.

This exercise examines formal and informal letter styles and provides further practice of the language of directions, this time in written form. Ask them to identify any expressions which they think are informal. Then ask them to complete the task individually. Let them compare answers before checking back with you.

You may like to ask one half of the class to write an informal letter, and the other a formal one. Language Note Students have already used the imperative in giving directions. Please sit down. Before reading the text, ask students why travelling by plane can be very tiring, e.

Then refer students to the rubric. Go through the example and ask them to read the rest of the text individually and complete the task. Let them compare in pairs before checking back with you. As a warmer, ask students to make three lists: Help with any vocabulary they need. Then ask them to complete the table individually. Let them compare answers in pairs before doing a whole- class feedback.

Then do the same with another student, but this time invite the rest of the class to contribute the follow-up questions. Finally, ask students to circulate, asking and answering questions. Ask them to make notes on the answers they get so they can then report back to the whole class afterwards. Do you like to go for a drink after work?

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Yes, that's a good idea. What time? Ask students to find the mistake. They may suggest going instead of to go, in which case you should point out that the response would be different ask them what it would be. General interests: Do you like volleyball? Would you like to play this evening? Choose a different situation from those indicated, e. E 0 Play the tape once, and let students compare answers with a partner. Play again if necessary, then do a whole- class feedback.

Monique Dumont called you re your trip to France. Can you call her back on Ask them to identify phrases which mean: Can I have your name?

Can you wait? My name is 1b 2c 3d 4e 5a Play the tape again to check. Language Note Give students two or three minutes to read this.

Point out how Are you. The linking of words in rapid speech is one of the major barriers to comprehension of spoken English. The aim here is to sensitize students to the problem and to give them practice in reproducing correctly linked words in sentences. Start by writing the two examples on the board, but without the links between words. Elicit which version sounds correct, and why. Ask them to repeat the phrases after you.

Then refer them to the rule for linking words in the rubric.

As an introduction, ask students if any of them have visited France. Ask which parts of France tourists go to, and what they go to see.

Then let students do the activity in pairs. Ask students which words David puts particular stress on. Students work in pairs on their list of things to do. If you have students from different regions or countries, pair each person with a partner from the same place. When they are ready, model the beginning of the dialogue with a stronger student, with you playing the role of the host. Start by saying: Hello, I 'm calling about this weekend.

Would you like to. Then form new pairs, so students are not with someone from their own country or region if possible and ask them to perform the dialogue twice, both as the host and the guest. Monitor, asking students to self-correct any errors you hear. As well as issuing the invitation they need to describe the place and give directions. They should then say the name of the food to a partner, who must say the country. With a stronger group, you could start by discussing any of these subjects: Where does the coffee come from?

Then let them work in pairs to identify the countries and make sentences orally, as in the example. Then deal with any problem Vocabulary, e. You could let them use bilingual or picture dictionaries to help them add to the lists. Possible answers: Check answers. Then ask each student to write the names of three dishes. Give them a few minutes to think about the descriptions.

You will probably need to help with vocabulary. Put students into pairs and tell them to take it in turns to be the host.

If possible, pair together people who are from different countries or regions. She chooses onion soup and paella. He chooses guacamole and green curry. Then play again, pausing every time you hear one of the expressions, and asking individual students to repeat the whole sentence.

Remind them of the use of the verb have for all eating and drinking activities: Point out that normally in questions we use any, but here it is different.

Refer them to Part 3 of the Language Note on page To check understanding, write the following four sentences on the board and ask them which ones would take some and which ones any 1, 4: Then let students do the activity in pairs before checking back with you. El This exercise presents and practises the language you need at the end of the meal when you are getting the bill, paying, thanking your host, etc. Start by asking three of the stronger students in the class to imagine a dialogue at the end of a meal.

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One of them is the host, another the guest, and the third the waiter. Ask them to improvise their conversation in front of the class, with other students offering suggestions when needed. You can supply key words and phrases from the dialogue they are going to hear on the tape, if necessary.

Then ask all students to complete the task individually and compare with a partner. Feed back as a class. Then play it again, pausing at intervals if necessary. Encourage them to do it a second and third time so they all have a chance to play each role. This exercise consolidates the vocabulary from the unit. Refer students to the game board. Use a coin to illustrate the concept of heads and tails, then ask one student to throw the coin.

Some conversations are longer than others, but each student in the group must speak at least once for every square. Divide the class into threes and let them play the game. Monitor, asking students to self-correct or correct each other whenever they hear a mistake. Make a note of any conversations that were not done particularly well. Deal with any linguistic problems that come up. Optional extra activity Divide the class into groups of three. Ask them to role- play a whole conversation between waiter, host, and guest, from arrival in the restaurant to payment of the bill and departure.

Photocopiable activity page 69 This gives further practice in telephoning language. Photocopy one sheet for each pair of students, then cut up and divide the 24 cards into two piles for the caller and person receiving the call.

Students should not show their cards to their partner. Explain that they are going to make different telephone conversations. The caller then chooses a card to begin the conversation. Students then continue to lay down in turn until the conversation reaches a natural conclusion.

You may wish to switch roles at this point. As a follow-up, see which pair can make the longest conversation. Students lay the cards face up on the table in correct order so that you can see if the different exchanges are appropriate. Teachers Book 21 Unit 4 Visiting a company 4. Refer students to the initial rubric and make sure they understand the situation.

Check comprehension of yesterday evening. Play the tape once. Check answers, then let students practise the questions and answer in pairs.

Time expressions often confuse students. This exercise helps them to focus on past time and acts as a lead-in to work on the simple past.

Some students may be unsure where to place on Tuesday on the time line. It suggests Tuesday of this week and before yesterday. Go through the model questions and answers, and practise orally. Then let students work in pairs to ask and answer about their time lines.

More adventurous ones will try and use other verbs apart from be. Others will simply use the model. This exercise introduces weak forms of was and were. The three dialogues offer examples of both strong and weak forms.

Where the important information or emphasis is elsewhere in the sentence, the form is weak. Play the tape for students to do the task. Check answers, then play the tape again for students to repeat. Make sure they can distinguish the strong and weak forms of was and were.

If the verb is the last word in the sentence it should be stressed. Otherwise it is only stressed to particularly emphasize it. Language Note Read through with students. Highlight the contracted forms of be. Check they can form the simple past tense of regular verbs by eliciting further example sentences. The listening has examples of the three pronunciations of -ed: Play the tape once for students to complete the task. These all contain regular verbs in the simple past form. Yes I did — and I improved my Spanish too!

Yes, I did to start with. I attended classes for two weeks. After that I learned Spanish from my friends. No, I didn't do any sport, but I started to learn the tango. No, I didn't. I lived in a flat in the city. Yes, I did — I really liked the people. Er, no. But I passed it the second time. Check answers and ask them to add two more verbs to each column.

Student B has legitimate expenses but has a tendency to overspend. Divide the class into two halves to prepare the Student A and B roles. Student B should not divulge all his information but give answers that his boss is likely to accept, e. I travelled by taxi. I stayed at the Royal Hotel.

I telephoned a contact. I worked at home. I visited a customer in Scotland. I played with another important future customer E This exercise focuses on the language used when welcoming a visitor.

Let students work in pairs to reorder the dialogue. Ask one of the pairs to act out their conversation and see if the rest of the class are in agreement. Any creativity in the dialogue is to be encouraged. E This exercise focuses on small talk and begins with a listen and respond activity. Explain the situation, then play the tape and ask them to jot down a response to the ten prompts.

Business Objectives (British English)

Pool results and listen again if necessary. There will be more than one correct answer. The important point is to understand the questions and reply in a positive, communicative way.

Give students time to look at the prompts before they work in pairs to have a conversation. One possible dialogue would be: Welcome to New York. Thanks very much.

My name is Martin Jenkins. Pleased to meet you Mr Jenkins. Very nice. Would you like anything to drink? Could I have an iced tea? Yes, it is. Encourage them to continue the conversation. Set a two-minute time limit and monitor carefully. Feed back with the whole class and correct any frequent errors, particularly in days and dates. This exercise practises irregular verbs in the simple past form.

Having established the situation, ask students to work in pairs to complete the gaps in the diary. All the answers can be found in the documents. What play did she see? How much was the taxi? It can be done with the whole class or in pairs.

Teachers Book 23 They are all Wh— questions so the voice should go down at the end of the question not up. We now concentrate on question formation. The answer is supplied so the exercise is purely mechanical. Write the table below on the board so students can see the formation. Write in other words as students supply the questions.

Who have dinner with? This listening exercise revises the verbs and reinforces the structure. Ask students to look at the answers provided.

In English we tend to use the same verb in the answer as in the question, so the questions are fairly easy to guess. Play the tape once and check answers. Ask students to repeat the dialogue in short chunks.

Refer them to the Language File on page for a full list of irregular verbs. Full answers should be given. If This exercise provides a model for writing an e-mail of thanks. Ask students to work in pairs to put the e-mail in order.

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Point out that an e-mail is more like an oral message than a written one and that an e-mail message can be quite informal if you know the person you are e-mailing. Dear Isaac Many thanks for your warm welcome in Washington. I had a very good three days and I think the meetings were useful. I also enjoyed the meals and the trip to the theatre.

When you come to Italy next month do not hesitate to contact me. Thanks again. Kindest Regards Piera Students can now write their own e-mail of thanks, using the model. Dear Lorraine, Many thanks for your warm welcome in LA. I had a good trip and I think the conference was useful. I also enjoyed the day-trip to San Francisco and the barbecue at your house.

When you come here in August do not hesitate to contact me. Thanks again Kindest Regards This exercise introduces students to word collocations. Check they have used the correct form of the Verb. This speaking exercise practises making and answering questions, using the simple past. Student A was lucky enough to get the job! Ensure students understand the situation. Play the tape once and collate the replies.

When you have all the correct answers, listen to the dialogues again, asking students to repeat each line. Finally, ask students to act out the dialogues. Let students introduce themselves to the person on their right. Then ask them to introduce themselves and their partner to other people in the room, using expressions from the dialogues such as: Let me introduce you to.

Let students work in pairs to match the jobs to the descriptions. As a follow—up, ask if these jobs exist in their company and in what numbers. Words like director, manager, officer are fairly interchangeable these days. Ask them which brands are famous in their countries and whether there is a lot of advertising by water companies. Ask them to read the text individually and complete the gaps, using the words in the box.

Teachers Book 25 For those who are yet to work, try and access Internet sites where this information is readily available. E This exercise focuses on the different departments within a company. Ask students to look at the document extracts and suggest what they are: Let them work individually to do the matching, then compare in pairs before checking back with you. Ask students to work through the exercise individually, then check answers with the whole class.

By the end of the section, the class will be able to make a short presentation about their department, as they would need to do if they were receiving visitors. Set the scene and check students understand the situation. Play twice as they need to note a lot of information.

Collate the information on the board.

Play Students need to listen carefully and complete the sentences. The language will be useful inf This exercise allows the students to make a short presentation of their department in a non-technical way.

The talk should cover the personnel of the department, facilities and equipment, and activity.

Ask students to prepare their presentation as a homework task and then listen to them in class at a later date. Photocopiable activity page 70 This provides further practice in exchanging information about companies.

Each student should have a grid with complete information for one company. Working in fours, they should ask and answer questions to complete the information about the other three companies. Alternatively, to make a longer activity, cut up all the information into cards and ask students to work in small groups to reassemble it. Establish that the present continuous is used for present actions in progress at the time of speaking.

Let them compare answers in pairs before checking back with you. W, Elicit one or two examples, then let students do the task in pairs. Monitor for correct use of the present continuous. Let students complete these two tasks in pairs before checking back with you. Then let them continue the activity in pairs.

Monitor for correct use of the present continuous in both questions and answers. Language Note When students have read this, write three other verbs on the board, e. He works for IBM. FE This exercise gives practice in distinguishing between the present simple and present continuous.

Start by asking students to give the names and nationalities of any oil companies they know. Give students time to read the questions, and deal with any queries.

Then play the tape once or twice as necessary, giving them time to compare answers in pairs before checking back with you. Point out that some of the sentences and questions are in the present simple and others in the present continuous. Let students complete the task orally in pairs, then play the tape again to check, stopping after each sentence. Which company are you with? The company also manufactures and distributes gas and electricity. What job do you do? I train new employees.

We're investing a lot of money in training at the moment. Is the company expanding very quickly? In Spain we're building a new technology centre. Where in Latin America does Repsol operate? The company has a new headquarters in Buenos Aires.

What are you working on at the moment? We are organizing specialized training programmes. The company is introducing a lot of new technology.

Teachers Book 27 Then ask them to compare answers with a partner before checking back with you. Optional extra activity Ask students to describe a foreign company operating in their country both usual and current activity but without saying the name. The others must guess what it is. Students could also write a similar description as a homework task.Then answer the questions as a whole—class activity.

Point out that an e-mail is more like an oral message than a written one and that an e-mail message can be quite informal if you know the person you are e-mailing. Then ask individual pairs to perform each dialogue to the class. Ask them to make a list of different uses of the Internet, and pool ideas on the board. Monday 1st November Date of departure: Let them compare in pairs before checking back with you.

There are many end products that also can be observed e. It explains the objective of financial management in publicly listed companies. Students can present their information to the class in the next lesson. Learning aims We can think of learning aims as concise descriptions of the overall goals or purposes of a piece of learning a programme, a module or even an individual lecture or seminar.

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