EFS 12 Commercial TB by Syrian Educational Publishers

Teacher’s Book ‫ﻡ‬٢٠١٢-٢٠١١

Vocational Stream Commercial Grade 12

Teacher’s Book

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322 Old Brompton Road, London SW5 9JH, England Maktabat El Nashr El Tarbawi El Souri (Syrian Educational Publishers) Omar El Mukhtar 2nd Str., Bldg. 6 El Mazraa, Damascus-Syria Phone: (011) 44676789 Fax: (011) 44676788 e-mail: info@syrianep.com website: www.syrianep.com © York Press 2011 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 written permission of the Publishers.

Contents Studentâ&#x20AC;&#x2122;s Book Scope and Sequence

Inroduction

Unit 1 Warehousing and shipping (1)

Unit 2 Income statement

Sample Test 1

Unit 3 Textile Manufacturing

Review (units 1-3) Answer Key

Test 1 Answer Key

Unit 4 Warehousing and shipping (2)

Culture and Values 1 Global Warming

Sample Test 2

Unit 5 Financial Position

Unit 6 Retail and Wholesale

Sample Test 3

Review (units 4-6) Answer Key

Test 2 Answer Key

Unit 7 Advertising (1)

Unit 8 Eâ&#x20AC;&#x201C;marketing

Culture and Values 2 Women in Business

Sample Test 4

Unit 9 Workplace Ethics

Review (units 7-9) Answer Key

Test 3 Answer Key

Unit 10 IT and Telecoms

Sample Test 5

Unit 11 Advertising (2)

Unit 12 Latest Discoveries

Culture and Values 3 Desertification

Sample Test 6

Review (units 10-12) Answer Key

102

Test 4 Answer Key

103

Studentsâ&#x20AC;&#x2122; Book Scope and Sequence UNIT

LANGUAGE

NEW SKILLS

1 Warehousing and Shipping (1) (pp. 6-10)

Language Functions: describing damage; talking about distance; comparing and contrasting different types of warehouses Vocabulary: words for warehousing and shipping Grammar: review of the verb forms

writing a conclusion; telling a story; listening for details; using adjectives to describe pictures; matching words with their definition

2 Income Statement (pp. 11-15)

Language Functions: writing definitions; making justifications; formulating evaluations; giving explanations; listing; giving examples; distinguishing between non-recurring and extraordinary events Vocabulary: words for income statement Grammar: future time clauses

preparing a short presentation; writing about non-recurring and extraordinary events; adding some text to balance a paragraph; listening to fill a chart; matching words with their definition

3 Competition and Pricing (pp. 16-20)

Language Functions: making comparisons; giving opinion; making formal proposals; rejecting proposals politely; giving reasons; giving explanations; agreeing and disagreeing Vocabulary: names of organisations; suggestions and polite rejections Grammar: non-defining relative clauses

talking about good management and competition; preparing a chart; making a dialogue; matching names of organisations with their description

4 Warehousing and Shipping (2) (pp. 23-27)

Language Functions: listing; comparing and contrasting cargo vessels; talking about advantages; categorising items; giving advice Vocabulary: using the verbs do and make with specific words; warehousing and shipping Grammar: modal verbs with the passive infinitive (be+past participle)

talking about container shipping; matching pictures with the corresponding description; extracting the textâ&#x20AC;&#x2122;s main ideas; writing paragraphs about shipping services; listening to fill a table

5 Financial Position (pp. 29-33)

Language Functions: giving explanations; talking about financial state of businesses; rephrasing; making justifications Vocabulary: words for financial position Grammar: reported questions

writing a financial report; roleplaying a financial analyst and a business owner; rewriting explanations; matching words with their definitions

6 Retail and Wholesale (pp. 34-38)

Language Functions: listing; giving examples; talking about different markets; talking about different ways of receiving goods from a retailer; giving opinion Vocabulary: words for retail and wholesale Grammar: reporting verbs used in the negative; reporting verbs + infinitive

roleplaying a situation; writing about ways of receiving goods from retail services; matching phrases with their corresponding description; specifying the main idea in an introduction

7 Advertising (1) (pp. 41-45)

Language Functions: talking about things in general; talking about specific things; talking about preferences; making comparisons; selling a product; giving explanations Vocabulary: words for advertising Grammar: the second conditional

listening for identifying topics; extracting and matching vocabulary with their meaning; describing items; explaining about advertising media; roleplaying; matching titles and adverts with their description

8 E-Marketing (pp. 46-50)

Language Functions: giving explanations; giving examples; talking about advantages and disadvantages of e-marketing; listing; giving reasons Vocabulary: definitions for e-marketing words Grammar: third conditional

listening to an interview for information; writing a paragraph about the components of a good marketing strategy; devising a flow chart of an e-marketing plan; matching vocabulary with their meaning

9 Workplace Ethics (pp. 52-56)

Language Functions: agreeing and disagreeing; proposing solutions; looking at problems from different angles; giving reasons for opinions; talking about the benefits of ethics in the workplace; rephrasing; giving examples Vocabulary: work ethics vocabulary Grammar: tag questions

talking about an example of business ethics; roleplaying; arranging stages in a logical order; rewriting lapses from the text

10 IT and Telecoms (pp. 59-63)

Language Functions: giving reasons; expressing likes and dislikes; talking about the future of telecoms; describing machines Vocabulary: phrasal verbs; features of a mobile phone Grammar: indefinite pronouns

matching phrases/descriptions with their corresponding pictures; listening to mobile features in a box; putting likes and dislikes in order; discussing likes and dislikes; matching paragraphs and headings; summarising setting a personal website in a flow chart

11 Advertising (2) (pp. 64-68)

Language Functions: justifying; reporting preferences; asking about preferences and replying Vocabulary: words for advertising Grammar: prepositions

talking about target audience and radio station revenues from advertising; reading a statistical chart of preferences; reporting someoneâ&#x20AC;&#x2122;s preferences; writing questions for an interview; matching vocabulary with their meaning

12 Latest Discoveries (pp. 69-73)

Language Functions: giving opinions; making justifications; talking about new and important inventions; giving examples; giving explanations Vocabulary: words for important discoveries Grammar: sentence fragements; run-on sentences

preparing a short presentation; researching and writing a paragraph about an invention; matching an interview with its corresponding description; writing an introduction and a conclusion to a text; listening to fill in the blank; reading descriptions to identify the invention; matching inventions and their titles and categorising them

Introduction English for Starters Vocational Stream – Commercial is an English language course that has been specially written for commercial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The books introduce students to the world of commerce; they assume no prior commercial knowledge on the part of students or teachers.

A. Aims and methods The course aims to review and consolidate the language and skills learned at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial skills and knowledge.

B. Language skills The course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work and to take part in social interaction in a commercial context.

Reading Each unit has one main reading text in addition to many shorter reading passages found in different sections throughout the book. There is a varied selection of reading tasks such as answering open-ended questions, true/false questions, matching headings with paragraphs, completing tables, expressing personal reactions to ideas and working out the meaning of words. The course also teaches students practical reading skills that they will need in their future work, such as skimming and scanning.

Listening Each unit has a listening text. By listening to each other in oral pair work and roleplay activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening.

Speaking The course teaches students to use the most common forms of the communicative functions they are likely to need in society and the workplace. Many activities in the Students’ Book and Activity Book are designed to be done orally. Students practise speaking in controlled situations where the emphasis is on communication and meaning as well as accuracy. Pair work is recommended for many of the activities to ensure that each student is given the maximum amount of practice.

Writing The course aims to equip students with practical writing skills such as the ability to complete forms, take notes on simple messages and routine transactions and write standard correspondence. Beginning with writing sentences, students progress through the course until they can write paragraphs and business correspondence using the correct formats and conventions.

Grammar The course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their ability to use these structures accurately, ﬂuently and appropriately. The course therefore provides a systematic review of the most essential grammatical structures. These structures are revised in a graded order which takes into account their frequency in everyday use as well as the difﬁculties of mastering forms and meanings.

Vocabulary The course provides students with both general vocabulary and basic commercial vocabulary relevant to all branches of commerce. The vocabulary section always relates to the topic of the lesson and tries to enhance students’ knowledge of new words in the ﬁeld and the correct usage of these words. The course therefore provides a three-dimensional approach to vocabulary learning: ﬁrstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context.

C. Commercial skills and knowledge The course provides students with skills and knowledge related to commerce such as writing a report, writing a business, questionnaire, negotiating, as well as aspects of economics such as warehousing and shipping, e–marketing, etc.

D. The Components English for Starters Vocational Stream – Commercial Series contains a Students’ Book (SB), an Activity Book (AB), a Teacher’s Book (TB) and a CD.

Students’ Book The SB contains the core teaching materials for classroom use. It consists of twelve units, four Review sections, three Culture and Values sections and a section on Correspondence. The sections follow a regular pattern: after every four units, there is one section on Culture and Values. At the end of each three units, there is a Review section. Each section assesses the material covered in every three units. At the end of the book there is a section on Correspondence.

Activity Book The AB contains exercises that provide students with extra practice. The number of units in the AB is the same as in the SB. For every three units, there is a test that helps students revise what they have learned in the SB and AB. At the end of the AB, there are extra practice pages for the Correspondence section in the SB and a glossary of new words that the students may encounter in the course.

Teacher’s Book The TB provides advice and information about each of the twelve units. It divides units into lessons and integrates SB and AB activities alternately. For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and audioscripts are provided. The TB also provides a list of study skills. Topics discussed include taking effective notes, using ﬂashcards while studying, using mnemonic techniques while memorising information and many other topics which make the teaching / learning process more efﬁcient. To stimulate the learning process even further, the TB provides tips for tests. Additionally, sample tests follow after each even unit to incorporate the information and complete the students’ learning process.

CD The CD provides all the listening passages included in the course. The purpose of the CD is to provide students with correct examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of different speakers.

E. How to teach the course Methodology Learning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication. Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves.

Schedule The SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream – Commercial: 48 hrs SB (4 hrs per unit) 24 hrs AB (2 hrs per unit) 32 hrs Correspondence (SB and AB) 8 hrs Review (2 hrs per review) 8 hrs Tests (2 hrs per test) 3 hrs Culture and Values (1 hr per page) _____ 123 hrs

Preparing to teach a unit Before teachers begin a new unit, they should study the Contents page at the beginning of the SB to ﬁnd out what grammar, functions, vocabulary and skills are taught in the unit. After this they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit. Before teaching a unit, teachers should look ﬁrst at the TB to see which sections should be taught together and how the units are divided. Then, they should work through the activities themselves so that they can see what the students have to do and how they will get the answers. The TB provides recommended step-by-step procedures for every activity in the SB.

Language presentation The grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit. Any other new rules that students need to learn are also introduced in pink boxes under the relevant section in each unit. Purple boxes contain words or phrases that students need to learn and use in the corresponding activities. The artwork displayed on each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication.

F. The role of the teacher Good teachers use correct language forms and have good pronunciation. They motivate students to learn by trying to make lessons interesting and encouraging students to think for themselves. Finally, good teachers should provide all the students with plenty of opportunities to practise the language. Most of the activities in the SB and AB are practice activities. In a practice activity, teachers are not explaining language to the students or talking at the front of the class but giving students an opportunity to do something with the language. Therefore, after introducing the activity, the teacher watches quietly, listens, notes problems for correction later and only interrupts if absolutely necessary. Teachers may ﬁnd it helpful to follow the steps below, adapting them when necessary: Setting up the activity. This may mean explaining the aim of the activity or how it relates to what has gone before. It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity. Demonstrating the activity. This means showing the students by example what they have to do and checking that they have understood the instructions. Working in pairs. This means students are thinking for themselves and using the language. The teacher should observe quietly and help individuals if necessary. Checking the work. This means asking various students for their answers. The teacher’s role is to conﬁrm correct answers, correct mistakes, praise good work, do any remedial teaching that is needed and answer questions.

G. Learner development It is expected that students in the same class will often have different levels of ability in English. The course, therefore, provides many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra practice. At the same time, teachers can give more proﬁcient students additional reading or activity to maintain their interest. Learner development is an important feature of teaching. Students should be encouraged to develop as independent and active learners of English, so many activities found in the SB and AB can be used to enhance students’ autonomy. Many questions found in the book need answers that are open-ended. This is a crucial part of learner development. Students can have different points of view regarding certain issues at work or in life so many questions found in the SB and the AB have a multitude of possible answers. Hence, it is the teacher’s job to let the students express themselves, only acting as guides who help students reach their own answers. The review and test sections are there for the students to beneﬁt from extra exercises to revise the knowledge they have acquired in every unit. The teacher should use these exercises as a sample on which to base further practice making any changes that suit students’ needs.

H. Teaching English for specific purposes Teaching English for Specific Purposes (ESP) is teaching the language in specialised subjects. Learners have different purposes for learning the English language such as learning English for Economics, English for Business, English for Secretaries, English for Technicians and others. A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the target situation. For example, an English for Technicians course presents topics and techniques that relate to a technician’s profession. Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain. English for vocational purposes is an application of ESP according to students’ language needs for work. This approach is learner oriented – not teacher oriented – with an emphasis on communicative competence. Teaching ESP is more than just presenting language items or skills and strategies. It is not just the content of what is learned that is important, but also the activity through which it is learned.

Unit

Warehousing 1 & Shipping (1)

1 Warehousing and

Shipping (1)

Lesson One A Dialogue

Learning Objectives ■ ■

■

1 Read the dialogue and answer the questions.

A lorry driver has just arrived at the factory of Best Ofﬁce Equipment (BOE). He is delivering some goods to the warehouse manager (WM). Driver: Is this BOE? I’ve got three crates for you. WM: That’s right. I’ll help you unload them. Tom! Can you help me? Driver: Thanks a lot. Bye. WM: That’s funny. I’ve seen those crates before. Check the label, will you, Tom? Tom: BOE! That’s us! WM: Who’s the consignee? Where are the crates going? Tom: TST in Syria. The carrier has made a mistake! He has brought the crates back to us. WM: Where’s that driver? Has he gone?

Retelling a story Demonstrating understanding of a dialogue by completing comprehension questions Demonstrating understanding of a listening text by completing a gap ﬁll exercise

Questions

Warm-up ■

1 What do the words in bold refer to? 2 Who made the mistake? What is the problem? 3 Work in pairs. Tell the story again to your partner. Start like this: One day, a lorry driver arrived at the factory of BOE. The driver wanted to deliver some crates ...

In class, introduce the unit topic and use the picture to elicit the topic of the dialogue. Ask the students what they can see in the picture. You can also use the picture to elicit a classroom discussion about how warehouses are related to commerce.

B Listening 2

Listen to the texts about two different warehouses. Complete the gaps with information from the text.

Warehouse 1 Tyres a Max. ______ b Min. ______ c Order at ______ d In stock today ______

A Dialogue

Warehouse 2 Lights a Max. ______ b Min. ______ c Order at ______ d In stock today ______

warehouse ■

Point the students’ attention to the dialogue’s introductory sentence. Give them some time to try to guess what kind of accidents might happen.

■

Write students’ guesses on the board.

■

Allow time for students to read the dialogue individually. Did they make correct guesses?

■

Ask the students to read the questions, then allow them time to read the dialogue again and look for the answers. Tell them that they need to show you how they got the answer from the text.

■

When they have ﬁnished, allow time for students to compare their answers with those of a partner. If they disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

■

Invite volunteers to read their answers aloud and to say why they think the answer is correct. Then ask the class whether they agree before you give your conﬁrmation.

■

If you have time, put students into pairs to practise the dialogue. Encourage them to use correct pronunciation. Answers 1 the WM of BOE; the driver; Tom; the WM; BOE; the carrier; the driver 2 the carrier; he brought the crates back to the same factory. 3 Students’ answers

B Listening 2 ■

Ask students to listen to the recording without writing anything. Play the recording again and tell students to complete the task. Play the recording another time for them to check their answers. Audioscript

Warehouse 1 The maximum stock is ﬁve hundred tyres. The minimum stock is one hundred tyres. If there are less than two hundred tyres in stock, you must order some more. Today there are three hundred and twenty-seven in stock. Warehouse 2 The maximum stock is one hundred lights. The minimum stock is ﬁfty lights. If there are less than sixty lights in stock, you must order some more. Today they are out of stock. Answers Warehouse 1 Tyres a 500 b 100 Warehouse 2 Lights a 100 b 50

c less than 200

d 327

c less than 60

D Grammar Warehousing and Shipping (1) C Vocabulary

4 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Give the students time to read the example sentences and the explanation. Explain the rules for understanding the different meanings of the two sentences.

■

Invite a volunteer to give you the answer for sentences 2 - 4. Check that all students agree by show of hands. In case of disagreement, allow time for a class discussion.

3 Here are words related to warehousing and shipping. Match them with their deﬁnitions.

1 auto bag rolls 2 ﬂip-top bag 3 fragility 4 header bags 5 pallet wrap 6 polyethylene 7 skid 8 stretch tape

a a stretch film used to protect and secure goods b a bag that has a front slit to make product loading simple so it is often used with automatic bag-filling machinery c a bag with a lip that can be inserted for closing d a small roll of film used for packaging or protecting goods e flexible foam material, reusable and washable, suited for goods with high weight f polyethylene bags with printed graphics for high visibility merchandising g quality of being easily damaged or destroyed h wooden or plastic object that is used to elevate the product from the ground

D Grammar

Answers 2 Sentence a means that the storage room has been empty for twenty days and is still empty now, whereas in b the storage room was empty but is not anymore. 3 Sentence a means that the employees agreed to ask for a raise after the manager arrived, whereas in b they decided to ask for a raise before he had arrived. 4 Sentence a means that at the present time he has sent 1000 SYP having previously promised 2000 SYP, whereas in b at a time in the past he had sent 1000 SYP and then promised to send 2000 SYP.

bags

Review of the Verb Forms Simple Present The present tense expresses an unchanging, repeated or recurring action or situation. It can also represent a widespread truth. Examples

His job is to store the goods in the warehouse. (Unchanging state) Every year, the company imports thousands of goods. (Recurring action) They use large trucks to transport goods. (Widespread truth) Simple Past The past tense expresses an action or situation that was started and ﬁnished in the past. Most past tense verbs end in -ed. The irregular verbs have special past tense forms which must be memorised.

Activity Book pages 3 and 4 exercises 1 and 2

Examples

They needed a lot of time to arrange the heavy containers. (Regular form) The truck drivers drove for hours until they reached the warehouse. (Irregular form) Future The future tense expresses an action or situation that will occur in the future. This tense is formed by using will or shall with the base form of the main verb, or by using am, is or are + going to with the base form of the main verb.

Extra Activity Put the verb in brackets in the correct tense.

Examples

The imported goods will arrive soon. (Regular form) The manager is going to hold a meeting. (am, is or are with going to + base form of the main verb) The shipped container arrives tomorrow. (the present tense of the main verb with an adverb or adverbial phrase to express future, e.g. tomorrow) 7

Lesson Two Learning Objectives ■ ■ ■

Identifying the relationship between words and their deﬁnitions Reviewing verb forms Identifying the function of verb tenses

Grammar review of verb forms

Vocabulary words related to warehousing and shipping

C Vocabulary 3 Students work individually to match the words with their deﬁnitions. ■ Ask students to exchange books and check their partner’s work as you give the correct answers orally. ■

Answers

1b / 2c / 3g / 4f / 5a / 6e / 7h / 8d

1 I (go) to work everyday. 2 The imported goods (arrive) on August 14th 2006. 3 The employees (carry) the goods when the manager (arrive). 4 Mum, I am hungry. … Okay son, I (get) you a sandwich immediately. 5 I (do) this job for ten years. 6 Even though it (rain) yesterday, they (drive) the goods to the warehouse. 7 When I (be) at university, I (study) with Celine very often. 8 What kind of packaging you (choose) if I asked you? 9 When it (start) to rain, we (watch) TV. 10 I (want) to fix my scratched car yesterday, but the mechanic (be) sick at home. 11 Look! It (rain), so we can’t (wash) the truck. 12 There are a lot of clouds! It (rain) soon. 13 The truck drivers (drive) for hours to reach the warehouse this afternoon. 14 The storage room (be) empty since yesterday. 15 While the carrier (unload) the crates in the warehouse, the truck driver (wait) outside. 16 I (do) shipping reports for five years. 17 After the company (examine) the imported products, the manager (decide) to import more. 18 Wait a minute, I (carry) this box for you. Answers 1 go / 2 arrived / 3 were carrying; arrived / 4 will get / 5 have done / 6 was raining; drove / 7 was;studied / 8 would you choose / 9 started; were watching / 10 wanted;was / 11 it’s raining;wash / 12 it’s going to rain / 13 are going to drive / 14 has been / 15 was unloading; was waiting / 16 have done / 17 had examined; decided / 18 will carry

Lesson Three Learning Objectives ■ ■

Present Continuous The present continuous tense describes an ongoing action that is happening at the same time the statement is written. This tense is formed by using am, is or are with the main verb form ending in -ing.

Practising describing damage Identifying the relationship between words and pictures

Example

The manager is complaining about the truck’s delay in delivering the goods. Past Continuous The past continuous tense describes a past action which was happening when another action occurred. This tense is formed by using was or were with the base verb form ending in -ing.

E Describing damage 5

Example

The employees were carrying goods when they heard a loud noise. Present Perfect The present perfect tense describes an action that happened at an indeﬁnite time in the past, or that began in the past and continues in the present. This tense is formed by using has or have with the past participle of the verb. Most past participles end in -ed. Irregular verbs have special past participles that must be memorised. Example Usage The warehouse manager has travelled to many Indeﬁnite time countries until he found the goods he wanted.

Students work individually to match the words with their pictures. ■ Invite volunteers to read their sentences aloud. ■

Answers Students’ answers

Lesson Four

Continues in the present The employee has done this job for ten years. Past Perfect The past perfect tense describes an action that took place in the past before another past action. This tense is formed by using had with the past participle of the main verb.

Learning Objectives ■ ■

Example

Practising making sentences using clues Discussing distance

By the time the truck arrived, the workers had left. 4 Contrast the meanings of the two sentences. Use number 1 as a model.

Example

F Talking about distance

1 a That machine unloads ﬁve containers per minute. b That machine is unloading ﬁve containers per minute.

Sentence a means the machine is designed to unload ﬁve containers per minute, whereas in b the machine is unloading ﬁve containers now.

■

Do number 1 as an example; ask students to tell you the correct answer.

2 a The storage room has been empty for twenty days. b The storage room was empty for twenty days.

Give the students time to think about sentences 2–9, then ask them to read their answers aloud.

3 a When the warehouse manager arrived, the employees agreed to ask him for a pay rise. b By the time the warehouse manager arrived, the employees had agreed to ask him for a pay rise.

Answers Students’ answers

Activity Book pages 4 and 5 exercises 3 and 4 Teaching Tips Introduction to study skills

The general aim of most if not all learning processes is to prepare students to become independent learners. Study skills are one of the many tools that students may use in order to become selfdependent learners. Miller and Mckenna define studying as “the process of learning the content of printed material without direct assistance.” Educators may wonder about the reason behind teaching their students study skills; on the other hand, research proves that study skills are important because they help improve students’ academic performance. However, it’s important that teachers keep in mind that not all students learn in the same way. Thus, it is necessary that teachers are aware of their students’ learning styles and preferences so they can help them develop studying strategies that would be helpful for them. The three common learning styles are: visual, auditory and kinaesthetic / tactile. Nevertheless, with the development of research on learning styles, researchers have added to the three common styles: reading / writing style, the logical, social and solitary. In general, students use a combination of all the mentioned styles in their learning process; however, they would still have their own strength and weakness in each style. There are several educational tests that help teachers determine students’ learning preference (See p.13 for a sample questionnaire). Once this is done, teachers can make adaptations to their approach to learning in a way to increase students’ academic performance. The following is a presentation of the characteristics and study tips for the various learners.

unloading goods from a container

4 a He promised to give the employees 2000 SYP, and he has already sent 1000 SYP. b He promised to give the employees 2000 SYP, and he had already sent 1000 SYP. 8

A Visual Learners In general, students who have a visual learning style usually like to read and observe things because they learn better through visual stimulation. For this, they like to use maps, diagrams and colour in their learning process. Moreover, visual learners tend to sit in the front row of the class because they understand better if they see the teacher’s body language and facial expressions. Visual learners may get bored in a long lecture but they tend to take detailed notes. If your students have a visual learning style, encourage them to follow these tips. Advise learners when studying to have a highlighter with them so that they can mark different key ideas. It is also helpful that students organise the notes that they have taken in class in mind maps (See p. 50 for a description of mind maps). Moreover, visual students may benefit from using a computer or video while they are learning. In addition to the above, encourage students to recite to themselves information that they have memorised in writing. Finally, advise students to write key vocabulary on flashcards (See p. 43 for details on using flashcards). They can also draw symbols and pictures as this will make retention easier. B Auditory Learner As the name indicates, auditory learners prefer spoken language to writing. In other words, they prefer to attend lectures rather than do written assignments. Moreover, when trying to recall information, auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. In contrast to visual learners, auditory learners rarely take notes. If your students have an auditory learning style, encourage them to follow these tips. First, advise auditory learners to sit near the side or back of the classroom so that they stay away from any

Warehousing and Shipping (1) E Describing damage

to make the studying process more physical. For example, when they are memorising, they can pace around the study room, or they can read their book while they are exercising on an exercise bike.

5 The items in the following pictures were damaged on the way from the factory to the warehouse.

Say what happened. Use words from the box below.

In addition to the above, prompt students to use reading / revision strategies such as the PQRST or SQ3R methods prior to any reading task so that they can “get a feel” for what the text is about and then they can read the text again for details (See p. 71 for details on SQ3R and PQRST methods). Finally, encourage students to arrange their class notes in mind maps as this will facilitate recall (See p. 50 for details on mind maps).

bent broken bruised burnt cracked crushed dented scratched stained torn

Example:

The car was dented and scratched.

D Reading / writing learners Reading / writing learners process information most effectively when presented in a written language format. This type of learner benefits from instructors that use the blackboard to write key concepts or to provide an outline for the target lesson. When trying to recall information, reading / writing learners remember the information from their “mind’s eye.” If your students follow the reading / writing style, encourage them to write full sentences when they are taking class notes and to write explanations using abbreviations and symbols (See p. 31 for details on note-taking). When reviewing for a test, tell students that it is helpful that they rewrite important terms and ideas several times as this will help reinforce the information in their long-term memories. Furthermore, after every lesson, tell students to rephrase their class notes in their own words because it would be easier for them to remember their own words than the teacher’s wording. In addition to the above, encourage students to come to class prepared by reading the target lesson at home before they come to class the following day. While reading prompt students to have pencils or pens in their hands so that they can underline key terms or take margin notes as they are reading (See p. 33 on the Do’s and Dont’s of taking notes for reading assignments).

F Talking about distance 6 Make sentences using the following words.

Example

flat / warehouse / 400 metres My flat is 400 metres from the warehouse. 1 airport / city / twenty-four km 2 end of runway / only one km 3 office / train station / one km 4 cargo terminal / five km 5 warehouse / cargo terminal / kilometre and a half 6 a warehouse / catch fire / half a km 7 accident / happen / sixty km / terminal building 8 truck / break down / thirty km / airport 9 port / my house / only 500 metres

visual distractions. Auditory learners can also benefit from recording their lectures so that they will be able to listen to them later on and fill in any gaps that they have in their class notes. Furthermore, auditory learners may benefit from mnemonic techniques, such as word associations, when trying to recall information (See pp. 55, 58-59 for details on using mnemonics in the classroom). It is also important to encourage auditory learners to participate in class discussions / debates and to participate in study groups when they are studying at home (See p. 97 for details on study groups). In this way, students may share the ideas with their classmates and this may enhance comprehension. Encourage students when studying to read aloud the text they are reviewing and to repeat information to themselves with their eyes closed to focus on the tone, pitch and speed of their voices. Finally, auditory learners can benefit from constant oral repetition of information they have learned in order to reinforce the target data in their long-term memories. C Kinaesthetic / tactile Learners Kinesthetic /tactile learners are often referred to as “hands on” learners because they like to experience what they are learning by physically participating in the process of learning. They learn best when they are allowed to participate in roleplays, memory games or group work. If possible it would also be helpful to take them on field trips for this would help them reinforce key concepts. For example, if you are teaching your students about advertising concepts, it is helpful that they actually go to an advertising agency or watch a documentary about how advertisements are prepared. If your students have a kinaesthetic / tactile learning style, encourage them to study in short periods and to take a fiveminute break every 40-50 minutes of studying. Also advise them

E Logical Learners Logical learners often tend to learn by classifying and grouping information under general headings and subheadings. They tend to classify objects based on a logical connection among the data that they have at hand. If your students follow a logical learning style, it would be helpful for them to keep in mind the following tips. First, encourage students to focus their attention on the details as it is easier for them to understand the details and build logical connections amongst them. Once students have understood the details, they can move on to focus on the general concepts. It is also important that students make a list of key points they have learned after each lesson. In doing this, their revision process would be easier and less time consuming. F Social Learners In general, social learners excel in group learning more than individual learning because they are good communicators and active listeners. If your students have social learning preferences, direct their attention to the following tips. First, advise students to join study groups (See p. 97 for information on study groups). When studying in a group, students will have the opportunity to share information with their classmates. It’s also helpful that students engage in roleplaying activities as they give them the chance to understand the lesson better in a group setting. G Solitary Learners As the name indicates, solitary learners prefer to study alone in a calm and quiet environment. Thus it is helpful that you encourage your students to keep a personal journal in which they write their ideas. Moreover, encourage solitary learners to participate in class and group discussions. To conclude, it’s essential that both you and your students are aware of the different learning styles as this would facilitate the learning and teaching processes.

Lesson Five Learning Objective ■

Discussing ports and warehouses

G Ports and warehouses 7 How much do you know about ports and warehouses? Discuss the following questions with a

partner. 1 What do you store in a government, public and industrial warehouse? 2 Which are the two busiest ports in the world? 3 Which is the busiest port in Syria?

G Ports and Warehouses 7

H Reading 8 Read the following company proﬁle and answer the questions.

■

Ask students to think of the answers individually or in pairs.

■

Ask different students to say the answers so that everyone can hear. Give the other students the chance to add any new information that they may have.

___________________________

We are here to meet your packaging needs. It is a top priority at our company. We can do standard packaging as well as custom packaging. We have solid, long-term relationships with the world’s largest packaging supply companies, so we can provide the best price. If your products require a professional ﬁnish, we offer you the best shrink-wrap services. No matter what the size or shape of your products is, we use the latest automated packaging equipment and technology to make sure your goods are ready for shipment.

Answers

We provide you with climate-controlled and protected facilities for any warehouse and distribution needs. Our warehouses are secure so your products are always monitored and safeguarded and are immediately available for distribution.

Students’ answers

We provide convenient services to our clients with varying needs. For example, you can track, modify and customise orders from your office or home computer. You can add new orders or even confirm shipping by email messages. You can also receive daily reports, such as shipping reports and inventory reports. In addition, we guarantee efficient, affordable and timely deliveries. We also have return-processing systems, covering everything from receiving to restocking.

Lesson Six Learning Objectives ■ ■ ■ ■

Identifying the meaning of words in context Practising summary skills Practising making deductions Demonstrating understanding of a reading text by answering comprehension questions about it

Tartous marina

When you contact our mail centre, our professional team of experienced customer-care specialists will quickly expedite your requests. Moreover, you can count on 100% quality control with our services. All your products will be examined during picking and packing for damage, discolouration and other defects.

Questions 1 Give the text a suitable title. 2 What does ‘to meet your packaging needs’ mean? 3 According to the text, what services does the packaging company offer the customers? 4 Write a conclusion of 3 to 4 sentences for the text. 5 If you needed a packaging company, would you choose the one described in the text? Why?

H Reading ways of packing

Allow time for students to read the text silently. Encourage students to guess the meaning of new vocabulary from context. Offer help when needed. ■ Ask students to complete the task individually. ■ Check answers as a whole class. ■

Answers 1 Students’ answers 2 To wrap goods securely the way that customers want, and to be as good as they expect 3 Customers can track, modify and customise orders from their computers, add new orders, conﬁrm shipping and receive reports by email. 4 Students’ answers 5 Students’ answers Activity Book page 5 exercises 5 and 6

Activity Book Answer Key Unit 1, page 3 exercise 1 1 vii / 2 ii / 3 iii / 4 iv / 5 vi / 6 v / 7 i Unit 1, page 4 exercise 2 1 requirements 2 constantly 3 productivity 4 partnerships 6 ability 7 suppliers 8 directly 9 professional 10 growth Unit 1, page 4, exercise 3 1 enable 2 found 3 will decrease 4 have led 5 works 6 had monitored 7 are receiving 8 were utilising 9 improve Unit 1, page 4, exercise 4 1 optimising: improve the way that something is done or used handheld: small and light enough to be operated while you hold it in your hands comprehensive: including all the necessary facts, details or problems rugged: strongly built and not likely to break easily mobility: the ability to move or be moved freely and easily 2 There are products available to help warehouse owners and employees achieve their work quickly and easily. 3, 4 and 5 Students’ answers Unit 1, page 5, exercise 5 Students’ answers Unit 1, page 5, exercise 6 Students’ answers

5 reliance

Questionnaire 1: Learning Styles Circle the answer which best explains your preference. 1 You like lectures a where every topic is subject to deliberation. b which are presented by diagrams, charts, illustration or outlines. c where the topic can be put into practice. 2 When acquiring a new talent, a I prefer when someone clarifies how to perform it. b I like to observe someone demonstrating how to perform it. c I would rather choose to perform it immediately. 3 a You like to hear a story being told. b You like to watch the story pictures. c You choose to take part in the story. 4 a You are a proficient listener. b You are skilled in drawing. c You have a talent in constructing things. 5 If you want to make a replica, you a prefer to be instructed by someone either by reading or explaining the directions to me. b prefer to do it according to a given picture. c inspect and choose the suitable pieces that can be joined together. 6 When you want to spell a word, a you rely on phonetic techniques. b you attempt to see the specific word. c you write the word to check if it appears correct. 7 When you want to talk, a you prefer to listen but are nervous to talk; you prefer words like: suppose, listen to. b you prefer to moderately talk and dislike to listen for a long time; you prefer words like: visualise, watch and inspect. c you use body language, gestures and demonstrative signals; you prefer words like: carry, grasp and sense. 8 When you want to concentrate, a you are disturbed by noise and conversation. b you are disturbed by disorder and motion. c you are disturbed by events and incidents happening nearby. 9 When you see someone again, a you recall names and the topics discussed but forget faces. b you recall faces and places where you have met but forget names. c you recall events and incidents done. 10 When you want to read, a you prefer to listen to charactersâ&#x20AC;&#x2122; discourse. b you prefer illustration and vivid scenery or you stop to visualise the activity. c you like the action scenarios. 11 When you want to do something new at class, a you like to be instructed by someone orally about the directions. b you prefer to look at figures, pictures and illustrations. c you like to start doing it immediately. If most of your answers are: a you are an auditory learner. b you are a visual learner. c kinaesthetic learner.

Correspondence Part One: Written Communication

A Revision 1 Documents for Accounting

NOTE Source documents are documents in which all kinds of business transactions are recorded. These include invoice, sales order, purchase order, debit note, credit note, goods received note, quotation, remittance advice and receipt.

Read the following paragraph that Victor wrote while he was in Syria for a week starting Sunday, December 15th for a business meeting to discuss an advertisement for his company. Then, ﬁll the expense report with the information given to you and do the total of Victor’s expenses. I spent one week in Syria with the advertisement agency CEO to explain to him what my company needed. We had to have lunch twice in the hotel, on Wednesday and Friday, and that cost me 2500 SYP. Before I left, I paid the hotel bill for ﬁve nights and that was 12000 SYP. I took the CEO to the theatre on Thursday and the tickets cost me 450 SYP. Throughout my stay, I had to rent a car for 6000 SYP. On Monday, I bought the CEO a gift to thank him for his time and it was for 775 SYP. Name

Dept / Sales Office Report Date

a Match the following words with their deﬁnitions.

a quotation b credit note c debit note d remittance advice e goods received note f purchase order g sales order

1 order issued by a business to a customer 2 commercial document issued by a buyer to a seller, indicating types, quantities, and agreed prices for products or services 3 a document used to record the inward entry of the goods received at the premises of the organisation 4 a commercial document issued by a seller to a buyer stating that an amount of money has been credited to the buyer’s account 5 a note indicating an amount owed by a person or company 6 a statement or listing of the price for something 7 letter sent by a customer to a supplier to inform the supplier that his invoice has been paid

Business Purpose Date

Date of trip

From:

To:

Account No.

Transport

Car Expenses

Lodging

Meals

Activities

Misc. Total

SUN MON TUES WED

b The following is a sample of a petty cash voucher. Create a situation where you, as an

accountant, would need to use it for a speciﬁc business transaction. Write the situation and ﬁll the voucher accordingly. Account

Description

THURS FRI

Amount

SAT SUN

Total cash amount

TOTAL

Voucher # _____________ Received by ____________ Authorised by ______________ Period covered: From _________________________ to __________________________

Correspondence

c Name: Victor

Lessons Seven, Eight and Nine Learning Objectives ■ ■ ■

Identifying the relationship between words and their deﬁnitions Filling a petty cash voucher Filling a weekly expense report

A Revision 1 Documents for Accounting ■ ■

SUN

Students work individually to match the words with their deﬁnitions. Ask students to exchange books and mark their partner’s work as you give the correct answers orally.

MON

Answers a6 / b4 / c5 / d7 / e3 / f2 / g1

THURS

Put students in pairs and allow them time to complete the task. ■ Go round and offer help where necessary. ■ Check answers as a whole class.

Transport (air, rail, taxi, bus, car rental, etc.)

Car Expenses (gas mileage, tolls, parking)

Lodging

Date of Trip: December

From: 15

To: 21

Account No.

Meals

Activities

Misc

Total

6000 775

TUE WED

1250 450

FRI SAT

b and c

Report Date: December 23

Business Purpose: To discuss advertisement for the company in Syria

Date

Dept/Sales Ofﬁce: Advertising Department

1250 12000

SUN TOTAL

21725

■

Answers b Students’ answers

Give As homework or revision: Activity Book, exercise A, p. 48 Answers 1 volume 2 retrieval 3 service 4 electronic 5 fundamental 6 solution 7 simple 8 cost effective 9 digitally 10 improve 11security 12 categorised 13 manual 14 high level 15 conﬁdentiality

Unit

2 Income Statement

A Dialogue

income statement

1 Read the dialogue and answer the questions.

Mounir: Hello, Sami. Can I ask you a question? Sami: Hi. Yes, sure. Mounir: What is an income statement? Sami: An income statement is a financial document that summarises a company’s profits and expenses for one quarter of a fiscal year and the entire fiscal year. Mounir: I see. Is it an important document? Sami: Of course it is! It is important for both investors and company managers since it helps them understand the company’s financial condition. Mounir: So, what is the purpose of such a document? Sami: The main purpose of the income statement is to report a company’s earnings to investors over a specific period. Then, investors can use income statement analysis to calculate financial ratios that show the rate of return the business is earning. In other words, it shows how well the shareholders are investing the money.

Questions

■

Income Statement

Give the students the opportunity to ask you about anything they still do not understand. You may want to highlight some useful phrases from the dialogue or check their understanding of important language. Answers 1a 2 how well the shareholders are investing money 3 the investors who own a part of a company 4 Students’ answers 5 to calculate ﬁnancial ratios to assess how well the business is doing

Teaching Tips Creating Self-Motivation in Your Students Motivation is important for good studying. When students are motivated, they will find it easy to stay focused over a period of time. On the other hand, if they are not motivated, they will not only find it difficult to stay focused, but they will also find it difficult to get started in the first place. Here are some ways to increase students’ motivation to study.

1 What is the meaning of ‘fiscal’? a financial b credit c taxation 2 What is the meaning of ‘rate of return’? 3 Who are the ‘shareholders’? 4 Write a definition of an ‘income statement’ in your own words. 5 Why do investors need to analyse an income statement?

1 After a successful study session, encourage students to have a treat like a nice big ice cream cone. 11

2 Encourage students to form study groups (See p. 97 for details on study groups).

Lesson One

3 Remind your students that academic success is one step forward towards achieving their long-term goals.

Learning Objectives

4 Advise students to choose a comfortable environment that is free from distractions for their study time (See p. 63 for details on study environment).

■ ■

■

Identifying the meaning of words from context Demonstrating understanding of a reading dialogue by answering a set of comprehension questions about it Demonstrating understanding of a listening text by completing a chart

A Dialogue 1 ■

Tell the students to read the dialogue. Give the students an opportunity to ask you about anything they didn’t understand. However, at this stage, you should limit the number of questions. Do not over teach but move on to the comprehension questions.

■

Tell them to ﬁnd the answers to the comprehension questions. This is best done individually and silently.

■

Check the answers orally: ask a student to say an answer, then ask the class whether they agree with each answer before you give the correct answer.

5 Prompt students to take breaks. When they feel that they need to take a break, advise them to stop at a point where they are at something that is easy for them. This will make it easier for them to resume studying after your break. 6 Ask students to establish reasonable goals for a study session. Tell them that it is frustrating for them to look at their study session as “mission impossible.” 7 Encourage students to use a motivational poster. Tell them to place the poster where they can see it as they study. The poster should include positive words and a picture depicting success.

B Listening 2 ■

B Listening

Tell the students they are going to listen to a text that describes how to evaluate an income statement.

■

Check answers as a whole class.

1 This document has the net sales always at the ______ and the expenses are divided by total sales. (b) statement Year-to-year ______ 2 Financial statements from different companies are ______. MD & A 3 This part gives details to ______ the entries on the income statement. (c) Notes of the ﬁnancial ______ 4 They relate the ______ to the footnotes. 5 It helps discover products or businesses that are (d) _____________ ______ fast. (a) statement Common ______

Play the recording without stopping while the students complete the chart silently.

You are going to listen to a text that describes how to evaluate an income statement in ﬁve steps. While listening, complete the chart below.

■

Answers a size b comparison 1 top

2 compared

c statement 3 comprehend

Audioscript To evaluate a company, you can analyse its income statement in five steps. First, you should create a common size statement where the net sales are always at the top and the expenses are divided by total sales. It should demonstrate how each item affects profits by calculating profit margins. Second, you should create a year-to-year comparison statement where financial statements from different companies are compared. Third, you should read the MD&A (Management Discussion and Analysis) that usually gives details to help you comprehend the entries on the income statement. In addition, you should take the time to go through the notes of the financial statement by relating the items to the footnotes. Finally, you should identify products or businesses that are growing fast by looking at their profit margins.

C Vocabulary 3 Match the words with their deﬁnitions.

1 sales revenue

a costs not directly related to producing the product or service 2 sales costs b part of a company’s profit usually paid annually or quarterly to the shareholders 3 gross profit or loss c part of income a company reinvests in the business to find and develop new products 4 general and administrative d the amount according to which the company expects to (G&A) expenses have to pay taxes 5 sales and marketing e the amount the company has left after subtracting all its expenses expenses from its total income 6 research and development f the amount the company has left after subtracting taxes (R&D) expenses from its income 7 operating income g the amount the company has paid or expects to pay to the authorities 8 income before taxes h the amount the company has sold during a certain period 9 taxes i the costs associated with running the company as opposed to the costs of making or buying the products 10 net income from j the difference between sales revenue and sales costs continuing operations 11 profit margin k the difference between the cost of producing something and the price at which you sell it 12 one-off expenses l the money the company has left at the end of the period; it is used for future projects, returned to investors or spent as the board of directors directs 13 net income m unplanned costs incurred by a company outside the usual operating model 14 dividends n what is left when you subtract the operating expenses from the gross profit 15 net income available to o what it costs the company to generate sales, i.e. Cost of shareholders Goods Sold (COGS)

d looking at proﬁt margins 4 items

5 growing

Lesson Two Learning Objective ■

Identifying the relationship between words and their deﬁnitions

Vocabulary terms related to income statement

C Vocabulary

Lesson Three

3 ■

Students work individually to match words to their deﬁnitions.

■

Ask students to exchange books and mark their partner’s work as you give the correct answers orally.

Learning Objectives ■ ■

Identifying adverbs that indicate future time Identifying the structure of future time clauses

Grammar Answers 1h / 2o / 3j / 4i / 5a / 6c / 7n / 8d / 9g / 10f / 11k / 12m / 13e / 14b / 15l Activity Book pages 6 and 7 exercises 1 and 2

future time clauses

D Grammar 4 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Make sure all students understand what they have to do in the exercise. Demonstrate the task by doing the ﬁrst item as an example.

■

Work through the exercise orally with the class, giving students time to think about each item before asking a student for an answer. Answers 4 1 arrives, will start 2 reaches, will reward 3 will start, allows 4 ﬁnds, will buy

5 feels, will attend 6 will ﬁnish,calls 7 won’t do, tells

Income Statement D Grammar Future Time Clauses Time clauses act as adverbs and tell us when something happens. They usually begin with words like: when, as soon as, before, until, if and after. Clauses that refer to the future are formed with the verb in the present tense. Examples

When they sign the paper, they will have a good deal. After the meeting, the company employers are going to have dinner together. Establishments that balance their books daily will also be able to calculate the income balance as soon as the book of accounts is closed for the day.

Activity 2 Circle the correct words 1 We will examine our profits and losses until / as soon as we discuss the company’s new policy. 2 The company employers haven’t arrived yet so I’ll wait until / when they come. 3 My sister’s going to buy a new computer when / unless she has enough money. 4 He won’t do anything if / unless the manager tells him to. 5 If / Until the government allows us to begin, we will start the construction of a shopping centre. 6 They’ll go for a walk as soon as / unless the weather gets better. 7 He won’t attend the meeting until / as soon as he feels better. 8 When / Unless they put the items in the box, they will wrap it.

Before we examine our proﬁts and losses, we will discuss the company’s new policy.

Activity 3 Fill in the blanks with if/unless/until/as soon as.

You won’t have to record the expenses on the cash ﬂow statement until you actually pay them. 4 Fill in the blanks with the correct form of the verbs.

1 My boss is coming to the office at 8:30. I’ll talk to him about my salary __________ he arrives. 2 __________ we sign the paper, we will have a good deal. 3 I can’t buy that car __________ my father lends me some money. 4 It’s an interesting offer. I’ll tell my boss about it __________ he arrives. 5 What will she do __________ she is promoted? 6 __________ we write the income statement, we can report our company’s earnings to investors. 7 Can you look after my parrot __________ I get back from a business trip? 8 Because my boss is on his way to the office, I’ll have to wait __________ he gets here because he doesn’t have a spare key.

1 When the manager _____________ (arrive), they _______________ (start) the meeting. 2 If he _____________ (reach) the sales target this year, the company ____________ (reward) him. 3 We _______________ (start) the construction of a shopping centre as soon as the government __________ (allow) us to begin. 4 After he __________ (find) a warehouse in Aleppo, he _______________ (buy) some new items. 5 If Alex _______________ (feel) better, he _______________ (attend) the meeting in the manager’s office. 6 I _______________ (finish) the reports before the manager _______________ (call). 7 He _______________ (do) anything until the manager _______________ (tell) him to.

Answers

Mini Grammar + Extra Activities A time clause begins with when, as soon as, before and after. Remember we have future simple, future progressive and future perfect tenses. Don’t forget when we have time clauses, the verb in the time clause is usually in the present tense not in the future tense. Activity 1 Read the paragraph below and put the verb in brackets in the correct form. What I expect to happen in the next 10 years of my life is as follows: After I (graduate) from this school, I think, I (take) a long holiday and travel through Europe. When I (start) work, I (not/have) much time for myself. Therefore, I (want) to see Europe before I (start) work. I (go) to England, France, Spain and Italy. If I (take) a Eurorail ticket, I can travel inexpensively. So I (not/have to/spend) too much on my travel expenses. After I (come) back to Syria, I (start) looking for a job. I (accept) a job that fits my life style expectations. I (not/want) to work long hours.

Activity 1 What I expect to happen in the next 10 years of my life is as follows: After I graduate from this school, I think, I am going to take a long holiday and travel through Europe. When I start work, I will not have much time for myself. Therefore, I want to see Europe before I start work. I will go to England, France, Spain and Italy. If I take a Eurorail ticket, I can travel inexpensively. So I will not have to spend too much for my travel expenses. After I come back to Syria, I will start looking for a job. I will accept a job that ﬁts my life style expectations. I will not want to work long hours. Activity 2 1 as soon as 2 until 3 when 4 unless 5 If 6 as soon as 7 until 8 When Activity 3 1 as soon as 2 If 3 unless 4 as soon as 5 if 6 If 7 until 8 until

5 ■

Make sure all students understand what they have to do in the exercise. Demonstrate the task by doing the ﬁrst item as an example.

■

Work through the exercise orally with the class, giving students time to think about each item before asking a student for an answer.

5 Circle the correct answer.

hotel in Aleppo

1 I’ll cook supper ______ I come home. a until b while c before d as soon as 2 I want to ﬁnish my work ______ we go out. a until b while c before d as soon as 3 She’s going to look after the cat ______ I’m away. a until b while c before d after 4 I’ll email you ______ I arrive. a as soon as b until c as long as d while 5 We’ll ﬁnd a hotel ______ we arrive in Aleppo. a until b while c when d as long as

Answers

1d / 2c / 3b / 4a / 5c

Lesson Four

E Speaking

Learning Objectives ■ ■

6 In groups of four, research the following questions and prepare a ﬁve-minute presentation

explaining the importance of R&D (Research and Development) to any business.

Practising research skills Performing a presentation

• What is R&D? • How much money is spent on R&D? • Is R&D important for fast-moving industries? • Does R&D affect the future of a business? • Why is it important to compare the level of R&D funding with the percentage of gross proﬁt spent by competitors?

E Speaking 6 ■

Tell students that they are going to do some research and prepare a presentation to explain the importance of research and development to any business.

■

In groups of four, students start preparing their presentations.

■

Go round and monitor students’ discussions. Be ready to offer help where necessary. stack of money notes

Answers Students’ answers 14

Activity Book page 8 exercise 3

Lesson Five

Teaching Tips

Learning Objectives ■ ■ ■

Listing ways to improve the proﬁt margin of a company Practising writing gerunds Identifying the meaning of words from context

F Reading 7 ■

Allow time for students to read the text silently. While they are reading, go round and answer any questions about vocabulary.

■

Ask students to answer the questions individually.

■

Check answers as a whole class. Answers 1 Working out a reliable inventory system; talking to the supplier representative; preparing a discount structure and promotion; making a sales analysis report; buying on the ﬁnal day of sales; selling when the product goes off sale; paying attention to what is being sold and what isn’t; keeping an eye on the stock; using correct monitoring procedures; explaining to a customer everything he or she needs 2 up-selling 3 a the amount of money a business generates b help; an increase 4 Students’ answers

Tips for effective studying

There is no single “best” way to study. Each student must find the best method for him / her. However, three components are common to all: (1) repetition, (2) effort, and (3) time. Repetition is a key component necessary to move information into the student’s long-term memory (see p. 25 for details on methods based on rote-learning). This stage should be a step for active review during which students organise their thoughts and test themselves. Moreover, active studying requires effort and it takes time, there are no shortcuts. The following are some guidelines for effective study techniques. 1 Encourage students to read their notes prior to every session. Tell them to highlight important ideas while studying. If students don’t have enough time tell them to skim and scan the material quickly to identify key terms and concepts. This can be done in several ways: ■ read the chapter summary. ■ read section headings and bold type. ■ inspect figures and read figure headings. 2 Train students to take effective notes in the classroom (See p. 31 for details on how to take effective notes). 3 Advise students to rewrite their lecture notes as soon as possible after the lecture. Train your students to make this stage an active process. Encourage them to rewrite the information in their own words not just re-copy your words. Furthermore, it is effective that students convert their notes into flashcards for review (See p. 43 for details on flashcards).

Lesson Six

Income Statement

Learning Objectives

F Reading 7 Read the text and answer the questions.

■

Improving a Profit Margin To improve a profit margin, time can be spent to work out a reliable inventory system. What sells and what doesn’t should be studied by talking to the supplier’s representatives. To help grow the business, the supplier can help in preparing a discount structure and promotion. A sales analysis report can also be made. Usually, it is preferable to know how the inventory system is set up; for instance, if it automatically adds up a gross-profit percentage into the cost or if this cost includes freight, etc. To make additional gross profit, it is very important to buy on the final day of sales and sell when the product goes off sale. It is also crucial to pay attention to what is being sold and what isn’t. However, don’t only buy what is on sale, buy what is interesting for your clientele. Keeping an eye on the stock in addition to using correct monitoring procedures is a must in this situation. When putting items in stock, they should only be the selling products because stocking slow moving items means using valuable space on the shelves which leads to high-cost interests. Up-selling helps increase gross-profit margins, because the salesperson can explain to a customer everything he or she needs which leads to high turnover. Hence, customer service is a boost to any business. In conclusion, all that a business needs to improve its profit margin are the above simple tips.

Questions 1 List the tips that the text gives to improve the proﬁt margin of a company. 2 Which word in the text means “A sales strategy where the seller will provide opportunities to purchase related products or services, often for the sole purpose of making a larger sale”? 3 What is the meaning of ...? a turnover b boost 4 Add details and examples to the third and fourth paragraphs to make them as lengthy as the ﬁrst two paragraphs to have a balanced text.

8 There is an important distinction between non-recurring and extraordinary events in any

business. Write a paragraph where you deﬁne them both and give examples of each. The following table is given to help you. An extraordinary event It includes costs associated with a merger or the expense of implementing a new production system.

It is recorded under operating expenses.

It is listed after the net line, after-tax.

■

Distinguishing between non-recurring and extraordinary events in any business Using information in a table to write a paragraph

G Writing 8 ■

Let students complete the task in pairs. When they have ﬁnished, ask volunteers to read their answers aloud. Answers Students’ answers

Activity Book page 8 exercise 4

Activity Book Answer Key Unit 2, page 6, exercise 1 Usefulness a / b / d Limitations c / e / f

G Writing

A non-recurring event It is a one-time charge that the company does not expect to encounter again.

■

Unit 2, page 7, exercise 2 Company Name Income Statement January 1, xxxx to December 31, xxxx Income gross sales gross proﬁt 15

In addition to the above, prompt students to make up questions from their notes. This will help them to actively think about the material and may help them to predict what kinds of questions may be on the test. Finally, if students have recorded the lecture, advise students not to waste their time listening to the entire lecture again. Tell them to use it just to fill in gaps in their notes. 4 Advise students to use graphic organisers such as flow charts in order to help them visualise relationships (note: if students learn the relationships and the general concepts it is often possible for them to reason out the details, however, learning the details alone often is not helpful in learning the concepts). 5 Encourage students to use additional resources when needed (i.e. texts). Different texts may present information in different ways that are clearer to your students. However, warn them that if they try to use all of the resources that are available, they might become overwhelmed. Advise them to use the resources that are assigned and turn to alternate sources only whenever it’s necessary. 6 Advise students to test themselves from time to time. Direct their attention to the self study questions which are often found at the ends of chapters, in study guides, and in computer applications. If such questions are not available, students may refer to old exams or they can even devise their own test questions. 7 Encourage students to review their notes in groups. Study groups should not replace individual study but are frequently the best way to review what students have learned (See p. 97 for details on study groups). 8 Encourage students to refer to you in order to clear up any questions that they have. 9 Finally, it is helpful that students always review and analyse their mistakes on their tests and try to answer the following questions: What are the correct answers? Why did I miss the questions? How can I improve my studying and test performance?

Total Income

XXXXX

Expenses advertising utilities salaries repairs & maintenance cost of goods rent freight charges ofﬁce supplies insurance taxes & licenses Total Expenses Net income

XXXXX

Unit 2, page 8, exercise 3 A a 1 have / 2 will guide b 3 will help / 4 practise c 5 makes / 6 will decide / 7 will concentrate d 8 decide / 9 will be B Students’ answers

e 10 will ask / 11 think f 12 is / 13 will be g 14 will take / 15 think

Unit 2, page 8, exercise 4 1 Income statements and balance sheets have common features but are also different in some aspects. There are specific steps to format and write the complex multi-step income statement. 2 a1 / b5 / c4 / d3 / e2 3 The potential lenders are banks, investors and vendors. 4 There are six steps: start with the gross profit, calculate the operating expenses, deduct from the gross profit to yield income from operations, add to income from operations, combine with income from operations to yield income before taxes and finally deduct taxes to produce the net income for the period measured. 5 Students’ answers

Sample Test 1 Reading I Read the text and answer the following questions. A warehouse is a commercial building usually found in industrial areas of cities and towns. It is used by manufacturers, importers or exporters for loading and unloading goods from trucks and storing them. Since the 20th century, traditional warehousing has started to decline. New techniques have been introduced gradually, such as the Just In Time (JIT) system. It consists of directly delivering a product from the supplier to the consumer without using warehouses for storage. However, the growing trade between countries necessitates at least one warehouse per region or country and they are built with high ceilings. Importers, exporters and manufacturers use them to distribute goods in a specific region or country. This technique reduces the cost to the consumer and the producer. 1 What do the words in bold refer to? 2 What do “necessitate” and “decline” mean? 3 What does traditional warehousing consist of? 4 Explain the JIT system in your own words. 5 Why do you think there is a need for high-ceiling warehouses? Vocabulary II Match the following words with their definitions. 1 polyethylene 2 profit margin 3 skid 4 dividends 5 gross profit or loss 6 stretch tape

IV Fill in the blanks using the Simple Present or the Future. 1 When the warehouse manager (arrive) _______ , the employees (ask) _______ him for a pay rise. 2 If they (design) _______ the machine properly, it (unload) _______ five containers per minute. 3 We (get) _______ a higher salary as soon as he (promise) _______ us a pay rise. 4 He (come) _______ back after he (find) _______ the goods he wants. 5 If the storage room (be) _______ empty, the manager (complain) _______ . 6 The driver (unload) _______ the truck before it (start) _______ to rain. Writing V Write a short paragraph about the following topic: If you were the manager of a company, would you give your employees a pay rise? Give reasons for your answer. Answers Reading I 1 them (goods); it (JIT system); they (warehouses) 2 necessitate (demand); decline (decrease) 3 It consists of a traditional building used for loading and unloading goods from trucks and storing them. 4 Students’ answers 5 Students’ answers Vocabulary II 1c/ 2a/ 3f/ 4e/ 5b/ 6d Grammar

a the difference between the cost of producing something and the price at which you sell it to shareholders b the difference between sales revenue and sales costs c flexible foam material, reusable and washable, suited for goods with high weight d a small roll of film used for packaging or protecting goods e part of a company’s profit usually paid annually or quarterly to the shareholders f wooden or plastic object that is used to elevate the product from the ground Grammar III Contrast the meaning of the two sentences. 1 a The employee writes two reports per hour. b The employee is writing two reports per hour. 2 a The profit margin has been stable for a year. b The profit margin was stable for a year. 3 a When the manager arrived, they started the meeting. b By the time the manager arrived, they had started the meeting. 4 a She promised to send us three sales analysis reports, and she has already sent one. b She promised to send us three sales analysis reports, and she had already sent one.

III 1 a The employee always writes two reports per hour. b The employee is writing two reports per hour now. 2 a The profit margin started to be stable one year ago and still is. b The profit margin was stable for a year and then it started to change. 3 a The manager arrived and then they started the meeting. b They had started the meeting before the manager arrived. 4 a She promised to send us three sales analysis reports and sent one after she had promised. b She promised to send us three sales analysis reports and she had already sent one before promising us. IV 1 arrive, will ask 2 design, will unload 3 will get, promises 4 will come, finds 5 is, will complain 6 will unload, starts Writing V Students’ answers

2 Job Documents a Put the following statements under the appropriate heading. Some of them can be put under

both headings. 1 They can help one get an interview. 2 They can be completed on paper or online. 3 The “Objective” is typically the first section and consists of a statement in which one declares the career goal. 4 Poor spelling and wrinkled documents are typically viewed as indicators that the applicant lacks the ability to perform well as an employee. 5 They provide the company with an overview of professional achievements and background. 6 Employers use them to evaluate the experience, continuity of employment, educational background and overall potential of prospective employees. 7 They help employers collect specific data from potential employees for the purpose of evaluating their qualifications. 8 They can be designed by the applicant to serve a specific purpose. Job Application Forms

Choose a CV format that you like and ﬁll it. Explain why you liked it. CV 1 Applicant’s Name Home Address: Term Address: Tel: Date of Birth: Email: Nationality: EDUCATION AND QUALIFICATIONS Name of University Degree

Year of graduation

Subjects: WORK EXPERIENCE Name of company,

CVs

from

Job title

Job description

ACTIVITIES AND INTERESTS

ADDITIONAL INFORMATION

NOTE

REFEREES: Different Types of CVs

CVs are the cornerstone of most job searches. Candidates spend hours creating and polishing the perfect CV to be the best representation of their abilities and accomplishments. Candidates can use different CVs for different purposes. Most candidates should choose between a chronological and functional CV. Tel: Date of Birth:

Chronological CVs present information in calendar order beginning with the most recent position. On the other hand, functional CVs divide skills and accomplishments among relevant headings. Hence, chronological CVs are best for applying for a similar job in the same industry, while a functional CV is more relevant if a change in career direction is sought.

CV 2 Name of applicant Address: Email: Nationality:

SKILLS

b Read the note above and then decide if the following statements are true or false. Correct the

EDUCATION AND QUALIFICATIONS Year of graduation Degree attained

false statements. 1 A CV is not important for a job search. 2 Chronological and functional CVs are the two most common types of CVs. 3 Information on a chronological CV are organised in descending calendar order. 4 Functional CVs and chronological CVs serve the same purpose. 5 Functional CVs highlight the job seekers’ skills and accomplishments.

WORK EXPERIENCE from

Job title

Job description

Name of company

ADDITIONAL INFORMATION REFEREES Name of referee 1 Contact details 81

Correspondence

Answers 1 false: CVs are the cornerstone of most job searches 2 true 3 true 4 false Chronological and functional CVs serve different purposes. 5 true

Lessons Seven, Eight and Nine Learning Objectives ■ ■ ■ ■

Practising taxonomic skills Distinguishing between chronological and functional CVs Distinguishing between true and false sentences Comparing and contrasting CVs

c Allow time for students to complete the task in pairs. When they have ﬁnished, join pairs with other pairs to form groups of four and allow them to discuss their answers in groups. ■ Take whole-class feedback to check students’ answers. ■ ■

Answers Students’ answers

2 Job Documents a ■

Allow time for students to read the sentences silently. While they are reading, go round and answer any questions about vocabulary.

■

Ask students to put the sentences under the appropriate heading. Remind them that some can be both a job application and a CV.

■

Check answers as a whole class. Answers Job Applications CVs

Name of referee 2 Contact details

Give As homework or revision: Activity Book, exercise B, p. 48 Answers Students’ answers

2/4/5/6/7/ 1/3/4/5/8

b Read the sentences aloud and ask the students to stand up if they think a sentence is true but remain seated if they think it is false. Tell students to correct the false sentences. ■ When they have ﬁnished, take whole-class feedback to check students’ answers. ■

Unit

Competition 3 and Pricing

3 Competition and Pricing

Lesson One Learning Objectives Comparing trade between two countries Identifying factors that hinder the development of trade among countries

■ ■

A Dialogue 1 Read the dialogue and answer the questions.

Two government representatives are discussing trade between their two countries. A: Trade between our countries has developed in recent years, but I believe that it would increase faster if there were fewer trade restrictions. B: Yes, I agree. There are too many tariffs and quotas on both sides. A: If we both removed them, trade would increase, and that would beneﬁt both our countries. B: I agree. A: So, if we removed our tariffs on your electrical goods, would you remove your tariffs on our agricultural products? international trade B: Unfortunately, I’m afraid we couldn’t do that because it would be very bad for our farmers. I wish we could, but it’s not possible. A: I see. B: However, I have a proposal which I think is more realistic. I propose that you remove tariffs on textiles. If you do that, we’ll remove tariffs on furniture and leather goods. A: That may be possible.

A Dialogue 1 ■

Go through the dialogue in detail and explain any new vocabulary.

■

Ask the students to try to answer the questions in pairs.

■

Check answers as a whole class. Answers 1 it has increased 2 trade restrictions: tariffs and quotas 3 both countries would beneﬁt 4 trade; tariffs and quotas; removing tariffs on agricultural products; removing tariffs on textiles 5 Students’ answers

Questions 1 What is the state of trade between the two countries now, compared with a few years ago? 2 What is preventing faster growth between the two countries? 3 Which of the countries would beneﬁt from removing trade restrictions: A’s or B’s? 4 What do the words in bold refer to? 5 In your opinion, how would farmers be affected if B’s country removed their tariffs on agricultural products?

B Listening

Answers 1 six point two trillion dollars (6.2 trillion dollars) 2 one point four trillion dollars (1.4 trillion dollars) 3 six hundred and thirty billion dollars (630 billion dollars) 4 nine hundred and forty billion dollars (940 billion dollars) 5 ﬁve hundred and sixty billion dollars. (560 billion dollars)

2 ■

Give the students time to read the rubric carefully. Check, by asking questions, that students understand what they are going to hear and what their task is.

■

Tell students that you are going to play the recording twice. The first time, they should listen but not write anything. On the second listening, they should write correct figures in the five boxes.

Lesson Two

■

When they have ﬁnished, invite volunteers to read their answers aloud. Then ask the class whether they agree before your write the correct answers on the board.

Learning Objectives ■ ■ ■ ■

Audioscript

Grammar

The value of world trade for the year 2000 was 7.6 trillion dollars. In other words, 7600 billion dollars. That’s 7600 followed by nine zeros. This total included exports of both goods and services. The value of exported goods was 6.2 trillion dollars which included manufactured goods, raw materials and agricultural products. Exports of services, such as transport and insurance, totalled 1.4 trillion dollars. Trade in some products increased greatly from the previous year. For example, fuels such as petrol and natural gas increased to 630 billion dollars. Another big change was ofﬁce and telecom equipment, with exports of 940 billion dollars. In contrast, agricultural products didn’t go up at all, remaining at 560 billion dollars.

Identifying the roles of international organisations Listing the names of international organisations Practising using non-deﬁning relative clauses Practising using the proper punctuations used with the nondeﬁning relative clause

non-deﬁning relative clauses

C Matching 3 ■

Allow time for students to match the organisations to the descriptions.

■

When they have ﬁnished, check answers with the whole class. Answers 1f / 2e / 3b / 4c / 5a / 6d

Competition and Pricing B Listening 2

Read the text, then listen and write the correct ﬁgures in the ﬁve boxes. Every year, the total value of world trade (i.e. all the exports from every country in the world) grows. The value of world trade for the year 2000 was 7.6 trillion dollars or 7600 billion dollars.

Activity 1 Fill in the blanks with who, which or whose. 1 This is the bank _____ was robbed yesterday. 2 A boy _____ sister is in my class was in the bank at that time. 3 The man _____ robbed the bank had two pistols. 4 He wore a mask _____ made him look like Mickey Mouse. 5 He came with a friend _____ waited outside in the car. 6 The woman _____ gave him the money was young. Activity 2 Decide whether a defining or non-defining clause is needed in each situation. 1 I have two jobs. a My job which is in Damascus is to trade agricultural goods between countries. b My job, which is in Damascus, is to trade agricultural goods between countries.

C Matching

2 I have one job. a My job which is in Damascus is to trade agricultural goods between countries. b My job, which is in Damascus, is to trade agricultural goods between countries.

3 Match the organisations with the descriptions.

1 The European Union (EU) 2 The United Nations (UN) 3 The World Trade Organisation (WTO) 4 The International Monetary Fund (IMF) 5 The Food and Agricultural Organisation (FAO) 6 United Nations Industrial Development Organisation (UNIDO) a an organisation that improves farming, agricultural production and distribution b an organisation that deals with the rules of trade between countries c a UN agency that lends money to governments d a UN agency that helps countries with industrial development e an international organisation that was set up after World War II to maintain world peace f a European organisation for economic cooperation and free trade

3 Ahmed’s father has lost his keys. a Ahmed’s father who owns supermarket chains has lost his keys. b Ahmed’s father, who owns supermarket chains, has lost his keys.

D Grammar

4 My friend Jane moved to Canada. a My friend Jane whose husband is Canadian moved to Canada. b My friend Jane, whose husband is Canadian, moved to Canada.

Non-defining Relative Clause Non-deﬁning relative clauses give extra information about a noun. They are always separated from the rest of the sentence by commas. Compare the following sentences.

Activity 3 Combine the sentences using a relative clause.

Examples Businesses that offer services in areas condensed by cars set prices to compensate for road tax. (This gives us important information about businesses in areas condensed by cars.) Competitive businesses, which are growing in number, must set the prices of their services very carefully. (This gives us extra information about competitive businesses.)

D Grammar 4 Allow time for students to study the box individually or in pairs then to complete the task relying on the information in the box. ■ Check answers with the whole class. ■

Answers 1 Pricing, which generates a turnover for the organisation, is one of the most importatnt elements of the marketing mix. 2 Both shopping centres, which have department store sections, are among the country’s most prominent retail chains. 3 The marketer’s pricing strategy depends on the projected winning bid price, which is generally the lowest price. 4 The manager’s rivals, who are lowering prices, gave him a hit due to intense competition. 5 Mr Ahmed, who owns supermarket chains, has tried to be more measured in spending and price cuts. Activity Book page 9 exercises 1 and 2

Mini Grammar + Extra Activities A defining clause includes information that is necessary to understand the meaning of a sentence. A non-defining relative clause provides additional information which is not essential to understanding the meaning of the sentence. When the relative pronouns who(m), which or that (in object case) are omitted, the relative clause becomes a contact clause. It is also often referred to as “zero clause”. Contact clauses are common in spoken English.

1 We traded electrical goods with Scotland last year. Scotland is in the north of Great Britain. 2 Taxes are paid on imports and exports. Taxes are called tariffs. 3 Less taxes improve sales growth. Sales growth is increasing. 4 FAO means the Food and Agricultural Organisation. FAO improves farming, agricultural production and distribution. 5 The marketer set a pricing strategy. It depends on the winning bid price. Activity 4 Decide whether the relative pronoun is correct or not. 1 The postman which works in this village is very old. 2 Every business which aims to maximise profits is successful. 3 Where is the product who is going to be marketed? 4 The bottles that are lying on the floor are green. Activity 5 Combine the sentences using contact clauses. 1 I read a business article last night. It was interesting. 2 We’re cutting import duties. The import duties are tariffs on textiles. 3 Our company bought new products. The new products are interesting for our clientele. Answers Activity 1 1 which 2 whose 3 who 4 which 5 who 6 who Activity 2 1a/2b/3b/4b Activity 3 1 Last year, we traded electrical goods with Scotland which is in the north of Great Britain. 2 Taxes which are paid on imports and exports are called tariffs. 3 Less taxes improve sales growth which is increasing. 4 FAO, which means the Food and Agricultural Organisation, improves farming, agricultural production and distribution. 5 The marketer set a pricing strategy which depends on the winning bid price. Activity 4 1 not correct 2 correct 3 not correct 4 correct Activity 5 1 The business article I read last night was interesting. 2 The imports duties we’re cutting are tariffs on textiles. 3 The new products our company bought are interesting for our clientele.

Lesson Three Learning Objectives ■ ■

Relative Pronouns

Practising research skills Identifying the aims / goals of international organisations Subject Object Possessive

E Speaking

■

Ask for the names of other international organisations from students. Write the initial letters on the board and ask the students to describe their activities.

Learning Objectives

4 Combine the second sentence with the ﬁrst using non-deﬁning relative clauses.

1 Pricing is one of the most important elements of the marketing mix. It generates a turnover for the organisation. 2 Both shopping centres have department store sections. They are among the country’s most prominent retail chains. 3 The marketer’s pricing strategy depends on the projected winning bid price. The projected winning bid price is generally the lowest price. 4 The manager’s rivals gave him a hit due to intense competition. The manager’s rivals are lowering prices. 5 Mr Ahmed owns supermarket chains. Mr Ahmed has tried to be more measured in spending and price cuts.

Distinguishing between formal and informal proposals Rewriting informal proposals as formal ones

F Formal proposals 6 ■

Present the information from the box. Emphasise that these types of proposals are useful in formal meetings.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Demonstrate the task by getting volunteers to do the ﬁrst item as an example with the whole class listening. Get choral and individual repetition of the example sentence.

■

Work through the exercise orally with the class, giving the students time to think about each item before asking them for an answer. Answers Students’ answers

8 ■

Direct the students’ attention to the rubric. Make sure all the students understand what they have to do in the exercise.

■

Tell the students to work in pairs and make similar dialogues. This allows students more time to practise than going through the exercise with the whole class. Go round and monitor students’ conversations and offer help where necessary.

■

Invite volunteers to read their dialogues aloud. Draw attention to any common mistakes, writing them on the blackboard and getting the class to correct them.

Activity Book pages 10 and 11 exercises 3 and 4

Lesson Five Learning Objectives ■ ■

Making polite oral proposal rejections Making polite written proposal rejections

G Rejecting proposals politely 7 ■

Present the information from the box. Draw attention to the polite expressions: unfortunately and I’m afraid.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Demonstrate the task by getting volunteers to do the ﬁrst item as an example with the whole class listening.

■

Allow time for students to complete the dialogue individually or in pairs. Then get through possible answers as a whole class. Answers Students’ answers

where

3 The relative pronoun at the beginning of a non-deﬁning relative clause can refer to all the information contained in the previous part of the sentence, not just to one word. Example His small shop survived the competition of the chain of supermarkets, which was a big surprise. (The fact that his small shop survived the competition of the chain of supermarkets was a big surprise.)

Lesson Four

■

Place

which which whose

2 Non-deﬁning clauses can be introduced by expressions like all of, many of, both of, each of... + relative pronoun (whom for persons and which for things). Examples a There were a lot of people at the meeting, many of whom I had known for years. b He was removing the unsold goods, all of which were spoiled.

Answers Students’ answers

■

Thing

who who / whom whose

1 The preposition in non-deﬁning clauses can go at the end of the clause. Example Wall Street is in New York, which you may have heard of. This pattern is often used in spoken English, but in written or formal English you can also put the preposition before the pronoun. Example Wall Street, of which you may have heard, is situated in New York.

5 ■

Person

Answers Students’ answers

A Methods based on memorisation such as rote learning

Competition and Pricing E Speaking

Several factors play a significant role in enhancing student’s level of retention. One of the main reasons for forgetting information that’s already studied is lack of concentration. Many students have difficulty concentrating while studying. Students’ success in taking a test is highly dependent on their ability to concentrate while studying. The following are some guidelines that students may follow in order to increase their concentration level:

5 In pairs, research some other international organisations and say what they do. factory

F Formal proposals I / We suggest / propose

that we both reduce tariffs on electrical goods.

My / Our suggestion / proposal is

that you remove tariffs on textiles.

1 Let’s cut import duty on textiles. 2 How about removing all trade restrictions immediately? 3 Maybe we should allow the free trade of all agricultural products. 4 Couldn’t we both reduce tariffs on electrical goods by 50%?

3 It’s necessary that students set a purpose for their studying time. Not only that, the goals that they set should be realistic to achieve. If students fail to achieve their preset goals this may lead to anxiety and stress. Consequently, encourage your students to set a time limit for every goal before they begin studying.

G Rejecting proposals politely

I wish we could

it wouldn’t work (because...) but (unfortunately) / (I’m afraid)

1 Students should study in a suitable environment that is void from distractions such as TV or computer. Moreover, the study environment should be furnished in such a way as to make students feel comfortable while they are studying. For example, chairs should be comfortable and the room should be properly lit and heated (See p. 63 for details on establishing a productive study atmosphere). 2 Advise students to make sure that they prepare everything they might need before they start studying so that they don’t have to interrupt their studying time to go and get a piece of paper or a pen.

6 Change these informal sentences into formal proposals.

We would if we could

Factors which enhance retention

it’s not possible (because...)

4 Encourage students to start with tasks / subjects which they think are the most difficult and then they can move on to “easier” tasks. This is because students’ level of concentration is at its peak when they begin studying.

7 Complete the dialogue.

A: I propose that we cut import duty on textiles. B: We would if we _____________ but ____________ it’s not possible because ________________________________ . 8 Work in pairs. Make similar dialogues, using the proposals in exercise 6. Give a reason for

rejecting each proposal.

Teaching Tips Types of study skills Developing effective studying habits, improving reading comprehension, discovering your own personal learning style, learning to manage your time more efficiently and learning the best way to prepare for exams are just a few of the topics covered under the general heading Study Skills. Educators distinguish between eight different types of study skills. They are A Methods based on memorisation such as rote learning B Methods based on communication skills e.g. reading and listening (See p. 33 for details) C Methods based on cues such as flashcards (See p. 43 for details) D Methods based on the use of keywords (See pp. 48-49 for details) E Methods based on visual imagery; mind maps (See p. 50 for details) F Methods based on acronyms and mnemonics (See pp. 55, 58-59 for details) G Methods based on exam strategies (See pp. 71, 73 and 83 for details) H Methods based on time management and organisation (See p. 79 for details)

As mentioned above, improving students’ concentration level has a positive impact on student’s level of recall; however, this isn’t enough. It’s necessary that students are equipped with skills that would improve students’ ability to recall information that they have acquired while studying. First, it’s essential that students practise SQ3R or PQRST or any other reading / revision strategy before they read the text at hand thoroughly this is because it’s easier for students to remember main ideas first and then they move on to the details once they have incorporated the main ideas of the reading text into their long-term memories (See p. 71 for details on SQ3R and PQRST methods). Moreover, it’s helpful that students create a context for their learning experience in which they link the information that they have acquired in class with their own life experiences. This would give a meaning and purpose to students’ learning experiences and consequently the material would be easily understood and retained. Similarly, information that is acquired in class would be easily learned and retained if you train your students to make a link between what they are learning and what they already know. In addition to the above, constant repetition is also helpful in retaining information when students are studying. Encourage them to repeat the information multiple times using different studying strategies because moving information from short-term to long-term memory requires lots of repetition. Students not only need to repeat the material to be learned, they also need to change the order in which they study. For instance, the first time students study chapter 1, then 2, then 3. On the first revision / repetition, they study chapter 2 then 1 then 3 and on the second repetition they study chapters 3, 1 and 2 and so on. All the above mentioned tips are helpful in enhancing memory skills; however, they all become meaningless if students have a negative attitude towards the subject they are studying. Thus it’s also important that you instigate in your students a positive feeling towards the target subject by constantly encouraging them and helping them solve any learning difficulties that they might have. To sum up, good concentration and memory are two interrelated learning skills but one doesn’t lead to the other. In other words, if students have good concentration, this doesn’t mean that their retention skills are high and the opposite is also true.

Lesson Six Learning Objectives ■ ■ ■

Identifying the meaning of words in context Identifying the objectives of a business Listing ways that would eliminate business competition

H Reading 9 Read the text and answer the questions.

_______________________________ Market development, costs, demand and competition all affect how products and services are priced. Every business aims to maximise profits, but the products and services that are most successful have often made a loss before they have become profitable. All pricing strategies depend on many factors and there are no fixed rules; however, good management is the key to successful pricing. Many businesses price their product or service to achieve an objective. The objective can be to maximise profits or to achieve a certain market share. It can also be sales growth or a targeted return for investment. Small businesses, particularly new ones, need to cover their costs to survive and grow. Although most businesses will not recover costs in the short term, it is important to set a price that will recover the costs in the long term. Competition is a very important factor that may affect pricing. Many businesses develop branding strategies to eliminate competition. Finally, how the product is marketed influences customer perceptions. This means if a business markets a product or service as quality or luxury, customers will expect to pay more.

H Reading 9 ■

Allow time for students to read the text silently. While they are reading, go round and answer any questions about vocabulary.

■

Ask students to complete the task individually.

■

Check answers as a whole class. Answers 1 Students’ answers 2 a proﬁtable b key c targeted d perceptions 3 to maximise proﬁts, to achieve a certain market share, sales growth or to achieve a targeted return for investment 4 by developing a branding strategy 5 Students’ answers

Questions 1 Give the text a suitable title. 2 Find in the text words that mean the following: a gainful b the solution c intended d views 3 What can the objectives of a business be? 4 How can a business eliminate competition? 5 Do you agree with the author that good management is the key? Explain. pricing

Activity Book page 11 exercise 5

Activity Book Answer Key Unit 3, page 9, exercise 1 a6/b3/c8/d1/e5/f2/g4/h7 Unit 3, page 9, exercise 2 Students’ answers Unit 3, page 10, exercise 3 A 1 Competition, which is growing among chain supermarkets, is an essential element in pricing. 2 Monopolisers, who are people in full control of supplying certain goods, usually don’t face competition. 3 Commercial industries are always looking for ways to minimise production costs to survive competition, which has become ﬁerce these days. 4 People, who are more interested in the price of items than their quality, discovered that items are becoming more expensive by the day. 5 Competition is very intense with certain items, which are low-priced and of high quality. 6 Small shops, whose items aren’t that varied, cannot measure up with chain supermarkets. 7 Commercial companies, where the number of employing ﬁnancial advisors is higher than any other companies, are aware of market competition. B Students’ answers Unit 3, page 10, exercise 4 1 Three main ideas 2 Monopoly occurs when one company controls the market and the price of a good or service. Oligopoly occurs when many companies control the market and the price of a good or service. Perfect competition occurs when nobody controls the market, and the price of a good or service is determined by supply and demand. 3, 4 and 5 Students’ answers Unit 3, page 11, exercise 5 Students’ answers

Questionnaire 2: Improving Concentration Answer the following questions statements by Yes or No. 1 Do you specify a time limit for each task? Yes

2 Do you specify the quantity you should cover for each lecture? Yes

3 Does the page quantity you specified change according to the topic difficulty? Yes

4 Do you have specific time and place for studying? Yes

5 Do you stop for a short break if you decided to stop studying before the allotted time you set for yourself? Yes

6 Do you classify the selections you want to study according to their importance? Yes

7 Do you regularly participate in lectures by asking for information, asking questions, stating your opinions and writing your remarks? Yes

8 Does your reading plan change to adapt components, for instance, drawing maps for geography. Yes

9 Do you encourage and motivate yourself to study more if you notice your focus is fading? Yes

10 While studying, are you an analytical reader who evaluates and interprets the authorâ&#x20AC;&#x2122;s intention? Yes

11 Do you praise yourself for each task you accomplished in the allotted time? Yes

12 When studying for two hours or more, do you plan what subjects to study? Yes

13 Do you study with friends who assist you to remain concentrated on your studies and objectives? Yes

14 You possess outstanding strength of focusing, and Iâ&#x20AC;&#x2122;m not easily distracted. Yes

15 You know how to meditate and do it frequently. Yes

16 I possess the determination to attain what I want. Yes

17 I always try to progress in everything. Yes

18 I always attempt to be productive in my life. Yes

19 I possess the quality of self-control in what I do. Yes

20 I definitely get preoccupied in studying or reading. Yes

21 It is difficult to be bored with anything that needs intellectual effort. Yes

When answers are No, students should be encouraged to improve their concentration.

Correspondence d Circle the correct answer.

B Business Cards and Envelopes Business Cards

1 Your CV should be ______ and ______ - only put in information which you think is important for the job. a concise / relentless b consize / relevant c concise / relevant d coincide / reverend

Note Parts of a Business Card The following seven categories should usually appear on a business card:

2 A good CV should have a clear ______ and lots of ______ space. a white / layout b outline / black c layout / white d outlay / white

1 Name of business or organisation: A business card always has the name of a business or organisation name on it. It is the most important part of a business card. 2 Name of individual: Most business cards give the name of an individual. In a large organisation, the job title usually appears below it.

3 A good CV should include as much information as possible: true or false? a False: you should select information carefully. b False: you should include as little information as possible. c True. d Neither true nor false.

3 Address: A physical address or a mailing address, or both are crucial parts of a business card. 4 Phone number(s): Numbers are listed in order of voice, fax and mobile. The area and/or country codes and extension should be added.

4 The most important features are that your CV is _____ to read and looks good. a simple b light c easy d effortless

5 Email address: Including an email address is an important element nowadays since most communications happen through it. If the company has a website this should appear as well. 6 Description of business: A brief description can be useful when the company’s name is somewhat ambiguous or doesn’t clearly convey what it does. Taglines can also convey beneﬁts and features.

5 A good CV won’t guarantee a good job, but it could help you get ______. a a discussion b an interview c a panel d a board

7 Logo: A logo is used consistently on business cards to help establish a company’s identity. PS: Your business card should stand out from the rest. It should work as a mini advertisement for your business in many different situations.

6 Which of the following statements found in a resume do not clearly demonstrate the action done? i Administered a variety of surveys to collect data about employees ii Maximised proﬁts by 15% during the month of July iii Surveyed a group of postgraduates with regard to mobile usage iv Was the boss of a team of six service employees v Participated in an interior design layout activity a i & ii b iv & v c i,ii & iii d iii & iv

Sample business cards

a Are the following statements true or false.

1 All business cards should include the individual’s name and job title. 2 It takes a few minutes for your card to convey the general idea of what you do. 3 You shouldn’t include your personal mobile phone number on your business card. 4 The logo portrays the company’s identity.

Correspondence

Lessons Eight and Nine

Lesson Seven

Learning Objectives ■ ■

Identifying parts of a business card Identifying the characteristics of a business card

Learning Objective ■

Demonstrating understanding of CVs by completing a multiple choice task

d ■

Students work individually to circle the correct answers.

■

Ask students to exchange books and check their partner’s work as you give the correct answers orally. Answers 1c / 2c / 3a / 4c / 5b / 6b

B Business Cards and Envelopes Business Cards a ■

Students work individually to circle the correct answers.

■

Ask students to exchange books and check their partner’s work as you give the correct answers orally. Answers 1 false 2 true

3 false 4 true

Give As homework or revision: Activity Book, exercise A, p.49 Answers Students’ answers

Review (Units 1-3) A Match the words with their deﬁnitions.

1 warehouse 2 crate 3 consignee 4 facilities 5 monitored 6 efﬁcient 7 expedite 8 perception

F Put the verbs in parentheses in their correct tense.

a receiver b advantages c packing case d supervised e speed up f storeroom g view h well-planned

at the factory of Best Ofﬁce Equipment. He A lorry driver (just, arrive) (1) (deliver) (2) some goods to the warehouse manager. He (say) (3) that he (get) (4) three crates for the manager, but he (need) (5) some help to unload them. While he (unload) (6) , one of the crates (fall) (7) . Many things (break) (8) . This was not the driver’s ﬁrst accident. He (damage) (9) many objects so far. That’s why, he (ask) (10) to compensate for the harm done. The driver (promise) (11) to be extra cautious next time as he (greatly, suffer) (12) from his negligent attitude before.

B Put the correct word in the right place.

inventory system survive and grow income statement convenient tariffs and quotas turnover boost

G Fill in the blanks with the correct form of the verbs.

, she (get) a job. 1 After Muna (graduate) 2 The employer (hire) sales representatives after he (interview) them. 3 As soon as we (finish) our education, we (apply) for a job. 4 Research and Development Department (file) the report on purchases as soon as it (be) ready. 5 Companies (make) gross profit if they (work out) a reliable inventory system.

1 Packaging companies provide services to their customers. 2 The is important for both inventors and company managers to understand the company’s ﬁnancial condition. 3 A reliable studies what is sold and what isn’t. to any business. 4 Good customer service is a 5 Trade between two countries increases if are reduced. 6 Pricing is one of the most important elements in generating an outstanding for the organisation. . 7 Small businesses need to cover their costs to

H Complete the dialogues. Give a reason for rejecting each formal proposal. C Read the dialogue on page 6 and write four more sentences to ﬁnish the dialogue.

Example

1 A: I propose that we decrease trade restrictions between our countries. B: We would if we could remove tarrifs on our agricultural products, but I’m afraid it’s not possible because it would be very bad for our farmers.

D Rewrite the text on page 10 by using the following phrases.

Meet your packaging needs, standard and custom packaging, provide the best price, professional ﬁnish, shrink-wrap service, climate-controlled and protected warehouse and distribution needs, convenient services, timely deliveries, examine during picking and packing.

2 A: I propose that you remove tariffs on textiles. B: I wish we could, but I’m afraid because . 3 A: Our suggestion is that you improve agriculture in the rural areas. B: We would if we , but it’s not possible because 4 A: Our proposal is that you join us for dinner after the meeting. B: We would if we .

E Read the text “Improving a Proﬁt Margin” on page 15. Arrange the following sentences in

a logical order to form a dialogue between an imaginary Chief Executive Officer and Sales Representative. The first sentence is in its correct order. 1 CEO: To improve our profits, we should work on a reliable inventory system. 2 CEO: Definitely. Moreover, to make additional profit, we should buy on the final day of sales and sell when the product goes off sale. 3 CEO: I think the supplier representative can help prepare a discount structure and promotion to facilitate our study. 4 SR: Second, we should prepare a sale analysis to decide upon the prices and to understand how the inventory system is set up. 5 SR: Therefore, first, I must talk to the Supplier Representative to study what sells and what doesn’t, and I’ll see what is interesting for our clientele.

I Combine the following sentences using a non-deﬁning relative clause.

Example

1 Mr Ahmad and Mr Ibrahim discussed trade between their countries. They talked about reducing tariffs and quotas. Mr Ahmad and Mr Ibrahim, who discussed trade between their countries, talked about reducing tariffs and quotas. 2 Ali speaks English fluently. He should apply for the job. 3 Rice is grown in many countries. It is a staple food throughout much of the world. 4 One of the most useful materials in the world is glass. It is made chiefly from sand, soda, and lime. 5 Joumana was fired from her job. She was always late for work. 6 The old woman’s purse was stolen. She called the police. 7 I met Dr Moustafa. He teaches a geography course at college.

Review (Units 1-3)

1 has just arrived 2 is delivering 3 said 4 had got 5 needed 6 was unloading 7 fell 8 broke 9 has damaged 10 will be asked 11 promised 12 had greatly suffered

Learning Objective ■

Oral / written revision and consolidation of language from unit 1 to unit 3

■

Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learned in the previous three units. Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood.

Answers A 1 f/2c/3a/4b/5d/6h/7e/8g

B 1 convenient 2 income statement 3 inventory system 5 tariffs and quotas 6 turnover 7 survive and grow

G 1 graduates / will get 2 will hire / interviews 4 will ﬁle / is 5 will make / work out

Warm-up ■

4 boost

3 ﬁnish / will apply

H Suggested answer: 2 … we couldn’t … it might affect our industry 3 … could … I’m afraid … it would be very bad for our farmers 4 … could , but I’m afraid that we have to study for a test

I 1 Mr Ahmad and Mr Ibrahim, who discussed trade between their countries, talked about reducing tariffs and quotas. 2 Ali, who speaks English fluently, should apply for the job. 3 Rice, which is grown in many countries, is a staple food throughout much of the world. OR Rice, which is a staple food throughout much of the world, is grown in many countries. . 4 One of the most useful materials in the world is glass, which is made chiefly from sand, soda, and lime. OR One of the most useful materials in the world, which is made chiefly from sand, soda, and lime, is glass. 5 Joumana , who was always late, was fired from her job. 6 The old woman, whose purse was stolen, called the police. 7 I met Dr Moustafa, who teaches a georgraphy course at college.

Students’ answers

D Students’ answers

E 1/5/3/4/2

Test 1 Answer Key

I 1 Yes, in the directory, you ﬁnd the kind of services each company offers. 2 a book listing individuals or organisations alphabetically or thematically with details such as names, addresses and telephone numbers. 3 traditional storage 4 a CS / b TS II 1 warehouse 2 shipping 3 balance sheet 4 pricing 5 packaging 6 proﬁt margin 7 labelling 8 exporting 9 income statement 10 marketing III 1 charging a product or a service 2 geographical areas 3 other aspects in marketing 4 I know what these mean IV Product management: the addition of new products,deciding on the name of the product, introducing the product in the market, deciding on the logo, Promotion: stimulating market demand, increasing consumer demand, improving product availability, advertising Distribution: deciding where the product or service will be available,deciding on the type of distribution: exclusive, selective or extensive, selling through wholesale or a retailer, deciding when the product or service will be available V Students’ answers VI 1C/2I/3C/4C/5I/6C/7I/8I VII Students’ answers

Unit

4 Warehousing

and Shipping (2)

■

Warehousing 4 and Shipping (2)

Check the answers orally: ask a student to say an answer before you give your conﬁrmation.

A Dialogue 1 Read the dialogue and answer the questions.

Visitor: Which kinds of vessels pass through the Suez Canal? Guide: Mainly cargo vessels. This includes passenger cargo vessels, which transport goods and a few passengers. This type of ship travels on scheduled routes. Tramps, on the other hand, are cargo vessels which travel anywhere in the world. Visitor: I see. That’s an oil tanker over there, isn’t it? Guide: That’s right. Oil tankers and bulk carriers look similar, but tankers carry oil whereas bulk carriers transport wheat, metals and others. Visitor: What’s that other ship, the one with all the big metal boxes? Guide: That’s a container ship. A lot of goods are transported in big containers. On arrival at the port, each container is unloaded onto a lorry, which takes it to its final destination. Visitor: Can every kind of vessel pass through the Suez Canal? Guide: Most can. However, some of the biggest oil tankers are too large. They have to go all the way around Africa.

Questions 1 How many different kinds of cargo vessel are mentioned in the text? Name them. 2 What do you think ‘‘scheduled routes’’ means? 3 How is a tramp different from a ship on a scheduled route? 4 In what way are tankers and bulk carriers similar? 5 Which type of ship would an exporter use for rice? 6 What is the one problem for big ships that would like to use the Suez Canal?

Answers 1 ﬁve (passenger cargo vessel, tramp, oil tanker, bulk carrier, container ship) 2 A ﬁxed route between ports 3 Ships on scheduled routes always sail between the same ports, whereas tramps go anywhere in the world. 4 they look similar 5 a bulk carrier 6 They are too large to pass through the Suez Canal.

Teaching Tips A Methods based on memorisation such as rote learning (cont.) One of the most basic approaches to learning any information is simply to repeat it by rote. Typically this will include reading over notes or a textbook, and re-writing notes. For this reason, it is important that students are trained to take effective notes. The process of taking notes is divided into three stages as in the table below.

cargo vessels in the Suez Canal

Lesson One

Stage

Task

Before class

Skim your notes from the previous lecture

* Students can recall the explanation. * They are ready to absorb new material. * The teacher can build up on previous material.

During class

Taking notes

* Students must be alert to key ideas and repetitions. * They can keep track if they use consistent abbreviations, symbols and short sentences. * They can mark unclear ideas using a question mark.

After class

Rewriting notes

* Students should rephrase their notes, including all the abbreviations. * Notes are updated after clarifying vague ideas

Learning Objectives ■ ■ ■ ■

■ ■

■

Identifying different kinds of cargo vessels Identifying the meaning of words from context Comparing and contrasting tankers and bulk carriers Identifying the relationship between types of ships and the goods to be transported Discussing the advantages of container ships Identifying the problems for big ships that would like to use the Suez Canal Demonstrating understanding of a listening text by completing a table

Warm-up ■

Introduce the unit topic and use the picture to elicit the topic of the dialogue. Ask the students what they can see in the picture and invite them to guess what is happening. You can also use the picture to elicit few keywords that students will read in the dialogue.

A Dialogue 1 ■

Tell the students to read the dialogue silently. Explain any unknown words in the dialogue.

■

Allow time for students to read the dialogue and answer the questions individually. When they have all found answers to the questions, let them work in pairs comparing answers.

Description

Tips for taking effective notes 1 Advise students to listen carefully to what you say. Instructors usually give clues to what is important to take down. Some of the more common clues are: A Material written on the blackboard. B Repetition C Emphasis by tone of voice and gesture and / or by the amount of time the instructor spends on points and the number of examples he or she uses. D Word signals (e.g.“The third reason ...“, In conclusion...“) E Summaries given at the end of class. F Reviews given at the beginning of class. 2 Encourage students to develop their own method of taking notes, outlining, graphic organisers...etc. 3 Prompt students to use abbreviations and symbols 4 If students miss a statement, tell them to write keywords, skip a few spaces, and get the information later. 5 Advise students not to use every space on the page. Leave room for coordinating their notes with the text after the lecture.

B Listening 2 ■

■

B Listening

In class, direct the students’ attention to the rubric and the information box. Check that students understand what they are going to hear and what their task is.

Listen and complete the information about the vessels that used the Suez Canal during one year. Total number of vessels Oil tankers General cargo vessels Total tonnage of passing vessels (million tons) Total revenue (million US $)

Play the recording right through without stopping. Tell students not to worry if they could not complete the task on the ﬁrst listening. Play the recording again without stopping while the students complete the task silently, or if they have already completed it, ask them to listen and check that their answers are correct.

C Vocabulary

Put students in pairs to compare answers. In case of disagreement, play the recording for them to check their answers.

3 Study the table, then complete the sentences using the verbs in the right form.

do a sport some work some shopping well / badly your best your hair business a job nothing (i.e. relax) some photocopying

Audioscript Last year, the total number of vessels that passed through the Suez Canal was one thousand two hundred and six. These vessels included two hundred and thirteen oil tankers.

make arrangements an announcement a decision an offer a payment a phone call a profit a suggestion a mistake a noise

1 It has been a pleasure to ___________ business with you. 2 No arrangements ___________ for the meeting, so there weren’t enough chairs. 3 After the factory visit yesterday, we ___________ some shopping in the evening. 4 When the announcement ___________, the passengers started to board the ship. 5 Have you ___________ that photocopying yet? 6 At yesterday’s meeting, people ___________ some suggestions about the conference.

The other vessels were general cargo vessels, and these numbered nine hundred and ninety-three. The total tonnage of passing vessels, measured in million tons, was forty.

ship transport

Finally, the total revenue, measured in million US dollars, were one hundred and sixty-eight point one. Not a bad year for the Canal. Answers Total number of vessels Oil tankers General cargo vessels Total tonnage (million tons) Total revenue (million US $)

1206 213 993 40 168.1

Lesson Two

Learning Objectives ■

■ ■

Identifying and using correct words that collocate with make and do Identifying the relationship between pictures and sentences Demonstrating understanding of commercial awareness by completing a matching exercise

D Matching 4 ■

Tell the students to look at the pictures. Pay particular attention to the arrows in the pictures, which show the movement of goods or documents.

■

Explain to the students that they will have to do a matching exercise: There are seven pictures and seven sentences. The sentences explain the seven stages of paying for imports.

■

Go through the seven pictures with the class so that they are familiar with them before they start the matching exercise.

■

Tell the students to read the sentences silently and match them to the pictures.

Vocabulary phrases with do or make

C 3 ■

Vocabulary

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information in the box.

■

You can read out the phrases with do and make and let the class repeat them.

■

When they have ﬁnished, ask students to compare their answers with those of a partner.

■

Make sure all students understand what they have to do in the exercise. Demonstrate the task by doing the ﬁrst item as an example. Allow time for students to complete the task individually relying on the information in the box.

■

Check answers as a whole class.

■

Answers 1b / 2e / 3g / 4f / 5a / 6d / 7c

Check answers with the whole class. Answers 1 do 2 were made 3 did 4 was made 5 done 6 made

Activity Book page 14 exercise 1

Warehousing and Shipping (2) D Matching 4 The pictures show a British exporter (E) sending goods to an Australian importer (I) and

receiving payment. Match the sentences (a-g) with the correct pictures. The ﬁrst one is done for you.

Finally, students may increase their reading efficiency by surveying the chapter in a book using first lines or paragraphs. By quickly surveying the chapter, we can make ourselves familiar with its general drift. Sometimes the first or last paragraph of a chapter may have special significance. The writer may state in the first paragraph what he intends to write about or he may summarise what he has been saying in the last paragraph. The Do’s and Don’ts of Taking Notes for Reading Assignments

a The importer in Australia pays money into his bank in Australia, which sends it to the exporter’s bank in the UK. b The exporter in the UK loads the goods onto the ship and receives a Bill of Lading from the ship’s captain. This important shipping document shows who owns the goods while they are in transit. It also shows that the goods are on the ship and that the shipper has agreed to carry them. c The importer in Australia exchanges the Bill of Lading for the goods. The importer cannot get the goods unless he has paid and got this document from the bank. d The bank in Australia gives the Bill of Lading and other shipping documents to the importer. e The exporter writes a Bill of Exchange. This bill includes instructions to the importer’s bank. f The UK bank sends the two bills and other documents to the importer’s bank in Australia. g The exporter gives the two bills and other shipping documents to his bank in the UK.

Teaching Tips Types of Study Skills (cont.) B Methods based on communication skills, e.g. reading Reading is an essential skill which students need in order to improve their educational performance. For instance, students who often read a lot tend to increase their vocabulary and this would offer them a valuable repertoire which they may use when they are writing their essays. The following are some tips that may help you guide your students on how to increase their reading efficiency:

Taking notes while reading is as important as doing so in class; however, there are slips that students must avoid like highlighting everything. Students would be wasting time reading when feeling sleepy; useful reading for comprehension must be slow and during times when the student is fully focused. Besides the things that should be avoided, there are tips that students must make it a point to remember and perform. These include the following. It is recommended that students read the introduction, the conclusion and bits of the article when doing research on the Internet so they can decide if it fits well with topic. Dividing the material into smaller bits and testing oneself while reading facilitates the retention of the studied material. Finally, the fact that students can take notes, in the margin for instance, is a good indication of the students’ comprehension of the text. Taking notes from a textbook can be divided to three phases. The first phase is reading from a chapter without taking notes to maintain comprehension of the subject. Students might be at risk of taking too many notes and losing concentration if notes are taken at this stage. In the second stage, students must review the material indicating the main and supporting ideas and rephrasing the information. The latter makes the students active and comprehensive of the material. Finally, students write the paraphrased ideas as their notes in the third stage along with adding necessary details; that is to say, they are not supposed to copy directly from the text. As a word of caution to students, they must make sure not to change the meaning or the content of the text while taking notes. Taking vs Making notes There is a vast difference between taking notes and writing them. Taking notes is a plain process of passively writing someone else’s presentation. On the other hand, making notes is directly related to active critical thinking, evaluation of the material and rephrasing what is presented. Moreover, personal notes are more memorable because they are transformed to images that the student can recall more easily as images than words. In conclusion, note making renders students more selective in choosing the important material and improve their skill through practice.

First, advise students to set a purpose before reading any text. If they don’t have a clear purpose in mind while reading a text, this could lead them to boredom, lack of comprehension or simply they would feel that they have wasted their time. Moreover, it is important to direct students’ attention to the title of the book or article they are reading. Most titles of pedagogical books or articles contain hints or keywords that may give students an idea about the text they are about to read. In addition to the above, it’s necessary that students are aware of the parts of a book as they may include information that might facilitate students’ understanding. For example, the publisher’s blurb is a brief summary of the information discussed in the book. Students may also refer to the index or list of contents for help.

Lesson Three Learning Objectives ■ ■

E Grammar

Practising using the passive inﬁnitive Reviewing verb forms

Modal Verbs and the Passive Subject

Modal verb Passive infinitive (be + past participle) can could has to be imported. It had to frozen. The food is going to be be eaten. must should will

Grammar modal verbs and the passive

E Grammar 5

G Categorising Letters and faxes are Letter writing is a Correspondence Ways of corresponding

Either present the information from the box yourself, or tell students to study the information in the box in pairs.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Allow time for students to complete the task individually relying on the information in the box.

■

Check answers as a whole class.

Example

1 You can import these goods. These goods could be imported. 2 They should wear hard hats in the port. 3 Warehouse employees should take safety measures. 4 We could see the damaged cases. 5 We must repair the truck at once. 6 We had to throw away the rest of the damaged goods. 7 They will repair the security shutter within a week. 8 We’re going to send those four containers by rail.

Activity 2 1 Safety precautions will be demonstrated. 2 Tankers will carry oil. 3 Passengers must board the ship. 4 Money will be paid by the importer. 5 The bill should include instructions. 6 The students will be told to write an essay. 7 The bill should be sent to the bank.

Activity 1 Put the verb in brackets in the passive form. 1 Oil, metals and others (can/transport) by bulk carriers. 2 Containers (should/unload) onto a lorry which takes goods to their final destination. 3 Arrangements (have/make) for the meeting. 4 Suggestions (could/give) about the conference. 5 These goods (might/drive) to the warehouse tomorrow.

Lesson Four Learning Objectives

Activity 2 Fill in the blanks with the given model verbs and the active or passive voice of the verb in brackets. Use modals.

■ ■

Practising making contrasts Identifying conjunctions that show contrast

F Contrasting 6 ■

Present the information from the box. Check understanding by asking questions and giving the students an opportunity to ask questions. Point out the differences in punctuation in the box.

■

Demonstrate the task by getting good students to do the ﬁrst one or two items as examples with the whole class listening. Get choral and individual repetition of the example sentences.

■

After doing the ﬁrst two items with the whole class, tell the students to prepare the answers individually or in pairs before you go through the rest of the exercise with the whole class. Answers Students’ answers

importing food

from the table above. 1 trains and cars 2 importers and exporters 3 writing and speaking 4 television and the cinema 5 home and school

They can give them the money. (active) They can be given the money. (passive)

3 have to be made

1 vessels 2 ways of paying 3 furniture 4 transport 5 documents 6 stationery 7 ways of greeting people 8 ways of staying healthy

6 Practise making contrasts using phrases

Modal verbs in the passive voice follow this pattern: Modal + be + past participle. There are many possibilities with modal verbs.

2 should be unloaded 5 might be driven

letters and faxes.

following categories, practise making similar sentences.

, but tramps whereas tramps Most ships However, tramps go on go scheduled . Tramps, on the anywhere. other hand, routes On the other hand, tramps

Mini Grammar + Extra Activities

Answers Activity 1 1 can be transported 4 could be given

include(s) (things like)

corresponding with someone.

F Contrasting

Answers 2 Hard hats should be worn in the port. 3 Safety measures should be taken by warehouse employees. 4 The damaged cases could be seen. 5 The truck must be repaired at once. 6 The rest of the damaged goods had to be thrown away. 7 The security shutter will be repaired within a week. 8 Those four containers are going to be sent by rail.

1 Safety precautions (will/demonstrate). 2 Tankers (will/carry) oil. 3 Passengers (must/board) the ship. 4 Money (will/pay) the importer. 5 The bill (should/include) instructions. 6 The students (will/tell) to write an essay. 7 The bill (should/send) to the bank.

correspondence.

7 Study the table above. For each of the

5 Put these sentences in the passive form. ■

kind(s) / type(s) of way(s) of

Activity Book pages 14 and 15 exercises 2 and 3

H Reading Warehousing and Shipping (2)

Allow time for students to read the text silently. Direct students’ attention to the questions and tell them to read the text again and look for the answers. ■ Invite volunteers to read their answers aloud. ■

H Reading

■

8 Read the text and answer the questions.

Ground Shipping Ground shipping includes truck and train transportation. It is usually cheaper than other means of shipping particularly for large, heavy packages. Main ground shipping carriers can deliver a package of 150 pounds within five days to its destination. They usually don’t work on weekends. Some extra services that these companies offer are a money-back guarantee, complete package visibility and free pick-up service. Sometimes a freight broker handles ground shipping but he is not a shipper and he doesn’t own a carrier so he is a transportation intermediary that plays a role in the movement of cargo. He helps carriers fill the trucks and helps shippers find reliable motor carriers. The broker sometimes coordinates all the shipping needs of a company. Freight forwarders are often confused with freight brokers. Forwarders take the goods, combine numerous smaller shipments into one large shipment and then arrange for transport using various shipping methods. Finally, shippers’ associations help reduce transportation costs by grouping shipments. They operate like freight forwarders, but their service is limited to their members.

Answers 1 a a company which transports packages b place of delivery c during transit a package can be tracked d deal with e function 2 Students’ answers (four main ideas) 3 A freight broker is a transportation intermediary that plays a role in the movement of cargo, whereas a freight forwarder groups shipments. 4 Students’ answers

train

Questions

1 Explain the following words: a carrier b destination c visibility d handle e operate 2 How many main ideas are there in the text? Write two of them. 3 What is the difference between a freight broker and a freight forwarder? 4 If you were to advise your friend to use a ground shipping carrier to ship a large, heavy package from Syria to another country, what would you tell him / her?

I Writing 9 Make sure that students understand the task before they write their paragraphs individually. ■ Ask students to check each other’s work in pairs, and then collect it for you to mark. ■

I Writing 9 The following are shipping services. Do some research about one of them and write a

well-organised paragraph. Air Shipping Auto Shipping Cargo Shipping Container Shipping

Express Shipping International Moving Logistics Maritime Shipping

Answers Students’ answers Activity Book page 16 exercises 4 and 5

Activity Book Answer Key

different types of freight

Lesson Fivc Learning Objective ■

Categorising and saying what is included in a category

G Categorising 7 Present the information from the box. Check understanding by asking questions and giving the students an opportunity to ask questions. ■ Demonstrate the task by asking for examples of vessels from the whole class. Write them on the blackboard. ■ Work through the exercise orally with the class, giving students time to think about each item before asking them for suggestions. ■ After doing the ﬁrst item with the whole class, tell the students to think of suggestions for the other categories in pairs. Then go through the rest of the exercise with the whole class. ■

Answers Students’ answers

Lesson Six

Unit 4, page 14, exercise 1 1 in transit 2 proposal 5 routes 6 vessels

3 tonnage

4 destination

Unit 4, page 14, exercise 2 A 1 Steaming machines to remove wrinkles could be imported from our supplier in China. 2 A new store room must be emptied immediately. 3 The engine of the truck had to be ﬁxed or changed. 4 The arriving goods were going to be put in the new section of the warehouses. B 1 In the past, heavy containers had to be unloaded by people themselves. 2 Nowadays, many ways of shipping and transportation must be used by warehouses. 3 Space management should be emphasised by warehouse managers. 4 The ordered goods might take several days to be transported by trucks. Unit 4, page 15, exercise 3 1 Students’ answers 2 four different methods of payment: payment after delivery, cash in advance, documentary collection, documentary credit / letter of credit 3, 4 and 5 Students’ answers Unit 4, page 16, exercise 4 Students’ answers Unit 4, page 16, exercise 5 Students’ answers

Learning Objectives ■ ■ ■

■ ■

Writing deﬁnitions Identifying the main ideas in the text Identifying the difference between a freight broker and a freight forwarder Practising writing a paragraph Identifying different types of shipping services

Culture and Values 1

Culture and Values 1 Global Warming

Climate change is not a new phenomenon in the history of Earth. However, with the beginning of the Industrial Revolution, Earth has started to experience unprecedentedly rapid climate changes due to what we now call global warming. Global warming is the consequence of the greenhouse gases issued from the combustion of fossil fuels. Such gases will influence Earth’s climate even years from now, since it has not adapted yet to such a rapid environmental change. The percentage of greenhouse gases is directly proportional to the percentage of fossil fuels that are burnt by humans. However, climate change is not only caused by humans; other factors that existed even prior to the Industrial Revolution continue to influence Earth’s temperature. Nevertheless, the effect of these nonhuman factors remains either minimal or unnoticed. However, increasing temperatures are by no means the only effect of global warming. In addition, global warming influences annual rainfall, increases the erosion of land that is near the coast, extends the growing season and results in the melting of glaciers. Finally, it can cause changes in the frequency of infectious diseases in particular environments.

Global Warming Learning Objectives ■ ■ ■ ■ ■

Demonstrating understanding of a reading text Identifying the meaning of words from context Identifying the causes of global warming Practising research skills Practising making a brochure

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Introduce the topic and elicit a few keywords that the students will read in the text.

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Allow time for students to read the text silently. Give the students the opportunity to ask you about anything that they didn’t understand.

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Ask students to work individually and try to ﬁnd the answers to the comprehension questions.

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Check answers by asking volunteers to read their answers aloud. Answers 1 Students’ answers 2 phenomenon: a fact or situation that is observed to exist or happen unprecedentedly: never done or known before rapid: fast combustion: the process of burning something glacier: a slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles 3 Students’ answers 4 Students’ answers 5 Students’ answers

Questions 1 Rephrase the definition of global warming given by the text and list, in your own words, its effects on Earth. 2 What is the meaning of the following words: phenomenon, unprecedentedly, rapid, combustion, glacier? 3 Why can’t the Earth adapt to the changes in climate? 4 In your opinion, are humans to be blamed for global warming? Explain using the evidence given in the text. 5 Find on the Internet information about two of the latest solutions for global warming (For example: more white clouds needed in the sky and synthetic trees that absorb a bigger quantity of carbon dioxide) and put them with photos you can find in a brochure. How to prepare a brochure: -Open a word document and click «New» in the toolbar. -Go to «File» and «Page Setup.» Select «Margins» and set the margins at half-an-inch for all sides. -Select «Paper Size.» Go to «Orientation» and select «Landscape.» -Click «Format» and then «Columns.» Go under «Presets» and select «Three.» You will see a section labelled «Spacing.» Enter one inch for the spacing and click «OK.» You will now have the layout for the brochure. -Add text and images to the brochure. Type inside the brochure to add text. To insert an image, click «Insert,» and then «Picture.» Select «From File» and you will be able to use an image from your computer. To add a background, go to «Format» and then «Background.» You will be able to select a colour for the background. 28

Sample Test 2 Reading I Read the text and answer the following questions. There are two types of economic competition: brand and substitute. The first type refers to competition between products which have the same function. For example, competition takes place between a brand of cars and several other brands of cars. The second type refers to competition between products which can substitute for one another. For example, margarine competes with butter, mayonnaise and other similar spreads. Competition is not only between companies, it can also be within the same company. Competition between individual employees is encouraged by most businesses. For example, sales representatives can compete over achieving the highest sales over a period of time. The employer will provide the highest achiever with benefits. 1 What does “one another” refer to? 2 What is the difference between brand and substitute competition? 3 What is the difference between the first two types of competition and the third? 4 Why do you think “competition between individual employees is encouraged by most businesses?” 5 Give another example of competition within the same company. Vocabulary II Complete the sentences using do or make. 1 To … additional profit, you should find the best selling strategy. 2 Have you … the analysis report yet? 3 At yesterday’s meeting, the manager … his best to explain the new tax formula. 4 After the exporter gave the bill to the bank, he decided to … nothing and relax. 5 When the decision was … , all the employees were happy. 6 When the importer … the payment, the goods were transported to him. Grammar III Combine the second sentence with the first using non-defining relative clauses. 1 The importer gives the Bill of Lading to the importer. The Bill of Lading is one of the shipping documents. 2 The exporter writes a Bill of Exchange. This bill includes instructions to the importer’s bank. 3 The goods are loaded onto the ship. They are carried to the importing country. 4 The importer received the goods. He has paid for the goods in the bank. 5 I made a new proposal to the government representative. The new proposal is more realistic than the old one.

Writing V Choose one of the following organisations and write a wellorganised paragraph describing what you know about it. The European Union (EU) The United Nations (UN) The World Trade Organisation (WTO) The International Monetary Fund (IMF) The Food and Agricultural Organisation (FAO) United Nations Industrial Development Organisation (UNIDO) Answers Reading I 1 products 2 Brand competition is between products which have the same function. Substitute competition is between products which can substitute for each other. 3 The ﬁrst two types (brand and substitute) are competitions between companies. The third is competition between employees within the same company. 4 Students’ answers 5 Students’ answers Vocabulary II 1 make 2 made 3 did 4 do 5 made 6 made Grammar III 1 The importer gives the Bill of Lading to the importer, which is one of the shipping documents. 2 The exporter writes a Bill of Exchange, which includes instructions to the importer’s bank. 3 The goods, which are carried to the importing country, are loaded onto the ship. 4 The importer received the goods, which he has paid for in the bank. 5 I made a new proposal to the government representative, which is more realistic than the old one. IV 1 Tariffs on electrical goods are going to be removed. 2 The unsold goods should be sold to the market. 3 Time could be spent to work out a ﬁnancial plan. 4 Prices had to be lowered by the manager’s rivals. 5 The new policy will be explained to the customers. 6 Interesting products for your clientele must be bought. V Students’ answers

IV Put these sentences in the passive form. 1 They are going to remove tariffs on electrical goods. 2 You should sell the unsold goods to the market. 3 You could spend time to work out a new financial plan. 4 The manager’s rivals had to lower prices. 5 The salesperson will explain the new policy to the customers. 6 You must buy interesting products for your clientele.

Correspondence b Create a business card for yourself after you choose a real Syrian company you would like to

Business Envelopes

work for in the future.

Note One of the first impressions that one makes to someone that they are writing to is the envelope. Hence, many rules should be followed to prepare a professional envelope. First, one should type on the envelope using an easy-to-read font in black ink. The font size should be between 10 and 14 points, depending on the font chosen and the size of the envelope. Second, the recipient’s information is written in the centre of the envelope. The first line of the address should list the recipient’s first name and title, such as Mr, Ms or Dr below it, the full name of the company is listed. Next, the street address or P.O. Box is included. On the line below, the name of the city where the company is located is added.

c The following paragraph gives information about a businessman who needs a business card.

Use the necessary information to make him a personalised business card. Ahmed Haddad is a widely experienced businessman. He was born and raised in Syria. He is Managing Director of a textile factory. His phone number is +963 xxx xxxxxx; the fax number is +963 xxx xxxxxx and his mobile number is +963 xxx xxxxxx. Finally, his email address is y ahaddad@loomhouse.com.sy.

The return address should be put in the upper left corner of the envelope. It should be formatted in the same manner of the recipient’s name and contact information. It should include the full name, business title, business name, department and full mailing address. Finally, a stamp is attached on the upper right corner on the front of the envelope. a Prepare the envelope that you will need to send a letter you are writing to the following person:

Gerald Levin / CEO of Time Warner Inc. / New York / P.O. Box 43023 /

d The following are questions and statements business people use to ask or give their business

cards. Work in pairs to prepare short conversations using some of them. • • • • • • • • • •

Do you have a business card? Could I have one of your business cards? Can I have your business card? Can I get your phone number or email address? What is the best way to contact you? Can I get your contact information? Let me give you one of my business cards. My contact information is on my business card. Let me give you one. You can reach me by calling the number on my business card. My email address is on my business card.

Lesson Nine

Correspondence

Learning Objectives

Lessons Seven and Eight and Nine

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Learning Objectives ■ ■ ■

Practising writing a business card Using information in a text to write a business card Practising making short conversations

b and c ■

Tell the students to read the instructions carefully.

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Then make sure that they understand the task before they write their paragraphs individually.

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Ask students to check each other’s work in pairs, and then collect it in for you to mark. Answers Students’ answers

Identifying the format of an envelope Demonstrating understanding of business envelopes by writing envelopes

Business Envelopes a ■

Present the information from the box. Check understanding by asking questions and giving the students an opportunity to ask questions.

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Allow time for students to write their envelopes individually.

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Collect students’ envelopes for you to mark. Answers Students’ answers

Give As homework or revision: Activity Book, exercise B, p.50

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Allow time for students to prepare their short conversations in pairs.

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Invite volunteers to read aloud their conversations.

Answers

Answers Students’ answers

1 Announcement b 2 Baronial c 3 Catalogue d 4 Commercial a 5 Booklet e

Unit

Financial Position

5 Financial Position Answers 1 a run: to manage, b a good handle: full understanding, c undertake: enter upon an activity or enterprise, d make use of: to use of for one’s own purposes, e unfavourable trends: something that is not for the company’s benefit, f present condition: how the business is like now 2 to look at the financial state of the company by undertaking a detailed financial analysis 3 yes: they help identify unfavourable trends in businesses; they help monitor cash flow; they monitor performance against a company’s financial plan 4 by studying the cash flow, the balance sheet, the position statement and the financial statements

A Dialogue 1 Read the dialogue and answer the questions.

Financial analyst: To run a successful business, it is not enough to acquire the basics of financial recordkeeping and a good handle on your company’s cash. Business owner: Why? Financial analyst: It is important to look at the financial state of your company too. From time to time, you should undertake a detailed financial analysis. Business owner: How can I make use of the information contained in my company’s annual financial statement? Financial analyst: Financial statements help identify unfavourable trends in your business’s operation before the situation becomes critical. They also monitor your cash flow requirements on a regular basis. Most importantly, they monitor performance against the company’s financial plan. Business owner: In other words, if I study the cash flow, the balance sheet, the position statement and the financial statements, I can determine the present condition of my business? Financial analyst: That is right!

Questions 1 What is the meaning of a to run b a good handle c undertake d make use of e unfavourable trends f present condition? 2 What is the financial analyst advising the business owner? 3 Are annual financial statements helpful? How? 4 How can a business owner verify the state of his business?

B Listening

B Listening 2

Listen and decide whether the following statements are true or false. Correct the false statements. 1 Good financial management and planning are both necessary for the success of a business. 2 Business owners don’t have to update their original business plan. 3 Even if changes have occurred regarding the cash flow, the business owner shouldn’t obtain more money from external resources. 4 The sale price usually covers the cost of the business. 5 A business plan should be adjusted as needed when changes take place.

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Tell the students that they are going to listen to a text about the ways to run a successful business.

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Before you play the recording, ask the students to read the sentences on page 29.

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Ask students to listen out for the information they need to decide whether the statements are true or false.

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The ﬁrst time, they should listen but not write anything. After the second listening, they should correct the false sentences.

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When the students have ﬁnished, ask them to check their answers in pairs.

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Take answers from individual students reporting back to the whole class.

Lesson One Learning Objectives ■

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Demonstrating understanding of a reading text by answering a set of comprehension questions Identifying the meaning of words from context Listing the beneﬁts of annual ﬁnancial statements Demonstrating understanding of a listening text by completing a true or false task Distinguishing between true and false sentences

Warm-up ■

Write the term “ﬁnancial statement” on the board and allow students to brainstorm any related ideas. Organise students’ ideas in a spider web chart.

A Dialogue 1 ■

Tell the students to read the dialogue silently and try to ﬁnd out what the topic of conversation is. Then ask a few simple questions to check understanding.

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Ask the students to read the questions, then allow them time to read the text again and look for the answers.

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Check answers as a whole class.

Audioscript Businesses often fail because of poor financial management or a lack of planning. To avoid such problems, business owners should constantly update their original business plan. For example, reviewing finances means reviewing the cash flow (the balance of all the money flowing in and out of the business). Make sure that your requirements have not changed. If they have, try to explain the reasons and decide on the steps you need to source additional capital. It shouldn’t be forgotten that the sale price covers the cost of the business. Thus, costs must be under constant review. Are any loans or overdrafts needed? If so, what is the most appropriate and cheapest way to get the money? Businesses change and grow so the business owner should have a plan to adapt to any changes which might occur. Answers 1T 2 F Business owners should constantly update their original business plan. 3 F If changes have occurred regarding the cash flow, the business owner should try to obtain more money from external sources. 4T 5T

Lesson Two Learning Objective Identifying the relationship between words and their deﬁnitions

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C Vocabulary 3 Match the following words with their deﬁnitions.

a total revenue minus total expenses

C Vocabulary 3 ■

Students work individually to match the words with their deﬁnitions.

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Ask students to exchange books and mark their partner’s work as you give the correct answers orally.

b reduction in value over time

d earnings before interest, taxes, depreciation, and amortisation

1 Revenue

2 Expenses

j total revenue minus COGS

Activity Book page 17 exercise 1

9 Accounts Payable 8 EBITDA

7 Appreciation

4 COGS 5 Gross Income i the cost of goods sold

Lesson Three

10 Accounts Receivable

e what you spend

f money owed to you for products/ services already delivered

3 Net Profit

Answers 1c / 2e / 3a / 4i / 5j / 6b / 7h / 8d / 9g / 10f

c what you earn

6 Depreciation

g money you owe for products and services already received

h increase in value over time

Learning Objectives ■ ■

1 _____ revenue 2 _____ expenses 3 _____ net profit 4 _____ COGS 5 _____ Gross Income 6 _____ depreciation 7 _____ appreciation 8 _____ EBITDA 9 _____ accounts payable 10 _____ accounts receivable

Practising reporting yes / no questions Practising reporting whquestions

Grammar reported questions

D Grammar 4 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

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Check understanding by asking questions and giving students an opportunity to ask questions.

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Direct students’ attention to the example sentences. Tell them that they need to make similar sentences in exercise 7.

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Check answers as a whole class. Answers 1 ... if the operating team was doing a good job managing costs 2 ... who could put the company in a stronger financial position 3 ... if the company was preparing a plan for a long-term success 4 ... if generating positive net cash would be the direct result of operating activities on an annual basis 5 ... if we had sufficient capital to cover the company’s debts 6 ... why the financial data weren’t recorded on the firm’s balance sheet 7 ... if she must take a longer look at the financial state of the company 8 ... if financial professionals had developed systematic ways of comparing the financial facts 9 ... where we could discuss some of the most commonly used tools for financial analysis 10 ... when we would determine the optimal operation level of our business

Mini Grammar + Extra Activities 1 Normal word order is used in reported questions, that is, the subject comes before the verb, and it is not necessary to use ‘do’ or ‘did’: “Where does Peter live?” She asked him where Peter lived. 2 Yes / no questions are reported by using ‘ask’ + ‘if / whether + clause: a “Do you speak English?” He asked me if I spoke English. b “Are you a businessman or a financial analyst?” He asked me whether I was a businessman or a financial analyst. 3 Wh-questions are reported by using ‘ask’ (or another verb like ‘ask’) + question word + clause. The clause contains the question, in normal word order and with the necessary tense change: a “What is a financial statement?”, he asked me. He asked me what a financial statement was. b “How would you define a healthy business?”, he asked. He asked me how I would define a healthy business.

Activity 2 What did the following people originally ask?

Financial Position D Grammar Reporting yes / no Questions We report yes / no questions with if or whether. DIRECT SPEECH: “Do you need help with the ﬁnancial report?” REPORTED SPEECH: I asked him if he needed help with the ﬁnancial report. Note We do not use the auxiliary verb do, except in negative questions.

Activity 3 Put the following words in order to form reported questions.

DIRECT SPEECH: “Who doesn’t need a business plan?” REPORTED SPEECH: She asked me who didn’t need a business plan.

Reporting wh- Questions When we report questions with who, what or which + to be + complement, the verb to be can come before or after the complement. DIRECT SPEECH: “Who is the new stockholder?” REPORTED SPEECH: She asked me who the new stockholder was. or She asked me who was the new stockholder. 4

1 Mandy wanted to know if she could help me. 2 Andrew asked me if Mandy would have lunch with Sue. 3 Justin asked me what I was doing. 4 Anna asked if she must study the balance sheet.

1 asked/do/He/he/me/should/what 2 sheet/She/the/balance/was/where/wondered 3 costs/I/the/to know/wanted/were/what 4 asked/I/worked/me/She/where 5 about/asked/I/me/They/was doing/what Activity 4 Match each question with its reported form.

Finish the sentences using the reported speech. You may need to change the tense. 1 Ahmed: “Is the operating team doing a good job managing costs?” Yesterday Ahmed asked me ____________________________________________. 2 Jason: “Who can put the company in a stronger financial position?” Yesterday Jason wanted to know _______________________________________. 3 Robert: “Is the company preparing a plan for a long-term success?” Yesterday Robert asked me ____________________________________________. 4 Hind: “Will generating positive net cash be the direct result of operating activities on an annual basis?” Yesterday Hind asked me ____________________________________________. 5 Rima: “Do we have sufficient capital to cover the company’s debts?” Yesterday Rima wanted to know _____________________________________. 6 Nancy: “Why aren’t the financial data recorded on the firm’s balance sheet?” Yesterday Nancy wanted to know _______________________________________. 7 Huda: “Must I take a longer look at the financial state of the company?” Yesterday Huda asked me ___________________________________________. 8 Adel: “Did financial professionals develop systematic ways of comparing the financial facts?” Yesterday Adel wanted to know _______________________________________. 9 The manager: “Where can we discuss some of the most commonly used tools for financial analysis?” Yesterday the manager asked me _______________________________________. 10 Waheed: “When will we determine the optimal operation level of our business?” Yesterday Waheed asked me ____________________________________________.

1 Where are you? 2 Where were you? 3 Where do you live? 4 Where is he? 5 Where will you live? 6 Where did you live? 7 Do you live here? 8 Where are you going? 9 Where will you be staying?

a She asked me where I had been. b She asked me where I would be staying. c She asked me where I had lived. d She asked me if I lived here. e She wondered where he was. f She wanted to know where I would live. g She wanted to know where I was going. h She asked me where I lived. i She wanted to know where I was.

Answers Activity 1 1 Christopher asked me if I wanted to write the ﬁnancial statement. 2 Betty wanted to know when I studied / had studied the cash ﬂow. 3 Mark asked me if John had updated the business plan. 4 Ronald wanted to know where Maria parked / had parked her car. 5 Elisabeth asked me if the sale price covered / had covered the cost. 6 Frank wanted to know how much money Lisa made.

4 Tense changes in reported questions Tense in Direct Questions present simple present continuous past simple past continuous present perfect past perfect will would can could shall should might must

Reported Questions past simple past continuous past simple or past perfect past perfect continuous past perfect past perfect would would could could should should might must or had to

Activity 2 1 Mandy: “Can I help you?” 2 Andrew: “Will Mandy have lunch with Sue?” 3 Justin: “What are you doing?” 4 Anna: “Must I study the balance sheet?” Activity 3 1 He asked me what he should do. 2 She wondered where the balance sheet was. 3 I wanted to know what the costs were. 4 She asked me where i worked. 5 They asked me about what I was doing. Activity 4 1i/2a/3h/4e/5f/6c/7d/8g/9b

Activity 1 Rewrite the following questions in reported speech. 1 Christopher: “Do you want to write the financial statement?” 2 Betty: “When did you study the cash flow?” 3 Mark: “Has John updated the business plan?” 4 Ronald: “ Where did Maria park her car?” 5 Elisabeth : “Did the sale price cover the cost?” 6 Frank: “How much money does Lisa make?”

Lesson Four E Speaking

Learning Objectives

5 You are going to role play the following situation: Student A is a ﬁnancial analyst. Student B is ■ ■ ■

Performing a roleplay Identifying the relationship between problems and their solutions Distinguishing between problems and solutions

a dissatisﬁed business owner. Student A asks Student B for the reasons of his dissatisfaction and tries to ﬁnd solutions. Hints for the financial analyst: • How have you implemented the recent tax changes in your company? • Tell me about a time you handled a complex financial project. • What work objectives did you set for this year, and what steps have you taken to ensure you will achieve them? • How have you monitored the regulations that affect your industry? • Describe a recent tough financial analysis problem you faced on the job. • Take me through your latest budget preparation.

E Speaking 5 ■

Divide the class into two groups. The ﬁrst group plays the role of the ﬁnancial analyst and the other group plays the role of the business owner.

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Ask students from the ﬁnancial analyst’s group to join with a member from the business owner’s group to form pairs.

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Hints for the business owner: • Describe the specific situation or task you were involved in. • Detail the action and steps you took in the situation. • Show how you are able to develop specific objectives and plan. This includes scheduling, identifying and allocating resources and the use of appropriate organisational tools. • Describe how you monitor projects and check the progress of delegated tasks. • Show how you are able to determine an appropriate and effective course of action based on factual information, accurate assessment of organisational resources and consideration of alternatives.

F Reading 6 Read the text on page 33 then answer the questions below.

Allow time for pairs to discuss the situation and try to ﬁnd solutions for it.

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Go round and monitor students’ conversations. Offer help where necessary.

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Check problems and their solutions as a classroom discussion.

Questions 1 Give the text a suitable title. 2 How is a healthy business defined in the first paragraph? 3 Rewrite about the two situations explained in the text in your own words. 4 What does “keep an eye on” mean? 5 Collapse means: a grow b fall apart c suffer 6 “Overhead” means expenses that a business needs to run properly. Can you give examples of overheads? 7 Why does a company need to generate new clients and to retain old ones?

Answers Students’ answers

Activity Book pages 17 and 18 exercises 2 and 3

Lesson Five 32

Learning Objectives ■ ■ ■

Deﬁning a healthy business Practising paraphrasing skills Identifying the meaning of words from context

LessonSix Learning Objectives

F Reading

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Allow time for students to read the text silently. While they are reading¸ go round and answer any questions about vocabulary.

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Ask students to complete the task individually.

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Check answers as a whole class.

Answers 1 Students’ answers 2 when the bills are paid on time and the bank account balance keeps growing 3 Students’ answers 4 carefully watch; keep track of 5b 6 rent; salaries 7 Students’ answers

Rewriting sentences in a paragraph form Identifying the relationship between problems and their solutions Distinguishing between problems and solutions

G Writing 7 ■

Tell the students to read the instructions carefully.

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Then make sure that they understand the task before they write their paragraphs individually.

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Ask students to check each other’s work in pairs, and then collect it for you to mark. Answers Students’ answers

Activity Book page 19 exercise 4

Financial Position ___________________________ Generally, an accountant tells a business owner if his business is doing financially well. However, the business owner’s role is to check his company’s current financial performance against the competition and his own past results. The first rule is: if your company’s cash position at the end of each month is stable or improving, then your business is running properly. In other words, if the bills are paid on time and the bank account balance keeps growing, your business is healthy. The business should be studied carefully since there are two critical situations that may arise. The first one is if sales have increased 20%, but your cash position is rapidly declining. In this situation, there is a problem timing cash flow on sales. The second one is if the cash position is improving but sales are declining. This means that the company is making good improvement in internal operations, efficiency and financial management but it has a serious external or market problem to solve. It is very important to remember that business owners should keep an eye on rent, salaries, etc. They shouldn’t only focus on growing revenues. Businesses may collapse because owners didn’t control their overheads! For a business to be healthy, it should always generate new clients and retain old ones. However, having more new clients than old ones means that the business isn’t retaining customers. Having more old clients than new ones means that the business needs to address its marketing and sales strategies.

G Writing 7 The following sentences are taken from a report on the ﬁnancial position of a company. Rewrite

the sentences in a paragraph form with two main ideas: the problem and the solution. 1 There is little follow-up planned to manage the outstanding debts of the company with the result that the circulation of money is hampered. 2 Equipment in long-term use should be bought not hired to reduce recurring payments. 3 Staff salaries may be cut by 20% and the work load may be more rationally distributed among the members of staff. 4 The entertainment bills are inflated. 5 The company may rent a cheaper accommodation. 6 The company is housed in a very large building at a very high rent. 7 The company is over-staffed, and the distribution of work among the staff is irrational. 8 Company debts should be addressed.

Teaching Tips

When using flashcards, it is helpful to follow these guidelines: First limit the number of flashcards to maximum twenty cards per class; otherwise, students will be overwhelmed by the material. Moreover, consistency in form, layout and colour is highly recommended to avoid student’s tendency to recall the material by its distinctive features instead of the material itself. Most importantly, using flashcards properly begins by looking at the card and its answer for a few times until the answer is recalled without the need to flip the card. The same procedure applies to the second card; however, students must revise the first two flashcards before moving onto the third card using the same procedure. Similarly, the first three cards are revised before moving on to the fourth card and so on. Once the flashcards are mastered, it is helpful that students revise them again in a jumbled order. Afterwards, when it is time for the second session, students are advised to revise the previous flashcards and include the forgotten ones in the new set. A useful tip would be to categorise the flashcards into three groups: “completely known”, “somewhat known” and “not known”. Students can include the “somewhat known” cards with those of the next session so they are revised until being acquired in the same mentioned process. On the other hand, the “completely known” cards can be revised only once. While in class, students may keep some empty index cards standing by, so they are immediately used upon coming across key ideas. If studying is conducted in groups, a competition or a game of matching questions and answers previously written on separate flashcards makes learning pleasurable. The Benefit of Flashcards Flashcards are widely available nowadays; students can refer to them for ultimate benefit in learning if they are carried around and revised every once in a while. Flashcards are a beneficial tool because they help reduce the time of learning and give long-term results. A useful way to use flashcards would be writing something on one side and its relative information on the back whereby the student reads one of the sides and tries to remember the information on the back. Thus, the entire content is eventually acquired. Finally, adding pictures to flashcards facilitates learning by illustrating a concept in images.

Types of Study Skills (cont.) C Methods based on flashcards Since part of studying involves memorising, there are techniques like using flashcards, which help make the process of studying easier and more efficient. Flashcards are quite useful when a certain question is written on one side of the flashcard and the answer on the back side. Despite being simple, it is an effective method to use. In addition, flashcards weigh little, are portable, accessible at all times and facilitate retention of the information in forms of images. The latter is beneficial to everyone in general and visual learners in particular; learners can pay extra attention to the parts they are finding difficult to learn. Finally, flashcards are a handy tool for revising previously taken material especially when they are organised according to subject matter. Proper Ways of Using Flashcards Flashcards may seem useless if used improperly. The name itself indicates that flashcards are to be used for quick learning of materials including various subjects like foreign languages, Maths, history or chemistry. In other words, flashcards are quite handy in learning new vocabulary, equations as well as dates and periodical tables because they activate long-term retention of the learned material.

Activity Book Answer Key Unit 5, page 17, exercise 1 1c/2e/3a/4f/5d/6b Unit 5, page 17, exercise 2 a She asked me what an important step was in planning my financial future. b He asked me when it was a good time for preparing a statement of financial position. c She asked me if I compiled a list of what I owned (my assets) and what I owed (my liabilities) to prepare my statement of financial position. d He asked me if preparing the statement of financial position involved transferring information from paper money I had or would be receiving. e She asked me how net worth was determined. Unit 5, page 18, exercise 3 1 Students’ answers 2 The income statement does not include real cash flow whereas the SCFP does. 3 Students’ answers Unit 5, page 19, exercise 4 Students’ answers

Questionnaire 3: Note Taking The following questionnaire is a guideline for students to rate their note-taking strategies and efficiency. 1 I come prepared to the lesson by rereading my notes. Always Sometimes Never 2 I write down every word. Always Sometimes

Never

3 I write full words rather than abbreviations and symbols. Always Sometimes Never 4 I use complete sentences when taking notes in class or series of short phrases. Always Sometimes Never 5 I use series of short phrases when taking notes in class. Always Sometimes Never 6 If I use phrases, I show the relationships between them. Always Sometimes Never 7 I show a difference between main and sub-points. Always Sometimes Never 8 I tend to miss a lot of information when I take notes during a lesson. Always Sometimes Never 9 When I take notes from books or articles, I quote the material that I have copied from the book or article. Always Sometimes Never 10 When I take notes from books or articles, I keep record of bibliographic information and the page number(s) Iâ&#x20AC;&#x2122;m using. Always Sometimes Never 11 I donâ&#x20AC;&#x2122;t refer to my notes until I need them to study for a test. Always Sometimes Never 12 I am able to take notes in class, keep up with the instructor and understand the concepts at the same time. Always Sometimes Never 11 I am able to recognise cues that indicate that the information discussed or presented is important. Always Sometimes Never 13 I rewrite my notes in my own words. Always Sometimes Never

Correspondence C Reports

b Match each report with its description.

Note

Type of Report 1 Incident Report 2 Accident Report 3 Progress Report 4 Feasibility Study 5 Recommendation Report 6 Case Study

How to Write a Business Report When you are asked to write a report, you are provided with information. You are expected to analyse that information, draw conclusions and make recommendations since the main object of writing reports is to offer directly related suggestions. A report is divided into five sections: 1. Terms of Reference: This section gives background information on the reason for the report. It usually includes the person requesting the report. 2. Procedure: The procedure provides the exact steps taken and methods used for the report. 3. Findings: The findings point out discoveries made during the course of the report investigation. 4. Conclusions: This part provides logical conclusions based on the findings. 5. Recommendations: The recommendations state actions that the writer of the report feels need to be taken based on the findings and conclusions.

Some phrases that can be used in report writing are: to agree with as agreed as far as I’m concerned as follows as per to the conditions as per your request as requested as soon as possible at your convenience to be authorised to to be held responsible for provided that a Put the steps of writing a report in the correct order.

a Conduct research and gather information. _____ b Decide on methods or procedures for gathering data. _____ c Submit improved report. _____ d Write draft report. _____ e Edit and proofread the draft to improve it. _____ f Identify personnel to research the area and produce a report. _____ g Identify an area for investigation. _____ h Determine the purpose of the report. _____ i Organise and analyse the information collected. _____

Learning Objectives ■ ■ ■ ■

Practising writing a business report Identifying stages of a business report Practising taxonomic skills Identifying parts of a report Evaluating the effectiveness of a report

C Reports a Direct the students’ attention to the rubric and check that everyone understands it. ■ Ask students to complete the task individually. ■ When they have ﬁnished, allow them time to compare their answers with those of a partner. ■ Check answers as a whole class. ■

Answers g/f/h/b/a/i/d/e/c

b and c Allow time for students to complete the activity either individually or in pairs. ■ Check answers as a whole class. ■

B Format

C Language

1 Is space used appropriately? 2 Is the information organised so that it clearly and effectively conveys the message? 3 Is the report grammatically correct? 4 Is the report free of spelling mistakes? 5 Is there consistency in heading and formatting? 6 Are the recommendations supported by facts? 7 Has all the necessary information been included? 8 Is all the information relevant? e Match the report stages with the appropriate phrases. Report Stages Phrases a Who requested the report b Data for the report was gathered from (date) ... to (date) ... c When the report was requested d The report presents ... e Why the report was requested, and the aim 1 Introduction f I believe that the reasons for this include ... g Overview of the structure of the report 2 Procedure h The survey respondents said that ... i When the data was collected 3 Findings j In conclusion, the results show that ... k How the data was collected 4 Recommendations l Conclusions lead to possibilities for further action 5 Conclusion m Description of the information discovered n The report was requested on ... o Summary of what you discovered p Primary data was collected by surveying ... q Ideas about the reasons for the things discovered r The report aims to ... s What you think should happen t This report was requested by ...

• Be concise and factual. • Opinions are given in the “conclusions” section. However, these opinions should be based on facts presented in the “findings”. • Use the simple present tense to express facts. • Use the imperative form (Discuss the possibility ..., Give priority ..., etc.) in the “recommendations” section as these apply to the company as a whole.

■

Find four other types of reports and write a short description about them as in the table. A Content

Lessons Seven, Eight and Nine

F a report presented to people in authority to accept or refuse a plan and choose from among other recommendation.

d The following are tips to evaluate the effectiveness of your report. Put them in the right group.

Tips:

Correspondence

Description A a report describing how someone was hurt or something was damaged B a report on how and why something has changed over time C a report on how practical a proposal is D a report describing something that has happened E a report on a particular situation over a period of time

d Allow time for students to read the sentences silently. Explain vocabulary. ■ Ask the class to tell you the answer to the ﬁrst item as an example. Work through the rest of the exercise orally with the whole class, getting answers from various students. ■ Make sure that they write the words under the correct heading. ■ ■

Answers 1B / 2A / 3C / 4C / 5B / 6A / 7A / 8A

e ■

Students work individually to match the report stages with the appropriate phrases.

■

Ask students to exchange books and check their partner’s work as you give the correct answers orally. Answers 1 (a / b /c / e / n / r / t) /2 (g / k) /3 (d / h / i / m / p) /4 (f / l / s) / 5 (j / o / q)

Give as homework or revesion Activity Book, exercises A and B, pp.51-52 Answers A and B Students’ answers

Answers b 1D / 2A / 3B / 4C / 5F / 6E c Students’ answers

Unit

Retail and Wholesale

6 Retail and Wholesale

Lesson One Learning Objectives ■ ■ ■

Identifying types of markets Practising giving examples of markets in Syria Identifying the relationship between phrases and their descriptions

A Dialogue

1 Read the dialogue and answer the questions.

Caller 2: Hello. I can add to the previous Presenter: Good evening ladies and caller’s information that retailers gentlemen. Welcome to a new can also be grouped according episode of ‘The Marketplace’. to the variety of their product Tonight we are going to discuss lines. Some offer only a few how we can classify retail stores. narrow product lines, whereas Call us now on the number you others carry a broad variety of can see on the screen or send items. us your answers by email to Presenter: Ok. There’s just enough time to themarketplace@*******.com. take one last call. Good evening. Now let’s take the first call. Caller 3: Good evening. I know that Caller 1: Yes, hello. I think that retail retailers can also be classified stores can be classified according to their methods of according to the amount of distribution. Some retailers are service they offer. Some retail store-based sellers while others stores, such as supermarkets, do not have stores and sell their allow their customers to do their goods at a market. shopping individually. On the Presenter: Thank you very much ladies and other hand, some retail stores gentlemen. Don’t forget to join provide one-on-one customer us next week for another episode service, such as providing of ‘The Marketplace’. consumers with extra information about the goods that they are Questions going to buy. Moreover, a few 1 Find the opposite of the words in bold in the stores and shop assistants help text. customers at every stage of the 2 How many types of markets are there shopping process. according to the callers? Explain each. Presenter: Thank you. I have another caller 3 What is the function of each of the following waiting. Yes, hello? terms: on the other hand (Caller 1), moreover (Caller 1), also and while (Caller 3)? 4 Which of these types is found in Syria? Give examples.

A Dialogue 1 ■

Ask the students to read the dialogue quickly and silently.

Check that the students understand the meaning of all the words in the dialogue. ■ Ask volunteers to model reading the dialogue. ■

■

In pairs, the students try to answer the questions.

■

Check answers as a whole class. Answers 1 ﬁrst: last; narrow: broad 2 ﬁve types of markets; Students’ answers 3 on the other hand: contrast; Moreover: addition; while: contrasting different situations; also: addition. 4 Students’ answers

Lesson Two

B Listening 2 ■

Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful.

■

Tell students to open their books and match the phrases with their corresponding description.

■

Play the recording again for them to check and then correct the answers with the whole class. Audioscript Good evening ladies and gentlemen. Welcome to another episode of ‘The Marketplace’. Before we move on to tonight’s discussion, I’ll read you some of the emails about last week’s topic. One of our fans believes that retailers can be classified according to the specific area of the market they are targeting. For instance, if a store is targeting the mass market it means it offers products which will appeal to a wide variety of consumers. There are also retailers who target a more specialised market. These retailers will stock a limited type of product with particular characteristics. Another viewer writes that retailers can be classified according to the price of the products being sold, which depends upon the quality of the goods and the level of customer service. For instance, retail stores that provide high quality goods and customer service may be more expensive. Our last email is from a marketing specialist who states that we may further distinguish between different types of retail outlets according to their structure. Is a store part of a chain, a franchise or a merchandising conglomerate? Answers 1b / 2c / 3d / 4a

Learning Objective ■

Demonstrating understanding of the meaning of new vocabulary by completing a gap ﬁll exercise

C Vocabulary 3 ■

Ask students to work out the answers in pairs. Choose people who do not often volunteer to give the answers. Answers 1 retailing process 2 distribution of merchandise 3 Wholesalers 4 a warehouse or ofﬁce 5 retailing 6 supplying ﬁrms 7 wide assortment of products 8 target market 9 retail promotions

Activity Book page 20 exercise 1

Retail and Wholesale B Listening 2

After listening to the continuation of the show, match the following phrases with their corresponding description. 1 mass market 2 more specialised market 3 more expensive retail stores 4 different types of retail outlets

a part of a chain, a franchise or a merchandising conglomerate b offers products which will appeal to a wide variety of consumers c stocks a limited type of product with particular characteristics d retail stores that provide high quality goods and customer service

Answers 2 Mike warned June not to overlook the possibility of the store having any back stock. (warning) 3 Suzie advised Alice to look for other stores. (advising) 4 Ali reminded Jane that wholesale selling is better for she is able to sell more and earn more proﬁts. (reminding) 5 Huda encouraged Ali not to have doubts about the set number of buyers. (encouraging) 6 Khaled advised him / her to try to ﬁnd out how they managed to sell over 100.000$ worth of products monthly. (advising) 7 Mike asked Liz not to go into that failing wholesale business. (requesting)

C Vocabulary

Extra Activities

3 Put the words in the box in the right place.

Wholesalers retailing wide assortment of products target market retailing process distribution of merchandise supplying firms a warehouse or office retail promotions A The wholesaling process is an intermediate step in the (1) ____________, whereas the (2) ____________ is the final step. B (3) ____________ sell goods to other businesses and operate from (4) ____________. However, (5) ____________ is a distribution channel function where an organisation buys merchandise from (6) ____________ and sells them directly to consumers. C Consumers are usually interested in purchasing small quantities of a (7) ____________ at affordable prices. Suppliers, on the other hand, want to reach their (8) ____________ and build product demand through (9) ____________.

D Grammar Reporting Verbs Used in the Negative With a small number of reporting verbs, you usually make the reporting verb negative, not the reported clause. believe expect feel imagine propose suppose think Example “We expect the company’s retail food revenue will not rise much.” They do not expect that the company’s retail food revenue will rise much.

Activity 2 Identify the following functions and then rewrite them in reported speech.

retail store

Lesson Three Learning Objectives ■ ■ ■

Activity 1 Report the speech in the negative form using the reporting verbs in brackets. 1 We’re not going to discuss retail stores. (believe) 2 The wholesaling process is not a final step in the retailing process. (think) 3 Retailers should not be behind with technological developments. (suppose) 4 Store-based sellers don’t sell their goods at the market. (expect) 5 Our company will not offer products which will appeal to a wide variety of consumers. (feel) 6 Don’t skip the red traffic light. (warned) 7 We would not be successful without acquiring the right products. (imagine)

Identifying reporting verbs used in the negative Practising reporting functions Identifying functions

Grammar reporting verbs used in the negative, reporting verbs + inﬁnitive

D Grammar 4 Either present the information from the box yourself with the help of the blackboard, or tell students to study the information box in the book. ■ Check understanding by asking questions and giving students an opportunity to ask questions. ■ Make sure all students understand what they have to do in the exercise. ■ Check answers as a whole class. ■

Answers 2 I don’t believe that Tom has had much experience in retail. 3 I don’t propose that we should look for a new retail store. 4 I believe we could ask for a different wholesale manager. 5 I don’t expect they will agree on this in the middle of a critical situation. 6 I don’t feel they will understand our position.

1 Aunt: “Please help me carry this bag.” 2 Teacher: “Could you please open the window?” 3 Mother: “Would you bring me a cup of coffee, please?” 4 Dad: “You should study regularly or else you will fail the exam.” 5 Doctor: “You ought to work less when you are tired.” 6 The shopkeeper: “Insert coins into the slot to get a bottle of juice.” 7 Coach: “Do not worry if you lose the game. You will have other chances in the future.” 8 Policeman: It is important to keep in mind to lock the door before you leave the house. Answers Activity 1 1 I don’t believe we’re going to discuss retail stores. 2 I don’t think the wholesaling process is a ﬁnal step in the retailing process. 3 I don’t suppose retailers should be behind with technological developments. 4 I don’t expect store-based sellers to sell their goods at the market. 5 I don’t feel our company will offer products which will appeal to a wide variety of consumers. 6 He warned me not to skip the red trafﬁc light. 7 I don’t imagine we would be successful without acquiring the right products. Activity 2 1 (requesting) She asked me to help her carry that bag. 2 (requesting) The teacher asked her student to open the window. 3 (requesting) My mother asked me to bring her a cup of coffee. 4 (warning) My dad warned me to study regularly or else I would fail the exam. 5 (advising) The doctor advised me to work less when I was tired. 6 (instructing) The shopkeeper instructed us to insert coins into the slot to get a bottle of juice. 7 (encouraging) The coach encouraged us not to worry if we lost the game. We would have other chances in the future. 8 (reminding) The policeman reminded us to lock the door before we left the house.

5 ■ ■

Allow time for students to complete the activity in pairs. Check answers as a whole class.

Lesson Four Learning Objective Reporting Verbs + Infinitive ■

Practising a roleplay

Many functions are reported with the following pattern:

E Roleplay 6 Divide the class into two groups. The ﬁrst group plays the role of employees and the other group plays the role of the general manager. ■ Ask students from the employees’ group to choose a partner and join with a member from the manager’s group to form groups of three. ■ Allow time for groups to discuss their promotional ideas. ■ Go around and monitor students’ conversations. Offer help where necessary. ■ If there is still time, allow time for a classroom discussion.

Reporting Verb

Object

Infinitive

advising requesting instructing warning encouraging reminding

She advised He asked You told They warned We encouraged I reminded

me her us him them you

to buy insurance. to work late. to send the money. not to drive fast. to try again. to bring the key.

In the examples above, the reporting verb introduces an action.

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Answers Students’ answers

Function

If the verb introduces information, a different pattern is used: 1 The manager told him to avoid bad suppliers. (action) 2 The manager told him that nothing could ruin a business more than bad suppliers. (information) 4 Rewrite these statements as reported speech using the verb in brackets.

Example 1 Tom Sharp doesn’t understand the wholesaling business. (feel) I don’t feel that Tom Sharp understands the wholesaling business. 2 Tom has not had much experience in retail. (believe) 3 We should not look for a new retail store. (propose) 4 We could ask for a different wholesale manager. (believe) 5 They will not agree on this in the middle of a critical situation. (expect) 6 They will not understand our position. (feel) 5 Identify the functions. Then report the speech using the correct verb.

Example 1 Ali: “Would you please phone the manager, Huda?” Requesting. Ali asked Huda to phone the manager.

Activity Book page 21 exercises 2 and 3

2 Mike: “June, don’t overlook the possibility of the store having any back stock.” 3 Susie: “Why don’t you look for other stores, Alice? I think you’ll find one in a supermarket.” 4 Ali: “Jane, keep in mind that wholesale selling is better, for you are able to sell more and earn more profits.” 5 Huda: “Don’t have doubts about the set number of buyers, Ali.” 6 Khaled: “If I were you, I would try to find out how they manage to sell over 100,000$ worth of products monthly.” 7 Mike: “Please don’t go into that failing wholesale business, Liz.”

Lesson Five Learning Objectives ■ ■

Identifying the main idea of a text Naming the beliefs of the World Union of Wholesale Markets

F Reading

people in the supermarket

7 Allow time for students to read the text individually. Ask the students to read the questions, then allow them time to read the text again and look for the answers. ■ Check answers as a whole class. ■ ■

Answers 1 Students’ answers 2 deﬁnition of the WUWM 3 No, it also provides authorities with necessary professional advice for the establishment and management of new markets. 4 ... establishing links and aiding collaboration between key-players in the international food distribution industry. 5 It believes that markets allow for the efﬁcient marketing of the fresh produce of small local producers, and that international trade allows access to new and better produce. 6 Students’ answers

Teaching tips Types of Study Skills D Methods based on the use of keywords A clear understanding of the meaning of important keywords is one step forward towards academic sucess. Although it is important to be competent in the target subject in order to succeed in a test; however, the way students answer questions in a test will greatly affect their final marks. The following is a list of the most common words that students may encounter in their examinations. 1 ANALYSE - Students are asked to examine the main parts or important features of the material that is asked about and present them clearly in their answer. e.g. How, do you think, can WUWM play a role in effective problem solving? 2 COMPARE/COMPARISON - Students are asked to look for those qualities or characteristics that are similar in the subject they are discussing. Tell them that they may mention some differences in their answer but advise them to concentrate on aspects that are much the same. e.g. Compare the state of trade between the two countries now and a few years ago.

their answer.

Retail and Wholesale E Roleplay 6 Read the following situation and work in groups to perform a roleplay task.

In order to be successful, retailers have to take several issues into consideration. These include customer satisfaction as well as retailer’s ability to acquire, present and locate the right products. It is also essential that retailers keep up-to-date with technological developments. You are employees in a retail store that is opening a new branch in Aleppo. Hold a meeting with the general manager to discuss the best ways to promote this new business.

F Reading

e.g. List the tips that the text gives to improve the profit margin of a company. 9 EVALUATE - Present a value judgement, stressing advantages and disadvantages of the situation. e.g. Evaluate the influence of the Internet on our lives. 10 EXPLAIN - Relate cause and effect, make the relationships between things evident and provide the answer to why or how.

7 Read the text and answer the questions.

The World Union of Wholesale Markets (WUWM) is a non-proﬁt organisation that works on improving the construction, organisation and management of wholesale and retail markets. It organises conferences and meetings, publishes reports and studies and helps the exchange of experience, knowledge and expertise among its members. It also provides authorities with necessary professional advice for the establishment and management of new markets. Markets need support when facing the ongoing challenge of modernisation and service provision. WUWM provides such support by establishing links and aiding collaboration between key-players in the international food distribution industry. It establishes contacts between importers, exporters and wholesalers. WUWM promotes fresh products. It believes that markets allow for the efﬁcient marketing of the fresh produce of small local producers. It also believes that international trade allows access to new and better produce. Finally, WUWM plays a major role in this sector due to its effective problem solving of the issues facing the wholesale and retail markets.

e.g. Explain why does a company need both to generate new clients and retain old ones? 11 ILLUSTRATE - Students use examples to help explain their answer and if possible present a diagram, picture or small drawing. e.g. What does WUWM believe in? Give examples. 12 INTERPRET - Aim to give meaning of the topic or point of view in the material.

Questions

e.g. Interpret the results presented in the following table.

1 Give the text a suitable title. 2 What is the main idea in the introduction of this text? 3 Are the activities of this oraganisation exclusively for its members? 4 Continue this statement: WUWM supports markets by … 5 What does WUWM believe in? 6 How do you think can WUWM play a role in effective problem solving?

13 JUSTIFY - Prove or show evidence why certain decisions or actions have been taken. 14 NARRATE/RELATE - Tell a story or give an account of events or experiences. e.g. Narrate the events leading to the discovery of gravity.

15 OUTLINE - Indicate the main points and important details of the material in a systematic arangement but not an extended account. e.g. What are the advantages of the Internet? Arrange your answers in an outline form.

3 CONTRAST - Students are asked to stress the qualities or characteristics that are different in the things they are discussing. e.g. Consumers can receive goods from a retailer in several ways. Choose two types and compare and contrast them in a Venn Diagram. 4 CRITICISE - State what they think is a fair judgement of the events under discussion. Give points for and against, not just against. 5 DEFINE - Students try to explain the meaning in clear, concise terms. They also show the limits of what they are defining and the class or category to which it belongs. e.g. What does ‘to meet your packaging needs’ mean?

16 SUMMARISE - Give a brief and full presentation of the main points or statements. Express, concisely, the relevant details. Leave minor details, illustrations and explanations. e.g. Summarise the steps for setting up your own website in a flow chart. 17 STATE - Set out the main points in clear, concise expression without minor details or the use of examples. There are other additional key terms that could be applied to examinations or assignments. However, a knowledge of this list will be extremely valuable in helping your students decide what to do with a topic or a question. Advise students to underline or mark the keywords before they start to write their answers. This will help them to understand what is required and will also help them to plan their work.

6 DESCRIBE - Students should try to give the reader a “word picture” of what they are describing by including the main parts, colours, shapes, sensations etc., as vividly as possible. e.g. Describe global warming. 7 DISCUSS - This term means that students should give a complete and detailed answer. Make sure that they examine, analyse and present all points of view regarding the topic they are discussing. Identify the issues and provide points for and /or against. e.g. The following is a list of six new inventions with a short description of each. In groups of four, discuss which one is the most important and which is the least important. 8 ENUMERATE - Students make a list or outline the main points in

Lesson Six Learning Objectives ■ ■

Identifying ways of receiving goods from a retailer Practising writing a descriptive paragraph

G Writing 8 Consumers can receive goods from a retailer in several ways. Here are some:

• Counter service (jewellery and medicine) • Delivery (pizza by phone or clothes through a catalogue) • Door-to-door sales (milk or newspapers) • Self-service (in supermarkets and shopping centres) • Second-hand retail (second-hand goods) • Consignment shops

G Writing 8 ■

Tell the students to read the instructions carefully.

■

Then make sure that they understand the task before they compare and contrast different ways of receiving goods from a retailer in a Venn Diagram.

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Ask students to check each other’s work in pairs. Then collect it in for you to mark. Answers Students’ answers

supermarket

Choose two types and compare and contrast them in a Venn Diagram.

Activity Book page 22 exercises 4 and 5

Teaching tips Types of study skills (cont.) E Methods based on visual imagery such as mind maps Students have different ways in which they organise their notes that they take in class. Some prefer outlining; others prefer to write linear notes and some organise their notes in diagrams such as mind maps. By using mind maps, students will be able to decode the structure of a text. They can also understand how ideas in the paragraph are related to the main idea / topic in question. Another advantage of using mind maps is that they offer students a visual summary of the text that they are studying and thus they are quick to review. The following are some tips that you may give to your students in order to help them create effective mind maps: 1 Advise your students to jot down single words or simple phrases. 2 Encourage students to colour code the information that they need to include. Tell them to write words / phrases that are related to a certain topic in a colour that is different from ideas that are related to another main idea or topic. 3 Prompt students to use symbols and images in their mind maps as they are easier to remember. 4 Finally, encourage students to draw lines between ideas that are related to each other. Making a Mind Map Imagery, colour and association of ideas are the steppingstone of making a mind map. Follow these steps to teach your students how to make effective mind maps. First, advise students to use a blank large piece of paper because unlike a lined page, it allows them ultimate freedom of flow of expression. Moreover, landscape direction of a paper would be more spacious for mind mapping. In other words, the student would have enough room to use while concentrating on the subject itself. Next, it is suggested that thoughts are first put as an image at the centre of the page in a way that would denote the subject. On one hand using colours attracts attention and leaves an impact along with activating one’s imagination. On the other hand, it is better to avoid solid frames. Instead, it is better to allow for some flexibility. After students have devised a central image, tell them to attach the main themes around it by drawing thick curved lines. Each line indicates a new idea. In the following stages, students add thinner lines to the previous ones with words written in lower case.

Activity Book Answer Key Unit 6, page 20, exercise 1 A 1d/2g/3a/4b/5f/6h/7e/8c B 1 Brand awareness 2 Dead stock 4 comparable-store sales 5 cash discount

3 anchor stores 6 visual merchandising

Unit 6, page 21, exercise 2 a I encouraged him to learn how to personalise his shop’s customer service. b I asked her to get answers to inventory buying and management questions. c I told him to run a retail business required a set of day-to-day policies and procedures. d I advised him to buy wholesale merchandise for his store from a trade show. e I warned him never to feel pressured to buy from a salesperson. f I reminded her to negotiate and sharpen her skills to get better. Unit 6, page 21, exercise 3 1 Students’ answers 2 a a retail store offering discounted merchandise, especially overstocked or irregular items b textiles or clothing and related merchandise c draw irresistibly the attention and interest of (someone) 3 synonyms: classic and traditional antonyms: classic and modern 4 souk, Souk al-Hamidiya, Al- Miskiyeh, Souk al-Saghah 5 Students’ answers Unit 6, page 22, exercise 4 Students’ answers Unit 6, page 22, exercise 5 Students’ answers

Sample Test 3 Reading I Read the text and answer the following questions. Business professionals write reports including information taken from other reports such as the financial statement. These reports are known as the financial analysis. The top management receives and refers to them to make various business decisions. Based on the reports, the manager decides whether to continue a business operation that the company has already started. Moreover, he or she can decide if it is necessary to make or buy certain materials for the fabrication of a certain product, such as machineries and equipment and other goods. Financial analysis also helps the manager make any decision that might improve his or her business. 1 Find in the text a synonym of “the manufacture”, “essential” and “purchase”. 2 Find in the text an antonym of “deteriorate”. 3 What is the function of each of the following terms: moreover and also? 4 Who gives the financial analysis reports to the manager? 5 What are the decisions that the manager can make based on financial analysis? Vocabulary II Match the following words with their definitions.

IV Identify the functions. Then report the speech using the correct verb. 1 Ali: “If I were you, I would look at the financial state of my company.” 2 Huda: “Would you please send me the annual financial statement, Mike?” 3 Khaled: “ Susie, don’t forget to identify the unfavourable trends in your business’s operation.” 4 Liz: “Why don’t you study your business carefully, Ahmed? I think you will find out what the problem is.” 5 Jane: “Please don’t spend all your money on shopping, Hind.” Writing V Choose a market product and write in a short paragraph the steps that it goes through before reaching the consumer.

Answers Reading I 1 the fabrication, necessary, buy 2 improve 3 to add more information 4 the business professional (because he/she writes the reports) 5 whether to continue a business operation, if it is necessary to make or buy materials for the fabrication of products, and any decision that might improve business

1 accounts receivable 2 appreciation 3 depreciation 4 mass market 5 wholesale 6 retail

Vocabulary

a offers products which will appeal to a wide variety of consumers b sale of goods, generally in large quantity, to a retailer for resale purposes c sale of goods or merchandise from a fixed location, such as a department store, for direct consumption by the purchaser d money owed to you for products/services already delivered e increase in value over time f reduction in value over time

III 1 Yesterday Ahmed asked me if retail stores were classiﬁed according to the amount of service they offer. 2 Yesterday Hind asked me if retail stores, such as supermarkets, allowed their customers to do their shopping individually. 3 Yesterday Adel asked her teacher if mass market offered products which appeal to a wide variety of consumers. 4 Robert asked his father why there were expensive retail stores. 5 Two days ago, Jason asked me who the manager of the warehouse was.

Grammar III Finish the sentences using the reported speech. Change the tense where necessary. 1 Ahmed: “Are retail stores classified according to the amount of service they offer?” Yesterday Ahmed asked me 2 Hind: “Do retail stores, such as supermarkets, allow their customers to do their shopping individually?” Last week Hind asked me 3 Adel: “Does mass market offer products which appeal to a wide variety of consumers?” Yesterday Adel asked her teacher 4 Robert: “Why are there expensive retail stores?” Robert asked his father 5 Jason: “Who is the manager of the warehouse?” Two days ago, Jason asked me

II 1d/ 2e/ 3f/ 4a/ 5b/ 6c Grammar

IV 1 Ali advised him/her to look at the ﬁnancial state of his/her company. (advising) 2 Huda asked Mike to send her the annual ﬁnancial statement. (requesting) 3 Khaled warned Susie not to forget to identify the unfavourable trends in her business’s operation. (warning) 4 Liz advised Ahmed to study his business carefully. (advising) 5 Jane asked Hind not to spend all her money on shopping. (requesting)

V Students’ answers

Correspondence D Business Questionnaires Type of Questionnaire

NOTE The success of any business depends greatly on its customers’ satisfaction. One way to get feedback from the clients is through business questionnaires. The information in a questionnaire can be used to improve and help business people in managing their businesses better. It is best to administer business questionnaires exclusively to clients, as their own opinion is very important for the success/improvement of a business. It is important to ask relevant details about the clients and their needs to help achieve the aim at the end of the survey. While preparing a business questionnaire, it is important to concentrate on various areas of the business to get an overall impression and feedback. It is a good idea to include more openended questions in the business questionnaire to get a better response.

Business Questionnaire Template

Description

Sample Questions

It’s a guide that aims at surveying business opportunities. It highlights business concepts that attract investors. It guides businessmen find better ways to convey their ideas and evaluate their performance. It mainly identifies the making of money and solutions for customer problems.

- What purpose does your business serve? - What is the motivation behind starting the business? - Who is your target customer? - What service or product does your business offer? - How can people benefit from the services that you provide? - What gives you an edge over other businesses in the same field? - Does your business consist of a team? - What has your business accomplished so far?

It aims to help a businessman identify the business needs required for his business to succeed. The data collected is also necessary to find solutions to problems such as system development, organisational change, policy development, process improvement and strategic planning.

- Is there an increase in business competition within your target market? If yes, what has your business done to counter the increased competition? Has your reaction to the competition benefited your business interests? If yes, state in which ways. - Is the business utilising costsaving measures effectively without compromising the quality of its products or services? - Are all staff members in the business well-enumerated and motivated? Is their motivation level reflected in their performance? If not, what needs to be changed in the human resource policy?

The following table presents four types of questionnaires needed in business. Type of Questionnaire

Business Questionnaire

Business Plan Questionnaire

Description

Sample Questions

It determines the fields where the business is doing well, as well as areas where there is loss of income. Gathered data is then used for reforming the business. The questionnaires also help collect data that is important to determine the strengths and weaknesses in the marketing department, employee effectiveness, financial management, employee satisfaction and the viability of organisational systems and processes. It is useful to collect data that would benefit businessmen who want to draft a successful business plan. The questions help the business people evaluate their financial plans.

- Is the business heading towards the same direction that was intended since its inception? - Does the profitability in the business steadily increase annually? - What are the responsibilities of the sales team? - How can each employee contribute to the development of the organisation? - How does the company motivate its staff members?

Business Analysis Questionnaire

- Why do you want to invest in this specific business? - What are the main investment goals? - What products or services will the business deal with? - Where are the target clients for this business located?

a Are the following statements true or false?

1 A business analysis questionnaire can be helpful in spotting the needs of a business to be successful. 2 Business ideas are not clear when put in a template. 3 A business plan questionnaire is not a draft of the actual business plan. 4 A business questionnaire identifies areas where the business is behind but not where it is doing well. 5 A template is a guide. 6 The data collected from a business analysis questionnaire is not very important in planning solutions to problems in a business. 7 Strengths and weaknesses in the marketing department are determined through a business questionnaire.

Correspondence Lessons Seven, Eight and Nine Learning Objectives ■ ■ ■

Identifying types of questionnaires Identifying the purpose of business questionnaires Distinguishing between true and false statements

D Business Questionnaires a ■

Read out the sentences one by one and ask the students to say whether they think they are true or false.

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If they think a statement is false, ask them to write down a true version. Answers 1T / 2F / 3F / 4F / 5T / 6F / 7T; Students’ answers

Give as homework or revision: Activity Book, exercise A, p.53 Answers Students’ answers

Review (Units 4-6) A Put the correct word in the right place.

F Write in a few sentences how WUWM improves the construction, organisation, and management

of wholesale and retail markets.

tramps Suez Canal passenger cargo vessels oil tankers container ship oil wheat and metals cargo vessels bulk carriers routes vessels

G Practise making contrasts using words from the box.

Different kinds of (1) pass through the (2) . (It is the shipping canal that connects the Mediterranean Sea at Port Said, Egypt, with the Red Sea.) Most of the . This includes (4) , which transport goods and a few ships are (3) unlike (6) passengers. This type of ship travels on scheduled (5) that travel anywhere in the world. Similarly, there’s a resemblance between (7) and (8) . Tankers carry (9) ; whereas, bulk carriers transport (10) . Finally, a ship carrying big containers is called a (11) . It transports a lot of goods.

but

whereas

however

on the other hand

still

1 cargo vessels and passenger cargo vessels 2 tramps and cargo vessels 3 oil tankers and bulk carriers 4 ground shipping and maritime shipping 5 freight forwarder and freight broker 6 retailers and wholesalers H Fill in the blanks with the correct form of do or make.

B Read the text “Ground Shipping” on page 27. Write whether the following statements are true or

false. Correct the false ones. 1 Ground shipping includes truck and train transportation. 2 Ground shipping is good for large and heavy packages, but it is more expensive than other kinds of shipping. 3 Ground shipping carriers work seven days a week. 4 A freight broker is a transportation intermediary who helps carriers fill the trucks and helps shippers find reliable motor carriers. 5 Freight forwarders are freight brokers.

1 The accountant a mistake. 2 The wholesaler promised his best. progress. 3 Businesses that keep financial records accurately 4 business with successful companies is a pleasure. 5 The politician an excuse and withdrew from a speech. 6 The rude student fun of his slow classmate. I Put these statements in the passive form.

1 Passenger cargo vessels will transport goods and a few passengers.

C Read the dialogue on page 29, and ﬁll out the chart.

Financial record keeping includes 1 looking at … 2 keeping of … Financial statements 1 identify … 2 monitor … 3 monitor … The present condition of a business is determined by the study of 1 … 2… 3… 4…

2 Big containers can transport a lot of goods. 3 Our company can deliver a package of 150 pounds within five days to its destination. 4 The freight broker has to coordinate all the shipping needs of a company. J Change the following to the reported speech.

1 The presenter: “How will you classify retail stores?” D Construct a meaningful paragraph using the following phrases.

an accountant tells, doing financially well, the business owner’s role is to check, if the bills are paid on time, the bank account, balance keeps growing, there are two critical situations that may arise, first, second, business owners should keep an eye on, always generate new clients and retain old ones

2 Caller one: “Aren’t retail stores classified according to the amount of service they offer?” 3 Caller two: “Can’t retailers be grouped according to the variety of their product lines?” 4 The manager: “Nothing can ruin a business more than bad suppliers.”

E Read the dialogue on page 34 and complete the following sentences.

1 2 3 4

Retail stores can be classified according to Supermarkets allow their customers Some retail stores provide one-on-one customer service, such as Few shop assistants help customers

Review (Units 4-6)

E 1 …the amount of service they offer. 2 …to do their shopping individually. 3 …providing the customer with extra information about the goods that they are going to buy. 4 …at every stage of the shopping process.

Learning Objective ■

Oral / written revision and consolidation of language from unit 4 to unit 6

Warm-up Explain the purpose of the review units. They are an opportunity for students to revise and practise the language and skills that they have learned in the previous three units. ■ Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood. ■

F and G Students’ answers

H 1 made

1 2 3 4 5

True False; it’s cheaper. False; they don’t work on weekends. True False; no, they aren’t.

4 Doing

5 made / making

6 made

1 Goods and a few passengers would be transported by passenger cargo vessels. 2 A lot of goods could be transported by big containers. 3 A package of 150 pounds could be delivered by our company within ﬁve days to its destination. 4 All the shipping needs of a company had to be coordinated by the freight broker.

3 make

Answers 1 vessels 2 Suez Canal 3 cargo vessels 4 passenger cargo vessels 5 routes 6 tramps 7 oil tankers 8 bulk carriers 9 oil 10 wheat and metals 11 container ship

2 to do

J 1 The presenter asked how he would classify retail stores. 2 Caller one wanted to know if retail stores were classiﬁed according to the amount of service they offer. 3 Caller two asked if retailers could be grouped according to the variety of their product lines. 4 The manager said that nothing could ruin a business more than bad suppliers.

C Financial record keeping includes looking at financial state / keeping of detailed financial analysis. Financial statements identify unfavourable trends in the business / monitor cash flow requirements / monitor performance against the company’s financial plan. The present condition of a business is determined by the study of the cash flow / balance sheet / the position statement / the financial statement

D Students’ answers

Test 2 Answer Key I 1 Students’ answers 2 well-written, popular, fully automated, easy-to-use, comprehensive 3 popular word processor format, MS Excel fully automated ﬁnancial projection, easy-to-use presentation template and comprehensive business plan guide 4 Students’ answers 5 Students’ answers II 1 storage

2 allow

3 mover

4 ﬂammable

5 corrosive

6 perishable.

III Students’ answers IV A a Special prices will be offered to the ships that transport food items. b The roads should be maintained to the border by the ministry. c The ﬁnancial state of this department has to be controlled by the director. d The time the trucks can go on this road are going to be controlled. e Retail stores can be classiﬁed according to the service they offer. B 1 Samia told me that a good business should generate new clients as well as retain old ones. 2 Ahmad asked the manager how much the raise for the old staff was. 3 The Human Resource director reminded us that the new administration was offering a self-service policy. 4 Simon asked us about who was going to collect the rent this month. 5 The teacher asked the class if she could have their assignments at the moment. V Students’ answers

Unit

7 Advertising (1)

Advertising 7 (1)

A Dialogue 1 Read the dialogue and answer the questions.

Mike: Salah! We’ve got to choose an advertising agency for the National Tourist Office of Syria. And you’re going to be working on the project too, as you know about the tourist business. Salah: Why don’t they choose an agency themselves? Mike: Because they are not as familiar with the advertising business as we are. And I used to work in an agency, billboard remember? Salah: What kind of job did you have? Mike: I started as an Accounts Executive, working on beauty products. Then I became Accounts Manager. I had to plan advertising campaigns for our clients. Salah: Which job do you prefer, working in advertising or working for TST? Mike: I didn’t care much for beauty products. No, I like working for TST best! You get to work with lots of different clients. Another good thing about consulting is that salaries are higher. And the work isn’t quite as stressful. Salah: I’m very lucky to be in this job. Anyway, I prefer working for lots of clients rather than working for just one.

Questions 1 Mike says that Salah is suited for the new project because _____ a he’s Syrian. b he knows people in the National Tourist Office. c he has worked in tourism. d he knows several advertising agencies. 2 The text says that TST is taking on this new client because ______ a TST has greater expertise in advertising. b Mike has worked in an agency. c TST will get a better deal from the agency. d The National Tourist Office is too busy.

3 “I didn’t care much for beauty products” means ______ a I didn’t think the company was very good. b I didn’t work hard at my job. c I didn’t take care of my skin. d I wasn’t interested in what the company was advertising. 4 According to the text, consulting is better than working for an advertising company because ______ a you have more interesting colleagues. b the work is better paid and more varied. c the stress provides a challenge. d you get to focus on one client. 5 What do the words in bold refer to? 41

Lesson One Learning Objectives ■

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Demonstrating understanding of a dialogue by answering questions about it Demonstrating understanding of a listening text by completing a comprehension task Practising taxonomic skills

Warm-up ■

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Write the word Advertising on the board. Allow time for students to write down on a piece of paper information they know about advertising. Invite volunteers to read their answers aloud. Write students’ answers on the board and organise them in a spider web chart.

A Dialogue 1 ■

Ask students to read the dialogue. Then ask them to work in pairs to answer the questions.

■

Check answers as a whole class.

Teaching Tips Types of study skills (cont.) F Methods based on mnemonics Mnemonics, by definition, is a learning aid designed to enhance the memory and accelerate the acquisition of various kinds of knowledge, such as mathematics, science, learning a foreign language, etc. Sometimes mnemonic techniques are applied in our daily life unconsciously. For example using mnemonic methods for remembering faces, features, names and incidents without being aware of it. Most mnemonic techniques are commonly oral such as a unique word or a small funny poem, but they can also be acoustic, kinaesthetic or visual. In brief, mnemonics are learning tools that help students in forming a link between what they previously know and what they have to recall. Examples of effective mnemonic techniques: 1 Letter method: It requires the application of acronyms and acrostics. a Acronyms: Forming an acronym is a good strategy to use to remember information in any order. An acronym is a word that is formed from the first letter of each fact to be remembered. It can be a real word or a nonsense word students are able to pronounce. Here is how to form an acronym. • Tell students to write the facts they need to remember. • Next ask them to underline the first letter of each fact. If there is more than one word in a fact, tell them to underline the first letter of only the first word in the fact. • Finally, tell students to arrange the underlined letters to form an acronym that is a real word or a nonsense word they can pronounce. “Telk” is an acronym that can be used to remember the following animals: tiger, elephant, lion, kangaroo. “Telk” is not a real word, but Students can easily pronounce it. Sometimes two or more of the facts students must remember begin with the same first letter. For example, the acronym “capp” can be used to remember the following fruits: cherry, apple, peach, pear. Students can use the first letter “p” in the acronym to remember either “pear” or “peach” and the second letter “p” to remember the other. b Acrostics: The initial letters of words are put together to form a sentence. For example, “My Very Educated Mother Just Sent Us Nine Pizzas” refers to the nine planets in order (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto).

Answers 1c / 2a / 3d / 4b 5 the National Tourist ofﬁce of Syria; TST

B Listening 2 ■

■

Give the students time to read the rubric carefully. Check, by asking questions, that students understand what they are going to hear and what their task is.

B Listening

Tell students that you are going to play the recording twice. The ﬁrst time, they should listen but not write anything. On the second listening, they should complete the task.

C Vocabulary

■

When the students have listened to the recording twice and have completed the sentences, ask them to check their answers in pairs.

■

Then take responses from individual students reporting back to the whole class. Audioscript Mike: Salah! Salah: Yes, Mike! Mike: What’s the advertising sector like in Syria? Salah: What do you want to know? Mike: I mean, do you have important brands that are advertised all over the country? Salah: Of course. In fact 10% of all advertising is spent by just two companies, and they are mobile phone companies. Mike: Things are changing then! Salah: Yes, but slowly. Most advertising is still done in newspapers. Mike: Really? Salah: Yes. I’m not sure of the exact ﬁgure. More than 50% anyway. However, we’ve got two new satellite channels, both private. Mike: I’m looking forward to visiting some of the advertising agencies in Damascus. Salah: Yes, some are world-famous. But they don’t get to do all the advertising in the country. Mike: What do you mean? Salah: Some very big multinational companies do their own advertising. Mike: Really? Salah: Yes. They save a lot of money that way. Answers 1 E Big brands

2 D Newspapers

3 B TV advertising

4 A Agencies

A Agencies

■ ■

Grammar second conditional

C Vocabulary 3 ■

Read the rubric aloud. Tell the students to read the text and do the matching exercise individually and silently. Then they check their answers in pairs.

■

Go through the answers orally with the whole class, getting answers from various students. Answers 1computer graphics 2 documentaries 3 catalogues 4 video editing 5 banners 6 animated cartoons 7 novelty items 8 commercials

C Tax

D Newspapers

E Big brands

F Magazines

deﬁnitions (1–8). TST produces its own TV commercials. It can also produce video documentaries for sales conferences. For these purposes, it has its own studio and facilities for video editing. Specialists produce animated cartoons. Editors are skilled at using computer graphics, so your message comes across loud and clear. The company also has a workshop for producing banners. TST has links with manufacturers who can produce novelty items for sales promotions at supermarkets and sporting events. Finally, TST is noted for its high-quality catalogues. 1 visual images produced by computer processing 2 video or TV programmes that give facts and information 3 printed booklets with information, photos and prices of products 4 the process of preparing a video by deciding what to include 5 long pieces of cloth on which an advertising slogan is printed 6 filming a series of pictures to give the appearance of movement 7 small cheap objects that are given away as presents 8 advertisements on TV, often thirty or fifteen seconds long

banner

4 What are these adverts promoting? Match the sentences with the products.

1 It weighs only 1.5 kg and comes in a protective case. The screen is clear and easy to read.

2 Access is via a sealed double door at the rear. The diesel engine is quiet and economical.

4 High quality sound is produced, using main power or batteries.

3 It is for one to three TV monitors, which can be linked to any number of cameras. It is easy to install and operate.

5 They last longer and give better ankle support and have underfoot cushioning.

a trainers b security TV system c laptop computer d refrigerated van e portable CD player

4 ■

This task is designed to get students to analyse adverts before writing them in exercise 11.

■

Tell students to underline the facts in the adverts in the bubbles and to circle the opinions. Do the ﬁrst one with class as an example.

■

Students do the matching task individually and silently. Then they check their answers in pairs.

■

Go through the answers with the class.

Learning Objectives Identifying the meaning of words from context Identifying the relationship between words and their deﬁnitions Demonstrating an understanding of the second conditional by completing a gap-ﬁll exercise

B TV advertising

3 Read the brochure about an advertising agency. Then match the underlined words to their

Lesson Two ■

Listen to the dialogue between Mike and Salah. Which of these topics are discussed? Number them in order from 1–4.

Answers 1c / 2d / 3b / 4e / 5a

Lesson Three Advertising (1) D Grammar The Second Conditional We use the second conditional if the condition is impossible now or in the future: Condition Result If we ended tariffs, there would be advantages and disadvantages.

Remember If the speaker thinks the condition is realistic or likely, the first conditional is used. For example: If you reduce your tariffs, we will reduce ours. 5 Complete the sentences, using the verbs in

brackets. 1 If I ________ (know) how to make this product appealing, I would tell you. 2 I would think of more creative presentations if I ________ (be) you. 3 If we ________ (not take) the customers’ interests into consideration, our success in advertising would not be the same. 4 If it ________ (be) possible, I will provide you with the final sample of the new advertisement tomorrow. 5 It would cost less if we ________ (cooperate) with other agencies. 6 I will ring you tomorrow if I ________ (have) any news about what the store thinks of their new advertisement. 7 If we ________ (have) a million SYP, we would establish a new advertising agency. 8 If our last advertisement ________ (be) dull, nobody would buy that oldfashioned product.

Learning Objectives

F Preferences 7 Are these shoppers talking about things in

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general (G) or speciﬁc things (S)? Mark the phrases ‘G’ or ‘S’.

■

Examples

1 I like those ones more. S 2 Red is not my favourite colour. G

E Speaking

3 I like it more than the green one. 4 I don’t like trainers; I prefer shoes. 5 I don’t like it as much as the green one. 6 I prefer light colours to dark ones.

G Advantages and disadvantages

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Put students in pairs. Working alone, ask students to choose two items in the classroom they are going to buy and prepare a few sentences about each item.

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In pairs, students practise asking and answering questions about the items they have chosen.

■

Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud.

8 Work in pairs. What can you say about the

advantages and disadvantages of the items in the pictures below? Examples

A The good thing about living on a houseboat is that you have a nice view. B And another advantage is that it’s cooler than a house or a ﬂat in summer. A The good thing about a small car is that you can park it easily. B Yes, but the problem with a 4WD is that it uses a lot of fuel.

Answers Students’ answers

flat

4WD car

F Preferences

small car

7 house boat

E Speaking

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Do the ﬁrst item with the class, as an example, to check that students understand the task.

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Then tell them to complete the task individually or in pairs.

■

Check answers as a whole class.

6 Work in pairs. Imagine that you are shopping

with a friend. Point to and talk about objects and clothes that you can see in the classroom. Example A What about those sunglasses? B No, I don’t care for them. I prefer lighter frames.

Distinguishing between general and speciﬁc statements Practising talking about preferences

9 Use the sentences you prepared in exercise

8 to present to your classmates one of the items of your choice.

Answers 3S / 4G / 5S / 6G 43

Lesson Four Learning Objective

D Grammar

■

5 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Allow time for students to complete the exercise individually.

■

When they have ﬁnished, check their answers and make sure they can pronounce the verbs correctly. Answers 1 knew 2 were 3 didn’t take 4 is 5 cooperated 6 have 7 had 8 was

Activity Book page 25 exercises 1 and 2

Distinguishing between advantages and disadvantages

G Advantages and disadvantages 8 ■

Put students in pairs. Working alone, ask students to write a list of advantages and disadvantages of each object in the pictures.

■

In pairs, students practise discussing their lists.

■

Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud. Answers Students’ answers

9 ■

Allow time for students to complete the task either individuallly or in pairs.

■

Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud. Answers Students’ answers

Activity Book pages 26 and 27 exercises 3 and 4

Lesson Five Learning Objectives Identifying the relationship between words and their descriptions. Demonstrating understanding of an article by completing a comprehension task.

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H Reading 10 Match the titles with the descriptions. Then answer the questions.

A direct mail B cinema C television D posters E newspapers F radio G magazines 1 __________ This is the most effective but it is also the most expensive. It is also difficult to target consumers. Research shows that many viewers do not watch commercials. 2 __________ It is possible to target national markets by choosing consumer, trade or professional media. They are suitable for communicating detailed and complicated information. However, they are expensive. 3 __________ These are expensive for advertisers. However, readership is well researched. As a result, it is simple to target a specific market, the whole country or a local area. 4 __________ These have a powerful impact, but only a limited message is possible. They are not suitable for communicating a lot of detailed information. 5 __________ Through mailing lists, this reaches target consumers accurately. However, the response rate can be low. 6 __________ This has a powerful impact for younger age groups. However, it reaches only a small percentage of public. Some films are not popular and attract small audiences. 7 __________ This reaches a small audience, and is not available in all countries. Market segments can be targeted because of listeners’ daily routines. Humour is often used in order to interest listeners.

H Reading 10 Ask students to read the text silently and match titles (A-G) with the descriptions (1-7).

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Tell the students to read the questions, then allow them time to read the text again and look for the answers.

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Check answers as a whole class. Answers 1C / 2G / 3E / 4D / 5A / 6B / 7F 1 a ii / b i / c iv / d iii 2 they are suitable for communicating detailed and complicated information 3 they are suitable if you want to make a powerful impact, but are unsuitable for communicating a lot of detailed information 4 research 5 Students’ answers

Teaching Tips

Questions 1 Circle the correct answer. a Advertisers choose the right media in order to obtain the maximum … i target ii impact iii communication iv segment b Which media is not described as expensive? i radio ii TV iii magazines iv newspapers c A company that wants to target consumers accurately would not consider advertising ... i on the radio ii in the cinema iii by direct mail iv on the TV d Advertising agencies find out about newspaper readers by doing ... i mailing ii routines iii research iv communicating

Types of study skills (cont.) F Methods based on mnemonics (cont.) 2 Keyword method: This method is useful in learning a foreign language whereby students try to find a word that is similar in spelling or pronunciation to the word they need to learn. Then, they form a sentence that has the keyword and its definition. Advise students to include an image as this will make retention easier. For example, Leiter in German means ladder; the sentence can be you could feel lighter as you climb the ladder (here leiter and lighter are pronounced the same). 3 Linking word method: Students try to establish a relationship between a foreign word and its parallel in their native language, for example danse in French and dance in English. 4 The town language mnemonic method: Students produce an image and associate it with a location in a town or village. The town centre can be the location for nouns, adjectives could be associated with the park and verbs with the sports centre, for example. If students have to distinguish between masculine, feminine and neutral nouns, tell them that they can divide the town into regions depending on the number of genders: feminine, masculine or neutral.

In the above example, by visualising the seat facing the TV, students will remember the word furniture. 7 Pegword Method The pegwords strategy is a good strategy to use when you must remember a number of things such as five reasons we should conserve energy. Pegwords are words that rhyme with number words. Each pegword is substituted for a number word and is then associated with the information to be remembered. Students can use any word as a pegword as long as it rhymes with a number word. Below are suggested pegwords for the number words one through ten. Students can substitute their own number words. Nouns and verbs are best to use as pegwords because they are easy to associate with information to be remembered.

5 The one hundred most common words method: it is to learn the basic and fundamental one hundred keywords of the foreign language that constitute the basic level of that language.

Number Word

Pegword

one

fun

two

flew

6 Loci Strategy The word loci is the plural form of locus, which means place. This strategy helps students remember lists of items through organisation, visualisation, and association. Here are the steps in the loci strategy:

three

free

four

floor

five

drive

First, ask students to identify a place with which they are very familiar with such as their living room. Next, tell students to visualise that place, i.e. the living room, and its feature in their minds. For example students may visualise a sofa in the living room. Then, encourage them to link the target word with objects they have in their living room. For example, if the target word is furniture they can visualise a seat facing the TV.

six

mix

seven

heaven

eight

date

nine

fine

ten

when

Lesson Six Advertising (1) 2 Why might a company decide to advertise in a local magazine? 3 What kind of information are posters suitable and unsuitable for? 4 How do people know that not all viewers watch the commercials? 5 Choose suitable media for these advertising campaigns and explain your reasons. a prestige advertising for an airline b a new car model c a department store sale d financial services such as banking or insurance e freight services

Learning Objectives ■

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Identifying the relationship between adverts and the items they promote Practising writing an advertisement

Writing

I Writing 11 Imagine you are a copywriter (somebody who writes advertisements). Choose two products from

the items below and write an advertisement for each.

limousine

laptop

scanner

fountain pen

11 ■

Direct students’ attention to the pictures of the products at the bottom of their Students’ Book page.

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Ask students to write an advertisement to describe at least one of these products. Tell them that they may use the advertisements from exercise 4 as a guide.

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When they have ﬁnished, tell them to swap their advertisements with a partner for peer correction.

■

Collect the advertisements so you can check students’ progress.

video camera

Answers Students’ answers

suit

Activity Book page 27 exercise 5

Activity Book Answer Key TV

radio

Unit 7, page 25, exercise 1 1f/2e/3i/4a/5h/6c/7b/8d/9g

computer

Unit 7, page 25, exercise 2 Students’ answers

Here are the steps to follow to use the pegwords strategy. 1 Think of the first piece of information to be remembered. 2 Think of the pegword for the number word one. The pegword for one is fun. 3 Form an association in your mind between the pegword one and the first piece of information to be remembered. Create a picture in your mind of this association. 4 Repeat steps 1-3 for each additional piece of information to be remembered. Use the pegword shoe for the second piece of information, tree for the third piece of information, and so on. Here is an example of how the pegwords strategy can be used to remember three important reasons for preserving tree. 1 Trees provide us with food. The pegword for one is fun. Students could create a picture in their mind of children having fun under a tree and eating fruits. Later, when they try to recall the reasons for preserving trees, the number word one will trigger the pegword fun, and students will recall the picture of children having fun under a tree and eating fruit. They will thereby remember that one reason for preserving trees is that they provide us with food. 2 Trees provide shelter for animals. (two/flew). Students could create a picture in their mind of a bird flying. 3 Trees provide lumber that is used to build boats. (three/sea). Students could create a picture in their mind of stacks of lumber lying on the ground next to the seashore.

Unit 7, page 26, exercise 3 A 1 Your business name would be known if you designed a logo or wrote a slogan on your business cards and materials. 2 It would be beneficial and time saving if you talked to the advertising representative of the newspaper. 3 You would attract the clients’ attention if you used words, graphics and colours properly. 4 If you advertised in a newspaper, you could, in your advertisement, direct viewers to the company’s website. 5 If your company had a fleet of vehicles, it would turn them into an advertising tool by wrapping them with a vinyl graphic of the company’s products. 6 You could donate a product if there was a charity auction. 7 If you began searching what types of advertisements are available and suitable for your target clients, you would develop an effective advertising campaign. B 1 would attract 2 advertised 3 had / would start Unit 7, page 26, exercise 4 1 four changes: Technologies will be readily available to enable a television viewer to click a button to request more details on a product seen on TV. Advertising is going to stimulate immediate demand for the product advertised The introduction of Internet advertising has also made do-it-yourself advertising an easy to manage process. Digital advertising convergence refers to a growing trend for using computer technology to deliver media programming and information. Convergence allows one media outlet to take advantage of features and benefits offered through other media outlets. 2 in the near future / in addition / also / finally 3 request: politely ask (someone) to do something highly: extremely; greatly; awfully purchase: to buy something empower: to give a person or organisation the legal right to do something trend: a general direction in which something is developing or changing potential: undeveloped future household: all the people who live together in one house 4 Students’ answers Unit 7, page 27, exercise 5 Students’ answers

Questionnaire 4: Reading Strategies Reading various types of texts is an activity which is often part of the learning process. The following is a questionnaire that assesses a student’s reading strategy. Tell students to mark the following by 1 to indicate “Never”, 2 to indicate “Rarely”, 3 to indicate “Occasionally” and 4 to indicate “Often”. 1 I read the text with a predetermined purpose in mind. 1 2 3 4 2 I revise the background knowledge about the given topic before actual reading. 1 2 3 4 3 I stop reading every once and a while to check the meaning of a difficult word in the dictionary. 1 2 3 4 4 While reading I make sketches related to the topic. 1 2 3 4 5 I use context clues to understand the meaning of difficult words. 1 2 3 4 6 While reading I summarise the main ideas of the text either mentally or in writing. 1 2 3 4 7 After reading, I assess the efficiency of the reading strategy that I have used. 1 2 3 4 8 I use various reading strategies. 1 2 3 4 9 I make a brief research about the topic before reading to collect some background knowledge. 1 2 3 4 10 I read difficult texts more than once to make sure that I understood them. 1 2 3 4 11 I practise reading aloud when reading a difficult text. 1 2 3 4 12 My reading speed is directly influenced by the level of difficulty of a reading text. 1 2 3 4 13 After reading the text, I try to paraphrase the key ideas or to formulate questions about the data presented in the text. 1 2 3 4 14 I take notes while reading. 1 2 3 4 15 I highlight important terms and ideas. 1 2 3 4 16 I mark any text if not fully comprehended to return to after finishing the rest of the passage. 1 2 3 4 17 I refer to the visual aids and illustrations before and after reading. 1 2 3 4 18 I engage with the author’s ideas in order to agree or disagree with them. 1 2 3 4 19 I gather for collaborative learning and group discussion. 1 2 3 4 20 I refer to the text to guess the meaning of unfamiliar words. 1 2 3 4 21 I make a list of keywords essential to the text. 1 2 3 4 22 I take into consideration the pattern of the division of the ideas (compare and contrast, cause and effect) to facilitate the comprehension of the text. 1 2 3 4 23 I put the ideas into mental pictures. 1 2 3 4 24 I make a diagram of the text based on the ideas of the author. 1 2 3 4 25 I’m committed to the pre-planned study plan of a sitting. 1 2 3 4 26 I take short breaks when feeling tired. 1 2 3 4 27 I revise the main titles and key ideas of the text after reading. 1 2 3 4 28 I mark the section after failing to remember anything from it. 1 2 3 4 29 I read marked sections during the next sitting. 1 2 3 4 30 I clarify vague ideas with a friend or an instructor before moving on to something else. 1 2 3 4

Correspondence b Imagine you are going to open a business in your hometown. Explain what tool(s) you will use

NOTE

to decide on the type of business that will be successful there. Then, devise ten questions that you will ask the citizens to help you make decisions regarding the new business (you can take examples from the samples in the table on pages 89-90). __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

The following is a list of the different types of questions in a questionnaire design: 1 Open Format Questions: In these types of questions, there is no predetermined set of responses and the person is free to answer however he/she chooses. Example

State your opinion about the quality of our products and services.

c What types are the following questions?

2 Closed Format Questions: Closed format questions are questions that include multiple choice answers.

1 Have you ever purchased a product or service from our website? __ Yes __ No ____________________________________

Example

Which are the gadgets you cannot live without? Mobile phone Laptop iPod

2 How did you first hear about our website? __ Television __ Radio __ Newspaper __ Magazine __ Word-of-mouth __ Internet ____________________________________

3 Leading Questions: Leading questions are questions that force your audience for a particular type of answer. Example

How would you rate this product? Fair Good

Excellent

4 Dichotomous Questions: Dichotomous questions are simple questions that ask respondents to just answer Yes or No.

3 Based upon what you have seen, heard and experienced, please rank the following packaging methods according to their durability. Place a “1” next to the brand that is most reliable, a “2” next to the brand that is next most reliable, and so on. __ plastic bags __ paper bags __ boxes __ cans ____________________________________

Example

Do you like this product? Yes No 5 Rating Scale Questions: They ask the audience to rank items in a certain order using 1, 2, 3, etc … Example

Place 1 next to the item you like best and 3 next to the item you like least. Potatoes Tomatoes Carrots

4 How would you describe your last experience purchasing a product or service on our website? Would you say that your experience was: __ Very pleasant __ Somewhat pleasant __ Neither pleasant nor unpleasant __ Somewhat unpleasant __ Very unpleasant ____________________________________

Tips The following questions should be avoided when preparing a questionnaire. 1 Embarrassing Questions: Embarrassing questions are questions that ask respondents details about personal and private matters. 2 Positive / Negative Connotation Questions: While defining a question, strong negative or positive overtones must be avoided. Ideal questions should have neutral overtones.

5 What products or services were you looking for that were not found on our website? ____________________________________

Correspondence Lessons Seven, Eight and Nine Learning Objectives ■ ■

Identifying various types of questions Practising writing a questionnaire

b ■

Allow time for students to write ten questions individually.

■

Put students in pairs and ask them to practise asking their questions to their partner.

■

Repeat step 2 until students have interviewed all their classmates.

■

Go round and monitor students’ conversations. Be ready to offer help where necessary. Answers Students’ answers

c ■

Allow time for students to complete the task either individually or in pairs.

■

Check answers as a whole class. Answers 1 Dichotomous question 2 Closed format question 3 Rating scale question 4 Leading question 5 Open format question

Unit

E-marketing 8

Lesson One Learning Objectives Talking about e-marketing Practising giving full informative answers to questions Practising giving examples

■ ■ ■

8 E-marketing A Dialogue 1 Read the dialogue and answer the questions.

Huda: Good afternoon, Omar. How are you today? Omar: Hello Huda. I am fine, thanks. I am in a hurry; I need to go and study for my exam. Huda: Which exam? Marketing? Omar: Yes. I need to remember a lot of interesting information about e-marketing. Huda: Really? Like what? Omar: You know that e-marketing does not refer only to marketing on the Internet; it is also marketing done via email and wireless media. Huda: Yeah, I know. It also includes design, development, advertising and sales. Omar: Right. E-marketing is also associated with several types of businesses such as e-commerce, affiliate marketing and local Internet marketing. Huda: So do you think e-marketing is very different from magazine advertising? Omar: That is a good question! Do you think the teacher will ask about this in the exam?

Warm-up ■

Ask the students to cover the dialogue and then invite the class to look at the title of the unit and the picture and tell you what they think the dialogue is about. Write students’ suggestions on the board.

A Dialogue 1

Questions

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Ask students to read the dialogue quickly and silently.

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Check that the students understand the meaning of all the words in the dialogue.

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Ask volunteers to model reading the dialogue.

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In pairs, the students try to answer the questions.

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Check answers as a whole class. Answers 1 marketing done on the Internet, via email and wireless media 2 Students’ answers 3 Students’ answers 4 Students’ answers

Lesson Two Learning Objectives Demonstrating understanding of a listening text Practising giving full informative answers to questions Rephrasing information Listing advantages and disadvantages of e-marketing

■ ■ ■ ■

B Listening 2 ■

Play the recording and ask students to listen. Play it another time and ask students to listen and answer the questions.

■

Put students in pairs in order to compare their answers or play the recording again for students to check their answers.

1 Explain the word e-marketing according to the dialogue. 2 What do wireless media refer to? Give examples of your own. 3 Answer Huda’s last question. 4 Huda says that e-marketing involves design, development, advertising and sales. Explain.

B Listening 2

Listen and answer the following questions. 1 What are the advantages of e-marketing that are mentioned in the text? 2 Explain them in your own words. 3 The interviewee mentions one disadvantage of e-marketing. What is it? 4 How is this disadvantage dealt with? 5 Think of at least one advantage and one disadvantage of e-marketing that are not mentioned in the text.

Audioscript Interviewer: What are the advantages of e-marketing? Interviewee: The ﬁrst important advantage is that advertising on the Internet is less expensive than traditional marketing. Also, it is possible to reach a large audience quite easily. Moreover, results can be obtained more quickly when e-marketing is used as a means of advertising since everything can be traced, calculated and examined easily online. Interviewer: Why is it that easy? Interviewee: Users click on an advertisement or visit a website so it is easy to count these clicks and know which advertisements or websites are popular and which aren’t. Interviewer: I see. Are there any other important advantages of e-marketing over traditional marketing strategies? Interviewee: There are many but e-marketing has limitations too. Clients are not able to touch the goods they are exposed to and that they are buying online! That is why consumers must be reassured that they can return an unsatisfactory product.

Answers 1 less expensive than traditional marketing; easy to reach a large audience; results can be obtained quickly 2 Students’ answers 3 clients are not able to touch goods that they are buying online 4 consumers are able to return unsatisfactory goods 5 students’ answers Activity Book page 28 exercise 1

E-Marketing

Establishing a Productive Study Atmosphere A student is more confident and less stressed when sitting for an exam when he or she has prepared and studied well. One of the chief components of efficient studying is the person’s own surrounding. Establishing the perfect studying atmosphere doesn’t have a specific rule which can be implemented to each person in a specific circumstance because it is subjected to one’s own choice. The following are some suggestions you could share with your students when arranging their study environment:

C Vocabulary 3 Match the words with their deﬁnitions.

1 customer service 2 cost-effective method 3 disseminate information 4 optimised for success 5 online marketing scheme 6 marketing portfolio 7 potential impact 8 public relations

Teaching Tips

a maintaining a favourable public image of a company or individual b how a company interacts with its customers at the time of sale and afterwards c a strategy to advertise a product or service using the Internet d a pool of investments or group of complementary or supplementary products marketed together e spreading information or ideas as widely as possible f a system, design or decision which has been designed to be as effective as possible g a strategy which has been shown to have a high level of success relative to its cost h possible effect

1 In order for your brain to shift into a “study mode”, you should study in the same location. In this way, you will trigger your ability to focus.

4 Use words from exercise 3 to ﬁll in the blanks.

To succeed in marketing, advertisers need to disseminate information as quickly as possible by finding a(n) (1) ____________________ and by being sure that it has the (2) ____________________ that they expect. Usually (3) ____________________ can be very helpful because knowing many people in the market is necessary for a successful project. However, planning a(n) (4) ____________________ can also be beneficial as well as a well-prepared (5) ____________________.

2 Put inspirational objects in your study place. Those could be photos of family and friends, a well-known quote or your favourite singer or actor to motivate you to study effectively. 3 Select the appropriate furniture. To begin with, you should select a large table or desk. This is preferable to be an L-shaped table to have a space for your computers, books, papers and stationery, where you will be able to reach them all. Then you should choose a comfortable chair. A rotating one is so practical and timesaving to reach all of your notes and books which are dispersed all over the place. It is better if it is leather with comfortable back support. 4 Decide which lighting source is adequate for your studying environment. Lamps and beaming or dark lights can be sometimes annoying. A common yellow ceiling light is acceptable for all except for the art students who need a desk light to examine the colours of their projects.

customer service desk

Lesson Three Learning Objectives ■ ■

Identifying the relationship between words and their deﬁnition Using words in context

C Vocabulary 3 ■ ■

Students work individually to match the words with their deﬁnitions. Ask students to exchange books and mark their partner’s work as you give the correct answers orally. Answers 1b / 2g / 3e / 4f / 5c / 6d / 7h / 8a

4 Ask the students to read the gapped text. Tell the students to complete the text with words from exercise 3. Go round helping and checking that everyone has understood how to use these words. ■ Check answers as a whole class. ■ ■

Answers 1 cost-effective method 2 potential impact 3 public relations 4 online marketing scheme 5 marketing portfolio

5 Place something to eat and drink near you in order to maintain the stability of your blood sugar. Avoid junk food, food with high calories and those filled with sugar. Although these will provide you with sudden energy, you will experience a sudden drop afterwards. Light vegetables, fruit and food with low calories are the best food sources to avoid unconscious food intake while focusing on your studies. 6 Be well-prepared. Keep near and arrange all your necessary items in a way they are readily accessible. It is so annoying and time consuming to stop and fetch something that should have been there in the first place. It will also result in losing your concentration to continue studying. 7 Manage one detail after the other. Don’t interrupt the work on one task and move to another before the first is finished 8 Avoid interruptions. If the TV or music disturb and deter you from studying properly, you should either switch them off or remove them completely. 9 Change topics, tasks, exercises or location the moment you lose interest or get exhausted and abstain from studying if you aren’t being anymore effective. Locations to Keep away from while Studying Many parents advise their children to study or finish their homework in their rooms. It is good advice if they have a desk and avoid studying on bed where they might fall asleep quickly. Some places will distract students’ attention and hinder their ability to assimilate materials to be studied. Advise students to avoid places such as the living room because the noise coming from the TV and the people sitting there will distract them. Also the kitchen isn’t a good place where people will interrupt them by their arrival. Studying in a friend’s house will present the same diversion as in one’s own house. Moreover, when friends meet they may tend to chat or surf the Internet rather than study. In addition to the above, shopping centres should also be avoided as a place for studying though seats and chairs are available there. The continuous flood of people will be a total disturbance. In brief the suitable places to study are those where students can find solitude and less disturbance.

Lesson Four Learning Objective ■

D Grammar

Practising using the third conditional

The Third Conditional The third conditional is a structure used when talking about unreal situations in the past. The structure of third conditional sentences Like the other conditionals, a third conditional sentence consists of two clauses, an if clause and a main clause.

Grammar the third conditional

D Grammar

if clause If she had joined our marketing networking group,

5 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Explain the task.

■

Ask individual students to do the exercise orally.

■

Check answers as a whole class. Answers 1 The company would have been able to elicit instant responses from us if it had had Internet access. 2 E-marketing would have been easy to understand if we had decided to tackle its speciﬁcs one at a time. 3 Our business would have failed if I hadn’t hired an expert on e-marketing. 4 If the internet connection had failed, everyone’s work would have been delayed. 5 The company wouldn’t have survived the competition if the e-marketing specialists hadn’t brought in their contribution.

main clause she would have received a widely recognised e-marketing certiﬁcation.

explanation She didn’t receive a widely recognised e-marketing certiﬁcation because she didn’t join our marketing network group.

If the if clause comes ﬁrst, a comma is usually used. If the if clause comes second, there is no need for a comma. Examples

a If the e-marketing association had not been successful, it wouldn’t have had members in over sixty-ﬁve countries. b Building and maintaining a customer relationship would have been harder if the company had not used the Internet. Form of third conditional if clause: if + subject + past perfect verb main clause: subject + (would / could / might) have + past participle 5 Put the verbs in brackets in the correct tense to form third conditional clauses.

1 The company (be able to elicit) instant responses from us. The company (have) Internet access. 2 E-marketing (be) easy to understand. We (decide) to tackle its speciﬁcs one at a time. 3 Our business (fail). I (not hire) an expert on e-marketing. 4 The Internet connection (fail). Everyone’s work (delay). 5 The company (not survive) the competition. The e-marketing specialists (not bring) in their contribution.

6 ■

■

Tell your students that this exercise helps them practise the third conditional and revise the ﬁrst and second conditionals. Remind students of the rules of forming conditionals by eliciting from them sample sentences of each type. Once you are sure that students understand the structure, give them time to complete the task. Go round and offer help where necessary. Check answers as a whole class. Answers 1 like 2 will love

3 didn’t hate

4 would enjoy

5 would have taken

Activity Book pages 28 and 29 exercises 2 and 3

Extra Activities Activity 1 Put the verb in brackets in the correct tense using the third conditional. 1 If she (study), she (pass) the exam. 2 If you (not learn) about e-marketing, you (not have) this job. 3 We (not succeed) if we (not plan) our project 4 If they (go) to bed earlier, they (not wake up) late. 5 We (attract) customers if we (use) e-marketing. Activity 2 Put the words in order to make a third conditional sentence. 1 your budget / controlled / had / your costs / have / you / You / if / planned / would 2 had / e-marketing / have / if / spread / He / used / information / he / more quickly / would 3 come / hadn’t / have / her / if / met / she / She / to London / wouldn’t 4 late / been / a taxi / had / have / they / if / would / taken / They 5 known / your mistakes / your marketing / strategy / have / you / if / hadn’t / You / assessed / wouldn’t

Activity 3 Circle the correct answer. 1 If I had been to university, I (had / would have) studied Economics. 2 I would have come earlier if I (had / would have) known how much urgent this was. 3 If you (had / would have) listened to what I said, none of this would have happened. 4 If I had left the house on time, I (hadn’t / wouldn’t have) missed the train. 5 If we (hadn’t / wouldn’t have) developed interactions with customers, we wouldn’t have raised fidelity among them. Answers Activity 1 1 If she had studied, she would have passed the exam. 2 If you hadn’t learned about e-marketing, you wouldn’t have had this job. 3 We wouldn’t have succeeded if we hadn’t planned our project. 4 If they had gone to bed earlier, they wouldn’t have woken up late. 5 We would have attracted customers if we had used e-marketing.

Teaching Tips

E-Marketing 6 Read the short text about e-marketing, then put the verbs in the second paragraph into the most

Proofreading a Writing Assignment These are few general mistakes to be aware of while proofreading:

suitable form to make correct conditional sentences (type I, II or III).

1 Using the wrong words mainly when using homophones, which are words with different meaning and spelling but similar sound, for example too and two, new and knew.

E-marketing is about advertising, customer communications, branding and fidelity programmes using the Internet. A company uses e-marketing to find, attract, win and retain customers. Studies have indicated that the major economic benefits come from raising fidelity among customers thanks to customer retention. This is the perspective that led to the development of relational marketing, which is based on the necessity of developing interactions with individual customers. Do you like e-marketing? If you (like) (1) __________ it, you (love) (2) __________ customer communications, branding and fidelity programmes using the Internet. My friend hates e-marketing. But if he (hate / not) (3) __________ e-marketing, he (enjoy) (4) __________ finding, attracting, winning and retaining customers online. Personally, I (take) (5) __________ a course in relational marketing if I had had more time.

2 Making mistakes when attaching a suffix or an ending to a root word especially adding the -ing suffix, for example bake ----> baking (cancel the final e) and scan -----> scanning (double the final consonant preceded by a short vowel). 3 The pronoun I is always capitalised no matter where its place in a sentence will be. Example: My friend and I went to the shopping centre last night.

E Speaking 7 Research the components of a good Internet marketing strategy, and prepare a ten-minute

presentation. Use the following outline to organise your ideas. Introduction

4 Completely forgetting words. This is because the process of thinking is faster than writing, so one can skip small words, for instance articles and prepositions. One can recognise such mistakes with thorough proofreading.

Components of a good marketing strategy Conclusion

5 Inverting the place of letters, mainly ie and ei spelling. Usually i precedes the e except after c, such as receive and retrieve. 6 The misapplication of the use of punctuation marks. Punctuation marks consist of commas, semicolons, colons, dashes, apostrophe, quotation marks, ellipses, parentheses, brackets, slashes and end punctuation marks (period, question mark and exclamatory mark). 7 Errors with the subject-verb agreement rule. The main rule states that singular nouns take singular verbs, and plural nouns take plural verb. Example: My brother is a doctor. My sisters are dietitians.

. Activity 2 1 You would have controlled your costs if you had planned your budget. 2 He would have spread information more quickly if he had used e-marketing. 3 She wouldn’t have met her if she hadn’t come to London. 4 They would have been late if they had taken a taxi. 5 You wouldn’t have known your mistakes if you hadn’t assessed your marketing strategy. Activity 3 1 would have

2 had

3 had

4 wouldn’t have

5 hadn’t

Lesson Five Learning Objectives ■ ■

Practising research skills Organising information in an outline form

E Speaking 7 ■

Explain the task to the students and give them time to complete it individually.

■

When they have ﬁnished, students compare their answers in pairs.

■

Check answers as a whole class. Answers Students’ answers

The indefinite pronouns anyone, everyone, someone, no one, each, somebody and nobody are singular and take singular verbs. Example: Everyone has done his/her project. Somebody is knocking at the door. All and some can be singular or plural depending if they refer to a countable noun or uncountable noun. Example: All of my friends are at the museum. Some of the milk is spilled on the floor. When compound nouns are connected with and, use a plural verb, but when the compound nouns are connected with or or nor, the verb matches the nearest noun. Example: The teacher and the students go once a week to the library. Neither my brothers nor my father is going to town today. Either my mother or my sisters are baking for tonight’s party. Collective nouns take singular verbs if they act as a group and take plural verbs if they act as a separate individual in a group. Example: The committee haven’t reached an opinion yet. The staff is working hard today. 8 Errors with pronoun-antecedent agreement. A pronoun is a functional word that can replace a noun or a noun phrase that indicates persons, animals or things. An antecedent can be a word, phrase or clause that specify what a pronoun alludes to. A singular antecedent takes a singular pronoun; while a plural antecedent takes a plural pronoun. Example: I asked Omar if I can borrow his notes. The students should do their assignments. The woman displayed all of her paintings on large stands. If compound antecedents are connected with and, we use a plural pronoun, but if the compound antecedents are connected with or or nor, the pronoun matches with the nearest antecedent. Example: Neither Nadia nor her sisters had visited their grandma. Neither the police officers who investigated the thefts nor the apartment manager offered his help. When the collective nouns are used, the pronoun can be singular or plural depending upon whether the collective nouns act as singular or plural.

Lesson Six Learning Objectives ■ ■ ■ ■

F Reading

Identifying the relationship between words and their deﬁnitons Identifying the steps of an e-marketing plan Organising the steps of an e-marketing plan in a ﬂow chart Identifying keywords in a text

8 Read the text and answer the questions.

An E-marketing Plan To successfully market a product online, you need to identify your target audience. You should understand the needs of your audience so you can plan your costs and benefits accordingly. Once your audience has been studied, you need to set your objectives. The main objectives of an e-marketing plan include raising awareness about your business by spreading information about it, reducing costs or increasing sales. You shouldn’t forget that it is beneficial to mix e-marketing with traditional marketing activities. However, you must remember to control your costs by carefully planning the budget after you have studied the cost/benefit ratio. You should carefully plan how you are going to implement your marketing strategies. Finally, you should implement feedback mechanisms such as reviews to help you assess how successful your marketing strategy has been.

F Reading 8

Questions

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Ask students to read the text silently.

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Tell the students to read the questions, then allow them time to read the text again and look for the answers.

■

Check answers as a whole class.

1 Match the words with their meaning. a market (v.) 1 making financial arrangements b identify 2 apply c raise awareness 3 recognise d budgeting 4 promote e implement 5 increase attention towards a certain topic 2 Fill in the flow chart below with the steps of the e-marketing plan mentioned in the text.

Answers 1 a4 / b3 / c5 / d1 / e2 2

Identify the needs of your audience

Identify ____________ ___________________

____________ objectives

Budgeting __________ ___________________

Mix ________________ ____________________

Set your objectives ___________________ _________ mechanisms 3 Choose from the text the words or phrases that helped you choose the steps. 4 In the flow chart, one step was skipped. Which one is it? 5 Which of the six steps mentioned in the text do you think is the most important for a good e-marketing plan? Why?

Budgeting your cost / beneﬁt ratio

Mix e-marketing with traditional marketing activities 50

Implement feedback mechanisms

3 Students’ answers 4 You should carefully plan how you are going to implement your marketing strategies. 5 Students’ answers

Unit 8, page 30, exercise 4 Students’ answers

Activity Book page 30 exercises 4 and 5

Activity Book Answer Key Unit 8, page 28, exercise 1 1 features 2 product 3 descriptive 4 interest 5 anticipation 7 headers 8 distracting 9 preview 10 recipient

6 efﬁcient

Unit 8, page 28, exercise 2 A If you had joined our company, it would have had partnerships with top publishers in the region. It would have also executed millions of dollars of advert campaigns every year. In addition, it would have provided advertisers with marketing solutions. Moreover, it would have delivered results to advertisers through its experienced team and by using intelligent technologies. Finally, it would have offered a wide range of digital media consultancy and would have executed many innovative e-marketing strategies. B Students’ answers C 1 had hired / would have realised 2 would have sold / got 3 had considered / would have promoted 4 had sent / would have been 5 had considered / would have sold 6 had had / would have started

Unit 8, page 29, exercise 3 1 all across Syria Introduction: Hisham “Syrian Tenders” Body: The site lists physical location Conclusion: It will also 2 Students’ answers 3 They will be publishing private tenders from large and international organisations and companies in Syria. They will also extend the service and site by including an English version to provide access to foreign suppliers. 4 Students’ answers 5 Students’ answers

Unit 8, page 30, exercise 5 Students’ answers

Culture and Values 2

Culture and Values 2 __________________ Women in Business (WiB) is a nonprofit organisation whose main aim is to facilitate trade transactions between the Middle East and UK. This organisation is managed by an international team of unpaid enthusiasts who work hard to realise its ambitions and aspirations. In addition, WiB is also considered to be a worldwide forum in which women involved in business share ideas and broaden their experiences with others in conferences and meetings held in a variety of countries. Furthermore, WiB has played a major role in encouraging a worldwide interaction between qualified employees and business women, with the aim of enhancing women’s economic development. Finally, WiB encourages all its participants, regardless of their professional level, to take part in its seminars. It also provides its members with the opportunity to develop by participating in its annual events. When questioned, over four-fifths of the participants stated that they have benefited from participating in WiB’s seminars, which were conducted by proficient lecturers and included real-life experiences.

Questions 1 Give the text a suitable title. 2 What is the meaning of the words in bold? 3 Do you think WiB can achieve all its goals? 4 Fill, in your own words, the following company profile for WiB. Profile of ____________________ (Write a brief paragraph here that describes the company, its history, the sector in which it operates, etc.) Company Details Location: _____________________ Financial facts: _____________________ How does the company compare to others in its sector? ___________________ Personnel: ________________________

Women in Business Learning Objectives ■ ■

Demonstrating understanding of a reading text Identifying the meaning of words from context

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Introduce the topic and elicit a few keywords that the students will read in the text.

■

Allow time for students to read the text silently. Give the students the opportunity to ask you about anything that they didn’t understand.

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Ask students to work individually and try to ﬁnd the answers to the comprehension questions.

■

Check answers by asking volunteers to read their answers aloud. Answers 1 Students’ answers 2 facilitate: make easier enthusiast: a person who is highly interested in a particular activity or subject forum: a place, meeting, or medium where ideas and views on a particular issue can be exchanged qualiﬁed: professional seminar: a conference or other meeting for discussion or training 3 Students’ answers 4 Students’ answers

Sample Test 4 Reading I Read the text and answer the following questions. A form of communication that aims to persuade consumers to buy products is advertising. The name of the product and the benefits that it presents to the consumer are basic components of an advertisement. The goal behind providing this information is to attract the audience to buy the product of that particular brand. Various kinds of media can be used for advertising, some are traditional including television, radio, magazines, newspapers, etc. Mass production led to the development of modern ways of advertising, such as the Internet and text messages. The modern world necessitates the use of advertising because there are new products and services introduced to the market everyday. 1 What is the aim of advertising? 2 What does an advertisement include? 3 Say if the following sentences are true or false. Correct the false ones. a Magazines and newspapers are modern ways of advertising. b Mobile phones are modern ways of advertising. c The service that the product provides for the consumer is not part of the advertisement. 4 In your opinion, what is the most effective way of advertising? Why? Vocabulary II Match the following words with their definitions. 1 documentaries 2 computer graphics 3 cost-effective method 4 novelty items 5 potential impact 6 banners a small cheap objects that are given away as presents b a strategy which has been shown to have a high level of success relative to its cost c video or TV programmes that give facts and information d possible effect e long pieces of cloth on which an advertising slogan is printed f visual images produced by computer processing Grammar III Put the verbs in brackets in the correct tense to form second conditional sentences. 1 If I (have) ____ a million Syrian pounds, I (buy) ____ a new car. 2 If we (not work) ____ hard on our advertisements, we (lose) ____ our audience. 3 I (buy) ____ those sunglasses if they (have) ____ lighter frames. 4 You (have) ____ a nice view if you (live) ____ on a houseboat. IV Put the verbs in brackets in the correct tense to form third conditional sentences. 1 If I (work) ____ in consulting, I (earn) ____ more money. 2 You (not complain) ___ about our beauty products if you (try) ____ them. 3 The company (retain) ____ more customers if it (use) ____ e-marketing. 4 If you (have) ____ experience in tourism, you (work) ____ on the new project.

Writing V Choose two products from the list below and write an advertisement for each. 1 a book 2 a toy 3 a camera 4 a restaurant 5 a car Answers I 1 to persuade consumers to buy a product 2 the name of the product and the beneﬁts that it presents to the consumer 3 a False. They are traditional ways of advertising. b True c False. The beneﬁts of a product are one of the basic components of an advertisement. 4 Students’ answers II 1c/ 2f/ 3b/ 4a/ 5d/ 6e III 1 had, would buy 2 didn’t work, would lose 3 would buy, had 4 would have, lived IV 1 had worked, would have earned 2 wouldn’t have complained, had tried 3 would have retained, had used 4 had had, would have worked V Students’ answers

Correspondence Note

E Graphs and Charts

a Match the types of charts with their appropriate deﬁnitions (1-3) and pictures (A-C).

• line graph _____ _____ _____ • pie chart _____ _____ _____ • bar graph _____ _____ _____ 1 It is a way to summarise how two pieces of information are related and how they vary depending on one another. 2 It is divided into pieces, each displaying the size of some related piece of information. They are used to display the sizes of parts that make up some whole. 3 It consists of an axis and a series of labelled horizontal or vertical bars that show different values.

Graphs and charts are great because they communicate information visually. They can help impress people by getting a point across quickly and visually. They should be used to make facts clearer and more understandable. What is the difference between charts and graphs? Charts and graphs illustrate relationships between data in different ways. Graphs are best for illustrating a trend over time. Charts cannot show this relationship since they use a series of bars rather than data points connected by a line that goes up and down. On one hand, graphs are much better at showing trends for a single set of data than charts are. On the other hand, charts are useful for displaying patterns or information about frequency. The bars on a chart are higher or longer depending on the value they represent. It’s not possible to use a graph to show proportions or percentages. However, pie charts, a specific type of chart, can do this well.

How to choose which type of graph or chart to use? Line graphs are used to track changes over short and long periods of time. When smaller changes exist, line graphs are better to use than bar graphs. Line graphs can also be used to compare changes over the same period of time for more than one category of information. Pie charts are best to use when you are trying to compare parts of a whole. They do not show changes over time. Bar graphs are used to compare quantities of different categories or to track changes over time. However, when trying to measure changes over time, bar graphs are only clear when the changes are large.

b Use words from the box to label the following pie chart.

title

Area graphs are very similar to line graphs. They can be used to track changes over time for one or more groups. Area graphs are good to use when you are tracking the changes in two or more related groups that make up one whole category (for example public and private groups).

key

number one source of news

ISP News

Major Newspaper Sites

7.3

X-Y plots are used to determine relationships between the two different things. The x-axis is used to measure one event or variable and the y-axis is used to measure the other.

Local TV / Newspaper Sites Network TV Pages

Graphs and Charts

Online News 34

Pie chart

second source of news

Sources of News

Line graph

Bar graph

24.4

Correspondence Lessons Seven, Eight and Nine

Give as homework or revision Activity Book exercise A p. 54 Answers A and B Students’ answers

Learning Objectives ■ ■

identifying types of graphs and charts Analysing a pie chart

E Graphs and Charts a ■

Students work individually to match the graphs and charts with their pictures and descriptions.

■

Ask students to exchange books and mark their partner’s work as you give the correct answers orally. Answers line graph 1C ; pie chart 2B ; bar graph 3A

b Explain the task to the students and give them time to complete it in pairs. ■ Check answers as a whole class. ■

Answers title: sources of Online News key: coloured boxes number one source of online news: orange section second source of online news: yellow section

Unit

Workplace Ethics

Lesson One Learning Objectives Practising agreeing and disagreeing Practising making conclusions Demonstrating understanding of a reading text Practising taxonomic skills Demonstrating understanding of a listening text

■ ■ ■ ■ ■

9 Workplace Ethics A Dialogue 1 Read the dialogue and answer the questions.

The Human Resources Manager (HR) and the Line Manager (LM) are holding a meeting to discuss the problem of staff taking too many sick days. HR: People are taking too many days off because of illness. Our yearly survey, a copy of which I have now, shows that the percentage of employees taking sick days has increased by 12% in the last year. Some are taking as much as fourteen days which I believe is excessive. LM: That’s too many. Now I understand why our customer services have become less efﬁcient during the past year. ill person Moreover, this is wasting company money. HR: Well, I suggest that we need to send employees a memo which states that employees will not be paid for the ﬁrst three days of sickness. LM: This could be one way of solving our problem. However, I don’t think it is fair for honest employees who are truly sick. HR: I agree. What would you say if we asked employees to suggest ways for minimising sick leave? LM: I think it’s a good idea, but how could we do that? HR: By sending them questionnaires. Could you bring a draft questionnaire to our next meeting on Monday? LM: Sure.

A Dialogue 1 ■

Allow time for students to read the dialogue silently. Tell them to answer the questions and to be ready to justify their answers

■

When students have ﬁnished, allow them to work in pairs and compare answers. If they disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

■

Check answers by asking volunteers to read their answers aloud. Answers 1 fourteen sick days; not paying for the ﬁrst three days of sickness; employees 2 employees will not be paid for the ﬁrst three days of sickness 3 no; he didn’t think it was fair for honest employees who were truly sick 4 to send employees questionnaires so that they can suggest ways for minimising sick leave

B Listening 2 ■

Play the recording and ask students to write their answers individually.

■

Ask students for their answers. If necessary, play the recording again or read out the bits that caused confusion. Finally conﬁrm the correct answers.

Audioscript Ali: I’ll never forget the trouble we had with that face cream. We launched it and it was a real winner. I mean, it was going really well. When suddenly people started phoning and complaining it was burning their skin. Tareq: Burning their skin? You mean, like a kind of allergy. Ali: Yeah, it was making red marks on their faces. The newspapers heard about it and wanted to know what we were doing about it. Tareq: So what did you do? Ali: We didn’t know what to do. You see, we’d tested it for over six months and there had been no bad reaction to it. Tareq: Well, so what was the problem? Ali: Well, we’d invested a lot in the product and the launch. I mean, you know what advertising costs are these days, then suddenly the number of complaints doubled in the space of a week or so.

Questions 1 What do the words in bold refer to? 2 At ﬁrst, what did the HR manager suggest to do in order to solve the problem concerning sick leave? 3 Did the LM agree with him? Why or Why not? 4 What do the HR and LM ﬁnally decide to do?

Tareq: Doubled? Incredible! Did you manage to keep it quiet? Ali: No, our Managing Director got more than a bit worried. He said all this was harming the company’s image. So we withdrew the product and lost a lot of money. I tell you, the only people with red faces were us. Since then, we’ve kept away from skin-care products. Answers e/d/h/g/a/f/b/c

Workplace Ethics

Teaching tips Types of study skills (cont.)

B Listening 2

a b c d e f g h

G Methods based on exam strategies (cont.)

Listen and arrange the following stages in a logical order. The company was interrogated by the newspapers. The company withdrew the product from the market. The company lost a lot of money. The company introduced the product into the market. The product was tested by specialists. The number of complaints doubled. People started to complain. The product sold well.

1 General Test Preparation strategies (cont.)

C Vocabulary 3 The following list describes various types of beneﬁts in managing ethics in the workplace. Match

them with the appropriate explanation. 1 improving society through paying attention to business ethics 2 maintaining a moral course in turbulent times 3 cultivating strong teamwork and productivity 4 supporting employee growth and meaning 5 ensuring that policies are legal 6 avoiding criminal acts “of omission” and lowering fines 7 managing values associated with quality management and strategic planning 8 promoting a strong public image a Employees feel full confidence that they can admit and deal with whatever comes their way. b The fact that an organisation regularly gives attention to its ethics can portray a good image to the public. People see those organisations as valuing people more than profit. Aligning behaviour with values is critical to effective marketing and public relations programmes. c Society demanded that businesses place high value on fairness and equal rights so unions were organised and laws and regulations were established. d When an organisation is aware of an actual or potential violation and does not report it to the appropriate authorities, this can be considered a criminal act. e Ongoing attention and dialogue regarding values in the workplace builds openness and integrity which are ingredients of strong teams in the workplace. Employees feel strong alignment between their values and those of the organisation so they react with strong motivation and performance. f This effort includes recording the values, developing policies and procedures to align behaviours with preferred values and then training all personnel about the policies and procedures. g There is an increasing number of lawsuits in regard to personnel matters and to effects of an organisation’s services or products on stakeholders. h Attention to business ethics is critical during times of fundamental change.

Lesson Two Learning Objectives ■ ■

Identifying beneﬁts of ethics in the workplace Identifying the relationship between sentences

Warm-up ■

Write the term work ethics on the board. Elicit from the students ideas on how to behave ethically at work and what the beneﬁts of managing ethics in the workplace are.

■

Write students’ suggestions on the board and organise them in a spider web.

C Vocabulary 3 ■

Students work individually to match the beneﬁts with their explanations.

■

Ask students to exchange books and mark their partner’s work as you give the correct answers orally. Answers 1c / 2h / 3e / 4a / 5g / 6d / 7f / 8b

BEFORE THE TEST Advise students to plan reviews as part of their regularly weekly study schedule. Reviews are much more than reading and rereading all assignments. Students need to read over their lecture notes. Encourage students to use techniques such as the SQ3R and PQRST methods for this purpose. SQ3R is a five step reading strategy which could be used while preparing for tests. The acronym stands for survey, question, read, recite and review. Before students read a text, it would be helpful for them if they first survey the chapters in the book using first lines and paragraphs. By quickly surveying the chapter, students can familiarise themselves with the chapter’s general drift. Sometimes, the first or last paragraph of a chapter may contain information that may be useful for students’ understanding. Moreover, it’s helpful that students read the captions under diagrams, charts, maps and pictures as they may contain information that positively influences comprehension. In addition to the above, make sure to direct students’ attention to the italicised, bold or repeated words in the text. After students survey the text, encourage them to ask questions that are related to the chapter they have just surveyed as this would positively influence their retention level and it sets a purpose for the reading activity. Advise students to use headings and subheadings as a starting point to create their own whquestions. If there aren’t any headings, turn the first sentence of paragraphs into questions. Next, prompt students to read the target text in order to answer their questions. Encourage them to jot down key concepts or words in the margin as this would help them later on in the revision stage. When students have finished reading the text, encourage them to rephrase the information they have just read and recite it over and over again in order to move the information that is being learned into the long-term memory. Finally, in the revision stage, students repeat the above mentioned steps in order to reinforce information they have acquired during the survey, question and reading steps. PQRST is another reading strategy which could also be used while studying for a test. It involves five steps. In the first step, students skim the text paying attention to the text’s introduction, headings and subheadings and the chapter summary, if any is provided. This step is called previewing a text. It’s essential to preview the text before actually reading it because previewing helps students to understand the general drift of the text in a relatively short period of time. While students are previewing the text at hand, it is important that they ask themselves questions such as why am I reading this? What am I going to learn? Such questions help students set a definite goal for their reading process and later on for the revision process. This is the second step which is called questioning stage. The third step involves the actual reading of the text. While students are reading the target text, encourage them to underline or highlight key ideas. Next, students try to recite some of the information they learned in the reading step and say them out loud. In conclusion, the PQRST is an efficient reading strategy because it helps students retain information they’ve read in their longterm memories and it gives them the opportunity to self-test their comprehension level, which would result in getting better test grades.

Activity Book page 31 exercise 1

Lesson Three Learning Objectives ■ ■ ■

D Grammar

Practising using tag questions correctly Distinguishing between the negative and positive tag questions Identifying auxiliary verbs

Tag Questions Tag questions are used in speech at the end of sentences to check information or opinions. Usually, positive sentences have negative tags. Negative sentences have positive tags. Examples

Grammar

You’re in a hurry (+), aren’t you? (-) You haven’t been here before (-), have you? (+)

tag questions

Complete these sentences with the right tag question. 1 You couldn’t break the criminal law in one’s war related activity, ________ ? 2 You don’t stay away from the company’s path of acceptable conduct, ________ ? 3 They’re going to comment on the employees’ improper behaviour, ________ ? 4 We made sure our institution has a proper environment, ________ ? 5 They’ve performed their business duties gracefully, ________ ? 6 I’m right about his unacceptable behaviour, ________ ? 7 You won’t expect him to have a strong external source of morality in business, ________ ? 8 A basic understanding of morality will keep employees out of trouble, ________ ?

D Grammar 4 Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book. ■ Check understanding by asking questions and giving students an opportunity to ask questions. ■ Ask students to work out the answers to the exercise in pairs and then check them with the whole class with volunteer pairs saying the correct answers aloud for everyone to hear. ■

E Roleplay 5

Work in pairs or small groups. Role play this situation. You are in charge of sales for a hi-ﬁ manufacturer. Your company is suffering due to a loss of market share. You believe that the reason behind your loss is that one of your competitors is using unfair ways, such as making cash payments to principal vendors or offering expensive presents to important customers to publicise their products. Hold a meeting to ﬁnd solutions to your problem.

Answers 1 could you 2 do you 3 aren’t they 4 didn’t we 5 haven’t they 6 aren’t I (Explain to students that we use are in tag questions when the subject is I.) 7 will you 8 won’t it

hi-ﬁ stereo

Mini Grammar + Extra Activity A tag question starts out as a statement and then becomes a question at the end. There are different reasons for using tag questions, but usually we use tag questions to make statements and seek agreement from the listener. Examples: You want to learn English, don’t you? We’ve had some really good weather, haven’t we? She can help you with your homework, can’t she? Negative Sentences We form tag questions from negative sentences by copying the auxiliary verb used in the sentence to the sentence end in the positive form. Next we use the pronoun form of the subject of the sentence at the very end of the sentence. Examples: John can’t play tennis, can he? Mary won’t go with us, will she? Jack and Jill aren’t climbing hills anymore, are they? Jane did not eat her vegetables, did she? You and I aren’t going on a date, are we? Positive Sentences We form tag questions from positive sentences by copying the auxiliary verb used in the sentence to the sentence end in the negative form. Next we use the pronoun form of the subject of the sentence at the very end of the sentence. Examples: We are going to win, aren’t we? John can dance very well, can’t he? Mary will be here, won’t she? Sentences without Auxiliary Verbs If there is no auxiliary verb, we use the appropriate tense form of DO in the negative form. Jack and Jill brought us some water, didn’t they?

Activity Complete the sentences with the right tag question. 1 Teresa is an accountant, … 2 I am a good worker, … 3 Pierre is the HR, … 4 Mario is at work right now, … 5 Employers are taking too many days off, … 6 You and I are busy right now, … 7 It’s windy today, … 8 The company withdrew the product from the market, … Answers 1 isn’t she? 2 aren’t I? 6 aren’t we? 7 isn’t it?

3 isn’t he? 8 didn’t it?

4 isn’t he?

5 aren’t they?

Lesson Four Learning Objectives ■ ■ ■

Practising giving solutions Performing a roleplay Demonstrating an ability to reach an ethical competitive behaviour

F Ethical problem solving Workplace Ethics

Give the students a few minutes to read the situations and think about which expressions could be used from the box. ■ Let students complete the task in pairs. ■ When they have ﬁnished, ask volunteers to come to the front and read their answers aloud. ■

F Ethical problem solving Proposing solutions In this situation, I’d ... In this case, I’d ... What I’d do / say is If it were the case that ... Looking at problems from different angles Having said that, On the other hand, At the same time, There are a lot of issues at play here. You could argue that ...

Answers Students’ answers

Giving reasons for opinions On the grounds that ... For the reason that ... Seeing / given that ...

Teaching Tips Types of study skills (cont.)

6 Work in pairs. Read the following ethical problems and suggest solutions to them. Use

expressions from the box. Situation 1: An accounting dilemma You are an accountant. While you were doing your job, you accidentally discovered that your financial director had been claiming expenses he wasn’t entitled to, such as an opera ticket, two digital cameras and a laptop for his daughter. He had already taken a small amount of the total sum. What would you do? Situation 2: A generous present You unexpectedly receive a gift of expensive perfume from a company that supplies you with products. The following week, you receive a call from them asking you if you have received their gift. They also ask you whether you are willing to renew the contract with them next year. You assure them that you will let them know as soon as a decision has been made. They imply that if you are willing to renew the contract, they would offer you other generous gifts such as a holiday abroad for two. What would you do? Situation 3: Choosing tenders You are asked by your manager to examine the tenders from contractors who will be chosen to build the company’s new office in Syria. There are two winning candidates both of whom have equal merit. This morning, your manager invites you to his office for a cup of coffee and he tells you that one of the two contractors is a good friend of his and that he would be upset if this friend didn’t win the contract. What would you do?

E Roleplay 5 ■

Tell students that they are going to make a roleplay in which they hold a meeting in order to ﬁnd solutions to a problem they have at work.

■

Working individually, ask students to silently read the situation and brainstorm a list of solutions.

■

In groups of four, students share their points of views and try to reach a common solution. Go round and monitor students’ discussions. Be ready to offer help when necessary. Answers Students’ answers

Activity Book pages 31 and 32 exercises 2 and 3

Lesson Five Learning Objectives ■ ■ ■

Practising giving solutions Practising giving reasons for opinion Proposing solutions to ethical problems

G Methods based on exam strategies (cont.) 1 General Test Preparation strategies During The Test There are also some things that students shoild keep in mind when they are TAKING the test. Advise students to 1 read the directions carefully!! Many points have been lost because students didn’t follow the directions. 2 preview the test to see how much time they need to allow for each section. If the test is all multiple choice questions, it is good to know that immediately. 3 work on the “easiest” parts first. If their strength is essay questions, they should answer those first to get the maximum points. Remind them to pace themselves to allow time for the more difficult parts. 4 try to make an outline in the margin before they begin writing. Organization, clear thinking, and good writing is important, but so is neatness. Remind students to make their writing legible. 5 save time at the end of the exam to review their test and make sure they haven’t left out any answers or parts of answers. This is difficult to do under the stress of exams, but it often keeps them from making needless errors. 2 Strategies for fill-in-the-blank tests Tests are a source of anxiety to students; however, preparing for a fill-in-the-blank test is best prepared by referring to class notes especially if they are supported by details. Thereby, students need to follow a few steps to make the best use of these notes. To start with, students can highlight important ideas and phrases, copy them on a piece of paper and exclude the keyword by replacing it with a blank space. Those keywords should be listed separately before students attempt to fill-in-the-blanks using a pencil. Students can refer to their notes for correction and repeat the exercise until they feel confident that they have learned the material. This method is useful not only for fill-in-the-blank questions, but also in any essay question (See page 83 for details on how to prepare for essay tests). 3 Strategies for open book tests An open book test gives no reason for students not to prepare; such tests are prepared differently. Instead of learning the material by heart, students must make some effort to familiarise themselves with the assigned text and the subject it discusses. One can even assess one’s comprehension of the read material through orally explaining it. Furthermore, there are a few steps that facilitate the process of preparing for open book tests. Most importantly, students are expected to read, take notes and highlight the parts that are to be asked about in the test. Next, those highlighted parts are to be revised attentively. Since students may not have enough time to cover all the questions, students must do their best to be well prepared in order to reduce the number of answers they need to find in the text. Finally, students must avoid making direct copies from the book; writing in one’s words is an efficient manifestation of comprehension.

Lesson Six Learning Objectives ■ ■ ■ ■ ■

G Reading

Practising giving examples Identifying lapses in workplace Identifying the meaning of words from context Rephrasing text Expressing agreement or disagreement with the author’s point of view

7 Read the text and answer the questions.

Did You Bring Your Ethics to Work Today? It is sometimes hard for employers and employees to abide by the rules of workplace ethics despite company principles and morals. Failure to abide by agreed principles need not be that signiﬁcant. Lapses in workplace ethics are often minor, for example pretending to be sick or frequently arriving late to work. The following are examples of lapses in workplace ethics: 1 You blame your colleagues for your own mistakes. 2 You ask a colleague to help you with a project, and then tell your boss that you did it on your own. 3 You do freelance work during working hours. 4 You use company’s resources for personal use, such as printing your homework using the company’s printer. 5 You launch products into the market without testing them for defects. 6 You talk negatively about your coworkers.

G Reading 7 ■

Ask students to read the text silently.

■

Tell the students to read the questions, then allow them time to read the text again and look for the answers.

■

Check answers as a whole class. Answers 1 it (project) / them (products) 2 Students’ answers 3 a abide by b lapse c mistake 4 students’ answers 5 students’ answers

Hundreds of examples could be added to the above list. Each time you fail to abide by the values of the place you work at, you will be disﬁguring your self image and you will also hurt your colleagues in a real, tangible and unpredictable way.

Questions 1 What do the words in bold refer to? 2 Give two examples of lapses in workplace that are not mentioned in the text. 3 Find in the text words that mean: a tolerate b slip (n.) c fault d self-employed e spoiling f concrete 4 Rewrite the six lapses in your own words in a paragraph form. 5 Do you agree with the author that failing to abide by the values of the workplace can damage you and negatively affect your colleagues? 8 Work in pairs. Are the people in the following pictures following rules of ethics at work? Discuss.

d freelance

e disﬁguring

f real

8 ■

Direct students’ attention to the pictures at the bottom of page 56. In pairs students discuss the situation in each picture and say whether the people in the picture are showing business ethics or not.

■

Tell them that they need to explain their answers.

■

Go round and monitor students’ conversations.

■

If you still have time, do a classroom discussion.

Answers Students’ answers Activity Book pages 32 and 33 exercises 4, 5 and 6

Activity Book Answer Key Unit 9, page 31, exercise 1 A 1 proﬁt 2 reduction 3 loss 4 trial order B 1c/2g/3f/4a/5i/6b/7h/8e/9d

5 margin

6 quantities

Unit 9, page 31, exercise 2 1 isn’t it 2 don’t they 3 hasn’t she 4 did he 5 won’t they 7 can’t you 8 have they 9 won’t they 10 did they Unit 9, page 32, exercise 3 1 Students’ answers 2 a4/b1/c5/d2/e3 3 Students’ answers Unit 9, page 32, exercise 4 A Students’ answers B Students’ answers Unit 9, page 33, exercise 5 A Students’ answers B Students’ answers Unit 9, page 33, exercise 6 Students’ answers

6 aren’t they

Questionnaire 5: Study Environment Analysis The aim of this questionnaire is to help students evaluate their study environment. Tell them to answer the questions by True or False. 1 My study area is free of noise and distractions. True False 2 I am rarely interrupted by other people when I study in this location. True False 3 I can study for at least half an hour without getting up, walking about, taking snack or TV or phone breaks. True False 4 I always come to this place when I want to study. True False 5 The temperature in this place is very comfortable for studying most of the time. True False 6 The furniture in this place is very comfortable. True False 7 My study room is well lit and ventilated. True False 8 There are few things in this location that are unrelated to studying or school work. True False If the students answer most of the statements negatively, then advise them to change the place where they study.

Correspondence c Look at the pie chart from task b and decide if the following statements are true or false. Correct

e Read the short text below. Summarise the information in a line graph.

the false statements. 1 Local TV or newspaper sites are the second most visited source of online news. 2 The pie chart shows that people more often use online opinion magazines as a major source of news. 3 ISP News is the third favourite source of online news.

In 1800, the rate of national unemployment was approximately 0.5%. By the year 1840, this percentage had risen to 5% and to 10% in 1870. By the 1880s the rate of national unemployment had decreased to 1%.

4 More people prefer to use major newspaper sites than Network TV pages. d Read the bar graph and answer the questions. 100% 90% 80%

60%

girls 50% boys

42%

40%

Line graph

f Annotate the following chart with the words / phrases given below. 20% 17% 17%

17%

April February January March May months temperature temperature (in Celsius) from January to May

17% 8.5%

green cars

red cars blue cars Bar chart

other cars

1 What do the bars stand for? a the percentage of girls interviewed c the number of boys and girls interviewed b popular car colours d the number of boys or girls interviewed 2 Which car colour was selected as the second choice by the girls? a red b green c blue d other 3 What is the percentage of boys and girls who preferred blue cars? a 42 b 59 c 100 d 17 4 The height of each bar is determined by the number of students (male or female) who choose a particular food. a true b false

Bar graph

Correspondence

Answers e

Lessons Seven, Eight and Nine Learning Objectives ■

■ ■ ■

Demonstrating understanding of a bar chart by completing a multiple-choice task Distinguishing between true and false sentences Practising summarising skills Identifying features of a bar graph

10 5 1 0.5 1800

■

Allow time for students to complete the activity individually.

■

When they have ﬁnished tell them to compare their answers with those of a partner.

■

Check answers as a whole class.

1840

1870

1880s

Temperature (in Celsius from January to May) f temperature

Answers 1 false they are the ﬁrst most visited source 2 false local TV newspaper sites 3 true - 4 true

d ■

Ask students to read the graph silently and look for the answers.

■

Check answers as a whole class. Answers 1c-2c-3b-4b

e and f ■

■

Allow time for students to complete the activity either individually or in pairs. When they have ﬁnished, invite volunteers to read their answers aloud.

January February

March

April

May

months

Give As homework or revision: Activity Book, exercise B page 55 Answers Students’ answers

Review (Units 7-9) A What are these adverts promoting?

F Complete these sentences with the right tag questions.

1 Very delicious Syrian desserts made of filo pastry filled with flavourful chopped nuts, like pistachio, cashew or pine nuts, soaked in honey. 2 Very soft, elastic, durable, and comfortable textile. Its products form good articles of trade like different types of underwear.

1 People are taking too many days off because of illness, ? 2 The percentage of employees taking sick days has increased by 12% in the last year, ? 3 Our customer services have become less efﬁcient, ? ? 4 Employees will not be paid for the ﬁrst three days of sickness, ? 5 You can bring a draft questionnaire to our next meeting,

B Imagine you are a copywriter. What would you write about these products and place?

1 Syrian fruits and vegetables. 2 Souk el Hamidiyeh.

G Read the following text about an ethical problem and write how you would respond to it. Use at

least three problem solving expressions you have learned. We have had eight days of continuous rain, two cameras have been damaged in transit and now the electricity generator’s broken down. Flying Jenny, the main actress, in and out from Fiji everyday is proving absolutely impractical. Moreover, she came down with some kind of tropical fever three days ago and hasn’t come out of her hotel room since. So far we’ve got only about 15% of the Vibrant Shampoo commercial in the can. Today is the ﬁrst ﬁne day, but there’s still no sign of Jenny, so we’re just getting some footage of the island. We’re running seven days over schedule due to bad weather, logistical problems and a leading lady with a fever. Hiring Jenny for the leading part and shooting the shampoo commercial on a real desert island, Fiji, instead of an indoor studio was your idea because Jenny promised to give 15% of her earnings as a commission to you.

C Write a well-organised paragraph using the following phrases.

advertising corporation, commercials, sales promotions or conferences, studio, computer graphics, outdoor and indoor banners, high-quality catalogues. D Put the correct word in the right place.

email design advertising

Internet e-marketing wireless media local Internet afﬁliate marketing

1 Omar needs to remember a lot of interesting information about for the marketing exam. , and marketing. 2 E-marketing refers to 3 Huda knows that e-marketing includes , development, and sales. 4 E-marketing is associated with several types of business such as e-commerce, and marketing.

H Complete the sentences, using the verbs in brackets.

E Match the words with their deﬁnitions.

1 2 3 4 5 6 7 8 9 10 11 12

ﬁdelity retain apparition implement feedback survey dilemma merit turbulent abide by freelance tangible

more money, I could take some trips. 1 If I (have) about expenses. 2 If I were rich, I (never, worry) 3 If I (work) hard and (save) money, I could take a trip to the mountains. 4 If my roommate weren’t having a job interview on Friday, we (go) on a picnic. 5 We would watch that movie if the reviews about it (be) good.

a unexpected appearance b information about reactions to a product c characterised by conflict, disorder or confusion d hired to work for different companies on particular assignments e examine and report on the condition of f faithfulness to a person, cause or belief demonstrated by loyalty g quality, standard h continue to have i conflict, problem j put into effect k clear and definite l act in accordance with

I Join these sentences using if.

1 I didn’t finish my survey on the stock exchange yesterday, so I can’t begin a new project today. 2 Your boss sounded like a real tyrant. You should look for another job. 3 Our secretary didn’t learn how to use the computer. She couldn’t finish the work on time. 4 Our company didn’t go bankrupt. Hundreds of people didn’t lose their livelihood. J Write five sentences to answer this question. Use the second conditional.

If, beginning tomorrow, you had a two-week holiday and unlimited funds, what would you do?

Review (Units 7-9)

1 f / 2 h / 3 a / 4 j / 5 b / 6 e / 7 i / 8 g / 9 c / 10 l / 11 d / 12 k

Learning Objective ■

Oral / written revision and consolidation of language from unit 7 to unit 9

■

2 hasn’t it?

3 haven’t they?

4 will they?

3 work, save

4 would go

Warm-up ■

1 aren’t they? 5 can’t you?

Students’ answers

Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learned in the previous three units.

Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood.

1 had

2 would never worry

5 were

1 If I had ﬁnished my survey on the stock exchange yesterday, I could have begun a new project today. 2 If your boss hadn’t sounded like a real tyrant, you shouldn’t have looked for another job. 3 If our secretary had learned how to use the computer, she could have ﬁnished the work on time. 4 If our company had gone bankrupt, hundreds of people would have lost their livelihood.

Answers A 1 Syrian baklava 2 Syrian cotton

Students’ answers

C Students’ answers

D 1 e-marketing 2 Internet, email, wireless media 4 afﬁliate marketing, local Internet

3 design, advertising

Test 3 Answer Key I 1 Yes, it could be traced back to Greek and Roman times. 2 new manufacturing techniques, new policies to ﬁnd markets had been adopted, such as removing taxes on advertising 3 positive effect: new opportunities of work for women in the advertising ﬁeld negative effect: women were easily attracted by simple displays in window shops and pictures in public places 4-6 Students’ answers II 1 Unfortunately, there are people who think that you deceive the public because you are trying to sell them something through advertising. 2 An advertising agency cannot deceive the clients because this will harm the business. 3 So advertising is a respected profession. 4 It seems its up to the individual to make anything of the profession. III A Students’ answers B 1 have you 2 isn’t it

3 are you

4 didn’t they

5 was it

IV 1 providing 2 varied/varying/various 3 daily 4 printed 6 Commercials 7 Manufacturers 8 advertising V Students’ answers

5 placed

IT and 10 Telecoms

Unit

10 IT and Telecoms A Dialogue

H Methods based on time management and organisation

1 Read the dialogue and answer the questions.

Salah: Omar: Salah: Omar: Salah: Omar: Salah: Omar:

Mobiles are really popular in Syria, aren’t they? That’s right. More people are buying them every year. And people can use their mobiles in rural areas, can’t they? Of course. You see, Syria’s densely populated. What about remote places like the desert? There, people are using satellite phones. That makes sense. The phone companies don’t have to put up masts. The signal goes straight up to a satellite and down to another phone. Salah: I really like your new mobile. What features does it have? Omar: It takes photos and has a built-in radio. Salah: Maybe I’ll get a similar one. Then I’ll send you a photo!

Questions 1 Find phrases in the dialogue for these pictures.

2 Why, in your opinion, does Salah like Omar’s new mobile? 3 What growth/improvements in telecoms are expected in Syria in the future? 4 If you are going to work in the desert, you should get ________ . a a satellite phone b a mobile c a landline d a connection 5 Omar’s mobile has several different ________ . a signals b photos c features d messages 6 When Salah is back home, he ________ a phone like Omar’s. a will buy b won’t buy c might buy d will see

Lesson One Learning Objectives ■ ■

■

Identifying the relationship between phrases and pictures Talking about growth / improvements in telecom in the future in Syria Identifying features of a mobile

Warm-up ■

Working alone, students ﬁll up a KWL chart. In the K column, they write what they already know about IT and Telecoms. In the W column, they write what they would like to learn.

■

Put students in groups of ﬁve and allow them time to ﬁll up the L column with new information that they have learned from their partners.

A Dialogue 1 ■ Ask the students to read the dialogue quickly and silently. Check that the students understand the meaning of all the words in the dialogue. ■

Ask volunteers to model reading the dialogue.

■

In pairs, students try to answer the questions.

■

Check answers as a whole class. Answers 1 a mobile; b satellite phone 2 it takes photos and has a built-in radio 3 Students’ answers 4a/5c/6c

Teaching Tips Types of study skills A Time Management Every person has a role in life. The doctor’s role is to cure sick people, a teacher’s role is to teach students and student’s role is to study. In order for students to perform their role most effectively, they need to establish an effective study plan and make this plan a habit (see p. 87 for details on how to make a study plan). The most important step in setting up an effective study plan is to have an organised schedule. If students organise their time effectively, they will be able to study and still have time for entertainment. For this reason, encourage your students to organise a main, weekly or daily schedule. When organising a main schedule, students should set a time for all their responsibilities such as classes, exams, papers and other long term assignments. On the other hand, prompt your students to organise their weekly priorities in a weekly schedule. The following are some suggestions to give your students so that they would be able to set an effective daily and weekly schedule: 1 Set a daily study time to prepare for the next day’s class. 2 Set a daily study time to review notes after every lecture. 3 Set a weekly study time to review lecture notes of the past week. 4 If students have a long-term project encourage them to set a weekly time to do research. 5 Advise students to include a ten-minute break for every fifty minutes of study time. 6 Prompt students to write key points / vocabulary on flashcards and tape them around the house (See page 43 for details on flashcards). This would give them the chance to review these points / vocabulary while doing their daily routine activities such as brushing their teeth. 7 Encourage students to include in their schedules a time for a balanced healthy meal. To sum up, having an effective study schedule has several advantages. Students often tend to forget; however, if they set a study schedule, it would help them remember important dates such as the deadline for submitting an assignment or the date of the exam. Moreover, an effective time schedule would help reduce students’ anxiety as it gives them control over challenges that they might face such as urgent deadlines or a drop quiz (literally meaning surprise test). B Organisation Techniques One of the key ways to facilitate comprehension is to have a clear understanding of the way information to be studied is organised. Some examples of ways of organising the information of a given subject include sequencing, listing, defining, classifying, in addition to categorising the material into cause and effect pattern or a compare and contrast division. Firstly, putting information in a certain sequence may include putting events in their chronological order of occurrence, stating the stages of a process of development, locating the position of objects or arranging items in their order of importance. Secondly, listing is most convenient when given pieces of information share a certain connection of ideas. Thirdly, defining concepts identifies the distinctive features of ideas that have shared characteristics. Next, classification revolves around the concept of putting ideas into categories sharing common characteristics. Cause and effect is a way to indicate the relationship between an event and the consequences it results in. Finally, comparison and contrast is a way to organise information with respect to the juxtaposition of the similar and different aspects of different ideas.

B Listening 2 ■

■

Play the recording and ask students to listen without writing anything. Play the recording another time and ask students to listen and number the features in the order they hear them.

B Listening 2

In order to compare their answers put students in pairs or play the recording again.

Mobile model: Nickle 3202 __________ Choice of ringtones __________ Add own ringtone __________ Camera __________ Voice dial __________ Alarm clock __________ Built-in phonebook

Audioscript Sales Assistant Salma Sales Assistant Salma Sales Assistant Salma Sales Assistant

Salma Sales Assistant Salma Sales Assistant

So this is the Nickle 3202. It’s got a built-in phonebook. That’s a list of all your phone numbers, isn’t it? That’s right: it has 500 spaces for you to store the numbers of your friends. Does it have voice dial? I mean can I record the name of a friend and then when I say the name the mobile will dial the number? No, it doesn’t do that. But it does have a choice of ten ringtones. Only ten? My old one has twenty different tones. Can I record my own ringtones? No. You have to use the ones which are already on the phone. But it does have an alarm clock. So you just key in the time for your alarm call, and the mobile will ring at the right time. Does it have a camera? No. I’m afraid this model doesn’t have one. It doesn’t do very much, does it? Well, it is one of our cheap models. Now, if you’d like something a bit more expensive ...

C Vocabulary With some phrasal verbs, you can’t separate the verb from the particle. VERB + PARTICLE NOUN PHRASE She went without her lunch. (She didn’t have her lunch that day.) Examples look after come into

Lesson Three Learning Objectives ■

■

Read the gapped sentences with the class. Be ready to answer any vocabulary questions they might have.

■

Ask students to complete the task by ﬁlling in the blanks with the proper words. Go round and offer help where necessary.

■

Put students in pairs to check their answers. Answers 1 go with 2 came across 3 looked into 4 come into 5 take up 6 go towards 7 got through 8 look after 9 takes after 10 get round

Activity Book pages 36 and 37 exercises 1, 2 and 3

■

Identifying the function of indeﬁnite pronouns Practising using indeﬁnite pronouns in context

Grammar

Identifying the meaning of phrasal verbs Using phrasal verbs meaningfully in context

take up get through get round come across

Learning Objectives

C Vocabulary

take after go towards

1 I must change my tie; this one doesn’t ___________ my shirt. 2 I ___________ a mistake while I was checking the accounts. 3 She ___________ the cost of getting a new computer, but they were too expensive. 4 What a lovely new car! Have you suddenly ___________ some money? 5 Let’s push the ﬁling cabinet behind the door; it will ___________ less space there. 6 Here’s some birthday money for you; it can ___________ a new mobile if you like. 7 London’s expensive; I ___________ a lot of money while I was there. 8 You’d better ___________ your new laptop; it doesn’t like sand or dust. 9 She ___________ her mother; they are both good mathematicians. 10 I think we can ___________ this problem by buying some new software.

Lesson Two

■

look into go with

3 Complete the sentences using a phrasal verb from the box in the correct form.

Answers 1 Built-in phonebook 2 Voice dial 3 Choice of ringtones 4 Add own ringtone 5 Alarm clock 6 Camera

■

Salma is buying a mobile. Listen to her conversation with the sales assistant. Number the available features in the right order. Note that some of the features noted below are not available.

indeﬁnite pronouns

D Grammar 4 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Go through the example in item 1 and make sure all students understand what they have to do in the exercise. Allow time for students to complete the task individually or in pairs.

■

Check answers as a whole class. Answers 1 something 2 Nobody 3 somewhere 4 Somebody 5 nothing 6 nowhere/somewhere 7 something 8 somewhere 9 anything

Remember: Most indefinite pronouns refer to one person or

IT and Telecoms D Grammar Indefinite Pronouns An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and “not definite”. Most indefinite pronouns are either singular or plural. However, some of them can be singular in one context and plural in another. Singular another, anybody / anyone, anything, each, either, enough, everybody / everyone, everything, less, little, much, neither, nobody / no one, nothing, one, other, somebody / someone, something Plural both, few, fewer, many, others, several Singular or plural all, any, more, most, none, some, such 4 Fill in the gaps with somebody, anybody, nobody, something, anything, nothing, somewhere,

anywhere or nowhere.

1 I know __________ about how to solve telecom problems, but if I tell you, you must promise to keep it a secret. 2 __________ knows him. He is a stranger who claims to be the new employee at the telecom department. 3 I had dinner __________ near the telecom services building. 4 __________ could have known that telecom is a great tool in the facilitation of business growth. 5 __________ can exceed the capacity of telecom to connect businesses and investors. 6 This company is __________ near considering hiring new telecom employees. Let’s go __________ else and look for more job opportunities. 7 This is __________ which all telecom students must learn. 8 They took him __________ in London as a manager in telecom services. 9 Please don’t leave __________ uncovered in this telecom project; you know how important it is.

thing and take a singular pronoun. To determine whether to use singular or plural pronouns with ambiguous indefinite pronouns, examine the context of the sentence. Activity One Decide whether each indefinite pronoun should take a singular or a plural pronoun. 1 One of my brothers left (his/their) mobile phone on the desk. 2 One of my aunts bought a new computer and (she/they) broke it the next day. 3 All of the students who went to the exhibition took (his or her/their) time to look at the telecom project. 4 Someone said (he or she/they) saw a famous inventor at the exhibition. 5 Anyone who makes the mistake of leaving (his or her/their) locker unlocked isn’t likely to do it again. Activity 2 Circle the correct verb. 1 Both (have/has) satellite phones. 2 Many of the mobiles (are/is) new. 3 One of my uncles (work/works) for a telecom company. 4 All of the laundry (need/needs) ironing. 5 We were glad to see that several of you (pitch/pitches) a tent very well. 6 Everybody (play/plays) music in my class. 7 Most of the photographs on my laptop (is/are) taken in the garden. 8 Each of the features in my mobile (serve/serves) a different function. Answers

Mini Grammar + Extra Activities Indefinite pronouns—words like anybody, anything, somebody, something, everybody, everything, neither, none, each, either— refer to unspecified people or things. Although they can seem to refer to more than one person or thing, most take singular pronouns. A few, however, can be used with either singular or plural pronouns. Here’s how to determine which pronoun, singular or plural, to use:

Activity 1 1 his 2 she 3 their 4 he or she 5 his or her Activity 2 1 have 2 are 3 works 4 needs 5 pitch 6 plays 7 are 8 serves

1 Does the indefinite pronoun contain an explicit reference to one or more than one person or thing? If it ends in any of the singular constructions -thing, -body, and -one, it refers to one person or thing and takes a singular pronoun. Though less explicit, each and none (meaning each one and no one) also refer to a single person or thing and take a singular pronoun. 2 A few indefinite pronouns are more ambiguous. All, any, more, most, neither, and some refer sometimes to one, sometimes to more than one person or thing. For that reason, each can take either singular or plural pronouns, depending on the context. If you’re referring to several people or things within a unit, use a plural pronoun. All in the regiment advanced until they reached the beach. (If you’re referring to the unit as a whole—as a group rather than as several individuals—use a singular pronoun.) All of the regiment advanced until it reached the beach.

Lesson Four Learning Objectives ■ ■

E Likes and dislikes

Describing likes and dislikes Using language meaningfully in context

5 Each of the verbs in the sentences below expresses opinions of likes and dislikes. Put them in

order from the most favourite to the least favourite. a I dislike waiting in queues. b I don’t mind the rain. c I love camping by the seaside. d I hate noisy parties late at night. e I like seafood. f I can’t stand loud music.

E Likes and dislikes 5

6 Have discussions in pairs about one of the topics below.

■

Ask the students to do the task silently and individually. Then go over the answers with the class. Check understanding by asking questions and giving students an opportunity to ask questions.

■

Ask volunteers to share their answers with the class.

Example

A I really love tomatoes. B Do you? I can’t stand them. a types of ﬁlm b different sports c types of music d food and drink e other things

Answers 1c/2e/3b/4a/5f/6d

F Describing machines 7 Which objects are the phrases below describing? There may be more than one possible answer

for each sentence. a It ﬁts into your pocket. b It plays music. c It allows you to talk to your friends. d It can access the Internet. e It records actions and makes ﬁlms. f It takes photographs.

6 ■

Read aloud the topics for discussion.

■

Ask a student to express his / her opinion about topic one; then invite another student to agree or disagree.

■

Repeat the procedure with the other items.

■

Then put students in pairs or small groups and get them to exchange further ideas on all the topics. While they are doing this ﬂuency activity, your job is to go round the class and listen without interrupting. Praise good work. Do any correction at the end of this activity.

8 Work in pairs. One student describes one of the pictures below without saying its name. The

second student guesses which one his / her classmate is describing.

Answers Students’ answers 62

Activity Book page 37 exercise 4

Lesson Five

Answers Students’ answers

Learning Objective ■

Lesson Six

Describing machines

Learning Objectives

F Describing machines

■

7 ■

■ ■

Ask the students to do the task silently and individually. Then go over the answers with the class. Check understanding by asking questions and giving students an opportunity to ask questions. Answers Students’ answers

8 ■

■

Demonstrate the activity as follows: look at one of the objects and describe it in detail. As soon as a student guesses which object you are describing, he / she puts his / her hand up. Continue with your description until all the students have guessed the picture. Then ask the ﬁrst student for the answer. Put the students in pairs and get them to play the guessing game. While they are doing this activity, go round and listen without interrupting. Praise good work. Do any correction at the end of this activity.

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Reading about setting up your own website Identifying the relationship between headings and paragraphs Demonstrating understanding of a reading text by completing a comprehension task Practising summarising skills

G Reading 9 ■

Give the students plenty of time to read the passage silently and carefully.

■

After they have ﬁnished reading, get the students to do the task orally or in writing.

■

Check answers as a whole class. Answers 1 1C / 2D / 3B / 4A 2 this (your own web page), they (users), it (your web page) 3 Students’ answers

Activity Book page 38 exercises 5 and 6

IT and Telecoms G Reading 9 Read the text and answer the questions.

Setting up Your Own Website If you want to set up your own website, you need three things: content (something to say), a way of writing it in HTML (web language) and a domain for it (the space where content is stored). 1 _________________________ Most programmes use WYSIWYG (what-you-see-is-what-you-get). However, you probably need to understand how HTML works. After you write your text (the easy part), you add the code marks. Then you can choose the print type (font), the print size, colours and add pictures. 2 _________________________ Once you have created your own web page, you can link this to other web pages on the Internet. Users see the ‘hot spot’ on your web page, which may be a button, a picture or an icon. When they click on this hotspot, they are directed to the linked web page on the Internet. 3 _________________________ Imagine that you run a shoe shop called Top Trainers. You will need to register a simple, easy-to-remember domain name such as www.toptrainers.syr . 4 _________________________ As soon as you have registered your domain name, you are ready to connect your web page to the Internet and publicise it.

Questions 1 Match the paragraphs with the following headings. A ONTO THE NET B CREATING YOUR OWN DOMAIN C WRITING A TEXT IN HTML D CREATING LINKS 2 What do the words in bold refer to? 3 Summarise the steps for setting up your own website in a ﬂow chart.

5 Strategies for essay tests Sitting for an essay test requires students to comprehend, analyse and write about a certain subject in a well-organised essay. One of the first elements that help student do well on such an exam is to ask the teacher about the number of essays to be written and how long each needs to be so that the student is prepared to write a properly organised essay. If the topic of the essay is known, students are advised to read about it in the textbooks and make sure they comprehend the supporting details. On the other hand, if the topic of the essay remains unknown, students can write the titles, subtitles and the main points on a card and go over them in an attempt to prepare the question that might be asked about in the test. It is needless to say that students are recommended to start preparing for a test as soon as possible with the help of an effective study plan. Moreover, many put mnemonic devices into practice while preparing for an essay test. In other words, drawing, adding melody to the given material or re-writing their notes helps them study better. Students can put themselves in the context of a test by asking a friend to test their knowledge using openended questions. It is essential that students must study for short yet frequent periods of time having an average of 45 minutes followed by a short break; otherwise, studying will be overwhelming and they would easily lose concentration. Finally, it is quite helpful to go over the titles of the material because they are often thematic and provoke important ideas.

Activity Book Answewr Key Unit 10, page 36, exercise 1 1f/2c/3a/4h/5d/6g/7b/8e 63

Teaching Tips Types of study skills (cont.) G Methods based on exam strategies (cont.) 4 Strategies for multiple choice tests When you prepare for a multiple-choice test, students must prepare and go over their notes and previous tests; they should also ask the teacher for some help regarding the content of the test. Secondly, students can write questions and their corresponding answer on the sides of a flashcard to make revision easier (See p.43 for details on using flashcards). Furthermore, collaborative learning within a group can keep students motivated and more concentrated on the material (See p.97 for details on how to study in groups). While taking the test, students are encouraged to try to answer the question before having a look at the given choices. They can follow a process of reducing the number of the incorrect and improbable answers. In addition, it is extremely important for students to read all the choices and not to skip questions and lose grades. Another tip that students can use is selecting the choice with the most given information; the latter is usually a hint from the teacher. If students are confused due to having technically correct answers, they should choose the ideal answer. If students are provided with draft paper, they are encouraged to use it because it helps them think and reach the correct conclusion. Nonetheless, students may be losing too much time thinking about a question they are unsure of. In such conditions, students must mark the question and try to answer it once the rest are answered. Last but not least, students must keep their answers as they are while revising unless they are certain the answer is incorrect; statistically speaking, students’ first choice is often the correct one.

Unit 10, page 36, exercise 2 1d/2b/3a/4d/5a/6a Unit 10, page 37, exercise 3 Students’ answers Unit 10, page 37, exercise 4 1 All 2 everybody 3 Both 4 One 7 anything 8 any

5 somewhere

6 everyone

Unit 10, page 38, exercise 5 1 Students’ answer 2 There are two main ideas. The ﬁrst is about the differences between IT industry and telecoms industry. The second is about the excellent career prospect of both industries. 3, 4 and 5 Students’ answers Unit 10, page 38, exercise 6 Students’ answers

Answers

Sample Test 5 Reading I Read the text and answer the following questions. Workplace ethics are rules that help employees to speak and act in proper ways. The most important factor is respect among employees, so everyone would know his/her rights and duties. Ethics also build good relationships with customers, based on honesty. The company should follow rules that allow business to be well-organised and successful; those rules are known as workplace policy. Sometimes, the policy changes from one company to another, because the kind of business they do might be different. Some of the most important codes of ethics include coming to work on time, doing your work seriously, giving help to your colleagues if they need it, etc. 1 What does the word in bold refer to? 2 Explain the sentence in bold. 3 Define “workplace policy” in your own words. 4 Why might workplace policy differ between companies? 5 What is the difference between workplace ethics and workplace policy? 6 What are some other workplace ethics that are not mentioned in the text? Vocabulary II Complete the sentences using a phrasal verb from the list in the correct form. look after take after go with look into

take up

come across

get round

1 A computer will __________ more space on an employee’s desk than a laptop would. 2 Do you think this jacket __________ my new pants? 3 __________ your sick sister while your mother is at work. 4 I __________ a new policy while I was reading the report. 5 The manager promised to __________ our complaints. 6 You should learn how to __________ any financial problem you might face. 7 He __________ his father; they are both good managers. Grammar III Complete these sentences with the right tag questions. 1 You like your new mobile, _________? 2 Your mobile doesn’t have a built-in radio, _________? 3 You won’t buy a new laptop, _________? 4 You couldn’t work with the new software, _________? 5 They’ve created their own website, _________? 6 I am making a lot of typing mistakes, _________? 7 We’re going to be in charge of this telecom project, _________? 8 The company hired new telecom employees, _________? IV Fill in the gaps with somebody, nobody, anything, everything, nothing, somewhere, or anywhere. 1 I learned ________ about this website. Come, let me show you! 2 ________ knows about the new regulations. Who’s going to tell us about them? 3 The manager is ________ on the second floor. 4 ________ can improve a business more than abiding by ethical principles. 5 We couldn’t find the manager ________ , where is he? 6 I can’t remember ________ about the new regulations. Could you tell me about them again? 7 The manager hired ________ new, but I don’t know when she will start. Writing V Write a short paragraph describing the main workplace ethics that a company should have.

I 1 “it” refers to “help" 2 Students’ answers 3 Students’ answers 4 Students’ answers 5 Students’ answers 6 Students’ answers II 1 take up 2 goes with 3 Look after 4 came across 5 look into 6 get round 7 takes after III 1 don’t you 2 does it 3 will you 4 could you 5 haven’t they 6 aren’t I 7 aren’t we 8 didn’t it IV 1 everything 2 Nobody 3 somewhere 4 Nothing 5 anywhere 6 anything 7 somebody V Students’ answers

Correspondence Part Two: Oral Communication

a Look at the following table and write a paragraph comparing and contrasting the two types of

negotiation presented in it using the examples given. Oral communication describes any type of interaction that makes use of spoken words, and it is a vital, integral part of the modern business world. The types of oral communication commonly used within an organisation include staff meetings, personal discussions, presentations, telephone discourse and informal conversation. Oral communication with those outside of the organisation might take the form of face-to-face meetings, telephone calls, speeches, teleconferences or videoconferences.

Types Day-to-day Managerial Negotiations

Parties Involved • Different levels of management • In between colleagues • Trade unions • Legal advisers Commercial Negotiations • Management • Suppliers • Customers • Trade unions • Public

Conversation management skills are essential in business contexts. For oral communication to be effective, it should be clear, relevant, diplomatic, concise and informative. On one hand, presentations or conversations that bear these characteristics can be an invaluable tool in ensuring business health and growth. Unclear, inaccurate or inconsiderate business communication, on the other hand, can waste valuable time, alienate employees or customers and destroy goodwill toward management or the overall business.

A Revision Negotiations

Chadi and Halim. Chadi works for a company called Landscaping. Chadi is a landscaper who has been with this company for five years. He believes he is underpaid. He also thinks he deserves more seniority over his colleagues. Chadi’s manager, Halim, is the owner of Landscaping. Though Halim values Chadi more than any of his other labourers, he isn’t sure that he can afford to pay him more, especially at this time of year when work is unsteady. Chadi is preparing his case to present to Halim. Halim is trying to negotiate with him to keep things the way they are now. • I’ll accept a pay rise of one dollar per hour, but that’s my bottom-line. • We can’t offer you the pay rise you requested, but let’s discuss some other alternatives. • I’d be willing to comply if you can offer me my own private office. • We are willing to compromise on this issue because it means so much to you. • It would be great if we could come to a consensus by 5:00 p.m. • You have some last minute demands that are entirely unrealistic. • My contract says that I am entitled to full benefits after six months of employment. • We’ve been haggling over this issue for too long now.

Is Negotiation Necessary? Negotiation, can be a lengthy and cumbersome process. By asking whether negotiation is necessary, time may sometimes be saved and unnecessary compromise avoided. On occasions, a request to negotiate may best be met by pointing out that the party making the request has no standing in the matter. If a manager has the undoubted authority to act, making a decision rather than negotiating may be the best tactic. Alternatively, there are cases in which the best response to a request or a claim is to concede it without argument. Why waste time negotiating if the other party has a good case and there are no adverse consequences in conceding? Unnecessary negotiation, followed perhaps by a grudging concession of the other party’s claim, will lose all the advantage that might be gained with a quick unexpected yes. An alternative to a simple yes or no when a difference of view occurs is to skip negotiation and proceed immediately to some form of third-party intervention.

Correspondence Lessons Seven, Eight and Nine

b ■

Explain to the students that they are going to prepare a conversation between an employee and his boss.

■

Tell them that they may use the statements given to write the conversations.

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When they have ﬁnished, ask students to swap their conversations with that of a partner.

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Give students time to check each other’s work.

■

Invite volunteers to read their conversations aloud.

Learning Objectives ■ ■

• Striking a contract with the customer • Negotiations for the price and quality of goods to be purchased • Negotiations with ﬁnancial institutions regarding the availability of capital

b Read the following case and use the statements given to you to prepare a conversation between

NOTE

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Examples • Negotiation for pay terms and working conditions • Description of the job and ﬁxation of responsibility • Increasing productivity

Reviewing negotiating skills Comparing and contrasting two types of negotiation Practising writing a conversation

Part Two: Oral Communication A Revision Negotiations a ■

Tell the students to read the instructions carefully.

■

Then make sure that they understand the task before they write their paragraphs individually.

■

Ask students to check each other’s work in pairs, and then collect it in for you to mark.

Answers Students’ answers

Give as homework or revision: Activity Book, exercises a and b page 56 Answers A and B Students’ answers

Answers Students’ answers

Advertising (2)

Unit

From work: S3

11 Lesson One Learning Objectives Demonstrating understanding of a reading dialogue by completing a comprehension task. Talking about ways of doing audience research. Identifying ways of doing audience research.

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■ ■

11 Advertising (2) A Dialogue 1 Read the dialogue and answer the questions.

Official: The radio stations’ income from advertising has fallen by 23% since we put up the rates for radio adverts. Ali: Advertising agencies say they can’t recommend radio advertising to their clients anymore. Official: Why not? Millions of people listen to the main radio stations every day! Ali: Of course, but which channels do they listen to? When do well-off professional people listen to the radio, for example? Official: I have no idea! Ali: But you need to have this information. Advertisers won’t buy airtime unless they can reach their target audience. Official: So what do you suggest? Ali: I propose that you do some audience research. Find out who your listeners are. Official: What’s the most cost-efﬁcient way of doing this? Ali: I suggest a telephone survey. It’s the cheapest way of ﬁnding out accurate information. Official: Who could do the survey?

Warm-up ■ Tell students that they are going to read a dialogue about radio advertising. Tell them to ﬁll a KWL chart. In the K column they write about their prior knowledge. In the W column they write about what they want to learn. Tell them that they can ﬁll the L column after they have read the dialogue.

A Dialogue 1 ■ Tell students to read the dialogue silently. Then, ask them to answer the questions in pairs before you check the answers with the whole class.

Answers 1 less; advertising agencies can’t recommend radio advertising to their clients anymore unless they can reach their target audience 2 well-off professional 3 surveying the listeners and identifying their interests 4 Students’ answers

B Listening ■

Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful.

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Tell students to open their books and complete the text.

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Play the recording again for them to check and then correct the answers with the whole class.

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If students have made mistakes, play the recording again so that they can hear why an answer is wrong. Audioscript (exercise 2) Interviewer Consumer Interviewer Consumer Interviewer Consumer Interviewer Consumer Interviewer Consumer Interviewer Consumer

Do you prefer watching TV or listening to the radio at breakfast time? I prefer the radio. Do you watch TV or listen to the radio at lunchtime? Neither. I’m at work. Do you prefer watching TV or listening to the radio at dinner time? Neither. We have dinner with the children without the radio or TV. Do you drive to work every day? Yes, I do. Do you listen to the radio? Of course. Which station do you prefer? Station 1, 2 or 3? I listen to Station 1 on the way to work and Station 3 on the way back.

Answers Breakfast-time: YES Lunchtime: NO Dinner-time: NO To work: S1 From work: S3

I can suggest a market research organisation that could do a survey for you. I’m sure the cost would be easily covered by an increase in your advertising revenue.

Questions 1 Are the radio stations getting more or less advertising revenue than before? Why? 2 Find a phrase that means ‘people with good jobs earn good salaries.’ 3 What does the author mean by ‘audience research’? 4 Work in pairs to think of ways of doing audience research that are not mentioned in the dialogue.

radio advertising

Audioscript (exercise 3) Interviewer

2 and 3

Ali:

Consumer Interviewer Consumer

Interviewer

I’m going to read out a list of products which were advertised on radio last week. Can you tell me which ones you remember? Rotarola mobile phones. Fizzy drinks. I remember Fizzy drinks. How much do you remember about the advertisement for Fizzy drink? It had a lot of noises, you could hear a bottle popped open, liquid poured into a container with ice, a person gulping the liquid. That’s all I remember. You’ve got a very good memory!

Answers He remembers a lot of noises, a bottle popping open, liquid being poured into a container with ice, a person gulping the liquid.

Lesson Two Learning Objective ■

Identﬁying the relationship between words and their deﬁnitions

Advertising (2)

The content of certain exams, like those of entrance exams and so forth, are not quite specific for students to prepare beforehand; however, students may refer to study guides and textbooks to help them be better prepared to take the test. In addition, it is highly recommended that students study the material in the chronological order that it was presented in class. Important information has the priority of being given more time to prepare than rather secondary material. In this case more time is needed to cover the critical part of the material; the study plan can be rescheduled accordingly.

B Listening 2

Listen to Part 1 of the telephone interview and complete the survey form. Job: Insurance Clerk Age: 20-29 30-39 40-49 Radio listening Breakfast time YES/NO Lunchtime YES/NO Dinnertime In the car: Which station? To work: S1 S2 S3 From work: S1 S2 S3

YES/NO

Listen to Part 2 and write notes, then answer the following question. What does the consumer remember about one of the adverts?

C Vocabulary 4 Match the following words with their deﬁnitions.

1 caption 2 classiﬁed ads 3 column 4 editorial 5 feature article 6 hard news stories 7 libel

to prepare for daily courses and more than two hours when preparing for an upcoming exam.

The Study Process Students are more willing to study when their material is divided according to a set schedule. While reading, students are expected to take notes; researched information would also reinforce the material in the student’s cognitive system. Highlighting certain information makes it easier for revision, and testing oneself would reduce the amount of material to revise and leave out what needs to be further prepared. Effective study plans are quite personal in the way they are prepared depending on the student’s ultimate hours to focus without external interruption.

8 summary lead 9 headline 10 jargon 11 jump line 12 kicker 13 lead 14 tabloid

a an article expressing a newspaper or magazine owner’s or editor’s opinion about an issue b an article in which a writer or columnist gives an opinion on a topic c an ending that finishes a story with a climax, surprise or punch line d words that wouldn’t be used in everyday language e text which accompanies a photograph f factual accounts of important events, usually appearing first in a newspaper g line at the bottom of a column which directs the reader to somewhere else in the paper where the story is completed, allowing more space for stories to begin on the front page h publishing in print (or other media) false information that identifies and defames an individual i short, direct text advertisements which clearly indicate what is being advertised, the price, where and how the advertiser can be contacted j technically, a publication half the size of a standard newspaper page, but commonly, any newspaper that is informal and heavily illustrated k the “title” of a newspaper or magazine story l the first few sentences of a news story which usually summarise the event and answer the questions: Who? What? When? Where? Why? How? m the first sentence or first few sentences of a story n the main article on the front page of a newspaper or the cover story in a magazine

A weekly study schedule There are important points that should be taken into consideration when making a weekly study schedule; they are as follows: 1 Students must set a minimum of one hour of studying for a class; it is important to mention that the emphasis in studying should be on learning instead of the time consumed in the process itself. Thus, it is necessary for students to be flexible in preparing their schedules especially when unanticipated events take place.

C Vocabulary 4 ■

Ask students to work in pairs to do the matching exercise. Point out that some variations are possible.

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Check answers as a whole class. Answers 1e / 2i / 3b / 4a / 5n / 6f / 7h / 8l / 9k / 10d / 11g / 12c / 13m / 14j

Activity book page 39 exercises 1 and 2

Teaching tips How to make a study plan Students often postpone studying for an exam because they have an awful amount of material to prepare only a few nights before the date of the exam. However, preparing a study plan and following one would make studying much easier whereby the student does not feel exhausted as he/she sits for the exams. Before making a study plan a student must consider whether he/ she wants to study individually or in a group. Having decided to study in a group, the schedules of the remaining members of the group must be taken into consideration while making arrangements (See p.97 for details on how to study in groups).

2 Students would be at risk of losing track if they do not commit to their schedules and make studying a habit. When following a study plan, students will no longer worry about studying nor postponing and falling behind on their schedule. Therefore, students will not be overwhelmed by the material to prepare within few days. 3 Rewarding oneself for committing to a study plan enhances self-satisfaction and willingness to abide by one’s schedule. On the contrary, rewarding oneself upon not committing to the study plan gives rise to the tendency of making such behavior recurrent; it distances students’ attention from their study plans. 4 Learning is a continuous process taking place before, during and after classes; students are apt to absorb the class explanation easier and better by having formed a certain background about the subject by reading about it earlier to class. Furthermore, reading the notes taken after class reinforces them in the students’ mind. 5 While studying, hard material are to be covered. When the student finds himself most energetic, those that require less mental effort are left to the hours when he/she is rather tired. It is important to mention that studying and enjoying some free time should be kept at a fair equilibrium. 6 A weekly or daily “To Do” list allows students to make the best use of their time; important tasks may be marked with a sign and carried out before ordinary ones. Organizing one’s time is an ultimate path towards stability in being prepared for exams away from the confusion and mess of daily life.

Another factor which must be seriously considered when preparing a study plan is time. In other words, a student must specify the number of days and hours to study per week. It is recommended that a study session has an average of two hours

Lesson Three Learning Objectives Identifying different types of prepostions Using prepositions in context

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D Grammar Prepositions Prepositions are used before nouns to give additional information in a sentence. Prepositions are used to show where something is located or when something happened or an action.

Grammar prepositions

Prepositions showing: Location above, below, over, under, among, between, beside, in front of, behind, next to, with, in the middle of, on, in, at

D Grammar 5

Time at, on, by, before, from, since, for, during, to, until, after

Ask students to work out the answers to the exercise relying on the information in the box. ■ Check answers with the whole class. ■

Action at, by, from, into, on, onto, off, out of, towards 5 Choose the correct preposition for each sentence.

Answers

1 I liked the ad where the hero made his escape by jumping ______ a window and ______ a waiting car. a over / into b between / into c out of / between d out of / into

1d / 2a / 3b / 4c / 5b / 6c / 7c / 8c

2 To get to the advertising department, you need to go ______ those stairs and then ______ the corridor to the room at the end. a up / along b between / into c out of / between d out of / into

Mini Grammar

3 I saw your new poster ______ television. a in b on

The following table contains rules for some of the most frequently used prepositions in English: Prepositions of Time Preposition

Usage

Example

days of the week

on Monday

months / seasons / time of day year after a certain period of time (when?)

in August / in winter in the morning in 2006 in an hour

night weekend a certain point of time (when?)

at night at the weekend at half past nine

since

from a certain point of time (past till now)

since 1980

for

over a certain period of time (past till now)

for 2 years

ago

a certain time in the past

2 years ago

before

earlier than a certain point of time

before 2004

telling the time

ten to six (5:50)

past

telling the time

ten past six (6:10)

to / till / until

marking the beginning and end of a period of time

from Monday to / till Friday

till / until

in the sense of how long something is going to last

in the sense of at the latest

up to a certain time

room, building, street, country book, paper etc. car, taxi picture, world

meaning next to an object table events place where you’re to do something typical

d through

5 I took one memory stick ______ the computer and put ______ another one. a through / in b out of / in c out of / between d out of / into 6 I went ______ him and asked him the best way to get ______ the town centre. a from / out of b towards / over c over to / into d by / on 7 The talk was ______ the impact of advertising on children ______ the age of ﬁve. a through / in b out of / in c around / under d out of / into 8 I liked the billboard ______ the shopping centre, ______ the cinema. a through / in b out of / in c under / around d in / next to

attached a place with a river being on a surface a certain side a floor in a house public transport television, radio

the picture on the wall London lies on the Thames. on the table on the left on the first floor on the bus, on a plane on TV, on the radio

by, next left or right of somebody to, beside or something

Jane is standing by / next to / beside the car.

under

on the ground, lower than (or covered by) something else

the bag is under the table

He is on holiday until Friday.

below

lower than something else but above ground

the fish are below the surface

I will be back by 6 o’clock. By 11 o’clock, I had read five pages.

over

covered by something else meaning more than getting to the other side overcoming an obstacle

put a jacket over your shirt

Prepositions of Place in

c at

4 Much suspense is introduced in the advertisement when she took the key ______ her pocket and put it ________ the lock. a over / into b between / into c out of / in d by / on

in the kitchen, in London in the book in the car / a taxi in the picture, in the world at the door / the station at the table at a concert at the cinema

over 16 years of age walk over the bridgeclimb over the wall

above

higher than something a path above the lake else, but not directly over it

across

getting to the other side (also over)

through

something with limits on drive through the tunnel top, bottom and the sides

movement to person or building movement to a place or country for bed

walk across the bridge swim across the lake

go to the cinema go to London / Ireland go to bed

Lesson Four Advertising (2) E Reporting preferences

8 Work in pairs. Ask about general preferences

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Example

E Reporting prefernces

Women expressed a slight preference for Channel 1.

Both men and women expressed a preference for seaside holidays.

Present the information from the box. Make sure all students understand what they have to do in the exercise. Demonstrate the task by asking volunteers to do several items as examples with the whole class listening. ■ Continue working through the exercise orally with the class, giving students time to think about other possible answers. Make sure that everyone hears the answer, and get various students to repeat the structure. ■

Most men said they preferred playing football.

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6 Report these preferences for males (M) and

females (F). Example

Most women said they preferred watching comedies. F 89.00% 11.00% F 8.00% 61.00% 51.00%

Talking about preferences Talking about female and male preferences

A Are there any foods you don’t like? B No, I like all kinds.

Men expressed a strong preference for tea.

M 76.00% 24.00% M 70.00% 25.00% 5.00%

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and reply.

The following are examples of reporting preferences.

1 Driving to work Walking to work 2 Action ﬁlms Comedies Historical ﬁlms

Learning Objectives

Answers Students’ answers 9 Report a classmate’s preferences to the

F Asking about preferences and replying 7 Match each question with its reply.

Activity Book page 40 exercises 3 and 4

class. Example

Lesson Five

Mustafa expressed a preference for garlic chips.

Learning Objectives

1 Do you prefer tennis to football? 2 Which do you prefer (doing), going to the cinema or watching a video at home? 3 Do you have any preferences? 4 Do you have a personal preference?

■ ■ ■

a No, it’s all the same to me. b I prefer ﬁsh (to meat). c No, I enjoy both. d Going to the cinema.

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Talking about preferences Identifying the relationship between questions and answers Practising asking about preferences Reporting a classmate’s preferences

F Asking about preferences and replying 7 67

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into

enter a room / a building

go into the kitchen / the house

towards movement in the direction go 5 steps towards the house of something onto

movement to the top of something

jump onto the table

from

in the sense of where from

a flower from the garden

Other Important Prepositions from

who gave it

a present from Jane

who / what does it belong to what does it show

a page of the book the picture of a palace

who made it

a book by Mark Twain

walking or riding on horseback entering a public transport vehicle

on foot, on horseback get on the bus

entering a car / Taxi

get in the car

off

leaving a public transport get off the train vehicle

out of

leaving a car / Taxi

get out of the taxi

rise or fall of something travelling (other than walking or horseriding)

prices have risen by 10 percent by car, by bus

for age

she learned Russian at 45

about

for topics, meaning what about

we were talking about you

Ask students to work in pairs to do the matching exercise. Check answers as a whole class. Answers 1c/2d/3a/4b

8 In this task, students have to make dialogues that are similar to the example dialogue, based on the pictures. Familiarise the students with the pictures and ask a few simple questions about them. ■ Demonstrate the activity with a pair of students. Get repetition. Then elicit another question and answer about a different set of pictures from a different pair. ■ Tell the class to work in pairs simultaneously and to ask and answer questions about the pictures. Then students in each pair should change roles so that each student gets to ask and answer questions. ■ Go round and monitor students’ conversations. ■ Finally, stop the pair work and ask a few pairs to repeat their dialogues. Use this opportunity to comment on good work and to correct any important mistakes that you heard during the pair work. ■

Answers Students’ answers

9 ■

Read aloud the rubric and the example. Invite students to report on their partner’s preferences that they expressed during the course of Exercise 8. Do not do any repetition work as the students have already practised this structure in Section E. On this occasion, the students are reporting real rather than imaginary preferences. Answers Students’ answers

Lesson Six Learning Objectives ■ ■

Identifying the relationship between questions and answers Identifying the meaning of words from context

G Reading 10 Write the questions (a-e) above the right sections of the magazine interview (1-5).

a Can you give an example of a target b Is there a formula for radio adverts? audience? c Why don’t more companies use the radio? d What are the advantages of radio adverts? e Isn’t TV advertising quite expensive? This month, we interviewed Mahmoud Ali about the importance of radio adverts in Syria. 1 ____________________________________________________ The main benefit is that they’re cheaper than TV adverts. Another good thing is that you can create your advert for a specific time of day and a specific audience. 2 ____________________________________________________ Yes. During Ramadan, a company advertised a brand of cooking oil in the early evening. The marketing people knew that housewives would be at home and listening to the radio then. So they produced a five to six-minute comic drama and mentioned the product. 3 ____________________________________________________ A thirty-second TV commercial today costs 8000 SYP during peak-viewing hours. In addition to the airtime, you have the production costs. Radio production costs are much lower. 4 ____________________________________________________ The cost of radio airtime went up recently. Advertisers didn’t like this. So they prefer to spend their budget on TV, in spite of the expense. 5 ____________________________________________________ You have to entertain the listeners because there are no pictures, so humour is very important. In the UK, the radio has become an important medium for financial services.

G Reading 10 and 11 ■

Ask students to work out the answers to the questions. Tell them that they will have to explain how and where they found the answers in the text.

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When they have ﬁnished, allow students to compare their answers in pairs.

■

Check answers as a whole class. Answers 10 1d / 2a / 3e / 4c / 5b 11 1b / 2c / 3a 4 the main beneﬁt is; another good thing is 5 they (radio adverts); they (company); this (the rising cost of radio airtime); their (advertisers) 6 Students’ answers

11 Answer the questions.

1 Advertisers in Syria _____ TV _____ it is expensive. a hardly ever use/as b use/although c prefer/because d don’t use/because 2 With radio adverts, the airtime is _____ than for TV and the production costs are _____. a more expensive/lower b cheaper/higher c cheaper/lower d longer/the same 3 It is _____ to target consumers with radio advertising during Ramadan. a easy b comic c impossible d more difﬁcult 4 Find two phrases in the text that express advantages. 5 What do the words in bold refer to? 6 Which of these products or services would you advertise on the radio? Which times would be best and why? a brand of coffee/clothes/a car/washing powder/a holiday/travel insurance/a mobile phone

Activity book page 41 exercise 5

Activity Book Answer Key Unit 11, page 39, exercise 1 A1g/2e/3b/4f/5h/6c/7a/8d B1d/2f/3c/4a/5b/6e

5 to, by, in, of

5 in-depth interviews

6 Before, on, inside

Unit 11, page 40, exercise 4 1 enhance: to improve something accentuate: to make something more noticeable competitive edge: a factor that gives a special advantage to a nation, company, group or individual when it is competing with others promoting: to contribute to the progress or growth consistent: always behaving in the same way or having the same attitudes, standards seasonal: happening, expected or needed during a particular season diversification: a corporate strategy in which a company acquires or establishes a business other than that of its current product advantageous: helpful and likely to make you successful 2 Students’ answers 3 nine tips: - selling the benefits of the product or service - having a consistent image - paying a lot of money - reaching the target market - advertise according to the seasonal advertising needs - having variety like spreading the advertising choices around - finding the right market and offering everything one can offer to that audience - asking new customers where they heard about the business 4 and 5 Students’ answers Unit 11, page 41, exercise 5 A Students’ answers B Students’ answers

I would advertise a brand of coffee on the radio in the morning because ...

Unit 11, page 39, exercise 2 1 sample 2 ﬁnd out 3 face-to-face 4 at the most 6 introduced 7 pack size 8 measure out Unit 11, page 40, exercise 3 1 for, of 2 on 3 by 4 of, into, by

Example

Questionnaire 6: Study Habits The aim of this questionnaire is to help students assess their study habits. Tell students to answer the questions by A for Always, B for Generally, C for Sometimes and D for Rarely. When they have finished, tell students to add up the A’s and B’s for each category and refer to the study habits score list to know where they stand. Time Management 1 I make a schedule for the scholastic year. 2 I update my study schedule weekly / daily? 3 I refer to my schedule before I start studying. 4 I include in my study schedule break times for me to exercise or socialise with friends. 5 I sleep at least six hours per night. 6 I schedule two hours of study time for every hour in class. 7 I manage to finish my assignments on time. 8 I don’t miss classes. NUMBER OF A’s and B’s _____ Your Study Environment 1 I have a set time for studying. 2 I have my own study area. 3 My study area is free of noise and distractions. 4 I have all my supplies near me when I study. 5 I have comfortable furniture in my study area. 6 I can study for at least a half hour without getting up, walking about, taking snack or TV or phone breaks. 7 My friends do not interrupt me when studying. 8 There are few things in this location that are unrelated to studying or school work. NUMBER OF A’s and B’s _____

Reading Skills 1 Can you read and learn at the rate of 12-15 pages per hour for history-type material? 2 Do you keep up with the readings for all your classes and have the material read before the lecture? 3 Can you concentrate and understand the material you read without rereading a second or third time? 4 When reading a text, do you read the headings and chapter outlines first? 5 Do you adjust your reading styles when you are reading for literature, social science, or science classes? 6 Do you do your study-reading during the time of day when you are most alert? NUMBER OF A’s and B’s _____ Writing Skills 1 I am comfortable with my command of English grammar, punctuation, and spelling. 2 I am aware of the requirements for the writing assignment. 3 I make an outline of my paper. 4 I have the research skills that are necessary to write a research paper. 5 I abide by the deadlines for research papers. 6 I express myself well in writing. NUMBER OF A’s and B’s _____

Test Taking/Preparation Skills 1 I study daily for each class. 2 I start reviewing for major exams at least 3 days in advance. 3 I study in groups. 4 I attend extra help sessions or office hours provided by the instructor. 5 I am aware of test preparation strategies for each type of test. 6 I can predict what types of questions will be on the test. 7 I am able to finish my tests in the allowed period of time. 8 If I do not do well on a test, I try to review it with the instructor and/or analyse it to see my mistakes. NUMBER OF A’s and B’s _____

STUDY HABITS SCORE LIST Time Management, Your Study Environment and Test Taking/ Preparation Skills 6-8 Very good 3-5 Good, but work to improve your C and D answers 0-2 You need to modify your study habits Note-taking, Reading and Writing Skills 5-6 Very good 3-4 Good, but work to improve your C and D answers 0-2 You need to modify your study habits

Note-taking Skills 1 I am able to take notes in class, keep up with the instructor, and understand the concepts at the same time. 2 I have an efficient system of note-taking. 3 I review my notes after each class. 4 I take note of important information only and I am able to identify the cues that indicate that this information is important. 5 While reading, I tend to make notes. 6 I rephrase the notes I take in class in my own words. NUMBER OF A’s and B’s _____

Correspondence b Put the following characteristics of a good communicator under the appropriate category.

B Oral Presentations

1 answer all questions asked 2 choose vivid, image-building words 3 omit expressions that irritate or hurt 4 focus on “you” instead of “I” or “we” 5 construct effective sentences and paragraphs 6 apply integrity and ethics 7 avoid unnecessary repetition 8 include examples, illustrations and other visual aids 9 use specific and accurate words, facts and figures 10 include only relevant statements 11 choose non-discriminatory expressions 12 check for the five W’s and any other essentials 13 be sincerely tactful, thoughtful and appreciative

NOTE The public presentation is generally recognised as the most important of the various genres of oral business communication. As is true of all kinds of communication, the first step in preparing a public speech is to determine the essential goal of the communication. Business presentations tend to have one of three general purposes: to persuade, to inform or to entertain. Out of the purpose will come the main ideas to be included in the presentation. The ideas should then be organised to include an introduction, a main body or text and a summary or conclusion. The introduction should grab the listener’s interest and establish the theme of the remainder of the presentation. The main body should concentrate on points of emphasis. The conclusion should restate the key points and summarise the message that is being conveyed. Visual aids are an important component of many oral presentations. They should be meaningful, creative and interesting in order to help the speaker get a message across. Once the presentation has been organised and the visual aids have been selected, the speaker should rehearse aloud and revise as needed to fit time constraints. It may help to practise in front of a mirror or a friend in order to gain confidence. A good oral presentation will include transitional phrases to help listeners move through the material. The delivery of effective oral presentations requires a speaker to consider his or her vocal pitch, speed and volume. It is important to incorporate changes in vocal pitch to add emphasis and avoid monotony. It is also helpful to vary the rate of speaking and incorporate pauses to allow the listener to reflect upon specific elements of the overall message. Finding the appropriate volume is crucial to the success of a presentation as well. Nonverbal elements such as posture, gestures and facial expression are also important factors in developing good oral communication skills. Some movement may be helpful to hold the listeners’ attention or to increase emphasis, but constant shifting or pacing should be avoided. Likewise, hand and arm gestures can be used to point, describe or emphasise, but they should be varied, carefully timed and adapted to the audience. Finally, good speakers should make frequent eye contact with the audience, let their facial expression show their interest in the ideas they are presenting and dress in a way that is appropriate for the occasion.

Completeness (context) Conciseness (style) Consideration (context/delivery) Concreteness (style/sources) Clarity (organisation/sources) Courtesy (delivery) Correctness (style)

c Prepare a research on one of the following topics and be ready to present it orally in class.

• Starting a business • Business skills development and training • Buying a franchise

a Are the following statements true or false? Correct the false statements.

1 Good presenters are born not made. 2 You can become an excellent presenter overnight. 3 Good communicators have to have constant practice and some rules to follow. 4 Learning how to speak clearly and avoiding a monotonous voice is a must for a good presenter. 5 Good presenters use the same words when sending their message to different persons because people are identical. 6 Good presenters always give feedback based on facts and not on opinions. 7 Good presenters avoid vagueness.

Correspondence Learning Objectives ■ ■ ■

Distinguishing between true and false statements Identifying the characteristics of a good communicator Classifying characteristics of a good communicator Practising research skills

Answers Students’ answers

B Oral Presentations a and b Allow time for students to complete the activity either individually or in pairs. ■ Check answers as a whole class. ■

Answers a 1 False: Good presenters are not born they are created. 2 False: You cannot become an excellent presenter overnight. 3 and 4 True 5 False: Good presenters try to avoid using the same words when sending their message to different persons because no one person is identical. 6 and 7 True b Completeness (context)

1 / 12

Conciseness (style)

10 / 7

Consideration (context/delivery)

4/6

Concreteness (style/sources)

2/9

Clarity (organisation/ sources)

5/8

Courtesy (delivery)

3 / 13

Correctness (style)

This exercise allows students to practise research skills, as well as their communication skills. The research and note-taking phase of the work should be conducted individually, but the subsequent presentation should be done in groups. ■ Divide students into groups of three and ask each student in the group to choose one of the topics and do some research about it. ■ When they have ﬁnished, students take turns to present the information they found. ■ If you still have time allow groups to join other groups and share information. ■ Go round and monitor students’ discussions. ■

Lessons Seven, Eight and Nine ■

100

Give as homework or revision: Activity Book, exercises a, b and c page 57 Answers A 1 correct 2 You are not the focus, your topic is. 3 No complicated ﬂow charts. 4 Limited colour, say perhaps three, can also be effective. 5 correct B Students’ answers C Body movement and gestures Don’t ﬁdget. Use your hands to stress key ideas or depict a key shape. Look at your audience (not at your overhead slide). Voice Loud/soft, high/low, fast/slow are used in English to gain emphasis and variety. Slowing down helps the audience to comprehend your talk. A wide variety of vocal style is possible. Don’t hold papers that rustle , pens that click or the change in your pocket that clinks.

Latest 12 Discoveries

Unit

12 Latest A Dialogue

Discoveries

1 Read and answer the questions.

1 A: Hello. Can I ask you a question, please? B: Yes. A: Thank you. What was, according to you, the most important discovery in history? B: I’d say medicine. A: Can you be more specific? B: Vaccines were an important discovery. Because of vaccines, children don’t get awful diseases anymore. A: Thank you for your time. B: You’re welcome. 2 A: What do you think was the most important discovery in history? C: Well, there have been so many things, but I’d say electricity. A: Electricity? C: Yes, I think so. We need it every second of the day, don’t we? We need it to use our computers, to browse the Internet, to put the lights on, for heating and television. A: Right, thanks very much.

3 A: What do you think was the most important discovery in history? D: Radio waves! We need them for our mobile phones and satellites. I mean, we can’t live without them! A: That’s right. Thanks a lot. D: No problem.

Questions 1 What is the interviewer A interested to know from the three interviewees (B, C and D)? 2 What were the three answers to his main question? 3 What is the meaning of ‘awful’? 4 According to you, which one of the three discoveries is the most important? Why? 5 How would you have answered the interviewer’s question? Explain your answer.

Lesson One Learning Objectives ■

■ ■

Capitalisation: a The first letter of proper names that indicate the names of persons, places and things should always be capitalised. Example: persons: Huda, Mazen places: Damascus, Syria, Souk Al-Hamideyeh things: Bill of Rights Words in these categories are also capitalised: specific names and places, historic events, documents and periods, days, months, holidays, school and school departments, nationalities, specific courses and trade names. b The first letter of main words in a title of a book, story, film, song, magazine and articles should be capitalised. Don’t capitalise articles, prepositions and coordinate conjunctions, unless they begin the title. Example: Star Syrian Magazine c Capitalise the official title of a person when it’s used with the person’s name. Example: Did Lama talk to Doctor Farah?

■

Teaching Tips Proofreading Errors in Mechanics

Identifying discoveries and inventions Demonstrating understanding of a listening text by completing a multiple choice task. Identifying the meaning of words from context Demonstrating understanding of a listening text by answering comprehension questions.

A Dialogue 1 ■

Give students time to practise reading the dialogue ﬁrst in groups and then in pairs.

■

Then discuss any questions students may have about vocabulary.

■

Allow time for students to read the questions and look for the answers in the dialogue.

■

Check answers as a class.

d Capitalise the first letter of the first word of a sentence and a quoted sentence. Example: Applying for this job needs specific skills. The professor said, “Pay attention to the revision to do well in the test.” Hyphenation: The hyphen is sometimes considered as a mark of spelling instead of a mark of punctuation. a The hyphen is used in prepositional phrase combination. Example: brother-in-law, door-to-door, attorney-at-law, etc. b The hyphen is used to form a compound adjective when used before a noun, but when a compound adjective follows the noun, no hyphen is used. Example: He is a good-looking kid. c The hyphen is used in compound numerals and fractions. Example: twenty-five years old, three-forths, etc. d The hyphen is used between some prefixes and nouns or adjectives and always between the prefix and a proper noun or proper adjectives. Example: Pro-American (adjective), Ex-president (noun) e The hyphen is used to take the place of the preposition “to” in figures indicating an extention. Example: 2-6 ; November-July (in both cases to is replaced by a hyphen) f The hyphen is used to divide a word at the end of the line.

Answers 1 what they consider to be the most important discovery in history 2 vaccines; electricity; radio waves 3 very bad 4 Students’ answers 5 Students’ answers

B Listening 2

B Listening

Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful. ■ Tell students to open their books and complete the task. ■ Check answers as a whole class. ■

Audioscript A: And now it’s time for Invention of the Week, the part of the programme where we look at new ideas and inventions. We are going to welcome an English seventeen year-old who invented a special bag. Hello. B: Hello. A: Your invention is a bag but it’s not an ordinary school bag, right? B: No, it looks like an elephant, but actually it helps children who have asthma or allergies. A: How does it do that? B: Well, the child puts the elephant on his or her back. The elephant’s trunk is connected to an asthma spray in the pocket of the bag. When the child has an asthma attack, maybe on the way to school, he or she just puts the end of the elephant’s trunk over his or her mouth and breathes in. A: I see. Can you tell me what gave you the idea? B: My cousin is six, and he suffers badly from asthma so I designed something to help him. A: How did you get started on your invention? B: Well, I drew the design and my mum made the bag. Then I showed it to my science teacher at school. A: Wonderful! Your invention is really successful. A company is making hundreds of them. B: That’s true and we are thinking about selling them all over the country and in other countries, too. We think they’ll be needed by children living in big cities with a lot of trafﬁc pollution. A: I think that’s a really great invention!

Listen and circle the correct answer. 1 Colin is __________ . a sixteen b seventeen c eighteen 2 Colin is from __________ . a England b Ireland c Scotland 3 Colin’s invention is for children with __________ . a breathing problems b hearing problems c learning problems 4 The child breathes the spray through the elephant’s __________ . a mouth b tail c trunk 5 Who suffers from asthma? a Colin’s mother b Colin’s cousin c Colin’s brother

C Vocabulary 3 Write the words between brackets in the right form.

The first digital (mechanic) (1) __________ calculator was invented in 1623 and the first (commerce) (2) __________ successful device was produced in 1820. Many toy inventors have college degrees in engineering, such as (produce) (3) __________ design, mechanical engineering or electronics. In 1951, the first video tape recorder captured live images from television cameras by (convert) (4) __________ the information into (electricity) (5) _________ impulses and saving the information onto magnetic tape. Scientists are working on how to (integration) (6) __________ solar cells into mobile phones, allowing them to be powered (continue) (7) __________ on just two hours of sunlight a day.

D Matching 4 Match the following titles with their speciﬁc descriptions, then group the inventions in different

categories and give them appropriate titles. a Extraction-Assist Robot

1 allows the user to lift 200 pounds hundreds of times without getting tired b Tread-Walk 2 helps caregivers who work in hospitals and health care institutions. It makes use of the company’s robot hand technology, featuring 16 fingers c Perpetual Motion Device 3 represents a combination of GPS and walking stick and includes 4 mini cameras and a GPS receiver d Phone with Sound Waves 4 turns sound waves into electricity e Hair-Washing Machine 5 generates more energy than it consumes and produces power from perpetual motion f Paper-Based Lithium-Ion Batteries 6 developed for the elderly and disabled in order to enable them to fulfil their personal mobility needs g Raytheon’s XOS 2 Exoskeleton 7 carries injured soldiers out of battlefield, breaks locked doors and lifts heavy cargo h Visually Impaired Assistant (VIA) 8 used to power electronic newspapers and to make smart packaging that would assist marketers

Answers 1b/2a/3a/4c/5b

D Matching

Lesson Two

Learning Objectives ■ ■ ■ ■

Explain the task for the students. Be ready to answer any questions that the students might have about the vocabulary used. ■ Allow students to discuss their answers in pairs if they wish. ■ When they have ﬁnished, ask several students to share their answers with the class. ■

Identifying the part of speech of words from context Practising word formation skills Identifying the relationship between titles and descriptions Identifying the meaning of words

Answers a 7 / b 6 / c 5 / d 4 / e 2 / f 8 / g 1 / h 3 ; Students’ answers

C Vocabulary Activity Book page 42 exercises 1 and 2

3 Direct students’ attention to the words in brackets. Be ready to answer any vocabulary questions they might have. ■ Ask students to complete the task by ﬁlling in the blanks with the proper form of the words in brackets. ■ Put students in pairs to check their answers. ■

Lesson Three Learning Objectives ■

Answers 1 mechanical 5 electrical

■

2 commercially 6 integrate

3 production 7 continuously

4 converting

Identifying sentence problems Correcting sentence problems

Grammar sentence fragments and run-on sentences

7 and 8

Latest Discoveries E Grammar Sentence Fragments and Run-ons A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both.

There are various ways to do this task. You could do it orally with the whole class or tell the students to do it individually or in pairs ﬁrst. ■ Alternatively, you could divide the class into teams and make it a competition. ■ Check answers as a whole class. ■

Answers 7 and 8 Students’ answers

Example Some of the inventions studied in Professor Saleh’s class last semester. A run-on sentence is a sentence in which two or more independent clauses (that is, complete sentences) are joined without appropriate punctuation or conjunction. Example It is nearly half past ﬁve we cannot ﬁnish the machine before dark.

Mini Grammar + Extra Activity

5 Select the option which best describes each sentence.

A fragment is only a piece of a complete thought that has been punctuated like a sentence. Fragments can be phrases or dependent clauses or any incomplete word group. Ann walked all alone. To the store. Because she exercises regularly. She is in good condition.

1 Although this machine is helpful and provides many benefits for the elderly. A There is nothing wrong with the structure of this sentence. B Run-on: put a comma after helpful. C Run-on: put a semicolon after helpful. D Fragment: put a comma after elderly and finish the sentence. 2 This is going to be the most amazing invention, you’d better start selling it immediately. A There is nothing wrong with the structure of this sentence. B Fragment: put a comma after immediately and finish the sentence. C Run-on: replace the comma with a semicolon. 3 This young inventor really wants this job with Oxford University, she is very excited about returning to the college she graduated from. A There is nothing wrong with the structure of this sentence. B Fragment: put a comma after from and finish the sentence. C Run-on: change the comma to a period.

There are several ways to correct fragments. These are the three most common ways: a To correct a fragment, connect the fragment to a complete sentence. “Ann walked all alone to the store.” b To correct a fragment, remove words to make the fragment a complete sentence. “She exercises regularly. She is in excellent condition.” c To correct a fragment, add words to make the fragment a complete sentence. “She feels great because she exercises regularly. She is in excellent condition.”

6 Mark complete sentences with CS, sentence fragments with F, and run-on sentences with RO.

_____ 1 The invention that I saw yesterday. _____ 2 It is not an exceptional discovery, it is only average. _____ 3 Your idea to invent a time machine is quite impossible. _____ 4 Because I have no new inventions yet. _____ 5 Present your new invention carefully. _____ 6 Our latest discoveries were revolutionary, therefore, our profits will be higher. _____ 7 Having finished her new project, Joy sat down to an evening of television. _____ 8 The steam engine, one of the well-known inventions in history. _____ 9 I went in, I adjusted a few details. The machine worked perfectly well. _____ 10 Hurry up! 7 Correct the run-on sentences in exercise 6. 8 Correct the fragments in exercise 6.

E Grammar 5 Tell students to complete the task individually. When they have ﬁnished, ask a volunteer to give you the answer to the ﬁrst item. ■ Allow time for them to say why the answer they have chosen is the best answer and why the other answers are wrong or less suitable. ■ Repeat the steps for the remaining sentences. ■ Encourage the students to discuss any answers that they disagree about and to try to reach an agreement on the correct answers. ■ Make sure that the whole class hear the correct answer and get students to repeat the correct sentence in full. ■ ■

Answers 1D/2C/3C

6 Ask students to work out the answers in pairs. When they have ﬁnished, allow pairs to join other pairs to form groups of four. In their groups, students compare answers and discuss any difﬁculties. ■ Check answers as a whole class. ■ ■

Answers 1 F / 2 CS / 3 CS / 4 F / 5 CS / 6 CS / 7 CS / 8 F / 9 RO / 10 CS

A run-on occurs when two sentences are run together without the proper punctuation and/or connecting words. One type of run-on, the fused sentence, occurs when two sentences are written together without any punctuation at all. Another type, the comma splice, occurs when a comma is used between two sentences without any connecting word (such as and, but, or, nor, for, so, yet). Study these examples: Joe was happy about the raise he felt like celebrating. (fused sentence) Joe was happy about the raise, he felt like celebrating. (comma splice) There are several ways to correct the run-ons above. These are the most common ways: a A run-on may be corrected by putting a period between the sentences. Joe was happy about the raise. He felt like celebrating. b A run-on may be corrected by connecting two related sentences with a comma followed by a coordinating conjunction: and, but, or, nor, for, so, yet. Joe was happy about the raise, so he felt like celebrating. c A run-on may be corrected by connecting two related sentences with a semicolon only. Joe was happy about the raise; he felt like celebrating. d A run-on may be corrected by connecting two related sentences with a semicolon and a transition word or phrase, such as following: however, therefore, thus, then, as a result, consequently, nevertheless, also, on the other hand, for instance, in contrast, etc. Joe was happy about the raise; consequently, he felt like celebrating. e A run-on may be corrected by adding a dependent clause signal word to create a complex sentence. Common signal words include the following: because, if, although, when, who, which, etc. Joe, who was happy about the raise, felt like celebrating.

Activity Directions: Label each word group as one of the following: Fragment (F), Run-On (R), or Correct (C). Be prepared to explain how to correct each of the fragments and run-ons you have identified.

F Speaking 9 The following is a list of six new inventions with a short description of each. In groups of four,

discuss which one is the most important and which is the least important. Plastic into Oil This machine is able to turn plastic into oil; it will help people use more renewable energy sources. Robot Suit This is a robot suit that elderly farmers can attach to their bodies to help them carry out their daily work more easily. Toothbrush Without Toothpaste This is a toothbrush that creates a solar-powered chemical reaction inside a person’s mouth and cleans their teeth without using the toothpaste. Tea Bag that Filters Water When put in the drinking cup, the tea bag is able to clean all contaminants and bacteria from water. Lamp This is a desktop lamp that can turn a table-top into an interactive high-resolution threedimensional display. Spoken Words on User’s Glasses This device helps people who suffer from hearing problems. It includes a microphone and a mini-computer and is installed on glasses. It records one’s speech, and then converts it into text displayed on the glasses.

1 Although planes have been one of history’s important discoveries. 2 No one I know has heard of this invention, I can’t believe it. 3 Her husband loves to keep up-to-date about the latest discoveries, however, he soon forgets them. 4 Tim renewed his invention, and he is really proud of it. 5 I have a hard time understanding technological inventions, when he explains them, they become easier to use. Answers 1 F; students’ answers 2 R; students’ answers 3 R; students’ answers 4C 5 R; students’ answers

robot

Lesson Four Learning Objective ■

Talking about inventions and discoveries

F Speaking 9 and 10 ■

Allow time for students to read the descriptions silently. Working alone, students rearrange the inventions in order of importance. 10 Prepare a ﬁve-minute talk to explain your answer to task 9.

When they have ﬁnished, ask students to work in groups of four and compare their answers. ■ Still in their groups, students prepare and practise short talks to justify their answers to task 9. ■

Lesson Six Answers 9 and 10 Students’ answers

Learning Objectives ■ ■

Activity book page 43 exercises 3 and 4

Lesson Five Learning Objectives ■ ■ ■ ■

Practising dictionary skills Practising rewriting information in students’ own words Practising writing an introduction and conclusion Practising research skills

G Reading

Practising research skills Describing inventions

H Writing 12 ■

Tell the students to read the instructions carefully.

■

Then make sure that they understand the task before they write their paragraphs individually.

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Ask students to check each other’s work in pairs, and then collect it for you to mark.

11 ■

Allow time for students to read the article silently. Go round and explain any new vocabulary.

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Put the students in pairs to discuss each question. Go round and monitor students’ conversations.

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When they are ready, ask different students to report back to the class. Have a short class discussion and then vote for the correct answer. Answers Students’ answers

Answers Students’ answers Activity Book page 44 exercises 5 and 6

Teaching Tips

Latest Discoveries G Reading 11 Read the text and answer the questions.

Self-cleaning Clothing Wool manufacturers are interested in this invention: coating fibers such as wool with titanium dioxide nanocrystals, which break down food stains when exposed to sunlight. Of course, these nanocrystals do not harm the skin. They don’t even affect the feel or look of the fabric. When coated with titanium dioxide, fabrics become self-cleaning and may be useful in hospitals, for instance. Some may say that this is not a new invention since materials that use nanoparticles are already on the market. However, such materials are stain-repellent fabrics with a nanofibre coating that pushes the liquid off the fabric by making the particles roll off instead of being absorbed into the material. Titanium dioxide can decompose organic matter when exposed to ultraviolet light and when mixed with water. It can also destroy bacteria when exposed to sunlight. The most important feature of titanium dioxide is that it can get rid of ink stains in seventeen hours and coffee stains in two hours.

Questions 1 Write a suitable introduction to this text. 2 Find five difficult words and explain them using the dictionary. 3 Give an example of ‘stain-repellent fabrics’. 4 Explain, in your own words, the difference between the type of fabric described in the text and stain-repellent fabrics. 5 Write a suitable conclusion to this text.

The Study Group Students can prepare themselves in various ways; however, one of the most beneficial methods of test preparation is group study. Recently study groups have become very common in both graduate and undergraduate classes. In some schools, it has even become a must. Organisation of a Group Forming an efficient study group isn’t as easy as some may believe. It’s true that study groups decrease the stress of homework and other assignments; however, if a group is not well formed it would lead to frustration. The following are some tips for forming and organising successful study groups. 1 The average number of participants in a study group is four to five. Having less or more would influence the efficiency of the group. 2 It is important that students cleverly choose their group members. The ideal thing is to include earnest students who have a wide background knowledge and diverse abilities that would enrich other students. 3 Set ground rules for attending study groups and penalise students who don’t prepare or don’t attend their study groups. 4 Divide tasks among students or encourage them to do that themselves. Don’t forget to tell students to swap duties / tasks every now and then.

clean laundry in baskets

H Writing 12 Research the Internet to ﬁnd two recent inventions you are interested in and write a

5 Prompt students to agree on a set time and place that would suit all the members. It is also essential that students set up a timetable for their study group session. For example, in the first 10 minutes they can compare notes they took in class and fill in the gaps if there are any. For the next twenty minutes, students may take turns to review key concepts... etc. The success of a study group is directly related to how organised it is.

fully-developed paragraph describing each.

Activity Book Answer Key Unit 12, page 42, exercise 1 1 painful 2 invention 3 safely 4 extremely 6 practical 7 affordable 8 recharges

c run-on h fragment

d run-on i run-on

e fragment j run-on

B Students’ answers Unit 12, page 43, exercise 4 advert 1 h, b, a, d, g advert 2 c, f, e, i Unit 12, page 44, exercise 5 1 Students’ answers 2a3/b1/c4/d2 3 it works without panels, sucks power from the air. It’s cheap 4 Old solar systems use parts some of which are expensive, dangerous and heavy 5 Students’ answers Unit 12, page 44, exercise 6 Students’ answers

6 Finally, don’t inhibit students from mixing in some entertainment. For example, in weekends or at the end of every other lesson, encourage students in the same study group to meet in order to have informal discussions and debates. Be sure to explain to students that they need to meet in a place other than their study environment. Advantages and Disadvantages of Study Groups

5 simultaneously

Unit 12, page 42, exercise 2 Students’ answers Unit 12, page 43, exercise 3 A a fragment b fragment f fragment g fragment

In addition to the above, it’s very important that students set on a purpose for their group.

1 Advantages • It allows groups of students to collaborate in the learning process whereby each one takes part in explaining and clarifying various ideas. • It obliges students to devote some time to study for a particular class. • It enriches students’ learning experiences in a quick and motivating way. • It helps create a friendly bond between members of the same study group since they help each other get better grades. • It prepares students for the business world. While working in groups, students learn the skills and rules for working in a team, a skill that is very essential to any workplace. • It encourages students to become independent learners and enhances their self-esteem. 2 Disadvantages • It is very difficult to find a schedule that would suit all members of the group since they have different activities and schedules. • It highly depends on students’ individual participation and input. So, if one student comes unprepared to the study group, this may distract the others from their main purpose.

Culture and Values (3) Desertiﬁcation Learning Objectives ■ ■ ■ ■

The Spread of the Desert

Desertification is one of the most dangerous environmental problems facing our world today. Around a sixth of the world’s population has to face its consequences. Countries with a dehydrated climate offer the perfect environment for desertification. In such areas, the surface of the soil is ruined and thus no plants grow. Consequently, no animals can graze there. These harsh conditions force people to leave their land and go to other areas where they can get water and food. Some people survive their journey, while others die of starvation or thirst. Desertification is not only caused by natural conditions. Man also plays a vital role in accelerating the process of desertification. Farmers tend to overgraze the land in order to feed the growing population. Moreover, people are cutting down trees and this erodes the soil since there are no more trees to protect it against the wind and rain. The effects of desertification are not as simple as they might seem. Strong winds and wild fires often occur in desert areas and this might have a serious impact on the availability of the most valuable resource on the planet: water.

Demonstrating understanding of a reading text Identifying the causes of desertiﬁcation Practising research skills Practising comparing and contrasting environmental problems

■

Allow time for students to read the text silently. Give the students the opportunity to ask you about anything that they didn’t understand.

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Ask students to work individually and try to ﬁnd the answers to the comprehension questions.

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Culture and Values 3

Check answers by asking volunteers to read their answers aloud. Answers 1 natural conditions: a dehydrated climate human activities: farmers overgraze land to feed the growing population; people cut down trees, which erodes the soil because there are no more trees to protect it against wind and rain. 2 a1/b2/c2 3 Students’ answers

Questions 1 What are the causes of the problem described in the article? 2 Choose the correct endings to the following sentence beginnings. a Land can no longer be used for growing crops if … 1 the top layer of soil is destroyed. 2 animals are grazed on the land. 3 people move to greener areas. b The Earth’s most precious resource is … 1 productive land. 2 water. 3 people. c Trees and plants … 1 grow well in deserts. 2 stop wind and rain from damaging land. 3 are a major cause of desertification. 3 Research another environmental problem and compare it to desertification in a Venn diagram.

Sample Test 6 Reading I Read the text and answer the following questions. An invention is the creation of something new, mostly depending on already existing elements, either as a solution to a problem or to serve a purpose. Sometimes the results of a certain invention are unknown before it is put into practice. Once it is used in experiment or real practice, the invention might either fail or succeed at achieving its purpose. If it turns out to be a failure, it wouldn’t stop the inventor from trying to improve it by making it more effective. An invention is never complete, in the sense that it constantly needs to be developed. Some inventions need a lot of time as well as a special budget to be produced and used. 1 Find, in the text, the definition of “invention”. Write the definition in your own words. 2 Find, in the text, words that mean “outcomes”, “finalised”. 3 Find two antonyms in the text. 4 Say if the following sentences are true or false. Correct the false ones. a An invention is the use of something already existing. b When an invention is put into practice, the results would be known. c When an invention is ready to be used, there is no need to work on developing it. d If the invention fails, the inventor tries to improve it. Vocabulary II Match the following words with their definitions. 1 caption 2 editorial 3 feature article 4 jump line 5 tabloid 6 kicker a the main article on the front page of a newspaper or the cover story in a magazine b technically, a publication half the size of a standard newspaper page, but commonly, any newspaper that is informal and heavily illustrated c an article expressing a newspaper or magazine owner’s or editor’s opinion about an issue d line at the bottom of a column which directs the reader to somewhere else in the paper where the story is completed, allowing more space for stories to begin on the front page e text which accompanies a paragraph f an ending that finishes a story with a climax, surprise or punch line Grammar III Fill in the gaps with above, under, between, behind, before, since, towards.

IV A Mark complete sentences with CS, sentence fragments with F, and run-on sentences with RO. 1 TV advertising, one of the well-known ways. 2 Pictures play an important role in advertising. 3 Look at this advertisement! 4 An important medium for financial services, the radio. 5 I prefer tennis to football. Football is more fun. 6 So find out what consumers need. B Correct run-on sentences and fragments. Writing V Write two fully-developed paragraphs describing two recent TV commercials. Answers I 1 “An invention is the creation of something new, mostly depending on already existing elements”. Students’ answers. 2 “results”, “complete” 3 “fail”, “succeed” 4 a False. An invention is the creation of something new that depends on already existing elements. b True c False. An invention is never complete; it needs to be constantly developed. d True II 1e/ 2c/ 3a/ 4d/ 5b/ 6f III 1 under 2 towards 3 between 4 above 5 since 6 before 7 behind IV A 1F 2 CS 3 CS 4F 5 RO 6F B Students’ answers V Students’ answers

1 Where did you find your digital calculator? I found it _____ the table. 2 He used the Tread-Walk to walk _____ the door. 3 The first video tape recorder captured live images _____ 1948 and 1952. 4 The shelf that contained my solar-powered toothbrush was _____ my bed. 5 I have had this hair-washing machine _____ last year. 6 I looked for the latest discovery _____ writing my report. 7 The wall was _____ the refrigerator.

Correspondence C Socialising and Etiquette

3 You’re hosting a dinner party at a restaurant. Included are two other couples, and your most valuable client and his wife. You instruct the waiter to: A serve your spouse first. B serve your client’s spouse first. C serve your client first. 4 You’re invited to a business reception and the invitation states 7:00 to 9:00 p.m. You should arrive: A anytime between 7:00 p.m. and 9:00 p.m. B between 7:00 pm and 7:30 p.m. C a few minutes before 7:00 p.m. 5 You’re greeting or saying goodbye to someone. When’s the proper time to shake their hand? A When you’re introduced. B When you say goodbye. C Both A and B. 6 You’re talking with a group of four people. Do you make eye contact with: A just the person to whom you’re speaking at the moment? B each of the four, moving your eye contact from one to another? C no one particular person (not looking directly into anyone’s eyes)? 7 You’re invited to dinner in someone’s house. When do you take your napkin from the table and place it on your lap? A Immediately. B Wait for the host to take his napkin. C Wait for the oldest person at the table to take his. 8 You’re scheduled to meet a business associate for lunch and you arrive a few minutes early to find a suitable table. Thirty minutes later, your associate hasn’t yet arrived. Do you: A order your lunch and eat? B continue waiting and fuming about your associate being late? C call your associate after 15 minutes? 9 You’ve forgotten a lunch with a business associate. You feel terrible and know he’s furious. Do you: A write a letter of apology? B keep quiet and hope he forgets about it? C call and set up another appointment?

NOTE Social and business etiquette can be tricky, and making the right moves can make a big difference. Hence, here are some tips that you can learn about socialising and etiquette. Basic social conversation rules: • Keep the conversation short and moving. Limit responses to 60 seconds or less. • Avoid opinion and emotion-evoking topics such as money, politics and religion. • Do not interrupt. • Do not ﬁnish other people’s statements. • If someone does or says something rude, ignore it. • Do not criticise others. The top ﬁve most common topics of conversation are: current events, sports, the event or job at hand, the organisation sponsoring the event and personal demographics. Some conversation timing rules are: • At breakfast, business conversation can begin as soon as the coffee is poured. • At lunch, make small talk until orders have been taken. Then you can talk business. • At dinner, wait for the host to bring business into the conversation. a The following is a quiz regarding business etiquette. Do you agree or disagree? Justify your

answer. 1 Your boss Ms Alpha enters the room when you’re meeting with an important client, Mr Beta. You rise and say “Ms Alpha, I’d like you to meet Mr Beta, our client from San Diego.” 2 At a social function, you meet the CEO of an important Japanese corporation. After a brief chat, you give him your business card. 3 You’re getting into a taxi with an important client. You should sit so the client is nearest the curb. 4 You’re hosting a dinner at a restaurant. You’ve pre-ordered for everyone and indicated where they should sit. b Choose the correct answer. There may be more than one. 1 You’re in a restaurant and a thin soup is served in a cup with no handles. To eat it you should: A pick it up and drink it. B use the spoon provided. C eat half of it with a spoon and drink the remainder. 2 You’re at a table in a restaurant for a business dinner. Midway through the meal, you’re called to the telephone. What do you do with your napkin? A Fold and place it to the left of your plate. B Loosely fold it and place it on the right side. C Leave it on your chair.

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Correspondence

Lesson Eight

Lesson Seven

Learning Objectives ■ ■

Learning Objective ■

Demonstrating understanding of the rules of soicalising and etiquette by completing a quiz and a multiple choice task

Practising research skills Practising writing a paragraph about ethics

c ■

Put students in pairs. Ask student A to choose a topic and student B to choose another topic. Tell students to do their research at home. In class, allow time for students to share information and write their paragraphs.

■

When they have ﬁnished, invite volunteers to read their paragraphs aloud.

■

By the end of the lesson, collect students’ paragraphs for you to mark.

C Socialising and Etiquette a and b ■

Do the ﬁrst item with the class, as an example, to check that students understand the task.

■

Then tell them to complete the task individually or in pairs.

■

Check answers as a whole class.

Answers Students’ answers

Answers a Students’ answers b 1B/2C/3B/4B/5C/6B/7B/8A/9C

Give as homework or revision: Activity Book, exercise b page 59

Give as homework or revision: Activity Book, exercise A page 58 Answers Students’ answers

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Answers Students’ answers

Correspondence NOTE

c Work in pairs to research two of the following business etiquette topics. Then, write a short

paragraph about it. • Setting a professional tone with co-workers, clients and customers • Making proper introductions • Casual dress rules • Handshake protocol • Guest etiquette • Workplace behaviour faux pas • Business dining etiquette • How your office decorations may affect your professional image d Put the following tips under the appropriate heading in the table below. 1 Grant your neighbours private time. 2 Never talk with your mouth full. Instead, take small bites so you can quickly swallow if somebody asks you a question. 3 Keep your dignity and respect the dignity of others. 4 A good handshake will grant you instant rapport when meeting someone new. 5 Always be kind to the waiters, no matter what happens. 6 A good, well-timed handshake to pair with your smile is a sure way to stand out, whether you’re at the company picnic or an industry conference. 7 Keep lunch in the kitchen. Or, when you absolutely can’t leave your desk for a meal, choose foods without strong odours, and dispose of your trash in the kitchen, not in your own bin. 8 Put some thought into choosing the right restaurant. If it is too casual or inexpensive, the person may not feel valued. If it is too expensive, they may perceive you as wasteful. When in doubt, suggest that the other person picks the place. 9 As you walk down the passageways, don’t peek into each workstation. 10 Don’t do anything that you don’t want the entire company to be talking about for several years to come.

Smart Socialising for Business Success Business-related gatherings provide an excellent opportunity to mix and mingle with clients, prospects and other contacts. It’s a relaxed, friendly atmosphere conducive to building relationships and cultivating new business. If you spend the duration in non-productive situations, you waste time and miss valuable networking opportunities. The idea is to network, to circulate and be sociable, meeting new people, starting and ending conversations smoothly and establishing a rapport that ensures a productive follow-up. Networking can be your number one marketing strategy. It virtually costs you nothing but it can certainly bring in new business.

Tips 1 Go prepared and don’t leave until you achieve your objectives. 2 Show up early. 3 Smile when you walk in the door and don’t stop smiling until you leave. 4 If you attend a business gathering with a friend or associate, split up. 5 Be the first to say “Hello”. 6 Avoid approaching two people who are deep in conversation. 7 Join groups of three or more. 8 Stand in high-traffic areas. 9 Look for common ground in getting-to-know-you conversations with new contacts. 10 You can connect with just about everyone if you make the effort. 11 Shake hands firmly. 12 Hold your glass in the left hand so your right hand will be free for handshaking. 13 If you forget someone’s name, don’t be afraid to ask him or her to repeat it. 14 Have fun and be funny. 15 Aim for quality rather than quantity when it comes to the conversations you have. 16 Keep your goals in mind. 17 Show interest in everyone you meet.

Workplace etiquette Handshake etiquette Business dining etiquette General etiquette

f Some of the above tips can be difﬁcult to achieve while others can be very easy. Put them in two

e How would you behave in the following situations?

categories and explain your answer.

1 Tell your CEO that he has spinach stuck in his teeth. 2 You find a personal – and potentially embarrassing – document left behind on the photocopier. Normally, you’d put forgotten pages in a tray beside the copier, for people to claim later.

Easy

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Lessons Nine Learning Objectives ■ ■

Practising taxonomic skills Talking about business ethics

d ■

Do the ﬁrst item with the class, as an example, to check that students understand the task.

■

Then tell them to complete the task individually or in pairs.

■

Check answers as a whole class.

Difficult

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f ■

Do the ﬁrst item with the class, as an example, to check that students understand the task.

■

Then tell them to complete the task individually or in pairs.

■

Check answers as a whole class. Answers Students’ answers

Answers Workplace etiquette 7 / 9 / 10 Handshake etiquette: 4 / 6 Business dining etiquette: 2 / 5 / 8 General etiquette 1 / 3

e ■

Allow time for students to complete the task in pairs.

■

Check answers as a whole class. Answers Students’ answers

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Review (Units 10-12)

E Circle the correct word in parentheses.

In (all/any) economic systems today, most businesses plan their organisations carefully. (Another/One) organisational system is the division of labour. There, each worker is specialised and has his own specific duties to perform. Each duty (is/are) one part of the whole operation. A good example of division of labour is an assembly line in an automobile factory. (One/Other) worker may install a door, (another/others) the hood. (The other/The others) add lights, windshield wipers and so on. The workers don’t move. Everyone (stay/stays) in one place, and a conveyor belt moves the product to (him/them). That’s why, (few/little) people understand all (aspect/aspects) of an operation. Mass production is efficient, but (many/much) workers complain that they get (few/little) job satisfaction from working on one small task, day after day. To them, there is (many/much) more satisfaction in doing a job from start to finish.

A Match the phrasal verbs with their deﬁnitions.

1 get along with 2 get together 3 give away 4 give up 5 look out 6 look over 7 catch up 8 pick out 9 put up with 10 find out

a b c d e f g h i j

meet stop trying reach the same position be careful be friends select review or check carefully tolerate make a present discover

F Fill in the gaps with the correct prepositions.

B Complete the sentences using a phrasal verb from exercise A in the correct form.

1 2 3 4 5 6 7

the river and swam 1 I like the ad where the actress jumped treasure box. 2 She went of the river and put the box the river bank. the most beautiful pearl necklace. 3 She opened the box and took 4 Someone is standing the door the professor. 5 We walked the river Friday. next Monday. 6 I shall stay here

Omar and Salah are good friends. They each other. Omar and Salah to discuss the specifications of recent mobiles. a property in Damascus because they wanted to buy one. They Radio stations must who their listeners are. with the reading. Classified ads have become so many that one can hardly Our radio station was as the best station in Syria. After reading that article, I that there are self-cleaning textiles.

C Fill in the gaps with someone, anybody, nobody, something, anything, nothing, somewhere, or

anywhere. 1 There’s in the wastepaper basket. It is empty. 2 Is there interesting on radio tonight? No, there isn’t. 3 Have you seen my mobile ? No, I haven’t. 4 Ask you know about IT, and he’ll tell you it is essential in telecom.

G Mark complete sentences with CS, sentence fragments with F, and run-on sentences with RO.

1 Wool manufacturers interested in self-cleaning clothing. 2 Titanium dioxide nanocrystals don’t harm the skin.

D Write the correct form of the verb in parentheses.

1 2 3 4 5 6

In today’s changing economies, anyone with a good job (be) Everyone (worry) about losing their money. Every company (have) its own employment policies. Some companies (allow) everyone to give their ideas. Nobody (be) surprised when people complain. None of the workers (be) at the meeting last night.

the

3 When coated with nanocrystals, they become self-cleaning. fortunate. 4 Titanium dioxide can destroy bacteria when exposed to sunlight. 5 Titanium dioxide can easily ink and coffee stains. 6 Stain-repellent fabrics are not new on the market they were created a decade ago.

H Correct the run-on sentences in exercise G. I Correct the fragments in exercise G. J What do you prefer to read in a newspaper: caption, editorial, headlines, summary lead or

classiﬁed ads? Give three reasons to support your answer.

Review (Units 10-12)

D 1 is

2 worries

3 has

4 allow

5 is

6 were

Learning Objective ■

Oral / written revision and consolidation of language from unit 10 to unit 12

E all / One / is / One / another / The others / stays / them / few / aspects / many / little / much

Warm-up ■

■

F 1 into; towards / 2 out; on / 3 out / 4 at; next to / 5 around; on / 6 until

G 1 2 3 4 5 6

Answers A 1 e / 2 a / 3 i / 4 b / 5 d / 6 g / 7 c / 8 f / 9 h / 10 j

F CS CS CS F RO

H Add a full stop after market.

B 1 get along with 2 got together 3 gave away 4 ﬁnd out 5 catch up 6 picked out 7 found out

I Add “are” before “interested” in 1; add “remove” before “ink” in 5.

C 1 nothing 2 anything 3 anywhere 4 someone

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J Students’ answers

Test 4 Answer Key I 1 a Catseyes b patent 2 Students’ answers 3 Students’ answers.

c windscreen

II 1 IT is the area of managing technology 2 programming languages 3 is the domain of IT 4 that has to be through a multimedia distribution mechanism 5 that include installing applications 6 well as managing and administrating entire systems 7 I forgot to mention that III 1 I was there for over an hour before they came. 2 They feel this urge for revenge. 3 I want to introduce you to my uncle. 4 She asked her friend to get her cheese from France. 5 Grandparents insist on staying at home. 6 I love the weather in May. 7 Jane was silent for a moment. 8 Does anybody agree with me. 9 There was nothing you could do. 10 Would you like something to drink? 11 Can you get someone else to do it? 12 I thought I’d seen you somewhere. IV 1 tidal / hydroelectric 2 tidal / hydroelectric 5 shallow 6 near-shore

3 reliable

4 remote

V Students’ answers

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Teacher's Notes

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English for Starters,Vocational Stream – Commercial

English for Starters,Vocational Stream – Commercial, is an English language course that was specially written for vocational / commercial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The book introduces students to concepts in commerce; it assumes no prior knowledge of commercial skills on the part of students and teachers. The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial knowledge. It enables students to perform routine tasks at work and to take part in social interaction in a commercial context.

Components: Students’ Book Activity Book including a glossary Teacher’s Book Audio CD

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