Business Builder
Paul Emmerson
A series of three photocopiable Business English Teacher’s Resource Books at
intermediate level. They provide a flexible approach to teaching and include excellent
material for in­company classes, summer schools or supplementary use, allowing the
teacher to design their own course. The series provides activities for language
development as well as activities for skills training.
Each book is divided into three modules (1 to 9):
M odules 1, 2, 3: Social English, Telephoning, Job interviews
M odules 4, 5, 6: Discussions and meetings, Business correspondence, Report writing
M odules 7, 8, 9: Presentations, Company product and customer relations, Negotiations
Each book contains a needs analysis which can be given to each new student to assess
their needs. Business Builder gives you the flexibility of ready­made lessons which can be
chosen individually for your students in any profession or business area. Activities all
stand alone and can be mixed in any order to cover the full range of business
communication skills. Most activities are extendable to higher or lower levels.
A wide variety of communicative activities makes this series ideal for one­to­one or group
teaching. Full teacher’s notes are provided with each lesson. Unit maps provide a clear
indication of language focus and time required for each activity.
B u s i n e s s Builder
Modules 1 2 3
Contents
Introduction
Needs Analysis
Social English
Minutes
Activity type
1.1
Introductions
Introducing yourself and someone else. Welcoming a visitor and making ‘small talk’
40– 50
Language Work
1.2
Hello and goodbye
Starting and ending a conversation with someone you know
40– 50
Language Work
1.3
Showing interest
‘Echoing’, asking questions, making a personal response
40– 50
Language Work
1.4
Making a personal comment
Apparently, Actually, Obviously, Luckily, To be honest, Between you and me
30– 40
Language Work
1.5
Thinking time and turn-taking
Well, I mean, Actually, So, Anyway, Still, By the way
30– 40
Language Work
1.6
Requests
Indirect question forms. Polite requests. Positive and negative replies
30– 40
Language Work
1.7
Offering help
Offering help, accepting and refusing
30– 40
Language Work
1.8
Saying yes
Saying yes in a way that develops the conversation
30– 40
Language Work
1.9
Saying no
Saying no in a polite way
30– 40
Language Work
1.10
Disagreeing
Questions to show doubt. Negative questions. Yes, but ..., Actually, ...
40– 50
Language Work
1.11
Describing food
Food vocabulary. Describing local dishes
40– 50
Language Work
1.12
In a restaurant 1
Recommending and ordering. Leaving, paying and thanking
40– 50
Language Work
1.13
Your free time and home
Sports and hobbies. Cultural interests and holidays. Home
40– 50
Skills Practice
1.14
Your country and city
Regions. City: description, culture and people. Local products
40– 50
Skills Practice
1.15
Current affairs and the economy
The political and economic situation. The state of the market
40– 50
Skills Practice
1.16
At a hotel
A telephone booking. Checking in and out. Complaining
50– 60
Skills Practice
1.17
In a restaurant 2
Preparing to order. ‘Small talk’during the meal, leaving and paying
40– 50
Skills Practice
1.18
Showing a visitor your workplace
Giving a guided tour of your workplace to a visitor
30– 40
Skills Practice
1.19
Dialogue building: arriving at a company
Open framework for writing a dialogue
variable
Skills Practice
This page has been downloaded from www.businessenglishonline.net. It is photocopiable,
but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.
B u s i n e s s Builder
Modules 1 2 3
Telephoning
Minutes
Activity type
2.1
Leaving a message 1
The alphabet. Giving a name and address. Messages. Checking information
40– 50
Language Work
2.2
Leaving a message 2
Recycling of leaving, taking and checking a message
40– 50
Language Work
2.3
Exchanging information 1
Saying numbers. Checking facts and figures
30– 40
Language Work
2.4
Exchanging information 2
Silence fillers. Exchanging information and checking
30– 40
Language Work
2.5
Arranging a meeting
Beginning and ending a call. Arranging a meeting. Cancelling and rearranging
40– 50
Language Work
2.6
Arranging a company visit
Discussing a schedule for a company visit. Offering help
30– 40
Skills Practice
2.7
Yoghurt sales
Exchanging information and checking. Discussing sales and markets
30– 40
Skills Practice
2.8
Travel information
Making/receiving an enquiry about trains and flights
30– 40
Skills Practice
2.9
Office furniture
A customer/supplier conversation. Ordering, discussing terms of sale, apologizing
40– 50
Skills Practice
2.10
The Lucky Lobster
Booking a table in a restaurant. Asking questions and checking information
40– 50
Skills Practice
2.11
Pacific City
Interview:Asking for/giving information about a city: facts, figures, plans
40– 50
Skills Practice
2.12
Pharmalab
Interview:Asking for/giving information about a company: facts, figures, strategy
40– 50
Skills Practice
2.13
Global ambitions
Discussing markets and pricing policy. Persuading
30– 40
Skills Practice
2.14
Dialogue building: phone call
Open framework for writing a dialogue
variable
Skills Practice
Minutes
Activity type
Job interviews
3.1
Your CV/Resume
CVs and resumes: content, style, layout. Preparing a CV
50– 60
Language Work
3.2
Job interview
Interview tips. Interview based on students’ own CVs/Resumes
60– 90
Language Work
3.3
Covering letter
Writing a job application letter. Mini-interview for the job
60– 90
Language Work
3.4
Difficult questions
Dealing with difficult interview questions. Practice mini-interview
50– 60
Language Work
3.5
Mini-interview: your background and job
Interview practice: education, previous job, current job, personal qualities
50– 60
Skills Practice
3.6
Mini-interview: the job itself
Interview practice: questions about a specific job
50– 60
Skills Practice
3.7
Mini-interview: your management abilities
Interview practice: teamwork, negotiation, planning, decision-making
50– 60
Skills Practice
3.8
Mini-interview: using a case-study
Interview practice: a real situation as evidence of abilities/personal qualities
50– 60
Skills Practice
This page has been downloaded from www.businessenglishonline.net. It is photocopiable,
but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.
Business Builder
Teacher Resource Series
1.2
Hello and goodbye
AIM.
To practise starting and ending a conversation with
someone you know.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Say two or three of the opening lines from section A
of the worksheet to different students. Monitor the
replies to see whether they develop the
conversation.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Study the
examples in class. Then refer to the task underneath
the examples and ask the students to cover the
replies with a piece of paper. Divide the class into
pairs and appoint As and Bs. Ask the As to say
opening lines A1–8, and the Bs to invent a reply
that develops the conversation in a friendly way (it
is not a memory test). They can continue for a few
more lines.They change roles and repeat when they
finish. Start the activity and circulate.
3 Ask students to remove the piece of paper. As class
feedback, look at the replies on the worksheet and
compare with the students’ own replies.
4 Refer to the instructions for section B. Set up the
activity: imagine that you are all colleagues and it is
9:00 on Monday morning. Students will walk
around saying hello to each other, have short
conversations and then move on. Start the activity:
join in yourself.
Teacher’s Notes
5 Explain to the students that you are now going to
practice ending a conversation. Refer to section C
and ask students to cover the phrases a–k with a
piece of paper. Divide the class into pairs and start
the activity: students predict and write down two or
three phrases. Take class feedback on their
suggestions.
6 Ask students to take away the piece of paper. Ask
the pairs to match phrases a–k with stages 1–11.
ANSWERS.
a-1 b-10
j-7 k-8
c-4
d-2
e-3
f-9
g-6
h-5
i-11
7 Tell the students that they are going to practise a
similar dialogue without using their notes. Divide
the class into new pairs and appoint hosts and
visitors. They change roles and repeat when they
finish. Ask students to turn over their worksheets
(it is not a memory test). Start the activity, circulate
and make a note of good/bad language use.
8 (Optional) Ask the best pair/s to re-enact the roleplay for the class.
9 Hold a short feedback slot.
10 Now, or in the next class as recycling: Refer to the
instructions for section D. Set the scene: you are in
an airport lounge and by chance meet a colleague
who you know well. Each pair will start a
conversation, make some small talk, and then end it.
Divide the class into new pairs. Start the activity,
circulate and make a note of good/bad language use.
11 Hold a short feedback slot.
Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.
Business Builder
Teacher Resource Series
1.2
Hello and goodbye
A
Worksheet
When you start a conversation try to reply in a way that develops the conversation.
1
2
3
4
5
6
7
8
How are you?
Nice to see you again.
It’s been a long time, hasn’t it.
Nice weather today, isn’t it.
Terrible weather, isn’t it.
That’s a nice shirt/blouse.
This coffee’s a bit weak.
Did you get that report I sent you?
© Fine thanks. And you? You’re looking well.
© Nice to see you too. How are you?
© Yes, I think we last met two years ago in Manila.
© Yes, lovely. I hope it stays like this for the weekend.
© Yes, awful. I think it’s rained every day since I arrived.
© Thanks. I bought it from Harrods.
© Yes, it is, isn’t it. Not like the coffee you get in Italy.
© Yes, I did, thanks. It was very useful.
Now cover the replies with a piece of paper. Start conversations with a partner and continue naturally
for a few lines.
B
It’s Monday morning. Walk around. Say hello to your colleagues.
C
A host and a visitor are having a drink in the bar after a successful business meeting. The visitor
is flying back to Tokyo tomorrow. Study this model and write down two or three phrases you
might hear.
Visitor
1
3
5
7
9
11
Start a ‘leaving’ dialogue
Say why you must leave
Give more information
Thank the host for his/her help
Make a second reference to leaving
Refer to the next meeting and say goodbye
Host
2
4
6
8
10
Reply to the visitor
Show interest in the visitor’s plans
Make a final reference to business
Reply – say it’s been a pleasure
Wish the visitor a good trip and send your
regards to someone
Match phrases a–k below to the stages 1–11 above.
a
b
c
d
e
f
g
h
i
j
k
D
Is that the time? I guess I should be going.
It’s been nice meeting you again. Have a good trip, and give my regards to your wife.
Really? What time do you get there?
Oh, so soon?
I’m afraid so, I’ve got a long day tomorrow – I’m flying back to Tokyo.
Well, I really must go now.
Well, thank you very much for coming. I think we had a very useful meeting.
Around six in the evening local time, and then I have to catch a train.
Thanks. I’ll do that. See you next month in Hamburg. Bye.
Yes, I agree, the meeting was very productive. And thanks very much for your help. I really appreciate it.
Not at all. It’s been a pleasure.
Work with a new partner. You are in an airport lounge. You see someone you know. Start and end
a conversation.
©
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
PHOTOCOPIABLE
Business Builder
Teacher Resource Series
1.3
Showing interest
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Teacher’s Notes
10
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11
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Business Builder
Teacher Resource Series
1.4
Making a personal comment
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12
Teacher’s Notes
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13
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Business Builder
Teacher Resource Series
1.5
Thinking time and turn-taking
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14
Teacher’s Notes
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15
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Business Builder
Teacher Resource Series
1.6
Requests
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Teacher’s Notes
16
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17
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Business Builder
Teacher Resource Series
1.7
Offering help
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Teacher’s Notes
18
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19
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Business Builder
Teacher Resource Series
1.8
Saying yes
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Teacher’s Notes
20
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21
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Business Builder
Teacher Resource Series
1.9
Saying no
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Teacher’s Notes
22
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23
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Business Builder
Teacher Resource Series
1.10
Disagreeing
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Teacher’s Notes
24
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25
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Business Builder
Teacher Resource Series
1.11
Describing food
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Teacher’s Notes
26
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27
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Business Builder
Teacher Resource Series
1.12
In a restaurant 1
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Teacher’s Notes
28
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29
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Business Builder
Teacher Resource Series
1.13
Your free time and home
AIM.
To practise talking about sports and hobbies, cultural
interests, holidays and home.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board Your free time. Ask the group
how they spend their free time and write ideas on
the board.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Explain that they will use the questions
to interview other people later. Divide the class
into pairs, start the activity and circulate. Take
class feedback by writing additional questions
on the board.
Teacher’s Notes
3 Refer to the instructions for section B. Explain that
students should write notes about themselves,
working individually. Start the activity and circulate,
helping with vocabulary.
4 Refer to the instructions for section C. Divide the
class into groups of two or three students. Remind
students to listen carefully, to use the questions in
section A and to use other questions as well. Start
the activity, circulate and make a note of good/bad
language use.
5 (Option) Ask the pairs/threes from the previous
activity to regroup. The new groups start by talking
a little about their previous partner/s and then find
out about their new partner/s.
6 Hold a short feedback slot.
POSSIBLE ANSWERS.
1 Do you like to cook? Is football popular in your
country?
2 Do you ever go to the theatre/opera? What is the
traditional music from your country?
3 What is your flat/house like? Are you married? Does
your husband/wife work?
Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.
Business Builder
Teacher Resource Series
1.13
Your free time and home
A
Worksheet
Look at the example questions, then write one more for each group.
1
Sports and hobbies
So, what do you do in your free time? Are you interested in sport?
Do you collect anything?
2
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Cultural interests and holidays
What sort of music/films do you like? Do you read books about management?
Where do you go for your holidays? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
3
Home
So, where do you live? Do you live in a house or a flat?
Do you live in the centre or the suburbs?
B
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Make some notes about yourself. Use the ideas below and add more ideas of your own.
1
Sports and hobbies
I play a little
–––––––––––––––––––––––––––––––––––––––
I used to play
I like to go
I collect
2
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
but now
–––––––––––––––––––––––––––––––––––––––
(+ verb with -ing)
–––––––––––––––––––––––––––––––––––––––
Cultural interests and holidays
(books) I like
–––––––––––––––––––––––––––––––––––––––
(music) I like
–––––––––––––––––––––––––––––––––––––––
(films) I like
–––––––––––––––––––––––––––––––––––––––
(magazines) I read
–––––––––––––––––––––––––––––––––––––––
(holidays) On my last holiday I went to –––––––––––––––––––––––––––––––––––––––
3
Home
I live near
–––––––––––––––––––––––––––––––––––––––
I was born in
–––––––––––––––––––––––––––––––––––––––
I’m married with two children. Their names are
My husband/wife/partner
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
I’m single at the moment./I’m divorced.
C
Use the questions in section A to find out about other people.
©
© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching
PHOTOCOPIABLE
Business Builder
Teacher Resource Series
1.14
Your country and city
Teacher’s Notes
AIM.
To practise talking about regions and cities, people and
culture, local products.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board the word stereotype and elicit
the meaning (a fixed idea or image that people have
of something, but which is often not true). Ask the
students if they can think of any examples of
national stereotypes. Prompt by giving nationalities
other than those represented in the group (this will
be covered in section A of the worksheet). Ask what
the stereotype of that nationality is, whether the
students agree with it etc.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
questions and develop a class discussion. Students
are usually very keen to discuss this topic provided
that they first have a chance to confirm, deny or
clarify their own stereotype before other students
comment.
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32
3 Refer to the instructions for section B. Explain that
students should write notes about themselves,
working individually. Start the activity and circulate,
helping with vocabulary.
4 Refer to the instructions for section C. Divide the
class into groups of two or three students. Start the
activity, circulate and make a note of good/bad
language use.
5 (Option) Ask the pairs/threes from the previous
activity to regroup. The new groups start by talking
a little about their previous partner/s, and then find
out about their new partner/s.
6 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.14
Your country and city
Worksheet
A
What is the stereotype of your country that other people have? Is there any truth in it?
Are there regional differences in people’s characteristics?
B
Make some notes about your own country and city. Use the ideas below and add more
ideas of your own.
1
Country: regions, weather etc.
The north/south/interior is different to the rest of the country because
By the coast
–––––––––––––––––––––––––––––––––––––––
In the summer/winter the weather is
–––––––––––––––––––––––––––––––––––––––
If you want to come for a holiday, the best time is
2
–––––––––––––––––––––––––––––––––––––––
City: description
I live in the capital city/a small town/a large port
Most tourists who come like to see
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
Personally, I would recommend visiting
–––––––––––––––––––––––––––––––––––––––
All over the city there are a lot of very traditional
The most modern area of the city is
They have plans to
3
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
City: culture
We have a lot of good music/theatre/opera. For example,
My favourite museum is the
––––––––––––––––––––––––––––––––––––––– It’s
–––––––––––––––––––––––––––––––––––––––
got a good collection of
–––––––––––––––––––––––––––––––––––––––
Every year there’s a festival to celebrate
4
–––––––––––––––––––––––––––––––––––––––
City: people
Most people live in the centre/suburbs in houses/flats.
It can take
–––––––––––––––––––––––––––––––––––––––
At the weekends people often
In the summer people usually
Young people
Old people
5
hours to get to work.
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––
Local products
If you want to buy something to take back with you, I suggest –––––––––––––––––––––––––––––––––––––––
C
Talk together in small groups about your countries and cities.
 Macmillan Publishers Ltd 2002
33
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.15
Current affairs and the economy
AIM.
To practise talking about the political and economic
situation and the state of the market.
POSSIBLE ANSWERS.
TIME.
40-50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board the phrase Current Affairs
and elicit the meaning (events of political
importance happening in the world at the present
time). Ask the students whether they talk about
current affairs and politics with foreign visitors,
when it is acceptable etc.
(Despite its apparent sensitivity business people do
talk about these topics in a general way because
‘stability’ is one of the things that investors are most
interested in.)
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Explain that they will use the questions
to interview other people later. Take class feedback
by writing additional questions on the board.
 Macmillan Publishers Ltd 2002
Teacher’s Notes
34
1 What policy does your government have for
privatization/interest rates/regional trade etc. ?
What sort of Government do you have?
2 What are the main economic problems in your
country at the moment?
Are houses expensive?
Does your country have a nuclear power industry?
3 What new opportunities do you have to expand
your market?
What are the threats that your company faces?
Do you have an international market?
3 Refer to the instructions for section B. Explain that
students should write notes about themselves,
working individually. Start the activity and circulate,
helping with vocabulary.
4 Refer to the instructions for section C. Divide the
class into groups of two or three students. Remind
students to listen carefully, to use the questions in
section A and to use other questions as well. Start
the activity, circulate and make a note of good/bad
language use.
5 (Option) Ask the pairs/threes from the previous
activity to regroup. The new groups start by talking
a little about their previous partner/s, and then find
out about their new partner/s.
6 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.15
Current affairs and the economy
A
Worksheet
Look at the questions, then write one more for each group.
1
Politics
I’m a bit out of touch. What’s been happening in your country?
What do you think about the health care/education/unemployment policy in your country?
I’ve been reading a lot in the newspapers about –––––––––––––––––––––––––––––––––––––– . Can you tell me something
about that?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
2
Economy
So what are your main industries?
Do you have a problem with inflation?
What’s the unemployment situation at the moment?
How is your Stock Market doing?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
3
Market
What are the main factors that affect your market?
What’s happening in your market at the moment?
How is your company doing?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
B
Make some notes about your own country and market. Use the ideas below and add more ideas of
your own.
1
Politics
We have a
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– government
at the moment. They are trying to
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Public opinion changed when ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
These days people are worried about ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
In the future, ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
2
Economy
Older industries like
being replaced by new areas like
and
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
We have a strong –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– industry, although it will have problems in
the next few years because of ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Inflation –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Unemployment –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
3
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– are
Your own market
We’re in a difficult market situation because ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
We’re responding to the competition by ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
We’re changing our product range and we’re moving more into –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
C
Use the questions in section A to find out about other people.
 Macmillan Publishers Ltd 2002
35
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.16
At a hotel
Teacher’s Notes
AIM.
To practise a series of typical hotel interactions such as
telephone booking, checking in and out and
complaining.
TIME.
50–60 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board the word Hotel and the
headings Good service and Bad service. Elicit and
discuss real examples of each from the students’
own experience.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions and questions. Explain to the students
that pairs will work together to invent the details of
an imaginary hotel by answering all the questions.
Divide the class into pairs and start the activity.
Circulate and help with vocabulary.
3 Divide the class into new pairs and explain that for
the remaining activities they will work with their
new partner to do a series of hotel role-plays based
on guest and manager. Explain that the managers
are managers of the hotel they created with their
previous partner.
4 Refer to the instructions and role notes for section
B. Appoint guests and managers. Ask the managers
to write down on a piece of paper the name and city
of their hotel and give it to the guest. Elicit a few
phrases that the manager and guest can use at the
start of a telephone call and write them on the
board. Possible phrases are:
Manager: Good morning, Hotel X, how can I help
you?
Guest: Good morning, I’m calling to find out if you
have any rooms available for …
Manager: Certainly Sir/Madam.
Start the activity, circulate and make a note of
good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
 Macmillan Publishers Ltd 2002
36
6 Hold a short feedback slot.
7 Refer to the instructions for section C. Read out the
role notes on the worksheet. Elicit a few phrases
that the manager and guest can use and write them
on the board. Possible phrases are:
Manager: Good morning Sir/Madam. May I have
your name?
Your room is on the second floor. Turn left when
you come out of the lift.
Here are your keys.
Guest: Is it possible to have an early morning call?
Start the activity, circulate and make a note of
good/bad language use.
8 (Option) Ask the best pair/s to re-enact the role-play
for the class.
9 Hold a short feedback slot.
10 Refer to the instructions for section D. Read out the
role notes on the worksheet and ask guests to invent
a problem of their own choice. Elicit a few phrases
that the manager and guest can use and write them
on the board. Possible phrases are:
Guest: Hello? Is that reception? I’m having a
problem with …. It’s very inconvenient.
Manager: Really? I’m very sorry about that. It’s
most unusual. I’ll deal with it immediately.
Start the activity, circulate and make a note of
good/bad language use.
11 (Option) Ask the best pair/s to re-enact the role-play
for the class.
12 Hold a short feedback slot.
13 Refer to the instructions for section E. Read out the
role notes on the worksheet and elicit a few phrases
that the manager and guest can use and write them
on the board. Possible phrases are:
Guest: Can I pay by credit card?
I wonder if I could leave a message for …
Manager: Of course Sir/Madam, that’s no problem.
Have a safe journey.
Start the activity, circulate and make a note of
good/bad language use.
14 (Option) Ask the best pair/s to re-enact the role-play
for the class.
15 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.16
At a hotel
A
Worksheet
You are going to open a hotel. Use the questions to help you make plans.
Where is the hotel?
What is the hotel’s name?
What is its main selling point to attract customers?
What is the cost per night of a single/double room?
Will you have a restaurant? What kind of food will it serve?
Which facilities will you offer? Choose from this list and add a few more of your own.
B
© fully equipped business centre
© free transport from the airport
© 24-hour reception
©
© gymnasium and sauna
©
Work with a new partner. Decide who is the guest and who is the hotel manager.
Guest Make a telephone call to the hotel and ask
questions about the availability of rooms,
prices and facilities. Make a reservation.
C
Keep the same roles and partner. The guest has just arrived at the hotel.
Guest Go to the reception desk and check in.
Ask for an early morning call. Ask about
breakfast.
D
Manager Welcome your guest. Check the
reservation. Tell the guest where
his/her room is.
Keep the same roles and partner. It is later the same evening.
Guest You have a problem with the room. Call the
reception desk and explain the problem.
E
Manager Answer the guest’s questions, ask
him/her questions and write down the
important details.
Manager You are on duty at reception.
Keep the same roles and partner. The guest is leaving the hotel.
Guest Go to the reception desk and check out.
You want to:
■ pay by credit card
■ book a taxi to the airport
■ leave a message for a colleague who is
arriving tomorrow.
 Macmillan Publishers Ltd 2002
37
Manager Check the guest out of the hotel.
Be helpful. Wish the guest a good trip
back.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.17
In a restaurant 2
Teacher’s Notes
AIM.
To practise a series of interactions in a restaurant such as
preparing to order, explaining dishes, making ‘small
talk’, leaving and paying.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Each table will need a simple menu (see stage 3). If
students have done worksheet 1.11 the dishes in section B
can be used, otherwise students think of their own dishes
as indicated below. Alternatively, use a real menu, a menu
from a coursebook or a menu you have made.
Be prepared to arrange the room like a restaurant at stage 3.
Consider playing the role of the waiter yourself. You can
make language notes as you go round the tables, take
orders, ask students if they are enjoying their meal,
handle complaints etc.
PROCEDURE.
1 Write up on the board In a restaurant and ask
students how often they entertain visitors and
clients, and what they talk about. Then write up
the three stages of the meal referred to on the
worksheet. For each stage, elicit and write up a few
phrases (see worksheet).
2 Give out a copy of the worksheet to every student
and refer to the instructions at the top. Appoint a
waiter, unless you are going to be the waiter
yourself.
3 Rearrange the room like a restaurant with small
groups of students sitting around tables. Ask the
students to prepare a menu for each table: each table
takes one piece of blank paper and writes Starters,
Main Course and Dessert as sections. Then each
student on that table contributes one item to each
section (they just write the name of the dish). Note
that every table will have a different menu. If a
student is acting as waiter, ask them to look at their
phrases at the bottom of the sheet while the other
students are doing the menu preparation. They can
think of a few more phrases.
 Macmillan Publishers Ltd 2002
38
4 Ask students to read through the points on the
worksheet silently and to imagine what they will say
for each one. Set a time limit of 2 minutes for this.
5 Explain to the students that you want them to have a
natural conversation. They can leave the worksheet
on the table to help them, but they don’t have to
follow the same points or use the same phrases. Set
a time limit of 20 minutes. Ask the students to go
outside the classroom and wait in their groups for
the waiter to show them to their tables. Start the
activity, circulate and make a note of good/bad
language use.
6 Hold a short feedback slot.
CULTURAL HINTS.
Ä
Ä
In America, northern Europe, Japan and south-east
Asia business may be discussed at lunch toward the
end of the meal, if the host introduces it. At dinner
business is almost never discussed.
In Latin American countries, southern Europe and the
Middle East business is rarely discussed in a restaurant,
even at lunch.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.17
In a restaurant 2
Worksheet
You are going to have a meal together in a restaurant. You will need a menu for each table.
■ Choose one person to be the waiter.
■ Study the boxes below to see how your conversation might develop.
■ Start the activity outside the room. The waiter will show you to your table.
Preparing to order
© Look through the menu
© Ask your colleagues about the dishes
© Drinks
During the meal
© Call the waiter when you are ready to order
© Talk about your city and country
© Talk about your free time and interests
I’d recommend the ...
It’s a type of ... It’s made with ...
I think I’ll have the ..., please.
© Talk about your home and family
© Talk about the food
Enjoy your meal!
How’s your …?
Would you like some more wine?
– Yes, please./No thanks, I’m fine.
End of the meal
© Start a ‘leaving’ dialogue
© Ask for the bill – one person offer to pay
© Refer to the future and say goodbye
Well, I must get back now.
– Oh, so soon?
Can we have the bill, please? Do you take
VISA? Can I have a receipt?
Thank you for a very enjoyable evening.
– Not at all, it was my pleasure.
Waiter
© Ask if the guests are ready to order
© Take the order. Find out what they’d like to drink
© During the meal check everything is satisfactory
Are you ready to order now?
What would you like? ... And for you, Sir/Madam?
Anything to drink?
So, that’s ... (repeat the order)
Is everything satisfactory? Can I get you anything else? (during the meal)
 Macmillan Publishers Ltd 2002
39
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.18
Showing a visitor your workplace
AIM.
To practise giving a guided tour round work premises
using a ‘virtual’ office/factory.
TIME.
30–40 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Note that drawing the plan (stage 2 below) is best done
for homework.
PROCEDURE.
1 Write on the board Showing a visitor your
workplace. Establish that ‘workplace’ can refer to an
office, factory or anywhere that people work. Find
out how often the students show visitors round their
workplace, and what they show/talk about when
they do.
 Macmillan Publishers Ltd 2002
40
Teacher’s Notes
2 Give out a copy of the worksheet to every student
and refer to the instructions. Check understanding of
the word ‘virtual’ (artificial, but like the real thing;
simulated). Explain to the students that you want
them to draw a diagram of their workplace for
homework, and remind them to include everything
that they would show a visitor.
3 In the next lesson, divide the class into pairs and
appoint hosts and visitors. They change roles and
repeat when they finish. Start the activity, circulate
and make a note of good/bad language use.
4 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.18
Showing a visitor your workplace
Worksheet
Use the floor plan below to draw a diagram of your workplace. Include all the rooms/areas that you want to
show your visitor. Draw symbols to represent the objects (e.g. machines) you will talk about. Then use your
plan to give a ‘virtual guided tour’ of your workplace.
 Macmillan Publishers Ltd 2002
41
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.19
Dialogue building: arriving at a company
AIM.
To provide a framework for practising greeting and
welcoming a visitor, thanking and saying goodbye.
TIME.
Variable
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Consider which of the two procedures below you will
use.
PROCEDURE (INDIVIDUAL HOMEWORK).
1 Write up on the board Arriving at a company. Ask
students if they are more often hosts or visitors in
other people’s companies. Ask them about the last
time they were a host/visitor, particularly about the
welcome they gave/received. How important was it
to the success of the meeting?
2 Give out a copy of the worksheet to every student
and refer to the instructions and model. Remind
students that the dialogue is to practise social
English, not the meeting itself. Remind them also
that they should use a real-life situation and
personalize the dialogue as much as possible. Ask
them to write the dialogue for homework and bring
it to the next lesson.
3 In the next lesson collect in the dialogues and
correct them.
4 (Option) Leave one of the dialogues uncorrected,
and photocopy one copy of this for each student.
Ask students to try to correct/improve this dialogue
in pairs. In feedback, listen to all the suggestions for
reformulations and discuss with the class which is
the best. Build up the reformulated dialogue on the
board line by line. As a round up, practise reading
the new dialogue aloud in open/closed pairs,
focusing on pronunciation.
 Macmillan Publishers Ltd 2002
42
Teacher’s Notes
ALTERNATIVE PROCEDURE (CLASSWORK).
1 (Same as above)
2 Give out a copy of the worksheet to every student
and refer to the instructions and model. Remind the
students that the dialogue is to practise social
English, and that they should use their real-life
experience. Divide the class into pairs. Explain that
the pair will think of and write the dialogue
together, and that both students should keep a record
of the whole dialogue. Set a time limit for the task.
Start the activity and circulate. Give a five minute
warning before the end and make sure that every
pair moves on to the final part of the dialogue.
3 Ask the pairs to practise reading their dialogues
together quietly. Then ask the best pair/s to read out
their dialogues for the class.
4 (Option) Take the written dialogues from each pair
and redistribute them (so the pairs remain the same
but they have another pair’s dialogue). First ask the
students to study their new dialogues together
quietly and make sure they can read them. Then ask
them to practise reading the dialogues aloud.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
1.19
Dialogue building: arriving at a company
Worksheet
Write a short dialogue using the model below. Use a real-life situation.
Receptionist
Greet the visitor.
Visitor
Host
§ © Say who you are and why
you have come.
Introduce yourself. Talk
about your journey and your
first impressions of the city.
§ © Welcome the visitor. Ask
Say that you must leave,
thank the host, say goodbye.
§ © Thank the visitor for coming,
about the visitor’s journey and
where he/she is staying. Start
the business discussion.
(miss out the main business discussion)
wish them a good trip.
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 Macmillan Publishers Ltd 2002
43
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.1
Leaving a message 1
 Macmillan Publishers Ltd 2002
Teacher’s Notes
44
This page may be photocopied for use in class
 Macmillan Publishers Ltd 2002
45
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.2
Leaving a message 2
Teacher’s Notes
AIM.
To revise and extend language for leaving, taking and
checking a telephone message.
POSSIBLE ANSWERS.
1 Good morning, IMB. How can I help you?
2 Good morning, my name is Mr Costa. I’d like to
speak to Mary Hershey, please.
3 Hold the line, please … I’m sorry, she’s out of the
office at the moment. Would you like to speak to
her secretary?
4 Yes, please.
5 I can put you through now.
6 Accounts Department. Gina speaking.
7 This is Mr Costa here. I wanted to speak to
Mary Hershey.
8 I’m sorry, she’s out of the office at the moment.
Can I take a message?/(Would you like to leave a
message?)
9 Yes. I’m calling about your last invoice. There
seems to be a problem. I need to speak to Mary as
soon as possible.
10 Of course, Mr Costa. Could you give me the
invoice number?
11 It’s AI386.
12 I’m sorry, could you repeat that, please?
13 Yes, AI386. That’s A for Australia and I for India.
Have you got that?
14 Yes, I’ve got that now. Is there anything else?
15 No, that’s all.
16 OK, Mr Costa. I’ll make sure she gets the message
as soon as she comes in.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Read out some of the original ‘impolite’ phrases
from worksheet 2.1 and check that students can still
remember the politer versions.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs, start the
activity and circulate.
ANSWERS.
1 b) 2 Hold. The phrase means Wait a moment.
3 ... out of the office all day/tied up all morning/with a
customer/out of the country at the moment
4 The phrase means I can connect you now. The
missing word is to. 5 Of course. Certainly. Sure.
6 for 7 Is there anything else? – No, that’s all./Yes,
there’s something else. 8 Caller: Thanks for your
help./Receiver: Thank you for calling.
3 Refer to the instructions for section B. Choose two
students: one is both Receptionist and Secretary and
the other is the Caller. Ask them to read the
dialogue aloud. Let the group listen and discover
that it sounds impolite. Then follow the same
procedure as worksheet 2.1 for improving the
dialogue. In brief:
■
tell the students to put their pens down and not
to write anything until the end
■
ask the whole class for suggestions on how to
improve lines 1, 2, 3, 4 and 5 in turn
■
choose two students as Receptionist and Caller
and ask them to act out the new version of lines
1–5 as an open pair, using the worksheet
version as a prompt (other students listen
and help)
■
repeat this cycle several times, improving a few
more lines each time as a class and then
choosing different students to act out the whole
dialogue up to that point
■
when the reformulation is finished, students act
out the whole dialogue together in pairs,
changing roles and repeating when they finish
■
the students write the new version in their pairs
■
build up a final, reformulated version on the
board.
 Macmillan Publishers Ltd 2002
46
4 Refer to the instructions for section C. Divide the
class into pairs and ask them to sit back to back (or
use a telephone if you have this facility). Remind
them to listen carefully and speak naturally (it is not
a memory test). They change roles and repeat when
they finish. Start the activity, circulate and make a
note of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
CULTURAL HINTS.
Ä
Ä
Ä
In northern Europe the call ends with a confirmation
of individual tasks and the agreed plan of action.
Americans press more strongly for answers or quick
action.
In Japan and south-east Asia the call ends with a
promise to call back when group agreement has been
reached.
In Latin America and southern Europe the call ends
with more social conversation, exchanging good
wishes and expressing a desire to hear from the other
person again.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.2
Leaving a message 2
A
Worksheet
Answer the questions.
1
Which is more polite?
a) I want to speak to Masae Makata, please.
2
3
b) I’d like to speak to Masae Makata, please.
Fill in the gap and explain the meaning: –––––––––––––––––––––––––– the line, please.
You might hear I’m sorry but she’s in a meeting at the moment. Think of some other reasons why
the person is not available:
4
5
6
I’m sorry but she’s ––––––––––––––––––––––––––
I’m sorry but he’s ––––––––––––––––––––––––––
A receptionist might say I can put you through now. What does this mean?
If you want to speak to a particular person or department, you say Can you put me through
–––––––––––––––––––––––––– extension 366, please? What is the missing word?
It often sounds better to replace OK by O____ c___________ or Cer___________ or S___________e.
You can confirm a letter of the alphabet by using a country or city name. Fill in the missing word:
That was ‘E’, E ______ Egypt.
7
Fill in the missing letters in these phrases used to check if the message is finished.
Is there a___________g e___________e ?
©
No, ___________’s all.
Yes, there’s s___________ing e___________e.
To finish a call in a friendly way the caller can say Thanks for y___________ he___________ and
the receiver can say Thank you for c___________g.
©
8
B
Read the dialogue below. Try to improve it.
Receptionist
1 Good morning. IMB.
3 Wait. ..... Not here.
Want to speak to secretary?
5 I can connect you now.
©
4 Yes, please.
Secretary
6 Accounts Department. I am Gina.
©
8 Not in office. Message?
©
10
12
14
16
C
©
Caller
2 Mr Costa here. I want Mary Hershey, please.
©
OK. Invoice number?
What?
Yes, I’ve got that. More?
Maybe she’ll get your message.
©
©
7 Mr Costa here. I wanted to speak to
Mary Hershey.
9 Yes. I’m calling about your last invoice.
There is a problem. I must speak to Mary soon.
11 AI386
13 AI386. Have you got that?
15 No.
Now practise a similar call without using your notes. Caller use your real name and a different
invoice number.
 Macmillan Publishers Ltd 2002
47
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.3
Exchanging information 1
AIM.
To practise saying and checking figures and quantities.
Teacher’s Notes
ANSWERS (SELECTED).
1 three hundred and fifteen 5 five thousand, eight
hundred 6 five thousand, eight hundred and eighty
8 six hundred thousand 10 six million, six hundred
thousand 12 fifteen point one five 13 one point
two kilograms (or kilos) 14 fifty-six dollars seventy
(or seventy cents) 15 thirty-four pounds eighty (or
eighty pence) 17 forty-three dash F nine 18 AC
slash (or forward slash) six 19 WWW dot FT dot com
forward slash main (note: this is an Internet address)
20 radio four at BBC dot co dot UK (note: this is an
e-mail address)
TIME.
30–40 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write on the board the number 60,905 and ask
students how to say it (sixty thousand, nine
hundred and five). Problem areas are likely to be the
position of and and whether or not there is an s on
the end of thousand. Note the following
information:
■
hundred, thousand etc. do not have an s when
spoken as part of numbers, but they do in
phrases like hundreds of cars and thousands of
people.
■
in British and American usage a comma
separates the thousands from the hundreds and a
full stop is a decimal point which separates
whole numbers from decimal fractions. In many
Latin countries the comma and full stop are
used in exactly the opposite way.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Ask the students to read out the figures
round the class. Go back frequently to problem
areas and check again with different students
randomly round the class. If necessary, write up
more figures and elicit the correct answers.
 Macmillan Publishers Ltd 2002
48
3 Refer to the instructions for section B. Explain that
after writing the information the students will
dictate it to a partner. Remind them to include a
good variety of information, similar to the examples
in section A. Ask the students to fill in the first eight
boxes individually.
4 Refer to the instructions after the first table and the
useful phrases. Divide the class into pairs and ask
them to sit back to back (or use a telephone if you
have this facility). They change roles and repeat
when they finish. Start the activity, circulate and
make a note of good/bad language use.
5 Hold a short feedback slot.
CULTURAL HINTS.
Ä
In Japan and south-east Asia many calls are used
simply to gather information as any decision needs
group consensus. Asking questions, listening and
checking are the main features of the call.
Comments, interruptions and argument are avoided.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.3
Exchanging information 1
A
Practise saying these figures, quantities and references.
1
2
3
4
5
B
Worksheet
315
350
355
5,000
5,800
6
7
8
9
10
5,880
60,000
600,000
6,000,000
6,600,000
11
12
13
14
15
6.6 million
15.15
1.2 kg
$56.70
£34.80
16
17
18
19
20
10%
43-F9
AC/6
www.FT.com/main
radiofour@bbc.co.uk
Write a figure, quantity or reference in each box of the table.
Don’t let other people see your table!
Your figures
1
2
3
4
5
6
7
8
Work with a partner. Tell your partner the contents of your table and write down your partner’s
figures in the table below. Use these phrases to check you have the correct information.
The figure in box 1 is ...
©
Have you got that?
©
Can you read that back to me?
©
?
?
✓
✓
✗
Sorry, can you repeat that?
Was that one five, fifteen, or five zero, fifty?
OK, I’ve got that.
Yes, got that.
Sorry, can you say it again.
Yes, of course. Box 1 is ...
Your partner’s figures
1
2
3
4
5
6
7
8
 Macmillan Publishers Ltd 2002
49
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.4
Exchanging information 2
AIM.
To practise ‘silence fillers’ on the telephone and to
revise exchanging information and checking.
ANSWERS.
2 Hold on a moment, I’ll just check. 3 Sorry about
this, I’m just looking. 4 Bear with me for a moment.
5 I’ll put you on hold. 6 Oh yes, here it is.
7 Right, here they are.
TIME.
30–40 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board Silence fillers and ask the
students what they think it refers to in the context of
telephoning. Elicit some possible phrases, for
example Hold on a moment and pre-teach these two:
Just bear with me for a moment.
I’ll put you on hold.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs, start the
activity and circulate.
 Macmillan Publishers Ltd 2002
Teacher’s Notes
50
3 Refer to the instructions for section B. Start by
pretending to look for something on your desk, all
the time modelling phrases 1–4 and finishing off
with phrase 6 or 7. Then divide the class into pairs
and ask the students to do the same thing.
4 Refer to the instructions for section C. Check that
students understand that they will write two
questions individually and then make a call
afterwards. Ask students to write their questions,
and circulate to monitor that the questions are
appropriate.
5 Refer to the useful phrases at the end of section C.
Divide the class into pairs and ask them to sit back
to back (or use a telephone if you have this facility).
Start the activity, circulate and make a note of
good/bad language use.
6 (Option) Ask the best pair/s to re-enact the role-play
for the class.
7 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.4
Exchanging information 2
A
Worksheet
Sometimes you need to fill the silence while you look for something. Put these words in the correct
order. Put a comma where you would pause.
1
Right see let just me
Right,
let me just see.
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
2
Hold check on just a moment I’ll
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
3
Sorry I’m looking this just about
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
4
Bear moment me for with a
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
5
I’ll you put hold on
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
And when you find the information:
6
Oh here is yes it (singular)
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
7
Right are they here (plural)
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
B
Your teacher’s desk is disorganized. Listen to your teacher looking for something. Then ask a partner
to wait while you look for something in your file.
C
You will make a call to find out some information. To prepare for the activity:
1
Write a question to ask your partner about a previous lesson: something he/she has to look for in
his/her file, eg a particular word or answer that you want to check.
Can you
2
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?
Write a question which makes your partner leave the phone, eg ask him/her to look on the
noticeboard, find out something from the teacher, or find something in a dictionary.
Could you
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––?
When you are ready, make a call to a partner. Ask your two questions and reply to your partner’s
questions. Use the phrases below to help you.
Silence fillers while looking
Right, just a second, let me see, ...
Sorry about this, I’m just looking, ...
Just bear with me for a moment.
Going away from the phone
Hold on a moment, I’ll just check.
Bear with me, I won’t be a moment.
 Macmillan Publishers Ltd 2002
©
©
51
When you find the information
Right, here it is.
Right, here they are.
When you return
Right, sorry to keep you waiting.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.5
Arranging a meeting
Teacher’s Notes
AIM.
To practise telephone calls to arrange and rearrange a
meeting.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board the phrases When would suit
you? and Can you make that?. Ask if anyone can
guess the context and write Arranging a meeting
above the phrases as a heading. Elicit the meanings
in this context of to suit (be convenient for) and
to make (be in a place at a certain time). Ask what
other phrases would be useful for arranging a
meeting on the phone and write one or two more
on the board.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs, start the
activity and circulate.
ANSWERS.
1 Is this a good time to call? 2 Are you in the middle
of something? 3 all/everything 4 Right/So
5 seeing 6 call/ring 7 regards/best wishes 8 tell
3 Ask the students to look at section B and refer to
the first line of instructions. Divide the class into
pairs, start the activity and circulate.
ANSWERS.
1 suit/about 2 make (or manage) 3 should/manage
(or make) 4 until/any time 5 busy 6 sounds/get
back to/confirm
(Note: that sounds fine = that appears to be fine; to
get back to somebody = to call somebody again)
4 Refer to the instructions at the end of section B.
Divide the class into pairs, start the activity and
circulate.
6 (Option) Ask the students to do the same thing in
pairs. Student A reads some gapped phrases, with
enough context, and Student B supplies the words.
They change roles when they finish.
7 Refer to the instructions and the model for section
C. Remind the students that section A gave some
phrases for starting and finishing the call. Divide the
class into pairs and appoint As and Bs. Ask the pairs
to sit back to back (or use a telephone if you have
this facility). Start the activity, circulate and make a
note of good/bad language use.
8 (Option) Ask the As and Bs to change roles. This
time ask them to use some ‘small talk’ at the
beginning. Before you begin the role-play elicit
some phrases like:
A: Hello? Student B? This is Student A. How are
you?
B: Student A! How nice to hear from you! I’m fine.
How are you?
A: I’m fine. So what’s the weather like in Tokyo?
9 (Option) Ask the best pair/s to re-enact the role-play
for the class.
10 Hold a short feedback slot.
11 Ask the students to look at section D and refer to
the first line of instructions. Divide the class into
pairs, start the activity and circulate.
ANSWERS.
1 make/manage 2 mind 3 back/off 4 must
5 unavoidable
(Note: put back (UK) = move down (US))
12 Refer to the instructions at the end of section D.
Explain that the pairs who made the last call will
work together again, and that Student B will make a
follow-up call to cancel the arrangement. Remind
the students that in a situation like this a second
apology (like phrase D4) is essential. Ask the pairs
to sit back to back (or use a telephone if you have
this facility). Start the activity, circulate and make a
note of good/bad language use.
13 (Option) Ask the best pair/s to re-enact the role-play
for the class.
14 Hold a short feedback slot.
ANSWERS.
Dialogue between A and B, in sequence: A1 B5 A2
B4 A3 B6
5 Practise the target vocabulary by ‘pause reading’.
Ask students to turn over their worksheets. Read
each phrase containing a gap saying ‘mmm’ for the
gap. Give enough context, including a few words
after the gap if necessary, for example say When
would mmm you?. The students supply the missing
word/s chorally.
 Macmillan Publishers Ltd 2002
52
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.5
Arranging a meeting
A
Worksheet
Fill in the gaps in phrases 1–2 and choose the right words in the box below.
At the start of a call, you want to ask Are you busy?. You can say:
1
–––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––
2
Are you in the middle ––––––––––––––––––––––––––––––––––––
a good time
–––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––
?
?
At the end of the call you want to confirm the plans and finish in a friendly way. Look at the pairs of
words in the dialogue below. Decide if only one is correct, or if both are possible.
A: OK. I think that’s (3) all/everything.
B: (4) Right/So, I look forward to (5) see/seeing
you here in Tokyo next Wednesday. Give me
a (6) call/ring if you have any problems.
B
A: Right, I’ll do that. Give my (7) regards/best
wishes to Mr. Koyama.
B: OK. I’ll (8) tell/say him you called. Goodbye.
Complete the sentences below using words from the box.
any time make suit confirm sounds busy
get back to about should until manage
1
2
3
4
5
6
When would –––––––––––––––––--–-----–––––– you? How ––––––-----––--–––––––––––––––– next Tuesday afternoon?
What time on Wednesday can you ––––––––-------–––––––––––––––– it?
OK, I ––––––––––––––––-----–--––––––– be able to –––––––––-----––––––––--––––––– some time after four.
Let me see, I’m out of the office –––––--––––-----––––––––––––––– lunchtime, but ––––––––-------–––––––––––––––– after that
would be fine.
I’m afraid I’m –––––––-------––––––––––––––––– on Tuesday afternoon. What about Wednesday?
That –––––––––––––-----–––––--–––––– fine. Can I ––––––––--––-----–––––––––––––– you later today to ––––-------–––––––––––––––––––– it?
Now put the sentences in the correct order to make a dialogue arranging an appointment.
C
Work with a partner.
Student A call Student B. Check it’s a good time to call.
Ä
Try to find a time and place to meet. It’s difficult because you’re both very busy. Eventually you succeed.
Ä
Finish the call by confirming the plans.
D
You might have to call back to cancel the arrangement. Look at the pairs of words in the phrases
below. Decide if only one is correct, or if both are possible.
I’m sorry but I can’t (1) make/manage the meeting next week.
Would you (2) mind/matter if we put the meeting (3) back/off to the following week?
I (4) must/should apologize again. I’m afraid it’s completely (5) inevitable/unavoidable.
Now have a second call with the same partner. Student B calls back to cancel and rearrange the
previous meeting.
 Macmillan Publishers Ltd 2002
53
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.6
Arranging a company visit
AIM.
To practise a telephone call discussing a schedule for a
company visit.
TIME.
30–40 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class, and fold or cut them across the middle.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board Arranging a company visit.
Explain to students that they will practise a phone
call to discuss plans for a company visit. Elicit a
few phrases for the beginning and end of the call
and write them up on the board. Possible phrases:
Beginning: Hello? Is that ... ? How are you? Is this
a good time to call? I’m calling about …
End: So, I’ll meet you on ... at ... (confirm plans). /
Thank you very much for all your help. I’m
looking forward to ... .
 Macmillan Publishers Ltd 2002
54
Teacher’s Notes
2 Divide the class into pairs and appoint visitors and
hosts. Explain that the host will talk about their
real-life company.
3 Distribute the correct half of the worksheet to each
student, either folded over or cut. Give the students
time to read their own instructions. Check that
Student A knows B’s (real) company, country and
type of business so that he/she can prepare the
questions. Ask the students to prepare the written
information individually, and circulate and check
that it is appropriate.
4 When the students are ready, ask the pairs to sit
back to back (or use a telephone if you have this
facility). Start the activity, circulate and make a note
of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
7 Now, or in the next class as recycling: The hosts and
visitors change roles and repeat the activity. Hold
another short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.6
Arranging a company visit
Worksheet
Student A: Visitor
You are going to Student B’s country to see his/her factory/offices and his/her new products.
You will receive a call from him/her to finalize arrangements for the trip. You have already
booked the flight. Let him/her organize the hotel and anything else necessary.
Before the call, write down:
■
the number of your flight and its arrival day and time
■
how Student B will recognize you at the airport ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
■
your requirements for a good hotel (business services etc.) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
■
some questions about the schedule, or things you want Student B to arrange for you
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
✄
Student B: Host
Student A is going to visit you in your country. You are going to take him/her to your
factory/offices and show him/her your new products. You will call him/her to:
■ find out when he/she is arriving (day? time? flight number?)
■ offer to meet him/her at the airport
■ book a room in a good hotel for him/her
■ describe briefly your plans for the visit: the tour of your factory/offices etc.
■ find out if there is anything else Student A wants you to arrange
Before you begin, write down a brief programme for the visit with times, places and things to see/do.
Schedule
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
 Macmillan Publishers Ltd 2002
55
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.7
Yoghurt sales
Teacher’s Notes
AIM.
To practise a telephone call involving information
exchange and a discussion of sales and markets.
TIME.
30–40 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class, and fold or cut them across the middle.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board the numbers 1,000, 1,005,
1,050, 1500, 1,505, 1,550, 1,555. Revise how to say
the numbers. Then elicit a few phrases for checking
information on the phone such as:
Have you got that?
–Yes, got that/Sorry, can you say it again?
You may also need to quickly revise the opening of
a telephone call. Possible phrases:
Good morning. This is ... . Can I speak to ...?
I’m calling about ...
2 Set the scene: explain that the students will work in
pairs to make a telephone call. Head Office will call
a foreign subsidiary to talk about sales figures, and
there will also be some discussion of sales and
marketing of a specific product line. Divide the
class into pairs and appoint As (Head Office) and Bs
(foreign subsidiary).
 Macmillan Publishers Ltd 2002
56
3 Give out the correct half of the worksheet to each
student, either folded over or cut. Give the students
time to read their own instructions. Ask the students
to prepare the written information, and circulate and
check that it is appropriate. (Option: group together
pairs of students with the same role and ask them to
prepare the written information together).
4 When the students are ready, ask the pairs to sit
back to back (or use a telephone if you have this
facility). Start the activity, circulate and make a note
of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
7 (Now, or in the next class as recycling) The As and
Bs change roles and repeat the activity. The Bs can
write in some different sales figures before starting
the call. Hold another short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.7
Yoghurt sales
Worksheet
Student A: Head Office
You work at the Head Office of Superstores, an international supermarket chain.
Make a call to one of your foreign subsidiaries. You are calling for three reasons.
1
You need to know some sales figures for fruit yoghurt in your colleague’s country last month.
Have a pen ready and check the information carefully.
North region
Centre
South region
Total
strawberry
cherry
banana
2
You want more profit from this foreign subsidiary. Profits from yoghurt are lower than in other
countries. Find out if it is possible to raise the price of yoghurt and get more profit.
3
Find out about the future of the yoghurt market in your colleague’s country. Before the call think
of one or two questions to ask:
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
✄
Student B: Foreign subsidiary
You work for a foreign subsidiary of Superstores, an international supermarket chain. Receive a
call from Head Office in another country. The person from Head Office will want to discuss
three things.
1
He/She needs some information about the sales figures for fruit yoghurt in your country last
month. The figures are below.
strawberry
cherry
banana
North region
Centre
South region
Total
1050
2000
1465
1290
1975
1745
1200
1580
1490
3540
5555
4700
2
He/She will want to discuss the prices of your yoghurts. Try to persuade him/her that you should
keep the prices more or less the same for the next year.
3
He/She will ask you about the future of the yoghurt market in your country. Before the call think
of one or two ideas for developing the market:
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
 Macmillan Publishers Ltd 2002
57
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.8
Travel information
Teacher’s Notes
AIM.
To practise making/receiving a telephone inquiry about
trains and flights.
TIME.
30–40 minutes
PREPARATION.
Make copies of the Student A worksheet for half the
class, and of the Student B worksheet (next page in this
book) for the other half.
Bring in to the class a credit card (e.g. Visa, Mastercard
or American Express). See stage 3 below.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write on the board Travel information –
trains/flights. First ask students about trains:
■
what kind of fare structure do they have for
train tickets in their country?
■
are there tickets where you cannot travel at
certain times or on certain days?
■
is it possible to book a ticket by phone in
advance? what about a specific seat?
Then ask similar questions about flights.
2 Tell the students that they will practise two
telephone calls, the first asking for information
about trains and the second about flights. Write up
on the board the two headings Making an inquiry
and Receiving an inquiry and elicit and write up a
few phrases for each (see bottom of worksheet).
3 Write on the board Which card do you want to use?
under the heading Receiving an inquiry and the
words Valid from MM/YY and Expires end MM/YY.
Point to the information on your own card. Ask the
students to find the information on their cards.
Check the meanings of valid (legal) and to expire
(to finish). Ask students what the noun from this
word is (expiry) and write on the board the question
What is the expiry date? under the heading
Receiving an inquiry.
 Macmillan Publishers Ltd 2002
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4 Divide the class into pairs and appoint As and Bs in
each pair. Distribute the correct worksheet to each
student. Refer to the sheets and indicate that they
have instructions for both the train information call
(Situation 1) and the flight information call
(Situation 2). Ask the students to read through both
situations carefully. Circulate and help with
vocabulary.
5 Tell the students that they are going to practise the
first call, Situation 1. Check the instructions by
asking who is going to make the call (Student A).
Ask the pairs to sit back to back (or use a telephone
if you have this facility). Start the activity, circulate
and make a note of good/bad language use.
6 (Option) Ask the best pair/s to re-enact the role-play
for the class.
7 Hold a short feedback slot.
8 Tell the students that they are going to practise the
second call, Situation 2. (Note that each student
keeps the same worksheet). Check the instructions
by asking who is going to make the call (Student
B). Ask the pairs to sit back to back (or use a
telephone if you have this facility). Start the activity,
circulate and make a note of good/bad language use.
9 (Option) Ask the best pair/s to re-enact the role-play
for the class.
10 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.8a
Travel information: Student A
Worksheet
Situation 1
Call the Passenger Information Service of British Rail. Find out about trains from London to
Manchester. Have your credit card ready to book a seat.
Times
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Station
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Meals available
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Fares
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Situation 2
You work for the Oxford Street Travel Agency. You will receive an inquiry about flights from another
country to London. Study the information below before you receive the call.
Times
Airport
Fares
Credit card
details
Two flights a day,
Heathrow
APEX
Standard
Business Class
arriving London 09:30 or 17:45
Business Plus
£300
£150
£180
£260
No changes allowed
Changes possible up to 24 hours before departure
Changes possible up to one hour before departure
Better quality food. More comfortable seats
As for Business Class, plus:
– access to executive lounge
– passenger can arrive 20 minutes before departure
Name:
Card:
Card number:
Expiry date:
Making an inquiry (Situation 1)
Receiving an inquiry (Situation 2)
I’d like some information about ...
I’d also like to know what/if ...
So, ... (repeat information to confirm)
Travel Information. How can I help you?
Let me see. I’ll just look that up.
Can you repeat your question, please?
Which card do you want to use?
What is the expiry date?
 Macmillan Publishers Ltd 2002
59
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.8b
Travel information: Student B
Worksheet
Situation 1
You work for the Passenger Information Service of British Rail. You will receive an inquiry about
trains from London to Manchester. Study the information below before you receive the call.
Times
Trains to Manchester leave every hour on the hour
Journey time is 21/2 hours
Euston Station
Lunch is available from 12:00 to 2:00
Snacks are available at other times
Standard single
£55
Standard return
£60
Day return
£40 Passenger has to return on same day
Passenger cannot travel between 08:00 and 09:30
Saver return
£45 Passenger can return any time during next two months
Passenger cannot travel on a Friday
Name:
Card:
Card number:
Expiry date:
Station
Meals
Fares
Credit card
details
Situation 2
Make a call to the Oxford Street Travel Agency. Find out about flights to London from the country
where you live. Have your credit card ready to book a seat.
Times
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Arrival airport
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Fares
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Receiving an inquiry (Situation 1)
Making an inquiry (Situation 2)
Travel Information. How can I help you?
Let me see. I’ll just look that up.
Can you repeat your question, please?
Which card do you want to use?
What is the expiry date?
I’d like some information about ...
I’d also like to know what/if ...
So, ... (repeat information to confirm)
 Macmillan Publishers Ltd 2002
61
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.9
Office furniture
Teacher’s Notes
AIM.
To practise a series of sales calls between customer and
supplier.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class, and fold them across the middle.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board Office furniture: customer
and supplier and underneath write the word Terms.
Elicit the meaning of terms (the conditions of an
agreement; the price and payment arrangements).
Then write on the board the phrase First-time
customers pay X% on order, with the balance Y
days after delivery. Ask the students what are
typical figures for X and Y in a commercial
situation in their country. You may also need to
quickly revise the opening of a telephone call.
2 Set the scene: explain that the students will work in
pairs to make three telephone calls. A customer will
call a supplier to find out about new office chairs,
and there will be two further calls. Ask the students
if they can guess what the second and third call will
be about (but don’t tell them or spend too long on
this). Write up on the board the names of the three
types of chairs (see worksheet). Explain vocabulary
as necessary. Divide the class into pairs and appoint
As (Customers) and Bs (Suppliers).
3 Give out the correct half of the worksheet to each
student, either folded over or cut. Refer to the three
calls on the sheet and say that at the moment the
students should only look at the information in the
box and Call 1. Give them time to read their
instructions.
4 When the students are ready, ask the pairs to sit
back to back (or use a telephone if you have this
facility). Start the activity, circulate and make a note
of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
 Macmillan Publishers Ltd 2002
62
6 Hold a short feedback slot.
7 Ask the students to look at Call 2. Establish that it
is a few weeks later (this is written on sheet). Give
the students time to read their instructions. When
they are ready, ask the pairs to sit back to back
again (or use the telephone). Start the activity,
circulate and make a note of good/bad language use.
8 (Option) Ask the best pair/s to re-enact the role-play
for the class.
9 Hold a short feedback slot.
10 Before asking the students to look at Call 3, tell
them that there is going to be a problem. Ask what
possible problems the supplier could have, and elicit
(amongst others) that the workers in the factory
might ‘go on strike’. Ask how the supplier would
tell the customer this information, and elicit and
write on the board a few possible phrases such as:
I’ve got some bad news, I’m afraid. The workers in
our factory have gone on strike.
We’re doing everything possible.
I really am very sorry about this. I’ll let you know
as soon as the problem is over.
11 Ask the students to look at Call 3. Establish that it
is a few days later (this is written on sheet). Give
the students time to read their instructions. When
they are ready, ask the pairs to sit back to back
again (or use the telephone). Start the activity,
circulate and make a note of good/bad language use.
12 (Option) Ask the best pair/s to re-enact the role-play
for the class.
13 Hold a short feedback slot.
Note.
Additional telephone role-plays between
customer and supplier can be found in
Business Builder module 8 ‘Company,
products and customer relations’.
See worksheets 8.4 ‘Dealing with
complaints’, 8.9 ‘Selling mobile phones’,
8.10 ‘Selling your products on the
telephone’, 8.11 ‘Apologize, explain and
offer’ and 8.13 ‘Dialogue building:
complaining and apologizing’.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.9
Office furniture
Worksheet
Student A: Customer
You want some new furniture for your office. Your company is called McGill & Sons Limited and your
address is 15 Beauleigh Court, London NW3 5HZ.
Call 1
Make a call to a supplier of office furniture. Ask for a quotation for:
■
■
■
2 executive armchairs
16 conference room chairs (Note: You want these chairs in your company’s colours. You can send a
sample to show the exact colour.)
4 typists chairs
A few weeks later ...
Call 2
Make another call to the supplier. You have not heard anything since your last call. Find out when the
chairs are going to be delivered.
A few days later ...
Call 3
Receive a call from the supplier.
✄
Student B: Supplier
Your company supplies office furniture. Your main products are:
■
■
■
Executive armchairs
Conference room chairs
Typist’s chairs
£800 each
£300 each
£150 each
(customers can choose their own fabric colour)
Terms
■
■
■
Discounts available for large orders.
First-time customers pay 25% on order, with the balance 30 days after delivery.
Cost for customer’s own fabric colour is 50% extra.
Call 1 Receive a call. A customer will phone about some of your products. Try to get an order. Don’t
forget to write down the customer’s name, company name and address for your files.
A few weeks later ...
Call 2 Receive another call from the customer. You are having a few problems obtaining the colour
he/she wants.
A few days later ...
Call 3 Make a call to the customer. The workers in the textile factory that make the fabric are on
strike. Explain that there will be a short delay.
 Macmillan Publishers Ltd 2002
63
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.10
The Lucky Lobster
Teacher’s Notes
AIM.
To practise a series of telephone calls related to booking
a restaurant table, asking questions and checking
information.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class, and fold or cut them across the middle.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board The Lucky Lobster
Restaurant. Elicit/draw/mime what a lobster is. Ask
if any of the students have ever eaten lobster. Ask
them what kind of restaurant they think The Lucky
Lobster is (establish that it is expensive and a good
place to take clients).
2 Explain that the students will work in pairs to make
three telephone calls. A customer will call the
manager of The Lucky Lobster to book a table. Ask
the students if they can guess what the second and
third call will be about (but don’t tell them or spend
too long on this). You may need to quickly revise
the opening of a telephone call.
3 Divide the class into pairs and appoint As
(Customers) and Bs (Managers). Give out the
correct half of the worksheet to each student, either
folded over or cut. Refer to the three calls on the
sheet and say that at the moment the students should
only look at the information in the box and Call 1.
Give them time to read their instructions and ask the
Managers to think of a ‘Dish of the Day’ and write
it in the space.
 Macmillan Publishers Ltd 2002
64
4 When the students are ready, ask the pairs to sit
back to back (or use a telephone if you have this
facility). Start the activity, circulate and make a note
of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
7 Ask the students to look at Call 2. Establish that it
is next Sunday morning, after the meal (this is
written on sheet). Give the students time to read
their instructions. When they are ready, ask the pairs
to sit back to back again (or use the telephone).
Start the activity, circulate and make a note of
good/bad language use.
8 (Option) Ask the best pair/s to re-enact the role-play
for the class.
9 Hold a short feedback slot.
10 Ask the students to look at Call 3. Establish that it
is the same day, a few hours later (this is written on
sheet). Give the students time to read their
instructions. When they are ready, ask the pairs to
sit back to back again (or use the telephone). Start
the activity, circulate and make a note of good/bad
language use.
11 (Option) Ask the best pair/s to re-enact the role-play
for the class.
12 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.10
The Lucky Lobster
Worksheet
Student A: Customer
You are entertaining some important clients next Saturday, and you want to
take them to The Lucky Lobster – the best restaurant in town.
Call 1
Make a call to the restaurant.
■
■
■
You want to book a table for four people next Saturday at 8 o’clock.
There may be one extra person. Can you let them know on Saturday afternoon?
Do they have a special ‘Dish of the Day’ on the menu next Saturday?
Next Sunday morning, after the meal ...
Call 2
You enjoyed your meal and drinks at The Lucky Lobster last night. This morning you checked the
VISA receipt in your jacket pocket and it says £280. You are sure the meal cost a lot less than this,
but you can’t find the bill. Call the restaurant.
The same day, a few hours later ...
Call 3
You are now at the airport and your plane leaves in 30 minutes. You can’t find your diary. Call the
restaurant – maybe you left it there. If they have your diary give them your name and address so they
can send it to you.
✄
Student B: Manager
You are the manager of The Lucky Lobster – the best restaurant in town. Notice the following
information from your bookings schedule and fill in the ‘Dish of the Day’:
Saturday
7:30 – 11:00 p.m. Two football teams booked.
Only one free table (four people).
Dish of the Day:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Call 1
Receive a call from a customer who wants to book a table.
Next Sunday morning, after the meal ...
Call 2
Receive another phone call from the customer. You remember this person from last night. On his/her
table they ordered a lot of expensive drinks after their meal.
The same day, a few hours later ...
Call 3
Receive another phone call. It is the same customer, with a problem. Help in any way you can. Have
a pen ready to take the customer’s name and address if necessary.
 Macmillan Publishers Ltd 2002
65
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.11
Pacific City
Teacher’s Notes
AIM.
To practise asking for and giving information about
facts, figures and plans.
TIME.
40–50 minutes
PREPARATION.
Make copies of the Student A worksheet for half the
class, and of the Student B worksheet (next page in this
book) for the other half.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write on the board Pacific City – Host to the World
Games. Tell students that Pacific City is an
imaginary city that hosted the World Games
(also imaginary) a few years ago. Ask students:
– what impact they think a major sporting event
would have on a city in terms of employment,
infrastructure etc.,
– what would happen after the event finished.
Students may know of cities in their own regions in
a similar situation.
2 Tell the students that they will practise a telephone
call between the Director of Marketing for Pacific
City and a journalist. The journalist is interested in
the future of Pacific City. Divide the class into pairs
and appoint As (Director of Marketing) and Bs
(Journalist) in each pair. Give out the correct
worksheets.
 Macmillan Publishers Ltd 2002
66
3 Ask pairs of As to sit together, and pairs of Bs to sit
together. These students with the same role now
read through their worksheets together and prepare
arguments/questions. Circulate and help with
vocabulary.
4 Regroup into the A/B pairs who will do the activity.
Ask the pairs to sit back to back (or use a telephone
if you have this facility). Start the activity, circulate
and make a note of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
7 (Option) Students stay in the same pairs, but change
roles and personalize the activity. The new journalist
now interviews the new Director of Marketing about
his/her own real-life city.
8 (Option) Students write their articles. So the
students who were journalists in the first call use
their notes to write about Pacific City, and the
students who were journalists in the second call use
their notes to write about their partner’s real-life
city.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.11a
Pacific City: Student A
Worksheet
Director of Marketing for Pacific City
Pacific City – Host to the World Games
Pacific City is the third largest city in your country. A few years ago Pacific City was host to a major
international sports competition, the World Games. The event was a great success.
It is now several years after the World Games and you are the Director of Marketing for Pacific City.
You have the job of selling your city as a good place to do business. You will receive a telephone call
from a journalist. Study the information below before the call.
Local economy
■
100
The construction of sports arenas and
hotels for the World Games helped to
create jobs.
New jobs created
80
60
’000
40
Year of the
World Games
20
Ä
0
80
Hotels
■
■
New hotels are still being built because
of the growing number of conferences
and trade shows.
The occupancy rate of hotels is
currently 72%.
60
■
■
40
’000
Location: Pacific City is only 30 minutes’
flying time from 70% of the country’s
population.
Excellent road and rail links to every
part of the country.
Labour costs are low.
Year of the
World Games
20
Ä
0
200
Attractions for new companies
■
Number of hotel rooms
New companies
150
100
Year of the
World Games
50
Ä
0
Plans for the future
Pacific City wants to become a centre for all sport-related business, for example:
■
■
Sports goods manufacturers
Sports marketing and advertising companies
 Macmillan Publishers Ltd 2002
67
■
■
Clothing and footwear companies
National and international sports events
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.11b
Pacific City: Student B
Worksheet
Journalist
Pacific City – Host to the World Games
Pacific City is the third largest city in your country. A few years ago Pacific City was host to a major
international sports competition, the World Games. The event was a great success.
It is now several years after the World Games and you are a journalist who writes for a national
newspaper. You are writing an article with the title: Pacific City: does it have a future? Make a
telephone call to the Director of Marketing for Pacific City. Make some notes during the call.
■
Local economy. How did the World Games affect employment in Pacific City? And what is the
employment situation now?
■
Hotel use. How is Pacific City using the large number of hotels built for the World Games? Are
there a lot of empty rooms?
■
New companies.
■
Future plans.
 Macmillan Publishers Ltd 2002
What advantages are there for companies thinking about moving to Pacific City?
Does Pacific City have any plans for future development?
69
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.12
Pharmalab
Teacher’s Notes
AIM.
To practise asking for and giving information about
facts, figures and plans.
TIME.
40–50 minutes
PREPARATION.
Make copies of the Student A worksheet for half the
class, and of the Student B worksheet (next page in this
book) for the other half.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Draw on the board the diagram at the top of the
worksheets. Ask students what they think it
represents. Elicit the word merger. Ask what
problems can occur when two companies merge,
and elicit: differences in management culture;
differences in product range; loss of jobs.
Refer to the company names and ask the students
what type of industry they think it is. Write up the
words pharmaceuticals industry. Check the meaning
of pharmaceuticals (medicines, drugs).
2 Ask students what are the two main ways that
medicines are sold. Write up on the board:
To doctors and hospitals.
Directly to consumers through pharmacies or
chemists (UK) or ‘drug stores’ (USA).
 Macmillan Publishers Ltd 2002
70
3 Write on the board the word patent and elicit the
meaning (the exclusive right to make and sell a new
invention for a certain number of years). Ask
students why patents are important in the
pharmaceuticals industry (profits are large at the
beginning but then drop when the patent ends and
other companies can make the same product).
4 Tell the students that they will practise a telephone
call between a representative of Pharmalab and a
journalist. The journalist is interested in the merger
and the future of the company. Divide the class into
pairs and appoint As (Pharmalab representative) and
Bs (Journalist) in each pair. Give out the correct
worksheets.
5 Ask pairs of As to sit together, and pairs of Bs to sit
together. These students with the same role now
read through their worksheets together and prepare
arguments/questions. Circulate and help with
vocabulary.
6 Regroup into the A/B pairs who will do the activity.
Ask the pairs to sit back to back (or use a telephone
if you have this facility). Start the activity, circulate
and make a note of good/bad language use.
7 (Option) Ask the best pair/s to re-enact the role-play
for the class.
8 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.12a
Pharmalab: Student A
Worksheet
Pharmalab company representative
Medicell
Biotex
A recent merger in the pharmaceuticals industry
Pharmalab
You represent Pharmalab, a company recently created by the merger of Medicell and Biotex. You will
receive a telephone call from a journalist to explain the merger. Study the information below before
the call. Use your own ideas where there is a ‘?’.
Medicell
Biotex
Pharmalab
Management
culture
Centralized structure.
Head Office managed
all projects.
Decentralized structure.
Projects were managed by
lower-level managers.
?
Product
range
Focused on medical
products.
Sold industrial chemicals as
well as medical products.
?
Partnerships
Made partnerships with
biotechnology companies.
Little interest in making
partnerships.
?
Current situation
■
■
■
The patent has just ended on your best selling drug, Diasin, so profits from this
product will drop sharply.
You will introduce two new drugs onto the market next month: Tiravan, a heart drug,
and Lowcol, which reduces cholesterol levels.
The merger will result in a cut of 8,000 jobs. The company will compensate employees
who lose their jobs. The exact details of this scheme are still being discussed.
Pharmalab’s sales after the merger (total $8 billion)
■
■
■
Medicines sold to doctors and hospitals
Products sold in pharmacies without a doctor’s prescription
Vision care: glasses, contact lenses etc.
75%
18%
7%
Possible future strategies for Pharmalab
1
2
Increase sales in pharmacies, particularly products where the patent has ended.
Develop the product range quickly by buying new products developed by other companies such as
biotech companies.
 Macmillan Publishers Ltd 2002
71
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.12b
Pharmalab: Student B
Worksheet
Journalist
Medicell
Biotex
A recent merger in the pharmaceuticals industry
Pharmalab
You are a journalist writing an article about a new pharmaceutical company called Pharmalab. Make a
telephone call to a representative of Pharmalab, using the questions below to help you. Make some
notes during the call.
1
Management culture
Medicell had a centralized management structure in which Head Office controlled everything. Biotex
was decentralized. What will be the culture at Pharmalab? Will there be problems for the two groups
of staff who now have to work together?
2
Product range
Medicell and Biotex seemed to have a different approach to their product range. What was the
difference? What will be Pharmalab’s approach?
3
Partnerships
Medicell had several strong partnerships with biotechnology companies, while Biotex had little
interest in forming partnerships. What will Pharmalab do?
4
Current situation
Find out more about these three points:
■
The patent on their best selling drug, Diasin, just ended. What effect will this have?
■
Do they have any new products?
■
How many employees will lose their jobs as a result of the merger?
5
Pharmalab’s sales
The main sectors in the pharmaceuticals market are listed below. Which are the most important
sectors for Pharmalab?
■
Medicines sold to doctors and hospitals
■
Products sold in pharmacies without a doctor’s prescription
■
Vision care: glasses, contact lenses etc.
6
Future strategy
What is Pharmalab’s strategy for the future?
 Macmillan Publishers Ltd 2002
73
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.13
Global ambitions
Teacher’s Notes
AIM.
To practise a telephone call involving discussion of
marketing and pricing and the use of persuasion.
TIME.
30-40 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class, and fold or cut them as indicated.
If possible, set up a telephone and a recording device.
PROCEDURE.
1 Write up on the board the heading Agenda for
meeting and the three subheadings:
1 Market opportunities: Africa
2 Pricing policy
3 Senior management vacancies
Elicit the meanings of ‘agenda’and ‘vacancies’.
Refer to items 1 and 2 of the agenda and elicit
possible areas for discussion in a meeting (market
opportunities: new markets bring opportunity for
sales and profit but involve high initial cost and
risk; pricing policy: reducing price can lead to
increased sales and market share but can bring less
profit and damage to brand image).
 Macmillan Publishers Ltd 2002
74
2 Set the scene: explain that the students will work in
pairs to make a telephone call. Both students work
for the same company, a telecommunications
company. One is the Marketing Director and one is
the Operations Director. They will discuss a meeting
next month whose agenda is written on the board.
Divide the class into pairs and appoint As
(Marketing Director) and Bs (Operations Director).
3 Give out the correct half of the worksheet to each
student, either folded over or cut. Give the students
time to read their own instructions. (Option: group
together pairs of students with the same role and ask
them to prepare ideas together).
4 When the students are ready, ask the pairs to sit
back to back (or use a telephone if you have this
facility). Start the activity, circulate and make a note
of good/bad language use.
5 (Option) Ask the best pair/s to re-enact the role-play
for the class.
6 Hold a short feedback slot.
7 Now, or in the next-class as recycling: The As and
Bs change roles and repeat the activity. Hold
another short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.13
Global ambitions
Worksheet
Student A: Marketing Director
You are the Marketing Director at Interlink International, a company that operates mobile phone
networks. You will receive a call from a colleague about an important meeting next month. The agenda
of the meeting is:
1 Market opportunities: Africa
2 Pricing policy
3 Senior management vacancies
Receive a call from the Operations Director of your company and discuss the meeting. First look at
these notes for each agenda item:
1
2
3
Market opportunities: Africa
Try to persuade your colleague that developing new markets in Africa is vital for the success of your
company.
Pricing policy
Try to persuade your colleague that your company should reduce the price of its products to gain
market share.
Senior management vacancies
You have heard that the current Vice-President for Marketing in your company is going to retire
soon. Does your colleague know if this is true? You would like the job, so try to persuade your
colleague to say something positive about you the next time he/she is talking to the President of the
company.
✄
Student B: Operations Director
Make a call to the Marketing Director of your company and discuss the meeting. First look at these
notes for each agenda item:
You are the Operations Director at Interlink International, a company that operates mobile phone
networks. You will call from a colleague about an important meeting next month. The agenda of the
meeting is:
1 Market opportunities: Africa
1
2
3
2 Pricing policy
3 Senior management vacancies
Market opportunities: Africa
Try to persuade your colleague that it is too risky and too expensive to develop new markets in Africa
at the moment.
Pricing policy
Try to persuade your colleague that your company should keep the price of its products the same for
the next 12 months. You have a good reputation in the market and there is no need to cut prices.
Senior management vacancies
You have heard that the current Vice-President for Operations in your company is going to retire
soon. Does your colleague know if this is true? You would like the job, so try to persuade your
colleague to say something positive about you the next time he/she is talking to the President of
the company.
 Macmillan Publishers Ltd 2002
75
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.14
Dialogue building: phone call
AIM.
To provide a framework for practising a phone call of
the student’s choice.
TIME.
Variable
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Consider which of the two procedures below you will
use.
PROCEDURE (INDIVIDUAL HOMEWORK).
1 Tell students that they are going to write a short
dialogue based on a typical phone call that they
have in their job.
2 Give out a copy of the worksheet to every student.
Remind them that they should use a real-life
situation and personalize the dialogue as much as
possible. Ask them to write the dialogue for
homework and bring it to the next lesson.
3 In the next lesson collect in the dialogues and
correct them.
4 (Option) Leave one of the dialogues uncorrected,
and photocopy one copy of this for each student.
Ask students to try to correct/improve this dialogue
in pairs. In feedback, listen to all the suggestions for
reformulations and discuss with the class which is
the best. Build up the reformulated dialogue on the
board line by line. As a round up, practise reading
the new dialogue aloud in open/closed pairs,
focusing on pronunciation.
 Macmillan Publishers Ltd 2002
76
Teacher’s Notes
ALTERNATIVE PROCEDURE (CLASSWORK).
1 Tell the students that they are going to write a short
telephone dialogue together in pairs. Use any
telephone call where both students can predict the
content. For example:
■
one of the role-plays from this/another book,
before doing it as a fluency exercise
■
one of the role-plays from this/another book,
after doing it as a fluency exercise
Note that it is not necessary to write the dialogue
with the same partner who was/will be involved in
the role-play.
2 Give out a copy of the worksheet to every student.
Divide the class into pairs. Explain that the pair will
think of and write the dialogue together, and that
both students should keep a record of the whole
dialogue. Set a time limit for the task. Start the
activity and circulate.
3 Ask the pairs to practise reading their dialogues
together quietly. Then ask the best pair/s to read out
their dialogues for the class.
4 (Option) Take the written dialogues from each pair
and redistribute them (so the pairs remain the same
but they have another pair’s dialogue). First ask the
students to study their new dialogues together
quietly and make sure they can read them. Then ask
them to practise reading the dialogues aloud.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
2.14
Dialogue building: phone call
Worksheet
Write a short telephone dialogue.
 Macmillan Publishers Ltd 2002
77
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.1
Your CV/Resume
Teacher’s Notes
5 When the students are ready, divide the class into
pairs for the mini-interview. Elicit and write on the
board a few questions that the ‘interviewer’ can use.
Can we start with your education? I see that you
went to .... What exactly did you study there?
Can we move on to your last job at .... What exactly
did you do there?
So, tell me something about your current job.
Can you be a little more specific?
Ask the students to exchange their ‘Example CVs’
and give them a minute to read through.
6 Appoint the first interviewer and interviewee in
each pair and remind them to change roles and
repeat when they finish. Start the activity, circulate
and make a note of good/bad language use. Use the
activity diagnostically to see what language areas
the students will need when talking about/writing
their own CVs.
7 Hold a short feedback slot, focusing on language
areas needed for section C.
8 Refer to the instructions for section C. If students do
not have a CV, then ask them to write one in class or
for homework. If students already have CVs, then
divide the group into twos/threes and ask them to
discuss their CVs, particularly any changes they
would now make having done the earlier activities.
They could produce a new version for homework.
AIM.
To discuss aspects of CVs including content, style and
layout, and then prepare/improve individual CVs.
TIME.
50 – 60 minutes
PREPARATION.
Make one copy of the worksheet and one copy of the
Example CV/Resume (next page in this book) for each
student in the class.
If your students have no existing CV/Resume they will
write one in section C and no preparation is necessary
before the class. If your students already have a
CV/Resume and simply want to review it, then ask them
to bring a copy to this lesson.
PROCEDURE.
1 Write up on the board the words CV and Resume
and ask the students what they are. Explain if
necessary that ‘resume’ is the word used in
America. The differences between them are covered
in section A of the worksheet.
2 Give out a copy of the worksheet (but not yet the
Example CV/Resume) to every student and ask
them to look at section A. Refer to the instructions:
it is a silent, individual reading activity. Circulate,
helping with vocabulary. When students have
finished reading, have an open class discussion on
their reactions.
3 Refer to the first line of instructions for section B
and give out a copy of the Example CV/Resume.
Ask the students to read it and answer the question
on the worksheet (answer: yes, it does follow the
advice given in section A, and is actually more like
a resume than a CV).
4 Refer to the instructions in the second part of
section B. Explain to the students that this is going
to be a short practice interview, and that the main
interview using their own CV will be in another
class. They should fill in a few of the gaps using
their own ideas, working individually. They can
invent information. Set a time limit of 5 minutes.
Start the activity and circulate, helping with
vocabulary.
 Macmillan Publishers Ltd 2002
Note.
78
If a student has changed jobs many
times they may want to emphasize their
abilities and achievements rather than
their work history. In this case, the major
headings of their CV/Resume will be
‘Abilities’, ‘Achievements’, ‘Work
History’ and ‘Education’. The ‘Abilities’
and ‘Achievements’ sections will draw
on experiences in several jobs. The
‘Work History’ section will list
employers, job titles and dates, missing
out short jobs and putting dates on the
right to de-emphasize them.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.1a
Your CV/Resume
A
Worksheet
Study these points about CVs (European style) and resumes (American style). Remember that there
are no fixed rules and it depends on national culture and personal preference.
© Employment comes before Education, and the list starts with the most recent job/course first.
© Use short sentences and bullets and leave a lot of white space.
© Use action verbs (coordinated ... negotiated ... supervised ...).
© Use real results (increased sales by X% ... made savings of £Y).
© European-style CVs generally read like continuous text. They often include a short section on
interests, sports etc. and sometimes give the names of referees (people who will give you references).
© American-style resumes are more like notes, are only one page long and do not usually contain
sections on interests, sports and references.
© Some people like to mention their personal characteristics. The following words are typical:
highly motivated creative friendly and sociable perform well under pressure
good at taking initiatives efficient work well in a team excellent communication skills
© Common mistakes include:
■
■
■
■
■
■
Using too many long sentences rather than short sentences with action verbs.
Focusing on skills/abilities and forgetting achievements (concrete things you have done).
Including irrelevant information: short jobs/courses, lists of conferences etc.
Making the document too long: two pages (CV) or one page (resume) is usually the limit.
Stating your current salary.
Using too many character styles with the word processor. This becomes confusing.
© Recent graduates. If you are a recent graduate you know that at your stage most CVs/Resumes look
very similar to an employer. For your CV/Resume to stand out you should consider the following:
■
■
■
■
■
B
Skills and abilities. Think of occasions in your life where you ‘resolved a problem’, ‘set objectives
to achieve a goal’, ‘met a challenge’, ‘worked in a team’ etc.
Achievements. Even if you have just finished university, you can still think of concrete things you
have done in the areas of project work, trips abroad, membership of a Students Association,
sports, interests, hobbies.
Travel/Sports. Employers like to see travel (showing independence and self-confidence) and
participation in sports (showing teamwork and sociability).
Translating names. Give the real name of the educational establishment and the qualification. Put
a simple translation in brackets following the real name.
Grades. Every country has its own grading system, so put your real grade and then write it in
brackets as a percentage or indicate the range.
Look at the example on the next sheet. Does it follow the advice given in section A?
In the example there are lots of gaps. Write your name at the top and fill in a few of the gaps (use real
or imaginary information). Then give your sheet to a partner and ask each other questions.
C
Talk about – or prepare – your own CV/Resume.
 Macmillan Publishers Ltd 2002
79
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Teacher Resource Series
3.1b
Example CV/Resume
Worksheet
Name
Address
Telephone Number
Date of birth
Summary More than
a
–––––––––––– years
–––––––––––––––––––––––––––––––– .
experience in
––––––––––––––––––––––––––––––––––––––––
Currently employed as a
including management posts as
––––––––––––––––––––––––––––––––––––––
at
–––––––––––––––––––––––––––––––––––––
I am now looking for an opportunity with a multinational company that ––––––––––––––––––––––––––––––––––––– ,
EMPLOYMENT
Current employment
––––––––––––– –
present (years)
During my
––––––––––––––
(company name)
–––––––––––––––––––––––––––––––––––
years at
––––––––––––––––––––––––––––––––––––––––
( job title)
I have been responsible for:
■
supervising a team of
■
negotiating contracts worth
■
managing the accounts of
■
planning and coordinating marketing campaigns for
■
preparing reports analyzing
■
increasing sales of
■
achieving
––––––––––––– %
savings in the cost of
■
obtaining
––––––––––––– %
market share for
––––––––––––––
–––––––––––––––––––––––––––––––––––
people.
–––––––––––––––––––––––––––––
with
––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––
by
–––––––––––––
% over two years
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––
within one year.
Previous employment
––––––––––––– – ––––––––––––– (years) –––––––––––––––––––––––––––––––––––
While at
––––––––––––––––––––––––––––––––– I
(company name)
( job title)
was part of a team which:
■
planned the launch of
■
developed a new
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
■
achieved
% brand recognition for
■
organized the installation of
■
initiated a new system for
–––––––––––––
–––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––– after
two years.
––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––
EDUCATION
––––––––––––––– (final
year)
–––––––––––––––––––––––– (qualification) –––––––––––––––––––––––––––––––––––––––– (establishment)
––––––––––––––– (final
year)
–––––––––––––––––––––––– (qualification) –––––––––––––––––––––––––––––––––––––––– (establishment)
OTHER EXPERIENCE
Computer Skills. Comprehensive knowledge of
Languages. Spoken and written English to
–––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––– level.
Personal and Professional References provided on request
 Macmillan Publishers Ltd 2002
81
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3.2
Job interview
Teacher’s Notes
AIM.
To discuss interview tips and then practise an interview
based on the students’ own CVs/Resumes.
TIME.
60– 90 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Students need a copy of their own CVs/Resumes for
section B. They can use the ones they prepared/revised
at the end of worksheet 3.1.
PROCEDURE.
1 Write up on the board:
Your last job interview
1 Describe it briefly
2 Talk about one thing you did well
3 Talk about one thing you would do in a different
way the next time
Divide the class into small groups (two/three
students). Ask them to discuss in turn their last
interview using the three points: a short description
(the job, the interviewers, the kind of questions),
one thing they did well and one thing they would do
differently if they were in the same situation again.
Start the activity and circulate.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs/threes and
ask them to discuss the eleven points. Finally they
should think of another tip of their own for point 12.
Start the activity and circulate. Vocabulary note:
‘buzzword’ = ‘a word or phrase that is fashionable
and popular’.
 Macmillan Publishers Ltd 2002
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3 Have a brief whole-class discussion to review ideas
at the end. In a mixed nationality class there will be
opportunities to talk about cross-cultural
differences. Write up suggestions for point 12 on the
board.
4 Refer to the instructions and role notes for section
B. Check the meaning of ‘interviewer’ and
‘interviewee’ (the suffix -ee is used for someone
who receives something e.g. employee, trainee).
Elicit and write on the board a few questions that
the interviewers can use.
Can we start with your education? I see that you
went to .... What exactly did you study there?
Can we move on to your last job at .... What exactly
did you do there?
So, tell me something about your current job.
Can you be a little more specific?
5 Divide the class into threes if possible (two
interviewers and one interviewee), otherwise into
pairs. Appoint the first interviewee in each group.
Remind the students that they will change roles and
repeat when they finish. Ask the interviewee to give
their CV to the interviewer/s and allow time for
reading. Set a time limit for each interview. Start the
activity, circulate and make a note of good/bad
language use.
6 As each group finishes, rotate the interviewee and
let the new interviewers look briefly at the new CV
before they start again. (There is always an option
to leave the final interview in each group for the
next class). Continue to circulate and make a note of
good/bad language use.
7 Hold a short feedback slot.
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Business Builder
Teacher Resource Series
3.2
Job interview
A
Worksheet
Work with a partner. Discuss the following ‘tips’ for a successful interview. Do you agree with all of
them? Add one more of your own.
1 Before the interview, ask a friend/colleague to ask you typical questions. In particular, practise talking
about your strong points using concrete examples from your current job.
2 Before the interview, write to the people who will give you references. Tell them to expect a call and
give them a recent copy of your CV/Resume.
3 Arrive 30 minutes early on site and 10 minutes early for the interview. Use the time to walk in the
fresh air. When greeting the interviewer, smile, make eye contact and shake hands firmly.
4 Your clothes, shoes and hair need to be tidy and above your normal standard.
5 Keep your answers short, simple and relevant – as you would in other business situations. Interviews
are a dialogue so don’t talk more than 60–70% of the time. If the interviewer wants more
information, let him/her ask for it.
6 Occasionally take the initiative and ask questions to show you are interested.
7 Be enthusiastic and positive. Never contradict, argue or interrupt. Never criticize previous employers
during the interview.
8 Don’t be submissive. Treat the interviewer with respect, but as an equal.
9 Don’t ask questions about the salary. If possible, wait for the interviewer to mention it. Ask for higher
than you expect. If in doubt, ask for your current salary plus 15%.
10 Immediately after the interview make notes: write down names, details about the organization, and
especially company ‘buzzwords’. If called for a second interview, make sure you use these.
11 Consider writing a short follow-up letter, particularly after informal interviews where there was no
clear job being advertised. Express your pleasure in meeting everyone (list them by name), comment
on one part of the meeting (something that emphasizes your qualifications), mention again the
benefits you can bring to the company and why you would like to work there (include company
buzzwords).
12
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
B
Work in groups of two/three. Have a formal mini-interview.
Interviewee
Before you start, give your CV/Resume to your interviewer/s to look through.
Interviewer/s Ask questions, listen carefully, ask follow-up questions.
 Macmillan Publishers Ltd 2002
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3.3
Covering letter
Teacher’s Notes
3 Give out a copy of the worksheet to every student.
Refer to the paragraph summary in the box and the
instructions. Start the activity and circulate,
correcting or asking the students to reformulate as
you go. The students write individually. You may
want students to finish the writing for homework.
4 (Option) Leave one of the student’s letters
uncorrected as you go round (explain to the student
why), and photocopy one copy of this for each
student. In the next lesson, ask students to try to
correct/improve this letter in pairs. In feedback
listen to all the suggestions for reformulations and
discuss with the class which is the best. Build up the
reformulated letter on the board sentence by
sentence.
5 When the students have finished their letters, tell
them that they will do a role-play in pairs where one
person is the applicant and the other is a Personnel
Officer who asks questions based on the letter and
the job advert. Elicit and write up some questions
for the Personnel Officer:
Why did you apply to this company?
What do you know about this business/this market/
our products?
What interests you most about this job?
Why should we choose you in preference to the
other candidates?
6 Divide the class into pairs. Ask the students to give
their letters and job adverts to their partner, and
allow time for reading. (Note: if you have used
option a) above there will be no advert so the
students will have to tell their partner a few words
about the job before they begin.) Appoint the first
interviewee in each pair, and remind students to
change roles and repeat when they finish. Start the
activity, circulate and make a note of good/bad
language use.
7 Hold a short feedback slot.
AIM.
To write a covering letter and have a mini-interview for
a real job.
TIME.
60–90 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
Students need to have a real job to apply for, so do one
of the following:
a) Do nothing as preparation, but in the class ask
students to think of a real job in another company
that they would like to apply for, even if no vacancy
currently exists.
b) Find a small selection of real job adverts of the kind
that the group might be interested in, compile them
on a sheet or two, and make a photocopy for each
student.
c) Bring in some real pages of job adverts for the
students to choose freely. This is more challenging
in terms of vocabulary so have some Business
English dictionaries available in the classroom.
PROCEDURE.
1 Write up on the board Job application and elicit the
meaning. Elicit the verb and write up to apply for a
job. Write up the names of the two documents that
you need when you apply for a job (a CV/Resume
and a covering letter).
2 Follow the procedure that corresponds to a), b) or c)
in ‘Preparation’ above:
a) Tell the students that they will write the
covering letter for the job they are interested in.
b) Tell the students that you have found some job
adverts that will interest them and that they will
choose one and then write a covering letter.
Circulate and help with vocabulary.
c) Tell the students that you have some job advert
pages that will interest them and that they will
choose one and then write a covering letter.
Circulate and help with vocabulary.
 Macmillan Publishers Ltd 2002
84
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Business Builder
Teacher Resource Series
3.3
Covering letter
Worksheet
Your CV/Resume will have a covering letter. The paragraphs of this letter might follow the pattern below.
1
Subject heading at the top of the letter: Vacancy for a Marketing Director
2
Introduce yourself and mention the purpose of your letter. If you saw an advert in a
newspaper/specialist journal, say which one.
3
Give your background and experience, and emphasize why you are suitable for the job. Refer to
your abilities and achievements, perhaps linking directly to things mentioned in the advert.
4
Ask the reader to look at your CV/Resume, and focus on one or two key points.
5
Close by thanking them for taking the time to read your CV/Resume and say when you are
available for interview.
Choose a job advert from a newspaper/specialist journal or think of a real job that you would like to
apply for. Write the covering letter for your CV/Resume.
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
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 Macmillan Publishers Ltd 2002
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3.4
Difficult questions
Teacher’s Notes
4 Refer to the instructions for section C. Divide the
class into pairs, start the activity and circulate.
AIM.
To practise dealing with difficult interview questions.
ANSWERS.
TIME.
50–60 minutes
1 c 2 e 3 g 4 a 5 h 6 f 7 b 8 d 9 j 10 i
After checking the answers stress again that they are
just possible answers, and other ways of dealing with
the questions that the students discussed in section B
are equally valid.
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board Skills and qualities of an
ideal job candidate. Brainstorm all the things that
interviewers look for in a candidate and list the
ideas on the board (eliciting and pre-teaching some
of the examples from section A of the worksheet).
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the list
of skills and qualities and check the meanings.
Then discuss in class the two questions at the end
(including the brainstormed ideas on the board for
the first question).
5 Refer to the instructions for section D. Ask students
to cover section C with a piece of paper, but leave
section B showing. Divide the class into pairs and
appoint the first interviewer and interviewee in each
pair. The interviewer asks the questions in section B
and appropriate follow-up questions. The
interviewee should respond in a natural way based
on their own real work and career (it is not a
memory test for the answers in section C). They
change roles and repeat when they finish. Start the
activity, circulate and make a note of good/bad
language use.
6 Hold a short feedback slot.
7 As a round-up, refer back to section A and have a
class discussion about whether students managed
to show any of these skills and qualities in their
mini-interviews.
POSSIBLE ANSWERS.
First bullet: Perhaps the only skills obvious from a CV are:
Ability to make money
Ability to work in teams
Analytical skills
Second bullet: Interviewers ask difficult questions to get
evidence of the skills and qualities that do not show
on a CV. This evidence can come both from the
content of the replies and also the way that the
interviewee replies (personal qualities show up more
clearly when the interview moves away from safe,
obvious areas).
3 Refer to the instructions for section B. Explain to
the students that this is not an interview (they will
ask and answer the same questions about
themselves in section D), it is a discussion in
general terms to prepare for the interview. Divide
the class into pairs/threes, start the activity and
circulate. Have a brief whole-class discussion to
review ideas at the end.
 Macmillan Publishers Ltd 2002
86
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3.4
Difficult questions
A
Interviewers need to see evidence of the following skills and personal qualities.
Business skills
Ability to make money Ability to save money
Ability to save time Ability to follow procedures
Professional skills
Honesty Pride in your work Ability to work in teams
Analytical skills Reliability (you can be trusted)
Personal qualities
Communication skills Listening skills Self-confidence
Motivation and determination Friendliness and openness
Right for the department Right for the company image
•
•
B
Perhaps you’d like to start by telling us a little bit about yourself?
So what have you learnt from your previous jobs?
What would you say are your strong points?
And your weak points?
Can you work under pressure – time pressure for example?
How do you take direction and criticism?
It sounds like you enjoy your work. Why do you want to leave your current job?
So what sort of challenges are you looking for?
And what are your career objectives?
Are you willing to go where the company sends you?
Match the possible responses a–j below with the ten questions from section B.
a
b
c
d
e
f
g
h
i
j
D
Which ones will be clear from your CV/Resume?
Why do interviewers ask difficult questions?
Look at these typical ‘difficult questions’. Discuss how you would answer them.
1
2
3
4
5
6
7
8
9
10
C
Worksheet
‘Maybe I am a little too perfectionist’. ‘Perhaps I worry too much about deadlines.’ These could be
considered strong points.
Your current job doesn’t allow you to grow professionally and you want more challenges. Also, be
honest about practical things like distance from your home, job security etc.
Don’t talk too much. Cover your origins, education and work experience. Then make a bridge to why
you are there.
You want to grow and develop, and you want more responsibility. Give some examples: learning new
skills, experience of different areas, being in charge of projects etc.
You have learned the importance of teamwork and of listening to other people’s advice. You have
also developed a good business sense: everything has to be justified in terms of cost.
You welcome it and listen carefully. It is necessary in order to learn and develop.
Give two or three points like honesty, working well in a team and determination. Say a few words
about each one to make your comments personal and sincere.
Yes, you find it stimulating. However, you believe in planning and good time management to reduce
last-minute panic.
Answer ‘yes’ immediately. Then ask how much travel is involved in the job. You can always not take
the job later if you change your mind.
Say what kind of job you would like about three years from now, and why.
Work with a partner. Ask and answer the questions in section B.
 Macmillan Publishers Ltd 2002
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3.5
Mini-interview: your background and job
Teacher’s Notes
WORKSHEETS 3.5 TO 3.8.
Worksheets 3.1 to 3.4 provide a comprehensive
introduction to the topic of Job Interviews, particularly
for students early in their careers. Worksheets 3.5 to
3.8 are for additional practice and recycling of
different stages of the interview, and will be
particularly useful for teachers working one-to-one
AIM.
To practise answering interview questions relating to
education, previous job, current job and personal
qualities.
TIME.
50–60 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class.
Students need a copy of their own CVs/Resumes for
section B. If they do not have one, they will have to take
a few minutes at the beginning of the class to write a
summary CV with the dates, company names and job
titles of their main jobs, and the dates and qualifications
of their higher education courses.
PROCEDURE.
1 Write up on the board Mini-interview: your
background and job and underneath these five
phrases in random order:
University/higher education After higher education
Previous job Current job Personal qualities
Divide the class into pairs and ask the students to
decide on the order that these topics would be
covered in a typical interview. Take brief class
feedback (there is no correct answer but the order
above is reasonably typical).
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
groups of questions 1–6 and compare the order of
the topics here with the order discussed in the leadin. Refer to the instructions. Ask students to work
individually at first: they put a tick by the questions
they want to answer, and fill in any gaps. Circulate
and help with vocabulary.
 Macmillan Publishers Ltd 2002
88
with a student who is preparing for a specific job
interview. Experienced business people with a good
CV/Resume and no problems writing a covering letter
can miss 3.1 to 3.4 completely and just work through
3.5 to 3.8 in sequence.
3 Divide the class into pairs. Explain to the students
that they should discuss how they will answer the
questions, but it is not a formal interview yet (this
comes in section B). Start the activity, circulate and
make a note of good/bad language use.
4 Hold a short feedback slot.
5 Refer to the instructions for section B. Divide the
class into new pairs (or threes – two interviewers
works well) and appoint the interviewer and
interviewee in each pair. They change roles and
repeat when they finish. Explain that the
interviewee should respond in a natural way without
using their notes (it is not a memory test of the
preparation in section A). Ask the interviewee to
give their CV/Resume and the worksheet to the
interviewer, and allow time for the interviewer to
read the CV/Resume and the worksheet and see
which questions the interviewee has prepared. Set a
time limit for each interview. Start the activity,
circulate and make a note of good/bad language use.
6 As each group finishes, rotate the interviewee and
let the new interviewer/s look briefly at the new
CV/Resume and the worksheet to see which
questions have been prepared. Continue to circulate
and make a note of good/bad language use.
7 Hold a short feedback slot.
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Business Builder
Teacher Resource Series
3.5
Mini-interview: your background and job
A
B
Worksheet
Prepare for a mini-interview. Decide which of the following questions you want to answer and fill in
any gaps with your own personal information. Then work with a partner to discuss how you would
answer them.
1
I notice that your university/higher education course was in –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– .
■
Which part of the course did you enjoy most? Why did you like that subject?
■
Did you do a project in the final year? Can you tell me about that?
2
I see that after university/higher education you worked in several jobs.
■
One of your first jobs was as a –––––––––––––––––––––––––––––––––––––––––––––– ( job) in ––––––––––––––––––––––––––––––––––––––––––––––
(company). Can you tell me about that?
3
I see that in your previous job you worked as a ––––––––––––––––––––––––––– ( job) in
■
Can you tell me about that? What exactly did you do there?
■
What did you learn from that job?
■
Why did you stay so long/so little time in that company?
■
Why did you leave?
4
So, your current job is as a –––––––––––––––––––––––––––––––––––––––––––– ( job) in –––––––––––––––––––––––––––––––––––––––––––– (company).
■
Can you tell me a little about the company? What exactly do you do there?
■
What have you learnt in your current job?
■
What personal and professional skills have you developed?
■
How have you kept up to date with new techniques?
■
What experience do you have of –––––––––––––––––––––––––––––––––––––––––––––––––––––––– technology?
■
How would you describe your management style?
■
Why do you want to leave your current job?
5
I see that you are currently unemployed.
■
Why are you not working? How have you spent your time while you’ve been unemployed?
■
Have you had other interviews? Why do you think you weren’t successful?
6
Tell me something about yourself.
■
What do you do in your free time? What hobbies and interests do you have?
■
What are your strong points?
■
What are your weak points?
■
Can you work under pressure? Can you give me an example?
■
Are you a persistent and determined person? Can you give me an example?
■
What have been your greatest achievements during your career?
■
Can you describe an important challenge in your life?
■
Can you describe an important change in your life?
■
What are your career objectives? Where do you see yourself three years from now?
–––––––––––––––––––––––––––––––
(company).
Work with a new partner and have a formal mini-interview.
Interviewee Before you start, give your CV/Resume and this worksheet to your interviewer. Make
sure your interviewer knows which questions you have prepared.
Interviewer Use the questions you are given. Listen carefully and ask follow-up questions.
 Macmillan Publishers Ltd 2002
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Business Builder
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3.6
Mini-interview: the job itself
AIM.
To practise answering interview questions about a
specific job.
TIME.
50–60 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board Mini-interview: the job itself.
Elicit and write up on the board typical interview
questions about the job itself (see questions A1–A9
on the worksheet for examples).
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the first
line of instructions. Explain to the students that they
will need to think of a specific job in order to do the
activity. Give them two choices:
a) A real job in a real company that they would
like (there doesn’t have to be a vacancy in
real life).
b) A promotion inside their own company (perhaps
their boss is leaving soon?).
Ask students to think of the job and then write down
the job title and company.
3 Refer to the remainder of the instructions for section
A. Ask students to work individually at first: they
put a tick by the questions they want to answer, fill
in any gaps, make a few notes and add a question.
Circulate and help with vocabulary.
 Macmillan Publishers Ltd 2002
90
Teacher’s Notes
4 Divide the class into pairs. Explain to the students
that they should discuss how they will answer the
questions, but it is not a formal interview yet (this
comes in section B). Start the activity, circulate and
make a note of good/bad language use.
5 Hold a short feedback slot.
6 Refer to the instructions for section B. Divide the
class into new pairs (or threes – two interviewers
works well) and appoint the interviewer and
interviewee in each pair. They change roles and
repeat when they finish. Explain that the
interviewee should respond in a natural way without
using their notes (it is not a memory test of the
preparation in section A). Allow time for the
interviewer to look at the interviewee’s worksheet
with the job title and company name, clarify any
doubts about this, and see which questions the
interviewee has prepared. Set a time limit for each
interview. Start the activity, circulate and make a
note of good/bad language use.
7 As each group finishes, rotate the interviewee and
let the new interviewer/s look briefly at the new job
title and see which questions have been prepared.
Continue to circulate and make a note of good/bad
language use.
8 Hold a short feedback slot.
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Business Builder
Teacher Resource Series
3.6
Mini-interview: the job itself
A
Worksheet
Write down the job that you are applying for.
Job title
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Company
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Prepare for a mini-interview. Decide which of the following questions you want to answer and fill in
any gaps with your own personal information. Add a question of your own that you want the
interviewer to ask you. Then work with a partner to discuss how you would answer them.
1 Why did you apply to this company? What do you know about our company?
2 What do you know about this business?
3 What do you know about this market?
4 What do you know about our products?
5 What interests you most about this job?
6 What can you bring to this position? Why should we employ you in preference to the other
candidates?
7 You have very little experience in
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How will you deal with this?
8 You appear to be a little young/old for this position.
9 Are you prepared to travel?
10
B
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Work with a new partner and have a formal mini-interview.
Interviewee Before you start, give the interviewer this worksheet with the job title and company you
are interested in and show him/her which questions you have prepared.
Interviewer Look at the interviewee’s chosen job and check you understand what it is. Then use the
questions you are given. Listen carefully and ask follow-up questions.
 Macmillan Publishers Ltd 2002
91
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.7
Mini-interview: your management abilities
AIM.
To practise answering interview questions relating to
experience of teamwork, negotiation, planning and
decision-making.
TIME.
50– 60 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board Mini-interview: your
management abilities. Tell the students that large
companies often send out a questionnaire about
management abilities when they call candidates for
interview. The candidate fills in the questionnaire
and sends it off before the interview. In the
interview the candidate’s responses are discussed.
Ask the students what sort of areas they think are
covered (see worksheet), and how the candidates
should reply (most such questionnaires emphasize
that they only want real examples, not a general or
theoretical reply).
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Ask students to work individually at
first: they make notes for any areas that they want to
talk about. Circulate and help with vocabulary.
 Macmillan Publishers Ltd 2002
92
Teacher’s Notes
3 Divide the class into pairs. Explain to the students
that they should discuss how they will answer the
questions, but it is not a formal interview yet (this
comes in section B). Start the activity, circulate and
make a note of good/bad language use.
4 Hold a short feedback slot.
5 Refer to the instructions for section B. Divide the
class into new pairs (or threes – two interviewers
works well) and appoint the interviewer and
interviewee in each pair. They change roles and
repeat when they finish. Explain that the
interviewee should respond in a natural way without
using their notes (it is not a memory test of the
preparation in section A). Allow time for the
interviewer to check which areas are going to be
discussed. Set a time limit for each interview. Start
the activity, circulate and make a note of good/bad
language use.
6 As each group finishes, rotate the interviewee and
let the new interviewer/s look briefly at the areas to
be discussed. Continue to circulate and make a note
of good/bad language use.
7 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.7
Mini-interview: your management abilities
A
B
Worksheet
Prepare for a mini-interview. Decide which of the following areas you want to talk about and make
some notes, using examples from your own experience. Then work with a partner to discuss how you
would answer each question.
1
Team work
Give an example of when you were part of a team. What was the occasion? What were the
objectives? What was your contribution? How did you encourage other team members?
2
Persuasion and negotiation
Give an example of when you attempted to persuade other people. What was the occasion?
What preparation did you do? What actions did you take? What was the result?
3
Planning and objectives
Give an example of when you created a plan to meet specific objectives. What did you have to plan?
What preparations did you make? How did you check progress? Was there a deadline?
Did you achieve your objectives by the deadline?
4
Decision-making
Give an example of a situation where you made a complex decision. What was the situation?
What information did you use? Why did you choose this information? What did you consider before
making your final decision? What was your final decision? What were the advantages and
disadvantages of this decision?
5
Development of others
Give an example of a situation where you encouraged other people. How did you know they were
not performing effectively? What did you do? Why did you do this? What was the result?
Work with a new partner and have a formal mini-interview.
Interviewee Before you start, tell your interviewer which areas you have prepared.
Interviewer Use the questions above. Listen carefully and ask follow-up questions.
 Macmillan Publishers Ltd 2002
93
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.8
Mini-interview: using a case-study
AIM.
To practise talking about a real problem situation and its
solution in an interview to show evidence of abilities
and personal qualities.
TIME.
50–60 minutes
PREPARATION.
Make one copy of the worksheet for each student in
the class.
PROCEDURE.
1 Write up on the board Mini-interview: using a casestudy. Elicit the meaning of ‘case-study’ (a detailed
account of the development of a particular situation
over a period of time). Tell the students that in an
interview it is common for some time to be spent on
one particular recent real-life problem that the
candidate has recently dealt with. Ask the students
why (it helps the interviewer to get an idea of the
abilities and personal qualities of the candidate).
Note that even if the interviewer does not ask for
details of one particular case, the interviewee will
be able to introduce it as an example on various
occasions.
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Ask students to work individually at
first: they make notes for each point. Circulate and
help with vocabulary.
 Macmillan Publishers Ltd 2002
94
Teacher’s Notes
3 Divide the class into pairs. Explain to the students
that they should discuss how they will answer the
questions, but it is not a formal interview yet (this
comes in section B). Start the activity, circulate and
make a note of good/bad language use.
4 Hold a short feedback slot.
5 Refer to the instructions for section B. Divide the
class into new pairs (or threes – two interviewers
works well) and appoint the interviewer and
interviewee in each pair. They change roles and
repeat when they finish. Explain that the
interviewee should respond in a natural way without
using their notes (it is not a memory test of the
preparation in section A). Set a time limit for each
interview. Start the activity, circulate and make a
note of good/bad language use.
6 As each group finishes, rotate the interviewee.
Continue to circulate and make a note of good/bad
language use.
7 Hold a short feedback slot.
This page may be photocopied for use in class
Business Builder
Teacher Resource Series
3.8
Mini-interview: using a case-study
A
B
Worksheet
Prepare for a mini-interview by making notes on the following points. Then work with a partner to
discuss how you would answer each question.
1
Choose one specific problem you have faced in your job and explain it briefly.
2
What was the solution?
3
Which professional and personal skills did you use to help solve this problem?
4
How did your company benefit? (Try to give figures if possible).
5
Re-examine your own role in the process. What exactly did you contribute?
Work with a new partner and have a formal mini-interview.
Interviewee Talk about the problem situation you have prepared.
Interviewer Use the questions above. Listen carefully and ask follow-up questions.
 Macmillan Publishers Ltd 2002
95
This page may be photocopied for use in class