English for Business Communication - Free ebook download as PDF File .pdf) or read book online Business Result Elementary Student's mmoonneeyy.info English for Business. Communication ISBN 0 6 Student's Book. ISBN 0 X 1 Cross-cultural communication on the telephone (2). - English for Business Communication: Second Edition: A Cultural Diversity and Socialising, Telephoning, Presentations, Meetings and Negotiations: Teacher's Book . intermediate-level students to develop confidence.
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DOWNLOAD PDF It's a real pleasure for me to get such useful book. English for Business Communication Student's book - 1st edition (including Audio Files). English for Business Communication Student's book - 1st edition (including Audio Files). Home · English for Business 14MB Size Report. DOWNLOAD PDF. English for Business Communication Teacher's book DOWNLOAD PDF . There is plenty of scope for eliciting students' ideas, impressions and opinions.
What sort of thing would you like to do while you're here? I look forward to hearing from Mr Bird. To Mr Malley in Human Resources. A recurrent theme throughout the course is that communication activities benefit from good preparation and this preparation should be conducted - as much as possible - in English. In some countries, such as Britain, joking is often used to relieve tension. Remind them that the language they have heard is typical of what is required here. An annual anal
And how people live, what kind of culture it is, how people socialise, food, drink, all that is very Important. What about family life? Yes, that too. How families live, if private life and business ever mix I don't want to be surprised by anything.
Discussion Facilitate a very brief discussion on the value of the points included in this section. Students may identify particularly useful considerations to think about. Refer again to the Skills Checklist.
Points to bring out include: Elicit answers: They use first names, they interrupt each other a little and generally seem relaxed. Louise and Klaus have spoken on the phone a couple of times. Given the Welcoming visitors involves making people feel relaxed and comfortable in a new environment. An essential part of this is small talk - or making conversation which is not directly concerned with reaching a business deal.
The theme of small talk is developed in more detail later in the unit. Read the opening questions, making sure students understand the focus of this section. What happens when a visitor arrives with an appointment to visit a company? What are the typical stages of the first meeting? Suggest the first stage to the students: What might follow? Use the board or OHP to illustrate this structure. On the other hand, Lars begins to talk about the programme for the day quite quickly. Poor Klaus!
This is a bit soon, surely! Let's hope they allow their visitor more time to relax with more small talk and a sit-down. Option Decide whether to spend more time on the language in this extract. Perhaps highlight language for: Notice too how the small talk begins in discussing the weather and the fish. Ask learners how the conversation could have developed - if Lars had not decided to get down to business. The participants in this conversation are lucky.
Klaus asks about fish and the ice is broken. Sometimes getting conversation going can be difficult. Point out that the module contains ideas for dealing with problems like this, beginning with the next section in this unit. What conversations take place in stage two above? Hello, my name's Klaus Ervald. I've an appointment Oh hello, Klaus, I'm Louise Scott. We've spoken on the phone a couple of times. Nice to meet you.
It's nice to be here. Oh -let me take your coat. Oh, here's Lars. Lars, this is Klaus, he's just arrived. Hello, Klaus. Pleased to meet you Is this your first visit to Sweden? No, I've been to Stockholm two or three times but it's my first visit to Malmo. Klaus, let me get you a drink. Yes, I'd like a tea, if possible, thanks. With milk, or lemon? With lemon, please - and sugar. Did you have a good trip?
Absolutely no problems. That's good. You did fly, didn't you - to Gothenberg? Yes, that's right, then I drove down here. Oh that's good. Malmo can be a little wet at this time of the year Oh, I'd like that. I always like coming to Sweden - and ah! A problem! I need some fish. Can you advise me? I always take back some fish, some salmon. Oh, yes, gravlax. And pickled herring too, in tomato sauce and the other one with onions and dill and pepper.
Can you suggest a good place to get some? It's always wonderful And the herring, too. Okay, I'll have to get to the airport early.
If I'm late, I might miss the plane. I can't go home without the fish! Certainly not. Well, we'll get you some for lunch anyway! Okay, here's some tea. Oh, you're very kind.
Start by asking the students to suggest ways to: Play the tape once. Yes, that's all right. I'm a little early I can wait a few minutes. Well, can I get you a drink of something - a tea or a coffee, perhaps? No, I'm fine thanks - but there is one thing - I'd like to send an email, a file on this disk, if I may - it's rather urgent. Yes, of course. You can use my computer. Thanks, that would be good. Let me show you Here you are. You can use this. Thank you very much. Anything else?
Do you need anything to read, the Economist or something, while you're waiting? No, it's okay. I'll send this email then I can prepare some work while I'm waiting. Right, I'll leave you for a moment. Oh, one other thing, I need to send some flowers to my ex-wife. Today is the fifth anniversary of our divorce. She didn't like all the travelling I did. I think some flowers from Australia would be rather appropriate, don't you? Er, perhaps! Right, I'll get you a number for Interflora or something like that.
Maybe you have a special message you'd like to send with the flowers? Yes, I'll think of one. PETE R: Tapescript Hello, my name's Henrik van der Linden from Amtel.
I have an appointment with Sandra Bates. Oh, yes, Mr van der Linden. Welcome to Datalink. Ms Bates will be along in a few minutes. She's just finishing a meeting. Can I get you something to drink? No thanks, I'm fine. Er, but I wonder if I could use a phone? And anything else No, it's okay, just the phone. Right, well you can use this one. Pas du tout. Au revoir. Not at all. If there's anything else you need, please ask. Yes, I was wondering how far is it to the station?
It's about two miles - ten minutes by taxi. Shall I book one? Er, yes, thank you. That would be good. Can we say four o'clock? Right, I'll do that. Oh, I think Ms Bates is free now. Shall J take you to her office? Remind students that small talk is always useful: Elicit suggestions for: Ask what topics are useful for small talk.
Remind students that conversation normally arises from the immediate physical environment: Write on the board the topics students suggest. Suggest that some subjects are best avoided, but generally there are many which can help to build up personal as well as professional relationships.
In any conversation, the answers to questions and the comments that follow can provide a leadin to the next comment - or even the next topic in a conversation. Effective conversation requires that speakers recognise and pick up on these leads. Conversation proceeds on the basis of clues in previous sentences or in the immediate context. Additional points you may wish to mention: I- IC;:: Play the first version once.
Elicit students' answers to the questions. It appears as if he doesn't care or isn't listening. Go through the explanation in the Student's Book. Make sure students understand the meaning of sllpplementary question. A supplementary question refers to the same topic. Then play the model answer on the recording. Is this your first visit here? No, in fact the first time I came was for a trade fair. We began our Southeast Asian operations here at the Exhibition.
Shall we have a look round the plant before lunch? Ah yes, I remember the exhibition well. So it was very successful for you, was it? Well, we made a lot of useful contacts, not least yourselves. Of course Oh, that's a pity. There's such a lot to see.
Yes, I'd love to. That's very kiqd. Thank you. Oh dear, I'm sorry to hear that. What was the problem? I hope you didn't feel too bad. Occasionally go back to the recording again and repeat, allowing the conversation to take a different course. Here are suggestions for how the conversations might continue: Extract 2 MAN: Discussion of the impact of work on family life.
Politics is an interesting area: Some leaders and some political systems, reviled abroad, may be revered by sections of their own people. Likewise, regular physical exercise is not everyone's idea.
See also iii. Americans or Europeans asking about aspects of family life might be unacceptable to Saudis, for example. Much better, I think generally people are more optimistic and the government should be all right now. There's a lot of popular support for government policies. I like the thought of sport I know 1 should, you know, keep fit, eat less, go to a gym, use the hotel swimming pool I spend all day working Extract 3 MAN: SO how do you usually spend your vacations?
Do you stay at home or go abroad? Oh, generally we travel. We were in the States last year, we went to California and to Arizona, we visited a few National Parks Well of course, I like working.
True, I travel a lot. That's not always so good, because it's difficult for the family. I've got children - they're four and six. My husband, he stays home and looks after them. Put a time limit on each one. Students should switch immediately to a different picture when you call time. Fluency exercise option Develop this exercise, perhaps as a warmer or short fluency exercise at other stages of a lesson, using your own photographs from magazines, or photocopied images projected onto a wall using an OHT.
A variation on this is to use flashcards with various topics on them, such as: Have them stand up and circulate, discussing the topic on one of the cards with anyone in the room. When you call 'change' they have to discuss the other student's topic. When you shout 'change partner' they have to talk to someone else, and so on.
Leave two to three minutes between each call. Role play option An option is for you to play host or visitor and perform a role play with one or more students in front of the rest of the class. You can throw in added complications and difficulties that learners would probably not include - where's the toilet?
Tell them that the Language Checklists in the book are usually only a snapshot of all the available alternatives.
Check pronunciation and comprehension of what is included. Use this same procedure throughout the book for both Checklists. Skills Checklist The Skills Checklist is about preparing for meetings with partners from other countries. It includes suggestions for developing effective cross-cultural understanding and builds on those aspects introduced in the first section of the unit.
Spend a few minutes discussing the recommendations and elicit students' comments and any other suggestions. They should study their role cards for a minute or two, then act out the role play in pairs. The aim is to develop fluency and confidence in handling arrivals and engaging in small talk. You should try to note any problems you hear and refer to them in feedback. If there is an odd number of students, you should take one of the roles. They could work individually, in pairs or in groups.
Suggest they use a range of sources for finding out information: This could be combined with Module 3 on Presentations. Implicit in the text is the warning that working with people from other countries requires an awareness and understanding of differences and that effective partnerships are rarely born out of treating everyone the same. The rest of the unit covers socialising in a business or professional context.
Section 2 comprises talking about social events and making arrangements. The final section looks at eating out and making conversation, linking with the section on small talk in the previoLis unit. There are two role plays, one designed to practise making arrangements, the other set in a restaurant and designed to include functional language in the restaurant context and an opportunity to practise developing small talk.
You may choose to focus on the language used once the texts have been dealt with in the ways specifically indicated in the Student's Book.
II Eating out will require the 'host' to do some explaining for the 'guest'. The same is true for the second role play, set in a restaurant, where using a local menu would be the most realistic approach.
Do not labour discussion. The language used in the unit is relatively simple. There are many alternatives which could be used equally well. Elicit alternatives and praise appropriate language. Co rrect as necessary. Ensure that it is understood. Ask students what it is that makes people culturally diverse, eliciting a range of features, such as conventions and customs, language, history, religion, historical experience, social systems, geography, regional influences and other features.
Summarv, B is the best. The other two are, according to the text, wrong. Role plays For the role plays, a little planning is necessary. For the first, try to get hold of genuine local materials such as a newspaper or a Tourist Office publication advertising local entertainment.
This 10 Key a They are not ' universal'. I t borrows from economics the idea that human beings are ' resources' like physical and monetary resources. It assumes individual development. In countries without these beliefs, this concept is hard to grasp and unpopular once understood. Follow up with an explanation of any of the key vocabulary in the text, inviting students' questions. Check that students have understood the text without getting bogged down in wanting to understand absolutely everythillg.
Make sure they do not lose sight of the importance of understanding the main ideas in a text rather than every word. Option Spend a few minutes discussing bridly the meaning of the management philosophies referred to in the opening paragraph. Elicit students' ideas and comments b efore offering your own. Remember that according to Trompenaars they are of little use when applied to differen t cultures.
You may wish to discuss this point further. Typical ideas are arts and cultural events such as theatre, cinema, concerts, exhibitions, famous monuments and buildings, or sports events, golf, tourist trips, excursions, restaurants and bars, etc. Elicit and check the answers given here: It allows for the possibility of the visitor declining the invitation. It is a non-specific invitation expressed in three sentences: In the second recording, ask students which sentence offers the visitor a similar opportunity to turn down the invitation.
The answer is: T don't know iI yo II havc al1Y other plans this evening? The host implies that the entertainment might go on all night. Ask your class about the cultural implications here, or the possible relationship of the people involved.
Perhaps they know each other and have a common sense of humour. If not, the joke would be inappropriate or not understood.
Would you be free on Monday evening? If you like we could do something together? That would be very nice, what do you have in mind?
Well, we could go to see a concert or a play - go to a show, of some kind? I think the theatre would be interesting.
I'd like that. Oh, that's good. We'll do that then. I'll find out exactly what's on, then I'll call you. Extract 2 HOST: Example 2 HOST: You'd meet some other colleagues, then we plan to go out to dinner together - a well-known restaurant. I don't know if you have any other plans this evening? No, not at all. No plans.
Well, that sounds like a good combination, talking and eating SO, if you like, we'll meet here again at about seven - and take it from there. Yes, that's perfect. Elicit the answers below: We're planning a small party on Saturday, a dinner party. We'd like to invite you, in the evening, I don't know if you can join us? Er, that would be very nice, I'd like that, but unfortunately I have to return to Zurich the same evening.
I'm so sorry about that Oh, dear.
That's a shame. Let's hope you can stay longer the next time you come. Yes, it's a pity, but this time it's impossible If you like, I could book you a ticket. Mozart's Don Giovanni. No, I don't like listening to opera. Oh, is there anything you'd like me to fix up for you, a meal in a restaurant?
It's not necessary. SO, Viktor, would you like to join us this evening for a game of tennis? I've got a wooden leg! It's ten years since I played tennis. I think a walk to a restaurant would be enough for me You never know!
Tennis could be just what you need. It would kill me. Ask for some examples to be given for the whole class to hear. Discourage any writing - it should be spontaneous.
Students can use the listings extracts to make their invitations, or use real examples of entertainments on offer locally.
You will need to supply a newspaper or guide - it does not have to be in English. Shall we do something together tomorrow night - if you're free? We'd like to invite you to a show or take you round the town a little, or have a meal or something.
That sounds a good idea. I think I'd like to have a look around the town. That would be nice, but unfortunately I've already made plans for tomorrow night.
I plan to visit a friend I haven't seen for some time. We have arranged a meal in a restaurant this evening. Most of us will be there. Would you like to join us? I'd like that very much. Er, thank you, but I'll have to say no this time. I have to leave very early tomorrow. I think I'd like an early night. What sort of thing would you like to do while you're here?
I don't know, what do you recommend? I'd like anything at all, though I'd prefer not to be too late. A recording of a model answer is provided, featuring a conversation at the end of the working day between two business associates, one of whom is visiting his partner in Lima, Peru. Ceviche is raw fish marinaded in lemon juice.
Tapescript HOST: Perhaps we can leave any plans until later. Have you tried the local cuisine? No - not yet, but I've heard it's very good. Yes, in particular you should try ceviche. Raw fish marinaded in lemon juice. Sounds interesting! I've heard there are a lot of good local dishes. Yes - and we have some very good restaurants. Would you like to visit one? We can try some of these specialities. Oh, yes, of course, I'd like that very much. Right, so do you like fish? Oh, yes - I do, very much.
I've heard that the fish is very special in Lima. That's true. So, we'll go to one of the best fish restaurants we've got. Shall I meet you at your hotel this evening? That'd be good, fine, thank you. What time? Shall we say 8. Okay, we'll. You can change your ad preferences anytime. English for business communication student's book [ebook] download. Upcoming SlideShare. Like this presentation? Why not share! An annual anal Embed Size px. Start on. Show related SlideShares at end.
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