Professional Documents
Culture Documents
Contents
Introduction
Needs Analysis
Discussions and meetings Minutes Activity type
4.1
Giving and asking for opinions
Teacher Resource Series
Teachers Notes
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Business Builder
4.2a
Developing an argument
Teacher Resource Series
Teachers Notes
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Business Builder
4.2b
Developing an argument
Teacher Resource Series
Teachers Notes
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Business Builder
4.3
Agreeing and disagreeing
Teacher Resource Series
Teachers Notes
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Business Builder
4.4
Developing a complex argument
Teacher Resource Series
Teachers Notes
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Business Builder
4.4
Developing a complex argument
Teacher Resource Series
Worksheet
A Study this extract from a talk about tourism. Are any of the problems the same for your country?
Well, in this country we are facing two main problems: firstly the fact that our tourism industry is based
on just one main product, that is to say sun and sand type holidays, and secondly the fact that the
tourists who come here dont spend very much money. Its true that our economy has benefited from
tourism, but on the other hand Im sure youll agree that weve had too much poor quality construction
and too little attention to planning. We must learn from these mistakes, otherwise we will destroy our
few remaining natural areas.
As regards the problem of low spending by our visitors, the only solution is to improve the product we
offer. Unless we do this, we wont survive in the future. Other countries now offer beach holidays at
cheaper prices than ours. So we have to look for new markets, both in terms of the type of customer we
attract and the geographical regions they visit.
As far as developing new regions is concerned, we need to support tourism in the interior of the country,
particularly cultural tourism. To start with, we urgently need to restore many old churches, castles and
other historic buildings, and then we also need to market the attractions of these rural areas more
actively.
On the whole Im reasonably optimistic about the future of our industry, but its going to become more
and more important to pay attention to customer service. In particular we must give more training to
employees in the hotel and restaurant sectors.
B Complete the table with the underlined phrases from section A. Remember that most phrases have
two parts.
Listing more than one point For one thing, ... and for another, ...
1 ---
2 ---
4 ---
Saying what will happen If we ..., itll probably mean that ...
in certain circumstances
5 ---
6 ---
7 ---
8 ---
C Write the script for a short talk on the future of the tourist industry in your city or country. Use
phrases from section B. Then work in small groups: read out your scripts and develop a discussion.
Macmillan Publishers Ltd 2002 15 This page may be photocopied for use in class
Business Builder
4.5
Making suggestions
Teacher Resource Series
Teachers Notes
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Business Builder
4.6
Checking understanding
Teacher Resource Series
Teachers Notes
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Business Builder
4.7
Diplomatic language
Teacher Resource Series
Teachers Notes
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Business Builder
4.8
Chairing: opening the meeting
Teacher Resource Series
Teachers Notes
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Business Builder
4.9a
Chairing: managing the discussion
Teacher Resource Series
Teachers Notes
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Business Builder
4.9b
Chairing: managing the discussion
Teacher Resource Series
Teachers Notes
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Business Builder
4.10
Topics for discussion
Teacher Resource Series
Teachers Notes
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Business Builder
4.11
Problems, problems
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To practise solving everyday problems through making 1 Read out a few of the problems from the
suggestions, agreeing and disagreeing. worksheet and get initial reactions, suggestions and
humorous comments from the students. Establish a
TIME.
light-hearted atmosphere where all suggestions are
3040 minutes
interesting and valid, no matter how crazy. Write up
PREPARATION. on the board the headings Making suggestions,
Make one copy of the worksheet for each student in the Agreeing and Disagreeing and elicit a few phrases
class. for each.
Prepare 10 pieces of paper numbered 110. You will 2 Give out a copy of the worksheet to every student
need one set of numbers for each group of students at and refer to the instructions and phrases. Then refer
stage 3. to the ten problems and allow time for the students
to read through. Remind the students that they can
invent details and personalize the problems.
3 Divide the class into small groups. Explain that it is
an informal discussion, not a formal meeting, so
chairing will not be necessary. However the person
who leads the discussion should take responsibility
for trying to clarify any suggestions that are unclear.
Place the 10 pieces of paper face down in the
middle of each group. Ask students to take turns
picking a number. Start the activity, circulate and
make a note of good/bad language use. (Note: This
activity always works better if students are forced
into choosing a number randomly.)
4 Hold a short feedback slot.
4.11
Problems, problems
Teacher Resource Series
Worksheet
Making suggestions
How about ... (+ -ing)?
Why not ... ?
Its just an idea, but why dont you ...?
Have you ever thought of ... (+ -ing)
I know, maybe you could ...
Agreeing Disagreeing
That sounds like a good idea. Im not sure about that because ...
That might be worth trying. Dont you think a better alternative
Yes, I think that would work really well would be ... ?
because... Im afraid I dont really like that idea.
1 Youve been feeling very tired recently, although at bedtime you cant get to sleep. You seem
to have little energy for doing anything at the moment.
2 You have a debt of $3000 on your VISA card. You dont have much cash at the moment.
3 You feel that you are a little overweight. You have tried dieting and exercise many times but
each time you give up after a few weeks.
4 Your son has recently been caught trying to break into a car and steal the radio. You cant
understand it as he is normally so well-behaved. He refuses to talk about it.
5 A friend of yours has just lost her job at the age of 50 due to reorganization in her company.
She was a Marketing Manager, and was successful in her work. She has applied for many jobs
but never even gets an answer.
6 You have invited your boss for dinner at your house tonight and have prepared a beautiful
meat dish. Suddenly you remember that your boss is vegetarian. He/She is due to arrive in 45
minutes. What dish can you prepare to impress him/her?
7 Youve got to buy a present for your retired aunt. You dont have much money or much time
to go looking.
8 Your mother-in-law lives in the same block. She often visits and usually finds something to
criticize.
9 Your job is boring, badly paid and you dont really like your colleagues. Unfortunately new jobs
are hard to find these days.
10 You want to improve your English but you have very little time and it is impossible to attend
regular classes.
4.12
What makes a good chairperson?
Teacher Resource Series
Teachers Notes
This role-play is particularly suitable as the very first meetings role-play on a course.
4.12
What makes a good chairperson?
Teacher Resource Series
Worksheet
A Work individually. Imagine you are the chairperson in each situation below. What would your
response be? Number your first and second choice each time.
B Have a meeting to reach a group decision on the best and second best response for each situation.
Change the role of chairperson after every two items:
And now Im going to hand over the chair to ...
1 You are expecting ten participants for a 9.00 am meeting. It is 9.02 and only eight people are
present. The two missing people are not key participants. No one told you of any plans to be late.
2 The meeting has been running for 25 minutes. Some participants have not spoken, although they
appear to be interested and attentive.
3 As chairperson, you have introduced a topic. However, no-one wants to begin the discussion.
4 The meeting has been running for 45 minutes and half the agenda items have been covered. You
notice, through non-verbal behaviour, that the interest level of the group is falling.
a Say you will shorten the meeting, then finish the current item and close the meeting.
b Suggest a five-minute break.
c Speak more loudly and in a more lively way.
5 One participant starts talking for a long time about a topic that is not on the agenda.
a Say in a friendly way I feel this is a bit of a side-track, then refocus the discussion.
b Thank the participant and suggest you discuss the topic at the next meeting.
c Thank the participant and suggest you discuss the topic at the end of the meeting if
there is time.
6 Two people, sitting together, keep whispering to each other. It has been going on for some time.
4.13
World leaders
Teacher Resource Series
Teachers Notes
AIM.
Using the role-play with different numbers of
To practise chairing and participating in meetings in the
students
context of a meeting about allocating a budget and
planning a sightseeing itinerary. 7+ students: Divide the class into more than one
TIME. group. Split pairs who worked together
5060 minutes at the preparation stage. Hold
simultaneous meetings.
PREPARATION. 26 students: Follow the instructions above.
Make one copy of the worksheet for each student in the 1:1 lesson: Follow stages 1 and 2 above as normal.
class. Then give the student a few minutes
PROCEDURE. working alone to read the worksheet
1 Read out from the worksheet the first paragraph in and prepare some ideas for the budget
the box. Let the students react and elicit a few ways and programme. Refer to the agenda
that they might prepare the room (e.g. see list on and ask them to introduce the meeting
worksheet) and some suggestions for places to visit. as chairperson and go through the
2 (Option) Consider whether you need to re-elicit any agenda. Come in yourself as another
language that you have recently worked on in class. participant. Record the discussion onto
Consider also whether you need to re-elicit any cassette for later feedback and
language for the chairperson (see stage 1 of reformulation.
Teachers Notes for worksheet 4.12). Leave these
phrases on the board for the students to refer to in
the meeting.
3 Give out a copy of the worksheet to every student.
Read the information in the box again and refer to
section A and the spending options and schedule
underneath the box. Indicate the item Gift where
the students can think of an idea (perhaps something
with the Language School logo?). Explain that
during the preparation the pairs dont need to make
any definite decisions. Allow 10 minutes for the
preparation. Divide the class into pairs and circulate,
helping with vocabulary.
4 Refer to section B and the agenda at the bottom of
the worksheet. Appoint a chairperson for the
meeting. If necessary, explain that you are
invisible and they should deal with anything that
happens in the meeting on their own, as they would
in real life. You might occasionally supply a word
but apart from that they should ignore you. Start the
activity, sit away from the students, and make a note
of good/bad language use.
5 Hold a short feedback slot.
4.13
World leaders
Teacher Resource Series
Worksheet
Next month the Presidents/Prime Ministers of America, Russia, China, Japan, Germany, France, the UK
and the country where you are now are coming to this room to have a secret meeting about a major
international crisis. The meeting will be on a Saturday and will last from 9.00am until 4.00pm. On
Sunday these leaders will go on a sightseeing tour of the city where you are now with their
wives/husbands. You are the organizers of the weekend. You have a budget of $4000 to spend on
preparing the room, and you must also plan the sightseeing day.
A Work with a partner to prepare for the meeting. Study the options below for how to spend the
$4000. Then study the schedule for the sightseeing day and think of ideas for the visits.
10 Gift ( __________________________________________ ) ?
4.14
Product launch: WOW! Clothing
Teacher Resource Series
Teachers Notes
This role-play is for single-nationality groups or at least groups where all members come from the same
market area (e.g. Europe). This is because all the students need to be aware of the same media opportunities
at agenda items 6 and 7.
AIM.
Using the role-play with different numbers of
To practise chairing and participating in meetings in the
students
context of a meeting about planning a marketing
campaign for launching a new brand of clothing. 7+ students: Divide the class into more than one
TIME. group. Split pairs who worked together
4050 minutes at the preparation stage. Hold
simultaneous meetings.
PREPARATION. 26 students: Follow the instructions above.
Make one copy of the worksheet for each student in the 1:1 lesson: Follow stages 1 and 2 above as normal.
class. Then give the student a few minutes
PROCEDURE. working alone to read the worksheet
1 Read out from the worksheet the first paragraph in and prepare some ideas. Ask them to
the box. Let the students react and elicit a few introduce the meeting as chairperson
issues that they might have to discuss (e.g. see and go through the agenda. Come in
agenda on worksheet). yourself as another participant. Record
2 (Option) Consider whether you need to re-elicit any the discussion onto cassette for later
language that you have recently worked on in class. feedback and reformulation.
Consider also whether you need to re-elicit any
language for the chairperson (see stage 1 of
Teachers Notes for worksheet 4.12). Leave these
phrases on the board for the students to refer to in
the meeting.
3 Give out a copy of the worksheet to every student.
Read the information in the box again and refer to
section A, the background information and agenda.
Discuss with the class who the main competitors are
(e.g. Gap/Benetton/Tommy Hilfiger) and ask them
to fill in this information on the sheet. Explain that
during the preparation the pairs dont need to make
any definite decisions. Allow 10 minutes for this
preparation. Divide the class into pairs and circulate,
helping with vocabulary.
4 Refer to section B. Appoint a chairperson for the
meeting. If necessary, explain that you are
invisible and they should deal with anything that
happens in the meeting on their own, as they would
in real life. You might occasionally supply a word
but apart from that they should ignore you. Start the
activity, sit away from the students, and make a note
of good/bad language use.
5 Hold a short feedback slot.
Macmillan Publishers Ltd 2002 36 This page may be photocopied for use in class
Business Builder
4.14
Product launch: WOW! Clothing
Teacher Resource Series
Worksheet
You work for Hotspot International, a marketing consultancy. Hotspot has just won the contract to
launch a new brand of clothing in your market. You will have a meeting to discuss your launch
campaign.
A Work with a partner to prepare for the meeting. Study the background information and agenda.
Discuss some ideas to present to the meeting.
Background information
Agenda
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Business Builder
4.15
A public relations problem
Teacher Resource Series
Teachers Notes
AIM.
Using the role-play with different numbers of
To practise chairing and participating in meetings in the
students
context of a meeting about dealing with a public
relations crisis. 7+ students: Divide the class into more than one
TIME. group. Students with the same role
4050 minutes should prepare together first.
6 students: Use the roles as given on the
PREPARATION. worksheet.
Make one copy of the worksheet for each student in the 5 students: Combine the two marketing roles.
class. 4 students: Combine the two marketing roles. Also,
PROCEDURE. the President represents the views of
1 Read out from the worksheet the first paragraph in the Finance Director.
the box. Let the students react and elicit a few 3 students: Do not divide roles, instead all three
issues that they might have to discuss (e.g. see role students can comment on anything. The
notes on worksheet). role-notes are memos from people in
2 (Option) Consider whether you need to re-elicit any the various departments and can be read
language that you have recently worked on in class. by everyone. Do still choose a President
Consider also whether you need to re-elicit any to chair the meeting.
language for the chairperson (see stage 1 of 2 students: As for 3 students, but without a chair.
Teachers Notes for worksheet 4.12). Leave these 1:1 lesson: Follow stages 1 and 2 above as normal.
phrases on the board for the students to refer to in Then give the student a few minutes to
the meeting. read the worksheet and prepare some
3 Give out a copy of the worksheet to every student. ideas. Ask them to introduce the
Read the information in the box again and refer to meeting as chairperson and go through
section A. Ask students to choose their roles (see the agenda. Come in yourself as another
box below if you do not have six students). Allow a participant. Record the discussion onto
few minutes for students to read their own role- cassette for later feedback and
notes and think about what they are going to say. reformulation.
Circulate, helping with vocabulary.
4 Refer to section B. If necessary, explain that you are
invisible and they should deal with anything that
happens in the meeting on their own, as they would
in real life. You might occasionally supply a word
but apart from that they should ignore you. Start the
activity, sit away from the students, and make a note
of good/bad language use.
5 Hold a short feedback slot.
Macmillan Publishers Ltd 2002 38 This page may be photocopied for use in class
Business Builder
4.15
A public relations problem
Teacher Resource Series
Worksheet
Your company sells pre-cooked meals through large supermarket chains. Last month you launched a
new line with an expensive advertising campaign on the television. The launch was very successful.
Yesterday some newspapers reported new research which shows that eating genetically modified soya
beans may increase the risk of cancer in rats. Your new line of food uses genetically modified soya. This
morning a consumer group phoned your company asking for an interview and a public statement. Your
company will give a press conference tomorrow. You have been called to an urgent meeting to discuss
the situation.
A Prepare to have a meeting. Choose your roles (you may have to combine roles). Read your own
role notes.
Role-notes
President You will chair the meeting using the agenda below. Try to get agreement on
what you need to do. Start by asking everybody in turn to describe the
situation from their point of view.
Marketing Director Should you still promote the new line or should you recall the products (take
them off the market)? How can you restore confidence in your products?
Marketing Manager Yesterday afternoon your phone didnt stop ringing supermarket managers
were calling to know if the food was safe and what action you were taking.
Orders for pre-cooked food are 25% down. Other products carrying your
brand name are also showing lower sales.
Finance Director Any solution has to be justified in terms of cost. Recalling the product and
launching a new line will be very expensive. A new advertising campaign or
new packaging will be expensive.
Product Manager Many other tests have shown that these genetically modified vegetables are
safe. Probably there was a mistake in the experiment. Further tests may not
give a clear answer. The problem is that consumer groups like to make
trouble.
Public Relations Officer You will speak at a press conference tomorrow. What will you say? How can
you limit the damage to your sales and your company image?
Agenda
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Business Builder
4.16
Personal training needs
Teacher Resource Series
Teachers Notes
For 4+ students this role-play works as a presentation + meeting activity. For 2/3 students it works as a
presentation + report writing activity.
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Business Builder
4.16
Personal training needs
Teacher Resource Series
Worksheet
COMPETITION
Persuade your colleagues to send you on a training course
A Work individually. Choose a short training course that you would like to go on (see the list
below for ideas). Prepare a short presentation explaining why you would benefit from going
on this particular course. Use your real-life training needs to persuade your colleagues that
you should go.
B Divide into two groups of equal size. At the end change group roles.
Group A Give your presentations to Group B.
Group B Listen carefully to each presentation and take a few notes. Ask follow-up questions
and give the presenters every chance to explain their case.
C Each group has enough money to send just one person from the other group on a training course.
Have meetings in different rooms to decide on who you would send.
Business English UK Intensive course of Business English. Contact with other students
2 weeks from around the world. Some free time to see the local area.
Job Rotation In-Company You spend one month in every department of your company to
learn about every aspect of the business.
Junior Board In-Company You work with other middle managers on a junior Board of
Directors. You are given the opportunity for top-level analysis
and policy making.
Macmillan Publishers Ltd 2002 41 This page may be photocopied for use in class
Business Builder
4.17
Reducing costs
Teacher Resource Series
Teachers Notes
This role-play is for students with some business experience. It is particularly good where there is a mix of
business backgrounds in the group as each student can choose the role they know most about.
AIM.
Using the role-play with different numbers of
To practise chairing and participating in meetings in the
students
context of a meeting about making financial cuts across
several departments. 7+ students: Divide the class into more than one
TIME. group. Students with the same role
4050 minutes should prepare together first.
6 students: Use the roles as given on the
PREPARATION. worksheet.
Make one copy of the worksheet for each student in the 5 students: Combine the marketing and sales roles.
class. 4 students: Combine the marketing and sales roles.
PROCEDURE. Also, the chairperson now represents
1 Read out from the worksheet the first paragraph in the views of the Human Resources
the box. Let the students react and elicit a few Department.
issues that they might have to discuss (e.g. see 3 students: Do not divide roles, instead all three
consultants recommendations on worksheet). students can comment on anything. The
2 (Option) Consider whether you need to re-elicit any role-notes are memos from people in
language that you have recently worked on in class. the various departments and can be
Consider also whether you need to re-elicit any read by everyone. Do still choose
language for the chairperson (see stage 1 of someone to chair the meeting.
Teachers Notes for worksheet 4.12). Leave these 2 students: As for 3 students, but without a chair.
phrases on the board for the students to refer to in 1:1 lesson: Follow stages 1 and 2 above as normal.
the meeting. Then give the student a few minutes to
3 Give out a copy of the worksheet to every student. read the Consultants recommendations
Read the information in the first paragraph of the and the role-notes (which are memos
box again and refer to section A and the from people in the various
consultants recommendations. Read the departments). Ask them to introduce
recommendations aloud and clarify any unknown the meeting as chairperson. Come in
vocabulary. Explain that currency units has been yourself as another participant. Record
used to avoid stating an exact figure or currency. the discussion onto cassette for later
One unit could be, for example, $10,000 but this feedback and reformulation.
doesnt matter.
4 Refer to section B and the role-notes. Ask students
to choose their roles (see box below for combining
roles). Allow a few minutes for students to read
their own role-notes and think about what they are
going to say. Circulate, helping with vocabulary.
5 Refer to section C. Start the activity, sit away from
the students, and make a note of good/bad language
use.
6 Hold a short feedback slot.
Macmillan Publishers Ltd 2002 42 This page may be photocopied for use in class
Business Builder
4.17
Reducing costs
Teacher Resource Series
Worksheet
You work for a medium-sized manufacturing company. You make high-quality office furniture. Foreign
competitors have recently entered your market. You must reduce costs urgently to make your company
more competitive. You have to make savings of 50 currency units. A firm of consultants has suggested
some possible savings in a report which is summarized below.
B Prepare to have a meeting. Choose which department/s you will represent (you may have to
combine roles) and read your own role-notes. There will be a neutral President.
C Have a meeting to decide how to reduce your costs by 50 currency units. Balance the desire to
protect your own department with the need to assist the company.
Consultants recommendations
Department Staff Estimated savings (units)
Production and 30 better quality control to reduce waste and defects ..................10
Operating save energy ................................................................................5
better maintenance of machines ................................................5
freeze investment in new equipment ........................................10
reduce inventories (stocks) of finished goods ............................10
Human Resources 2 increase salaries by 2% less than the rate of inflation ..............15
cut staff in all departments ............................5 units per person
change staff cars every four years instead of every two years ..10
reduce training budget ..............................................................5
Role-notes
President You are neutral and will chair the meeting. Start by asking everybody in turn to
describe the situation from their point of view.
Production You think the suggested savings for quality control and reducing inventories are
and Operating exaggerated.
Marketing Reducing the advertising budget wont help. In fact it will make the situation worse.
Sales It is vital to keep good relationships with customers, and your sales team needs to
take them out to lunch occasionally.
Human If you give a small salary increase you risk losing skilled workers.
Resources The training budget is an investment for the future.
Accounts You think the figures for improving cash-flow are exaggerated.
You want to keep the good relationship you have with suppliers.
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Business Builder
4.18
Appraisal meeting
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To practise a meeting between line manager and 1 Write up on the board the phrase Appraisal meeting.
employee to discuss work problems, promotion Give the meaning of to appraise (to judge the
opportunities, a salary increase and personal value or quality of something). Then ask what an
development. appraisal meeting is (a regular meeting, usually
annual, where the work of an employee is formally
TIME.
evaluated and future opportunities are discussed).
4050 minutes
Ask students what kind of issues are usually
PREPARATION. covered in an appraisal meeting (e.g. see
Make one copy of the worksheet for each student in the worksheet). Tell the students that they are going to
class, and fold them across the middle. practise an appraisal meeting between employee and
line manager.
2 (Option) Consider whether you need to re-elicit any
language that you have recently worked on in class.
Leave these phrases on the board for the students to
refer to in the meeting.
3 Divide the class into pairs and appoint Employees
and Line managers. Give out the correct half of the
worksheet to each student. Group together pairs of
students with the same role and ask them to prepare
ideas together. Allow 510 minutes for this.
Circulate, help with vocabulary, and prompt them to
think about what they want from the meeting.
4 Regroup into the A/B pairs who will do the activity.
Each manager will stand by the door, inside the
room, waiting for their employee. Each employee
will start the activity outside the classroom. They
knock on the managers office door in turn and
have separate discussions in different parts of the
room. Start the activity, circulate and make a note of
good/bad language use.
5 Hold a short feedback slot.
6 (Now, or in the next-class) The As and Bs change
roles and repeat the activity. Hold another short
feedback slot.
Macmillan Publishers Ltd 2002 44 This page may be photocopied for use in class
Business Builder
4.18
Appraisal meeting
Teacher Resource Series
Worksheet
Student A: Employee
You are going to have an appraisal interview with your line manager. These meetings are standard
practice in your company. In the meeting you should cover the points below.
Problem in the team. One of your colleagues, Bill, is very difficult to work with. He is not a good team
member and his behaviour is affecting your whole department. You think your manager should talk to
Bill and possibly move him to another department.
Salary increase for next year. Negotiate your salary increase for next year. You would like 4% above the
rate of inflation. Your company has a policy of rewarding performance and your department is doing
well at the moment.
Time-keeping. You live a long way from your work and its sometimes difficult to arrive on time in the
morning. You would like to start and finish half an hour later than everyone else.
Personal development. Your manager will ask you these questions. Answer honestly, based on your real-
life job.
Student B: Line manager
You are going to have an appraisal interview with an employee (one of your best workers). These
meetings are standard practice in your company. In the meeting you should cover the points below.
Problem in the team. A few weeks ago this employee had an argument with another team member, Bill.
It seems that both sides were at fault. Relations between them have been difficult since then. Mention
this in the meeting, but very tactfully (be careful not to offend).
Promotion. Opportunities for promotion are very limited at the moment. Your company has just
dismissed a lot of people and there are no vacant posts. However, no more dismissals are planned and
you can reassure this employee that his/her job is safe.
Salary increase for next year. Negotiate this employees salary increase for next year. The economic
climate is still difficult and you cant offer very much maybe two percentage points above inflation.
Listen to his/her case and negotiate what you think is a reasonable increase.
Time-keeping. Occasionally this employee is late for work. This gives a bad example to the other staff.
Last Monday morning, for example, this employee was very late and gave no excuse.
Personal development. Ask the employee these questions. He/she will answer based on his/her real-
life job.
4.19
Economic predictions
Teacher Resource Series
Teachers Notes
This role-play is for students who already know a little about economic data for one particular country.
Notice, however, that absolute values for the different indicators are not required, only guesses at percentage
changes. Absolute values for some countries are available from the back pages of the Economist, and a
photocopy of this could be used as a lead-in.
AIM.
Using the role-play with different numbers of
To practise chairing and participating in meetings in the
students
context of a meeting to make predictions for a variety of
economic and financial indicators in one country. 7+ students: Divide the class into more than one
TIME. group. Split pairs who worked together
4050 minutes at the preparation stage. Hold
simultaneous meetings.
PREPARATION. 26 students: Follow the instructions above.
Make one copy of the worksheet for each student in the 1:1 lesson: Follow stages 1 and 2 above as normal.
class. Then give the student a few minutes
PROCEDURE. working alone to read the worksheet
1 Read out the first paragraph from the box in the and prepare some ideas. Ask them to
worksheet and establish which country they are introduce the meeting as chairperson
going to discuss (presumably where the majority of and go through the agenda. Come in
the group come from). Write up on the board the yourself as another participant. Record
words Economic and Financial Indicators and elicit the discussion onto cassette for later
most/all of those given in the worksheet. Remember feedback and reformulation.
to decide with the students which major
currency/currencies they are going to compare their
own currency with.
2 (Option) Consider whether you need to revise any
language for making predictions. Elicit on the
board, for example:
I think inflation will probably/probably wont
increase by 4%
I expect inflation will increase by 4%
Id be surprised if inflation increases by 4%
I doubt if inflation will increase by 4%
3 Give out a copy of the worksheet to every student.
Read the information in the box again and refer to
section A and the tables of indicators. Remind the
students that the pairs should try to guess the
changes as preparation for the meeting, but they
dont need to be very accurate. Allow 10 minutes
for this preparation. Divide the class into pairs and
circulate, helping with vocabulary.
4 Refer to section B. Appoint a chairperson for the
meeting. If necessary, explain that you are
invisible and they should deal with anything that
happens in the meeting on their own, as they would
in real life. You might occasionally supply a word
but apart from that they should ignore you. Start the
activity, sit away from the students, and make a note
of good/bad language use.
5 Hold a short feedback slot.
AIM.
Macmillan Publishers Ltd 2002 46 This page may be photocopied for use in class
Business Builder
4.19
Economic predictions
Teacher Resource Series
Worksheet
You have been asked to make predictions about the economy of one country where you all do business.
This information is needed to help your companies plan their operations and make investment decisions.
Decide which country you are going to discuss: _______________________
A Work with a partner. Study the list of economic and financial indicators below. What do you think
the situation will be 12 months from now? Make a prediction (percentage increase/decrease) for
each indicator and write the figure in the first guess column. If you feel that you dont have
sufficient information, leave a blank and move on.
B Form a group, choose a chairperson, and have a meeting to reach a group decision on your
predictions.
Government spending
Salaries (earnings)
Unemployment
Imports
Exports
Interest rates
House prices
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Business Builder
4.20
Bad news!
Teacher Resource Series
Teachers Notes
This role-play uses a formal decision-making process. This process is straightforward and familiar to many
business people, but read through first and check you understand it.
4.20
Bad news!
Teacher Resource Series
Worksheet
Bad news! This building is not available for the next day of the course. You will have to find somewhere else
to have the class for just one day. Your teacher is too busy to help but can give a normal lesson in the new
place. You will have to pay any extra costs yourselves. Sorry!
A Choose a chairperson. He/She should draw a large grid on the board like the one below. Everyone
else work individually and think of two or three ideas for where to have the class. Prepare some
arguments. Be specific, for example instead of saying in a caf, say which caf.
B Read through stages 17 of a formal decision-making process shown below. This is a standard
process often used for making complicated decisions. Then use this process to have a meeting to
decide where to have your lesson on the next day of the course.
1 Cost x?
1 Write up all your ideas on a separate part of the board. Brainstorm some more. Then choose the
good ones and write them across the top of the grid (Caf ? etc.). Dont try to decide which is the
best yet.
2 Decide which criteria you will use to help choose between the different ideas (cost? noise? etc.).
Write them under Criteria.
3 Discuss each idea in relation to Cost. Fill in the first row of the grid using a simple three-point
system: write 3 for the best alternative/s (in this case the cheapest one/s), 2 for the next best and 1
for the worst (in this case the most expensive).
5 Decide how important each criterion is. This is its weight. Use a simple three-point system: write x3
(times three) for the most important criteria, x2 for the next most important and x1 for the least
important.
6 Multiply each number in the grid by the weight, then cross out the old number and put the new
number in its place.
7 Add the numbers in each column and put the totals at the bottom. The idea with the highest total is
the best choice.
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Business Builder
4.21
Dialogue building: discussion
Teacher Resource Series
Teachers Notes
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Business Builder
4.21
Dialogue building: discussion
Teacher Resource Series
Worksheet
Macmillan Publishers Ltd 2002 51 This page may be photocopied for use in class
Business Builder
4.22
Dialogue building: meeting
Teacher Resource Series
Teachers Notes
Macmillan Publishers Ltd 2002 52 This page may be photocopied for use in class
Business Builder
4.22
Dialogue building: meeting
Teacher Resource Series
Worksheet
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Business Builder
5.1a
An introduction to business correspondence
Teacher Resource Series
Teachers Notes
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Business Builder
5.1b
An introduction to business correspondence
Teacher Resource Series
Teachers Notes
Macmillan Publishers Ltd 2002 56 This page may be photocopied for use in class
Macmillan Publishers Ltd 2002 55 This page may be photocopied for use in class
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Business Builder
5.2a
The style of written English
Teacher Resource Series
Teachers Notes
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Business Builder
5.2b
The style of written English
Teacher Resource Series
Teachers Notes
6 Refer to the instructions for section E and the text POSSIBLE ANSWER (SECTION F: LETTER).
in the box. Ask the students to write their letters Thank you for your last letter and I apologize for
individually, and set a time limit of 15 minutes for taking so long to reply. With reference to the problems
this task. Start the activity, circulate and help with you have been having with your machine, I am afraid
vocabulary. See stage 6 of worksheet 5.1 for the that we are unable to accept responsibility. It appears
feedback procedure. from your description that the manufacturers
POSSIBLE ANSWER (SECTION E: LETTER). instructions were not followed, and this must be the
Dear Sue Taylor reason for the fault.
Thank you for your letter of March 2. Unfortunately it We have checked our files and note that you did not
will not be possible to deliver the artwork by March renew your maintenance contract last year. Your
20. To complete this job to our normal high standards guarantee has therefore expired and it will not be
will require three weeks. We are sure that you will be possible for you to claim for this repair under the
pleased with the results. guarantee.
We note from our records that our last invoice has not Our Service Department will contact you soon to
been paid. We would like to remind you that we are arrange a suitable time for our engineers to visit.
unable to supply further artwork until this invoice is Please do not hesitate to contact me if you require any
paid. We look forward to receiving your payment further information.
shortly.
POSSIBLE ANSWER (SECTION F: E-MAIL).
Your sincerely Thanks for your e-mail. Sorry I took so long to reply.
Im afraid we cannot accept responsibility for the
7 Refer to the bullet point. Ask the students to write problems with your machine. It appears that you
their e-mails individually, and set a time limit of 10 didnt follow the manufacturers instructions.
minutes for this task. Start the activity, circulate and
help with vocabulary. See stage 6 of worksheet 5.1 We have checked our files and they show that you
for the feedback procedure. didnt renew your maintenance contract last year.
Unfortunately this means that you wont be able to
POSSIBLE ANSWER (SECTION E: E-MAIL). claim for this repair. Our Service Department will
Dear Sue
contact you soon to arrange a time for our engineers
Thanks for your e-mail of March 2. Im sorry, but we to visit.
cant deliver the artwork by March 20. Well need
Please get in touch again if you need more
three weeks for this job, but Im sure the results will
information.
be really good.
POSSIBLE ANSWER (SECTION G: LETTER).
I see that you havent paid our last invoice yet. Its Thank you for your recent inquiry about our Italia
going to be difficult to send any more artwork until kitchen tiles. Unfortunately we are temporarily out of
you pay. Please try and deal with this as soon as stock of these tiles due to very high demand.
possible.
We hope to get new supplies in the next few weeks,
Best wishes and I will contact you again as soon as they arrive. In
the meantime, I am sending you a copy of our latest
8 (Homework option) Do sections F and G as brochure which shows our complete product range. I
homework activities on different days. As a round- hope it will be of interest to you.
up have a general discussion about the style of
speech, e-mails and letters. Note from these If you require any further information, please do not
examples that e-mail style is not the same as speech hesitate to contact me.
as is often wrongly stated. In fact e-mail style is POSSIBLE ANSWER (SECTION G: E-MAIL).
shorter, simpler, more factual and more direct than Thanks for your e-mail about our Italia kitchen tiles.
speech. Unfortunately we are temporarily out of stock. We
hope to get new supplies in the next few weeks, and I
will contact you again as soon as they arrive. In the
meantime, I am sending you a copy of our latest
brochure.
5.2a
The style of written English
Teacher Resource Series
Worksheet
A What is the difference between the first and second word in these pairs of words?
get/obtain Thanks/Thank you Ill/I will job/occupation about/with reference to
7 What exactly do you need? g Please return the goods at our expense.
8 Just send the stuff back. Well pay. h We are pleased to inform you that ...
9 Ive got some bad news. Theres i Please let me know your exact requirements.
no more until next month. j If you require any further information, please do not
10 Good news! Ive just heard that ... hesitate to contact me.
11 There isnt much left. You better k We regret to advise you that the goods you require
move fast. are temporarily out of stock.
12 If youd like any more details, just l Please note that our stocks are limited. We advise
let me know. customers to order as soon as possible to avoid
disappointment.
C The phrases below are typical of informal spoken English. Rewrite them as sentences for a business
letter. Some words have been given to help you.
1 Its about that ad. we saw in Marketing Monthly. (writing/reference to/recent edition)
2 Can you send us something about what your company sells? (grateful/information/range)
3 Thanks for your letter of March 12 asking about what we sell. (dated/enquiring/products)
4 I have some bad news. Im afraid your order is going to be late. (regret/inform/delayed)
D Rewrite the sentences from section C as sentences for an e-mail. The style will be brief and direct.
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Business Builder
5.2b
The style of written English
Teacher Resource Series
Worksheet
E The language in the text below is informal, spoken English. Rewrite it in a clear, simple, positive
style appropriate for a business letter. Keep the basic meaning of the original, but change words and
phrases freely.
Hi Sue
I got the letter you sent on 2nd of March. You want the artwork by the 20th? You must be joking! If
you want a good job its going to take at least three weeks. Youll be lucky to get anything from us
until early April.
Anyway, you havent even paid for the last artwork we sent you! We need that money right now.
Youre not getting anything else until you pay.
When you finish, write the same information as an e-mail. This will be similar to the version you
have just written, but shorter and more direct.
F Repeat the previous activity. Rewrite the text below in a clear, simple, positive style appropriate for a
business letter. When you finish, write the same information as an e-mail.
Thanks for your letter sorry I didnt get in touch until now. Well, about your problem with the
machine its not our fault. You obviously didnt follow the instructions thats why its broken.
You want to claim for it under your guarantee? No way! Dont you remember - you didnt renew your
maintenance contract last year.
Anyway, someone from our Service Department will contact you some time to talk about when our
engineers are coming.
G Repeat the previous activity. Rewrite the text below in a clear, simple, positive style appropriate for a
business letter. When you finish, write the same information as an e-mail.
I got you letter about our Italia kitchen tiles. You want to buy some, right? Great! Just one problem,
we havent got any tiles to send you. The thing is, were just getting so many orders. Things are going
crazy around here, its just tiles, tiles, tiles.
Look, dont worry. Ill get in touch as soon as we get some more. Im sure it wont be long.
Meanwhile, Im gonna send you our latest brochure youll love it. Its full of great photos and you
can see everything we sell.
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Business Builder
5.3
Types of business document
Teacher Resource Series
Teachers Notes
AIM. ANSWERS.
To review the typical documents of a full 1b 2d 3c 4e 5a 6h 7i 8f 9 g 10 j
customer/supplier transaction.
3 Refer to the instructions for section B. Divide the
TIME. class into pairs, start the activity and circulate.
3040 minutes
ANSWERS.
PREPARATION. 1 Enquiry 2 Reply to an enquiry 3 (given)
Make one copy of the worksheet for each student in the 4 Quotation 5 Counter-proposal 6 (given)
class. 7 Order, with a covering letter 8 (given)
PROCEDURE. 9 Complaint 10 Reply to a complaint 11 Reminder
1 Write up on the board the pair enquiry/order and 12 (given) 13 Receipt 14 Statement 15 (given)
ask the class to explain the difference (an enquiry is
a request for information while an order is a request 4 Refer to the instructions for section C. Divide the
to supply goods they are both sent by the class into pairs, start the activity and circulate.
customer). Then write up the pair invoice/receipt ANSWERS.
and ask the class to explain the difference (an 1 Counter-proposal 2 Complaint 3 Enquiry
invoice is a bill that requests payment while a 4 Reply to a counter-proposal 5 Reply to an enquiry
receipt proves that payment has been made or they 6 Reply to a complaint 7 Covering letter (with the
are both sent by the supplier). order) 8 Reminder
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.
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Business Builder
5.3
Types of business document
Teacher Resource Series
Worksheet
A Match each document type on the left with a definition on the right.
1 an enquiry a a request to supply goods (sent by the customer)
2 a quotation b a request for information (sent by the customer)
3 an estimate c an approximate calculation of the cost of something
4 a counter-proposal d the price given for goods or a piece of work
5 an order e a letter where the customer tries to get better terms
6 an invoice f a document that proves you have paid for some goods
7 a reminder g a list of amounts paid and still owed, sent every month
8 a receipt h a bill for goods sent or work done
9 a statement i a letter to a customer about an unpaid invoice
10 a complaint j a letter saying you are not satisfied about something
B Complete the sequence 115 with the business documents in the box.
C In which documents from section B would you find the following sentences?
1 I am afraid your minimum quantity is too high for our first order. Please let us know if you are able to
reduce this.
2 When we opened the package we noticed that some of the goods were damaged.
3 We saw your advert in a recent issue of Engineering magazine. We are interested in ...
4 Unfortunately it is not possible to reduce the delivery time, but we could offer a discount of 2% for
an order of this size.
5 Thank you for your letter of 21 April asking about ... . We are pleased to enclose our current
brochure and price list.
6 We apologize for sending the wrong parts. This was due to a computer error in our packing department.
7 Please find enclosed our order for ... . Our bankers will be pleased to provide references.
8 We note from our records that your account for the first quarter is still not paid. We hope to receive
payment of this account as soon as possible.
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Business Builder
5.4
Topics for letters, faxes and e-mails
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To provide a stimulus for practising a variety of business 1 Tell students that they are going to write a letter (or
correspondence. fax) and an e-mail based on a typical real-life
document that they have to write in their job. Elicit
TIME.
the basic difference between the style of a letter and
variable
an e-mail (the latter is shorter and more direct).
PREPARATION. 2 Give out a copy of the worksheet to every student
Make one copy of the worksheet for each student in the and refer to the instructions. Allow a few minutes
class. for the students to read through the possible topics.
Note that the worksheet is a stimulus for a homework Emphasize that they should only choose one topic,
activity. but that some topics have two letters/faxes. They
should choose between letter and fax according to
whichever medium they most often use in real life.
They will write an e-mail version of every letter/fax.
Remind the students that the topics are deliberately
open to allow for personalization. Ask them to write
the letter/s and e-mail/s for homework and bring
them to the next lesson.
3 In the next lesson collect in the documents and
correct them.
4 (Option) Leave one of the document pairs
uncorrected, and photocopy one copy for each
student. First ask the students to try to
correct/improve the letter (or fax) in pairs. In
feedback listen to all the suggestions for
reformulations and discuss with the class which is
the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line. Then repeat for the e-mail.
5 For further practice repeat with another topic on
another day.
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Business Builder
5.4
Topics for letters, faxes and e-mails
Teacher Resource Series
Worksheet
Choose one of these topics. Adapt the topic to make it similar to documents you write in your own real-life
job. Then:
A Write a business letter or fax (you decide which). Some topics have two letters/faxes.
B Write exactly the same document/s as an e-mail (shorter and more direct).
1 a) Write a letter/fax from a potential new customer to your company requesting information about
some products you sell.
b) Write a letter/fax in reply: thank them, provide further information about the specific products,
suggest action for them to take.
2 a) Write a letter/fax from a real-life customer/supplier abroad to you, asking to visit your company.
b) Then write a letter/fax from yourself in reply: give details of the visit and say how much you are
looking forward to seeing him/her.
3 Write a letter/fax from you to a hotel abroad to enquire about accommodation. Say where you found
their name, mention rooms and dates and any specific requirements.
4 a) Write a letter/fax from you to one of your real-life suppliers complaining about a typical problem
that often occurs.
b) Then write a letter/fax from the supplier in reply: apologize, explain and promise action.
5 a) Write a letter/fax from a real-life customer to your company complaining about a typical problem
that can occur in your business.
b) Then write a letter/fax from your company in reply: apologize, explain and promise action.
6 Write a letter/fax from you to a real-life customer telling them that the goods they require are no
longer available. Offer an alternative.
7 a) Write a letter/fax from you to a real-life customer requesting payment of an unpaid invoice.
b) Then imagine that you had received a similar letter from one of your suppliers and write a reply.
8 Write a letter/fax thanking somebody from another company for their time or help.
9 Write a letter/fax to a real-life colleague/customer/supplier telling them about a change in your plans.
Give a reason and suggest/describe an alternative.
10 Imagine that you saw an advert for a job in a real-life company where you would like to work. Write
a letter of application: mention the post and the advertisement, mention why you are applying,
briefly discuss your work experience and say you are enclosing your CV.
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Business Builder
5.5
Easilife and Novex: Student A
Teacher Resource Series
Teachers Notes
In this worksheet students work in pairs and write to each other. Try to match ability levels of students
within each pair. See next page of Teachers Notes for a suggestion on how to divide the writing across five
lessons/homeworks. For lower levels, worksheets 5.1, 5.2 and 5.3 are necessary preparation for this worksheet.
5.5
Easilife and Novex: Student B
Teacher Resource Series
Teachers Notes
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Business Builder
5.5
Easilife and Novex: Student A
Teacher Resource Series
Worksheet
You are the Sales Director of Easilife Office Furniture. Your company manufactures and supplies office
furniture. Your address is York House, 97 Cannon Street, London EC4 5AD. Your partners company sells
computers.
You are going to exchange correspondence with your partner because you are interested in each others
products. Before you start, look at the left column to see the whole sequence.
1 Enquiry Write a letter to the Sales Director of Novex Computer Solutions
You are thinking about buying to ask for general information about their computers. Their
some new computers. address is 34 Salisbury Road, Milton Keynes, MK4 8KP. (Use the
full layout of a business letter in this first letter.)
2 Reply to an enquiry Reply to Novexs letter, enclosing some brochures, price lists etc.
Novex are interested in your You know the name of their Sales Director, so use it at the start
products as well. of your letter.
3 Request for a quotation Write an e-mail to Novex, asking for a quotation for some specific
Youre interested in their products (for example: eight computers). You may think of
computers. other questions.
4 Quotation Write a fax to Novex. Give them a quotation. State your terms of
Be positive and helpful. You sale: price, any discounts (e.g. prompt payment), delivery time.
might have a new customer. Deal with any other questions in Novexs last e-mail.
6 Reply to a counter-proposal Reply by e-mail. Begin by apologizing for the delay in replying,
You cannot give Novex what then tell them that you cant accept their counter-proposal.
they want, but make a small However, you are prepared to offer something (less than they
concession to get the business. want).
7 Order Their reply is acceptable and you now want to make an order.
Youve decided to buy the Write a short letter to Novex to send with your order form.
computers.
8 Dispatch advice Write an e-mail to Novex. Thank them for their order and tell
Let Novex know youve sent them that the goods were sent this morning.
the goods.
9 Complaint The computers have arrived! However, one of them has a small
You have a problem. fault. Also, there is a mistake on the invoice. Write an e-mail to
Novex.
10 Reply to a complaint Reply by e-mail. Apologize for the damaged furniture. Ask Novex
Deal with their problem. to return the piece, and say you will send a replacement
immediately. Apologize and give a reason for the mistake in the
invoice say you will send a new one.
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Business Builder
5.5
Easilife and Novex: Student B
Teacher Resource Series
Worksheet
You are the Sales Director of Novex Computer Solutions. Your company supplies computers. Your
address is 34 Salisbury Road, Milton Keynes, MK4 8KP. Your partners company sells office furniture.
You are going to exchange correspondence with your partner because you are interested in each others
products. Before you start, look at the left column to see the whole sequence.
1 Enquiry Write a letter to the Sales Director of Easilife Office Furniture to
You are thinking about ask for general information about their office furniture. Their
buying some new office address is York House, 97 Cannon Street, London EC4 5AD. (Use
furniture. the full layout of a business letter in this first letter.)
2 Reply to an enquiry Reply to Easilifes letter, enclosing some brochures, price lists etc.
Easilife are interested in You know the name of their Sales Director, so use it at the start
your products as well. of your letter.
3 Request for a quotation Write an e-mail to Easilife, asking for a quotation for some
Youre interested in their specific products (for example: 20 typists chairs, four executive
office furniture. desks and four executive armchairs). You may think of other
questions.
4 Quotation Write a fax to Easilife. Give them a quotation. State your terms of
Be positive and helpful. You sale: price, any discounts (e.g. prompt payment), delivery time.
might have a new customer. Deal with any other questions in Easilifes last e-mail.
6 Reply to a counter-proposal Reply by e-mail. Begin by apologizing for the delay in replying,
You cannot give Easilife what then tell them that you cant accept their counter-proposal.
they want, but make a small However, you are prepared to offer something (less than they
concession to get the business. want).
7 Order Their reply is acceptable and you now want to make an order.
Youve decided to buy the Write a short letter to Easilife to send with your order form.
office furniture.
8 Dispatch advice Write an e-mail to Easilife. Thank them for their order and tell
Let Easilife know youve sent them that the goods were sent this morning.
the goods.
9 Complaint The office furniture has arrived! However, one piece is damaged.
You have a problem. Also, there is a mistake on the invoice. Write an e-mail to Easilife.
10 Reply to a complaint Reply by e-mail. Apologize for the faulty computer. Ask Easilife to
Deal with their problem. return it, and say you will send a replacement immediately.
Apologize and give a reason for the mistake in the invoice say
you will send a new one.
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Business Builder
5.6
Adventure and Suntime
Teacher Resource Series
Teachers Notes
In this worksheet students work in pairs and write to each other. Try to match ability levels of students
within each pair. See below for a suggestion on how to divide the writing across three lessons/homeworks.
For lower levels, worksheets 5.1 and 5.2 are necessary preparation for this worksheet.
Macmillan Publishers Ltd 2002 70 This page may be photocopied for use in class
Business Builder
5.6
Adventure and Suntime: Student A
Teacher Resource Series
Worksheet
You are the Director of Adventure Holidays. Your company is a small travel agency that offers holidays in
unusual locations. For travel to and from the destination you use a charter flight operator called Suntime
Airways.
A You are going to exchange correspondence with your partner. Your two companies have been doing
business together for several years.
1 Write a letter to Suntime.
Open by saying that you enclose your latest cheque. Apologize for the delay in sending it.
Give the date of the next group to Marocco (in three months time). You will probably have 50
people. Ask for a quotation for the seats.
You have recently read a few stories in the newspapers about small airlines going bankrupt.
Mention this very diplomatically ask for some information about Suntimes financial situation.
4 Reply by e-mail.
Open by thanking Suntime for their e-mail. You are sure the meeting will be useful.
You are not happy about the airport tax. You dont see why you should pay the extra cost. You
cant recover it from your customers now in your catalogue it states that there will be no
hidden charges. Suggest that you talk about this in your meeting.
You have had some bad news five of your customers have canceled their holiday at the last
moment and now you only need 45 seats.
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Business Builder
5.6
Adventure and Suntime: Student B
Teacher Resource Series
Worksheet
You are the Director of Suntime Airways. Your company offers charter flight seats to holiday companies.
One of your regular clients is Adventure Holidays.
A You are going to exchange correspondence with your partner. Your two companies have been doing
business together for several years.
1 Write a letter to Adventure.
Open by reminding Adventure that payment of your last invoice is now overdue.
Your Financial Department has started a new policy to improve cash-flow. In future, all clients
must pay a deposit of 50% two months before the flight and 50% one month after. Tell
Adventure about this new policy.
You have recently read a few stories in the newspapers about adventure-type holidays going out
of fashion. Mention this very diplomatically ask for some information about Adventures
financial situation.
4 Reply by e-mail.
Open by thanking Adventure for their e-mail. The time they suggest for the meeting is fine.
Confirm that 50 seats are available on the airplane. You will discuss the new terms at the
meeting, but you still need a deposit now to guarantee the seats.
You annual accounts are confidential and cannot be shown to clients. However, you are prepared
to answer any questions in the meeting.
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6.1a
An introduction to report writing
Teacher Resource Series
Teachers Notes
Macmillan Publishers Ltd 2002 74 This page may be photocopied for use in class
Business Builder
6.1b
An introduction to report writing
Teacher Resource Series
Teachers Notes
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Business Builder
6.1a
An introduction to report writing
Teacher Resource Series
Worksheet
A Read the example report below. When you finish, read the report a second time and decide whether
the author thinks statements 15 are True or False.
1 When revising your report you should keep the same headings and sections. T/F
2 It is better to try to write grammatically correct sentences right from the start. T/F
3 Reports are usually full of long phrases and complex grammatical structures. T/F
4 Your writing style will depend partly on who will read the report. T/F
5 The passive emphasizes the action rather than who does the action. T/F
1 Introduction
This short report summarizes the topic of writing business reports. It discusses the importance
of organizing the report into logical sections. It recommends some techniques for writing clearly
and also considers some important grammatical areas. The report emphasizes that planning and
then rewriting several times is the key to successful report writing.
2 Structure of a report
The report you are now reading is typical of a short report: first an introduction that describes
the purpose and structure of the report, then the body of the report, and finally some
recommendations or conclusions. Longer reports may have other sections such as a summary,
table of contents or perhaps appendices with extra, non-essential information. Many in-
company reports have a standard format and so the writer does not have to worry about the
structure.
Within each section the material is divided into paragraphs. Short paragraphs help the reader to
see the structure of the argument and understand the information. A simple rule is: one main
idea, one paragraph.
Continued ...
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6.1b
An introduction to report writing
Teacher Resource Series
Worksheet
Linking words can also be used to show a personal attitude. For example, if you begin a
sentence with the word Clearly, what comes next will be obvious. If you begin with the word
Apparently, you are indicating that you are uncertain of your facts.
Formal language like this is only used when it makes the report easier to understand. For
example, in the second example above we do not know who created the jobs, so the passive is
better. Similarly, in the sixth example it is not important who made the suggestion, so the
passive is better. Compound nouns avoid the use of long phrases full of prepositions: a
meeting about the planning of our production.
6 Conclusion
Reports can be about many things: an analysis of a problem, a summary of a completed job,
the progress of a project, the results of an investigation. There are few general rules, but
remember that organizing the material into logical sections is the key. Finally, remember also
that the reader will be very busy, so be as brief and clear as possible.
6.2a
Linking words and paragraph structure
Teacher Resource Series
Teachers Notes
AIM. ANSWERS.
To review linking words for cohesion and the use of Five words/phrases in the extract: Finally; For instance;
paragraphs for structuring information, and then practise Moreover; On the whole; However
writing a short report extract. Showing a sequence: Finally
Talking generally: On the whole
TIME.
Making a contrast: However
5060 minutes
Adding another point: Moreover
PREPARATION. Giving an example: For instance
Make one copy of the worksheet for each student in the
class. 3 Refer to the instructions for section B. Divide the
(Option) Students will need their copies of worksheet class into pairs, start the activity and circulate.
6.1 for optional stage 6 below. ANSWERS.
PROCEDURE. Matching task: In fact=Actually; i.e.=That is to say; As
1 Write up on the board three or four linking words a result=Therefore; In particular=Above all;
from the tables in sections A and B and ask the Obviously=Of course
students when and why you use these sorts of words Giving the real information: In fact/Actually
(when you want to link/join two ideas; they make Saying something is obvious: Obviously/Of course
the structure of your argument clear to the reader). Giving the most important example: In
Then ask where in the sentence they are used (often particular/Above all
at the beginning of a sentence followed by a Rephrasing in a different way: i.e./That is to say
comma). Write up the two abbreviations e.g. and i.e. Giving a result/consequence: As a result/Therefore
and elicit their meanings (e.g. means for example
and comes from the Latin exempli gratia = example 4 Refer to the instructions for section C. Remind
given; i.e. means in other words and comes from the students to look closely at the text to see which
Latin id est = that is). Write up an example to show alternative shows the logic of the argument. Divide
how they are used: the class into pairs, start the activity and circulate.
This product is aimed at people with a lot of ANSWERS.
free time, e.g. people on holiday and retired 1 In fact 2 In particular 3 Clearly 4 in general
people. 5 First 6 That is to say 7 Second 8 Above all
This product is aimed at retired people, i.e. 9 on the other hand 10 In conclusion
people over 65 years old. (Students could add In conclusion to the table in
2 Give out a copy of the worksheet to every student section A in the category Showing a sequence.)
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs, start the
activity and circulate.
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6.2b
Linking words and paragraph structure
Teacher Resource Series
Teachers Notes
5 Refer to the instructions for section D. Divide the 7 Refer to the instructions for section E and the
class into pairs, start the activity and circulate. After example below. Point out that in expanded
checking the answers refer to the two bullet points paragraph 2 the topic sentence does not come right
at the end of the section and develop a short class at the beginning it comes second, with the first
discussion. sentence providing a bridge (this is quite common).
Set a limit of five paragraphs of writing. Start the
ANSWERS.
activity, the students working individually, and
1b 2d 3f 4a
circulate. Make a note of good/bad language use.
First bullet: a topic sentence introduces and
8 Hold a short feedback slot.
summarizes the paragraph, making it easier for the
9 (Option) Leave one of the reports uncorrected, and
reader to follow the argument.
photocopy one copy of this for each student. Ask
Second bullet: a new paragraph introduces a new
students to try to correct/improve it in pairs. In
idea/topic.
feedback listen to all the suggestions for
6 (Option) Refer to previous examples of reports to reformulations and discuss with the class which is
see if topic sentences are used. In section C of this the best. Consider both style and grammatical
worksheet, for example, the first two paragraphs are accuracy. Build up the reformulated version on the
introduced by questions which have the same board line by line.
function as topic sentences. Refer also to the
example report in worksheet 6.1. Go through
paragraph by paragraph to see if a topic sentence
has been used. (Answers by section: 1 yes 2 not
exactly 3 yes (both paras.) 4 not relevant 5.1 yes
(both paras.) 5.2 no (first para.) yes (second para.)
5.3 not relevant 6 no).
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6.2a
Linking words and paragraph structure
Teacher Resource Series
Worksheet
A Linking words join one idea to another and help the reader to see how your argument is developing.
Underline five linking words or phrases in this report extract about Kalia, an imaginary country.
Finally, the Kalian government is giving more control of economic policy to the regions. For instance,
foreign companies do not need a license from the Industry Ministry. Moreover, these companies pay
part of their taxes directly to the region where they are based rather than pay the whole amount to
central government. On the whole this has made investing in Kalia much easier. However some
problems, like the reform of agriculture, can only be dealt with at a national level.
B Match each word or phrase from the left box with one from the right box.
C Choose the correct words in this report extract. Look carefully at the whole context.
How to Cut the Time You Spend On Reports
Does information technology mean the end of paper in our offices? (1) In fact/Moreover, the amount
of paper used in business is slowly going down, but not in all areas. (2) For this reason/In particular, the
number of reports actually seems to keep growing. (3) Clearly/Nevertheless some reports are essential
and need to be studied carefully, but (4) above all/in general reports are only read very quickly, and some
are never read at all.
What can you do to reduce the amount you read and write? (5) First/As a matter of fact, see if each
report is really needed. (6) That is to say/However, ask yourself If this report was destroyed in a fire
tomorrow, what would be the result?. The answer might surprise you. (7) For example/Second, keep
your reports short and easy to understand. Can you use a graph instead of text? Is the writing clear and
simple? (8) Typically/Above all, think of your readers: are you telling them more than they need to know?
One suggestion is only to circulate the summary and recommendations. Your readers may miss some of
the details, but (9) especially/on the other hand if they want the full report they can ask for it.
(10) In conclusion/Nevertheless, it is possible to save time on reports, but it may mean there is less
information in circulation.
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6.2b
Linking words and paragraph structure
Teacher Resource Series
Worksheet
D Look at paragraphs 14 from a report about Kalia. The first sentence is missing each time.
Investment opportunities in Kalia
1 ..... The Government is liberalizing the economy and many nationalized industries are being
privatized. Inflation is finally under control and industrial output is growing.
2 ..... Roads and telecommunications are being modernized and a new port is being built at the mouth
of the Delta river.
3 ..... One of Kalias success stories has been the growth of software exports, and leading multinational
suppliers like Hewlett-Packard and Acer have strong Kalian partners.
4 ..... The reform process has slowed down in recent months as politicians fear that their policies are
becoming unpopular, particularly among workers in the large state-owned industries. There are also
doubts about Kalias ability to generate enough electricity for its industrial sector.
Choose the best opening sentence for each paragraph from those in the box below (two are not used).
The sentences in the box are called topic sentences. What is a topic sentence?
In general, when do you start a new paragraph?
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6.3a
The style of business reports
Teacher Resource Series
Teachers Notes
AIM.
To practise a variety of techniques used to produce an 5 Refer to the instructions for section B. Let the
impersonal, balanced style such as the passive voice, students read the two versions silently to see the
compound nouns and vague language, and then difference (the first version always uses the three
practise writing a short report. techniques from section A, whereas the second
always avoids them). Then refer to the task after the
TIME.
two versions, to write a third, mixed version. Divide
5060 minutes + homework time
the class into pairs, start the activity and circulate.
PREPARATION.
POSSIBLE ANSWER.
Make one copy of the worksheet for each student in
Effective report writing depends on good planning and
the class.
the writing technique of the author. While writing, you
PROCEDURE. should use a good English-English dictionary, and you
1 Write up on the board this sentence: must develop the habit of looking carefully at the
It was suggested that our maintenance contract example sentences. It can be said that there are no
could be changed. easy rules for report writing, but an ideal opportunity
Ask the students if the style is informal or formal for improvement is to do some writing practice on a
(formal). Then ask them to identify any language Business English course. You will only improve after you
techniques that create a formal style, and write on write a few reports and work on the problem areas.
the board next to the appropriate words in the
sentence: 6 Refer to the instructions for section C. Divide the
It + passive / Compound noun / Passive class into pairs, start the activity and circulate.
2 Give out a copy of the worksheet to every student ANSWERS.
and ask them to look at section A. Refer to the 1 Smoking is prohibited in public areas.
instructions for the underlining task. Divide the 2 It was suggested that the advertising campaign
class into pairs, start the activity and circulate. should run for a six-month period.
ANSWERS. 3 A different format for the annual sales account
a It is recommended / sales reports / are produced might be considered.
b construction project / is managed 4 It was agreed that the office cleaning contract
c planning decision / will be made should be given to KleanUp.
5 The dam construction project was delayed
3 Refer to the instructions in the first bullet point. Do because of planning regulations.
the task as a whole-class activity, eliciting the new
versions to the board (emphasizing as you write that
some information is unknown).
ANSWERS.
a ? recommends that ? produces a report of sales
on a monthly basis.
b It is vital that we manage the project to construct
? properly.
c ? will make the decision about planning in June.
6.3b
The style of business reports
Teacher Resource Series
Teachers Notes
7 Refer to the instructions for section D. Let the 8 Taking everything into consideration, the best
students read the sentences silently then ask them option is probably to spread your money over
what they think of the style (it is too certain, strong several forms of investment.
and general there is no balance or suggestion that
the author has considered different possibilities). 8 Refer to the instructions for section E. Tell the
Refer to the rewriting task after the example students that they can choose either topic. They will
sentences and the techniques in the table. Divide the start writing the report in class and then finish it for
class into pairs, start the activity and circulate. homework. Start the activity, the students working
individually, and circulate. Make a note of good/bad
POSSIBLE ANSWERS. language use.
1 The US stock market is likely to rise next year. 9 Hold a short feedback slot.
2 Property tends to be a very cyclical market. 10 In the next lesson collect in the reports and correct
3 Many analysts believe that the telecomms sector them.
has substantially better potential than the rest of 11 (Option) Leave one of the reports uncorrected, and
the market. photocopy one copy of this for each student. Choose
4 It is probable that inflation is less dangerous now a section and ask students to try to correct/improve
than in the 1970s. it in pairs. In feedback listen to all the suggestions
5 Bonds are a considerably safer investment than for reformulations and discuss with the class which
shares, but shares tend to give a better return in is the best. Consider both style and grammatical
the long term. accuracy. Build up the reformulated section on the
6 Gold prices are not expected to go any lower. board line by line.
7 In general young people invest for capital growth
and old people usually invest for income, however
this is not always true.
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6.3a
The style of business reports
Teacher Resource Series
Worksheet
A Look at the three sentences below. Underline examples of the techniques in the box.
Try rewriting the sentences without using any of the three techniques. Is it always possible?
Using the techniques in the box is a choice the writer makes. How does the writer choose?
B These two texts have exactly the same meaning. What is the difference between them?
1 Effective report writing depends on good 2 The writing of effective reports depends on
planning and the writing technique of the good planning and the technique of writing of
author. While writing, a good English-English the author. While writing, you should use a
dictionary should be used, and the habit of good English-English dictionary, and you must
looking carefully at the example sentences develop the habit of looking carefully at the
must be developed. It can be said that there sentences which are examples. I can say that
are no easy rules for report writing, but an there are no easy rules for the writing of
ideal improvement opportunity is to do some reports, but an ideal opportunity for
writing practice on a Business English course. improvement is to do some practice in writing
Improvement will only be made after a few on a course of Business English. You will only
reports have been written and the problem improve after you write a few reports and
areas have been worked on. work on the areas which are a problem.
Write a third text with the same meaning, using a combination of phrases from the other two texts.
Choose the phrases that you think are the simplest and clearest. The correct answer is a matter of
personal opinion.
Smoking
2 Somebody suggested that the campaign for the advertising should run for a period of six months.
3 We might consider using a different format for the sales account that we make annually.
A different format
4 We agreed we should give the contract for cleaning the offices to KleanUp.
The dam
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6.3b
The style of business reports
Teacher Resource Series
Worksheet
D Look at these sentences that come from a report on investment advice. What do you think of the
writing style?
1 The US stock market will rise next year.
2 Property is a very cyclical market.
3 Analysts believe that the telecomms sector has better potential than the rest of the market.
4 Inflation is less dangerous now than in the 1970s.
5 Bonds are a safer investment than shares. Shares give a better return in the long term.
6 Gold prices will not go any lower.
7 Young people invest for capital growth and old people invest for income, but this is not always true.
8 The best option is to spread your money over several forms of investment.
Rewrite the eight sentences using the techniques in the table. These techniques will help you to create
a balanced style that shows you have considered the points carefully.
Giving both sides of an argument In general ... , however ...
On the whole ... , but ...
E Choose one of the topics below and write a short report. Use techniques from sections A and D to
keep your style impersonal and balanced.
1 Write a short report describing the economic and political outlook for your country over the next year.
2 Rewrite this short report about the future of the Internet. You can change the original and introduce
your own ideas.
The Internet is the most important technological advance since the wheel. Soon you will never
have to leave home. Cinemas will disappear as people download movies on demand, shops will
disappear as people walk through virtual supermarkets and order goods with a click of the mouse.
In the service sector everyone will work from home and videoconferencing will replace meetings.
People will meet future husbands and wives through on-line chat areas that select people with
similar interests. Most people will live inside Information Villages with green spaces and high walls.
The remainder will live outside the walls where armed guards will feed them soup and give them
blankets during the winter.
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6.4
Figures and graphs
Teacher Resource Series
Teachers Notes
TIME. ANSWERS.
3040 minutes + homework time 1 much less than 50% 2 a little under 50%/almost
50% 3 about 50%/around 50% (also approximately
PREPARATION. 50%) 4 exactly 50%/precisely 50% 5 a little over
Make one copy of the worksheet for each student in the 50%/slightly more than 50% 6 considerably more
class. than 50% 7 d 8 c 9 b 10 a
(Option) If you choose to do section D in class you will
need to have a range of magazines and newspapers 3 Refer to the instructions for section B. Divide the
available that have short articles with graphs and charts class into pairs, start the activity and circulate.
(e.g. copies of the Financial Times, Economist,
European etc.). ANSWERS.
1c 2f 3d 4e 5a 6b
PROCEDURE.
1 Write up on the board the worksheet title Figures 4 Refer to the instructions for section C. Divide the
and graphs. Sketch on the board a line graph, a bar class into pairs, start the activity and circulate.
chart and a table. Elicit the three names. Use the Vocabulary note: GDP = Gross Domestic Product.
line graph to elicit the words horizontal axis and
ANSWERS.
vertical axis. Use the table to elicit row and column.
1 graph 2 on 3 As 4 than 5 to 6 table
Then write up these words and elicit/explain the
7 figures 8 around 9 column 10 only
difference between them:
11 section 12 appendix
a number (a number is a word or symbol used
to count)
5 Refer to the instructions for section D. Ask the
a figure (a figure is a specific amount, i.e. a
students to write the report for homework. If you
number that refers to something. It is especially
choose to start this activity in class you will need to
used for official information)
have a range of appropriate magazines/newspapers
statistics (statistics are facts obtained by
available.
analyzing numbers. They refer to a collection of
6 In the next lesson collect in the reports and correct
figures)
them.
So we say unemployment/export/rainfall/crime/
official figures (or statistics), but we do not use the
word numbers in phrases like these.
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6.4
Figures and graphs
Teacher Resource Series
Worksheet
considerably more than 50% around 50% a little over 50% exactly 50% almost 50%
a little under 50% much less than 50% about 50% precisely 50% slightly more than 50%
40% 1
48% 2 and
48% 52% 3 and
50% 4 and
52% 5 and
60% 6
Some words can express a personal view. Match the words in italics with the meanings.
7 as many as 200 units were sold a 190 sold. Im disappointed.
8 only 200 units were sold b 190 sold. Im pleased.
9 nearly 200 units were sold c 200 sold. Im disappointed.
10 barely 200 units were sold d 200 sold. Im pleased.
B Numbers can be written as symbols (10) or words (ten). Match the rules with the examples.
1 Use symbols for dates, large amounts a About two hundred employees
2 Use words for ordinals (first, second) b There are three main recommendations
3 Use words for two numbers in succession c $100,000 will be paid on 28 August
4 Use words at the beginning of a sentence d We will need twenty four-person teams
5 Use words for estimates e Twelve countries took part in the talks
6 Use words for numbers below ten f This is our third annual report
The (1) graph/graphic (2) by/on the left shows the growth in trade between the four Mercosur countries
of South America in the early nineties. (3) Like/As can be seen from the chart, trade grew from a little
less (4) that/than $5bn in 1990 (5) to/until nearly $16bn in 1995. The (6) table/chart on the right refers to
(7) numbers/figures for 1995. It shows that Brazil was by far the largest country, with a population of
(8) around/nearly 150 million. However, Argentina had the highest living standards see third (9) column/row.
The poorest country was Paraguay, with a GDP per head of (10) almost/only $1,800. Further details on
living standards can be found in (11) section/chapter 2.2 of the (12) supplement/appendix.
D Find a magazine or newspaper article with a series of graphs and charts. Write a short report
describing this information, similar to the one in section C.
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6.5
Topics for practice reports
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To provide a stimulus for writing a variety of business 1 Give out a copy of the worksheet to every student
reports. and refer to the instructions. Allow a few minutes
for the students to look at the possible topics (it is
TIME.
not necessary to read the full notes in class).
variable
Remind the students that they should only choose
PREPARATION. one topic, and that some topics are deliberately open
Make one copy of the worksheet for each student in the to allow for personalization. Ask them to write the
class. report for homework and bring it to the next lesson.
Note that the worksheet is a stimulus for a homework 2 In the next lesson collect in the reports and correct
activity. them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.
4 For further practice repeat with another topic on
another day.
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6.5
Topics for practice reports
Teacher Resource Series
Worksheet
Choose one of these topics to practise writing a business report. If possible, adapt the topic you choose to
make it similar to the reports you write in your own real-life job.
Mini-reports
1 Magazine article. Write a report summarizing an article that you have read.
2 Meeting/Negotiation. Write a report summarizing a recent meeting or negotiation (in real life or on
this course).
3 Tourism Opportunities. Write a report to your colleagues on why they should spend their next holiday
in your country/city, and recommendations for places to visit.
4 Weekend trip. Write a report to your colleagues with recommendations for where you should go
next weekend for a social/cultural visit.
5 Course evaluation. Write a report that evaluates this course up to now.
Work-related
6 Your career. A Personnel Officer has just interviewed you for a job. Write her report about you,
including your career, your abilities and achievements.
7 Annual report. Write the introduction to your companys Annual Report.
8 Market report. Write a report analyzing recent changes in your market.
9 Progress report: department. Write a report describing the work of your department/section over the
last quarter.
10 Progress report: project. Write a report describing the progress of one particular project you are
currently involved with.
11 Product launch. Write a briefing document to give to journalists about a new product or service that
your company is going to launch.
12 Product description. Write a report giving a detailed description of one of your products (size, shape,
colour, materials, technical specifications, features etc.).
13 Improvements. Write a report to your colleagues at work suggesting how to make improvements in
one or more of the following: recruitment methods, distribution, productivity, quality, advertising,
motivation, training, brand image, time management.
14 Real-life report. Write parts of a real-life report that you have to write in the near future.
Current affairs
15 Hot topic from your country. Write a report to your colleagues on the course that describes an
economic/political/social/environmental topic that has been talked about recently in your country.
16 Traffic. Write a report to the Transport Minister of your country suggesting radical new measures for
controlling traffic in the capital city.
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6.6
Using notes to write a report
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To practise writing a report by organizing and expanding 1 Give out a copy of the worksheet to every student
given information. and refer to the instructions. Remind the students
that they should only choose one topic. Emphasize
TIME.
that the notes are not in any order, and organizing
variable
the information is a necessary step. Allow a few
PREPARATION. minutes for the students to look at the two topics (it
Make one copy of the worksheet for each student in the is not necessary to read the full notes in class). Ask
class. them to write the report for homework and bring it
Note that the worksheet is a stimulus for a homework to the next lesson. (Vocabulary note: layoff = the
activity. dismissal of a worker because there is not enough
work. The word redundancy is also used in British
English.)
2 In the next lesson collect in the reports and correct
them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.
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6.6
Using notes to write a report
Teacher Resource Series
Worksheet
1 You are the Human Resources Director of a retail bank which needs to cut a large number of jobs.
Your report will be called Progress report on future layoffs.
Management has promised no compulsory layoffs and has offered attractive packages for staff
leaving voluntarily: pension protection, cash payments, retraining.
Background: 1) strong competition; 2) customers prefer telephone and on-line services. Our
response to the problem: concentrate operations at a few Operation Centers (O.C.s).
Union wants management to maintain a register of former staff. People from this register would
be contacted first to fill temporary posts. This is unacceptable to management.
We will need to close 350 branches over the next five years. 10,000 layoffs will be needed
(quarter of workforce).
No agreement with Union on size of retraining budget. Union wants $6000 per employee. We
have offered $4000.
Staff morale very low in present situation. Should improve in long term when the new O.C.s
start working.
How much control do we have over retraining? Will leavers be free to go anywhere on any
course? Some of the retraining could be done in-company at cheaper cost. Investigate and
prepare report for next meeting.
2 You write a column for a financial newsletter that reports on investment opportunities. Finosa is an
imaginary French pharmaceuticals company. Your report will be called Finosa shares a good time to
buy?
Finosa has a new drug to treat narrowed arteries, called Vipax. At a recent presentation, Mr.
Gerard Haberer, research and development director at Finosa said For us Vipax is a very
important product. We expect to find a very big market for this product.
53% of Finosas shares are owned by the Bergamot cosmetics group. Four weeks ago Bergamot
announced that they want to sell some of these shares. Since then, Finosas share price has
climbed from 70 euros to 84 euros.
The pharmaceuticals industry has been going through a period of consolidation, with a lot of
mergers and acquisitions.
Mr. Phillipe Cottet, a pharmaceuticals analyst in Paris, wrote last week The price of Finosa shares
already includes the profit potential of their new products. Finosa are making very optimistic
sales forecasts.
Finosa is the worlds 12th. largest pharmaceuticals company in terms of sales.
The medical journal The Doctor said The benefits of using Vipax are exaggerated. The high cost
of Vipax in comparison with existing treatments such as aspirin will restrict its sales.
The Paris stock exchange is full of rumors that another French drugs group, Labsynth, is
interested in forming some sort of merger with Finosa. Labsynth have denied these rumours.
Macmillan Publishers Ltd 2002 91 This page may be photocopied for use in class
Business Builder
6.7
Report: personal management skills
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To practise writing a report on the students own skills 1 Give out a copy of the worksheet to every student
in one of a range of management areas. and refer to the instructions. Remind the students
that they should only choose one topic. Allow a few
TIME.
minutes for the students to look at the four topics (it
variable
is not necessary to read the full notes in class). Ask
PREPARATION. them to write the report for homework and bring it
Make one copy of the worksheet for each student in the to the next lesson. (Vocabulary note: to assess = to
class. think carefully about a situation and make a
Note that the worksheet is a stimulus for a homework judgment about it.)
activity. 2 In the next lesson collect in the reports and correct
them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.
Macmillan Publishers Ltd 2002 92 This page may be photocopied for use in class
Business Builder
6.7
Report: personal management skills
Teacher Resource Series
Worksheet
Choose one of the following four topics. The ideas in brackets will help you to start thinking about each
topic, but only choose a few ideas that are relevant to you. Write a short report:
Introduce the topic in general.
Describe your own experience of the areas you have chosen. Give real examples and assess your own
performance.
Recommend some practical ideas for personal improvement.
Macmillan Publishers Ltd 2002 93 This page may be photocopied for use in class
Business Builder
6.8
Report: the impact of information technology
Teacher Resource Series
Teachers Notes
AIM. PROCEDURE.
To practise writing a report on how information 1 Give out a copy of the worksheet to every student
technology affects either the students own business or and refer to the instructions. Remind the students
society in general. that they should only choose one topic. Allow a few
minutes for the students to look at the two topics (it
TIME.
is not necessary to read the full notes in class). Ask
variable
them to write the report for homework and bring it
PREPARATION. to the next lesson.
Make one copy of the worksheet for each student in the 2 In the next lesson collect in the reports and correct
class. them.
Note that the worksheet is a stimulus for a homework 3 (Option) Leave one of the reports uncorrected, and
activity. photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.
Macmillan Publishers Ltd 2002 94 This page may be photocopied for use in class
Business Builder
6.8
Report: the impact of information technology
Teacher Resource Series
Worksheet
Information Technology (IT) includes computers, software and telecommunications. Choose one of the topics
below and write a short report.
1 Your report will be called The impact of IT on my business. The points below will help you to
start thinking about the topic, but only choose a few areas that are relevant to you and your
business.
New software developments
New hardware developments
Developments in peripherals (printers, scanners, monitors etc.)
Developments in mobile communications
Doing business on the Internet (e-commerce)
New markets
Responding to our competitors
Adapting to new working styles
Our companys Intranet
Video-conferencing
Systems security
The cost of IT
IT and the law
My countrys IT industry
Future innovations
2 Your report will be called The impact of IT on society. The questions below will help you to start
thinking about the topic, but only choose a few areas that are interesting to you. In your report
refer to real examples from your own experience and your own country.
How will IT affect the prices of products? competition between companies?
How will IT affect unemployment? the creation of new jobs?
How will IT affect places and patterns of work?
How will IT affect the distribution of wealth? Will it cause other kinds of divisions in society?
How will IT affect global culture?
How will IT affect entertainment and leisure time?
How will IT affect human relationships and communication between people?
Does IT have any implications for personal freedom?
Macmillan Publishers Ltd 2002 95 This page may be photocopied for use in class