Advanced Level has 3 ratings and 0 reviews. My keypad light is fine. I tried to charge my battery, etc but in vain. Find an AC or DC battery Property has been removed or invalid property reference. Ref No: The Journal of Mathematics Teacher Education JMTE is devoted to research that seeks to improve the education of mathematics teachers and develop teaching methods.
With a large number of students seeking to improve and expand their business knowledge. Download :. Intelligent Business Elementary Coursebook [www. Intelligent Business Elementary Coursebook-Audio [www. Intelligent Business Elementary SkillsBook [www. Intelligent Business Elementary StyleGuide [www. Intelligent Business Elementary Test Master [www. Intelligent Business Elementary-TeachersBook [www. Intelligent Business Elementary-WorkBook [www. Then ask Ss to summarise the cultural difficulties a foreign CEO at Nissan might face and to suggest additional cultural factors that need to be taken into account, e.
Ss A work in pairs or small groups; Ss B do the same. They prepare a list of issues as requested in their brief Potential arguments in favour of Carlos Ghosn accepting the position Gronp A : He might be more successful than a Japanese CEO because he would have more freedom to break conventions. If he succeeded, it would mean world recognition. If he failed, it could be interpreted as a cultural issue rather than a personal failure.
Potential requirements of Carlos Ghosn Group B : Total support from Renault for the proposal Financial support from Renault for Nissan during the turnaround period Guarantee of the top job at Renault following the Japanese assignment regardless of success or failure. Task 2: Then ask Ss to nse the information to help them prepare proposals and supporting arguments for a discussion between Louis Schweitzer and Carlos Ghosn.
Refer Ss to the Useful phrases box but stress that in this case persuasive arguments are more effective than specific phrases. Task 3: Ss now combine in new pairs, comprising A and B.
Decision Ask Ss what they think happened in real life. Then ask Ss to listen to Rachel Ellison speak about the Nissan story. Were Ss correct in their predictions? Ss listen again and give reasons why the event ended as it did. Ask Ss for their views on what happened. Write it up Ask Ss to write up the outcome of the discussion in an email. The record of the discnssion is similar to informal minutes in some ways. Give each S a photocopy of the Writing preparation framework from page ; then use the Writing focus on the next page to link the use of the framework and the Style guide as Ss plan their writing.
Here Ss are writing to summarise the action agreed in the discussion about heading Nissan. The purpose is to ensure there has been no misunderstanding and to formalise what each party agrees to do. In a way, such an email acts as unofficial minutes of the meeting that took place. The writers are writing on an individual basis; however, such emails may be made public at a later particularly in the event of a dispute, so there to be awareness of a potential secondary audience.
You also need to plan the paragraphs you are going to divide your email into. An appropriate structure might be: Opening [reference to meeting] Reference to concerns Action to be taken by Louis Schweitzer Action to be taken by Carlos Ghosn Close [including reference to future contact. As it says in the Style guide, the language in an email should be simple and concise.
This email functions as a record of the men s discussion and so shares some of the characteristics of informal minutes. In informal minutes, it is important to summarise the message rather than report every word; the focus is usually on action to be taken, e. Mr X to approve the agreement by J 3 Nov You may find Writing 5 in the Skills book and the related teacher s notes on page helpful. Clear, short sentences are appropriate - though a range of linking words could be used to connect ideas in the early paragraphs.
Action points are usually written as separate points without linking words, e. Y to accompany X on the first visit to Japan. Z will provide appropriate financial support during the first two years. Il,;::i a! First an organisation needs to define its mission normally through a mission statement ; what is the organisation's core business?
Then it needs to define its strategy, i. Organisations that lack a clear strategic direction tend to fail. Emerging industries can be extremely attractive to companies, as firms can get a foothold in the indnstry before other people are established and barriers to entry become high. Think of e-commerce, for example: within three years of startup, Amazon came to dominate bookselling on the internet.
Generally, however, companies can only succeed in an established industry by defining and implementing a corporate strategy that distinguishes them from competitors.
Organisations need to be proactive, continually reassessing their own performance and the indnstry and environment they operate in. A number of standard tools can be used to aid this process of analysis, e.
What do they think the picture and title mean in relation to the topic of the unit? Elicit that the title The big picture relates to a strategic overview rather than a detailed picture of a particular area. The picture shows a chess game, a game involving strategic thinking.
Ask Ss to read the keynotes and check they understand the terms in bold. Yon may wish to elicit other forms of some of the words, e. Then ask Ss what happens if a company fails to plan strategically. Elicit from Ss the factors that a company might consider when planning strategically. Then ask Ss to open their books and look at the exercise. Ss work in pairs to put the factors in order of importance and explain why.
Ss then feed back to the whole class for further discnssion. Listening 1 D Ask Ss what steps are often involved in the strategic planning process. Then ask Ss to listen to David Drexler outlining one approach. Ss draw the diagram relating to a SWOT analysis. In feedback ask Ss to show each other in gronps their diagram. It is a tool commonly used at the start of strategic planning to focus on the situation of the company. Check Ss understand what the initials stand for Strengths, Weaknesses, Opportunities, Threats ; S and W usually refer to internal strengths and weaknesses; 0 and T usually refer to external opportunities and threats.
ReadingD As a lead-in, ask Ss what they know about Nike. How successful do they consider the company to be? Do they buy the brand? Why I Why not? Draw Ss' attention to the title of the article. What do Ss expect the article to be about? Then ask Ss to scan the article quickly to look for confirmation of their predictions. Discuss Ss' initial views about Nike targeting women. Check Ss' understand vocabulary from the introduction to the article Achilles' heel etc.
Also refer Ss to the glossary box at the bottom of the page and remind them of the glossary for Unit 3 at the back of the book. Reading EJ Ss work in pairs and agree on three changes Nike has made to appeal to a female audience.
Reading ID Ss read the text again for detail and focus on the names of people I companies I brands responsible for certain events at Nike. Ask Ss to replace the words in italics with one of the options. You may wish to ask Ss in feedback to make sentences using the incorrect options to check they understand when and how to use these. Vocabulary 1 EJ Ss are now going to read about another footwear company.
Ask Ss if they have heard of Geox footwear. If so, what do they know? Before Ss do the exercise, ask them to scan the gapped text to find out why Geox footwear is so special and in what direction Mario Moretti Polegato plans to move next. Make the point that Ss can often understand a lot of a text even if they do not understand every word. Then ask Ss to read the text and complete the gaps with the words. Vocabulary 2 Write the word profitable on the board. Ask Ss to suggest what could be added to the begiuning or end of the word to change the form or meaning unprofitable, Elicit that the bit added on at the beginning called a prefix; the bit at the end is a suffix; the word affix includes both prefixes and suffixes.
Point out that prefixes usually change the meaning of a work; suffixes change the form. Then ask Ss to look at the words in the list and identify how the suffixes change the form e. When Ss are confident, move on to the second part of the exercise. Ss work in pairs or groups. Give each group a dictionary if possible. Ask Ss to think of as many new word forms as possible nsing prefixes or suffixes.
Speaking EJ, page 27 Ask Ss to work in pairs I small groups and discuss how, in their opinion, one of the products could be made more appealing to women. If there is time, you may wish to ask Ss to talk about more than one prodnct. Language check Ask Ss what forms we use to talk about the future in English. Write up any answers on the board and explain you will come back to their suggestions after doing this exercise.
If any S suggests that we refer to the future using will, make it clear that this is only one way - and that it is often over-used by non-native speakers. Ask Ss to read the information and example sentences. Then ask Ss to match each sentence a-e with one of the uses What is the name of each verb form used e. Now ask Ss to return to their suggestions on the board. Would they change anything? Refer Ss to the Grammar reference on future forms at the back of the book. Ss look at the day programme for the conference.
Ask a few comprehension questions to check Ss understand. Then ask them to listen and make any necessary corrections in the programme. Listening 2 EJ Ask Ss to read the conversation they have just heard and to complete the gaps with the correct forms of the verbs in brackets.
Then ask Ss to listen and check their answers. Ss can also check their answers in the audioscript. In feedback ask Ss why each form is used, encouraging Ss to refer to the uses on page 27 and in the Grammar reference on page Draw Ss' attention particularly to the fact that both will and UNIT 3 going to can be used to make predictions.
Both forms wonld be acceptable in gaps 1,2,3,4,6, Speaking, page 28 Ask Ss to jot down any arrangements they have for the weekend activities, days, times, locations - and to make something up if they have nothing planned. Then ask Ss to walk aronnd the room making more arrangements with other people in the class. Encourage Ss to ask each other questions using the present continuous, e. What are you doing on Saturday morning?
Are you doing anything on Sunday? Also check Ss use the present continuous to refer to future arrangements in their responses, e. I'm sorry, but I'm going shopping then. In feedback ask a few Ss what they are now doing at the weekend, eliciting their arrangements.
Who do they speak to? In what language s? How easy do they find giving presentations in English? Ask Ss about the kind of preparation they usually do. Do they make notes? How do they structure the presentation? Ss read the information about short presentations. Emphasise that it is useful to plan presentations in three sections: introduction, development body and conclusion; the development section is likely to be divided into sub-sections. Stress the importance of not reading presentations aloud, even though it can be very useful to prepare detailed notes in advance.
It can also be useful to prepare structuring language e. I've divided my presentation into three parts and signposting language, particularly at transitions between sections e. Moving on to the next section, Clearly it is important to prepare visual aids in advance; it is also useful to prepare nseful language for referring to them e. As you can see, sales have risen Practice D Ask Ss to match the expressions with the parts of the presentation: introduction, development or conclusion. Ask Ss to identify which expressions can be used to refer to transitions This brings me to the next point and Finally I'd like to..
Which can be used to refer to visuals On this next slide you can see Have they used any of the expressions before? How could they complete them? First give each S a copy of the Presentation preparation framework from page Talk Ss through the framework: emphasise that with all types of communication it is important to define your audience and your purpose before starting to prepare, then link the framework with the points made on page Divide Ss into two groups.
Group A look at the information about Volkswagen on page ; Group B look at the information about Armani on page NB: Armani hotels are the subject of Unit 3 of the Workbook.
If Ss are using the Workbook, this activity would be a useful follow-up. Group B have a slightly easier task as all the information they need is on page Group A have information about VW but need to decide how they want to use it; do Ss want to end their presentations with specific recommendations for action - or do they simply want to signal the need for urgent action to turn the company around? Give Ss a set time in which to prepare the short presentation.
Then ask Ss to give their presentation either individually or by nominating a speaker for each group. Ss will also have the chance to make presentations in the Dilemma section of this unit. Before Ss start their presentations, give each S a copy of the Presentation feedback framework from page Ask each S to use the framework to make notes on one person's presentation only.
You can use a copy of the same form for your notes on each S. Remind Ss of the importance of all the categories on the feedback form e. Everyone joins in feedback following the presentations.
A number of other nnits in the Coursebook and Skills book also deal with aspects of presentations. How would they describe their company culture? Which of the features mentioned are most obvious in their workplace? Is this typical of their national culture? What type of culture would they prefer to work in? You may find it helpful to look at the Culture at work table from page 17 of the Skills book; this is reproduced below.
Yon may also find it usefnl to refer to the relevant section on Culture at work in the teacher's notes supporting the Skills book. Structnre Presentations have a Presenters prepare a tight structure with rongh outline, but an introduction, a often make changes as sequence of points they deliver the talk.
Sequencing Presenters move from Presenters may move one section to the next back and forth in a specific order. Following Presenters follow the Presenters are more the plan plan exactly and spontaneous, often time each responding to the section of the situation and audience presentation interest. Then ask Ss to read the Dilemma brief. Check that Ss understand the vocabulary and ask them to summarise the situation to demonstrate comprehension.
What does it say about the company? What does it suggest in terms of opportunities for the company i. Task 1: Put Ss into small groups and ask them to read page Then give them time to prepare a proposal for the leadership council.
Tell Ss that they should try to focus their approach around one of the areas suggested. Task 2: Each group should then prepare a short presentation using visual aids , referring to the guidance given on page 29 and the useful phrases on page You may wish to ask Ss to refer to the photocopiable Presentation framework on page Encourage Ss to write a structure and notes only rather than writing out their presentations in full.
However, they should plan their introduction and conclusion in detail in order to be sure of starting and ending with an impact. You may wish to suggest each S within the group gives one part of the presentation. In feedback ask Ss to vote on which proposal was the best and to give reasons Why. You may want to use the Presentation feedback framework on page Did the Ss choose the same strategy as Harley Davidson?
Write it up Ss then write up their proposal and recommendations in the form of a memo. Yon may wish to ask Ss to prepare the memo in class, complete it for homework then compare their answer WIth a partner in the next lesson before handing it in to be marked.
Give each S a photocopy of the Writing preparation framework from page ; then use the Writing focus Wntmg focus: Memos below to link the use of the framework and the Style guide as Ss plan their writing. You may also WIsh to use the Writing feedback framework from page to structure your feedback to each S.
Optional activity Photocopiable resource 3. Ensure Ss understand the word tentative. Then ask Ss to place each phrase in an appropriate place on the line. Here Ss are writing to propose a strategic direction for the company and make specific proposals. What are you going to put in the subject line? Plan the sections you are going to divide your memo into. Then brainstorm the points you might cover in each section.
As it says in the Style guide, memos tend to be less formal than business letters. They are usually short and clear, but not bossy. The language is simple and the tone is normally neutral. See the Style guide, particularly the phrases for recommending options on page See also the Optional activity above. Strong recommendations: It is essential that Tentative recommendations: You could You may also wish at this stage to brainstorm words to do with pay and put them on the board e. This unit looks at pay, specifically executive pay.
A topical question is whether top managers and directors deserve the lavish pay packages they are awarded. This is a particularly relevant issue since the gap between executives' pay and that of factory-floor workers has widened in rich countries over the past two decades.
The late s saw a trend, particularly in the USA, towards rewarding executives with stock options and other performance-related bonuses. This has become even more controversial since some top executives continue to receive huge rewards despite poor efforts and poor results.
This has enraged shareholders in Britain and the USA, who have begun to revolt against excessive executive pay packages. For example, shareholders of the pharmaceutical company GlaxoSmithKline have recently failed to approve the proposed remuneration package for the CEO. Companies are now exploring new ways to motivate their top staff. Some argue that offering employees stock options makes no sense because this only contributes to short-term thinking.
Moreover, stock options are often only available to top management in a company, and are only one way of motivating a workforce. Keynotes Ask Ss to look at the picture and title on page What do they think the picture represents? Elicit that it shows a 'fat cat', i. What do Ss think the title means? Have they heard it before? It is a marketing slogan used in TV adverts for the cosmetics company r. The title plays on the fact that 'fat cats' think they are worth the massive remuneration packages that they earn.
Ask Ss to read Preview Ask Ss if they know anyone in business who is a millionaire. Then ask Ss to listen to two millionaires speaking and complete the table. Who do they think deserves to be a millionaire and why? Some co-operatives try to limit the difference between the best and worst paid employees of their organisation. What do Ss think about attempts to lessen remuneration differences between levels of employee?
Reading D Ask Ss what they know about GlaxoSmithKline multinational pharmaceutical company; it is the result of a number of mergers between large pharmaceutical firms. Then ask the Ss to read the text and discuss the question.
Encourage Ss to give reasons for their views. Reading EJ Ask Ss to read the text again and answer questions First, refer Ss to the glossary box at the top of the page and remind them of the glossary for Unit 4 at the back of the book. After checking Ss' answers, ask how they would have voted as GSK shareholders.
The question means how much right to express their opinions and be listened to should shareholders have. Ask Ss to discuss the questions in pairs, giving reasons for their views. Vocabulary 1 Point out that the words in the box at the top are taken from the text.
Ask Ss to replace the words in italics in the sentences with words with a similar meaning from the box. Encourage Ss to note dowu new vocabulary with synonyms and related words to build their vocabulary. Vocabulary 2 Ss are now going to focus on multi-part verbs taken from the text then broaden out to other multi-part verbs.
Ask Ss to look at the verbs in the list. Do they know what they mean? Check Ss are confident with the types and usage of multipart verbs. See Language focus below. Then ask Ss to use the verbs to complete the sentences. To consolidate their understanding, you may wish to ask Ss to make their own sentences using the verbs. Multi-part verbs are divided into two types.
Type 1: without an object intransitive The CEO gets a good pay package even if the company goes under. Type 2: with an object transitive We need to set up a fair and transparent pay system. Some Type 2 verbs are separable i. We need to set it up as soon as possible.
Other Type 2 verbs are inseparable. Point out that multi-part verbs sometimes called phrasal and prepositional verbs tend to be less formal than equivalents with a Latin origin, e. Ask Ss to brainstorm the potential elements of a remuneration package e. Ask Ss if they think that all jobs should receive the same benefits. Then ask Ss to discuss in groups which would be the most and which the least important element for them if they were going for a new job.
Listening 1 0 Ask Ss to listen to the second part of the talk and answer the questions. To follow up the task, ask Ss about their views on how best to evaluate and reward performance.
Speaking, page 37 Explain to Ss that they are now going to focus back on the deals given to CEOs, in particular the deals given to departing CEOs when leaving from companies that have failed. Ss work in pairs and do an information exchange. Student A looks at tlie information on page ; Student B turns to page Check Ss understand the vocabulary used, e.
Ss ask and answer questions to complete the information. Ask Ss how they feel about the CEOs receiving large severance deals after being responsible for companies' poor performance.
Language check Ask Ss to look at the example sentences from the text on page 35, identify the tense used present perfect and explain why the examples refer to actions that affect the present, and to unfinished and recent time.
Then write modified versions of some of the sentences on the board using past simple , e. Yesterday a big pharmaceutical comnanyfound itselfat the sharp end of a mood change. The value of most large companies fell considerably in the five years to last year. Elicit that the past simple is used here because the sentences refer to finished, definite time.
Elicit from Ss some of the time markers that can be used to refer to finished time past simple and to unfinished time present perfect see next exercise. Check that Ss know how to form each tense and refer Ss to the Grammar reference on page Ensure that Ss realise that the past simple is used with finished time and the present perfect is used to refer to recent or unfinished time. Also ask Ss in which column tbey would put when; elicit the fact that it refers to finished time because the response is a date or time.
Optional activity To practise using the time markers above, write the time markers on separate cards or make photocopiable sets of cards. Ss work in groups with a set of cards face down in the centre of the table. Ss take turns to take a card and make a sentence using the time marker on the card. If the sentence is correct, the S keeps it; if it is incorrect, it goes back in the middle.
The other Ss assess the correctness of each others' sentences. The S with the most cards at the end of the activity is the winner. Optional activity Photocopiable resource 4. Staff are given a 'flexible benefits fund' and make their own decisions to purchase those benefits are most useful to them, e.
Give Ss a copy of Photocopiable resource 4. Which benefits would they choose, if any? Make it clear to Ss that they may take part of the fund - or even the full fund - in cash if they wish. Ss explain their choices to each other. As it says in the text, it is widely known for its losses in the tragedy of II September I.
Ask Ss to skim the text and summarise this story about the company. Then ask Ss to read again and complete the gaps using the present perfect or past simple. Then ask Ss to listen to a financial analyst talking about salaries and share options, and complete the missing information. The speaker suggests that Barbakow's basic salary was only average for his job; how do S8 react to that?
Ss work in pairs. Ask Ss to discuss recent events and developments in their country in the fields listed. Prompt Ss where necessary. Have there been any recent elections? What political events have been in the news recently? When did these happen? What details can Ss give about them? Ask Ss to work with their books closed.
Elicit from Ss reasons why an employee might fail to meet a target. Ask Ss to open their books and compare with the list on page Ss study the information in the box.
Ensure Ss understand all ofthe language used then focus on the prepositions and particles used problems with, overspend on, behind schedule, catch up, come in under budget. Point out that the present perfect is often used when evaluating performance as the speakers are interested in progress up to the present. Ask Ss about their own experience of evaluating performance e.
Have there been occasions recently where you have not met objectives at work? What were the reasons for this? Do you feel that performance-related pay isfair? Listening 2 Ss reorder a jumbled dialogue where the speakers are evaluating the performance of a project.
Ask Ss to listen to the dialogue to check their answers. Then ask Ss to tum to the audioscript on page and to underline any uses of the present perfect for progress until now and past simple for detail.
Speaking, page 39 Ask Ss to discuss the questions in pairs. Ss will naturally use all past simple as they are talking about a project in the past. Optional activity You might want to focus on the scenario Ss have just talked about as a means of practising present perfect and past simple. Ask Ss to stay in the same pairs and to roleplay the scenario they have just described.
Ask Ss to base their dialogue on the structure and some of the language of the dialogue in Listening 2. You may find it helpful to look at the Culture at work table from page 22 of the Skills book; this is reproduced below.
Fixed objectives Flexible working Objectives People specify It is important to the objectives at build a close the start of a project relationship first. The partners can develop their objectives as they get to know each other. Commnnication It is usual to It isn't necessary to style explain everything give detailed in detail, write explanations because everything down the partners and refer to the understand each other: objectives often. Evaluation Partners evaluate Partuers evaluate the the project on the report on tbe basis of basis of whether whether everybody is they have achieved satisfied.
Check that Ss are familiar with the terms used e. Task 1: Divide Ss into groups. All groups represent the shareholders of Better Price. Their task is to discuss the three candidates' strengths and weaknesses and then choose who they would employ. Task 2: Tell each group to prepare a mini-presentation to the class, recommending one candidate. Encourage Ss to use language from the Useful phrases box. Task 3: Each group then nominates one person to present their views to the class.
Decision Ask Ss to listen to Liam Mellows making his recommendation for a candidate. Did the Ss choose the same person as Limn? Write it up Ss then write up, in the form of a memo, a comparison of the candidates and a final recommendation.
You may wish to ask Ss to prepare the memo in class, complete it for homework then compare their answer with a partner in the next lesson before handing it in to be marked.
Give each S a photocopy of the Writing preparation framework from page ; then use the Writing focus Writing focus: Memos below to link the use of the framework and the Style guide as Ss plan their writing. It may be a good idea to set a word limit, e. You may also wish to use the Writing feedback framework from page to structure yonr feedback to each S. First decide who you are. In this case, Ss are shareholders writing on behalf of other shareholders. Here Ss are writing to compare candidates for CEO and to make a recommendation.
Then ask them to read the keynotes. Check they understand the terms in bold in particular, but also other words and phrases you think they might not uuderstand e. You may wish to ask questions as a follow-up, e. What kind of natural resources might countries exploit? Do you know what the GDP is of your own country? The unit focuses on one particular development, Camisea in Peru, and the advantages and disadvantages for the region.
On 5 Augnst the Peruvian President, Alejandro Toledo, switched on the taps of Peru's natural gas project 'Camisea' 20 years after the gas reserves were originally discovered. The gas field, miles from Lima, in remote juugle, is one of the most important in South America.
Peru hopes the development will increase Peru's economic growth and enable it to export energy to Mexico, and possibly the USA rather than import it.
It is also hoped it will provide cheaper energy and a source of power for cleaner gas-fuelled motor vehicles.
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