Coursebook

lwonna Dubicka
Margaret O'Keeffe
Bob Dignen
Mike Hagan
Lizzie Wright

Business

@Pearson FT Publishing
FINANCIAL TIMES
 Contents
UNIT 1 ORGANISATION p.7 Videos: 1.1 A news organisation   1.3 Managing first meetings

1.1 A news 1.2 Innovative 1.3 Communication 1.4 Business skills: 1.5 Writing: Emails – Business workshop 1
organisation organisations skills: Managing first Small talk in first Organising information Office space (p.88)
meetings meetings

Video: A news Listening: Flat and Video: Managing first Listening: Interview Model text: Invitation Listening: Employee
organisation tall organisations meetings with a communication to an induction day views on their workspace
Vocabulary: Roles and Grammar: Future forms: Functional language: coach; Small talk between Functional language: Reading: Millennial-
responsibilities Present Simple, Greetings, introductions colleagues Ordering information friendly workspaces
Pronunciation: Present Continuous and goodbyes Functional language: in an email Task: Design a new
Word stress (p.114) and be going to Pronunciation: Asking and answering Grammar: L Present office space
Writing: An email Intonation and questions in first meetings Simple and Continuous
Project: Showing
someone around a about future plans politeness (p.114) Task: Meet a visitor and Task: Write a reply to a
department and arrangements Task: Making manage small talk work-related invitation
introductions and
contacts at an event

Review p.104

UNIT 2 BRANDS p.17 Videos: 2.1 A luxury brand   2.3 Teamwork

2.1 The life of luxury 2.2 Asian brands 2.3 Communication 2.4 Business skills: 2.5 Writing: Formal Business workshop 2
go west skills: Supporting Making a presentation and semi-formal emails Kloze-Zone (p.90)
teamwork

Video: A luxury brand Reading: Chinese Video: Teamwork Listening: Different Model text: Invitation to a Listening: Customer
Vocabulary: Marketing combine holidays with Functional language: ways to open a corporate event and staff feedback on
and brands luxury shopping Giving and responding presentation Functional language: a clothing store

Pronunciation: Grammar: Connectors to advice Functional language: Writing, accepting and Task: Brainstorm a brand
Stress in compound Pronunciation: Task: Asking for and Signposting in declining an invitation awareness campaign
nouns (p.114) Connectors: intonation giving advice presentations Grammar: L Verbs + Writing: An email
Project: Research and and pausing (p.114) Task: Prepare and give -ing vs. infinitive summary of the campaign
discuss an advertising Speaking: Discussing a presentation Task: Write a formal reply
campaign brands using connectors to an invitation

Review p.105

UNIT 3 JOB HUNTING p.27 Videos: 3.1 Applying for an internship   3.3 Demonstrating active listening

3.1 A job search 3.2 Job interview 3.3 Communication 3.4 Business skills: 3.5 Writing: Covering Business workshop 3
questions skills: Listening actively Interviews letters Social media manager
required (p.92)

Video: Applying for Listening: Interview Video: Demonstrating Listening: Two job Model text: Covering Listening: Three
an internship questions and answers active listening interviews letter video CVs; First
Vocabulary: Getting a job Grammar: Indirect Functional language: Functional language: Functional language: interviews

Pronunciation: questions Active listening Useful phrases for Useful phrases for Reading: Analysis of three
Stress in derived Pronunciation: Task: The listening/ candidates covering letters CVs and covering letters
words (p.115) Voice range and distraction game Task: Create a job and Grammar: L Past Task: Conduct a second
Project: Plan and write intonation in indirect interview for it Simple and Present interview
a job advertisement questions (p.115) Perfect
Speaking: A job interview Task: Write a covering
letter

Review p.106

UNIT 4 BUSINESS STRATEGY p.37 Videos: 4.1 A food company’s strategy for growth   4.3 Problem-solving styles

4.1 Food industry 4.2 PEST analysis 4.3 Communication 4.4 Business skills: 4.5 Writing: Reporting Business workshop 4
strategies skills: Solving problems Problem-solving reasons and results Supermarket wars
meetings (p.94)

Video: A food Listening: A lecture on Video: Problem- Listening: A problem- Model text: Report Reading: Profiles of
company’s strategy for PEST analysis solving styles solving team meeting extract competing supermarket
growth Grammar: Modal Functional language: Functional language: Functional language: chains
Vocabulary: Business verbs: obligation, Offering and asking for Leading and participating Reporting problems, Task: Select the best
strategy collocations and prohibition, necessity, help in problem-solving reasons and results strategies for growth
word building recommendation Pronunciation: meetings Grammar: Listening: Compare
Project: Investigate a food Writing: A short PEST /iː/, /ɪ/, /eɪ/ and /aɪ/ Pronunciation: L Comparison your strategies with a
brand’s attitude to health analysis of a company or (p.115) Intonation in ‘OK’ Task: Write a short report business news report
organisation Task: Offering and asking (p.115) outlining problems,
for help in work and social Task: Take part in a reasons and results
situations problem-solving meeting

Review p.107

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 UNIT 5 LOGISTICS p.47 Videos: 5.1 Amazon: the logistics of e-commerce   5.3 Collaborating on a project

5.1 E-commerce 5.2 Driverless 5.3 Communication 5.4 Business skills: 5.5 Writing: Letter of Business workshop 5
technology skills: Collaborating Negotiating complaint Robots wanted for
warehouse (p.96)

Video: Amazon: the Reading: Lorries lead cars Video: Collaborating Listening: Negotiating Model text: Letter of Listening: Criteria
logistics of e-commerce in the technology race on a project new terms and conditions complaint for choosing a supplier;
Vocabulary: Logistics Grammar: Passive forms Functional language: Functional language: Functional language: Teleconferences with
and word building Agreeing and disagreeing Negotiating Useful phrases for letters suppliers
Pronunciation:
Pronunciation: Auxiliary verbs in Task: A meeting to discuss Task: Negotiate a new of complaint Task: Negotiate and select
Pausing and stress in passives (p.116) controversial proposals deal Grammar: L Linking a supplier
presentations (p.116) Speaking: Describe a Task: Write a letter of Writing: A formal email
Project: Debate the use process complaint confirming the result of
of drones the negotiation

Review p.108

UNIT 6 ENTREPRENEURS p.57 Videos: 6.1 The world’s first ethical smartphone   6.3 Influencing styles: push and pull

6.1 Fairphone 6.2 Young 6.3 Communication 6.4 Business skills: 6.5 Writing: Business workshop 6
entrepreneurs skills: Influencing Presenting facts and Summarising Doable crowdfunding
figures (p.98)

Video: The world’s first Reading: Leaving Harvard Video: Influencing Listening: A presentation Model text: Summary of Listening: Three
ethical smartphone to start a business styles: push and pull based on visual data a business talk crowdfunding pitches
Vocabulary: Running Grammar: Reported Functional language: Functional language: Functional language: Speaking: Decide which
a business speech Dealing with objections Presenting visual Summarising crowdfunding project
Pronunciation: Speaking: Talk to a Task: Influencing others information Grammar: L Order of to back
Consonant-vowel journalist about your to overcome objections Pronunciation: information in sentences Task: Prepare and deliver
linking (p.116) start-up Intonation and Task: Listen to a talk and a crowdfunding pitch
Project: Brainstorm and Writing: An email/article discourse marking in write a summary
present new business based on the interview presentations (p.116)
ideas Task: A presentation to an
investor

Review p.109

UNIT 7 WORKING ABROAD p.67 Videos: 7.1 Working abroad   7.3 Decision-making styles

7.1 Global work 7.2 Cultural anecdotes 7.3 Communication 7.4 Business skills: 7.5 Writing: Making Business workshop 7
cultures skills: Decision-making Relationship-building recommendations Cross-cultural consultants
(p.100)

Video: Working abroad Listening: Working in Video: Decision- Listening: Model text: Report giving Reading: Blog posts on
Vocabulary: Working other cultures making styles Conversations at suggestions, advice and cultural awareness
abroad: Adjectives, Grammar: Past tenses: Pronunciation: a networking event recommendations Listening: Interviews
prefixes, opposites Past Simple, Past Strong or weak? Functional language: Functional language: with staff about working
Project: Research a Continuous and Past (p.117) Keeping a conversation Formal/neutral/ internationally
different work or study Perfect Simple Functional language: going informal language for Task: Prepare and present
culture Pronunciation: Expressing preferences Task: Meeting new people recommendations recommendations for
Phrasing and intonation Task: Discuss preferences at an induction day Grammar: L First and working in your culture
in past sentences (p.117) and reach agreement second conditional Writing: A formal email
Speaking: Tell an anecdote Task: Write a report giving confirming the outcome
Writing: An anecdote suggestions, advice and of the presentations
recommendations

Review p.110

UNIT 8 LEADERSHIP p.77 Videos: 8.1 Safari Vet School   8.3 Positive and developmental feedback

8.1 Learning to lead 8.2 Neuroleadership 8.3 Communication 8.4 Business skills: 8.5 Writing: Informing Business workshop 8
skills: Giving and Leading meetings of a decision Talent management
receiving feedback (p.102)

Video: Safari Vet Reading: Business leaders Video: Positive and Listening: Managing Model text: Email about Listening: Three
School need neuroscience developmental feedback a team meeting decisions made by Board employees talking about
Pronunciation: Grammar: Relative Functional language: Functional language: of Directors their training needs
Glottal stops (p.117) clauses Giving and responding to Leading and managing Functional language: Reading: Profiles of
Vocabulary: Leadership Pronunciation: feedback meetings Formal and semi-formal training courses
Phrasing and Task: Give and respond to Task: Lead a mini-meeting language for decisions Task: Design a
Project: Discuss and write
about a great leader intonation in relative developmental feedback Grammar: L Reduced development plan for an
clauses (p.117) relative clauses employee
Speaking: Truth or lie Task: Write a formal Writing: An email to
game using relative email to inform staff of justify a training course
clauses decisions made

Review p.111

Pronunciation p.112 Grammar reference p.118 Additional material p.126 Videoscripts p.138 Audioscripts p.146 Glossary p.154

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Unit overview
A news organisation Video: A news organisation
Lesson outcome: Learners can use vocabulary related to a range of Vocabulary: Roles and responsibilities
job roles and responsibilities within a company ar organisation. Project: Showing someone around a department ar campus

Listening: Two company profiles: flat and tall organisations

Lesson outcome: Learners can use a range offuture forms to Grammar: Future forms: Present Simple, Present Continuous and be going to
talk about intentions, plans, arrangements and predictions. Writing: An email about future plans and arrangements

Communication skills: Managing first meetings Video: Managing first meetings

Lesson outcome: Learners are aware of different ways to Functional language: Greetings, introductions and goodbyes
manage first meetings and can use a range of phrases far Task: Making introductions and contacts atan event
greetings, introductions and goodbyes.

Business skills: Small talk in first rneetings Listening: lnterview with a communication coach; Small talk
between colleagues
Lesson outcome: Learners can use a range of questions and
Functional language: Asking and answering questions in first meetings
responses to make small talk in first meetings.
Task: Meet a visitar and manage small talk during a first meeting

Writing: Emails - Organising information Model text: lnvitation toan induction day
Functional language: Ordering information in an email
Lesson outcome: Learners can organise information in a
work-related email and write a reply to a wor invitation. Grammar: Present Simple and Present Continuous
Task: Write a reply to a work-related invitation

Businessworkshop 1: p.88 1 Review 1: p.104 1 Pronunciation: 1.1 Word stress 1.3 lntonation and politeness p.114 1 Grammar reference: p.118

> 7
 A news organisation
Learners can use vocabulary related to a range of job roles and
responsibilities within a company or organisation.

Lead-in 1 Discussthese questions.

1 These are sorne typical departments in a company. What do you think each one does?
Use sorne of the key words and phrases in the second box to help you.

finance human resources marketing operations production sales

brand image cash flow customer service health and safety invoicing
manufacturing pricing promotion quality control recruitment supply cha in

2 Can you name any other departments?

3 Which departments do you think do the most important work? Why?

VIDEO 2A Would you like to work fer a news organisation? What do you imagine it is like?
B In what ways do you think working fer a news organisation is:
a stressful? b glamorous? e interesting?

3A a 1.1.1 Watch the video and match the five speakerswith the jobs.

Director of Human Resources Finance Supervisor News Editor

Programme Director News Reporter

1 2 3 4 5

B Which of these people probably work closely together on a daily basis?

4 Watch the video again and complete the infermation. Use ene word in each gap.
1 lt is important that individuals and teams understand their and responsibilities.
2 Staff [in the newsroom] are responsible far the teams gathering* news globally.
3 Arti gives a(nl the task of covering a news story.
4 Nick works with a camera to make sure they are getting the right pictures.
5 John's role is to lead the production _
6 He describes his job as similar to the of an orchestra.
7 The HR director has several strategic and priorities.
8 Ray says it's important to make sure the come in on time.

~
~
Teacher'~ r~:ources:
extra acnvitres
5 Work in pairs or small groups. What do you think each person likes most and least
about their job?

Vocabulary Roles and responsibilities

6 What do the words in the box mean? Complete the extracts from the video using
the words and phrases in the box.
1 My job newsgathering far a majar news organisation.
involves lead make sure
2 My role as Programme Director is to the production team.
running
3 l'm responsible far the human resources team.
4 We need to we're getting cash in .

• :;e::¡:,·r~; • om different places and put them together in one place

 7 Look at sorne expressions people use to talk about their jobs. Complete the
expressions in bold using the prepositions in the box,
I after far of of of to with with

1 I report the IT Director.

2 l'm the Head Sales.
3 I workclosely the Head of Marketing.
4 I Look the company website.
5 I take care the export documentation.
6 l'm responsible coordinating the production team.
7 l'm in charge the research and development team.
8 I coordinate all departments to ensure customer satisfaction.

8 Read how two more people at the news organisation describe their jobs.
Complete the texts using words from Exercises6 and 7. Use one word in each gap.

My name's Frances Mullan. l'm the Head of Marketing. My name's Donovan Parsons. l'm a camera operator and I take
1 1 a small team of two marketing managers 5 of the camera equipment. l'm 6 _

and a video producer. Our work 2 a variety of for interpreting what the director wants to happen and
marketing strategies to promote the business, including events, putting it on screen. 1 7 closely with other
social media and printed advertising. l'm in 3 of technical departments, such as lighting and sound. My duties
attracting new customers, retaining existing customers and also include supervising the work of the camera assistant.
positioning the business as innovative and creative. 14 _ We're in a live television environment so we have to make
directly to the Head of Strategy and Development. _____ we can do the job under pressure.

9 Workin pairs. How would you describe your own job, a job you would like
to have in the future, ora job in the box? Use sorne of the vocabulary from
Exercises6 and 7.
actor hotel manager journalist personal shopper photographer sports trainer

Teacher's resources:
extra activities ~ page 114 See Pronunciation bank: Word stress

> lOA
PROJECT: Showing someone around

Workin pairs or small groups. Imagine that you are going to

show a new member of staff around the organisation where
you work ora new/overseas student around the campus of
the place where you study.
• Decide which departments/areas you would take the new
employee/student to and why.
• Which key people would you introduce your new
employee/student to?
• How would you briefly describe the roles and
responsibilities of three peo ple you meet?

B Roleplay the introductions with the new

employee/student. What would be sorne good
questions to ask the three people about their
roles and responsibilities?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practicel to 5 (1 know this welll
Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 lnnovative organisations
Learners can use a range of future forms to talk about intentions, plans,
arrangements and predictions.

Lead-in 1 Look at the tall and flat organisational structures. What do you think are sorne
1t advantages and disadvantages of each?

t 2A Match the words and phrases in the box with the definitions.

iit
bureaucracy centralised decentralised hierarchy innovative promotion

ff t t ff
1 a move to a more important job in a company or organisation
2 new, different and better than befare
Tall organisation 3 a system of organisation in which peo ple are divided into levels of importance
4 a complicated official system that has a lot of rules and processes

i 5 organised the control of an organisation so that everything is done or decided in one place
6 moved parts of an organisation, etc. from a central place to several different smaller ones

ittttt Flat organisation

B Work in pairs. Can you use any of the words in Exercise 2A to talk about
the organisational structures in Exercise l? Compare your ideas with the
information on page 126.

Listening 3 Look at the two company profiles: W. L. Gore and Zappos. Do you think they are
likely to have flat or tall structures? Why?

4 ~> 1.01 Listen to the radio discussionwith Janet Wood, an organisation

consultant. Check your answers in Exercise3.

5 Listen again and decide if these sentences are true (Tl or false (Fl. Correct the
W. L. GORE incorrect sentences.
CEO: Terri Kelly 1 Organisations with tall structures can change and innovate fast.
2 Bob and Genevieve Gore started their company in the 1960s.
Sector: Manufacturing
3 Employees voted to decide who should be the CEO of Gore.
4 'Holacracy®' is a system without traditional managers.
5 All the functions at Zappos are now done by teams.
6 The transition at Zappos will take a few months to complete.

6 Choosethe correct option. Listen to the discussionagain if necessary.

1 Janet Wood seems
a critical of hierarchies.
ZAPPOS
b positive about hierarchies.

i
CEO: Tony Hsieh e sceptical about flat structures.
Sector: Online shoe and 2 Which statement about W. L. Gore is true?
clothing sales
a Employees work in teams of 30.
b Staff are called associates.
e Nobody in the company has a job title.
3 Which statement about Zappos is true?
a The company started two years ago.
b Staff work in about 500 teams called circles.
e The lead link of a circle decides what everyone does.
4 What do W. L. Gore and Zappos have in common?
a Senior executives are elected by the employees.
b Any member of staff can start a new project team.
e Staff decide their own roles in a team.

Teacher's resources: 7 Work in pairs. How would you feel about working in a flatter organisation with
extra activities few ar no managers? ·

> 10 <
 <
Grammar Future forms: Present Simple, Present Continuous and be going to
8A Look at these extracts from the discussion. Which one is:
1 You decide what you are a a personal intention? e a prediction?
going to contribute to b a plan/arrangement? d a scheduled event?
theteam.
B Which verb form is used in each example in ExerciseSA?

2 Zappos has a training ~ page 118 See Grammar reference: Future forms
session next week.
9 Decide which is the best option in each sentence and explain your choice.
There may be more than one possible answer.
3 l'm flying to Las
1 Whattime the first flight on Sundays?
Vegas tomorrow.
a does . . leave b is ... leaving e is ... going to leave
2 When I get more free time, I a gym.
4 l'm sure that's going a join b am joining e am going to join
to be a very interesting
3 He can't remember what time he the client tomorrow.
experience.
a visits b is visiting e is going to visit
4 _____ to her email until later today.
a don't reply b am not replying e am not going to reply
5 We sorne friends after work this evening.
a meet b are meeting e are going to meet
6 Susan hasn't studied all year. She her final exams next week.
a fails b is failing e is going to fail
7 The conference until 10 o'clock but let's get there early.
a doesn't start b isn't starting e isn't going to start
8 There's a lot of traffic. intime to catch the train?
a Do we arrive b Are we arriving e Are we going to arrive

lOA Complete the conversation with appropriate future forms, using contractions
where possible. There may be more than one possible answer.
A: Hi, Juliana. What time 1 (the department meeting I startl tomorrow?
B: At 10 o'clock as usual, but I think 12 (bel about fifteen minutes late.
I have a dentist's appointment.
A: 3 (yo u/bel a ble to talk after your trip to the dentist's?
B: Yes, it's justa check-up. In fact, 14 (givel a presentation on the
company restructuring.
A: l'm sure that 5 (bel interesting. Is it true we 6 _

(movel to offices outside the city?

B: 17 (not tell) you anything befare the meeting. You know that.
A: Well, 18 (sitl right at the front. 1 don't want to miss anything.
a: Teacher'~ r~~ources: B .. , 1.02 Listento the conversation in ExerciselOA. Which future forms do the
U" extra acnvines
speakersuse in each case? Why do you think this is?

Writing 11 Write an email to a friend or colleague about a real or imaginary trip you have
planned far work or pleasure. Write 100-120 words.
• Say when and where you are going and how you are travelling there.
• Say where you are staying.
• Mention your predictions for the weather.
• Talk about your intentions and arrangements for the visit.

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practicel to 5 (1 know this welll.
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Learners are aware of different ways to manage first meetings and can use
a range of phrases for greetings, introductions and goodbyes.

Lead-in 1 Work in pairs and discuss the questions.

1 When you meet someone for the first time, what do you usually do and say to be polite?
2 Across cultures, there are many ways of being polite in first meetings, e.g. sorne peo ple
shake hands, sorne people kiss, etc. How many different ways to be polite can you think of?
3 Is it more polite to invest time to build relationships with small talk first and then focus
on the work or task, or is it better to focus directly on the task, and build a relationship
later? Why?

VIDEO 2A a 1.3.1 Watch as Matt and Stefanie prepare to rneet each other in London.
1 Where do they work? 2 What is their usual job? 3 What is their project role?

B Watch the video again. Mark which qualities Matt (M) and Stefanie (S) use to
describe thernselves and their own cornrnunication style. Which words do the
other speakers use to describe Stefanie? You do not need to use all the words.

efficient flexible work-focused rude informal friendly polite quiet

professional organised open effective

C Overall, do you think Matt and Stefanie willwork well together? Why?

3A In srnall groups, discuss which is the best cornmunicat ion style (option A or B)
for Matt to use in his first meeting with Stefanie. Give reasons for your answers.
As a class, decide which video to watch first.
Option A- Focus on the relationshipfirst: Be polite by meeting Stefanie in an informal
way and focusing on the relationship first befare getting down to business.
Option B - Focus on work first: Be polite by meeting Stefanie in a formal way and
focusing the conversation quickly onto work tapies.

B Watch the videos in the sequence the class has decided, and answer the
questions for each video.
Option A a 1.3.2 1 How does Matt introduce himself?
2 How does he begin the visit and why do you think he does this?
3 Overall, how successful do you think the meeting is? Why?

Option B a 1.3.3 1 How does Matt introduce himself?

2 What two reasons does Matt give for discussing business immediately?
3 Overall, how successful do you think the meeting is? Why?

4 In pairs, discuss the questions and agree what you can learn frorn Matt's
experiences.
1 What did Matt do to be polite in each video?
2 What happened as a result?

5 a 1.3.4 Watch the Conclusionssection of the video.

1 Compare what is said with your answers in Exercise 4.
2 Note down the three main learning points which are described.
3 Decide how far you agree with these points. Why?

Reflection 6 Think about the following questions. Then discussyour answers with a partner.
1 Which communication style (relationship-focused or work-focused) do you prefer when
meeting people for the first time? Why?
2 What is one advantage and one possible disadvantage ofyour own personal style?

:.2
· 1.3 >I Communication sldlls; Managing first meetings • • D

Functional Greetings, introductions and goodbyes

language 7 Complete the table with these phrases from the video.
1 OK, so we need to leave it there. 5 Sorry to [be in a rush Like this / rush off so soon).
2 [Good/Great/Lovely/Nice) to finally meet 6 [Good/Great/Lovely/Nice) to see you again.
you in person. 7 Thank you far coming and have a [safe trip /
3 Do you know [the design guys)? good weekend)!
4 [Guys,] this is Stefanie. 8 So, first time in London?

Meeting and greeting lntroducing people Saying goodbye

How's it going? Let's go and [say hello to .] Excuse me. [I must take this call.l
[Did you have a] good trip? l'd like to introduce you to ...
Can I get you [a coffee]? Have you met [Miran] befare? She
works far/ works with I runs ...

8A Look at the conversation between Suzanne Jones and her visitar. Match what
Suzanne says (1-5) with the responses (a-e).
1 Hello, l'm Suzanne Janes, Head of Planning. a No thanks. l'm fine.
2 How's it going? b Hi, Suzanne. Nice to finally meet you
3 Everything's fine. Good trip? in person.
4 lt's always the same. Can I get you c Great! Can't wait!
anything to drink? d Not bad, not bad. How about you?
5 Let's go and meet the rest of the team. e A bit of a delay on the underground today.

B Work in pairs. Use phrases from Exercises 7 and SA to write your own dialogue
between a host and business visitar. Then roleplay your dialogue.
C Work with another pair. Hosts: introduce your visitar to the other pair. Visitors: respond.
Teacher's resources: One person should say goodbye to the group, giving a reason.
extra activities
~ page 114 See Pronunciation bank: lntonation and politeness

9A Work in pairs. Choose an industry from the list and invent your
roles. Think about your job titles, company name and
geographical location.

architecture fashion movies music

toy makers video games

B You are ata large public event. Introduce

yourself and your colleague to other
peo ple. lf you find someone who could
be a useful contact, make a note of their
name. lf not, say goodbye politely and
move on.
C At the end, tell the class how many
useful contacts you made. Why
did you think these people could
be useful?
D In your pairs, discuss which
phrases you used from Exercise 7
and w.hat you found difficult.

How successfully have you achieved the Lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have Learnt.
 Learners can use a range of questions and responses to make small talk in
first meetings.

Lead-in 1 Work in pairs and discussthe fellowing questions.

1 What is 'small talk'7 How important is it during first meetings?
2 What questions would you normally ask when meeting someone far the first time?
3 Are there any problems with asking questions in a first meeting? Why?

Listening 2A ~> 1.03 Listen to a short interview with Angela Dawson, a communication
coach based in New York, about how to use small talk and manage first
meetings. Then answer the questions.
1 Why is managing first meetings in international business often difficult?
2 What is the value of asking questions?
3 Which types of question are most effective? Why?
4 What should you ask questions about?

B Listen again and answer the questions.

1 What two things does Angela say about silence?
2 Why does she say that sorne questions don't matter?
3 What is the relationship between asking questions and building trust?

C In pairs, discussthese questions about Angela's ideas.

1 How far do you agree with Angela's ideas about asking questions? Why?
2 At the end of the interview, Angela talks about the need to find something in common:
When you and the other person have similar interests, the conversation often goes
better. Do you agree? Why I Why not?
3 What other things should you do, in your opinion, to make a conversation go well?

Tips for small talk

3A ~> 1.04 Paul Robson works fer a London-based international company.
He is welcoming Eva Neumann, a colleague from another office of his
in firstmeetings
company. Listen and decide if these sentences are true (T) or false (F).
a Give a clear and positive 1 Eva travelled directly from the airport to the meeting.
[fj
welcome. 2 This is Eva's first visit to London.
b Offer to take the other
person's coat. o 3 Eva works full time in Geneva.
4 Paul is head of Customer Service.
e Ask about their journey
to the office. o 5 Eva is leading a project called Service Excellence.
B Look at the List of tips fer making small talk in first meetings. Listen again
d Offer them a drink. o and tick (v) which tips Paul uses in his conversation with Eva.
e Check if their hotel is OK. o C How effectively do you think Paul handled the first meeting with Eva? Why?
f Offer help to organise
a taxi. o
g Ask if it's their first time in O
the city.
h Suggest going for dinner
later in the evening. o
Ask where the other
person works. o
j Check when they joined O
the company.
k Make a positive comment O
about workjng with them.
 Functional Asking and answering questions in first meetings
language 4A Complete the questions from the recording in Exercise 3A with the words in the
box. lf necessary, use the audioscript on page 146 to help you.

time join have free offer take work report

1 Offer help/ Can 11 you r [coat/bag]?

hospitality Can\2 you [something to drink Ia coffee I a glass ofwater]?
Can I arder you a taxi?
2 Journey Did you 3 a good [flight/journey/trip]?
3 Experience Is it your first 4 [in the London office I at the conference]?
4 Place of work Where do you s exactly?
Where are you based?
Are you in the [Zurich] office at the moment?
5 Timewith When did you 6 the company?
company
6 Colleagues Do you 7 to [Paul Blaettner]?
Do you work with [Davide in the Mexico office]?
7 Socialising Are you 8 far [lunch today / dinner this evening]?

B Match the answers (a-g) with the tapies (1-7) in Exercise 4A.
a l'm actually based in Warsaw at the moment.
b About five years ago.
e Sorry, l'm meeting a friend today. Are you free tomorrow?
d Yes, 1 do. Do you know him?
e That would be great, thanks.
f Actually, 1 hada delay at the airport.
~ Teacher'~ r~~ources:
liF. extra acnvmes g No, 1 was here last month, actually.

5A Work in groups ofthree. Roleplay meeting a visitar and managing

small talk during a first meeting. There are three scenarios. Each
person will take the roles of host, observer and visitar once.
Host: You are welcoming a member ofthe project team to the
London office, meeting in reception and moving to your office.
Visitar: You are visiting the London office.
Observer: You will observe and give feedback after the
role play.
Student A: Look at your three role cards on page 126.
Student B: Look at your three role cards on page 128.
Student C: Look at yourthree role cards on page 137.

B Take a few minutes to prepare, then roleplay your

meetings.
C When you have finished, Listen to the observer's
feedback and discuss how easy or difficult it is to
manage a first meeting. Share your group's ideas
with the class.

Hov, s.zcessfullv have you achieved the lesson outcome? Give yourself a score
from ..,eed more practice) to 5 (1 know this welll.
• Go t . Self-assessment in MyEnglishLab to reflect on what you have learnt.
 WRITING < 0000[!] >
Emails- Organisinginformation
Learners can organise information in a work-related email and write a reply
to a work invitation.

Lead-in 1 Read the email about an induction day. Complete it with the phrases in the box
and add capital letters where necessary. Then compare in pairs.

after all the best dear Jill feel free to call me ifyou have any questions
firstly justa quick email to let you know then

_____ that we are organising an induction day for you on Thursday or Friday
next week.
_____ , Mike Evans, the Production Supervisor, plans to show you around the
factory at 8 a.m. 4 , at 10 a.m. Anna Hargreave, who is responsible for

Marketing, would like to introduce you to her team and explain the new projects they
are working on. 1 think you'II find it very interesting.
_____ that you'II have lunch with the finance team in the staff canteen. In the
afternoon Davina Porter, who deals with customer service, feels that it's a good idea
for you to accompany her on a visit to sorne of our most important clients.
Let me know which day is best for you and 6
or need any help.

Greg

Functional 2A Look at the email again. Write the words and phrases from Exercise 1 in the
Language correct place in the table.
Greeting/Opening
Reason for writing
Ordering information
Concluding email
Closing

B Write these words and phrasesin the correct place in the table in Exercise2A.
Teacher's resources: Dear Sir/Madam, l'm writing to inform you that ... Finally, Good morning Jacques Yours,
extra activities
Further to our conversation, 1 confirm that ... Hope to hear from you soon. Kind regards,
The email contains
examples ofthe Present Hello/Hi Georg e I Look forward to hearing from you. Thank you for your email. Thirdly,
Simple and Present Please do not hesitate to contact me if you have any questions. Regards, Yours sincerely,
Continuous. Go to
MyEnglishLab for optional
grammar work. .+ page 118 See Grammar reference: Present Simple and Continuous

Work in pairs. Lookat page 126 and discussthe best arder to put the information in.
~ .: : B Write a reply to Greg's email in around 80 words. Thank him and confirm which day
:)TASK\1
,/ J you can attend and why you cannot attend on the other day.
ª<-;> C Exchange emails with your partner. How many of the words and phrases in Exercises
2A and 28 did your partner use? Did your partner use different phrasesfrom you?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this welll.
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 ji'/,/'////<////, /'//////:

Unit overview
Video: A luxury brand
Lesson outcome: Learners can use a range ofvocabulary Vocabulary: Marketing and brands
related to marketing and brands. Project: Research and discuss an advertising campaign

Reading: Chinese combine holidays abroad with luxury shopping

Lesson outcome: Learners can use a range of connectors to Grammar: Connectors to link, add and contrast ideas
link ideas in sentences. Speaking: Discussing brands using connectors

Communication skills: Supporting teamwork Video: Teamwork

Lesson outcome: Learners are aware of different ways to Functional language: Giving and responding to advice
support team colleagues and can use a range of phrases for
Task: Asking for and giving advice
giving and responding to advice.

Business skills: Making a presentation Listening: Different ways to open a presentation

Lesson outcome: Learners are aware of techniques for Functional language: Signposting in presentations
beginning a presentation and can use a range of signposting
phrases to structure a presentation and highlight main ideas.
Task: Prepare and give a presentation

Wri~ng: Formal and semi-formal emails Model text: lnvitation to a corporate event
Lesson outcome: Learners can distinguish between formal and Functional language: Writing, accepting and declining an invitation
semi-formal emails and write a reply to a formal invitation. Grammar: Verbs + -ing vs. infinitive
Task: Write a formal reply to ar i itation

Business workshop 2: Review2: Pronunciation: 2.1 Stess in compound nouns and noun p rases Grammar reference:
p.90 p.105 2.2 Connectors: intonation and pausing p.114 p.119

> ,.
 Learners can use a range of vocab

Lead-in 1 Discussthese questions.

1 What kinds of product do you associate with luxury ora es"
2 Have you ever bought anything from a luxury brand, Wha: ,2: -::-
3 Sorne people think that spending large amounts of money on :~-:.: s -¿:
Do you agree? Why? I Why not?

• VIDEO 2 a 2.1.1 Watch the video about the luxury jewellery brand, Bulgañ.
Bulgari extend the brand? What a rea did they move into?

3 Watch the video again and answer the questions.

1 What is the best way to extend a Luxury 5 How old is the building?
brand? 6 What is special about Bulgari's London
2 When and where was Bulgari faunded? hotel?
3 What kinds of products did Bulgari sell 7 According to Peter York, what is the
at the end of the '90s? problem with over-extending a brand?
4 Where was its first hotel? What is next B How many hotels has Bulgari launched
to it? so far?

4 Watch the last part of the video again (2:55-4:24). Who says what? Peter York
or Silvia Ursini?
1 At the end, if you overdo it, your brand is devalued.
2 Do something only if you have something to say.
3 lfyou say 'Let's copy the competitors', far me the customer ultimately will read between
the Unes and punish you.
4 1 think the brands which are most careful have the longest future.

5 Work in pairs or small groups. Discussthese questions.

1 Think of a company that copied its competitors. What happened? Did customers stay
Teacher's resources: loyal to the original brand? Think of an example far each of these categories.
extra activities
Teacher's resources: a soft drink a mobile phone an item of clothing
alternative video and extra
activities
2 Can you think of any other categories?

Vocabulary Marketing and brands

6 Complete the sentences from the video using the words and phrasesin the box.

bad history base of clients brands cautious approach core business

devalued fast growth further afield stretching ultra-luxury venture into

1 So what's the best way to extend a luxury brand?... the brand.

2 One company that has taken a(nl to expansion is Bulgari.
3 To pave the way far growth we needed to speak to a broader and aspirational

4 Afterfragrances, the company began to look _

5 And this idea of doing a very small collection of hotels carne about.
6 Experts agree that care and control are vital when moving beyond the _
1 There's a lot of about brand extensions .... lfyou overdo it, your brand is

8 1 think the which are most careful have the longest future.
9 This slow and steady process is not far everyone, particularly far businesses looking
far _
10 'OK, let's this business, and what are we gonna do? Let's copy the competitors'.
 7 Match the words in the box with the definitions.

awareness brand stretching customer engagement image

interactive marketing lago loyalty product placement

1 advertising by placing an item in a television programme or film

2 using internet history to target customers
3 extending a brand to in elude other types of products
4 consumer interest
5 knowledge or understanding
6 a recognisable design or official sign on a product
7 buying the same brand regularly
8 general opinion people have of a product

8 Work in pairs. Discuss these questions.

1 Name three well-known people who lead 'alife of luxury'.
2 lf you hada month's salary to spend, which luxury product(s) would you buy?
3 Name sorne brands that use product placement in TV programmes. What other ways
are there of increasing brand awareness or encouraging customer loyalty?
4 lfyou had to stretch a well-known brand, how would you expand it? What new
products or services could you offer?
~ Teacher'~ r~~ources:
liF extra acnvmes .+ page 114 See Pronunciation bank: Stress in compound nouns and noun phrases

> PROJECT: Researchan advertising campaign

9A Work in pairs. Research an advertising campaign to

discuss with your classmates.Follow these steps.
• Choose an example of a newspaper/magazine/
online/TV advertisement far a luxury brand.
• Make notes on the brand image. Use the
ideas on page 135 to help you.
• Survey your classmates: ask questions
and get their reaction to the advert,
e.g. Are people aware of the brand?
How does it make them feel?
B When you have finished
your analysis and survey,
work with another pair.
Exchange your findings
about your advertising
campaigns. Which one
is the most effective?
Why?

• How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 Asian brands go west
Learners can use a range of connectors to link ideas in sentences.

Lead-in 1 Work in pairs or small groups.

1 Think of two global brands far each of these sectors.

/ am.bassador accessories cars fashion jewellery fragrances technology

~ rrnaqe 2 Do you know which country each brand is originally from?

3 Choose one brand to facus on. Why do you think it is so successful7 What qualities do
BRAND lago you associate with it?

loyalty 2 Look at the collocations in the diagram and check new words in your dictionary.
Then talk about the brand you chose in Exercisel.
personality 1 Describe the brand lago, brand image and brand personality far your ch osen brand.
2 Does it have a brand arnbassador? lf so, who?
3 Do you think the company has created brand loyalty? Describe the target market.

Reading 3 Read the article quickly. How many brands are mentioned? Do you know what
kind of companies they are?

FT Chinese combine European and U.S. breaks

with spending trips
1 Recently, Asian brands, like fine jewellery brand in the world, says Chinese outbound tourism was
Qeelin, have started to appear in U.S. shops. This behind its expansion into Southeast Asian countries,
unusual move is a sign of the ambitions of Asían such as South Korea and Taiwan. Over 2,000 of its
luxury companies. 35 stores are in mainland China, but those overseas are
Previously. the global luxury industry moved only increasingly important. While the group prefers to
in one direction: from west to east. Then European run large-scale advertising and marketing campaigns
and U.S. brands bought to deliver a consistent
up prime retail sites in brand image, there are
Asian megacities as a 40 regional adaptations.
10 new generation of Asian Earlier this year, for
customers were attracted example, members of
to owningproductsmade Taiwanese boyband
by companies that were SpeXial were asked to
more than a century old. 45 help publicise a store
15 In recent years, opening in Taiwan.
however, Chinese Sorne Asian brands
customers have started are expanding after
to combine holidays being bought by larger
abroad with shopping 50 groups. Recent examples
20 expeditions, and Chinese include Qeelin and
brands have begun Shang Xia, a luxury
to follow the money. label now operated by
Luxury research institute French luxury group
Hurun reports that France - home to labels such as 55 Hermes, Qeelin began selling its products in the USA,
25 Chanel and Louis Vuitton - has emerged as the top a strong market when it comes to luxury,partly to meet
holiday destination for wealthy Chinese rnillennials. demand from the local Chinese community.
Other popular destinations include London, San Building a brand overseas takes time. This is
Francisco and New York, as well as Japan and South particularly true when it comes to establishing iconic
Korea. 60 designs that are as recognisable around the world as
30 The fine jewellery sector is leading this global a Chanel handbag. You don't build luxury brands
expansion. Chow Tai Fook, the biggest jeweller overnight.

> 20 <
 <
4 Read the article again and decide if these sentencesare true (T) or false (F).
1 In recent years, Asian luxury companies have started to expand into the West.
2 Chinese millennials like to go shopping far luxury brands when they go abroad.
3 The jeweller Chow Tai Fook has recently opened over 2,000 stores in South Korea and Taiwan.
4 Asian brands are adapting their marketing plans far stores according to the region.
5 SpeXial is an all-male music group from Taiwan.
6 A French luxury group has been bought by Qeelin and Shang Xia.
7 Luxury products are popular with the Chinese community in the USA.
~ Teacher'~ r~~ources: 8 The writer thinks that the new Asian brands will soon become as successful as Western
U" extra actrvmes
brands like Chanel.

Grammar Connectors
5 Look at the underlined words and phrases in the article, which show how
different ideas are connected to one another. Write the words and phrases in
the correct place in this table.

Adding ideas Contrasting ideas Referring to time Giving examples Sequencing

Recently

~ page 119 See Grammar reference: Connectors

~ page 114 See Pronunciation bank: Connectors: intonation and pausing

6 Choosethe correct option in italics to complete the sentences.

1 However I Although the global luxury industry previously moved only in one direction,
Chinese customers now go on shopping trips in the West.
2 Examples of luxury goods that are popular in Asia include, far instance, I as well as
handbags and watches.
3 For Asían buyers, part of the attraction of having a luxury handbag or scarf is that the brand
is more than a century old. France is famous far its luxury brands, first of ali I such as Chanel,
Louis Vuitton and Herrnes,
4 Herrnes, first of ali I recently, started as a horse harness business in Paris in 1837, and is now I
previously a champion of traditional French craftsmanship and high-quality manufacturing.
5 So, where are wealthy Chinese millennials going? To start witb I Then, France is the top
holiday destination.
6 However / Although, other popular shopping destinations a/so I in addition include London
and New York, as well as I a/so Japan, Malaysia and South Korea.

l!'!liii.. Teacher'~ r~~ources:

7 Add the new connectors in the box to the table in Exercise5.
liP!'; extra acnvmes
also although first of all in addition to start with far instance

Speaking 8A Complete the questions with suitable connectors.

1 they are expensive, do you like to buy designer labels?
2 When it comes to luxury goods, clothing, jewellery or shoes, what's the most
expensive ítem you have ever bought?
3 Which brands are popular with your generation your parents' generation?
4 Which brands have become more popular in your country or region?
5 Why do sorne people like to buy luxury goods and designer brands others
prefer simpler and cheaper products?
B In pairs or small groups, ask and answer the questions in ExerciseSA.

• How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practicel to 5 (1 know this well),
• Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 Learners are aware of different ways to support team colleagues and can use
a range of phrases for giving and responding to advice.

Lead-in 1 Work in pairs and discussthe questions.

1 Think about different teams and groups you are or have been part of. What challenges
do groups or teams have which can make them less effective?
2 How useful and/or problematic is it to have peo ple in a group or team who are very
different to each other? Why?
3 Who do you prefer to work with - peo ple who are similar to you or very different? Why7

VIDEO 2 a 2.3.1 Matt has organised a conference call to plan how the team wiLLwork
together to deliver online project management courseson time in Mexico.Watch
the call and note down what each personsees as a priority or project success.
Matt: Dan:
Stefanie: _ Paula:

3 Watch the video again.

1 How well do you think Matt leads the meeting? Why?
2 How does Stefanie feel about working with Dan? Why?

4A In smaLL groups, discusswhat Matt should advise Stefanie to do at the beginning

of the project: facus on working with Paula or with Dan. Give reasonsfar your
answers. As a class, decide which video to watch first.
Option A - Advise Stefanie to work mainly with Paula and the Mexico part of the project.
Option B - Advise Stefanie to work mainly with Dan and the U.S. part of the project.

B Watch the two videos in the sequence the class has decided, and answer the
questions far each video.
Option A a 2.3.2 1 Why does Matt advise Stefanie to work with Paula at the start of the project?
2 How far does she agree or disagree? Why?
3 What does Stefanie now think about Dan's first idea that quality is a priority7
4 Overall, how effectively does Matt advise and support Stefanie?

Option B a 2.3.3 1 Why does Matt advise Stefanie to work with Dan at the start of the project?
2 How far does she agree or disagree? Why?
3 What is Stefanie's experience ofworking with Dan on the project?
4 Overall, how effectively does Matt advise and support Stefanie?

C In pairs, discussthe questions and agree what you can learn from Matt
and Stefanie's project team experiences.
1 What advice did Matt give Stefanie in each video about working with Dan?
2 What choice did Stefanie make in each video about working with Dan? What happened
as a result?
3 What can we learn from these experiences about offering advice and support
to colleagues in international teams?

5 a 2.3.4 Watch the Conclusionssection of the video. Comparewhat is said

with your answers in Exercise4C Question 3. Note down the three main
learning points about working in international teams. How far do you agree
with this? Why?

Reflection 6 Think again about a team or group you are or have been part of. Look at the
questions and discussyour answers with a partner.
1 How effective is the team or group? Why?
2 What advice and/or support would help the team to be even more effective?
3 What advice (one idea) would you give yourself about how to support the team better?
 Functional Giving and responding to advice
language 7 A Look at these phrases for giving advice from the video. Match the beginnings
ofthe phrases (1-7) with the endings (a-g).
1 Quality should a talking to him?
2 Why don't you b better (far you) to just focus on Mexico.
3 Maybe it would be e be your number one priority.
4 Have you tried d (far you) to work with Dan.
5 Vou needto e justtry?
6 Don'tbe f afraid to ask his advice where you need it.
7 I think it's important g be able to keep in touch with Dan yourself.

B Look at the words in bold in the phrases in Exercise 7A. Which phrases for giving
advice are followed by:
a to+ infinitive? b infinitive? e verb + -ing?

SA Which five phrases in exercise 7A are stronger I more direct ways to give advice?
Is this similar or different in your language?
B Who would you expect to give you strong advice?

an expert a colleague your boss your best friend your mother

someone you don't know very well someone you've just met

9A Work in pairs. Take turns to explain the problems below and give each other
advice. Respond using the phrases in the box.
1 1 haven't taken any time off work in the last six months.
2 l'm worried that I might fail my driving test.
3 1 don't know how to use Excel very well.

4 1 really have too much to do at work.

That's a good/great idea! Yes, maybe I should (do that).

That sounds like a good/great idea. Yes, but (1 don't thinkl ... OK, l'll think about it.
ft. Teacher'~ r~~ources:
U" extra activmes B Write short dialogues based on your conversations.

lOA Work in groups ofthree and read the

situations on page 126. Take turns to
ask for and give advice. Remember to
respond to the advice you receive.
B Think of another situation (real or
invented) you could ask your colleagues
advice on.
C When you have discussed all the
situations, compare the best
advice with another group. Who
preferred to use stronger advice
structures? When? Why?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this welll.
• Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 Learners are aware of techniques far beginning a presentation and can use a range
of signposting phrases to structure a presentation and highlight main ideas.

Lead-in lA In which ofthese situations have you given and/or attended a talk or presentation?
What went weLL and what didn't? Do you Like presenting?Why / Why not?
• An informal presentation to colleagues at work ar college/university
• A presentation to (business) customers
• A conference presentation
• A speech ata wedding ar other event
B Work in pairs. Read the blog extract on how to begin a presentation.Discusswhich
ideas you agree with, and why. Can you add any of your own ideas to the List?

THE PERFECT START Things to do (and not to do) when opening a presentation
Making a presentation in a foreign language is for many people one of the most terrifying things
they have to do at work. Here are sorne standard techniques to help you make a confident and
effective start, with a few tips on what not to do, too!

DO DON'T
• Begin with a warm welcome - thank the audience for coming • Apologise for your English (be
• State your name and job title (or say what you do) confident and focus on
• Confirm the objective of the presentation expressing your ideas)
• Explain the structure of the presentation • Worry about making mistakes
• Say how long you will talk for (people want to listen to your
• Let the audience know when to ask questions - during or at ideas, not your grammar)
the end of the presentation • Rushthings (take your time and
• Move smoothly to the first point in the presentation give your audience time to
understand the information)

Listening 2A ~> 2.01 Listento three speakersstarting a presentation to visitors to their

organisation. Which 'dos' and 'don'ts' in Exercise18 does each speaker use?
B Now Lookat three more unusual ways to start a presentation. What do you
think is the value of using these techniques?
• Open with questions
• Begin by telling the audience about a conversation you had recently
• Start with a personal story
C ~> 2.02 Listento three more presentation openings and decide which unusual
technique in Exercise28 each speaker uses.
D How effective do you think these alternative techniques were, and why? Would
you be comfortable using them? Why I Why not?

3A ~> 2.03 Listento the first speaker continuing his presentation and introducing
his company. Note down the information he gives about the foLLowing.
r----------------------------------------------------------------¡
COMPANY PROFILE
Whenestablished:
Main strength:
Size of workforce:
Countries of operation:
Plan for growth:

Teacher's resources: B How did the speaker react to the question? Do you think this is a good way to
extra activities
react to questions?Why / Why not?
 Functional Signposting in presentations
language 4 Complete the signposting phrasesfrom the presentations in Exercises2 and 3
using the words in the box. lf necessary,use the audioscripts on pages 146-147
to help you.

begin clase feel hand make said take today

Beginning the To start, l'd like to [share a story with you].

presentation What I want to do 1 is [to give you a short introduction
to the company].
Let's 2 with [the most important part ofthe company].
Sequencing Firstly, ... ; Secondly, ... ; And finally, ...
Highlighting important There are three important points I want to 3
information This is also important beca use [we want to stay personal].
Referringto visuals So, ifyou can 4 a look at this slide, ...
Referringto different As 15 earlier, ...
sections of the l'll say more about that later.
presentation
lnviting questions lf you have any questions, 6 free to [interrupt I ask me
at the end].
Dealing with questions Great question. Really good question.
Teacher's resources: Closing So, l'll 7 there.
extra activities Thank you very much for listening. And l'll 8 overto [Paul].

SA Prepare a short presentation on one

of the to pies in the box. Write a plan
using the notes below and the
phrasesin Exercise4.
• Decide which technique to use at the
beginning.
• Structure the presentation clearly into two or
three sections.
• Link the sections as you speak.
• Highlight important information in each section.
• Invite questions at the end.

Possible presentation topics:

• your job a place you visited
• your organisation a hobby
• a product you love/hate your own idea

B Work in small groups. Take turns to give your presentations

and answer questions. When you are Listening,note down:
• three things which the presenter does well.
• one thing which the presenter might do better next time.
C When everyone has given their presentation, share your feedback and decide on
the most effective presentation.What do you find most problematic when making
a presentation? How could you deal with this problem?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this welll.
Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 WRITING < 0000[!] >
Formaland semi-formal emails
Learners can distinguish between formal and semi-formal emails and write
a reply to a formal invitation.

Lead-in FunctionalLanguage
1 Read the formal email invitation to a corporate 2 Decide if each phrase in the table below is forma
event. Choose the most formal phrasesin italics. Then or semi-formal (SF).
compare in pairs. The other phrasesare correct, but
are semi-formal. lnviting
l'd like to invite you to ...
l'm writing to invite you to ...
To: Ted Vesely
From: Kiran Kaur Pannu
We are delighted to invite you to ...
Subject: Exhibition preview lt would be great ifyou could come ...

Accepting
1 Hel/o Ted / Dear Mr Vese/y
Many thanks for the invitation.
I remember discussing modern art with you last
Thanks for inviting me.
month and, as a valued customer, 2/ want / /'d /ike
l'd (wouldl be delighted to accept your invitation/offer.
to invite you to a preview of the new Street Art
Exhibition at the National Gallery of Modern Art Although Mr ... is una ble to attend, ... will be happy to take his
which C&P Marketing have decided to sponsor.
Declining
Our preview event 3will be held / is on Tuesday
22nd November at 7.30 p.m. on the top floor l'm sorry but I won't be a ble to come.
of the NGMA. Drinks and refreshments will be l'm afraid (thatl I will be unable to attend.
4 provided / there. l'd lave to come but ...

In addition, we are delighted to announce I

5 l'm afraid I can't make it.
pleased to tell you that the artist Karla Lansing has Unfortunately, 1 have already made other arrangements.
agreed to talk to us about the impact of street art
in marketing today. Ms Lansing has 6col/aborated
Closing
/ worked with our team on several marketing We (very muchl look forward to seeing you.
campaigns to be launched in the new year.
We are looking forward to seeing you.
7Could you please /et me know if you can come/ Looking forward to seeing you soon!
Please confirm your attendance by Friday 11 th Bestwishes
November and, if you are a ble to join us, please
Kind regards
remember to bring this invitation with you to gain
All the best
admittance to the venue.
8 We look forward / Looking forward to seeing you
at this event. Teacher's resources: extra activities
9Best wishes / Kind regards
The email contains examples ofverbs + -ing and
Kiran Kaur Pannu verbs + infinitive. Go to MyEnglishlab for optional
grammar work.
Events Manger, C&P Marketing

~ page 119 See Grammar reference: Verbs + -ing vs. inf

3A Work in pairs. Read the reply to the invitation in Exercise 1 on page 127. Rewrite the
email to make it more formal.
)TASK B Write your own formal reply of about 80 words accepting the invitation in Exercisel
>,~/
C Exchange emails with your partner. Which formal expressions in Exercise 2 did your
partner use? How many were the same as the ones you used?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this welll.
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
Unit overview
E-commerce Video: Amazon: the Logistics of e-commerce
Lesson outcome: Learners can use vocabulary related to Vocabulary: Logistics
logistics and the delivery of goods. Project: Debate the use of drones far delivering medicines

Driverlesstechnology Reading: Self-driving Lorries

Lesson outcome: Learners can use passive forrns in a range of Grammar: Passive farms
past, present and future tenses to describe processes. Speaking: Describe a process

Communication skills: Collaborating Video: Collaborating on a project

Lesson outcome: Learners are aware of different ways to Functional language: Agreeing and disagreeing
collaborate with other people and can use a range of phrases Task: A meeting to discuss controversial proposals
far agreeing and disagreeing.

Business skills: Negotiating Listening: Negotiating new terms and conditions

Lesson outcome: Learners are aware of the stages in a typical Functional language: Negotiating
negotiation and can use a range of phrases far each stage of Task: Negotiate a new deal
the negotiation process.

Writin~: Letter of complaint Model text: Letter of complaint

Functional language: Useful phrases far letters of complaint
Lesson outcome: Learners can write a Letter or email of
complaint with supporting details. Grammar: Linking
Task: Write a letter of complaint

Businessworkshop 5: Review 5: Pronunciation: s.: 3ausing and stress in presentations \ Grammar reference:
p.96 p.108 5.2 Auxiliary . e es· oassives p.116 p.122
 E-cornrnerce
Learners can use vocabulary related to logistics and the delivery of goods.

Lead-in 1 Discussthese questions.

1 How often do you send parcels or packages? Who do you usually send them to? How do
you send them?
2 When was the last time you received a parcel or package at home or at work? What was
it? How was it delivered? Give examples of specific brands and items, e.g. books, food.
3 Why do you think e-tailers Like Amazon are successful?

VIDEO 2 a s.1.1 Watch the video about e-commerce and logistics. How many people
are interviewed? What are two new ways of delivering packages?

3 Watch the video again and decide if these sentences are true (T) or false (F).
Correct the incorrect sentences.
1 One day Amazon dispatched 1.2 million items and last year a truck left the warehouse
every 2 minutes 40 seconds.
2 The packing process is still done by hand to make sure items are not damaged in transit.
3 Goods may be delivered by the national post office or by courier companies.
4 There are now robots that drive trucks and are controlled using a mobile app.
5 Amazon says that in the near future goods will be delivered by drone in half an hour.
6 Airline pilots are worried about issues such as convenience and speed.

4 Watch the middle part of the video again (1:48-3:06). Complete the sentences.
1 Consumers enjoy the of having goods delivered to their homes. But of
course customers are not always to receive their package ....
Packages can be inside and the customer can _
_____ at any time by entering a(n) number.
2 This has been to deliver packages. Customers can arrange
to collect their from the via a mobile _
3 Sorne companies are also considering using to transport goods to
customers. This is being by the postal service in Finland ....
ft.. Teacher'~ r~7ources: 4 In the future, customers could goods and they would be _
11'.': extra acnvitres by in as as thirty minutes.

5 Work in pairs or small groups. Discussthese questions.

1 Do consumers prefer to buy online instead of shopping in physical stores in your
country? Why? I Why not?
2 What are the implications of online shopping for a) retailers, b) distributors and
c) consumers?
3 How would you feel about having your goods delivered by a robot or drone?
4 What are sorne of the logistical problems with delivering goods? How do you think
technology will help companies with sorne of these issues?

Vocabulary Logistics
6 Look at these groups of words taken from and related to the video. Which is the
odd one out? Give reasonsfer your answers.
1 deliver items collect
2 goods packages transport
3 postal service collection locker courier company
4 couriers robots drones
5 damaged packed broken
6 properly badly correctly
7 pickup receive congestion
8 congested balanced crowded
 Word building - verbs, things and people
7 Complete the table with the correct word forms.
Verb Noun -thing Noun - person
auto mate automation -
collect 1
collector
2
delivery -
distribute distribution 3

fulfil 4 -
- 5 logistician
6
manufacturing manufacturer
7 8 operator
pack 10
packer
9 11
packager
12
prod uct/production 13

retail for/at 14
retailer
15
supply 16

transport 17 (Br. Eng.J, transporter

18 (Am. Eng.J

8 Look at the questions and decide if the words in bold are correct. Change them as
necessaryand then discussthe questions with a partner.
1 How feasible or safe is it far items to be delivery by drone where you live/work? Consider
different kinds of good, such as books, clothes, toys, electronic equipment, office
equipment, faod and drink.
2 What are the advantages and disadvantages of manufacturers using robotics (robot
technology) in warehouses?
3 lf drones become a popular method of delivering goods to customers, how will supplies
and distributes need to adapt their operations?
Teacher's resources:
extra activities ~ page 116 See Pronunciation bank: Pausing and stress in presentations

> PROJECT: The drene debate

9A Work in small groups. Imagine drones were • Prepare arguments far or against delivery by drones.
banned in your country two years ago, although Give reasons and examples. Consider these points:
neighbouring countries use drone delivery for
convenience cost delivery locations
professional purposes. Debate the following
statement, using the steps below. licences far operators public safety
'We propase using drones for delivering medicines and solutions far customers/patients speed of delivery
medica[ supplies to petients.'
• Prepare any counter arguments you anticípate the other
team will make.
GroupA: You work far the health service in your
region and are FOR ORONES. Make recommendations Student A: Our supplies will be delivered much more
far medicines and medical supplies to be delivered by quickly by drone. This way we'l! avo id delays far very sick
drone far certain people in certain areas. patients, or far patients living in remate a reas.

,.
Student B: Delivery by drone might be faster than
delivery by road, but drones will cause traffic congestion
GroupB: You work far the government and are and accidents, especial/y in busy cities.
AGAINST ORONES. Make recommendations far why
B Debate in groups oras a class. Then vote individually
medicines and medical supplies should never be
for or against the proposal.
delivered by drone.

How successfully have you achieved the lesson outcorne? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Driverless technology
Learners can use passive forms in a range of past, present and future tenses
to describe processes.

Lead-in 1 Work in pairs. Look at and discuss the picture. How is this possible?Use sorne of
the vocabulary in the box.

commercial vehicles drivers logistics systems long-haul manufacturers

new technologies pedals self-driving systems steering wheel truck operators

2 Discussthese questions.
1 How carefully do lorries drive on motorways in your country? How could technology help them?
2 What are sorne ofthe problems far long-distance or long-haul drivers of commercial vehicles?
3 How would you define logistics?

Reading 3 Read the article quickly.How many automotive companies are mentioned in the
article? Which ones?

4 Read the article again and answer the questions.

1 Why are software companies taking an interest in buses and lorries?
2 What words are u sed in the text instead of 'buses' and 'lorries'?
3 What was the focus of the IAA commercial ve hieles show?
4 Why is self-driving technology easier to develop in buses and lorries than in cars?
5 Find two ways self-driving technology will benefit the automotive sector.
6 How will the work of lorry drivers change in the future?
7 What is special about Mercedes-Benz's new delivery van?
8 What will happen to commercial vehicles in the near future?

Teacher's resources: 5 Work in pairs. What other changes do you think there rnight be in the way goods
extra activities are transported in the next ten years?

FT Lorries lead cars in the technology race

Silicon Valley is just waking up 25 in lorries to improve predictive cruise
to technolo gy opportuni ties in control systems will be deployed in
buses and lorries, which are ahead other areas, includingself-drivingcars.
of passenger cars in self-driving German car parts maker ZF
5 systems. Martín Lundstedt of Volvo, said lorries were likely to. see big
the Swedish bus and lorry maker, 30 advances in self-driving technology
said software companies were taking because investments can significantly
an interest in both long-haul freight reduce truck operators' costs. ZF has
and public transport, as technology already designed a self-driving lorry
Mercedes-Benz's new battery-powered
10 developed in these areas will be used where the driver can step down and
delivery van that has rooftop drones
in passenger cars. 35 rest while the truck is unloaded, and
'Four years ago, nobody was then loaded again.
talking about transportation, logistics With self-driving technology, was made by its Mercedes-Benz
systems and new technologies,' said drivers can be given new tasks to 50 subsidiary that has neither pedals
15 Mr Lundstedt at the IAA commercial plan routes or process shipping nor steering wheel, and relies on a
vehicles show in Hanover. 'But 40 documents. "Iruckers of the future joystick controller. It is equipped
now the focus is on logistics and will be more like logistics managers,' with drones to be used for the last
efficiency.' said Markus Hein at Bosch, the rnile of deliveries.
Volvo says self-driving technology world's largest automotive supplier 55 'In the next 10 years there will
20 in buses and lorries is easier compared by revenue. be more changes to our trucks than
to cars partlybecausethese commercial 45 At the IAA show, Daimler, the in the last 120 years,' said Wolfgang
vehicles can be tested in closed areas world's biggest manufacturer of Bernhard, head of Daimler's buses
far away from humans. Mr Lundstedt commercial vehicles, was showing and lorries unit.
said the technology that has been used a battery-powered delivery van that

> 50
 <
Grammar Passive forms
6 Look at these passive forms. What tense are they? Do we know the person or
thing responsible, i.e. who/what did the action, in these examples?
The technology that has been used in tornes to improve predictive cruise control
systems will be deployed in other areas ...

~ page 122 See Grammar reference: Passive forms

~ page 116 See Pronunciation bank: Auxiliary verbs in passives

1A How many more examples ofthepassiveform can you find in the article? What
tense are they?
B In which example is the agent, or the person/thing responsible, known? Which
preposition is used?

8 Extend the Present Perfect Simple passivesentencesand questionswith the

adverbs in the box in the correct position. Which two actions are the most recent?
I already (x2) just (x2) yet (x4)

1 Has the arder been delivered? 5 Have these invoices been paid?
2 The arder hasn't been delivered. 6 These invoices haven't been paid.
3 The arder has been delivered. 7 These invoices have been paid.
4 The arder has been delivered. 8 These invoices have been paid.

9 Complete the passive sentenceswith the correct form of the verbs in brackets.
There may be more than one possible answer.
1 In the last few years, self-driving systems far lorries and buses (develop).
2 Logistics and new technologies (talk about) at the commercial vehicles
trade show earlier this year.
3 A self-driving lorry (already!design) by ZF, the German car parts maker.
4 New technology that (develop) far lorries in recent years _
(not!developlyet) in self-driving cars.
5 In a self-driving lorry, the driver can usually rest while goods (take offl and
then (put on) the lorry.
6 In the future, logistical tasks such as processing shipping documents (do)
by truck drivers.
7 A new battery-powered delivery van (justlreveal) by Daimler.
Teacher's resources: 8 Mercedes-Benz have shown that a delivery van (canlmake) without
extra activities
pedals ora steering wheel.

Speaking lOA What processis being described here?

First, the machine is loaded with dirty items. Next, the washing detergent is poured
into a compartment and the door is closed. After that, the controls have to be set
at the right temperature. When the process is finished, the door can be opened.
Finally, the washed items can be removed. If the items aren't clean, they haven't been
washed properly at the correct temperature, or the appliance has been overloaded.

B You are going to describe a processthat you know well. Your partner/group will
have to guesswhat the processis. First,write sornenotes.Choosefrom these ideas.

a process or procedure at home, at work or in your place of study

your favourite recipe how a particular product is/was made how a sport is played

C Work in pairs or small groups. Explain your processto your partner/group.

Can they guesswhat you are describing?

• How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Learners are aware of different ways to collaborate with other people and
can use a range of phrases far agreeing and disagreeing.

Lead-in lA Imagine your colleague has said he/she can't meet a deadline. What would
you do? Discuss.
< > » B Raj is based in India. He works fer the
Dear Matt, IT company which is developing the
l'rn sorry to have to inform you that we have still not resolved the e-Learning platferm fer Matt's project.
technica\ problems that we discussed at the last meeting. 1 know it In pairs, read Raj's email and decide if
was agreed that we would solve ali the issues but the problems are these sentences are true (T) ar false (F).
highly complex and are taking much more time than expected to 1 Raj has solved all the project's technical
handle. 1 have put two new people into the team to help with this,
but this will increase project costs. 1 have attached a new cost
problems.
proposal for your attention. 2 Raj informs Matt that project costs will rise.
In terms of deadline, 1 am concerned that we may not finish this 3 Raj suggests that Matt should delay Phase 2.
before Phase 2 - the first customer pilot that is planned. Can we
discuss the project timing and find a way to delay by one week, C Work in pairs and discussthe questions.
which will give us the time we need to get things back on track? 1 How do you think Matt will feel when he reads
Many apologies, but these problems are very typical. the email? Why?
Raj 2 What should he say in his next face-to-face
meeting with Raj?

VIDEO 2 a 5.3.1 Watch as Matt discussesthe situation with Stefanie.

1 Why does Matt think that culture is the problern?
2 What does Stefanie think about Matt's cultural explanation?
3 What is Stefanie's advice to Matt on how best to manage Raj and the situation?
4 Why is Matt unsure about following Stefanie's advice?

3A In small groups, discusswhich collaboration style (option A or B) is best fer Matt

to use with Raj. As a class,decide which video to watch first.
Option A - Be demandingand focuson own goals:put pressure on Raj to correct the
problems quickly. Threaten to talk to Raj's manager ifthe situation doesn't improve.
Option B - Be supportiveand focuson commongoals: emphasise the common challenges
and objectives which they share in the project. Offer support to salve the problems.
B Watch the videos in the sequence the classhas decided and answer the questions.
Option A a 5.3.2 1 What does Matt say are 'significant problerns'?
2 What risk, caused by project delays, does Matt discuss with Raj?
3 What is Matt's proposal to Raj on the cost of the extra work?
4 Overall, how successful is Matt's approach? Why?
Option B a 5.3.3 1 What does Matt refer to as 'reasonable'?
2 How does Raj explain the cause of the project delav?
3 What is Matt's proposal to support Raj on the project?
4 Overall, how successful is Matt's approach? Why7

4 Discussin pairs and agree what you can Learn from Matt's experiences.
1 What did Matt do to manage Raj differently in the two videos?
2 What happened as a result?
3 Which approach - being demanding or supportive - is most effertive? Why?

5 a 5.3.4 Watch the Conclusionssection of the video and compare what is said
with your answers in Exercise4. Note down three main learning points. How far
do you agree with these points?Why?

Reflection 6 Think about the fellowing questions. Then discussyour answers with a partner.
1 Which of the two collaboration styles do you prefer when working with others? Why?
2 What are one advantage and one possible disadvantage ofyour own personal stvle?
 Functional Agreeing and disagreeing
language 7 A Put these phrases from the video into the correct category in the table.
1 1 know [they're right], but ... 4 That makes sense.
2 lt is good yes, but ... 5 Good thinking.
3 That would be a [good] solution. 6 That's one way of looking at it, but ...

Direct agreement Expressingdoubt Direct disagreement

I completely agree [with you]. That might [work / not workl. That's rubbish/nonsense!
l'm not sure [that's the best I don't agree at all.
solution]. l'm afraid I disagree.

B In the video, the speakerscommunicated disagreement using expressionsof

doubt, not expressionsof direct disagreement. Why do you think they did this?
Does this happen in your own language?

8A Look at these exchanges between a manager (Ml and an employee (El. Rewrite
what the employee says so that it doesn't sound so direct.
1 M: We're very busy. We need to cancel all staff holidays in August.
E: 1 don't agree at all.
2 M: 1 think we should outsource the IT department.
E: l'm afraid I disagree.
3 M: Karine is the best person to negotiate with these clients.
E: That's nonsense!
a_ Teacher's r~~ources: B Choose one situation in ExerciseSA and continue the dialogue until you reach
U': extra activmes
an agreement. Use phrasesfrom Exercise7A.

9A Work in groups of tour. Two of you are Pair A; two of you are Pair B. Look at the agenda
for your department's meeting and prepare your arguments for the points you agree
and disagree with.
Pair A: You agree with items 1 and 3 and disagree with items 2 and 4.
Pair B: You agree with items 2 and 4 and disagree with items 1 and 3.

Departmental meeting
1 Working hours: proposal to start work at 8.30 a.m. and finish
half an hour earlier than now.
2 Lunch breaks: proposal to have two shifts for lunch:
12.00-13.00 and 13.00- 14.00.
3 Dress code: proposal to ban trainers and T-shirts in
the office.
4 Languages: proposal that all staff have an
intermediate level in two foreign languages.

B Hold your meetings. Explain why you agree

or disagree with each point and try to use
phrases from Exercise 7 A.
C Which pair presented the strongest
arguments? Who disagreed directly
most often during the meeting? Who
expressed doubt most often?

, How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to S (1 know this well).
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Learners are aware ofthe stages in a typical negotiation and can use a range
of phrases for ea ch stage of the negotiation process.

Lead-in lA A negotiation can be defined as 'a discussion between two or more people to
reach an agreement'. Work in pairs and discuss what kinds of negotiation you
have in a typical week.
B Look at the List of qualities of an international negotiator. Which two qualities
do you think are the most important? Why?

The Expert Negotiator •••

ca11 bui/d exce/le11t
re/atio11ships is stracturcd a11d
u11dersta11ds analvttca!
otncr cultures ca11 tnñueno« otncrs
is COMpete11t with
the co11te11t
is a qood ltstcner has the authority to
take decisio11s
is flexible
ca11 be dtrect' a11d firM

C How good are you at negotiating? What makes you a good (or bad) negotiator?

Listening 2 Read the background. Anne wants to negotiate new terms and conditions for
TraveLExec's services and has sent a four-step meeting agenda to Anders. In
pairs, read the agenda and suggest what should happen in each step.

Meeting agenda
Anne Roberts is a purchasing manager for a sports clothing 1. Welcome and opening
company, DesignPro, with its headquarters based in
London. She is meeting Anders Rik, a salesperson from 2. Proposals
TravelExec, which organises ali travel services (flights, taxi
3. Discussion to find agreement
transfers, hotel accommodation) for DesignPro's staff who
travel for business. 4. Close

3A iC> 5.01 Listen as Anne opens the negotiation with Anders, and answer the questions.
1 Why does Anne apologise to Anders at the beginning ofthe meeting?
2 What does Anne suggest are the main items to negotiate?
3 How does Anne suggest that they start the negotiation, and why?
B .. , 5.02 Listen as Anne and Anders enter the second step ofthe negotiation.
Note down the different proposals which they make for each of the three topics.
C .. , 5.03 Listen as Anne and Anders discuss in more detail. What agreement is
reached on each point?
O .. > 5.04 Listen as Anne and Anders summarise and clase the meeting.
1 Which tapie do they make an additional agreement about? What is the agreement?
2 How does Anne close the meeting? How effective is it to clase the meeting in this way?

4 In general, how effective do you think this negotiation was? Why?

 Functional Negotiating
language SA Look at the expressions (1-12) frorn the recordings in Exercise 3. Match thern with
the correct points (a-I) in the four-step negotiation process.
1 To start, l'd like to hear from you first. 8 lf you confirm that in an email to me,
2 Just to clarify, you mean... then I will ...
3 We agreed to ... 9 1 think we can do this, but we will need to ...

4 Good to see you again. Are you well? 10 What l'd like to discuss today is ...
5 That seems reasonable. 11 That's a little high; we were hoping for
something Lower.
6 How does that (all) sound to you?
12 My proposal would be that we ...
7 Excellent. Well, that was [quick and efficientl.

a Welcome

b State agenda

e Invite other party to

present
e Request feedback on

f
own ideas

Clarify other person's

on a proposal____
Give positive feedback
___.
ideas Give negative feedback
on a proposal

B Look at sornemore exarnples of bargaining to find an agreernent. Match the

negotiation proposals (1-6) with the correct response(a-f).
1 How would you feel if we [reduced the price]? a What do you mean by [increasingl?
2 Could you accept [a smaller volume]? b l'm happy to [link price and payment
3 We can't agree to [lower prices] unless terms).
[you're flexible on paymentl. e I think we'd find [price reduction) difficult.
4 What if we tried [a different approach to this]? d I think that's quite reasonable for [the U.S.
5 Can we look at [increasing the discountl? side of the business).
Teacher's resources: e But [volume] is very important to us.
6 Would you be prepared to [change to
extra activities
invoicing in dollars]? f What did you have in mind?

6A Work in pairs and read the professional context. You are going to prepare
a negotiation between ATAX and LAURA.

Professionalcontext
ATAX (the seller) and LAURA (the buyer) already have a contract in place. LAURA
imports 2,000 coats per year, in three different colours and three different designs,
for a unit price of €85 each. This includes a 15 percent discount on the standard
unit price of €100. Payment terms are currently 45 days from date of invoice.

B In pairs, prepare the role of negotiator for either ATAX (see page 129)
or LAURA(see page 131). Plan to negotiate five a reas: the nurnber
of coats to buy/sell, the nurnber of colours, the nurnber of designs,
the discount,and the number of days for payrnent. Prepare both
the content (what you want to achieve in each of the five contract
a reas) and also the process - how you will manage each of the
four negotiation steps.
C When you are ready, find two negotiating partners who have
prepared the other role and negotiate a new deal.
D After your negotiation, discuss in your group what went well and
what you found difficult during the negotiation. Then share your
ideaswith the class.

How successfully have you achieved the Lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 WRITING < DDDDl!J >
Letter of complaint
Learners can write a letter or email of complaint with supporting details.

Lead-in FunctionalLanguage
1 Read the letter of complaint from one company to 2 Complete the table using words and phrases from
another. Choose the correct option in italics. Then the letter.
compare in pairs.
Problem (Para 1)
Last week, we 1 100 desks from you.
Dear Sírs,
Unfortunately, sorne of the desks were 2
Re: Order # 4587 for 30 dishwashers My3 were not answered by your customer service
We arranged / ordered 30 dishwashers far our hotel group
1 department.
last week on the understandíng that they would be 2delivered Extra details (Para 2)
/ carried yesterday. Although you indicated that this might
be difficult, you 3assumed / assured us that you could You 4 the goods would arrive on time.
manageit. Ten of the desks were the wrong type.
However, only 10 machines arrived and, of those, two were We were una ble to 5 your customer service
4damaged
/ ínjured and one did not work at ali. Your driver department.
was most unhelpful and told us to call you immediately, Demand (Para 3)
which we did. We tried to contact you severa! times but your
customer service department did not answer our 5chats / lf you 6 to this letter immediately, we 7
calls. Despite sendingyou severa! emails asking you to to look far another supplier.
contact us, so far we have had no response from you. Weª you collect the desks.
We are very surprised by this as we have been customers of lf you do not resolve this situation immediately, we shall have
no alternative but to cancel our arder.
your company for many years. However, íf you do not
6respond
/ answer to this letter immediately, we shall be 7made Desired outcome (Para 4)
/ forced to withhold payment, fínd another supplier and
request that you 8dístríbute / collect the ten machines We9 that this situation will be resolved to our
10
already delivered.
We look forward 11
the correct goods as soon as
We sincerely hope that this situation can be resolved to our possible.
mutual satisfaction.

We look forward to receiving your 9punctual / prompt

response. IJ Teacher's resources: extra activities

Jacob Besinger The letter of complaint contains examples of linking

words. Go to MyEnglishLab far optional grammar work.
Purchasing Manager
.+ page 122 See Grammar reference: Linking

3A Work in pairs. Make a list of as many business situations as you can which might
require a letter of complaint. Then look at the List of problems on page 130 and
complete the table with 'details' and 'demands'.
B Use a situation from the table in Exercise 3A and write a letter of complaint in around
180 words.
C Exchange letters with your partner. Did your partner organise the letter well? How
many of the phrases in Exercise2 did your partner use?

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
Unit overview
Video: The world's first ethícal smartphone
Vocabulary: Running a business
Lesson outcome: Learners can use vocabulary related to
starting and financing a business. Project: Brainstorm and present new business ideas

Voung entrepreneurs Reading: Leaving Harvard to start a business

Grammar: Reported speech
Lesson outcome: Learners can use reported speech to report
what other peo ple have said and asked. Speaking and writing: Talk to a journalist aboutyour start-up

Communication skills: lnfluencing Video: lnfluencing styles: push and pull

Lesson outcome: Learners are aware of different ways to Functional language: Dealing with objections
influence other people and can use a range of phrases for Task: lnfluencing others to overcome objections
dealing with objections.

Business skills: Presenting facts and figures Listening: A presentation based on visual data
Lesson outcome: Learners can use a range of phrases to Functional language: Presenting visual information
present facts and figures using visual information. Task: A presentation toan investor

Model text: Summary of a business talk

Functional language: Summarising
Lesson outcome: Learners can write a simple summary of
factual work-related information. Grammar: Order of information in sentences
Task: Listen to a talk and write a summary

Pronunciation: 6.1 Consonant-vowel linking

I
Businessworkshop 6: Review6: Grammar reference:
p.98 p.109 6.3 lntonation and discourse marking in presentations p.116 p.123
 ~ Fairphone
Learners can use vocabulary related to starting and financing a business.

Lead-in 1 Discussthese questions.

1 Why do people start their own businesses? How many reasons can you think of?
2 Under what circumstances would you start a business? What kind of business?
3 What are the three biggest attractions and disadvantages of running your own business?

• VIDEO 2 Bas van Abel, CEO of Fairphone, says he's created 'the world's first ethical smartphone'.
What do you think he means by this?

3 a 6.1.1 Watch the video and check your predictions. Discussyour ideas in pairs.

4 Watch the video again and complete the summary. Use one to three words in each gap.

Fairphone is a company which started life as a(n) 1 to give visibility to

the wars in the Eastern Congo. Many conflicts are related to the mines where the
_____ for mobile phones come from. Then the campaigners decided to

The company grew very fast. Within the first two years the staff increased from two
people to 4 • Turnover* in the first eighteen months was sixteen million

euros and in only three weeks more than s people bought the phone
befare it was built.

The Fairphone design is modular, which means that people can 6 the
components themselves. The company wants to help the economy in the Democratic
Republic of Congo by getting minerals from conflict-free mines. They have also recycled
_____ old phones in order to reuse the minerals. Bas van Abel believes
business is an important mechanism to actually 8 . He did not start

Fairphone to beco me 9 phone company in the world but to show that

there's 10 for ethical business.

5 Work in pairs or small groups. Discussthese questions.

1 Who would buy Fairphone's mobile phone?
2 Would you consider buying a Fairphone? Why I Why not?
3 Based on what Bas said in the video interview, what do you think are the key points he
wants to communicate to consumers?
Teacher's resources:
extra activities 4 How do you think he will measure the success of his company?
Teacher's resources: 5 How would you describe his attitude to the business world?
alternative video and
activities -+ page 116 See Pronunciation bank: Consonant-vowel linking

Vocabulary Running a business

6 What do the words in the box mean?Complete the extracts from the video
using the words and phrases.

crowdfunding set up start-up

2 ... we made a turnover

1 ... the fastest growing of sixteen million euros. 3 ... you know that's why
tech of we _
[The] first actually was
Europe ... through _ Fairphone ...

> 58 < "turnover

: the amount of business done in a particular period of time, measured by the amount of money obtained from customers far goods or services that have been sold
~~~~~~~~~~-~~~~~~~-~~~-~~~~~~~~~~~~~~-~-~~~~~~~~~~
,, ....... '-' '\, ' ' ~ ' . . ', v- -,

"\:s<.:<<<, , . ~· , -: ~-·- · 6 1 O Fairphone ID

~ ~,~·: ~-~',<· :~ ~-,' ''::. ~: ~ L ~ ,· • •

7 Complete the sentencesusing the words and phrasesin the box.

business angel funding go out of pitch profit target market

1 When you a business idea, you say things to persuade people to buy
something, do something or accept the idea.
2 lf you make a , you gain money by doing business, after your costs have
been paid.
3 Half of all start-ups in the UK business within five years.
4 A is someone who gives new businesses money, often in exchange far
a share of the company.
5 Money that is provided by an organisation far a particular purpose is _
6 A company's is the customers that the productor service is aimed at.

SA Complete the questions with the correct form of the words in brackets.
1 Where do you think is the best place to go to far (advise) about starting
a business?
2 Do you know the na mes of the (faund) of Apple, Facebook and Microsoft?
3 What are sorne of the difficulties ofthe fast (grow) of a start-up like Fairphone?
4 Apart from crowdfunding, where else can entrepreneurs go to for (finance)
backing?
5 Do you think that Fairphone is a good (invest) far the company's _
(backl? Why? I Why not?
6 Do you think (entrepreneur) talent is unique to sorne people?
Teacher's resources:
extra activities B Work in pairs or small groups. Discussthe questions in Exercise8A.

>
Work in small groups.
Imagine you want to start
a businesstogether. Follow
these steps.
• Decide on your business. Use the
ideas in the table if necessary.
• Think about what type(s) of consumers
might be interested in buying your
product(s) or service(s).
• How will you get financial backing far
your project?

Tech Non-tech
Service App to arrange car sharing lroning service for busy people
for longjourneys Personal trainer who comes to your home
App to find restaurants or place of work
offering gluten-free food
Product Smartwatch with lots of High-quality handmade leather bags and
interesting features shoes
Virtual reality video game Device to put over your mobile phone
screen so it's easier toread it in the sunlight

B Presentvour business ideas to the class. Vote on the best idea.

, How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well),
Go to My Self-assessrnent in MyEnglishLab to reflect on what you have learnt.
 Young entrepreneurs
Learners can use reported speech to report what other people have
said and asked.

Lead-in 1 Work in pairs. Do you think you need to go to university ifyou want to build
a successful business?

2 Match the words in the box with the definitions.

cool fashionable high flyer prestigious reliable well-known

1 admired as one of the best and most 4 very attractive, interesting, etc. in
important a way that people admire
2 known by a lot of people 5 can be trusted or depended on
3 popular, especially far a short period 6 someone who is extremely
oftime successful in his/her job or in school
3 Work with your partner again. Think of one organisation, product, serviceor
person which you could use the words in Exercise2 to describe.
MIT is a prestigious university in Massachusetts.

Reading 4A Work in pairs and Look at the article headline. Why do you think someone might
decide to Leave a prestigious university to start a business?
B Read the article quickly and check your predictions.

5 Read the article again and answer the questions.

1 What type of business is Traveloka?
2 How does it make rnonev?
3 What evidence is there that the business is successful?
4 Which market(s) does Traveloka operate in?
5 How does Mr Unardi feel attitudes to his profession have changed in Indonesia?
6 Do you think he feels positive or negative about the future of the industry in Indonesia?
Teacher's resources: 6 Work in pairs. To what extent do you think Ferry Unardi's successwas dueto luck,
extra activities
hard work or something else?

FT High flyer left Harvard to start bis business

by AvantikaChilkoti

It may be difficult to get into Harvard Business School - 20 at Microsoft. 'We always discussed the development of the
but it is also difficult to leave after just one semester, which internet industry in Indonesia and always thought about
is exactly what Ferry Unardi did. Today he is running one coming back,' Mr Unardi said.
oflndonesia's best-known start-ups, the online travel agent When the three software engineers felt the time was
5 Traveloka. right, with interested investors and a ready consumer base,
'Everybody knows internet time works differently 25 they launched Traveloka as a search engine for the travel
from normal time,' says Mr Unardi, 27. 'When I arrived industry.
at school, I underestimated the speed of change.' When As with many start-ups up across Southeast Asia,
Traveloka started out, he said few Indonesian websites the idea was not new. I asked him if any businesses had
10 were well designed or even reliable, and many consumers inspired them. 'We definitely hada lot of companies that
were uncomfortable making transactions online. However, 30 we looked up to,' Mr Unardi says, and mentions Expedía
Traveloka had 10 million visitors a month by the end and Priceline of the USA. 'Now, the rate of creativity and
of last year and today takes between 10 and 15 percent innovation is so high that it's inevitable somebody has done
commission from flight and hotel bookings. He told me it previously.'
15 the company had partnerships with 33 airlines and hotels The CEO says that Indonesia's start-up scene is
across Southeast Asia. 35 changing. 'That's the thing about programming and
Mr Unardi met one of his partners while studying software - it's fashionable now,' he says. 'Now, you're cool
computer science at the prestigious Purdue University in if you do this, so it's interesting to see what type of people
the USA. He said his other partner had been a fellow intern come in, and how they will take the industry forward.'
 <
Grammar Reported speech
7A Look at three cornrnentsFerry Unardi rnade during the interview. How were
The company has these cornrnentsreported in the article?
partnerships with
33 airlines and hotels B Answer the questions about reported speech.
a cross Southeast Asia. 1 What changes to verb tenses did the journalist make to report the interview?
2 What other changes are necessary to change direct speech into reported speech?
3 What changes are necessary to change a direct yes/no question into a reported question?
My other partner was a
fellow intern at Microsoft. ~ page 123 See Grammar reference: Reported speech

8 Look at sorne more staternents Ferry Unardi rnade and questions the journalist
Did any businesses asked during the interview. Choose the correct option in italics to complete the
inspire you? reported speech.
1 'My family don't understand what Traveloka does.'
He said hís famíly dídn't I my famíly don't understand what Traveloka does.
2 'I won programming competitions as a child.'
He told me he had won I that he had won programming competitions as a child.
3 'Do you miss anything about being a student?'
I asked he do you miss I hím íf he míssed anything about being a student.
4 'E-commerce will grow quickly in Indonesia.'
He saíd e-commerce would grow ! told e-commerce grow quickly in Indonesia.
5 'How did you get funding?'
I asked hím how díd you get ! hím how he had gotfunding.

9A .. , 6.01 Listento sorneextracts frorn a job interview for an internship.

Complete what the candidate told his friend afterwards using reported speech.
Use a rnaxirnurnof four words in each gap.
1 The interviewer asked doing in my free time.
2 1 told hanging out with friends.
3 She asked any previous work or voluntary experience.
4 1 said the dog far a walk every day.
5 She asked me what I doing in five years' time.
~ Teacher'~ r~~ources: 6 1 said about that.
U': extra actívrttes
B Do you think he got the internship? Why? / Why not?

Speaking and lOA Work in groups offour. Read the inforrnation and prepare for the roleplay.
writi ng Students A and B: You are new entrepreneurs. Think about the type of start-up you own
and five key things you want to tell a business journalist about your company.
Students C and O: You are business journalists. You are going to interview a new
entrepreneur about his/her start-up. Think of five questions you want to ask the
businessperson.

B Regroup (Students A ande together and Students B and D together) and

roleplay the interviews.
C Report back to your partner frorn Exercise lOA. Entrepreneurs:discusswhat you
want the journalist to put in the article. Journalists: decide what inforrnation
will rnake an interesting article.
D Work individually. Entrepreneurs: write a short ernail to a friend reporting the
interview. Journalists: write a short article based on your interview.

How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well).
• Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 Learners are aware of different ways to influence other people and can use
a range of phrases for dealing with objections.

Lead-in lA Work in pairs. When is it helpful to be a good at influencing? What situations

have you been in, or might you be in, when you need to influence someone?
B What would you say to influence people in each of these situations?
1 You want to get an extension on a work or study task, e.g. a report oran essay deadline.
2 You want to go to a specific restaurant ora film with a friend, and nota different one.

VIDEO 2A a 6.3.1 Watch as Paula prepares to present PRO Manage's online coursesto
Pedro and Susan, potential customersfrom a chain of businessschoolsin Mexico.
1 How does Paula describe herself?
2 How does Matt describe Pedro?
3 Do you think Paula's natural influencing style will be successful with Pedro?
Why J Why not?
B Read the text and decide if the sentences (1-4) use a 'push' ora 'pull' style.

lnfluencing styles: push and pull

There are two influencing styles known as 'push' and 'pull'. With a push style, people
try to influence through the strength of their ideas and opinions, their status, by listing
benefits for the other person, and by getting the right people to support them. With
a pull style, people show empathy and focus on finding out more about the other
person's needs, interests and challenges. Together, they try to find a common direction.

1 Tell me more about why that would be difficult for you.

2 1 think the best thing is to launch the product this month.
3 As project manager, 1 feel we should do it this way.
4 1 can understand how you feel. Would this option work for you?

3A In small groups, discuss which influencing style (option A or B) is better for

Paula to use in her pitch to Pedro and Susan. Give reasonsfor your answers.
As a class,decide which video to watch first.
Option A- Paula tries to clase the deal by highlighting the strengths of the offer (push).
Option B - Paula adapts her approach when she hears the reaction from Pedro (pulí).
B Watch the videos in the sequence the class has decided. For Option A, decide
if the sentences are true (T) or false (F). For Option B, answer the questions.
Option A a 6.3.2 1 Paula reminds Susan and Pedro ofthe benefits ofthe online courses.
2 Su san sees the benefits of the online courses in their school, but Pedro is hesitant.
3 Paula designed the proposal especially for the Mexican business schools.
4 Paula varíes her approach to persuade both Susan and Pedro.
5 Paula successfully persuades both of them.
Option B a 6.3.3 1 What is the most important point Pedro is concerned about?
2 What else is he concerned about?
3 How does Paula adapt her style when she sees Pedro is hesitant?
4 Does Paula successfully persuade them?

4 Work in pairs. Discusswhat lessonsyou have learnt about influencing people.

5 a 6.3.4 Watch the Conclusionssection of the video. What do we need to do

when we are trying to persuade others? How far do you agree?Why?

Reflection 6 Think about the following questions. Then discussyour answers with a partner.
1 When trying to influence to others, do you mostly make statements or ask questions?
2 What is one advantage and one possible disadvantage of your influencing style?
 Functional Dealing with objections
Language 7 The table below shows four steps for dealing with objections. Put these phrases
from the video into the correct section of the table.

1 [1/We] totally understand your concern. 4 Can I ask [why you don't think the finances will
2 That's why [there's provision far us to workout)?
support the platfarm]. 5 That doesn't have to be a problem. [1/We/You]
3 Sorry, the most important thing far would/could/can ...
you is . . ? 6 How does that sound?

Acknowledge Pro be Answer Confirm

[l'm/We're] aware that . What [is/are] your main lf 1 ... , do we have a deal?
(1/We] appreciate that . concern[s]? Does that address your
That's a(nl [fair/good/ concern(s)?
interesting] point.

8A Put the dialogue between a salesperson anda client into the correct order (1-9).
Two lines have been done for you.
a I don't know. lt's a lot of money. 1
b lt sounds good. Yes, we do!
e Is that interest-free?
d That doesn't have to be a problem. You could pay in instalments to spread the cost.
Say 10 percent a month?
e I appreciate that this product is top ofthe range. When you saya lot of money, what sort
of price did you have in mind?
f Yes, that's right. We can't afford to buy it right now.
g Yes, if I arrange that, do we have a deal?
h Sorry, the most important thing is your budget far equipment this financial year? 4
Well, you see, we've spent a lot on office equipment this year. And we can't afford to
11!'5.,'. Teacher'~ r~~ources: spend more on it this year.
~ extra activmes
B Work in pairs and practise the dialogue in Exercise SA.

9A Work in pairs. Look at the situations (1-4) and your partner's possible objections.
Prepare your ideas and plan what you will say using phrases from Exercise 7.
Then roleplay the conversation s.
1 Speaker A: Persuade your colleague to come in to the office with you
on Saturday.
Speaker B: Your objection is that it's the weekend.
2 Speaker B: Persuade your friend to go bungee jumping with you.
Speaker A: Your objection is that it's dangerous.
3 Speaker A: Persuade your boss to pay far your business school
course this summer.
Speaker B: Your objection is that it's expensive.
4 Speaker A: Persuade your boss to let you work from home
one day a week.
Speaker B: Your objection is that you need to have
him/her in the office to talk to him/her.

B Work with another pair and discuss. Did you

succeed in persuading your partner to do
the things you wanted him/her to do? Did
you fo~low the four steps from Exercise 7?
Which phrases did you find useful?

• How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this well),
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Learners can use a range of phrases to present facts and figures using
visual information.

Lead-in 1 Think of a presentation you've given at work or during your studies. Work in
pairs and discuss the questions.
1 Who was the audience? Did you adapt the content to this audience?
2 Was the presentation too long I too short I just right?
3 Which tools did you use, e.g. PowerPoint, a flipchart, etc.?
4 Was there visual data, e.g. images, tables, charts, videos? Were they useful or distracting?
5 What went well? What didn't go well?

2 In pairs, discuss what tips you can think of far preparing and delivering visual
data in a presentation.

Listening 3A Match the words and phrases (1-9) far presenting ideas or information about
business sales with the correct definition (a-i),
1 market growth a a financial calculation about a future trend
2 target market b the amount of money that a company brings in overa year
3 forecast e the amount of spending money peo ple have available after they
4 demographic have paid taxes
5 annual revenue d an increase in demand for a productor service
6 stock level e the expected future sales of a product
7 projected sales f the quantity of products kept in a shop or warehouse
8 loan g the customers that a company wants to sell to
9 disposable in come h a particular section of the population, e.g. peo ple aged 18 to 30
an amount of money that is borrowed
B .. , 6.02 Listen to two parts of the same presentation. Work in pairs and discuss
the questions.
1 Which products does the company make?
2 What are the two biggest age demographics?
3 Is the mobile sector growing or slowing down?
4 Do they have enough stock?
5 Which products should they focus on in the next two years?

C .. , 6.03 Listen to Part 2 again and look at the pairs of charts below. Which
chart in each pair is the speaker talking about?
 Functional Presenting visual information
language 4 Complete the expressionsfrom the recording in Exercise38 with the words
in each box below. lf necessary, use the audioscript on page 149 to help you.
Part 1: the overview
chart graph hand over 1 In this of my presentation, l'm going to tell you more about [the target market].
next part notice pie 2 On this you can see [three charts].
right slide 3 This chart shows [us the age demographic of our target customers].
4 You can see [which a ges the colours refer to] on the _
5 You'll that [the 18-25-year-old age group is our biggest target group].
6 Next, you can see [the growth of our market .. .] on this line _
7 Finally, on this bar , you can see [the stock levels we have].
8 l'd now like to to [my colleague], who will give you more details.
Part 2: the details
closely fact details 1 lt is that [the growth ofthe tablet product line has been slow].
interesting show you 2 These confirm that [mobile devices, in general, are outselling tablets].
significant think 3 l'd also like to [something on the customer age demographic pie chart].
4 lt's to see that [almost half of our customers are in the 18-25 age group].
5 This proves that [our cases are highly desirable far this age group].
6 The last thing I want to you to about is [our current stock levels].
7 Looking more at the bar chart, you can see that [we have underestimated .. .l.

5 Work in pairs. Chooseone of the charts in Exercise3C not described in the

recording. Prepare a brief description of it to present to your partner
using expressionsfrom Exercise4.
~ Teacher'~ r~~ources:
u:; extra acnvmes ~ page 116 See Pronunciation bank: lntonation and
discourse marking in presentations

6A Work in pairs.Read the information and plan your presentation together.

Professionatcontext
You have recently set upa business from home, selling products online.
You are growing and want to buy more stock to meet the demand.

Thetask
Prepare a short presentation to a bank oran investor, asking far a loan or
investment. Your presentation should contain visuals (graphs/charts) and
include the fallowing key infarmation:
• your context (e.g. the company name and product).
• infarmation on your target market (age and type of customer).
• infarmation about market growth (Is the market growing? lfyes, how quickly?).
• stock levels (How much do you have at the moment? How much more do you need?).
Use this structure to organiseyour presentationand decidewho will deliver
each section:
lntroduction and overview Detail on two or three visuals (bar chart, pie chart, etc.)
Main tapie Conclusion and final message

B Give your presentation to the class. Ask for feedback about the structure and how
you presented the facts and figures.
C When you are not presenting, listen to other presentations and make notes on the
key infbrmation and other relevant points. Give the presenters feedback.

• How successfully have you achieved the lesson outcome? Give yourself a seo re
from O (1 need more practice) to 5 (1 know this welll.
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 WRITING < 0000~ >
Summarising
Learners can write a simple summary offactual work-related information.

Lead-in lA '4> 6.04 Listen to the first part of a talk by a successfulentrepreneur. What is
the main purpose of this part of his talk?
a to give his audience advice
b to explain the background to his business
e to convince his audience to invest in a new project

B Listen again and complete the summary. Use one to three words in each gap.
Ignore the underlined words.

George lohnson,founder of GlWoodToys. explains how he began his business

He mentions that he was working as a(n) 1 when he started making 2

far
his young children. However, these toys were so popular with other parents that he started selling
4
them at 3
, where they always sold out. His was huge: parents and
children who loved the toys. Originally he made them in his garage but, when two local stores
became interested, he realised he had to expand even further and find 5 . The initial
6
funding carne from and remortgaging his house, but soon a big department store
7
expressed interest in far 50,000 units. As a result, he realised he hada potentially
very successful business but, in arder to fulfil the arder, he would need a huge investment to expand.
With the department store arder, he started 8 to various backers: banks, crowdfunding
9
schemes and . Finally, he was fartunate enough to find one who brought both the
money and experience to the business.

C Listenagain and read the audioscript on page 149. Checkyour answers to Exercise18.

Functional 2 Match the tips (1-5) with the underlined examples in the summary in Exercise18.
Language Sorne tips have more than one example.

1 ldentify main topic/purpose

2 Use synonyms where possible
Teacher's resources:
extra activities 3 Paraphrase
The summary contains 4 Use linking words to join sentences
examples of how to arder
5 Use reporting verbs
information in sentences.
Go to MyEnglishlab far
optional grammar work. ~ page 123 See Grammar reference: Order of information in sentences

3A Work in pairs. Turn to page 134 and read the summary of the final part of the talk. Discuss
ways in which you could improve it and shorten it. Use the tips in Exercise 2 to help you.
B '4> 6.05 Listento the final part of the talk and read the audioscript on page 149. Write
your own summary in around 250 words.
C Exchange summaries with your partner. How well did your partner use the five tips in
Exercise2? Did your partner include the same information as you?

• How successfully have you achieved the lesson outcome? Give yourself a score
from O (1 need more practice) to 5 (1 know this welll.
• Go to My Self-assessment in MyEnglishlab to reflect on what you have learnt.
 1.1 Roles and responsibilities C: You too.
B: Excuse me. Sorry to be 5 like this, but l've
1 Complete the text using the words in the box, gota meeting in five minutes. Befare I leave, 6 _

to Miranda Scales. She works in head office.

after care charge far head involves leads
A: Hi Miranda, l'm Jack Levine from the New York office.
makes reports with Nice to finally meet you 7 _

D: You too. So, 8 in London?

Grigor's new job 1 meeting new clients and
he 2 to the Sales Manager. He is responsible A: Yes, it is.
_____ presenting the products and winning D: Well thank you 9 to this meeting.
orders. His boss, who 4 the sales team, A: You're welcome.
motivates his staff well. As 5 of Sales he sets
them targets every month. He looks 6 them
very well and it is a happy team. Grigor works closely 1.4 Askingand answering questions in first
7
the distribution team and ª----- meetings
sure that orders are delivered on time. He also has to
take 9 of the paperwork. Grigor hopes to be 4 Choose the correct option in italics to complete
in 10 of his own company one day. the dialogue.
A: Can l -otter I
take you a drink?
B: That 2could I would be great, thanks.
1.2 Future forms A: Where are you 3positioned I based at the moment?
2 Choose the correct option in italics. B: In Geneva, but I was in Rome far two years befare that.
1 1 was late this morning. l'm sure 1 'm going to get I 'm A: Do you 4work I reportto Roger Kleitz?
getting a warning from the boss. B: Yes, 1 do. Do you know him?
2 The office opens I is opening at 10 o'clock on Fridays. A: 1 sworked / joined with him last year.
3 What do you think? Are we going to sell I Do we sell B: When did you 6join I attend the company?
more this month?
A: Five years ago.
4 He's decided he asks I 's going to ask his boss far a pay 7open I free far lunch today?
B: Are you
rise today.
A: Sorry, l'm meeting Matt Miller.
5 What time are you meeting Ido you meet him at the
station later?
6 What? The course finishes at 6 p.m? J'm going to I I miss 1.5 Ordering information
mytrain.
7 They've closed the airport beca use it snows I 's going to 5 Put the sentences in the correct arder.
snow more this afternoon. Dear Mr Umbala
8 1 'm seeing I see the new clients later today. a l've therefare arranged, after a coffee break, far
the Quality Control Manager to take you through
the procedures.
Functional language b Please do not hesitate to contact me ifyou have any
questions befare the visit.
1.3 Greetings, introductions and goodbyes
e We look farward to seeing you on October 7th at our
3 Complete the dialogue using the phrases in the box, factory premises.
d The Production Manager will meet you at the entrance
a bit of a delay first time far coming have you met at 9.30 to show you and your colleagues around.
in person in such a rush let's go and say hello e After that you will understand how we mana ge to
not bad, not bad see you again maintain the highest quality control.
f Yours sincerely
A: Hi! How's it going? g I will join you and the other managers far lunch at 1 p.m.
B: 1 . What about you? in our staff restaurant.
A: Fine thanks. h In the afternoon we can meet in my office to discuss the
B: Good trip? details of your arder.
A: We landed only 30 minutes late. 2 at I am writing to confirm that we have organised your visit
Frankfurt Airport. to our factory on October 7th.
B: 3
Julia Knopf befare? She runs the I understand that you are particularly interested in the
marketing office. quality control we do.
A: Yes, 1 have. Nice to 4 _ Brian Watkins

104
2.1 Marketing and brands 2.4 Signposting in presentations
1 Complete the text using the words in the box. 4 Complete the missing words. The first Letters
aregiven.
approach base core devalued growth Let's 1b with the most important part - the
history loyalty marketing stretching venture new line of products.
2F
, l'd like you to 3t a look
We have decided to take a cautious 1 _ at this slide. lt shows the new packaging and lago,
to expansion, beca use we know there is a lot of bad which I think look really great. Secondly, the products
2
with many companies whose brand- themselves have been redesigned and now look much
_____ strategies have led to the brand being fresher and more up-to-date. 4F , this last
_____ . This in turn can cause the brand slide outlines plans for our digital marketing campaign.
_____ , which had built up overyears, to
As I said 5e , we aim to attract younger
disappear. Thanks to our interactive 6
customers. This is very 6i
_
if we want to
which has broadened our client 7 , sales of
rema in competitive.
our beauty products have seen very fast 8 _
over the last two years. We've now decided to l'd like to thank everyone for their input on this project.
move away from our 9 business and to The Marketing Manager will say 7m about
10
into the ultra-luxury spa hotel business. that later. Well, thank you very much for ªl. _
l'll hand over to Fran now.

2.2 Connectors 2.5 Accepting and declining an invitation

2 Choose the correct option in italics to complete 5 Matchthe sentence halves.
the text.
1Recently
1 l'm afraid
I Previously I As well as we decided that the
brand needed refreshing so we discussed what to do. 2 Wevery much
We got together with focus groups 2such as I also I 3 l'd like to
and elicited customer feedback to determine how our 4 l'm writing
brand is currently perceived. 3Then I Previously I While
5 lt would be great if
our branding consultants got to work on the new lago.
4As well as I In addition / Far instance, we asked staff to 6 l'm sorry
come up with sorne ideas for a new lago, too. 5However 7 Unfortunately, 1
I Although I Butthe consultants produced sorne great 8 l'd lave to come
ideas, a design from a member of staff was finally
chosen. 6Now I Recently / When we still have a a can't make the open day as I am away.
lot of work to do befo re the product range can be b to your open day but l'm away.
launched with the new branding and the ad campaign e but I can't come to the open day.
finalised, but we are confident we are making changes
d to invite you to our open day next Friday.
for the better.
e look forward to seeing you at our open day.
f invite you to our open cfay.
Functional language g you could come to the open day.
2.3 Giving and responding to advice h that I will be una ble to come to the open day.

3 Complete the advice given by a manager using the

phrases in the box.
why don't we we need you shouldn't
have you tried this would be it's important

A: 1 never seem to have enough time to do my work.

B: 1 planning your work for each day and
week? That can help. 2 to sort this problem
out now. 3 for each team member to meet
the deadlines. 4 be missing them so often.
_____ have a look at your tasks for this week
together now? 1 think 6 an opportunity for
you to improve your organisational skills.

105
 REVIEW

5.1 Logistics Functional language

1 Choose the correct option in italics to complete 5.3 Agreeing and disagreeing
the text. 4 Completethe dialogue using the phrases in the box.
Many companies use 1courier / robot companies instead
of the 2posting ! postal service. However, this has made agree at all l'm afraid l'm not sure that's
traffic 3crowding / congestion in cities worse in the past might work rubbish that makes
few years. lnstead of delivering to customers' homes,
sorne companies now use collection 4/ockers / couriers.
A: We need to recruit more staff urgently.
One main customer concern about online shopping is
the safe delivery of their goods, so suppliers must make B: 1 don't 1 . We only need to reorganise the

sure that they are 5properly / rightly packed. shifts and then we can manage with the existing staff.
A: 2 the best solution.
B: Why not?
5.1 Word building - verbs, things A: The staff are already overworked. Many are doing
and people overtime and they're making more mistakes.
2 Complete the text with the correct form of the B: That's 3 . They're not overworked.

words in brackets. A: 4 1 disagree with you. Look, why don't we

The rise of online shopping mea ns that fast 1 _ recruit five temporary staff until we've caught up?
(deliverl of goods is key to a company's success or failure. B: lt 5 1 suppose.
Consequently, 2 (manufacture) or retailers A: Then we can review the situation and decide what to do.
must ensure that the 3 (distributel of orders
B: s sense. OK.
is carefully planned and this is the job of a 4 _
(logistics). Furthermore, the 5 (packl needs
to be sufficient to keep goods safe. Sorne companies 5.4 Negotiating
6 (operatorl their own vehicles far
transporting 7 (packl to customers, but SA Choose the correct option in italics to complete
others use specialist companies. the sentences.
1 How does that develop I sound / go to everyone?
2 My propasa/ I offer I purpose would be that we look at
5.2 Passive forms increasing our orders.
3 Complete the passive sentences. 3 Look forward I Good I Welcome to see you again.
1 We must buy new software. 4 That seems good idea I sensitive I reasonable.
New software 5 To discuss I end I stett. l'd like to ask Mike to outline the
2 They have already faund a new factory. key points far discussion.
A new factory B Matchsentences 1-5 in Exercise SA with
3 The company will launch a new product. negotiating steps a-e.
A new product a Welcome d Request feedback
4 We have just changed the design. b Invite others to present e Give feedback
The design e Present suggestion
5 They didn't finish the project on time.
The project 5.5 Useful phrasesfar letters of complaint
6 They couldn't return the goods.
The goods
6 Choose the correct option in italics to complete
the text.
Two days ago, we 1took I received I delivered our arder
from you. 2Unfortunately I Unluckily I Unfavourably, the
arder was incorrect. We ordered 2,000 units but only
1,800 arrived.
lf you do not 3react I answer / respond to this letter
immediately, we will be 4forced / required / bound to
look far another supplier and 5appeal I request / require
that you collect the 1,800 units from our warehouse.
We hope that this situation will be 6committed /
resolved I determined to our mutual 1satisfaction /
approval / fulfilment.

108<
 G< REVIEW

6.1 Running a business FunctionalLanguage

1 Complete the text using the words in the box. 6.3 Dealing with objections
advice angel crowdfunding financial
3 Chose the correct option in italics to complete
the sentences.
founders funding go out of investment profit
1 Does that solution address I challenge your concerns7
set up start-ups target market
2 That makes I sounds like a very good idea.

Look online and you'll find experts happy to give 3 What sort of price did you have in idea/ mind?
1 to those who want to 2 _ 4 l'm aware I know that the price is an issue for you.
a new business. lf you have a great idea that you think 5 You could spend I spread the cost by paying in
will sell, you need to get to know your 3 _ instalments.
beca use, sadly, the majority of 4 will 6 Is the instalment payment plan interest- rate I free?
5 business in the first year. You might make
a small 6 in the first year, but can you sustain 7 We appreciate I support that you have budget
it? Many 7 of new companies look for a restrictions.
business 8 who believes the business is a
good 9 in arder to get the 10
needed to expand. Finding an investor who can offer not
_
6.4 Presenting visual information
only 11 help but also experience is often the 4 Choose the correct option in italics to complete
ideal solution, although recently 12 , where the text.
lots of peo ple provide small amounts of money, has
In this 1slice I part of my presentation, l'm going to
become very popular asan alternative.
talk about sales. On this 2graph I slide there are two
visuals. The 3pie I round chart shows our share of the
overall market and you'll +notice / understand that we
6.2 Reported speech now have a 5 percent share. The 5/ine / straight graph
2 Complete the reported speech. shows our monthly sales totals and it's 6significant /
considerable that growth has been very steady this
1 'We finished by lunchtime today.' year. Looking more 7nearly I clase/y at it, it's ªinteresting
The manager said they day. ! correctto see that sales did not decrease in the
2 'What's your plan for the new business?' traditionally slow summer months.
He asked me _
3 'They won't be working here in a year's time.' 6.5 Summarising
I said in a year's time.
5 Match the sentences 1-5 with the summarytips a-e.
4 'Have you been working in hospitality for long?' Focus on the parts in bold.
They asked him for long. 1 Xavier, the winner of the New Business Award, talks
5 'The Sales Manager will visit tomorrow.' about how he started his company. _
I told her day. 2 There were many problems at the beginning. Sorne
6 'I can finish the report now.' issues were out of his control.
He said he _ 3 He explains how he managed to maintain customer
7 'Where do you work?' loyalty. _
They asked me _ 4 As costs kept going up, he made a decision not to put his
prices up. Costs rose but he kept prices the same. _
5 However, as a result ofthis he managed to keep his
loyal customers and attract new ones, so sales increased
greatly. _

a identifying main purpose/topic

b paraphrasing
e using synonyms
d using linking words
e using reporting verbs

109
 Grammar reference

1.2> Future forms 1.S> Present Simple and Continuous

We can talk about the future using a variety offorms We can use the Present Simple to talk about:
depending on the function: • permanent situations.
• We use the Present Simple for events scheduled to happen
He supervises the production line.
(something that is timetabled).
He works in the finance department.
I have a Job interview tomorrow.
• general facts.
Our train doesn't leave until 8.30 this evening.
Water freezes at O degrees.
Does the departmental meeting start at 9 o'clock on
Monday as usuel? lt's one of the biggest companies in the world.
• We use the Present Continuous for plans/arrangements • repeated/regular actions.
(something you have confirmed for the future). This often They work in an office.
involves other people.
She deals with customers.
l'm visiting the suppliers tomorrow.
We can use the Present Continuous to talk about:
He's on holiday so he isn't coming to the meeting on Friday.
• things happening at the same time as we are speaking or
Are you having a leaving party next week? writing.
• We can use be+ going to+ infinitive in two different ways: We're waiting far a delivery.
to talk about personal intentions (something you want He's showing Mr Janes around the factory.
to do).
• temporary situations.
l'm going to get to the office early tomorrow.
l'm staying with a friend while l'm in London this week.
We aren't going to change the software.
He's acting as Head of Finance while his boss is on
Is she going to come to the meeting? maternity leave.
Note: We use the Present Continuous more for plans/ • future plans/arrangements.
arrangements with other people and be+ going to+
We're meeting the clients tomorrow morning.
infinitive for personal intentions. However, often we
could use either form beca use many events can be seen She is visiting our offices next week.
as either plans/arrangements or intentions. There are sorne verbs which are rarely used in the continuous.
l'm visiting the suppliers tomorrow. (This is a plan/ These include:
arrangement between the supplier and myself.) be, believe, contain, dislike, hate, hear, know, like, /ove, need,
l'm going to visit the suppliers tomorrow. (This is my own, possess, smell, sound, understand.
intention.) There are also sorne common verbs which change their
l'm going to get to the office early tomorrow. (This is my meaning in the Present Simple and Present Continuous.
intention.) These include:
/'m getting to the office early tomorrow. (This is not • think
correct because it is nota plan/arrangement.) / think you're going to find it very interesting. (This is my
ii to talk about predictions when something is probable opinion.l
(something you expect to happen). /'m thinking about the induction day. (This is the to pie.)
He's very good. I think he's going to get promoted soon. • have
Look at this office! lt's not going to be big enough far / have a good car. (= have got I own I possess)
four people.
He's having breakfast. (= eating)
She does a great Job. l'm sure they're going to make her
• see
Chief Executive.
I see your point. (= understandl
l'm seeing him tomorrow. (= meeting)

>118<
2.2> Connectors 2.s> Verbs + -ing vs. infinitive
Connectors are words or phrases that signal to the reader or When a verb is followed by another verb, the first verb dictates
listener how things relate to one another in a text or speech, the form the second verb takes. There are various possibilities:
and help to support understanding. They can also be used to • verbs which take to+ infinitive
manage and direct the focus of the reader or listener.
afford, agree, arrange, attempt, claim, decide, demand,
There are different categories of connectors depending on the deserve, expect, fail, guarantee, hesitate, hope, learn,
role they perform in the sentence. For example: manage, offer, plan, prepare, promise, refuse, seem, tend,
• adding ideas, e.g. and, a/so, as well as, in addition. would Like
As well as discussing the in-store customer experience, we They have decided to sponsor the exhibition.
also need to Look at brand awareness if we want to improve We'd like to invite you to our offices in Delhi to meet the
sales figures.
team.
In addition, we feel that our stores should use new • verbs which take -ing
technologies to attract customers.
avoid, consider, de/ay, deny, dislike, enjoy, finish, involve,
• contrasting ideas, e.g. although, but, however, while. justify, miss, postpone, practise, risk, suggest
lnitial response to our new product range has been positive. He denied writing the email to the boss.
However, there is still a Lot of work to do to reach our
target. (Note: we use a comma after However.) They postponed launching the new product far six months.

I think she's a great brand ambassador, although I don't • verbs + preposition which take -ing
Like her music very much. (Note: we use a comma befare apologise far, insist on, Look forward to, put off, succeed in
although.)
He apologised for arriving at the meeting Late.
Certain Luxury brands are popular in sorne countries, while
We look forward to seeing you soon.
different brands are popular in other markets.
• verbs which take to+ infinitive or -ing with a change in
• referring to time, e.g. earlier (this year), in recent years, now,
meaning
previously, recently, when.
forget, go on, remember, stop, try
In recent years, Chinese customers have started to combine
holidays abroad with shopping expeditions. / remember discussing modern art with you Last month.
(Here remember refers to a past action, something the
• giving examples, e.g. far example, far instance, such as.
person knows happened.l
There are man y successful global luxury brands, such as
Please remember to bring this invitation with you. (Here
Bulgari, Chane/ and Hermés.
remember refers to a future action, something the person
Our stores use new technologies, for instance, we have needs to do.)
created an app that lets the assistant know when a laya/
She tried to write an email to apologise, but she couldn't
customer enters the store.
find the words. (Here tried refers to something the person
• sequencing, e.g. first of ali, then, to start with. wanted to do, but wasn't able to.)
lf you'd like to go into marketing, first ofali, you should feel She tried writing an email to apologise, but he still isn't
passionately about brands. talking to her. (Here tried refers to something the person did,
The success of our brand is dueto two factors. To start with, but which didn't work as planned.)
we have a well-designed, great product. Then we have the • verbs which take to+ infinitive or -ing with little orno
support of man y, many Laya/ customers. change in meaning
begin, continue, hate, intend, Like, Lave, prefer, start
They began arguing I to argue the moment the meeting
started.
 Passive form of modal verbs
5.2> Passive forms We form the passive with modal verbs using have to I can I
could, etc.+ be+ past participle of the main verb. Remember,
Past, present and future
we use have to, should and mustto talk about obligations and
We make past, present and future passive forms using the can, could and might to talk about possibilities.
appropriate form of the auxiliary verb be+ past participle of
The orders are processed and then they have to be packed.
the main verb. We use the passive form when we don't know
who or what is responsible far an action (the agentl, or the Packages must be left in collection lockers.
agent isn't important, or when we simply want to emphasise Parce/s can be delivered by robot ar drone.
the importance of an action rather than the person/thing
responsible far doing it. We often use the passive instead of the Goods could be damaged in transit if they are not we/1 packed.
active form to describe systems and processes and in formal
writing (technical manuals, reports, scientific writing, etc.).
When we include the agent we use the preposition by. For
example:
s.s> Linking
• Agent not known We can use a range of Linking words to introduce differences,
First the goods are packed and then the /orry is loaded. but the language structures following them vary. For example:

The goods were badly damaged in transit. But connects two statements or phrases when the second
one adds something different or seems surprising after the
The shipment will be delivered on Friday.
first one. Though is Like but and adds a factor opinion that
• Agent known makes what you have just said seem less definite or less
The paperwork is done by our shipping agent. important.

The invoice was paid by the client /ast month. We visited the offices butlthough the manager wesn't
there.
The parce/ wi/1 be sent by courier.
• Although contrasts one clause with another in the same
Be careful with word arder in questions. sentence.
Was the billpaid last week? (no question word(s)) Although we visited the offices, the manager wasn't there.
What time will the shipment be delivered? (what time= • Even though is used to introduce a statement that makes
question words) the main statement coming after it seem surprising.
How many people were involved in tite process? (how many Even though we visited the offices, the manager wasn't
= question wordsl there.
lf you want to be more direct, or simply use fewer words, it's • Nevertheless and However are often used to begin a
best to use the active form. sentence. They can also be used in the middle of a sentence
Who packed this? (rather than Who was this packed by?) to join two different ideas.
However/Nevertheless, he said he would meet us the
Present Perfect Simple passive fol/owing day.
We form the passive of the Present Perfect Simple using the
• Despite and In spite ofare used to say that something
auxiliary verb have + been + past participle of the main verb.
happens or is true even though something else might have
This robot has been designed to de/iver packages. prevented it. Note: You cannot use ofwith despite.
lt hasn't been done properly. Despite sending the arder in early, delivery was stil/ late.
Have these invoices been paid? Despite the fact that we sent the arder in early, delivery was
Remember, we often use the adverbs already,just and yetwith sti/1 /ate.
the Present Perfect Simple. We use alreadyto confirm that • In spite ofmeans the same as despite but is used differently
something has been done (often earlier than expected), and unless you add the fact that. lt is usually followed by a noun
we usejustto show that something has been done recently. phrase.
We usually use yet in negatives and questions. Be careful with In spite of ali the problems, we sti/1 managed to complete
the word arder with all three adverbs.
the project.
These goods have already been sent. In spite of the fact that we sent the arder in early, de/ivery
Your arder has just been sent by courier. was sti/1 late.
l'm afraid the arder hasn't been fulfilled yet. • Whereas makes comparisons and says that something is
Have the goods been delivered yet? true of one person, thing or situation but is different far
another.
This supplier offers better quality whereas the other one
offers better design.

>122
6.2> Reported speech
Reported questions
• When reporting ves/no questions we often use ask + ifl
When we tell someone what another person said, we usually whether, then change the verb tenses, pronouns and
change the verb tenses from direct speech: adverbs of time and place if necessary.

• Present Simple-+ Past Simple 'Do you enjoy the work?

'l want to go to Harvard Business School.' I asked him iflwhether he enjoyed the work.

She said (that) she wanted to go to Harvard Business School. 'Have you been back to Harvard?'

• Present Continuous-+ Past Continuous 1 asked him iflwhether he had been back to Harvard.

'l'm studving to be a software engineer.' • When reporting Wh- questions we use the same question
word, then change the verb tenses, pronouns and adverbs
She said (that) she was studving to be a software engineer. of time and place if necessary.
• Present Perfect-+ Past Perfect 'What do vou like most about being an entrepreneur?'
'l've worked in the company far three years.' 1 asked him what he liked most about being an
She said (that) she had worked in the campan y far three years. entrepreneur.
• Past Simple-+ Past Perfect 'Whv has the business been such a success?'
't went to Paris on business.' I asked him whv the business had been such a success.
She said (that) she had been to París on business. Note: We do not use question word arder or question
auxiliary verbs in reported questions.
Modal verbs also change: can changes to could; will changes to
would; may changes to might, must changes to had to, etc.
'J'll phone the client.'
She said (that) she would phone the client.
6.s> Order of information in
sentences
'We must finish the project on time.'
She said (that) they had to finish the project on time. Topic words and known information
We often use the verbs sav and tell when reporting what We usually begin a sentence with the tapie word or known
someone said. Both verbs can be followed by a clause with or information. This is followed by new information and ideas
without that. about the to pie. Far example:
Note: The verb tell needs an indirect object oran object George Johnson started making toys far his children. (George
pronoun befare the clause. Johnson is the tapie word or known information so it comes at
the beginning ofthe sentence.)
'We must finish the project on time.'
George Johnson started making tovs for his children. (Making
She said (that) they had to finish the project on time.
toys far his children is the new information and therefore
She told me (that) they had to finish the project on time. comes at the end of the sentence.)

Changes to personal pronouns and adverbs of time and place Common changes
We often need to change the prono un and the adverbs of time Often other words in a sentence may change. These include:
and place when we change from direct speech to reported
• pronouns.
speech.
These tovs were very popular with other parents. (These
'We spoke earlier todav.' toys refers back to 'the toys made by George Johnson'. These
He said (thatJ thev had spoken earlier that dav. specific toys are now the to pie of this sentence and known
'l'll phone tomorrow.' information.l

She told me (that) she would phone the next dav. Thev wanted to buy the toys. (They refers back to 'other
parents'. This was the new information in the previous
Other common examples of adverbs oftime include: sentence and is now the to pie of this sentence.l
now-+ then yesterday-+ the day befare • using a noun form instead of a verb form.
Adverbs of place also change. Far example: Managing finances carefully from the start is fundamental.
hete-« there this-« that (The to pie of this sentence is managing finances so we need
it at the beginning of the sentence.l
Note: When we report what so meo ne said on the same day,
or if a person says something which is still true, we can often
reta in the verb tense used in direct speech.
'We launched the site in 2012.'
He told me (that) they launched the site in 2012.
He told me (that) they had launched the site in 2012.