I a I t I U z m o @ c I z m a a LEA E Margaret O'Keeffe FT FINANCIAL TIMES lwonna Dubicka Pearson Education Limlted Edinburgh Gate Harlow Essex CM2o 2JE England @ Pearson Education Limited 2006 The right of lwonna Dubicka and Margaret O'Keeffe to be identified as the authors ofthis work has been asserted by them in accordance with the Copyright, Designs and PatentsAct 1988. All rights reserved; no part ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the priorwritten perrnission ofthe Publishers or a licence permitting restricted copying in the United Kingdom issued bythe Copyright LicensingAgency Ltd,90 Tottenham Court Road, London W1P 9HE First published 2006 Third impression 2oo7 Pack; ISBN: 928-1-4o58-4347-8 Book for pack: ISBN: 978-o-582-85463-5 CD-ROM for pack: ISBN: 978-1-4o58-4266-2 Set in 9/upt Metaplus Printed in Spain by Mateu Cromo, S.A. Pinto Edited by Catriona Watson-Brown Designed by Oxford Designers & lllustrators Prolect managed by Chris Hartley Produced for Pearson Education by Phoenix Publishing Services www.market-leader.net Photocopying The Publisher grants permission forthe photocopying ofthose pages marked 'photocopiable' according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additionat institutions or branches. Under no circumstances may any part ofthis book be ohotocooied for resale. Acknowledgements We are gratefulto the following for permission to reproduce copyright materialsr FinancialTimes Lirnited for extracts adaDted from 'Whv I refuse to hobnob for advantage at vanity faii by Lucy Kellaway, published in the Financiol Times 24th )anuary 2oo5; 'lt's a brave new world out there so should you relocate' by Henry Tricks, published in the F/nancial Times 2oth Match 2oo4; 'Goodbye to oldJashioned ideology'by Detta Bradshaw, published in the Finoncial Times 7st August 2oo5; 'Emphasis should be on more skills investment'by Gill Plimmer, published in the FT Repoft, Profession0l Development 2oo4 Ttth Oclober 2oo4: 'An ltalian iob takes its toll on Austrian roads' bV Adrian Michaels, published in the Finonciol limes 22nd Aptil 2oo5; 'lndia and its energy needs: Demand is rising but lags rest of the world' by Kevin Morrison, published in the FlrdrclolTimes ltn )anuary 2oo5;'Nuclear energy: Come-back kid or ugty duckling?'by Fiona Harvey, publishedin the Finoncial Tines 14th 0ctober 2oo4: 'Offshoring: A loss ofjobs or a gain in profits?'by Erian Groom, published in the FinancialTimes Business Reporis, Future ofWo* 2oo4 2zth September 2oo4;'Business bows to growing pressures' by Alison Maitland, published in the FinoncialTines zgth November uoo4;'Why Deutsche resists national champion status' by Patrick Jenkins, published in the Financiol Times 76th February 2oo5; 'Floodgates open to a new style'by Dan Roberts, from FT.com rorh March 2oo5; 'Advice is once more in demand'by Simon London, pubtished in the Financialfimes zSth April 2oo5; 'A tougher outlook for BritainS advisors'by Michael Skapinker, published in the Finonciol Iimes z8rh April zoo5; 'Plan to think strategically' by Morgen Witzel, from the FfSunmer School Seties 9th August 2oo4; 'Why so many mission statements are mission impossible'by Sathnam Sanghera, published in the FrronciolTimes 22nd luly 2oo5; 'Groceries by the vanload' by Jonathan Birchall, published in the F,nancial Times 2otn Ap(il2oo5; 'Technology that put a shine on a growing business'by Marcus Gibson, published in the Fira nciol Times t6th March zoo5; 'Assolan's babies battle for market share'by Jonathan Wheatley, published in the F,rdncialTimes r6th March 2oo5; and'Advent ofthe lT marriage broker'by Maiia Pesola, published in the FinoncialTimes 5rh August 2oo5. Sarah Murray for extracts adapted from her articles 'Partnerships: Campaigners use peace as a weapon', from the Ff Repoft,lntemational Public Sector 5tn May 2oo5;'OLder people: Age and experience', from f7Buslress Repofts, Business and Divercity loth May 2oo4; and'Business modets: Take a good look at the localissues', published in the Frorfloi fimes z4t^ )une zoo4. David Bowen for an extract adapted from his article 'We bsites need to have both hard tools and soft touches'. oublished in the Financiol nmes 14th February zoo5, Jay Conger and Edward Lawler for an extract adapted frorn their article'People skills still rule in the virtual company', from Ff Summer School 2oo5 26rhAugust 2oo5. In some cases we have been unable to trace the owners of copyright materialand we would appreciate any information that would enable us to do so. Introduction Market Leader Advanced is the latest addition to this five-leveL series. Like the other Course Books in the series. it reflects the fast-changing world ofbusiness with materials from authentic sources. such as the financial Times.The Advanced Course Book contains 12 main units and four revision units and retains the dynamic and effective approach that has made this series so successful in Business EngLish classes worldwide. The Course Book is accompanied by a Practice File, Test File and Teacher's Resource Book (with photocopiable activities and Text bank materiaD. Market Leader is an extensive new Business English course designed to bringthe realwortd of international business into the language-teaching classroom. lt has been developed in association with the f7, anciol Times, one ot the worldt leading sources of professional information, to ensure the maximum range and authenticity of business content. The course is intended for use either by students preparing for a career in business or by those atready working who want to improve their English communication skills. lt is most suitable for use with students who are at an advanced language level. Ma*et Leader combines some ofthe most stimulating recent ideas from the world of business with a strongly task- based approach. Role-plays and case studies are regular features ofeach unit, Throughout the course, students are encouraged to use their own experience and opinions in order to maximise involvement and learning. An essential requirement ofBusiness English materials is that they cater for the wide range ofneeds which students have, including different areas ofinterest and specialisation, different skills needs and varying amounts of time available to study. Market Leoder offets teachers and course DLanners a unioue range of flexible materials to help meet these needs. There are suggestions in this book on how to use the unit material extensivety or intensively, and how the material in the Practice File integrates with the Course Book, There are optionat extra components, including a Business Grammar, videos and a series of special subject books to develop vocabulary and reading skills. This book contains extensive photocopiable material in the Text bank and Resource bank. Course Book This providesthe main part oftheteaching material, divided into 12 topic-based units. The topics have been chosen following research among teachers to establish which are the areas ofwidest possible interest to the maiority oftheir students. The Course Book provides input in reading, speaking and listening, with guidance for writing tasks, too. Every unit contains vocabulary development activities and a rapid review of essential grammar. There is a regular focus on key business functions, and each unit ends with a motivating case study to allow students to practise language they have worked on during the unit, For more details on the Course Book units, see Overview ofo Course Book unitbelow. There are also four revision units in the Course Book that revise and consolidate the work in the main units. Practice File This gives extra practice in the areas ofvocabulary grammar, business skills and pronunciation. There is a specialfocus on collocations, text grammar and developing fluency in spoken English. The Practice File includes an audio CD to enabte students to work on their own as appropriate. Audio materials All the listening activities from the Course Book (interviews with business practitioners) and the Practice File (pronunciation exercises) are available on cassettes and audio CDs, depending on users' preference. Teachefs Resource Book This book provides you with an overview ofthe whole course, together with detailed teaching notes, background briefings on business content, the Text bank (24 optional extra reading texts) and the Resource bank (photocopiable worksheets practising communication skills). Test File Five copiable tests are available to teachers and course pLanners to monitor students' progress through the course. There is an entry test plus four progress tests and an exit text which review the work done throughout the course, A typical unit consists ofthe following sections. Llstening and discussion Students have the opportunity to think about the unit topic and to exchange ideas and opinions with each other and with the teacher. There is a variety ofstimulating activities, such as listening to short extracts, expressing personal preferences and answering questions, Throughout, students are encouraged to draw upon their life and business experience. The authentic listening texts are based on interviews with business people and experts in their field. Students develop listening skills such as prediction, listening for specific information, ordering facts, note-taking and correcting summaries. llntroduction Essential vocabuLary related to the listening topic is presented and practised in each ofthese sections, through a variety ofcreative and engaging exercises. Students learn new words, phrases and collocations, and are given tasks which help to activate the vocabutary they already know or have just learnt. There is further vocabulary practice in the Practice File. There are a number ofdiscussion activities throughout the book. Their purpose is to activate students'world knowledge, improve their fluency in English and provide them with opportunities to respond to the content ofthe recordings and texts. Reading and language Students read interesting and relevant authentic texts from the FinancialTimes and other business sources. Thev develoD their reading skills through a variety oftasks, such as matching headings and text, ordering items, completing summaries and pairwork information exchange, They also practise useful business lexis from the texts. The texts provide a context for the language work and discussion in this section. The language work develops students' awareness ofcommon problem areas at advanced level. The focus is on accuracy and knowledge ofkey areas of grammar, text cohesion and idioms. In many units, more than one language area is presented, and there are extra practice exercises in the Grammar reference section at the end ofthe Course Book. Business skills This section helps students to develop their spoken and written communication skitls in the key business areas, such as presentations, meetings, negotiations, telephoning, problem- solving, social English, business correspondence and report writing. Each section contains a useful language box, which provides students with the support and phrases they need to carry out the business tasks in the regular role play activities. The Writing file at the end ofthe Course Book also provides students with useful modeltexts and writing guidelines. Case study Each unit ends with a case study linked to the unit! business topic. The case studies are based on realistic business problems or situations and are designed to motivate and actively engage students. They use the language and communication skills which they have acquired while working through the unit. TypicaLly, students will be involved in discussing business problems and recommending soLutions through active group work. Allofthe case studies have been developed and tested with students in class and are designed to be easy to present and use. No special knowledge or extra materials are required. For teaching tips on making the best use ofthe case studies, see Cose studies that work below. Each case study ends with a realistic writing task. These tasks reflect the realworld ofbusiness correspondence and willalso help those students preparing for Business English exams. Models of writing text types are given in the Writing file at the end ofthe Course Book. Accessibility for teachers Less experienced teachers can sometimes find teaching Business English a daunting experience. They may be anxious about their lack of knowledge ofthe business world and of the topics covered in the cou$e. Market Leadersets out to provide the maximum support for teachers. The Business briefsection at the beginning ofeach unit in theTeacherS Resource Book gives an overview ofthe business topic, covering key terms (given in bold, and which can be checked inthe Longmon Dictionary of Business E glsh) and suggesting a list of tittes for further reading and information. Authentlclty of content One ofthe principles ofthe course is that students shouLd deal with as much authentic content as their language level allows. Authentic reading and listeningtexts are motivating for students and bringthe realworld of business into the classroom, increasing students' knowledge of business practice and concepts. Due to its international coverage, the Financial Times hasbeen a rich source of text and business information for the course. The case studies present realistic business situations and problems, and the communication activities based on them - group discussion, simulations and role-plays - serve to enhance the authenticity ofthe course. Flexibility of use Demands of Business English courses vary greatly, and the material accordingly needs to be flexible and adaptable. Market Leader has been designed to give teachers and course planners the maximum flexibility. The course can be used either extensively or intensively. At the beginning ofeach unit in the Teacher! Resource Book are suggestions for a fast route through the unit if time is short. This intensive route focuses mainly on speaking and listening skills. lfyou want to extend this concentration on particular skills, optional components are available in the course (see Extending the cource below). The following teachingtips will help when using case studies. 1 Involve all the students at every stage of the class. Encourage everyone to participate. 2 Draw on the students' knowledge of business and the world. 3 Be very careful how you present the case study at the beginning, Make sure your instructions are clear and that the task is understood. (See individual units in the Teachert Resource Book for detailed suggestions on introducing the case studyJ 4 Ensure that allstudents have understood the case and the key vocabulary. 5 Encourage the students to use the language and business skills they have acquired in the rest ofthe unit. A short review ofthe key language witl help. Focus on communication and fluency during the case study activities. Language errors can be dealt with at the end. Make a record of important errors and give students feedback at the end in a sympathetic and constructive way. lfthe activity is developing slowly or you have a group of students who are a little reticent, you could intervene by asking questions or making helpful suggestions. Allow students to reach their own conclusions. Manv students expect there to be a correct answer. You can give your own opinion, but should stress that there usuatly is no single 'right' answer, Encourage creative and imaginative solutions to the oroblems exoressed. Encourage students to use people-management skills, such as working in teams, leading teams, delegating and interacting effectively with each other. Allocate sufficient time for the maior tasks such as negotiating. At the same time, do not allow activities to drag on too long, You want the students to have enough time to perform the task, and yet the lesson needs to have Dace. 5tudents should identify the key issues ofthe case and discuss allthe options before reaching a decision. Encourage students to actively listen to each other. This is essentialfor both language practice and effective teamwork! Some students'needs will require more input or practice in certain areas, either in terms of subject matter or skills, than is provided in the Course Book. In order to met these needs, Morket Leoderptovides a wide range ofoptionalextra materials and comDonents to choose from. Teachefs Resource Book The Text bank provides two extra reading texts per unit, together with comprehension and vocabulary exercises. The Resource bank Drovides cooiable worksheet-based communication activities, linked to the skills introduced in the Course Book units. Business Grammar For students needing more work on their grammar, this book provides reference and practice in allthe most important areas of Business English usage. lt is organised into structural and functionatsections. Video Fou( Market Leadervideos are now available at intermediate and post-intermediate levels to provide students with authentic and engaging examples of Business English in use. Each video is ac€ompanied by a set of photocopiable worksheets and a transcript. Introduction I Special subiect series Many students will need to learn the language of more specialist areas of Business English. To provide them with authentic and engaging male(ial Morket Leoderincludes a range of special subiect books which focus on reading skills and vocabulary development. The series includes Eonking and finance, Business law and lnternational managefi€rt. Each book includes two tests and a glossary of specialised [anguage. Longman Didionory of Business Engllsh This is the most up-to-date source of reference in Business English today. CompiLed from a wide range oftext sources, it allows students and teachers rapid access to clear, straightfomard definitions of the latest international business terminology. Market Leader website http: / /www.market{eader.n€t This website offers teachers a wide range ofextra resources to suDDort and extend their use ofthe ilarket Leader se(ies, Extra texts oftopical interest are added regularly, together with worksheets to exploit them. Links to other relevant websites are posted here, and the website provides a forum for teachers to feedback comments and suggestion on the course to the authors and publishers. The Test Master CD-ROM The Teacher's Resource Book includes a Test Master CD-ROM which provides an invaluable testing resource to accompany the course. . The tests are based stricttv on the content ofthe corresponding levelof Market Leade\ ptoviding a fair measure of students' progress. . Keys and audio scripts are provided to make marking the tests as straightforward as possible. . Most tests come in A and B versions. This makes it easier for teachers to invigilate the test by making it harder for students to coDv from each other. . The audio files for the listening tests are conveniently located on the same CD. Types of test The Test Master CD contains five types oftest: . Placement Tests . Module Tests . Progress Tests . Mid-Course Test . End of Course Test Flexible Teachers can print the tests out and use them as they are - or they can adapt them. Teachers can use Microsoft@ Word to edit them as required to suit their teaching situation, their students or their syllabus. Test Master CDs are available fot Market Leader Advanced and all levels ofl4orket leod€r New Edition. Contents Unlt r Being internatlonal At a glance Buslness brief Lesson notes Unlt 2 Trainlng At a glance Business brief Lesson notes Unlt 3 Partnerships At a gtance Business brief Lesson notes Revlslon unit A Unit 4 Energy At a glance Business brief Lesson notes Unlt 5 Employment trends At a glance Business brief Lesson notes Unlt 6 Business ethlcs At a glance Business brief Lesson notes Revlslon unit B Unlt 7 Flnance and banking At a glance Business brief Lesson notes Unlt 8 Consultants At a glance Business brief Lesson notes Unltg Strategy At a glance Business brief Lesson notes Revision unlt C Unit ro Dolng business onllne At a glance Business brief Lesson notes Unlt il l{ew buslness At a glance Business brief Lesson notes Unit rz Project management At a glance Business brief Lesson notes Revision unlt D 702 103 704 8 9 10 18 L9 20 28 29 3o 38 66 67 68 92 93 94 42 43 44 118 tt9 120 130 L37 L3z r40 r4L r42 150 155 54 55 56 Teachefs notes Unit I Belng Internatlonal Networking Relocating Unit z Tralnlng Business ideology Professional development Unit 3 Partnerships Tollsystems Partnerships with NGOs Unit 4 Energy India3 energy needs Nuclear energy Unit 5 Employment trends Offshoring Older people 75 156 158 15o L62 168 770 772 774 164 166 8o 81 82 Unit 6 Business ethlcs Business responsibilities Business models Unit 7 Finance and banking Internationalbanking Corporate recovery Unit 8 Consultants The growth of management consultancy Management consultancy Unit 9 Strategy What is strategy? Mission statements Unit ro Doing business online 0nline groceries Using a website Unit fl l{ew business Technological innovation Increasing market share Unit rz Proiect management Proj'ect medlators Remote management Text bank answer key Teacher's notes Unit I Eeing international Networking Unit 2 Training Telephone strategiesr clarifo ing and confi rming Unit 3 Partnerships Negotiating: being vague and being precise Unit 4 Energy Problem-solving Unit 5 Employment trends Resolving conflict Unit 6 Business ethics Ethicalproblems 18o 782 176 178 184 186 192 794 Unit 7 Flnance and banklng Business vocabulary Unlt 8 Consultants Consultant's quiz / sales negotiations Unltg Strategy Brainstorming Unit ro Dolng business onllne Presentations Unit u New business Telephone strategies Unlt rz Proiect management Functions and culture Contents I 228 227 188 190 229 230 23L 196 198 200 202 204 2Lg 219 223 224 international lraaor t3 Lbtcnlng ard dlscGslon (pages 5-z) Each lesson is obout 60-75 ninutes, fhls time does not include adnlnlstmtion and tlne spent golng thtpugh homewo* ln dny lessons, Discussionr Public speaklnF 5S are encouraged to discuss public speaking, inspirational speakers, effective presentations and international audiences. Listening: Experiences of tlvlng presentatlons Three business people talk about their experiences ofgiving presentations in intercultural settings and give tips for speaking to international audiences. Vocabulary: Tlps for givlnt presentstlons 55 look at some tips for giving presentations to international audiences and use related vocabularv in context. Discussionr Tvpes of Dresentstlon SS talk about setting up rooms for different types of presentations, colour connotations, audience reactions and advice for giving presentations in their country. Practice Fite Word power (pages 4-5) lrsson 23 nadl end la:6urgr base6 &9) Each lesson is obout 60-Z5 minutes. Vo€abulary! Slan& buzzwords and isrgon SS look at examples of slang, iargon and buzzwords. Readlng: lrow rot to sound llke o fuol SS read some advice on how to adapt your language and presentation style to ensure success when speaking to an international audience. Language r€vlew: B[slness ldloms SS look at some business idioms. Tert bank ORB pages l5G-159) GJtmmar refercnce and practice (CB page 118) Practlce File Text and grammar (pages Gt) Each lesson is about 7j-9o mlnutes. 1{etworklnF 5S discuss tips for communicating with people they don't know or don't know very well: listen to some delegates meeting for the first time and networking at a conference; introduce themselves to another participant at an international conference. Wdtingi Replyintto a formal Invltstlon 55 look at a formal e-mail and write a reply, accepting the invitation. Resource bank ORB page 218) Wrltlngfile (CB page 134) Prdctice File Skills and pronunciation (pages 8-9) lr3son {: C&.6hrdy (pages 12{3) Each lesson is about 7S-9o nlnutes. Workins for Lorlstald A non-governmental organisation in Amsterdam is training some logistics managers to be relocated to Indonesia. SS look at the iob advert, exchange some notes from the course on intercultural training and network during the break with other participants. SS also write a reply to a formal invitation to a dinner held at the Regional Governor's residence in Jakarta. For a fast routethrough the unit, focusing malnly on sp€aklngskllts, iust usethc underlined sectlons. For one-to-one situations, most parts of th€ unlt lend themselves, wlth mlnlmsl ad.ptatlon, to use wlth individual students. Whcre thls is not the case, altenatlve pro(€dures are glven, 1 Belng international J Many people have a fear of public speakin& but a certain amount ofadrenalin and nerves can help make a presentation more successful. Plenty of preparation time, knowing your topic, reheatsing and adapting your talk and presentation style according to the audience are also essential. Apart from the actualcontent ofa presentation, speakers should also considerthe following: room set-rp, seatirg arangements, pace of delivery and tone of voice, gestures and body lan$age, signs of approrral or disapproval, which may all vary according to culture and audience type. Msuat aids make a presentation easier to follow, but speakers should acquaint themselves with technical equipment beforehand to avoid any unnecessary embarrassment should things go wrong. PowelPoint is a usefuland commonly used program for presentations, although some speakers still prefer to use an ovethead proiector with transparcncies or s[des as well as handouts. Presentations, it is often said, need a beginning, a middle and an end. The use ofbumouror appropriate an€cdoteg to open a presentation can help to engage the audlence or get them on your side, although humour differs widely in each culture and should be used sensitively or not at all. Another way to start offa presentation is with some brief, interesting or surprising facts and figures. At the start of any presentation, speakers should atso introduce themselves briefly, if they have not already been formally introduced by someone else, before giving an overview of the talk. Likewise, after presenting the company, product or research findings, etc., the speaker needs to summalise or conclude the main points of the presentation before signalllng the end and lnvltlng any further questions from the public. The question-and-answer session, or Q&A after a presentation is sometimes considered the most challenging part ofspeaking in pubtic, as not allquestions can be anticipated. The presenter, however, should be prepared to a certain extent, if only to be able to refer the m€mber ofthe audience to another authority or suggest further e-mail correspondence to follow up a particular issue. l{etworklng Some managers say an important part ofgetting work done is building relationships and having an e*ensive network of contacts. Networks are largely built through work contacts, for example, in meetings and conferences and by doingfavours for others. Managers can participate in company retreats and training programmes, as wellas geftlngto know people socially during coffee breaks, business lunches oron the golfcourse! HoweveL the extent to which employees socialise outside working hours varies tremendously according to personal preference, company and nationalculture. Erchanging business cards, llstening adively, makingeye contact, asking suitable questions and finding common ground are alL practical ways of networking, although certain practices or behaviours witlvary from country to country. In-work students will be able to talk about company presentations they have given or those they have attended. They could also compare presenting styles from different international settings or different areas, such as technical presentations vs. commercial ones. Pre-work students may have experience of attending lectures or talks given at school and university. They can also talk about the speakers/lecturers they know that are good at presenting. lt may also be appropriate for both types ofstudents to express concerns about giving presentations and share tips for speaking in public. With networking, in-work students will be able to discuss occasions when they may network or socialise in English and the potentiaI difficulties ofstarting conversations at business lunches, coffee breaks, etc. Pre-work students may talk about the advantages of making contacts in business in general. Read on Dale Carnegie: The quick and easy way to effective public speak,r,g, Pocket, reissue edition 1990 Gert Hofstede: Cultures ond organisations: softwore of the mind - interculturul co-operation ond its importance for survivai, McGraw Hitt, 1996 Tom Leech: How to preparc, stage and deliver winning presentations, 3rd Edition, AMACOM, 2oo4. Fons Trompenaars: 44anaging people acrcss c!/tures, Capstone, 2oo4 lil@E o Pearson Education Limited zoo6 [...]... thirdtimeif a neceSsary @ Ask55 whatthe quotemeans whattheythinkof it and @ AskSSifthey have theyeverhada mediocre/good/ superior/great teacher maynot feelcomfortable 55 being negative, leaveout the questionaboutthe mediocre so ifyou thinkit is inappropriate werethese teacher Who teachers whatmade and themmediocre/good/superior/ great? 5S check in theiranswers smallgroups Circulate deal and queries withany... the Reglonal Governor's resldence lakarta ln you lf thisis thefirstcase study have done withtheclass, be sure prepare carefully to it beforehand theinformation Read in theintroduction ofthisTeacherb Resource (pages Book 4-5) pay Inclass, particular attention clearly to breaking down thecase study thedifferent into tasks making thatSS and sure understand follow structure and the ofwhatyouaredoing There... study background 55 the information Course inthe Book a Write headings theleft-hand of thetableand the on side elicitinformation SSto complete right-hand from the side Company SmileCo in Based UK Industry confectionery / fast-moving goods (FMCG) consumer Recent acquisition Reedley Combined sales team over200 What! needed from the sales team up-to-datetimely market / informationthecompany on and products,...International I r Belng Suggested answers t Youcangiveyourown examples givingpresentations of or'speakingin public'asa teacher trainer,Encourage or SSto talk abouttheir general fearsor concerns of speaking public,in their own language in and/or in English 2 SSmaysuggest ofthe followingtechniques any usedby goodpreparation... throughthe points quickly withthewholeclass SShowtheyfeelat Ask this stageas traineesbeforerelocation, example for nervous, excited, anxious, etc Task 3 o Suggested answers good required: SkilLs experience and leaderships skills, English another command of and language, witling to travelandwork in a challenging intercultural context, experience logistics in desirable not essentiat, but relevant in logistics,... anydifferences language on in used Alternatively, ifshortoftime,collect writingtask and the andgothrough writing errors thebeginning next at ofthe class, rtol a Gothrough informatlon theCourse the in Book with yourstudent Explain difficulties Tasks and3, In 2 any youand your student participantsthetraining are on course logisticians.Task choose t$/oofthe for In only 3, role-play cards, andB.Don't A... is veryshortor dothe it additionaL role-playthedinner recommended for at as early finishers through Go feedback thestudent with after finaltask the 1 Being internationat I L Trainin qrsswork - Cours€ Book Lesson r: llstenlng dlscusslon and (pages r4-r5) Eachlesson obout is 60-25minutes time This doesnot include odmnistrati n and time i o goingthrough spent homewo* in any lessons, Furth.r wort Discussionr... company, based the UK,hasrecenflv in bought a rivalcompany out There nowa need retrain the is to all sales force update to theirskills andinstila sense teamspirit of Themanagement alsowantto rollout a newmarket team information-gathering system Textbank (TRB pages160-163) Grammar reference and practice (CBpage119) Practice fite (pages Text andgrammar 12-B) Resource bank (TRB page219) lryritingfile (CB... astechnicaland behayloural competences Althoughmostemphasis placedon formaltralnlng,peopleoften learnmostaboutthek iobs through is manuals, talkingto their informalon-th€-lobtralnln& suchas reading setf-studybooksand instructional machine overlunch importance The of withpeers the coffee by or managers, dealing withclients chatting and is that in in training something onlytakesplace a thisInformal tralnlnt... Nowadays mentorlngandcoachlng popularformsof informal,personal particularly seniorexecutives two areverysimilar,but in general, coaching lastsfor a set periodof for The meaning'a trusted friend, counsellor teacher' or comes fromGreek mythology, time.Thewordmentor managers be pairedwith a to Mentorlngprogrammes tend to be longterm andthey allow new,inexperienced person, who is not their directboss.The mentoroffers'a . worldwide. The Course Book is accompanied by a Practice File, Test File and Teacher& apos;s Resource Book (with photocopiable activities and Text bank materiaD. Market Leader is an extensive. covered in the cou$e. Market Leadersets out to provide the maximum support for teachers. The Business briefsection at the beginning ofeach unit in theTeacherS Resource Book gives an overview. teachers rapid access to clear, straightfomard definitions of the latest international business terminology. Market Leader website http: / /www .market{ eader.n€t This website offers teachers