As with any textbook, you, the teacher, need to preread and determine how to use each chapter effectively. Even the best book has exercises that might warrant skipping over. English Current recommends Grammarly as a learning tool to reduce English mistakes.
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John Nguyen — I have taught those two books except International Express. Those two are superb with splendid results, it shape up the mind of the student particularly on how to be critical in their point of views. Most especially that my students are Business Travelers. Before I forget, does this book have audio listening even for watching materials. Featuring authentic texts from the well-respected Economist magazine, the Intelligent Business course material is informative, up-to-date and highly motivating.
For more information please contact your ELT representative in Switzerland. Free Online Resources - www. The full-colour Skills Book provides highly-focussed training in the fuctional language and communication strategies needed for work skills such as closing deals, handling conflict and public speaking.
These articles are updated monthly. For teachers there are handy notes on ideas for making the most of authentic texts. The recipe style notes use Economist texts to demonstrate useful teaching tips on how to exploit the premium content and similar articles from the press.
For students needing to learn business, the vocabulary focuses on topics that describe the basic structures and functions of the business world. These include company structures, sales, marketing, HR, logistics, pay etc.
There are also topics relating to specific issues affecting today's business world such as globalisation and environmental sustainability. Key vocabulary and concepts are introduced in the keynotes, defined, used in context and tested throughout the units.
Furthermore, these key items are listed in the Coursebook glossary along with definitions, collocations, synonyms and alternative British and American English usage. There is also an end of glossary vocabulary test. The Workbook provides further extensive recycling and consolidation of the key vocabulary covered in the Coursebook. For students needing to do business in English, the vocabulary focuses more on functional frameworks rather than individual topic-based items.
The Skills Book What do you say? For students with little experience of hard bnsiness skills such as presenting, negotiating and taking part in meetings, the Coursebook presents functional language throngh the Career Skills feature. Here the language is given general relevance to anyone within an organisation, be it an academic institution or commercial company.
These functions include making a case, showing canse and effect and summarising, for example. As with the grammar, items are modelled in context, highlighted and then practised. Further practice can be found in the Workbook. For students familiar with hard bnsiness skills, the functional language is presented in the context of traditional business skills such as negotiating and presenting.
Each Career Skill from the Coursebook is transferred to the Skills Book as one of three business subskills in each unit and given a more overtly in-work treatment. Making and responding to offers, for example, becomes Negotiate a winwin solution.
The basic functional language is drawn from the core syllabus in both cases but extended and practised more extensively in the Skills Book. As the functional language is so vital for achieving fluency and effective communicative competence, it is the key syllabus strand for the Skills Book and practised extensively throughout.
I I:: ':! I:: I:: '! Equally as important as linguistic competence is the ability to understand and deal with the cultural differences that prevent mutually beneficial and rewarding long-term business relationships forming across international borders.
Therefore, the final strand of the core Intelligent Business syJ1abus is cultural awareness. In each unit a cultural aspect is explored and opposing attitudes are presented. Once more, the content is dealt with according to students' needs and world knowledge.
For students learning about business, each cultural aspect is briefly glossed as part of the Career Skills feature in the Coursebook. Without naming nationalities, the opposing behaviours are briefly described and students are asked to consider which attitudes are more familiar to them.
They are also invited to discuss how opposing attitudes could cause confusion and possibly conflict between people from different cultures. For students with knowledge of the working world and experience of cultural differences, the Skills Book presents the same cultural aspect as the Coursebook but explores it in far more detail. The same two opposing ends of the spectrum are considered but the differences in values, attitudes and outward behaviour are discussed in greater depth.
As students consider each cultural aspect, they are encouraged to plot their own culture on a Culture profile in the Good Business Reference at the hack of the Skills Book. While working through the book this will create a culture curve plotting the values and behaviour of the students' native culture. In multicultural classes the convergence aud divergence of the various curves can provide further discussion and comparison. The following combinations are suggestions only and teachers may well wish to mix the various components differently or even all together.
Such courses can require over hours of material and usually have linguistic knowledge as their goal- in the form of structures and vocabulary. The duration of these courses means that students require substantial practice and regular revision to consolidate what has already been processed.
A typical Intelligent Business learning package for such students would include the Coursebook, Workbook and Video. The Coursebook provides a large amount oflanguage input, formal processing of grammar and plenty of written and spoken language practice. There are also reviews every three units. All key vocabulary items that students have to process in order to work through the Coursebook are collected in the unit-for-unit glossary at the back of the Coursebook.
Each item includes synonyms and common collocations to help the student activate use of vocabulary. There is also a separate Glossary Test at the end of the section to provide another tool for assessing students' assimilation of the core language of the course. The Workbook provides further practice of the grammar, vocabulary and functional language presented in the equivalent Coursebook units.
It also provides further skills work with many more Economist texts and listening exercises. There are BEC-style tasks to prepare students either for the actual Cambridge exam or for the Practice Test at the back of the Workbook.
As the Practice Test recycles many of the themes and vocabulary introduced in the Coursebook, it can be used as an end-of-course assessment. The Workbook is designed as a self-study component with its own key at the back and audio CD inside the back cover.
The Intelligent Business Intermediate video can also be used in conjunction with the Coursebook to demonstrate the Career Skills language used within a corporate environment. As they are based on the same core syllabus and share the same IS-lIDit structure, the Skills Book can be used either immediately after the whole of the Coursebook or integrated on a unit-by-unit basis. As the Skills Book is very much driveu by speakiug activities and performance of familiar business tasks, it is essential that students receive feedback on how well they complete these tasks in English.
At the end of each unit students are asked to assess their own performance in very general terms and encouraged to discuss what difficulties they experienced. The Teacher's Book also provides frameworks for assessing task performance, The teacher can use these to identify weaknesses and direct students to appropriate materials for further practice. The CDROM also includes many practice activities that target functional language - as well as video clips to demonstrate these functions in use.
There are also certain tasks that are similar to typical exam questions. For students wishing to take an internationally recognised Business English exam at the end of their course, the Intelligent Business Intermediate Workbook and intclligent.
The Workbook in particular provides plenty of practice material specifically targeted at the Cambridge BEC Vantage exam. Each Workhook unit contains at least two BEC-style exercises and there is a complete and authentic Practice Test at the back of the book. The Listening Test is included on the audio CD. Typically, intensive courses are a week long and delivered to small groups or even individual managers.
However, even shorter courses of days and less are becoming more common. Many schools also provide hybrid courses where an extensive programme delivered over a period of months can have an intensive component built in where students will have a fullday of intensive tuition every so many weeks of extensive study.
The Iutelligent Business Skills Book follows the same core unit syllabus as the other components but groups them into 5 blocks of three lessons each - making it perfectly compatible with a standard 5-day intensive prograrurne.
The Writing units at the end of each block provide self-study consolidation as does the CDROM with plenty of practice activities, listening practice and video.
The material is aimed at small groups of up to four students but can be used individually. The drama is in five parts, each covering three units of the Skills Book syllabus i. The plot of the video involves two very different companies in terms of size, structure and nationality, which provides plenty of discussion points concerning differences in national and corporate culture - as described in the Culture at Work section of the core Intelligent Business Intermediate syllabus.
As all components are based on the same core IS-unit syllabus, they can be used individually or together in a variety of combinations to suit the learner's needs without losing any consistency or continuity of language progression. A director normally heads each function within the company e. HR director, finance director and managers lead the departments within a function or directorate.
In SMEs small and medium sized enterprises and in entrepreneurial businesses, the structure may differ. This unit focuses on types of company and company structure. Companies operate in a range of industries electronics, IT, retail etc. Many companies, regardless of industry, undertake activities across the same areas research and development, marketing, production, sales, customer services etc.
There are different types of companies UK or corporations US. Sole trader UK : when someone has their own business with no additional shareholders. It is the easiest way of starting a business and you alone are responsible for all aspects of the business.
Their liability is limited; they would not lose any property they owned. Pic public limited company - UK : a limited company where the shares are bought and sold freely Inc: The US equivalent of pic. Iu the US, companies can be incorporated registered with the authorities in the state where the HQ is based. Ask Ss to read the keynotes. What multinationals? What about famous entrepreneurs? Draw Ss' attention to the glossary for this unit at the back of the book.
Draw a grid on the board with the company types in a column on the left and the headings Advantages and Disadvantages along the top. Then elicit Ss' preferences and reasons and write notes under the headings on the board. Then ask Ss to read the list of developments and discuss the potential positive and negative impacts. Refer to the newspaper headlines to give Ss ideas. Parmalat is the Italian food company which was the subject of a bigb profile financial scandal in !
See Teacher's book, Unit 8, page 57 for more information on Parmalat and other financial scandals. Reading 0 This section focuses on company structure. Ask Ss if they know of any company buildings or premises which reflect company structure. Refer Ss to the picture on page 9, which shows the Swiss Re Tower in the City of London, known because of its shape as the 'gherkin' building. The 4 I-storey building, designed by Norman Foster for use by the major Swiss reinsurance company, is one of the tallest buildings in London and is radical in its design.
Explain that it represents a hierarchical! This contrasts with flat structured companies like the computer company DELL with its sprawling campus. Then refer Ss to the title on page 9. What do they think the article will be about? Ask Ss to read the text and answer the question. Refer Ss to the glossary box at the top of the page and remind Ss of the glossary for the unit at the back of the book.
In feedback ask Ss where in the text they found the answers. Speaking, page 8 Introduce the topic by checking Ss understand what freelance means and asking: Have you ever worked as afreelancer? Then ask Ss to discuss the questions in pairs! Encourage Ss to give examples from their own experience. Vocabulary 1 0 Ask Ss to scan the text again to find nouns referring to people involved in business entrepreneurs, consumers etc.
Then ask Ss to look at the exercise and to identify the words that match the descriptions. J;; ;. If Ss have any difficulties, tell them to look at the text again to see the words in context. Vocabulary 1 0 Ask Ss to discuss the words in Exercises I and 2 and put them next to the different types of companies they refer to. Point out that some of the words can refer to all the companies. Speaking, page 10 Ask Ss to brainstorm examples of the different company types and write their suggestions on the board.
Explain that companies can change quite quickly, e. Therefore, companies that today might be regarded as corporations of the past may change within a short space of time. The same is true of today s multinationals. For this reason, no answers are suggested. Language check 0 As an introduction to present tenses, write the following sentences on the board and ask Ss if they know what the tenses are called: Changes are taking place.
I work from What are the negative and question forms of these sentences? Check Ss know all forms of the verbs in both tenses.
Once Ss are confident with form, elicit when the present simple and continuous are used and then ask Ss to read the information and complete the rules. Ensure that Ss are confident about the fact that certain verbs non-continuous verbs are never or rarely used in the continuous form. Check also that Ss realise that some verbs can change meaning when used in the different forms. Practice Ask Ss to fill the gaps using the correct form of the verb in brackets. In feedback, ask Ss to give reasons for their choice and refer to the rules a-f.
Give examples of possible questions: Do you go to work by train? Are you going away next week? As Ss interview each other, check they are using the tenses correctly. You may wish to take notes on incorrect usage, write some examples on the board and elicit correct forms. Ss have been asked to nominate a company for the In-business award an award to promote excellence in business.
This task is different: Ss are nominating a company and the letter should be relatively simple. Vocabulary 2 D Ask Ss to look at the two company structures. What type of company does each represent? Does either of the structures represent the company Ss work for? Vocabulary 2 D Ss look at the structures again and answer the questions. Career skills Ask Ss in what situations they talk to other people about their jobs e.
Ask Ss how much detail they generally give. Ss read the information and the phrases. Check they understand the phrases and can use them. Point out the use of prepositions responsible for, in charge of etc. Ask Ss to complete the stems about themselves. Ss complete the first three 18 columns in the table.
Then ask Ss to listen again and complete the final column with phrases used from the Career skills box. Ask Ss to check their answers in the audioscript. Explain any unfamiliar terms. Task 1: Ask Ss in small groups to discuss the potential benefits and disadvantages of each option. Task 2: Ask each group to choose the best option and prepare to present their arguments to the class. Then ask Ss to present as a group, or for one representative of the group to present their arguments to the class.
Decision Ask Ss to turn to page and to read what happened when a famous British company Transco was faced with this decision. Are they surprised by the decision? Write it up Ask Ss to write the email to the board recommending the options and their reasons.
Give each S a photocopy of the Writing preparation framework from page ; then use the Writing focus Writing focus: Formal emails below to link the use of the framework and the Style guide as Ss plan their writing. It may be helpful to use the Writing feedback framework on page when marking Ss' writing. UNIT 1 1 First decide who you are. Exactly who are they? Here Ss are writing to make a recommendation regarding the best option for improving safety.
The email is directed at the Transal board of directors. Plan the paragraphs you are going to divide your email into. Then brainstorm the points you might cover in each paragraph. As it says in the Style guide.
However, this is not always the case. Emails can also be more formal if written to superiors or people outside the company. As with all writing, it is important to choose a style that is appropriate for the purpose and audience. See the useful phrases in the Style guide. Also, phrases for formal recommendations are appropriate. You may want to give Ss Photocopiable resource 1. Encourage Ss to use note form in the Present responsibilities section, i.
Responsible for 15, employees worldwide. Speaking, page 13 Ask Ss to work in pairs. They use the five profiles to take turns introducing themselves. Give feedback on both good and incorrect use of language. Then ask Ss to imagine they are meeting each other for the first time at a conference. They should introduce themselves using their own identities and talk about their jobs. Culture at work Ask Ss to read the information and discuss the questions in small groups.
In feedback ask Ss about their experience of working with companies with steep and flat hierarchies e. You may find it helpful to look at the Culture at work table from page 7 of the Skills book; this is reproduced on the opposite page. You may also find it useful to refer to the relevant section on Culture at work in the teacher's notes supporting the Skills book. Give each S a copy of the worksheet. Ask them to think of a company they know well and to make notes under each heading for homework.
Ss will probably need to do a bit of research to deepen their knowledge of the company. During the next lesson Ss work in small groups. They tell each other about the company they have chosen, referring to their notes. It also looks at different management styles and focuses on the aggressive management style sometimes used by managers of football teams. Organisations may need different types of leadership at different periods in their development: the type of leader needed to head a successful firm might be quite different from the ruthless person needed to turn around a failing company.
Even so, in most organisations, change is necessary for continued success, and the people who can lead that change are key. A common question is whether a good leader is necessarily a good manager and vice versa. Ask Ss to brainstorm what they think makes a great leader. Write their ideas on the board. Then refer to the UNIT 2 picture of David Beckham on page 15 and ask Ss what they know about him well-known footballer and captain of the England team , whether they think he is a good leader, and the reasons for their opinion.
Ask Ss if they know why Beckham has a sticking plaster on his face in the picture. This is a wound resulting from an incident in which the manager of his team kicked a football boot, which hit Beckham. This unit is going to look at the management style of sports managers as well as other managers. Explain that the title Terrorising the talent refers to a style of management through inspiring fear.
Now ask Ss to read the Keynotes section. Ensure they understand the words in bold. Preview Ask Ss to discuss the views given and say which is closest to what they believe. Encourage Ss to give reasons for what they say. Reading D Elicit from Ss the motivational techniques they know, e. Then ask Ss to read the text quickly and to identify the techniques mentioned. Then ask them to read the article as quickly as they can to check their ideas. The objective at this stage is scanning not reading for detail and Ss should not concentrate on unknown vocabulary.
Reading D Ask Ss to discuss the questions, giving examples from their own workplace. Vocabulary 1 D Ask Ss to work in pairs or individually to match the words from the text with their synonyms.
Encourage Ss to look at the words as they appear in context in order to work out their meanings. Ss will be asked to reuse some of these words in Exercise 3. Vocabulary 1 lEI This exercise focuses on people at work i. Point out that the noun and verb coach was originally used in sport and is now also used more widely in business. Ss use the words to complete the sentences. Vocabulary 1 D Ask Ss to skim the gapped article and to summarise its gist. Point out how much Ss can understand of a text without understanding every word.
Then ask Ss to read the article again and to complete it with words from Exercise I and 2. Ss might need to change the form of the words slightly, e. Speaking, page 18 Ss discuss the questions in groups. Also ask Ss about their experiences of delegating I being delegated to - both positive and negative. Have they experience of any of the points 22 raised in the article? Are there any additional points they feel are missing in the article?
Optional activity Ask Ss to work in groups and make a list of the key elements of delegation. Ss then rank the points in order of importance to them, giving reasons for their ranking. Ask groups to report their view back to the whole class. Vocabulary 2 D Ensure Ss understand what collocation means i.
Refer Ss back to the collocation take control near the end of the article on page Elicit further collocations with take take a risk, take a break etc.
Then ask Ss to do the exercise on page 19, matching each of the four verbs with a set of nouns. Vocabulary 2 lEI Ss use the collocations to complete the gaps then compare their answers.
Optional activity Photocopiable resource 2. Note that some additional pairings are possible, e. Jumble the cards. Ss match the correct words and nouns. This is a memory game in which the cards are jumbled and spread out, face down. Ss pick up two cards and keep them if they make a pair. They put the cards back in the same place if they do not form a pair.
Anyone finding a pair has another go. Listening 1 D Ss are going to listen to an HR manager talk about managing people. Before listening, Ss discuss the first two questions in pairs, giving reasons for their views. Ss then listen and compare their answers with David's. David does not answer the questions explicitly - but encourage Ss to guess his view from what he says. Now ask Ss to listen again and answer the five more detailed questions. Ss can cheek their answers in the audioscript on page Speaking, page 19 Ss work in pairs and tell each other about a very good manager I teacher they have known.
Encourage Ss to use vocabulary and ideas encountered in the unit. Ss report back to the rest of the class. Language focus Ask Ss to read the extract and underline the nouns. Then ask Ss to read the language sunuuary about articles before going back to the extract. Ask Ss to explain the use of articles in the extract based on the explanations in the summary. Point out that we do not use an article with names e. Harvard Business Schoof or other forms of identification e.
Unit 2, page Then ask them to skim the article. Always update books hourly, if not looking, search in the book search column. Intelligent Business is a range of Business English materials that includes components specifically designed to meet the need of students who either need to learn business through English or perform familiar business tasks in English. Teach engaging lessons using the Teacher's Book which has resources for the Coursebook and Workbook as well as the Skills Book and Video.
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