Approximate recommended timings are given in the Teacher's Book for each section of each unit. Guide times include neither any material marked as optional . English for Business Communication Teacher's book by Simon Sweeney, , available at Book Depository with free delivery worldwide. 5R Introduction IV Unit 8 The middle of the presentation Briefing 58 Module 1 Cultural diversity 1 Holding the audience's attention 58 and socialising 2 Structure.
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English for Business Communication Teachers Book - Free download as PDF File .pdf) or read online for free. Enghlish for Business Communication Teachers . download English for Business Communication Teacher's Book (Cambridge Professional English) 2 by Simon Sweeney (ISBN: ) from site's Book. English for Business Communications is a short course for learners who need to improve their communicative ability.
Mr Pavlov will call you later today. Oh, that's very good. Many thanks. Hi, Michael Horgan here from Baylis in Miami. Is Mari Jeangeorges there? I beg your pardon? Who would YOLl like to speak to? Mari Jeangeorges? Is she there? Who's calling, please? Michael Horgan. I'm sorry, Mrs Jeangeorges has already left the office today. Shall I ask her to call YOLl tomorrow? I'll send her an email. Oh, okay. That'll be fine. Do YOLl have her address? Yeah, no problem.
I'll email her. Play the recording twice, the first time asking two general questions. First, what kind of a call is this? Formal, req uest for assIstance. The first time, ask two general questions: Is the caller ringing from insid e the company? Is it formal o r informal?
UNIT 3 Internal, informal. What do you think is the relati o nship between the people involved? Though they work for the same company, they probably don't know each other very well. During the second listening, students should complete the m essage pad. H ere is the completed message pad: In d, there is a contrast, as Angela sounds totally bored and disinterested. Th e caller clea rly is not getting satisfaction. Point out how Angela uses no 21 UNIT 3 Telephoning 'active listening', making no response, giving no repetition or encouragement.
Elicit ways in which she could have been better. Hello, my name's Tomasina Harks, thank you for calling Altona, how may I help you?
Hello, my name's John Curly, that's C Y, John Curly. I'd like to speak to Fred Roper, if I may. Okay, well I'm sorry, but Fred's on another call just now.
English for Business Communication Teachers Book
Can I take a message or perhaps I can help you? Yes, please. Could you tell him that I called - the email he sent me arrived but there should have been an attachment. It came with no attachment, so can he resend the email with the attachment? Perhaps also he could send the document by regular mail because it could be a problem for me to read what he sends. Does he have your address?
No, I'd better give it to you. The email address, yes, he has that. Let me check that. John Curly, Auto Matrix, No, , two seven zero, James Road. Right, okay, James Road, then did you say Stratford Road? No, Stretford, S MU16 lOY. Okay, may I have your phone number too? Yes, its Right, thanks. I'll get the message to him and he'll do that today. Computer Services? It's Paul Maley here from Product Support.
I've a problem with the email onmymachine. I've been trying to send a document file to Italy and I keep getting the message back that it's been returned. Returned mail. File Transfer Protocol? I don't know if we have that.
I was trying to send my document as an attachment Italy, you said? What about this FTP Just a minute. I've just got to talk to someone here What's your number? It's The language of 'getting through' is not overtly examined in the Student's Book. However, since there are several examples of requesting a particular person, you may wish to focus on these. Ask learners what the response would be if the person were available.
Hold on, please, Who shall I say is cailing, One moment, please, I'll put you through, Hold the line, please, etc. You may also choose to focus on some of the language in the recordings by asking learners to repeat certain phrases, to write them down if they are not sure about them, etc. Practice Learners may write the dialogue based on the given flow chart or use it as a skeleton for practice in pairs or with you.
Remind them that the language they have heard is typical of what is required here. There is a recording of a model answer. E Good morning, Gorliz and Zimmerman. Please could I speak to Mr Conrad Bird? I'm sorry, but Mr Bird is not in at the moment.
I see. Well, at the moment he's away. Would you like to leave a message?
Yes, perhaps you would ask Mr Bird to call me? My name's Camden, Lara Camden, on Lara Canden. Oh yes, sorry! I've got that now. I look forward to hearing from Mr Bird. It's a pleasure. Thanks for calling. She wrote, but she has not had a reply. Students have to identify the reasons for the four requests for repetition: Note that in the last example, he checks his understanding by paraphrasing repeating what the caller said.
El 0 2 Now go on to highlight the usual structure of requests for repetition. Tell the students that each time there is a request for repetition, the person asking for the repetition also acknowledges it, or asks another question. Highlight this structure through the example gIven. Then play the conversation again, asking students to identify two other ways to acknowledge repetition. She has to attend for a job interview for a position in a new office in Kuala Lumpur.
Good morning. Michigan Insurance, how can I help you? My name is Kit-Mee Leung. I recently wrote to you about an interview date, but I haven't had any reply. I'm sorry, could you repeat your name, please? Kit-Mee Leung. Can you spell that, please. And Kit-Mee is K And who did you write to? To Mr Malley in Human Resources. I beg your pardon - I didn't catch that. To Allan P. Malley, or MalleyHuman Resources Department. Oh yes. Did you suggest an interview date?
English for Business Communication Teacher's Book
Originally I had a date for May 12 but I had to ask you to change it. I wrote requesting any day between May 14 and SO - you could not come on May 12 - you asked for May 14 or 17? Not exactly.
I asked for any day between May 14 and Could you hold on, please? Ask students to suggest why someone might ask for repetition and suggest a suitable phrase.
Can you repeat them Illore slowly? Can you explain that? Tapescript CallI A: Who shalll say is calling, please? Theodor Phylaxeos from Boston, Massachusetts. So the dimensions have to be by 45 by 3. Did you get that? Call 3 D: They're registered shares with restricted transferability. However, it is perhaps more important to listen to students' own observations on what problems they have had and to offer some selective feedback based on what YOU have , noted as you listen.
Decide if some or all of the students should perform their conversation for the rest of the group to hear. With telephoning practice, of course, the ideal is a telephone link between two roOIllS.
Teaching telephones are perfect and you should use them if you can as they lend authenticity to the practice exercises. Alternatively, and at the very least, sit pairs of students back to back so they cannot see each other. Role plays 1 and 2 are designed to practise taking messages in a situation where both sides are keen to be as helpful as possible. Ask students about their experience of dealing with hostile secretaries or if they themselves have ever performed a similar role.
One implication is that here is a company that does not want to do business! Who makes such calls and why? Introduce the situation in the recording, Could I leave a message? Play the recording once, asking students to say what Dominique is trying to do. Key a The Personal Assistant does not want the caller to talk to her boss - she puts him off. EJ 2 Play the recording again, stopping the tape at the relevant points to give students time to write down the phrases used by Dominique Peron to block the caller.
These are highlighted in the script below. Tapescript CTG: Bonjour, ici la CTG. Good morning, Walter Barry, here, calling from London. Could I speak to M. Le Grand, please? I'm sorry - Walter Barry, from London. Er, what is it about, please? Well, I understand that your company has a chemical processing plant. T would like to speak to M. Le Grand to discuss ways in which we could help CTG protect itself from problems and save money at the same time.
Yes, I see. Well, M. Le Grand is not available just now. Ca n you tell me when I could reach him? He's very busy for the next few days - then he'll be away in New York. So it is difficult to give you a time. Co uld you ask him to ring me? I don't think I could do that he's very busy just now.
Co uld I speak to someone else, perhaps? A colleague, for example? You are speaking to his Personal Assistant. I can deal with calls for M. Le Grand. Yes, well No, I'm sorry he won't be free tomorrow. Listen, let me suggest something. You send us details of your products and services, together with references from other companies and then we'll contact you.
Yes, that's very kind. I have your address. Very good, Mr Right, Mr Barry. We look forward to hearing from you. Cambridge Uni versity Press Timing: She could be complimented for carrying out her brief competently - she certainly shields her boss.
But isn't she a little rud e she consistently forgets the caller's name? If she really thinks it is okay for the caller to send information about his products, she could have suggested this at the beginning and not wasted so much tim e. If not, she should not have suggested it but m erel y said 'Thanks for your call, but we are happy with our present systems and suppliers' - if she really is sure that that is the case. The caller could have asked permiss ion to se nd some documentation abo ut his products and tentatively floated the idea of a subsequent meeting.
He could have tried to speak to someone other than the Production Controller. Play the recording once and elicit students' comments and answers. Key a The service department. He wants to get in touch with users of the relevant equipment. He is more interested in talking to users at this stage than actual downloadrs or senior management. Fumi Auto Limited. Could I have the service department please? One moment, please. I'll put you through. Hello, Service. I'm calling about precision measuring equipment.
My company produces precision measuring instruments and I wonder if you have any problems with precision measuring of any kind. For example, could you tell me what equipment you presently use? Well, certainly we do use that kind of equipment, we've got a PT, we've had it for a number of years now In the interaction phase, one student adopts a secondary role, B, role playing a part in a situation devised by the other learner, A.
Once completed, students turn their attention to the other situation and switch roles A and B. Students both assume role A to plan and devise a task relating to their own work, interests or choices. In most cases they are themselves in the envisaged interaction task. Students decide whose situation to perform first. Discussion and clarification ensues. Partners A and B perform Xs situation. S Feedback.
Perform other learner's situation following the same steps. Encourage B to produce unexpected complications so that the actual interaction phase contains surprises and the need on Xs part to genuinely respond to what B says. If possible record the conversations or at the very least make notes to help you to provide positive and negative feedback.
In each case, the customer or prospect is not really interested in being cooperative. As before, provide and elicit feedback. Discuss the Checklist with students and elicit any other points which they may find useful when preparing for a call.
In this way, the exercise can serve as a summary of the material covered in the unit. This is further developed in Unit 5. The language work builds on the foundations established in Unit 3 and looks at making arrangements. The unit also includes recommendations concerning the end of a call.
Solution International English tends to avoid use of complex metaphors. Conversation 3 Picture a Problem One side is incredibly unforthcoming - no " active listening.
This sounds disinterested and rude. Solution Active listening supports the speaker with expressions which indicate interest and understanding, like Yes, okay, right, etc. Elicit other examples. Hello, Michael Piccolo, here, calling from New York. Could I speak to someone in Exports, please? Solution I beg your pardon?
Could you speak English, please? Is there anyone there who speaks English? Oh dear. I'll call again later. The caller should have sent a fax first to say when he would call and indicate the reason for calling. I think we're barking up the wrong tree. I said we're barking up the wrong tree. Sorry, I don't understand. We're wasting our time going for that market. Okay, I think I think I understand Yes, the wrong market.
Conversation 3 AMBO: Ambo Computers. Hello, Marie Eckstein, here. I'm calling about my computer, a CX I left it to be repaired last week and you couldn't tell me when it would be ready - We weren't sure what the problem was and er. I was to phone to find out. Is it ready? Can you tell me anything about it? Are you still there? Yes, I'm here What did you say your name was?
If necessary, read parts or the whole text in more detail after that. See the section in the Introduction on reading texts, page v.
Key a Telephoning people with different cultural backgrounds from yourself.
Get them to identify the points asked for. Key a Good preparation. As a follow-up, refer to the comment on how the British talk on the phone presence of 'small talk' at the beginning and end of the call.
Ask if students are used to this in their own cultures. In general, encourage any discussion arising from the exercise. You might allow a brief diversion into talking about national stereotypes. Identify any in the text.
The point here is that the language people use can easily lead to the wrong interpretation. The man's typically English understatement 'Not so bad' is understood to mean 'terrible'. Her response is the opposite, giving him an impression that is very positive.
The lesson here is to think about how the other person will understand what you say. Another colleague, Leon, has resigned. Students should write the details of the appointment in the diary. Lara here. Listen, Bob. I really think we should meet to work out what to do about replacing Leon, we have to find someone. Okay, when? When do you mean? Now, if you like. No, no - I can't right now - I've a meeting with Ravesi. A difficult one It'll have to be tomorrow - or late today? No, no, tomorrow's okay.
You'll come here? Yeah, I'll come to you - say 9 o'clock? Right, okay, we'l! Bye then. See you. Tapescript LARA: Cambridge Universit y Press 1- '1 00 2 Introduce the situation: Students should write the arrangements made in Ms Hannam's diary.
Key June 5th, evening: June 6th, morning: Good morning, Swallow Exports, how can I help you? Hello, Vladimir Kramnik calling from Moscow. I wrote to Ms Hannam last week and she sent me an email suggesting 1 called to make an appointment UNIT 4 to visit her in London. We need to discuss the renewal of a distribution contract. Oh yes, I'll put you through to Ms Hannam's secretary.
Hold the line, please. Hello, Mr Kramnik. Now, when would suit you? Well, in fact I can come almost any time next month, and probably towards the end of a week would suit me best.
Well, how about the week beginning June 24th? Ms Hannam is away during the middle of the month, so either the end of June or the first week of July would be best.
Well, could we make it earlier then? I mean - early in June? How about the week beginning the 3rd? Let me see Could we say Thursday 6th? Yes, that's alright.
What time shall I come? Well, would you plan to arrive in London that day, or come the night before and stay in a hotel? Oh, I think it would be better to arrive the night before and meet early in the day. Then r think I'd plan to leave the same day. Well, I'm sure Ms Hannam would like to meet you for dinner on the Wednesday evening, so That would be very nice.
Well, shalll send you an email confirming this, then you can send me your flight details. Oh, and I'll I'll fix you a hotel in the centre of London and send you details of that, too.
Oh, thank you very much, that's very kind. Is that everything? I look forward to your email. You have my email address? Thank you very much for calling, Mr Kramnik.
We look forward to seeing you next month. Goodbye, Mr Kramnik. Formal and correct, but very efficient. Look for the information below: It is a conversation between.
They use first names, direct forms: I really think we should Swallow Exports is evidently a fairly large company. The conversation is always very polite and quite formal, using family names and a more indirect style. There are various polite phrases which typify a formal service-minded approach. Would that be okay? Well I'm sure Ms Hannam would like to meet you for dinner on the Wednesday evening so Well, shall I send you an email confirming this, then you can send me your flight details.
Thank you very much for cailing, Mr Kramnik. You may also refer back to Section 5, The secretarial barrier, in Unit 3. Contrast the different styles used in this unit with that employed by M. Le Grand's Personal Assistant.
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Use the tape and the pause button to highlight them, getting learners to repeat them. How much extra travel time will you need?
What expenses might you incur? With a general English course these are not normally things you need to consider. Your style of teaching will probably differ and the methodology you use and that which you find in course books can be a little different from general English.
For example, instead of pair work and group work, you might find that students learn more through case studies, role play and simulation exercises.
You may assume different roles from the general English teacher. For example, you are more likely to be more of a facilitator when teaching meeting skills or a mediator when teaching monitoring a negotiation. Advantages and disadvantages of teaching business English Like any area of language teaching, teaching business English has its own set of pros and cons.
In as simple a way as possible, I have outlined them in the table below: Advantages Disadvantages Get to learn new things about the business world and develop new skills as a teacher. Students usually have a specific purpose for learning English and this is easier to cater to.
A huge bank of business-related authentic materials to choose from. Get to meet a wide range of professionals and learn about the work culture of different countries and cultures. May not be familiar with some of the more specialist vocabulary you may have to teach.
Some business course books can be a bit dry and ironically, can take time to learn how to bring business English to life.
You may be younger than many of the students and can take time to establish credibility. Cambridge University Press; 2 edition June 16, Language: English ISBN Be the first to review this item site Best Sellers Rank: Tell the Publisher!
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Learn more about site Giveaway. This item: Set up a giveaway. There's a problem loading this menu right now. Learn more about site Prime. Get fast, free shipping with site Prime. Back to top.There are numerous functions that recur repeatedly in various phone calls. Okay, I'll have to get to the airport early.
In as simple a way as possible, I have outlined them in the table below: Advantages Disadvantages Get to learn new things about the business world and develop new skills as a teacher. Students should write the arrangements made in Ms Hannam's diary.
Tapescript Hello, my name's Henrik van der Linden from Amtel. It'll have to be tomorrow - or late today? Ask students what it is that makes people culturally diverse, eliciting a range of features, such as conventions and customs, language, history, religion, historical experience, social systems, geography, regional influences and other features.
Well, I prefer white wine, a dry one.