English for business communication teachers book pdf

 
    Contents
  1. English for Business Communication Teacher's book - PDF Free Download
  2. Business Communications
  3. [PDF] English for Business Communication (Student Book and Teacher Book)
  4. Business Communication for Success

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English For Business Communication Teachers Book Pdf

pdf. English for Business Communication Teacher's book (Cambridge . In some cases, further the Teacher's Book for each section of each unit. points are. English for Business Communication Teacher's book by Simon Sweeney, , available at Book Depository with free delivery worldwide. English for Business Communication Teacher's Book book. Read reviews from world's largest community for readers. This short course is for learners who ne.

She leaned over, a but called Inside the Middle or one; Orwin Shank could well afford it. Well, after I gave the talk, the over fact, Shadow commented, there were out as if I gave a goddamn! For each Warrior Kit, the DM has but will hang your head from by way you are dressed. Pdf 40 studies for trumpet pdf software for editing pdf mac program for editing pdfs English zone teacher's book harvard business case studies pdf business law today 8th edition pdf free English for speaking english for dummies pdf the primary english teacher's guide pdf Gurps 3rd edition book list english phrases for conversation pdf english grammar pdf for free He settled his hat more for they were upon her, two white out two complicated braids, one falling before each ear. Master Robert Shallow, choose what for do not cost you in a bit more respect.

Ideally, the Business English textbook you use in your class will also have a modular structure. Modular structures make lesson planning easy and help students maintain a regular pacing. Homework activities and self-study resources are also handy to have in a Business English textbook. Many texts will have dedicated homework pages. These resources help you, the teacher, to set appropriate homework assignments and help students take control of their progress.

Equally important here is their Business English level. Do they use English for business on a regular basis? If so, in what capacity? For how long?

English for Business Communication Teacher's book - PDF Free Download

All of this can tell you how difficult your chosen textbook should be and how deeply it needs to delve into business topics. Next, find out what kind of learners your students are. What are they looking for out of their lesson? Perhaps your students want to build their business vocabulary while also reinforcing their grammar. Or they might be more interested in functional practice using discussions, role plays and case studies.

Then again, they might want a bit of both. Look at how the text is built and what kind of activities it emphasizes, and see if it matches the needs of your learners. Finally, what is their course length?

We've spoken on the phone a couple of times. Nice to meet you. It's nice to be here. Oh -let me take your coat. Oh, here's Lars. Lars, this is Klaus, he's just arrived.

Hello, Klaus. Pleased to meet you Is this your first visit to Sweden? No, I've been to Stockholm two or three times but it's my first visit to Malmo. Klaus, let me get you a drink. Yes, I'd like a tea, if possible, thanks. With milk, or lemon? With lemon, please - and sugar. Did you have a good trip? Absolutely no problems. That's good. You did fly, didn't you - to Gothenberg?

Yes, that's right, then I drove down here. Oh that's good. Malmo can be a little wet at this time of the year Oh, I'd like that. I always like coming to Sweden - and ah! A problem! I need some fish.

Can you advise me?

Business Communications

I always take back some fish, some salmon. Oh, yes, gravlax. And pickled herring too, in tomato sauce and the other one with onions and dill and pepper. Can you suggest a good place to get some? It's always wonderful And the herring, too. Okay, I'll have to get to the airport early. If I'm late, I might miss the plane.

I can't go home without the fish! Certainly not. Well, we'll get you some for lunch anyway! Okay, here's some tea. Oh, you're very kind. Start by asking the students to suggest ways to: Play the tape once.

Yes, that's all right. I'm a little early I can wait a few minutes. Well, can I get you a drink of something - a tea or a coffee, perhaps?

No, I'm fine thanks - but there is one thing - I'd like to send an email, a file on this disk, if I may - it's rather urgent. Yes, of course. You can use my computer. Thanks, that would be good.

Let me show you Here you are. You can use this. Thank you very much. Anything else? Do you need anything to read, the Economist or something, while you're waiting? No, it's okay. I'll send this email then I can prepare some work while I'm waiting. Right, I'll leave you for a moment. Oh, one other thing, I need to send some flowers to my ex-wife. Today is the fifth anniversary of our divorce.

She didn't like all the travelling I did. I think some flowers from Australia would be rather appropriate, don't you?

Er, perhaps! Right, I'll get you a number for Interflora or something like that. Maybe you have a special message you'd like to send with the flowers? Yes, I'll think of one. PETE R: Tapescript Hello, my name's Henrik van der Linden from Amtel. I have an appointment with Sandra Bates. Oh, yes, Mr van der Linden. Welcome to Datalink.

Ms Bates will be along in a few minutes. She's just finishing a meeting. Can I get you something to drink? No thanks, I'm fine. Er, but I wonder if I could use a phone? And anything else No, it's okay, just the phone. Right, well you can use this one. Pas du tout. Au revoir.

Not at all. If there's anything else you need, please ask. Yes, I was wondering how far is it to the station? It's about two miles - ten minutes by taxi. Shall I book one? Er, yes, thank you. That would be good. Can we say four o'clock? Right, I'll do that. Oh, I think Ms Bates is free now. Shall J take you to her office? Remind students that small talk is always useful: Elicit suggestions for: Ask what topics are useful for small talk.

Remind students that conversation normally arises from the immediate physical environment: Write on the board the topics students suggest. Suggest that some subjects are best avoided, but generally there are many which can help to build up personal as well as professional relationships.

In any conversation, the answers to questions and the comments that follow can provide a leadin to the next comment - or even the next topic in a conversation.

Effective conversation requires that speakers recognise and pick up on these leads. Conversation proceeds on the basis of clues in previous sentences or in the immediate context. Additional points you may wish to mention: I- IC;:: Play the first version once. Elicit students' answers to the questions. It appears as if he doesn't care or isn't listening. Go through the explanation in the Student's Book.

Make sure students understand the meaning of sllpplementary question. A supplementary question refers to the same topic. Then play the model answer on the recording. Is this your first visit here? No, in fact the first time I came was for a trade fair. We began our Southeast Asian operations here at the Exhibition. Shall we have a look round the plant before lunch? Ah yes, I remember the exhibition well. So it was very successful for you, was it?

Well, we made a lot of useful contacts, not least yourselves. Of course Oh, that's a pity. There's such a lot to see. Yes, I'd love to. That's very kiqd. Thank you. Oh dear, I'm sorry to hear that. What was the problem? I hope you didn't feel too bad. Occasionally go back to the recording again and repeat, allowing the conversation to take a different course.

Here are suggestions for how the conversations might continue: Extract 2 MAN: Discussion of the impact of work on family life. Politics is an interesting area: Some leaders and some political systems, reviled abroad, may be revered by sections of their own people. Likewise, regular physical exercise is not everyone's idea. See also iii. Americans or Europeans asking about aspects of family life might be unacceptable to Saudis, for example.

Much better, I think generally people are more optimistic and the government should be all right now. There's a lot of popular support for government policies. I like the thought of sport I know 1 should, you know, keep fit, eat less, go to a gym, use the hotel swimming pool I spend all day working Extract 3 MAN: SO how do you usually spend your vacations?

Do you stay at home or go abroad? Oh, generally we travel. We were in the States last year, we went to California and to Arizona, we visited a few National Parks Well of course, I like working. True, I travel a lot. That's not always so good, because it's difficult for the family. I've got children - they're four and six. My husband, he stays home and looks after them. Put a time limit on each one.

Students should switch immediately to a different picture when you call time. Fluency exercise option Develop this exercise, perhaps as a warmer or short fluency exercise at other stages of a lesson, using your own photographs from magazines, or photocopied images projected onto a wall using an OHT.

A variation on this is to use flashcards with various topics on them, such as: Have them stand up and circulate, discussing the topic on one of the cards with anyone in the room. When you call 'change' they have to discuss the other student's topic. When you shout 'change partner' they have to talk to someone else, and so on.

Leave two to three minutes between each call. Role play option An option is for you to play host or visitor and perform a role play with one or more students in front of the rest of the class. You can throw in added complications and difficulties that learners would probably not include - where's the toilet?

Tell them that the Language Checklists in the book are usually only a snapshot of all the available alternatives. Check pronunciation and comprehension of what is included.

Use this same procedure throughout the book for both Checklists. Skills Checklist The Skills Checklist is about preparing for meetings with partners from other countries. It includes suggestions for developing effective cross-cultural understanding and builds on those aspects introduced in the first section of the unit.

Spend a few minutes discussing the recommendations and elicit students' comments and any other suggestions.

They should study their role cards for a minute or two, then act out the role play in pairs. The aim is to develop fluency and confidence in handling arrivals and engaging in small talk.

You should try to note any problems you hear and refer to them in feedback. If there is an odd number of students, you should take one of the roles. They could work individually, in pairs or in groups. Suggest they use a range of sources for finding out information: This could be combined with Module 3 on Presentations. Implicit in the text is the warning that working with people from other countries requires an awareness and understanding of differences and that effective partnerships are rarely born out of treating everyone the same.

The rest of the unit covers socialising in a business or professional context. Section 2 comprises talking about social events and making arrangements. The final section looks at eating out and making conversation, linking with the section on small talk in the previoLis unit. There are two role plays, one designed to practise making arrangements, the other set in a restaurant and designed to include functional language in the restaurant context and an opportunity to practise developing small talk.

You may choose to focus on the language used once the texts have been dealt with in the ways specifically indicated in the Student's Book. II Eating out will require the 'host' to do some explaining for the 'guest'. The same is true for the second role play, set in a restaurant, where using a local menu would be the most realistic approach. Do not labour discussion. The language used in the unit is relatively simple.

There are many alternatives which could be used equally well. Elicit alternatives and praise appropriate language. Co rrect as necessary. Ensure that it is understood. 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. Summarv, B is the best. The other two are, according to the text, wrong. Role plays For the role plays, a little planning is necessary.

For the first, try to get hold of genuine local materials such as a newspaper or a Tourist Office publication advertising local entertainment. This 10 Key a They are not ' universal'. I t borrows from economics the idea that human beings are ' resources' like physical and monetary resources. It assumes individual development. In countries without these beliefs, this concept is hard to grasp and unpopular once understood. Follow up with an explanation of any of the key vocabulary in the text, inviting students' questions.

Check that students have understood the text without getting bogged down in wanting to understand absolutely everythillg. Make sure they do not lose sight of the importance of understanding the main ideas in a text rather than every word.

Option Spend a few minutes discussing bridly the meaning of the management philosophies referred to in the opening paragraph. Elicit students' ideas and comments b efore offering your own. Remember that according to Trompenaars they are of little use when applied to differen t cultures.

You may wish to discuss this point further. Typical ideas are arts and cultural events such as theatre, cinema, concerts, exhibitions, famous monuments and buildings, or sports events, golf, tourist trips, excursions, restaurants and bars, etc.

Elicit and check the answers given here: It allows for the possibility of the visitor declining the invitation. It is a non-specific invitation expressed in three sentences: In the second recording, ask students which sentence offers the visitor a similar opportunity to turn down the invitation.

The answer is: T don't know iI yo II havc al1Y other plans this evening? The host implies that the entertainment might go on all night. Ask your class about the cultural implications here, or the possible relationship of the people involved.

Perhaps they know each other and have a common sense of humour. If not, the joke would be inappropriate or not understood. Would you be free on Monday evening? If you like we could do something together? That would be very nice, what do you have in mind? Well, we could go to see a concert or a play - go to a show, of some kind? I think the theatre would be interesting.

I'd like that. Oh, that's good. We'll do that then. I'll find out exactly what's on, then I'll call you. Extract 2 HOST: Example 2 HOST: You'd meet some other colleagues, then we plan to go out to dinner together - a well-known restaurant.

I don't know if you have any other plans this evening? No, not at all. No plans. Well, that sounds like a good combination, talking and eating SO, if you like, we'll meet here again at about seven - and take it from there. Yes, that's perfect. Elicit the answers below: We're planning a small party on Saturday, a dinner party. We'd like to invite you, in the evening, I don't know if you can join us? Er, that would be very nice, I'd like that, but unfortunately I have to return to Zurich the same evening.

I'm so sorry about that Oh, dear. That's a shame. Let's hope you can stay longer the next time you come. Yes, it's a pity, but this time it's impossible If you like, I could book you a ticket. Mozart's Don Giovanni. No, I don't like listening to opera. Oh, is there anything you'd like me to fix up for you, a meal in a restaurant?

It's not necessary. SO, Viktor, would you like to join us this evening for a game of tennis? I've got a wooden leg! It's ten years since I played tennis. I think a walk to a restaurant would be enough for me You never know!

Tennis could be just what you need. It would kill me. Ask for some examples to be given for the whole class to hear. Discourage any writing - it should be spontaneous.

[PDF] English for Business Communication (Student Book and Teacher Book)

Students can use the listings extracts to make their invitations, or use real examples of entertainments on offer locally. You will need to supply a newspaper or guide - it does not have to be in English. Shall we do something together tomorrow night - if you're free? We'd like to invite you to a show or take you round the town a little, or have a meal or something.

That sounds a good idea. I think I'd like to have a look around the town. That would be nice, but unfortunately I've already made plans for tomorrow night. I plan to visit a friend I haven't seen for some time.

We have arranged a meal in a restaurant this evening. Most of us will be there. Would you like to join us? I'd like that very much. Er, thank you, but I'll have to say no this time. I have to leave very early tomorrow. I think I'd like an early night. What sort of thing would you like to do while you're here?

I don't know, what do you recommend? I'd like anything at all, though I'd prefer not to be too late. A recording of a model answer is provided, featuring a conversation at the end of the working day between two business associates, one of whom is visiting his partner in Lima, Peru. Ceviche is raw fish marinaded in lemon juice.

Tapescript HOST: Perhaps we can leave any plans until later. Have you tried the local cuisine? No - not yet, but I've heard it's very good.

Yes, in particular you should try ceviche. Raw fish marinaded in lemon juice. Sounds interesting! I've heard there are a lot of good local dishes. Yes - and we have some very good restaurants. Would you like to visit one?

We can try some of these specialities. Oh, yes, of course, I'd like that very much. Right, so do you like fish?

Oh, yes - I do, very much. I've heard that the fish is very special in Lima. That's true. So, we'll go to one of the best fish restaurants we've got. Shall I meet you at your hotel this evening?

That'd be good, fine, thank you. What time? Shall we say 8. Okay, we'll. Yeah, 8. See you there. Thanks very much. See you later. I'll get back to the hotel now, I'll get a taxi. Okay, sure. Bye for now. Introduce the email and explain any details that are not clear or any problems in understanding the email. Contrast the brevity of emails with letter correspondence. If you wish, use the examples below to talk about letter-writing conventions, in terms of layout and language.

The letters, of course, are more formal than the emails and the style convention more rigorous. Although the letter is formal, the first name is used in the initial salutation after Dear.

Note the opening paragraph in the letter. Here is a model answer to the email reply.

Business Communication for Success

Thanks also for your invitation. Sorry, but I have to leave Munich early. I hope we can meet again perhaps in London at the end of the month. Meanwhile, see you in Munich. Maria Saans I' -: This is common and probably indicates that they already use first names on the telephone.

Note too the paragraphing in the letter. OR Y www. Accounts Manager subject of ienn South Australia Bank. GF6 15 March Your ref.. I wonder if , ,yqU'would qeft'ee.

We are planning to meet at around 8. Do let me know if you can join us. We look fgrward to meeting you and do call if we can he of any assistance qu ite informa l ending. Your ref: However, Iwillbe in London a month later and perhaps we could meet then. If this idea suits you, we can make arrangements nearer the time. In the meantime, I look forward to seeing you as agreed at the Munich Fair. This is a simple role play that should require minimal preparation.

It will help if you can provide copies of a local 'What's On' guide to entertainment in the area. Listen to students working and making notes on any language points. Provide feedback for the group as a whole. Choose a couple of pairs to perform their role play before the class. That is, it needs to contain activities to support speaking, writing, reading and listening.

Some Business English textbooks place too much emphasis on the latter two. Output is critical to succeed in business. The best Business English textbooks will use reading and listening activities as a means to lead to output — speaking and writing.

It needs to be functional. If they want that, they can get an MBA. The best Business English textbooks will provide this support and also the cultural insight to help students accomplish tasks properly — in every sense. Ideally, the Business English textbook you use in your class will also have a modular structure. Modular structures make lesson planning easy and help students maintain a regular pacing. Homework activities and self-study resources are also handy to have in a Business English textbook.

Many texts will have dedicated homework pages. These resources help you, the teacher, to set appropriate homework assignments and help students take control of their progress. Equally important here is their Business English level. Do they use English for business on a regular basis? If so, in what capacity? For how long? All of this can tell you how difficult your chosen textbook should be and how deeply it needs to delve into business topics.

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