\ OXFORD business one one Rachel Appleby John Bradley Nina Leeke Jim Scrivener course syllabus 01 How to be assertive How to get through fo the people telephoning and email tight person ooooo0°0 02 How to frain someone S©eOoOoOoooec 03 How to evaluate someone How to make conference calls How to give technical instructions managing How to interview someone How to be supportive How to be concise in an email How to motivate someone How to be formal in an email How fo be an intermediary How 'to be clear in an email How to check instructions How to plan a project projects oococo°o How to discuss resources How to make arrangements 06 Working intemationally How to discuss budgets How to present yourself in an interview How to discuss problems 900 managing How to negotiate How to update How to talk about best How to give feedback on practice a project ooo o How to report back on a trip ed How to link ideas in How to write œ report 5: c a presentation = 000 How to highlight key info How to use phrasal verbs 00 3 8Oo How to respond to questions How to improvise in a How to understand fast speech How to improve your 52) meeting pronunciation oOo ‘= 5 How to understand different ©0000 How to lead a meeting :5 How to brainstorm ideas Englishes : o oy How to reach a conclusion How to follow up a meeting How to make smaiil talk socializing oooo0oo0o°o How to tell a story How to host a formal event How to gossip How to make a speech How to show someone round business one : one be assertive useful & speak tion obje ; eel, not what you think simple terms Starter ee 1 Complete teacher thra © 1 Martin is the sales distribution manager for How assertive are a franchise mobile phone company. He is _ Do you: ì speaking on the phone to his boss, Jane. i 1 ask questions when : Read the text above. Then listen to their yes /no/junsure i , conversation.
How does Martin apply DESK? Z2 complain ina restaurant ifthe sev : “92. Put the words from the conversation in the is Ve i t correct order. Then listen again to check. j 1 œs/ well / we / aware/ you're / a/ "mm.
§ staffing / have / big / problem. oo 2 finish / what / me / was / let / |./ going / To say / to. 3 feeling / whdt /†o /is /I/ say / my/ mean / overworked / that / team / are, ‘something you do not a 4 agree / that / right / you / we're / must/ yes /no /imsure now / understaffed. prefer to send an emai rather 5 clear / want / this / | / be / to / perfectly.
" speak toa‘difficult’ len? ˆ 6 anything / promise / | / you / though / yes / no / unsure can't / afraid / I'm. 7 volunteer your opinio at ame 7 \|/ the /it / no / way / see / we've / _# when you think some choice / other / got. hi {no peunsure a) Writing Language box roy 1 Asupplier has been late in their delivery The expressions wish and If only are used to ° of several orders. As a result, you had express desires or feelings.
® to make last-minute changes to the Use wish and if only with the past simple production schedule. Write an email to rol the supplier informing them that you will fo express something you would like to be different now: le) not accept any more mistakes. Use DESK from Expressions to help you structure the 1 wish | had a better job! = email, Include the following expressions: 1 would like a different job) le) D = point out that / several mistakes / If only he spoke better German! i (& his level of German isn't good enough) ö serious Consequences E = very dissatisfied / poor service / sales Use wish and if only with the past perfect to | express your feelings now about something 5 department § = need / guarantee delivery dates in that happened or something you did in the = future = inform you / repetition late deliveries / past: | wish we'd never signed this contract. look for another supplier (= we signed if and | think it was a mistake) If only! hadn't bought this car! I'm not happy.
It's not a good car) Speaking ©°3 Jane has spoken to Peter, the managing 1 You and your teacher work for the same company. director of the firm. She then meets Martin You have recently changed your job in the company again. Listen to their conversation and and now have fo drive a lot more on business.
You answer the questions. also have more expenses and are not happy with the 1 Does Martin get what he wants? present system of claiming these expenses back at 2 How assertive is Jane? the end of each month. (Your teacher is responsible for paying expenses.) Using the DESK technique, 4 Look at the following direct statements. role-play the following situation.
Try to use language How could you make them more indirect or from Expressions and the Language box. diplomatic? You: 1 Taking on two more people is impossible! * use your own car at present (approximately 1,500 We understand the situation. anon When can | have more staff? « have an average monthly expenses claim for last Wait for the time being. three months of €950 - can you be paid weekly? Talking about this is a waste of time! * are using your own credit card a lot to pay for 6 Believe me about a replacement for Tony.
Possibility of company credit card? Your teacher: °5 Listen again. What expressions do Jane and Martin use instead of the sentences in 4? « knows company cars are provided when job involves more than 30,000 kilometres a year. * knows company policy for expense claims is monthly but this depends on the amount. It is possible to pay certain expenses in advance.
* knows that up to now only the managing director has a company credit card. How much is this really needed? -o ee eee eee eee Lesson record Use wish and if only with could when you know 3 new words 3 useful phrases that it is impossible to achieve what you want: from this lesson from this lesson | wish | could take a couple of years off and travel around the world. (= impossible) If only they could cut the price! (= but they can't) Use wish and if only with would to say you do not approve of someone’s behaviour. | wish you would stop interrupting! (= you do this frequently and | don’t like it) If only he wouldn’t send me all these emails! (=| receive too many emails from him), Look Look at listening script 1.
Find more examples of wish and if only. business one : one 5 How to train someone Kasia and Harry are trainers for a large distributor of medical and toiletry products. Today they are running a one-day seminar for recently recruited salespeople. Listen to four extracts and number this list of training techniques in the order they occur.
pair work discussion emphasizing key points to take away stating what will be studied in a session praising trainees 2 Look at these ways for learning a new task. brainstorming ideas Which do you think is the most effective? group work * listening to an explanation signposting the stage of the session * reading a book role-playing real-life scenarios * role-playing 2 Match the trainers’ comments (1-9) with the « shadowing an experienced person functions (a-i). * learning by doing 1 Our topic for today is ‘pharmacy visits’ * watching a film demonstration Please get into a pair with another person. wn I need a volunteer.
CO OnNoakh Make a list. You've got five minutes. Don't just talk about the products Now I'll pass you over to Kasia. I think that’s the last one, isn’t it? The six Ps, as we called them.
That's all for today. Speaking Language box managing peop le 1 Look at the pictures from a manual for Inversion ans: reversing the normal word warehouse workers. Imagine that your — order of subj ct and auxiliary verb. It is normal teacher is a new employee and train in questions but also occurs in some other them how to do these tasks.
ễ that the pictures show advice and warnings. “We can use inversion when a sentence starts with a comparative: - But more important is the way they respond, _We cạn use inversion when a sentence starts with ca negative meaning: At ‘no point did you check your answers. an also use inversion when a sentence starts witha word which mm. limitation or restriction: “Little do you know! ~ Hardly | had the trainer finished.
speaking no am sae “everyone: was ene questions. business one : ene Writing warning students what they shouldn't do 1 Imagine that you have to train someone to do one small but important task that you regularly perform in zsa-oaoaa closing the seminar concluding a section of the seminar your job. Make a list of: stating what will be studied in the session « the main things they will need to know or understand checking with trainees the key things they will need to be able to do reorganizing people « the most important things to warn them about, asking for a trainee to help 2 Now write a training document for that person, setting trainees a task explaining what they need to know about the task. using a memorable name to help Try to use inversion in your writing.
(Note that it is particularly common in formal written English.) students recall important points © 3 Replace the words in bold in sentences 1-6 with one of the verbs below in the correct form. Then listen again to check. reflecton explore clarify underline demonstrate examine 1 We'll make clear some ground rules for visits. 2 We'll look at a few ideas to encourage the pharmacist to buy more items.
Alex, you'te going to show how not to do it: 4 Everyone else watch and think carefully and seriously about what he’s doing wrong, and how he could improve. 5 With Harry, you've investigated how to sell the perfumes and toiletries. 6 Id just like to stress the key points we've been looking at today. mm mm mm mm Lesson record Inversion occurs after as to express a 3 new words 3 useful phrases similarity: from this lesson from this lesson They buy a lot from us - as does the next shop weTe going to visit.
He's a great person - as is the whole team. Look Look at listening script 2. Find four more examples of inversion. business one : one 7 How to evaluate someone In this le Expressions ways of 1 Complete the performance evaluation document with the headings below.
people’s good needs improvement does not meet minimum standards excellent average Starter 1 Look at the Exceptional performance. Employee not only | 1 Do you thin! achieves set objectives well above established standards effective in ae but also makes accomplishments in unexpected areas. : 2 Consistently goes beyond established } standards in most areas of responsibility. Employee both appraisals Uses of performance meets job requirements and reaches objectives above i | established standards.
: 3 Employee fulfills all job requirements and + helping management to supervise subordinates more closely i achieves set objectives to an appropriate standard.