Intelligent business advanced teachers book pdf free download

Showing Average rating 4. Rating details. All Languages. More filters. Sort order. Start your review of Intelligent Business. John rated it really liked it Jan 25, Piers Midwinter rated it it was amazing Feb 18, Viola C rated it it was amazing Oct 11, Nizar Ezziadi marked it as to-read Feb 27, Laura Brennan marked it as to-read Jan 01, Missmalaussene marked it as to-read Jan 10, Maria Garces marked it as to-read Feb 11, Cheep marked it as to-read Mar 16, Dana Ram marked it as to-read Apr 29, Waleed El-Mikaati marked it as to-read Oct 26, Pich Channa is currently reading it Dec 20, Do Business — The dedicated Skills Book provides skills-based intensive training in executive business skills.

Your Basket. Course Book Audio CDs 2. Workbook with Audio CD. The Intelligent Business Workbook consolidates the language of the Intelligent Business Coursebook by providing further practice of key vocabulary, grammar and skills. Throughout the workbook there are Cambridge BEC style tasks to familiarise students with the exam. Intelligent Business uses informative and up-to-date authentic material from the Economist.

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. Are they surprised that the company appears to be so successful?

Ss then fill the gaps using the appropriate articles. Ss check their answers in pairs before giving feedback. Optional activity As the use of articles is complex, it can be daunting to focus on all aspects at once. Another approach is to focus on only one aspect at a time. For example, speakers of Central and Eastern European languages may have difficulty with the fact that a singular countable noun in English must always be preceded by an article or other determiner my, your, this, each etc.

Review the one most critical difficulty with articles for your Ss. Then focus on the correction of mistakes in this area only. For example, rewrite the Keynotes text from page 17, incorporating Ss' typical mistake, and ask Ss to correct it. Ask Ss if they have ever been given direct orders and how they felt.

How did they feel when softer language was used? Using a softer approach and being persuasive means not only using language which is more similar to a request than an order; it also often means giving people a reason for getting involved, e. It would be a great help if you could get the report done by Friday. It needs to be at HQ by the beginning of next week. Ensure that Ss are confident with language for making requests.

See Language focus on the next page. This means not only being confident about form but also about use. Ensure that Ss understand the meaning of tentative: a tentative request is one where the speaker does not appear confident it will be fulfilled.

In British English, tentativeness is often a sign of politeness. The Skills book also focuses on tentativeness and levels of directness.

Can you Do you mind Would you do me a favour and. It'd be a great help if you could.. I'd really appreciate it if you could.. I don't suppose you could Ask Ss to place each phrases in an appropriate place on the line. On first listening, Ss identify what the speaker is asking the other person to do. Does the other person agree? Ss then listen again and tick the phrases from the list that the speakers use.

You may then wish to ask Ss to read the audioscript and underline the phrases used. Stress that there can be more than one possible answer. Follow up the activity by getting Ss to repeat the exercise, adding reasons for asking people to do something. Speaking, page 21 Ask Ss to read each situation and discuss in pairs what they would say. Encourage Ss to use the requests from the Careers skills section. Also ask Ss to follow up their requests with a reason. Place the set of cards face down in front of each pair.

Ss take turns to take a card, read the situation aloud and say what they would say in the situation. The other S responds appropriately to the request. Encourage them to give examples from their own experience where possible. Directness can be interpreted as rudeness by people of certain cultures. Use the discussion of cultural issues to lead into Dilemma and Decision, about a Japanese-French venture.

Direct Indirect Form of Prefer to use the Prefer qnestion forms: request imperative: e. Could you please Send me your report send me your report this week, please.

Use of Make simple Use more wordy expressions statements and use expressions: e. I was fewer words: e. It would really help if you could. Please and Use please and thank Use please and thank thank yon you less often. Look at the following ways to make the same request.

Which would you use to talk to a colleague? Very 1 'm so sorry to trouble you. I wonder if you indirect would mind getting me those figures? Do you think you could possibly get me those figures, please? Very direct Would you please get me those figures? Can you get me those figures? Get me those figures. Check comprehension of difficult vocabulary consecutive, soar, tough, results-oriented.

Give Ss a few minutes to think about what the different viewpoints of the people might be. Then ask Ss to summarise the situation. Task 1: Put Ss into two groups.

Group B represent Carlos Ghosn. Ss read their respective brief on page or page All Ss read abont Japanese culture on page Then ask Ss to summarise the cultural difficulties a foreign CEO at Nissan might face and to suggest additional cultural factors that need to be taken into account, e. Ss A work in pairs or small groups; Ss B do the same.

They prepare a list of issues as requested in their brief Potential arguments in favour of Carlos Ghosn accepting the position Gronp A : He might be more successful than a Japanese CEO because he would have more freedom to break conventions.

If he succeeded, it would mean world recognition. If he failed, it could be interpreted as a cultural issue rather than a personal failure. Potential requirements of Carlos Ghosn Group B : Total support from Renault for the proposal Financial support from Renault for Nissan during the turnaround period Guarantee of the top job at Renault following the Japanese assignment regardless of success or failure.

Task 2: Then ask Ss to nse the information to help them prepare proposals and supporting arguments for a discussion between Louis Schweitzer and Carlos Ghosn. Refer Ss to the Useful phrases box but stress that in this case persuasive arguments are more effective than specific phrases.

Task 3: Ss now combine in new pairs, comprising A and B. Decision Ask Ss what they think happened in real life. Then ask Ss to listen to Rachel Ellison speak about the Nissan story. Were Ss correct in their predictions? Ss listen again and give reasons why the event ended as it did. Ask Ss for their views on what happened. Write it up Ask Ss to write up the outcome of the discussion in an email. The record of the discnssion is similar to informal minutes in some ways.

Give each S a photocopy of the Writing preparation framework from page ; then use the Writing focus on the next page to link the use of the framework and the Style guide as Ss plan their writing.

Here Ss are writing to summarise the action agreed in the discussion about heading Nissan. The purpose is to ensure there has been no misunderstanding and to formalise what each party agrees to do. In a way, such an email acts as unofficial minutes of the meeting that took place. The writers are writing on an individual basis; however, such emails may be made public at a later particularly in the event of a dispute, so there to be awareness of a potential secondary audience.

You also need to plan the paragraphs you are going to divide your email into. An appropriate structure might be: Opening [reference to meeting] Reference to concerns Action to be taken by Louis Schweitzer Action to be taken by Carlos Ghosn Close [including reference to future contact.

As it says in the Style guide, the language in an email should be simple and concise. This email functions as a record of the men s discussion and so shares some of the characteristics of informal minutes. In informal minutes, it is important to summarise the message rather than report every word; the focus is usually on action to be taken, e. Mr X to approve the agreement by J 3 Nov You may find Writing 5 in the Skills book and the related teacher s notes on page helpful.

Clear, short sentences are appropriate - though a range of linking words could be used to connect ideas in the early paragraphs. Action points are usually written as separate points without linking words, e. Y to accompany X on the first visit to Japan. Z will provide appropriate financial support during the first two years.

Il,;::i a! First an organisation needs to define its mission normally through a mission statement ; what is the organisation's core business? Then it needs to define its strategy, i. Organisations that lack a clear strategic direction tend to fail. Emerging industries can be extremely attractive to companies, as firms can get a foothold in the indnstry before other people are established and barriers to entry become high.

Think of e-commerce, for example: within three years of startup, Amazon came to dominate bookselling on the internet. Generally, however, companies can only succeed in an established industry by defining and implementing a corporate strategy that distinguishes them from competitors.

Organisations need to be proactive, continually reassessing their own performance and the indnstry and environment they operate in. A number of standard tools can be used to aid this process of analysis, e. What do they think the picture and title mean in relation to the topic of the unit? Elicit that the title The big picture relates to a strategic overview rather than a detailed picture of a particular area. The picture shows a chess game, a game involving strategic thinking.

Ask Ss to read the keynotes and check they understand the terms in bold. Yon may wish to elicit other forms of some of the words, e. Then ask Ss what happens if a company fails to plan strategically. Elicit from Ss the factors that a company might consider when planning strategically. Then ask Ss to open their books and look at the exercise. Ss work in pairs to put the factors in order of importance and explain why.

Ss then feed back to the whole class for further discnssion. Listening 1 D Ask Ss what steps are often involved in the strategic planning process. Then ask Ss to listen to David Drexler outlining one approach. Ss draw the diagram relating to a SWOT analysis. In feedback ask Ss to show each other in gronps their diagram. It is a tool commonly used at the start of strategic planning to focus on the situation of the company.

Check Ss understand what the initials stand for Strengths, Weaknesses, Opportunities, Threats ; S and W usually refer to internal strengths and weaknesses; 0 and T usually refer to external opportunities and threats. ReadingD As a lead-in, ask Ss what they know about Nike. How successful do they consider the company to be? Do they buy the brand? Why I Why not? Draw Ss' attention to the title of the article. What do Ss expect the article to be about?

Then ask Ss to scan the article quickly to look for confirmation of their predictions. Discuss Ss' initial views about Nike targeting women. Check Ss' understand vocabulary from the introduction to the article Achilles' heel etc.

Also refer Ss to the glossary box at the bottom of the page and remind them of the glossary for Unit 3 at the back of the book. Reading EJ Ss work in pairs and agree on three changes Nike has made to appeal to a female audience. Reading ID Ss read the text again for detail and focus on the names of people I companies I brands responsible for certain events at Nike.

Ask Ss to replace the words in italics with one of the options. You may wish to ask Ss in feedback to make sentences using the incorrect options to check they understand when and how to use these. Vocabulary 1 EJ Ss are now going to read about another footwear company. Ask Ss if they have heard of Geox footwear. If so, what do they know? Before Ss do the exercise, ask them to scan the gapped text to find out why Geox footwear is so special and in what direction Mario Moretti Polegato plans to move next.

Make the point that Ss can often understand a lot of a text even if they do not understand every word. Then ask Ss to read the text and complete the gaps with the words.

Vocabulary 2 Write the word profitable on the board. Ask Ss to suggest what could be added to the begiuning or end of the word to change the form or meaning unprofitable, Elicit that the bit added on at the beginning called a prefix; the bit at the end is a suffix; the word affix includes both prefixes and suffixes.

Point out that prefixes usually change the meaning of a work; suffixes change the form. Then ask Ss to look at the words in the list and identify how the suffixes change the form e. When Ss are confident, move on to the second part of the exercise. Ss work in pairs or groups. Give each group a dictionary if possible. Ask Ss to think of as many new word forms as possible nsing prefixes or suffixes. Speaking EJ, page 27 Ask Ss to work in pairs I small groups and discuss how, in their opinion, one of the products could be made more appealing to women.

If there is time, you may wish to ask Ss to talk about more than one prodnct. Language check Ask Ss what forms we use to talk about the future in English. Write up any answers on the board and explain you will come back to their suggestions after doing this exercise. If any S suggests that we refer to the future using will, make it clear that this is only one way - and that it is often over-used by non-native speakers.

Ask Ss to read the information and example sentences. Then ask Ss to match each sentence a-e with one of the uses What is the name of each verb form used e. Now ask Ss to return to their suggestions on the board. Would they change anything?

Refer Ss to the Grammar reference on future forms at the back of the book. Ss look at the day programme for the conference. Ask a few comprehension questions to check Ss understand. Then ask them to listen and make any necessary corrections in the programme. Listening 2 EJ Ask Ss to read the conversation they have just heard and to complete the gaps with the correct forms of the verbs in brackets.