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ПРЕДИСЛОВИЕ

Методическое пособие предназначено для преподавателей, работающих по учебному пособию «Linguaphone Business English» (часть 1 и часть 2), составленного на основе кейсов.

Данное пособие состоит из двух разделов. В первом разделе приводятся ответы к

частях учебного пособия. Второй раздел содержит тексты аудиозаписи. В каждом разделе соблюдается одинаковая последовательность кейсов в соответствии с их расположением в учебном пособии.

При изучении кейсов преподавателю следует обратить внимание на то, что каждый кейс представляет ситуацию, связанную с деятельностью одной компании, и предполагает анализ проблемы и принятие решения. Каждый кейс состоит из трёх файлов. В первом файле приводится информация о компании, её положение в данной сфере бизнеса. Во втором файле показана проблема, с которой сталкивается компания, и попытки, предпринимаемые компанией для улучшения ситуации. Третий файл предлагает решение проблемы, которое представлено в аудиозаписи. Перед тем как студенты прослушают запись, следует предложить им дать свои варианты решения проблемы.

Все упражнения и задания, предложенные в кейсах, рекомендуется выполнять в той последовательности, в которой они предложены в пособии. Только сочетание аудирования и работы с текстовым материалом даёт полное понимание ситуации.

Ответы к упражнениям и рекомендации по выполнению заданий, приведённые в первом разделе методического пособия, позволят преподавателю сэкономить время для эффективного закрепления изучаемого материала и контроля приобретаемых навыков и умений. При организации коммуникативной деятельности студентов преподаватель может моделировать ситуацию в зависимости от степени подготовленности студентов.

Диалоги для двустороннего перевода, предлагаемые в конце каждого кейса, предназначены для устного перевода одним студентом при его прочтении двумя студентами или преподавателем. Студенты также могут составлять подобные диалоги для тренировки. Для этого они могут работать в группах по три человека, из которых два студента составляют диалог и представляют его третьему студенту, играющему роль переводчика. Это способствует более эффективному усвоению лексики, с одной стороны, и развитию навыков устного перевода, с другой стороны.

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KEYS TO EXERCISES AND INSTRUCTINS FOR ACTIVITIES

Can-Am

This case is about the company producing sport clothes and equipment. It provides the opportunity to study a company structure and the main forms of business activity.

The students start by doing the exercises showing the structure of a company and types of business organization.

After the case study the students give presentations of their companies. Doing this activity students will learn how to make effective presentations.

File 1

Page 4. Exercise A.

1) Sales & Marketing; 2) Transport; 3) Administration; 4) Legal; 5) Transport; 6) R&D; 7) Personnel; 8) Accounts; 9) Personnel; 10) Administration; 11) Legal; 12) Sales & Marketing; 13) Sales & Marketing; 14) Administration; 15) R&D; 16) Accounts; 17) Sales & Marketing; 18) Personnel; 19) Purchasing; 20) Production.

Ask the students to suggest some variations of company structure. Ask them how the structure of a company may be different and what it may depend on.

Page 5. Exercise B.

1) involvement; 2) growth; 3) face-to-face; 4) labour; 5) scales; 6) decision-making; 7) in-house; 8) policies; 9) reviews; 10) notice; 11) regular; 12) representatives.

Page 6. Exercise C.

1. Sole trader; 2. Partnership; 3. Private limited company; 4. Public limited company.

Students may have difficulties in doing Follow-up activities. They may need more information about types of business organization. For this ask them to search for additional information and present it to the class. Discuss the main features and advantages and disadvantages of each type.

Page 8. Exercise 1. a) 3; b) 5; c) 1; d) 4; e) 7; f) 2; g) 6.

Exercise 2. a, d.

Page 12. Exercise 11. 2) 15 450 528; 3) 18 025 937; 4) 21 225 446

Exercise 7. 1) headquarters; 2) investing; 3) revenue; 4) to compete; 5) subsidiaries; 6) corporation; 7) has run; 8) coverage; 9) range; 10) distributors; 11) multinational corporation.

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File 2

Page 14. Exercise 1.

Show; good; pleasure; worry; bad; could; what; on; appreciate; trouble; know; pleased; how.

1)from $180 000 to over $1 million

2)from 701 064 to 1 030 564, an increase of 47%

3)to reach nearly $2 million

Page 17. Exercise 3. Report; growing; increase; breakdown; reach; forecast.

Page 18. Exercise 5.

b)We believe that sales will fall to $30 000 in year 8.

c)We forecast that sales will rise to $50 000 in year 9.

Page 19. Exercise 6.

Can-Am puts forward arguments a), b), d), e), g), h). Touchline puts forward arguments c), f), i).

Page 20. Exercise 7.

a)forecast; b) potential c) competition; d) costs; e) distribution; f) regulations; g) feasible; h) revenue.

Exercise 8. 1) in; 2) from; 3) through; 4) in;5) -,of; 6) with; 7) about; 8) -; 9) in, of, in; 10) throughout.

Exercise 9. 1) am well aware; 2) argued against; 3) was in favour of; 4) feasible; 5) breakdown; 6) doubled.

File 3

Page 22. Exercise 1.

The corrections are: ‘writing’ (‘for writing’); ‘developed’ (for ‘developped’); ‘in’ (omitted from ‘in the future’); ‘today’s’ (for ‘todays’); ‘from’ (omitted from ‘from today’s date’); ‘Yours’ (for ‘Your’s’).

Page 23. Exercise 2.

The extra paragraph:

On behalf of Can-Am, I would like to acknowledge the part played by Touchline Trading in establishing Can-Am in the UK market, in the last four years.

However, as you know …

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Revision

Page 25. Exercise 1. 1) e; 2) f; 3) h; 4) c; 5) b; 6) d; 7) g; 8) I; 9) j; 10) a.

Exercise 2. Revenue; subsidiary; to market; to run a company; feasible; sales person; to cancel; to resolve; to manufacture.

Exercise 3. 1) about; 2) at; 3) on; 4) on, at, -; 5) down; 6) on; 7) by, of, of, from; 8) in, of, in; 9) with; 10) up of; 11) from, of; 12) through; 13) over; 14) with; 15) for; 16) of; 17) for; 18) in.

Page 26. Exercise 4.

1) advantages; 2) expect; 3) share; 4) rate; 5) forecast; 6) table; 7) range; 8) revenue; 9) to compete; 10) subsidiaries; 11) costs; 12) demand; 13) take effect; 14) resolve; 15) Feasible.

Page 29. Role Play

Teacher’s notes

Activity

Groupwork: speaking

Aim

To invent a company and make a formal presentation of it.

Grammar and Functions

Present simple, present continuous Talking about company profile Giving presentations

Vocabulary

Public image, employ, headquarters, turnover, market share, net profits, main competitor, growing, shrinking, holding steady, a promising product/market, to deal with a problem;

vocabulary of the case.

Time

30 – 45 minutes (depending on class size)

Procedure

1.Tell the students that they are going to prepare and give presentations about companies which they are going to invent. Depending on the students’ resourcefulness, prompt them to choose companies that represent a variety of products and services, small and large-scale concerns.

2.Divide the class into groups of three or pairs.

3.Appoint a secretary in each group to make notes about their decisions.

4.The students invent answers to the questions and make notes.

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5.Once most groups have finished, call the class together. Explain that they are now going to give a presentation of their company.

6.Elicit some of the language they will need

-What are they going to say at the beginning? (Good afternoon, ladies and gentlemen, I’d like to talk about …)

-What are they going to say at the end? (Thank you for your attention. Does anyone have any questions?)

7.Put the students back in their groups to plan a presentation to the rest of the class. Set a time for the presentation, e.g. 3 minutes.

8.Each group gives their presentation. If you have the facilities, you may wish to film

or record the presentations for language analysis. Ask the students to give their comments on their spoken performance with regard of the main criteria:

content and size (ability to maintain communication in English over necessary period of time (here about 3 min.) to cover the topic);

structure ( clearly organized structure which makes it easier for the audience to follow);

language:

fluency (speech without long pauses between words and sentences, repetition of words and false starts to sentences);

range and appropriacy of vocabulary (enough vocabulary to express the meaning which the speaker wises to convey and appropriate selection of vocabulary according to the situation);

simplicity and clarity (clear and simple language for the audience to understand the message;

accuracy (rate of errors in grammar or vocabulary);

visual aids.

This activity may require more time for preparation. Let the students to prepare their presentations at home and let them give longer presentations, e.g. 5 minutes, in class. Introduce the following material to the students to help them to make effective presentations.

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Some Tips How to Make Effective Oral Presentations

Introduction

All presentations have a common objective. People give presentations because they want to communicate in order to:

inform

train

persuade

sell

A successful presentation is one of the most effective ways of communicating your message. And because English is so widely used in international business, a working knowledge of the vocabulary and techniques used in an English language presentation is a valuable asset.

Preparation

With good preparation and planning you will be totally confident and less nervous. And your audience will feel your confidence. Your audience, too, will be confident. They will be confident in you. And this will give you control. Control of your audience and of your presentation. With control, you will be 'in charge' and your audience will listen positively to your message.

Objective

Before you start to prepare a presentation, you should ask yourself: "Why am I making this presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.

Audience

"Who am I making this presentation to?" Sometimes this will be obvious, but not always. You should try to inform yourself. How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large gathering of 400 competitors? How much do they know already and what will they expect from you?

Venue

"Where am I making this presentation?" In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements?

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Time and length

"When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy?

Method

How should I make this presentation?" What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humour for variety?

Content

"What should I say?" Now you must decide exactly what you want to say. First, you should brainstorm your ideas. You will no doubt discover many ideas that you want to include in your presentation. But you must be selective. You should include only information that is relevant to your audience and your objective. You should exclude all other ideas. You also need to create a title for your presentation (if you have not already been given a title). The title will help you to focus on the subject. And you will prepare your visual aids, if you have decided to use them. But remember, in general, less is better than more (a little is better than a lot). You can always give additional information during the questions after the presentation.

Structure

A well organised presentation with a clear structure is easier for the audience to follow. It is therefore more effective. You should organise the points you wish to make in a logical order. Most presentations are organised in three parts, followed by questions:

Notes

When you give your presentation, you should be - or appear to be - as spontaneous as possible. You should not read your presentation! You should be so familiar with your