New international business english students book

  1. New International Business English Student's Book Audio CD Set (3 CDs)
  2. New International Business English Student's Book
  3. New International Business English Student's Book | Angus & Robertson
  4. New International Business English

Student's Book Communication Skills in English for Business Purposes New International Business English is a course for upper intermediate (B2) level. New International Business English Student's Book: Communication Skills In English For Business Purposes [Leo Jones] on *FREE* shipping on. New International Business English Updated Edition Student's Book with Bonus Extra BEC Vantage Preparation CD-ROM: Communication Skills in English for.

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New International Business English Students Book

This bestselling course is the ideal next step for students who have completed Working in English. Fifteen topic-based units cover a wide range of business. New International Business English Student's Book by Leo Jones, , available at Book Depository with free delivery worldwide. New International Business English Student's Book book. Read reviews from world's largest community for readers. While maintaining the first edition's fl.

New International Business English Updated edition is an upper intermediate B2 level course for learners who need to use English in their day-to-day work. Would you like to tell us about a lower price? If you are a seller for this product, would you like to suggest updates through seller support? Fifteen topic-based units cover a wide range of business situations and the course provides frequent opportunity for discussion and thorough vocabulary development. Read more Read less. Frequently bought together. Total price: Add both to Cart Add both to List. These items are shipped from and sold by different sellers. Show details. download the selected items together This item: Ships from and sold by site. FREE Shipping.

The skills training is step-by-step and the open format allows for personalized input. An accompanying cassette is available, whose recordings are designed to improve delivery. It is suitable for learners at the intermediate and upper-intermediate levels, and can be used in class or for self-study. The emphasis is on developing and consolidating practical telephone skills in a variety of interesting and relevant contexts. Activities range from message-taking and spelling practice to role play, providing learners with a comprehensive course in using the telephone in English.

Second edition This has been fully revised and updated to take into account the most important recent developments in the world of telecommunications. It has also been redesigned at a larger format and in colour to make it easier to use for learners working on their own.

The recorded material is available on an audio cassette set or audio CD set. It is particularly suitable for learners at the lower-intermediate and intermediate levels, but more advanced learners who are unfamiliar with business correspondence will also find it invaluable.

The fourth edition of this highly successful course contains thoroughly updated content and includes extensive work on email correspondence. It follows the successful interactive task and feedback approach of the previous editions.

The syllabus is based on the needs of people in work who use English as an international means of communication. It addresses the needs of adults who use English in their professional lives, but who find that general coursebooks are too general, and Business English courses too specialized. The course makes full use of the experience, motivation and skills of working adult learners - units are topic-based with sophisticated international topics appropriate to adult learners.

Students are encouraged to communicate confidently in a range of realistic professional situations, including socializing, making contacts and telephoning, and authentic contexts are used to present grammar structures using a discovery method.

The workbook provides extra exercises on grammar, reading, writing and listening. The content is both broad and comprehensive in scope. The language is up-to-date and relevant to today's business world, covering such topics as e-mails, the internet and e-commerce.

Focuses on advanced level grammar and vocabulary. Each unit concludes with a Case Study task, which involves students in a role-play, simulation or problem solving activity. In Company Powell Macmillan ELT ISBN: In Company has edtablished itself as the English course for professionals because of its immediate results through topic- based content, active skills, and real world tasks that are instantly relevant to everyday business life.

In Company Second Edition builds on the success of the original but is now updated and improved with a host of new features. Mrs Lang: Oh, I know, Tony! Why dont you go off just after lunch, then youll manage to get to the airport on time to meet her at four. Tony: Oh, thank you very much, Mrs Lang.

If necessary, demonstrate the whole conversation again with one of your more confident students while the others watch and listen. Show how the main business phase of the meeting between steps 3 and 4 should be skipped.

As the Visitor is arriving at the Hosts office, he or she should stand up and walk into the office and be offered a seat. Before they role-play a meeting six months later, discuss whats happened so far: What particular difficulties and awkwardness did they encounter? How could these problems be averted next time? Give students who have experience of talking to clients or salespeople a chance to give the rest of the class the benefit of their experience.

Follow-up discussion At the end, ask the class what conclusions they have drawn from this activity: What aspects of small talk do they find difficult? What aspects do they find relatively easy?

Does anyone in the class have any useful tricks that they use when meeting someone for the first time, to break the ice and establish a friendly relationship? And to round off the whole unit: What would you realistically like to be able to do in English by the end of this course? What aspects of your English do you think you need to improve most of all?

What have you learnt from this unit that you will be able to apply in future units and in your daily work? Workbook contents for this unit 34 Unit 1 Face to face Transcript [1 minute] Host: Mary, hello again. Do come in and sit down! How are you getting on? Visitor: Hello. Im fine, thanks. How are you? Host: Oh, very well thanks. Did youerdid you have a good journey? Well, I know Im lucky to be here this soon. Host: Yes, haha.

Right, lets get down to business, shall we? Visitor: Yes, all right. Host: OK, first of all if we could just look at erm. Yes, right. Well, I think thats agreed then. Host: Yeah. Yep, sure. Visitor: Oh, and now I really must be going, Iveer. Host: Sure you wont haveersome coffee or something before you go? Visitor: Oh, no, no, thanks. I havent really got time.

Host: OK, well, see you again soon, I hope! Visitor: Yes, yes, IIm glad we were able to meet. Host: Oh, so am I. UmIll come downstairs with you. Erhave you just arrived? Erno, no, I got hereerit was yesterday morning, but it,its the first time Ive been up to this floor. So, Chris, what do you? Well, Im not very important really. ImerJenny Santinis assistant.

Shes head of personnel have you met her? Oh, yeah. I was introduced to her yesterday. Actually, Im looking for Jim Prices office. Am I on the right floor for that? Erwell, no actually, Mr Price is on the fifth floor. Erif you take the lift over in the corner you.

Ms SmitherId like you to meet Mrs Jones. Mrs Jones is from our sales office in Toronto. Liz Jones: Claire Smith: How do you do, Mrs Jones? Ive been looking forward to meeting you. Oh, please call me Liz. And Im Claire. Well, Liz, did you have a good journey? Yeah, not too bad.

God, there was all this fog at Heathrow, though. Oh no, what happened? Oh, it wasmy flight was diverted to Bournemouth, yeand then we had to go by bus from there to London. SoI didnt get to my hotel till lunchtime, it was crazy. Mr Evans, umhave you met Miss Lucas? Shes from Argentina. Mr Evans: Yes, I think weve met before. Its good to see you again! Miss Lucas: Thats right, hello again. Ermust be, what, a couple of years since we last met?

Oh, even longer four years ago I think. In Miami, wasnt it? Yes, that was an interesting conference! HaWwould you both like some coffee? Oh, yes, please. Black for me. Mrs Green: Oh, thanks a lot, Mr Evans. Erwhite with sugar for me. ErMiss Lucas, erwhereabouts do you come from in Argentina? Oh, was itthats in the north. If necessary, go through the instructions with the class. It all looks complicated but once theyve done steps 1 and 2, step 2 keeps repeating itself.

Meanwhile, the members of the B Team visitors will choose names and places of origin, but they dont need badges. The steps in the Files in the Students Book are as follows: One way of doing this might be switching the classroom lights on and off or rapping sharply on the board, or even using a bell a hotel reception bell is ideal and can be used regularly to interrupt pair and group work. They hand over their visitors and the new pairs strike up a conversation until they receive a signal from you.

First, they should choose names and the colleagues should make badges. Then, exactly the same procedure is followed as above.

F Arrange the class into groups of three or four and get them to ask each other the questions in the Students Book. This is a good opportunity for students to compare their experiences and get to know each others attitudes and personalities.

New International Business English Student's Book Audio CD Set (3 CDs)

At the end of the discussion which could last between two and five minutes, depending on how much the groups have to say on the subject , ask each group to report its most interesting ideas to the rest of the class. There are, of course, no correct answers to these questions but your students may be interested to hear your own answers to some of the questions at the very end of the discussion. Further discussion questions: What might happen if you dont introduce people to each other?

What might happen if you dont mention their position in the company?

New International Business English Student's Book

Is it important that women are introduced with the same weight or emphasis as men? Finally, ask if anyone has any questions or comments on what they have done in this section. Extra activity If you have a smallish, fairly advanced class, you could ask everyone to record their own voices on a blank cassette. Working in groups, each student records a short monologue introducing themselves, as if talking to a small group of strangers: My names. Once they have done this they should pass the cassette to another group who will then comment on the impression they get.

Students who are judged to sound abrupt or unfriendly should be recommended to smile more and be extra polite!

This activity may also be done by students working together in pairs as part of their homework, and would be suitable for a larger class in this case. Steps A and B could be prepared at home before the lesson and if possible the article in C should be read through at home beforehand too. A large wall map of the world would be useful in this lesson.

Vocabulary most of this is in the article in C behaviour demanding chewing disaster manners gymnastic apparently syllable offence demonstrations counterparts aperitif increasingly tricky offensive surname Procedure about 90 minutes A This step introduces some of the principles involved in forming nationality words and introduces some of the one-off exceptions.

It should be done in writing, as spelling is important here. Students could do this alone and then compare what theyve written with a partner. Answers an Australian an Indian a Brazilian a New Zealander a Canadian a Norwegian a Frenchman or Frenchwoman or French person a Saudi Arabian a Dutchman or Dutchwoman or Dutch person a Swede a Hungarian an American Before going on to the next step, make sure students know the names of all the countries that surround their own country and can spell the name of each country and also what theyd call a person from each country and the language s they speak there.

B Students should work in pairs. They may need to consult a map of the world to get ideas if their geography isnt very good!

EU countries: The questions in 3 are intended to direct their attention to the main points in the article if they can answer those, then theyve understood the passage adequately. If you do think they need help with vocabulary before reading the passage, spend a few minutes going over this before they read it but if possible encourage them to read the article before the lesson, so as to save time in class for questions and discussion. Dont worry if your students fail to appreciate the humorous tone of the magazine article its the information content that they should be concerned with in this case.

The article raises serious issues in a light-hearted way. You may feel its necessary to explain some of the vocabulary beforehand see above. Discuss which of the headlines seem more suitable than others the original article was titled Good manners, good business, but When in Rome or I didnt mean to be rude! Problems that business people face is too general, Doing business in Europe seems very dull and Travelling abroad isnt really a relevant headline.

The theme of non-verbal behaviour and body language is taken further in 1. Extra activity You may photocopy the activity in the box below. Part of the purpose of this activity is to explore national stereotypes and re-examine them.

Hopefully, students will agree that its not a good idea to presuppose that everyone from a country is going to behave in the same way but let them decide this together. If, after some discussion, everyone still seems to think that there really is such a thing as a typical Italian, Swede or American, then ask them if they would like to be typecast as a typical citizen of their own nation, or would prefer to be treated as an individual.

National stereotypes are quite dangerous and can hamper developing a relationship with a foreign business partner. Work in groups Some people have stereotyped ideas about foreigners and even about people from other parts of their own country Ask the other members of your group to describe a typical person from: To what extent are such stereotypes useful?

To what extent are they dangerous? Cambridge University Press 1. The speakers interviewed on the recording are speaking naturally and at their normal speed.

Your students will probably need to hear the recording two or even three times. These are authentic interviews, and students shouldnt expect to be able to understand or even catch every single word they hear. Perhaps reassure them on this score.

New International Business English Student's Book | Angus & Robertson

The speakers all work for a software company, but theres no need to have any specialist knowledge of computers to understand the main points they each make. Vocabulary some of these are computer terms, which dont all need to be understood to do the task in A2 accountant generate solve problems day-to-day computer systems hectic tackle a job trouble-shooting be confronted with problems deadlines back-up encounter problems finance data resolve problems business development loose cable hands-on responsibilities challenge programming Procedure about 45 minutes A 1 The purpose of the first listening is to let students get used to the voices and get just some of the basic information from the texts.

Its a good idea to stop the recording after hearing each speaker. There may be a few tricky vocabulary items see above which, although not necessary for answering the questions and getting the gist of the passage, might just cause your students some trouble.

Writing some of these up on the board and explaining some of them beforehand might help to speed up the listening process. Suggested answers 28 Unit 1 Face to face applications environment ambitious prospects Ian McShane is an accountant He is responsible for: Being difficult with people to get money out of them Lesley Trigg is an administrator Her responsibilities are: The people she works with She doesnt enjoy: Not being busy She has to wait for people to generate work 29 1. Transcript [4 minutes 20 seconds] Ian: Im responsible for the day-to-day accounting for the group, covering financial management, management accounting, cash books, download ledger, sales ledger, credit control and so on.

Virtually every day youve got a different kind ofer job to tackle, its always without exception urgent. Im always up against deadlines and therefore Im never bored.

I find the whole of finance fascinating anyway and the whole exercise is very, very interesting. Its not very pleasant being difficult, or having to be difficult with people to get money out of them.

New International Business English

I dont particularly like doing that. My names Lesley Trigg. At Small World I work as an administrator for the international business development group. My responsibilities are responding to correspondence, making sure that meetings are scheduled for the right rooms at the right places. Umalso I deal with organizing peoples travel in the company to various different countries throughout the world.

The most important thing that I enjoy is actually the people that are here in Small World. The people are very friendly and I enjoy the work. I wish at times I was a little bit more busier.

UmI have to wait for people to generate work for me and, as working within the international business development group most of the people actually work inwithin other countries, because theyre going out into other countries to find partners that will assist Small World.

And when theyre out of the country theyre not generating the work for me back in the office, they generate the work when theyre back in the office for me to deal with. My name is Patrick Verdon. I deal with the systems administration for Small World. I think the best description of systems administration is that its a trouble-shooting kind of job, there are all kinds of responsibilities, such as back-up of data, installation of new machines, installation of the operating system and the installation of the product thaterSmall World actually produces.

Its quite a challenge, because theres such a variety of problems: I think the nice part of systems administration is the challenge. Umsometimes its very quiet, but on the other hand you can have a day when its completely hectic and all kinds of different problems come up. So yyoure always being confronted withwith different problems, which is nice. The things I dont enjoy are the routine back-ups of all the data, these take a bit of time.

The other thing that I dont quite like is thethe out of hours concept of system systems administration, because the best time to actually fix problems is when people arent working, which means that ideally we should do that after six when everybodys gone home, so, yes, we can be here until the early hours of the morning at the extreme.

Im Paul Lockwood, and Im one of the training officers at Small World and my job is toumrun and provide training courses for our customers and agents.

The thing I enjoy most about my work isumbeing able to have direct contact with customers anderdirect knowledge of the sort of problems they encounter and how to resolve them. The things I dont enjoy so much is that I feel that II umtend to be spending a lot of time either teaching or preparing training material, and I dont get enough chance to do hands-on programming that I would like to do. I do have to have the skills of programming but what I dont get the opportunity to do at the moment is to actually use them to develop real applications for customers, Im just showing other people how to do it.

Generally speaking, II enjoy my job. II enjoy the company that I work for. Umits a very good environment, a very stimulating environment. Patrick Verdon is a systems administrator this is a trouble-shooting kind of job. His responsibilities include: He enjoys the challenge He doesnt enjoy: He enjoys: Not being able to do hands-on programming He only shows people how to do it B 1 Everyone continues working in pairs to discuss their reactions to the four speakers theyve just listened to.

While theyre doing this, go round offering advice and encouragement. Persuade students who are replying too laconically to expand on their answers. Encourage students without work experience to reminisce about vacation work theyve done, or times theyve helped out in the family business, for example. Rather than do this as a whole class, perhaps rearrange the class into groups of four each pair with another pair.

Each student should tell the new partners about his or her original partner in other words, no one is talking about him or herself at this stage. Before finishing, give everyone a chance to make comments and raise any queries they may have. The reading passage in 1. Social behaviour is an important aspect of dealing with people face-to-face. There may be national standards of appropriate behaviour, but many of these are by no means universal see question 7 in the quiz, for example. Appropriate behaviour partly depends on the various signals you give, mostly unconsciously, to the people you meet: The style of language you use and the words you choose: Your tone of voice Why?

Your expression: The noises you make: Imagine being told by a salesperson: Its very good of you to see me. Now, if I could just take up five minutes of your time. Your body language and the way you stand or sit:

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