He's a specialist in change teadership. Check students understand what he does He helps companies deal with change. Ask students: What is the opposite of big? Write the phrase on the board. Te[[ students that they are going to hear ieremy talk about his job and that the listening witl be in three Ask students to work in pairs, taking it in turns to ask parts. Reassure students that they don't need to and answer about the opposites. However, you may wish Point to various objects around the class and ask to pre-teach key words that you think your class students to ca[[ out adjectives to describe them.

Write on the board: He is on employee they can to describe it e. Say an adjective and ask students to Ptay the first part ofthe interview recording 1. Ask students to correct the sentence ffi He is a consultant and he runs his own business. Then draw a Books open. Get students to read through the house on the board.

Elicit another statements. Ctarify where necessary. Play the recording again and get students to say Hightight the words in brackets at the end of each which statements are true 2,3 and 4. Ask them to sentence. Make sure that students are aware that correct the first statement while you write it on the although some of the answers can be expressed in board Qeremy often works on his own.

Ask students to suggest some adjectives to describe '. Ii Ask students to comptete the sentences in pairs. Dictate these adjectives to the class: 4 It's too slow. Ptay the recording and ask students to tick the adfectives they hear complicated, fost, difficult, 7 It's too expensive.

Give students time to [ook at the notes. Play the recording headphones, screen. The photo in the Course Book again and ask students to comptete the notes. Check answers around the class. You could ask one Books open. Get students to quickly read the three or two students to read the completed notes.

Reassure students that they don't need io m 1 change 2 equipment 3 property 4 prices understand every word in the three texts. Point out that not all the problems are z, mentioned in the texts. Check answers around the m Read through the questions with the class. Encourage the class to calI out the ffi Ask students to undertine the adjectives in the three words that they think describe work in a catI centre. Write these on the board. Write the question on the board Whot are workplace or ptace of study.

Ask students Focr-rs on the example. Ask students to suggest other to work in pairs and suggest problems that a person ways to ask the question Whqt problems do you working in a cal[ centre might have e.

This coutd be a good s Books closed. Ask the ctass to call out any question opportunity to teach appropriate responses e. Oh words they know and write them on the board. Look at the example together. Does he go? Circulate and help where necessary. Check the answers around the ctass. Point i out that the auxitiary do is not used with fo be. Write : 3 How often do you travel abroad?

You have on office. She lives in Milon. They work for Microsoft. Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan. They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions.

Check an offrce? Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend? Give students time to read Point out that a conversation often starts with one or their rote cards.

For example:. A Demonstrate the activity with a confident student, A: Do you like sport? A: What sports do you play? B: Tennis and footboll. Circulate and help where needed.

Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together.

He has an iPad. He doesn't have a are false. He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams.

Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations. Yes he does; Does he have an iPhone?

Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass. Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class. Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information. They then listen to four short phone calls.

The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions. Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board. Ask students to look at the audio script on page to check.

As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help. Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat.

This would be a good point to tell students how important it is to prepare before making telephone calls in English. You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access.

On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different. Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment.

Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest. Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor. Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there?

Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries.

Get students to work in groups and discuss the Seating Germany: wait until you are questions. Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is..

Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed. Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e.

Can they add any other advice? Give students time to prepare their talk. They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about. Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs.

Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a. I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business.

This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework.

Students listen and answer questions about traveI information. Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections. The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B.

Atthough safer than a canoe, this can stilt pose hazards. Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows.

This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places. The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains.

As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible. Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or purchasing lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies.

Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air. But the ftight from San Francisco to Chicago took 23 hours. So, despite any disadvantages, modern air travel remains the quickest option available. Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups.

Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again.

Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation.

Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit. Students connected to stations and airporis e. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions.

Ask the questions again. How many ::, Look at the examples together. Draw attention to times and numbers can the class remember? Open don't mind : don't distike , which may be new to books again and check. Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort.

Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs.

Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding. Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed.

Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight.

The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA. Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class.

Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things. Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B.

Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone? This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page On the board, write: He can speak English. Eticit the negative He can't speok English.

Model the pronunciation of cqn atthe order first and to [ook at the question with con. Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue. Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board. To make this more diificult, ask Highlight the example. Encourage students to ask students to cover the diatogue to see ifthey can you similar questions.

Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak? After a few minutes, ask atl Student As to move and sit next to a ffi ''': new partner. Repeat this two or three times and keep the pace brisk. Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation.

Go through the answers as a class and go over any p Read the brochure again as a whole class. Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together. Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs.

Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet. Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary.

Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[. What facilities do they [ike? What to work out which response is required. All rooms have high-speed I internet access. Reading: Business hotels : 2 No, you can't. The hotel doesn't have an Students read about a hotel and ask and answer : outdoor poo[, but it has an indoor poo[. The hotel has two rooftop courts.

The Musashino serves , apanese food. Ask students to name some hotels that they know. Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte. Ask students what facilities they expect to find in a business hotel. You can take the airport limousine direct to the hotel.

Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner. Have a brief feedback session with the whole class. Get students to read through the brochure again to u find the information.

Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see. Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the. Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary.

Students practise the Books closed. Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board. Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. Are there any meeting rooms? Monitor and hetp where needed. Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler.

Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist. Ask students what information Simon No, there isn't and No, there aren't. Receptionist: single or doubleT number of Look at the example and then do items 2 and 3 with nights? Read the questions with the class and Ask students to comptete the exercise individuatty.

Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check. Ptay the recording while students undertine the 3 There aren't any aiste seats available. Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner.

Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary. UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight.

Te[[ students to use the information on their role cards to role-play a telephone conversation. Give students a few moments to look at the information and prepare. Encourage students to sit back to back to simulate a telephone situation. A conference centre in Vienna, Austria, has requests for conference rooms from three companies. Ask one or two pairs to come to the front and act out one of the conversations.

Circulate and help call with the finalconference organiser. Have a feedback session with the whole class, lf pairs ::r Ask check questions e. How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals?

Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e. Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants. I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board. Jgtat ::' Now ask students to choose another company and Task write an e-maiI individually.

Read through the questions in the first part ofthe. Ask students to work in pairs. They are going to :;r Ask students to compare their e-mails.

Encourage students to make notes about their i decisions so that they can use them in the next part : One-to-one of the task.

They wilt : Now ask your student to read their e-mail in the same way and you 8u9ss the company. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries. This does not include Vocabulary: Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk.

Lesson 2 Reading: Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia. Lesson 3 Language focus 2: Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much.

Lesson 4 Case studv: Which restaurant? Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour. Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant.

For a fast route through the unit focusing mainly on speaking skitls, just use the underlined sections, For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students. UNIT 5. The fashion for eating out in restaurants was adopted by the upper classes during the French Revotution. Many Engtish words relating to eating out are adopted from the French hotel, caf6, menu, chef, elc. Later, the migrations of the 20th century proved fertile ground for mingling cuisines, arrd a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.

TE Codes of eating vary from culture to culture. An American wit[ be amused to see a British person Iz struggting to balance peas on the back, rather than the curve, ofthe fork. A European witl retain rn. The order in which food is served also differs from country to country. The diners serve themselves by transferring smal[ amounts of food from communa[ bowts onto their own plates. Anthropotogist Robin Fox believes that 'doing [unch' has tittte to do with business and everything to do with status.

The traditional concept of a business [unch or dinner has broadened to encompass other meals. First there were breakfast meetings, fottowed by a trend in the USA to have meetings over afternoon tea. Whatever the context, it is important to check what etiguette is expected and what behaviour is acceptabte. Turn off mobile phones and be polite and attentive.

I , breokfost o With the whole class, run through the countries in o z supper the box and ask the students to make adiectives from them. Discourage students from using English as the z o lunch ad jective for the UK. Keep this brisk. What time do they eat it? What time do they eat the other meals? Do they usuatty have lunch? You may wish to tell students that with the more How long is the normal [unch break in their country?

Overview : Circulate and monitor. Tell students that you are going to look at [anguage for food and entertaining today. Ask them to look itu tua at the Overview section on page Poinl to each heading and eticit or exptain a littte about each. Point rl: With the whole ctass, match the dishes and to the sections you wilI be covering in this lesson, adjectives. Hightight the exampte sentence, then do item 2 together to demonstrate Snoils are a French dish. Quotation ,; Read the quotation with the ctass.

Check students Ask students to make sentences in pairs. Ask students to say Check the answers around the ctass. Ask spaghetti - ltalian; goulash - Hungarian; burger studenis what happens in their own cultures - are - American; paella - Spanish; sweet-and-sour- conversations kept until after the meat is finished, or chicken - Chinese; faiitas - Mexican do they go on during the meal?

Are there any that students the food and conversation made it a good or bad disagree with? Ask them to think of meals they have Get students to catI out any other typical dishes that had in restaurants with business colleagues, friends they know tett them not to say the country that the or famity. Write ideas on the board, pausing and asking students to help you spell the words. Ask the rest ofthe class to guess what country each dish comes from. Check students understand business breakfast and entertain.

See ifstudents can add any more live in the sea, including those that have shells, such items to each category. Fish con live in rivers, lokes or.! Hightight the example. Describe an unusual food that you have tried. Ask the class to guess which country you tried it in. Divide the class into pairs and tell students to choose Ihe add ene out end, er.

Encourage the ctass to use tried. If Quickty ask five of the pairs to give the answers. Ask students to work in pairs and describe the unusual food to their partner. The others are kinds of meat. The others are kinds of where they tried the food. The others are kinds of fruit. Do the exercise with the whole ctass. The others are kinds of vegetabtes, 1 menu 2 bill 3 check 4 receipt : A. Try to eticit the three parts of a menu for the same thing. Consolidate the vocabulary by saying: Books open.

Quickly check students' understanding It's the stort of the meal, whot do you ask for? After you ' Ask students to complete the exercise individuatly. Ask the ctass to , Check the answers around the class. Ptay the first part of the recording and ask: How mony people ore speoking? Look at the dishes on the menu. Ask students which countries the main courses are from tr taly, Spoin ond Jopan.

Draw attention to the example. Ptay the first part of the recording again and pause to ask what the man e Give students time to read their rote cards. Explain that Student A starts the conversation. To extend the activity, ask the class to turn to the audio script on page 1, Play the conversation again white students read.

Write fast food and fast-food Ask students to read the conversation with a partner, restouronts on the board and ask students to suggest then to adapt the conversation, substituting their types of fast food and any fast-food companies own choice of dishes. Write their suggestions under the correct heading. Ask students: Do you like fast food? Altow students to work in pairs for a few minutes to discuss the three questions, then briefly ,3 Highlight the example and elicit which sentence open up the discussion to the whote class.

Get students to put the remaining sentences into the correct order. Write the question on the board. Encourage students Ask students to compare answers with a partner. Write the opinions on the board. Ask students which sentences are used market. That was o lovely meol. I reolly enjoyed it. Ask which sentences are used when the person doesn't want u anything etse to eat No thanks.

Doing it before witl hetp students to own [anguage? Ask students to work in pairs and read the dialogue. They can use the menu in Exercise E or write their own menu.

Do the first question with the whote some coke? Ask students to tick the correct sentences. Check around the class. Focus on one ofthe restaurants and ask students to suggest ways ' Choose a pair of confident students to read the to improve the design or the menu. Write suggestions conversation to the ctass.

Students listen to a two-part interview with leremy Keetey as he talks about how he entertains clients. Write on the board: Entertoin business Nominate two or three pairs to present their ideas to contocts. Ask students to suggest places where they the ctass. Write suggestions i;.

Point to the picture of Jeremy Keeley and ask ,, Read through the Language focus box together and students if they remember hearing him speak in clarify where necessary. Unit 3 page Check answers with the class. Refer students to the Grammar Keeley entertains clients. Much and Play the first part of the recording and elicit whether mony are often used in questions and negatives. Do the same with the second and encourage students to correct the ln pairs, ask students to tick the countable nouns.

With the class, go through the tist and ask students Play the finaI two statements and ask students to to catl out whether the noun is countabte or answer. Elicit answers around the ctass. Do item 2 together to embarrass the clients. Ask students to correct the mistakes using a lot of, many or much.

Point out that some sentences have more than one possible answer. Check answers around the ctass and spend time Ask students to work in pairs or small groups. Tel[ ctarifying where necessary. There's and encourage groups to explain their choices. TelI students to comptete the questions with many or much. Jeremy says set m kr;;;;;in"r. Ask them, don't assume. Plan it carefully and then relax.

Get the pairs to take turns to ask and answer the Resource bank: Listening page questions. Students take nart in a role nlav Do this briskty with the whote ctass. Read the first r'-t where ""-' thev discuss how to entertain a group of visitors. Ask students to discuss the question in d Why don't we we goula How about UI ,,,?

See if students can add any additionaI activities to Read through the Useful [anguage box with the ctass the tist. Circulate and hetp where necessary. Ask students to correct the statement One person likes the idea of visiting a castle, the other wants to do something ln groups of three, students discuss their ideas.

Each group decides on the best way to entertain the : Check the answers together. Hsk each groupto presenr their iciea to ihe class. Pierre's ln one-to-one classes, you can take one ofthe ; is always busy fr , The Grond Hotel isn't expensive rotes. Use the information on pages and Get students to say the sentences.

Encourage them to copy the intonation in the listening. Play the recording again if students need to check. Ask students to Background n s hetp you write an e-mail inviting a new teacher to dinner there.

Ask students to name the three m best restaurants in the area where you are. Clear the E7 get to? Do you need to book a table? Give students a few minutes to read through the information.

No, it's an lndian restaurant. Where is it located? Task Divide the class into groups of four. Attocate or get each student to choose one ofthe role cards.

Give students time to study the rote cards individuatly and read the restaurant information again to decide which is best for their customer. Get students to discuss their choice with their group. Encourage students to give reasons why they prefer their chosen restaurant. Tetl the groups that they must decide which restaurant is best for atI four customers to visit together. Have a feedback session comparing the groups' opinions.

One-to-one Atlocate or get your student to choose a role card. You take another. Give your student time to read the restaurant information again to decide which is best for his or her customer. Then discuss the choice of restaurant with your student and decide which is best for both your customers.

To extend, ask your student which restaurant they prefer for themselves. Which restaurant are they most and least likety to visit? Buying and setting 5 6' r Lesson 1 Starting up , Practice File zn m Eoch lesson excluding cose Students listen to three peopte talk about where i Vocabutary page 24 studies is about and when they buy products.

This does not include Vocabulary 1: Choosing a product qdministration and time spent Text bank Students find vocabulary in an advert for an goi n g th ra ugh ho mework. Reading: A success story Students read an article about Japanese ctothes retaiter, Uniqto. Lesson 2 Language focus 1: Past simple Practice File Students complete a report on a sales trip using Language review page 25 the past simple.

Resource bank Listening Listening: How to sell page Ros Pomeroy, a management consuttant, gives advice about sales. Then they role-play being the buyer and setler at a trade fair. Lesson 4 Case studv: NP lnnovations Resource bank Writing Each case study is about j0 NP lnnovations is a group of stores in Seattle page minutes to 7 hour which sells gifts for the home, office and trave[. Practice File Students listen to a discussion about products. Writing page27 Then they work in groups and describe products.

Writing Students write an e-mailto the manufacturer of one of the products asking them to send a catatogue, price list and sampte.

They also ask questions about detivery dates. For a fast route through the unit focusing mainly on speaking skilts, just use the underlined sections. For one-to-one situations, most parts of the unit lend themselves, with minimaI adaptation, to use with individuat students. Now advertisements pop up as text messages.

Goods can be ordered by mail order. We can compare prices, get quotes, check if an item is in stock and place an order without moving away from our computer screen.

A modern sales force uses a mixture of tried-and-tested w C techniques and new technology to increase sates. The foundation of modern sales techniques Iz, was developed in the s and includes gaining the client's interest, buitding desire by showing product features or giving samples, increasing conviction by comparing the product with m , competitors or using statistics to hightight benefits and, finally, ctosing the deal, , EP One of the main strategies lor buitding a sotid customer base is through relationship se[[ing.

So it makes sense to find ways to encourage customer toyalty. Most people react with suspicion to hard-sell, high-pressure techniques, even ifthey are genuinely interested in the product. The salesperson listens carefulty to the needs of a client and works with them to find solutions taitored to their requirements. This involves maintaining regutar contact and buitding trust by keeping promises and being accessible when a customer needs hetp.

This encourages word-of-mouth referrals which can lead to additional sates. Where a real relationship exists between client and supplier, competitors find it more difficult to entice customers away with promises of lower prices or speciaI deats. Modern technotogy complements this approach. A Customer Relationship Management system CRM uses software to track interactions between the customer and the departments within the company which are supptying goods. Marketing, Sates and Customer Services can cotlate and access information about customers in order to address their needs quickty and efficiently.

Another modern sates technique is called high-probability selting. This uses a detailed series of questions to focus efforts on ctients who activety require the product or service that a company has to se[[.

This saves the clients time, and the sales team does not need to prepare a detailed proposat that is untikely to be accepted by the potential customer. Sales techniques need to be adapted in accordance with each customer profile. The most effective techniques use technotogy to modernise traditionaI customer-care methods. The clients are encouraged to feel that they are more than f ust a signature on an order form.

Students repeat nternet weeks I z, the activity. Find out who remembered the most items. Write them on the board and elicit where you movies :. Tell students that they are going to study the Tetl the ctass where and how often you buy the language for buying and selling today.

Point to each heading and eticit or explain a little about larhere and how often they buy the products. Ask students what Stitt in their pairs, ask students to talk about two thev know about l. Ask a pair to tett you the products they chose and He is famous for his art collection which became the ask the ctass to guess how often the two students J. Open the discussion to the whote class.

Write the products on the board and encourage students to say where they prefer to buy them and why. Ask students to tell their partner about something Vocabulary 1: Choosing a product that they bought recentty. Students look at vocabulary for buying and selling different products. Write on the board: buy online. Ask the class to call out things you can buy online and write suggestions on the board.

Read the advert with the class. Do item 2 together to ,, demonstrate low deposir. Eticit or pre-teach any vocabutary your ctass may have a problem with e. Ask students what the term globol componies means companies thot operate in mony different countries Ask students to cat[ out whether the buyer or seller o z says them. Ask students if they can think of any examptes e.

Write their ideas on the board. Ask them to say a little e lf your class doesn't feel comfortable calting out the about the company what it se[[s, where it is based, etc. Continue as above, except Write Uniqlo on the board and get students to say students hold up the paper to indicate who says each anything they know about the company. Write the following on the board: lf they need more hetp, draw students'attention to a in a shop the photo in Exercise C.

Ptay the recording and ask the ctass where the Encourage them to use dlctionaries to help. Go through the questions and possible answers with the ctass and clarify any unfamitiar vocabulary.

Pause to elicit the answer to the first question fxz. Ptay the restofthe recording and ask students to Ask students to scan the article quickly and undertine underline the correct answers. Write the numbers on the board. Say the numbers with the class. Ask students to explain what each one refers to.

Does everyone agree? The world's smallest whale population? Biology Letters, Brownell Jr. Download PDF. A short summary of this paper. Downloaded from rsbl. Paul R. Brownell, Jr and Phillip J. Clapham Biol. Right whales have since been so rare doi All encounters have been on the southeastern Bering Sea Paul R. A sufficient sample size of identified individuals Kelly Robertson2, Brenda Rone1, Juan has now been accumulated from both genetic and Carlos Salinas2, Alexandre Zerbini1, Robert photographic methods to allow mark —recapture analy- L.

Brownell Jr3 and Phillip J. Clapham1 sis methods to be applied to both datasets. Today, the species remains extremely rare especially in the eastern North Pacific. Here, we use photographic and genotype data to calculate the first mark— recapture estimates of 2. Aerial surveys occurred in — and in We also esti- — aerial surveys were documented in LeDuc et al. Sea subpopulation, other data suggest that the Oblique identification photographs were taken on surveys in [8], in [9], and in NMML conducted right whale ship total eastern North Pacific population is unlikely surveys in the Bering Sea in and , but did not detect to be much larger.

Its precarious status today— any right whales in those years. However, as noted below, right- Keywords: North Pacific; right whale; Eubalaena side identifications were excluded from this study to preclude the occurrence in our analysis of a single whale as two individuals. Photographs of both the The first whalers to arrive in the Gulf of Alaska in the left and the right side of the head were not always obtained in each mids spoke in hyperbolic terms of the number of ship encounter.

As more left-side oblique identifications were avail- right whales they saw. While the historic abundance is able, a total sighting history was created using only aerial and left- side identifications, resulting in photographs being available for the uncertain, there is no doubt that North Pacific right analysis for the years , , , , and elec- whales were then abundant throughout much of the tronic supplementary material, table S1.

In the time-dependent North Pacific from North America to the Okhotsk models, capture probability was fixed to zero in the years for which Sea and Japan. Biopsy tissue samples were obtained on surveys conducted in , [8], [10] and [9]; electronic supplementary Despite international protection agreed in , in material, table S1.

Photographs and biopsy samples of North Pacific the s, the USSR killed right whales in the right whales have not been linked in every case in the field. There- Gulf of Alaska and Bering Sea [3].

These catches, fore, there is not necessarily any direct correspondence between photo and genetic identifications in the same year. Methods used for the genotyping of indi- probably a small but slowly increasing eastern viduals, with minor modifications, are those described in LeDuc et al. Each sample was sexed according to the methods described Wade et al.

Locations in the Bering Sea and Aleutian Islands of eastern North Pacific right whales individually identified a through genetics or b through photographs. Lines connect sightings of the same individual in different years. The pentagon shows the critical habitat established by NOAA in The sex of each whale was The photo-identification estimate of capture prob- determined from genetic methods, so in the genetic dataset, a sex- ability was 0. Give the appar- ent differences in the number of males and females [9], one genetic estimate was 0.

The additional model was specified for capture probability—an additive best model in the photo-identification analysis had a model between sex and year. AICc was used for model results of the best model are considered here. The selection. In the genetic results, several models had AICc model weights. Eighteen unique individuals were The photographic and genetic abundance estimates identified from photographs of callosity patterns and reported here are in close agreement, and represent scars, with 10 resights across years involving five the first such estimates for the eastern North Pacific individuals electronic supplementary material, right whale population.

The estimates may relate to a table S2b. The full model selection unlikely that the eastern North Pacific population is results and parameter estimates are presented in elec- much larger than these estimates suggest.

Extensive tronic supplementary material, tables S3 — S6. As illegal Soviet whaling also occurred in the Gulf of Biol. This research was conducted under NMFS rently found there; visual sightings are extremely rare, permits — and —