BUSINESS

GOALS3
TEACHERS BOOK
Gareth Knight Mark ONeil Bernie Hayden

CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore,

So Paulo
CAMBRIDGE UNIVERSITY PRESS

The Edinburgh Building, Cambridge CB2 2RU, UK

http://www.cambridge.org
Information on this title: www.cambridge.org/9780521613170
Cambridge University Press 2005
This book is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.
First published 2005
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this book is available from the British Library
ISBN-13 978-0-521-61317-0 Teacher's Book
ISBN-10 0-521-61317-5 Teacher's Book
ISBN-13 978-0-521-60362-1 Student's Book
ISBN-10 0-521-60362-5 Student's Book
ISBN-13 978-0-521-61785-7 Workbook with Audio CD
ISBN-10 0-521-61785-5 Workbook with Audio CD
ISBN-13 978-0-521-61318-7 Audio Cassette
ISBN-10 0-521-61318-2 Audio Cassette
ISBN-13 978-0-521-61319-4 Audio CD
ISBN-10 0-521-61319-1 Audio CD

Contents
INTRODUCTION

UNIT 1 On the phone

UNIT 2 Arrangements

12

UNIT 3 Effective communication

16

Review 1

20

UNIT 4 Finding work

21

UNIT 5 Working with others

25

UNIT 6 Performance at work

30

Review 2

34

UNIT 7 Business media

35

UNIT 8 Meetings

38

UNIT 9 Time management

42

Review 3

46

UNIT 10 Advertising

47

UNIT 11 Trading

50

UNIT 12 Reporting

55

Review 4

59

UNIT 13 Presentations

60

UNIT 14 Companies

63

UNIT 15 Changes at work

66

Review 5

71

Tests answer keys

73

PHOTOCOPIABLE SECTION
Optional extra activities

75

Homework

80

Tests

102

UNIT

On
the
phone
1
Transcript

UNIT GOALS
contacting companies by phone
making small talk on the phone

PART A Getting through

language:

trying to get through (Ill call again later)

PART B Starting and ending a call

language:

starting a call (Hi, Stuart. Its Mike)

ending a call (Right, Ill let you get on)

TALKING POINT (page 6)

Check that students understand condent and small talk
(polite social conversation) and then demonstrate the
activity by answering the questions about your own
experience of using the phone in a foreign language. Give
students time to read and think about the questions.
Explain that if they have never spoken on the phone in
English, they should think about when they use the phone
in their own language. Get students to discuss the questions
in pairs, then have brief class feedback to compare ideas.

PART A

Getting through

e Listening (page 6)
Explain the situation in the recording, check that students
know health insurance and Human Resources Director, and
model the pronunciation of the three company names so that
students will recognize them when they hear them. Explain
the headings in the table, in particular Successful? (whether
he actually speaks to the Human Resources Director in each
case). Students should write Yes or No in this column.
Play the recording, pausing after each call to give students
time to write and perhaps check answers together. If
necessary, play it again, but this time without pausing it.
Let students check in pairs before class feedback.
Answer key
Call
1
2
3

Company
name
Logica
GSK
Standard

8 Unit 1 On the phone

Successful? If not successful,

why not?
No
The director is busy.
Yes
No
Mr Watson isnt
available at the
moment.

1
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :

Hello, Logica.
Hello. Id like to speak to the Human Resources
Director, please.
Whos calling, please?
Its Rob Stephens.
Thank you. Can I ask what its about?
My company supplies health insurance. Im sure
your company would be interested.
Im sorry, but the director is busy today. Could I
take a message?
No, its OK, thanks. Ill call again.

2
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :

Good morning. GSK. Can I help you?

Can I speak to the Human Resources
Director, please?
Can I ask whos calling, please?
Yes, this is Rob Stephens from Direct
Health Insurance.
Thank you. Ill put you through.
Thanks.

3
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :

Standard. Good morning.

Hello. Could I speak to Neil Watson, please?
Could I have your name, please?
Its Rob Stephens from Direct Health Insurance.
Is Mr Watson expecting your call?
No. Im calling to introduce our companys
products.
RECEPTIONIST : Well, Im afraid Mr Watson isnt available at the
moment. Could you send a brochure, and he can
call you if hes interested?
ROB : OK. Ill put one in the post.
PRONUNCIATION
For practice of weak forms, you could do
the Optional extra activity either at this point or later (see
page 11).

r Language focus (page 6)

a Get students to work in pairs to complete the sentences.
b Play the recording again and then let students check in
pairs before going through the answers with the class.
As you do this, model the phrases and get students to
repeat them, concentrating on natural rhythm, stress
and intonation. Point out the use of Its as opposed
to I am .

Answer key
1 like to speak
2 Its
3 its about
4 Im sorry
5 Ill call

6
7
8
9
10

Disadvantages it can create a negative image of

the selling company; the selling company could
make a lot of calls to customers who are
not interested.

whos calling
put you through
Could I speak
Could I have
Im afraid

PART B

LANGUAGE FILE 1 >> PAGE 84

Answer key
1 help
2 speak
3 calling
4 names
5 what

6
7
8
9
10

calling
afraid
take
call
send

Starting and ending a call

e Brainstorming (page 8)
Ask students to read the example and then put them into
pairs to make a list. Dont let this go on for too long. Have
some feedback with the whole class. You could write
students ideas on the board.

t Communication activity (page 7)

r Listening (page 8)

Put students into pairs. Student A should look at the

information on SB page 76. Student B should look at the
information on SB page 7. Ask them to read the
instructions for Situation 1, and check that they can
pronounce the names of the people and the organizations.
If necessary, demonstrate the activity with a student. Get
them to role play the situation. Monitor and note any
errors with the telephoning language.

a Get students to read the four tips and see how many of
them are in their list from 1 Brainstorming. Find out if any
pairs had all four points in their list.

Repeat the procedure for the two calls in Situation 2, where

the roles of caller and person answering are reversed.

b Explain that students are going to hear four short

conversations and that one of the tips is not followed
in each conversation.

When everyone has nished, go over any errors that you

noted with the class.

Have a class discussion of the question Do you agree

with them? Depending on telephone etiquette in their
own country, some students may disagree with tip b.
Explain that in the UK its normal to begin with small
talk, but not too much (tip c).

Play the recording, pausing after each conversation to

give students time to decide their answer and write it
down. If necessary, play the recording again.
Let students check in pairs before checking answers
with the whole class.

u Exploring (page 7)
Write the expression cold calling on the board and elicit
possible meanings for it. Dont tell students if their guesses
are right or wrong.
Put students into pairs to discuss question 1. Check the
answer with the class and then ask students to discuss
questions 2 and 3, which can include cold calling at
home. When most pairs have nished, round off with a
class discussion.
Answer key
1 b
2 possible answers
a Advantages the customer doesnt have to go out
and look for the product; the customer gets
individual attention, and may have been targeted
so that the product or service will be relevant.
Disadvantages it is intrusive for the customer
and can waste a lot of time. The product or service
may not be something the customer is interested in.
b Advantages the selling company gets quick and
direct access to individual potential customers; if
well targeted, it can create a lot of new customers;
it can be more economical than other forms of
marketing.

Answer key
1d
2a

3c

4b

Transcript

1
STUART :
MIKE :
STUART :
MIKE :

Hello. Stuart Jones.

Hi, Stuart. Its Mike. How are you?
Hi, Mike. Not bad, thanks. And you?
Fine, thanks. I was just calling to see if you got
the catalogues I sent you.
STUART : Oh, yeah. Thanks. They arrived yesterday. Have you
got any more?
MIKE : Ill check for you. Bye!

2
HUGH :
KAREN :
HUGH :
KAREN :
HUGH :
KAREN :
HUGH :
KAREN :

Hello. Hugh speaking.

Hi, Hugh. How are you?
Er ne thanks.
Good. I heard you were sick last week.
Im ne now, thanks.
And is your wife better, too?
Yes Sorry, whos calling?
Oh, this is Karen.

Unit 1 On the phone 9

3
LUKE :
STEVE :
LUKE :
STEVE :
LUKE :
STEVE :
LUKE :
STEVE :

Hello. Luke Young speaking.

Hi, Luke. Steve here.
Oh, hi, Steve. How are you?
Not bad, thanks. And yourself?
Cant complain. Busy though.
Yeah, its that time of year.
Right.
The summer holidays seem a long time ago now,
dont they?
LUKE : Er, yeah they do.
STEVE : When are you planning to have another holiday?
LUKE : I dont really know. Um, what can I do for you, Steve?

4
ANNA :
SARAH :

Hello. Anna speaking.

Hi, Anna. Its Sarah. Can we meet next week to discuss
your account?
ANNA : Oh. Er, yes, sure, when did you want to meet?
SARAH : How about Tuesday?

t Language focus (page 8)

a Explain that students are going to hear another
telephone conversation and have to decide if it follows
the four tips. Give them time to read the questions. Play
the recording, let students check answers in pairs, then
go through the answers with the class.
Answer key
1 Chris.
2 He wants a copy of the latest sales gures.
3 He offers to email the latest sales gures.
4 Yes.
b Ask students to work in pairs to complete the
conversation. Tell them to leave blank any which they
cant remember, as they will have another chance to
listen to the conversation.
c Play the recording again, get students to check in pairs,
then check with the class and get them to repeat the
key expressions, focusing on natural stress and
intonation. Explain that I cant complain is a standard,
xed expression, and that get on here means continue
(doing what you have to do).
Answer key
1 bad
4 can I do

2 yourself
5 let you get on

3 cant complain

Transcript
MARCO : Hello. Marco Delta.
CHRIS : Hi, Marco. Chris here.
MARCO : Oh, hi, Chris. How are things?
CHRIS : Not bad, thanks. And yourself?
MARCO : Busy, but I cant complain. What can I do for you?

10 Unit 1 On the phone

CHRIS :
MARCO :
CHRIS :
MARCO :
CHRIS :
MARCO :

Have you got a copy of the latest sales gures?

Yes. Shall I email them to you?
That would be great, thanks very much.
No problem.
Right, Ill let you get on. Bye for now.
Bye, Chris.

LANGUAGE FILE 2 >> PAGE 85

Answer key
1
A: Hello. James Owen.
B: Hi, James. Its Paul here.
A: Hi, Paul. How are you?
B: Fine, thanks. And yourself?
A: Not bad. What can I do for you?
B: Im just calling to check when the next
meeting is.
A: Oh, right. Er, its at 10 oclock on Monday.
B: Great, thanks very much. Dont let me keep you. Bye.
A: No problem. Bye.
2
A:
B:
A:
B:
A:
B:
A:
B:
A:

Hello. Claudia Trillo.

Hi, Claudia. Its Teresa.
Hi, Teresa. How are things?
Pretty good, thanks. And you?
Not bad, cant complain.
How was your weekend?
Relaxing. I just stayed at home. What can I do for you?
Oh, I just wanted to know if youve got Saras address.
Yes, but Ill have to nd it. Can I call you back in
a minute?
B: Sure, no problem. Bye for now.
A: Bye.

u Communication activity (page 9)

Divide the class into Student As and Student Bs and put
them into groups, As together and Bs together. Student As
should look at the information on SB page 77 and Student
Bs should look at the information on SB page 9. Get the
groups to work together and plan what to say in each
situation. Point out that the information gives them ideas
for small talk, which they should include in their
conversations. In Situation 2, MBA stands for Master of
Business Administration. Student B thinks that Beatriz is
studying for her MBA at the moment, but she has in fact
recently completed it.
Put the students into A/B pairs to role play the four
situations. Monitor, but only intervene if there are
communication problems. Note down any errors.
When everyone has nished, get pairs to act out one or
two of the situations for the class. Go through any errors
that you noted with the class.

i Culture focus (page 9)

The main cultural differences in the area of telephoning
depend on how direct or indirect a particular culture is. In
more direct cultures, there will be little if any small talk; the
two people will get straight to the point and end the call as
soon as business is dealt with. At the other extreme, some
cultures will begin and end the call with lengthy greetings
and farewells, and a substantial amount of small talk may be
the norm, either before or after the business part of the call.
a Ask students to look again at the four tips on SB page
8. These apply to typical calls in the US or UK. Give
students time to work individually and think about the
questions. If you are familiar with the students culture,
you could give them one or two ideas if necessary.
b Put students into pairs to discuss their ideas. If you have a
multicultural class, pair students from different
backgrounds. In a monocultural class, pair students from
different companies or different parts of the country if
possible. If your students are from the same company, they
can still discuss their ideas it is sometimes surprising to
see how differently students view their own culture!
Have some class feedback to compare the ideas that
students discussed.

Homework (see worksheet on page 80)

This article gives tips for good telephone etiquette.
1 The rst task requires students to read the advice (15).
Once they are familiar with the sentences, they scan the
ve paragraphs of the article and match each of the
sentences to one of the paragraphs.
2 For the second task, students should read the questions
rst and then read the text to nd the answers.
Answer key
1
1d
2b

3a

4e

5c

2
1 F If you answer a colleagues phone, say that
persons name in your greeting
2 T Be polite to the gatekeepers Learn and use
their names.
3 T remind the other person of your previous
conversation or contact.
4 F make notes during phone conversations.
5 T some of the most powerful business
relationships exist between people who have never
seen each other.

OPTIONAL EXTRA ACTIVITIES

Pronunciation
Weak forms
You could do this activity after A 1 Listening on SB page 6.
The schwa sound // is frequently used for unstressed
vowels in spoken English. Write the following on the board,
without the underlining showing the unstressed vowels:
Can I talk to John, please?
Say the sentence as naturally as possible. Ask students to
notice how you say the vowel sounds in Can and to.
Tell students you are going to play the second conversation
from Part A. Ask them to look at the transcript on SB page
116. Tell them to listen to the recording and mark every
vowel where they hear the // sound. Play the recording.
Get students to compare answers in pairs before going
through them with the class, perhaps playing the recording
again and stopping it after each line. Point out that can is
usually unstressed in questions, but that the receptionist
doesnt stress it in his second question.
Answer key
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :
RECEPTIONIST :
ROB :

Good morning. GSK. Can I help you?

Can I speak to the Human Resources Director,
please?
Can I ask whos calling, please?
Yes, this is Rob Stephens from Direct Health
Insurance.
Thank you. Ill put you through.
Thanks.

Unit 1 On the phone 11