CATEGORIES:
BiologyChemistryConstructionCultureEcologyEconomyElectronicsFinanceGeographyHistoryInformaticsLawMathematicsMechanicsMedicineOtherPedagogyPhilosophyPhysicsPolicyPsychologySociologySportTourism
Career plansTraditionally, milk and dairy products have been considered products with a highnutritional value because of their content of high-quality proteins and the largevariety of bioavailable nutrients. Dairy products therefore offer an excellent matrixfor functional foods. Important examples are fermented dairy products with prebiotics,probiotics and peptides that inhibit the conversion of angiotensin I (ACEinhibitingpeptides) in the blood vessel wall. Also, milk with added nutrients forspecial target groups (including infant formulas and preparations) has gained popularity.Milk and whey are also used as sources of bioactive ingredients and dietarysupplements. Examples here are milk proteins (caseins and whey proteins), bioactiveproteins (e.g., lactoferrin, lactoperoxidase, growth factors and bioactive peptides[ACE-I-inhibiting peptides, casomorphins, immune-enhancing peptides, casein glycomacropeptide, tryptophan and cystein peptides], and lipid fractions [phospholipidsand conjugated linoleic acid isomers (CLAs)]). The reader is referred to Schaafsmaand Steijns (2000) for a detailed review of dairy ingredients as a source of functionalfoods. Taken together, it is not surprising that dairy products have a dominant positionin the functional food market. Thus, it is remarkable that, to the authors’ knowledge,no efficacy dossiers for functional dairy products have been submitted to EU regulatorybodies for evaluation. For the success of these products in the long term, suchdossiers should be prepared and submitted.
Career plans Focus Writing about possible developments in your career Level Elementary – Advanced Preparation Write on the board, or photocopy and distribute, the text in Box 5. Box 5 Career plans Over the next few years I intend to . . . And I’m going to try to . . . If possible, I’d also like to . . . And I hope to . . . , although I know it won’t be easy. Procedure 1 Establish a clear business/professional context: students are writing about how they can develop their careers, not about their personal lives. 2 Ask students to write 1–2 sentences to complete each sentence beginning. Follow-up Students read out their sentences, explaining in more detail and answering questions.
2.3 Logos Focus Discussing company image Level Elementary – Advanced Procedure 1 Draw 2–3 well-known logos on the board. For example the London Underground logo: Other logos that are easy to draw include McDonald’s ‘golden arches’, the Nike ‘swoosh’ and the Shell ‘seashell’. 2 For each logo, ask the students: Why is it effective? What does it represent? What image does it give of the organization? Follow-up Ask a few volunteers to draw their company logo on the board and explain it. 2.4 SWOT analysis Focus Identifying strong and weak points of your company Level Intermediate – Advanced Preparation Draw on the board the diagram in Box 7. Note SWOT stands for strengths, weaknesses, opportunities, threats Procedure 1 Check the students understand the vocabulary (strengths = strong points; weaknesses = weak points; opportunities = future chances; threats = future dangers). Explain to students that a SWOTanalysis is a common way in business to get a very quick ‘snapshot’ of a company and its market. 2 Ask the students to think of one item for each box for their own company. Then, as they are ready, they come to the board and write up their idea. Make sure you have several board markers available so that several students can write at the same time. You will finish with a list of items in each box. (If some students haven’t written anything for weaknesses, then don’t force them to – they may feel it is disloyal.)
Note: Some items to feed in if the students can’t get started are given in Box 8.
Follow-up Students discuss and compare their ideas. Variation Students can do a personal SWOT analysis for learning English: – What are your strengths in English? – What are your weaknesses in English? – What are your opportunities for practicing English? – What stops you getting better (e.g. using L1 in class too much)?
3.1 Product profiles Focus Describing products Level Elementary – Advanced Preparation Write on the board, or photocopy and distribute, the text in Box 10. Box 10 Product profiles It’s made in . . . (country of origin) . . . It’s sold . . . (distribution channel) . . . It’s advertised . . . (media) . . . It’s in the . . . (ˆ40 to ˆ50) price range. I bought it because . . . (your own reason) . . . Procedure 1 Ask the students to pick a personal possession they have with them which they can describe, e.g. a mobile phone, a laptop, a watch, a jacket, a bag. The object needs to be in view, but the students should keep their choice secret. 2 Tell them to write a brief description of the object, using the sentence beginnings on the board. They should be careful not to include information that makes it too easy to identify the object. 3 Collect in the pieces of paper. Read out one or two at random and ask the class to guess which (and whose) object is being described. Follow-up Ask students to write a fuller description of their object, using their dictionaries to help them. They should focus on the vocabulary needed for size, shape, materials, design, function, features, etc.
3.2 USP Focus Discussing the main feature of a product or service Level Elementary – Advanced Procedure 1 Write up on the board the letters USP and elicit or give what they stand for: Unique Selling Point (also Unique Selling Proposition). 2 Check the students understand this phrase: a USP is some feature of a product or service that no other competitor product has; it is therefore one of the main reasons that a customer would buy or use it. 3 Ask students to write down the name of their main product or service and one of its USPs. 4 A few students explain their USPs. Follow-up • The students answer questions from the group. • Other students explain their USPs in later lessons.
4.4 Brand associations Focus Exploring brands and brand images Level Elementary – Advanced Procedure 1 Write a well-known brand name on the board (e.g. Coca-Cola, Microsoft, Gucci, Disneyworld, Toyota) and ask students to brainstorm the feelings, ideas and images that they associate with it. Encourage them to do this as quickly as they can without much thinking. 2 Explore with students where these associations come from. How much are they to do with the company’s advertising? 3 Repeat for another, contrasting brand. Follow-up The above activity can be used to set up a lesson on marketing or advertising.
4.5 Magazine pictures Focus Discussing advertising images Level Elementary – Advanced Preparation Bring in a selection of magazine pictures without any text (you can have them already pasted onto A4 paper). Note The pictures should be general, non-commercial ones, not already used as adverts and not clearly featuring a particular product. Procedure 1 Give each pair of students a picture and ask them to decide on a product it could be used to advertise. 2 Students discuss in pairs how the picture could be used and then hold up their picture and tell the group which product it could advertise. Follow-up • Students explain why they chose that product for that image. Then they vote on the best idea. • Look at some pictures that are already used as adverts. Explore in a class discussion how the picture represents the image of the brand.
5.2 Describing trends Focus Describing and explaining changes Level Intermediate – Advanced Preparation Prepare the board work in Box 14, with because written more boldly or in a different colour. Include the sketch graph as part of the board work. Alternatively, photocopy and distribute Box 14. Procedure 1 Ask the students to choose one of the topics in the list on the left-hand side of the board, and then draw a very simple graph to show its fluctuations. Refer to the graph on the board as an example. Numbers on the vertical axis are not needed, but the horizontal axis should show the timescale (months/quarters/years). One minute should be enough to sketch the graph. 2 Divide the class into pairs. Tell the students that they should use their graph to describe and explain the movements up and down to their partner. They should try to use expressions from the board.
Follow-up Regroup the students into new pairs. They repeat the exercise, but this time their partner should ask questions to force them to explain in more detail (and there is no time limit). You might want to elicit some phrases to the board first: Can you explain that in a little more detail? What were the reasons for that? Can you be a little more specific? I’m sorry, I don’t understand. Can you go over that again?
5.3 Pelmanism Focus Describing financial trends Level Intermediate – Advanced Preparation Make a set of cards of synonyms using useful terms from business (an example of one set is shown in Box 15, which you could photocopy onto card and cut up). You will need one set for every four students. Note It is important to use card, not paper, as the words must not show through.
Procedure Shuffle the cards so that they are in a random order and lay them face down on a table. Students take it in turns to turn over two cards. If the words are exact synonyms (as in the pairs on the same line above), the person who turned them over keeps them. If not, they turn them back, and the next person turns over two cards. The aim of the game is to pick up as many matching pairs as possible. Follow-up You might explore the many other synonyms of these words.
5.4 Spending, wasting, saving Focus Writing about costs and budgets Level Intermediate – Advanced Preparation Write on the board, or photocopy and distribute, the text in Box 16.
Procedure 1 Establish a clear context for each student. For example, some might prefer to write about their department or their functional area (sales, marketing, production) rather than the company as a whole. 2 Ask students to write 1–2 alternatives to complete each sentence. Follow-up • Students read out their sentences, explaining in more detail and answering questions. • Students use their ideas (including any clarifications and further ideas from the follow-up discussion) to write a short report on budget control in their company. Variation Substitute time for money in Box 16.
5.6 Financial statements Focus Looking at the profit and loss account and balance sheet Level Intermediate – Advanced Preparation Write on the board in random order, or photocopy and distribute, the words in Box 17.
Procedure 1 Ask the students to sort the words into profit and loss account and balance sheet. 2 Check the answers, then for the remaining time ask the students to put the items in the profit and loss account into order. See answers in Box 18.
Note: Stockholders’ equity refers to share capital and retained profit.
5.7 Investment portfolio Focus Discussing investment strategies Level Intermediate – Advanced Procedure 1 Tell students they have just won ˆ5 million in a lottery and have to decide how to invest it. In order to spread the risk they will need at least three ideas, and will need to decide the percentage spread between these. 2 Brainstorm and write on the board some ideas for investments. (Likely suggestions are: domestic equities, international equities, government bonds, corporate bonds, and cash in a bank deposit.) According to the level of financial knowledge of the group, you may want to set some other criteria, such as whether they are investing for growth or income, which international markets, other financial instruments like gold and currencies, etc. 3 Students decide on and write down their ideas.
Follow-up • Write up all the ideas on the board for comparison. • The class discusses which is the safest, the riskiest, and the most creative investment. • You might discuss recent movements on the financial markets and the best strategies for investing wisely.
6.3 E-commerce Focus Discussing doing business on the Internet Level Elementary – Advanced Procedure 1 Write up on the board: How often do you buy things online? Does your company sell directly to customers online? 2 Discuss the different ideas with the class.
8.6 Noisy telephone conversations Focus Checking, repeating and summarizing information over the phone Level Elementary – Intermediate Procedure 1 Tell students they are going to practise a telephone conversation under difficult conditions. Divide them into pairs, and then ask all the A students to stand with their backs against one wall, and all the B students to stand with their backs against the opposite wall. Make sure that they know who their partner is. 2 Explain the activity: student A is going to call student B to arrange to meet one evening the following week. They will need to discuss the day, time, place, and what they want to do. All the pairs will be talking at the same time, so they will need to check carefully what the other person said and confirm the details at the end. (You can introduce an element of fun by asking the students to use real or imaginary mobile phones and hold them up as if they were really calling.) 3 Remind the students how to begin: student B picks up the phone and says Hello, X speaking. Go over to the A students’ wall, look at the B students, and start the activity by making the sound of a phone. 4 Give the students a minute at the end of the process to get together quietly and check they understood each other! Follow-up You will almost certainly need to look at expressions for checking understanding, e.g. Sorry, did you say . . . ?
9.1 Opening the meeting Focus Thinking about how to open a formal meeting Level Intermediate – Advanced Procedure 1 Write on the board: Opening a formal meeting: what does the chairperson have to do and say? 2 Brainstorm ideas with the class for a few minutes, and write them randomly on the board. In Box 34 are some ideas. Box 34 The chairperson’s role at the start of a meeting Getting everybody’s attention Welcoming everyone and thanking them for coming Checking everyone has a copy of the agenda and other documents Mentioning when the meeting has to finish Mentioning any coffee breaks, where the toilets are, etc. Introducing new colleagues Reviewing any tasks done since the previous meeting Giving background information Explaining the objectives of the meeting Referring to the agenda Asking somebody to introduce the first item 3 Ask students to put the ideas on the board into a possible sequence. (Note: The ideas in Box 34 are in a possible sequence, although of course variations are possible.)
9.3 The clarification game Focus Checking and clarifying information Level Elementary – Advanced Procedure 1 Brainstorm and write on the board a few questions to check or clarify information. For example: I’m sorry, I don’t understand, could you explain that again? Can you be a little more specific? What exactly do you mean by ‘xxx’? Are you saying that . . . ? 2 Ask students to write down a one-line statement about their company or business, or a one-line description of their job. 3 Divide students into pairs. Student A reads their statement, then student B asks for clarification, using a question from the board. Student B continues asking for clarification for another five or six turns, forcing student A to explain in more detail and be more specific. 4 Students change roles. Variation Other topics for student A’s initial one-line statement could be: recent company news, a recent market development, a description of a candidate for a job, a one-line summary of an important decision, or a one-line summary of a recent meeting.
9.5 Diplomatic language Focus Using language that is careful and indirect Level Intermediate – Advanced Preparation Write on the board, or photocopy and distribute, the text in Box 38. Box 38 Diplomatic language There’s a problem. I think there may be a problem with that. There seems to be a small problem. Actually, that’s not going to be so easy. Procedure 1 Refer to the boardwork. Ask the students what the difference is between the first sentence and the three below. Elicit that the sentences below are more diplomatic/careful/indirect. 2 Tell students that you are going to write up some more short, direct statements. You want them to choose one, and then think of different ways to change it so that it has the same meaning but is more diplomatic/careful/indirect. They have three minutes and can work individually or in pairs. 3 Write up a few sentences like those in Box 39, then students do the activity. Box 39 Direct statements for reformulating in a more diplomatic way I want to make a change to the agenda. We can’t do that. Your estimate for the cost is too low. The project is running late. That’s a stupid thing to say. The transport costs are very high. There’s a misunderstanding. There will be a delay. You’re wrong. 4 Go round the group and ask them to read out their new sentences. Follow-up Do language feedback on the students’ use of indirect/diplomatic language.
9.9 Negotiation areas Focus Preparing for a negotiation Level Intermediate – Advanced Procedure 1 Divide the class into small groups. Tell them that they have just two minutes to brainstorm as many items as possible that a customer and supplier can negotiate about (e.g. price). Start the activity. 2 As a round-up, write up all the items on the board. Which group got the most items? Typical items are: price, discounts, minimum order, terms of payment, delivery time, transport costs, guarantee/warranty, after-sales service, training, installation, maintenance, who pays for advertising, exclusivity in a particular market, specific clauses in the contract such as a penalty clause for late delivery, etc. Follow-up • Students explain for their own companies which items are usually negotiable and which non-negotiable (i.e. on which they cannot give a concession). • For each item, the students say what the typical details or outcomes are for one main product that they sell. 10.1 Mini-presentations Focus Giving a demonstration of a presentation Level Elementary – Advanced Preparation Choose a topic from Box 43 for a very short presentation of 2–3 minutes that you will give to the students. Box 43 My country/city Sales presentation of an article in the room My current/previous job Procedure 1 Give the presentation to the students, following the standard structure of a presentation: – introduction – 2 or 3 points – conclusion/summary – inviting questions The presentation does not have to be particularly good, or funny – just whatever comes. The idea is to show them that you’re willing to ‘have a go’ and so encourage them to, and to show them the standard presentation structure. This is the same whether the talk is three minutes or thirty. 2 Answer a few questions briefly in the remaining two minutes. Follow-up Students prepare and give their own short mini-presentations in future lessons. Write up the list of topics above to give them some ideas, but they can choose another topic. Also remind them of the simple structure given above.
10.2 Persuasion Focus Giving a mini-sales presentation Level Intermediate – Advanced Preparation Choose an everyday object in the classroom, perhaps something belonging to a student. It needs to be something with a few features or things to talk about, such as size, colour, packaging, quality. Some suggestions: a bottle of water, a watch, a mobile phone, a dictionary. Procedure 1 Hold up the object. Tell the students that you want one or two of them to be sales representatives, and the rest of the class will be potential customers. They have to ‘sell’ the object, i.e. they have to persuade the others that it is the best one on the market, much better than all the competitors. They will have 30 seconds to give their presentations. 2 Allow the students a minute to think of some ideas and make one or two notes, but emphasize that their presentation should be ‘heads-up’ and without a script. 3 Ask one or two students to give their 30-second presentations. They pass on the object to the next student when they finish. Follow-up • At the end, the students can discuss what they liked about their colleagues’ presentations – style as well as content. • In a later lesson, students can present any object of their choice that they have with them. 10.3 Presentation structure Focus Discussing the different parts of a presentation Level Intermediate – Advanced Procedure 1 Write up randomly on the board these words: Examples Recap Bang! Bang! Bridge Message Opening 2 Tell the students that these are different parts of a presentation. Ask them what they think the words mean in this context. Answers (mostly obvious) are given in Box 44. Box 44 Parts of a presentation Examples – examples to make your points clear Recap – short for recapitulation, a summary of your main points Bang! – something that you say or do that has a lot of impact and gets the attention of the audience, e.g. a surprising fact, a reference to ‘here and now’, a story or joke, audience participation, a visual aid Bridge – an explanation of how your message connects to the needs of the audience Message – main points of your presentation (three main points is a good number) Opening – thanking the organisers for inviting you, a few words about yourself, Follow-up Ask the students to work in pairs or threes to put the different parts of the presentation into a possible order. There is of course no correct answer and it is interesting for the students to think about, for example, where to put the two Bang!s, where to recap, etc. However, one likely answer is: Bang! Opening Message Bridge Examples Recap Bang! This makes an easy-to-remember mnemonic using the first letters of the words: Bomber B. Giving this mnemonic to the students will help them when they are planning their presentations in the future.
10.4 Signposts Focus Eliciting signpost language for a presentation Level Intermediate – Advanced Preparation Draw a signpost on the board and label it as shown. Procedure 1 Say to the students: ‘When you are on a journey, signposts show the direction you are going, where you are now, and where you have been. What do you think “signposts” are in the context of a presentation?’
Elicit the answer, which is that signposts are short phrases that help the audience to follow the direction and structure of what you are saying. 3 Elicit a few examples of signpost phrases and write them on the board. Some typical phrases are given in Box 45. Box 45 Examples of signpost phrases I’m going to talk to you today about . . . The point here is . . . Let’s start by looking at . . . Any questions? Have a look at this next slide. As I said previously, . . . Let’s move on to . . . Finally, . . . I’ll return to this in a moment. So, to sum up, . . . Follow-up • Photocopy and cut up the individual phrases in Box 46, one set per student. There are several ways to use the slips: putting into a possible order (the order in the box is one amongst many ‘answers’), or making a game whereby students have them on the desk and have to use them all during a mini-presentation. • Remind the students to use some signpost language the next time they give a presentation. Five-Minute Activities for Business English
Box 46 Signpost phrases to put onto slips of paper Before I begin I’d like to thank . . . for giving me the chance to talk to you today. I’m going to talk to you this morning about . . . I’ve divided my presentation into three main parts. First . . ., second . . ., and finally . . . Let’s start by looking at . . . Okay, that’s all I want to say about . . . Any questions so far? Let’s move on to . . . If you take a look at this next slide, you will see that . . . Before going on, I’d just like to mention . . . So, to come back to my main point, . . . Finally, I’d like to deal with the question of . . . So, to sum up, I have talked about . . . Right, let’s stop there. If you have any questions, I’d be pleased to answer them.
12.5 My goldfish just died Focus Discussing excuses for being late Level Intermediate – Advanced Procedure 1 Write on the board: My goldfish just died. Ask students to imagine why somebody might say this at work. Then tell them that it has been used (apparently) as an excuse for being late for work. 2 Ask students to relate other excuses for being late that they have heard or used themselves. Which do they think are and aren’t acceptable? Follow-up This activity could introduce a discussion about how the company treats (unavoidable) lateness, personal needs, problems, ill-health, etc. Variation If you want to feed in some ideas at stage 2, you can find examples on the websites in Box 55. Box 55 Websites with excuses for being late http://www.myvirtualreality.co.uk/late.pdf http://www.members.tripod.com/madtbone/work.htm http://www.keepersoflists.org/ (type ‘late’ into search box)
13.1 Email tips Focus Discussing how to write an effective email Level Intermediate – Advanced Procedure 1 Write on the board: What advice can you give on how to write an effective email? 2 Brainstorm ideas with the class and write them on the board. In Box 57 are some ideas. Box 57 Tips for writing effective emails Use a short, clear subject line. Use short, simple sentences. Include just one main subject per email – the other person can reply and delete it. Don’t use jokes, personal comments, etc, in business emails. Consider using numbered points instead of continuous text. End with an action point. Don’t ignore capital letters, spelling and basic grammar – when writing to people outside the company a careless email creates a bad impression. Tailor your email to the reader: level of formality, buzzwords, etc. Follow-up This activity would be a good warmer at the start of a series of lessons on email writing. Students can then be encouraged to refer back to the list of tips when they write emails in later lessons, and make any changes necessary as part of the editing process.
13.3 Quick email responses Focus Writing a short email Level Elementary – Advanced Procedure 1 Write on the board, or dictate, the following email: Still haven’t received the goods. Please contact urgently! 2 Ask the students to write an appropriate response to this. They have just three minutes. 3 Students read their responses aloud to the class. Follow-up • Discuss with the class which response is best, and why. • Do language feedback on any phrases or expressions the students needed. Box 61 Answers to email abbreviations in Box 60 am – in the morning (ante meridiem) pcs – pieces asap – as soon as possible Pls – please btw – by the way pm – in the afternoon (post meridiem) Bw – Best wishes PS – postscript cc – copy to (carbon copy) qty – quantity e.g. – for example (exemplii gratia) re – regarding etc. – etcetera ref – reference FYI – for your information RSVP – please reply (répondez s’il vous i.e. – that is to say (id est) plaît) IMO – in my opinion tbc – to be confirmed NB – please note (nota bene)
15.1 Response to a text Focus Giving a quick personal response to a reading text Level Intermediate – Advanced Preparation Start with any completed reading activity – coursebook or authentic source – where you want students to move into a discussion of the main issues rather than doing comprehension exercises or checking unknown vocabulary. Note This activity works particularly well after students have read an article for homework. Procedure 1 Write on the board, or photocopy and distribute, the headings in Box 66. Box 66 Response to a text Something that surprised me Something that interested me Something I’m not sure about Something I’d like to ask the other members of the class 2 Ask students to write a sentence for each heading with their own responses to the text. 3 Ask one student to read out their four completed sentences and move into a short class discussion. Follow-up Continue with other students’ responses and more discussion.
15.2 Questioning the text Focus Introducing a short text by asking questions Level Elementary – Advanced Procedure 1 Before a reading or listening activity, tell students the topic of the text. If it has a headline or title, write it on the board. 2 Ask students what questions they hope the text will answer. Take a minute to brainstorm the questions and write them on the board. 3 Students read or listen to the text to check which questions are and aren’t answered. Variation Ask students what words they think will come up in the text. Brainstorm and write them on the board, then check with the text, as above.
17.4 Lexical dominoes Focus Reviewing collocations and expressions of marketing (or any other topic) Level Elementary – Advanced Preparation Before the lesson, select 15–20 collocations or phrases that have come up in recent lessons, and write them in a grid as shown. Examples for the topic ‘marketing’ are shown in Boxes 72 and 73. The beginning of the collocation or phrase is written on the right of one domino, the end is written on the left of the next domino. Copy the grid and cut it into horizontal strips to make one set of dominoes for each group of students. Procedure Hand out the sets of dominoes to small groups. Students play the game: they try to lay out the dominoes end to end on the table.
Date: 2015-01-02; view: 1186
|
