Market Leader. Advanced. Teacher's Resource Book

220 Pages·2016·34.08 MB·English

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Advanced
Bill Mascull
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PEARSON
Long1uan
FINANCIAL
TIMES
Course components
FOR STUDENTS -~I~ FOR TEACHERS ·",'~l-,f"
Course Book Teacher's Resource Book
with DVD-ROM with Test Master CD-ROM
The key course component, Includes step-by-step lesson
comprising 12 units, four Working notes and a photocopiable
across cultures sections and four Resource bank of further
Revision units. practice exercises.
DVD-ROM Test Master CD-ROM
Included with the Course Book, Included with the Teacher's
the DVD-ROM includes the Resource Book, this CD-ROM
i·Glossary, extra self-study contains digital, customisable
exercises, Course Book audio and versions of the Test Rle tests,
scripts, interview videos and Case the audio for these tests and
study commentaries and Grammar 12 further unit tests.
references.
MARKET n Vocabulary Trainer Test File
www.marketleader.vocabtrainer.net Six photocopiable tests including
A personalised, interactive online four Progress tests linked closely
tool which allows students to to the Course Book, an Entry test
practise using target language and an Exit test.
from the Course Book in a variety
of ways.
Practice File Active Teach
A self-study workbook which The digital version of the Course
provides extra practice for Book, with interactive activities
MARKET
vocabulary, grammar and writing and accompanying audiovisual
LEADER
from every unit. Also includes resources for use in class with
activities to improve pronunciation interactive whiteboards or on a
and fluency through day-to-day computer.
functional English.
Business Grammar Subscription website
and Usage www.market-leader.net
Provides clear explanations and A source of information and
targeted practice to strengthen extra resources for teachers
any weak points your students to supplement their lessons,
may have. including exclusive FT content
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based lessons •
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2
Introduction
Market Leader is an extensive business English course Audio and DVD-ROM materials
designed to bring the real world of international All the listening material from the Course Book is z
business into the language-teaching classroom. It has available on the audio CD. A number of these tracks -f
been developed in association with the Financial Times, provide students with exposure to non-native English :::0
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one of the world's leading sources of professional accents which they may find challenging to understand, c
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information, to ensure the maximum range and but which will help them build confidence in their own
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authenticity of international business content. speaking. All of the audio files are also provided in fully
downloadable MP3 format on the DVD-ROM, allowing 0
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1 Course aims transfer to personal computers and portable audio
In addition to new authentic reading texts and listening players. The DVD-ROM is an integral part of the course.
material. the Third Edition features a number of exciting All 12 interviews from the Course Book can be viewed on
new resources: the DVD-ROM, with the option of subtitles, depending on
• specially filmed interviews with business the user's preference. The interviews are accompanied
practitioners for each unit by 12 video commentaries on the Case studies, delivered
• Case study commentaries on DVD-ROM, with expert by experienced business consultants. The interviews
views on each case (which form the main listening focus of each unit) and
• Working across cultures - regular input and tasks to commentaries provide an opportunity for students to
develop students' intercultural awareness and skills get expert perspectives on the latest business practice
• four Revision units, one after every three main units through English. None of the videos are scripted and,
• an interactive i-Glossaryon DVD-ROM as such, expose students to authentic examples of
• additional photocopiable tasks in this Teacher's natural speech. In addition, the DVD-ROM provides the
Resource Book students with interactive, self-study practice activities.
• Active Teach software to deliver the course digitally, These allow them to revisit problem areas and reinforce
through an interactive whiteboard or computer. work done in class in their own time. The activities
This course is intended for use either by students provide further listening practice, opportunities for task
preparing for a career in business or by those already repetition and instant, personalised feedback.
working who want to improve their English communication The DVD-ROM also includes the i-Glossary, an interactive
skills. Market Leader combines some of the most
mini-dictionary which provides definitions and
stimulating recent ideas from the world of business with a
pronunciation of all the key vocabulary from the Course
strongly task-based approach. Role plays and case studies
Book and which encourages further self-study.
are regular features of each unit. Throughout the course,
Vocabulary Trainer
students are encouraged to use their own experience and
This is an online, self-study tool that lets students take
opinions in order to maximise involvement and learning.
control of their own learning. Once students have created a
personal account, the Vocabulary Trainer tests them on the
2 The main course components
meaning, spelling, collocation and use of vocabulary learned
Course Book
in class. Their development is automatically recorded so
This provides the main part of the teaching material,
they can chart their own progress outside the classroom.
divided into 12 topic-based units. The topics have been
chosen following research among teachers to establish Practice File
which are the areas of widest possible interest to the This gives extra practice in the areas of grammar
majority of their students. The Course Book provides and vocabulary, together with a complete syllabus in
input in reading, speaking and listening, with guidance business writing. In each unit, students work with text
for writing tasks, too. Every unit contains vocabulary models and useful language, then do a writing task to
development activities and a rapid review of essential consolidate the learning. Additionally, the Practice File
grammar. There is a regular focus on key business provides regular self-study pronunciation work (with an
functions, and each unit ends with a motivating case audio CD and exercises).
study to allow students to practise language they have Teacher's Resource Book
worked on during the unit. For more details on the This book provides teachers with an overview of the
Course Book units, see Overview of a Course Book unit. whole course, together with detailed teaching notes,
After every three units is a spread called Working across background briefings on busin~ss content, the Text bank
cultures. Here, students are introduced to key intercultural and the Resource bank.
concepts, developing their awareness and skills in order
The Text bank provides two extra FT reading texts per
to function effectively in international business situations.
unit, followed up with comprehension and vocabulary
There c;re also four Revision units in the Course Book that
exercises. The Resource bank provides photocopiable
revise and consolidate the work done in the main units
worksheet-based communication activities linked to
and culture spreads.
3
INTRODUCTION
particular sections of the Course Book units: Reading and language
• Listening bank: extra activities based on each Course Students read interesting and relevant aut.hentic texts
Book Listening interview from the Financial Times and other business sources. They
• Speaking bank: extra activities based on each Skills develop their reading skills through a variety of tasks, such
section as matching headings and text, ordering items, completing
• Writing bank: a model answer to the Course Book summaries and pairwork information exchange. They also
Writing task, together with an additional writing exercise practise useful business lexis from the texts.
Test File The texts provide a context for the language work and
z Six photocopiable tests are available to teachers and discussion in this section. The language work devetops
-f course planners to monitor students' progress during the students' awareness of common problem areas at
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0 course. There is an Entry test, four Progress tests, which advanced level. The focus is on accuracy and knowledge
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test both skills and language knowledge, and an Exit test, of key areas of grammar, text cohesion and idioms. In
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which reviews the work done throughout the course. some units, more than one language area is presented,
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Test Master CD-ROM and there are extra practice exercises in the Language
0z Included in the Teacher's Resource Book, the Test Master reference section at the end of the Course Book.
CD-ROM is a useful assessment resource to accompany the Business skills
course. It includes digital, editable versions of the Test File This section helps students to develop their spoken
tests, enabling valid, tailored assessment. It also contains the and written communication skills in the key business
accompanying audio files and a further 12 unit tests. Full areas, such as presentations, meetings, negotiations,
keys and audio scripts are also provided to make marking telephoning, problem-solving, social English, business
the tests as straightforward as possible. correspondence and report writing.
Market Leader Active Teach Each section contains a Useful language box, which provides
The Active Teach software provides digital access to a students with the support and phrases they need to carry
range of course components via an interactive whiteboard out the business tasks in the regular role-play activities.
or computer. Components include the Course Book, video The Writing file at the end of the Course Book also provides
and audio with printable scripts, interactive activities students with useful model texts and writing guidelines.
based on the Course Book content, editable tests, the Case study
Teacher's Resource Book and the phonetic chart. It also
Each unit ends with a case study linked to the unit's
includes the Writing file, which provides good models
business topic. The case studies are based on realistic
for product writing, and Help videos to make using
business problems or situations and are designed to
the software as easy as possible. Using Active Teach
motivate and actively engage students. They use the
facilitates student engagement and enables clear giving of language and communication skills which they have
instructions and valuable feedback. It is also ideal for use acquired while working through the unit. Typically,
on a laptop in one-to-one classes.
students will be involved in discussing business problems
and recommending solutions through active group work.
3 Overview of a Course Book unit
All of the case studies have been developed and tested
Listening and discussion
with students in class and are designed to be easy to
Students have the opportunity to think about the unit
present and use. No special knowledge or extra materials
topic and to exchange ideas and opinions with each other
are required. For teaching tips on making the best use of
and with the teacher. There is a variety of stimulating
the case studies, see Case studies that work on page 5.
activities, such as listening to short extracts, expressing
personal preferences and answering questions. Each case study ends with a realistic writing task. These
Throughout, students are encouraged to draw upon their tasks reflect the real world of business correspondence
life and business experience. and will also help those students preparing for business
English exams. Models of writing text types are given in
The authentic listening texts are based on interviews
the Writing file at the end of the Course Book.
with businesspeople and experts in their field. Students
develop listening skills such as prediction, listening for
4 Using the course
specific information, ordering facts, note-taking and
Accessibility for teachers
correcting summaries.
Less-experienced teachers can sometimes find teaching
Essential vocabulary related to the listening topic is business English a daunting experience. Market Leader
presented and practised in each of these sections,
sets out to provide the maximum support for teachers.
through a variety of creative and engaging exercises.
The Business brief section at the beginning of each unit
Students learn new words, phrases and collocations,
in the Teacher's Resource Book gives an overview of.
and are given tasks which help to activate the vocabulary
the business topic, covering key terms (given in bold,
they already know or have just learned. There is further
and which can be checked in the Longman Dictionary of
vocabulary practice in the Practice File.
Business English) and suggesting a list af titles for further
There are a number of discussion activities throughout reading and information.
the book. Their purpose is to activate students' world
Authenticity of content
knowledge, improve their fluency in English and provide
One of the principles of the course is that students
them with opportunities to respond to the content of the should deal with as much authentic content as their
recordings and texts.
language level allows. Authentic reading and listening
INTRODUCTION
texts are motivating for students and bring the real wortd 11 Allocate sufficient time for the major tasks such as
of business into the classroom, increasing students' negotiating. At the same time, do not allow activities
knowledge of business practice and concepts. Due to its to drag on too long. You want the students to have
international coverage, the Financial Times has been a enough time to perform the task, and yet the lesson
rich source of text, video and business information for needs to have pace.
the course. The case studies present realistic business 12 Students should identify the key issues of the case
situations and problems, and the communication activities and discuss all the options before reaching a decision.
based on them - group discussions, simulations and role 13 Encourage students to actively listen to each other.
plays - serve to enhance the authenticity of the course. This is essential for both language practice and
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Flexibility of use effective teamwork! -4
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An essential requirement of business English materials 0
6 Extending the course
is that they cater for the wide range of needs which 0
Some students will require more input or practice in c::
students have, including different areas of interest and n
specialisation, different skills needs and varying amounts certain areas, either in terms of subject matter or skills, ::::!
of time available to study. Market Leader offers teachers than is provided in the Course Book. In order to meet their 0
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needs, Market Leader provides a wide range of optional
and course planners a unique range offlexible materials
extra materials and components to choose from.
to help meet these needs. There are suggestions in
this book on how to use the unit material extensively Business Grammar and Usage New Edition
or intensively, with fast-track routes through the units For students needing more work on their grammar, this
focusing mainly on speaking and listening skills. The book provides reference and practice in all the most
lesson notes include suggestions on extending the important areas of business English usage. It is organised
classwork through the DVD-ROM and photocopiable into structural and functional sections. The book has been
materials in the Text bank and Resource bank sections revised and updated for the Third Edition and complements
of this book. In addition, this book gives suggestions on the Language review sections of the Course Book.
how to extend the course using components including Market Leader specialist titles
the Practice File, the Business Grammar and Usage book, Many students will need to learn the language of more
and the Market Leader specialist series, which develops specialised areas of business English. To provide them
vocabulary and reading skills (see Extending the course). with authentic and engaging material, Market Leader
includes a range of special-subject books which focus on
5 Case studies that work
reading skills and vocabulary development. Each book
The following teaching tips will help when using case studies: includes two tests and a glossary of specialised language.
1 Involve all the students at every stage of the class.
Longman Didlonary of Business English New Edition
Encourage everyone to participate.
This is the most up-to-date source of reference in business
2 Draw on the students' knowledge of business and the
English today. Compiled from a wide range of text sources,
world.
it allows students and teachers rapid access to clear,
3 Be very careful how you present the case study at the
straightforward definitions of the latest international
beginning. Make sure your instructions are clear and
business terminology. The fully updated New Edition
that the task is understood. (See individual units in
includes an interactive CD-ROM with 35,000 key words
the Teacher's Resource Book for detailed suggestions
pronounced in both British and American English, together
on introducing the case study.)
with practice material for both the BEC and BU LATS exams,
4 Ensure that all students have understood the case and
and is now available as an iPhone or iPod Touch app to
the key vocabulary.
download from the Pearson Longman website.
5 Encourage the students to use the language and
business skills they have acquired in the rest of the Market Leader website www.market-leader.net
The Market Leader companion website provides up-to
unit. A short review of the key language will help.
date information about the Course Books and specialist
6 Focus on communication and fluency during the case
titles and offers a wide range of materials teachers can
study activities. Language errors can be dealt with at
use to supplement and enrich their lessons. In addition
the end. Make a record of important errors and give
to tests for each level, the website provides links to
students feedback at the end in a sympathetic and
websites relevant to units and topics in the Course Book
constructive way.
and also downloadable glossaries of business terms. The
7 If the activity is developing slowly or you have a group
of students who are a little reticent, you could intervene Premier Lessons subscription area of the website has a
bank of ready-made lessons with authentic texts from
by asking questions or making helpful suggestions.
8 Allow students to reach their own conclusions. Many the Rnancial Times that have student worksheets and
answers. These lessons are regularly updated and can be
students expect there to be a correct answer. You can
searched in order to find relevant texts for the unit, topic
give your own opinion, but should stress that there
usually is no single 'right' answer. and level that students are studying. Premier I essons can
be used in the classroom or for selr study.
9 Encourage creative and imaginative solutions to the
problems expressed.
10 Encourage students to use people-management skills,
such as working in teams, leading teams, delegating
and interacting effectively with each other.
5
Contents
Notes on units Text bank
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0 Oncluding At a glance, Business brief and Lesson notes) Teacher's notes 117
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-f Unit 1 First impressions 8 Unit 1 First impressions
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z Unit2 Training 16 Job applicants' first impressions 118
-f Cosmetic surgery 120
(/) Unit3 Energy 23
Working across cultures: 1 International Unit2 Training
Training civil servants 122
presentations 30
Distance learning 124
Revision unit A 32
Unit3 Energy
Alternative energy 126
Unit4 Marketing 33
Peak oil 128
Units Employment trends 41
Unit4 Marketing
Unit6 Ethics 49
Targeted marketing 130
Working across cultures: 2 Ethical international Luxury brands and social media 132
business 57 Units Employment trends
Revision unit B 59 The future of work 1 134
The future of work 2 136
Unit7 Finance 61 Unit6 Ethics
Units Consultants 69 Ethical suppliers 138
The teachability of ethics 140
Unit9 Strategy 78
Unit7 Finance
Working across cultures: 3 Socialising 88
Rnancial results 142
Revision unit C 90
Rnancial mathematics 144
Units Consultants
Unit 10 Online business 92 Headhunters 146
Unit 11 New business 99 Consultancy in a recession 148
Unit 12 Project management 106 Unit9 Strategy
The government's role in industrial
Working across cultures: 4 Managing an
strategy 150
international team 114
Strategic locations 152
Revision unit D 116
Unit 10 Online business
Multichannel retailing 154
The next big thing 156
Unit 11 New business
The capital of start-ups 158
The protection of new business ideas 160
Unit 12 Project management
Bringing in a project manager 162
Project management in the arts 164
Text bank key 166
6
CONTENTS
Resource bank Units Consultants
Peter Sirman, Head of Operations •
Teacher's notes 171 Consulting, PA Consulting Group 196
Unit9 Strategy
Speaking Marjorie Scardino, CEO, Pearson 197
Unit 1 First Impressions Unit 10 Online business
Networking 177 David Bowen, Senior Consultant, Bowen
Unlt2 Training Craggs & Co. 198
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Clarifying and confirming 178 Unit 11 New business 0
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Mike Southon, an expert on starting new
Unlt3 Energy -t
Decision-making 179 businesses 199 IzT 'I
Unit4 Marketing Unit 12 Project management -t
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Making an impact in presentations 180 Tom Taylor, Vice-President, Association for
Project Managers 200
Units Employment trends
Resolving conflict 181 Resource bank listening key 201
Unit6 Ethics
Writing
Ethical problem-solving 182
Unit7 Finance (Case study model answers and writing tasks)
Managing questions 183
Unit 1 First impressions 204
Units Consultants
Negotiating 184 Unit2 Training 205
Unit9 Strategy Unit3 Energy 206
Brainstorming and creativity 185
Unlt4 Marketing 207
Unit 10 Online business
Units Employment trends 208
Presentations: thinking on your feet 186
Unit11 New business Unit6 Ethics 209
Chasing payment 187 Unit7 Finance 210
Unit 12 Project management
Units Consultants 211
Teleconferencing 188
Unlt9 Strategy 212
Listening
Unit 10 Online business 213
Unlt1 First Impressions Unit 11 New business 214
Anneliese Guerin-LeTendre, intercultural
communications expert, Communicaid 189 Unit 12 Project management 215
Unit2 Training
Dr Bernd Atenstaedt, Chief Executive,
German Industry-UK 190
Unlt3 Energy
Angus Mccrone, Chief Editor,
Bloomberg New Energy Finance 191
Unit4 Marketing
Dr Jonathan Reynolds, Academic Director,
Oxford Institute of Retail Management,
and lecturer, Sa"id Business School 192
Units Employment trends
Ian Brinkley, Director of the Knowledge
Economy programme for the Work
Foundation 193
Unit6 Ethics
Philippa Foster Back, Director of the
Institute of Business Ethics 194
Unit7 Finance
Charles Middleton, UK Managing Director,
Triodos Bank 195
7
First impress·ons
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r Classwork-Course Book Further work
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("") Lesson 1 Listening and discussion: First impressions in Practice File
m
Each lesson is about presentations
6G-75 minutes. This Students discuss some of the techniques for making
time does not include effective and even inspirational presentations, and
Resource bank: Listening
, administration and listen to an expert in this area, Anneliese Guerin
(page 189)
time spent going LeTendre, who works with Communicaid, a culture
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through homework and communication-skills Consultancy. They also i-Glossary (DVD-ROM)
in any lessons . ' work on vocabulary related to presentations.
. ··················
Lesson 2 Reading and language: It's not what you know
Students discuss the importance of networking in
different professions, and read an article about it.
They then look at the use of adverbs.
Text and grammar
(pages 6-7)
Lesson 3 Resource bank: Speaking
Students discuss tips for communicating with people (page 177)
they don't know or don't know very well. They listen
to some delegates meeting for the first time and
Skills and pronunciation
networking at a conference, and then introduce
(pages 8-9)
themselves to another participant at an international
conference.
Writing: formal and informal register
Students complete a formal e-mail invitation and
write a reply, accepting the invitation.
Case study commentary
Each case study is Logistaid, a non-governmental organisation, is (DVD-ROM)
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about 11 to 2 hours. trying to raise its profile by holding a charity dinner.
Resource bank: Writing
Students work on organising the event and on follow
(page 204)
up activities promoted at the dinner to support the
organisation's work in developing countries.
"''''""""'""''''
For a fast route through the unit, focusing mainly on speaking skills, 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.
Where this is not the case, alternative procedures are given.
8