新编剑桥商务英语(中级)Module_9
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Module 9 Wordlist on hold displays odour subject line aroma distinguish a brand put through suit attachment quality assurance turnover bear with someone fragrance scent unavailable inbox slogan urgent brand jingle smell voicemail brand identity logo spam whiff capitals luxury speech recognition consumers obsession technology Expressions All of our operators are currently unavailable to answer your call. Can I call you back? Can I take your name, please? Can you bear with me a second? Could you connect me/put me through to...? Do you mind if we put the meeting back to Tuesday? Hold on a moment. I'm just going to put you on hold. I'm just looking his number up on the computer. I'm just putting you on hold for a moment. Let me call you back later. Let me read that back to you. One moment, please. Please hold. Sorry, he's tied up with something at the moment. Can I help? Sorry, the battery on my mobile is about to run out. We'll bring the schedule forward by a week. When would be convenient for you? When would suit you? 9.1 Branding What's the smell? Reading 1 Students discuss the questions in pairs before reporting back to the class. Encourage students to give specific examples of brands that they like or think are particularly effective. 2 Students complete the article with the phrases. A-G. Note that while this task is very similar to Part Two of the Reading Test, it is slightly more difficult because all seven phrases need to be put in the text, rather than only five. Also note that in the test the sentences are complete, whereas in this exercise A-G are all parts of sentences (relative clauses). Answers 1 B 2 G 3 E 4 C 5 A 6 F 7 D Extension For more vocabulary and reading practice, ask students to underline: 1 any smell they may need bilingual dictionaries to check understanding of these smells 2 examples of how companies have used these smells. 3 synonyms for the word smell. Answers 1 Sugar and butter, vanilla and mandarin, white tea, lavender, cherry. 2 In stores to put customers in the mood for buying, attract customers to displays, make shoppers wait longer, visit a hotel ice cream shop, to creat the perception that the product is good, on mobile phone keypads and on billboards. 3 odour, scent, fragrance, aroma Discussing branding Speaking 3 Students work alone to complete the three beginnings of sentences. Students then compare their views and continue discussing the article. Possible answers One thing that interests me about this is that smell can have such an effect on humans. One thing that surprises me is that ScentAir's turnover has quadrupled as a result. 4 Put students into groups of three to discuss each of the five items. One person in each group should make notes on their decisions and which smells they will use. At the end, each group can report back to the class. Photocopiable activity 9.1 See page 176. Relative clauses Grammar Ask students to read the information about relative clauses. They could also refer to the grammar summary on page 130 for more detailed information. 1 Students complete the sentences with the correct relative pronoun. These pronouns should be familiar to ...that his grandmother used to make ...who walk around reception will get a whiff of a chocolate chip cookie ...when it began 12 years ago ...why so many companies are now association brands with a scent students at this level. Answers 1 which 2 when 3 who 4 whose 5 why 6 where Extension Write the following on the board and the relative pronouns in a jumbled list. Ask students to match the pronoun to what it refers to: (answers in brackets) person (who) thing/item (which) possession (whose) location (where) reason (why) time (when) 2 The aim of this exercise is to draw student's attention to the fact that there are two types of relative clauses (defining and non-defining). Answers We're a Swedish company which has controlling shares in three subsidiaries and a large stake in one smaller division. It is recommended therefore that we focus our financial interests on the smaller subsidiary, which incidentally is also based in Sweden. 3 Students analyse the key differences between the two clauses by referring back to exercise 2. They may also need to refer to and check their answers in the grammar summary on page 130. Answers 1 defining 2 non-defining 3 commas 4 The sentences in the text on page 87 containing relative clauses are those which were completed with A-G in exercise 2 on page 86. If students seem unsure, tell them that if there is a comma it will be non-defining. Defining: Non-defining: ...which typically includes more than six smells ...where the odour of waffle-cones were released into the air to encourage visitors to an out-of-the way ice cream shop ...whose recently-introduced cell phone keypad was lavender-scented 5 that 4 Students study the example and complete sentences 1-4. Answers 1 Let me introduce you to David who's the direct of our company. 2 This is the main factory where we produce car parts. 3 This is our latest product which is also our biggest seller. 4 The company had a turnover of about a million Euros in 2004 when it was founded in 2004. 5 Students personalise the grammar focus with sentences of their own. Possible answers I worked for a company which produces software. I study at a college that specialises in business courses. The best kind of boss is someone who doesn't interfer. Extension Students could compare their sentences in pairs or groups. 6 Tell students to make the sentences non-defining. They should insert the clause in the middle of the sentence. Answers 1 My company, which is based in Sydney, has offices all over the world. 2 Mrs. Sayers, who's waiting in reception, says she has an appointment with you. 3 The man, whose briefcase we found last night, called this morning to see if we had it. 4 The report, which I've just finished, is in your in-tray. Pronunciation You could help students focus on the pronunciation of non-defining relative clauses at this stage by drilling the four sentences in exercise 6. Students need to note that there will be a slight pause where there are commas and that the intonation often rises before the first comma to indicate the speaker has more to say. You could mark the sentences on the board like this: ↗ ↘ 1 My company, /which is based in Sydney, / ↘ has offices all over the world. ↗ ↘ 2 Mrs. Sayers, /who's waiting in reception, / ↘ says she has an appointment with you. ↗ ↘ 3 The man, /whose briefcase we found last night, / ↘ called this morning to see if we had it. ↗ ↘ 4 The report, /which I've just finished, / ↘ is in your in-tray. Chinese luxury obsession Reading 7 This task requires students to read a text very carefully, and correct any pronouns or features of relative clauses (such as commas). Answers 1 which where 2 what who 3 who's whose 4 where, (delete comma) 5 when why 6 whose which 7 why where 8 nowadays, (delete comma) 9.2 Getting through Automated voicemail systems Listening 1 Ask the students what they think is the worst invention of the modern age, eg the car, the mobile phone, etc. They then compare their ideas with the view in the article. Find out at which point on the scale (1-10) most students give up listening to an automated voice mail system. Also find out if their companies use them. 2 9.1 Play the recording of someone having to deal with an automated voicemail system. Answers 1 GH Loans. 2 The caller presses 2 because he wants to speak to an operator. 3 The caller reaches 3 on the scale before he puts the phone down because the system uses speech recognition technology which requires him to answer "Yes" or "No". 9.1 Listening script C = Caller M = Machine C Hello, I'd like to speak to... M Hello. Thank you for calling GH Loans Customer Care. You will now hear a number of options. Please press the option you require. For a statement, press 1, for early repayment, press 2, for any other enquiry or to speak to one of our operators, press 3...Thank you. C Hello, I'm calling about... M Thank you for calling GH Loans. Please note that your call may be monitored for quality assurance and training purposes. M We're sorry but all of our operators are currently unavailable to take your call. Please hold. Your call is important to us. M Hello. You're through to our loans department. C Could you put me through to someone... M To help us deal with your call quickly and efficiently, please answer the following questions with "Yes" or "No". Do you currently have an account with... 3 9.2 This second call successfully reaches an operator. Students listen and complete the information. Answers 1 Abi Kaye 2 TI3662 3 21st April 1981 4 loan early last month 5 statement 6 five thousand Euros 7 0172443929 8 four 9.2 Listening script O = Operator C = Caller O Hello, you're through to Katrina. How can I help you 7 put (you) on hold 8 call (you) back this morning? 9 So that was 10 suit C Oh hello, it's with regard to a statement I received. I think there's been a mistake. Pronunciation O OK. One moment, please. Can I take your name, Students often have problems saying the words please? C Yes, it's Abi Kaye. O Can you spell that for me? C Sure. Abi. A-B-I. Kaye. K-A-Y-E. O And do you have an account number? C Yes, TI3662. O Sorry. Was that T for Thailand, I as in India? C That's correct. O And for security can I have your date of birth? C The 21st of April, 1981. O That's fine, Ms Kaye. So how can I help you? C Well, I paid off part of my loan early last month but I received a statement from you this morning and it isn't on the statement. Could you tell me if the payment has gone through? O Right. I don't see it. Can you bear with me for a second? I'm just going to put you on hold. C Sure. O Hello. Sorry to keep you waiting. I'm afraid I can't find a record of it. How much was it for? C Five thousand Euros. O I'll have to check this for you. Can I call you back? C Yes, please. O What's your number, Mr Kaye? C Zero one seven, two double four, three nine two nine. O So that was zero one seven, two double four, three nine two nine. C That's right. What time do you think you'll call back because I have to go out now? O When would suit you? C At four. O That's fine. Speak to you then. Goodbye. C Bye. Telephone words Vocabulary 4 9.1, 9.2 Ask students to try to complete 1-10 before they listen. If your students have difficulties, you could play the conversations again to help them. Answers 1 unavailable / take 2 hold 3 put / through 4 One 5 take 6 bear with me convenient, unavailable and suit so you may want to drill these. It will also be helpful to drill the entire phrases from exercise 4. Make sure your students' intonation sounds friendly and polite. 5 Give students time to study the rules for phrasal verbs and how the position of the object can change in some cases. Once they have looked at this, let them complete 1-9. Note that they should also try to write two answers where possible. Answers 1 Let me call you back later. 2 Let me read that back to you. 3 I'm just looking up his number on the computer. / I'm just looking his number up on the computer. 4 Do you mind if we put the meeting back to Tuesday? / Do you mind if we put back the meeting to Tuesday? 5 We'll bring the schedule forward by a week. / We'll bring forward the schedule by a week. 6 Hold on a moment. 7 Sorry, the battery on my mobile is about to run out. 8 Sorry, he's tied up with something at the moment. Can I help? 9 I'm just putting you on hold for a moment. Making phone calls Speaking 6 Students carry out similar role-plays to the situation in listening 9.2. Student A looks at File 9.1 on page 127 and Student B looks at File 9.2 on page 132. They take turns to call and must complete notes in a message. Possible answers Student A's message (File 9.1) Caller: Mr/Ms Jakuczik Message: He/She rang to postpone meeting with Mr Vathone On 24th in Hong Kong, China. Account number: YE99-087 Call back at: 7pm (US time) Student B's message (File 9.2) Caller: Mr/Ms Jingshan Message: He/She paid $3,760 into account, but it isn't Writing on this month's statement. Account number: HIE364 4756 Call back at: (students decide time) on 980 765 55 44 Photocopiable activity 9.2 See page 177. Email marketing Reading 1 Discuss the questions as a class. Check that students know the word "spam" which is often used to refer to unwanted emails. Students should also be familiar with the words "junk email" which many email programs can now identify and prevent from arriving in your inbox. 2 Students read the article and answer questions 1-3. Answers 1 B 2 B 3 A 3 Discuss the question with the class. Dr Mani is an interesting case in terms of unwanted emails because part of the money he makes from sending spam goes to charity. For this reason, students might have to think twice about deleting his emails. 4 This task resembles a possible discussion in the final part of the Speaking Test. Refer students to the Exam Success tip, but you might want to give them more than three minutes at this stage to discuss their newsletter. It will be helpful if one student takes notes on what it will include and who will receive it. This information can be presented to the class at the end. Extension With pre-work learners on college courses or on courses where you have plenty of time for project work, it may be appropriate to set up a project where students produce a newsletter, possibly for their place of study. This lesson would be a good moment to introduce the concept and find out what students would like to include. Correcting and rewriting 5 Students will find the six missing words in the first five lines of the article on page 92. Answers 1 email 2 capitals 3 spam (or) email newsletters 4 important 5 subject 6 inbox 6 Students try to add more tips to the six listed in exercise 5. Possible answers - With emails to people you don't know, use formal expressions such as Dear..., I am writing to..., I look forward to.... - Organise your emails into folders. - Send many attachments in separate emails. - Only cc emails to someone else when it's really necessary. 7 Students read the email and study the rules in exercise 5. Answers The person broke the following rules: 1 He/She didn't check for things like spelling, grammar and formality (eg. received / I look forward to see you then / Hi...). 2 and 4 He/She used capitals and marked it IMPORTANT! 5 The subject line wasn't short and clear. 8 Students re-draft the email in exercise 7 to improve it. It is up to the students to decide how well the two people (Mr Kay and J) already know each other. If in doubt, remind students that as a general rule it's best to use a semi-formal or neutral business register. This is also true of the BEC Vantage writing test. Possible answer Dear Mr Kay, Further to your message regarding next week's brand development meeting, I can confirm that I will be able to attend. Please also find attached ScentAir's latest proposal, which we can discuss in more detail next week. I look forward to seeing you. Best regards John Taylor 9.3 Writing test Exam Practice Begin by asking students to read the introductory paragraph about this part of the exam. Refer them to the Exam Success tip and ask them to answer the four questions in the tip with reference to the exam task on page 95. Answers -What type of business document do I need to write? A report. -What is my role (job) in the scenario? A representative from a market research company carrying out research. -Who am I writing it for / to? A soft drinks company. -What information from the visual material and handwritten notes is essential? The information in the handwritten notes is always essential in this type of question. With the pie charts, students will need to summarise the main trends indicated rather than list every figure given. With the bar chart, students should summarise the overall indication of preferences and not worry about quoting exact percentages. Students write their reports. If necessary, refer them back to the introduction to writing reports in Module 4 on page 42 and 43. They will also find the checklist on page 94 helpful while they write or after they have complete their reports. They could then swap with a partner and use the checklist to mark their work. Possible answer Report on findings from focus group research Introduction The aim of this report is to make recommendations based on findings from ten focus groups. Findings Firstly, nearly three-quarters of responses to the cherry flavour were very positive with only 7% being neither positive nor negative about the product. On the other hand, about two-thirds said they disliked the strawberry flavour because of the sugar and artificial taste. Finally, with regard to the normal and diet versions, approximately 20% more people preferred the diet cherry version and nearly three times as many preferred the diet strawberry version. Recommendations Based on these findings, I would recommend that the company launches two types of cherry flavour drink (normal and diet). While I wouldn't suggest a normal strawberry version, the company could consider producing a diet version which was clearly more popular. 本文来源：https://www.wddqw.com/doc/9f9845850329bd64783e0912a216147917117e20.html