Учебно-методический комплекс дисциплины «Деловой иностранный язык»

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Название	Учебно-методический комплекс дисциплины «Деловой иностранный язык»
страница	7/13
Тип	Учебно-методический комплекс

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Student C – architect (Fiona Barnes Associates)

Read the memo from your boss. Meet a builder from TKO construction (Student B) and a client from Ogawa (Student A), run a meeting, discuss the problem and make an agreement. Write a memo to your boss summarizing the meeting.

fionabarnes From: Dominique Marigny, Senior Architect, Paris MEMO

ASSOCIATES To: Fiona Barnes

Re: Ogawa showrooms

Date: 27 March

Dear Fiona,
Just to keep you up to date, the Ogawa job was finished on Saturday. Apparently there's some sort of problem between TKO and Ogawa. TKO finished late and Ogawa want them to pay a penalty. TKO say that it's our fault in some way. It's true that there was a mistake in the plans. The dimensions for the offices were wrong, but we got a new version of the plans out the day after we got their fax (Monday 12) and they finished a full week late. We've got a meeting with Ogawa and TKO on Friday 30 March, so we'll see what happens.

Yours,

Dominique Marigny

Vocabulary:

to add up

to allow

apparently

to apply a cause

approval

authorization

bid

breach

to draw up

to commence

completion

to confirm

to cost

dimension

error

fault

to fit out

FF (french franc)

generous

to keep smb. up to date

to overrun

to owe

penalty

proposal

purchasing

recreational

site engineer

to sort out

fully stretched

vehicle

wages

согласовываться

позволять

очевидно

применять оговорку

одобрение

разрешение

предлагаемая цена

нарушение

составлять

начинать

завершение

подтверждать

назначать цену

измерение

ошибка

вина

оснащать

французский франк

щедрый

держать кого-л. в курсе дела

превысить установленные сроки

быть должным

штраф

предложение

закупка

развлекательный

прораб

классифицировать

занятый

средство

заработок, доход, вознаграждение

MEETINGS

Teacher’s notes

1. Product launch: WOW! Clothing

AIM

To practice chairing and participating in meetings in the context of a meeting about planning a marketing campaign for launching a new brand of clothing.

GRAMMAR AND FUNCTIONS

Holding a meeting, taking part in discussion. Modal verbs: must, can, should. Passive voice: will be spent, will be used. First and second conditionals.

TIME

40-50 minutes

PROCEDURE

a) Read out from the worksheet the first paragraph. Let the students react and elicit a few issues that they might have to discuss (e.g. see agenda on worksheet).

b) (Option) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson. Leave these phrases on the board for the students to refer to in the meeting.

c) Let the students look at the worksheet. Read the information in the box again and refer to section A, the background information and agenda. Discuss with the class who the main competitors are (e.g. Gap/ Benetton/ Tommy Hilfiger? And ask them to fill in this information on the sheet. Explain that during the preparation the pairs don’t need to make any definite decisions. Allow 10 minutes for this preparation. Divide the class into pairs and circulate, helping with vocabulary.

d) Refer to section B. Appoint a chairperson for the meeting. If necessary, explain that you are “invisible” and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use.

e) Hold a short feedback slot.

Worksheet

You work for Hotspot International, a marketing consultancy. Hotspot has just won the contract to launch a new brand of clothing in your market. You will have a meeting to discuss your launch campaign.

A Work with a partner to prepare for the meeting. Study the background information and agenda. Discuss some ideas to present to the meeting.

B Form a group, choose a chairperson and have a meeting.

Background information

Client:

Product:

Target Market:

Main Competitor:

Client objective:

Campaign length:

WOW! Clothing (WOW! is a franchise)

A full range of casual, mid-price clothing for both sexes

15-24 age group

___________________________

To obtain 10% market share in first year

Two month

Agenda

Chairperson’s opening comments.
Brand image. (fun? sporty? radical and alternative? Other?)
Style of campaign. (controversial? humorous? emphasizing quality? emphasizing value for money? Other?)
Slogan to promote the brand.
Well-known personality to promote the brand. (Someone from the world of pop music? sport? How will the personality be used?)
Media mix. Decide what % of the budget will be spent on:

TV ___ Radio ___ Newspapers ___ Magazines ___ Posters ___ Sponsorship of music/sports ____

Use of chosen media.

TV: which channels? what times? what type of advert?

Radio: which stations? what times? what type of advert?

Newspapers: which ones? what type of advert?

Magazines: which ones? what type of advert?

Posters: bus-shelters? metro? large roadside sites?

Sponsorship: what type of events?

Special launch event that will get good media coverage.

Vocabulary:

1. agenda

2. background

3. brand

4. bus-shelter

5. chairperson

6. comments

7. controversial

8. to emphasize

9. event

10. to launch

11.marketing consultancy

12. media coverage

13. media mix

to obtain

share

15. value for money

повестка

предпосылки

торговая марка

крытая автобусная остановка

председатель

комментарии, замечания

противоречивый

подчеркивать

событие

начать, открыть

консалтинговая фирма по маркетингу

охват целевой группы

набор средств рекламы

получать

доля

то, что стоит свою цену

2. A Public Relations problem

Teacher’s notes

AIM

To practice chairing and participating in meetings in the context of a meeting about dealing with a public relations crisis.

GRAMMAR AND FUNCTIONS

Holding and taking part in a meeting. Modal verbs: should, can, must, have to, may. Future Simple.

TIME

40-50 minutes

PROCEDURE

a) Read out from the worksheets the first paragraph in the box. Let the students react and elicit a few issues that they might have to discuss.

b) (Opinion) Consider whether you need to re-elicit any language that you have recently worked on in class. Consider also whether you need to re-elicit any language for the chairperson. Leave these phrases on the board for the students to refer to in the meeting.

c) Read the information in the box again and refer to section A. Ask students to choose their roles. Allow a few minutes for students to read their own role-notes and think about what they are going to say. Circulate, helping with vocabulary. d) Refer to section B. If necessary, explain that you are “invisible” and they should deal with anything that happens in the meeting on their own, as they would in real life. You might occasionally supply a word but apart from that they should ignore you. Start the activity, sit away from the students, and make a note of good/bad language use.

e) Hold a short feedback slot.

Worksheet

Your company sells pre-cooked meals through large supermarket chains. Last month you launched a new line with an expensive advertising campaign on the television. The launch was very successful. Yesterday some newspapers reported new research which shows that eating genetically modified Soya beans may increase the risk of cancer in rats. Your new line of food uses genetically modified Soya. This morning a consumer group phoned your company asking for an interview and a public statement. Your company will give a press conference tomorrow. You have been called to an urgent meeting to discuss the situation.

A Prepare to have a meeting. Choose your roles (you may have to combine roles). Read your own role notes.

B Have a meeting using the agenda below.

President

Marketing Director

Marketing Manager

Role notes

You will chair the meeting using the agenda below. Try to get agreement on what you need tо do. Start by asking everybody in turn to describe the situation from their point of view,

Should you still promote the new line or should you recall the products (take them off the market)? How can you restore confidence in your products?

Yesterday afternoon your phone didn't stop ringing - supermarket managers were calling to know if the food was safe and what action you were taking. Orders for pre-cooked food are 25% down. Other products carrying your brand name are also showing lower sales.

Finance Manager

Product Manager

Public Relations Officer

Any solution has to be justified in terms of cost. Recalling the product and launching a new line will be very expensive. A new advertising campaign or new packaging will be expensive.

Many other tests have shown that these genetically modified vegetables are safe. Probably there was a mistake in the experiment. Further tests may not give a clear answer. The problem is that consumer groups like to make trouble.

You will speak at a press conference tomorrow. What will you say? How can you limit the damage to your sales and your company image?

Agenda

1. Chairperson's opening comments

2. Immediate action regarding the new line

3. Press conference tomorrow: what to say

Vocabulary:

agenda

cancer

confidence

damage

justified

immediate

to launch

to limit

line

public statement

to recall

regarding

research

to restore

supermarket chain

in terms of

through

повестка

рак

доверие

вред

оправданный

немедленный

начинать

сокращать

ассортимент

официальное заявление

отменять

в отношении

исследование

восстанавливать

цепь супермаркетов

исходя из

посредством

TELEPHONING

Teacher’s notes

1. Arranging a company visit

AIM

To practice a telephone call discussing a schedule for a company visit.

GRAMMAR AND FUNCTIONS

Telephoning and making arrangements. Future Simple, to be going to, would like. Complex Object: Do you want me to …?

TIME

30-40 minutes

PROCEDURE

a) Write up on the board: Arranging a company visit. Explain to students that they will practice a phone call to discuss plans for a company visit. Elicit a few phrases for the beginning and end of the call and write them up on the board.

b) Divide the class into pairs and appoint visitors and hosts. Explain that the host will talk about their real-life company.

c) Give the students time to read their own instructions. Check that Student A knows B’s company, country and type of business so that he/she can prepare the questions. Ask the students to prepare the written information individually, and circulate and check that it is appropriate.

d) When the students are ready, ask the pairs to sit back to back (or use a telephone if you have this facility). Start the activity, circulate and make a note of good/bad language use.

e) (Option) Ask the best pair/s to re-enact the role-play for the class.

f) Hold a short feedback slot.

g) Now, or in the next class as recycling: The hosts and visitors change roles and repeat the activity. Hold another short feedback slot.

Worksheet

Student A: Visitor

You are going to Student B’s country to see his/her factory/offices and his/her products. You will receive a call from him/her to finalize arrangements for the trip. You have already booked the flight. Let him/her organize the hotel and anything else necessary.

Before the call write down:

the number of your flight and its arrival day and time __________________

________________________________________________________________

how Student B will recognize you at the airport _______________________

________________________________________________________________

your requirements for a good hotel (business services etc.) ______________

________________________________________________________________

some questions about the schedule or things you want Student B to arrange for you________________________________________________________

________________________________________________________________

Student B: Host

Student A is going to visit you in your country. You are going to take him/her to your factory/offices and show him/her your new products. You will call him/her to:

find out when he/she is arriving (day? time? flight number?)
offer to meet him/her at the airport
book a room in a good hotel for him/her
describe briefly your plans for the visit: the tour of your factory/offices etc.
Find out if there is anything else Student A wants you to arrange

Before you begin write down a brief program for the visit with times, places and things to see/do.

Schedule

_____________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary:

to arrange

arrangements

briefly

to recognize

requirement

schedule

организовывать

приготовления

кратко

узнавать

требование

расписание

2. Placing an order

ACTIVITY

Pairwork: speaking, filling in an order form

AIM

To place and to receive an order

GRAMMAR AND FUNCTIONS

Countable and uncountable: some and any

How many? Plural form of nouns. Would like, have got. Dealing with figures.

TIME

30 minutes

PROCEDURE

a) Ask the students to give examples of promotional products that can be used to advertise a company. Pre-teach the vocabulary.

b) Ask the students to work in pairs and divide them into Student A and Student B. Let the students read the appropriate part of the worksheet.

c) Explain that Student A is a customer and needs to buy some promotional gifts while Student B works for a company which sells corporate gifts.

d) Ask the Student As to read the descriptions of the people they will need gifts for and decide what to get. Ask the Student Bs to decide what their discounting policy is going to be, that is, how much discount they will allow for quantity purchasing and also to imagine that some items are out of stock.

e) Model the activity with a more confident student.

For example:

You: I'd like to order some stationary with the company's name on it.

Student: What kind of stationary do you want?

You: Have you got any pens? .

Student: Yes, we have. How many would you like?

You: Well, how much are they?

Student: They’re £8 each.

You: OK, I’ll have ten, please.

f) Ask the students to work in pairs, a Student A with a Student B and to sit back-to-back so then cannot see each other.

g) Student A now telephones Student B to place an order. Student B should take down the order, filling in the form.

h) When they have finished, ask the students to report back on what they have ordered for each client.

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Учебно-методический комплекс дисциплины «Деловой иностранный язык»

Yours,

Dominique Marigny

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