新编剑桥商务英语(中级)Module_12

Module 12

wordlist

case litigation court prosecute defense rights judge sue lawyer trademark

expressions

Can you explain what you mean?

Could you...repeat that? / say that again?

Do you mind if I answer that at the end?

I can't really comment on...

I'd like to come back to that point later on if that's OK.

I just need to check with someone first.

I'm afraid I'm unable to answer it at the moment...

Let me get back to you on that.

Sorry, I didn't...hear you. / catch that.

Sorry, I didn't understand the question.

Sorry I don't follow you...

Thank you for asking that.

That's a good question.

Module 12.1 Business Law

A color problem

Listening

1) This first short discussion task leads into the topic of how trademarks can be too similar and cause legal proceedings between companies operating in the same area of business. Discuss the problem as a class.

Answer

In this case both phone operators are using logos which use the same color. One operator could argue that customers will therefore confuse the brand and that their competitor is making use of their brand image.

Extension

12.1 Before students do exercise 2, you could play the listening and students can compare their ideas in exercise 1 to those described in the interview. Find out which of the answers they gave are mentioned in the recording. This acts as a useful listening for general information before the next exercise.

2) 12.1 Students need to read the journalist's notes before they listen to the news programme and write in the missing words. Answers

1 TV commercials

2 T-shirts

3 orange

4 petrol company

5 green

6 shape

7 business 8 colors

12.1 Listening script

P=Presenter R=Rene

P Business news now, and the telecoms firm Galacall has announced it may be taking legal proceedings against the newcomer and potential rival in the telecoms market, Frontline. Frontline recently ran a series of TV commercials in which all its sales staff wore distinctive purple T-shirts. Galacall, whose trademark brand name appears in a similar shade of purple, hasn't said it will sue Frontline yet but is considering its position. Well, on the line to discuss this story is lawyer and legal expert in trademark law, Rene Mackersmann for the London-based firm Parkers and Mackersmann.

R Good morning.

P So Rene, I was wondering how serious Galacall is about all this? Surely they only have a case against a company which infringes the trademark by using a similar name, don't they?

R Well, no. In fact there are a number of examples where companies or brands have tried to prevent others from using what they consider as trademark colors. Take the case of the mobile phone company Orange trying to stop easyMobile using the color orange. The easyGroup company had used orange on all its previous ventures, but when it launched a rival mobile phone brand, the operator Orange said easyMobile was breaking the law by using its color in the same marketplace. Then there was the oil company BP, whose logo is green and yellow. They took out litigation against an Irish petrol company who tried to paint its petrol stations green.

P So do you think you can use the same color as long as your product is different?

R Absolutely. For example, the food manufacturer Heinz uses turquoise on its cans but it couldn't stop someone from using the same color on, say, bicycles.

P Can you tell me if there's anything else you can buy the rights on?

R Oh sure. Trademarks mean firms have rights over anything like color or shape.

P Shape as well?

R Absolutely. Take Toblerone. They have the rights on triangular boxes for their chocolate.

P So back to Galacall and Frontline. I'd like to know what you think the outcome will be if it ever gets to court. Who'll win?

R Well, I'm not the judge, but if the prosecution can prove the color will confuse customers and damage Galacall's business then they might just win it.

P Rene Mackersmann of Parkers and Mackersmann, thank you very much.

R You're welcome.

Legal terms

vocabulary

3) Students match the words to the definitions. They can refer to the notes and listening script as well as using a dictionary.

Answers

1 I

2 A

3 F

4 G

5 B

6 E

7 H

8 J

9 C

Colorful cases

Reading

4) Two of the three articles provides students with more background on two of the cases mentioned in the listening. The other article is about quite a famous issue linked with the search engine, Google.

Students match the statements to the case. When checking answers. ask students to refer to the part of the text which gives the answer.

Answers

1 C (the "premises" refers to the petrol station)

2 B (Normal people...aren't likely to face legal proceedings)

3 A (The operator has followed the easyGroup trademark branding and used orange.)

4 B (Google has said it intends to stop...)

5 A (Orange may be taking easyMobile to court...though easyMobile is part of a bigger company called easyGroup.)

6 C (TOP is an Irish company but BP can only sue its stations in Northern Ireland which come under United Kingdom law.)

7 B (Google had said it intends to stop the use of its name.../ A spokesman said: We think it's important to make the distinction between...)

5) Put students into pairs or small groups to discuss the questions. With the question about trademarks, students could comment how much they think a brand name affects what they buy, or if their own company's trademark is important for it. The second question is more open to different points of view with students saying if they think companies like Google have a fair case.

Indirect questions and tags

Grammar

1) 12.1 Students at this level will still have problems with word order when using indirect questions and even greater difficulties using tag questions effectively. Give them time to read 0-4 before they listen to 12.1 again. With stronger groups ask them to try and predict the answers before listening.

Answers

1 don't they

2 you can use the same color

3 there's anything else

4 you think the outcome will be

Extension

Ask students to try and summarise the rules based on what happens in 0-4. After some suggestions ask them to look at the grammar summary on page 130 and check if they are correct.

2) Elicit from students the fact that a speaker can sound more polite and less direct by using indirect questions and tags. They are especially useful if you want to encourage people to give their opinions and get them talking.

3) Students correct sentences 1-8. Note that sentence 7 is a direct question.

Answers

1 Do you think business will become...

2 I was wondering what you think...

3 ... a good product, isn't it?

4 ... by plane, won't they?

5 Do you think employees can work...

6 ... what your plans for your future career are?

(or) ... what your plans are for your future career?

7 ... experience do you think would help...

8 ... for three years, haven't you?

Pronunciation

With question tags, the intonation rises if we are very uncertain and falls if we are asking to check and confirm information we think we know. Write the following sentences on the board with the arrows and drill them.

Good marketing is more important than a good product, isn't it? ↘

You've studied English for three years, haven't you? ↗

4) Students take turns to ask and answer questions 1-8 in exercise 3.

Extension

Ask students to prepare five direct questions for a colleague about their work and life. Then tell them to swap these questions with their partner who must rewrite them as indirect questions or sentences ending in a question tag. Finally, students ask and answer their final versions of the questions with a partner.

Photocopiable activity 12.1

See page 182.

The BEC Vantage speaking game

Speaking

5) You will need to have some dice for this lesson so that each group has one to roll. Put students into groups of three or four and let them study the instructions for the game. Students work their way round the board creating questions for other players.

These will be the types of questions students can expect in the Speaking Test. They are also expected to create questions in Parts Two and Three. These will vary between direct and indirect questions.

The question does not have to include the exact words on the topic square. Here are some examples:

(home or country) Could you tell me where you are from? (ways of working) Does your company use flexitime? (training/education) Do you think people should continue their education throughout their lives? (food and drink) I was wondering what a favourite dish is in your country.

(forms of advertising) How effective do you think leaflets are compared to word-of-mouth advertising?

Alternative

You may not want to follow the game format in some classes (such as one-to-one lessons). If that is the case, just ask your student or students to create questions at random using combinations from the board for practice.

Module 12.2 Handling questions

Difficult questions

Listening

1) Students could discuss the situations in pairs or as a class. Ask students to think of possible direct questions the people would ask. You may also want to give a few examples for the first situation to give them the idea.

Possible questions

A The customer might ask: Can I have a refund? Can I exchange this for something else? The shop assistant might ask: When did you buy it? Do you have the receipt? Did you pay by credit card or cash?

B The employee might ask: Why wasn't I paid for that overtime I did? Why is the tax higher this month?

C The student might ask: What did I get wrong? Why was my mark so low? The teacher might ask: What went wrong? Did you revise?

D The manager might ask: Have you read our policy on sending emails? Why did you send so many?

E The journalists might ask: What is the company doing to solve the problem? Will you be giving customers a refund?

Extension

Write students' suggestions for each situation on the board and if any of the questions contain mistakes use this opportunity to clarify any points of grammar. At the end, put students into pairs and ask them to roleplay each of the situations using the questions they have brainstormed.

2) 12.2 Students listen to the conversations and match them to the five situations in exercise 1.

Answers

Conversation 1: C

Conversation 2: E

Conversation 3: B

Conversation 4: A

Conversation 5: D

12.2 Listening script

Conversation 1

S=Student T=Teacher

S I'm sorry but I don't understand this mark. Why was it so low? I mean, I thought I'd answered everything. What else was I supposed to write?

T Look, I can't really comment on that until I've looked at it. Give me a day and let me get back to you on that. OK?

Conversation 2

PRM=PR Manager J=Journalist

PRM OK. Are there any questions? Yes?

J So you've announced that you'll be recalling all the items from supermarkets and stores, but do you have any ideas about what caused the problem?

PRM That's a very good question. We're looking into it at the moment, and we hope that we will know more very soon.

J How soon will these items be back on the shelves? PRM I'm afraid I'm unable to answer that at the moment. I can assure you, however, that we're doing everything we can to sort this problem out as quickly as possible.

Conversation 3

E=Employee M=Manager

E Can I have a word?

M Sure.

E It's just that this doesn't seem to be right. I did some overtime the month before last. Why hasn't it been included?

M Sorry, I don't follow you. If it was for the month before last it would have been on your last cheque.

E But don't you remember? You forgot to add it and said you'd add it to this month's... Conversation 4

CS=Customer Service C=Customer

CS Hello. Customer Service.

C Hello, I bought a Barbie doll house set and I'm afraid it's the wrong one.

CS Sorry, I didn't catch that. A Barbie what?

C A Barbie doll house set. You know. It has kind of pink wallpaper.

CS But is there something actually wrong with it?

C I think it's the wrong color or something. I don't know really. It was my daughter who said it was wrong. CS Well, we can only take it back if it's faulty.

C Can I exchange it for another one though?

CS Sorry. Can you wait a moment? I just need to check with someone first.

Conversation 5

M=Manager E=Employee

M Sorry Peter, can I have a quick word before you go?

E Erm, well, I am in a bit of a rush.

M It won't take long. Let's use my office.

E OK.

M Take a seat. I'm aware that you've been using computers for personal use during your lunch breaks. You do know our policy with regard to this, don't you?

E Sorry, can you explain what you mean? Is there a problem?

3) 12.2 Students listen out for the questions and match them to the responses.

Answers

1 E

2 F

3 C

4 B

5 A

6 D

4) Refer students to the Exam Success tip. Students categorise the questions to complete the language summary.

Answers

1,2,3: A,C,E 4 F 5,6: B,D

Responding to question

Speaking

5) Students could work in pairs to decide on an appropriate response to each situation. There may be more than one possibility in some situations.

Possible answers

1 Sorry, I didn't understand the question.

2 I'm afraid I'm unable to answer that at the moment.

3 That's a very good question.

4 I just need to check with someone first.

5 I'd like to come back to that point later on if that's OK.

6 I'm afraid I'm unable to answer that at the moment.

6) Students in pairs roleplay each of the six situations in exercise 5. One student make and asks the type of questions for a situation, and the other student gives an appropriate response.

Possible conversation(1)

A: If I was talking to your colleagues, what do you think they would say is your greatest strength but also your main weakness when it comes to dealing with other people?

B: Sorry, I don't follow you? Do you mean my colleagues in my current job?

A: Yes or any previous work colleagues?

B: Well, first of all, they'd say I was...

Extension

For more practice with this language point, students could roleplay the situations in exercise 1 on page 120 (which they might have done earlier) and this time use some of the responses.

Press release

Reading

1) Begin by asking students if they know what a press release is and whether they ever use them where they work. Pre-work learners may also know that their college or place of study lets the local press know about its academic successes or notable events. Then ask students to read the "How to..." text and answer the questions. Note that the answer to question 3 isn't in the text but students should be able to guess..

Answers

1 When they have important news, company announcements, or at any time when it's possible to give an "interesting slant".*

2 When the story explains how your company has helped the local community or has raised money for charity. Also the story might be about success or release to other hot topics. They won't use it if it seems like an advert.

3 One advantage is that a press release is free publicity and also that the public tend to take more notice of the company than they would from seeing an advertisement.

*You may need to explain the term, "interesting slant". This often refers to newspaper stories which take an ordinary or even potentially uninteresting event but manage to make it interesting in some way.

2) Give students one minute to read the four press release quickly for general meaning, and then to say which one isn't good.

Answer

Text C isn't a good press release because it reads like an advertisement. It announces a sale with discounts and there is no suggestion that the company has done anything useful for the community.

3) Students now match the four texts to the statements. Allow about five minutes for this more detailed reading.

Answers

1 C

2 D

3 A

4 A

5 B

6 C

7 B

4) Students work in groups of three (or four) and discuss the releases. They can argue which one they think readers will be most interested in and also refer back to the "How to..." article and its suggestion for what makes a good release.

5) In this exercise, students focus on expressions to structure a press release.

Answers

- Introduces the news: I am writing / It is always good to hear

- Refers to reader's knowledge: As many of you are aware / As many local people will know

- Announces good news: We are therefore pleased to announce / we are delighted / we are celebrating

- Handles bad news: Contrary to recent suggestions / we are taking this very seriously

A press release

Writing

6) Student write a press release in the form of a letter to the editor of a newspaper. You could set a word limit of 140 words to reflect Part Two of the writing test. Students could begin by underlining or highlighting any key information or words from the information in the email and the handwritten notes as well as think how they can use the expressions in exercise 5.

Possible answer

Dear Editor,

Contrary to recent suggestions that the Everyman Theatre may be closing, we are pleased to announce the opening of our new cafe on May 1st. We are celebrating this event with a party for local people at 7pm. After that, the cafe will be open during the day for lunchtime shoppers as well as in the evenings for theatre audiences. We also intend to hold regular cabaret nights in the cafe. Monday for the cafe was raised by "Friends of the Everyman" and this also helped pay for the Internet access facilities. Two days after the cafe opening, the musical "guys and Dolls" will start on May 3rd in the main theatre, starring well-known TV actor Rene Travis.

Please find enclosed designs for the new cafe.

Yours sincerely

Module 12.3 Speaking Test: Part Three

Exam format

Students read about the final part of the speaking test. Make sure they fully understand what happens if three people attend the exam. This occurs in situations where centres are examining odd numbers of candidates. Students need to be aware that the exam will be longer and they receive as much speaking time per person as they would in an exam with two candidates.

Exam practice

1) This exercise is a review of expressions that have come up during the students' book or that they might already know. Each student could write one expression for each category and then share their ideas with other students so that everyone has a good selection of expressions to draw on during the exam. Possible answers

Express an opinion: I think.../ In my opinion.../

I feel that.../ It's important that...

Compare and contrast information: On the one hand... on the other hand.../

Ask the other person for their opinion: What do you think? / How do you feel about...?/ Do you agree?

Ask for clarification or repetition: Do you mean...?/ Sorry, I don't quite follow you. / Can you repeat that? Agree: That's right. / Yes, and.../ I agree.../ Sure. Disagree: I know what you mean, but.../ Yes, but.../ Don't you also think, though, that...

Students can discuss this exercise in pairs or groups, but make sure they are very clear on the correct answers at the end. To extend this, students could rewrite any statements marked B to make them give good advice (see these in brackets below).

Answers

1 B (In Part Three you should work together and support your partner so both of you have plenty of time to speak.)

2 G

3 G

4 B (Listen to what your partner says and respond appropriately.)

5 G

6 B (Only discuss the topic given to you for discussion.)

7 G*

*Note that candidates won't necessarily fail if they can't agree or can't reach a conclusion, but it is preferable.

3) Students roleplay this part of the exam by working in pairs and discussing the topics on page 125. You can set a time limit of about three minutes per discussion as in the exam. When students finish the first topic, they move on to the next. After they have discussed two or three of the topics you could stop everyone to give some general feedback. Give praise for pairs who are collaborating well. Give feedback on any expressions or if necessary input any new phrases which you think might help their discussions.

Photocopiable activity 12.2

See page 183.