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Balancing Act - An introduction to double entry bookkeeping. The differences between national and international trade; difficulties when trading internationally and solutions to these problems. For many, a franchise is merely a temporary business investment opportunity without the hassles of long-term ownership.

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Economics Economics has traditionally focused more on analyzing production and consumption than on assessing the fairness of economic outcomes.

A learning objective describes what the learner will know or beThis introductory lesson on teaching economics concepts contains sections on the following: purpose; objectives; time; materials needed; and step-by-step classroom procedures. Survival Guide to the FET Phase CAPS - mml co za While economics is considered part of the elementary social studies curriculum, textbooks and other social studies programs often neglect to incorporate economic instruction.

Decision Making N1. Have one less chair than there are students. Lesson plans, unit plans, and classroom resources for your teaching needs. Reading comprehension. Professional teaching methods. It tests micro and macroeconomic principles as well as knowledge of the world economy. The Reading Teacher, 61, 46— Vocabulary sheets 4. The bad economist sees only what im- economic stability through monetary and financial cooperation.

Each lesson is a PDF document that you can download which includes objectives, materials lists, worksheets and content standards. Concise and instructive, it is also deceptively prescient and far-reaching in its efforts to dissemble economic fallacies that are so prevalent they have almost become a new orthodoxy.

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Explain to them that this type of reasoning is the type of reasoning used by economists. This lesson will give your students opportunities to practice their listening, readingThese 30 lesson plans were designed to accompany "Contemporary Japan: A Teaching Workbook", a collection of class activities, primary source selections, student readings The lesson plans are based primarily on materials in the workbook, although materials from other sources also are recommended.

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Word Format. The Business brief section at the beginning of each unit in the Teacher's Resource Book gives an overview of the business topic, covering key terms given in bold, and which can be checked in the Longman Dictionary of Business English and suggesting a list of titles for further reading and information. Authenticity of content One of the principles of the course is that students should deal with as much authentic content as their language level allows.

Authentic reading and listening texts are motivating for students and bring the real world of business into the classroom, increasing students' knowledge of business practice and concepts. Due to its international coverage, the Financial Times has been a rich source of text, video and business information for the course.

The case studies present realistic business situations and problems, and the communication activities based on them - group discussions, simulations and role plays - serve to enhance the authenticity of the course. Flexibility of use Demands of business English courses vary greatly, and materials accordingly need to be flexible and adaptable. Market Leader has been designed to give teachers and course planners the maximum flexibility.

The course can be used either extensively or intensively. At the beginning of each unit in the Teacher's Resource Book are suggestions for a fast route through the unit if time is short. This intensive route focuses mainly on speaking and listening skills. If the teacher wants to extend this concentration on particular skills, optional components are available in the course see Extending the course on page 5. Draw on the students' knowledge of business and the world.

Be very careful how you present the case study at the beginning. Make sure your instructions are clear and that the task is understood. See individual units in the Teacher's Resource Book for detailed suggestions on introducing the case study.

Ensure that all students have understood the case and the key vocabulary. Encourage the students to use the language and communication skills they have acquired in the rest of the unit. A short review of the key language will help. Language errors can be dealt with at the end. Make a record of important errors and give students feedback at the end in a sympathetic and constructive way. If the activity is developing slowly or you have a group of students who are a little reticent, you could intervene by asking questions or making helpful suggestions.

Allow students to reach their own conclusions. Many students expect there to be a correct answer. The teacher can give their own opinion but should stress that there is usually no single 'right' answer.

Encourage creative and imaginative solutions to the problems expressed. Encourage students to use people-management skills such as working in teams, leading teams, delegating and interacting effectively with each other.

Allocate sufficient time for the major tasks such as negotiating. At the same time, do not allow activities to drag on too long. You want the students to have enough time to perform the task and yet the lesson needs to have pace. Students should identify the key issues of the case and discuss all the options before reaching a decision. Encourage students to actively listen to each other.

This is essential for both language practice and effective teamwork! In order to meet their needs, Market Leader provides a wide range of optional extra materials and components to choose from. Teacher's Resource Book The Text bank: two extra reading texts per unit, together with comprehension and vocabulary exercises The Resource bank: photocopiable worksheet-based communication activities linked to particular sections of the Course Book units e Listening: extra activities based on each Course Book Listening interview Business Grammar and Usage New Edition For students needing more work on their grammar, this book provides reference and practice in all the most important areas of business English usage.

It is organised into structural and functional sections. The book has been revised and updated for the Third Edition. Sub-titles are available if students working on their own need them.

The i-Giossary, an interactive mini-dictionary which provides definitions and pronunciation of all the key vocabulary listed at the back of the Course Book. To provide them with authentic and engaging material, Market Leader includes a range of special subject books which focus on reading skills and vocabulary development. This series will expand to cover the most common areas of business specialisation. Each book includes two tests and a glossary of specialised language.

Compiled from a wide range of text sources, it allows students and teachers rapid access to clear, straightforward definitions of the latest international business terminology. Resources include free writing and listening tests for each level, links to websites relevant to units and topics in the Course Books and downloadable glossaries of business terms.

The Premier Lessons subscription area of the website has a bank of ready-made lessons with authentic texts from the FT that have student worksheets and answers. These lessons are regularly updated and can be searched in order to find relevant texts for the unit, topic and level that students are studying. Premier Lessons can be used in the classroom or for self-study.

Classworl Further work. This does not include time spent going through homework. Startingup Students' attitudes to brands Vocabulary: Brand management Students look at word partnerships with brand, product and market.

Resource bank: listening page Reading: Building luxury brands Students read an article about Dior and its plans for moving into new markets. Text bank pages 1 Language review: Present simple and present continuous Students look at the differences between these two tenses.

Students discuss the alternatives and make a recommendation. 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. A brand is a set of associations in the mind of the consumer. Consumers tend to form emotional attachments to foods and household goods they grow up with. These brands gain mind share in consumers at an early age, and new brands find it hard to compete with the established brands. OJ c: Vl One area where new brands can appear is in new categories. For example, the names Amazon, Google and Facebook have emerged as extremely strong brands on the Internet in e-commerce, search and social networking respectively.

In business-to-business marketing, substitute 'buyer' for 'consumer' and there will be similar issues o f brand awareness, brand image and brand equity: the value to a company of the brands that it owns. In business-to-business marketing, the company name itself is often its most important brand. A company's image and reputation will clearly be key to its success. Brands and your students Both pre-work and in-work students should have lots to say about their own brand preferences as consumers.

I n -work students not involved in sales or marketing may say that brands do not directly concern them, but they should be able to discuss their organisation's reputation relative to its competitors. This is brand positioning: the way that a brand is perceived in relation to other brands.

Under the first heading, write some product types that you think your students will be interested in, for example Cars, Clothes, Electrical goods, Soft drinks, Foods. Go round the room to help where necessary. Anticipate but do not pre-empt the activities in the rest of the unit. Ask other students if they agree with it and if so, why, and if not, why not. If students are interested, you can tell them to look at www.

This Walter Landor is not to be confused, by the way, with the nineteenth-century English poet of the same name. Remember any points that may be relevant to later parts of the lesson, and tell students you will come back to them. Starting up This section introduces the main themes of the unit and provides speaking practice. Ask the whole group if they are surprised by any of the a nswers. During the rest of the lesson, go on adding key vocabulary to this 'permanent' list, especially vocabulary relating to brands.

Vocabulary: Brand management Students look at word partnerships with brand, product and market. Get individual students to repeat difficult ones, e. Go round the class and assist where necessary.

Then ask the whole class for the answers. Scanned for Agus Suwanto UNIT 1 brand 1 awareness 2 loyalty 3 stretching 4 image You could point out that 'raise awareness' is another form of word partnership, this time between a verb an a noun.

If there is interest and time, there could be class discussion of some of the issues raised, for example, the use of celebrities to endorse products and the products that they endorse. In the first two parts of the interview, he talks about the function of brands. In the third, he talks about work that he did for Nokia, to illustrate a particular point about brands. If necessary, explain consultancy, an organisation that sells expertise and advice in particular areas to other companies.

With the whole class, ask individual students for the answers. Explain any remaining difficulties. A brand: 1 helps people to become familiar with a product. Here, raft of important information may cause problems. G On the last play-through, get students to give their answers.

Chris Cleaver's company has helped Nokia: o with the question of what the Nokia brand represents and how customers relate to it - to get them to think of it as the 'master brand'. Point out Chris's use of Firstly and And to signpost these two main ideas. Apple and its iPod and iPhone. If relevant, go back to some of the examples they gave in the Warmer section.

Encourage discussion with the whole class. I B a a Ask students what sort of products have a 'luxury' category and what luxury brands they can think of for each product. Which are related mainly to cars, which to clothes, which to cosmetics, etc.? For example, Rolls Royce still the epitome of luxury cars, even if the brand is used mainly in connection with aircraft engines now , Gucci, Hermes, Burberry clothes and, hopefully, Dior Then ask the pre-question in the Course Book: What is the brand image of Dior?

Elicit or explain words such as luxurious, exclusive, sophisticated. Language review: Present simple and present continuous our Forget the calculator. Go round and help with any difficulties. If there is time and interest, get students to talk about their own companies or ones they would like to work for and how their markets will develop over the next few years, using some of the language from the article, e.

We have to develop our Go round and assist where necessary with language problems. They will have met these tenses before, of course, but choosing the correct one will probably go on causing problems even when your students become more advanced speakers. Here, students have a chance to revise and consolidate their knowledge.

G With the whole class, go through the commentary and examples in the panel. Point out that present continuous is used for temporary activities, even if they are not going on right now.

For example, you can say, Dior is currently looking to recruit a marketing director for the UK and Ireland, even if it's late at night and no one is doing any looking at the time you're speaking. If time permits, go through the information on page or ask students to do this for homework.

II 0 With the whole class, go through the list, explaining where necessary. Only currently and nowadays are likely cause problems at this level. Go round the room and give assistance where necessary. Still in pairs, get students to work on the exercise. Again, go round the room and give assistance where necessary. I n my opinion 7 Why don't we a Get students to read the conversation in simultaneous groups of four. Then ask one group to read it for the whole class. Ask students what it's about.

Four marketing executives at a sports sponsorshi p agency are talking about finding a new sponsor for their client, a well-known media company. They look at various sports, choose one and agree to contact their client about it, before contacting an advertising agency that one of the executives has in mind.

It would strengthen their image. Explain, if necessary, by pointing out the connection between strengthen and strong. Point out the use of the expression happy with.

Point out to students that this opinion language is very important and that it's worth learning these expressions by heart. Bring their attention to the Useful language box and get individual students to read out the different expressions.

Help with pronunciation where necessary. Get students to look at the four questions, explain any difficulties and play the recording again, stopping after they hear the answer to each question and elicit the answer. With lower-level groups, you may have to play the recording several times. Ensure that they understand the situation. Tell students who is A, B and C in each three. Do not let students choose, as this wastes time. Go round and monitor good performance and common mistakes, especially in opinions language, e.

CD Then get one of the threes to repeat their meeting for the whole class, paying attention to the key points you have covered. Don't dominate the discussion, but say enough to keep it going and allow your student to make their points. At the same time, monitor the language that your student is using. Note down strong points and points that need correction or improvement.

Come back to these after the discussion. I f there is time and interest, do the role play again with you and the student taking other roles and getting your student to integrate the corrections It must decide how to protect its brand and create new markets for its products.

Students analyse the situation, suggest solutions and make a final decision. If this is the first case study you have done with the group, be sure to prepare it carefully before the class. Read the information in the introduction of this Teacher's Resource Book on Case studies that work page 5. Nearly three-quarters of the people in the focus groups thought that Hudson products were expensive, but only 56 per cent considered that they were exclusive.

Go round and assist with any difficulties. Clear and timely instructions are key to this. Explain any difficulties. Write the headings on the left-hand side of the table and elicit information from students to complete the right-hand side of the table.

Underline the importance of the correct use of the language mentioned above. Diana advertising. Company Hudson Corporation Brand name Well-known, associated with high quality, traditional design and craftsmanship teach this last word if necessary Market share Declining in the USA because of increased competition from Asia Have to get pricing right. Can charge high prices if we position teach this use of the word the brand as one for luxury goods, justifying high price.

Europeans less price-conscious than Americans. Competitors Asian competitors offer similar products at lower prices Go downmarket explain this , reduce prices and increase volumes explain. Office and warehouse in Zurich used as a base for expansion. For example: : May need to adapt their products for European markets. Explain focus groups- small groups of typical consumers who are asked to discuss and give their opinions about products.

Then divide students into groups of four to study the information. Tell students who is in each group to avoid wasting time. They will have to match each strategy with one of the speakers above. Some of the strategies here were not mentioned by any of the speakers- point this out. Go round the class to explain any difficulties and get students to do the matching task. You may have to play the recording again to confirm the answers to the students.

They will be role-playing a meeting between the four Hudson executives, who have to consider the advantages and disadvantages of each option and choose two of the marketing strategies they will use to expand sales in Europe.

Appoint a chair for each group to open the meeting, invite contributions and summarise the discussion at the end. Go round the room and explain this to the chairs. G Tell chairs to start their meetings. Go round the room and monitor the language being used. Give a rough maximum number of words for the e-mail - perhaps words, depending on the level of class.

In the task, you 1 and your student are Hudson executives. Discuss 1 the advantages and disadvantages of the different j solutions. Don't dominate the discussion, but say j enough to keep it going and allow your student to I 1 j make their points. Note down strong points and points l that need correction or improvement.

Come back to j these in order to work on them after the student has Lesson 1 Each lesson excluding case studies is about 45 to 60 minutes. Vo cab ul ary : British and American English Students look at the differences in travel terminology between the two varieties of English. Lesson 3 Lesson 4 Each case study is about 11h to 2 hours. Skills: Telephoning: makingarrangements Students listen to phone calls where people make arrangements and then role-play conversations.

Resource bank: Speaking pages Case study: BTS Students suggest solutions to problems that the client of a business travel agency has had when using the services the agency has arranged. Air travel in Europe has been shaken up by low-cost airlines offering spartan in-flight service and selling tickets direct over the Internet.

National flag carriers government-owned airlines continue to go bust, partly as a result of the success of the low-cost carriers.

Deregulation and liberalisation, driven by the competition laws of the European Union, mean that governments are no longer allowed to bail out their airlines. Low-cost airlines are increasingly attractive to businesses watching their costs.

Many business travellers are now using them, saying that there is no point in paying more for a flight just to get a badly cooked breakfast. The established players reply that, especially on long-haul routes, there will a lways be a place for full-service airlines with ground staff, city-centre ticket offices and so on. However, all this infrastructure means that traditional airlines have very high fixed costs: it costs almost as much to fly a plane three-quarters empty as full and the main aim is to get as many passengers on seats as possible, paying as much as possible to maximise the revenues, or yield, from each flight.

The relative fragility of individual airlines all over the world has led to the growth of global alliances. On transatlantic routes, British Airways has long been in alliance with American Airlines. Co-operation means that airlines can feed passengers into each others' hubs for onward journeys and costs of marketing and logistics are not d uplicated. In the USA, there have been a number of airline mergers, for example between Delta and Northwest, resulting in bigger airlines with lower cost bases per passenger.

However, airlines are among the first to suffer during economic downturns, and the USA has been accused of unfairly protecting its airlines with laws on bankruptcy protection that give airlines time to reorganise and restructure when in other countries they would go out of business. Fuel costs have been another factor in the fragility of airlines' finances. They can to an extent buy fuel into the future at prices fixed with suppliers today, but the wild swings in fuel prices of recent years have made budget planning very difficult.

Another aspect of travel is, of course, the hotel industry. Here, there are similar issues of high fixed costs that have led to the development of hotel chains able to share them. Each chain is a brand and, wherever you go, you should know exactly what you are going to find when you get there. However, business travellers are beginning to question the sense of travelling at all. Some argue that after the first face-to-face meeting between customer and supplier, further discussions can take place using purpose-built video-conferencing suites, webcams combined with PCs on the Internet and so on.

Costs of video-conferencing are coming down, but it is probably more suitable for internal company communication, with colleagues who already know each other well. Travel and your students Everyone loves to tell their travel horror stories, so you should have no trouble getting your students to relate to the subject. Some senior managers, especially in hi-tech industries, may have personal experience of video-conferencing: it will be interesting to see what they think about it.

What was your worst? Get them to discuss the two questions and make brief notes about their partner's answers. Go round the room and help where necessary, for example with vocabulary.

Play each section two or three times, depending on level. Get students to note down problems they hear that are in Exercise B. Point out that it's not words from Exercise B that they should listen for, but problems. For example, they hear the word seats from Traveller 1 , but not in the context of overbooking of seats, which is mentioned by Traveller 3.

Point out that baggage and luggage are the same thing, but be sure to correct students who talk about baggages and luggages; the correct form is items of baggage or luggage.

Go round the room and help where necessary. Get students to ask their partners questions 1 to 3. Students look at the d ifferences in travel terminology between the two main varieties of English. At this point, you could change the make-up of the pairs again. Practise pronunciation where necessary. Schedule is pronounced 'skedule' i n American English, and 'shedule' in British English, but stick to the former, as students are being given it as the American English equivalent of timetable.

The British English expressions are underlined below:! Put students into pairs. Swimming non-smoking! Clear up any remaining problems. Students listen to Sholto Smith, Area Sales Director for Hyatt Hotels, talking about how the company meets the needs of business travellers, how it is adding value for them and about future developments in business travel.

Point out how Sholto Smith mentions technology and environmental policies, gives examples of the latter and then gives examples of the former. Technology: high-speed I nternet, television on demand, lower cost telephone calls Environmental policies: water conservation, low-energy lighting in bedrooms 0 Work on pronunciation of environmental and conservation and explain any remaining difficulties.

Play the recording twice, or more often if necessary, pausing occasionally to give students time to tick the items in the list which are mentioned. Get students to discuss the question in groups. Go round and assist where ne cessary. Elicit the ideas and get students to comment on those of other groups. Scanned for Agus Suwanto Reading: What business travellers want Students compare articles about business travel, one about a businessman who travels a lot and one about travelling on a budget.

Things that might be mentioned include fares, reputation of service and food, safety record, age of planes, schedules, convenience of airports used.

Teach any vocabulary that students are unfamiliar with. Explain what they will have to do -each reads an article then explains information from it to their partner in order to complete the table. Make sure that the Student Bs turn to the correct page. Get students to read their article individually and complete the relevant part of the table. Also get them to discuss the question. Go round and assist where necessary, for example with vocabulary and pronunciation.

Bring the class to order and elicit the views of one or two pairs. Work on travel-related vocabulary and pronunciation points that have caused difficulty but don't pre-empt the next exercise. Do as a quick-fire whole-class activity. Point out the grammatical and other clues that help to find the right answers. You could try getting students to cover the right-hand column and get them to suggest what might follow on from the expressions on the left before they do the exercise.

Get students to distinguish the latter from lunch! Do the exercise as a whole-class activity and answer any questions. Remind students of the reason for each answer whilst working through the exercise. With the whole class, ask for the answers. Again, work on the reason for each answer. Encourage creativity, as long as the grammar rules are followed. With the whole class, get suggestions for possible answers and discuss why they are possible, referring back to the information in the panel.

OK, I've decided. I'm going to book the next flight to New York. Let's check the timetable. The flight leaves at It's OK, I don't need a lift. Duncan, and Christine J.

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