Extra reading worksheet

Business Partner C1
Teaching notes

Unit 4 Disruptors Vocabulary

5–6 These activities look at useful vocabulary from the reading.
Lead-in With fast finishers for Exercise 5, ask them to think of synonyms
for some of the vocabulary e.g. rival = competitor, have a head
1 Put students in pairs and give them 2–3 minutes to discuss the
start = have an advantage over the competition, counter = deal
questions, then elicit ideas around the class. Alternatively, or if
with. Exercise 6 can be done with the whole class, checking
time is short, discuss the questions as a class.
answers and clarifying meanings as you go along.

Note 5 1 a 2 b 3 a 4 a
The cloud: the Internet used as something that provides 6 1 shift
software or space for storing information, rather than 2 shockwaves
having it on your own computer 3 responsiveness
4 spurt
5 ground-shaking
Reading 6 Make the switch

2 Tell students that they are going to read about disruptive

technologies and go through the instructions with them. Check 7 Put students in pairs or small groups to complete and
the meaning of ‘disruptive’ if necessary. Ask them to read the then discuss the questions, and then broaden this into a class
missing statements first, and then read the article quickly to discussion. If time is short, discuss the questions with the whole
check their answers. class. Encourage students to give examples and use vocabulary
from Exercises 5-6.
1 D 2 C 3 B 4 A
1 ground-shaking
2 made the switch
3 Give students time to read the article again and complete 3 responsiveness
Exercise 3. Tell them they can ask you for definitions of any 4 enhanced, performance
unknown words if necessary, but avoid giving them definitions 5 shift
of the ten words that feature in Exercises 5 and 6. Check answers 6 head start
with the whole class.

1 According to Satya Nadella, tech spending is going to Speaking

double in the next decade as digitisation becomes more
widely used. 8A Ask students to work in pairs or groups of four, with two
2 The innovator’s dilemma – the difficulty incumbents have students A and two students B for groups of four. Go through
in shifting to a new technology that threatens to erode the steps as a class. Students should review their answers for
their existing, more profitable business model. question 2 in Exercise 1 before starting the roleplay. They look
3 Gene Berdichevsky of battery maker Sila at the staff comments and discuss further advantages and
Nanotechnologies says car manufacturers have disadvantages of working in the cloud.
underestimated the innovation used in producing
batteries and design aspects that improve electric
8B Students hold a meeting to discuss guidelines for working
in a cloud. Encourage students to confirm the agenda before the
vehicles.
meeting, add their own idea(s) and to use vocabulary from the
4 performance and cost advantage
lesson related to disruption in the roleplay.
During the meeting, there should be some tension between
4 Put students in pairs or small groups to discuss the questions, management who have been willing to push the shift to working
and then broaden this into a class discussion. Encourage in the cloud, and resistance from more senior members of staff.
students to elaborate and tell personal stories about which In groups of four, allow for a wider range of opinions to avoid
disruptive technologies have inspired them. If time is short, stereotyping. Monitor students during the meeting, ask them
discuss the questions with the whole class. to report back to the class and give feedback and praise as
appropriate.
Suggested answers With in-company classes, students may choose to do a
1 a new vaccine, robotics in car manufacturing or health simulation for their own organisation. With pre-work students,
care, social media in advertising and marketing encourage each group to choose a sector they are interested
in, or are more familiar with e.g. engineering, finance,
manufacturing, public administration, healthcare, education,
retail and so on.

Business Partner C1 © Pearson Education 2020

 Extra reading worksheet
Business Partner C1
Teaching notes

Unit 5 Costumer engagement Vocabulary

5-7 These activities look at useful vocabulary from the reading.
Lead-in With fast finishers for Exercise 5, ask them to think of synonyms
e.g. shrewd = clever, astute, canny, streetwise etc.. Exercise 6 can
1 Put students in pairs and give them 2–3 minutes to discuss the
be done with the whole class, checking answers and clarifying
questions, then elicit ideas around the class. Alternatively, or if
meanings as you go along. For Exercise 7, ask students to work
time is short, discuss the questions as a class.
individually and compare answers in pairs before checking with
the whole class.
Suggested answers:
2 A follower is someone who looks at the messages sent 5 1 Authenticity
by a particular person using a social networking service, for 2 Online reach
example: He currently has over 5000 followers on Twitter. 3 traction
An influencer is someone who affects the way that people 4 compelling
think or behave, or influences them to buy certain products 5 shrewd
and services because of their recommendations on 6 leveraged
social media. 6 1 b
2 a
3 a
Reading 4 b
7 1 online reach
2 Tell students that they are going to read about using social
2 leverage
media for a business and go through the instructions and
3 consumer-facing
questions with them. Check that they understand the meaning
4 get rich quick
of ‘fanbase’ and possibly ‘likes’ in the headline, depending on the
5 authenticity
age group in the class. Ask them to match the statements first,
and then read the article quickly to check their answers. Check
answers with the class.
Speaking
1 e 8 Put students in pairs or small groups to discuss the questions,
2 c then broaden this into a class discussion. If time is short, discuss
3 f the questions with the whole class. Encourage students to
4 b elaborate and use vocabulary from Exercises 5–7.
5 d
6 a
Suggested answers:
1 It will depend on the sector, or product or service being
3 Give students time to read the True/False/DS statements. Check sold: a company selling specific industrial equipment
the meaning of ‘subscribers’ e.g. someone who receives regular will not have to connect so much with their audience,
online newsletters and updates from a website, or might pay a although they still need to know their clients’ needs
monthly fee to receive a newspaper, magazine or service. To help very well. Whereas a business that is ‘personality-led’
students further, you could tell them there is only one DS statement. or one that is based on communicating with people e.g.
online travel agents, personal trainers, make-up/clothing
Explain the activity and give students time to read the article
brands, and so on will need to engage much more with
and ask you about any unknown words if necessary. In weaker
their target audience.
or larger classes, you may want to let students compare their
2 Students may argue that the advantages of having a
answers in pairs first. Then check answers with the whole class.
personality-led business are that people identify closely
with the celebrity and therefore the brand and this
1 T encourages brand loyalty. However, a disadvantage is
2 F (Her Selfish Mother shop, selling clothing, lifestyle that if the person falls ill, or has personal problems, the
accessories and digital courses for women online [...] and business may fail unless they have a strong team behind
Gunn has raised £1m for charity through sales. ) them. Some personality-led businesses have been hugely
3 F (... she was unable to sell even 36 T-shirts.) successful, e.g. Steve Jobs at Apple, Richard Branson of
4 F (“engagement”: the conversation around what you’re Virgin Atlantic. There are also influencers who have their
posting, comments and the feeling of connection you inspire.) own brands, as well as endorsing other brands.
5 DS (Sara McCorquodale doesn’t say anything about 3 Some people trust influencers and consider them to be
followers contacting a brand.). specialists. However, we should check the information
6 T they tweet or the posts they publish are credible. We
should remember they are paid huge amounts of money
by advertisers to attract more followers but this does not
4 Put students in pairs or small groups to discuss the questions, make them experts in all areas of life.
then broaden this into a class discussion. Encourage students
to elaborate and tell personal stories about what kind of
influencers have inspired them. If time is short, discuss the
questions with the whole class.

Business Partner C1 © Pearson Education 2020

 Extra reading worksheet
Business Partner C1
Teaching notes

Unit 7 Managing conflict 5 Put students in pairs or small groups to discuss the questions,
and then broaden this into a class discussion. Encourage
students to elaborate and tell personal stories about (minor)
Lead-in conflicts, or, simply, disagreements they have had. If they are
pre-work students, or do not have much experience of conflicts
1 Put students in pairs and give them 2–3 minutes to discuss the
at work, encourage them to talk about disagreements in their
questions, then elicit ideas around the class. Alternatively, or if
daily lives: when dealing with mobile phone providers, shop
time is short, discuss the questions as a class.
assistants, officials, or people in authority. If time is short, discuss
the questions with the whole class.
Reading
2 Ask students to read the statements first, and then read the Vocabulary
article quickly to check their answers.
6–7 These activities look at useful vocabulary from the reading.
With fast finishers for Exercise 5, ask them to think of synonyms
1 Mentioned - (If we never changed our minds, we would for some of the vocabulary e.g. hot-button issue = controversial
still be living in caves.) or important issue, delicate subject. Exercise 7 can be done with
2 Mentioned - (When I asked her what absolutely did not the whole class, checking answers and clarifying meanings as
work, she was adamant: belligerence, mockery, shouting, you go along.
lack of eye contact and emotional meltdowns.)
3 Mentioned - (Conflict helps organizations think and
6 1 d civil conversation
progress. We all need to do it much better.)
2 c organisational silence
4 Not mentioned
3 f hostile silence
4 a commercial dispute
3 Give students time to read the article again and ask you 5 b emotional melt-downs
about any unknown words if necessary, e.g.’sulky’, ‘I beg to 6 d humiliating climb-down
differ’, ‘brutal’, ‘adamant’, ‘belligerence’, ‘rigour’, etc. But avoid 7 1 demonise
the vocabulary items that come up in exericises 6–8. Then check 2 mockery
answers to the comprehension questions with the whole class. 3 stand-off
4 dress down
1 E 2 F 3 D 4 A 5 B
Sentence C is not used.
8 Put students in pairs or small groups to complete and
then discuss the questions, and then broaden this into a class
4 Go through the instructions and check the meaning of certain discussion. If time is short, discuss the questions with the whole
key expressions, such as ‘living in caves’ and ‘reach a compromise’. class. Encourage students to elaborate and use vocabulary from
Ask them to read the statements first, and then read the article Exercises 6–7.
quickly to check their answers.
1 disputes
Suggested answers: 2 civil conversation
3 demonise
1 They said he was never going to change his mind. 4 emotional melt-down
2 The writer states: The question isn’t how to avoid conflict 5 organisational silence
but how to do it well. 6 stand-off
3 They realise they didn’t have all the facts and they start to
develop a common language i.e. understand each other
better.
4 Meeting face to face; reconsidering overnight/time, and
Speaking
having momentum* (Taking time to reconsider overnight 9 Students work in groups of three or five. If pre-work students
often helps…people need time, she says, but also are unable to choose a conflict situation, suggest one for them,
momentum and it is her job to balance the two. such as the air-conditioning or heating system.
5 Most are too afraid or unskilled.)
6 She never confronted him in public. She sent materials she Students A and B roleplay the argument in character. Encourage
wanted to discuss ahead of time. She rarely pressed him them to get annoyed, use negative body language and raise
for an immediate response. She thinks he is a brilliant man their voices (a little!). When it gets more conflictive, Student C
and over time, they built trust and respect. gets involved and mediates.

*momentum: the ability to keep increasing, developing, or After the roleplay, ask students to reflect on their performance
being more successful and the outcome:
What was the outcome?
Did anyone dominate the argument? Who?
How did they reach a compromise / win-win situation?
Did the mediator listen actively, ask suitable questions, not take
sides and summarise effectively?
How did the mediator help or aggravate the situation?

Business Partner C1 © Pearson Education 2020

 Extra reading worksheet
Business Partner C1
Teaching notes

Unit 8 Mindset For Exercise 7, item 2, encourage students to talk about

challenging situations or events when they had to develop their
resilience, accept uncertainty, be more flexible or adopt other
Lead-in coping strategies.

1 Put students in pairs and give them 2–3 minutes to discuss the
5 1 resilience b
questions, then elicit ideas around the class. Alternatively, or if
2 setbacks a
time is short, discuss the questions as a class.
3 play out b
4 undermine a
Reading 6 1 constant threat
2 pushes / blame
2 Tell students that they are going to read about having a
3 uncertainty avoidance
resilient attitude in the world of work and go through the
4 triggers anxiety
instructions and phrases with them. Check that they understand
5 daunting prospect
the meaning of ‘bolster’ (improve/support) and ‘tackle’ (deal
6 psychological strain
with). Ask them to match the statements first, and then read the
article quickly to check their answers. Check answers with the 7 1 play out
class. 2 setback
3 resilience
4 strain
1 b 2 c 3 e 4 a 5 d
5 daunting
6 uncertainty x2
3 Give students time to read the True / False / Doesn’t Say
statements. Check the meaning of certain phrases if necessary
e.g. ‘trial and error’ (when you test many different methods Speaking
of doing something in order to find the best). To help students
9A/B Put students in groups of four. The aim of this activity
further, you could tell them there are two Doesn’t Say
is to encourage students to use vocabulary from the text
statements.
and vocabulary section and to think critically about the skills
Give students time to read the article and ask you about any required of professionals in the future.
unknown words and phrases if necessary. Avoid defining words
First, ask students to brainstorm ideas for their start-up
that come up in the vocabulary section e.g. ‘despair’, ‘breeds
company. They do not need to come up with much detail,
excitement’, ‘pitfalls’, ‘compassionate’. With weaker classes, you
although it would be helpful to know at least the sector, e.g. IT,
may want to let students compare their answers in pairs first.
new energies, finance, or retail. If students can’t think of a sector,
Then check answers with the whole class.
then give them one that most of them will be familiar with.
Students discuss the items in the list and decide on FIVE
1 T
factors that would be essential to cultivate a positive working
2 DS (The writer’s client said that young people depend on
environment. Encourage them to come up with their own ideas.
‘authority figures’ but the text doesn’t say whether these
are parents or senior managers.) During this stage, students should discuss their attitudes to
3 T (un)certainty and whether they would prefer to adopt
4 DS (The text doesn’t say whether they are better at crisis uncertainty avoidance or acceptance. Bear in mind this point
management.) may be culture-bound in your teaching setting, as certain
5 F (When you make any of these decisions, you will have to cultures have a tendency to avoid uncertainty, while others may
bear in mind that the decision might go wrong. But if you accept uncertainty more readily.
do not take a decision, you might miss an opportunity.)
6 T Suggested answers
7 F (To prepare for this unpredictability, individuals must Students may come up with some of the following
face both positive and negative possibilities.) strategies: organise regular frequent training courses
for staff, have effective induction training for new staff,
encourage team-building activities to build trust, have a
4 Put students in pairs or small groups to discuss the questions, flatter rather than a hierarchical culture, encourage a non-
then broaden this into a class discussion. Encourage students to blame culture, hire an in-company psychologist or coach to
elaborate and tell personal stories. If time is short, discuss the help lessen anxiety, make sure managers adopt a hands-off
questions with the whole class. approach so as to encourage younger, inexperienced staff
to make errors and learn from their mistakes, have mentors
Vocabulary for younger staff, encourage an open-door policy so that
employees feel comfortable about discussing potential
5–7 These activities look at useful vocabulary from the problems with their managers, make sure that staff are
reading. For Exercise 6 and 7, ask students to work individually praised for individual performance as well as successful
and compare answers in pairs before checking with the whole teamwork.
class. Exercise 7 can be done with the whole class, checking
answers and clarifying meanings as you go along.

Business Partner C1 © Pearson Education 2020