Unit 5 Conflict and Compromise

 Objectives Objectives  Focus Focus  Warm up Warm up  17.1 Dealing with problems 17.1 Dealing with problems  17.2 Complaining and apologizing 17.2 Complaining and apologizing  17.3 Finding a solution---- a mini case study 17.3 Finding a solution---- a mini case study  Sum-up Sum-up  Assignments Assignments

Objectives When the learners finish learning this unit, they should be able to  deal with problems and clients when placing orders (and trying to rectify them)  complain and apologize  know how to use present progressive tense to describe future arrangements (“will” future for decisions made at the time of speaking → “will” future and present progressive) 返 回返 回 返 回返 回

Focus  Dealing with various problems in doing business  Complain and apologize 返 回返 回 返 回返 回

Warm up  Ask learners what kind of problems can occur when ordering goods from another company.  Get learners to look at the departments and check they understand what they do (Review Unit 4)  Ask them to look at the pictures on the textbook and decide which department is responsible for each problem. 返 回返 回 返 回返 回

17.1 Dealing with problems A. Discussion Reinforce the ideas of different departments in a company: Suggested answer: 1) Marketing, 2) Sales, 3) Order processing / Dispatch, 4) Dispatch, 5) Accounts, 6) After-sales

B. Presentation It is a matching exercise which focus on introducing “will” form in offers and promises.  1. Learners match problems to responses  2. Play the recording so learners can check their answers

C. Language focus This exercise focuses on the use of “will” for spontaneous decisions and contrasts it with the present progressive for decisions that have already been made (arrangements)

 1. Look at the language box and highlight differences between “I’ll…” and “I’m ~ing …”  2. In pairs, learners complete the sentences with the correct form of the future.

D. Problem-solving (an “in-tray” exercise)  1. Learners have to read through the post and decide what they will do with it. (I’ll pass it on to Accounts; I’ll send them a cheque.)  2. Check if the learners are familiar with the expressions of how to deal with the files, for example, to file, to throw away, to pass it on to …, place an order, look for another supplier, etc. (I’ll phone her to arrange another appointment.)

 3. The learners don’t need to understand every word of the posts, gist comprehension is sufficient in this case. (I’ll call Marcel Delisse; I’ll pass it on to Order Processing.)  4. Learners exchange with each other about their decisions. (I’ll throw it away; I’ll tell the Sales department.) 返 回返 回 返 回返 回

17.2 Complaining and apologizing A. Reading: telephone manners It is about DOs and DON’Ts on the phone and focuses on the idea of politeness.

 1. Introduce the activity by asking learners to relate any incidents they can remember of where people were exceptionally impolite and /or unhelpful on the phone ---- elicit some forbidden phrases this way.

 2. Ask learners to read the article and underline the five forbidden phrases.  3. To extend the activity, elicit any other DOs and DON’Ts that learners would give on the subject of telephoning.

B. Listening (introduces ways of complaining and apologizing)  1. Learners look at Mr Noor’s notes. Check comprehension by asking a few questions, like, when did Ms Johnson order the goods? Has she received them? When does she need them? … and so on.

 2. Listen to the recording and check the information on the note.  3. Exchange with each other about answers.

C. Language focus  1. Get the idea ---- saying what the problem is ---- asking for more details ---- giving information ---- giving the reason for the problem ---- apologizing and saying what could be done for the problem  2. Practice according to the cues

D. Speaking (role play): a customer phones a supplier to complain about the delivery of the wrong goods.  1. Divide the class into two groups (A and B) and give them time to look at their respective Files (File 51 and File 52) together, and make notes on what they want to say.  2. Re-group learners into pairs (A+B) to role play the situation. 返 回返 回 返 回返 回

17.3 Finding a solution---- a mini case study A. Reading Ask learners to read the letter to Mr Olsen and establish what the problem is, namely a machine sent from Pacific Machines to Avalon Industries arrived in a damaged condition.

B. Discussion  1. Learners look at Mr Olsen’s .  2. Ask learners what problems they face.  3. In pairs, learners now decide what action they will take.

C. Writing  1. Divide the class into pairs (A and B) according to what they want to do.  2. Ask them to look at their respective Files (File 53, File 54, File 55, and File 56)  3. Write their letter.  4. Show the letter to another pair when finished (peer correction). 返 回返 回 返 回返 回

Sum-up We learned from this unit first of all the general problems the business people may come across in placing an order, then focus on how to deal with some after-sales problems, at last, practice how to complain about the problems and how to make an apology, both in spoken form and written form. 返 回返 回 返 回返 回

Assignments Practice complaining and apologizing about the problem based on textbook page 99, part C. 返 回返 回 返 回返 回