Unit la Job Descriptions一、Objectives1• To enable students to talk about jobs2・ To practise listening for specific information3.To review the present simple二、Teaching ProceduresStep 1 Warmer (books closed)•T asks Ss how important business cards are to them (their own/other people's)•T introduces the Chamber of Commerce and gives more information if requested(it is an organization wihich operates on a local basis; it helps business by promotin the area;it offers business opportunities for its members through a varieties for its members through a variety of services and events)•T focuses Ss' attention on the business cards and clarifies job vocabulary where necessary.Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speakKey: 2 Helen Marsden3Thomas Kingsley4Beth Lambert5Richard Saunders6Robin SeatonStep 2 Text and Grammar points•T focuses Ss' attention on two of the cards・ Helen Marden^s and Robin Seaton5s. T elicits from the group what they think their duties are.•Ss look at Helen Marsdon and Robin Seaton5s business cards before listening to the cassette again・ T explains any difficult vocabulary where necessaty・ T uses the feedback to check whether Ss have problems with the third person -s when taliing about peopled jobs Key to the exercises:Helen Marsdon:1.Works for a company that produces vaccines and sells them to doctors・2・ Discusses new products with doctors・3.Deals with designers and printers.4.Deals with health authorities in central Europe5.Travels a lotanises conferences for the medical pressRobin Seaton:1.Recruites people2・ Writes job advertisements3.Choose the applicants to interview4.Interviews the applicants with the department manager5.Contacts successful and unsuccessful candidates6.Deals with employee^ problemsrms employees if the management isn't satisfied with their work• Before Ss look at the Don't forget section, T elicits the form of the present form from Ss. Then Tdraws students9attention to the don't forget section, which focuses on the main problem areas encountered when using the present simple: third person -s and negative and question forms using the auxiliary do. T points out that -es is added to words ending in 一s,・ch, ・sh, or -o (eg. discusses, watc hes, wishes, does)• T may wish to point out that there are three possible pronounciations or third person -s endings: /s/ /z/ and /iz/. However, only /iz/ is likely to be problematic.•Ss decide individually (or in pairs) which person each question is fa匚The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which I may need to ex pain ・Key: 1・ Thomas Kingsley2.Helen Marsden3.Katy Williams4.Beth Lambert5.Thomas Kingsley6・ Robin Seaton7.Richard Saunders8.Katy Williams9・ Robin Seaton10. Richard Saunders(Although Robin Seaton works for a packaging company, he works in personnel)•Ss mingle in order to find out the information・ This activity allows Ss to use the present simple and some of the vocabulary that has already been presented・ It also allows T tomonitor the use of the present simple and give further practice where necessary・Step 3 Talking about their job•Ss match sente nee halves about Beth. This enables Ss to review some general work-related vocabulary which they'll need in order to speak about their jobs・ Before Ss begin, T elicits what an accountant job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or -ing, eg. I deal with questions, Fm responsible for checking・ T also draws Ss' attention to the fact that involve is followed by a noun or -ing, eg. My job alsoinvolves giving financial advice・ T points out that Reading /reding/ is a town in the South of England and that its pronounciation is different from the general readingKey to the exercises:2.Fm responsible for checking companeies" accounts /giving financial advice3・ My job also involves giving financial advice/checking companies' accounts4・ I deal with questions people have about their accounts5. As part of my job I have to produce financial reports7・ Fm based in Reading, not far from London.•Ss work I pairs to find out about their partner's job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex 17Step 3 Homework1.Recite new words and expressions2・ Finish the exercises of Ss9 Book of Unit la Job descriptions3.Preview Unit lb working conditionsUnit 1 b Working Conditions（教学详案）、objectives:1、To enable Ss to talk about working conditions・2^ To practice reading for gist and for specific information.3、To review adverbs of frequency.二、Teaching ProceduresStepl Comments about work•Warmer T asks whether they have a suggestions/comments box at work・If so, what kinds of things do people write about.If not, T ask what other system they have for dealing with problems/complaints at work.T asks what typical problems they have at work.•ReadingSs look at comments made by employees and answer comprehension questions・Key： 1 x They are rarely for him/her.2、T hey frequently run out of stationery.3、T hey doif t receive overtime pay when they work last.4^ Equipment breaks down during presentations・5^ The only people who makes a suggestion as well as a comment is the person who writes about the bonus system .•Languages focus:•Ss place adverbs of frequency on a cline according to meaning and review word order of adverbs of frequency・•T asks Ss to underline any adverbs of frequency in the comments and checks their meaning.Ss then look at the adverbs of frequency in the exercise and write them in the appropriateplace on the cline・ They then compare their order with a partne匚Key： never rarely occasionally sometimes frequently/often usually always.•Ss look at the comments again in order to work out the position of adverbs of frequency・ They then complete the DoiVt forget section.Key： 1. usually, after, sometimes, never2、after3、weekly, annually, monthlyKey： SpeakingSs use the adverbs of frequency to talk about what they do outside/at work. Ss then decide how they would deal with the problems/comments in the comments box・1 > Ss work in pairs to discuss routines: both work-related and personal.2、T might wish to get Ss to change partners. Ss look at the comments again and makesuggestions as to how to deal with them.Step2 Terms and conditions of employment• VocabularySs match vocabulary in preparation for the reading.•Reading1、Ss gist-read a Terms and Conditions of Employment document.They then read the text again and answer multiple-choice comprehension questions・2、Ss read the Terms and Conditions of Employment text for gist and decide what type ofwork the documents refer to.Key： 2^ Factory work (shifts, safety regulations, overalls)1、B B C A• SpeakingSs discuss their own conditions of employment.Ss work in pairs to discuss their conditions of employment. Some ideas have been givenbut Ss don't have to discuss all of them. They may also have ideas of their own. The pairsthen give feedback to the whole class on what was the same for both partners・Step3 self-study1 > Vocabulary Recycling of vocabulary form the unit, word search Gap-fillexercise(prepositions)2^ Writing Ss write about their own conditions of employment.3、Exam practice Form-filling exercise(Reading Test Part7)Step4 Assignme nl1、R eview new words and expressions of unitl a Job Descriptions.2、R ecite new words and expressions of Unit 1 b Working conditions.3、F inish exercises of Unit 1 b in student^ book4、c heck the answer of unitl a Job Descriptions.5、F inish exercises of Unit 1 in student^ workbook・Unit2 a Company history(教学详案)一、objectives:1、T o enable Ss to describe companies and their histories.2、T o practice reading for specific information.3、T o review the past simple and prepositions of time・二、Teaching ProceduresStepl The histoty of VolkswagenT elicits any knowledge/experience of VW/Beetles・T asks Ss if they know what the most successful car ever is: the Volkswagen Beetle.T then asks Ss what they know about Volkswagen (VW) and VW Beetles. T can ask 讦any students own/have owned a Beetle and what they thought about the car.2ReadingStudents do a quiz about Volkswagen in pairs then scan a text to find answers to the quiz. Ss then answer multiple-choice questions・Key: Ex-2 BBACB Ex-3 CBABC3Vocabulary: scan the text again to pick put target vocabulary for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensuresthat Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text.Key: I. talk over2・ subsidiary3.public limited company4.globalization5・ setting up production facilities6.turnovernguage focus: past simpleSs will undoubtedly be familiar with the past simple; therefore, the Don't forger! Section simply reminds them about the use of auxiliaries in question-forming and negatives・Teacher should ensure that Ss are confide nt about the pronunciation of past tense ending・ It is probably sufficient for T to point out that most past tense endings do not require the addition of another syllable: /id/ is required only if the verb ends in t or d. T may wish to look at the language note at the end of T's notes for this unit for further informationT could ask Ss to scan quickly through the text about Volkswagen again and put all of the regular past simple verbs into the three categories:/t/ stopped, helped/d/ received, travelled, returned, arrived, described, rolled, continued/id/ started, founded, described, expanded5.Speaking: Ss exchange information about their own company's history.If the class is an in-company group, Ss could pool their knowledge of their company^ history to present to the class. Alternatively, groups could compete to provide the most information within a time limit, with other groups challenging the accuracy of the information. On the other hand, open groups would suit a genuine information exchange・T should encourage Ss to ask for information and not just transcribe their partner^ monologue・If necessary，T quickly brainstonns useful questions that will help Ss compete the task.Step2 Company profile1.VocabularySs match company descriptions with definitionsSs can do the task individually or in pairs・ Subsidiary and public limited company both appeared in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex2・Key: 2. a public limited company is owned by shareholders3.A parent company has a controlling stake in another company4.A wholly・owned subsidiary is completely owned by another company5.A holding company only administers other companies in a group2.SpeakingSs order cards to make a company organigram then describe the company structureSs exchange information a about the present situation of their own companies Details: T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form a organigram. They then present a organigram on the board. The class challenges anything they are not happy with and reaches necesstiry correction・ The answer appeared at the end of the T's note for this unit.T encourages Ss to ask their partner a lot of questions・T also encourages Ss to make notes and present a quick profile of their partner's company to the quick profile could be set as homework writing task.Step 3 elf-studyLanguage focus Gap-fill exercises( past simple)Vocabulary Sorting exercise(prepositons of time: in, at, on)Odd-one-out collocation exercise (verbs and nouns)Exam practice:・Vocabulary matching exercise(Reading Test Part 2)・Note-writing exercise(Writing Test Part I)Step 4 Assignment1.Review new words and expressions of Unit lb2.Note-writing exercise3.Finish exercises of Unit 2a in student^ book4.Check the answers of Unit lb5.Finish exercises of Unit 2a in student's workbook.Unit 2b Company Activities一、Objectives:・To enable students to describe company activities•To practice reading for specific information•To raise awareness of cohesion and connectors of addition and contrast•To review the present continuous二、Teaching Procedures:1.Warmer: T introduces the topic and elicits Ss‘ experience and kn owledge(books closed): T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe, T asks Ss for examples of inward investment and the changes it brings・ T brainstorms car companies and locations they might choose for foreign investment.2.ReadingSs look at the visual on P17. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and by. Ss then look at the questions and scan the visual for the answers・ T asks Ss to support their answers with relevant information Key: 1. Fiat ($ 1.8 bn)2.Volkswagen (in Mosel)3・ Volkswagen (in the former East Germany, Hungary, Czech Republic, Slovakia, Poland)4.Poland ( $ 3.52 bn)5.Slovakia ( $120 m)nguage focus: Ss review the present/ continuous contrast and stative verbsThis exercise is a reminder of different uses of the present tenses・ Ss sort the uses into two groups・ T asks Ss to give an example of each use.Key: Present SimpleGeneral factsRoutinesStatesPresent Continuous Something happening now Temporary situations Changing situationsT reminds Ss about stative verbs and refers them to the Don't forget! Section. The exception of I think/Fm thinking hints at further complexity regarding the use of these tenses.However, T neediVt focus on more complex issues beyond the scope of Cambridge BECpreliminary・4.SpeakingSs discuss reasons for inward investmentDetails: The pair work activity allows Ss to discuss the Unit topic and also acts as aprediction exercise for the text and a chance to introduce some relevant vocabulary. Sswork in pairs/groups and list possible reasons for investment, which can be written on theboard. Before Ss do Exl in the text section, they can quickly check their predictions byscanning through the text.Reasons given in the text:・Cheap workforce・Generous govemment inward investment grants•Slow economic growth at home・Strong growth in central/easternEuropean car markets・Possible to talk over existing facilities/companies cheaply・Good locations for exporting to the former Soviet UnionOther possible reasons not mentioned in the text:•By manufacturing in Europe, Asian and US companies avoid restrictions on imports into Europe •Investing in the area boots local economies and adds to market growth•Higher returners on investments due to low costs •Share holder pressure to increase performance Step 2 Driving Eastwards1.Reading: Ss do a jigsaw reading exercise, before scanning the text to answer Right, Wrong,Doesn^ say9 questionsDetails: (1) The jigsaw reading task is not an exam style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices・ In this case, the text is made cohesive through, lexical cohesion・(e.g. The mention of VW and Fiat in paragraph 3 refers back to the world's largest car-markets in Paragraphp2). The writer also uses (italicized) connectors of addition and contrast. Ss quickly read through the five extracts (skimming) to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraph for them to re-assemble. When reporting back, Ss explain their descriptions and quote relevant passages T corrects as necessary and invites questions concerning difficult vocabulary in the text.Key: suggested answers:2.In addition to cheap labor, •…3.Volkswagen, for example,・・・Contrastbut however although inspite of4. Companies such as VW and Fiat...5. However, in spite of all these advantages ・・・(2) T advises Ss to read through all the questions before scanning through the text. Ssshould check carefully whether there is enough evidence in the text to declare thestatements either "Right 9 or 4Wrong 5. If there is not, Ss should choose 'Doesnl say\Key: BAACBB2. VocabularySs scan the text for connections of addition/contrast then use the connectors to linkinformation from the textAddition AndIn addition Furthermore Moreover AlsoNot only...but also3. Speaking: Ss draw and explain maps of their companies' activitiesDetails: T asks Ss to draw a map showing their company's markets and activities. T reminds Ssthat the maps are only diagrams and need not be works of art. Ss then mark on importantlocations and exchange maps with a partner. Ss take it in turns to ask each other what thelocations are and what activities take place there ・ Ss should be encouraged to askfollow-up questions ・Step 3 Self-studyL VocabularyGap-fill exercise (present continuous)2. Language focusGap-fill exercise (present simple Vs continuous)3・ VocabularyMatching exercise (companies, nationalities and activities)4. Exam practiceMultiple-choice gap-fill text (Reading Test Part 6)Step 4 Assignment(1) Review new words and expressions of Unit 2a(2) Recite new words and expressions of Unit 2b(3) Finish exercises of Unit 2b(4) Finish exercises of Unit 2 in workbookUnit 3 Exam focus : Vocabulary一.Objectives:1 > To provide Ss with usefulStrategies for coping withUnknown vocabulary2、To present useful ways of organizing and storing new vocabulary 二.Teaching procedures:Step / Vocabulary in the examinationWarmer : T writes up the wordsVocabulary and grammar to introduce the topic Tensures Ss understand why vocabulary is an Exam focus unit・Step2 un derstanding wordsSs identify types of words then label the types of words gapped in sentenced and completethe gaps・Ss guess the meaning of potentially unfamiliar words through the use of context.Step3 storing new vocabulary1、Ss discus the advantages and disadvantages of five ways of physically recordingvocabulary ・2> Ss then look at examples of five ways of organizing vocabulary and discuss which theyuse and how they are useful .Ss then assign groups of storage .Step4 Vocabulary cards%1Ss look at an example of a vocabulary storage card and complete cards in a similar way・ Ss work in pairs and discuss which types of information they would choose to storeon cards.%1T highlights the use of cards for vocabulary building (collocations, opposites. etc) Step5 Building your vocabularySs focus on word famous and note ways of changing form through suffixes, prefixes etc.They then build up words and write example sentences・For homework/seif-study Ss are asked to identify and store vocabulary from the previous units.Step6 Assignment%1Review new words and expressions of Unit 2b・%1Recite new words and expressions of Unit 3.(3)Finish exercises of Unit 3 in studcnt/ s book ・④ Check the answers of Unit 2.Unit 4a Telephoning•.Objectives:1 • To practice telephoning language(including leaving and taking messages)2.To practice listening for gist and specific information二Teaching procedures :Step 1 Getting through1.Listening 1Ss listen to six telephone calls and match the calls with the correction descriptions . Details:(D Warmer ( book closed )T asks Ss about their curvent use of English for telephoning.This is a chance to check basic vocabulary ( call, caller, make a call , leave/take amessage ). T may wish to lead a brief discussion of the problems Ss expericnce in thisarea・② Ss listen to six phone calls and identify their conventKey : Cal 12: The receptionist connects the caller .Call3: The other person is not available so the caller will phone again later Cal14: Thecaller leaves a message・Call5: The caller waits for a short time then the receptionCormects her.Cal16: The caller was cut off and phones again.Ss compare answer in pair before・feedback ・ T clears lip any vocabulary points ( connect, cut off )Step2 SpeakingSs produce appropriate responses to telephone phrases. Ss then listen again to identifythe actual responses used in the calls .Details: T ei ther does this as a T-ed exercise or Ss work in pain to produce suitable responses. Ss are not expected to replicate the responses on the cassette at this stage - but to suggest any possible answers. Ss then listen to the cassette again and compare with what the speakersactually said •Key :1・ a person? s name ( e・ g・ Lewis・ Taylor )2.No, it is all right thank you. T' m cal l back in about ten minutes.3.Who? s calling, please ?4.I" m afraid he is in a meeting.Can 1 take a message ?5・ He should be available after lunch.6・ Right. I? 11 tell her you called back.7. I’ m afraid the line is busy.8.Oh,sorry about that. I， 11 try to reconnect you.nguage focusSs review will for immediate decisions, offers and promised・ Ss then do a matching exercise with phrases with will.Key:2.Could I have extension 236,please?3.The phone， s tinging.4.1， m afraid he isn' t in the office at the moment.5・It‘ s Dave Rogers again for Joe West. We were cut off.6.Could you tell Mrs. Rycroft that I called ?Answer to 2:3. Thank you I' 11 put you through ・ r 11 get it.4 .5 . It" s OK. I" 11 phone back later.Sorry. I’ 11 try to recorinect you.Yes. of course・I’ 11 give her your message.4.ReadingSs find a telephone conversation in a maze.5.SpeakingSs select two items from the maze to make their own telephone・ Conversation・ Step 2 Reasons for calling1.ListeningSs listen to a telephoneReceptionist take a message and note down the infotmation before listening again forspecific phrases.Details: Ss listen to telephoneConversation and complete the phone message form%1Name of caller : David Whelan%1Company : Health and safety council.(3) Massage : Has confirmedFirst Aid course week beginning 13 May box can only take 25 participonts not 29.In feedback T can as k Ss to compare the teleph one message with their own practice ・ Does Ss for instance note down other information such as the caller" s telephone number and timeof call? T may need to explain the meaning of First Aid .Before Ss listen again for the relevant telephone phrases, T asks Ss to predict the language・Key : 1・ Could you sell …?2・ I，ni calling about---?3.Sorry, did you say •••? So, thas…2.Speaking :Ss do an infonnation-gap activity, giving and taking telephone messages. ( Activitysheets on Pages 125 and 129 )Details: Ss work in pairs and use the activity sheets on Pages 125 and 129 to give and take telephone messages. They should check each other" s messages at the encl of activity・ T may wish to have Ss role-play their conversations to the rest of the group・Step3 Self-study1.ReadingOrdering exercise ( telephone convetsation )Gap-fill exercise ( telephone conversation)2・ Exam practiceMultiple - choice readingComprehension exercise(Reading Test Pout 1 )Step 4Assignment1.Review new words and expressions of unit 4a.2.Finish exercises of unit 4。
