Language_Leader_Int_Binder (779738), страница 5
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She writes about his job in a very positive light so he is probablypositive about it. (‘He gets regular bonuses, flexible hours and lots of opportunities forforeign travel but only if he wants it.’ She says it is ‘rewarding and flexible’.)8He gets a company car, i.e. a car that is paid for by the company he works for.9Yes, probably. Will’s granny admits that he sometimes gets home late at night.10Yes, a very good company (‘prestigious’).11 No. All the things she says are negative about the job, but a 15-year-old boy who’skeen on football will probably see being a player as an ideal career.2 Students put the adjectives in the table.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/FootballerLorry driverAccountantirresponsiblerewardingchallenging(looks) glamorousflexiblesatisfyingNow:boringrepetitivestressfulunfriendlyIn the past:decenthonestPossible follow-up activities1Students take on the role of Will and write a reply to his granny.
They should try tomake the letter polite but explain all the reasons why being a footballer is exactly whatWill wants to do.2Students try to write a letter persuading Will not to become a professional footballer.They could take on the role of sister, brother, friend or cousin.3Students discuss the different attitudes towards work of older and younger people intheir societies. Have views about work changed?4Students role-play a discussion between Will and his mother after he has received theletter.5Students role-play Will talking to his friends about the letter.6Students discuss how seriously young people take the advice of older people in theircultures.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 3: STUDY SKILLSA covering letter: action words and phrases1 Read the extract from a covering letter for a job as a lecturer in the School ofEducation at a British university.
Covering letters should contain action words andphrases to create a positive impression. Fill the gaps in the letter with the positiveaction words and phrases from the box.have workedcan bringhave supportedhave shownexperience ofhave starteddevelopedI am writing to apply for the post of Lecturer in Teaching English to Speakers of OtherLanguages (TESOL) as advertised in the job vacancies section of your website. I am currentlyemployed as a lecturer at the University of Exeter and believe that the skills, experience andknowledge I have developed throughout my career can serve to make a significant contributionto your academic school.1I can bring extensive knowledge and experience to this position including teaching at all levels.2With 14 years’3training, Iactive researcher and I6andFinally, IEnglish Language Teaching, postgraduate teaching and teacherclosely with international students both in the UK and abroad.
I am an4and supervised postgraduate dissertations. Iactivities that have brought money into the centres where I have worked.7_ a high level of organisational and administrative skills as a DegreeDirector, manager of several large-scale projects and in promotional activities for the university.Present perfect simple2 There are a number of examples of the present perfect simple in this letter. Thisis typical of covering letters as writers are describing things they have done inthe past. These things are part of their life experience but may not have specificdates.
Look at the letter. How many verbs can you find in the present perfectform? Underline them.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/5UNIT 3: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to raise awareness and give practice of the importance of action words andphrases in covering letters.This worksheet is designed to be used after Lesson 3.5.30 to 60 minutesphotocopies of the worksheet for each studentA covering letter: action words and phrases1Revise the advice about covering letters from Lesson 3.5 as a lead-in to this activity.1 can bring 2 experience of 3 have worked 4 have supported5 have started 6 developed 7 have shownPresent perfect simple2There are nine examples of the present perfect simple (see below). Notice that theauxiliary has/have does not always need to be repeated within the same sentence.I am writing to apply for the post of Lecturer in Teaching English to Speakers of OtherLanguages (TESOL) as advertised in the job vacancies section of your website.
I amcurrently employed as a lecturer at the University of Exeter and believe that the skills,experience and knowledge I have developed throughout my career can serve to make asignificant contribution to your academic school.I can bring extensive knowledge and experience to this position including teaching at alllevels. With 14 years’ experience of English Language Teaching, postgraduate teachingand teacher training, I have worked closely with international students both in the UK andabroad. I am an active researcher and I have supported and supervised postgraduatedissertations. I have started and developed activities that have brought money into thecentres where I have worked. Finally, I have shown a high level of organisational andadministrative skills as a Degree Director, manager of several large-scale projects and inpromotional activities for the university.Possible follow-up activitiesStudents write a covering letter focusing on the use of action words and phrases.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: LANGUAGE PRACTICEFirst conditionals, language learning vocabulary and phrasal verbs1 Fill the gaps using the words in the box.
The words may be used more than once.Some words may not be used.Part Aif whenfall behindunless as soon as letkeep up with pick upaccent(s)bilingualdialectcatch onget by1This job requires absolute fluency in both Arabic and English. Therefore, unless1 you2, there will be no point applying.are233Most large cities in the UK have a local.Ais a version ofEnglish that is used in that particular area or city.
It can usually be explained by thehistory of the area and has a name. For example, in Liverpool there is Scouse, in3is Geordie. Scouse,London there is Cockney and in Newcastle the local4.Cockney and Geordie are also3456you spend time in Newcastle, you will soonthe Geordie7the local people at first but listening to a dialectdialect. It can be difficult to8to what people are saying.in context makes it easier to9you arrive in a new city in the UK, one of the first things you will notice will10. Usually, spoken words will sound different to the way yoube the localremember from your English lessons.5111213youyourselfin your language classes, you mayhave real problems trying to catch up with the other students.614I can speak excellent French and Spanish and I canin Japanese. I’veonly studied Japanese for two months but I’d like to learn more.Part Bif when as soon as bilingual dialect foreign grammar native slang take up157Speaking a8Can you recommend any good self-study language books? I’m a little bored with only18a new language.studying Italian, I want to9language is an excellent skill to have.
You don’t need to beto be a good communicator in the language. In fact, you can give the17speaker by concentrating on developing yourimpression that you are aspoken, communicative language.161920you are withspeakers who are using a lot ofyou have to ask them to explain it to you. It is not always a good idea for non23speakers to usebut you need to be able to understand it.21,222410you get the new self-study CD, the first thing you should do is transfer itonto your mobile phone.
Then you can listen to it on the bus.11I don’t have any problems with learning vocabulary but I just don’t seem to be able to2526, particularly verb tenses.you have any goodremember thetips that may help, can you pass them on to me?122728In Geordie, the word ‘yem’ means ‘home’.you go toDenmark, you will find that the Danish word for ‘home’ is ‘yem’. This is becauseNewcastle is in the north-east of England where many Scandinavians landed in the7th and 8th centuries.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:to give further practice in first conditionals;to give further practice in the vocabulary content of Lesson 4.1.This worksheet is designed to be used after Lesson 4.3.20 to 30 minutesphotocopies of the worksheet for each studentFirst conditionals, language learning vocabulary and phrasal verbs1Make students are aware that this is revising and recycling the vocabulary and grammarcontent of Lessons 4.1 and 4.3.2 bilingual 3 dialect 4 accents 5 if 6 pick up 7 keep up with 8 catch on9 when / as soon as 10 accent 11 if 12 let 13 fall behind 14 get by15 foreign 16 bilingual 17 native 18 take up 19 if / when 20 native 21 slang22 native 23 slang 24 as soon as / when25 grammar 26 if 27 dialect28 ifPossible follow-up activitiesAsk students to write a personal account of their history of language learning using the wordsin the box.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: READINGThe text is from a monthly magazine for language teachers and learners.
It is number11 in a series of tips about languages and language learning. Read it and thencomplete the activities below.LANGUAGE LEARNING: THINGS YOU HAVE TO KNOW No.11Grammar: prescriptive or descriptive?When you are learning a language, there is onevery important issue on which you should havean opinion. Do you think that grammar isprescriptive or descriptive? Your answer to thisquestion will strongly influence the way that youlearn a language.Many language learners report that they have‘problems with grammar’. However,understanding the difference between these twoattitudes can help motivate learners to be moresuccessful with language learning.Traditionally, the prescriptive view of languagehas been more common. Someone who has aprescriptive view of grammar will believe thatgrammar books provide you with the rules of thelanguage and those are there to be obeyed.Language learners with a prescriptive view ofgrammar are likely to think that learning andstudying grammar is very important.
They maybelieve that language ability is fundamentallylinked to knowledge of grammar, i.e. the moregrammar someone knows and understands, thebetter that person is at the language. Suchlearners may worry about language that cannotbe explained by rules.The term ‘prescriptive’ comes from the verb‘prescribe’. In other words, grammar rulesprescribe or dictate the way a language should beused.In contrast, someone with a descriptive view ofgrammar will believe that grammar books aresimply trying to describe the way that thelanguage is used in real life.
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